Vocational education and training programmes in the Libyan higher education sector : an exploratory study

Elzalitni, SM

Abstract

Libya traditionally suffers from a shortage of skilled manpower. In the 1990s a
network of higher education institutions (HEIs) known as Public Higher
Vocational Education and Training Colleges (PHVETCs), was introduced to
enhance the supply of necessary qualified manpower. As in many other
countries, HEIs in Libya have experienced massive expansion in terms of
quantitative growth and geographic distribution in recent years. However,
despite significant and positive impacts of this expansion on the society, a
number of analysts argue that HEIs have increased in number and not in
quality. The assumption behind this research is that HEIs in general and
PHVETCs in particular suffer from a lack of appropriate planning mechanisms
and procedures. Thus, the main problem of this research is formulated as: What
determines the establishment and location of PHVETCs as an important public
service in Libya? This study was exploratory and descriptive in nature and used
both qualitative and quantitative research methods. The research was
conducted by collecting and analysing primary and secondary sources of
documented material, as well as undertaking an empirical data collection. Some
of the research key findings are: there is a substantial mismatch between the
outcome of PHVETCs and the exact requirements of the society; most of the
PHVETCs suffer from limited human and physical resources, and the
unavailability of standard criteria for the establishment and development of
PHVETCs. On the bases of the data analysis and the findings, a model based
on a set of proposed criteria has been put forward to be used by educational
planners in Libya in establishing or improving existing PHVETCs.
Key words: Higher Education, Libya, Vocational Education and Training.

Citation

Elzalitni, S. Vocational education and training programmes in the Libyan higher education sector : an exploratory study. (Thesis). Salford : University of Salford

• Thesis Type: Thesis
• Deposit Date: Oct 3, 2012
• Award Date: Jan 1, 2008