Higher Education Quality Assurance in the CEMAC Subregion: Lessons from the U.S.

• In Event: Poster Session: Science, Technology, and Environmental Policy 2 & Comparative Education Reform
  In Poster Session: Poster Session: Comparative Education Reform

Abstract

The rising costs of higher education due to financial constraints, declining enrollment rates, and marketing complexity are causing increased scrutiny of the value of a degree. These factors collectively highlight a noticeable absence of extensive research into the foundational principles that shape contemporary higher education, such as incorporating pre-existing knowledge systems, developing critical thinking skills, promoting metacognition and self-regulated learning, providing ample practice opportunities, recognising student diversity, fostering an environment conducive to learning, promoting critical consciousness, using dialogic teaching strategies, problem-solving education, and individual empowerment. In this context, this study compares the authorization, accreditation, and higher education quality assurance processes of the CEMAC (Central African Economic and Monetary Community) subregion with those of the United States. The study uses a comparative policy analysis methodology, relying on data from the U.S. Department of Education, the Pennsylvania State Department of Education, the Council for Higher Education Accreditation (CHEA), legal texts, policy documents from the Ministries of Higher Education, and government websites in each CEMAC country. Findings show that the U.S. has well-established legal structures, streamlined processes, consistent standards, robust resources, and quality assurance with a high degree of transparency and continuous improvement. In contrast, the CEMAC subregion faces insufficient legal frameworks, bureaucratic delays, varied standards, resource limitations, and a lack of transparency and oversight in quality assurance. While it is not recommended to copy and paste owing to differences in context and history, the study does come to the conclusion that the main ideas and methods used in the U.S. could be adapted to address the distinct difficulties and requirements of the CEMAC, both at the individual country level and as a subregion.

Author

• Ransom Tanyu Ngenge, University of the National Education Commission, Krakow