Development of national policy on teacher training and national strategy on teacher deployment and strengthening teacher training in Libya

1. BACKGROUND

 

Close to five years after the fall of the former regime in Libya, heightened uncertainty, political rifts, conflicts, displacement and insecurity have continued to mark the political, economic transition and social transition in the country. This transition offers Libya the unique opportunity to address the gaps in access and quality of the basic social services.

 

Libya has one of the highest literacy rates in the region; in 2008 the adult literacy rate (15 and over) was 88% (82% for women) compared with the average of 72% of the Arab States, and the youth literacy rate (15 – 25 years old) was 100%[1]. Basic education, both compulsory and free, includes 9 grades for children of ages 6 to 15 years old.

 

With regard to access to education, the gross enrolment ratio in 2006 was 9% for pre-primary education (Gender Parity Index; GPI 0.97), 110% for primary education (GPI 0.95%) and 93% for secondary education (GPI 1.17)[2]. Nevertheless, enhancing the quality of education and improving learning outcomes remain a major challenge. A recent report of the World Economic Forum pointed out the inefficiency of the education system through some proxy indicators[3]. The quality and efficiency of education is a concern as well as disparities among geographic regions in spite of the high financial investment devoted to education.

 

UNICEF Libya seeks a Consultancy Agency to implement a project for the development of a national policy on teacher training, a national strategy on teacher deployment, and the strengthening of teacher training provisions in Libya.

 

1. JUSTIFICATION

 

In 2013 to 2014, UNICEF and the Ministry of Education, in close co-operation and co-ordination with the General Centre for Teachers Education and Development, sought to begin the process of improving the quality of education for all children in Libya by conducting a “Situational Analysis of the Libyan Teaching System”.

 

The findings and recommendations of the analysis will be used to assist in developing a high-level road map for effective teachers’ management and help coordinate a response to teacher development, enhance teachers’ competencies, status and motivation leading ultimately to better learning in Libya’s classrooms. It will also help revising the ‘teacher training’ curriculum for both pre-service and in-service teacher training.

 

The said situation analysis painted a picture of the Libyan educational system in which three major facets proved in dire need of improvement namely the quality of education and teacher development and deployment. These three major facets of any educational system if properly addressed are able to act as a platform for overall education reform assuming stable and satisfactory remaining educational inputs. For it goes without saying that an unqualified and underdeveloped teacher body which is not deployed is a formula of educational dysfunction. For not only must teachers be deployed in order for them to have any effect but they must also be properly equipped for their educational roles. Teachers in Libya are not adequately trained pre service nor are they equipped in service thus the quality of the Libyan teacher needs improvement in order to be able to perform the educational tasks required of them after which they must be employed in the Libyan educational system in order to be effective. This project addresses these three interlinked critical facets of the Libyan educational system.      

 

This project also addresses the current extraneous circumstances resultant of the over crowdedness of classrooms. The recent deterioration in the security situation in Libya post 2014 resulted in the displacement of various Libyan populations which in turn debilitated Libyan schools in conflict areas and caused over crowdedness in schools in stable areas. Thus teachers in the remaining stable schools are forced to deal with circumstances extreme class over crowdedness for which these teachers are not adequately trained nor equipped. This project allows the Libyan teacher body to develop their capacities of dealing with children in special circumstances of displacement and classroom over crowdedness.            

 

The results of preschool provision assessment showed that pre- school enrollment rate in Libya is the absolute lowest in the North Africa and the Middle East. This while preschool education has become an integral component of the Libyan educational curriculum. Thus it is imperative that pre-school educators master trainers be created in Libya if preschool educators are to be trained to sufficient numbers and to a sufficient standard of quality to meet the requirements of the population and the curriculum and to raise the rate pf attendance.

 

1. PURPOSE OF THE CONSULTANCY

 

The consultancy agency will carry out the assignment along four inter-related areas:

1. Strengthen the capacity of 75 Master Trainers (Training of primary school teachers, Training of pre-school teachers and learner-centered pedagogy in the context of  overcrowded classrooms)
2. Develop of training manuals for each training for the review of MoE
3. Develop a draft national policy on teacher deployment
4. Develop national strategy on teacher training and professional development

 

The consultancy agency will carry out training workshops to build the capacity of Master Trainers (from: GCTED, inspectors, teacher training university and Kindergarten Department) and development of related training manuals for the new training materials.  The consulting agency will work closely with the MoE/GCTED, MoHESR, Kindergarten Department and concerned university faculties in a consultative and participatory manner.

