Quality assurance in nigeria
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Olugbemiro JegedeSecretary to the Govt of Kogi StateOlugbemiro JegedeSecretary to the Govt of Kogi State
Quality Assurance in Nigeria Higher
Education
Olugbemiro JegedeOlugbemiro Jegede
Ahmadu Bello University
University of Southern Queensland
University of Abuja
Curtin University of Technology, Australia
Open University of Hong Kong
Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa
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FocusIntroductionMain Issues of Concern in Education21st Century Africa and her NeedsStatus of EducationNeed for Quality AssuranceWhat, Why and How of Quality AssuranceThe FutureChallenges and ProspectsConclusion
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Pleased to be Here Thanks for the invitation to give This
University Lecture on Quality Significant as it demonstrates the
University’s commitment to quality Although have been associated with
Salem University, this is my first time on Campus.
I can confirm all the good things and exceptional strides already made as a university
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Apology Conversation is to create an
awareness, sensitise and help navigate the issue of Quality Assurance in Higher Education.
Apologies that I may neither capture all that QA represents in our education nor have all the answers to the emerging issues in QA in Higher Education in Nigeria
a 21st Century Imperative
Major IssuesGlobal movement to educate every
citizenFocus on removing disparities in
educational accessVigorous search for alternative
delivery modesEducation directed to the full
development of the human personality
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Education & Development
All countries have demonstrated an irrevocable and unwavering commitment to education as tool for national and personal development.
They also regard the pursuit of education as an inalienable right of every citizen.
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Development Needssustainable development
highly educated, mobile and adaptable workforce
multi-skilled and multi-tasked
a knowledge and a learning society
use of ecological and geographical conditions to a nation’s advantage
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RequirementsIndividual and institutional levels:skills and ability to be creative with
knowledgetechnical know-how and transfer of
technologypolicy analysisdevelopment managementassessment of alternative courses of
action
technology will increasingly dominate domestic, economic and social life
financial and economic world will change into a plastic world
increase in demand for constant communication and use of telecommunication
society will become less personal, concentrate more on nuclear family
unrivalled demand for education
C21st NigeriaC21st Africa
Regional Status Report
• One adult in three cannot read or write.
• world’s deepest inequalities based on factors such as gender, language
Primary Sector• 32 million out of school• 1.2 million teachers needed
Secondary Sector• 34 per cent in school• 750,000 teachers needed
by 2015
• About 5% on the average in H.E.• No African country has achieved the
UNESCO-defined level of 25% participation in Higher Education.
• On average, African universities have a shortfall of 60% of researchers and teachers
Tertiary Sector
• 8.5million in H.E• 456,000 teachers
needed by 2015
• Three out of 10 in secondary school.
• VTE neglected
Challenges to HE in AfricaExpanding access Improving qualityEnsuring equityEnormous and urgent need to
continuously train and refresh knowledge and skills
Dwindling funding supportObsolete curriculaDilapidated infrastructure
Impact of Challengesimpact is particularly pronounced
in Africa with ONE Billion people:with the world’s highest illiteracy rates, lowest participation rateshuge capacity development needs10million seeking employment annually60% of the unemployed are youth, and a massive demand for tertiary education.
Role of Higher EducationKey to diversify growing economiesKnowledge and skills are critical to growth and
development in the 21st CBuilding human resource baseProducing employable graduates and
professionalsSeeking greater participation from private
sectorUsage as driver of the EFA and MDG goalsCombat diseases, reduce energy costs and
address climate change
Higher Education in Africa The establishment of more institutions of HE is an answer to the yearning needs of Africans to take
education to their doorsteps.
Number of conventional universities in the continent has tripled within the past few years
Still can’t cope with the demand for access while unable to deliver flexible, affordable space and
time-independent education.
Growing foment in higher education in Africa to meet the challenges of access and the attendant issues of quality, equity, social justice and cost.
