Lybian Jamahiriya: Report: Part II: Analytic Section

The EFA 2000 Assessment: Country Reports
Lybian Jamahiriya

PART II : EDUCATION FOR ALL FUNDAMENTAL INDICATORS

Early childhood care :

Care for early childhood in Lybia consists of a series of organized activities, aiming at meeting children’s needs and their knowledge from birth to age 6. The government carries out children’s care programs through educational and medical institutions, social welfare and children’s nutrition.... and other approaches aimed at poor families, children in need and handicaped who have specific needs.

Programs aimed at children vary depending on the countries and their economic, political and social systems. In Lybia, the private sector collaborates with public authorities to implement some programs aimed at children, through a system called : Free Education System. Other private service and production institutions also take part in this activity.

We will present hereafter an overview of these different institutions :

Public preschool classes

They are part of the education scale. Preschool classes care for children on the physical, mental and social levels before they start fundametal education. They make sure they adapt to their environment, using all educational means, and with the help and cooperation of the child’s family.

The goals of preschool classes are as follows :

Provide an adequate environment for developing the child’s personality, and for his emancipation, and prepare the necessary conditions to encourage creativity, independence, and the aptitude to depend on one’s self in order to meet one’s social needs while having correct relations with individuals and groups.
Orientation of the child’s instinctive behaviour to turn it into something regular.
Give the child good habits and try to develop them with positive encouragement.
Encourage the child’s curiosity and his craving for learning, and help him discover natural and social phenomena suitable for his intellectual level.
Stir up the child’s intelligence and develop his learning capabilities.
Develop the child’s language, facilitate communication with others, reinforce good expression, and sharpen his sense of beauty.
Try to develop the child on the linguistic, social and behavioural levels in order to prepare him to fundamental education.
Try to develop the child’s spiritual and religious side.

To reach these objectives, preschool classes undertake many activities to develop the child’s personality at all levels : intellectual, social, emotional and physical. By giving special attention to spiritual, religious and ethical aspects, and to sensitivity to beauty, artistic taste, enthusiasm for life, and interaction with the environment.

Preschool classes extend 2 years. The child who has reached age 4 at the end of the academic year may join the first preschool class. The child automatically passes to the preparatory class the following year.

The following table shows the number of preschool classes that has been communicated to the committee :

TABLE (5)

Number of formal preschool classes

Their sections and registered children in some regions

	region	Number of institutions		Number of sections	Number ofteachers
	region	independant	Autonomous*	Number of sections	Number ofteachers
1	Sabha	1	0	12	24
2	Sart	1	0	4	24
3	Al Kobbeh	1	0	3	-
4	Nalout	1	10	11	90
5	Al Wahat	1	4	5	78
6	Mesrata	5	0	27	61
7	Marzouk	12	3	58	92
8	Wadi El Hayat	4	0	24	30
9	Darna	3	0	22	94
10	Benghazi	8	0	53	257
11	Al Markab	3	0	30	67
12	Tripoli	9	0	38	209
13	Al Jafra	7	0	34	111
14	Al Chatek	6	0	46	62
15	Sahl El Jaffara	2	0	6	26
16	Al Noukat Al Khams	0	2	8	41
TOTAL		68	19	381	1266

*"Autonomous institutions" means preschool classes in elementary schools.

Officially admitted Children in age group 4 to 5, Indicator (1) :

This indicator represents the percentage of children age 4 to 5 who were admitted in the programs for children development and care in Lybia.

Table (6) includes percentages of children admitted during the past 9 years : from 90/91 to 98/99

It should be noted that these numbers represent official programs that are part of the official educational system and the numbers for free public education.

Figure (3) also represents this ratio during the past 9 years.

TABLE (6)

Ratio of registrations in the development programs In early childhood

1	2	3	4 = 2/3
year	Total number of registrations	Number of inhabitants in the age group (4 à 5ans)	Registration ratio/number of inhabitants
90-91	7,909	315,470	2.5 %
91-92	7,906	327,770	2.4 %
92-93	9,579	340,550	2.8 %
93-94	12,739	353,785	3.6 %
94-95	13,699	367,555	3.7 %
95-96	13,958	365,114	%
96-97	14,004	360,342	3.9 %
97-98	13,249	285,554	4.6 %
98-99	14,210	201,339	7.1 %
99-00	18,153	187,212	9.7 %

This table has been calculated according to the following equation :

Which means

General percentage of registrations total registrations

____________________________ = ____________________ x 100

number of inhabitants in age group number of inhabitants

4 to 5 age 4 to 5

The summary of the Arab Ministers of Education Congress’ main document (1998 F) underlined the importance of the development of early childhood and preschool programs.

