General policy in Libya towards local school accreditation for primary and secondary education institutions

Abstract

This research aims to shed light on public policy related to local school accreditation for basic and secondary education in Libya. The study adopts descriptive-analytical approach, which is appropriate for this type of research. It also relies on content analysis of policy documents to examine the levels of Libyan public policy toward local school accreditation, the mechanisms and tools used and extent to which they are formulated, developed and implemented. The study revealed several findings, including the absence of an effective and specific strategy for implementing a local school accreditation system Public policy on local school accreditation in Libya has not yet reached the required level particularly in terms of implementation. For instance, only 27 out of approximately 4,000 schools in Libya have obtained local accreditation- very small percentage. The research also presented several recommendations, such as   the urgent need to adopt a clear and specific strategy for implementing accreditation standards to ensure optimal performance. Other recommendations include upgrading the classification of the Quality Assurance Center to an authoritive body, transferring its affiliation to the House of Representatives, and granting it broader powers, among other proposals