The evaluation crisis and institutional transformation pressures in Libyan secondary education From the phenomenon of grade inflation to the question of structural reform and the national charter
DOI:
https://doi.org/10.64943/jkc.2026.040317Keywords:
Grade Inflation, Secondary Education, Libya, Governance, Sociology of Education, Educational Equity.Abstract
The results of the secondary school certificate examinations in Libya for the academic year 2025/2026 reveal a persistent paradox: a sharp surge in the overall pass rate to 77.28%, occurring within a fragile institutional context characterized by deteriorating school infrastructure, delayed textbook distribution, and fragmented executive authorities.
Grounded in official data, this study highlights a notable discrepancy between the scientific, literary, and religious education tracks. This paper posits that such an upward trajectory does not reflect genuine learning gains, but rather a continuation of a structural flaw within the assessment system, exacerbated by socio-political pressures.
Utilizing a sociological framework alongside literature on governance in fragile states, the study analyzes the mechanisms driving these outcomes and their anticipated repercussions on higher education and the labor market. It concludes that any reform of the educational assessment framework remains unattainable without restoring a baseline of institutional legitimacy and safeguarding education from political conflict.
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