Title:
INSTITUTIONAL INTERNAL QUALITY ASSURANCE MECHANISMS IN UNIVERSITY EDUCATION: IS IT EFFECTIVE IN KENYA?

Authors:
Samuel Wamalwa Munda

Abstract:
Kenya recognizes that higher education plays a key role in economic growth and development through improvements in the knowledge and skills of those in productive sectors of the economy. This recognition also drives the notion the that value of an education institution’s certification and awards lie in the integrity of curriculum design and delivery processes, and in the confidence that stakeholders have in its standards. Entrenching high standards of quality in skills development and training is one ways of ensuring that institutions contribute to national development endeavors. But available evidence shows inadequate development and review of programmes, and a decline in the effectiveness of classroom delivery. These may have a negative impact on education quality. This study sought to determine the effectiveness of selected internal institutional mechanisms for assuring university education quality. The selected mechanisms were curriculum design and development, and teaching mechanisms as perceived by lecturers and students. Correlational research design was used. A sample of 524 respondents from both public and private universities in Kenya was selected for use in the study. Both qualitative and quantitative data was collected using questionnaires and interview guides. Qualitative data was transcribed, and presented in themes. Quantitative data was analyzed using descriptive and inferential statistics; percentages, means, Chi square (X2) was used to determine compliance to and the effectiveness of quality assurance mechanisms. All statistical inferences were done at ?=0.05. This study benefits university management with regard to decisions on levels of enrolment vis-à-vis human resources for university education. It provides evidence on the state of education quality both at institutional and national levels; it may empower students and other stakeholders to make informed choices in favor of institutions that pursue excellence and pressure universities to prioritize quality.

Keywords:
Higher Education; Quality Assurance; Accreditation; Self-assessment; Peer review

DOI:
https://doi.org/10.37500/IJESSR.2024.7314

Date of Publication: 24-06-2024