Education In Libya Research Articles

Unraveling the path: assessing compliance and impact of accounting education in Libya with IES 3 standards on students' academic performance

PurposeThis study aims to investigate the extent of compliance of university accounting programs in Libya with the International Education Standard (IES 3) and the extent of the impact of the skills included in programs of accounting education in Libya aligned with IES 3 requirements on students' academic performance and then to identify factors that can hinder the implementation of professional skills in accounting education in Libya.Design/methodology/approachA questionnaire was prepared and circulated among accounting graduates from public universities in Libya. A total of 116 useable responses were received from many of these universities. An exploratory factor analysis based on a pairwise polychoric correlation matrix was carried out to validate the scale. Also, it applies the regression analysis for a robustness check.FindingsThe findings indicate that the skills included in accounting education programs in Libya partially comply with the instructions of IES 3 (Intellectual, Interpersonal and Communication, Personal and Organizational). They provide empirical evidence that the accounting education program in Libya is a partial tool for implementing professional skills in accounting education in Libya. The findings of this study also show that there is no statistically significant relationship between the skills included in programs of accounting education in Libya aligned with IES 3 requirements and the academic performance of students.Practical implicationsFindings may help the government, higher education officials and accounting faculty members in Libya pay more attention to accounting education to improve its effectiveness and meet the requirements of IES 3. Therefore, it fills an information gap in the accounting literature by investigating university accounting programs and their compliance with IES 3 in Libya, a context that is still poorly understood.Originality/valueLittle is known about accounting education in the Middle East and North African (MENA) countries, where the literature shows that little research has been conducted on accounting students in the countries of this region, particularly in Libyan universities.

Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic.

During the COVID-19 pandemic, many educational institutions switched to e-learning educational platforms. This approach was essential but raised challenges, particularly in training practitioners for medical emergencies. This approach not only led to global challenges and a need for rapid adaptation, but also raised inequities across countries, with some facing far more technical challenges than others. In Libya, low investment in education technology and unpredictable internet connectivity limited its integration into schools and universities even before the pandemic. The current study reports feedback from an online continuing dental education (CDE) course for dental practitioners that was developed emergently during the pandemic and aimed to address the challenges posed by Libya's internet environment. Participants were recruited through social media and received an 8-hour online CDE course consisting of three modules. Participants were invited to complete a pre-course demographic/informational survey on a Google form. After passing all modules, students were prompted to complete a post-course survey consisting of 23, five-point Likert scale questions. Respondents included 43 females (74.1%) and 15 males (25.9%). For ~50% of the cohort (n = 32), this was their first online clinical course. 87.9% of post-course participants rated the course as a positive learning experience, while 90.9% agreed their learning outcomes had been achieved. Most participants (97%) agreed the course instructor explained all concepts clearly. In total, 81.8% agreed that the technology effectively supported their learning. Most agreed that a clear demarcation between each course module existed and that the language and depth of the material were adequate. Some students reported technical difficulties, and 33.3% saw repetitions in the modules. However, all post-course respondents said they would recommend the online course to colleagues. Libyan dental practitioners showed high satisfaction levels towards the e-learning process, course content, instructors' attitudes, and overall e-learning experience despite the inherent e-learning challenges posed in this country.

Unravelling the Path: Assessing Compliance and Impact of Accounting Education in Libya with IES 3 Standards on Students' Academic Performance

Unravelling the Path: Assessing Compliance and Impact of Accounting Education in Libya with IES 3 Standards on Students' Academic Performance

Challenges of Medical Education in Libya: A Viewpoint on the Potential Impact of the 21st Century

AbstractTraditional medical education is no longer adequate for preparing medical graduates for immediate practice and to make them ready to practice their profession efficiently with quality and citizenship to the health care system. Medical education is changing based on changes in societies, culture, technology, and quality of care. More elderly patients require special attention, technologies require different skills, and patient-centered, evidence-based medicine needs special training. In Libya, an example of a developing country, medical education faces these challenges and many more. It requires ample resources and an adequate number of qualified health care professionals who are highly specialized. Such faculty are up to date to deliver service, teach, and perform quality research. Attention is necessary to improve their medical education system and keep up with the advances and care needed for their citizens. It is possible with more investment in faculty development, collaboration with reputable institutions in developed countries, and use of professional accreditation from international organizations.

