I^W -LCL - h&tàhal report nr -J- 13 OCT. 199Í
THE GREAT SOCIALIST PEOPLES LIBYAN ARAB JAMAHIRIYA The People's Committee for Education and Scientific Research
NATIONAL COMMISSION FOR EDUCATION, CULTURE AND SCIENCE
NATIONAL REPORT
On
DEVELOPMENT OF EDUCATION IN THE GREAT SOCIALIST PEOPLES LIBYAN ARAB JAMAHIRIYA DURING THE PERIOD 1992-1993-1994
Prepared
by
A TEAM OF EXPERTS ASSIGNED BY THE SECRETARIAT OF EDUCATION AND SCIENTIFIC RESEARCH
Composed of:
1. Mr.Abdalla Al-Harari Director, Curriculum Department of the Secretariat for Education and Scientific Research 2. Dr.Saadun Suayeh Professor of English Language at the University of Al-Fateh 3. Dr.Ali Hadi El-Hawat Professor of Sociology at the University of Al-Fateh 4. Mr. Asad Al-Masudi Secretary of UNESCO Section of the National Commission for Education, Culture and Science 5. Mr.Ali Al-Sharef Head, Manpower Planning Department, Secretariat for Finance and Planning.
UNESCO-B.I.E. GENÈVE TABLE OF CONTENTS
Page Introduction 1
First Chapter The Educational System in GSPLAJ - Its Structure and Legislation 3 (I) The Legal and Legislative Basis of Education 3 (II) Legislations Concerning the Administrative Organization 5 (a) Departments 7 (b) Subordinate Branches 7 (c) Subordinate Bodies (Committees) 7 (d) Legislations Organization Field of Education 7
Second Chapter Demographic Trends and Their Educational Implications 12 (I) Demographic Trends 12 (II) Quantitative Developments in Education 15
Third Chapter Freedom of Education and Free Vocational Training 20 (I) Home Education 21 (II) The Open University 23
Fourth Chapter Eradication of Illiteracy and Adult Education 27 (I) The size of the Problem 27 (II) Efforts towards the Eradication of Illiteracy & Adult Education 27 (III) Challenges 30
Fifth Chapter Special Education 31
i Sixth Chapter Higher Education 37 (I) University Education 37 (II) Technical and Vocational University Education 37
Seventh Chapter Educational Research 46 (I) Goals of Educational Research 46
(II) Fields of Educational Research 47 (a) Educational Research Aimed at the Development of 47 Education (b) Educational Research Concerned with Educational 48 and Training Policies - Methods of Development (c) Educational Research Concerned with the Role of 50 Education and Training in the Development of Human Resources
Eighth Chapter International Cooperation 52 (a) Coopeation with Arab and International Organizations 52
Ninth Chapter Steps Taken by GSPLAJ Towards the Implementation of the 55 Recommendations made in 1974 by the 18th Session of the International Conference on Education 59 References
ii INTRODUCTION
The Great First of September Revolution was an action made by men for the achievement of happiness for all mankind. Since the very beginning, the revolution has been aware of the important role which education plays in the promotion of man's abilities and talents. The revolution has clearly realized that man is the most important component for building the future, and for the achievement of ambitious goals. Moreover, human development is the only real guarantee for the success of the revolutionary march towards a better and more dignified future.
In view of the above basic beliefs held by the revolution, man has become the noblest goal of education, and the pivot around which it revolves. Education is thus viewed as a process of human investment and not merely a service to be provided by the state for its citizens. As education must reflect society's cultural, political, economic and social values and aspirations, the educational system must have certain national priorities. The officials responsible for education have, therefore, made all efforts possible to upgrade the educational process, and enrich it, benefitting from national and international experiences. The state has continued to provide financial and moral support to the educational sector, a fact which has enabled the sector to overcome many difficulties and achieve considerable success. Among the most important goals of education which have been realized are the following:
1. Compensation, for many years of deprivation from education and knowledge, thus narrowing the gap between the Libyan Arab people and the advanced peoples of the world.
2. The deepening of the sense of national pride in the Libyan Arab people.
3. Satisfaction of people's needs for unlimited knowledge and the acquisition of skills and experiences.
4. Support of development plans, and the provision of competent and well- trained personnel for various fields of production.
5. Acceleration of social, political, economic and cultural development.
Education in Libya is influenced by a number of factors, and faces certain challenges. Chief among these are the following:
(a) The geographical location has caused the Libyan society to be influenced, throughout its long history, by various cultural trends, and to experience various methods of government. The Libyan Arab culture has, therefore, been influenced by European and African cultures, and the educational system must consequently enable the society to retain its own identity in the largest sense of the word, and to acquire new useful patterns of thought. (b) The huge area of the country, with low population density, has made the task of those responsible for education a difficult one as the educational services must be provided to all citizens, including those living in low density and unsettled regions.
(c) Environmental variation (coastal, urban, rural, desert, oasis, farming and pastoral communities etc). This variation made it necessary for the type of education provided in each environment to be adapted to environmental needs and requirements.
(d) The rapid increase in knowledge and the advances in science and technology, have made it imperative for the educational system to increase and accelerate efforts so that the gap separating the developing countries from the fully developed world can be narrowed.
(e) The attempt to transfer technology, utilize it, understand it, and make it fully operational in the best ways possible.
(f) The leading role played by the Great Socialist People's Libyan Arab Jamahiriya (GSPLAJ) requires that the Arab people must be made constantly aware of the dangers and challenges surrounding them. Such undertaking has made certain obligations incumbent upon the educational system.
In the light of the above considerations, this report shall deal with the most important developments which education has witnessed both quantitatively and qualitatively. The report has been compiled in response to the request made by the organizers of the Forty-Fourth Session of the International Conference on Education. It has been written along similar lines of previous reports.
Tripoli, August 1994.
2 First Chapter
The Educational System in The Great Socialist People's Libyan Arab Jamahiriya Its Structure and Legislations
Introductory Remarks
This chapter is concerned with the most important legislative and organizational aspects of education. These educational legislations and laws, their nature and develop ment, are reviewed below:
(I) The Legal and Legislative Basis of Education:
Among the most important principles and legislations upon which education in GSPLAJ is based are the following;
(a) The Revolution's principles in freedom, socialism and unity.
(b) The Third Universal Theory (Political - Economic - Social Aspects)
(c) The Constitutional Declaration Made by the Revolutionary Command Council (RCC) in Shawaal 1389, corresponding to 11 December 1969.
(d) The Law of Education No.34 for 1970 issued by the RCC on the 29 Shabaan 1390, corresponding to 29 October, 1970.
(e) Declaration of the People's Authority - 1977.
(f) Law No. 12 for 1977 concerning Technical Education.
(g) The decision of the General People's Congress concerning the approval of the Educational Structural System for 1982.
(h) Law No.l for 1992, concerning Higher Education.
These guiding principles for the educational system in GSPLAJ are clearly reflected by the educational structure which is compatible with the basic constitutional and legal legislations currently in effect. All these laws and legislations emphasize a number of constant tenets and beliefs which must always be taken into consideration.
3 Among these constant tenets are the following:
A. The educational system represents the entirety of the educational structure.
B. The educational system consists of four stages or levels. These are: The Kindergarten - Basic Education - Intermediate Education - and Higher Education..
C. Education in GSPLAJ is compulsory for all children who have reached the school age, male and females. Education is free at all stages.
D. The period of study for Kindergarten is two (2) years, and for Basic Education, it is nine (9) years, whereas the Intermediate stage lasts for three (3) years. As for Higher Education, the period of study extends from a minimum of three (3) years to a maximum of seven (7) years.
E. The educational system must achieve the following general objectives:
(1) Acceleration of progress by guiding the society economically, socially and culturally. This is achieved by means of concentration of the development of the individual's abilities and aptitudes so that he/she may fully participate in the society's march towards progress.
(2) The increase of awareness by means of creating a confident individual who believes in himself/herself and in his/her abilities. An enlightened generation, aware of its duties and responsibilities, can thus be created.
(3) The deepening of belief in the originality of the Arab character and its abilities. This belief will bring about a sense of national belonging in the individual, as well as a sense of national pride by means of the following:
(a) Increasing the sense of national belonging and pride in the Arab nation and its destiny.
(b) Emphasizing the prominent role which the Arab and Muslim civilization has played in the history of mankind. Awareness of this role will represent an incentive for progress and contribution to human civilization.
(4) The individual's choice of his or her field of education must be free, and intended as a means for the development of the individual's talents, skills and abilities so that he or she may follow a certain career, or continue his studies.
4 (5) Education in all fields and branches must be open to individuals both within and outside the educational system, with flexibility for movement and change.
(6) The proposed educational system, after the Basic Education level, must enable the graduates to participate in the various fields of production at an early age, or to continue their studies in the same field at higher levels of education.
(7) The educational system should also lead to the training of qualified personnel who can benefit from modern technology and scientific progress, and actively participate in the development of science and the discovery of better means and methods for production.
(8) Vocational and technical education must be considered an essential component of the educational system at all levels.
(9) Maintenance of a reasonable degree of balance in society so that the gap between certain cultural patterns and technological means can be avoided.
(10) The Arabic language must be used as the medium of instruction at all educational levels. The priority of this language must be maintained, while also developing and enriching it with new terms so that the needs of the Arabization schemes can be satisfied.
(11) Quranic studies are given a prominent role. Children are to be encouraged to keep the Quran by heart, and those who are especially talented in this respect must receive special attention. Quranic education must be provided at the basic education level with the same basic requirements of this level, but distinct from it in its emphasis on Quranic studies. This policy will help provide, at the more advanced levels, specialized persons who can be entrusted with the development of the various branches of the Quranic sciences.
