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Spoon Feeding and Libyan Higher Education

Higher Education is considered to be a stage of intellectual growth, independence, and self development. At this stage students should take charge of their education, develop their knowledge and understanding, and challenge their perceptions to fulfill their goals. However, higher students in Libya are being spoon fed to pass exams instead of encouraged to seek knowledge. Spoon-feeding is the situation where the teacher acts as a knowledge dispenser for passive students. The teaching here is centered on the teacher at the expense of the students’ learning process. Spoon feeding is a serious issue, which is influencing the Libyan higher education system negatively, but it can be effectively solved by applying modern teaching techniques.

Spoon feeding is a serious issue, which is influencing the Libyan higher education system negatively

In fact, providing students with all the knowledge they need, writing all the subject’s notes on the board, and limiting the students opportunities of speaking their voices during lectures will never raise students’ standards to a higher level. It will not contribute to exploring the power inside them, and unfortunately students will depend on the teacher, they will have no idea of how powerful abilities they were born with, and they will believe they CAN’T, once this word is stored in the mind, it will be hard to erase.

Spoon feeding has many negative consequences on students’ performance, this ranges from reducing the scope of students’ participation and contribution, wasting two hours lecture by talking about what the students have already learnt, to making the students dependent on the lecturer to deliver the information instead of independently seeking and searching for it.

Therefore, higher education in Libya should be students centered instead of teachers centered. Students should take the responsibility to assess their educational needs, to take part in seminars and workshops. They should be asked to perform tasks higher than their level, drawn into an effective engagement with the learning process, and encouraged to discuss, argue, and speak their voices. This is how we can create better Libyan education, and raise Libyan students’ standard to a higher level.

What do you think?

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