The development of Higher Education has expanded greatly across the Arab world and this is certainly evident in Libya, where 24 new universities have been established in a four-year period. By 2025, there will be half...The development of Higher Education has expanded greatly across the Arab world and this is certainly evident in Libya, where 24 new universities have been established in a four-year period. By 2025, there will be half a million university students, double the current numbers. To cope with this rapid expansion, a huge building programme has been implemented, resulting in modern, purpose-built structures dominating the sky line and bringing a new dimension to the traditional environment. Interviews with students, staff, and management from two universities show that, apart from the impact this expansion has had on the physical landscape, there have also been cultural and political changes. Libyan university staff have been sent on scholarships to English speaking countries to improve their language skills as all teaching is carried out through the medium of English. There has consequently been an acute shortage of teaching staff resulting in foreign workers being recruited from Asia and the Middle East. The curriculum has been modified and traditional Libyan society is resistant to new methodology. None of this has been helped by political changes and developments. Possible solutions for the future of quality Higher Education provision in Libya include continuing professional development programmes for staff, quality assurance, improvement of resources, training in modern technology and an approach to education to help break down the barriers between generations展开更多
文摘The development of Higher Education has expanded greatly across the Arab world and this is certainly evident in Libya, where 24 new universities have been established in a four-year period. By 2025, there will be half a million university students, double the current numbers. To cope with this rapid expansion, a huge building programme has been implemented, resulting in modern, purpose-built structures dominating the sky line and bringing a new dimension to the traditional environment. Interviews with students, staff, and management from two universities show that, apart from the impact this expansion has had on the physical landscape, there have also been cultural and political changes. Libyan university staff have been sent on scholarships to English speaking countries to improve their language skills as all teaching is carried out through the medium of English. There has consequently been an acute shortage of teaching staff resulting in foreign workers being recruited from Asia and the Middle East. The curriculum has been modified and traditional Libyan society is resistant to new methodology. None of this has been helped by political changes and developments. Possible solutions for the future of quality Higher Education provision in Libya include continuing professional development programmes for staff, quality assurance, improvement of resources, training in modern technology and an approach to education to help break down the barriers between generations
