Quality of education in africa dr dayo odukoya

Quality of Education in Quality of Education in AfricaAfrica::

Definitions, Indicators and PracticesDefinitions, Indicators and Practices Dayo Odukoya, Ph.DDayo Odukoya, Ph.D

Education & Development Consultant/Secretary Education & Development Consultant/Secretary GeneralGeneral

Educational Research Network for West and Central Educational Research Network for West and Central Africa [ERNWACA], NigeriaAfrica [ERNWACA], Nigeria

[email protected]; 234-7084887675234-8034730219; 234-7084887675

© 2010 - All illustrations/sketches by Dayo Odukoya

mailto:[email protected]

Quality of Education in Africa - [email protected] Quality of Education in Africa - [email protected]

OverviewOverview


‘‘Quality of education is now an issue Quality of education is now an issue of global concern. Without quality of global concern. Without quality education, development will not education, development will not occur. Only the educated people can occur. Only the educated people can command the skills necessary for command the skills necessary for sustainable economic growth and for sustainable economic growth and for a better quality of life’ a better quality of life’

Barber ConableBarber Conable Former President of the World Bank (1988) Former President of the World Bank (1988)


Kwapong (1988) observed that the main Kwapong (1988) observed that the main challenge of education in Africa is to develop challenge of education in Africa is to develop the human resources that will ensure the human resources that will ensure accelerated development and modernization accelerated development and modernization without compromising Africa’s cultural without compromising Africa’s cultural identify. He stressed, in order for education identify. He stressed, in order for education to realize its key role in development, the to realize its key role in development, the attainment of greater internal efficiency of attainment of greater internal efficiency of the educational system and a greater the educational system and a greater external efficiency through an increase in the external efficiency through an increase in the relevance of schooling to the job market relevance of schooling to the job market should be a priority. should be a priority.


In 1990, the World Declaration on Education for All In 1990, the World Declaration on Education for All [EFA] identified quality as a pre-requisite for achieving [EFA] identified quality as a pre-requisite for achieving the fundamental goal of the fundamental goal of equityequity. It was recognized . It was recognized that expanding that expanding accessaccess alone would be insufficient for alone would be insufficient for education to contribute to the development of the education to contribute to the development of the individual and the society. Emphasis was accordingly individual and the society. Emphasis was accordingly placed on assuring an increase in placed on assuring an increase in children’s children’s cognitive developmentcognitive development by improving the quality of by improving the quality of their education. their education.

The quest to achieve Education for All is The quest to achieve Education for All is fundamentally about assuring that children, youth and fundamentally about assuring that children, youth and adults gain the knowledge and skills they need to adults gain the knowledge and skills they need to better their lives and to play a role in building more better their lives and to play a role in building more peaceful and equitable societies. This is why focusing peaceful and equitable societies. This is why focusing on quality is an imperative for achieving EFA (UNESCO, on quality is an imperative for achieving EFA (UNESCO, 2004)2004)


UNESCO further stressed that the six goals adopted at UNESCO further stressed that the six goals adopted at the World Education Forum in Dakar, Senegal, in April the World Education Forum in Dakar, Senegal, in April 2000, implicitly or explicitly integrate a quality 2000, implicitly or explicitly integrate a quality dimension. Goal 6, in particular, commits countries, dimension. Goal 6, in particular, commits countries, with the support of their EFA partners, to improve all with the support of their EFA partners, to improve all aspects of the quality of education … Two principal aspects of the quality of education … Two principal objectives are at stake here: the first is to ensure the objectives are at stake here: the first is to ensure the cognitive development of learnerscognitive development of learners. The second . The second emphasizes the role of education in emphasizes the role of education in nurturing the nurturing the creative and emotional growth of learnerscreative and emotional growth of learners and in and in helping them to acquire values and attitudes for helping them to acquire values and attitudes for responsible citizenshipresponsible citizenship. .

Quality must pass the test of equity: an education Quality must pass the test of equity: an education system characterized by discriminating against any system characterized by discriminating against any particular group is not fulfilling its mission. particular group is not fulfilling its mission.


The profound and valid The profound and valid statements underscore the statements underscore the significance of the theme of significance of the theme of this paper - this paper - quality of quality of education.education.


Some of the core questions addressed in this paper Some of the core questions addressed in this paper are: what is quality education? Is the definition of are: what is quality education? Is the definition of quality education universal or there are peculiarities quality education universal or there are peculiarities about quality education in Africa? What are the about quality education in Africa? What are the reliable and valid indicators of quality education? reliable and valid indicators of quality education? What current practices best illustrate the state of What current practices best illustrate the state of the quality of education in Africa in comparism with the quality of education in Africa in comparism with best practices in the world? How realistic is the goal best practices in the world? How realistic is the goal of achieving EFA within the specified time frame of achieving EFA within the specified time frame [2015], considering the serious limitations in [2015], considering the serious limitations in developing African nations?developing African nations? Is it really feasible to Is it really feasible to achieve quality and ‘quantity’ education all at once? achieve quality and ‘quantity’ education all at once? This paper attempts to find valid answers to these This paper attempts to find valid answers to these key questions.key questions.


