Beyond evaluation: Improving quality and impact through programme accreditation

E. C.  Garwe; M.  Zunguze; M.  Kanda

doi:10.59400/fes.v2i3.522

Beyond evaluation: Improving quality and impact through programme accreditation

E. C. Garwe College of Agriculture and Environmental Science, Mohammed VI Polytechnic University, Ben Guerir 43150, Morocco
M. Zunguze Zimbabwe Ezekiel Guti University, Bindura 350, Zimbabwe
M. Kanda Education Department, Gateway Christian Teachers College, Harare 192201, Zimbabwe

Article ID: 522

166 Views, 82 PDF Downloads

DOI: https://doi.org/10.59400/fes.v2i3.522

Keywords: accreditation; quality assurance; higher education; Zimbabwe; institutional performance

Abstract

This study assesses the role and process of accreditation in enhancing the quality and efficacy of higher education institutions in Zimbabwe, with a specific focus on the transformative effects this process has on educational standards. Using Zimbabwe Ezekiel Guti University (ZEGU) as a case study, the research examines the programme accreditation process, the challenges, and the success factors thereof. The study adopts a qualitative approach, with in-depth interviews with participants across administration, faculty, and students and document reviews. Through findings of the study, we model the multi-stage accreditation process, identifying challenges, key factors, and strategies that contribute to successful accreditation, such as rigorous self-evaluation, robust stakeholder engagement, and compliance with overarching accreditation benchmarks. The research findings present a compelling argument for the integration of accreditation as a central component of quality assurance across the higher education spectrum. The implications of this study stretch across borders, offering evidence-based recommendations for policymakers and educators to reinforce their quality assurance systems and thereby fostering an environment conducive to generating graduates prepared for the global workforce. By highlighting the accreditation process as a vehicle for continuous quality improvement, this research positions higher education institutions as pivotal contributors to individual empowerment and societal progress. The research thereby offers insights that are intended to support policy formulation, inform institutional strategies, and guide quality enhancement initiatives across various educational contexts.

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Published

2024-08-21

How to Cite

Garwe, E. C., Zunguze, M., & Kanda, M. (2024). Beyond evaluation: Improving quality and impact through programme accreditation. Forum for Education Studies, 2(3), 522. https://doi.org/10.59400/fes.v2i3.522

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