Importance of Establishing National Academic Reference Standards in Medical Education in Libya

Importance of Establishing National Academic Reference Standards in Medical Education in Libya

Relationship Between Change and Development in Environmental Engineering Education in Libya

Relationship Between Change and Development in Environmental Engineering Education in Libya

Soil Science Education: Adaptation of Soil Judging (Evaluation) to Libya

Adaptation of Soil Judging to Libya involves tailoring Soil Judging materials to the country's local context. The objectives of this study were to adapt Soil Judging to Libya and evaluate it in various locations in Libya. Different soil judging handbooks from the United States (US) were used to develop teaching materials for Libya (including tables of soil physical and chemical properties and scorecards). The soil judging scorecard was enhanced by adding more specific information relevant to Libya (e.g., soil salinity, calcium carbonate, etc.). Libyan users were asked to complete a survey on the usefulness of Soil Judging in Libya. Eighty-two percent of those surveyed were unaware of Soil Judging prior to this study. After completing Soil Judging trials in various locations in Libya, 95% of those surveyed indicated that Soil Judging is helpful in natural science education in Libya. Future improvements to Soil Judging should include better equipment and explanation.

The Theoretical Framework for Enhancing the Level of Islamic Educational Values in the Islamic Education Textbook for the Sixth Grade of Basic Education in Libya as Realized by the Educational Inspection

The study aimed to determine the level of Islamic educational values in the Islamic education textbook for the sixth grade of basic education in Libya from the point of view of educational inspection based on Ibn Khaldun's educational theory. To achieve the objectives of the study and to answer the problem of the study, the researcher followed the mixed approach, which includes content analysis for the academic year 2020–2021. The aim of this paper is to discuss the demographics of the inspectors in the Islamic education material. For analysing the demographic characteristics of the study sample from the Islamic Education textbook for the sixth grade of basic education in Libya, 21 questionnaires were distributed to the inspectors of the Islamic education material in the municipality of Az Zawiyah. The sample size was calculated and the required analyses were conducted using the appropriate analysis tools, IBM SPSS v.23, and the results showed the validity and reliability of the sample at 0.929%, which is a high validity coefficient through which we can trust the tool. The results of the study showed a normal distribution test for the axes of the study; therefore, the data was appropriate for the study well in relation to the study sample. The values of the skewness scale and the values of the kurtosis scale for all the axes of the study are at the normal level, and this indicates that all values follow the normal distribution to a sufficient degree to achieve the objectives of the study. The values of the kurtosis scale, and in this framework, the expected results of the study are to know the number of repetitions, and through these repetitions, it is easy for the educational inspection to determine the level of educational values in the Islamic education textbook for the sixth grade of basic education in Libya and compare them with the education theories.

Practical education program and its relationship to preparation Vocational education for students of faculties of education in Libya from the point of view of educational supervisors and school principals