DefinitionsDefinitions


Although there is no single definition of Although there is no single definition of quality, two principles characterize most quality, two principles characterize most attempts to define the objectives of attempts to define the objectives of education. The first, which identifies education. The first, which identifies learners’ cognitive development as the major learners’ cognitive development as the major explicit objective of all education systems, explicit objective of all education systems, sees the success with which systems achieve sees the success with which systems achieve this as one indicator of their quality. The this as one indicator of their quality. The second emphasizes the role of education in second emphasizes the role of education in promoting commonly shared values along promoting commonly shared values along with creative and emotional development with creative and emotional development (UNESCO, 2005). (UNESCO, 2005).


Gordon and Partington (1993) conceptualized Gordon and Partington (1993) conceptualized education quality as the degree of success education quality as the degree of success with which an institution provides educational with which an institution provides educational environment which enable students to environment which enable students to effectively achieve worthwhile learning goals effectively achieve worthwhile learning goals and appropriate academic standard.and appropriate academic standard.

According to Cole (1996), quality is the According to Cole (1996), quality is the degree of excellence. It is synonymous with degree of excellence. It is synonymous with standard, efficiency, excellence, relevance standard, efficiency, excellence, relevance and worthiness.and worthiness.


The various approaches regarding quality have their The various approaches regarding quality have their roots in different traditions of educational thoughts. roots in different traditions of educational thoughts. Humanistic approaches, behaviourist theory, sociological Humanistic approaches, behaviourist theory, sociological critiques of education and challenges to the legacies of critiques of education and challenges to the legacies of colonialism have each enriched the quality debate. colonialism have each enriched the quality debate.

To reconcile a range of approaches, the EFA Global To reconcile a range of approaches, the EFA Global monitoring Team Report adopts a framework that takes monitoring Team Report adopts a framework that takes into account five major factors affecting quality: learners, into account five major factors affecting quality: learners, whose diversity must be recognized; the national whose diversity must be recognized; the national economic and social context; material and human economic and social context; material and human resources; the teaching and learning process and the resources; the teaching and learning process and the outcomes and benefits of education outcomes and benefits of education [[IllustratedIllustrated]]

By focusing on these dimensions and how they interact, By focusing on these dimensions and how they interact, it is possible to draw up a comprehensive map for it is possible to draw up a comprehensive map for understanding, monitoring and improving quality.understanding, monitoring and improving quality.


Outcomes &Outcomes &Benefits of Benefits of educationeducation

Teaching &Teaching & learning learning processprocess

Material Material and humanand humanresourcesresources

National National economic economic and social and social

contextcontext

LearnersLearners[[whose diversitywhose diversity

must be must be recognized]recognized]

Major Factors

DeterminingEducation

Quality


The Dakar framework for Action declared that The Dakar framework for Action declared that access to quality education was the right of access to quality education was the right of every child. It affirmed that quality was at the every child. It affirmed that quality was at the heart of education – a fundamental heart of education – a fundamental determinant of enrolment, retention and determinant of enrolment, retention and achievement. Its expanded definition of achievement. Its expanded definition of quality sets out the quality sets out the desirable desirable characteristics of learnerscharacteristics of learners [healthy, [healthy, motivated students], motivated students], processesprocesses [competent [competent teachers using active pedagogies], teachers using active pedagogies], contentcontent [relevant curricula], and [relevant curricula], and systemssystems [good [good governance and equitable resource allocation] governance and equitable resource allocation] (UNESCO, 2005) (UNESCO, 2005) [[IllustratedIllustrated]]


SystemsSystems[good governance[good governance

and equitableand equitableresource allocation]resource allocation]

ContentContent[relevant curricula]][relevant curricula]]

ProcessesProcesses[competent [competent

teachers using teachers using active pedagogies]active pedagogies]

Desirable Desirable characteristics characteristics

of learnersof learners[healthy motivated[healthy motivated

Students[Students[

Dimensionsof Education

Quality

SystemsSystems[good governance[good governance

and equitableand equitableresource allocation]resource allocation]

ContentContent[relevant curricula]][relevant curricula]]

ProcessesProcesses[competent [competent

teachers using teachers using active pedagogies]active pedagogies]

