HDP Module One (1).pptx

Wolkite University
Quality Assurance and Enhancement Directorate
Higher Diploma Program (HDP)
Training Organized to the HDP
Candidates
November, 2022
Wolkite, Ethiopia

Brain Storming Questions
1) What are the expectations of you as a
candidate in the programme?
2) How do you think the programme will improve
the quality of your teaching and meeting the
learning needs of your students?

Candidates Expectation
Higher Diploma candidates will:
Attend all sessions on time.
Participate actively in HDP sessions.
Commit themselves fully to the Programme
Complete 3 reflective activities showing development of
reflective thinking and its effect on practice
Complete 10 activities aimed at enhancing understanding
of the relevant subject.
Prepare 8 session plans showing development of active
learning and assessment

Candidates Expectation Contd.
 Prepare Action Research Project
 Prepare Continuing Professional Development Plan
Complete records of four formal session observations
Prepare School Placement Report
 Reflect and put sign on end-of-module self-assessments
and the Final Self-assessment

Programme Management
Attendance
80% attendance is the minimum acceptable attendance,
excluding what you consider to be unavoidable absence.
 Clashes with other teaching commitments are not
acceptable.
 Genuine illness and family circumstances will have to be
considered.
If attendance falls below 80% for unexplained or
unacceptable absence, organising make-up classes or
assess the candidate as referred for the module.
She/he will have to complete whatever work set or
repeat the module in the next year’s HDP.

Completion of work
 All work must be completed by the candidates & should
be submitted on time
 If work is not acceptable, the candidate is expected to do
the work again to an acceptable standard.
If the Managing Learning Project, School Placement
Report or Action Research Project is not completed, the
candidate should be referred for that module.
 The module can become a pass only when the work has
been completed .

Plagiarism
Work that is not considered to be the candidate’s
own should be returned and the assignment must
be completed.

The Objective of the Program
The Program Will Enable HDP Candidates to:
develop teaching skills based on sound theoretical
knowledge and experience.
serve as a role model for effective teaching and contribute
to institutional and community development.
provide high quality learning experience for students.
adopt inclusive approach in teaching-learning.
engage in action research, collaborative learning and team
work.
demonstrate adequate awareness of HE environments, and
the growing changes and needs to improve academic
programs.
become professional, reflective teachers demonstrating
professional ethics.

Modules of the HDP Program
Module-1 Understanding Higher Education
Module-2 Managing Teaching-Learning
and Assessment
School Placement
Action Research
Module-4
Module-3

Module 1-Understanding Higher Education
.
Activity
Why we need to make discussion on Higher
Education ?

Module 1-Understanding Higher E… cont’d
.
It is believed that HE teachers become effective when
they understand their institutions’
mandates,
roles,
responsibilities and
expectations.
Moreover;
characteristics,
missions, goals and
leadership situation.

.
Activity 1:
1. Outline the characteristic features of higher education.
2.How does academic profession differ from other
professions?
3. What are the current challenges of Ethiopian higher
education
and what do you think are their sources?
4. HEIs across the globe are increasingly pressed to find ways
of
proving their worth not only in the academic preparation of
students, but also in how their preparations are linked to
business and industry. Discuss the actions that need to be
taken by your university in addressing this issue.
Unit One:
Features of Higher Education

1. The Features of Higher Education
are goal-oriented and involve various interactions
Discharge their mission effectively .
Focus on teaching and learning, research and
community services.
 employ specialization and coordination to achieve goals
Require qualified academicians.
Produces competitive and productive manpower.
Expand technologies in information and
communication,
Grow trends in strategic planning and other reform
initiatives.

2. Academic profession differ from others in that:
Academic profession prepare knowledgeable, skilled,
and attitudinally mature graduates.
 The impact of academic profession can not be seen or
evaluated within a short period of time.
 Academic profession gives you more exposure to daily
activities around you; whereas other professions like
Doctor, Engineering, Fashion designing etc. keep you
limited in confined form.

3. The Current Challenges of Ethiopian HE are:
 Lack of governmental infrastructure and funding
 The training areas are not interwoven with job market,
 Corruption and unwise utilization of resources.
 Limited autonomy and academic freedom,
 High outflow of higher education teachers, and
 Problems of equity and quality.
 Lack of preparation at the primary and secondary schools.
 Lack of commitment on the existing policies;
 Lack of evaluating the ongoing program by considering educational
impact ;
 Problems in the quality and relevance of programs of studies,
 Resource constraints,
 Enrollment Expansion and Gaps between Groups
 Diversified needs

4. To link academic preparation to business and
industry WKU should:
 Attract, develop, and cooperate with top talent partners
and institutes/industry ;
 Enhance/ revitalize scientific priority ;
 Address the access of educational manpower for
industries ;
 Supports innovative performance and productivity
growth;

Globalization
It is a process which is bringing the world into one
global village.
The economy, politics, and technology have been the
driving forces of globalization.
So that events, decisions, and activities in one part of the
world influence individuals and communities in other
parts of the world.

