School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 2022 Regulations for Basic and Secondary Education No. 1013 refers to the term مدير المؤسسة التعليمية “Director of the educational institution”.
The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 states that the educational institution shall be managed by a director and an assistant for the morning period and another for the evening period. The director of the educational institution shall be responsible for conducting its basic educational tasks and supervising its administrative and financial affairs.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The fifth objective of the 2013-2040 Empowerment and Human Development Strategy, published by the National Planning Council, is to create Standards to choose educational leaders.
The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 lists various roles and responsibilities of school directors.
Roles
Setting expectations/objectives: The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 states that the Board of Directors, which the school director leads, is primarily responsible for drawing up and following up on plans, programs and activities of the school. The decision mentions that the director of the educational institution is responsible for managing its core educational tasks and overseeing its administrative and financial affairs. Additionally, the director is responsible for preparing periodic reports on the institution's activities, presenting them to the board of directors, and submitting them to relevant authorities. They are further tasked with supervising and monitoring the execution of general activities within the institution and following up on its implementation. School directors are also responsible for signing certificates, documents, and correspondence issued by the educational institution, as well as approving examination results and submitting them to the examination office for accreditation (art.8).
Developing teaching and learning: The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 mentions that the director supervises faculty members and all staff within the institution, evaluating their performance, and coordinating their work. Other tasks include distributing class schedules among teachers according to established performance criteria approved by the institution's board as well as overseeing examination activities within the institution, forming examination committees, and ensuring proper monitoring (art.8). The director also holds periodic meetings with the teachers.
Promoting collaboration: The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 specifies the director's tasks, including communicating with relevant authorities to address laboratory needs, overseeing equipment maintenance, and tracking staff attendance, with the authority to take necessary actions. The director is also mandated to engage in meetings with parents to collaborate on monitoring the well-being of students and supervise institutional tools while monitoring their storage and reviewing expenditure records (art.8).
Supporting staff development: The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 states that school monitors teachers' performance. The study expert (See Section 3.2 Middle Leaders) is the one responsible for determining the training needs of teachers in coordination with the competent inspector and refer them to the school administration. The study expert also evaluates teachers to determine the strengths and weaknesses of teachers to best distribute them to their classes. They also guide new teachers and follow up with them.
Acting in accordance with the ethical principles of the profession: As teachers are considered civil servants, they must follow the Code of Conduct and Ethics of Public Service.
Others: The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 prohibits anyone assigned to manage an educational institution from undertaking any other work without the knowledge and approval of the educational monitor (art.39).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 outlines the prerequisites for individuals entrusted with the administration of an educational institution. Candidates must possess the appropriate academic and educational qualifications, varying based on the level of education. For primary education, a medium or high educational qualification suffices, while secondary education requires a high educational qualification. Additionally, candidates, including assistant directors, are required to have a minimum of 10 years of teaching experience and must successfully pass a personal interview (art.12).
The 2018 Salaries, Rights, and Benefits of Workers in the Education Sector Law No. 4 specifies that holders of a general teaching license are qualified to instruct in the first phase of basic education (grades 1 to 6). In cases of shortages, individuals with special teaching licenses and graduates of teacher colleges may be appointed to teach in these grades. Furthermore, those with special teaching licenses are qualified for the second phase of basic education (grades 7 to 9), with the option to assign graduates of teacher colleges in case of shortages. Graduates of teacher preparation colleges, education colleges, and higher teacher institutes are recognized as qualified to teach in the secondary education stage. In situations where there is a shortage of teachers, graduates from universities and other higher institutes, as well as those from basic science secondary schools, may be assigned to teach after completing an approved educational training period of at least one year at institutes dedicated to the qualification and enhancement of teachers (art.3).
Appointment decision
The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 states that the Minister of Education issues a decision at the commencement of each academic year to define the staffing plan, including positions such as director, assistant directors, and teaching staff, as well as various administrative, technical, and service roles. The conditions for appointment to these positions within the staffing plan are determined by the Minister of Education based on recommendations from the General Reserves Administration (art.13).
Employment equity measures
The 2023 UNDP Libya Gender Equality Strategy aims to “Ensure parity in CO’s senior management and across all positions” and “ensure equal, active and meaningful participation of all female and male employees in decision-making processes.