National Policy on Education
“education is the most important instrument of change in any society”. And that “any fundamental change in the intellectual and social outlook of any society has to be preceded by an educational revolution”
Government adopted, “policies which were to be directed towards
ensuring that there are equal and adequate educational opportunities at all levels”.“make life-long education the basis for the nation’s education policy” “after primary education, an individual will be able to choose the preferred mode of learning”
“the education system structured to develop the practice of self-learning”.
National Policy on Education
The Bottom Lineeffective national development
depends on education
the bedrock of education is the acquisition of quality knowledge
leads to a Knowledge Society and a Learning Society
common realisation and a shared vision
understanding principles
Wise Society
Data Understanding
Context independence
information
knowledge
understanding relations
understanding patterns
wisdom
[Adapted from Bellinger 1999]
0 Spatial
Temporal
Flexibility in time, space, contentNon formal
Formal
Informal
Adult
Home
School
WorkReti
re
Self-directed learning
Sharing with others
Varied learning styles
Learning Society
Diversity of Learning Spaces
Before 1960Population of
about 60 million
Colonial government
Protectorates
Regions
Provinces
Districts
• 7-5-2-3 systemOne University College – Ibadan
Less than 700 students in higher education
Few went abroad Correspondence < 1,000 secondary schools
< 5,000 primary schools
Education
Age in years
No. of years
Universities
3
18-22
Craft Schools Teachers Training Colleges
Grammar Middle School Comprehensive
15-18
5 Technical colleges Secondary schools
12-15
Primary Schools
6-11/12
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Nigeria's 7-5-2-3 System of Education
HIGHER EDUCATION
HSC/A-Levels
22-30
After 1960British colony till
1960Member of the E-9
GroupMember of The
CommonwealthLandmass of
923,768 sq. km.Most populous
African nation
DemographyPopulation is
about 160 million
Republic with 36 states, 774 Local Govts
6 geopolitical zones
Socio-economicPetroleum takes 95%
of foreign exchange earning
GDP = $188.5b
Per capita = $1,188
Literacy = 65.8%
60% in rural areas
Life Expectancy =52
• 6-3-3-4 system• National Policy on
Education• 128 universities: 50P, 40
FGN, 38 State• 88 Colleges of
Education• 120 Polytechnics• 19,216 secondary
schools• 60,188 primary schools
Education
Age in years
No. of years
Colleges of Education
Universities
Polytechnics 4
18-22
15-18 3 Technical colleges Senior secondary
schools
Junior secondary schools 12-15
Primary schools
Day care centres and pre-primary schools
6-11/12
0-6
3
6
Nigeria's 6-3-3-4 System of Education
HIGHER EDUCATION
BASIC EDUCAT
-ION
For the Love of Oil Ogochukwu Ikeje asked (after a visit to Mr President by
Rivers State Kalabari chiefs quarrel with their Bayelsa counterparts)
Who will teach us to love something else?
“As the chiefs and state chief executives bicker over Soku oil fields which pump out 300,000bpd, the rest of us should ask ourselves what oil has done for us and the country. It has not helped our jobs profile and our economy remains weak, susceptible to the fluctuations of oil prices. Oil has not taken our people off poverty. Our infrastructure remains unflattering. Beyond our potentials and pockets of integrity, we have pretty little to offer the world, in spite of our oil… we need to cultivate healthier and more fruitful tastes” The Nation on Sunday, November 4, 2012, page 14.429
Call for Quality
Restoring the role of HE in Africa
Higher Education declined between 1980s and 2005Illegal regimes, (military) Bad
governance, civil wars, World Bank report of 1988 and the Structural Adjustment Programme
Africa and the world became concerned about the quality of education on the continent
Second Decade of Education for Africa - Plan of Action (2006-2015).