Internationalization vs. Globalization
 In the era of globalization, the perceived role of universities changed
from national development to producing for the global market (External
context of education).
 The external context introduced changed the process in higher education
from internationalization to globalization.
(Knight, 2004).
 Globalization is the movement of people, ideas, cultures, goods, capital,
services, pollution, and diseases across borders.
 Internationalization is defined as the variety of policies and programs
that universities and governments implement to respond to that reality of
globalization.
 Internationalization of higher education is the process of integrating
an international, intercultural, and global dimension into the purpose,
(teaching, research, service functions) of higher education institution
Barbara Hill, 2013

Internationalization and Globalization
 Globalization, is define as the reality shaped by an increasingly
integrated world economy, new ICT, the emergence of an
international knowledge network, the role of the English language,
and other forces beyond the control of academic institutions.
(knight, 2003)
 “Internationalization is changing the world of higher education,
and Globalization is changing the world of internationalization,”
(Jane Knight, 2008)

Globalization of HE
Globalization of higher education implies the mobility of
students, institutions, teachers, and programs crossing
national boundaries.
Cross-border education is conducted through three phases .
Phase 1: Student Mobility
a cross-border flow of students which has been the most
visible form of globalization of higher education.
It targets global students to learn abroad.
Cross-border student flow is from developing to developed
countries.
Consumption abroad where the consumers (students) cross
the border

Globalization of HE…
Phase 2: Institutional Mobility
 Involves development of education hubs mostly in non-OECD
countries.
 It targets local students to learn inside one’s own country.
 It takes place in different forms-through:
a) Branch Campuses- provide face-to-face instruction leading to
an award of a degree from the parent institution or jointly with a
partner institution (ACE,2009; Cao, 2011).
b) Franchising- denotes the delivery in-country by an authorized
domestic institution;
c) Twinning- denotes the joint ownership and delivery by
institutions in the home and host countries.

Globalization of HE…
Phase 3: Program Mobility
 Includes massification of globalhigher education through online
courses such as Massive Open Online Courses.
 It is cross-border supply of the service where consumers remain
within the country.
 E-learning-based distance education programs are good examples
of this type of cross-border education.

Higher Education in the Globalized World
Activity 2:
1. List the advantages and disadvantages of the process
of globalization in the development of higher education
in Ethiopia.
Activity 3:
1. What do you think are the advancements and
challenges of higher education institutions in Sub-
Saharan Africa in general and in Ethiopia in particular?

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Advantages of Globalization
It:
 raises faculty and students intercultural awareness.
 improves program outcomes to meet requirement of the global
market.
 enhances graduates' national, regional, and global mobility.
 enhances faculty members mobility and expertise.
 helps students, and faculty become global citizen.
 contributes to improved measures of curriculum design
implementation, and modification.
 Promote joint efforts on common problems like climate change,
terrorism, trade etc.

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25
Advantages of Globalization…Cont.
 enhances the visibility of students, faculty, and institutions
 improves language skills of students
 enhances the international character of research
 contributes to the economics of education
 improves the nation’s cultural, economic and political visibility
 The expansion of democratic culture, human right and the
protection of minority and marginalized groups.
 Leads to an era of overall technological advancement which in
turn has its huge advantages including health, education, poverty
among others.

Advantages of Globalization…Cont.
 Better relations between various nations
 Enhance Cultural exchange .
 Encourage economic exchange in the form of trade and investment
 Develop flow of information and ideas
 Innovation in science, medicine, and technology and information
communication has enabled the improvement of quality of life.
 Free movement of good, service, people, ideas, expertise,
knowledge and technology across national borders strengthened
international interdependence.

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Disadvantages of Globalization
 brain-drain of students and faculty of developing countries.
 benefits of globalization are sometimes confined to outstanding
students and faculty.
 weakening of national and regional engagement of students and
faculty.
 elitism of graduates from developed countries.
 acculturation and loss of indigenous culture and values.
 Overshadowing of one’s culture
 Imposition of Western Ideas and beliefs eroding the sovereignty
of non-Western countries.
 Expansion of terrorism
 Negative consequences for the environment due to increasing
releases and climate change.

Activity 3:
What do you think are the advancements and
challenges of higher education institutions in Sub-
Saharan Africa in general and in Ethiopia in
particular?

The advancements of HEIs in Sub-Saharan
Africa in general and in Ethiopia in particular?
 A number of universities has been constructed from time to time
 The productive man power has played its own role for the
economic development of the Sub-Saharan Africa countries
 Higher education has played a critical role in promoting
technological advancement
 The research opportunities and findings that would then come from
SSA would increase and bring more positive attention to academia
in SSA and would also bring more jobs (Bloom, Canning, & Chan,
2006).

The Challenges of HEIs …Contd.
 the lowest higher education enrollment ratio.
 Educational resources are very limited
 the poor quality of higher education institutions
 corruption found in many of the governments adds to the limited
funding of higher
education (Byerlee, 2013)
 A World Bank study of higher education and economic
development in SSA stated, “[Donor institutions] have neglected
tertiary education as an added means to improve economic
growth and alleviate poverty

The Challenges of HEIs …Contd.
 Because of a belief that primary and secondary schooling are
more important than tertiary education for poverty reduction, the
international development community has encouraged African
governments’ relative neglect of higher education” (Bloom,
Canning, & Chan, 2006).
 The current structure of education is solely lecture based,
however, the evolution of higher education should push towards
problem solving and social interaction as pedagogies (Kroma,
2013).
 With the increasing population, the number of students attempting
to enter the university is larger; however, the universities are not
able to admit all students, causing a surge in the opening of private
universities (Jegede, 2012).

