Curriculum development and quality of education in higher education institutions: The case of Uganda management institute.
Walala Nabalende, Rita
Walala Nabalende, Rita
MetadataShow full item record
This study titled ‘Curriculum Development and Quality of Education in Higher Education Institutions,’ was carried out from Uganda Management Institute, Kampala Uganda. The purpose of the study was to assess the relationship between curriculum development and the quality of education at Uganda Management Institute. The study tested three research hypotheses i.e there is no relationship between curriculum design and quality of education at Uganda Management Institute; there is no relationship between curriculum implementation and quality of education at Uganda Management Institute; there is no relationship between curriculum evaluation and quality of education at Uganda Management Institute. The study used a cross sectional survey research design and collected data from a total of 281 participants, 20 academic staff and 10 course administrators. Data was collected using a Self-Administered Questionnaire with open ended and close ended questions and an Interview Guide. Qualitative data was coded and themes identified while quantitative methods were also used to quantify certain responses and for the generation of tables, frequencies and percentages for analysis and presentation. Pearson correlation test was used to test the relationship between the study variables. The study found that during curriculum design, there was lack of assessment to know the need of the stakeholders concerning the content and courses that they need to study. The situational analysis stage in curriculum design seemed to be skipped yet it is what defines the content and course required by the stakeholders. Though there was good curriculum implementation through class room lectures, guest speakers and field work practices / experiences to enhance participants’ knowledge, skills and practical application of the knowledge learnt, institutional challenges of resource constraints such as inadequate lecture rooms, ICT facilities and furniture make the curriculum implementation process difficult. There was also lack of competence based teaching and learning, where it was observed through the study that timetabling was at times not based on the area of competence of the facilitator. The absence of a comprehensive needs assessment among participants and employers affects quality education at UMI, as evidenced from some courses that were designed and never took off or had to be closed down due to failure to attract candidates. For example, the Postgraduate Diploma in Industrial Psychology designed in 2010, advertised in 2010, 2011, 2012 but has never been implemented, the Postgraduate Diploma in Resource Mobilisation and Management fully designed and conducted for only two academic years and then closed because the participant numbers were quite low. The study concluded that there is a high positive correlation between curriculum design, implementation, evaluation and the quality of education offered by UMI (ά = 0.001, 0.000 & 0.001 respectively). Therefore, adherence to the curriculum development process helps to improve the quality of education reflected through continued marketability of designed programs, quality of graduates, and employability of graduates, competence and competitiveness among the graduates, practical knowledge and skills exhibited by the UMI graduates among others. The study recommended that Uganda Management Institute conducts initial needs assessment exercise / studies before introducing new courses. By involving relevant education stakeholders like participants and employers through stakeholders’ conferences and seminars, their views would be captured and incorporated while designing the study content. This shall eliminate cases of designing courses irrelevant to the job market, introduce demand-driven courses and build a sustainable curricula development process.