Importance placed on higher education
quality higher education seen as the most important tool in developing the necessary knowledge, skills and attitude towards socio-economic development.
hence the launch of the Second Decade of Education for Africa EX/CL/224 (VIII) by the Summit of Heads of State and Government of the African Union.
tertiary level education as one of the seven priorities to be focused on for the ten-year period spanning 2006-2015.
The Addis-Ababa Declaration 2007, Assembly/AU/Decl.5(VIII) by the Conference of Heads of State and Government called for ‘’the revitalization of African Universities’’ in the Consolidated Plan of Action for Science and Technology in Africa.
Access for Unmet DemandDemand for higher education expanded
significantly on the continent.Many institutions responded by admitting
greater numbers of students each year. 800 Universities and 1500 HEIs in AfricaThe students’ population tripled from 2.7
million in 1991 to 9.3 million in 2006. A projection of the recent trends suggests
that the entire continent will have between about 20 million students by 2015 (World Bank, 2010).
UNESCO 2008World Conference on
Higher Education held in 2008four key areas of intervention to
improve access and quality of Higher Education in Africa. relevance, efficiency and effectiveness of
higher educationresearch and innovationcreation of African higher education areaquality assurance
Concerns About QualityAfrican government functionaries and policy
makers have expressed concern about:
the need to improve quality of tertiary institutions.
the need to reassure the public about the quality of private providers, and
the importance of ensuring that tertiary education offered in both public and private tertiary institutions meets acceptable local and international standards.
Continental EndorsementFaced with
- Education For All, - the Millennium Development Goals and- actualising AU vision Education Ministers began to pay serious
attention to Quality AssuranceMINEDAF VIII in Dar es Salam, 2002
All Africa Ministers’ conference in Cape Town, 2004
fingered two major challenges of:- Managing access, quality and cost-Ensuring quality in education.
AAU and QA The Conference of Rectors, Vice-Chancellors
and Presidents of African Universities (COREVIP) held its 51st session/ 9th General Conference of the AAU held at the University of Zambia, January 13-17, 1997 with the theme “Promoting Quality Enhancement and Quality Assessment: The Role of Regional Cooperation”.relevance, efficiency and effectiveness of higher
educationresearch and innovationcreation of African higher education areaquality assurance
Arusha Convention1The Arusha Convention, developed under the
auspices of UNESCO in 1980
Sets the framework for the recognition of degrees and certificates among African universities
The Convention thus seeks to foster cooperation in information exchange, harmonisation of procedures and policies, and attainment of comparability of qualifications to facilitate mobility across African countries for employment and further study.
Arusha Convention2 Africa’s Regional Convention on the Recognition of
Studies, Certification, Diplomas, Degrees and other Academic Qualification in Higher Education in Africa
Introduced on 5th December 1981 in Arusha Tanzania.
One of the AIMS of the Arusha Convention as stated in Article 2: Section 1.2
Defining and putting in place effective quality assurance and accreditation mechanisms at the national, regional and continental levels.
Was initially ratified by less than 20 African countries and abandoned.
Now revised and signed by almost all the countries
2nd Decade of Education African Union, 2006: The Second Decade of
Education for Africa (2006-2015)
the African Union (AU) Plan to ‘revitalise higher education’ has seven priority areas. A major one is the
the harmonisation of higher education and the establishment of quality rating mechanisms across the continent as priority activities.places prime priority on the promotion, development
and assurance of quality in African Higher Education in all its dimensions.
AAU the implementing agency for the AU
Goals of Higher Education Learning outcomes:
knowledge, skills, abilities
Measured through: assignments and exams demonstration of ability portfolios/samples of work ability to apply knowledge employment etc
INF
RA
ST
RU
CT
UR
E
COST
QU
AL
ITY
GOVERNANCE RELEVANCE
TheNIGAVEKAR
pentagon
Stakeholders
The Iron Pentagon of QA
Assuring QualityA continuous, proactive and
integrative process for maintaining and improving quality.