"Child development is a multi-dimensional operation, it is general and continuous, it is carried out through communication and interaction with natural phenomena and society. The child’s capacity for learning depends largely on his age at the time of registration in preschool education, the number of years he spent at that level, and the education’s quality and experience. In spite of that, preschool education has not been the main concern for arab governments and seldom does it occupy an important place in education.

Preschool classes do not need to be miniature elementary school, equipped with classes and fixed programs. They must represent a complete environment and a transitory institution which offers the child an opportunity to play, learn, and develop both body and senses, to adapt to society and to express his intellectual, affective, and social aptitudes.... One should mention the important role of modern media, especially television, in the development of children’s mind and mentality. It also constitutes an obvious danger due to the regression of the broadcast material level and the absence or the limited presence of preschool education." (3)

Figure 3 REGISTRATION RATIO IN THE EARLY CHILDHOOD DEVELOPMENT PROGRAM ( not available)

Other public services :

One should note that Lybia’s special efforts in regards to child’s development is not limited to official preschool classes, they include services offered to the child since his conception: maternity and children centers, and social security’s hospitals and clinics in some sectors, such as those offered by banks, and oil compagnies.In addition to medical services in the school, there are specialized clinics that cater for children and mothers (health, food, free milk, vaccines....) and offer mothers information and advice, through brochures aimed at both mother and child.

Children in service and production institutions :

The presence of woman in most production sectors has led to the creation of a special kind of childcare centers in schools, factories, compagnies and institutions and in all sectors where woman is present. An adequate area is reserved for the childcare center where qualified teachers care for children whose age varies from birth to schooling age. These efforts are part of official actions to sustain early childhood.

The new qualified elements of elementary education, indicator (2)

TABLE (7)
Percentage of new recruits in the first elementary class
Who have participated in an early childhood program for at least one year (or one registration period)

1	2	3	4
Year	Total number of specialists in earlychildhood programs	Total number of new recruts in the first grade	Ratio = specialists/new comers
90-91	3,732	142,900	2.6%
91-92	3,954	148,720	2.7%
92-93	3,953	194,750	2.0%
93-94	4,789	161,020	3.0%
94-95	6,369	167,530	3.8%
95-96	6,849	174,255	3.9%
96-97	6,979	181,300	3.8%
97-98	7,002	171,810	4.1%
98-99	6,624	176,538	3.8

This table follows the following equation :

Which means :

Number of recruits

in the first elementary class

Percentage of specialists = ______________________ x 100

Total number of recruits

in the first elementary class

during a given academic year

This table shows that this percentage varies from one year to the other. The lowest percentage has been that of 92/93 : 2.0%. The highest percentage has been the one recorded in 97/98 with a 4.1%.

If we compare these 2 tables : Table (6) of indicator (1), and table (7) of indicator (2), we notice that the two ratios are very close. For example, a percentage of 3.9% showed in childcare centers in 96/97, and a percentage of 4.6% showed in 97/98.

The percentage of teachers who took charge of the first elementary class and who are early childhood development specialists, has reached 3.8% during the year 98/99. The difference in the percentages is due to students registered in Education at Home who were not taken into account in table (7).

Figure (4) shows the variation in the number of registered students depending on the year.

FIGURE (4) Percentage of new recruits in the first elementary class who have participated in an early childhood development program for one year at least (one registration period)

Second: Basic Education and Training.

Basic education is "the fundamental basis for the education of the young generation aged six to fifteen. It aims at providing the pupil with necessary principles, behaviors, knowledge, expertise and practical skills… It gathers theoretical and practical issues, creates a link between the youths and their different environments, and strengthens the relation between the knowledge acquired in the school and the pupil’s environment. This environment shall comprise knowledge, research, studies, and activities in all educational subjects. Basic education contributes also to integrate the school in its environment and provide the pupil with the chance of choosing his abilities, capacities and future path". (4)

objectives of basic education in the Jamahirya:
To ensure the necessary minimum of knowledge and concepts and prepare the suitable environment for acquiring the skills necessary for true citizenship in order for the pupil to be able to assume all his responsibilities in the maturity stage.
To define desired principles and tendencies and develop them into personal manners which constitute a part of the individual’s personality.
To encourage the pupils’ creative competencies by investing their tendencies in peculiar activities according to the development of their intellectual and physical capacities.
To develop the pupils’ muscle-flexibility and mechanical and motor function, encourage them to use their hands and senses, and help them to acquire practical skills to solve their everyday problems.
To facilitate the pupils’ integration in public life, and familiarize them with contemporary technical developments.
To consolidate the respect of handwork and consider it as one of the essential bases for a decent and productive life.
To deepen the practice of the new Jamahirya thought.
To strengthen the pupils’ belief in Arab nationalism, Islamic doctrine and cultural values.