1.2. Vision, Mission, Goals and Core Values of HE
General View
In the Ethiopian contexts higher education institutions
have the mission of teaching, research and community
service. These institutions have shown progress which
includes:
favorable national and international policies,
increasing support from bilateral and multi-lateral
donors and funding institutions,
rising number of private higher education providers,
expanding technologies in information and
communication, and
a growing trend in strategic planning and other reform
initiatives

1.2. Vision, Mission, Goals and Core...
However, in discharging their missions effectively, HEIs
in Sub-Saharan Africa have faced a number of
challenges. These include:
• limited autonomy and academic freedom,
• escalating enrolments,
• declining resources,
• high outflow of higher education teachers, and
• problems of equity and quality.

Activity 4
 Identify internal and external factors that
influence the quality of higher education in
Ethiopia.

Internal factors that influence the quality of HE in
Ethiopia.
 Quality of programs
 Quality of staff
 Organizational culture
 Effective management
 Academic environment
 Quality of infrastructure
 Teaching and learning materials
 Ensuring Quality and Relevance
 Education-Needs Assessment

Internal factors that influence the quality of HE
in Ethiopia.
 Parents and stakeholders support
 Quality of students input
 Globalization
 Information technology
 Financial factors
 Global Expansion of Education
 Growth of Knowledge and Information
 Technological Change

Mission, Vision and Core Values of WKU
Mission
 The University, as indicated in the Proclamation No. 650/2009,
has the following missions.
 To produce graduates who are knowledgably, attitudinally
mature and practically innovative graduates
 To supply relevant and demanded technology and knowledge
that address national and community level development
problems to help make operations of the government and non-
government organizations efficient, effective and competitive.
 To provide training and consulting service to the community and
the government,

Vision
To be among one of the best ten
universities in East Africa by 2027.

Values
Excellence
Inclusiveness
Truth or Integrity
Being a Learning Organization
Accountability
Academic freedom
Innovative

Values
competitiveness
 institutional autonomy
participatory governance and rule of law;
justice and fairness;
 a culture of fighting corruption;
 quality and speedy service delivery
 recognition of merit;
democracy and multiculturalism.

Reflective Activity 1
 Discuss the mission of your university from the point of
view of content, relevance, clarity, precision, etc.
1) Reflection on the Mission
2) Reflection on Vision
3) How effectively are the teachers in your HEI working
towards realizing the mission and vision of the
institution?
4) What are the core values of your institution?
5) To what extent are the above core values practiced?

Higher Education Leadership
HEI leadership involves a number of hierarchies:
 President, vice presidents, deans/directors, etc., and
 the number and the designations of the different positions
can vary from university to university.
 In addition, there are various administrative units (e.g.
finance office) in HEIs.

1. How relevant and important are the various leadership
positions for the effective functioning of HEIs?
2. To what extent does the top leadership understand and
support the efforts of lower academic units to achieve
the ultimate goals of the institution?

1. How reasonable are the rights and duties of the
academic staff as indicated in the Senate
Legislation of your University?
2. To what extent are higher education teachers
(in your university) performing according to
their duties and responsibilities as indicated in
the Senate Legislation?

Responsiveness of HEIs to Needs & Expectations
HEIs should be responsive to local, national and
international requirements which include relevance, quality
and internationalization.
In the context of these new orientations, HE policy should
fit into the complex dynamics of the HEIs that have
interfaces with secondary or "pre-university” education, on
the one hand, and with the world of work and the
development concerns of regional states on the other. In this
regard, the relevance of higher education should be
perceived in terms of its role and place in society, its
mission as regards training and research, and the services it
provides.
It should also be seen in terms of its linkages with the world
of work (in the widest sense), its relationship with the state
and sources of funding as well as in terms of its interactions
with other levels and forms of education.

Local, Regional and National Needs
Higher education institutions should align their plan and
implementation strategies to local, regional and national
needs and expectations.
International Standards
HEIs should strive to internationalize some of their
programs in line with the demands of the world of work.
This has two purposes: to achieve the global quality
standard, and to attract foreign higher education teachers
and students.
These two purposes should be achieved with the
minimum cost.

Activity 5
1. In your opinion what are the strengths, gaps or
limitations of the 2009 HE Proclamation?
2. Do you think that the current academic and
administrative bodies of HEIs in Ethiopia are competent
enough to meet the expectations of the society? (Focus
on WKU existing experience)
3. Based on your experience as a HE teacher, discuss the
theoretical, structural and practical options for the
success of HEIs in Ethiopia.
4. Rate the level of responsiveness of Ethiopian HEIs to
the issues indicated in the following table.

