Sustainable Quality Education and Training in Higher Education: Analyzing Antecedents of Sustainable Quality Education in Module II Degree Programme in Kenya

Abstract

Outcome target 3 of Sustainable Development Goal 4 focuses on reducing barriers to skills development, Technical and Vocational Education, and Training starting from secondary level, tertiary, and university education. It also focuses on providing lifelong learning opportunities for youth and adults. Universities in Kenya have been at the forefront of improving access to higher education for all. One programme through which Universities have actualized their desire for accessible education is Module II, popularly known as the parallel programme. Through this programme many individuals who achieved the minimum requirement for university admission have had an opportunity to access higher education even though they had hitherto not been considered. However, the quality of education offered under this module has remained a matter of concern. Therefore, the purpose of this study was to analyze probable antecedents of sustainable quality education in the Module II programme. The study adopted the quasi-experimental research design anchored in the positivist research paradigm. The study targeted lecturers drawn from public universities and campuses located in Uasin Gishu County. Questionnaires were used to collect data from a sample of 258 lecturers handling diverse disciplines and who were randomly selected. Multiple regression analysis was used to analyze data. The study revealed that admissions policy, quality culture, curriculum development, and teaching evaluation were significant antecedents to sustainable quality education in Module II. The originality in the study is that Module II can and does support the realization of SDG4 outcome target 3 concerning access to university education. Educational stakeholders should rethink implementing this module alongside these critical antecedents to empower individuals.