Emphasis should be placed on students assessment of faculty members for effective instructional delivery. This will also assist the teacher for effective preparation of his lesson before delivery.

Developing countries place Faculty members as being highly efficient. There is lack of peer review or still evaluation of instructional review. The problem is that many Universities might not have a structured Quality policy as well. Other problems could also be that when there are assessments - the feedback are not taken into account for changes in the design and delivery of courses.

William:

Sometimes the students' results are taken as a benchmark as to how well faculty are doing regarding teaching and learning. As such, if students are doing well, well then the faculty are doing well and vice versa. Not that I endorse the latter but it happens.

This is a major problem that no attention is given to student's assessments regarding faculty members, which in turn discourages students to carefully assess their teachers.  The students are so discouraged with the system that they mark all good without paying attention to what is being asked, because politics is involved in the management ranks.

Simple, developing countries are still learning the business of ACCOUNTABILITY...they are still largely the legacy of oligarchies, fiefdoms, plantocracies etc...therefore 'some of us remain more equal than others', 'he who has the gold rules'...etc etc...true in every place on earth BUT in the developed nations there are working checks and balances...and students are at the bottom of a developing country's groups to whom anyone owes accountability...i.e., their education is still viewed as a privilege, not a right so  'put up and shut up' ...in a nutshell...it was 'one something' to get my university's curriculum documented...but we did it...that's the first step...no documentation...nothing to assess...so start with documenting what is actually taught.  Best to you...