Abstract: The aim of this investigation was to examine influence of quality assurance practices on implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County. This study adopted a mixed-method approach and a descriptive correlational and concurrent triangulation designs. The study targeted a sample population of 373 respondents that included 53 principals, 53 Board of Management chairs, 1 Curriculum Development Assessment and Certification Council chair, 265 Heads of Departments and 1 Technical and Vocational Education and Training County Director. Questionnaires were administered to Board of Management chairs and Head of Departments, while interviews gathered insights from Technical and Vocational Education and Training County Director and Curriculum Development Assessment and Certification Council chair. Qualitative data was analysed through thematic analysis where patterns and themes were identified in respondents’ narratives and interpreted in relation to the study’s objectives. Quantitative data was analysed using descriptive statistics. For inferential data Linear regression analysis was used to determine extent to which quality assurance practices influence implementation of Competency-Based Education and Training. The data was analysed using SPSS Version 30 and findings presented in form of tables and charts for clarity and ease of interpretation. Research findings demonstrated that when quality assurance practices are well executed, they promote instructional practices and assessment process within Technical and Vocational Education and Training institutions resulting to instructional practices and assessment processes being outcome-based, competency-based and aligned with industry needs.

Abstract: The study examined quality assurance supervisory strategies in enhancing academic performance of pupils with special needs education in primary schools. The study employed mixed method research approach with descriptive design. The study was guided by three objectives which are; to identify quality assurance supervisory strategies in enhance academic performance of pupils with special needs education primary schools, to find out whether quality assurance supervisory strategies in enhancing academic performance of pupils with special needs education primary schools and to examine the challenges facing teachers’in quality assurance supervisory strategies in enhancing academic performance of pupils with special needs education primary school. The Findings revealed the quality assurance supervisory strategies in enhancing academic performance include the planning for teaching and learning, assessment and evaluation, methods of teaching, material of instruction and revision of education objectives. However, the challenges facing teachers’ use of quality assurance supervisory strategies identified by the study were insufficient materials of ‘instruction, poverty, availability of human and material resources, lack of knowledge and awareness, low budget for professional growth and development of teachers, lack of time for revision of educational objectives, problem of transport, and lack of money for infrastructure maintenance. The researcher recommends future studies to focus or to be conducted on the possible measures on the challenges of quality assurance supervisory improving academic performance of pupils with special needs education.

Abstract: Globally, the agricultural sector faces challenges such as climate change and resource depletion, necessitating robust quality management practices for sustainability. The purpose of this study was to evaluate the effect of quality management practices on the performance of agricultural projects in Rwanda. Data analysis involved descriptive and inferential statistics of correlation and regression analysis at a significance level of 0.05 through SPSS Version 25. The findings for first, (H01) that the quality planning does not influence the performance of Agricultural Projects was rejected since P=0.000<0.05, confirming that quality planning has a significant positive influence on performance of Agricultural Projects. Second, (H02) stating that quality planning does not significantly influence performance of Agricultural Projects was also rejected since P=0.000<0.05, indicating a significant impact of quality assurance on performance of Agricultural Projects. Third, (H03) that the quality control does not influence the performance of Agricultural Projects was rejected since P=0.000<0.05, suggesting that quality control has a significant positive influence on performance of Agricultural Projects. Finally, (H04) that the quality improvement does not significantly influence the performance of Agricultural Projects was similarly rejected since P=0.000<0.05, highlighting that quality improvement significantly contributes to improving performance of Agricultural Projects. The study concluded that the Seed Potato Fund Ikigega project exhibits strong quality management practices that significantly contribute to its success. The study recommended that there is a need of conducting comprehensive resource assessment and mobilization, implementing consistent training programs, and enhancing quality control measures.

