Assessing Institutional Performance towards Its Perspectives on the Arts in Higher Education in Tanzania
Recent developments in the field of higher education and human development, have led to a call for greater clarity about the outputs, skills, and knowledge an institution offers, and the quality of a degree or program. Nevertheless, research has consistently shown that students, teachers, institutio...
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2024
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| Materias: | |
| Acceso en línea: | https://www.intechopen.com/chapters/88600 |
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| Sumario: | Recent developments in the field of higher education and human development, have led to a call for greater clarity about the outputs, skills, and knowledge an institution offers, and the quality of a degree or program. Nevertheless, research has consistently shown that students, teachers, institutions, and employers understand that graduates do attain and add something to the body of knowledge. However, this chapter argues that neither academic performance nor institutional performance has clearly managed to put an emphasis on Education Key Performance Indicators to signal what a graduate from an arts higher learning institution was able to do. Hence, a paper qualification has been given priority, and the situation has brought about a need for assessing institutional performance to understand how an institution, program, department, course, and students must progress toward Competence-Based Education (CBE). Findings from qualitative research incorporating semi-structured interviews with 40 arts alumni from Bagamoyo College of Arts, the University of Dar-Es-salaam, Makumira University, and Butimba Teachers College in Tanzania, show that many graduates lack adequate and defined key skills, attitudes, and behaviors to successfully meet their ability to master a skill or goals, eventually, solve public problems. |
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| ISBN: | 978-0-85014-036-1 |
| DOI: | 10.5772/intechopen.113780 |