Quality of Education in Africa

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QualityQuality ofof EducationEducation inin AfricaAfrica :: Definitions,Definitions, IndicatorsIndicators andand PracticesPractices

DayoDayo Odukoya,Odukoya, Ph.DPh.D Education & Development Consultant/Secretary General Educational Research Network for West and Central Africa [ERNWACA], Nigeria [email protected] 234 -8034730219; 234 -7084887675

Quality of Education in Africa - [email protected] ‘‘QualityQuality of of education education is is now now an an issue issue of of globalglobal concern.concern. WithoutWithout qualityquality education,education, developmentdevelopment will will not not occur. occur. Only Only the the educatededucated people people can can command command the the skills skills necessarynecessary for for sustainable sustainable economic economic growthgrowth andand forfor aa betterbetter qualityquality ofof lifelife ’’ Barber Conable Former President of the World Bank (1988)

Quality of Education in Africa - [email protected] KwapongKwapong (1988) (1988) observed observed that that the the main main challengechallenge ofof educationeducation inin AfricaAfrica isis toto developdevelop thethe humanhuman resources resources that that will will ensure ensure accelerated accelerated developmentdevelopment and and modernization modernization without without compromisingcompromising Africa Africa ’’ss cultural cultural identify. identify. He He stressed,stressed, inin orderorder forfor educationeducation toto realizerealize itsits keykey rolerole in in development, development, the the attainment attainment of of greater greater internalinternal efficiencyefficiency ofof thethe educationaleducational systemsystem andand aa greatergreater externalexternal efficiencyefficiency throughthrough anan increaseincrease inin thethe relevancerelevance ofof schoolingschooling toto thethe jobjob marketmarket shouldshould bebe aa priority.priority.

Quality of Education in Africa - [email protected] InIn 1990,1990, thethe WorldWorld DeclarationDeclaration onon EducationEducation forfor AllAll [EFA][EFA] identifiedidentified qualityquality asas aa prepre --requisiterequisite forfor achievingachieving the the fundamental fundamental goal goal of of equityequity.. It It waswas recognized recognized that that expanding expanding accessaccess alonealone wouldwould bebe insufficientinsufficient forfor educationeducation toto contributecontribute toto the the development development of of the the individual individual and and the the society.society. Emphasis Emphasis was was accordingly accordingly placed placed on on assuringassuring an an increase increase in in childrenchildren’’ss cognitive cognitive developmentdevelopment byby improvingimproving thethe qualityquality ofof theirtheir education.education. TheThe quest quest to to achieve achieve Education Education for for All All is is fundamentallyfundamentally about about assuring assuring that that children, children, youthyouth and and adults adults gain gain the the knowledge knowledge and and skills skills theythey needneed toto betterbetter theirtheir liveslives andand toto playplay aa rolerole inin building building more more peaceful peaceful and and equitable equitable societies.societies. ThisThis isis whywhy focusingfocusing onon qualityquality isis anan imperativeimperative forfor achievingachieving EFAEFA (UNESCO,(UNESCO, 2004)2004) Quality of Education in Africa - [email protected] UNESCOUNESCO furtherfurther stressedstressed thatthat thethe sixsix goalsgoals adoptedadopted atat thethe WorldWorld EducationEducation ForumForum inin Dakar,Dakar, Senegal,Senegal, inin AprilApril 2000,2000, implicitlyimplicitly oror explicitlyexplicitly integrateintegrate aa qualqualityity dimension.dimension. GoalGoal 6,6, inin particular,particular, commitscommits countries,countries, withwith thethe supportsupport ofof theirtheir EFAEFA partners,partners, toto improveimprove allall aspects aspects of of the the quality quality of of education education …… TwoTwo principalprincipal objectivesobjectives areare atat stakestake here:here: thethe firstfirst isis ttoo ensureensure thethe cognitivecognitive developmentdevelopment ofof learnerslearners .. TheThe secondsecond emphasizes emphasizes the the role role of of education education in in nurturingnurturing the the creative creative and and emotional emotional growth growth of of learnerslearners andand inin helpinghelping themthem toto acquireacquire valuesvalues andand attitudesattitudes forfor responsibleresponsible citizenshipcitizenship.. QualityQuality must must pass pass the the test test of of equity: equity: an an education education systemsystem characterized characterized by by discriminating discriminating against against any any particularparticular groupgroup isis notnot fulfillingfulfilling itsits mission.mission.

Quality of Education in Africa - [email protected] TheThe profound profound and and valid valid statementsstatements underscore underscore the the significancesignificance of of the the theme theme of of this this paperpaper -- qualityquality ofof education.education.