3 approaches of QA
External approaches
Internal approaches
Outcome Assessment
What is a culture of quality?
institutional culture, systematic not ad-hoc
learner-centric, development-oriented
internal rather than external
voluntary rather than imposed
quality integrated into all activities
shared by all members of an institution
encouraged by progressive legislation, adequate funding and monitoring
What is Quality?5 approaches to viewing quality
in terms of the exceptional (high standards)
in terms of consistency (zero defects and getting it right the first time)
as fitness for purpose (meeting stated purposes)
as value for moneyas transformative (transformation of the
participant) Green and Harvey (1993)
QA is the process of verifying or determining whether products or services meet or exceed customer expectations in a systematic, reliable fashion.
QA is a process-driven approach with specific steps to help define and attain goals.
This process considers design, development, implementation, and service
Two key principles characterise QA: "fit for purpose" (the product should be suitable for the intended purpose) and "right first time" (mistakes should be eliminated).
What is Quality Assurance?What is Quality Assurance
Advantages of QA greater awareness of quality all round
more attention to planning and management
better learner support services
excellent instructional delivery
efficient course material development
Improvement in degree completion rates
retention rates increase
Modern Reasons for QA quality assurance goes beyond controlling for
quality. It aims for improvement.
Makes current practices more efficient and effective
lead to further knowledge and bring us closer to a perfect operation and output.
that users and stakeholders have confidence in a product.
quality assurance does not stop with the products we use. It extends to services. President of Canadian
Association of Chiefs of Police Oct 2007
to provide confidence to the client that accurate and reproducible results are achievable by using methods, techniques, and procedures to collect, analyse, and report data.
to accomplish this objective, a University must implement quality assurance procedures that address qualification and training of personnel, efficient handling of clients, situation analysis, along with all necessary
support activities to minimise risk
Objectives of QAObjectives of QA
The major characteristics of QA which allow for fitness of purpose and getting it right first time are:Reliability Maintainability Safety/risk management Strength and effectiveness of
services
Characteristics of QACharacteristics of Quality Assurance
The four quality assurance steps :
Plan: Establish objectives and processes required to deliver the desired results.
Do: Implement the process developed.
Check: Monitor and evaluate the implemented process by testing the results against the predetermined objectives
Act: Apply actions necessary for improvement if the results require changes.
It is called the PDCA Model
4 Steps of Quality Assurance4 Steps of Quality Assurance
Began with craftsmen when the principle of quality was simple: "let the buyer beware" (caveat emptor).
Wartime mass production during World War II, led to introduction of full time inspectors to identify, quarantine and correct product quality failures.
The systematic approach to quality started in industrial manufacture during the 1930s in the USA, paying attention cost of scrap and rework.
Post World War II led to re-building of Japan and the development of modern quality concepts encouraged collaboration between Japanese business and technical groups, in the redevelopment of the Japanese economy.
History of Quality AssuranceHistory of Quality Assurance
Quality control emphasises testing to uncover defects, and reporting to management for decision making
Quality assurance attempts to improve and stabilise service, and associated processes, to avoid issues that led to the defects in the first place.
QA does not necessarily eliminate the need for QC
QC activities are treated as an integral part of the overall QA processes
Quality Assurance Vs. Quality Control
Quality Assurance Vs. Quality Control
Awareness of Qualitywidespread awareness of quality
issues throughout the University increases the probability that service quality will be taken into account at every stage of the teaching/learning process.
At every level, every training and every briefing opportunity, emphasis must be put on quality of service provided the client and the public
QA, Mission Vs. Values
QA must reflect and mirror the University’s mission and vision
QA should build into its focus the Values to be entrenched in an institution
QA should be a thread all through the institution’s strategic plan
QA must have integrity, be service oriented and permeate everywhere
The aims of the Quality Assurance Checks are to enable Management to:
assess if staff are engaging with the public providing a citizen-focused service,
identify and react to customer requirements, recover service where required,
provide a reassurance function for members of the public and
provide staff with direct customer feedback and guidance to enhance future customer interactions.
