Libya is the most insecure nation in North Africa with increasing jihadist movements due to its porous land, maritime borders, and internal wrangling due to the collapse of Gaddafi’s regime. The state being divided in to two opposing governments, the capital Tripoli in the west, supported by international community is controlled by Government of National Accord (GNA). While in the east, Benghazi, Libya’s second most populous city, is largely under the control of Libyan General Khalifa Haftar, who enjoys the support of Egypt and Russia. Clearly, the mounting internal divisions and the failure to form a unified government contribute to greater instability and continuing violence throughout the country. In 2016, Daesh, AQIM and their affiliates as well as unaffiliated Islamic militants, resorted to a wide-range of attacks, including kidnappings, bombings, and assassinations. The attacks targeted military camps, checkpoints, ammunition depots, oil fields and facilities, and hospitals. These incidents killed and maimed a cross-section of Libyan society, such as politicians, security officers, clergymen, educators, and other civilians. This paper explores education as a major factor in the fight against terrorism and recommend national dialogue and use of educational psychologists in the academic milieu, in order to reconstruct Libya.
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