Influence of quality assurance framework on quality of education programmes offered in private universities in Tanzania

Abstract

Purpose This study aims to examine the impact of the Inter-University Council for East Africa (IUCEA) quality assurance framework on the quality of Bachelor of Education (BEd) programs in private universities in Tanzania. It aims to evaluate how well the framework’s guidelines, including faculty qualifications, curriculum design and infrastructure, influence educational quality in the context of rapidly growing private higher education institutions. Design/methodology/approach This study uses a quantitative approach, gathering data from 495 participants, including academic staff, quality assurance officers and students, to assess key quality assurance indicators such as faculty qualifications, curriculum design and infrastructure. This methodology assesses key quality assurance indicators through surveys and interviews, enabling a comprehensive evaluation of the IUCEA framework’s effectiveness. Findings The study finds that while the IUCEA framework offers valuable guidelines, its selected variables – such as infrastructure and curriculum – demonstrate limited predictive power regarding overall program quality. Correlation and regression analyses reveal weak relationships between these variables and program quality, indicating that other significant factors influence educational outcomes. Research limitations/implications This study reveals the limitations of relying solely on the IUCEA quality assurance framework to assess the quality of BEd programs in private Tanzanian universities. While the framework provides useful guidelines, it fails to capture the full spectrum of factors affecting educational quality, such as internal institutional mechanisms and staff qualifications. The weak predictive power of IUCEA variables suggests that the framework alone is insufficient. Private universities must incorporate a more holistic quality assurance approach, blending external benchmarks with robust internal practices to address these limitations and improve overall educational quality. Practical implications Private universities in Tanzania need to adopt a more comprehensive approach to quality assurance that integrates the IUCEA framework with internal quality practices. This includes prioritizing academic staff development, improving program relevance and enhancing planning and evaluation processes. Expanding the IUCEA framework to encompass innovative teaching methods, comprehensive student support and modern technology is crucial. Investments in infrastructure, digital resources and ongoing faculty development are essential for ensuring sustained quality improvements. These measures will help align educational offerings with both external standards and internal needs, leading to enhanced educational outcomes. Social implications Enhancing the quality of education in private universities has significant social implications, such as producing graduates who are better equipped to contribute to the workforce and society. Improved alignment with the IUCEA framework and the adoption of comprehensive quality practices will result in more relevant and effective academic programs. This, in turn, supports broader educational and economic development goals, fostering a more knowledgeable and skilled population. Addressing educational quality gaps helps meet local and global challenges, thereby contributing to social progress and improving the overall quality of life for individuals and communities. Originality/value The research highlights the need for a more comprehensive quality assurance approach in private universities, suggesting that the IUCEA framework should be expanded to include teaching methods, student support and technological integration. It emphasizes the importance of bridging the gap between theoretical frameworks and practical application to enhance educational quality. Strategic recommendations for improving quality include fostering a robust institutional quality culture and investing in faculty development.