Technology
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2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2020 Vision: A Plan for Transformative Change refers to the term “information and communication technologies (ICTs)” without providing a definition.
The 2020 Decision No. 354 regulating distance education in higher education defines the following terms:
- Distance education: relocation of an educational programme from an educational institution to a context that does not require the learner to be in the same place to receive it.
- Simultaneous e-learning: Live-streamed education, requiring simultaneous learners in front of specialized education agencies, for discussion and conversation between them and the teacher.
- Non-simultaneous e-learning: indirect education, which does not require the presence of learners at the same time and directly, in which the learner receives the study at the right times and depending on the effort he makes.
- Hybrid learning: classes on international information networks combined with regular classrooms where teachers and learners meet.
- Virtual classes: Classes in which teachers and learners are present on the international information network that are administered according to specific controls.
- E-Learning Platform: An interactive learning environment through which information, data and experience can be shared through the use of the International Information Network
The 2020 COVID-response programme document refers to the term “distance learning” without defining it.
The 2022 Draft Information and Communications Law defines “Information services” as any kind of storage, transfer, exchange, structure and display of information and data in all digital images via electronic devices or telecommunications networks. It refers to the term “ICT” when defining “Cloud computing services” and defines the following terms:
- Web Applications: Software for electronic services accessible using any browser, websites with functions and interactive elements that provide services to beneficiaries using the country's communications networks.
- Smart Devices: a wired or wireless electronic communication device capable of performing information services and connecting to other devices to exchange data in all its forms with human intervention without direct interference from humans.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: Article 8 of the 2011 Constitution (amended in 2012) ensures equal opportunity and guarantees access to education for every citizen. Article 61 of the 2016 Draft Constitution affirms the right to education and Article 174 refers to the creation of an independent constitutional body for technology referred to as the “Council for Science, Technology, and Innovation”.
Article 2 of the 1970 Education Law No. 134 states that its objective is to create equal opportunities for all citizens in the fields of education according to the country's needs. Compulsory education starts at the age of six to fifteen years old according to the 1975 Law No. 95. Article 1 of the 2010 Education Act highlights the fact that education is a right for all and that the State shall facilitate it for citizens under the auspices of public and private educational institutions, monitor their efficiency and monitor the quality of their outputs. It includes technology as one of its objectives in the second article “raise awareness of the importance of science and technology and provide expertise and scientific advice to national and international institutions and bodies”
The 2020 Decision No. 354 regulates e-learning in the higher education stage. According to the Libya GEMR on inclusion, a project to issue a similar bylaw to regulate the pattern of e-learning for the general education stage is in process.
Article 2 of the 2022 Draft Information and Communications Law states that the General Authority for Communications and Informatics aims to develop a regulatory framework for investment, competition and growth in the telecommunications and informatics sector. It also seeks to increase the economy's performance by shifting to the digital economy and diversifying sources of income and adopting a balanced approach based on complementarity between sectors of the State. The draft law does not specifically mention education.
The 2022 Decree No. 394 forms the National Committee for Digital Transformation which is responsible for digital transformation initiatives and strategies and their operational plans in all the public and private sectors, but does not explicitly mention education.
The Draft Law 2022 on Communication and Informatics repeals Law No. 22 of 2010 regarding telecommunications. It refers to education and schools in its article 32 on universal service provision and article 33 where it sets that the responsible authority has the right to set special regulations dealing with special requests for cooperation with universities and educational institutions in Libya in programs to develop curricula in the field of communications and information technology to improve educational outcomes in line with the requirements of the labor market.
Policies, plans and strategies: The 2020 Vision: A Plan for Transformative Change main component in the Human Development Pillar is the transformation of education and the inclusion of science and technology “We must improve the quality of education and give greater emphasis to science and technology fields which will support the diversification and growth of our economy”. The Science and Technology Pillar of the 2020 Vision encourages technological innovation for a prosperous economy “Libya must develop a science, technology, and innovation framework that channels resources to scientific research, research and development, improving the technical capabilities of the national workforce”.
Libya has launched its first 2023 Digital Transformation Strategy, aiming to achieve Sustainable Development Goals through the involvement of the higher education sector and research institutions. The strategy focuses on developing a scientific workforce, supporting research and development, promoting innovation, and fostering collaboration between public, private, and academic sectors. It includes monitoring and evaluating systems, assessing digital readiness, optimizing data usage, and implementing an action plan for the higher education sector. The strategy acknowledges challenges such as limited funding, weak investment in digital technologies, digital illiteracy, and a shortage of IT experts. The three-year E-NABLE project, funded by the European Union, will support Libya in its digital transformation efforts.