Quality of Education in Africa - [email protected] SomeSome of of the the core core questions questions addressed addressed in in this this paperpaper are: are: what what is is quality quality education? education? Is Is the the definitiondefinition ofof qualityquality educationeducation universaluniversal oror therethere areare peculiarities peculiarities about about quality quality education education in in Africa?Africa? WhatWhat areare thethe reliablereliable andand validvalid indicatorsindicators ofof quality quality education? education? What What current current practices practices bestbest illustrate illustrate the the state state of of the the quality quality of of educationeducation in in Africa Africa in in comparism comparism with with best best practicespractices inin thethe world?world? HowHow realisticrealistic isis thethe goalgoal ofof achievingachieving EFAEFA withinwithin thethe specifiedspecified timetime frameframe [2015],[2015], considering considering the the serious serious limitations limitations in in developingdeveloping AfricanAfrican nations?nations? IsIs itit reallyreally feasiblefeasible toto achieveachieve qualityquality andand ‘‘quantityquantity ’’ educationeducation allall atat once?once? ThisThis paperpaper attemptsattempts toto findfind validvalid answersanswers toto thesethese keykey questions.questions. Quality of Education in Africa - [email protected] DefinitionsDefinitions

Quality of Education in Africa - [email protected] AlthoughAlthough there there is is no no single single definition definition of of quality,quality, two two principles principles characterize characterize most most attemptsattempts to to define define the the objectives objectives of of education.education. The The first, first, which which identifies identifies learnerslearners ’’ cognitivecognitive development development as as the the majormajor explicit explicit objective objective of of all all education education systems,systems, sees sees the the success success with with which which systemssystems achieve achieve this this as as one one indicator indicator of of theirtheir quality. quality. The The second second emphasizes emphasizes the the rolerole of of education education in in promoting promoting commonly commonly sharedshared values values along along with with creative creative and and emotionalemotional developmentdevelopment (UNESCO,(UNESCO, 2005).2005).

Quality of Education in Africa - [email protected] GordonGordon and and Partington Partington (1993) (1993) conceptualizedconceptualized education education quality quality as as the the degreedegree of of success success with with which which an an institutioninstitution provides provides educational educational environmentenvironment which which enable enable students students to to effectivelyeffectively achieve achieve worthwhile worthwhile learning learning goalsgoals andand appropriateappropriate academicacademic standard.standard. AccordingAccording to to Cole Cole (1996), (1996), quality quality is is the the degreedegree of of excellence. excellence. It It is is synonymous synonymous withwith standard, standard, efficiency, efficiency, excellence, excellence, relevancerelevance andand worthiness.worthiness.

Quality of Education in Africa - [email protected] TheThe various various approaches approaches regarding regarding quality quality have have their their rootsroots in in different different traditions traditions of of educational educational though thoughts.ts. HumanisticHumanistic approaches, approaches, behaviourist behaviourist theory, theory, sociologicalsociological critiques critiques of of education education and and challenges challenges toto thethe legacies legacies of of colonialism colonialism have have each each enriched enriched the the qualityquality debate.debate. ToTo reconcile reconcile a a range range of of approaches, approaches, the the EFA EFA Global Global monitoringmonitoring Team Team Report Report adopts adopts a a framework framework that that takestakes intointo accountaccount fivefive majormajor factorsfactors affectingaffecting quaquality:lity: learners,learners, whose whose diversity diversity must must be be recognized; recognized; the the nationalnational economic economic and and social social context; context; material material and and humanhuman resources; resources; the the teaching teaching and and learning learning process process andand thethe outcomesoutcomes andand benefitsbenefits ofof educationeducation [[Illustrated ]] ByBy focusing focusing on on these these dimensions dimensions and and how how they they interact,interact, it it is is possible possible to to draw draw up up a a comprehensive comprehensive mapmap for for understanding, understanding, monitoring monitoring and and improving improving quality.quality.

Quality of Education in Africa - [email protected] Learners [whose diversity must be recognized]

National Outcomes & economic Benefits of Major and social education Factors context Determining Education Quality

Teaching & Material learning and human process resources

Quality of Education in Africa - [email protected] TheThe Dakar Dakar framework framework for for Action Action declared declared thatthat access access to to quality quality education education was was the the rightright of of every every child. child. It It affirmed affirmed that that quality quality waswas at at the the heart heart of of education education –– aa fundamentalfundamental determinant determinant of of enrolment, enrolment, retentionretention and and achievement. achievement. Its Its expanded expanded definitiondefinition of of quality quality sets sets out out the the desirabledesirable characteristicscharacteristics of of learners learners [healthy,[healthy, motivatedmotivated students],students], processesprocesses [competent[competent teachersteachers using using active active pedagogies], pedagogies], contentcontent [relevant[relevant curricula], curricula], and and systemssystems [good[good governancegovernance and and equitable equitable resource resource allocation]allocation] (UNESCO,(UNESCO, 2005)2005) [[Illustrated ]]

