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Libya by Ali El-Hawat Introduction
Libya has more than 5 million inhabitants. It has the highest per capita in Africa of about $9,000 that is primarily generated from oil revenues.History of Higher Education
After Libya’s independence in 1951, its first university which formed the foundation of the “Libyan University,” was established in Benghazi. It was called the Faculty of Arts and Education and was followed in 1957 by the establishment of the Faculty of Science in Tripoli. At that time, the university’s main objectives were no more than training teachers for intermediate and secondary education levels, and training employees for various government jobs.In 1957, the Faculty of Economics and Commerce was founded, followed by the Faculty of Law in 1962. Later, in 1966, the Faculty of Agriculture was established. By 1967, the Libyan University witnessed further expansion as it annexed both the Faculty of Higher Technical Studies and the Higher Teachers Training College.
In 1970, the Faculty of Medicine was founded and in the same year, the Islamic University in Al-Bayda, was incorporated by the Libyan University under the name of the Faculty of Arabic Language and Islamic Studies. In 1972, the Faculty of Oil and Mining Engineering was founded then moved in the late 1970s to Brega Oil Terminal Complex.
In 1973, the Libyan University was separated into two independent universities; the University of Tripoli and the University of Benghazi. Later these universities were renamed: the University of El-Fateh in Tripoli and the University of Gar-Yunis in Benghazi. Due to the increasing number of students enrolling in higher education since 1981, the university was restructured and the number of universities expanded to 13 in 1995, consisting altogether of 76 specialized faculties and more than 344 specialized scientific departments.
Enrollment
The number of university students has increased from 13,418 students in 1975–76 to 269,302 during 1999–2000 academic year. There appears to be an imbalance between enrollment in humanities and arts, and basic sciences and technology. Approximately 35.4% of students aged 18-24 are enrolled in universities and higher vocational institutes. The total number of students registered at different educational levels in Libya was 1,786,270 in 1996 representing 40.3% of the population.
in Universities
Technical Institutes
Governance and Administration
The university is managed by the university’s People’s Committee, which is led by a secretary (dean). Faculties are managed in the same way. Each head of department is a member in the faculty’s People’s Committee, and each secretary of a faculty’s people’s Committee is a member of the university’s People’s Committee. The students are also members of People’s Committees. They handle many matters relating to students’ lives, associations, and unions in the universities.Financing
Libya’s higher education is financed by the public budget. In 1998, the budget allocated for education represented 38.2% of the national budget and was estimated to be approximately 0.4% GNP in 1992.Private Higher Education
As a result of the growing number of university students, and the resulting pressure on the public budget, Libya's higher education policy allowed the local public administration (Shabiat) and the private sector to establish university colleges and higher education institutes. The local administration manages financial resources for its higher education institutes from local community sources, and, in the case of the private sector, the state assumes no financial obligations at all. Private higher education institutes must be totally financed by individual or group investors. In a two-year period (1997-2000), the local administration authorities established more than five private universities.Gender Issues
The growth in female student enrollment in higher education is a positive aspect of the Libyan educational policy. The number of female students has increased dramatically. During the academic year 1980-81, there were only 405 female students, about 21%. During the academic year 1999-2000, female students reached 51%, in addition to female students enrolled in higher technical institutes.
Note: For detailed account on the state of higher education in Libya, please consult: Ali El-Hawat, African Higher Education: An International Reference Handbook (Damtew Teferra and Philip. G. Altbach, eds., Indiana University Press, 2003), pp. 391-402.
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