2023/12/31 by Nemomsa, Kebede, Beyesa, Feyera
#Pre-Service Teacher Education #Quality Assurance #Quality Education #Quality Review
paper · doi:10.20372/star.v12i4.07
This study investigated the status of quality education in the Teachers Training College (TTC) of western Oromia regional state. It focused on Jimma, Metu, Nekemte, and Shambu teachers training colleges. For this study, we employed a mixed approach (quantitative as the main approach and qualitative as a subsidiary approach), combining a comparative case study and a survey to investigate the status of quality education in teachers training colleges. Data was gathered from Oromia Education Bureau curriculum experts, college deans, college instructors, laboratory technicians’ ICT, and library heads. Semi-structured interviews conducted with key informants, observation, and a survey questionnaire form the main evidence base. A summary of the interview and descriptive and inferential statistics were used to analyse the qualitative and quantitative data, respectively. To maintain the quality of education in an institution, having a robust internal quality assurance system, qualified academic and administrative staff, an excellent teaching-learning process, the commitment of all staff, material and financial resources, and the interest, background, and commitment of learners are indispensable. The research findings of the study indicate that there is no internal quality assurance mechanism in all case study institutions. Although more than 60% of graduates pass the theoretical aspect of the centre of competence assessment each year, those who passed and failed the centre of competence assessment joined the teaching profession. The Ministry of Education (MOE) was the only responsible body to initiate the development of a new curriculum and to revise the existing curriculum. The mandate of the TTC has been to participate in curriculum development and revision conferences when they are invited by MOE and prepare the module based on the curriculum framework set by MOE. The most common approaches employed in quality assurance of teaching and learning in the case study institutions entail monitoring and assessment of staff by department as well as student evaluation, implementing active learning teaching approaches, 1–5 team-based learning, student advice, and providing tutorial classes. The research conducted and published by academic staff in all teacher training colleges was not adequate throughout the last three years. The established laboratories were not working effectively. The four most influential factors affecting the quality of education in the four case study institutions were poor facilities and equipment, the quality of students, low payment for academic staff for the extra-teaching load, and the commitment and support of the academic community for quality.