A field report published by the Qatari newspaper Al-Araby Al-Jadeed has shed light on the consequences of the faltering start of the current academic year following delays in the arrival of school textbooks.
The Educational Process Falters Despite Promises
The report confirmed that the educational process is still faltering more than three weeks after its start, due to a significant shortage of books, as many students have not received them, while the Ministry of Education in the Dbeibeh government continues to confirm the arrival of new shipments.
Accusations of Mismanaged Distribution
Issam Barayoun, principal of Jil al-Taqaddum school, said the problem “is not a shortage of quantities” but “poor management of the distribution process.” He explained that the books “are available in some warehouses but do not reach schools in a timely manner,” due to the absence of a clear mechanism to monitor delivery. He added that the crisis recurs annually because the ministry is late in signing book printing contracts, noting that “contracts for the current season were not signed until mid-summer,” questioning how realistic it was to expect them to arrive on schedule.
A Crisis Deeper Than a Time Delay
Barayoun noted that an attempt to expand printing within Libya last year reduced reliance on external suppliers, “but the crisis continues,” stressing that the problem “extends to the way the entire educational process is managed.” He stated that “the content is often far removed from the students’ reality,” calling for printing to be handled within a “permanent reform file that keeps pace with development,” rather than as a seasonal solution.
Direct Impact on Students and Families
From Tripoli, Zuhair Al-Maqri (from the Abu Salim area) said his children “still do not have their full set of textbooks,” noting that one of his children in the seventh grade “has only received some of the books.” He explained that the accumulation of lessons “increases pressure on students” because teachers “are forced to make up for what was missed as soon as the books arrive.” This disrupts studying and time management, and they may be surprised at the end of the semester with a large amount of coursework in a short time. He added that the delay “disrupts not only the students but also the families,” who resort to following lessons through “handwritten notes or photocopies.”
Parents’ Experiences… Temporary Solutions Are Not Enough
From Misrata, Abdul Raouf Bayu said that “the chaos of the book shortage recurs every year,” which has led him to keep old books “as a precaution.” However, “the delay forces him to teach some subjects himself,” while “the family is unable to teach others,” making the schedules “disrupted and variable.” He pointed out that his two daughters “have not yet studied science because the book has not arrived,” while teachers have started explaining other subjects for which “the students do not have the books,” describing this as a “major flaw.”