Accreditation and Higher Education: The Case of Zimbabwe

Introduction

While some literature support the view that higher education originated elsewhere, some dispute that it irrefutably originated in Western Europe during the medieval era. According to Alemu (2018), such a conclusion is “the product of the coloniality of power that requires deconstruction”. However, what matters most in this chapter is not the subject of originality of higher education but of the need for it to be of high quality standards that make it universally accessible and recognised for the global citizenry who are now more fluidal and migratory than before. Similarly, the multiplicity of higher education institutions locally, regionally and internationally has become worrisome with regards to the nature, quality and credibility of the degree programmes offered and whether the programmes are market driven in alignment with the global human market demands. Such institutions include poly-technical colleges, teachers’ training colleges as well as universities.

A university is part of the general socioeconomic and political fabric of a given society and era (Alemu, 2018). It is a high level of intellectual development battle ground of ideas expressive of its time and features both in the present and the future, thus, universities are expected to act as centres of societal transformation in accord with changing situations. The idea of a university, as Tilak (2015:56) quoted it, “stands for humanism, for tolerance, for progress, for the adventure of ideas and the search for truth at the same time standing for the onward march of humans towards ever-higher objectives. If universities discharge their duties adequately, then all is well with the nation and the people.” In fact, no nation can be better than the quality of its education given that, no nation can develop beyond the quality of its higher education. Thus, Hayward (2006) professed that, ‘There is no uncertainty that the quality of higher institution of learning of a country determines the quality of human resources of a country.’ This is against the background that, one key purpose of the universities is “to produce a competent, skilled and globally knowledgeable workforce for the labour market of business and industry, which is a critical factor to national growth and development” (Abubakar & Men, 2017:9).

From time immemorial, universities are known for playing three fundamental overlapping obligations, but in several different ways at different times and in diverse places. These roles include teaching new generations; preserving and discovering knowledge; and contributing talent, ideas, advice, and challenge to the wider society (Alemu, 2018). All these are executed informed by research, teaching and the zeal to serve communities. In an era of “non-lieux” (Non-places), universities are best placed to fulfil those roles today by resisting the pressures to uniformity and contributing to an intergenerational dialogue that requires diversity and disputation (Toope, 2014).

In order to fulfil their mandate at the same time producing highly competent and marketable graduates who can serve internationally, universities should seek both internal and external quality assurance and accreditation of both the institution and programmes on offer.

In higher education, quality assurance is a decisive factor in every single nation’s developmental trajectory as it enhances the labour market competitiveness in this global village characterised by brain drain and labour fluidity. With increased quality assurance, university graduates become assured of international recognition as they meet international expectations and standards through harmonisation of programmes on offer.