Quality of Teaching and Learning Through Internal Quality Curriculum Review Mechanisms: A Case of Private Higher Education Institutions in Post-conflict Somalia

This study is focused on the quality of teaching and learning in private institutions of higher learning in post-conflict Somalia. There have been persistent complaints by different stakeholders in the said country over the deteriorating quality of teaching and learning in many private higher education institutions. For example, many stakeholders are concerned that students are not obtaining a good higher education and are not competitive on the job. Private universities are more concerned with making money than raising educational standards. This research employed a descriptive, cross-sectional survey design. A total of 253 academic staff, randomly and purposively selected, participated in the study. The study hypothesis was tested using Linear Regression Model (F = 4.410, p = 0.011, p > 0.05). The findings revealed that internal quality curriculum review mechanisms determine the quality of teaching and learning, enabling graduates to be equipped with subject-specific and transferable skills of the twenty-first century relevant to the demands and needs of global competition. It was recommended that managers of higher education institutions continuously review their curricula to weed out outdated content. This should be done following regulatory body guidelines that provide periodic curriculum reviews, and institutions need to adhere to this.