Quality Assurance Checks
The development of a quality assurance system
Learner support system
Provision of networking and computing services for instruction and management
Warehousing of materials
Tutorials, handling of assignments and examinations
Counselling and call centre services
Nation-wide extensive communication
Adoption of risk management strategies
Baseline Provisions for QA
Risk Management Strategies
Risk management is a process that is used to identify potential risks and liabilities that could result in some kind of loss for Universities.
5 basic steps in the risk management process: Identify risks, frequency of exposure to risks, and the
severity of losses resulting from exposure to risks Explore methods to handle exposure to identified risks Choose appropriate treatment or response to manage
exposure to risks Implement risk treatment Continuously evaluate risk treatment applied to
organisational risks
Service deliveryTangible deliveryImplementation strategyExpectations from clientsOutput control measuresStakeholder participationAdditional commitments
Benchmark for QABenchmarks for Quality Assurance
Service Charter FormatType of Service
Customer Delivery Target
Redress Available
Official to handle complaints
Enquiries
Telephone
Students/public
Students/public
Within 1 day
7 working days
Petition to Chief Public Affairs Officer
Call Centre Supervisor
Admission processes
Intending students/public
Within 8 weeks of conclusion of sale of form
Petition to Academic Registrar
Academic Registrar
Delivery of instructional materials
Students
Study centres
Within 1 week of conclusion of registration
Petition to Academic/ Registrar
SCM
Deans/Directors of relevant academic units
Counselling Students/staff Within 2 days of complaint/request
Petition to DLSS, VC
Director Learner Support Services
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Quality AssuranceSources of Assessment
62
Quality AssuranceInternational
Organisations
UNESCOCOLAAUEAU
Associations
ICDEACDEAAOU
Others
Private Agencies
Groups of Consultants
International
63
Quality Assurance
National
NQAgency/NRegulatoryAgency
Professional Organisations
Nursing Council
Architecture
Accounting
Other Bodies
National
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Quality AssuranceInstitutional
Academic Programme Development
Benchmark
Processes &
procedures
Teaching & Learning
Examinations
Paper, online and continuous
assessment
Peer assessment of Teaching
Course materials
Development
Various Media and IT
facilities
OPP, DPP specs
Training & Professional Dev Research Student
Affairs
• Blueprint• Strategic Plan• ICT Plan• Service Charter
Institutional
Conclusion
African Land Mass and the World
A world map showing the percent of national populations living on less than $1.25 (PPP) per day.
67
Emerging Global HE Landscape
Knowledge economy is the in-thingKnowledge capability and capacity,
knowledge resources, not natural resources greatest determinant of a country’s entry into and effective participation in global competitiveness
With lessons from emerging economies (Brazil, India and China), higher education must focus on local relevance, sustainable total development and social justice
Needed in HEIs make continuous learning mandatory
institute quality assurance and risk management in all HEI
improve training and scholarship to support the function
provide appropriate infrastructure and funding to support QA
provide technological support to streamline these processes
QA Challenges in Africaabsence or lack of interest in establishing
national quality assurance systems
Strengthening/ transforming existing sub-regional quality assurance bodies as models for effective practices
developing capacity and raising expertise on and for the continent;
Coordinate and network quality assurance systems to harmonise and streamline quality assurance practices in Africa.
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Effective Change Takes Time!
We must change with the time.QA should bridge the gap.“If I have ever made any valuable
discoveries, it has been owing more to patient attention than to any other talent”. Isaac Newton, English Physicist and Astronomer (1643-1727).
Adopt QA and wait patiently for lasting results.
The Knowledge-based Economy
There are increasing signs that our current paradigms for higher education,
the nature of our academic programs, the organization of our colleges and
universities, and the way that we finance, conduct and distribute the services of
higher education may not be able to adapt to the demands of our time. J J Duderstadt (2001)
Thank you