(II) Legislations Concerning the Administrative Organization
Based upon the laws and legislations referred to above, and in view of the increased importance attached to the development of education as a means to satisfy the various needs and ambitions of the country, and in order to realize the guidelines included in the Strategy of Education in the Arab World, and its annexes, as well as the recommendations made by local and international conferences and seminars on education, legislations organizing educational management have been marked by significant developments over the last three years which are summarized below:
5 1. In implementation of the decisions made by the General People's Congress which emphasize the importance of manual work, and the training of skilled workers by means of the enlargement of the base of training, and the allocation of not less than 30% of students who have completed the Basic Education level to Technical and Vocational training Centres, the General People's Congress has decided to assign the responsibility of education to three secretariats each of which shall be concerned with certain aspects of education:
A. The General People's Committee for Education which is concerned with general education at the pre-University level. Decision No.550/1989 was issued by the General People's Committee concerning the organization and responsibilities of this secretariat.
B. The General People's Committee for Higher Education, to which was assigned the responsibility of university education and higher education in general. The General People's Committee issued its decision concerning its organization and responsibilities.
C. The General People's Committee for Technical and Vocational Training whose organization and responsibilities were outlined in the decision of the General People's Committee
2. Due to lack of coordination and integration in the activities performed by the afore-mentioned three secretariats, and the desire to minimize the size of public administration, the General People's Congress issued a decision in its Second Ordinary Session (Decision No.4/1992) under which the following five secretariats were merged into one:
(1) The General Secretariat for Education (2) The General Secretariat for Higher Education (3) The General Secretariat for Technical and Vocational Training (4) The General Secretariat for Scientific Research (5) The General Secretariat for Youth and Mass Sports.
The above five secretariats constituted one new secretariat called: Secretariat of the General People's Committee for Education, Youth, Scientific Research, Technical and Vocational Training.
In implementation of the decision of the General People's Congress mentioned above, the General People's Committee issued Decision No.27/1993 concerning the re organization of the said secretariat which replaced, in fact, five secretariats.
6 The following directorates and offices now form the main bodies of the new secretariat:
(a) Departments
(1) The'General Department for Education and Free Vocational Training (2) The General Department for Universities and Higher Institutes (3) The General Department for Research Centre (4) The General Department for Education and Training (5) The General Department for Teachers and Trainers (6) The General Department for Evaluation and Examination. (7) The General Department for Planning and Technical Affairs (8) The General Department for Inspection and Follow-up (9) The General Department for Activities (10) The General Depart, for Cultural Relations and Technical Cooperation (11) The General Department for Administrative and Financial Affairs (12) Office of Committee's Affairs (13) Legal Office
(b) Subordinate Branches
1. The National Academy for Scientific Research and its Centres. 2. The Nuclear Research Centre 3. Office of Teaching and Training Media and Equipment 4. Solar Energy Research Centre. 5. The Libyan Centre for Remote Observation and Space Sciences 6. The Higher Institute for Applied Studies 7. Water Research Centre. 8. The National Centre for Educational and Training Research. 9. Industrial Safety Training Centre. 10. Islamic Handicrafts School.
(c) Subordinate Bodies (Committees)
(1) The Libyan Arab Olympic Committee (2) General Scouts Movement (3) Youth Hostels Society (4) The National Committee for Voluntary Youth Activities (5) The National Committee for Education, Culture and Science.
(d) Legislations Organizing Fields of Education
(a) The Period Preceding the Unification of the Secretariats
The three secretariats, previously mentioned, issued, prior to their merger into one secretariat, a number of decisions aimed at the organization of work falling within the scope of each of them.
7 These decisions were mostly concerned with educational issues, the most prominent of which are the following:
1. In the Field of General Education
A new technical post was included in the organizational chart, namely the post of Assistant Under-Secretary for Technical Affairs.
Continuation of the work of the Technical Committees working on curricula and syllabi.
The evaluation of the proposed educational structure with the purpose of reducing the number of specialized secondary schools, and the period of study required, to three years. Students graduating from these schools may join the university if they have achieved high levels of performance.
Admission to some 'Specialized secondary schools' was discontinued because they were either not necessary, or there was not enough equipment for them.
Review of curricula proposed for the Basic Education level.
Non-allowance of transfer from one secondary school to another after the second year.
Development of educational research: A National Centre for Educational Research was established under Decision No. 149/1992 for this purpose.
A decision was issued by the General People's Committee (No.540/92) concerning the organization of free education and its encouragement.
2. In the Field of Technical and Vocational Training
The setting up of a plan for the expansion of Technical and Vocational Training Centres.
Listing the needed equipment, instruments, machines and workshops in the training centres.
Importation of the needed equipment for the said centres.
8 Preparing an annual plan for the allocation of a certain percentage of students who have completed their basic education to the Technical and Vocational training sectors.
The establishment of a separate department for evaluation and examination to cover the needs of vocational training.
Opening up a number of training fields, and the completion of curricula and text-books.
conducting research and specialized studies under the supervision of the National Centre for Training, established under a decision by the General People's Committee.
Organization of Agricultural Institutes.
Review of the regulations of the Islamic Handicrafts School.
Sending a number of trainees abroad: 1625 trainees in 33 Arab and non- Arab countries.
3. Higher Education
Re-organization and expansion of the universities. The number of universities has thus reached thirteen (13), comprising seventy (70) colleges, in addition to twenty-two (22) higher institutes.
Organization of graduate studies, with an increase in the number of students enrolled.
Increasing the number of students receiving scholarships abroad, especially in the medical and scientific fields. The number of students sent to study abroad has thus reached 2,654.
The establishment of the National Centre for Arabization and Translation in order to promote and encourage Arabization schemes at the university level.
B. The Period Following the Unification of the Secretariats
It was mentioned above that the General People's Congress issued a decision under which five Secretariats were merged into one. Decision No.72/93 issued later by the General People's Committee specified the functions and responsibilities of the new Secretariat as follows:
9 1. Proposal of general policies for education, youth, scientific research and vocational training.
2. Setting up of plans and programmes for the implementation of the general policies for the sector, and in particular:
The expansion and promotion of technical and applied sciences.
The expansion of education and training for all Libyans, and the increase of educational services so that all citizens may have equal opportunities.
Implementation of all educational plans and programmes in the light of the general plans of the State.
Performance of research in the field of education and training so that the society may be transformed towards production, taking into account the environmental needs and variations.
Correlating closely between education and training, on the one hand, and developmental needs, on the other, within a significant social context (taking into account the society's needs and philosophy).
Supervision of the Home Education programmes, Adult Education, and free Vocational Training in accordance with the effective regulations.
Putting special emphasis on the role of women, their education and training.
Emphasizing the importance of training in the field of traditional craftsmanship in order to preserve the Islamic and Arabic heritage.
Preparation of curricula and teaching programmes, and their scheduling as per the various educational and training levels.
Encouragement of scientific and applied research.
Devising a general scientific plan for education, training and scientific research in coordination with the various concerned centres within the framework of the state's general policy.
Encouragement of youth activities.
Setting up criteria and requirements for the admission of students to all levels of education.
10 Encouragement of translation, text-book writing and publication. The use of Arabic is to be encouraged and promoted as a means for the spread of science, and a vehicle for the expression of knowledge.
Proposal of the establishment of new universities and institutes.
Supervision of scholarships and training courses abroad.
Setting up rules and regulations for honorary degrees.
Proposal of school fees, and conditions of payment or exemption at all levels.
Issue of certificates and their equivalents.
Provision of teaching equipment and materials.
Strengthening ties with Arab, regional and international bodies and organizations.
Participation in conferences, seminars and symposia.
11 Second Chapter
Demographic Trends and their Educational Implications
Introductory Remarks
This chapter presents some of the facts related to the demographic situation in GSPLAJ, a developing country which is characterized by rapid demographic growth. The educational implications and consequences of this growth are analysed. However, it is shown that despite such demographic phenomena, GSPLAJ is a country which gives absolute priority to education, as reflected by the remarkable quantitative developments in this field, and the increasing expenditure on education. These developments are outlined in the following paragraphs.
(1) Demographic Trends
Societies with rapid growth rates tend to suffer from heavy burdens caused by their attempt to make educational services available to all segments of the population. Rapid growth rates are caused by the fact that birth rates exceed mortality rates, thus causing a significant change in the demographic structure, favouring the younger groups (14-0 years).
Libya has one of the highest growth rates on the world level. Thus, during the period 1973-1984, the growth rate for the Libyan population reached 4.2%, whereas it registered 3.9% for the period 1984-1994, thus the ratio for the younger generation (14-0 year olds) reached 51.4% in 1973, and was slightly lower in 1989 as it registered 49.9%. In 1994, the ratio is expected to reach 49.2%. This means that about half the Libyan population is young, a fact that increases the burden on productive categories of the population. In other words, the policy of mass education requires that larger number of teachers and educational workers must be fully allocated to the teaching sectors.
The size of the population at school age (6-24) has increased from 854,000 in 1973 to 1,569,000 in 1984, and 2,151,000 in 1993. The number of persons in the age-group parallel to Basic Education (6-14 years) has increased from 549,000 in 1973 to 921,000 in 1984, and has reached 1,203,000 by 1993. Such increases have created imbalances in the ratio of basic school age children and the number of teachers needed. This imbalance is increasing. Thus, in 1973, there was for each child in the age group of the Basic Education level 1:7 persons of the economically active age-group (15-64 years). In 1984, this ratio decreased to reach 1:6 persons, and in 1993, it was expected to reach 1:5 persons.
12 The usual teacher-child ratio in developing countries reaches 3 persons per child, and in advanced countries, it reaches 5:1. This means that in countries like Libya, the teacher-child ratio makes educational services far more costly.
If we assume that the ratio of pupils to teachers is 30 pupils per teacher, and that the general objective is that all children in the age group (6-14) must be enrolled in schools, we must have one person among each 49 persons of the total manpower as a full-time teacher in 1984, and in 1993, the ratio would be one person among each ten (10) persons, i.e. one teacher out of each ten persons in the total manpower.
