Libyan Higher Education system, challenges and achievements

Although the Higher Education (HE) system in many developed countries has seen a significant amount of pedagogic research in technical subject areas [1], unfortunately in Libya this work is still in its infancy. Recent studies have indicated that there are many gaps in the knowledge base, for exampl...

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Bibliographic Details
Published in2014 IEEE 6th Conference on Engineering Education (ICEED) pp. 67 - 72
Main Authors Alzain, Alzain M., Clark, Steve, Ireson, Gren
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.12.2014
Subjects
challenges of education system
Conferences
Correlation
Data collection
Engineering education
Libyan higher education
Principal component analysis
TPACK
Training
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Summary:Although the Higher Education (HE) system in many developed countries has seen a significant amount of pedagogic research in technical subject areas [1], unfortunately in Libya this work is still in its infancy. Recent studies have indicated that there are many gaps in the knowledge base, for example, the use of technology in teaching and learning and the training of academic staff [2, 3]. This paper investigates the technical and vocational education and training system in Libya using a TPACK (Technological Pedagogical Content Knowledge) model in order to ascertain an insight into the problems faced in the teaching process and the challenges for the future. A questionnaire methodology has been utilized to collect data related to the three basic domains of TPACK model: content, pedagogy and technology. The data were collected from 46 teaching staff members across 3 universities and 2 higher institutes (polytechnics). An exploratory statistical analysis of these data is presented.
DOI:10.1109/ICEED.2014.7194690