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There have been few studies conducted on the problems facing the higher education system in Libya. Recent research has shown that there is a significant disparity in higher education levels. Research focused on the problem shows that the disparity can be blamed on changes of systems and policies in the country, as well as the rapid growth in the number of learning institutions. University colleges have spread across Libya and there is a ban on the use of foreign languages in Libyan education. This article aims to present a comprehensive insight into Libya’s higher education system and how policy and administration backed by political nuances have caused the current situation. The methodology used in the research includes a literature review, policy document content analysis, and analysis of quality assurance policies.

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Trying to maintain or improve their job skills or broaden their knowledge leads a growing number of people to acquire further knowledge and skills. The purpose of the presented study is to analyse the reasons why adults/employed people in the Czech Republic return to the education system (international comparison). The case study of the students of the combined study program at the Faculty of Informatics and Management, University of Hradec Kralove, aimed to discuss their reasons and study conditions. The available resources and the investigation show that the main reasons why adults return to the education system is for an extension to their knowledge, improvement of their position in their existing job, chances of finding a better job or improvement of their position in the labour market, etc. The survey also suggests that a lot of students study without [their employer's knowledge]. Education and skills development is one of the important conditions for the development of society in general. Qualified people have better employment and opportunities in the labour market and employers with a skilled workforce can have a competitive advantage in this area, and this is important for both sides to realise.

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When evaluating vocational training programmes, increasing restrictions in funding opportunities and growing difficulties for young people and other disadvantaged groups to enter the labour market are arousing the evaluators' attention from human capital accumulation to effectiveness in terms of employability. Notwithstanding the growing interest, net impact evaluation is not very diffused in placement analysis for the difficulty to produce reliable estimations within a quasi-experimental evaluation design. In fact, it is generally very hard to identify a proper comparison group, for the decision to participate to a [vocational training] VT course is influenced by unobservables affecting employability as well. This task is particularly difficult in the case of disadvantaged people, as shown in many evaluation exercises affected by negative selection bias and resultant negative net impact estimates. This paper presents an evaluation experience of VT policies in Piedmont (North-West Italy), discussing the identification of a proper counterfactual group. Gross and net impact evaluation strategies are examined, drawing out a collection of practical suggestions for VT evaluators and also for training policy design.

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Validation of competencies is an issue very much debated nowadays at European level as a solution for enlarging access to higher education. Unfortunately, the Romanian higher education system is still not open to introducing this flexible pathway from a formal point of view, even though bottom-up practices exist. The paper presents a content analysis of three models elaborated and operating in Switzerland, the Netherlands, and Nordic countries, for ensuring quality in the validation practices introduced in their higher education institutions, highlighting possible ways for transferring such models into the Romanian context.

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Training and development, or human resource development, have long been recognized as an essential element and crucial factor for development and socioeconomic expansion. Recently, scientific achievements and modern production methods have changed the economy of communities and their interrelation such that, continuing training and lifelong learning play an important role in the process of development of enterprises, groups and individuals. Hence, the importance of a trained workforce and human resources has been the focus of attention of the majority of development programmers.

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Discussions at a European level aimed at policies of economic and social cohesion, especially those aimed at smart, sustainable and inclusive growth (Europe 2020 Strategy), provide universities an increasingly important role in achieving the link between the professional training of people and the requirements of the labor market. Given these priorities, the paper shows that efforts should be focused on education accountability, encouraging innovation and improving employment and training policies to meet labor market flexicurity. Also, a greater capacity for research, development and innovation in all sectors of the economy, combined with a good use of resources will improve competitiveness and boost new job creation. In this article is undertaken a comparative analysis of areas where action must be taken and how to be operated, pointing out some differences and performances recorded in the European Union, through the relevant indicators on employment, education and innovation, as part of the system of indicators of life quality. Providing labor market flexicurity requires major changes in the Romanian educational system, including strategies for lifelong learning, determined by the implementation of new [information technology] IT and communication technologies in all sectors. The role of educational institutions is changing, education became an integral part of the process of globalization and an economic source that can sustain a relatively long-term competitive advantage, as long as they always provide an 'update' of the information already processed by an individual.