Figure (4) shows the percentage of new enrolled in primary first rate who participated in one of the programs for early childhood

development for at least one year (or for one registration period

To combine theoretical studies with applied ones providing that the professional and technical education follows the pupil’s acquisition of indispensable general information, mathematics and reading and writing skills.

To develop the pupil’s talents and critical reflection in order for him to develop his personality and society.

To discover the pupil’s technical and artistic interests and help him develop his aptitudes, capacities and aspirations, as well as the needs of his society.

To endeavor to open new horizons for girls’ education in accordance with their nature so as to prepare them to fulfil their maternal role and to be productive elements in the society.

To see to the pupils’ health care so as to reach the harmony between the body and the mind. (5)

Compulsory basic education and training

Basic education is a compulsory stage in which six year old pupils shall enroll. It lasts nine years and constitutes the cornerstone of the educational system. In this stage, the child studies Arabic language basics, mathematics, Koran studies, natural science basics along with esthetical and artistic education and environment protection. In advanced grades, the pupils acquire theoretical and practical information that mostly include the sciences basics. Table (8) shows the number of schools, pupils, classrooms and teachers in basic education from academic year 89/90 to 98/99.

Table (8) shows the number of schools, pupils and classrooms in basic education and training from 89/90 to 98/99.

Academic Year	Number of schools	Number of classrooms	Number of pupils			Number of teachers
Academic Year	Number of schools	Number of classrooms	total	girls	boys	Number of teachers
90-89	4618	46108	1254148	593921	660227	87833
91-90	3247	43225	1197229	558477	616752	85537
92-91	3271	45790	1138986	593594	645392	99623
93-92	3251	46789	1254233	607984	649249	103791
94-93	3422	55990	1357040	666920	690120	105682
95-94	3422	58186	1306587	632783	673804	107284
96-95	3159	59078	1333679	647177	686502	122020
97-96	3164	47919	1256502	625051	631451	128192
98-97	3151	49972	1214975	589485	625490	134393
99-98	3210	34778	1160315	576008	584307	136235

Table (8) shows a clear disparity between the numbers of schools and classrooms from one year to another. If we compare the two academic years 90/91 and 98/99, we’ll find that the difference between the numbers of schools and classrooms reached (37) schools and 8457 classrooms. Although the students’ numbers decreased during academic year 98/99 (36,914) students in respect of academic year 90/91, this decrease does not justify completely the decrease of the number of schools. In fact, the classroom density ascertains this reality for it reached (33.4) students during academic year 98/99 and (27.7) in 90/91.

The most important changes that lead to this situation may be the economic circumstances that result from the economic embargo imposed on the great Jamahirya during the nineties, as well as the decrease of the oil rate. All this lead to the decrease of education expenditures and only (304) classrooms were built whereas the contract pertaining to basic education included 4885 classrooms.

c- Basic Training:

This stage was introduced by virtue of the public popular committee decision no. (206) for 1998. It lasts one year and includes the pupils having reached their 15 years and finished the second part of basic education. The basic training aims at fighting technical illiteracy, containing basic education dropouts and carry out their technical and handicraft training. The number of such centers reached in 98/1999 (80) centers that comprised (2249) trainees. Moreover, there are (288) trainees in fishing training centers distributed on (16) training centers. However, these centers are in this respect similar to basic education schools in terms of insufficiency of the number of buildings and their maintenance, as well as the insufficiency of the number of classrooms, workshops and equipment necessary for the training operation (6).

d- The apparent (total) and the net intake rates in primary education. Indicators (3,4).

Table (9) shows the apparent (total) and the net intake rates in primary education.

