Online learning puts Tanzania’s university quality systems to test
As universities increasingly turn to digital platforms to expand access to higher education, experts have warned that the rapid growth of online learning could undermine public confidence in academic qualifications unless institutions strengthen their internal quality assurance systems. The warning emerged during a Tanzania Commission for Universities (TCU) consultative workshop in Tanga on August 22, 2026. The meeting brought together vice-chancellors, deputy vice-chancellors, principals, and senior academic leaders from across the country to discuss emerging trends in higher education. Held alongside National Education, Skills and Innovation Week under the theme: Responding to Emerging Trends and Advancing Excellence in University Education, the forum highlighted online and transnational education as key areas requiring urgent intervention. Director of Academic and Institutional Audits at the Zimbabwe Council for Higher Education (ZIMCHE), Dr Hardson Kwandayi, noted that online learning is expanding rapidly across Africa, driven by digital transformation, internationalisation, and demand for flexible study modes. However, he warned that this rapid growth poses significant risks to universities and regulators, spanning academic integrity, inadequate infrastructure, degree recognition, and the proliferation of fraudulent providers. "Traditional quality assurance systems are no longer sufficient for online education, as they were designed mainly for campus-based institutions and often fail to evaluate digital learning environments adequately," said Dr Kwandayi. While online learning removes geographical barriers, supports self-paced study, and fosters international collaboration, Dr Kwandayi stressed that these benefits depend entirely on robust institutional frameworks. Unlike conventional contact learning, digital delivery exposes students to unstable internet connections, high data costs, limited peer interaction, and weak academic support. Universities also struggle to deliver practical laboratory training online, while digital assessments heighten risks of plagiarism, impersonation, contract cheating, and unauthorized AI tool usage. Unchecked poor-quality providers threaten to erode public trust across the entire higher education ecosystem. Dr Kwandayi urged institutions to collaborate closely with quality assurance agencies rather than relying solely on external regulation. TCU's regulatory response In response, the TCU is tightening frameworks governing internal quality standards. TCU executive secretary, Prof Charles Kihampa, told delegates that the regulator has adopted resolutions to strengthen institutional Quality Assurance Units, enforce regulatory compliance, and improve academic governance. Key measures include embedding quality assurance into strategic planning, acting on audit recommendations, and enforcing approved student intake limits through the Universities Information Management System. "The Commission already maintains specific guidelines covering online and blended delivery modes, alongside programme benchmarks and the University Qualifications Framework," said Prof Kihampa. He added that all programmes must undergo accreditation via the online Programme Management System, which also functions as a public database of accredited curricula. Beyond compliance Regional Project Coordinator for the East Africa Skills for Transformation and Regional Integration Project (EASTRIP), Dr Cosam Joseph, argued that institutions must look beyond basic regulatory requirements. "Compliance alone is no longer sufficient to ensure institutions remain relevant, innovative, and globally competitive," said Dr Joseph, urging university leaders to reposition quality assurance as a driver of continuous improvement, evidence-based decision-making, and institutional excellence.