In the following table (Table 1), developments in the number of classes, students and teachers in Teacher Training Institutes for the period 1990/1991-1993/1994 are shown:
Table 1
Developments In the Number of Classes, Students and Teachers At The Teacher Training Institutes During the Period 1990/1991-1993/1994
Number of Students Number of Teachers School No. of Class Years Classes Non- Density Males Females Total Libyans Total Libyans
1990/91 1,564 12,940 30,193 43,142 1,357 1,949 3,306 27,5
1991/92 1,224 8,599 25,690 34,289 1,595 2,093 3,688 28
1992/93 1,043 4,931 21,462 26,393 - - 2,760 25
1993/94 - 5,530 23,595 29,125 - - - -
Given Libya's huge geographical area, approximately two million square kilometers, with a relatively small size of population, the geographical distribution of the population is uneven, with varying population densities scattered over large areas. This situation has led to an increase in expenditures. Thus, educational expenses increased from 135.4 million Libyan Dinars in 1990/1991 to 162.6 million Dinars in the financial year 1992/93, i.e. with a 20% increase approximately. Table 2 shows the allocations to and expenditures on education for 1990/1991 and 1992/1993.
13 Table 2
Allocations to and Expenditures on Education for 1990/1991-1992/1993 (In Libyan Dinars - LD)
FINANCIAL SECTOR ALLOCATIONS EXPENDITURES YEAR
General and Higher Education 80,200,000 46,320,000
Technical and Vocational 29,700,000 15,452,000 Training
Scientific Research 25,500,000 25,500,000 1990/1991
Total 135,400,000 87,272,000
General and Higher Education 90,700,000 48,517,000 Technical and Vocational 31,000,000 20,151,000 Training
Scientific Research 25,000,000 13,469,000 1991/1992
Total 146,700,000 82,137,000
General and Higher Education 108,600,000 53,300,000
Technical and Vocational 29,000,000 19,200,000 Training 1992/1993 Scientific Research 25,000,000 -
Grand Total 162,600,00 72,500,000
14 (II) Quantitative Developments in Education
The educational system consists of four basic stages:
1. The Pre-Basic Education Stage - Kindergarten
The child spends two (2) years at this level and he/she may join it at the age of four (4).
2. The Basic Education Level
The study at this level lasts for nine (9) years, and the child joins it at the age of six (6).
3. Intermediate Education Level
The study at this level extends from 3-4 years, and the student may join this level after he/she has obtained the Basic Education Leaving Certificate, or its equivalent. This educational stage comprises a number of school types:
General Secondary Schools (High School) - Science and Arts sections. Basic Secondary Schools Specialized Secondary Schools Intermediate Vocational Centres
Tables (4), (5), and (6) show the developments in the number of classes, students and teachers in all these types of schools.
4. The University and Higher Education Level
Studies at this level extend from 3 - 7 years, and the student may join it after he/she has obtained the High School Leaving Certificate, or its equivalent. Quantitative developments which this higher level of education has witnessed are provided in a subsequent part of this report.
The number of students who have been enrolled in the various schools and institutions, comprising all levels, has risen from 1,622,129 students in 1990/1991 to 1,819,365 in 1993/1994. Thus, the complex growth rate has reached 3.9% during this period. The ratio of persons receiving education to the total number of the population has risen from 36.8% in 1990/1991 to 37.1% in the academic year 1993/1994.
15 The ratio of persons receiving education to the total of the population at school age (6-24) has also increased from 79.2% in 1990/1991 to 79.8% in 1993/1994. The ratio for males developed from 81.3% to 87.7%, whereas that for females increased from 75.8% to 78.4% for the same period.
The ratio of students enrolled at the Basic Education level to the total population has increased from 105.5% to 105.8% during the same period, whereas the net percentage of persons joining this level of schooling has increased from 97.0% in 1990/1991 to 97.4% in 1993/1994: 96.9% - 97.6% Males and 94.7% - 96.1% Females.
As for the Intermediate level of schooling, the ratio of students to the total population in the age-group parallel to this level (15-18) has increased from 69.0% in 1990/1991 to 73% in 1993/1994. The net ratio, however, increased from 54.0% to 69.0% out of which, the ratio for males was 54% - 69.7%, and for females 53.8% - 68.2% respectively, covering the same period.
The number of girls enrolled at various educational levels has also risen from 718,022 students in 1990/1991 to 870,153 students in 1993/1994. The complex growth rate for the period has reached 6.6%. The ratio of girls to the total number of persons receiving education has increased from 47.2% to 47.8%. Increases took place at all educational levels. Thus, for the Basic Education level, there was an increase from 47.5% to 48.7%, and for the Intermediate level, the increase was from 45.5% to 47.2%. At the University level, there was an increase from 28.7% to 35%, covering the same period 1990/1991 - 1993/1994.
Table 3
Kindergartens in GSPLAJ - 1993/1994 NUMBER OF BRANCHES KINDERGARTENS CHILDREN EMPLOYEES Tripoli 17 2,750 512 Benghazi 10 2,034 226 Sebha 6 326 38 Derna 3 1,100 124 Zletin 2 300 20 Five Points (Zwara) 1 77 23 El-Bayda 1 95 8 Misrata 3 724 62 Garyan 1 310 25 Ejdabya 5 850 150 Total .... 49 8,876 1178
16 Table 4
Development In the Number of Classes, Students and Teachers At The Basic Education Level 1990/1991-1993/1994
Number of Students Number of Teachers School No. of Class Years Classes Non- Density Males Females Total Libyans Total Libyans
1990/91 43,235 616,752 558,477 1,725,229 82,300 3,237 85,537 27
1991/92 45,790 645,392 593,594 1,238,986 96,212 3,411 99,623 27
1992/93 46,784 649,294 604,948 1,254,242 99,981 3,810 103,791 26
1993/94 55,990 690,120 666,920 1,357,040 - - - -
Note: Based on Information Collected from Various Reports
17 Table 5
Development In the Number of Classes, Students and Teachers At The Intermediate Education Level 1990/1991-1992/1993
Number of Students Number of Teachers School No. of Class Years Classes Non- Density Males Females Total Libyans Total Libyans
1990/91 3,507 56,054 57,629 113,683 4,145 3,421 7,566 32
1991/92 4,353 70,093 68,767 138,860 6,521 4,908 11,429 31
1992/93 4,801 75,588 75,037 150,625 - - 13,338 31
Tableó Development In the Number of Classes, Students and Teachers At The Basic Secondary School and Specialized Secondary Schools 1990/1991-1992/1993
Number of Students Number of Teachers School No. of Class Years Classes Density Males Females Total Males Females Total
1990/91 1,028 14,084 20,639 34,723 752 901 1,653 33
1991/92 1,632 15,466 27,042 42,508 1,699 1,813 3,512 26
1992/93 - - - 38,577 - - -
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59 Ü vo Third Chapter
Freedom of Education and Free Vocational Training
Introductory Remarks This chapter outlines the philosophy of the freedom of education and training which GSPLAJ believes in out of the firm conviction that an individual may choose the type of education or training he/she considers best for his/her talents and abilities. Two models of this type of education are presented below. These are: (1) Home Education; and (2) The Open University.
Free Education And Training
Freedom of education and training may have several forms as to the content, method and manner of implementation. In the Libyan context, free education or informal education, permits individuals to open and join private schools which can teach any subjects, provided that they maintain, as a minimum, the subjects taught within the general (public) educational system as a safeguard for their performance. Freedom of training, on the other hand, allows public entities to establish training facilities which provide the kind of training that certain individuals are willing to receive within a certain time frame set in coordination with their trainers. These training establishments, however, may be inspected by officials for follow-up purposes-.
The Legal and Legislative Basis for Free Informal Education
The most important legal and legislative basis for freedom of education is to be found in the Declaration of People's Authority in 1977, and the Law No.5 for 1991, setting out the modalities for the application of the principles contained in the Great Green Charter for Human Rights in the Age of the Masses, and Law No.20 for 1991 concerning the reinforcement of freedom.
In addition to the previous general laws, a number of decisions were issued by the General People's Committee which specifically provided for the rules and regulations needed for the organization and implementation of all types of free education and training.
The spread of free education enterprises has led the officials to establish a new general department called "The General Department for Free Education and Vocational Training", which forms part of the Secretariat for Education, Youth, Scientific Research and Vocational Training. An important organizing regulations for this type of education, consisting of 26 articles, was also issued. The following table, Table 1, shows the number of permanent institutions that practise free training and education activities as per regions:
20 Table 1
Permanent Institutions That Practise Free Training And Educational Activities As Per Regions
EDUCATIONAL TRAINING REGION ESTABLISHMENTS ESTABLISHMENTS TOTAL
TRIPOLI 30 14 44 BENGHAZI 32 20 52 EL-MARJ 2 1 3
EL-BAYDA 1 - 1 MISURATA 1 3 4
SIRT 2 - 2 ZLITEN 1 2 3
SEBHA - 6 6
ZAWIA 1 - 1
ZWARA 1 - 1
TOTAL 71 46 117
As for non-permanent training establishments providing temporary training courses in certain fields, they are quite numerous and spread all over the country. There are particularly two types of "Free Education" practised in Libya which are especially important and will, therefore, be described below:
(I) Home Education
The system of "Home Education" is a relatively new concept of unofficial education. It aims at the provision of a learning environment for the child at the comfort of his/her own home via media such as TV. It is an educational technique which is compatible with the regional programme for "the spreading of elementary education and the eradication of illiteracy in Arab countries by the year 2000", which was proposed by UNESCO in 1989. It is also compatible in spirit with the concept of "Education for All" declared by the International Conference which was held in Thailand from 5-7 January, 1990.
The idea of "Home Education" was, in fact, proposed in educational conferences as early as the fifties, especially in France. However, because of its excessive dépendance on economic justifications, it was largely abandoned.
21 In GSPLAJ, the concept has been revived and presented with a more comprehensive framework that takes into account a number of educational and psychological factors. Among the basic principle to be adhered to in this type of education are the following:
1. Qualified teachers with high levels of competence shall prepare model lessons for this type of education, covering all syllabi.
2. The use of television as the preferred media for this kind of education under the supervision of the family, as the family is the most important institution responsible legally and morally for the child.
3. The provision of the appropriate 'mechanism' for the supervision of the system, and coordination with the TV officials and technicians.
4. The child should be transferred from his home environment to larger educational environments (e.g. schools) in a gradual manner to avoid undesirable psychological effects, and such transfer should take place only at the appropriate age.