Desirable Desirable characteristics characteristics

of learnersof learners[healthy motivated[healthy motivated

Students[Students[

Dimensionsof Education

Quality

Source: UNESCO [2005] - Dakar Framework of Action


UNESCO saw education throughout life as based upon UNESCO saw education throughout life as based upon four pillars: four pillars: Learning to knowLearning to know – learners build their – learners build their own knowledge daily, combining indigenous and own knowledge daily, combining indigenous and ‘external’ elements; ‘external’ elements; Learning to doLearning to do – focuses on the – focuses on the practical application of what is learned or knowledge practical application of what is learned or knowledge acquired; acquired; Learning to live togetherLearning to live together – addresses – addresses the critical skills for a life free from discrimination, the critical skills for a life free from discrimination, where all have equal opportunity to develop where all have equal opportunity to develop themselves, their families and their communities; and themselves, their families and their communities; and Learning to be Learning to be – emphasizes the skills needed for – emphasizes the skills needed for individuals to develop their full potential. According individuals to develop their full potential. According to Delors et al (1996), this conceptualization of to Delors et al (1996), this conceptualization of education provided an integrated and comprehensive education provided an integrated and comprehensive view of learning and, therefore, of what constitutes view of learning and, therefore, of what constitutes education quality education quality [[IllustratedIllustrated]]


LearningTo Live Together

Learning To Do

Learning To Know

Learning To Be

Pillars of

Education

LearningTo Live Together

Learning To Do

Learning To Know

Learning To Be

Pillars of

Education

Source: Delors - UNESCO [1996]


UNICEF strongly emphasizes what might be UNICEF strongly emphasizes what might be called desirable dimensions of quality, as called desirable dimensions of quality, as identified in the Dakar Framework. Its identified in the Dakar Framework. Its paper ‘paper ‘Defining Quality in Education’ Defining Quality in Education’ recognizes five dimensions of quality: recognizes five dimensions of quality: learner, environments, content, processes learner, environments, content, processes and outcomes, founded on the ‘rights of the and outcomes, founded on the ‘rights of the whole child, and all children, to survival, whole child, and all children, to survival, protection, development and participation’ protection, development and participation’ (UNICEF in UNESCO, 2005) (UNICEF in UNESCO, 2005) [[IllustratedIllustrated]]


Outcomes

Processes Content

Environments

Learner

Dimensionsof Quality

UNICEF in UNESCO, 2005


According to Obanya (2002), the most According to Obanya (2002), the most distinguishing characteristic of quality in distinguishing characteristic of quality in Education is that it is a multi-dimensional Education is that it is a multi-dimensional concept. Quality pervades every action concept. Quality pervades every action that goes into making the process of that goes into making the process of educating possible, every element of the educating possible, every element of the activities undertaken in the process of activities undertaken in the process of educating, and the wide array of beneficial educating, and the wide array of beneficial results of educational activities on both results of educational activities on both individual learners and the wider society. individual learners and the wider society. The subject of education quality can The subject of education quality can therefore be addressed at three levels: therefore be addressed at three levels: inputinput, , processprocess and and outputoutput. .


Input

Output

Process

Input

Output

Process

Source: Obanya [2002] –Dimensions of Quality


S/NS/N InputsInputs ProcessesProcesses OutputsOutputs1.1. SocietySociety Total Involvement and Total Involvement and

acceptance of programacceptance of program- Acquisition of socially - Acquisition of socially desirable skills. desirable skills. - Continuous interest n - Continuous interest n learning.learning.- Permanent, - Permanent, unqualified society’s unqualified society’s interest in the interest in the promotion of promotion of education.education.-Teachers and Teachers and Management fully Management fully devoted to continuous devoted to continuous self improvement.self improvement.- The ultimate goal: A The ultimate goal: A committed society, a committed society, a critical mass of critical mass of productive/creative productive/creative citizens and an citizens and an education system that education system that goes on improvinggoes on improving

2.2. PolicyPolicy Adaptability to local Adaptability to local conditions. Democratic.conditions. Democratic.

3.3. Management Management FrameworkFramework

Decentralisation. Decentralisation. Autonomy for operatorsAutonomy for operators

4.4. CurriculumCurriculum Responsive to individual Responsive to individual and societal needs.and societal needs.

5.5. Teaching ForceTeaching Force Adequately prepared and Adequately prepared and well motivatedwell motivated

6.6. InfrastructureInfrastructure Aesthetic, relevant and Aesthetic, relevant and enough enough

7.7. MaterialsMaterials Relevant, adequate and Relevant, adequate and enoughenough

8.8. FundsFunds Available at the right time Available at the right time in right amount, and well in right amount, and well appliedapplied

Source: Obanya (2002)

Obanya Tripartite Model of Quality in Education


The Obanya conception of Quality of Education is quite The Obanya conception of Quality of Education is quite ingenious. It concisely addressed the subject, and interestingly, ingenious. It concisely addressed the subject, and interestingly, within an African perspective. Though the details of the actual within an African perspective. Though the details of the actual process are not clearly delineated in this table/model [such as process are not clearly delineated in this table/model [such as practically effective pedagogies, use of diagnostic and practically effective pedagogies, use of diagnostic and development-oriented testing techniques etc], they are well development-oriented testing techniques etc], they are well explained in several portions of his classic titled: ‘explained in several portions of his classic titled: ‘Revitalizing Revitalizing Education in AfricaEducation in Africa’ . It appears two vital elements are missing in ’ . It appears two vital elements are missing in the input dimension though: the the input dimension though: the student forcestudent force and the and the industrial industrial force. force.