يعد إعداد المعلم من أهم الركائز المتعارف عليها عالمياً، إذ من شأنه رفع المستوى العلمي والمهني للمتعلم. فالتقدم في المعرفة جعل مهمة المعلم أكثر أهمية مما يمكن عليه لأنه هو أن للمعرفة وهو الموجه لسلوك المتعلمين.(حبيب، 1989، ص26). ولا يمكن التمكن عمن مهنة التدريس إلا بوجود برنامج التربية العملية المعد إعداداً جيداً لأنها "تعد جوهر إعداد الطالب –المعلم مهنياً عن تطوير سلوكه المهني وإكسابه الخبرات الأولية للعملية التربوية ومن خلال تنمية مهارته الحركية والمهنية، وإكسابه الاتجاهات السوية والأنماط السلوكية اللازمة لرفع كفاءته التدريسية".(عبد الخالق، 1981، ص113). وتمثل التربية العملية العمود الفقري في التدريس المهني مهما اختلفت طرائق تنظيمها فهي تسهم إسهاماً فعالاً في تكوين كفاءة المعلم" (خير الله،1982،ص14). فإذا لم يكن طالب كلية التربية – معلم الغد على درجة من الميل والرغبة ويمتلك المهارة العالية في التدريس فأن كفاءته العلمية ستؤثر في أدائه المهني، وإذا لم تسهم التربية العملية الإسهام الفعال في توثيق الصلة بين الطالب – المعلم والحياة التعليمية من خلال تفعيل وتنظيم وترتيب الخبرات التعليمية التي يبني عليها الطالب معلوماته الجديدة كانت مدعاة إلى إلقاء آثارها السلبية على قطاع التعليم بل يتعدى ذلك إلى بقية مرافق وقطاعات المجتمع بأسره. من هنا رأى الباحث أن يدرس برنامج التربية العملية وعلاقته بالإعداد المهني لطلبة كليات التربية في ليبيا من وجهة نظر المشرفين التربويين ومدراء المدارس.

DIGITAL TRANSFORMATION AND ITS IMPACT ON THE PERFORMANCE OF KINDERGARTEN INSTITUTIONS IN LIBYA A FIELD STUDY ON THE WORKERS OF THE TRIPOLI BRIDE KINDERGARTEN AND THE AL-AMAL AL-MASHRIQ KINDERGARTEN IN THE FRIDAY MARKET ARE

The Ministry of Education in Libya seeks to digital transformation by gradually providing educational institutions, especially kindergarten institutions, with electronic systems, starting with systems for students’ grades and placing students from one stage to another through the electronic system. The idea of this study came as an attempt by the two researchers to find out the impact of Introducing digital transformation in administrative procedures, measuring this impact, and determining the most important advantages of applying this system, and what challenges we may face in implementing this system, in addition to knowing the effectiveness of implementing this system in kindergarten institutions in Libya. Study problem: The study problem was formulated in the following main question "What is the impact of digital transformation on the performance of kindergarten institutions in Libya?" In order to answer the study question, the two researchers used the descriptive analytical method, relying on the questionnaire as a main tool for the study, where the study sample was (50) teachers from the Arous of Tripoli Kindergarten and AlAmal Al-Mashreq Kindergarten, they were chosen randomly, and the return from them was valid for analysis (49) a questionnaire, i.e. 98%. The results of the study found: 1. Weak technological infrastructure (digital assets). Building and developing infrastructure and providing secure access to high-quality services and data are among the most important requirements for the success of digital transformation in educational institutions in general and in kindergartens in particular 2. The lack of professional competencies capable of adopting, leading and implementing digital transformation programs and bringing about the required change within kindergarten institutions 3. Lack of training centers to raise the level of skills and capabilities for digital transformation. 4. Lack of funding and limited budgets and allocations for the implementation of digital transformation programs in kindergarten institutions. 5. Spreading awareness, developing digital skills and digital literacy among all kindergarten workers. 6. Lack of financial resources. 7. Work to increase awareness among officials and decision-makers in kindergarten institutions of the importance of digital transformation

THE PREVAILING VALUES IN THE ARABIC LANGUAGE BOOK FOR THE SECOND GRADE OF BASIC EDUCATION

This research attempts to identify the types of prevailing values included in the Arabic language book for the second grade of basic education in Libya, as well as knowing the most prevalent values in this book through the analytical method. And content analysis using White's classification, which was applied to the research sample that included the book's (16) topics, and the current research used repetition as a unit to enumerate or appear each of the items The results showed a table showing the value scale of the Arabic language book for the second grade (the subject of the research), where the values were arranged in descending order of importance, based on the repetition of each value. The repetition of the value units for any value was considered an indication of the importance given to it in the reading books. The value that obtained the most number of repetitions was given more importance than the value that obtained the least percentage. In order to achieve the goal of this research, the two researchers extracted the average frequencies of value thought and considered the first fifteen values of this scale, as representative of the prevailing values (the most prevalent) in the Arabic language book for the second grade of basic education in Libya (values at the top of the value scale, because each of them You have obtained more repetitions than the average of (9.7).

