Enhancing Educational Quality and Institutional Development: Perspectives from Malcolm Moffat College of Education Stakeholders

Abstract

This study explored stakeholder perspectives on educational quality and institutional development at Malcolm Moffat College of Education (MMCE). The study was guided by the following objectives: to evaluate the academic quality of the programmes at MMCE, analyse how well MMCE prepares students for the job market, and identify key areas for institutional improvement. The study was purely qualitative and employed a case study design to allow for a holistic and detailed exploration of the phenomenon within its real-life context. Data was collected through semi-structured interviews and focus group discussions. The sample size was twenty-five stakeholders, including educators, administrators, students, policymakers, unions, business representatives, NGOs, traditional leaders, and religious institutions. Data was analyzed thematically, with charts and graphs used to visually present recurring patterns and stakeholder perspectives, thereby enhancing clarity and accessibility of findings. Findings indicated that teacher training diplomas had the highest recognition, while bachelor’s degree programmes were less familiar. On the overall quality of the College’s programmes, stakeholders expressed high satisfaction, with 85% rating the academic programmes as good and 15% as excellent, recognising MMCE’s commitment to competence and professional preparation. However, some respondents emphasized the need for greater holistic student development, particularly in social engagement and interdisciplinary learning. Furthermore, perceptions regarding the curriculum’s ability to foster research and critical thinking varied, with 31% affirming its effectiveness and 69% indicating uncertainty, highlighting the need for curriculum refinement. The study recommends strengthening research components, enhancing programme awareness, integrating learner-centered teaching methodologies, and balancing academic rigor with holistic student development. These insights support efforts to accredit degree programmes in Primary Education and Educational Leadership and Management, ensuring their alignment with national educational priorities and workforce demands.