Assessing the Effect of Peer Reviews Mechanisms on the Quality of Teaching and Learning in Private Higher Education Institutions in Post Conflict Somalia

This study focused on the effect of peer review on the quality of teaching and learning in private higher learning
institutions in post-conflict Somalia. There have been persistent complaints by different stakeholders in the said country over the deteriorating quality of teaching and learning in many private higher education institutions. For example, many stakeholders are concerned that students are not obtaining a good higher education and are not competitive on the job, with the private universities being more concerned with making money than raising educational standards. The study employed a non-experimental, descriptive, cross-sectional survey design. A total of 253 academic staff, randomly and purposively selected, participated in the study directed by one objective and one hypothesis. The study hypothesis was tested using
Linear Regression Model (F = 0.21, p = 0.648, p > 0.05). The study's findings revealed that peer review mechanisms were
not considered an important factor in determining the quality of teaching and learning in private institutions of higher
learning in Somalia. The study recommended that managers of higher education institutions continuously encourage the
academic staff to participate in peer review to enhance their skills in teaching hence improving the quality of teaching and
learning.