The 2030 Vision revives the previous Vision and confirms that access to high-quality education at all levels will be provided and Libyans will be strengthened in their capacities to enable them to realize their full potential”. However, no information has been found in both visions regarding e-education.
The General Authority for Communications and Informatics website (under construction) states that the authority regulates the ICT sectors and contributes to the development of the sector.
The Government of National Unity in Libya has decided according to the 2021 Cabinet Resolution No.677 to establish new colleges and higher institutes affiliated with the Ministry of Technical and Technical Education. These include the Faculty of Engineering Technologies in Yafran, the College of Information Technology in Sebha, the Higher Institute of Marine Technology and Sciences in the Free Zone - Misurata, the Higher Institute of Agricultural Technologies in Al-Fataih - Derna, the Higher Institute of Science and Technology - Al-Aweeniya, and the Higher Institute of Science and Technology in Badr District - Baten al-Jabal Municipality. Additionally, the Higher Institute of Science and Technology in Jadu and the Higher Institute of Science and Technology in Al-Rayyana will be elevated to higher institutes of science and technology colleges.
Libya's General Information Authority (GIA) has established the "Digital Lab" and unveiled a digital transformation roadmap as part of its efforts to support digitalization and develop a unified national digital strategy centered around digitizing services on the Ejraat.gov.ly platform, defining responsibilities and timelines, and promoting cooperation among institutions to deliver user-friendly digital services to citizens. Under the GIA's supervision, the Digital Lab will bring together members from economic institutions to enhance technical skills, streamline procedures, and oversee the development of information systems. The workshop is part of the E-NABLE project, funded by the European Union and implemented by Expertise France, aimed at improving Libya's economic institutions and facilitating a sustainable digital economic recovery.
Digital competency frameworks: No information has been found.
Changes occurred as a result of COVID-19: One of the changes that occurred as a result of COVID-19 was the closure of schools in Libya on March 15, 2020, leaving over 1.3 million learners without access to education. To address this challenge, the Ministry of Education of Libya and UNICEF collaborated to introduce a new programme developed by education experts at UNICEF and the Ministry of Education. This programme focused on supporting the education platforms established for distance learning, providing technical supplies such as computers and tablets, internet connectivity, and capacity building for teachers. The capacity building covered a range of topics, including psychosocial support for children, interactive learning, and education in emergencies. The aim was to ensure that all children were given a fair and inclusive opportunity to continue their education. Moreover, UNICEF worked with the Libyan Ministry of Education to produce informative films to be used as a teaching resource and also spearheaded a communication campaign with parents or caregivers to extend support where needed. UNICEF's support was expected to reach at least half a million children in 2020, primarily focusing on disadvantaged or conflict-affected children.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The Libyan government introduced the 2013-2015 Renewable Energy Strategic Plan to attain a renewable energy share of 7% in the electricity mix by 2020, and further increasing it to 10% by 2025. This ambitious plan focuses on harnessing wind power, Concentrated Solar Power (CSP), solar photovoltaics (PV), and solar heating technologies to achieve these targets.
Computers and devices: Technical supplies such as computers and tablets are a crucial aspect of the collaboration between the Ministry of Education of Libya and UNICEF to support distance learning during the 2020 COVID-response programme. The programme includes the provision of technical connectivity and substantial digital resources, such as computers and tablets to ensure that all children are given an inclusive and fair opportunity to continue their education. The technical supplies, along with internet connectivity, will support the education platforms established for distance learning. The aim is to ensure that no particular group is left behind as those without tech access will be disadvantaged. UNICEF's support is expected to reach at least half a million children in 2020, focusing primarily on those who are disadvantaged or affected by conflict.
Internet connectivity: The 2020 Vision aimed to establish a national information and communications technology strategy to develop an infrastructure that boosts access to high-speed broadband and fosters accessibility to essential government services. No information in the context of education and schools has been found.