Working conditions
The 2018 Salaries, Rights, and Benefits of Workers in the Education Sector Law No. 4 outlines the general framework for salaries, including allowances and bonuses by defining ten degrees within the education sector, each corresponding to specific qualifications and responsibilities. The degrees range from the first degree, which includes regular workers without academic qualifications, to the tenth degree, encompassing individuals with a Ph.D. or equivalent. The qualifications vary from completion of basic education, vocational training, and technical diplomas to higher degrees like Master's and Ph.D. The law outlines specific criteria for each degree, including allowances based on training or academic years. These degrees aim to provide a comprehensive framework for the diverse educational qualifications and expertise present in the sector, ensuring fair and structured compensation based on individuals' educational achievements and roles within the educational system (art.4). However, it does not specify to which category school directors belong to and does not specify their salary. Teachers are under the civil status department and are considered civil servants.
2.3. Leadership preparation and training
Pre-service training
The 2013-2040 Empowerment and Human Development Strategy objective is to choose school directors who at least have a bachelor degree.
Induction and in-service training
The 2013-2040 Empowerment and Human Development Strategy aims to provide continuous professional development courses for school directors.
The provisions of the 2023 Decision regarding organizing training at the General Center for Training and Educational Development No. 575 apply to all employees of the Ministry of Education and its affiliated entities (art.2). The training hours and content of the courses approved in the training plan are mandatory for all trainees, whether on full-time training, during work, or after official working hours (art.5). The center is responsible for implementing the approved training courses of various types, either directly or by contracting with one of the accredited training institutions inside or outside, in accordance with the provisions of the Administrative Contracts Regulation (art.9). The training process at the center is carried out through direct training or e-training, either after official working hours or on full-time basis, in accordance with the applicable legislation, to enhance the trainee's competence in the field of preparation and qualification (art.11). The duration of in-house training courses is as follows: Short-term courses: 120.18 training hours; Medium-term courses: 120-360 training hours; Long-term courses: 1440-3600 training hours (ar.14). However, the regulation does not refer to school directors.
3. Teachers, parents and students
3.1. School management committees and boards
The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 states each educational institution with more than 100 students must forma board of directors. The board is chaired by the school director and includes an assistant director, subject specialist, senior social specialist in the institution, and the administrative supervisor as a member and rapporteur, representing the parents, chosen by the Parents' Council (art.3). The Board is entrusted with the strategic planning for each academic year, formulation of plans and programs, and oversight of their execution both within and outside the institution. The Board reviews staffing structures, assesses budgetary matters, and actively participates in the preparation and evaluation of exams. It plays a pivotal role in responding to circulars and ensures compliance with educational regulations. Furthermore, the Board conducts an annual comprehensive inventory of the institution's assets (art.4). Regular monthly meetings serve as a platform for discussion and decision-making, with a unanimous agreement or, in case of a tie, a preference for the side supported by the chairman (art.5).
The 2022 Regulations for Basic and Secondary Education No. 1013 stipulate the formation of disciplinary committees for students within each basic education institution and supervisory councils for disciplinary matters in secondary education. Article 130 outlines the composition of the disciplinary committee for basic education institutions, with the school director or their deputy serving as the chairperson, a teacher from the institution as a member, and a social specialist as a member. Article 131 details the composition of the Supervisory Council for Secondary Education, including the director of the Secondary Education Office as the chairperson, the director of the educational inspection office or the head of the educational inspection unit as a member, a director from secondary education institutions selected by the education and supervision supervisor as a member, and the head of the legal affairs department in the supervision as a rapporteur. Students referred to disciplinary boards are excluded from attendance during such proceedings.
3.2. Middle leaders
The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 outlines the responsibilities of various leadership positions within the school such as the educational supervisor, the subject expert, and the administrative supervisor. The educational supervisor maintains the learning environment of the school, tracks student attendance, and can substitute in any classroom at moment's notice. The subject expert is responsible for managing the school’s teaching and learning. The expert manages textbooks, supports teachers, and studies the examinations. In summary, the subject expert studies the actual needs of educational means and techniques that serve the curriculum and teaching strategies and help the teacher to deliver information and study the available means in detecting learning difficulties among students and ways to treat them. Finally, the administrative supervisor is responsible for school communications and keeping all record. They also approve or disprove forms such as those for medical or maternal leave.