 

1. OBJECTIVE AND TARGETS

 

The overall purpose is to support the Libyan MoE/GCTED and Ministry of Higher education and Scientific Research (MoHESR) to strengthen teachers’ development in Libya through strengthening the capacity of 75 Master Trainers, development of national policy on teacher deployment and national strategy on teacher training.

 

1. DESCRIPTION OF THE ASSIGNMENT

Under the strategic guidance of UNICEF Special Representative and the supervision of the Education Specialist, the Consultancy Agency will carry out the assignment along the following inter-related areas:

 

1. Establish of Education Advisory Group involving the two Ministries (MoE and MoHESR), Ministry of Planning (MoP), Kindergarten department/MoE, Faculty of Education/Tripoli University and relevant stakeholders to support and oversee this project.
2. Carry out training workshop to build the capacity of 25 Master Trainers (from GCTED, universities and inspectors) for primary education teacher development.
3. Carry out training workshop to build the capacity of 25 Master (from Kindergarten Department and GCTED) on kindergarten provisions & child-centered teaching methods.
4. Carry out training workshops to build the capacity of 25 Master Trainers on management of overcrowded classrooms.
5. Support the development of three manuals for master trainers (school based teacher training and teacher support), (quality pre-primary/Kindergarten provision) and (learner-centered pedagogy, specifically in contexts of overcrowded classrooms)
6. Develop draft national policy on teacher deployment
7. Develop draft national strategy on teacher training and professional development

 

 

 

 

 

1. DELIVERABLES AND REPORTING REQUIREMENTS

 

 

All deliverables should be submitted in English and Arabic languages. Training workshops will be carried out in Tunisia.

 

The Consultancy Agency will deliver monthly report during the consultancy period and at the completion of each assignment, with payment being subject to deliverables and based on the timelines provided in the section 7 of this ToR.  The monthly reports will include the following sections:   

 

1. Form an Education Advisory Group (MoE, MoHESR, Faculty of Education/Tripoli University, Ministry of Planning (MoP), Kindergarten (KG) Department, UNICEF and relevant stakeholders). Support the Group till it is functional
2. Organise a training workshop to build the capacity of (25) on new teaching methods, child-centered learning & inclusive education
3. Organise a training workshop a training workshops to build the capacity of (25) Master Trainers on quality pre-primary/kindergarten provision
4. Organise a training workshop to build the capacity of (25) Master Trainers on learner-centered pedagogy in the context of overcrowded classrooms
5. Develop three manuals in English and Arabic languages for master trainers (training), (Kindergarten provision) and (learner-centered pedagogy in the context of overcrowded classrooms) developed and shared with the master trainers.
6. Develop of draft national policy on teacher deployment developed and endorsed by the Advisory Committee.
7. Develop of draft national strategy on teacher training and professional development developed and endorsed by the Advisory Committee.

 

 

 

1. PAYMENT SCHEDULE

 

Sr.

Deliverables

Timeline

1.

• Submit and approval of the work plan with clear timelines

1 month

2.

• Develop ToR for the Education Advisory Group and have it approved by the Ministry of Education

2 months

3.

• Establish an Education Advisory Group, consisting of the Ministry of Education, the Ministry of Higher Education and Scientific Research (MoHESR), the Faculty of Education at Tripoli University, the Ministry of Planning (MoP), the Kindergarten Department, UNICEF and relevant stakeholders

3 months

4.

• Support the Education Advisory Group in its first meeting (Around 20 members to meet in Tunisia for 2 days)

3 months

5.

• Conduct a training workshop to build the capacity of 25 master trainers on new teaching methods, child-centred learning & inclusive education;

4 months

6

• Conduct a training workshops to build the capacity of 25 Master Trainers on quality pre-primary/kindergarten provisions.

5 months

7.

• Conduct training workshops to build the capacity of 25 Master Trainers on learner-centred pedagogy in the context of overcrowded classrooms;

6 months

8.

• Produce three training manuals  in English and Arabic languages:

1. Training manuals for master trainers
2. Manual for Kindergarten provision
3. Learner-centred pedagogy in the context of overcrowded classrooms, developed and shared with the master trainers.

9 months

9.

