Curriculum Development and Quality Assurance in African Higher Education: Governance, Accreditation, Digital Transformation, and Institutional Resilience in the Age of Artificial Intelligence

Authors

Placide MUTABAZI (ed)
Open Christian University image/svg+xml
Jean Bosco MUVUNYI (ed)
Open Christian University image/svg+xml

Keywords:

African higher education, curriculum development, higher education quality assurance, accreditation, digital transformation and artificial intelligence, institutional resilience, evidence-traceable quality governance

Synopsis

The credibility of higher education depends not merely on approved curricula, accreditation status, institutional resources, or technological advancement, but on whether universities can demonstrate that their educational commitments are meaningfully delivered, fairly assessed, and continuously improved. This book presents a comprehensive scholarly and practical examination of curriculum development, institutional governance, quality assurance, accreditation, digital transformation, and educational resilience in African higher education. With Rwanda as its principal regulatory and institutional context, complemented by comparative perspectives from Kenya, Ghana, and South Africa, the volume integrates critical scholarship, regulatory documentary analysis, standards mapping, and conceptual synthesis to examine the relationship between educational purpose, institutional capability, academic standards, and public accountability.

Organised into twelve interconnected chapters, the book critically addresses higher education regulation, qualifications frameworks, evidence-based curriculum design, online and blended learning, artificial intelligence, assessment integrity, inclusive education, learner support, internal and external quality assurance, and institutional resilience amid technological, environmental, geopolitical, and public-health disruptions. A dedicated chapter examines Christian higher education, integrating biblical foundations, scholarly integrity, institutional mission, and regulatory accountability. Its central conceptual contributions are the Integrated Evidence-Traceable Quality Governance (IETQG) framework and the Evidence-Traceable Accreditation Judgement (ETAJ) model, which establish a coherent approach to connecting institutional capabilities, programme implementation, verifiable evidence, defensible accreditation judgements, and continuous educational enhancement.

Moving beyond theoretical analysis, the volume provides practical frameworks, curriculum alignment matrices, accreditation assessment instruments, evidence registers, evaluation rubrics, institutional diagnostics, and implementation guidance to support informed professional decision-making. These original instruments are presented as adaptable scholarly proposals requiring contextual application and further empirical validation, rather than officially approved regulatory models. Intended for higher education regulators, policymakers, university leaders, curriculum developers, quality assurance professionals, accreditation reviewers, lecturers, and researchers, this book offers an integrated foundation for strengthening academic integrity, institutional accountability, educational effectiveness, and sustainable quality improvement across African higher education.

Chapters

References

This unified list retains the distinct sources cited across the twelve chapters. Citations to earlier chapters and related publications preserve their scholarly provenance; internal chapter references identify discussions within the present volume.

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Curriculum Development and Quality Assurance in African Higher Education

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17 October 2026

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SANGWA, S. (2026). Curriculum Development and Quality Assurance in African Higher Education: Governance, Accreditation, Digital Transformation, and Institutional Resilience in the Age of Artificial Intelligence (P. MUTABAZI & J. B. MUVUNYI, Eds.). Open Christian Press. https://doi.org/10.65655/ocp.m29