A critical assessment of the technical and vocational education and training programme for the Libyan chemical industry

• Main Author: Triki, Nuri M. M.
• Other Authors: Gupta, Narendra
• Published: Edinburgh Napier University 2010
• Subjects: 331.2; TP Chemical technology
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517811

Libya traditionally suffers from a shortage of skilled manpower. A network of Technical and Vocational Education and Training (TVET) institutions were introduced in Libya, for the purpose of enhancing the supply of skilled manpower needed for the manufacturing industry and the national socio-economic development plans. The shortage of qualified manpower, such as engineers and technicians, skilled workers, is largely attributable to the failure of TVET to supply the country with its requirements of trained manpower in scope of manufacturing industry. The assumption behind this research is that Higher Education Institutions (HEIs) in general and TVET in particular suffer from a lack of appropriate planning mechanisms and procedures for the linking TVET with manufacturing industry. This study was exploratory and descriptive in nature and used a quantitative research method. This study presents initial results from a survey of students at HEIs; and engineers and technicians at a manufacturing industry. It investigates their perception regarding TVET programmes as well as work-related issues in Libya. Some of the research key findings are: there is a substantial mismatch between the outcome of TVET and the exact requirements of the Libyan manufacturing industry; most of the TVET suffer from limited human and physical resources, and the unavailability of a framework for the development of TVET and to assist in organising the link and narrow the gap between Libyan TVET institutions and chemical manufacturing industry. On the bases of the data analysis and the findings, recommendations for a framework to strengthen the link between TVET providers and manufacturing sector has been put forward to be used by educational planners in Libya in establishing or improving existing TVET. Some suggestions are also made for further research to address the issue of acceptance of industrial and vocational work and related influencing factors.