Overseas: Education in Libya Part 1
Education in Libya, a critical Analysis of Higher Education Sector. Wir beginnen in unregelmäßiger Folge mit der Vorstellung von Bildungssystemen in der Welt. Dieser Gastbeitrag ist von Dr. M. Taghavi, London (Vice-Principal, Academic & Executive Programmes, IBEC, Tripoli, Libya, www.ibec.edu.ly).
(Foto: M. Hermsdorf, pixelio.de)
For over forty years, the previous regime of Muammar Gaddafi had claimed that it had placed education and health on the top of the nation’s list of priorities. Since the early 1970s, education in Libya has been free to everyone from elementary school up to university level, at home or abroad. Schools were deliberately spread out throughout the country, with the policy of education reaching out even to nomadic hard-to-reach areas. Undoubtedly, as supported by the World Bank statistics, the literacy rate of 40% back in 1970, has now reached a staggering rate of 89% and this is significantly higher than that of the average MENA of around 77%.

(Foto: Uli Carthäuser pixelio.de)
Following a thorough investigation, it has recently been reported that between the two poles of primary school and post graduate education, the system is “corroded by corruption, lack of teachers’ motivation and poor management”. This issue was also highlighted in Porter (2006) report on Libyan economy, stating that education policy “has failed to provide a job ready workforce, since the education system is disconnected from market demand”. It is further argued that education policy decisions have “negatively affected education inimportant areas for business such as IT and foreign languages.“
In the light of these controversies, this paper attempts to analytically highlight, estimate and evaluate some of the imbalances between output and outcome of the state-run higher education sector in Libya under the previous regime. In so doing, the research has used a survey questionnaire of up to 200 lecturers/teachers/instructors and has applied a hill-climbing logit model to measure the causes and the extent of the poor quality in Libyan education system.
The article is structured in four parts. Part 2 addresses some of the main issues relating to Libyan education system, highlighting, in particular, aspects of budget allocation and productivity. In part 3 we present the survey data, econometric model and analysis of findings. Finally, part 4 offers the final discussion and policy implications of the study. Pinto (2012)5Porter (2006: 72).Suwaed (2011: 23)7. We are very much indebted to Ibrahim Saadfor letting us have access to part of his survey findings. Finally, part 4 offers the final discussions and policy implications of the study.
Die Mentoring4u Redaktion dankt dem Centrum für Nah- und Mittelost-Studien مركز الدراسات الشرق أوسطية مرکز پژوهشهای خاور میانه Philipps-Universität Marburg für die Unterstützung.
(Autor: Dr. M. Taghavi (Vice-Principal, Academic & Executive Programmes, IBEC, Tripoli, Libya, www.ibec.edu.ly / Bilder: M. Hermsdorf, Uli Carthäuser / Quelle: Gastvortrag an der Universität Marburg Mai 2013 , pixelio.de)
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