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The objective of this paper is to discuss the framework and the conceptual model in the development of an E-portfolio system for Malaysia Skills Certificate (MSC). The framework and conceptual model presented in this paper are based on readings and literature review undertaken by evaluating and re-arranging the facts from the previous studies. There are five concepts to be discussed: (a) element of MSC E-portfolio, (b) model of MSC E-portfolio, (c) system development life cycle (SDLC) model, (d) open source software Mahoodle, and (e) virtual learning space (VLS). In the vocational education system of Malaysia, the portfolio is used as a document to evaluate the level of students' knowledge and achievement, where it still uses paper based portfolio. Paper based portfolio is static and limited in sharing information with others. Process management, evaluation and updating materials are also difficult. It is hoped that this framework and conceptual model will contribute towards the development of an appropriate an E-portfolio system to be applied in the vocational education system of Malaysia.

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The Erasmus programme contributes to quality improvement in higher education at three levels: system (policy), institutional, and individual, and thus enhances employability of university graduates who have taken part in Erasmus mobility. This paper aims to present selected results of a large-scale empirical study on the impact of international student mobility on subsequent employability and professional career. [The author] addressed [the] questionnaire to 14705 Polish alumni, including all Erasmus programme participants in 2007 and 2008. [The author has] received 2450 completed questionnaires. As the survey was conducted in 2012, the respondents could report their professional career over five-six years after the return from a study period abroad. Only 1.6 per cent of the former international student mobility participants mentioned they had never worked, with a vast majority having a whitecollar job or even a managerial position. As much as 68.6 per cent reported they had ever worked abroad. [The author] wanted [the] respondents to estimate the importance of selected factors for their career development and job position. Higher education and proficiency in foreign languages were judged very important by the majority of [the] study subjects. One third of former international student mobility participants considered international experience to have a very important influence on their professional development and position.

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E-learning education has become a reality that transcends the educational environment. This research focused on continuous education of working people for whom e-learning offers many advantages given the characteristics of this group. The tutoring process is key when introducing improvements and contributing to the progress of this educational experience. The research here presented was intended to analyze the functions performed by teletutors in carrying out their educational function, highlighting e-learning tutoring styles. The methodology employed was qualitative, and in-depth interviews with tutors of 29 online courses were conducted. The data were gathered within the framework of a program of continuous training courses for autonomous workers from small and medium-sized companies.

The analyses performed allowed for in-depth study of the dimensions and functions performed by tutors in the educational activity. The Atlas.ti software was used for qualitative analysis that allowed for the construction of several category systems relating to a series of comprehensive theoretical frameworks. Several flow charts were drawn for each one of these theoretical frameworks that allowed for a better understanding of the relationships between the categories and dimensions of each tutor participating in the study. It was also possible to establish tutor typologies according to their roles and functions, the resources used in tutoring and the features that characterize students that participate in e-learning.

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In light of current and future challenges in the European Union (EU), there have been prescribed specific priorities for education and training systems (ETS), to be attained by a set of European tools through flexible and quality assurance schemes. The purpose of the present study was to identify priorities for the Greek ETS, in line with a European convergence education policy in the context of 'Europe 2020' strategy. A qualitative study was conducted with a sample of senior executives in Northern Greece, with the aim to explore their views on the practical implications of EU priorities for the Greek ETS. Data of the semistructured interviews underwent a three-level qualitative analysis, identifying reform priorities for education and training in Greece. Moreover, findings highlighted that existing structures in the Greek context hamper implementation of substantial structural reforms. Practical implications of the study pertain to the distance need to be covered so as to harmonise with European mandates. However, only subjective suggestions of the interviewees were recorded, calling for further research in order to enable development of a comprehensive reform framework.

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