Hussein Salem Mrgin

This paper seeks to address a vital and critical issue for the development of the education system in Libya, namely the role of colleges of education in preparing and qualifying teachers and their professional development and its linkage to the needs of the labor market and development requirements. As the world enters the third millennium, the success of these colleges has become dependent on the quality of the graduate and his ability to innovate, create and renovate, as well as the extent to which these colleges are aligned with the labor market and development. The paper points out that an examination of the colleges of education in Libya does not find it difficult to prove their shortcomings, despite the many attempts to reform them. Many scientific conferences and seminars have addressed the issue of teacher preparation in general and the reality of education faculties in particular. The facts show that the preparation and training programs are unable to provide teachers with the skills necessary for their continuous growth and follow-up of academic and professional changes. The paper also addressed the most important practices and successful experiences regionally and internationally, which were employed in a number of important proposals to develop professional development programs for teachers in Libya. Among these proposals are Reviewing the regulations of the faculties of education at Libyan universities (No. 465 of 2022) to include clear criteria for evaluating programs, developing curricula, and defining practical training requirements. The paper also proposed the formation of a permanent national committee to evaluate and develop colleges of education. This committee will be responsible for developing mechanisms and procedures that oblige colleges of education to develop teacher preparation and professional development programs, taking into account the needs of the labor market and development requirements.

The establishment of Israel after the official British mandate over Palestine ended on May 15, 1948, and the withdrawal of the British administration marked a significant turning point in the Palestinian issue. opened the door to the escalation of the Palestinian issue as an important matter on both the Arab and international levels. Therefore, the importance of this research lies in attempting to uncover, understand, and interpret the Israeli oppression policies against the Palestinian people, and to develop a clear concept of this oppression. The research also aims to identify and better understand the most important policies of oppression. Thus, this research seeks to clarify the concept of oppression directed against the Palestinian people by the Israeli occupation and to monitor the most important policies oppression directed against the Palestinian people. The research also presents several important recommendations, including: building future strategies to confront Israeli oppression, developing a Palestinian national strategy and political programs that unify Palestinian positions under a comprehensive national vision, and protecting the independence of Palestinian decision-making from regional and international interventions and pressures. Additionally, it involves developing an educational curriculum that supports and enhances Palestinian identity and is taught to students in Palestinian and Arab schools and universities. Keywords: The Palestinian issue, Israeli occupation, National oppression policies

تتناول المقالة مسألة تطوير كليات الطب في ليبيا، حيث تبرز الحاجة الملحة إلى إطلاق مشروع وطني منظم يهدف إلى تحسين جودة التعليم الطبي وتفادي الفوضى الحالية في تأسيس البرامج وتنفيذها. الهدف الرئيسي للمقالة هو تحديد الرؤية المستقبلية لكليات الطب من خلال الإجابة على سؤال جوهري: **ماذا نريد من هذه الكليات؟ تمت الاستعانة بمنهجية تحليلية تتضمن مراجعة الأدبيات والدراسات السابقة ذات الصلة بتعليم الطب، بالإضافة إلى تحليل تقارير الجودة وضمانها في الجامعات الليبية. كما تم الاعتماد على البيانات الميدانية المتعلقة بأداء كليات الطب ومتطلباتها. توصي المقالة بضرورة تبني عقلية التركيز والإصرار على بدء الإصلاحات الفورية رغم الصعوبات، عبر اتخاذ خطوات فعلية نحو تحسين التعليم الطبي. يُقترح أن تقوم السلطات المعنية بتنفيذ آليات فعالة للاعتماد وضمان الجودة، في سبيل تطوير البرامج الأكاديمية وتلبية احتياجات سوق العمل. كما تؤكد المقالة على أهمية التعاون بين المؤسسات التعليمية والجهات الحكومية في تبادل الخبرات وأفضل الممارسات، لضمان تحقيق المعايير العالمية في التعليم الطبي. أخيرًا، توصي بإنشاء نظام للمتابعة والتقييم لضمان استدامة التحسينات

This analytical reading of the book Al-Hashashi's trip to Libya in 1895 AD, "Evacuation of Distress from Tripoli in the West", seeks to monitor and reveal the sociological reality of Libya during the aforementioned period, through what Muhammad bin Othman Al-Hashashi dealt with in Libya during the year 1895 AD, from observations, impressions, observations and important sociological information on Libyan society, where the researchers aim through these readings to confirm that knowledge of the history of societies is necessary to understand their reality, in addition to the fact that such historical manuscripts may contribute to deepening the spirit of national belonging, strengthening the Libyan identity, and rebuilding the Libyan mind. This reading revealed links of harmony and harmony between the Libyan tribes and regions, whether they are west, east, north, or south, despite the political and geographical divisions that existed at the time, and such readings contribute to inciting and stimulating national awareness towards the formation of the national identity-Libyan-to be the link between all the Libyan regions and tribes, to climb from the depths of what was buried from the national manifestations.

دخل علم الاجتماع الجامعة الليبية عام 1954، حيث أصبح قسماً علمياً إلى جانب الفلسفة، تحت مسمى قسم الدراسات الفلسفية والاجتماعية، وانضم إليه عدد من الأساتذة اللامعين آنذاك على المستوى العربي ممن كوّنوا لبنة علماء (علم) الاجتماع في مصر، والعراق، وبعد سنوات من ذلك التأسيس انضم إلى ذلك القسم عدد من الأساتذة الليبيين، كما انفصل علم الاجتماع عن الفلسفة وأصبح علماً قائماً بذاته، تحت مسمى علم الاجتماع تعج به جُلّ الجامعات الليبية، والتي أصبح عددها يتجاوز حالياً أربعة عشر جامعة. وبعد مرور حوالي ستين عاماً على هذا التأسيس فإن السؤال القديم الجديد والجوهري الذي لا يزال يقفز إلى الذهن هنا هو: هل هناك حاجة إلى استمرار وجود أقسام علم الاجتماع في الجامعات الليبية؟ وبمعني آخر: هل هناك فوائد جناها المجتمع الليبي من مخرجات علم الاجتماع بعد ستين عامٍ على تأسيسه؟