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START: 15 January 2024
END: 14 January 2028
PROGRAMME: Erasmus+ Capacity Building in the field of Higher Education Strand 3
The Libyan Higher education system is currently facing a process of de-harmonisation, producing relevant differences among HEIs in terms of curricula, syllabi and learning outcomes, while at the same time, over the past 20 years and more, the European HEIs have worked for to ensure comparability in the standards and quality of higher-education qualifications. The role that universities can play in the implementation of structural reforms depends on a number of factors, which include the involvement of public authorities and the governing bodies of Higher Education Institutions (HEIs), embedded in broader processes of regional and international integration. In this perspective, the 1999 Bologna Declaration states that “the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies is universally acknowledged as paramount.”
Indeed, Libyan universities have started introducing some elements of innovation over the years, in line with the Bologna Process and the major trends for Higher Education worldwide. However, there is discontinuity in the introduction of new practices, for example for what concerns the adoption of ECTS in courses and programs, the introduction of three-cycle consisting of bachelor’s, master’s and doctoral studies, the use of mechanism to ensure transparency and recognition of study abroad, quality assurance processes, etc. The legislation adopted in 2010 clearly facilitate the task because of the introduction of the three cycles system. However, it needs to be updated in terms of standardization and harmonization of the duration and quality of each cycle. The limited knowledge of all aspects of the Bologna Process, the differences in the level of maturity of institutions, their divergences in terms of size, history and strategic objectives, require a process of harmonization to allow Libyan universities to move at a similar rhythm and be in the condition to reach the same goals, capacity and quality performance.
Based on all the above, the project ARMONIA intends to promote a process of reform in 13 Libyan partner HEIs, with the support and involvement of the Ministry of Higher Education and Scientific Research in Libya, and 4 European partners. The project general objective is: Harmonize and modernize the Higher Education system in Libya supporting the introduction of the Bologna Process principles and practices. ARMONIA intends to promote a process of reform in 13 Libyan HEIs, with the support and involvement of the Ministry of Higher Education and Scientific Research in Libya and 4 European partners.
The project has the potential to become a game-changer tassel for the partner universities, which up-to date adopted a disharmonic and discontinuous approach in the implementation of the core elements of the Bologna Process. ARMONIA supports regional integration through the establishment of comparable recognition systems, quality assurance tools and academic cooperation schemes. Through a participatory and consultative approach, ARMONIA encourages and sustain both institutional and national ownership of results, and promote cooperation mutual learning among and between public authorities at the highest institutional level, so as to exchange good practices and fully benefit from similar initiatives, creating synergies with other initiatives in third countries.
Rethinking the teaching and learning environment at Libyan universities, developing strategic policies regarding the learning outcomes of the teaching activities, the internationalization of education, quality assurance and the social dimension of HEIs.
Strengthening the capacity of Libyan universities in implementing the bologna process principles and practices.
Creating the conditions for a participatory approach and consultative process in the definition of priorities, actions, and strategic goals.
Introducing elements of flexibility and comparability with the European HE systems.
Creating the conditions for a participatory Support the process of reform of the national regulatory framework.
Rethinking the teaching and learning environment at Libyan universities, developing strategic policies regarding the learning outcomes of the teaching activities, the internationalization of education, quality assurance and the social dimension of HEIs.
Strengthening the capacity of Libyan universities in implementing the bologna process principles and practices.
Creating the conditions for a participatory approach and consultative process in the definition of priorities, actions, and strategic goals.
Introducing elements of flexibility and comparability with the European HE systems.
Creating the conditions for a participatory Support the process of reform of the national regulatory framework.
