A collection of voices on higher educational access, quality and equity in Africa: A systematic review

Abstract This systematic review aimed at providing a comprehensive overview of conversations and voices of scholars on access, equity and quality in higher education (HE) in Africa. The systematic review employed a thematic analysis approach to synthesise findings from 38 selected sources. The review revealed that although some significant strides have been made to improve access, equity and quality of higher education in Africa, there are some challenges persisting with infrastructure, regional and spatial disparities, and privatisation. The review also revealed weak enforcement of quality assurance measures. Strategies for addressing these challenges include expanding public sector HE, deregulating the educational sector, promoting open and distance learning, implementing preferential admission policies and enhancing financial aid. This research provides valuable insights for policy makers, educators and stakeholders, fostering a collaborative approach to address challenges and promote holistic development in African higher education. Context and implications Rationale for this study This review was done to identify the perspectives of African scholars on access, equity and quality in Africa's HE institutions. Why the new findings matter The findings highlight patterns of focus on issues of access, equity and quality, and reveal gaps that need to be addressed to foster inclusivity and quality of HE in Africa. Implications for practitioners and policy makers For practitioners, it offers broader insights into the need to adopt contextually centred and culturally relevant pedagogies to address the needs of diverse learners. For policy makers, it provides constructive insights on strategies to improve access and foster inclusive quality higher education. This study provides a status review or update to the African Union (AU) and Africa's ministers of education in relation to Agenda 2063 and the Continental Education Strategy for Africa (CESA) 2016–2025. With this information, the AU and ministers of education, and all stakeholders can collectively work to address the challenges of meeting the concrete steps and milestones set in these frameworks.