The Learners of immigration and the Implication to Educational Management:
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Phd. Presentation Khaled Asaiah

Phd. Presentation Khaled Asaiah
The Learners of immigration and the Implication to Educational Management:
Evidence from Libya

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The Learners of immigration and the Implication to Educational Management: Presentation Transcript

  • 1. The Learners of immigration and the Implication to Educational Management: Evidence from Libya University of Huddersfield Business School PhD Presentation 2009/2010
  • 2.
    • Libya's population is approximately 6 million Which is considered a small number compared to the total area of the country which is 1,759,540 Km2.
    • This number includes non-citizens who migrated to the country in search for new work opportunities, Particularly following the discovery of oil and the attractive offers provided to foreign professionals, especially at the universities and higher education institutions
    • There seems to be a number of factors that force people to migrate from one country to another or from one region to another such as the search for opportunities to prosper and search for better life styles (Hanley and Mayfield, 2001).
    introduction Keywords: Education management, Education institutions, Administrative society, Knowledge, students , Immigration, Human resource development
  • 3.
      • General background
    • Education management
    • In general, management is a necessity for every human activity. It utilises scientific research methods in all domains such as the planning to achieve revenue with reliance on talent and intellectual creativity.
    • Education Management practice is as old as the human being. However, it has been growing gradually with the development of human knowledge until it became a science in its own which has its theories and practice (Gunter, 2002 and Bush, 2006) .
  • 4.
      • Libyan education
    General education in Libya   The current educational system in Libya follows a 6-3-3 pattern for the primary, technical and pre-university education. Those who successfully pass with the adequate marks can proceed in to the higher level of education such as the higher and university education (Al Gaamatti, 2005) . Higher Educations in Libya Since 1981 the number of universities in Libya has been increasing in order to serve the growing number of students enrolling in higher education. These successive expansions of higher education in Libya urged the country to encourage the migration of skilled and intellectual people to Libya and join most of its education institutions(Al-Bhapani, 2001) .
  • 5.
    • Historical records indicate that Libya passed through many migration movements including those that are either transient or occupied. This instability of migrations resulted in high levels of illiteracy in Libya .
      • Learners of Migration and education management in Libya
    • In 1960s, and after Libya’s the independence and during the period of the oil boom, educational expenditure started to rise, the Department of Education in Libya started to encourage the educated people to come in to Libya through contracts(UNESCO,2002)
    • The term “learners of immigration” used in this study refers to the immigrants to Libya who then decide to study in the country. This include the children of immigration that then enter the school system, as well as the adults who move to Libya as migrants whether they are social migrants or economic migrants, and then may be work or may not be working. They then decide to enter University education as full time or part time students .
  • 6. The research problem The re is insufficient understanding of the issue of learners of immigration implication on the educational management in Libya including scientific and empirical research.
  • 7.
        • Research objectives
  • 8. Research questions 1. What is the knowledge that can be improved via learners of immigration in Libya? 2. What is the role of field experiences and views of academics on the effect of the learners of migration to the improvement of education management in Libya? 3. What and how these dimensions were implemented in the Libyan educational institutions?
  • 9. Research contribution The research contributes to developing a better understanding contributes to the enrichment of the issue of learners of migration and its implication on education management in particular Libya. it will attempt to clarify the advantages and disadvantages of this issue
  • 10. Research Methodology
    • Research approach: Deductive.
    • Research Philosophy: Positivism .
    • Research time horizon: Cross-sectional .
    • Research design: Descriptive.
    • Research strategy: survey.
    • Tests: Descriptive and inferential statistics.
    • Data sources: Primary and secondary.
    • Data analysis using SPSS.
    • Type of data required: Quantitative and qualitative
    • Data collection methods: questionnaire as well as interviews.
  • 11. Any questions? Good luck for all