From Degrees to Competencies: Rethinking the Purpose of Higher Education in Libya

Abstract Book of the 10th International Conference on Advanced Research in Education

Year: 2026

[PDF]

From Degrees to Competencies: Rethinking the Purpose of Higher Education in Libya

Dr. Asma Mustafa

ABSTRACT:

Higher education has traditionally placed substantial emphasis on academic qualifications and the awarding of degrees. While qualifications remain essential for academic progression and professional recognition, a degree alone does not necessarily demonstrate what a graduate is able to know, do, or apply in real-world contexts. This distinction has become increasingly important as higher education systems face changing labour markets and growing expectations regarding graduate employability and societal relevance.
This paper explores the potential of a competency-oriented approach as a practical framework for strengthening higher education in Libya. It does not attempt to measure the performance of Libyan universities or graduates, for which comprehensive national data are not readily available. Instead, it examines the conceptual relationship between qualifications, learning outcomes, competencies, assessment, and graduate readiness through a review of international higher education literature and relevant Libyan policy developments.
The paper proposes a simple framework consisting of five interconnected stages: qualification, learning outcomes, competencies, assessment, and readiness for employment or further study. The framework distinguishes between completing an academic programme and demonstrating the capabilities that the programme is intended to develop.
This approach is particularly relevant to Libya following the launch in 2026 of the National Framework for Enhancing the Employability of Education Outcomes, which seeks to strengthen the alignment between educational outcomes and labour-market needs. The proposed framework provides a possible academic-level mechanism through which this national objective could be translated into programme design and quality assurance.
The paper argues that competency-oriented reform does not necessarily require immediate structural transformation or comprehensive national datasets. It can begin at programme level by defining clear graduate competencies, aligning curricula and learning outcomes with those competencies, and developing appropriate methods for assessing their achievement.

Keywords: Competencies; Graduate employability; Higher education; Higher education reform; Learning outcomes; Libya; Quality assurance