Quality of Education in Africa - [email protected] Desirable characteristics of learners [healthy motivated Students[

Systems Dimensions Processes [competent [good governance of Education teachers using and equitable active pedagogies] resource allocation] Quality

Content [relevant curricula]]

Source: UNESCO [2005] - Dakar Framework of Action

Quality of Education in Africa - [email protected] UNESCOUNESCO sawsaw educationeducation throughoutthroughout lifelife asas basedbased uponupon fourfour pillars:pillars: LearningLearning toto knowknow –– learnerslearners buildbuild their their own own knowledge knowledge daily, daily, combining combining indigenousindigenous and and ‘‘externalexternal ’’ elements;elements; LearningLearning toto do do –– focusesfocuses on on the the practical practical application application of of whatwhat is is learned learned or or knowledge knowledge acquired; acquired; LearningLearning to to live live together together –– addressesaddresses the the criticalcritical skills skills for for a a life life free free from from discrimination, discrimination, wherewhere all all have have equal equal opportunity opportunity to to develop develop themselves,themselves, their their families families and and their their communities;communities; and and LearningLearning to to be be –– emphasizesemphasizes the the skills skills needed needed for for individuals individuals to to developdevelop theirtheir fullfull potential.potential. AccordingAccording toto DelorsDelors etet alal (1996),(1996), thisthis conceptualizationconceptualization ofof educationeducation providedprovided anan integratedintegrated andand comprehensivecomprehensive viewview ofof learning learning and, and, therefore, therefore, of of what what constitutes constitutes educationeducation qualityquality [[Illustrated ]]

Quality of Education in Africa - [email protected] Learning To Be

Learning Pillars Learning To Live of To Know Together Education

Learning To Do

Source: Delors - UNESCO [1996]

Quality of Education in Africa - [email protected] UNICEFUNICEF strongly strongly emphasizes emphasizes what what might might bebe called called desirable desirable dimensions dimensions of of quality, quality, asas identifiedidentified inin thethe DakarDakar Framework.Framework. ItsIts paperpaper ‘‘DefiningDefining Quality Quality in in Education Education ’’ recognizesrecognizes five five dimensions dimensions of of quality: quality: learner,learner, environments,environments, content, content, processes processes andand outcomes, outcomes, founded founded on on the the ‘‘rightsrights of of thethe whole whole child, child, and and all all children, children, to to survival,survival, protection, protection, development development and and participationparticipation ’’ (UNICEF(UNICEF in in UNESCO, UNESCO, 2005) 2005) [[Illustrated ]]

Quality of Education in Africa - [email protected] Learner

Outcomes Environments

Dimensions of Quality

Processes Content

UNICEF in UNESCO, 2005

Quality of Education in Africa - [email protected] AccordingAccording to to Obanya Obanya (2002), (2002), the the most most distinguishingdistinguishing characteristic characteristic of of quality quality in in EducationEducation isis thatthat itit isis aa multimulti --dimensionaldimensional concept.concept. Quality Quality pervades pervades every every action action thatthat goes goes into into making making the the process process of of educatingeducating possible, possible, every every element element of of the the activitiesactivities undertaken undertaken in in the the process process of of educating,educating, andand thethe widewide arrayarray ofof beneficialbeneficial resultsresults of of educational educational activities activities on on both both individualindividual learners learners and and the the wider wider society. society. TheThe subject subject of of education education quality quality can can thereforetherefore be be addressed addressed at at three three levels: levels: inputinput,, processprocessandand outputoutput..

Quality of Education in Africa - [email protected] Output

Process

Input

Source: Obanya [2002] –Dimensions of Quality

Quality of Education in Africa - [email protected] Obanya Tripartite Model of Quality in Education

S/N Inputs Processes Outputs

1. Society Total Involvement and - Acquisition of socially acceptance of program desirable skills. 2. Policy Adaptability to local - Continuous interest n conditions. Democratic. learning. 3. Management Decentralisation. Autonomy for - Permanent, unqualified Framework operators society ’s interest in the promotion of education. 4. Curriculum Responsive to individual and -Teachers and societal needs. Management fully devoted 5. Teaching Force Adequately prepared and well to continuous self motivated improvement. 6. Infrastructure Aesthetic, relevant and enough - The ultimate goal: A committed society, a 7. Materials Relevant, adequate and critical mass of enough productive/creative citizens and an education 8. Funds Available at the right time in system that goes on right amount, and well applied improving