The quality of pupils/students prepared by the society [parents, The quality of pupils/students prepared by the society [parents, hospital, church, school etc] lays the foundation and largely hospital, church, school etc] lays the foundation and largely determine the effect of the education process and the quality of determine the effect of the education process and the quality of final output. final output.

A strong collaboration between the school system and the A strong collaboration between the school system and the industrial system, particularly in science and technology practical industrial system, particularly in science and technology practical works will go a along way in catalyzing truly indigenous works will go a along way in catalyzing truly indigenous productivity and development.productivity and development.


The UNAIDS Inter-Agency Task Team [IITT] on Education posits that The UNAIDS Inter-Agency Task Team [IITT] on Education posits that a quality education focuses on learning. There is a shift of a quality education focuses on learning. There is a shift of emphasis from ‘educating’ to ‘learning.’ The primary concern is emphasis from ‘educating’ to ‘learning.’ The primary concern is learning and, therefore, the relationship between the learner and learning and, therefore, the relationship between the learner and the educator is critical. But the inputs, processes, results and the educator is critical. But the inputs, processes, results and outcomes that surround and foster, or hamper learning are key as outcomes that surround and foster, or hamper learning are key as well. All of these can be seen as affecting learning at two levels – well. All of these can be seen as affecting learning at two levels – at at the level of the learnerthe level of the learner in her or his learning environment [adult in her or his learning environment [adult or child, formal or informal] and the or child, formal or informal] and the level of the systemlevel of the system that that creates and supports the learning experience. Each of these two creates and supports the learning experience. Each of these two levels can be divided into five dimensions. levels can be divided into five dimensions. // The five dimensions for The five dimensions for the level of Learner are: Considers the Content of formal and non-the level of Learner are: Considers the Content of formal and non-formal learning, acknowledges what the learner brings, seeks out formal learning, acknowledges what the learner brings, seeks out learners, provides a conducive learning environment, and learners, provides a conducive learning environment, and enhances learning processes. The five dimensions for the level of enhances learning processes. The five dimensions for the level of the learning system are: Implements relevant and appropriate the learning system are: Implements relevant and appropriate policies, restructures resources for learning, measures learning policies, restructures resources for learning, measures learning outcomes, promotes the establishment of legislation supportive to outcomes, promotes the establishment of legislation supportive to learning, structures management and administration to support learning, structures management and administration to support learning learning [[IllustratedIllustrated]]..


Learning Processes

Conducive learning

environmentSeeks out learners

What the learner brings

Content of formal and non-formal

learning

Factors affecting Learning:

Level of Learner

Source: UNAIDS-IITA [2006]

What affects learning affects the quality of

education


Structures management

and Administration

to support learning

Promotes theestablishment of legislation supportive to learning

Measures learning outcomes

Restructures resources for learning

Implements relevant and appropriate

policies

Factors affecting Learning:

Level of the Learning System

Source: UNAIDS-IITA [2006]

What affects learning affects the quality of

education


Level of Society

Level of LearningSystem

Level of Learner

Level of Society

Level of LearningSystem

Level of Learner

Source: UNAIDS-IITA [2006] ‘Level of Society’ was added by Odukoya (2010). Obanya (2002) also addressed this Societal Dimension.

The society moulds the learning system and the learner; the learning system moulds the learner


IndicatorsIndicators


Several indicators provide information on dimensions Several indicators provide information on dimensions of quality. Public expenditure on education of quality. Public expenditure on education represents a higher proportion of GDP of rich represents a higher proportion of GDP of rich countries, where the EFA goals are already achieved, countries, where the EFA goals are already achieved, than in poorer ones, where the coverage of under-than in poorer ones, where the coverage of under-resourced systems needs to be expanded and resourced systems needs to be expanded and improved. Pupil/teacher ratio remain higher than is improved. Pupil/teacher ratio remain higher than is desirable in many countries of Sub-Saharan Africa desirable in many countries of Sub-Saharan Africa [regional median is 44:1] and South and West Asia [regional median is 44:1] and South and West Asia [40:1]. In many low income countries, teachers do [40:1]. In many low income countries, teachers do not meet even the minimum standards for entry into not meet even the minimum standards for entry into teaching and many have not fully mastered the teaching and many have not fully mastered the curriculum. The HIV/AIDS pandemic is severely curriculum. The HIV/AIDS pandemic is severely undermining the provision of good education and undermining the provision of good education and contributing significantly to teacher absenteeism contributing significantly to teacher absenteeism (UNESCO, 2004)(UNESCO, 2004)


Yoloye in Ajayi (2009), posited that Yoloye in Ajayi (2009), posited that there are six indicators for assessment there are six indicators for assessment of quality in higher education system. of quality in higher education system. These include the quality of teachers, These include the quality of teachers, the quality of facilities, the quality of the quality of facilities, the quality of instructions, the quality of evaluation instructions, the quality of evaluation procedure, the quality of morality, and procedure, the quality of morality, and the quality of administration and the quality of administration and management management [[IllustratedIllustrated].].


