Information communication technology in libya for educational purposes

L O G O

Information Communication
Technology in Libya for
Educational Purposes
Presented by:
Dr. Zakaria Suliman Zubi,
Associate Professor ,
Computer Science Department,
Faculty of Science ,
Sirt University,
Sirt ,Libya.

Contents
1 Abstract

2 Background
Information and Communication
3 Technology in Libya
4 UNESCO and ICT capacity Building in
Libya
5 Current challenges and needs

6 Management Support

7 Conclusion

Abstract
1. The concept of educational technology and the problems as well as the
prospects of Information Communication Technology (ICT) in Libya.

2. The emergence of ICT revolution in Libya that has affected the
development of educational technology in our institutions of learning as
there has been relative awareness of the vital role of information in
nation building.

3. The use of Information Communication Technology (ICT) in support of
science education.

4. The ICT affected the development of educational technology in our
learning in primary and high education institutions in Libya.

5. Describing the current practice and to identify and to clarify some of
the issues that faces schools and colleges in trying to improve the ways
in which they make use of new technologies to enhance teaching and
learning in science.

Background
1. The education system in Libya is one of the essential issues in the
country .

2. The Libyan education system suffers from several problems resulting
from the previous political changes in the country.

3. These political problems change in the curriculum and the means of
the education system.

4. In the early 1980s, estimates of total literacy were between 50 and 60
%, or about 70 % for men and 35 % for women, but the gender gap has
since narrowed, especially because of increased female school
attendance.
5. In 2001 the United Nations Development Programmer’s Human
Development Report estimates that the adult literacy rate climbed to
about 80.8 %, or 91.3 % for males and 69.3 % for females.

6. Primary education is both free and compulsory in Libya . Children
between the ages of 6 and 15 attend primary school and then attend
secondary school for three additional years (15- to 18-year-olds).

Background continue

7. In the year 2000, approximately 766,807 students attended
primary school and had 97,334 teachers; approximately 717,000
students were enrolled in secondary, technical, and vocational
schools; and about 287,172 students were enrolled in Libya‘s
universities.

8. According to UNESCO Institute for Statistics, public expenditures on
education amounted to about 2.7% of GDP in the academic year
2002/2003.

9. In 1973, the higher education system represented in the university
degree was divided into two separate and independent universities;
the University of Tripoli and the University of Benghazi. Libyan
universities were renamed after the Libyan revolution in 17th of
February 2011.

Technology in Libya
There are significant ICT constraints in Libya today as follow:

 For most Libyans, and specifically the poorest and most
disadvantaged groups of society, the cost of gaining access to
computers or other forms of information technology is too high
which significantly hinders their access to information and
employment opportunities. (Cost so High)

 The availability of information technologies, including high-speed
telecommunication facilities, and opportunities for affordable
training in basic ICT skills. (Required Training Skills)
ICT Infrastructure
 Internet service had started in Libya by the end of 1998 access was
limited to those who were close to the authorities. Libyan citizens
did not gain access to the Internet until early 2000.

 In early 2001, after Internet service was extended to the public, the
number reached 300,000. By mid-2003, the number was estimated to
be 850,000. It is rapidly reaching one million users, an immense
number considering that the population in Libya is 6 million people.

Technology in Libya Continue
Main ICT Bodies and Associations
General Post and Telecommunication Company:
GPTC owns three other companies:
 Almadar Telecom Company: Construct and operate the national mobile
network.
 Libya Telecom & Technology (LTT): Libya's main Internet service Provider.
 Libyana Mobile Phone.
Company Activities:
 Setup and operation of wire line & wireless Telecommunication Networks on
the National and International level.
 Providing Telecom Services for citizens and all sectors working in Libya.
 Development of Telecom Networks.
 Establishing and maintaining International direct circuits with countries all
over the world.
 Implementing projects in the field of postal services and telecommunication.
 Preparing specification and standardization in the field of postal services and
telecommunication in Libya.

UNESCO and ICT capacity Building in Libya
 UNESCO and Libya signed in December 2005 a cooperation
agreement in ICT to improve capacity building.
 UNESCO will cooperate with Libya in a "National ICT project for
improving Capacity Building”.
 Project activities include the establishment of Local Area
Networks (LANs) within all 149 faculties belonging to various
university campuses and institutes, and of Wide Area Network
WAN) as well.
 It also foresees the creation of digital libraries/portals of
educational resources, the development of ICT-enhanced learning
solutions (e.g. e-learning, Tele-education, Tele-medicine, etc.).
 The project also includes the training of faculty (digital literacy,
basic IT skills, advanced teacher training on using ICTs in
teaching and courseware development) and staff (system
administrators, media center specialists, etc.).
The agreement still under consideration and needs to be finalized.

Current challenges and needs

The education system in Libya is facing some major challenges which could
impact the near future. These challenges include:

1. Meeting the increased demands for quality improvement in both higher
and school education system.
2. Raising the quality of graduates and their abilities to take personal career
initiatives.
3. Accreditation and quality assurance of the Libyan education institutions
and programmers.
4. Financing and governance of the Libyan education institutions.

5. Increasing the use of IT in the Libyan education institutions.

6. Strengthening scientific research in the Libyan education institutions.

Management Support

1. Motivated the teachers and support them by administrators.

2. Administrative support can be regarded as essential to the
successful adoption of ICTs into the educational processes.

3. Administrators in the Libyan institutions generally lack the
ability to deal with educational problems and tend to struggle
with the management of institutional inefficiencies.

4. It also needs to develop an understanding of the technical,
financial, pedagogical, and administrative dimensions of
ICTs in education as well.

Conclusion
This paper reflected the education system context in Libya and the
applications of ICT and learning in Libyan education system which includes
the following:

1.Discussed the challenges for and prospects of integrating ICT in school
and higher learning institutions in Libya.

2. To improve the teaching and learning processes, the Libyan authority must
meet the changes in the education market, and satisfy the needs of learners
and the community in Libya have no option but to move with the times and
adopt ICT.

3.Import initiatives and experiences to serve as a new man power for Libyan
institutions to fulfill the potential of ICT for teaching and learning and to
achieve rapid technological development.

4. Access to ICT facilities is likely to be improved in the very near future in all
Libyan institutions. There is a need for provision of appropriate training at
different levels also.

5.The Libyan government must ensure the development of adequate
wareness, attitude, and motivation as well as suitable responses.

Information communication technology in libya for educational purposes

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