Quality Assurance Practices and Students’ Academic Performance in Technical, Vocational Education and Training Institutions, A Case of Integrated Polytechnic Regional College Kigali in Kicukiro District – Rwanda
The main aim of the study was to assess the relationship between quality assurance practices and students’ academic performance in the Integrated Polytechnic Regional College (IPRC) – Kigali in Kicukiro District – Rwanda. The study was guided by three specific objectives which are to examine the quality assurance practices in IPRC Kigali in Kicukiro District – Rwanda, to determine the level of students’ academic performance in IPRC Kigali in Kicukiro District, to establish the relationship between quality assurance practices and students’ academic performance in IPRC Kigali in Kicukiro District. The target population was 3438 respondents from which 358 respondents was sampled: 21 trainers, 5 administrators and 332 students using Yamane formula, through simple random sampling technique. The study findings revealed that the use of appropriate facilitation techniques that create a conducive learning environment, training curricula that respond to the labour market needs, availability of training resources and qualified academic staff, effective assessment of students’ achievement and evaluation of training program, existence of institutional policies, models, methods and procedures are quality assurance practices that IPRC Kigali have put in place to assure the quality of its academic offerings. The findings also revealed that program completion and competence acquisition at IPRC Kigali are at good level whereby students at IPRC Kigali are satisfied with competences acquired in terms of hands-on and practical skills, critical thinking and reasoning skills, problem-solving skills, oral and written communication skills and are happy to attend their courses and their lectures frequently. Inferential statistics revealed that a significant relationship exists between quality assurance practices (facilitation techniques, curricula, training resources, assessment and evaluation) and academic performance (Pearson Correlation Coefficient between Dependent and Independent variables are respectively 0.79, 0.865, 0.604, 0.644 and the Regression R Square = 0.5312) as indicated in model. The study recommended that for the purpose of achieving the goals and objectives of academic offerings at IPRC Kigali and TVET in Rwanda, the quality of the programme needs to be improved, sustained and match with needs at the labour market. The government’s effort `should be considerably increased especially by financing training resources(consumables) and ensure engagement of private sector in TVET education system in order to improve access, quality and enhancing the relevance of TVET Education system in Rwanda.
Keywords: Quality assurance practice, academic performance, Technical and Vocational Education and Training, Integrated Polytechnic Regional College (IPRC)
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