Rate the level of responsiveness of
Ethiopian HEIs
No HEIs
responsiveness to
High Medium Low Justification
for rating
1 Local needs and
expectations
2 Regional needs and
expectations
3 National needs and
expectations
4 International
standards

What is ‘Reflection’ mean to you?
Unit Two:
The Role of Reflection Among HE Teachers
10/9/2023 49

Reflection is derived from Latin word refectere, meaning: “to
bend back, or bending back”.
 It has applications in physics, and psychology.
 In physics, it is the return of light or sound after striking a
surface.
 In psychological terms, reflection refers to a mental image.
To clarify more about “reflection”, think about looking at
your reflection in a mirror & you will get your image shown
back to you.
Through the mirror, the image of yourself is bending back to
you so that you can clearly see the defect or the beauty of your
body.
Unit Two:
The Role of Reflection Among HE Teachers
10/9/2023 50

Categories of Reflection
1) Process
Reflection-in-action
Reflection-on-action
Reflection-for-action
2) Level
Technical Level
Practical Level
Critical Level
10/9/2023 51

1) Process of Reflection
a) Reflection-in-action
b) Reflection-on-action
c) Reflection-for-action
10/9/2023 52

It is reflecting on what we are doing.
It is thinking on our feet.
It is making decisions in the classroom as they happen.
It takes place in the middle of action.
It is conducting an action on the spot by which we seek
to solve the new problems.
a) Reflection-in-action
10/9/2023 53

It is reflecting on an action already completed.
It is retrospective thinking or thinking after the event.
It is like thinking about one’s teaching after the class.
It is an action to look back your practice or experience
after it is accomplished to see:
 how it went,
what went well,
what did not,
what could be changed for the next
time.
b) Reflection-on-action (thinking back)
10/9/2023 54

It is reflecting for our future action.
It is thinking about the future event.
It is proactive thinking to guide future action.
c) Reflection-for-action (thinking proactively)
10/9/2023 55

1) Reflection-in-action
 Teaching and learning session,
 Observing your self, & Monitoring,
 Writing notes immediately on completed session.
2) Reflection on action
 Time to think about,
 Think over what happened,
 Why things happened?
 How does it relate to theory?
 What have I learned?
 What can I use in future planning?
3) Reflection for action
 Planning the next session?
 What can I incorporate from my reflections?
 Shall I try some thing new?
 What works with these learners on this course?
10/9/2023 56

2) Level of practice
A) Technical Level
B) Practical Level
C) Critical Level
10/9/2023 57

 The initial level is when a teacher is only focused on teaching
functions, actions or skills, generally considering teaching episodes
as isolated events.
teachers of HE deal with technical issues in their classrooms
and the learning environment.
At the first level, teachers’ reflections focus on strategies and
methods used to reach predetermined goals.
concerned with what works in the classroom to keep students
quiet and to maintain order.
It is the lowest level of reflection.
Questions the teacher asks at the level of reflection are:
 did I spend too much time on group work today?
 how can I keep students on-task?
 did I have enough activities?
 how can I get students to pay better attention?
A) Technical Level
10/9/2023 58

 The more advanced level examines the theory and rationale for
once current practice.
 HE teachers examine the relevance of their students’ learning for
their life and work.
 Teachers attempt to understand the theoretical basis for classroom
practice; and to foster consistency between supported theory and
theory-in-use.
 Typical questions the teacher asks at the level of pedagogical
reflection are:
 how can I improve learning for all my students?
 how can I build in better accountability for cooperative learning tasks?
 am I giving my students the opportunity to develop decision-making skills?
 what can I do to help students make connections to prior knowledge?
B) Practical Level
10/9/2023 59

 This is when teachers examine the ethical, social and political
consequences of their teaching.
 teachers evaluate their teaching in relation to student characteristics
- gender, social class, etc.
 At this stage, teachers reflect on the moral and ethical implications.
 Acknowledging that classroom and school practices cannot be
separated from the larger social and political realities.
 Critical reflection is mostly considered as a higher-order level of
reflection.
 examination of how classroom practices contribute to social equity
and to the establishment of impartial society.
C) Critical Level
10/9/2023 60

 Typical questions the teacher asks at the level of critical
reflection are:
 do all students in my class have daily opportunities to be
successful?
 who is being included and excluded in this classroom practice?
 how might the ways I group students affect individual student’s
opportunity for success?
 does this classroom practice promote equity?
 do I have practices that differentially favor particular groups of
students (e.g., males, females)?
C) Critical Level
10/9/2023 61

Reflective Activity
Activity 4
1. What do reflection, reflective practice and reflective
teaching mean to you?
2. How well do you practice reflective thinking to deepen
your own understanding and to improve your teaching
competence?
3. Based on your teaching experiences, give examples of
reflection on, in and for action.
4. How well have you handled the technical, practical and
critical levels of reelection? Elaborate.
5. Activity 6
How applicable are the different phases of reflective
thinking to teaching and research? Cite examples.
10/9/2023 62

