Information communication technology in libya for educational purposes
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Information communication technology in libya for educational purposes

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  • Many thanks Dr. Zakaria, Masha Allah. Just I have one note, this presentation seems to me needs some references.
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Information communication technology in libya for educational purposes Information communication technology in libya for educational purposes Presentation Transcript

  • L O G O Information Communication Technology in Libya for Educational PurposesPresented by:Dr. Zakaria Suliman Zubi,Associate Professor ,Computer Science Department,Faculty of Science ,Sirt University,Sirt ,Libya.
  • Contents1 Abstract2 Background Information and Communication3 Technology in Libya4 UNESCO and ICT capacity Building in Libya5 Current challenges and needs6 Management Support7 Conclusion
  • Abstract1. 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.
  • Contents1 Abstract2 Background Information and Communication3 Technology in Libya4 UNESCO and ICT capacity Building in Libya5 Current challenges and needs6 Management Support7 Conclusion
  • Background1. 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.
  • Contents1 Abstract2 Background Information and Communication3 Technology in Libya4 UNESCO and ICT capacity Building in Libya5 Current challenges and needs6 Management Support7 Conclusion
  • Information and Communication Technology in LibyaThere 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.
  • Information and Communication Technology in Libya ContinueMain ICT Bodies and AssociationsGeneral Post and Telecommunication Company:GPTC owns three other companies: Almadar Telecom Company: Construct and operate the national mobile network. Libya Telecom & Technology (LTT): Libyas 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.
  • Contents1 Abstract2 Background Information and Communication3 Technology in Libya4 UNESCO and ICT capacity Building in Libya5 Current challenges and needs6 Management Support7 Conclusion
  • 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.
  • Contents1 Abstract2 Background Information and Communication3 Technology in Libya4 UNESCO and ICT capacity Building in Libya5 Current challenges and needs6 Management Support7 Conclusion
  • Current challenges and needsThe education system in Libya is facing some major challenges which couldimpact the near future. These challenges include:1. Meeting the increased demands for quality improvement in both higherand school education system.2. Raising the quality of graduates and their abilities to take personal careerinitiatives.3. Accreditation and quality assurance of the Libyan education institutionsand 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.
  • Contents1 Abstract2 Background Information and Communication3 Technology in Libya4 UNESCO and ICT capacity Building in Libya5 Current challenges and needs6 Management Support7 Conclusion
  • Management Support1. 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.
  • Contents1 Abstract2 Background Information and Communication3 Technology in Libya4 UNESCO and ICT capacity Building in Libya5 Current challenges and needs6 Management Support7 Conclusion
  • ConclusionThis paper reflected the education system context in Libya and theapplications of ICT and learning in Libyan education system which includesthe following:1.Discussed the challenges for and prospects of integrating ICT in schooland higher learning institutions in Libya.2. To improve the teaching and learning processes, the Libyan authority mustmeet the changes in the education market, and satisfy the needs of learnersand the community in Libya have no option but to move with the times andadopt ICT.3.Import initiatives and experiences to serve as a new man power for Libyaninstitutions to fulfill the potential of ICT for teaching and learning and toachieve rapid technological development.4. Access to ICT facilities is likely to be improved in the very near future in allLibyan institutions. There is a need for provision of appropriate training atdifferent levels also.5.The Libyan government must ensure the development of adequatewareness, attitude, and motivation as well as suitable responses.
  • Libya
  • Thank you !!!