Abstract

The linkage between university education and the labor market is essential for reducing unemployment and fostering economic development. In Libya, a gap persists between university graduates’ specializations and the actual demands of the labor market, contributing to high unemployment rates among graduates. This study examines the misalignment of university outputs with labor market needs, particularly the preference for humanities disciplines over applied sciences, influenced by cultural and social factors. Relying on descriptive analysis, the research draws from previous studies, reports, and official statistics to highlight the impact of this mismatch on both the economy and society. The study aims to identify the main causes of the problem and proposes mechanisms to enhance the relevance of university education, ensuring that graduates acquire the skills and qualifications required by the Libyan labor market.

Abstract

Technical and vocational education plays a vital role in human development by providing qualified professionals who meet the needs of both public and private sectors. In Libya, a mismatch exists between the outputs of technical education and the requirements of the labor market, leading to rising unemployment among graduates. This study explores the role of practical applications and graduation projects in bridging this gap by equipping students with technical, analytical, and soft skills aligned with market demands. Using a purposive sample from technical institutions in Benghazi, the research identifies challenges facing graduates in securing jobs and emphasizes the importance of aligning educational outcomes with labor market needs. The study concludes with recommendations to enhance the effectiveness of technical education in reducing unemployment and supporting sustainable development in Libya.

Abstract

This study addresses the challenges facing technical education in Libya, particularly the weak quality of its outcomes, its disconnection from labor market needs, and the negative social perception surrounding it. The paper reviews selected successful Arab and international experiences in developing technical education, with the aim of drawing lessons for improving the quality of higher technical education in Libya. It emphasizes the necessity of a comprehensive reform process that includes curriculum development aligned with labor market requirements, and stronger cooperation between educational institutions and the economic sector. Such reforms are essential to prepare qualified human resources capable of supporting national economic growth and addressing rising unemployment.

Abstract

This study aims to evaluate the quality of undergraduate accounting education in Libyan universities from the perspective of accounting graduates. The rapid growth of higher education in Libya, including an increase in student numbers, graduates, academic programs, and attention to accreditation and quality assurance, makes assessing educational quality essential. The study focuses on identifying the factors that influence accounting education quality, highlighting both strengths and weaknesses in the current system, and examining how these factors affect graduates’ preparedness for the labor market. The research problem stems from concerns that accounting education may not fully meet the standards required for producing competent graduates who can contribute effectively to economic development. To address this, the study applied a descriptive-analytical approach, combining a review of relevant literature with empirical data collected via a structured survey of accounting graduates. Statistical analyses, including measures of central tendency, standard deviation, one-way ANOVA, and multiple regression, were conducted using SPSS to test the study hypotheses and assess the perceived quality of accounting education. The findings are intended to provide insights into areas that require improvement, inform policy decisions, and propose recommendations for enhancing the quality of accounting education in Libya. Ultimately, the study seeks to contribute to the development of a higher education system capable of producing highly qualified accounting professionals who meet national and international standards.

Abstract

The technical and vocational education systems in Germany and Japan have played a central role in their post-World War II recovery and economic growth. Germany transformed into a leading industrial nation with high-quality vocational training, supported by substantial investment in education and research, constituting 6.5% of its national budget in 2012. Its dual education system, strong industrial base, and globally competitive exports have reinforced the importance of vocational training as a foundation for sustainable economic development. Similarly, Japan emphasized high-quality education, rigorous teacher selection, and training systems that promote critical thinking over rote memorization, producing a highly skilled workforce that drives technological innovation and economic competitiveness. Japanese education integrates cultural values, societal cohesion, and technological advancement, creating balanced and highly capable graduates. This study highlights the economic and social significance of vocational and technical education as a means of preparing skilled human resources to meet labor market demands, reduce unemployment, and enhance national development. It also addresses challenges faced by Libya, where technical education outputs often fail to meet market needs. The study adopts a descriptive-analytical approach, examining Germany and Japan’s models and drawing lessons for Libya. Key objectives include understanding the development of technical education in these countries, analyzing their systems, and extracting strategies and recommendations to improve Libya’s technical education and better align it with labor market requirements.

Abstract

The advancement of science, technology, and the widespread use of the Internet have significantly transformed administrative systems, shifting traditional public services to technology- and information-based models. This shift led to the emergence of Electronic Management (E-Management), characterized by speed, instant interaction, and borderless operations. Globally, adopting e-management systems has become a strategic necessity, with governments implementing successful initiatives, although challenges remain in some countries. Previous studies highlight organizational, technical, human, and financial obstacles to e-management implementation in various contexts, including universities, public agencies, and government institutions. In Libya, the adoption of e-management remains limited, with challenges including inadequate planning, lack of infrastructure, insufficient training, and low awareness among staff. This study investigates the attitudes of decision-makers in higher institutes in Benghazi toward e-management implementation and its impact on staff performance. Using a descriptive survey method, data were collected from 149 decision-makers across nine institutes during 2016/2017. The study examines the extent of e-management adoption, identifies key obstacles, and explores the influence of personal variables such as age, gender, qualifications, and work experience on attitudes toward e-management. The findings aim to provide actionable recommendations to accelerate e-management adoption, improve administrative efficiency, and enhance service delivery, making e-management a strategic tool for modernizing public institutions and addressing existing inefficiencies in Libya’s higher education sector.