Assessment of Quality and Relevance of Africa’s Higher Education and the Quest to Meet Society’s Needs in the 21st Century

1Philbert L. Vumilia and 2Ladislaus M. Semali

Abstract

 

Accepted 19^th January, 2017

 

The present study analyzed survey data of university stakeholders’ views on Tanzania’s recent massive university enrollments to determine why quality and relevance are problematic in higher education. Further, the study scrutinized instances of ineptitude that undermine quality assurance. In addition, the study examined missed opportunities to make higher education relevant to the African context. Researchers discussed the possibilities to enhance and develop quality research and the need to search for solutions to long-neglected problems that permit Africans to become healthier, wealthier, and smarter. Evidence drawn from survey data suggests that complex factors confound quality and relevance of higher education in Tanzania; factors that find roots in part, in commercialization of higher education, general funding, poor teaching, and rapid population growth. Attention to relevant policies and homegrown professionals and researchers (both academic and administrative) emerged as possible clues for improving the quality and relevance of higher education.

 

Keywords: quality assessment, relevance of education, quality assurance, African universities.

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