An autoethnographic exploration of higher education curriculum evaluation in Africa: Implications for the education system

Abstract

Despite the importance of the curriculum to societal development and well-being, very little attention has been given
to curriculum evaluation vis-a-vis the strategies and impact on the African society/higher education system. Being a
qualitative ethnographic study, this study explored the reflections of four higher education academics on the essence
of and impact of curriculum evaluation on the African society, as well as the strategies for higher education curriculum
evaluation. The study is collaborative autoethnographic research. The purposive sampling technique was used to select
four experienced academics from higher education institutions in Nigeria and South Africa. The researchers were the
data collection tools. Results were reflectively and critically analyzed and collated using a dedicated WhatsApp
platform. Verbatim reporting was utilized to report the study’s findings. Findings reveal that evaluating the higher
education curriculum avails of it with the expectation of what a curriculum should be, as well as meeting global
standards, competitiveness, and societal needs; curriculum evaluation does necessitate positive transformation on the
general standard of education; and strategies for its evaluation are diverse and context oriented. For a higher education
curriculum to meet the expectations of the 21st century, its evaluation should be regularly and collectively carried out
by education players and actors. The challenges impeding effective and regular evaluation of the higher education
curriculum in Africa should be urgently addressed.