A Study on Libya and its Education System

A Study on Libya and its Education SystemLibya is an Arabic estate located in northward Africa on the Southern sea-coast of the Mediterranean Sea. The economy of Libya is highly dependant on oil as it has many reserves of oil. The total argona of the unpolished is approximately 1,759,540 squ atomic proceeds 18(a) kilometres (i.e. 679.182 sq miles). It too has the longest coastline among the littoral states of the Mediterranean Sea with a distance of approximately 1.955 km. Libya is surrounded by a issuing of countries Egypt in the east, Sudan in the south-east, Chad and Niger in the south, Algeria in the west and Tunisia from the north-west, and it is a member state in a tot up of organizations, regional groups and inter home(a) organizations such as the unite Nations, the African Union, the Arab Maghreb Union, League of Arab States, Non- Aligned Movement, the Organization of the Islamic Conference and OPEC (Oxford line of descent Group, 2008 The Peoples military commissi on for Education, 2001). Libyas population is approximately 6,310,434 which is considered a sm each do compargond with the countrys area. This sum up also accommodates tens of thousands of non-citizens who migrated to the country in search of organize opportunities, particularly afterward the disc everyplacey of oil and the attractive offers pictured to foreign professionals, especi completelyy at the universities and high commandment institutions (Hanley and May line of business, 2001).1.1.2 Education in LibyaThe Libyan Government has embarked on a teachingal program aiming to the expanding upon, upgrading and modernisation of its fundamental alkali, where fostering is of high priority (Hanley Mayfield, 2001). The Libyan secretary of experience (2000) stresses that teaching method, health and social services are the highest priority for Libyas infrastructure development programme.According to Hanley Mayfield (2001), The Gaddafi Development Foundation has declaren the responsibility for develop procreation organisation and infrastructure in Libya, therefore 5,000 living aims and colleges directed to be modernised and enhanced. This enhancement requires various equipment and expertise at all levels to create model breedingal establishments for the future Libyan generation. In do-gooder, their agenda will accept the fol wretcheding pointsImprovement of the curriculum in schools and universities including the scientific journals, decimal pointicals and books.Opening the door for merging Libyans with the inter matter confederacy through many programs, such as providing a great function of young Libyans the opportunity to continue their studies abroad and to gain planetary qualifications.The innovation of an 18 month program to countenance virtuoso million computers to 1 million Libyan children.The initiation of a program to connect Libya with global educational community through broadband Internet.Every major infirmary will e xecute an educational hospital managed by an already schematic international hospital that will provide training of hospital forethought and process etc for the side by side(p) five old age with 20 hospitals currently targeted for this purpose. insertion of one million companies for one million Libyans. To do this, our young entrepreneurs indispens mogul to be trained and enabled to help them be successful in their natural ventures.The establishment of e-government where registering a bare-assed company will not take more than 30 minutes to complete.Opening the door for cooperation among local anesthetic universities/educational interests and international educational interests through cooperative contracts and memorandum of understandings.Gaining championship for the educational development of Libya through donations, and various forms of foreign investment.Offering luxuriant scholarships to the top students in the country to 990 students for undergraduate and postgraduat e studies. Most scholarships are in the medical and engineering field. The major countries considered are primary(prenominal)(prenominal)ly the UK, North America (Canada and the USA), Malaysia, Egypt and Australia.In academic year 1975/76 the number of university students was estimated to be 13,418. Today, this number has increased to more than 200,000, with an extra 70,000 enrolled in the high skillful and vocational sphere of influence. The rapid increase in the number of students in the high education sector has been mirrored by an increase in the number of institutions of high(prenominal) education. Since 1975 the number of universities has gr profess from 2 to nine and after their display in 1980, the number of high technical and vocational institutes currently stan From its outset the revolutionary regime placed great emphasis on education, continue and expanding programs begun under the monarchy. By the 1980s, Libya had made progress, but the country still suffere d from a lack of qualified teachers and enrolments in vocational and technical training lagged. twain of these shortcomings prepare resulted in a reliance on foreign-born professionals to select teaching posts, technical positions in many state industries and service sector jobs in fields such as health care (Secretariat of Education, 2000).In 1980, to redress the offset, Libya enacted what was cognize as the New educational Structure. School curriculums were restructured in favor of technical subjects and, in the humanities, Arabic language and Koranic education were particularly emphasized. The study of English from the s hithertoth grade was also initiated. At the high school level the plan enabled the creation of specialized vocational and technical schools in addition to traditional academically oriented schools. The crude structure also required the establishment of technical and vocational education at the tertiary level, which has led to the creation and strong growth in the number of high technical and vocational institutions In March 2000, the normal Peoples committal for Education and Vocational Training was dissolved and all of its responsibilities transferred to the regional multitudes committees (Secretariat of Education, 2000).1.1.2.1 superior general educationAccording to the Economist (2009), most of the governments of the Arab countries are substantially aware that their university and school remainss were and still doing badly, Arab governments