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This article examines the practice of Postgraduate Diploma in Teaching (PGDT) of Haramaya University (Eastern Ethiopia particularly Somali Region and East and West Hararghea Zones of Oromia Region).The paper focused on the selection and admission processes of candidates, the classroom instruction and the practicum work of student teachers in the mentioned areas. To this end, instructors of Haramaya University who taught the PGDT students, student teachers, Regional Education Bureaus (REBs) and Zone Education Departments (ZEDs) were participated in the study. Multiple instruments with multiple sources were used in data collection in the following order: questionnaires for instructors and student teachers, interviews with REB and ZED personnel, and document analysis for HU students’ entrance exam results and attendants of mentor training and tutorial and reflection session. The data collected were analyzed using numbers, percentage, means and weighted mean and narration and presented in tables and figures. Factors for the challenges of implementing PGDT in line with the guidelines were; change of modality, lack of understanding between Ministry of Education (MoE) and REB, lack of ownership from MoE as well as from REB, low motivation of student, shortage of appropriate mentors, absence of organized teaching materials. The study showed that the practice of PGDT is against the guidelines, instructors, students and experts believed that it should not be given in summer modality. The study wrapped up with some plausible recommendations that alleviate or minimizes the effect of barriers.

Practices and Challenges of Postgraduate Diploma in Teaching (PGDT) Programme: The Case of Haramaya University