It also details the duties of the teacher for special classes in the institution. These responsibilities encompass thorough preparation and coordination with the subject teacher to implement the educational plan for students with special needs, ensuring their participation in various activities and completion of assignments. Additionally, the special classes teacher is tasked with continuous presence alongside special needs students in the classroom based on the technical committee's report, preparing educational materials, supervising the integration of special needs students within the class and the school, maintaining effective communication with the class teacher, administration, and parents, conducting assessments for integration and performance, identifying challenges, proposing appropriate solutions, accompanying special needs students during exams, and providing regular reports to the school administration, parents, and relevant stakeholders (art.27).
3.3. Parents
The 1970 Education Law No. 134 states that organizing parents’ councils and determining their powers is regulated by the Minister of Education and National Guidance after the approval by the Supreme Council for Education (art.14).
The 2023 Circular on the Activation of Parent Councils No.220 states that each educational institution is mandated to establish a Parent Council, comprising parents, administrative, educational, and technical staff. The first meeting of the Parent Council should occur at least once during the academic year, chaired by the school director, allowing parents and teachers to select delegates for the council. This assembly holds responsibilities like selecting council members and delegates for the new academic year and fostering a collaborative and supportive educational community.
The Parent Council, comprised of elected parents and key school personnel, plays a pivotal role in fostering collaboration and addressing various aspects of the educational institution. The council includes parents elected by the general assembly, the school director serving as the vice president, the student affairs coordinator, a social worker, a guidance counselor, and the council secretary. To ensure effective functioning, the Parent Council establishes committees such as the educational and pedagogical committee, social committee, and financial committee. The financial committee assumes responsibility for managing the council's finances, overseeing the collection of dues, managing profits from the canteen and other sources, and handling donations and gifts. The treasurer, a key figure within the financial committee, is tasked with collecting, recording, and reporting on the council's income and expenses, adhering to specific spending guidelines to ensure responsible financial management.
These councils aim to facilitate discussions on supporting students both morally and materially, providing parents with opportunities to share valuable information about their children's circumstances. The councils undertake significant tasks, such as studying student problems and collaborating with educators, specialists, and counselors to address these issues, supporting the school in nurturing and encouraging talented students and identifying the needs and inclinations of students to implement effective educational plans.
3.4. Students
No information on laws, policies, strategies or frameworks that set out rules for the composition of student councils was found.
4. Governance
4.1. Autonomy of school leaders
Schools are led by the Board of Directors, which the school director leads. The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 states that the Board of Directors is responsible for reviewing and discussing the institution's budget, examining its expenditures, and exploring ways to develop the institution's revenues (art.4). The Board is also responsible for reviewing the staffing of the educational institution at the beginning of the academic year and approve any new amendments.
4.2. Assessment and accountability of school leaders
The 2022 Regulations for Basic and Secondary Education No. 1013 ninth section on Inspection and Educational Guidance outlines the objectives of the Inspection and Educational Guidance System, aiming to assess the educational process by monitoring public and private educational institutions, and teachers, and evaluating their administrative and academic performance. The system focuses on identifying strengths and weaknesses to enhance the educational process. It contributes to revitalizing education by integrating theoretical and practical aspects, ensuring continuous development aligned with societal, political, economic, and social goals. The system monitors the performance of educational institutions, assists in achieving educational objectives, encourages teachers' professional development, oversees educational materials, curricula, and activities, and stays abreast of modern educational methods (art.166).
4.3. Teacher assessment by school leaders
The 2020 Decision Amending the Regulations for Organizing and Managing Educational Institutions for the Basic and Secondary Education Levels No. 561 states that a school director’s role is to collaborate with educational inspectors on matters related to the educational process.
The 2022 Regulations for Basic and Secondary Education No. 1013 assigns evaluation responsibilities to the Inspection and Educational Guidance, which includes assessing teacher performance, contributing to teacher assignment policies, supervising timetable creation, and examining school facilities for their suitability for educational activities (art.167). The inspectors are selected based on their teaching experience, qualifications, performance evaluations, and endorsement from their supervising inspector (art.168). They conduct field visits, direct observation of educational institutions and teachers, and the preparation of confidential reports. The reports are considered confidential, accessible only to authorized personnel, and the teacher must be informed of any information from these reports (art.170) Inspectors are responsible for twenty to forty teachers per inspector, with the flexibility for the head of the Inspection Department to adjust the rate as needed (art.171). Inspectors face the same penalties as teachers if they deviate from their responsibilities or violate laws, educational regulations, professional ethics, or the teacher's code of honor (art.173).
