Quality assurance in Afghan higher education: achievements and challenges

Abstract

PurposeThe purpose of this paper is to review the development of quality assurance (QA) processes in higher education in Afghanistan and chart and assess the current achievements and challenges. Drawing on fieldwork, documentary research and secondary sources, the analysis seeks to integrate these elements into an integrated overall analysis of the phenomenon of QA in Afghan higher education, including its evolution over time, with some attention given to the implications for future development.Design/methodology/approachThe methodology is based on field study, conducted by one of the authors, interviews with the Ministry of Higher Education officials by the second author, collection and analysis of policy documents and review of relevant literature.FindingsKey findings reveal some tensions between stated policies regarding QA in Afghan higher education: limited finance, growing levels of insecurity and limited capacity within the Ministry of Higher Education, including staff training. Some barriers within higher education institutions are also pointed out in both public and private higher educational institutions.Research limitations/implicationsImplications of the research are that although further funding is needed to institute QA in higher education institutions, both public and private, this is unlikely in the current circumstances, with donor funds limited and commitments not always fulfilled. Anti-corruption measures will continue to be important, and declining security, in some provinces more than others, will likely limit the effective implementation of QA measures.Practical implicationsGiven current conditions in Afghanistan, there are clear practical limits to what can be achieved in strengthening QA in higher education. The undoubted enthusiasm of the people, however, means that the situation must be addressed as far as possible. Greater engagement with regional QA networks, more training for QA assessors and greater regulation of the burgeoning private sector would go a long way to bring about improvement, as would ongoing efforts to rein in corruption.Social implicationsAn important move regarding direct social implications would be to maintain and strengthen moves to engage more women in higher education, including higher proportions of (senior) female administrative and academic staff. Although barriers to women’s empowerment are by no means restricted to the higher education sector, it should show the lead in both enrolment and employment.Originality/valueWhile QA in higher education is a major focus of higher education literature, there are less research studies on QA measures in developing country contexts and even less on fragile states such as Afghanistan. But for the country to prosper, good quality higher education is vital, and a study of the implementation of QA measures is an important contribution.