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.
Highlights
Cite This Article: Dr Ageila Ali Elabbar, “Employing the Subsequent Four Years of the Libyan Education
The role of Continuing Professional Development (CPD) in the field of higher education is explained by McWilliams [14], who points out that the term “continuing professional development” is widely used across a range of occupational fields: “There is a lack of clarity and agreement about how it is defined, and some acceptance that the concept is ‘neither innocent nor neutral’” (289)
The Higher Education Academy [17] states that CPD can be seen as “systematic, on-going, self-directed learning
Summary
Frequent studies in various sectors of education have focused on areas associated with teachers and teaching practices. Libyan educators are products of the way learning has been managed in the school or university context These problems are exacerbated by top-down personal management and control; managers tend to consider all teachers qualified to teach any subject without specific trained. This managerial expectation puts pressure on teachers to perform without providing the necessary training or professional development support (14-16). The law in force (parliament decree ) in the state of Libya (18-2010 verse 2) clearly enables the Ministry of Education to take all possible actions toward development, reform, or support of professional development among all education sectors All these regulations did not end up applying in terms of conditions in reality: Libyan beliefs and the culture of learning have strong consequences on the educational process. —and as the previous phase suggests—key contributors from the Ministry of Education and administrators from the entire Libyan educational system should put into practice the targets of the whole project through connecting the participants of all six years to track reform procedures
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