Quality and quality assurance in Ethiopian higher education

Kahsay, Mulu Nega

doi:10.3990/1.9789036533157

Cited by 28 publications

(41 citation statements)

References 159 publications

(124 reference statements)

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“…Student assessment that fosters sustained student engagement in learning is believed to enhance quality of student learning experience. The findings in this current study support that of Kahsay (2012) which showed that student assessment and grading practices at some of the public universities studied in Ethiopia are constrained by a multitude of complex problems and tensions, and these assessment practices negatively affect quality of student learning.…”

Section: Challenges With Teaching Learning Assessment and Evaluationsupporting

confidence: 87%

“…IUCEA-DAAD (2010) identified challenges to internal quality assurance as lack of quality assurance awareness, resistance against innovations and resistance of staff because they feel threatened. Kahsay (2012) cited lack of staff commitment and engagement as a serious problems in adopting and implementing quality assurance mechanisms. Majority of the academic staff of one of the universities selected for Kahsay's study engaged in moonlighting to generate additional income without the knowledge of the employer university.…”

Section: Challenges With Teaching Learning Assessment and Evaluationmentioning

confidence: 99%

“…One of these challenges is limited funding. Kahsay (2012) observed that installing policies and structures for quality assurance may be considered an important step and can indicate commitment, but this by itself is not sufficient to effect change in quality of education. The policies have to be translated into action and the quality assurance office should be empowered to properly undertake its duties and responsibilities.…”

Section: Funding and Budget Constraintsmentioning

confidence: 99%

“…The quality assurance office staff lack appropriate training and qualification. Kahsay (2012) found that in one of the universities, the quality assurance office was a one-staff office. It was not equipped with the required staff and resources to operate properly.…”

Section: Human Capacity Constraintsmentioning

confidence: 99%

See 3 more Smart Citations

Implementation of Internal Quality Assurance in Polytechnics: Evidence from Ghana

Mensah

2016

ESJ

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Quality assurance in higher education has become a global issue. There has been a growing interest of governments around the world that higher education institutions in their countries need to provide quality education to their students. This study investigated the implementation of internal quality assurance in two purposively selected Ghanaian Polytechnics. Qualitative methodology was employed using in-depth interviews based on a case study research design. The participants indicated that the internal quality assurance systems and practices in place in the Polytechnics included areas such as the availability of internal quality assurance policy, teaching and learning processes, curriculum design, evaluation and review, research performance, extension activities, student assessment practices, student-lecturer assessment and student support services. Infrastructure challenges, funding and budget constraints, human capacity constraints and lack of quality culture were found to militate against the implementation of quality assurance in the Polytechnics. It was recommended that Ghanaian Polytechnics should have clear policies and associated procedures for the assurance of quality and standards of their programmes and awards. They should commit themselves explicitly to the development of quality culture and quality awareness. Also, the necessary learning facilities, resources and support systems should be provided by the Polytechnics to ensure quality of teaching and learning. The products, environments, programmes and services provided by the Polytechnics should be accessible and usable, to the greatest extent possible, by all categories of students. Assistive devices should be provided for persons with disabilities where needed. Building internal capacity for quality assurance was also recommended.

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Section: Challenges With Teaching Learning Assessment and Evaluationsupporting

confidence: 87%

Section: Challenges With Teaching Learning Assessment and Evaluationmentioning

confidence: 99%

Section: Funding and Budget Constraintsmentioning

confidence: 99%

Section: Human Capacity Constraintsmentioning

confidence: 99%

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Implementation of Internal Quality Assurance in Polytechnics: Evidence from Ghana

Mensah

2016

ESJ

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“…IQA is often conducted by HEIs themselves, aiming primarily at quality improvement and developing a culture of quality, whereas EQA is undertaken by external bodies, particularly (supra) national QA agencies, aiming at verifying the degree to which HEIs fit a specific purpose or meet pre-established standards. Thus, IQA is often viewed as fundamentally driven towards improving HEIs, while EQA, towards making them accountable (Kahsay, 2012). However, the boundary between them may be blurred: IQA may also aim at accountability; likewise, EQA may contribute to quality improvement.…”

Section: Establishment Of a Qa System In Mozambiquementioning

confidence: 99%

Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

Zavale¹,

Santos²,

Dias³

2016

IJAHE

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Founded in 1962, Eduardo Mondlane University (UEM), Mozambique's largest and most prestigious university, established an Internal Quality Assurance (IQA) system for the first time in 2013. Based on UEM's case, this paper examines the features and challenges faced when implementing an IQA system within African higher education institutions. Literature on higher education quality assurance has widely examined the features of, and challenges faced by national QA systems, or by a QA system established across several higher education institutions (HEIs). However, this literature has rarely targeted single HEIs, particularly (African) HEIs that are establishing, for the first time, their IQA systems. Besides, even when IQA at a single HEI is targeted, this is often done by outsiders. Based on reflection-in-action and reflection-on-action, this paper addresses the perspectives of both insiders and outsiders. The authors analyse a system that they have been involved in establishing. The paper's findings enable to conclude that the main challenges of implementing an IQA system in an African HEI are associated with linking QA to decision-making and to a funding strategy; training human resources and allocating funds for the system to operate and to be sustainable; enabling the system to be assimilated by the university community; and defining measurable and objective quality standards to enable unbiased performance classification.103 quality issue as a key higher education (HE) steering policy. Since the 1980s, developed countries have established systematic quality policies. Several factors accounted for this policy shift, including (i) massification of HE; (ii) loss of confidence on the capacity of HE to maintain high standards and meet the demands of a competitive labour market; (iii) decline in government funding and increasing demand for accountability of HE; (iv) rapid growth of HE private sector and emergence of new public management; and (v) increasingly competitive HE system (Van Damme, 2002;Rosa and Amaral, 2007). In Africa, the quality issue as a key national HE steering policy is also a new phenomenon: the majority of quality assurance (QA) agencies were established after 1990s. By 2012, about 21 African countries had established QA agencies, and a dozen other countries were moving in this direction (Shabani et al.

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A decade of quality assurance in higher education (QAiHE) within sub-Saharan Africa: a literature review based on a systematic search approach

Mireku

Bervell

2023

High Educ

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Quality and quality assurance in Ethiopian higher education

Cited by 28 publications

References 159 publications

Implementation of Internal Quality Assurance in Polytechnics: Evidence from Ghana

Implementation of Internal Quality Assurance in Polytechnics: Evidence from Ghana

Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

A decade of quality assurance in higher education (QAiHE) within sub-Saharan Africa: a literature review based on a systematic search approach

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