Source : Obanya (2002)

Quality of Education in Africa - [email protected] The Obanya conception of Quality of Education is quite ingenious. It concisely addressed the subject, and interestingly, within an African perspective. Though the details of the actual process are not clearly delineated in this table/model [such as practically effective pedagogies, use of diagnostic and development -oriented testing techniques etc], they are well explained in several portions of his classic titled: ‘Revitalizing Education in Africa ’ . It appears two vital elements are missing in the input dimension though: the student force and the industrial force. The quality of pupils/students prepared by the society [parents, hospital, church, school etc] lays the foundation and largely determine the effect of the education process and the quality of final output. A strong collaboration between the school system and the industrial system, particularly in science and technology practical works will go a along way in catalyzing truly indigenous productivity and development.

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

Quality of Education in Africa - [email protected] Content of What affects formal and learning affects the non-formal quality of education learning

What the Learning learner Processes Factors affecting brings Learning: Level of Learner

Conducive Seeks out learning learners environment

Source: UNAIDS-IITA [2006]

Quality of Education in Africa - [email protected] Implements What affects relevant and learning affects the appropriate quality of education policies

Structures management Restructures and resources Administration to support Factors affecting for learning learning Learning: Level of the Learning System

Promotes the establishment Measures of legislation learning supportive outcomes to learning

Source: UNAIDS-IITA [2006]

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

Level of Learning System Level of Society

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

Quality of Education in Africa - [email protected] IndicatorsIndicators

Quality of Education in Africa - [email protected] SeveralSeveral indicators indicators provide provide information information on on dimensionsdimensions of of quality. quality. Public Public expenditure expenditure on on educationeducation representsrepresents aa higherhigher proportionproportion ofof GDPGDP ofof rich rich countries, countries, where where the the EFA EFA goals goals are are alreadyalready achieved, achieved, than than in in poorer poorer ones, ones, where where thethe coveragecoverage ofof underunder --resourcedresourced systemssystems needsneeds toto be be expanded expanded and and improved. improved. Pupil/teacher Pupil/teacher ratioratio remain remain higher higher than than is is desirable desirable in in many many countriescountries of of Sub Sub --SaharanSaharan Africa Africa [regional [regional medianmedian is is 44:1] 44:1] and and South South and and West West Asia Asia [40:1].[40:1]. InIn manymany lowlow incomeincome countries,countries, teachersteachers dodo not not meet meet even even the the minimum minimum standards standards for for entryentry into into teaching teaching and and many many have have not not fully fully masteredmastered the the curriculum. curriculum. The The HIV/AIDS HIV/AIDS pandemicpandemic isis severelyseverely underminingundermining the the provision provision ofof good good education education and and contributing contributing significantly significantly toto teacherteacher absenteeismabsenteeism (UNESCO,(UNESCO, 2004)2004)

Quality of Education in Africa - [email protected] YoloyeYoloye in in Ajayi Ajayi (2009), (2009), posited posited that that therethere are are six six indicators indicators for for assessmentassessment of of quality quality in in higher higher educationeducation system. system. These These include include the the qualityquality of of teachers, teachers, the the quality quality of of facilities,facilities, the the quality quality of of instructions, instructions, thethe quality quality of of evaluation evaluation procedure, procedure, thethe quality quality of of morality, morality, and and the the qualityquality of of administration administration and and managementmanagement [[Illustrated ].].

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

Quality of Quality of administration & management facilities

Quality Indicators

Quality Quality of of morality instructions

Quality of Evaluation procedure Source: Yoloye in Ajayi [2009]

Quality of Education in Africa - [email protected] TheseThese pointspoints areare valid.valid. However,However, aa vitalvital qualityquality indicatorindicator appears appears to to be be left left out, out, ‘‘qualityquality of of studentsstudents ’’.. InIn mymy view,view, thisthis isis thethe mothermother ofof allall educationeducation qualities.qualities. ItIt isis possiblepossible toto havehave qualityquality infrastructure,infrastructure, teachers teachers and and related related inputs inputs and and processesprocesses and and yet yet produce produce students students who who are are aversiveaversive morally, morally, incapable incapable of of peaceful peaceful mutual mutual relations,relations, and and hardly hardly able able to to contribute contribute meaningfullymeaningfully to to community community and and national national development.development. Such Such educational educational investment investment wouldwould be be a a waste. waste. Education Education that that does does not not translatetranslate to to production production of of quality quality students students who who areare capable capable of of solving solving their their personal, personal, societal societal andand environment environment problems problems whilst whilst evolving evolving economicallyeconomically viableviable goodsgoods andand servicesservices isis hardlyhardly aa qualityquality education.education.

