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As part of the implementation strategies of the Education and Training Policy of the country (TGE, 1994), the Ethiopian Ministry of Education introduced in 2003 a wide-ranging reform that touches every aspect of the teacher education system of the country via a program called the Teacher Education System Overhaul (hereafter TESO). TESO was introduced to bring about a paradigm shift in the Ethiopian teacher education system. One of the components of TESO was the Higher Diploma Program or the Pedagogical Science Training for Higher Education Institutions’ Teachers program. This program was designed mainly to introduce concepts such as being reflective teacher, active learning, continuous assessment, action research, and higher education institution-industry linkage to instructors who are teaching in the country’s higher education institutions. This means both public and private higher learning institutions’ instructors are expected to pursue this training in order to deliver quality education through identifying the learning needs of their students. Hence, the core intention of this study was to critically reflect on the successes, failures, and prospects of the program in terms of enhancing teachers’ continuous professional development and success in Ethiopian higher education institutions. To this end, qualitative content analysis particularly discursive content analysis was used as a core tool for data collection. The data were analyzed using a qualitative approach. Results of the study revealed that although the Pedagogical Science Training for Higher Education Institutions’ Teachers program was introduced in 2003, effective continuous professional development practices have been hardly reflected in the higher education system of the country. Implications, which are assumed to enhance the instructors’ effective engagement in the Pedagogical Science Training for Higher Education Institutions’ Teachers program, are forwarded in the paper.

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Critical Reflection on the Pedagogical Science Training for Higher Education Institution Teachers Program in Ethiopia: Successes, Failures, and Prospects