Col 1	Col 2	Col 3	Col 4	Col5= col4/col2	Col6=col3/col2
Year	Population in school intake age	New intakes (official intake age)	New intakes from all ages	Apparent intake rate	Net intake rate
91-90	144,900	139,690	142,900	98.6%	96.4%
92-91	150,942	145,022	148,720	98.5%	96.1%
93-92	156,743	150,763	154,750	98.7%	96.2%
94-93	162,908	156,752	161,020	98.8%	96.2%
95-94	168,760	162,568	167,630	99.3%	96.3%
96-95	175,489	169,268	174,255	99.3%	96.5%
97-96	182,429	176,288	181,300	99.4%	96.6%
98-97	172,809	166,698	171,810	99.4%	96.5%
99-98	177,774	171,326	176,538	99.3%	96.4%

This table was calculated according to these two equations:

AIR^t = N^t X 100

P^t_a

This means:

Apparent acceptance rate Total of new enrolled in primary grade 1

in a definite academic year = -------------------------------------- x100

Total of citizens having reached the

official age for primary school enrollment

NIR^t = Na^t

Pa^t

And:

number of children having reached the official age for primary school enrollment

Net acceptance rate in the = in a definite academic year x100
academic year number of citizens having reached the

official age for the enrollment in grade 1 of primary schooling

The apparent rate (total) is the total of new intakes in grade 1 of primary schooling notwithstanding the age and considered as a percentage of the total of the citizens having reached the official intake age. Column (2) in table (9) shows the total of citizens having reached the school intake age, whereas column (3) shows the new intakes having reached the intake age and column (4) shows the new enrolled from all ages. This table is considered as being a positive indicator that ascertains the high level of intake chances in primary education in the Jamahirya. In fact, children who reached the enrolment official age and above as well as those who haven’t enroll in primary education. This percentage may sometimes go beyond 100%. Table (9) shows that the percentage of the intake apparent rate was very high during the last nine years as the lowest percentage reached 98.5% in the academic year 91/92 and the highest percentage reached 99.4% in both academic years 96/97 and 97/98. Anyway, the difference between the apparent intake rate and the net intake rate is not important as it is the case between the number of citizens having reached the school intake age and the new enrolled. This fact shows that a small percentage couldn’t enroll for health reasons like handicapping or death or travel or enrolment in another educational program.

Figure (5) shows the resemblance between the apparent and the net rates of intake in grade 1 of primary schooling.

Gross and net enrolment rates in primary education (indicators 5,6).

Table (15) shows the gross and the net enrolment rates in primary education

Col 1	Col 2	Col 3	Col 4	Col 5 = Col 4 / col 2	Col 6 = col 3/ col 2
Year	Population having reached the official age for primary education	Enrolment of the persons having reached the official age for primary education	Total of the enrolled persons (all ages)	Gross enrol-ment rate GER	Net enrol-ment rate NER
91-90	144,900	139,690	142,900	98.6%	96.4%
92-91	150,942	145,022	148,720	98.5%	96.1%
93-92	156,743	150,763	154,750	98.7%	96.2%
94-93	162,908	156,752	161,020	98.8%	96.2%
95-94	168,760	162,568	167,630	99.3%	96.3%
96-95	175,489	169,268	174,255	99.3%	96.5%
97-96	182,429	176,288	181,300	99.4%	96.6%
98-97	172,809	166,698	171,810	99.4%	96.5%
99-98	177,774	171,326	176,538	99.3%	96.4%

Gross and net enrolment rates are calculated according to the following equations:

GER^t_p= E^t_px100 (1)

P^t_p,a

This means:

Total enrolment for all ages

Gross enrolment rate = x100

in primary education Total of citizens having reached the official age for primary education enrolment

NER^t_p= E^t_p,ax100 (2)

P^t_p,a

This means:

Enrolment of those who reached the Net enrolment rate = official age for primary education x100

in primary education Total of citizens having reached the official age for primary school enrolment

he net enrolment rate is more reliable than the apparent acceptance rate for intake opportunities in primary education for those who reached the intake age.

It was previously mentioned that the net and the apparent enrolment rates are considered as being high. This fact is ascertained in table (10) which shows that the lowest percentage reached in the past nine academic years 96.1% in the academic year 91/92 and the highest percentage reached 96.6% in the academic year 96/97. Figure (6) shows the net and the apparent intake rates in grade 1 of primary schooling.

f- Women training centers:

The efforts exerted by the Libyan Jamahirya to spread basic education and eradicate alphabetical and cultural illiteracy include several programs and activities like women training centers which aim at fighting women’s alphabetical and vocational illiteracy and do not impose academic qualifications nor a specific age as conditions for enrolment. These centers also aim at increasing the occupational and vocational level of urban and rural households and make them evolve from consumption into production. Women’s training on handicrafts and traditional industries aim at consolidating the cultural identity of these industries. The fields of specialization in these centers include modern crafts and professions that suit the woman’s nature like domestic appliances maintenance, flowers industry, ornament plants and couture… The following table shows the number of these centers, as well as the number of female trainers and trainees.

Table (11)

Shows the number of female trainers and trainees in women’s training centers

Number	Statement
302	Centers	1
3332	Female trainers	2
10500	Female trainees	3