Quality of Education in Africa - [email protected] Akpa,Akpa, Udoh Udoh and and Fagbamiye Fagbamiye (2005) (2005) identifiedidentified somesome ofof thethe factorsfactors militatingmilitating againstagainst thethe qualityquality ofof higherhigher educationeducation toto include: include: inadequate inadequate fund, fund, shortage shortage ofof physical physical facilities, facilities, shortage shortage of of qualifiedqualified teachers, teachers, unstable unstable educationaleducational policies, policies, lack lack of of uniform uniform curriculumcurriculum and and poor poor supervision supervision cum cum monitoring.monitoring. These These factors factors are are indirectlyindirectly qualityquality indicators.indicators.

Quality of Education in Africa - [email protected] PracticesPractices

Quality of Education in Africa - [email protected] Sub -Saharan Africa [SSA] with about 740 million people and some 200 public universities and a fast increasing number of private higher education institutions and the lowest gross enrollment ratio in the world [about 5%] is now paying greater attention to issues of quality at the tertiary level. Findings from Materu [2007] study showed that structured national -level quality assurance processes in African higher education are a very recent phenomenon and that most countries face major capacity constraints. Only about a third of them have established structured national quality assurance mechanisms. Activities differ in their scope and rigor, ranging from simple licensing of institutions by the Minister responsible for higher education, to comprehensive system -wide program accreditation and ranking of institutions. Within institutions of higher learning, self assessment and academic audits are gradually being adopted to supplement traditional quality assurance methods [e.g. use of external examiners]. However, knowledge about and experience with internal audit is limited. Quality of Education in Africa - [email protected] TheThe main main challenges challenges to to quality quality assurance assurance systemssystems in in Africa Africa are are cost cost and and human human capacitycapacity requirements. requirements. Operating Operating a a nationalnational qualityquality assuranceassurance agencyagency typicallytypically entailsentails an an annual annual budget budget of of least least US$450,000US$450,000 and and requires requires appropriately appropriately trainedtrained andand experiencedexperienced staff.staff. AsAs AfricanAfrican countriescountries look look forward forward to to tertiary tertiary educationeducation toto makemake significantsignificant contributioncontribution toto economiceconomic growth,growth, improvementsimprovements inin thethe qualityquality ofof programsprograms andand institutionsinstitutions willwill bebe crucialcrucial [Ansu,[Ansu, inin Materu,Materu, 2007]2007]

Quality of Education in Africa - [email protected] InIn anan empiricalempirical studystudy ofof qualityquality assuranceassurance practicespractices in in tertiary tertiary institutions institutions in in Africa, Africa, MateruMateru (2007)(2007) foundfound that,that, toto date,date, outout ofof thethe 5252 countriescountries inin thethe continent,continent, onlyonly 1616 [31%][31%] have have quality quality assurance assurance agencies. agencies. TheseThese areare Cameron,Cameron, CoteCote DD ’’Ivoire,Ivoire, Egypt,Egypt, Ethiopia,Ethiopia, Gabon, Gabon, Kenya, Kenya, Liberia, Liberia, Libya, Libya, Mauritius,Mauritius, Mozambique, Mozambique, Namibia, Namibia, Nigeria, Nigeria, SouthSouth Africa, Africa, Sudan, Sudan, Tanzania, Tanzania, Tunisia, Tunisia, Uganda,Uganda, and and Zimbabwe. Zimbabwe. 36 36 countries countries [69%][69%] havehave nono nationalnational agencyagency inin place.place.

Quality of Education in Africa - [email protected] TheThe emergence emergence of of private private tertiary tertiary institutionsinstitutions andand thethe needneed toto regulateregulate theirtheir activitiesactivities appears appears to to have have been been the the main main triggertrigger forfor thethe establishmentestablishment ofof formalformal QAQA agenciesagencies inin mostmost countries.countries. TheThe commoncommon qualityquality assurance assurance practices practices observed observed are: are: institutionalinstitutional audits, audits, institutional institutional accreditationaccreditation and and program program accreditation. accreditation. TheThe common common approach, approach, also also used used in in developeddeveloped countries countries is: is: institutional institutional [or [or program]program] self self --assessment,assessment, followed followed by by peerpeer review review and and transmission transmission of of findings findings toto thethe institution.institution.

