Standardized Benchmarks for Arabic Language Learning in the First Three Grades in Libya in Light of International Experiences

Abstract

The study aimed to develop a proposal for standardizing Arabic language learning benchmarks for the first three grades of basic education in Libya, informed by a comparative analysis of benchmarks in selected Arab countries.  The researchers employed a descriptive-analytical approach, by which they identified similarities, differences, shortcomings, and areas of excellence within the existing standards and indicators for learning Arabic in selected countries.  To achieve this, the researchers developed a data extraction sheet guided by educational literature, and took steps to ensure its validity and reliability as a research instrument. Based on this, the study formulated a proposed framework for national standardized benchmarks. The research concludes with a finalized set of these benchmarks tailored to the Libyan context.