Improving The Efficiency of the Libyan Technical and Vocational Education System for Electrical Engineering by Using E-Learning

The aim of this research is to design a framework for integrating e-learning into the Technical and Vocational Education system (TVE) in Libya. Data has been collected from three colleges (Hoon, Al-Baida and Al-Khmos), using a questionnaire which sought to determine the reasons for difficulties with the system in terms of activities, training skills and the provision of practical experience related to the field of specialty in a realistic training environment. The goal is to introduce a possible framework and practical skills model for the adoption of a quality e-learning system in TVE institutes. It is hoped that the outcome of the study will encourage members of the community who are still indifferent about the development of TVE, and prompt decision makers in TVE institutes, to introduce e-learning and take advantage of its benefits. The framework provides a step-by-step approach to follow, and identifies the key stakeholders and their roles in ensuring successful e-learning integration. Initially, the characteristics and structure of the vocational system in Libya are presented, followed by the research questions, aims and objectives of this thesis. Then, summaries of previous studies related to theories of teaching and learning are discussed, including consideration of practical skills models, e-learning frameworks and conclusions regarding three types of vocational system: school-based education, a dual system in which school-based education is combined with industry-based training, and informal training. The research also presents a detailed and comprehensive consideration of developmental links between classroom sessions and work placements (fieldwork courses), use of technology in the teaching and learning process, paradigms of learning and structures of information quality. The questionnaire and interview tools adopted were designed considering aspects of validity and reliability triangulation, and both qualitative and quantitative analysis of responses have been used in preparing the e-learning framework and evaluating the e-learning website. Answers to interview questions provided the data for qualitative analysis, while the quantitative study used a statistical method. The first questionnaire was completed by stakeholders comprising student trainees, trainers (coaches) from the National Electrical Company as a collaborating institution, and teachers from the electrical departments within the three TVE colleges in Libya. Conclusions from the questionnaire were applied in the design of both the practical skills model and the e-learning framework, while the proposed Online Vocational Skills web is intended to develop relationships between teachers, trainers and their students. Enabling these stakeholders to be in constant contact will allow learners to ask questions directly through the website, a facility which students are currently lacking in both theoretical classes and practical exercises.

The practical skills model and e-learning framework were implemented practically in the case studies introduced in Chapters Four and Five. The participants for the second questionnaire and interview were teachers, students and trainers who were asked to provide an evaluation of the proposed Online Vocational Skills web. The Technology Acceptance Model (TAM) was used to discover the main influences affecting the use of online learning and training within the TVE system in Libya. These factors include computer self-efficacy, ease of using the website, perceived usefulness, attitude towards using the website and performance expectancy. In addition, qualitative analysis revealed that certain cultural elements can affect learners’ attitudes toward using an e-learning system. Conclusions from the analyses were used to formulate a set of recommendations for improving teaching, learning and training within the Libyan vocational system.