Quality of Education in Africa - [email protected] TheThe key key factors factors contributing contributing to to the the decline decline in in qualityquality of of higher higher education education in in Africa Africa are: are: 1). 1). declinedecline in in per per unit unit costs costs amidst amidst increasing increasing enrolments.enrolments. 2) 2) insufficient insufficient number number of of academic academic staffstaff inin higherhigher educationeducation institutionsinstitutions as as a a result result ofof brainbrain drain,drain, retirementsretirements andand HIV/ADSHIV/ADS 3)3) lowlow internalinternal and and external external efficiency efficiency and and 4) 4) Poor Poor governancegovernance OtherOther challengeschallenges facingfacing thethe qualityquality ofof educationeducation inin AfricaAfrica include:include: severelyseverely limitedlimited resources,resources, thethe threatsthreats posedposed byby wars,wars, internalinternal conflicts,conflicts, politicalpolitical uncertainties,uncertainties, the the prevalence prevalence of of fledgling fledgling democracies,democracies, natural natural disasters, disasters, HIV/AIDS, HIV/AIDS, refugees,refugees, the the debt debt burden, burden, rapid rapid population population growth,growth, globalizationglobalization andand thethe acuteacute shortageshortage ofof skillsskills inin thethe educationeducation sectorsector (Obanya,(Obanya, 2002)2002)

Quality of Education in Africa - [email protected] TheThe most most common common QA QA standards standards used used in in the the casecase study study countries countries are: are: mission, mission, vision, vision, academicacademic programs, programs, library library resources, resources, physical physical andand technological technological resources, resources, number number and and qualificationqualification of of staff, staff, number number of of students students and and theirtheir entryentry qualificationsqualifications andand financialfinancial resourcesresources [relative[relative to to number number of of students]. students]. Surprisingly, Surprisingly, thethe Matero Matero study study found found no no evidence evidence of of output output standardsstandards such such as as volume volume and and quality quality of of researchresearch and and graduates. graduates. Little Little is is known known about about thethe impact impact of of QA QA on on the the quality quality of of graduates, graduates, employeremployer attitudes attitudes towards towards graduates, graduates, and and researchresearch outputsoutputs ofof tertiarytertiary institutions.institutions. ThereThere isis needneed forfor followfollow --upup worksworks inin thesethese areas.areas.

Quality of Education in Africa - [email protected] MateroMatero furtherfurther observedobserved thatthat FrancophoneFrancophone countriescountries lag lag behind behind the the rest rest of of Africa Africa in in developingdeveloping structured structured management management of of qualityquality assuranceassurance atat thethe nationalnational levellevel andand alsoalso within within institutions institutions of of higher higher learning. learning. OnlyOnly Mauritius Mauritius and and Cameroon Cameroon have have nationalnational QA QA agencies. agencies. Madagascar Madagascar is is aboutabout to to set set up up one. one. CAMES CAMES which which has has beenbeen responsible responsible for for quality quality assurance assurance in in thethe entire entire Francophone Francophone region region presently presently appearsappears over over --stretched.stretched. Also, Also, because because participationparticipation in in CAMES CAMES is is voluntary, voluntary, it it lackslacks powerpower toto enforceenforce qualityquality control.control.

Quality of Education in Africa - [email protected] Virtually all current QAs are government dependent for funding and appointment of their governing bodies and top management. Some [e.g. South Africa, Nigeria and Egypt enjoy significant autonomy in their operations]. The Higher Education Quality Committee in South Africa directly defends its budget in parliament. In Cameroon, the agency is funded as a department of the Ministry of Higher Education and the Minister has the final say in Accreditation decisions. This heterogeneity in activity and rigor of quality assessment raises doubts as to the ability of some tertiary education systems to respond to global challenges such as the Bologna Process , which is intended to harmonize tertiary systems in the European Union area, leading to a common framework for recognition of programs, credentials and competencies. African academics, particularly those in Anglophone countries, do not fully understand the Bologna process and its influences on global higher education. A study on the specific implications of the Bologna reforms for Africa higher education is therefore necessary. Quality of Education in Africa - [email protected] ProgressProgress towards towards agreement agreement on on global global standardsstandards for for licensing licensing of of graduates graduates is is occurringoccurring inin certaincertain professionalprofessional fields,fields, forfor example,example, the the Washington Washington Accord Accord standardsstandards for for engineering. engineering. This This movementmovement isis likelylikely toto increaseincrease inin thethe yearsyears ahead.ahead. GraduateGraduate competencecompetence thatthat cancan bebe assessedassessed in in terms terms of of global global standards standards is is importantimportant for for companies companies considering considering foreignforeign direct direct investment, investment, and and for for graduatesgraduates seeking seeking mobility mobility in in a a global global labourlabour market. market. So, So, there there is is need need to to developdevelop alongalong thisthis area.area.

