 Quality
Assurance in Teacher Education.
Consultant:
E-mail address: mocheng@educ.mak.ac.ug
Telephone:
Mobile:
Investigators / researchers
:
-
Mary T. K. Ocheng
-
Mungoma Mwalye
-
Leah N. Sikoyo
-
Prose Ssentamu
-
Mark Byaruhanga
Achievements:
The research project was submitted
to Makerere University
Project overview:
A study of policy and practice
at tertiary level
This study investigated the existing policy and practice
of Quality Assurance in Tertiary Teacher Education
Institutions (TTEI) in Uganda. More specifically the
study endeavored to investigate the:
-
Existing policy
for quality assurance in TTEI at national and institutional
levels.
-
Existing practices
in TTEI in relation to quality indicators.
-
Existing mechanisms
for quality assurance in the TTEI
-
Discrepancy between
policy and practice of quality assurance in TTEI
The study was carried out in five
districts namely:
-
Tororo,
-
Mubende,
-
Mbarara,
-
Lira
-
Kampala.
Purposive sampling was used to select
three public Universities namely:
-
Kvambogo University,
-
Mbarara University,
-
Makerere University
And three
NTCs
-
Ngetta NTC,
-
Nagongera NTC
-
Mubende NTC.
A total of 139 respondents were purposively
sampled, these including three key informants from
the Ministry of Education Service, 10 administrators
from the University Faculties of Education, 36 NTC
lecturers, 34 University lecturers and 50 Secondary
School Teachers who were trained in the sampled NTCs
and Universities.
A descriptive survey methodology was
utilised to generate data for this study. Questionnaires,
key informant interviews and document review constituent
were the instruments utilized. Data was analysed with
qualitative analytical techniques.
From the available findings it was
concluded that:
-
The national
policy for quality assurance in TTE1 is available
but too general to guide implementation.
-
The NCHE is the
body responsible for setting and monitoring of standards
in Higher Education under which TTEI fall. However
the NCHE has not yet started its formal operations.
-
At Institutional
level, policy for quality assurance is derived from
the national policy and contextualised in the local
institutional environment.
-
TTEI are faced
with several challenges with regard to the indicators
of quality.
The major constraints to quality in
UEI are high student numbers giving rise to high lecturer:
-
Student ratios
and heavy workloads for lecturers, inadequate physical
and instructional resources.
-
Discrepancy between
policy and practice in TTEI has been noted in admissions,
qualification of teacher trainers, lecturer: student
ratios and provision of equipment and instructional
materials as well as management of school practice.
This discrepancy is partly attributed to lack of
clear national and institutional policies on quality
parameters in tertiary institutions.
In view of the findings it
is recommended that:
The concept of quality in relation
to inputs, processes and output of Teacher Education
be defined and established among stakeholders of Teacher
Education
A variety of internal and external quality assurance
mechanisms should be identified and institutionalized
to maintain quality in Teacher Education. Participation
and feed back to concerned parties should be given
more focus.
Mechanisms for follow up of graduating teachers are
institutionalized to provide feed back about the UEI
outputs.
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