Abstract

This study examines the problem of surplus graduates from university and technical education in Libya and their limited absorption in the labor market, particularly in the private sector. Despite the expansion of higher education institutions and the growing number of graduates, a mismatch persists between educational outputs and market needs, resulting in high unemployment rates among graduates. The research aims to identify the causes of this surplus, analyze the skills gap, and propose potential solutions through field data collected from private institutions in Benghazi. The findings highlight the need for aligning educational programs with labor market requirements, enhancing graduates’ skills in languages, communication, and technology, and promoting private sector employment as a sustainable path for human development.

Abstract

The development of higher education in Libya cannot be understood without first examining the evolution of basic education. Early education began in kuttabs and mosques, later expanding to zawiyas, with advanced students pursuing studies abroad in Egypt, Tunisia, or Turkey. Despite the establishment of small initiatives in the early 20th century, higher education received little attention under Ottoman, Italian, and Allied administrations. It was only in 1955, four years after independence, that the University of Libya was founded in Benghazi with a branch in Tripoli. Over the following decades, faculties and specialized universities were established, though their expansion was often unplanned and politically driven. Enrollment in higher education rose significantly from 729 students in 1960 to over 62,000 by 1990, with female participation also increasing. However, issues of inefficiency, declining academic standards, and lack of planning persisted. The events of 1976 and subsequent political interventions further weakened universities. Following the 2011 February Revolution, hopes for reform were overshadowed by conflict, institutional destruction, and social instability, leading to further deterioration in quality and international rankings. Challenges remain, including overcrowding, underdeveloped infrastructure, poor academic preparation, and politicized administration. Although higher education has the potential to drive economic development and reduce unemployment, mismanagement and instability have hindered its role, resulting in negative outcomes for both individuals and society.

Abstract

Higher education in the third millennium has undergone major transformations due to globalization and the knowledge economy, pushing universities toward openness, international collaboration, and academic integration. Internationalization has emerged as a key strategic priority, offering benefits such as knowledge exchange, academic partnerships, enriched curricula, and improved quality standards. While global trends show rapid adoption of internationalization, Libyan higher education institutions have struggled to adapt due to structural weaknesses, overcrowding, limited resources, and isolation from international networks. This study aims to: (1) clarify the concept, importance, and dimensions of higher education internationalization and its relation to globalization; (2) assess the current reality of internationalization in Libya; and (3) propose a strategy to develop Libyan higher education in alignment with global trends. Using a descriptive approach, the paper analyzes challenges facing Libyan universities and highlights the urgent need for reforms to enhance competitiveness, integration into the global knowledge community, and contribution to national development.

Abstract

Higher education institutions aim to achieve excellence, effectiveness, and quality in their outputs through efficient management, integrity of staff, strong administrative structures, and continuous oversight. Governance has emerged as a modern concept crucial for universities worldwide, enabling them to prepare qualified human capital, address societal challenges, and contribute to comprehensive development across political, economic, social, technological, and security dimensions. Universities fulfill three main functions: teaching and training, conducting scientific research, and serving the community. Achieving these functions requires adopting effective governance frameworks to enhance institutional performance, output quality, and alignment with international standards. The study addresses the reality of governance implementation at Libyan universities, focusing on Ajdabiya University. It examines governance as a system of regulations, rules, and procedures designed to achieve high efficiency, accountability, transparency, and stakeholder participation. The research investigates the current state of governance practices in relation to laws, transparency, accountability, and participatory mechanisms, while identifying challenges and proposing recommendations to improve the performance of higher education institutions in Libya. The importance of this study lies in its focus on governance in Libyan higher education, providing practical insights into its application at Ajdabiya University and offering evidence-based suggestions for policymakers and university administrators to enhance institutional effectiveness and achieve strategic objectives.

Abstract

Knowledge management has become a key strategy for institutions aiming to enhance their performance and adapt to rapid developments in an era marked by a knowledge revolution and advances in information and communication technology. Poor management of available knowledge, including failure to store, update, and disseminate it effectively, can lead to institutional underperformance or collapse. Higher education institutions in particular must recognize that creating, applying, and sharing knowledge is critical for their growth, sustainability, and future development. This study addresses the current state of knowledge management in higher education institutions in Libya and the Arab world, highlighting challenges such as the lack of electronic integration among institutions, limited collaboration, and the absence of comprehensive databases to prevent duplication of research. The study proposes a strategic framework for establishing and developing knowledge management in Libyan higher education institutions, leveraging theoretical literature, analytical studies, and SWOT analysis to identify strengths, weaknesses, opportunities, and threats. The study’s objectives are to raise awareness of the importance of knowledge management, identify obstacles to its implementation, and provide actionable strategies to strengthen institutional performance, foster collaboration, and improve the overall quality of higher education in Libya.

Abstract

The advancement of nations depends on the success of their educational systems and the development of human capacities. Education is pivotal for knowledge, technology, innovation, and excellence. To achieve these goals, quality in education has become a central focus, structured through mechanisms and standards that enhance curricula, teaching staff competencies, infrastructure, and assessment processes. These standards ensure high-quality learning outcomes and align educational institutions with labor market needs. In Libya, the National Center for Quality Assurance and Accreditation of Educational and Training Institutions (established in 2010) promotes quality culture across public and private institutions. The center conducts institutional and programmatic accreditation based on comprehensive domains including strategic planning, academic programs, faculty, student services, research, community engagement, continuous improvement, and transparency. Evaluation follows a point-based system with thresholds for preliminary and final accreditation, ensuring compliance with national and international standards. Despite these efforts, many Libyan institutions face challenges such as limited resources, low awareness of quality standards, and insufficient implementation, resulting in a small number of accredited institutions. Strengthening quality assurance and accreditation mechanisms is crucial for improving the performance and global competitiveness of Libyan higher education.