Quality of Education in Africa - [email protected] AssuringAssuring the the quality quality of of distance distance learning learning andand new new modes modes of of delivery delivery remain remain a a challenge.challenge. Development Development of of quality quality standardsstandards and and verification verification of of compliance compliance forfor distance distance education education require require new new skills skills whichwhich are are currently currently lacking lacking in in most most countries.countries. Presently, Presently, distance distance learning learning andand its its facsimiles facsimiles are are on on the the ascendancy ascendancy lanelane in in many many developing developing countries. countries. CapacityCapacity buildingbuilding inin thisthis regardregard isis urgent.urgent.

Quality of Education in Africa - [email protected] AmericanAmerican InternationalInternational SchoolSchool ofof LagosLagos [AISL][AISL]

Quality of Education in Africa - [email protected] The American International School of Lagos, Nigeria, has established curriculum standards and learning outcomes in all areas. The curriculum is based on the US National Standards. In order to maintain high achievement, a curriculum coordinator is in charge of monitoring and revising the curriculum periodically. The revision, based on current research, follows a five -year cycle. Teachers, administrators, and parents are involved in the decision making process. Open forums are conducted to inform parents and gain feedback regarding curriculum. To prepare students to achieve at their highest levels, the curriculum is designed to promote integration with technology and other subject areas. Library, community resources, and Internet access, as well as hands on and cooperative activities are planned to encourage positive attitude toward learning. The goal of the American International School, Lagos is to ensure a rigorous, updated curriculum that meets the needs of an international body. Quality of Education in Africa - [email protected] TheThe student student Learning Learning Outcomes/Curriculum Outcomes/Curriculum for for Math,Math, Literacy, Literacy, Social Social Studies, Studies, and and Science Science are are onon the the school school web web site. site. Examination Examination of of these these documentsdocuments along along with with the the published published calendar calendar providesprovides parents,parents, studentsstudents andand interestedinterested partiesparties withwith a a thorough thorough description description of of a a student student ’’ss year year ofof study.study. FormalFormal conferences conferences are are held held bi bi --annuallyannually while while parentsparents and and teachers teachers schedule schedule informal informal meetingsmeetings as as necessary. necessary. Report Report cards cards are are sent sent homehome three three times times a a year year in in the the elementary elementary gradesgrades PrePre --KK toto 5.5. GradesGrades 6 6 toto 1010 will will followfollow a a semestersemester grading grading period period and and will will have have two two gradinggrading periodsperiods inin thethe schoolschool year.year.

Quality of Education in Africa - [email protected] TheThe Iowa Iowa Tests Tests of of Basic Basic Skills Skills [ITBS] [ITBS] and and its its cognitivecognitive tests tests are are administered administered to to all all students students in in firstfirst throughthrough ninthninth grade.grade. TestTest resultsresults provideprovide gragradede levellevel equivalents, equivalents, national, national, international, international, private private school,school, and and high high socioeconomic socioeconomic school school percentile percentile ranking.ranking. Parents Parents are are provided provided with with a a summary summary of of theirtheir childchild ’’ss achievement,achievement, andand thethe ChildChild StudyStudy TeamTeam reviewsreviews individual individual and and grade grade level level scores. scores. Students Students and/orand/or areas areas of of concerns concerns are are identified, identified, and and plans plans areare formulatedformulated toto addressaddress deficits.deficits. AnAn integral integral part part of of the the AISL AISL program program is is the the school school librarylibrary containingcontaining overover 25,00025,000 volumesvolumes inin additionaddition toto computerizedcomputerized technology technology for for use use in in research. research. It It servesserves as as a a valuable valuable resource resource and and is is staffed staffed by by professionals.professionals.

Quality of Education in Africa - [email protected] ClosingClosing Remarks/Remarks/ FoodFood forfor ThoughtThought

Quality of Education in Africa - [email protected] CanCan qualityquality education education bebe achieved achieved within within a a quantityquantity educationeducationsystem?system?

InIn this this presentation, presentation, the the author author tried tried to to be be intellectuallyintellectually disciplined disciplined in in kow kow --towingtowing the the lines lines ofof thoughtthought ofof acclaimedacclaimed InternationalInternational BodiesBodies andand theirtheir respectiverespective AgenciesAgencies likelike WorldWorld Bank,Bank, UnitedUnited Nations,Nations, UNESCO, UNESCO, UNICEF UNICEF and and that that of of my my MentorsMentors andand EducationEducation Gurus.Gurus. GreatGreat carecare waswas takentaken notnot toto ‘‘rockrock thethe boatboat ’’.. However,However, exposureexposure toto the the principles principles of of creativity, creativity, innovation innovation and and developmentdevelopment wouldnwouldn ’’tt justjust thatthat thisthis presentationpresentation bebe concludedconcluded withoutwithout sharingsharing somesome inspirations.inspirations.