Meanings of Reflection
 Reflection is “an active, persistent and careful
consideration of any belief or supposed form of
knowledge” (Dewey, 1933).
 Reflection means thinking about what one is doing.
 It entails a process of contemplation with openness to
being changed, a willingness to learn, and a sense of
responsibility for doing one’s best. ( Jay, 2003).
 Reflection is an important human activity in which people
recapture their experience, think about it, mull (think) over &
evaluate it.
 It is working with experience that is important in learning’ (Boud,
R. & Walker,1985).
10/9/2023 63

Reflective practice
What is reflective practice?
 Reflective practice is:
 a dialogue of thinking and doing through which one becomes
more skilled.
 a process that helps instructors think about what happened, why
it happened, and what else could have been done to reach their
goals.
 an inquiry approach that involves a personal commitment to
continuous learning and improvement .
 the practice of analyzing one’s actions, decisions, or products
by focusing on one’s process for achieving them .
10/9/2023 64

Reflective practice (Cont’d)
 a critical, questioning orientation and a deep commitment to the
discovery and analysis of information concerning the quality of
a professional’s designed action.
 a willingness to accept responsibility for one’s professional
practice.
 The capacity to think creatively, imaginatively and, eventually,
self-critically about classroom practice.
 an ongoing process of examining and refining practice,
variously focused on the personal, pedagogical, curricular,
intellectual, societal, and/or ethical contexts associated with
professional work .
10/9/2023 65

Reflective teaching
 Reflective teaching necessarily encompasses the critical self-
evaluation of teachers, which can be difficult emotionally.
 Dewey (1933) defines reflection as “…active, persistent, and
careful consideration of any belief or practice…”/
 As teachers, we can reflect on classroom decisions and events,
but reflection also involves the emotional, passionate, and
intuitive side of teaching.
 Reflective teachers face the challenge of truly seeing
themselves and their teaching. For instance, students learn when
teachers teach well.
 But how do teachers know when they’re teaching well? How
can they be supported and encouraged to think about the quality
of their teaching and its impact on student learning?
10/9/2023 66

Reflective thinking
 It is the process of analyzing and making judgments about what
has happened.
 It is an active, persistent, and careful consideration of a belief or
supposed form of knowledge, of the grounds that support that
knowledge, and the further conclusions to which that knowledge
leads.
 For instance; learners are aware of and control their learning by
actively participating in reflective thinking – assessing what they
know, what they need to know, and how they bridge that gap –
during learning situations (Dewey 1933).
10/9/2023 67

Techniques of reflection to develop reflection skills:
A)Diaries
 used to record experiences, examine past practices, and develop
better means of teaching-learning.
 going through an experience by itself does not result in better
practice; some reflection should be done on the experience.
. B)Critical Incident
 described as a particularly significant and unpredicted event which
requires close examination in order to determine its implication
for the improvement of future activities.
 Examining a critical incident can be a tool for deepening the level
of reflection.
 Writing about critical incidents rather than typical daily events
promoted critical reflection in novice teachers.
Techniques of Reflection
10/9/2023 69

C)Portfolio
 is evidence of learning and deep thinking.
 consists of two components: evidence of learning, & reflections.
 is designed to encourage novice teachers to reflect about important
areas such as national teaching standards and to document
evidence of their knowledge and experience of each.
 can promote reflective thinking at various levels of deliberation on
practical teaching matters as well as at higher levels of questioning
institutional goals.
 The routine of reflecting on practice through portfolios can provide
the novice teacher with a cognitive link between past experiences
and newly encountered challenges.
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D) Action research
 It is a systematic way of reflecting on a particular problem in
teaching-learning, devising solution, and testing it.
 It is an inquiry-based research that follows a process of examining
existing practices, implementing new practices, and evaluating the
results, leading to an improvement cycle.
 The main purpose of action research is to improve the
understanding of teaching practice and to influence or change some
aspect of whatever is the focus of the research.
 It is participatory research and usually involves collaboration
between researchers.
10/9/2023 71

1. What are the different techniques of reflection that you have
been using in your reflective learning endeavors? Why did you
use them and how?
2. Which reflective technique is more preferable and appropriate
for teaching/learning and for lifelong learning? How?
Cases in Reflective Thinking
 Read the following cases and compare them with your actual
practice.
 Then reflect on the strengths, weaknesses of the cases and on the
lessons you can draw from each case first individually and then in
pairs. Finally present the outcome to the whole class.
10/9/2023 72

Case One
Balcha is one of the junior teachers in one of the higher
education institutions in Ethiopia. He always plans his
lessons which involve different active learning methods and
assessment techniques. He tries his best to facilitate his
students’ learning by managing his classroom effectively.
When something goes wrong in his classroom, he takes it
seriously, looks for a solution and takes immediate action to
address it. After conducting his classes, he looks back and
examines his experiences regarding his planning, the active
teaching methods he used, and the assessment, classroom
management and the communication methods he employed.
Finally, he identifies his own strengths and weaknesses as
well as those of his students. He then plans to improve on
his weaknesses in his subsequent classes. Balcha has the
habit of questioning his practices and improving his
teaching to facilitate quality learning by his students.
10/9/2023 73