The need to revive the legacy of education in Libya

The need to revive the legacy of education in Libya

Preparing students for the workplace in developing countries: a study of accounting education in Libya

ABSTRACT Through qualitative analysis of a dozen semi-structured interviews, this study identifies the issues that limit the ability of accounting education programmes to prepare students for the workplace in Libya, a country in the MENA (Middle East and North Africa) region. Factors include: faculty’s lack of practical experience; weak links with the profession; a traditional curriculum; teacher-centred pedagogy; traditional forms of assessment; the number and quality of students; limited or outdated resources; and poor physical infrastructure. As a study of the preparation of students for the workplace in a developing country, which takes account of both faculty and practitioner views, this paper also contributes to the limited literature on accounting education in Libya. Considering the findings through the lens of institutional theory concepts leads to recommendations for options that are likely to be relevant not only to Libya but also to the wider MENA region and other developing countries.

The Impact of Material and Non-Material Rewards on Quality of Quality of Strategic Planning: The Mediating Role of Indivudal Factors in Libyan Technical Institutions

Purpose: This paper aims to present an examination named as individual factors that affect the execution of the strategic plan for Libyan technical education institutions. The study has managed to accomplish the purpose of the research by implementing a quantitative methodology (descriptive empirical approach) and the questionnaires were used as a data collection tool. The model consists of two independent variables, one mediator and one dependent variable. The independent variables consist of material and non-material rewards while mediator is individual factors and the dependent variable comprise quality of strategic planning. Design/methodology/approach: The research analysis structure comprises of three exogenous variables: one mediator variable as ME and one endogenous variable. The exogenous variables comprise of human performance, individual productivity and leadership aptitudes, and the incentive system representing a reward system as an endogenous mediator. These named variables comprise the parameters that will take part of the implementing of the strategic quality plan. The total population of random samples of (290 individuals) with the role as senior department managers, middle department managers and directors of lower (executive) divisions were classified and specified. The statistical programs that were applied are (SPSS as well as SMART PLS) for the evaluations and scrutiny determinations. Findings: The findings have shown that material and non-material rewards have a significant and positive effect on the quality of Strategic Planning by institutions of technical education in Libya. This study obtained evidence throughout its course work that the individual competency, individual effectiveness and leadership skills had direct effect on Implementing the Strategic quality Plane. Furthermore, Individual competency and leadership skills had direct effects on reward system but Individual Effectiveness has no direct effect on Implementing the Strategic quality Plan. Furthermore, the results of the study reveal that material individual factors (individual competency, individual effectiveness, self-motivation) have a mediating influence on the relationship between material and non-material rewards and the quality of strategic planning. The findings similarly have shown that non-material rewards and individual factors have a significant and positive influence on the quality of strategic planning. Nevertheless, material rewards scheme has no directly significant effect on the quality of strategic planning (QSP). Practical implications: The results indicated that reward system has partial mediation on the relationship between competency, individual effectiveness and leadership skills and strategic quality plan implementation. The study will contribute to enhancing body of knowledge by proposing a research model for institutions of technical education, especially in Tripoli within Libya in general. Consequently, at the end of this study, we hope that the results will provide a way to stand as the basis for further research in this area or specifically on the subject. Originality/value: The paper has established its own originality and novelty analyzing the data statistically. This analysis has revealed that the reward system has managed to mediate successfully the relationship between the individual factors affecting the implementation of the quality strategic plan (individual competence, individual effectiveness and leadership skills).