including Libya hurl been struggling to improve their education infrastructure and facilities. In 1996, students were estimated to constitute 27% of the Libyan population, where the number of university students was 13,418, a considerable number of those students are immigrant guideers who entered Libya with their families, or as employees and wherefore fall in the education institutions. Currently, the verse of students in primary and secondary education are quickly increasing driv ing the number of university students to exceed 200,000, in addition to about 70,000 who joined the technical and vocational sectors. The strategy to redress the balance which called the New Educational Structure, has been utilize in 1980, consequently, the schools curriculum was reformed in pronounce to introduce and emphasize technical subjects in addition to Arabic language and Qurans studies and humanities. The strategy intervention at the secondary education emphasize the launch of vocational and technical schools beside the traditional academic schools. This strategy also emphasised the initiation of technical and vocational institutions in unalike regions of the country which has contributed considerably to the development of these regions (Country Review 2006 and El-Hawat, 2003).The previous educational dodging in Libya was following a 6-3-3 pattern for the primary, technical and pre-university education (i.e. primary stage begins at age 6 and continues for six years, f ollowed by three years of preparatory school and three in secondary school), epoch the current organisation follows 2 nursery, 9 basic education and 3 or 4 secondary education harmonize to the specialisation (Clark, 2010). Eventually, successful candidates get General Secondary School certificates or alternatively, in the case of technical school a diploma. In addition, there is a training/vocational offshoot that follows the preparatory cycle and lasts for two or four years. Those who successfully apply with sufficient high marks can proceed into higher education that is provided by sixteen institutions, nine universities and seven advanced reading institutions (Al Gaamatti, 2005). Moreover, in our time, and according to Sophie (2009), the Libyan government is working on one of the biggest projects in the country. The government is embarking on the worlds lifesizest university building programme for the purpose of motivating the next generation of education seekers to choose t o study and work at deep d receive Libya rather than travelling to separatewise countries. Another reason for this project is to descend the large number of brainy Libyan students who withdraw left the country in the last few decades in order to gain higher university degrees oversees. As part of this project, and in 2006, the Education Ministry created a five-year strategic plan running from 2008-13 to upgrade the countrys educational facilities and infrastructure. In addition in 2007, the death chairial term for the Development of Administrative Centres, which is a state department that manages strategic infrastructure projects, declared its intention to build or enlarge 25 Libyan universities. New strategic joint venture and partnerships between a number of Libyan universities and well-recognized foreign universities were made in order to enhance education. For example, the partnership that was created between Sebha University in Libya and Edinburghs Heriot-Watt Universi ty in the UK, which offers high-level teaching and experience from its pioneer of Petroleum Engineering.1.1.2.2 Higher Education in LibyaAs mentioned earlier in this report, and according to Sophie (2009), the rapidly growing numbers of students at all levels of education required an expansion in the numbers of education institutions, especially the higher education institutions. For example, the number of universities has increased from two universities in 1975 to nine in 2003, while, the number of higher technical and vocational institutes has reached 84 since their initiation in 1980. The front university initiated in Libya in 1951 after the countrys independence, in Benghazi. It had entirely one college of Arts and Education, until the Faculty of Science was launch in Tripoli in 1957. The main objectives behind initiating universities at that time was not more than providing teachers of intermediate and secondary schools with training, and building the capacities of the gov ernment employees (Peoples Committee for Education, 2000).These colleges were followed by the initiation of the college of political economy and Commerce in 1957, followed by the College of Law in 1962, the College of Agriculture in 1966. By 1967, the Libyan higher education witnessed a earthshaking expansion when the College of Advanced Technical Studies and the Higher College of Teachers Training. The expansion continued with the initiation of the College of music in 1970, Al-Bayda Islamic University in, and with the flourish of oil production, the Faculty of Oil and tap Engineering was founded 1972. The Libyan University was divided into two universities in 1973 Tripoli University and Benghazi University. Currently, these universities throw been expanding and named El-Fateh University in Tripoli and Gar-Yunis University in Benghazi. But, since 1981 the number of universities has been increasing in order to serve the growing number of students enrolling in higher education, th e universities were subject to new educational steering policies and accordingly the number of universities increased to 13 in 1995. These successive expansions of higher education in Libya required the country to hike up the migration of delicate and dexterous pot to migrate to Libya and join its education institutions (Al-Shapani, 2001).As such, higher education in Libya is offered in both macrocosm and close universities, as well as higher institutes, and since 2000 the peoples committees, have been responsible for the watchfulness of education in the Libyan regions, where the overall counseling of educational policies in the country is the responsibility of the General Peoples Committee (El-Hawat, 2003). Higher education in Libya is managed by the Higher Education Peoples Committee, while each university is managed by its own University Peoples Committee with a secretary assigned to manage the university and deans as place of faculties and departments, each head depart ment is a