Case 2
Endelibu is an academician in one of the oldest higher education
institutions in Ethiopia. He teaches his lessons with no planning. He
enters class and presents what he has prepared as notes. When a lesson
is over he will teach the next in the same manner. Sometimes he
misses his classes but regards himself as the only source of knowledge
for his students. He is proud of being an academician at the higher
education institution but does not have the intention to identify his
own teaching weaknesses and gaps and take steps to improve his
practice; rather he enjoys taking part in activities that are not related to
his profession. In short, even though he has been teaching for more
than twenty years, he has always taught in the same way during all
those years with no professional development.
10/9/2023 74

Case 3
Tsion is a fresh academician who is teaching in one of the newly
established universities. She tries to prepare herself for her classes
but she does not have the knowledge and skill of teaching the
subject matter with respect to preparing a lesson plan, using active
learning methods, managing classrooms and communicating
effectively in English. She is usually afraid of asking senior
teachers how she could address or manage the problems she faces.
Rather, she prefers to read books, journals and other materials.
However, she fails to put into practices what she gathers from her
theoretical readings. As a result, she feels that she is not doing her
job properly and she is tired of managing the problems she has
faced inside and outside the classroom at the beginning of her
professional journey.
10/9/2023 75

1) What have you understood about reflective higher
education teachers in higher education from the above
cases?
2) How effective are the above cases in changing your
attitude towards applying reflective thinking in your
study and in your teaching? Explain.
3) After going through the cases, do you feel you should
change your attitude towards the application of
reflection in your practice? Explain.
10/9/2023 76

Unit Three:
Professionalism in Higher Education
Professional Ethics and Values
 A profession is characterized by long period of academic training
of an organized body of knowledge with practical experience.
 A professional subscribes to a code of ethics which binds him/her
with other members of the professional community.
 Ethics is defined as the philosophical study of moral values and
rules
 Professional ethics are the rules governing the conduct,
transactions and relationships within a profession and in the
community.
 HE teachers are expected to behave according to the professional
code of conduct set by their HEIs.
10/9/2023 77

Professional Ethics and Values
 The quality of action of professionals will necessarily be judged
from the point of view of their individual perceptions and that of
the general community.
 Professional ethics requires conformity to professional standards
and conduct.
 Turning to the duties and responsibilities of HE teachers, they
include the following:
1) Teaching and research
2) Student consultations and team work
3) Service delivery to internal and external communities
4) Learning from experience
10/9/2023 78

Activity 7
List unethical behaviors of HE teachers and students,
indicate the reasons for the observed unethical conducts
and suggest solutions.
10/9/2023 79

Unethical Practices
 Unethical practices are those when one is not conforming to
approved standards of social or professional behavior.
 “Ethics, also known as moral philosophy, is a branch of
philosophy that addresses questions about morality—that is,
concepts such as good and evil, right and wrong, virtue (morale)
and vice (immoral) , justice, etc.” (Ethics, 2d ed., 1973. by
William Franken).
 Students are the raw materials and main subject-matter of those
who teach at various levels.
 Hence, the students, their parents, guardians and relations are the
primary targeted victims of instructors in professional misconduct
in some of the cases.
10/9/2023 80

Unethical Practices (Cont’d)
 The teaching code of ethics strictly prohibits instructors not to
take advantage of students or people associated with students
while dealing with them.
 Moreover, instructors are expected to be fair, objective,
helpful and resourceful at any cost for their students.
 Importantly, teachers are supposed to serve as role models to
their students in words and actions which will assist in
molding the character content of the student in the learning
process.
 Instructors have the basic responsibility for providing
students with the advanced knowledge and skills that are
required for their professional life and are the greatest asset of
a nation.
10/9/2023 81

Define the term continuing professional development
(CPD)
Mention the characteristics of CPD
What are the activities that should be considered in
CPD?
Continuing Professional Development
10/9/2023 82

 Definition: CPD -
 is the development of a person in his/her professional role.
 is a professional growth an instructor achieves as a result of
gaining increased experience and examining his/her teaching
systematically.
 is a lifelong process which starts from the instructor pre-service
education until the instructor retirement.
 CPD refers to anything that makes teachers a better professional.
 CPD can be employed through different strategies in institutions
which includes formal and informal experiences.
10/9/2023 83

Formal experiences:
• an induction program for new staff,
• visiting other college for sharing experiences,
• attending conferences,
• attending professional meetings,
• attending professional mentoring,
• attending short courses,
Informal experiences:
 reading professional publications,
 watching television documentaries related to an academic
disciplines.
10/9/2023 84

Characteristics of CPD
 It is based on constructivism rather on a ”transmission oriented
model”; as a result instructors are treated as active learners.
 It is perceived as a long term process the fact that instructors learn
over time.
 It is perceived as a process that takes place with in a particular
context
 An instructor is conceived as a reflective practitioner
 CPD conceived as a collaborative process
10/9/2023 85

Importance of CPD
 to maintain quality standards.
 to upgrade professionals skills.
 to keep up- to-date the professionals.
 to acquire new knowledge.
 to gain a competitive advantage over others.
10/9/2023 86

