Enhancing Quality Assurance, Monitoring and Evaluation As Predictors of the Promotion of Competence-Based Education In Colleges of Education In South-East Nigeria

Abstract

This study investigated quality assurance, monitoring and evaluation as predictors of the promotion of competence-based education in Colleges of Education in South-East Nigeria. The study was motivated by growing concerns regarding the effectiveness of competence-based education implementation in teacher education institutions and the need to strengthen institutional mechanisms that support quality instructional delivery. A correlational survey research design was adopted. The population of the study comprised academic administrators, lecturers, quality assurance officers and academic planning personnel in Colleges of Education in South-East Nigeria. A sample of 356 respondents was determined using the Taro Yamane formula and selected through a multistage sampling procedure. Data were collected using a structured instrument titled Quality Assurance, Monitoring, Evaluation and Competence-Based Education Questionnaire (QAMECBEQ). The instrument was validated by experts in Educational Management, Quality Assurance and Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha, yielding coefficients of 0.82, 0.79, 0.84 and 0.86 for the respective clusters, with an overall coefficient of 0.83. Data were analyzed using Pearson Product Moment Correlation and Multiple Regression Analysis at the 0.05 level of significance. Findings revealed significant positive relationships between quality assurance, monitoring, evaluation and the promotion of competence-based education. The variables jointly and significantly predicted competence-based education implementation in Colleges of Education in South-East Nigeria. The study concluded that quality assurance, monitoring and evaluation are critical institutional mechanisms for promoting competence-based education and recommended strengthening internal quality assurance systems, institutional monitoring practices and programme evaluation frameworks.