An Assessment of Quality Assurance in Higher Education at Katigondo National Seminary

Traditionally, it was a preserve of higher institutions of learning to provide quality education. The nitty-gritty of how the quality of education was controlled, managed, audited and assured was not so much of public talk. As rightly observed by [1] before concern rose; there would be general trust in higher education institutions and academics (Professors) that would know what to do and how to do it. Today the question of quality is in public domain, giving rise to the question of quality assurance. [2] recognizes that in the western world the increased attention to quality in higher education dates back from mid 1980s on. At the heart of every academic institution is the pursuit of quality. Teaching and learning in higher educational institutions therefore have as their cardinal focus the quality of the products. Quality education guarantees public confidence in higher education and resolves the dilemma of “half-baked”, therefore, irrelevant graduates to the needs of society. It is ideal then to ensure that an overseer committee for quality assurance is established in every institution of higher learning. However, it is most probable that the success of quality control measures will largely depend on budgetary allocation and the goodwill of the implementers. The question still remains, “why is the public enthusiastic today, more than ever, on quality in higher education?” This paper seeks to assess the public enthusiasm of today on quality assurance in higher education and the challenges faced in guaranteeing quality education in institutions of higher learning with reference to Katigondo National Major Seminary.