5. Prolonging the time which the child spends at home away from undesirable influences.
6. Allowing gifted children to move through home education at a quicker pace appropriate with their fast learning abilities, thus reducing the period of schooling required by the official, regular type of education.
7. Home education provides the opportunity for some children to start their 'schooling' before they attain the required, official age for joining regular schools.
8. Educational expenses become less costly.
In order for the child to begin his/her home education, a certain age must be attained, and the child has to take the regular tests needed for promotion from a lower class to a higher one, as required in regular schools. The parents, however, can decide when they think their child is ready to take the test or examination for a particular school year. Advanced and intelligent children can thus work at a much quicker pace than that allowed by regular schools, and in general, most children can finish the basic education level in a much shorter period following this system. Home education in Libya has not, however, been fully evaluated yet, but it is becoming popular and the number of children enrolled in that system reached 40,331 by 1993.
Books are distributed freely to children enrolled in home education, and all its activities are supervised by the Permanent People's Committee for Home Education, a Non- Governmental Organization (NGO) established on 20 October, 1990.
22 The Legal Basis for Home Education
A number of decisions and legislations were issued by the General People's Committee providing a sound legal framework for this type of education.
(II) The Open University
The General People's Committee issued decision No.670 for 1987 under which the Open University was established. The philosophy and objectives of this university are outlined below:
A. System of Open University
The Open University is a form of the so-called "remote learning" which basically means that the leaner can educate himself without having to go physically to school, and follow formal, routine education. Curricula and teaching programmes, both theoretical and applied, are conveyed to the learner via written, visible and audible materials, i.e. a full learning package.
B. Origins of Open University
The Open University came into being in 1987 under decision No.670 issued by the General People"s Committee. It started its programmes in 1989. The number of students enrolled at the Open University had reached 8,912 by the year 1992, distributed as follows:
Open University Enrollment by the Year 1992
Law Department 2,402 Economics Department 1,087 Accounting Department 842 Administration Department 1,169 Political Science Department 1,104 Studies Department 224 History Department 706 Geography Department 282 Sociology Department & Social Work 269 Arabic Department 458 Education & Psychology Department 369
23 In 1993/1994, the total number of students enrolled at the Open University reached 11,400. The Open University, whose main centre is in Tripoli, has opened up branches in Benghazi, Sebha, Ejdabia, Derna, Misurata and El-Kufra. These branches enable the students to receive all the educational services offered by the central university in Tripoli.
C. Programmes
All teaching programmes are prepared in accordance with the laws and regulations of higher education, and the academic regulations of the university provide for the approval criteria of all the requisite subjects for obtaining the required university degree. The total number of credits needed for graduation falls between 120 - 150 credit hours as per the school-year system. This number includes approximately 40 - 50 subjects in various departments and specializations.
The programme consists of:
(i) Written Materials for Reading
The books, references, journals, bulletins, dissertations, etc. required as reading materials are determined and recommended by the departments and faculties of the Open University. The sales department makes these required reading materials available for purchasing from the book-shop of the university.
(ii) Lectures
Each year a full programme of lectures covering the various fields of specialization is announced. The students are required to attend these lectures, dealing with both theory and practice, in order to benefit from personal contacts with the professors and fellow students. This will enable them to fill any gaps in their background which their self-learning efforts were not enough to cover.
(iii) Research, Seminars and Applied Work
The Open University programme includes research work in the form of a graduation project prepared by the student under the supervision of a professor. Subsequently this graduation project is discussed in seminars, supervised by specialized professors from both within and outside the university (External Professors). The preparation and discussion of such projects is an integral part of the Open University system.
(iv) Bulletins, Guidelines and Exercises
Certain explanations and guidelines are provided through the following:
(a) Questions and Exercises, with model answers; (b) Self-Correction and Self-Assessment.
24 The university also provides written instructions and guidelines for each subject, proposing the best ways of reading, analysis and how to extract and utilize information from various sources. All such guidelines form part of the student's learning package.
(v) Audio-Visual Programmes
Cassette and video tapes are made available to the students and they contain various explanations of the academic subjects taught. Supervisors in audio-visual materials provide assistance and instructions to the students on the best use of such tapes.
Requirements For Admission
1. Birth and Residence certificates for Libyans. For Non-Libyans, a photocopy of the passport is sufficient.
2. A certificate, or any other document, showing the student's level of education, before joining the university.
3. Six photographs
4. Application forms to be filled by the student.
5. Payment of annual registration fee of One Hundred Libyan Dinars(LD.lOO)
Exemptions
In order to encourage the largest number of people to receive higher education, the following categories are either completely or partially exempted from the payment of fees:
1. The Disabled, the Handicapped, and Prisoners.
2. Female officers in the Libyan Armed Forces.
3. Poor students unable to pay fees, provided that a decision from the People's Committee at the University is obtained.
4. Students whose income is limited, or who may face unusual financial difficulties, are allowed to pay the school fees by installments.
25 Rewards
Students whose academic performance is distinguished are rewarded, and their achievements acknowledged. The following rewards are provided:
1. Distinguished students are honoured in a special ceremony.
2. Those students whose general average is either "Excellent", or "Very Good", obtain certificates of recognition and certain merit rewards.
3. Financial rewards are also given to the "Excellent" and "Very Good" student categories.
NB: The information on the Open University is based upon a bulletin issued by the said University.
26 Fourth Chapter
Eradication Of Illiteracy And Adult Education
Introductory Remarks
In this chapter, the problems of illiteracy and adult education are dealt with. Libya's commendable efforts in this field are outlined, and the size of the challenges that had to be faced, is also indicated. A summary of all such efforts is presented below:
(I) The Size of the Problem
The 1973 census registered an illiteracy rate of 50.9% out of the total population in the age-group ten-plus (10 + ) for both sexes. The rate for males was 30.8%, and for females 72.7%. It was further indicated that more than half the population in the ten-plus age-group were illiterate, and about one-third of the male population in this group were also illiterate. As for the females, two-thirds of the age group ten-plus were illiterate. By the year 1984, the illiteracy rate became much lower as it had reached 32.5% for both sexes: 18.4% for males and 47.2% for females.
The available statistics show that the majority of the illiterate persons fall within the category of the aged group of the population. The long term programme for the eradication of illiteracy, teaching and training for the period 1994-2015 has been prepared by the General People's Committee for Education and Scientific Research. The target of this plan is to eradicate the illiteracy of more than 491,000 persons in the age-group 15-50 years by the end of the plan.
(II) Efforts Towards the Eradication of Illiteracy and Adult Education
The GSPLAJ is a country characterized by its awareness of the dangers of illiteracy, and its solid determination and commitment to eradicate it. The Green Book states that "Knowledge is a natural right, and an inalienable right". Measures and procedures of all kinds have been taken to solve this problem at all possible levels. In this respect, the recommendations of the Fourth Conference of the Arab Ministers of Education held at Abu Dhabi in 1977 were particularly observed. Among the measures taken are the following:
(1) A special department for Adult Education and Eradication of Illiteracy was established, as a major component of educational management. A special provision was made in the General Development Budget for Education for expenditure on illiteracy programmes and adult education.
(2) A comprehensive view of adult education is adopted so that all sectors and segments of the population be involved in a mass-education programme to fight illiteracy and ignorance. The slogan adhered to in this respect is: All Libyans should be either teachers or learners.
27 (3) A number of decisions and regulations were issued in organizing the literacy programmes. Prominent among them were the following:
The decision of the General People's Committee issued on 11 May 1980 concerning the plans and programmes for the eradication of illiteracy. Such a task is considered a national responsibility. Any Libyan citizen who has not exceeded forty-five (45) years, and has not finished the fourth level of basic education (primary school) must join one of the available literacy programmes.
The decision of the General People's Committee for 1980 under which the High Institution for the Education Procedures was established.
Decision No.5 for 1983 concerning the controls and organization of primary education.
Decision No.670 under which the Open University was established.
(4) Adult education must cover several areas:
They must have multi-purpose programmes, and not just for the teaching of the basic reading and writing skills. Among such multi-purpose programmes are the following:
Literacy Programmes
Education and Guidance Programmes for Workers
Rural Development Programmes
Rehabilitation Programmes
Vocational Training Programmes
Domestic Education and Family Affairs
Health Education Programmes
, - Complementary Education (Basic Level)
Evening Classes (Basic & Intermediate Levels )- Complementary and Evening Classes are considered as a type of parallel education.
Higher Education Programmes (Open University and External [Non- Regular] students at other universities). This is considered a form of continuous education.
28 (5) The responsibility for literacy programmes is assigned to several departments, secretariats, public and private entities including:
1. The General Secretariat for Education and Scientific Research. This Secretariat is responsible for the most part of literacy and adult education programmes.
2. The General Secretariat for Justice which provides literacy programmes for policemen as well as for prisoners and other categories (e.g. persons on reform programmes)
3. The General Secretariat for Transportation and Communications.
4. The General Secretariat for Industry.
5. The General Secretariat for Agricultural Reforms and Land Reclamation.
6. The General Secretariat for Health and Social Security
7. The General Secretariat for Information
8. The High Institute for the Education of Producers
9. Women Societies and Groups
10. The efforts made by universities through their contribution to literacy campaigns, the encouragement of students to volunteer as teachers of adults, especially during summer-time, the provision of technical advice and consultation, as well as the establishment of academic department at some Libyan universities which grant university degrees in the field of adult education and literacy.
Other measures adopted by GSPLAJ in this field are outlined below:
Eradication of illiteracy has been made compulsory for all illiterate adults. Steps and measures to enforce this policy are adopted and adhered to.
Emphasis is laid on compulsory basic education for all children, as a preventive measure in the fight against illiteracy.
The limitation, as much as possible, of the number of school drop-outs.
29 (Ill) Challenges
Despite all efforts made by GSPLAJ to eradicate illiteracy, a number of challenges still lie ahead:
(a) The rate of illiteracy, though considerably reduced, is still relatively high. The number of illiterate persons in the ten-plus (10 + ) age-group is increasing, i.e. the absolute number. Thus, there were 643,000 illiterate persons in 1973, compared with 683,000 persons in 1984, and 700,000 in 1992.
