Abstract

Higher education in both developed and developing countries has received significant attention, contributing to societal advancement by producing skilled, scientifically and professionally qualified graduates. Educational institutions aim to achieve quality to sustain themselves and satisfy students, their families, and faculty members. Implementing quality standards in education has become essential due to societal changes, technological progress, and the rapid expansion of knowledge. Effective quality assurance reflects the efficiency of the educational process and the institution’s ability to achieve its academic and behavioral objectives while fostering positive learning outcomes. Institutional and program accreditation has recently gained significant attention, as it directly affects the quality of educational outputs. Higher education institutions strive to enhance their academic standards, especially with growing competition among institutions, particularly in the private sector. In the Arab world, many universities face challenges in keeping pace with advancements, especially in modern technologies, making it essential to review and develop curricula and ensure graduate competencies. Applying quality assurance standards is critical to achieving accreditation, which requires meeting specific criteria that enable institutions to compete regionally and internationally. This study examines the availability of quality assurance requirements for institutional and program accreditation at the colleges of Benghazi University. Using a descriptive-analytical methodology, the research surveyed 136 academic and administrative staff to assess the implementation of quality assurance practices, identify gaps, and provide recommendations for improving educational standards and institutional performance.

Abstract

The importance of this study is that it highlights the effective role which played by strategic planning as the backbone of strategic management, whose significantly contributes to the development of education, and also this study aimed to identify the reality of strategic planning in these institutions by answering the questions: What is the reality of strategic planning in these institutions? What is the availability of financial and human resources necessary for the implementation of the strategic planning? To achieve its objectives, the study used the descriptive analytical method, utilizing a questionnaire that was distributed to the study sample which represented in deans and heads of scientific affairs in some colleges at the University of Tripoli. The statistical package (SPSS) was used to analysis the data. The study found that the strategic planning in the undergraduate education mainly depends on the extent of the college administrations' are convinced of the importance of strategic planning and how applied their planning. The results also showed the role played by financial and human resources in the success of the strategic planning process. A number of recommendations can be provided by this study, which is the importance of dissemination of the culture of planning in general and strategic planning in particular among faculty members and staff within the faculties. The administrations of these colleges must commit to implementing, monitoring and supervising the strategic plans. The recommendations also emphasized the necessity of providing sufficient financial resources to rationalize strategic plans as well as continuous training of human resources to carry out the tasks and responsibilities of strategic planning. Finally, the challenges facing higher education institutions require the adoption of a strategic plan based on a set of specific qualitative and quantitative objectives that can be implemented within a specific period of time. This will eventually lead to the development of university education programs and curricula as a means of ensuring the quality of education and achieving benefits to contribute to the sustainable development of society. Keywords: Strategic Planning, Institutions Development, University Education, Technical Education, Tripoli University.

Abstract

The research aimed to determine the degree of availability of quality standards and the labour market requirements in the curriculum of the Faculties of Economics and Arts at University of Benghazi, as they are considered the largest faculties in terms of the number of students and teaching staff members. This research adopted the questionnaire as a means to collect the data needed in order to test the research hypothesis. The most important result revealed from the analytical statistics of data that the degree of availability of quality standards and labour market requirements in the curriculum of the Faculties of Economics and Arts at University of Benghazi were very low. In addition, the research found that there are differences between the average responses of the two research samples in terms of determining the degree of this decline. Based on the research findings, two recommendations can be made in this regard. First: the Ministry of Education must establish a higher council of curriculum, concerned with the development and follow-up the quality standards in educational curriculum. Second: relationships must be built between Benghazi University faculties and the economic units so that the university could contribute for the overall development of society.

Abstract

The study aimed to identify the attitudes of secondary school students towards technical education. The study adopted descriptive analytical approach for the selected sample (640) students. The results showed that students' attitudes towards technical education is medium and tends to be declined. The results confirmed that there were no statistically significant differences between students' attitudes in terms of their gender. Parents' levels of income and education proved to have no effect. Family technical experience proved to have no effect as well. The paper concluded with some recommendations such as: raising parents and students' awareness towards technical education. Limitations and shortcomings were acknowledged at the end of the paper. Key word: Technical Education, Secondary School Students, Libya.

Abstract

University education is considered the gateway to entering the labor market. To achieve harmony between this starting point and the future needs of the labor market, there must be clear standards defined by the latter (the labor market) and adhered to by the former (university education). However, the Libyan reality in higher education in general, and accounting education in particular, reflects a lack of alignment between educational outputs and the needs of the labor market, which itself is neither regulated nor clearly defined. Therefore, this study aimed to clarify the role of accounting education at Al-Merqab University in developing the professional skills of graduates, based on the third standard of accounting education standards issued by the International Federation of Accountants (IFAC). This standard identified professional skills in five groups: intellectual skills, technical and practical skills, personal skills, communication and interpersonal skills, and management and organizational skills. The study employed a questionnaire to collect data from the study population, represented by the faculty members of the Accounting Department, Faculty of Economics and Commerce, at Al-Merqab University, numbering 29 members, with a response rate exceeding 82%. Data were analyzed using the SPSS statistical program. The study reached several findings, the most important of which are: accounting education at the college under study plays a role in developing intellectual skills, technical and practical skills, and personal skills, while it suffers from shortcomings in developing communication and interpersonal skills as well as management and organizational skills. The study recommended several measures, including: improving the accounting education program at the college, both in terms of curriculum and teaching methods, to better develop graduates’ personal skills, enhance their capacity for self-learning and self-management, and connect the academic aspect with practical reality by incorporating practical training hours into the accounting education program, thereby ensuring the development of graduates’ management and organizational skills. Keywords: Accounting Education, Al-Merqab University, Libya