Quality of Education in Africa - [email protected] So far, the focus has been on quality education. But it is necessary to posit that there is also quantity education. From all indications, Education for All [EFA] is fundamentally ‘quantity education ’, though some want to prove otherwise. The question is, is the practice of EFA [as it is presently stipulated] realistic, especially in poor African nations that are barely managing to survive in the face of scarce resources. The drive or quest for quality education within a system of quantity education and scarce resources can be likened to a famished/emaciated man who attempts to climb a 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, he may drop dead. This is the pathetic state of many poor African nations presently. EFA or Quantity Education, vis -à-vis its attendant compulsory Basic Education for All is rendering impotent the available meagre resources in poor African nations. If continued, it is apt to dissipate the meagre resources and leave the respective countries poorer, as the trend is presently.

Quality of Education in Africa - [email protected] WisdomWisdom demandsdemands thatthat AfricanAfrican educationeducation agenciesagencies shouldshould devote devote their their meagre meagre resources resources to to effect effect truetrue quality quality education education that that would would evolve evolve morally morally soundsound technocrats technocrats who who could could galvanize galvanize national national developmentdevelopment within within a a short short time. time. This This achievementachievement is is apt apt to to significantly significantly increase increase nationalnational GDP/Income GDP/Income within within a a shorter shorter period period of of timetime that that could could then then be be used used to to achieve achieve EFA EFA [Quantity[Quantity Education],Education], ifif soso desired.desired. However,However, thisthis isis notnot desirabledesirable either.either. Rather,Rather, itit isis betterbetter that that such such accrued accrued resources resources be be used used to to furtherfurther QualityQuality education.education. ItIt isis thisthis practicepractice thatthat isis more more likely likely to to emancipate emancipate Africa Africa from from poverty poverty andand its its attendant attendant problems problems [including [including mass mass illiteracy]illiteracy] ratherrather thanthan spreadingspreading ourour thinthin resourcesresources inin tryingtrying toto achieveachieve EFAEFA byby yearyear 2015.2015.

Quality of Education in Africa - [email protected] UntilUntil the the United United Nations Nations and and its its AgenciesAgencies who who are are advocating advocating EducationEducation for for All All are are ready ready to to fullyfully assistassist AfricaAfrica in in funding funding Quality Quality and and notnot Quantity Quantity EFA EFA withoutwithout lending lending [which[which puts puts Africa Africa in in greater greater cul cul --dede -- sac],sac], theythey shouldshould allowallow AfricaAfrica toto taketake thethe course course of of nature, nature, in in going going at at its its ownown pace. pace. Failure Failure to to heed heed this this requestrequest will will simply simply keep keep Africa Africa retrogressingretrogressing insteadinstead ofof developing.developing.

Quality of Education in Africa - [email protected] ReferencesReferences

Ajayi, I. A. (2009). Efficiency of education. In J. B. Babalola and A. O. Ayeni (Eds). Educational Management: Theories and tasks.Nigeria: Macmillan Nigeria Publishers Limited. Akpa, G. O., Udoh, S. U. & Fagbamiye, E. O. (2005). Deregulating the provision and management of education in Nigeria. Jos: NAEAP. Delors et al (1996). Learning – The Treasure Within . UNESCO Report of the International Commission on Education for the 21st Century Cole, G. A. (1996). Management Theory and practice. London: D. P. Publication. Gordon, G. & Partington, P. 1993. Quality in higher education: Overview and update , USDV: Briefing paper 3. Kwapong, A. A. (1988). Challenges of Education in Africa. Ota, Nigeria: Africa Leadership Forum IATT (2006). Quality Education and HIV -AIDS. UNAIDS Inter -Agency Task Team on Education. Unpublished Obanya, Pai (2002). Revitalizing Education in Africa. Ibadan. Stirling -Horden Publishers (Nig) Ltd. World Bank (2002). Constructing Knowledge Societies: New Challenge for Tertiary Edu cation. Washington, D.C. Materu Peter (2007). Higher Education Quality Assurance in Sub -Saharan Africa: Status, Challenges, Opportunities and Promising Practices . Washington, D.C.: Africa Region Human Development Department, World Bank. Jibril, Munzali (2006). “Quality Assurance and Accreditation in Higher Education in Niger ia ” National University Commission [NUC] (2002). Ranking of Universities According to Performance of their Academic Programs in 1991 and 2000 UNESCO (2004). Education for All: The Quality Imperative . Paris: EFA Global Monitoring Report Team - United Nations Educational, Scientific and Cultural Organizatio n UNESCO (2005). Understanding Education Quality. Paris: EFA Global Monitoring Report Team - United Nations Educational, Scientific and Cultural Organization

Quality of Education in Africa - [email protected]