Program Design and Learning Outcomes in Libyan Higher Education Accreditation Standards: Critical Quality Assurance Review
DOI:
https://doi.org/10.67140/mapan.v2i2.20Keywords:
accreditation, learning outcomes, program design, quality assuranceAbstract
This study critically examines program design and learning outcomes in the Libyan Institutional Accreditation Standards for Higher Education Institutions (4th ed., 2023). Using qualitative document analysis, it analyses accreditation indicators related to curriculum planning, learning outcomes, teaching, assessment, quality assurance, and continuous improvement. The findings show that the framework provides a comprehensive basis for academic program quality through its emphasis on strategic planning, governance, stakeholder participation, evidence-based decision-making, and quality culture. It also supports alignment between institutional goals and educational activities. However, the standards offer limited explicit guidance on learning outcome formulation, curriculum mapping, competency-based assessment, graduate employability, and digital competencies. Compared with Outcome-Based Education and international qualification frameworks, the standards emphasize institutional processes more than direct evidence of student achievement. The study concludes that while the framework is valuable for improving higher education quality in Libya, its effectiveness depends on stronger implementation of learning outcomes, assessment practices, and graduate competency measurement.
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Copyright (c) 2026 Aimen Almaloul, Zaynab Alsunousi, Hanan Bin Sasi, Abdusalam Benarose (Author)
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