Libya has enjoyed a considerable growth of its national economy since its crude oil was produced and exported in the early 1960s and Libyan society has achieved a higher standard of living than in the 1950s. But despite the increasing and rapid expansion in the education system, the rising figures for enrolment and well-equipped buildings, the country still suffers from acute shortages of the well-qualified and skilled human resources that should meet the country's socio-economic development and transformation plans, and run the increased number of large industrial establishments like the oil industry, where a large number of foreign personnel still occupy core functions.

This paper shows that a number of practical and theoretical problems are responsible for inaccurate manpower planning, and also for the retardation of the development of Libya's manpower education and training, needed to ensure the country had the necessary well-qualified personnel who would perform their employment duties properly in order that the country achieves its planned socio-economic development targets.

For real control of Libya's natural resources, mainly oil and gas, the paper calls for urgent action to be taken for a well-planned and properly executed Libyanisation policy and more effective use of the most necessary non-Libyan personnel. It outlines the scientific and practical factors needed to improve labour productivity, describes the procedure and methodology of manpower forecasting currently in use, and calls for action to correct its deficiencies.

The paper also attempts to point out the major role that the university and other educational institutions have to play in the education and training of the country's people. It also suggests that more effort should be made to link and involve the educational institutions, and the university in particular, with the industrial and other economic sectors in the country. Also required is a variety of good services which can be employed in consultative work and collaborative involvement, based on a thorough understanding of the requirements both of industry and the university as a consultative and research centre, in addition to its educational functions. These and other aspects are fully discussed and a call is made for better planned and strategic reform of the education and training systems in Libya, so that the country can truly adjust to changes in its students and the workforce.