Abstract
The new direction of the social control over the Libyan Arab Jamahiriya is a phase that began in Tripoli city in 1990. After opening of the Office of Education ministry, education and health as a result of the efforts made by the Department of Education, which affected the evolution of modern educational thought, which emphasizes the process of educational guidance and establish social participation among the specialist-oriented towards social and professional growth and improve performance for both sides to improve the educational process. The importance of this study indeed arose from the fact that the field of education is in need of social supervision. This is based on the diagnosis and school social realities of service and identified obstacles and professional problems and work out successful solutions in order to assist managers to develop this field, as well as the profession of social supervision network.
Highlights
The development of peoples depends on the efficiency and effectiveness of the educational organizations and systems because the educational process is considered an investment of human resources which achieves the comprehensive objectives of development for country
The process of social supervision over specialists for monitoring and evaluating their work has began in AL-Jamahiriya since 1979with a small number of inspectors in Tripoli city only, and they visited schools once a year, and this process was known as inspection process, and it depended on terror, fear, strict discipline, accurate accountancy and fault-finding insomuch that Specialists did not speak frankly to the inspector about the problems they faced in order not to be punished .The philosophy of inspection process and its style did not help developing the specialists or even the educational process because the inspection system did not allow the specialist to develop his job and did not even make any clear developments for the social specialists
After that,the social supervision in Libyan Arab Jamahiriya had a new guidance stage which began in Tripoli in 1990 by opening the Office of Social Education, and health care as a result of the efforts made by the secretariat of Education which was affected by the evolution of modern educational thought which emphasizes that the process of educational and social guidance must be based on contribution between social specialist and instructor to improve the professional growth and performance for both sides, to improve the educational process, but change and development was not easy because the practices of supervisors occurring have still affected by the concepts and ways which were dominated in the early stage of supervision
Summary
The development of peoples depends on the efficiency and effectiveness of the educational organizations and systems because the educational process is considered an investment of human resources which achieves the comprehensive objectives of development for country. Educational institution needs more than other institutions and organizations and systems to keep pace with new changes in its field, as the educational institution seeks to transfer knowledge and develop and prepare trainees for life in society, so supervisory process is one of the most important things to evaluate and develop the effectiveness of the educational institution abreast of up-to-date education at all levels, such as knowledge, prescribed text books, methods, approaches and evaluation and measurement. Social supervision seeks to achieve professional development for the school social specialist, which includes a variety of activities and educational experiences and aims to increase the knowledge of professionals, deepen their attitudes, increase the professional skills and their abilities to work and help people (Alzarif, 1995) The process of social supervision over specialists for monitoring and evaluating their work has began in AL-Jamahiriya since 1979with a small number of inspectors in Tripoli city only, and they visited schools once a year, and this process was known as inspection process, and it depended on terror, fear, strict discipline, accurate accountancy and fault-finding insomuch that Specialists did not speak frankly to the inspector about the problems they faced in order not to be punished .The philosophy of inspection process and its style did not help developing the specialists or even the educational process because the inspection system did not allow the specialist to develop his job and did not even make any clear developments for the social specialists.
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