[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593720-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-593720-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","the-prevailing-practices-and-challenges-of-curriculum-reform-in-ethiopian-higher-education-views-and-responses-from-within","The Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education - Views and Responses from Within","","Exploring recent educational change in Ethiopian higher education, the article examines undergraduate curriculum reform in relation to student-centered pedagogy and continuous assessment. Using a qualitative case study, it collects primary data from interviews with four senior managers and four education quality experts, plus a focus group with six teachers, and it analyzes secondary sources. Findings show reform forces are largely external, with limited internal development and reliance on a government-controlled centralized one-size-fits-all model.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-prevailing-practices-and-challenges-of-curriculum-reform-in-ethiopian-higher-education-views-and-responses-from-within/593720/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-prevailing-practices-and-challenges-of-curriculum-reform-in-ethiopian-higher-education-views-and-responses-from-within/593720.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the article investigate about Ethiopian higher education reform?","Question",{"text":62,"@type":63},"It investigates the prevailing practices and challenges of undergraduate curriculum reform, especially in relation to student-centered pedagogy and continuous assessment, and it examines views and responses from within higher education institutions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the study collect and analyze data?",{"text":67,"@type":63},"It uses a qualitative case study design, collecting primary data through interviews with four senior managers and four education quality experts, and a focus group with six teachers, supplemented with secondary sources.",{"name":69,"@type":60,"acceptedAnswer":70},"What are the main challenges reported with implementing curriculum reform?",{"text":71,"@type":63},"The study reports implementation gaps, particularly the absence of a functional enactment zone for teachers, and it links these difficulties to conformity, uncertainty, and the rapid pace of change that creates tension for academics in classrooms.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593720,1792208874,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 10 | Article 6 |\n| --- | --- |\n\n2016  \nThe Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education: Views and Responses from Within  \nTefera T. Jimma  \nJimma University, [tefera.tadesse@ju.edu.et](tefera.tadesse@ju.edu.et)  \nWudu MeleseTarekegn  \nJimma University, [wudumelese@gmail.com](wudumelese@gmail.com)  \nRecommended Citation  \nJimma, T. T., & Tarekegn, W. M. (2016). The Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education: Views and Responses from Within. Australian Journal of Teacher Education, 41 (10).  \n[http://dx.doi.org/10.14221/ajte.2016v41n10.6](http://dx.doi.org/10.14221/ajte.2016v41n10.6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss10/6](http://ro.ecu.edu.au/ajte/vol41/iss10/6)  \nAustralian Journal of Teacher Education  \nThe Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education: Views and Responses from Within  \nTefera Tadesse  \nWudu Melesse  \nTeacher Education and Curriculum Studies,  \nCollege of Education and Behavioural Sciences  \nX University, Ethiopia  \nAbstract: In reflecting on the recent educational change in Ethiopian  \nhigher education (HE), this article explores the nature of undergraduate  \ncurriculum reform in relation to student-centered pedagogy and  \ncontinuous assessment method. To this end, the article uses a qualitative case study design collecting primary data from interviews with 4 senior  \nmanagers and 4 education quality experts, and a focus-group with 6  \nteachers, and exploring secondary sources. The result shows that the  \nforces, triggering curriculum reform are mostly external providing little room for internal factors and the development of curriculum from within the institution. The prevailing reform applied a government’s controlled, centralized, and a one-size-fits-all model. As study participants reported,  \nthe most challenging issues are implementation gaps, particularly the  \nabsence of a functional enactment zone for teachers. This happens  \nbecause conformity and uncertainty, as well as the rapidity of change,  \nhave created tension for academics when implementing the reforms in  \ntheir classrooms. This article provides some suggestions as to how these  \nchallenges might be overcome.  \nIntroduction  \nIt has been widely argued that managing change in higher education (HE) is a diverse and complex issue as heterogeneous external and internal forces have profound influence (Gaoming, Yong, & Jing, 2012) . These forces for change are evident in almost every sphere of institutional life, and the pace of change has gathered momentum (McRoy & Gibbs, 2009) . This educational upheaval has created a new HE landscape, influencing universities to become a ‘stadium generale,’ sites attracting and gathering clients and personnel from a wide area (Hussey & Smith, 2010, p. 9) . However, the range of challenges higher education institutions (HEIs) face today is almost unmatched when compared to the institutional mechanisms facilitating change and the capacities of those who are operating within the system (Engel & Tomkinson, 2006) . Under these circumstances, managing change in HE is extremely challenging.  \nIn the Ethiopian HE context, educational change have been problematic, with classroom practitioners often not implementing reforms disseminated by centralised government agencies (Tadesse, 2015; Tadesse & Gillies, 2015) . Regardless of the government keen interest in reforming teaching and assessment, research reported that both teachers and their undergraduate  \nVol 41, 10, October 2016 87  \nAustralian Journal of Teacher Education  \nstudents predominantly experience teaching in the form of transmitting knowledge and assessment as a recall of previously learned materials during exams (Zerihun, Beishuizen, & Van Os, 2011) . Their experiences and conceptions reflect a teacher-focused ap","cbCaincjT7ucuiWo","https://ap.wps.com/l/cbCaincjT7ucuiWo","pdf",539249,21,"English","# Abstract\n# Introduction\n## Context of change management in higher education\n## Ethiopian higher education challenges and reform experience","[{\"question\":\"What does the article investigate about Ethiopian higher education reform?\",\"answer\":\"It investigates the prevailing practices and challenges of undergraduate curriculum reform, especially in relation to student-centered pedagogy and continuous assessment, and it examines views and responses from within higher education institutions.\"},{\"question\":\"How does the study collect and analyze data?\",\"answer\":\"It uses a qualitative case study design, collecting primary data through interviews with four senior managers and four education quality experts, and a focus group with six teachers, supplemented with secondary sources.\"},{\"question\":\"What are the main challenges reported with implementing curriculum reform?\",\"answer\":\"The study reports implementation gaps, particularly the absence of a functional enactment zone for teachers, and it links these difficulties to conformity, uncertainty, and the rapid pace of change that creates tension for academics in classrooms.\"}]","The Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education - Views and Responses from Within | PDF",1792077787,53]