Despite the mandate of the Universal Basic Education (UBE) Act 2004, quality assurance (QA) in Nigerian rural Basic schools remains weak, resulting in poor learning outcomes, teacher absenteeism, and low pupil retention. Existing SUBEB monitoring and evaluation mechanisms are largely centralized, periodic, and paper-based, making it difficult to detect and address challenges in real-time, especially in hard-to-reach rural communities. This conceptual paper examines how State Universal Basic Education Board (SUBEB), rural communities, and technology can be integrated to strengthen Quality Assurance, Monitoring and Evaluation in rural Basic schools in Nigeria. Anchored on Total Quality Management Theory and Participatory Monitoring and Evaluation, the paper argues that sustainable quality education requires decentralizing QA responsibilities beyond state agencies. The paper proposes the "SCT-QA Model: SUBEB-Community-Technology Quality Assurance Model" as a framework for improving rural school oversight. In this model, SUBEB provides policy, standards and training; communities through School-Based Management Committees (SBMCs) and Parent-Teacher Associations (PTAs) undertake local monitoring and accountability; while technology tools such as mobile apps, EMIS dashboards, and Unstructured Supplementary Service Data (USSD) feedback enable real-time data collection and transparency. The paper discusses the benefits, challenges and implementation strategies of the model. It concludes that strengthening QA through the SCT-QA Model will promote quality instruction, inclusive access, and learner retention in rural communities, in line with national and global education goals.