(b) The insufficient financial resources allocated to literacy programmes. Since 1982, the amount allocated in all year has not exceed 10,000 Libyan Dinars, and the amount actually spent is much less.
(c) Many adults do not follow the literacy programmes, especially women. Officials are very much concerned with this phenomenon because of its dangerous implications for development.
(d) The low standards of education achieved by some of the adults who managed to reach the 4th level of primary school (this level is the minimum required by all Arab countries as was decided at the Alexandria Conference in 1965. However, many adults after leaving school seem to have high rates of regression because the nature of their jobs do not require reading and writing skills. Emphasis should, therefore, be laid on teaching these adults, not only the skills of reading and writing, but also methods of thinking and searching for information so that these adults may keep reasonable levels of literacy throughout their lives. This new, revolutionized concept of literacy has, however, increased the burdens shouldered, and challenges faced, by those responsible for this educational and national task.
30 Fifth Chapter
Special Education
Introductory Remarks
This chapter aims at the presentation of a general idea of the efforts made by GSPLAJ in the field of special education. This kind of education enables certain groups of the population to obtain the kind of teaching and training most appropriate to them. Special education falls, furthermore, within the policy of the development of human resources in Libya.
Special Education
Efforts aimed at taking special care of the handicapped go as far back as the fifties when the Blind Societies both in Tripoli and Benghazi were established. Since the seventies, care of the handicapped was assigned to the Secretary of Social Security. Since then, several institutions devoted to the care of the handicapped have been established. By the end of 1992, the number of these establishments taking care of the various disabled groups has reached 378.
Out of the desire to update and develop the rehabilitation programmes of the handicapped, the Secretariat of the General People's Committee for Social Security issued decision No.l for 1992 under which a Central Committee was formed, under the chairmanship of the Director of the General Department for the Rehabilitation and Care of the Handicapped. This Committee was entrusted with the setting up of a general programme for the care of the handicapped and disabled groups, and studying their special needs. The Committee submitted a detailed study of the situation and made proposals for its improvement.
Presented below are some information and statistics taken from the study on the nature and functions of the various institutions and establishments which provide special care services for the handicapped and disabled groups:
Table 1 - Establishment Dates of Handicapped Institutions in GSPLAJ
Date of Establishment (Years) Number Percentage 1961-1969 2 5.4% 1970-1979 6 16.2% 1980-1989 22 59.5% 1990 Onwards 5 13.5% To Be Opened 2 5.8% Total 37 100%
31 Table 2
Services Provided To The Handicapped By Institutions -For The Handicapped
Extent To Which Service Is Available Kind of Total % Services Available % Not Available % Medical 22 57% 15 41% 37 100% Social 32 86% 5 84% 37 100% Psychological 21 57% 16 43% 37 100% Boarding 14 38% 23 2% 37 100% Educational 27 73% 10 27% 37 100% Vocational 21 57% 16 43% 37 100%
As can be seen from the above table, the services provided to the handicapped are quite numerous. However, their percentages vary from one institution to another. One notices, for example, that 16 institutions lack psychological services to a 43% extent. This is due to the unavailability of sufficient numbers of workers in this field. Other institutions also lack certain services due to varying reasons. Such shortages, and other problems faced by these institutions, must be carefully studied.
Table 3
Number of Persons Benefitting From Rehabilitation Programmes
BENEFICIARIES PROGRAMMES TOTAL MALES FEMALES
Medical & Health Care 29,096 18,561 47,657 Social Care 3,118 1,425 4,543 Educational 1,016 604 1,620 Vocational 509 283 792
Total 33,739 20,873 54,612
32 Comments:
In the above table, certain numbers seem to be especially significant. The number of persons, for example, who have received medical, health and physical therapy services has totalled 47,657. This is a significant number. However, as officials working in the Centres providing such services indicate, the number of handicapped persons actually receiving such services does not exceed, at best, 10%. This is due to the fact that many able-bodied or non-handicapped persons also benefit from the services provided by thé centres, and they are, in fact, the majority, thus clearly abusing the purposes for which the centres were established.
The number of persons receiving vocational education in the 23 institutions is 792. This is significantly low, given the importance of this kind of training.
Table 4
The Distribution of the Handicapped Institutions As Per Kind of Disability
Categories of Disabled Group Physical Sensory Mental Multi-Disabled Total
Number 12 17 4 4 37 Percentage 32.4% 46% 10.8% 10.8% 100%
The largest number of centres are those which are for people who have lost one or more of their senses - the Blind, the Deaf and the Dumb - followed by institutions for the physically disabled. Institutions which provide care for the mentally-retarded persons are relatively few (4) as well as those which cater for persons with multiple disabilities or disimpairments.
33 Table 5
Disabled Persons Benefitting From Institutional Services As Per Age
Beneficiaries As Per Age Real Categories Total Capacity -12 13-42 43 + The Multi-Disabled and 351 540 9 900 1,150 Mentally-Retarded The Blind 69 189 15 273 555 Deaf and Dumb 502 617 - 1,119 1,377 Physically Handicapped 151 303 47 501 1,040 Total 1,073 1,649 71 2,793 4,122
Table 54(A)
The Number of Handicapped and Mentally-Retarded Persons Benefitting From Institutional Care As Per Institution
Beneficiaries As Per Age Real Institution Total Capacity -12 13-42 43 +
Dar-Al-Wafa - 41 9 50 168 Al-Amal 4 75 - 79 120 Severely Retarded 107 121 - 228 350 Institution (Swani) Mental Education (Zanzur) 67 115 - 182 150 Mental Education (Misurata) 17 63 - 80 90 Mental Education (Benghazi) 117 63 - 180 180
Al-Amal for the Handicapped 20 36 - 36 50
Ejdabya Mental Health 19 26 - 45 42 Total 351 540 9 900 1,150
34 Table 5(B)
The Number of the Blind Benefitting From Services As Per Institution Beneficiaries As Per Age Real Institution Total Capacity -12 13-42 43 + The Blind Society (Benghazi) 46 81 15 142 300 The Nur Society (Tripoli) 23 107 - 130 240 The Blind Society (Sebha) - 1 - 1 15 Total 69 189 15 273 555
Table 5(C)
The Number of Deaf and Dumb Benefitting From Services As Per Institution Beneficiaries As Per Age Real Institution Total Capacity -12 13-42 43 +
The Mountain for the Deaf 18 14 - 32 60 Al-Amal (Derna) 18 4 - 22 15 Al-Bayan (Benghazi) 136 117 - 253 300 The Deaf Institute (Edjabya) 16 30 - 46 48 The Deaf Institute (Misurata) 55 48 - 103 100 The Deaf Institute (Zletin) 20 25 - 45 60
Al-Manara (Sirt) 13 2 - 15 40 The Deaf Inst. (Bani-Walid) 12 2 - 14 20
The Deaf Institute (Zawia) 52 35 - 87 90 Al-Amal (Tripoli) 74 241 - 315 400 2nd March (Abu-Salim) 32 13 - 45 70 Suk-El-Juma 35 49 - 84 74 El-Khoms Institute 14 10 - 24 40 Al-Amal (Sebha) 7 27 - 34 60
Total 502 617 - 1,119 1,377
35 Table 5(D)
The Number of Physically-Disabled Receiving Services As Per Institution Beneficiaries As Per Age Real Institution Total Capacity -12 13-42 43 +
Rehabilitation Centre - 70 15 85 100 (Benghazi)
Rehabilitation Centre for 51 47 - 98 110 Children (Benghazi)
School For Handicapped 33 21 - 54 120 Children (Benghazi)
Misurata Centre - 16 - 16 40 Bani-Walid Centre - 25 - 25 30 Sirt Centre 26 20 13 59 40
Zintan Centre - 11 - 11 80
Jmail Centre - 23 - 23 40
Zanzur Centre - 70 19 89 100
Tripoli Centre For 41 - - 41 80 Handicapped Children
Tubruk Centre - - - - 100 (Ready But Not Operational)
El-Fateh Centre - Tubruk - - - - 200 (For Physical Therapy Only) Total 151 303 47 501 1,040
Table 6
Graduates From Centres For the Rehabilitation Of The Handicapped
SEX KIND OF TRAINING TOTAL MALES FEMALES
Educational 228 161 389 Vocational 1,608 518 2,126 Total 1,836 679 2,515
36 Sixth Chapter
Higher Education Introduction
Higher education in libya includes three major sections:(i) University education which lasts from 4-7 years after which students graduate in the various fields of knowledge; (ii) University and Vocational education which lasts from 3-5 years, at the end of which graduate technicians are assigned to work in development projects; and (iii) Graduate studies which prepare students for higher diplomas, and M.A., M.Sc, and Ph.D degrees in the humanities and physical sciences, together with various other professional diplomas.
(I) University Education
The objectives of university education can be summarized in the following points:
1. Satisfaction of society's needs for qualified persons in the various fields of knowledge.
2. Performance of research and experiments.
3. Organization of training courses, educational programmes and applied education.
4. Organization of conferences, seminars and symposia, as well as maintenance of strong academic ties with research centres and universities abroad.
5. The promotion of the Arabization programmes, and translation in order to emphasize the use of Arabic as a vehicle for knowledge in all subjects.
Historical Background
In 1955, the first college which formed the foundation of the "Libyan University" was established in Benghazi. It was called the Faculty of Arts and Education. It was followed in 1957 by the establishment of the Faculty of Science in Tripoli. This single, small university began to expand gradually. Thus, in 1957 the Faculty of Economics and Commerce was founded in Benghazi, and later in 1966, the Faculty of Agriculture was established in Tripoli. By 1967, the then Libyan University witnessed further expansion as it annexed both the Faculty of Higher Technical Studies in Tripoli and the Higher Teacher Training College, also in Tripoli. Both colleges were founded by the Libyan government in agreement and cooperation with UNESCO. These two colleges became the Faculty of Engineering and the Faculty of Education respectively. Both faculties remained in Tripoli. In 1970, the Faculty of Medicine was founded in Benghazi, and in the same year, another independent Faculty already in existence under the name of the Islamic University in Al-Bayda, was changed into a Faculty forming part of the Libyan University under the name of the Faculty of Arabic Language and Islamic Studies.