Article 4 of the 2022 Decree No. 49 approving the organizational structure of the General Authority for Information Communications and Organization states that the authority aims to contribute to the development of the overall policies of a Universal Service. Article 2 of the 2022 Draft Information and Communications Law states that it aims to “Develop a universal access policy and inclusiveness of services and pursue its development to expand the reach of ICT services to meet the needs of overall economic and social development.”Article 32 of the Draft law provides for instance for 1. defining the goals of universal service and universal access for at least 3 years, and the goals are reviewed and monitored during that period, provided that these goals address permanent digital inclusion. 2. Providing incentives to the comprehensive service provider or any other license holders to work towards achieving the strategic objectives of the national plan for the telecommunications and informatics sector, especially concerning coverage, outreach and connectivity of educational institutions, schools, health centers and government offices. Article 33 deals with digital inclusion providing for communication that needs to take place at least once per year with universities, specialized institutes, health centers, community centers and government institutions in order to understand their needs and requirements for digital services. The responsible body prepares periodic reports that include recommendations on digital inclusion. Ensure that stipulated licensing regulations support, to the greatest extent possible, digital inclusion. Article 35 set that all providers must ensure that they provide for adequate facilities to enable access for persons with disabilities and the elderly and written consumer agreements must be made available in audible form to visually impaired consumers. The responsible body shall specify other requirements in this regard in the implementing regulation
2.2.2. Technology and learning environments
Under the leadership of the Ministry of Education (MoE) and according to the 2022 Country Report, UNICEF has made commendable efforts to strengthen the education sector. In response to the learning setbacks caused by COVID-19, partners supported a remedial education program during school vacations. This programme, implemented in formal and non-formal education settings, aimed to address the learning losses and reached 20,000 children in 16 municipalities. These initiatives have paved the way for enhanced service delivery and crisis response coordination led by NGOs.
Recognizing the existence of children in Libya who are currently outside the national education system, UNICEF continued to provide non-formal education and life skills classes to refugee and internally displaced children, as well as out-of-school children (OOSC). These services, including a digital learning modality, were delivered through eight community centers known as Baity centers. In 2022, a total of 8,278 children benefited from non-formal education and remedial classes, and more than 142 refugee children (51 girls and 91 boys) were successfully enrolled in school. To ensure conflict-sensitive programming, five locations were carefully selected for the establishment of new centers. These centers aimed to provide life skills programs accessible to adolescents, youth, and communities from host communities, as well as refugees and internally displaced persons. Special attention was given to the placement of these centers in municipalities in the South of Libya.
The 2020 COVID-response programme developed by UNICEF and the Ministry of Education focuses on distance learning education platforms, computers and tablets, internet connectivity, and “capacity building of teachers on a range of topics such as psychosocial support for children, interactive learning and education in an emergency".
The e-learning portal (https://school-ly.com/) was developed by the What Foundation before COVID-19. It is an integrated system for communication among all facets of the educational process from teachers, parents, students, and management. Parents can also follow their children's performances, teachers' assessments, school schedules, and weekly plans. Students can perform tests and homework, see their school schedule and exam schedule, and access their teachers’ assessments. This portal was launched in early 2015 to provide online courses based on the curriculum of the Ministry of Education in Libya.
The Ministry of Education and Libyan also specialized programmers developed the “Let’s Learn” interactive distance learning platform and application so students can access their lessons via videos and guiding questions. Other education responses to the pandemic include broadcasting lessons on 4 television channels for all school levels for those without internet access and establishing the Support and Assistance Center to help students, parents and teachers with the education platform and lessons.
Through these concerted efforts, the Ministry of Education, in collaboration with UNICEF, has made significant strides in strengthening the education sector and expanding access to education for vulnerable children and communities in Libya.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The Science and Technology Pillar of the 2020 Vision indicates that Libya “must develop a science,
technology, and innovation framework that channels resources to scientific research, research and development, improving the technical capabilities of the national workforce, and in raising the quality of teaching in science, technology, engineering, and mathematics (STEM) fields”. The digitalized curriculum in the e-learning platform demonstrates the presence of STEM subjects, but no information has been found on the participation of females.
The 2021 Employment in the Mediterranean (YEM) UNESCO Country Factsheet mentions several projects that target computer skills for youth through the three months training course “Toyota Discover Your Talent Programme“ conducted three times yearly since 2018 in collaboration with Toyata, the UNDP, and National Board for Technical and Vocational Education (NBTVE) under the Ministry of Higher Education and Scientific Research (MHESR).
Another initiative by the national organization “Amideast Libya” is the "Skills for Tomorrow (SFT) (2020-2022)” two-year programme targeting Libyan youth with the English language, computer skills, leadership and community implemented in seven cities in Libya: Misrata, Gharyan, Yefren, Sabha, Albayda, Jalu, and Tripoli. The programme is expected to end by 2022.
Information on digital skills has been found in the e-learning portal though it does not specify whether the training listed target teachers or students.
2.3.2. Teachers
The 2021 Employment in the Mediterranean (YEM) UNESCO Country Factsheet mentions that “Teacher development programmes in VET institutions include internal and external training courses in the form of job sequencing preferences, incentive courses with promotion priorities, courses designed to increase productivity” and “vocational schools’ programmes are based on the availability of equipment and teachers”. For in-service training, “NBTVE encourages teachers and trainers who want to complete their higher education by sending them to study abroad to continue their education and covering their education costs.”
Information on digital skills has been found in the e-learning portal though it does not specify whether the training listed target teachers or students.
