Non-compliance with quality assurance mechanisms in Tanzanian universities in the context of input, process, and output perspective

Abstract

Globally, the university system emphasises compliance with quality mechanisms to improve education quality. Like other countries, Tanzania is enforcing compliance with quality mechanisms through quality audits. In doing so, non-compliance cases have been observed. This study classified the existing indicators and impacts of non-compliance with quality mechanisms along Tanzanian universities' input, process, and output. The qualitative approach and descriptive design guided the collection and analysis (through content analysis) of articles, theses, and reports to describe such indicators and impacts. The study revealed the input-related indicators, including inadequate funds, unqualified academics, and high academic/physical resource-student ratio, which affect learning environments. The process-related indicators include traditional and non-inclusive teaching approaches, irregular external examinations, and students’ examination irregularities that hinder meaningful learning and assessment. The key output-related indicator is irregular and ineffective curricula reviews and tracer studies that compromise the curricula and graduates’ quality. These indicators and impacts jeopardise students’ academic capability. Thus, national and institutional quality regulatory agencies should take accountability and improvement measures.