ABSTRACT Increasingly across many jurisdictions, external quality assurance agencies are requiring higher education institutions to develop internal quality assurance systems that grant ownership of programme improvement to those implementing teaching and learning. Whilst this development is laudable, the quality assurance frameworks used for this process appear to focus on a comprehensive list of ‘cells’ and criteria against which to assess academic standards. However, these standards vary in their degree of relevance to teaching and learning and are not always evidence-based. An internal quality assurance framework used across East Africa is analysed and comparisons are made with indicators of quality that are known to affect teaching effectiveness and student learning outcomes. These comparisons highlight the need for quality assurance agencies to develop internal quality assurance frameworks for programme review that focus on the quality of the learning experience to ensure improved programme provision.

中文翻译：

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质疑质量保证框架对教学的有效性：来自东非的案例研究

摘要在许多辖区，外部质量保证机构越来越多地要求高等教育机构开发内部质量保证体系，以将计划改进的所有权授予那些实施教学和学习的人员。尽管这一发展值得称赞，但用于此过程的质量保证框架似乎侧重于评估学术标准所依据的“单元”和标准的综合清单。但是，这些标准与教学的相关程度不同，并不总是基于证据的。分析了整个东非使用的内部质量保证框架，并与已知会影响教学效果和学生学习成果的质量指标进行了比较。