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

Dr. Ageila Ali Elabbar^1,

¹Academic Attach¨¦ at the Embassy of Libya, Washington DC

Cite this paper:
Dr. Ageila Ali Elabbar. Employing the Subsequent Four Years of the Libyan Education Reform Strategy: Administrations and Contributors. American Journal of Educational Research. 2019; 7(1):12-18. doi: 10.12691/education-7-1-3

Abstract

This paper is the third continuation of the previously published paper ¡°National Libyan Public Education Reform: Entire Transformative Strategies, 2020¨C2026¡± (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¨C2026): Targeted Candidates and Reflective Activities,¡± which explains in depth the suggested Phase I of the first two years (2020¨C2022) of the proposal for reforming Libyan education (2020¨C2026 or equivalent years). The purpose of this paper is to explain in depth the suggested subsequent four years (2022¨C2026 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.

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

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