2.4. Cybersecurity and safety
2.4.1. Data privacy
While there is no data protection law, Articles 12 and 13 of the 2011 Constitution guarantee the right to privacy the confidentiality of all forms of communications except where required by a judicial warrant respectively.
The e-learning platform is only accessed through a username and password to ensure the confidentiality of the users’ data, but no specific law targeting data privacy in the education context has been found.
Concerning privacy protection, there are some provisions in the Libyan Penal Code (1953) that provide general protection for private correspondence and homes from any interference by others. These articles provide that the public servants who commit an offence against private correspondence will face imprisonment of no less than six months. Also, there are some articles in Act No 4 (1990) on the National System for Information and Documentation, which governs the government’s collection of personal data for conducting research for social and economic reasons. This Act provides some provisions which require government entities to take some steps to protect the collected data, such as prohibiting the government from forcing individuals to give their data to conduct its research. However, these articles do not protect personal data when individuals process their data.
Article 65 of the Draft Communication Law of 2022 set that ‘The service provider is responsible for the information related to the beneficiary in its possession or the possession of its agents, and it must protect the information of the beneficiaries and store, using reliable and approved means of protection by the responsible party, taking into account privacy. Limitations permitted by law or with personal consent and for the purposes authorized by law’.
2.4.2. Online abuse and cyberbullying
Article 16 of the 1953 Penal Code defines an offence as an act “committed in public if it was committed: a) by means of newspapers or other means of publication or propaganda; b) In a public place or a place open or exposed to the public.”.
Article 430 of the Penal Code states that “[a]nyone who threatens another with unlawful injury shall be punished by detention for a period not exceeding six months or a fine ….[and] if the threats are to commit an offence against life or property, or disclose matters that violate honour…the penalty shall be detention for a period not exceeding one year.”
The Cybercrime law of September 2022 defines cybercrime: Every act committed through the use of computer systems, the international information network, or other means of information technology that violates the provisions of the law.
The law defines the legitimate use of technology (article 5) unless it results in a violation of public order or public morals or offends or harms others. The law allows the Libyan authorities to block all digital content viewed as “strife” or “ideas that undermine society's security, stability and social peace”. A civil society organization has in the same year asked the Libyan House of Representatives to repeal the Anti-Cybercrime Law n°5/2022 issued on September 27th, 2022 as it directly undermines human rights and fundamental rights, namely freedom of expression and opinion, and the rights to peaceful assembly, privacy, and personal data protection’.
Article 4 of the 2022 Cybercrime Law No. 5 states that the use of the International Information Network and modern technological means is legitimate unless it results in a violation of public order or morals, or abuses others such as harassment of others (article 22) racism (article 29), threatening security or public safety (article 37), incitement to murder or suicide (article 38), and abuse of religious sanctities or observances (article 42). Though the law does not explicitly mention education.
Article 2 of the 2022 Draft Information and Communications Law states that the General Authority for Communication and Informatics is responsible for developing a strategic national plan for information security and combating cybercrime.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The 2012 Decree No. 134 transfers full responsibility for education programs, legislation, and policies to the Ministry of Education. The decree mentions that the Ministry has an “Educational Facility Maintenance and Technology Authority” department but doesn't specify its activities.
The Ministry of Technical and Vocational Education is responsible for all public technical and vocational education institutes.
The Intermediate Institutes of the National Board for Technical and Vocational Education (NBTVE) under the Ministry of Higher Education and Scientific Research (MHESR) is responsible for providing computer skills training for (15-24) year olds in collaboration with the UNDP.
The 2022 Council of Ministers Decision No. 899 reorganizes the Industrial Technology College in Misurata, Libya. The college will have its own legal and financial autonomy and will be affiliated with the Ministry of Industry and Minerals. It will operate according to the laws and regulations governing Libyan universities, with the dean possessing the same powers as other college deans. Faculty members, graduates, and staff will be granted equal treatment to their counterparts in Libyan universities. The Ministry of Higher Education will be responsible for accrediting the college's graduates. The college's focus will be on research and studies related to modern technology transfer and localization, promoting projects and initiatives aligned with the needs of the industrial sector and job market. The decision is effective immediately, and the relevant authorities will oversee its implementation.
UNICEF has been the main partner of the Ministry of Education in the implementation of technology and distance education projects in the context of COVID-19. UNICEF has collaborated with the Libyan Ministry of Education to introduce technology to support distance learning for over 1.3 million school children during the COVID-19 pandemic. UNICEF is providing technical connectivity, digital resources such as computers and internet connectivity, and works with the Libyan Ministry of Education to produce informative films to be used as a teaching resource. UNICEF also spearheads a communication campaign with parents or caregivers to extend support where needed.
3.2. Roles of schools
No information has been found on assessments and the use of mobile phones in schools.
