Short Notes on Capacity Building Workshop in Post-Conflict Regions- 28 July 2020

Year 2021, Volume: 7 Issue: 1, 71 - 81, 01.04.2021

Ahmet Sedat Aybar

Abstract

Marco Di Donato: The presentation I will make consists of the
preparation process of the Higher Education Report in Libya published by
UNIMED and what it expresses. First of all, I would like to talk about the
method of the report; Both qualitative and quantitative methods were used.
The data obtained were revealed by swot analysis. As a sample, 18 Libyan
Universities were used. Four main considerations were taken into account
when choosing the sample; the size of the institution at the national level,
its geographical distribution, the financial balance between beneficiaries
and non-beneficiaries of the European Union (EU) financial support
programs, Universities that were in contact with UNIMED before.
Interviews were conducted focusing on issues such as the security of the
country, the national education system, legal reforms, the international
cooperation performance of the University and its role in society. Finally,
a draft of the study was prepared and sent to Universities for their approval,
addition / removal or interpretation (I have to admit that we had a hard
time getting approval from Arab sources). We obtained the Swot Analysis
(strong, weak, opportunity, threat) output to create a strategic plan for the
system. According to this analysis, we have seen that EU project calls are
a strong element in education sector capacity building; leaders changing at
optimum level, quality of accreditation processes and financial autonomy
are the weak elements; the acceptance that universities can make positive
changes in society is an opportunity element; and finally, political
instability along with security problems are a threat to capacity building. I
emphasize once again; Libyan Universities are there for any kind of
cooperation you can think of, despite all the problems that exist. They are
waiting. The strong influence of EU programs in the region cannot be
denied. Changing leaders in financial autonomy and management have
weakened the development of the education sector and disrupted the
process.

Keywords

Short Notes on Capacity Building, Workshop, Post-Conflict Regions

References

• Between 1982 and 1994, education was not a right in my country. Individuals who could get an education were people of the upper class or an opportunity gifted to them by politicians. After 1994, education policy
• was developed and education started to be seen as a right for capacity building in society. Children could receive education because they were
• given the opportunity to receive. I want to give an example; I was in England in 2014. I learned that a student was sent to Birmingham
• University for a mining engineering department with a government scholarship. I went personally and chatted with those students. I was very
• curious about how and why the students took advantage of this opportunity. Although one of the students made no application, he said that
• he was called one day by the officials of Short Notes 10 for the Capacity Building Workshop in the Post-Conflict Regions of his village on July 28,
• 2020, and that he was entitled to receive this scholarship. This student was a young peasant who had excelled throughout his education life, that is,
• until that day, who had an interest and skill in reading and acquiring a profession, but had no acquaintance with high authorities. In other words,
• although he did not have an acquaintance to favor him, he was able to take advantage of such an opportunity. This example actually tells us a lot about