member in the Peoples Committee of faculty, while the secretaries of the faculty peoples Committee are automatically members in the university Peoples Committee, where as there are Peoples Committees for the students established to manage the students affairs and activities (Secretariat of Education, 2000). Higher education institutes and university colleges were introduced by the private sector and local public administration (Shabiat), were the higher education policies in Libya permitted that in order to handle the growing number of students at the age of university, however, to the local public administration sponsors of these private higher education institutes were responsible to mobilise their financial resources from local community sources, while the government had no any obligations towards the private sector. As a result, more than five private universities were built by the local administration governance during 1997-2000 (Al falugi, 2008).1.2 The learners of immigration1.2.1 The global contextMigration all over the world has accommodate a placeed feature and characteristic of globalization (IOM, 2003). That flows of immigrants are in most cases a response in one hand to the low income offers and limited employment opportunities at the countries of ocellus, and on the other hand to best opportunities and attractive offers at the countries of terminal (Kuptsch and Pang, 2006). Thus the process of migration is thought to have joint benefits for both the sending countries of the migrants and the receiving countries these benefits include sharing the capacities of the innovative migrants and disseminating fellowship among nations, while on the other hand the financial contribution of those intellectual migrants to their countries of origin is no doubt a considerable contribution to the national income, however those migrants themselves and their children achieve nevertheless benefits when they conclude in the country of destination and become part of its social and education system, as such they become learners of immigration. These flows of immigrants have enforced the receiving countries to adjust their educational management regulations and laws from cosmos suppressive and hindering to become flexible for the immigrants to integrate. (Kuptsch and Pang, 2006). These attempts of integrating the immigrants in the education systems of the receiving countries include some programmes designed by the receiving countries specially to facilitate the immigrant students in learning the language and become totally integrated in the society (Winzhen, 2000).Recently, immigration is best used by several countries to enhance various public and private sectors, to build the capacities of the local labour force, to share knowledge and experience, to learn from successful and best put ons, and to produce new generations of intellectual and skilled citizens. except the trend of learners of immigration is prominent in seve ral countries of the developed world, support by the immigration schemes launched some developed countries for various political, economic, demographic and other reasons. Several countries have utilised their repute status in unlike aspects such as the rich economy, educational reputation, etc to attract the most intelligent people in the world, where the integrating of their children in the educational system of the receiving countries is a big incentive and attractive offer, where the new trend in this project is to utilise the incentives instead of affording easy procedures and limiting the restrictions (Kuptsch. and Pang, 2006). In this regard, in 2002 Norway implemented a scheme which provided high skilled foreigners three months permit to go forward as job seekers, so that they can enter Norway to seek for job, and whenever they have found job and decided to settle they may bring their families to settle with them and then join the education in Norway (Kuptsch and Pang, 20 06).Among these schemes, the trend is more unequivocal in the United Kingdom, where its Programme of Highly Skilled Migrant launched in November 2006 witnessed a major amendment, so that a new point system was implemented to select those applicants of the most highly qualifications, who can contribute to the countrys national economy, this programmes has provided the highly skilled migrants permit to enter and seek job or establish their own business in a period of two years (HSMP, 2009). The highly skilled migrants system has also been adopted by Canada where it was significant to stimulate the highly skilled and talented in the developing countries to immigrate to Canada. Other developed countries have implemented homogeneous several(predicate) policies to encourage immigration, such as The United States and Australia. However, although the components of these systems and their procedures of implementation are diametrical, they furnish sound success in attracting the most qua lified people (Winzhen, 2000) and in integrating their children in the education systems without being hindered by linguistic or cultural barriers.1.2.2 The Libyan contextThe term learners of immigration used in this study refers to the immigrants to Libya who then decide to study in the country. This include the children of immigration that then enter the school system, as well as the adults who attain to Libya as migrants whether they are social migrants or economic migrants, and then may be work or may not be working. They then decide to enter University education as full time or part time students.No doubt it rents to understand the challenges that the educational system and the educational management may face when various people from various cultures join the same educational system. Educational managers who are conglomerate in planning and development of managerial thoughts and knowledge production should be aware of such challenges and how to manage and organise through a ppointed channel in a mannikin that is a part of an existing system structures such as colleges and universities. These impart provide studies for academics and allow them to go for further explore which seeks to achieve and don skills by examining the output field in order to help to make the shape and nature of the theory for enhancing the strong point of the educational system in order to link between the existent local life options and intellectual work taking into affection the kinetics of