The Higher Diploma in Teaching in Higher Education Program in Ethiopia: exploring its practice and effectiveness as a pathway for sustaining professionalism

Abstract

This study aimes to explore the practice and effectiveness of the Higher Diploma in Teaching in Higher Education Program in Ethiopia, which is designed to equip university teachers with pedagogical knowledge and skills necessary to enhance their teaching practices. The study, specifically, investigates the program’s design, implementation, and impact on teachers’ professional development and identifying key challenges faced. To do that, a qualitative research approach with a case study design was employed, involving data collection through interviews with 13 participants and document analysis. Thematic analysis was also used to analyse the data collected. The study findings reveal that although the program provides basic pedagogical training, its ‘one-size-fits-all’ approach fails to address the diverse needs of teachers across different academic disciplines, qualification levels, and teaching experiences. Participants expressed scepticism about the program’s effectiveness in meaningfully altering their teaching practices and advancing their careers outside of academia. The study underscores the need for differentiated training pathways tailored to the specific needs of university teachers in various disciplines.