Higher Education Quality Assessment in Ethiopia: A Comparative Study

L. Geleto Wariyo

doi:10.4995/muse.2020.10512

Authors

L. Geleto Wariyo Addis Ababa University https://orcid.org/0000-0003-1733-7809

DOI:

https://doi.org/10.4995/muse.2020.10512

Keywords:

Quality Assessment, Quality Assurance, Quality Control

Abstract

The major objective of this study was analyzing the Ethiopian Higher Education quality assessment model in line with another world. The total 46 key informants were purposively selected from the data sources of this study (Ethiopian public HEIs and the Ministry of Education) and interviewed. Document analysis was another instrument. Using descriptive qualitative research design, data were analyzed in themes qualitatively. Literatures describing the higher education quality assessment models were reviewed. The literature on the models of higher education quality assessment generally tends to converge to the general model of higher education quality assessment and tends to diverge from it while it adds many approaches to the dimensions. It is recommended that the Ethiopian system better to be governed by an independent agency that has strong international linkage, and the system should emphasize the need of stakeholders in quality assurance and assessment. Use of diversified methodologies and existence of explicit standards for resource utilization were recommended. Rigorous interdisciplinary and cross-disciplinary peer reviews are strongly recommended in this study.

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Author Biography

L. Geleto Wariyo, Addis Ababa University

College of Education

Department of Curriculum and Instruction

Masters of Arts in Measurement and Evaluation

Now, I am a doctoral student in curriculum design and development at Addis Ababa University. I was a psychology lecturer at Wachemo University (Ethiopia) before joining my Ph.D. study.

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