Salem Melood
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Libya Higher Education Salem Melood Abodher

Libya Higher Education Salem Melood Abodher

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    Salem Melood Salem Melood Presentation Transcript

    • PhD Dissertation Presentation University of Huddersfield Business School DeMRG WEEKLY SEMINARS Supervisor : Professor Glenn Hardaker PhD Candidate: Salem Abodher
      • Libya during the last few years have witnessed great development in UE sector. EX : Nnmber of universities has increased from only 2 in 1967 (Ministry of Education 1976) to 14 during 2007 (G A I 2008) Students at Libyan universities is increasing by 40 thousand a year. (Elhwat et el2005) .
      Introduction Chapter One
      • Libyan EU were facing new challenges .. what are the grand of these challenges?& how Libyan government dealing with it ?
      • T he most important of these challenges is that arising from:
      I C T Growing importance of knowledge Impacts of globalisation The reform of LEU particularly focusing on New HEP (2008-2012)
    • Chapter One (1) Explore the development of HE in Libya, and analysing the changes in Libyan public universities. (2) Identify the major challenges and problems currently facing UE in Libya.( 3) Identify the impact of globalisation on the New LHEPR (2008-2012) in terms of modernisation ,culture ,& secularisation.(4)Identify the implication of globalisation on the New LHEPR (2008-2012). Aims Research Questions
      • How the Libyan Gov reforms its university education system in the context of globalisation?
      • Has the globalisation influenced UE and policy-making in Libya ? If so, in what ways has this influence manifested itself?
      • How do directors of Libyan public universities understand globalisation and challenges and opportunities relating to globalisation.?
      Introduction
      • mixed research method will be used
      Chapter One Methods Qualitative Quantitative Interviews Observation numerical data statistics OTHER TOOLS FOR COLLECTING DATA library catalog Academic journal books online databases decision and laws
        • Structure of the Study
      Chapter One T h e Impact of Globalisation on Libyan Higher Education Reform
        • General background
      Chapter Two
      • Libya has a coastline 1,900 k,m in length covers an area of 1.76 M square k,m . population has shown a rapid increase It was listed as 6,276,632 in 2008 ( Source: World Bank 2009) , while in 1995 was 4,389,739. (source G A I 2006)
      • Greeks Romans Byzantine; Arabs, Ottoman Empire ; Italy took over Libya for a long & different time. On 24 -12-1951 Declared its an independent & became a monarchy until 1969. Qadhafi came to power 1 -9- 69 Libyan Arab Republic.
      • Since 2th March,1977 Qadhafi’s new ideology introduced with his Green Book. “Third Universal Theory ”
      • Libyan economy depends upon revenues from the oil sector. Therefore, it has always been affected by the volatility of oil revenues, since 1977 it was viewed as socialist, After U.N. sanctions were lifted in 2003 become open . In 2004, there was a significant growth in all sectors, and the real GDP reached a total of 15,736mn at constant prices in 2004 (Libyan Central Bank, 2004) .
    • Basic-school Edu (9Years) Spesialised Intermediated (4Years) B T 1-2 Y VE 3 Y Labour market Post G (3-6Years) HEdu (3-6Years) Edu U 6-4 H T E 3 Y Labour market Chapter Two
        • Libyan education system
      Pre-school Edu (2Years) Age 4-6 Age 6-15 Age 15-19 19-above
    • Chapter Three
        • Literature review
      • Good Opens up new chances for developing countries. Weakens power of dictatorial governments & People get more goods +services for a cheaper & The transfer of knowledge, skills, can contribute to development
      • Bad Made the rich, richer and the poor, poorer.&Unwanted dominance external influence & Many workers found themselves suddenly unemployed Some cultures getting los
        • Globalisation : It has many faces : Economic, Political, Culture
      How does it impact HE?
      • HE have a central role of research in communications &culture.
      • HE be seen as a public good, so it should be the joint responsibility of gov & civil society. curricula in HE should include issues such as sustainable development and environmental education to ensure that these become a central part of value systems all over the world.
    • How globalisation has influenced the reform of Libyan UE? Form & substance of EduR will vary from nation to nation. EduR is shaped by a complex interaction among local, national &international factors Scholte (2000) offered 5 facets of globalisation . liberalisation; universalisation; Westernisation or deterritorialisation. &modernisation; The main aims are: 1 to understand EduR 2 to explore practices, purposes&onsequences, of EduR 3 to develop a clearer conceptualisation of meaning of reform A possible link between a nation’s EduR policies and the broader world context was first made by Ginsberg et al. (1990). Harvey (1989, 1996) (Giddens, 1990; Held, McGrew, Perraton, 1999) disagree with the central idea which is that globalisation is driven entirely by economic factors. Fullan (1999) argue many EduR fail because the intention behind the change has not been sufficiently clarified. A lack of understanding as to the purpose of a reform can result in significant difficulties.