37 In 1987, this faculty ceased to exist as its departments were annexed to the Faculty of Arts, and the Faculty of Law at Gar-Yunis University in Benghazi.
In 1973, the then Libyan University was separated into two independent universities. These were known as the University of Tripoli and the University of Benghazi. Later these universities became known as the University of EI-Fateh in Tripoli and the University of Gar-Yunis in Benghazi. All colleges operating in Tripoli became a part of the El-Fateh University, and all colleges operating in Benghazi became part of the Gar-Yunis University. This partition of the Libyan University was a response to the expanding number of faculties, and increasing generations of students. Both universities comprised more than 15 faculties covering various branches of knowledge. Further expansions have taken place since 1974. At present, there are thirteen (13) universities, consisting altogether of seventy (70) specialized faculties (1993/1994).
The following table (Table 1) shows the distribution of these universities:
Table 1
The Number of Universities in GSPLAJ Their Distribution and Student Population 1993-1994 University Location Number of Number of Faculties Students
1. El-Fateh Tripoli 10 40,955 2. Gar-Yunis Benghazi 5 21,267 3. Naser El-Khoms 5 4,546 4. Seventh of April Zawia 6 7,013 5. Omar El-Mukhtar Al-Bayda 5 8,910 6. Sebha Sebha 6 6,138 7. Al-Tahadi Sirt 10 3,483 8. El-Jabal El-Gharbi Zintan 6 4,558 9. The Great El-Fateh For Tripoli 4 4,981 Medical Sciences 10. The Medical Arab University Benghazi 3 1,982 11. El-Najm El-Sata (Oil University) Brega 1 1,140 12. Derna Derna 6 unavailable 13. Open University Tripoli 3 11,400 Total 70 116,473
38 Table 2
Number of Staff Members (Libyans and Non-Libyans) At the Libyan Universities 1993/1994
Libyan University Staff Non- Total Members Libyans 1. El-Fateh 887 279 1,166 2. Seventh of April 53 198 251 3 El-Fateh for Medical Sciences 224 122 346 4. El-Jabal El-Gharbi 45 133 181 5. The Arab Medical University 106 145 251 6. Gar-Yunis 403 234 637 7. El-Najm El-Sata 4 49 53 8. Omar El-Mukhtar 56 131 187 9. El-Tahadi 97 255 352 10. Naser 139 97 238 11. Sebha 171 283 454 12. Open University 22 11 33 13. Derna unavailable unavailable unavailable Total 2,207 1,937 4,144
39 The number of graduates from the various faculties at Libyan universities for 1992/1993 has reached 5,817. In the year 1993/1994, the number of students expected to graduate from various faculties is expected to be 6,872, thus registering an increase of 1,055 students, i.e. with an 18% increase rate. Table 3 illustrates these figures.
Table 3
The Number of Graduates From Libyan Universities in 1992/1993 And Those Expected to Graduate in 1993/1994
Expected University Graduates Graduates 1992/1993 1993/1994
1. El-Fateh 1,200 1,400 2. Seventh of April 629 750 3. El-Fateh for Medical Sciences 561 600 4. El-Jabal El-Gharbi 170 230 5. The Arab Medical University 173 305 6. Gar-Yunis 1,800 1,950 7. El-Najm El-Sata 53 69 8. Omar-El-Mukhtar 130 150 9. El-Tahadi 225 274 10. Naser 300 350 11. Sebha 444 544 12. Open University 132 250 13. Derna Unavailable Unavailable
Total 5,817 6,872
(II) Technical and Vocational University Education
There are at present twenty-two (22) institutes which provide high training of a university level. The number of students enrolled in these institutes during the current academic year 1993/1994 is 16,912 students, whose distribution is shown in Table 4. It should be noted that the Institute for the Preparation of Trainers operates in Malta under an agreement between the Libyan and Maltese governments.
40 Table 4
J3ie-Number of Higher Institutes, Their Location and Student Numbers - 1993/1994
Students The Higher Institute Location Total Male Female 1. Higher Inst, for General Vocations Derna 2. Higher Inst, for General Vocations El-Bayda 3. Higher Institute for Electricity Benghazi 4. Higher Inst, for Finance & Admin. Benghazi 5. Higher Inst, for Mechanical Vocations Benghazi 6. Higher Inst, for Trainers Preparation Zletin 7. Higher Inst, for General Vocations Misurata 8. Higher Inst, for General Vocations Surman 9. Higher Inst, for General Vocations Garyan 10. Higher Inst, for General Vocations Nalut 11. Higher Inst, for General Vocations Sebha 12. Higher Inst, for Finance & Admin. Tripoli 13. Higher Inst, for Finance & Admin. Gadames 14. Higher Inst, for Mechanical Vocations Tripoli 15. Higher Inst, for Computer Studies Tripoli 16. Higher Inst, for Civil Aviation Sebha 17. Higher Inst, for Industrial Technology Tripoli 18. Industrial Safety Training Institute Tripoli 19. Trainers Preparation Institute Malta 20. Higher Inst, for Industrial Technology Misurata 21. Higher Institute for Social Work Benghazi 22. Higher Inst, for Medical Technology Tripoli Total 16,912 -
41 The number of students enrolled at universities in the current academic year 1993/1994 has risen to 116,473 (see Table 5), in addition to 16,912 students enrolled this year 1993/1994 in higher institutes. This brings the total number of students receiving higher (university) education for the current year to 133,385.
Table 5
Developments in the Number of Students at Libyan Universities Since 1975/1976 Until the End of the Current Year 1993/1994
ACADEMIC YEAR NUMBER OF STUDENTS INCREASE RATE
1975/1976 13,418 - 1980/1981 19,315 44% 1984/1985 32,770 70% 1989/1990 50,475 54.2% 1991/1992 72,899 44.44% 1992/1993 101,093 33.06% 1993/1994 116,473 15.2%
Remarks On Table 5
1. This table does not include the developments in the number of students at the Higher Institutes. It is confined only to university students.
2. There is a very high rate of increase in the number of university students for the year 1984/1985 due to the fact that in that year all students who obtained the High School (Secondary School) Leaving Certificate were admitted to the university regardless of their grades.
3. Since 1990, the Libyan universities have changed their requirements for admission. All universities require that a student must have obtained a minimum of 65% (i.e. a general grade average - Good) in order to be admitted to any university faculty. Some faculties such as Medicine and Engineering require higher grades for admission which exceed 75% (i.e. Very Good or Excellent average).
4. Students who have an average of below 65% are admitted to the higher training institutes and vocational training centres.
42 It is noteworthy that a percentage of about 35% - 40% of students admitted to the various university faewltres are females, and that approximately 10% of the university students are non-Libyan students who come mostly from Arab countries, as well as Asian and African countries. The GSPLAJ offers annually a number of regular scholarship to students from these areas to follow both undergraduate and graduate studies at Libyan universities.
(Ill) Graduate Studies
For over a decade, graduate studies have become an important part of the Libyan universities' activities. M.A., M.Sc. and Ph.D programmes are offered in various fields of specialization. These programmes are mostly concentrated in the big universities, particularly Gar-Yunis and El-Fateh universities. The number of students who have obtained the M.A. or M.Sc. degrees from Libyan universities (mostly from Gar-Yunis and El-Fateh) since 1973 until the end of the academic year 1992/1993 has reached 757. Ph.D holders for the same period, however, have totalled ten (10) students only, and they are confined to Arabic, Islamic Studies and the Humanities.
Table 6 below shows the number of M.A. or M.Sc. holders since the beginning of the graduate programme in 1973 until the end of the academic year 1992/1993 as per their fields of studies.
Table 6
The Number of M.A. or M.Sc. Holders From 1973 to 1993
Number of Field M.A./M.SC Remarks Holders 1. Educational Sciences 383 Including the Basic Sciences until the end of 1990 2. The Basic Sciences 82 3. Agricultural Sciences 100 4. Social Sciences 10 5. Engineering and Industrial Sciences 67 6. Economic and Financial Sciences 49 7. Law and Legislation 38 8. Veterinary Sciences 9 9. Language and Literature 19 Total 757
43 Table 7 below shows the number of M.A. or M.Sc. students registered at Libyan universities during the academic year 1993/1994 as per their fields of study.
Table 7
Students Registered at Libyan Universities during 1993/1994 Academic Year For the M.A. or M.Sc. Degrees in the Various Fields.
Number of Field Students Remarks Enrolled 1. Education 299 2. Basic Sciences 120 3. Agricultural Science 75 4. Social Sciences 287 5. Engineering & Industrial Sciences 200 6. Financial and Economic Sciences 205 7. Law and Legislation 122 8. Languages 47 This number includes Speciali 9. Medicine 821 zation and diplomas below the M.Sc. level 10. Veterinary Sciences 10 11. Arts and Literature 169 Total 2,355
44 Table 8
Distribution of Graduate Students (M.A., M.Sc. and Ph.D) At The Various Libyan Universities during the Academic Year 1993/1994 University Location M.A./M.Sc Ph.D. Remarks .Students Students Graduate 1. El-Fateh Tripoli 683 15 Programme started in 1973 Graduate 2. Gar-Yunis Benghazi 632 10 programme began in 1975 3. Naser El-Khoms - - 4. Seventh of April Zawia 126 - Established in 1972 5. Omar-El-Mukhtar El-Bayda 17 - Established in 1989 6. Sebha Sebha - - 7. El-Tahadi Sirt 51 - Established in 1989
8. El-Tabal-Gharbi Zintan 25 - Established in 1992 9. The Great El- - Includes diplomas Fateh for Tripoli 463 below the M.Sc. Medical Sciences level in-Medicine 10. Arab Medical Benghazi 358 - 11. El-Najm El-Sata Brega - - 12. Derna Derna - - 13. The Open Univ. Tripoli - - Total 2,355 25
As Table 8 shows, the number of students who are registered for the Ph.D programmes at Libyan universities has not exceeded twenty-five (25). These are registered at El-Fateh and Gar-Yunis universities in the Humanities, Arabic Language and Arabic Literature.