Continuing Professional Development (CPD)
CPD Activities are :-
 Induction:- train beginners at the initial period
 Mentoring:-collegial support and professional sharing among all
instructors ( Experienced instructors supporting beginners)
 Coaching:- build more collegial relationships, share their
experiences, (Experience sharing among the same teaching service)
 Action Research:- a valuable method of enabling instructors to
improve their practice by looking at what is happening in their
teaching and their classrooms
 University-partnership:-Connect practitioners who share
common interests and concerns about quality education
 Other inter institutional collaboration:- UIL
 University network :- sharing successful innovations
10/9/2023 87

Continuous Professional Development Activities
 Instructors network :- bring instructors together to address the
problems that they experience in their work
 Supervision in the classroom :-
 Performance assessment of students
 Workshop, seminars, conferences
 observation of excellent practices
 Instructors as reflective practitioners
 portfolio:- A collection of items gathered over a certain period of
time to illustrate different aspects of a person work, professional
growth and abilities
 Instructors own narrative:- instructors autobiographical narratives
10/9/2023 88

Activity 8
 Plan CPD of your own in terms of knowledge, skill, and attitude.
You may consider any one of the following.
1) Classroom Presentations
2) Effective use of the medium of instruction in your teaching
3) Technology utilization in teaching
4) Student assessment
5) Classroom management
6) Self-management
7) Diversity management
8) Research
10/9/2023 89

Continuous Professional Development Plan
Example
What I
would
like to
develop
Specific
objectives
What I will do By when
(Date)
Review of
objectives
(How? By
whom?)
Develop
my IT
skills
Making
graphs
and tables
Find a book or
find a colleague
who can teach me
13 July Utilization
in report
writing and
record
keeping
10/9/2023 90

Your CPD Plan
What I
would
like to
develop
Specific
objectives
What I will do By when
(Date)
Review of
objectives
(How? By
whom?)
10/9/2023 91

 What is Role Modeling?
 What is the Importance of Role Modeling?
Teacher as a Role Model
10/9/2023 92

 Role is a character or a behavioral act performed by a teacher.
 Modeling is representation or copying of an individual activity.
 Role modeling is, therefore, adapting the best practices as a
teacher educator.
 Role modeling plays a crucial role to enhance the existing
knowledge, skill and attitude of an individual in a more
tremendous manner.
Activity:
Describe the concept, Character and Behavior.
10/9/2023 93

Character Behavior
 is your perception about you.  is perception of others about you
 is taken to be what we are;
can’t change what we are.
 is taken to be what we do; and
we can change what we do.
 is an internal construct that
characterizes each person
 is largely the external appearance
of our character
 is relatively constant and
doesn’t change easily.
 is changed easily and can be
influenced by many factors
 is a set of qualities that make
some one different from
others.
 refers the way of behaving, the
actions, reactions you give to
others.
 is fixed, & difficult to
observe it with the naked eye
 is dynamic, observable and
measurable performance.
 Can be inherited from  Can be developed from culture
10/9/2023 94

Activity 11
Identify the positive and negative characteristics of each
teacher, and the behaviors related to the characteristics
from the following case studies of teachers.
10/9/2023 95

Case 1
 Ferdisa is liked by his students; he is always friendly and cheerful,
and often arrives late for his classes and cracks a joke about his
lateness. He is an entertaining teacher of English and makes his
students laugh. He is helpful and encourages them with their work,
and often uses his own experiences as teaching material for the
lessons. He promises to help them improve their English, and they
often hand him drafts of the work they are doing. He reads their
work and makes helpful comments, but they rarely get feedback in
time to make improvements before the final deadline. He is a good
sportsman, and he organizes football games for the male students
and boys in the local village.
10/9/2023 96

Case 2
 Fantu prides herself on account of her Master’s degree in
Educational Psychology from Addis Ababa University. She has
excellent knowledge of child development and delivers well-
structured lectures, using many technical terms in good English.
She is impatient when her students ask her very basic questions,
and does not waste her time going back over things she thinks they
should already know and understand. She compares them
unfavorably with the students she studied with, and is often highly
critical of the comments they make when she occasionally asks
a question or provides an opportunity for discussion. She is very
strict with her marking. She gets disappointed when students do
not live up to her expectations. She runs an English speaking club
once a week where she enjoys conversing with students and
helping them to improve their English.
10/9/2023 97

Case 3
 Aster is a new Biology teacher. She is trying hard to establish
herself as a member of the teaching staff. Most students like her as
she shows interest in them as individuals and tries to learn their
names and is very patient when students ask her questions. Her
subject knowledge is good. But, there is a group of male students
who continually ask difficult (and often irrelevant) questions and
disrupt the flow of the lessons. She is always neatly dressed and
well organized. She always tries to get to class before students to
greet them and set up her work and materials. That way the lesson
can proceed smoothly. When she sets an assignment, she expects it
to be done within a week and promises to return it the following
week. Some of the boys in the class have handed in the work this
semester. Those who have submitted it are pleased with the
comments they have been given. They have found out that such
feedback helps them improve their work. She has set up a
support group for female students that meet once a week, but at the
moment the group has no clear focus.
10/9/2023 98

