Before 1999, higher education in both Libya and the United States was monopolized by the public sector, and there was sizeable public resistance to the creation of private universities. Pressures on public policy for higher education created the impetus for the private higher education policy which had been adopted by Gaddafi’s and Lincoln’s administrations. This study investigates the initiatives of both regimes to cope with this matter. HIRE WRITERS ONLINE.
It reviews the leadership models of the USA and Libya higher education and describes the policies of both governments for transforming the higher education system to encourage privatization. The thesis also reviews the cases of private universities in both Libya and America to give insights into the leadership of a private higher education institution.
Also, it analyses the impact of the new leadership policies for higher education in Gaddafi and George W. Bush’s period for the primary stakeholders, particularly students, academics and institutions. The research concurs that the shift in policy had a significant effect on quality. The thesis ends with recommendations for some policy options that could aid mitigate the adverse consequences of Gaddafi and Bush’s policies. The paper considers developments since 2008 when Obama replaced Bush and 2011 when Gaddafi was overthrown from power by the military.
Teachers convey practices, ideas, and learners obtain information from them. Libyan University Teachers (LUTs) are doing so under difficult circumstances because of an unstable education process and governmental restrictions. What LUTs can teach is limited due to the way things are governed. Libyan English teachers find it difficult in particular as they are prevented from employing some techniques that may be otherwise allowed in other subjects.
There is much remorse for the English language in Libya as the government prefers its learners to be taught in the native language. Foreign English teachers are restrained more than their local counterparts. Libyan English as foreign language university teachers (LEFLUTs) may face more constraints than, for instance, a French teacher teaching English to French students.
These constraints emanate from cultural contexts like the impact of Libyan teachers’ age and gender, community, learning styles, and recent civil wars. These factors affected how LEFLUTs educate and handle English. LEFLUTs are constrained by political interference, culture wall, the language itself and how it is to be taught.
The British undergraduate college and German research university are where the United States higher education derives its structure from. However, it is the three significant philosophical ideologies that shape American public culture profoundly that profoundly influenced its character. Notified by the Jeffersonian beliefs of freedom of expression and limited government, individuals, religious communities, and states designed and maintained a variety of higher education institutions.
They also continued to guard these institutions from dictatorship control observed in some nations. Trust in market rationality and capitalism is the next set of influences. Universities and American colleges vie for funding, faculty, and students under the knowledge that high quality and diversity are best attained through competition compared to centralized planning. Social mobility and extensive commitment to equal opportunity is the decisive influence on American higher education.
For the majority of its history, higher education was an activity that was deemed elite, separating people depending on their social class, ethnicity, religion, and gender. However, the 20th century saw a transformation of higher education by social and economic changes into the main gateway to the middle-class.
Minorities and women took significant strides against longstanding segregation from mainstream higher education. The American government finally saw full access to higher education as an essential segment of the country’s ideal as a “land of chance.” Broadening access was higher education’s response. Ultimately, the community college, a uniquely American kind of institution, was created in the 20th century to give open access to higher education for people of all incomes, preparation levels, and ages.
Using these beliefs as a guide, the U.S. higher education mirrors essential elements of the American character which include competitiveness, inclusiveness, ambition, government suspicion, and independence. The thesis describes the main characteristics of American and Libyan higher education and essential issues that challenge it, associating back as appropriate to these critical philosophical underpinnings.