Another fact worth of comment is that about ten percent of students following the M.A. or M.Sc. programmes are from Arab, Asian and African countries. These students will, upon completion of their studies, return to their home countries and contribute to their development and prosperity. The GSPLAJ is proud that it can play such a role in international education which will undoubtedly lead to greater understanding and cooperation in the world.
45 Seventh Chapter Educational Research
Introduction
This chapter aims at the presentation of a review of the goals and objectives of educational research in GSPLAJ, with concentration on two aspects: (a) The identification of research institutes which produce research relevant to education and training; and (b) A review of the most important subjects covered by educational research, with examples.
(I) Goals of Educational Research
The educational and training policy adopted by Libya aims at the encouragement of educational research to serve three purposes: (1) the spread of education among all the segments of the population; (2) the development of the educational process itself in all its aspects so that it may be improved and updated; and (3) the upgrading and improvement of social standards and social awareness. In this respect, education is viewed as a form of investment in human resources, as well as a means for socialization, and as a civilizing process. Education can thus achieve the noble goal of developing human resources and creating citizens who can work for the good of their own society, and the good of mankind.
Educational research in Libya is conducted by two institutions. These are: (a) The Libyan universities and higher institutes; and (b) The National Institute for Educational Research, supervised by the General Secretariat for Education. Three main kinds of research activities are carried out:
(a) Research which is concerned with the educational process, or with the process of training, and the best ways for their development.
(b) Research directed at the educational policy, and training policy, and methods for their improvement.
(c) Research concerned with the role of education and training in the development of human resources and social development in general.
A more comprehensive review of educational research is presented below:
1. The Libyan universities and higher institutes supervise and conduct a considerable amount of research. They perform both academic and field research. For example, a team of professors from El-Fateh University in Tripoli has conducted an analytic, critical study of the teaching of mathematics and science in the basic education level schools. Similar studies are being carried out by other teams of professors which mainly concentrate on finding practical solutions to educational problems, such as the study being performed -on the strategies for teacher training (both basic and intermediate levels) until the year 2000.
46 In addition to the universities, the National Institute for Educational Research in Tripoli also performs educational research. It concentrates mainly on the following:
(1) Enrichment of educational research in all research centres operating in Tripoli.
(2) Making research data and statistics available.
(3) Coordination of research projects.
(4) Avoidance of duplicity in research projects.
(5) Setting priorities for educational research
(6) Provision of assistance to researchers
(7) Mobilization of efforts to perform research.
(9) Establishment of stronger links between the universities and other research centres and institutions. (10) Encouragement and assistance of research activities.
(11) Contribution, with other research centres and universities, towards the completion of projects which serve educational and training purposes.
(II) Fields of Educational Research
(a) Educational Research Aimed at the Development of Educational Process
The General Department of Curricula at the National Institute for Educational Research follows up the work done by a number of specialized technical committees. Chief among these are:
1. The Committee responsible for reviewing Basic Education
2. The Committee responsible for reviewing Teacher Training programmes; and
3. The Committee responsible for reviewing Secondary (Intermediate) Education.
All three Committees have either completely achieved their goals or have gone a long way towards their achievement.
47 In addition to the work performed by the previous Committees, there is also a joint project performed by the General Secretariat for Education, and UNDP in GSPLAJ. This project aims at:
(1) Reviewing and evaluating Basic Education in GSPLAJ.
(2) Development of Teacher Training institutes, and institutions for the preparation of trainees who will provide instructions at the vocational training centres.
(3) Development and improvement of TEFL programmes in Libyan schools (TEFL - Teaching of English as a Foreign Language).
(4) Maintenance of teaching laboratories.
(5) Introduction of computer teaching (how to use computers) in the Libyan schools (Basic and Intermediate levels).
In general, among the most important studies and research projects being now conducted in Libya within the framework of the First Kind of educational research are the following:
(1) An evaluation of current curricula in the Basic Education level.
(2) An evaluation of technical education curricula.
(3) The suitability of curricula to the students' mental and linguistic development.
(4) Teacher Training Programmes - An Evaluation.
(5) Individual Instruction - Its Bases and Methods
(6) Home Education - The Ideals and the Facts.
(7) Low Achievement of Learners - Causes and Treatment
(8) Behavioral Problems in schools and institutions.
(b) Educational Research concerned with Educational and Training Policies - Methods of Development
An advisory committee for technical curricula was formed under a ministerial decision. This committee has set up the following curricula for the Intermediate Training level (Secondary) as shown in the following table:
48 Curricula for Intermediate (Secondary) Training Level
Field Number of Specializations 1. Mechanical Vocations 10 2. Electric Vocations 9 3. Finance and Administrative 3 4. Construction Engineering 11 5. Agricultural Vocations 11 Total 44
The said committee has also set up curricula and itemized syllabi for vocational specializations, as per the following table:
Curricula and Itemized Syllabi for Vocational Specializations
Field Number of Specializations 1. Construction and Building 9 2. Welding 3 3. The Auto Mechanics 5 4. Service Vocations 2 5. Maintenance 1 Total 10
Educational research falling with the Second Kind of research is carried out on a number of subjects. The following are samples of such research subjects:
(1) A comparison of the Educational and Training system in GSPLAJ with similar systems in other Arab countries.
(2) Methods of coordination between the Intermediate and High levels of education in GSPLAJ.
(3) Children's needs: To what extent are they satisfied in Libyan curricula?
49 (4) The economics of Education and Training
(5) Higher (Graduate) studies at Libyan universities - An Evaluation.
(6) University Text-books-(Availability, Publication and Suitability)
(7) An evaluation of Educational Management.
(8) The Arabization scheme (An Evaluation).
(c) Educational Research Concerned with the Role of Education and Training In the Development of Human Resources
In view of the importance which GSPLAJ attaches to the development of human resources, a decision has been issued by the Secretary for Education and Scientific Research under which an Advisory Committee for Educational Planning has been formed. The most important task of this committee is to devise a strategy of education, which is detailed and comprehensive, that will enable the country to face modern challenges and prepare it for the 21st century. Among the research projects being carried out in this respect are the following:
1. The Flexibility of Curricula and Their Suitability for the Changing Needs of Society.
2. The New Educational Structure - Ambitions and Reality.
3. Cultural and Technological Illiteracy and How to Treat and Prevent it.
4. The Future of Education in Libya With a View Towards the 21st Century: A Comprehensive Strategy.
5. A Long Term Educational Plan and its Relation to Educational Planning and the Development of Human Resources (1994-2015).
6. Education and the Environment.
7. Education and the Population
8. Education and Cultural Development.
9. The holding of Round Table Seminars once a month to discuss Educational and Training Problems. The recommendations reached by the experts in these seminars are submitted to the officials so that they may benefit from them in setting up policies and strategies of education.
50 In addition, the Libyan universities have also contributed significantly to educational research especially in the following areas:
(a) Setting up the philosophy and objectives of the proposed new educational structure.
(b) Provision of high expertise and advice to various educational and training institutions. In fact, university professors provide the role of consultants to the various departments and secretariats of the state, and they are members of most technical committees. The universities thus play a crucial role as advisory institutions which provide highly qualified consultants and experts to the society at large.
Furthermore, the universities play an important role in educational research through their graduate studies, both at the M.A. and Ph.D. levels. A considerable number of dissertations presented for M.A. degrees from Libyan universities were devoted to educational topics such as:
(1) Attitudes of students of Teacher Training Institutes Towards Teaching as a Profession (M.A. awarded in 1989).
(2) Psychological Problems and Their Relevance to Achievement (M.A. awarded in 1992).
(3) The Value System of University Students (M.A. awarded in 1993).
(4) The Educational Impact of the Teacher's Sex on Achievement At the Basic Education Level - (M.A. awarded in 1993)
(5) Parents' Councils - Theory and Practice - (M.A. awarded in 1993).
Universities, furthermore, hold in-service training for teachers of various levels. Moreover, university professors participate actively in seminars, and conferences held both locally and abroad which are devoted to educational and other related issues. These activities have undoubtedly positive reflections upon the Libyan educational system.
51 Eighth Chapter
International Co-operation
This chapter aims at the presentation of a general review of international co operation between GSPLAJ and a number of international, regional and Arab institutions. In particular, some of the educational, scientific and cultural agreements signed between GSPLAJ and UNESCO shall be surveyed. The efforts made by Libya in the field of scholarships granted to foreign students also constitute an important aspect of international cooperation.
(I) Co-operation With Arab and International Organizations
Libya is bound by a number of agreements with several international and Arab organizations which aim at the implementation of a number of projects in the fields of education, science and culture.
GSPLAJ became a member of the UNESCO on 27th March, 1953, i.e. it has been a member of this organization for more than 40 years. Libya has regularly paid its contributions to this organization, out of its belief in the importance of the work carried out by this organization. Libya is a country which also believes in the importance of maintaining cultural relations with other countries as these relations reinforce co operation and understanding among nations.
Libya also attempts to participate actively in all the plans and programmes of UNESCO, as well as the various policies and strategies proposed by this'organization. It is a country which has continued to do so despite all the hardships it is experiencing because of the unjust sanctions imposed by the United Nations Security Council.
Among the most salient aspects of co-operation with the UNESCO is the agreement held with the organization within the framework of Renewable Deposits Fund. This fund allows the member state to finance special activities, within the scope of UNESCO work. The amounts deposited in these renewable accounts fall outside the UNESCO genera] budget.
We present below a review of some of the most important projects which fall within the framework of international co-operation:
(1) The Project of Re-Writing the General History of Africa
This project aims at the re-writing of African history in eight volumes. It was agreed that an Arabic edition of this work shall be published, in addition to English and French editions, and an abridged edition of the two African languages Swahili and Hausa. The Arabic edition was not at first envisaged, but thanks to the efforts of Libya, it was agreed to. The international committee entrusted with this work is about to finish this monumental task.
