Thus, when students enter schools, Arabic-speaking children are exposed to a language that is different from their everyday dialect (pp. Arabic, however, is the only official language in Libya, and it is also the language used in the educational system, which is not the same as the various dialects spoken in different parts of Libya. People who speak Berber are a minority, living in the cities of Zuwara and Yefren (western mountains of Libya), who speak their language among themselves and pass it on to their children. Agnaia 3 pointed out that Libya is a bilingual country, with the languages spoken being Arabic and Berber. Libya is a large country with an area of approximately 1.8 million square kilometers, which is seven times the size of the United Kingdom (pp. It has a Mediterranean Sea coast line of approximately 1,900 kilometers. It is the fourth largest country on the African continent.

Vandewall 2 reported that the population of Libya is approximately 6.5 million, the majority of whom live mainly in the north of the country. He showed that Libya is an Arabic country located in North Africa between four Arabic countries: Egypt, Tunisia, Algeria, and Sudan (p. This paper will propose a framework of reforming Libyan education that considers the current situation, educators, and learners and is divided into three stages: to evaluate, prepare, modify, and introduce the new Libyan education in six yearsвЂ™ time.Д®labbar 1 summarized several papers that addressed the state of Libya. This ground-up process is called the National Libyan Public Education Reform. This idea is a result of several studies, including my PhD on the Libyan education context, which led to an insight on implementing complete reform approaches for the entire Libyan education. Therefore, if the education status should be changed, six years of gradual reform phases may be required so that a new generation of students will start with the pre-kindergarten stage starting 2026. These issues have led to such complicated situations in all education sectors. In other words, the entire Libyan education is affected by politics, culture, and administration factors for over 46 years. Other factors are the way learners used to learn (learning styles), and current political upheavals (civil war) that influenced the entire stability of the education in Libya and led to two ministries of education (east and west Libya). These constraints may come from several difficulties, such as current economical influences, discouraged forms of education, changeable curriculum, bureaucratic schools and university systems, conservative community, two generations of university teachers (old-generation teachers and new-generation teachers), and uncertain education policy. They are constrained, that is, the extent to which they can decide what they are going to do is limited because of the way things are decided in Libya. At the same time, teachers and students are in a difficult administrative situation.

Libyan teachers are fulfilling this role in a challenging context, because they are teaching students whose education process has been unstable for a long time. Teachers are the conveyors of ideas and practices and the source of knowledge of their learners.

Teachers and students are at the heart of education structure, interaction, and even innovation.

Math 17500. basic number theory