Quality of Quality of administration administration & management& management

Quality Quality of moralityof morality

Quality of Quality of EvaluationEvaluationprocedureprocedure

Quality of Quality of instructionsinstructions

Quality of Quality of facilitiesfacilities

Quality ofQuality of teachersteachers

Quality Indicators

Source: Yoloye in Ajayi [2009]


These points are valid. However, a vital quality These points are valid. However, a vital quality indicator appears to be left out, ‘quality of indicator appears to be left out, ‘quality of students’. In my view, this is the mother of all students’. In my view, this is the mother of all education qualities. It is possible to have quality education qualities. It is possible to have quality infrastructure, teachers and related inputs and infrastructure, teachers and related inputs and processes and yet produce students who are processes and yet produce students who are aversive morally, incapable of peaceful mutual aversive morally, incapable of peaceful mutual relations, and hardly able to contribute relations, and hardly able to contribute meaningfully to community and national meaningfully to community and national development. Such educational investment would development. Such educational investment would be a waste. Education that does not translate to be a waste. Education that does not translate to production of quality students who are capable of production of quality students who are capable of solving their personal, societal and environment solving their personal, societal and environment problems whilst evolving economically viable problems whilst evolving economically viable goods and services is hardly a quality education. goods and services is hardly a quality education.


Akpa, Udoh and Fagbamiye (2005) Akpa, Udoh and Fagbamiye (2005) identified some of the factors militating identified some of the factors militating against the quality of higher education against the quality of higher education to include: inadequate fund, shortage of to include: inadequate fund, shortage of physical facilities, shortage of qualified physical facilities, shortage of qualified teachers, unstable educational policies, teachers, unstable educational policies, lack of uniform curriculum and poor lack of uniform curriculum and poor supervision cum monitoring. These supervision cum monitoring. These factors are indirectly quality indicators.factors are indirectly quality indicators.


PracticesPractices


Sub-Saharan Africa [SSA] with about 740 million people and Sub-Saharan Africa [SSA] with about 740 million people and some 200 public universities and a fast increasing number of some 200 public universities and a fast increasing number of private higher education institutions and the lowest gross private higher education institutions and the lowest gross enrollment ratio in the world [about 5%] is now paying greater enrollment ratio in the world [about 5%] is now paying greater attention to issues of quality at the tertiary level. Findings from attention to issues of quality at the tertiary level. Findings from Materu [2007] study showed that structured national-level Materu [2007] study showed that structured national-level quality assurance processes in African higher education are a quality assurance processes in African higher education are a very recent phenomenon and that most countries face major very recent phenomenon and that most countries face major capacity constraints. Only about a third of them have capacity constraints. Only about a third of them have established structured national quality assurance mechanisms. established structured national quality assurance mechanisms. Activities differ in their scope and rigor, ranging from simple Activities differ in their scope and rigor, ranging from simple licensing of institutions by the Minister responsible for higher licensing of institutions by the Minister responsible for higher education, to comprehensive system-wide program education, to comprehensive system-wide program accreditation and ranking of institutions. Within institutions of accreditation and ranking of institutions. Within institutions of higher learning, self assessment and academic audits are higher learning, self assessment and academic audits are gradually being adopted to supplement traditional quality gradually being adopted to supplement traditional quality assurance methods [e.g. use of external examiners]. However, assurance methods [e.g. use of external examiners]. However, knowledge about and experience with internal audit is limited.knowledge about and experience with internal audit is limited.


The main challenges to quality assurance The main challenges to quality assurance systems in Africa are cost and human systems in Africa are cost and human capacity requirements. Operating a national capacity requirements. Operating a national quality assurance agency typically entails an quality assurance agency typically entails an annual budget of least US$450,000 and annual budget of least US$450,000 and requires appropriately trained and requires appropriately trained and experienced staff. As African countries look experienced staff. As African countries look forward to tertiary education to make forward to tertiary education to make significant contribution to economic growth, significant contribution to economic growth, improvements in the quality of programs and improvements in the quality of programs and institutions will be crucial [Ansu, in Materu, institutions will be crucial [Ansu, in Materu, 2007]2007]


In an empirical study of quality assurance In an empirical study of quality assurance practices in tertiary institutions in Africa, practices in tertiary institutions in Africa, Materu (2007) found that, to date, out of Materu (2007) found that, to date, out of the 52 countries in the continent, only 16 the 52 countries in the continent, only 16 [31%] have quality assurance agencies. [31%] have quality assurance agencies. These are Cameron, Cote D’Ivoire, Egypt, These are Cameron, Cote D’Ivoire, Egypt, Ethiopia, Gabon, Kenya, Liberia, Libya, Ethiopia, Gabon, Kenya, Liberia, Libya, Mauritius, Mozambique, Namibia, Nigeria, Mauritius, Mozambique, Namibia, Nigeria, South Africa, Sudan, Tanzania, Tunisia, South Africa, Sudan, Tanzania, Tunisia, Uganda, and Zimbabwe. 36 countries Uganda, and Zimbabwe. 36 countries [69%] have no national agency in place. [69%] have no national agency in place.


