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The educational policy is in harmony with society's potentials that it can be used for the benefit of the educational process and the goals and aspirations that education seeks to achieve; there is no point in drawing up ideal educational policies that the educational reality cannot promote. This research will attempt to reach a suitable model after analysing the subsector through the review of previous studies. It cannot be an ideal model because it is expensive for those who are difficult to fully implement due to the diversity of restrictions in terms of time, resources, available data, etc., that must be dealt with on the ground. This private sector was explicitly chosen, education investors, because problems stemming from the private sector can be solved by adopting policies to improve outputs and harmonise. The outcomes of this study recommended that further research be undertaken in several areas. First, the sample drawn from the populations of TVET in Libya could be further enlarged. This would empower the variances according to the sample size by subgroups of investors such as micro, small, and medium-sized enterprises by underlining the type of regulatory preference in selecting an educational policy and proportionate structure, particularly in different contexts
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