• Develop a national policy on teacher deployment and have it endorsed by the Education Advisory Group;

12 months

10.

• Develop a national strategy on teacher training and professional development and have it endorsed by the Education Advisory Group;

10 months

 

1. QUALIFICATIONS/SPECIALIZED KNOWLEDGE/EXPERIENCE REQUIRED

    

   The Consulting Agency will have relevant experience at the international level in the development of hands-on teaching material and training packages and in provision of technical assistance for teacher development and training to Governments, Universities, International Organizations and other relevant institutions.

    

   The competencies required from the team of experts involved at technical level will be the following:

• At least three team members are PhD holders in education and related domains
• International experience in teacher training
• Experience in teacher development and training
• Experience in kindergarten provision and pre-school curriculum
• Experience in development of manuals and hand-on to teachers and curriculum development.
• Experience in working with national government ministries.
• Ability to facilitate participatory consultative process, including coordination, planning, and monitoring skills.
• Analytical and conceptual thinking and writing ability.
• Previous experience of working in MENA countries.
• Ability to work in an international environment.
• Fluency in English and Arabic.

 

1. UNICEF SUPERVISOR

 

The consulting agency will complete the assignments under the direct supervision of UNICEF Education Specialist and in close partnership with MoE and MoHESR key staff members.

1. DURATION OF THE ASSIGNMENT

 

12 months

 

1. OFFICIAL TRAVEL INVOLVED

 

The training workshops will be carried out in Tunisia. The teacher training and development of National policy and National Strategy will require consultation meetings with different government officials in Tripoli.  

 

1. UNICEF RECOURSE IN CASE OF UNSATISFACTORY PERFORMANCE

 

UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs are incomplete, not delivered or for failure to meet deadlines. All materials developed will remain the copyright of Libyan Ministry of Education and UNICEF and they will be free to adapt and modify them in the future.

 

1. REQUEST FOR PROPOSAL EVALUATION AND WEIGHTING CRITERIA

 

               70% technical; 30% financial

               100% total

 

               1) Overall Response (10 points)

               - general adherence to Terms of Reference and tender requirements

2) Company and Key Personnel (30 points)

• team member(s) meet academic requirements
• company meets minimum (10) years of experience
• company has previously conducted similar work
• company is properly registered a/o has required certifications, memberships, etc.

  3) Proposed methodology and approach (30 points)

• deliverables are addressed as per TOR
• proposed timelines are met

  Minimum technical score: 70% of 70 points = 49 points

   

 

 

 

 

xiv)        HOW TO APPLY

 

Institutions interested in the consultancy should submit their proposal in 2 separate files:

1. The technical proposal including: a) Approach to the work, including methodology, b) work plan with deliverables, c) profile of the team and qualifications. The technical proposal shall not contain the budget and has to be named as following: RFP Libya, Name of company - technical proposal.
2. The financial proposal has to be structured by deliverable and include consultancy fees, daily living allowance, materials, administrative as well as transport costs. The financial proposal shall be named as following: RFP Libya, Name of company - financial proposal.

 

 

ANNEX 1

 

The findings of the “Situational Analysis of Teaching System in Libya” revealed many pivotal issues associated with pre-service and in-service provision, of which:

 

• The Ministry of Higher Education and Scientific Research (MoHESR) is responsible through the universities and their constituent colleges for the pre-service (PRESET)/initial teacher education (ITE) provision while the Ministry of Education (MoE) assumes responsibility for all in-service )INSET)/continuing professional development (CPD) provision. It is reported that there is little co-operation between the two Ministries. If a merger of the two ministries proves to be politically unacceptable at this time, the kind of joint activity suggested here will be promoted in order to establish a culture of effective co-operation between the two Ministries which is needed for complementarity roles of pre-service and in-service teachers training.

 

• Initial teacher education in the university sub-sector fails to equip teachers with the necessary professional skills their role requires. Much in-service provision seeks to address the weaknesses of the teachers’ pre-service courses. There is a clear distinction made between pre-service and in-service teacher education functions.

 

• Locating teacher education within the university sub-sector is entirely suitable for academic purposes. From an administrative perspective, however, it could be argued that overall responsibility for ensuring teacher supply and for determining the nature of the teachers’ preparation should lie totally with MoE, with MoHESR acting as a ‘service agent’ on behalf of MoE. In current practice MoE has little or no influence on initial teacher education, but remains responsible for the quality of education provision in schools.