The emergence of private tertiary The emergence of private tertiary institutions and the need to regulate their institutions and the need to regulate their activities appears to have been the main activities appears to have been the main trigger for the establishment of formal QA trigger for the establishment of formal QA agencies in most countries. The common agencies in most countries. The common quality assurance practices observed are: quality assurance practices observed are: institutional audits, institutional institutional audits, institutional accreditation and program accreditation. accreditation and program accreditation. The common approach, also used in The common approach, also used in developed countries is: institutional [or developed countries is: institutional [or program] self-assessment, followed by peer program] self-assessment, followed by peer review and transmission of findings to the review and transmission of findings to the institution. institution.


The key factors contributing to the decline in quality The key factors contributing to the decline in quality of higher education in Africa are: 1). decline in per of higher education in Africa are: 1). decline in per unit costs amidst increasing enrolments. 2) unit costs amidst increasing enrolments. 2) insufficient number of academic staff in higher insufficient number of academic staff in higher education institutions as a result of brain drain, education institutions as a result of brain drain, retirements and HIV/ADS 3) low internal and retirements and HIV/ADS 3) low internal and external efficiency and 4) Poor governanceexternal efficiency and 4) Poor governance

Other challenges facing the quality of education in Other challenges facing the quality of education in Africa include: severely limited resources, the Africa include: severely limited resources, the threats posed by wars, internal conflicts, political threats posed by wars, internal conflicts, political uncertainties, the prevalence of fledgling uncertainties, the prevalence of fledgling democracies, natural disasters, HIV/AIDS, refugees, democracies, natural disasters, HIV/AIDS, refugees, the debt burden, rapid population growth, the debt burden, rapid population growth, globalization and the acute shortage of skills in the globalization and the acute shortage of skills in the education sector (Obanya, 2002)education sector (Obanya, 2002)


The most common QA standards used in the case The most common QA standards used in the case study countries are: mission, vision, academic study countries are: mission, vision, academic programs, library resources, physical and programs, library resources, physical and technological resources, number and qualification of technological resources, number and qualification of staff, number of students and their entry staff, number of students and their entry qualifications and financial resources [relative to qualifications and financial resources [relative to number of students]. Surprisingly, the Matero study number of students]. Surprisingly, the Matero study found no evidence of output standards such as found no evidence of output standards such as volume and quality of research and graduates. volume and quality of research and graduates. Little is known about the impact of QA on the quality Little is known about the impact of QA on the quality of graduates, employer attitudes towards graduates, of graduates, employer attitudes towards graduates, and research outputs of tertiary institutions. There and research outputs of tertiary institutions. There is need for follow-up works in these areas.is need for follow-up works in these areas.


Matero further observed that Francophone Matero further observed that Francophone countries lag behind the rest of Africa in countries lag behind the rest of Africa in developing structured management of developing structured management of quality assurance at the national level and quality assurance at the national level and also within institutions of higher learning. also within institutions of higher learning. Only Mauritius and Cameroon have national Only Mauritius and Cameroon have national QA agencies. Madagascar is about to set up QA agencies. Madagascar is about to set up one. CAMES which has been responsible for one. CAMES which has been responsible for quality assurance in the entire Francophone quality assurance in the entire Francophone region presently appears over-stretched. region presently appears over-stretched. Also, because participation in CAMES is Also, because participation in CAMES is voluntary, it lacks power to enforce quality voluntary, it lacks power to enforce quality control.control.