52 (2) The UNESCO Agreement with El-Fateh University
Under this agreement, UNESCO undertakes to provide the university with expertise services and assistance in holding seminars and training programmes, as well as the provision of equipment and materials. The agreement also includes financing the Marine Life Research Centre in Tajura. This agreement had been renewed after the supervision of the said Centre was transferred to the Secretariat of Marine Wealth.
(3) The Establishment of the Jamahiry Museum
The Genera] Secretariat for Education, and the UNESCO made an agreement under which this museum was established. It was supervised by the Archaeology Department which provided the experts and technical assistance. This project was completed in 1988, and the opening ceremony was attended by the Director General of UNESCO.
(4) The Agreement Signed Between the Faculty of Engineering At Gar-Yunis University and the UNESCO
Under this agreement, the UNESCO undertakes to provide the Faculty with the necessary equipment and materials, as well as the preparation of a long-term maintenance programme. The agreement also provides for the training of Libyan technicians.
(5) The Agreement Between the National Academy For Scientific Research and UNESCO
Under this agreement, the Organization and the Academy shall co-operate in the fields of scientific research and policy, as well as in the fields of documentation and information.
(6) The NaJm-Sata University Agreement
Under this agreement, the UNESCO undertakes to provide the services which will help in the development of this university, especially the provision of equipment, the enrichment of the library, and technical training.
(7) The Executive Directorate of the Great Man-Made River
This Directorate entered into an agreement with UNESCO under which this organization undertakes to provide its services in the field of construction, and training for candidates proposed by the Directorate, as well as the performance of studies and research work related to the project.
53 (8) The Agreement Made Between the Libyan Centre For Remote Observation and Space Sciences and the UNESCO
Under this agreement, the UNESCO undertakes to perform the following research projects:
(a) The establishment of a unit for the study of under-ground water and mineral wealth in the south of Libya.
(b) The construction of a system which covers the whole country for seismic studies.
There are also a number of agreements which have not yet been implemented. These include:
1. The University of Sebha Agreement
2. The Arab Medical University Agreement.
3. The Secretariat of Information and Culture Agreement.
4. The Light-Sound Agreement for the Tripoli Castle Made with the Municipality of Tripoli.
On the Arab level, the establishment of Central National Library constituted one of the most important cultural projects achieved in co-operation with the Arab Organization for Education, Culture and Science. GSPLAJ has accepted to be the host country for this library because of its firm belief in the importance of the promotion of culture and science in the Arab World, and the preservation and protection of the rich Arabic cultural heritage.
54 Ninth Chapter
Steps Taken by GSPLAJ Towards the Implementation of the Recommendations made in 1974 by the 18th Session of The International Conference on Education
Introductory Remarks
This chapter aims to present a review of the efforts made by GSPLAJ towards the implementation of the recommendation made by the General UNESCO Conference in its 18th Session held in Paris during the period 17th October 1974 to 23rd November, 1974 concerning education for international understanding, co-operation and peace in the field of Human Rights and Basic Freedoms. This recommendation was approved on 19th November, 1974.
We present below a review of the steps taken in this respect:
Education
First:
The philosophy of education in Libya has many objectives, the most important of which is the total development of the human character. Respect for human rights and basic human freedoms is an important principle in the Libyan educational philosophy. Libyan curricula thus emphasize international understanding and cooperation for the creation of peace all over the world in keeping with the UN Charter, and the UNESCO principles.
The above philosophy finds its practical applications in the following educational activities:
(a) The curricula, books and other teaching activities.
(b) Scholarships granted to Arab and Foreign students, especially from Asia and Africa.
(c) Scholarships granted to Libyan students and researchers to pursue their studies abroad, and the participation of Libyan academics in conferences, symposia and seminars held in various parts of the world.
(d) The teaching of Arabic to foreign students, and the teaching of English to Libyan students starting from the 7th year of the Basic Education level.
GSPLAJ also provides care and assistance to needy and deprived children all over the world. A special school for Bosnian children was established to teach these children in their own language. The number of children registered in this school reached 1,000.
55 Material assistance is also extended by Libya to children in Asia and Africa in the form of food, medicines and clothes.
Second:
The philosophy of education inrLfbya also aims at the development óf a strong feeling in the students that they are citizens of this world who should contribute to its welfare, and the general good of mankind. International peace can only be preserved if wars are discarded and peaceful settlements of disputes are sought.
Students' participation in the running and management of their schools and institutions is emphasized. Such participation creates in the students a strong sense of responsibility and belonging which prepares them to be good citizens in their society, and the world at large.
The Libyan philosophy of education also emphasizes, throughout the educational system, the following principles:
(a) The right of all nations to be independent and to control their own destiny and future. Respect for other cultures and the right of other nations to assert their identity should equally be maintained.
(b) Education should lead to the achievement of social justice and comprehensive development. In particular, education should enable the developing countries to eradicate illiteracy, disease and hunger. GSPLAJ calls upon the advanced world to help the less developed world in this domain, particularly through their assistance of the educational programmes adopted by these countries.
Third:
The philosophy of education adopted by Libya also emphasizes the importance of wise exploitation of the environment and its preservation. Human beings all share the same planet, and the abuse of the natural resources by some countries will have adverse effects on all other countries, particularly the developing nations.
In this respect, Libyan schools always stress the important roles played by the UN and its specialized agencies, in the protection and preservation of the environment, as well as the solutions of problems caused by pollution, desertification, drought, etc.
Fourth
GSPLAJ constantly reviews the curricula, and the educational system in order to update and improve the efficiency of its educational system. Moreover, as was previously mentioned in this report, Libya now allows informal (free) education at all levels. The private schools adopting this form of education provide a variety of teaching activities in languages, literature, music, computer science etc.
56 Both the formal and informal forms of education in Libya join their efforts towards the establishment of a bridges of understanding and cooperation with all nations and creed.
Fifth
The Libyan philosophy of education also stresses the importance of extra curricular activities which take place outside the school building. Various cultural and social activities are performed in this respect by a number of institutions and organizations, as well as private societies and associations. It should be noted here that through bilateral, regional and international agreements, a number of educational and cultural activities take place in Libya in which young students meet and exchange visits and correspondence.
The MAGHARIBY UNION has also contributed to youth activities in which students from the Union states participate and become familiar with each other. Furthermore, Libya also takes an active part in most world cultural and educational activities.
Sixth
GSPLAJ makes significant efforts in the field of teacher training. As from the school year 1994/1995, 28 teacher training institutions shall begin to operate in a manner different from before. The new concepts for teacher training to be adopted by these institutions have been reached in the light of a field study performed by the Secretariat for Education, and the National Centre for Educational and Training Research.
In May 1994, a team of UNESCO experts was invited, within the scope of UNDP activities, to perform an assessment of some of the aspects of the Libyan educational system, and to submit some practical proposals. The aspects subject to this assessment were:
1. The Basic Educational Level
2. Teacher Training Programmes of Basic Education and Kindergarten Teachers.
3. Methods of English language Teaching - Basic and Intermediate levels.
4. Vocational Training Programmes and the Preparation of Teachers For Vocational Centres.
5. Maintenance of Teaching Laboratories.
6. The Introduction of Computer Teaching as a school subject in the Basic and Intermediate levels of education.
57 The training and development of teachers is one of the priorities of the Libyan educational system. In-service training is also provided as an important means of keeping teachers aware of the new developments in their areas. Seminars and conferences, both local and abroad, which concentrate on teachers' activities are also viewed as essential means for teacher development programmes.
The social and cultural roles of the teachers in the community are also considered important. Teachers are, therefore, encouraged to play active roles in their community. Several other facilities are also given to teachers in order to enhance their social, cultural and educational roles.
Seventh
The Department of educational Equipment and Media provides schools and institutions with all the necessary equipment and teaching aids, including laboratories and other technical installations.
Schools and institutions are encouraged to develop their own teaching aids and equipment. Local sources of the environment are considered important for this purpose.
The General Secretariat for Education also works in co-operation with the other institions, governmental and non-governmental, to achieve the following:
(a) The active use of the various mass media for educational purposes. Most of the programmes of Home Education are presented via TV, which also presents other educational programmes.
(b) Development and up-dating of text-books, which includes:
( 1 ) The introduction of certain internatiaonal elements in the text-books pertaining to science and general issues of interest to mankind.
(2) Emphasis on the common human, spiritual and cultural heritage.
(3) Making use of the information and data obtained from authentic international sources, including information provided by the various UN specialized agencies. The common problems faced by mankind are highlighted and the possible solutions to these problems are discussed.
As was previously mentioned, the National Centre for Educational and Training Research plays an important role as an institution for research, planning, as well as technical and educational consultation. This Centre is willing to exchange information on education with similar instituions and Centres all over the world. The Centre has thus far completed a number of successful research projects.
58 REFERENCES
1. GSPLAJ, The General Secretariat for Higher Education - Annual Report (1990)
2. GSPLAJ, The General Secretariat for Education, The National Committee For Education, Culture and Science - The Development of Education During the Years 1989-1990-1991 - The National Report submitted to the International Conference on Education - 43rd Session: 15-19 September, 1992, Geneva, Switzerland.
3. GSPLAJ, The General Secretariat for Education, Youth, Scientific Research and Vocational Education - The National Centre - Annual Report, January, 1993.
4. GSPLAJ, Various University Reports For the Years 1992-1993-1994.
5. The National Educational Research Centre - Documents (1993)
6. The National Educational Research Centre - Bulletin, October, 1993. 7. The National Educational Research Centre - General Plan for the Study of Education in Libya To Face the 21st Century - A report submitted by Dr Mustafa Abu Shaala (1994)
8. The Libyan Universities - Reports - 1993/1994
9. The Libyan Universities - Statistical Reports - 1993/1994.
10. Dr Ali Hawat, Higher Education in Libya, Origins, Developments and Achievements An Article Published in AL-JAMI'I Journal, 1st Issue, 1993, pp. 13-74, a specialized journal.
11. Dr Ali Hawat, Management of Higher Education in The Arab World, A comparative study currently under preparation as part of a more comprehensive study entitled: Higher Education in the Arab World, supervised by the National Academy for Scientific Research, GSPLAJ.
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