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Joannes Mehari from Tampere University during his presentation on Introduction to Quality and Quality Assurance in Higher Education Institutions

Ensuring quality in higher education is a complex and evolving process that requires continuous improvement, stakeholder collaboration, and alignment with national development goals. This theme was at the core of the HEP-TED workshop held at the University of Rwanda’s Gikondo Campus. The event brought together key stakeholders in education, including representatives from Finnish higher education institutions (HEIs) such as Tampere University and Aalto University, the University of Rwanda College of Education (UR-CE), and Rwanda Polytechnic.

Finnish HEIs representatives

Understanding quality in higher education
The workshop aimed to deepen participants’ understanding of quality assurance (QA) standards, assess existing processes, and foster collaboration for sustainable improvements in higher education. Joannes Mehari from Tampere University opened his presentation with a compelling analogy—comparing the difficulty of defining quality in education to the challenge of standing too close to an elephant. He explained that quality is perceived differently by various stakeholders—students, faculty, employers, and policymakers—making it a subjective and context-dependent concept.
“Quality in higher education is not a one-size-fits-all concept. What students perceive as high quality may differ from what academics or policymakers consider important,” Mehari remarked. He highlighted four key models that shape QA approaches :
 Fitness for purpose – Ensuring education meets institutional and national goals.
 Excellence – Striving for the highest academic standards.
 Value for money – Aligning resources with outcomes.
 Transformation – Enhancing students’ intellectual and professional growth.
These perspectives influence accreditation processes, institutional policies, and stakeholder engagement strategies.

UR-CE and RP representatives

Challenges in defining and implementing quality assurance
Mehari described higher education institutions as "black boxes," where inputs such as student admissions and research funding do not always yield predictable outcomes. Several challenges complicate QA implementation, including :
 The evolving nature of academic programs and research.
 Balancing institutional autonomy with standardized QA frameworks.
 Managing the expectations of diverse stakeholders.
 Defining quality in measurable terms—should it be based on employability, research output, or student satisfaction ?
The workshop emphasized that QA should be adaptive and aligned with Rwanda’s national priorities, ensuring that graduates are equipped with relevant skills for the labor market.

Context-specific approaches to quality in Rwandan HEIs
For Rwandan HEIs, quality assurance should address national priorities, including :
 Strengthening skills in priority sectors such as ICT, agriculture, and energy.
 Promoting critical thinking, problem-solving, and innovation.
 Enhancing global competitiveness through internationally recognized programs.
Mehari emphasized that institutions should conduct regular graduate tracer studies, improve experiential learning opportunities, and foster closer industry linkages to ensure the relevance of their academic programs.

Key elements of an effective QA system
The presentation outlined five essential components of an effective QA system :
 Governance and leadership – Strong institutional management and accountability.
 Academic standards – Well-structured curricula and assessment mechanisms.
 Assessment and feedback – Robust methods for evaluating learning outcomes.
 Resources – Adequate funding, facilities, and faculty development.
 Continuous improvement – Regular reviews and updates to policies.

Challenges and considerations in QA implementation
While quality assurance frameworks aim to enhance education, Mehari cautioned against unintended consequences, such as :
 Over-reliance on rankings, which may not reflect holistic institutional quality.
 Inequities between well-resourced and under-resourced institutions.
 Bureaucratic inefficiencies that can slow innovation and responsiveness.
To mitigate these challenges, the workshop recommended fostering a quality-focused institutional culture, integrating stakeholder feedback into QA processes, and leveraging data-driven decision-making.

The HEP-TED workshop at UR Gikondo Campus provided valuable insights into strengthening quality assurance in higher education. As Rwanda continues its efforts to enhance the quality and relevance of its HEIs, institutions must adopt flexible, context-aware QA mechanisms that foster continuous improvement.

Though unable to attend the workshop, the Higher Education Council (HEC), a key project partner, plays an essential role in shaping Rwanda’s QA frameworks. Through its policies and initiatives, HEC continues to support the development of a robust, high-quality higher education system aligned with national and international standards.

Participants in the workshop posing for a group photo.

Story by

NTIRANDEKURA Schadrac
PRO,UR-CE