Challenges and Reforms in the Libyan Higher Education System: Toward Quality and Sustainability

Elhwuegi in his editorial has stated that establishing National Academic Reference Standards in medical education is of utmost importance in Libya.[1] I believe that higher education (HE) in general is the key to human development and essential for the progress of any profession. After years of conflict in Libya, HE needs a systematic reform plan, with a clear vision and sound governance. The sector is overwhelmed by challenges that are preventing it from addressing the societỳs needs and international standards; these challenges include but not limited to the followings:

• Lack of clear strategic vision: the shortage of clear and practical vision in development is one of the major obstacles in HE. Strategic plans are essential to define objectives, initiatives, and implementation strategies that drive the sector toward fulfilling the desired vision.[2] [3]

• Weak governance and administrative destabilization: educational institutions are poorly managed and are not accountable. Good governance is essential for transparency and effective use of resources. There is still low implementation of Sustainable Quality Management, lack of awareness, weak training, and poor knowledge about quality tools.[3]

• Weak quality assurance systems: while several initiatives have been taken place at the national level, there is still a lack of an independent, efficient, transparent, and holistic system to review programs and maintain quality of educational institutions.[3]

• Uncontrolled horizontal institutional expansion: with no quality management, escalating the number of educational institutions has brought down the standard of education. While accessibility is important, it must be complemented by requirements of quality assurance.

• Limited financial and human resources, coupled with insufficient infrastructure: the existing unconditional free education system, while enhancing accessibility, is draining the government budget, which is impacting the quality of education and research.[4] Moreover, the insufficient infrastructure particularly for information and communication technology (ICT) hinders the implementation of contemporary e-learning approaches.[5]

• Graduates–market mismatch: the competencies of graduates and the needs of the market are clearly incompatible, creating high rates of graduate unemployment. Accordingly, there is an urgent need to regularly revise curricula and evaluation methodologies to improve education outputs that are aligned with societal needs and international standards.[3] [6]

• Ineffective legislation and centralization: current legislation and the central mechanisms of decision making weaken university's autonomy limiting their adaptions to challenges, restricting competitiveness, innovations, and excellence.[3]

To tackle these problems and to promote quality and sustainability within HE, the following reforms are suggested:

• Strategic planning: there should be a clear scope to develop a national HE strategy involving the Total Quality Management (TQM) system, capacity buildings, and sustainability (economic, social, and environmental principles.[2] [3]

• Reforming governance: develop a strong governance system, implement performance measurement standards, and ensure administrative continuity to enhance systems efficiency and reduce corruption.[3]

• Quality improvement plan: create an objective, independent, and open quality assurance authority with both internal and external stakeholders. Routine assessments and comparisons to international standards are necessary.[3]

• Controlled growth: apply planning rules to prevent growth from exceeding the capacity of the prevailing resources and to align with requirements of TQM.[3]

• Recourses investments: diversify funding sources to ease the pressure on the national budget, including public–private partnerships and international cooperation. The investment in infrastructure especially in ICT and workforce development of academic and administrative employees should be a priority.[3] [5]

• Curriculum and competencies matching: match curriculum to the labor market needs. Inspire constant renewal in the curricula and encourage the teaching approaches that develop the employability and practical skills.[6]

• Enhance scientific research: support the investigation of community problems and encourage research collaboration with international universities to enhance Libya's global academic presence.

• Reform legislation: amend regulations to promote universitỳs autonomy, to reduce bureaucracy, and to promote a culture of innovation and responsiveness.[7] [8] [9]

• STUDENT MOTIVATION: offer scholarships to best (local and international) students by introducing performance-based evaluation systems. Ensure active student involvement and peers' feedback to enhance the learning outcomes.[3] [10]

If successfully implemented, these reforms will dramatically improve the quality and sustainability of Libya's HE system and contribute to the social advancement and prosperity of future generations.

Declaration of Use of AI in the Writing Process

During the preparation of this work, the author utilized Gemini to enhance the article's clarity, conciseness, and grammatical correctness. Following the use of this AI tool, the author reviewed and edited the content as necessary and take full responsibility for the publication's content.

 

Scroll to top

 

Scroll to top

Conflict of Interest

None declared.

• References

• 1 Elhwuegi AS. Importance of establishing National Academic Reference Standards in medical education in Libya. Libyan Int Med University J 2023; 8 (02) 45-46
• 2 Aboudaber A. Strategic planning in Libya's higher education system: a theoretical evaluation. Quantrade J Complex Syst Soc Sci 2023; 5 (01) 1-16
• 3 Khoja M. The Development of a Sustainable Quality Management Framework for Libyan Higher Education System [dissertation]. Leicester: De Montfort University; 2016. . Assessed July 17, 2025 at: https://core.ac.uk/download/pdf/228200824.pdf
• 4 Zarzah NM. The most important challenges facing higher education in Libya, Al-Mergib University as a model. ALQALA J 2024; 23 (23) 6-24
• 5 Ghawail EAA, Yahia SB, Alrshah MA. (2021). Challenges of applying E-learning in the Libyan higher education system. arXiv preprint arXiv:2102.08545. Assessed July 187, 2025 at: https://arxiv.org/abs/2102.08545
• 6 Abduallah EH, Asbeetah MS. . Higher education in Libya, challenges and problems: a descriptive study [Internet]. 2024 [cited 2025 Jul 3]. Assessed July 17, 2025 at: https://www.researchgate.net/publication/357033170_Higher_education_in_Libya_challenges_and_problems_a_descriptive_study
• 7 Harmsen R. The European higher education area: a critical reflection. In: Curaj A, Matei L, Pricopie R, Salmi J, Scott P. eds. The European Higher Education Area: Between Critical Reflections and Future Policies. Cham: Springer; 2015
• 8 Hairston E. The Bologna process and the European higher education area: a critical assessment. In: Curaj A, Matei L, Pricopie R, Salmi J, Scott P. eds. The European Higher Education Area: Between Critical Reflections and Future Policies. Cham: Springer; 2015
• 9 Geven K, Maricuţ A. The Bologna process and its impact on higher education in Romania. In: Curaj A, Matei L, Pricopie R, Salmi J, Scott P. eds. The European Higher Education Area: Between Critical Reflections and Future Policies. Cham: Springer; 2015
• 10 John EPS, Daun-Barnett NJ, Moronski-Chapman KM. Public policy and higher education: Reframing strategies for preparation, access, and college success. Oxfordshire: Routledge; 2018

Publikationsverlauf

Eingereicht: 07. Juli 2025

Angenommen: 13. Juli 2025

Artikel online veröffentlicht:
01. September 2025