Determining students’ mental models about the sun, earth and moon celestial objects for sustainable learning in astronomy education in Libya

The study aims to reveal students' mental models and perceptions regarding the concept of the celestial bodies, for instance, earth, sun, and moon. This research study was conducted as a case study focusing on qualitative data. This study also has used a sample formed of 5th-grade students, in the 2018–2019 academic year; the target sample is formed from 50 students at an elementary school in Libya. This study aimed to use the data collection tool, in addition, a test with three open-ended questions was used. Also, according to primitive, synthesis as well as scientific models, the data classification was used and analyzed. The result of this practical study has demonstrated that all the target samples have a synthesis of mental models that are not sufficiently compatible with scientific knowledge.

Evaluation of pharmaceutical education in the State of Libya: An academic perspective

Objective: This study evaluates the quality of educational standards in the colleges of pharmacy in the State of Libya using FIP-QA framework which is made of five sections representing the five pillars of quality, namely: context, structure, process, outcomes and impact. Method: A questionnaire was constructed based on the indicators in each section of the framework. Answers were collected by distributing the questionnaire to eight colleges of pharmacy at public universities. Results: 42 out of 50 professors completed the questionnaire. Most participants believe that the context, structure and process of pharmaceutical education in Libya require significant improvement in order to comply with international standards. Conclusions: Since the impact of pharmacy education depends on the previous pillars, it is clear that the current curricula are inefficacious in producing graduates who have the competencies to exercise patient-centred roles, and to address the limitations in providing pharmaceutical care-related services.

A pilot study on Open Educational Resources and experiential carried out by higher education in Libya

Open Educational Resources (OER) is simple but powerful educational materials made freely and legally availableon the Internet for anyone to reuse, revise, and redistribute. These materials have the potential to give people everywhere equal access to our collective knowledge and provide many more people around the world with access to quality education by making lectures, books and curricula widely available on the Internet. In this paper a brief history of OER is stated and then Creative Commons Licenses are explained and finally the steps to implement OER in Libya are outlined.

Cultural impact on social position and womens education in Libya

Cultural impact on social position and womens education in Libya

Developing excellent architectural education for best practices in Libya

During the last decade there has been a rapid transition to digitisation in the construction sector across interconnected project stages, including design, construction, and operation. The research described in this paper aims to establish pathways to develop an excellent architectural education in Libya, in regard to relevant concerns on restructuring the curriculum to bridge the gap between educational output and professional requirements. An extensive literature review is adopted at the initial stage of the described research in order to establish a comprehensive understanding of architectural education in Libya. The findings from a preliminary literature review indicate that the absence of appropriate plans and obsolete curricula are critical issues in the current provision and further development of architectural education in Libya, and it is important for the continuous improvement of a nationwide architectural education curriculum that can strongly support students to develop relevant knowledge and skills to be prepared for their professional careers in helping to rebuild the country. In addition, it is crucial to establish a comprehensive architectural education programme at undergraduate level by adopting advanced digital technologies and enhancing collaborative learning for students to develop their competence with the appropriate body of knowledge and skills, which are important for their future careers and to increase architects' contribution to the development of economy, society, and the culture in Libya. It is expected that the described research can make a good contribution for professional practice enhancement in undergraduate architectural education in Libya, and to inform academics around the world with regard to the latest research and development for the best architectural education practice in Libya.

State of Higher Education in Libya: A Game Change Administrative Approach

Education in Libya, particularly higher education, has evolved with a myriad of challenges to the government, faculties, departments, teachers, students, and society at large. The growth in the expansion of universities and growth in the enrolment is commendable though still faced with shortcomings. Higher education is the level of education that can play a tremendous role in changing the face of education in a nation and bringing economic development into a nation. Libya H.E is the potential in changing the Nation to a twenty-first-century viable country. This paper discusses the education system in Libya, Higher education in Libya, higher education as a game-changer in Libya, and strategies to enhance Libyan higher education as a game-changer.