Virtually all current QAs are government dependent for funding Virtually all current QAs are government dependent for funding and appointment of their governing bodies and top and appointment of their governing bodies and top management. Some [e.g. South Africa, Nigeria and Egypt enjoy management. Some [e.g. South Africa, Nigeria and Egypt enjoy significant autonomy in their operations]. The Higher Education significant autonomy in their operations]. The Higher Education Quality Committee in South Africa directly defends its budget in Quality Committee in South Africa directly defends its budget in parliament. In Cameroon, the agency is funded as a department parliament. In Cameroon, the agency is funded as a department of the Ministry of Higher Education and the Minister has the of the Ministry of Higher Education and the Minister has the final say in Accreditation decisions. This heterogeneity in final say in Accreditation decisions. This heterogeneity in activity and rigor of quality assessment raises doubts as to the activity and rigor of quality assessment raises doubts as to the ability of some tertiary education systems to respond to global ability of some tertiary education systems to respond to global challenges such as the challenges such as the Bologna ProcessBologna Process, which is intended to , which is intended to harmonize tertiary systems in the European Union area, leading harmonize tertiary systems in the European Union area, leading to a common framework for recognition of programs, to a common framework for recognition of programs, credentials and competencies. African academics, particularly credentials and competencies. African academics, particularly those in Anglophone countries, do not fully understand the those in Anglophone countries, do not fully understand the Bologna process and its influences on global higher education. Bologna process and its influences on global higher education. A study on the specific implications of the Bologna reforms for A study on the specific implications of the Bologna reforms for Africa higher education is therefore necessary.Africa higher education is therefore necessary.


Progress towards agreement on global Progress towards agreement on global standards for licensing of graduates is standards for licensing of graduates is occurring in certain professional fields, for occurring in certain professional fields, for example, the Washington Accord standards example, the Washington Accord standards for engineering. This movement is likely to for engineering. This movement is likely to increase in the years ahead. Graduate increase in the years ahead. Graduate competence that can be assessed in terms competence that can be assessed in terms of global standards is important for of global standards is important for companies considering foreign direct companies considering foreign direct investment, and for graduates seeking investment, and for graduates seeking mobility in a global labour market. So, mobility in a global labour market. So, there is need to develop along this area.there is need to develop along this area.


Assuring the quality of distance learning Assuring the quality of distance learning and new modes of delivery remain a and new modes of delivery remain a challenge. Development of quality challenge. Development of quality standards and verification of compliance standards and verification of compliance for distance education require new skills for distance education require new skills which are currently lacking in most which are currently lacking in most countries. Presently, distance learning countries. Presently, distance learning and its facsimiles are on the ascendancy and its facsimiles are on the ascendancy lane in many developing countries. lane in many developing countries. Capacity building in this regard is urgent.Capacity building in this regard is urgent.


American International American International School of Lagos [AISL]School of Lagos [AISL]


The American International School of Lagos, Nigeria, has The American International School of Lagos, Nigeria, has established curriculum standards and learning outcomes in established curriculum standards and learning outcomes in all areas. The curriculum is based on the US National all areas. The curriculum is based on the US National Standards. In order to maintain high achievement, a Standards. In order to maintain high achievement, a curriculum coordinator is in charge of monitoring and revising curriculum coordinator is in charge of monitoring and revising the curriculum periodically. The revision, based on current the curriculum periodically. The revision, based on current research, follows a five-year cycle. Teachers, administrators, research, follows a five-year cycle. Teachers, administrators, and parents are involved in the decision making process. and parents are involved in the decision making process. Open forums are conducted to inform parents and gain Open forums are conducted to inform parents and gain feedback regarding curriculum. To prepare students to feedback regarding curriculum. To prepare students to achieve at their highest levels, the curriculum is designed to achieve at their highest levels, the curriculum is designed to promote integration with technology and other subject areas. promote integration with technology and other subject areas. Library, community resources, and Internet access, as well as Library, community resources, and Internet access, as well as hands on and cooperative activities are planned to hands on and cooperative activities are planned to encourage positive attitude toward learning. The goal of the encourage positive attitude toward learning. The goal of the American International School, Lagos is to ensure a rigorous, American International School, Lagos is to ensure a rigorous, updated curriculum that meets the needs of an international updated curriculum that meets the needs of an international body.body.


The student Learning Outcomes/Curriculum for The student Learning Outcomes/Curriculum for Math, Literacy, Social Studies, and Science are on Math, Literacy, Social Studies, and Science are on the school web site. Examination of these the school web site. Examination of these documents along with the published calendar documents along with the published calendar provides parents, students and interested parties provides parents, students and interested parties with a thorough description of a student’s year of with a thorough description of a student’s year of study.study.

Formal conferences are held bi-annually while Formal conferences are held bi-annually while parents and teachers schedule informal meetings as parents and teachers schedule informal meetings as necessary. Report cards are sent home three times necessary. Report cards are sent home three times a year in the elementary grades Pre-K to 5. Grades 6 a year in the elementary grades Pre-K to 5. Grades 6 to 10 will follow a semester grading period and will to 10 will follow a semester grading period and will have two grading periods in the school year.have two grading periods in the school year.


The Iowa Tests of Basic Skills [ITBS] and its cognitive The Iowa Tests of Basic Skills [ITBS] and its cognitive tests are administered to all students in first through tests are administered to all students in first through ninth grade. Test results provide grade level ninth grade. Test results provide grade level equivalents, national, international, private school, equivalents, national, international, private school, and high socioeconomic school percentile ranking. and high socioeconomic school percentile ranking. Parents are provided with a summary of their child’s Parents are provided with a summary of their child’s achievement, and the Child Study Team reviews achievement, and the Child Study Team reviews individual and grade level scores. Students and/or individual and grade level scores. Students and/or areas of concerns are identified, and plans are areas of concerns are identified, and plans are formulated to address deficits.formulated to address deficits.

