Reimagining quality assurance in African universities through UNESCO’s Futures of Education 2050: a critical policy analysis

Abstract

Purpose This paper aims to examine how UNESCO’s Futures of Education 2050 vision can inform the transformation of quality assurance in selected African university systems. Design/methodology/approach It uses critical policy analysis and thematic document analysis to examine UNESCO, pan-African and selected national quality assurance policy texts from Nigeria, South Africa and Kenya. Findings The analysis shows that the sampled frameworks remain strongly compliance-oriented. UNESCO-aligned language on equity, sustainability, participation and digital transformation is evident but is unevenly translated into operational quality assurance mechanisms. Originality/value The paper develops a process-oriented Transformative Quality Assurance Model that links compliance, organisational learning, participatory quality culture, ethical digital governance and socially just futures. It clarifies that UNESCO 2050 is used as a critical normative resource rather than an imported template.