This chapter examines the rapid expansion of distance education in sub-Saharan Africa, a trend accelerated by COVID-19 and driven by the need to widen access and meet growing demand for higher education. While the integration of information and communication technologies and the diversification of student populations have created new opportunities for inclusion and innovation, they have also raised significant concerns about the quality and relevance of higher education provision. In a context marked by massification, constrained resources, and shifting delivery modes, maintaining robust quality assurance systems has become increasingly critical.
Drawing on experiences from Commonwealth of Learning-supported initiatives in Southern Africa, the chapter argues for a rethinking of quality assurance practices in open and distance e-learning (ODeL). It proposes a research-informed, “illuminative” approach to quality assurance that integrates continuous inquiry with institutional practice. Through a case study, the chapter demonstrates how internal quality assurance processes can be systematically linked to measurable improvements in student learning outcomes. It contends that embedding research within quality assurance frameworks enhances institutional accountability, fosters stakeholder ownership, and supports ongoing improvement in both practice and theory. Ultimately, the chapter positions research-driven quality assurance as essential to sustaining the value and credibility of higher education in rapidly evolving and resource-constrained environments.