Libya

Training & Qualifications: A few teachers work in schools set aside for gifted children. The same is true for special education, as some teachers are trained to work with students who are learning disabled or physically handicapped. These children attend special schools.

Most teachers begin training for primary school teaching after completing a five year post-primary or two year postsecondary diploma. Teacher training programs often take four years to complete. Trainees take general education courses, after which they specialize in one of the following areas: mathematics and science, arts, religion, Arabic, physical education, social studies, English, or music education. Graduates receive a general teacher's certificate. Upper level secondary school teachers attend classes at one of Libya's universities and take courses in the Department of Education leading to a bachelor's degree in education. Some secondary school teachers specialize in education in college, but most specialize in history, math, physics, literature, or the subject they teach.

Rapid expansion of the entire educational system since 1970 has forced Libya to dramatically expand teacher training programs in each region. Several new facilities exclusively train women. The government is encouraging women to take up teaching as a profession. In 1978, there were 11,303 female teachers. This number has increased substantially since then, but no firm numbers are available. Despite major efforts to produce as many teachers as they need to staff an expanding system, Libya still lacks enough qualified teachers. In 1980 Libya had 36,591 primary school teachers, and by 1990 this number rose to 85,537 teachers, of whom 47 percent were female. During the same time frame, Libya had 24,323 secondary school teachers, 20 percent of whom were female. The student-teacher ratio for primary school was 18 to 1 and for secondary school it was 12 to 1 for the period under review.

As noted earlier, Libyans are very sensitive to foreigners; they fear foreign domination. In 1977, of 40,480 teachers, 17,545 were non-Libyan. This number has declined as trained Libyans have been produced to fill these positions, but no current data is available to judge the extent of the change. Libya is committed to replacing non-Libyan teachers with Libyan teachers. But, given continued expansion of the entire educational system, it may be years before this goal can be reached. Non-Libyans will continue to make great contributions to Libyan youth at the secondary and university levels.