Mass Education Aspirations and the Quality Demand in the Delivery of Higher Education in East Africa: Consequences of Migration from Elitism
Bibliographic record
Abstract
The study examined the influence of the current mass education aspirations on the quality demand in the delivery of higher education in East Africa.The population comprised appointed quality assurance officers/directors for chartered Universities in the region which are both public and private.The sample used was 41 directors of quality assurance who were invited for the management quality assurance workshop in Tanzania by the Inter University Council for East Africa (IUCEA) out of whom only 35 returned completed and usable questionnaires.The specific objectives were; (1) to determine the relationship between student assessment and the current mass education aspirations; (2) to assess the relationship between the quality of teaching by the academic staff and the current mass education aspirations in the region; (3) to analyze the relationship between the quality of facilities and infrastructure such as library, ICT and the current mass education aspirations.Results revealed that; (1) the current increased numbers of students in higher education demands that universities strengthen the student assessment process [r = .743**,p < 0.0001]; (2) the present numbers of students in universities requires more well trained staff to provide quality teaching [r = .709**,p < 0.0001 ].It was further revealed that there is also a significant association between the present student numbers in universities and the current demand for better facilities in terms of physical infrastructure and library space [r = .787**,p < 0.0001] and ICT [r = .696**,p < 0.0001].It was therefore concluded that there is need for a deliberate move by all universities in the East African region to ensure that they put in place proper student assessment practices, the required infrastructure and ICT facilities and ensure quality teaching and learning in the whole process.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".