Abstract: The study investigated Church Involvement in Curriculum Implementation and Quality Assurance Standards of Anglican Church of Uganda and was guided by the following Research Questions; How does the Anglican Church of Uganda’s involvement in curriculum implementation contribute to the internal Quality Assurance Standards of her universities in Uganda and to what extend does Anglican Church of Uganda’s involvement in curriculum implementation contribute to the External Quality Assurance Standards of her universities. Concurrent triangulation research design employing mixed methods approach was used in this study to obtain findings from 471 (93% of respondents) from four universities selected using stratified, purposive, and simple random selection techniques. The questionnaire, interview guide, observation check list and documentary analysis were used to collect data. The findings indicated that the coefficient for curriculum implementation in the quality assurance model is 0.193, indicating a positive relationship between curriculum implementation and quality assurance. The findings suggest that the impact of curriculum implementation on quality assurance is substantial (Beta = 0.480**; p<0.001). It was recommended that the ACOU put in place a supportive and functional system with qualified personnel to enhance proper curriculum implementation and quality assurance.

Abstract: In the context of higher education, active Church involvement in Curriculum Management and Quality Assurance plays a crucial role in the 21st century. A Concurrent triangulation research design employing mixed methods approach was used in this study to obtain findings from 471 (93% of respondents) from four universities selected using stratified, purposive, and simple random selection techniques. The questionnaire, interview guide, observation check list and documentary analysis were used to collect data. The findings indicated that among the respondents of the study, 62.2% were males and 37.8% were female; with 73% possessing master’s degree while 11% with a PhD. The Anglican Church of Uganda (ACOU) involvement in curriculum management and quality assurance was low, with M: 1.999 SD: 1.084. It was recommended that the Province of the ACOU should empower and support the provincial directorate of Education and Commission for higher education to get fully involved in Curriculum Management and Quality Assurance through routine monitoring and support supervision of her universities of higher learning.

Abstract: Guiding standards are essential for the successful practice of quality assurance controls and goal achievement. However, despite clear standards, the teacher education system globally still experiences challenges. Conducted in four government universities in Mozambique over a period of 2 years in Manica, Sofala, Inhambane and Zambezia provinces, this study examined participants’ familiarity with guiding standards for quality assurance in teacher training. The research questions were, ‘How familiar are fourth year teacher education students in Mozambican universities with the standards for quality assurance? and ‘Are there Relationships among Quality Assurance Guiding Standards?’ The descriptive survey design was used. The target population were teacher trainees in fourth year. 242 questionnaire respondents (129 males and 113 females) were selected using simple random sampling, with ages ranging from 18 to 50 years. The response rate was 81.2%. The reliability test on questionnaire items established a Cronbach’s Alpha value of 0.921. Findings showed a high standard deviation on items that sought to ascertain existence of a QA (Quality Assurance) department (1.02023). Heterogeneous responses on the question that sought to confirm the existence of a quality assurance department showed moderate evidence of the implementation of guiding standards. A strong positive relationship was also found when administration functions were correlated with lecturer roles (.650). The study recommended establishment of a QA department in teacher training universities; and that Ministry of Education, Science and Technology ensures that all stakeholders in teacher training universities are familiarized with QA standards and guidelines through training, workshops, induction and orientation programs.

Received July 27, 2020; Revised August 21, 2020; Accepted August 23, 2020

Abstract: Internalisation of higher education has become the trend in higher education yet not many studies have focused on the risks and challenges that may arise from the phenomenon. This paper points out some of these challenges in general and highlights the concerns and risks that may arise from attempts to take education beyond an institution’s national boarders by examining and analysing literature from different schools of thought. The study adopts Raymond Vernon’s theory of International Product Life Cycle in an attempt to highlight the risks and challenges that lie beneath the process of internationalisation of higher education. From the analysis, the main concerns include: maintaining/enhancing quality of programmes, commercialisation of institutions/programmes, rise in low-quality or rogue education providers; domestic employers and institutions’ reluctance to recognise foreign qualifications, inability to meet domestic higher education objectives, overuse of English language, financial constraints, ethical, religious and political aspects of the host countries, attitude of staff, lack of institutional preparedness and the challenge of attaining an international curriculum. Recommendations are thereafter given to help minimise the risks and enhance the process of internationalisation. This paper presents the risks and challenges in general, even though the severity of the risks and challenges may vary greatly depending on the economic, political and socio-cultural status of the countries and the stakeholders involved.