Case 1
Positive Characteristics Negative Characteristics
1. 1.
2. 2.
3. 3.
 Recommendations
1.
2.
3.
10/9/2023 99

Discuss in Groups.
1) What is diversity?
2) You most probably had the experience of teaching
students with diverse background. How well did you
manage the task?
3) Is diversity a problem or an opportunity for student
learning? Yes/No? Why?
Unit Four:
Diversity Management
10/9/2023 100

Diversity is a
combination of people
who bring a variety of
backgrounds,
perspectives, values,
skills, styles, and beliefs
as assets to groups and
organizations in which
they interact.
Unit Four: Diversity Management

Dimensions
of Diversity
Ethnicity
Gender
Linguistic
Religious
Mental
disability
Physical
disability
Social
class
Economic
10/9/2023 102

 Diversity is more than just acknowledging the difference; and
the practice of involving people from a range of different:
 social and ethnic backgrounds,
 genders, sexual orientations,
 religions, age, disability.
 Diversity is a set of conscious practices that involve:
 understanding and appreciating interdependence of humanity and
cultures.
 practicing mutual respect for qualities and experiences that are
different from our own.
10/9/2023 103

 Therefore, educators and students have more opportunities to
learn about different experiences, languages, and cultures, either
through classroom curriculum, or a conversation with a peer.
 Moreover, educators face growing challenges related to
diversity including gaps in academic achievement between
students of diverse background.
 Ethnic conflicts, sexual harassment, difficulties in teaching
students with disabilities, and disparities in educational
resources are also areas of concern.
 Thus, HEIs are a reflection of these diversities; and it is
essential to notice the principles, handling mechanisms, challenges and
opportunities of diversity.
10/9/2023 104

10/9/2023 105

10/9/2023 106

10/9/2023 107

10/9/2023 108

10/9/2023 109

Scope of
Inclusive
Education
Working
students
Students with
disabilities
Girls living in
difficult
circumstances
Students
from remote
areas
Students of
migrants
Children in
HIV/AIDS and
other chronic
illness
All other
children
10/9/2023 110

Activity 13
1. How do you conceptualize inclusive education?
2. Do you think that there are people who cannot learn? Explain.
3. Have you ever taught students with any kind of disability? If
yes, how did you handle them?
10/9/2023 111

 Inclusion is the incorporation of students with disabilities
into general academic courses on campus across disciplines
and departments with non-disabled peers (The Taishoff
Center, USA).
 The concept of inclusion is based on the idea that every
individual has the right to be incorporated fully into the
fabric of society.

 is based on the right of all learners to equitable access to education
that meets basic learning needs and enriches lives.
 is a learning environment that promotes the full potential of all
learners:
 Personal,
 Academic, and
 Professional development,
 Irrespective of diversity in:
 Backgrounds
 Ability
 Learning styles
 focuses particularly on vulnerable and marginalized groups.
10/9/2023 113

Scope of
Inclusive
Education
Working
students
Students with
disabilities
Girls living in
difficult
circumstances
Students
from remote
areas
Students of
migrants
Children in
HIV/AIDS and
other chronic
illness
All other
children
10/9/2023 114

1. Accommodate all learners
2. Support diversity and learner differences
3. Set high expectations for all learners
4. Understand learners’ strengths and needs
5. Reduce barriers within learning
6. Build Capacity
7. Share responsibility
10/9/2023 115

Integrating gender issues across all levels of education
system is one of the means of addressing educational
equity.
Activity 14
Describe the following in pairs, and finally share your ideas with the
whole class.
a) Gender awareness
b) Gender mainstreaming
c) Gender responsiveness
d) Gender Stereotype
e) Gender Responsive Pedagogy
10/9/2023 116

Gender awareness
 Ability to view society from the perspective of gender roles and
understand how this has affected women's needs in comparison
to the needs of men.
 Gender mainstreaming
 is a strategy to improve the quality of public policies, programs
and projects, ensuring a more efficient allocation of resources
for increased well-being for both women and men, and the
creation of a more socially just and sustainable society.
 Gender responsiveness
 is a state of recognition and reaction to gender inequality in
implementing activities, policies, and programs.
10/9/2023 117

 A gender stereotype
 is a generalized view or preconception about attributes, or
characteristics that are or ought to be possessed by women and
men or the roles that are or should be performed by men and
women.
 Gender stereotypes can be both positive and negative for
example, “women are nurturing” or “women are weak”.
 Gender responsive pedagogy
 refers to teaching and learning processes that pay attention to the
specific learning needs of female and male students.
10/9/2023 118

Sex and Gender
 What is the difference between Sex and
Gender?
10/9/2023 119

Sex and Gender
Sex
 Human being is born either female or male.
 They are biologically different.
 This is their sex (female sex or male sex)
 sex is anatomy of an individual reproductive system
 sex difference is due to nature
Gender
 Gender is a social construct
 Social role based on the sex of the person
 Gender difference is due to nurture (how the environment
cultivate)
 Gender deals with personal, societal and cultural perceptions of
sexuality.
10/9/2023 120

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