Citation: Kutto Naomi Jebungei & Kennedy Ole Kerei (2022). Sustainable Quality Education and Training in Higher Education: Analyzing Antecedents of Sustainable Quality Education in Module II Degree Programme in Kenya. J Adv Educ Philos, 6(3): 174-180. 174 Journal of Advances in Education and Philosophy Abbreviated Key Title: J Adv Educ Philos ISSN 2523-2665 (Print) |ISSN 2523-2223 (Online) Scholars Middle East Publishers, Dubai, United Arab Emirates Journal homepage: https://saudijournals.com Original Research Article Sustainable Quality Education and Training in Higher Education: Analyzing Antecedents of Sustainable Quality Education in Module II Degree Programme in Kenya Kutto Naomi Jebungei 1* , Kennedy Ole Kerei 1 1 Department of Hunanities Education, University of Eldoret, Kenya DOI: 10.36348/jaep.2022.v06i03.006 | Received: 09.02.2022 | Accepted: 15.03.2022 | Published: 22.03.2022 *Corresponding author: Kutto Naomi Jebungei Department of Hunanities Education, University of Eldoret, Kenya Abstract Outcome target 3 of Sustainable Development Goal 4 focuses on reducing barriers to skills development, Technical and Vocational Education, and Training starting from secondary level, tertiary, and university education. It also focuses on providing lifelong learning opportunities for youth and adults. Universities in Kenya have been at the forefront of improving access to higher education for all. One programme through which Universities have actualized their desire for accessible education is Module II, popularly known as the parallel programme. Through this programme many individuals who achieved the minimum requirement for university admission have had an opportunity to access higher education even though they had hitherto not been considered. However, the quality of education offered under this module has remained a matter of concern. Therefore, the purpose of this study was to analyze probable antecedents of sustainable quality education in the Module II programme. The study adopted the quasi-experimental research design anchored in the positivist research paradigm. The study targeted lecturers drawn from public universities and campuses located in Uasin Gishu County. Questionnaires were used to collect data from a sample of 258 lecturers handling diverse disciplines and who were randomly selected. Multiple regression analysis was used to analyze data. The study revealed that admissions policy, quality culture, curriculum development, and teaching evaluation were significant antecedents to sustainable quality education in Module II. The originality in the study is that Module II can and does support the realization of SDG4 outcome target 3 concerning access to university education. Educational stakeholders should rethink implementing this module alongside these critical antecedents to empower individuals. Keywords: Sustainable development, Antecedents, Quality culture, Curriculum development. Copyright © 2022 The Author(s): This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY-NC 4.0) which permits unrestricted use, distribution, and reproduction in any medium for non-commercial use provided the original author and source are credited. INTRODUCTION The desire for a better and sustainable future for all has led to a paradigm shift from the Millennium Development Goals (MDGs) to Sustainable Development Goals (SDGs). According to the United Nations (UN, 2015b), SDGs ratified by all United Nations member states provide the blueprint upon which the 2030 Agenda for sustainable development is leveraged. Education is therefore seen as a critical component in realizing sustainable development. The UN member states, through Goal 4, recognized the fact that obtaining a quality education is the foundation to improving people's lives and sustainable development (UN, 2015b). It is argued that access to quality and inclusive education can improve the quality of life and act as a reservoir to innovative solutions to emerging issues (UN, 2015b). Sustainable quality education for sustainable development is a concept that the Kenyan Government has fully adopted. At the Seventh Cabinet meeting in 2016, Kenya passed a directive to mainstream the SDGs in policy, planning, budgeting, and programming (UNESCO, 2017). As a result, Kenya launched the Education for Sustainable Development (ESD) policy for the Educational Sector on March 21 st, 2017, to catalyze the achievement of the 17 SDGs in the country through education in line with the African Union Agenda 2063 (UNESCO, 2017). The policy is seen as an essential milestone for the country and is hinged upon the competency-based curriculum that can