the corporate strategies that could facilitate the integration of the immigrant learners in the education system (Gunter, 2003).In this trend of learners of immigration, Libya is not an exception as such, the period of the oil sound in 1963 witnessed a significant augmentation in educational expenditure, and in the period between the seventies and eighties, the Department of Education in Libya stimulated skilled and intellectual migrants to come with their families and settle in the country through offer attractive contracts (Al gaamatti, 2005). In this regard, as suggested by The Libyan General Peoples Committee for Education (2005), The Libyan policy to stimulate intellectual migrants is supported by a number of pulling factors that is capable to stimulate professionals and talented migrants to jazz comfortable life and settlement in Libya. These pulling factors which may distinguish Libya and encourage the intellectual migrants to prefer from other countries of the region may first include proximity of the Libyas location to Europe and the enormous opportunities there, on board with the offered relatively high income and hawkish contracts, minimum to exempted taxes, simple procedures of visa and travel procedures, efficient network of telecommunication, high levels of security and safety for the migrants and their families, and low risk of racism and social discrimination as well as the easy integration in the education.The Libyan government implement ed a policy in the early 1980s that encouraging intellectual immigrants and professionals from the region and from all over the world, so as to improve the capacities in different sectors of the government, with special consideration to the education sector which is believed to be the electromotive force producer of intelligence and successfulness through the production of intensive knowledge and the achievement of an improved educational management. Beside the attractive offers provided to the intellectual immigrants, that policy aimed to ease the employment visa procedures for those who acquire the targeted skills and experiences.The policy of move over doors implemented by Libya in the 1980s alongside with the oil boom at that period attracted vast investments to the country and large numbers of migrants stimulated to immigrate to the country by the employment opportunities created and the competitive offers afforded, and the education opportunities provided for them and their families.It is obvious that, the Libyan Government didnt adopt any of the aforesaid(prenominal) schemes, however the Libyan Ministry of Education and the Immigration Authorities implemented a policy in early 1980s to encourage foreigners to enter Libya and work in its different sectors, with special consideration to the education sector, this policy has a significant impact on the flows of immigrants attracted to Libya at that time, whereas these flows continued until the beginnings of this decade where the international political and economic embargo took place and the subsequent sanctions affected these flows and minify its level (Al falugis, 2008).1.3 Educational management1.3.1 The concept of educational managementNo doubt, management is an essential requirement for every human activity. It comprises the scientific research methods in all domains such as planning to achieve receipts with reliance on talent and intellectual creativity. Also, the concept of management is not dif ferent from the concept of control in terms of the general framework of the management process. But this difference can obviously be detect in the application and workout. In the literature, there seems to be many definitions for management. For example, Druker (1974) expound management as one of the most significant innovations of the 20th coulomb, even though the roots of disciplines of management go back 150 years. management is a multi-purpose function that aims to manage a business, manages managers and work. Management is also tasks, people and discipline.The field of educational management, according to Gunter (2002) and Bush (1995), is an area of study and practice that is mainly related to the operation of educational organizations and mainly concerned with the aims and objectives of education. These aims and objectives provide the crucial sense of direction to underpin the management of educational institutions (Bush, 2006). The field of educational management is also a term that is used to signalise and understand intellectual work. This field of study was basically developed from what was known in the UK and internationally as Educational administration. Management of educational practice is as old as the human being. However, it has been growing gradually with the development of knowledge of human beings until it became a science in its own which has its theories and practice. In the past thirty years, however, the field of education management has grown rapidly in many countries especially in England and Wales, with members positioning themselves in all parts of the education system (Gunter, 2000). Elements of educational management may include but not limited to the following subjects planning management coordination routing critique and calendar (Angus, 1994). In addition, education management focuses on a number of aspects such as developing female talents in the field of educational management understanding the purpose of competition id entifying the differences between leadership and management thinking of what and how directors of education do trying to understand the school as one way of educational management and focusing on determine and the basics of developing educational management.During the 1950s, there was no evidence for stately educational management structure nevertheless, there were a president, deputy president and a secretary of mystery. This was the norm until 1956 when Burnham established the hierarchy of management and created all other managerial positions. It was believed that management includes the following aspects understanding empowerment recognition of what could be better and change (Gunter, 2002). Management was not identified as a science until the late 19th century. Bush (2003) stated that Educational management as a field of study and practice was derived from management principles first applied to industry and commerce, mainly in the United States. surmise development largely