Employing the Subsequent Four Years of the Libyan Education Reform Strategy: Administrations and Contributors

Education Quarterly Reviews

ISSN 2621-5799

Published: 18 July 2019

Employing the Subsequent Four Years of the Libyan Education Reform Strategy: Administrations and Contributors

Ageila Ali Elabbar

University of Benghazi (Libya), Academic Attaché at the Embassy of Libya, Washington DC (USA)

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10.31014/aior.1993.02.03.81

Pages: 487-496

Keywords: The second Four Years of Actions, Teachers' Colleges, HQs, Inspectors, Seiner Teachers, Curriculum Designers, Teachers’ TV, MOE-database, Role of Social Workers, Expected New Generation, New Schools’ Structures and Budgets

Abstract

This paper is the third continuation of the previously published paper “National Libyan Public Education Reform: Entire Transformative Strategies, 2020–2026” (November 2017), which proposes a complete framework for reforming Libyan public education and reflects on the difficulties that educators and learners have faced due to existing confusing conditions. It divides the entire reform plan into six years of gradual reform actions to overcome their complications; these complications stem from the discouraged forms of education, changeable curricula, bureaucratic schools and university administrations, the conservative community, and uncertain education strategies. Another factor is the way that learners acquire information (that is, their learning styles). In addition, upheavals all over Libya have affected the overall stability of education in Libya and led to there being two ministries of education (East and West Libya). Thus, six years of gradual reform stages were proposed so that a new generation of students would start with pre-kindergarten in the academic year 2026 or the equivalent. This paper also is subsequent to the prior published paper (16 May 2018) on the same reverence project, “Contextualizing the First Two Years of the Libyan Education Reform Proposed Strategies (2020–2026): Targeted Candidates and Reflective Activities,” which explains in depth the suggested Phase I of the first two years (2020–2022) of the proposal for reforming Libyan education (2020–2026 or equivalent years). The purpose of this paper is to explain in depth the suggested subsequent four years (2022–2026 or equivalent years) of the proposed strategy of a six-year reform and come out with clearly constructed strategy without conflicting laws or regulations in the country.

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