Developing a Quality Assurance Framework for Yoruba Language Instruction in Tertiary Institutions in Ondo State

Quality assurance mechanisms for indigenous language instruction in Nigerian tertiary institutions remain underdeveloped compared to those applied to English, sciences, and professional disciplines. This study develops a quality assurance framework for Yoruba language instruction in tertiary institutions in Ondo State, South West Nigeria. Using a mixed-methods design, data were collected from Yoruba department heads, lecturers, and students at Adekunle Ajasin University Akungba-Akoko, Rufus Giwa Polytechnic Owo, and the Federal University of Technology Akure through questionnaires, interviews, and analysis of departmental quality review documents. The study applies quality assurance theory in higher education, drawing on the National Universities Commission's accreditation standards and international benchmarks for language instruction quality. Existing quality assurance literature for Nigerian higher education has focused on sciences and management disciplines, with indigenous language departments receiving limited systematic attention. This study addresses that disciplinary gap. The research identifies the dimensions of instructional quality most relevant to Yoruba language and literature programmes, including curriculum relevance, instructor qualifications, learner assessment validity, research output, and resource provision. Findings are expected to reveal inconsistent quality assurance practices across institutions and a lack of Yoruba-specific benchmarks in current accreditation processes. Recommendations will present a draft quality assurance framework tailored to Yoruba language departments in Ondo State tertiary institutions, with indicators adaptable for use across other Southwest states. Keywords: quality assurance, Yoruba language instruction, tertiary education, Ondo State, higher education management.