 

• The two-Ministry ‘division’ also determines the view of PRESET and INSET adopted and prevents a more integrated approach across the two major functions of teacher education.

 

• Current so-called ‘INSET’ appears to be designed from the top – the Inspectorate – down to address the perceived weaknesses of PRESET. For example, it has been suggested that the next course provision and INSET curriculum should focus on class control. It should be remembered, however, that there will be a never-ending need for INSET if the cause of the problem in PRESET/ITE is not addressed.

 

• Pre-service/Initial Teacher Education: PRESET or initial teacher education is undertaken by the universities, establishing an important principle that teacher education should be located in the higher education sector. In many countries, teacher education is part of tertiary education, but not within the university sector, influencing negatively the teacher’s status. However, the courses provided tend to be academically oriented, with little attention given to developing professional competence. The result is a teaching force which generally has appropriate subject knowledge, but which is lacking in the professional expertise teachers require. Most teachers are, therefore, qualified to teach by dint of their graduate status, but remain untrained. Increasingly, there is some limited school experience in the course provision, but there is a lack of appropriate role models in the school from whose experience students can gain. Where there is an ‘education’ component on the course, this tends to focus on the academic study of the traditional educational disciplines – psychology, history, sociology, philosophy – and not on professional practice, and they tend to be taught in the main by university staff who themselves have little or no experience of classroom practice. There is little differentiation in course provision, a weakness most clearly felt in the lower age-ranges of the school. There are some interesting developments that appear to be based on a recognition of the weaknesses of the current system. There is uniform provision of PRESET across Libya, but it is important to note that, as an exception to that uniformity, institutes of higher education have been established recently offering a four-year programme for ‘extra-curriculum’ teachers. In these courses, a decision about entering teaching is delayed until after two years of the programme, allowing students to assess better their commitment to teaching as a profession. Perhaps the most concerning feature of current course provision is the complete absence of a relationship between PRESET, located within the MoHESR, and MoE who have responsibility for employing those trained teachers and for the future provision of INSET/CPD. The lack of a close relationship between the two ministries prevents MoE from influencing course provision in the universities.

 

• In-service/Continuing Professional Development: Responsibility for the provision of INSET lies with GCTED. Since 2011, that responsibility has been extended to include human resource development across the whole sector to include meeting the needs of not only teachers, but also those of all administrative staff. In order to provide a more educationally professional focus, it could be argued that the role of GCTED should revert to that which it fulfilled prior to the change in 2011, with administrative training needs being covered elsewhere in the government’s structure. Additionally, the Centre is also developing standards and international partnerships. There are several strands to the Centre’s work. The workplan for 2013 focuses on the promotion of more active teaching and learning methodologies for teachers and inspectors, and other strands of the plan cover inter alia.

 

Finally, the “Situational Analysis of Teaching System in Libya” encompassed a collection of data from 752 teachers from the surveyed schools. Though more than half of them (65%) have a university subject-based qualification, only a quarter (24.5%) of them have received pre-service training (PRESET) / initial teacher education (ITE) prior to becoming a teacher, and just over half (56.5%) have received in-service education for teachers (INSET) / continuing professional development (CPD). Thus, many teachers surveyed have not been trained in the skills of teaching and nearly all strongly agree that training will improve their teaching. This training, whether pre- or in-service, should be a practice-based participatory process rather than a series of lectures that provide negative models of passive learning, with the intensity and frequency of training and the follow-up being as important as the training itself. It is essential that INSET and on-going CPD, which address teachers’ specific needs, should be developed closely alongside a revised programme of pre-service teacher education.

 

The results of the Situational Analysis will pave the way for development of policies and plans which will allow the Libyan MoE to rebuild a stronger education system at a crucial time in the country’s history. The findings will be used to tailor the in-service and pre-service teacher training programme towards more child-friendly teaching and learning. The Situational Analysis also provided a roadmap for addressing one of the major findings which is the over- supply and surplus of teachers in the system. The analysis revealed that there were over 200,000 inactive and 196,000 active teachers in the system. The analysis will assist developing a high-level road map for effective teachers’ management and help coordinate a response to teacher development, enhance teachers’ competencies, status and motivation leading ultimately to better learning in Libya’s classrooms and develop national policy to address the issue of surplus of teachers.