An integral part of the AISL program is the school An integral part of the AISL program is the school library containing over 25,000 volumes in addition to library containing over 25,000 volumes in addition to computerized technology for use in research. It serves computerized technology for use in research. It serves as a valuable resource and is staffed by professionals.as a valuable resource and is staffed by professionals.


Closing Remarks/ Closing Remarks/ Food for ThoughtFood for Thought


Can Can quality educationquality education be achieved within a be achieved within a quantity educationquantity education system? system?

In this presentation, the author tried to be In this presentation, the author tried to be intellectually disciplined in kow-towing the lines intellectually disciplined in kow-towing the lines of thought of acclaimed International Bodies and of thought of acclaimed International Bodies and their respective Agencies like World Bank, their respective Agencies like World Bank, United Nations, UNESCO, UNICEF and that of my United Nations, UNESCO, UNICEF and that of my Mentors and Education Gurus. Great care was Mentors and Education Gurus. Great care was taken not to ‘rock the boat’. However, exposure taken not to ‘rock the boat’. However, exposure to the principles of creativity, innovation and to the principles of creativity, innovation and development wouldn’t just that this presentation development wouldn’t just that this presentation be concluded without sharing some inspirations.be concluded without sharing some inspirations.


So far, the focus has been on So far, the focus has been on quality education. quality education. But it is necessary But it is necessary to posit that there is also to posit that there is also quantity educationquantity education. From all indications, . From all indications, Education for All [EFA] is fundamentally ‘quantity education’, Education for All [EFA] is fundamentally ‘quantity education’, though some want to prove otherwise. The question is, is the though some want to prove otherwise. The question is, is the practice of EFA [as it is presently stipulated] realistic, especially in practice of EFA [as it is presently stipulated] realistic, especially in poor African nations that are barely managing to survive in the poor African nations that are barely managing to survive in the face of scarce resources. The drive or quest for quality education face of scarce resources. The drive or quest for quality education within a system of quantity education and scarce resources can within a system of quantity education and scarce resources can be likened to a famished/emaciated man who attempts to climb a be likened to a famished/emaciated man who attempts to climb a mountain by drawing on its lean fat reserves. Two things are apt mountain by drawing on its lean fat reserves. Two things are apt to happen: he is not likely to achieve his mission and while trying to happen: he is not likely to achieve his mission and while trying to, he may drop dead. This is the pathetic state of many poor to, he may drop dead. This is the pathetic state of many poor African nations presently. EFA or Quantity Education, vis-à-vis its African nations presently. EFA or Quantity Education, vis-à-vis its attendant compulsory Basic Education for All is rendering attendant compulsory Basic Education for All is rendering impotent the available meagre resources in poor African nations. impotent the available meagre resources in poor African nations. If continued, it is apt to dissipate the meagre resources and leave If continued, it is apt to dissipate the meagre resources and leave the respective countries poorer, as the trend is presently. the respective countries poorer, as the trend is presently.


Wisdom demands that African education agencies Wisdom demands that African education agencies should devote their meagre resources to effect true should devote their meagre resources to effect true quality education that would evolve morally sound quality education that would evolve morally sound technocrats who could galvanize national development technocrats who could galvanize national development within a short time. This achievement is apt to within a short time. This achievement is apt to significantly increase national GDP/Income within a significantly increase national GDP/Income within a shorter period of time that could then be used to shorter period of time that could then be used to achieve EFA [Quantity Education], if so desired. achieve EFA [Quantity Education], if so desired.

However, this is not desirable either. Rather, it is However, this is not desirable either. Rather, it is better that such accrued resources be used to further better that such accrued resources be used to further Quality education. It is this practice that is more likely Quality education. It is this practice that is more likely to emancipate Africa from poverty and its attendant to emancipate Africa from poverty and its attendant problems [including mass illiteracy] rather than problems [including mass illiteracy] rather than spreading our thin resources in trying to achieve EFA spreading our thin resources in trying to achieve EFA by year 2015. by year 2015.


Until the United Nations and its Until the United Nations and its Agencies who are advocating Education Agencies who are advocating Education for All are ready to for All are ready to fully assistfully assist Africa in Africa in funding Quality and not Quantity EFA funding Quality and not Quantity EFA without lendingwithout lending [which puts Africa in [which puts Africa in greater cul-de-sac], they should allow greater cul-de-sac], they should allow Africa to take the course of nature, in Africa to take the course of nature, in going at its own pace. Failure to heed going at its own pace. Failure to heed this request will simply keep Africa this request will simply keep Africa retrogressing instead of developing.retrogressing instead of developing.


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