This paper presents some measures for improving the quality of Higher Education. It discusses that the grades combined with the feedback from teachers and students alike can help improve the quality of teaching-learning process. The qualifications and credentials of the faculty must be directly related to the course they are required to teach, and they should possess up to date and state of the art knowledge that should meet or exceed the prescribed course material of the required quality. The paper discusses such measures as work shops, short, and refresher courses for achieving up to date and current knowledge in related areas as well as for improving the teaching ability of teachers with outdated, unrelated or remotely related credentials, qualifications and experience.
The tests without preparation are not quite productive, and the take-home quizzes prepare the students for in-class examinations. A substantial improvement can result with the use of standard up to the mark text books containing the prescribed course material of required quality. The issue of quality of intake of students, faculty and administration has been discussed, and it is pointed out that it is the quality of faculty and administration that is detrimental to the quality of education and not so much of students. The issue of plagiarism is also discussed and at its core, plagiarism stems from the lack of concern or incompetence on the part of teachers who often times, do not give proper guidance, directions and instructions as how to use information obtained from other sources, legitimately and in the right context.
Additional measures, perceived effective, such as the importance of course files, students and teachers feedback, take-home and in-class quizzes, effectual teaching aids, location of the university, availability of the requisite resources, vision and support of the management and long-term objectives.