i nvolved the application of industrial models to educational settings. As the subject became established as an academic discipline in its own right, its theorists and practitioners began to develop alternative models based on their observation of, and experience in, schools and colleges. By the twenty-first century the main theories of education management have any been developed in the educational context or have been qualified from industrial models to meet the specific requirements of schools and colleges (Bush, 2003).In addition, Bush (2003) classified the main theories of educational management and identified six major models (formal, collegial, political, subjective, ambiguity and cultural) which have been subject to a degree of empirical verification in British education (Bush, 2003). Whereas, his classification may differ with other scholars views. However, his models remain significant in the literature of educational management. Moreover, Educational leadership and manage ment has progressed from being a new field dependent upon ideas developed in other settings to become an established discipline with its own theories and significant empirical entropy testing their validity in education. This transition has been accompanied by bubbly argument about the extent to which education should be regarded as patently another field for the application of general principles of leadership and management or be seen as a separate discipline with its own consistence of knowledge (Bush, 2003).1.4 Education management and learning diffusionIn general, and according to Gunter (2003), any inquiry into learning diffusion and knowledge production requires interaction with, a description of, as well as understanding of the different people who receive the learning. Knowledge workers both use and produce knowledge creation and development of thoughts and knowledge could be managed and organised through official channels in a framework that is a part of an existing sy stem structures such as colleges and universities to suit the diversity of cultural backgrounds among the learners. These channels provide studies for learners and allow them to go for further to achieve and acquire similar skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to integrate both the native learners and those who joined the education system recently taking into consideration the importance of implementing the dynamic appropriate strategies. numerous people focus on management before moving into higher education which looks for the forms of activity by reading a magazine or a book and then understanding what is happening. Then allowing new insights to open the way for alternative practices since the academic perception is concentrated on the ability to analyse and become creative before the ability to train (Gunter, 2003). ground on the abovementioned dis cussion, it can be concluded that there is a need to consider the link between development and emerging phenomena such as learners of immigration and educational management evolving relationship between theory and synopsis in the field of educational management follow the management nest that takes into consideration the changing culture and emerging phenomena what knowledge and skills those have the potential to be improved via migration and the role of field experiences and views of academics on the effect of migration on the forward motion of educational management.1.5 Migration and educational management in LibyaThe interest in management has led to the expansion of educational management and the educational improvement in Libya (Al Jiar, 2007). Migration has a significant impact throughout the Libyan history, the origin of the term Libya which was used to describe the region of North Africa which is located between Egypt and Tunisia, was derived from the Libyan tribes Lebo t hat inhabited this region for thousands of years, emigrated from Crete, the Greek islands around the 8th century BC. The Greeks founded the major cities in Libya which were the most prosperous cities in Africa in that era. The main ethnic groups in Libya are the Arabs and Berbers, who make up about 97% of the population, the rest belong to various ethnicities.However, historical records indicate that Libya was inhabited by ancient tribes of the Phoenicians who migrated from the coast of the western Mediterranean. In the 5th century AD, Libya was concurred by the Vandals and then the Byzantines, while in the 6th century AD, Libya became a Muslim territory. In the 7th century AD, the capital city of Tripoli was active by the Spaniards and then the Knights of St. John and was then liberated by the footstool Turks. The significant and noticeable impact of migration on the Libyan education was unvarnished during the beginning of the Ottoman Empire occupation to Libya in 1865 which upd ated and developed many aspects of life both at the headquarters and the rest of the Caliphate. Moreover, the Knowledge wager was promulgated in 1869, to be a regular approach in schools which relied mainly on charity contributions of parents for the purpose of educating their children bearing in bear in mind that the curricula used both Arabic and Turkish languages and the length of study was only three years. Afterwards, the Italians occupied Libya, changing the medium of education from Arabic to Italian. On the other hand, there were the Quran schools initiated by the Arab migrants, which concentrated on the Arabic language and religious studies. This instability of education resulted in high levels of illiteracy in Libya (UNESCO, 2002).Although, no accurate estimates are available about the numbers of immigrant learners in Libya, however, it is known to be considerable number in different educational level (Al falugi, 2008). Thus this study will attempt to provide an estimati on of those immigrant learners, and its focus will be on the universities and higher education. Nasser Nations University was established in to accept the foreign students especially from the African and Arab countries, and then in it was opened for the Libyan students as well. The University has a special office to wield the universitys cultural program that is concerned with the Universitys relations with educational institutions and follow-up agreements with universities extracurricular Libya. Cultural and scientific agreements were held with1. University of Nouakchott and the