The Hidden Lacunae in the Ethiopian Higher Education Quality Imperatives Stakeholders' Views and Commentaries

Main Article Content

Tefera Tadesse
Catherine E. Manathunga
Robyn M.Gillies


In the last two decades or so, much research has been carried out in the field of qualityteaching and learning in higher education (HE). However, less is known about the stateof quality and its contextual factors and outcomes, especially in the Ethiopian universitycontext. This study examined the nature of quality teaching and learning and itsassociated factors and consequences in Ethiopian public university setting. It did sothrough a qualitative case study design which required approaching senior managers,education quality experts, students, and academic staff. In this article, the analysisfollows a thematic analysis perspective so that the reported data provide contextualdefinitions and interpretations of quality teaching and learning in the HE setting. Thisstudy finding revealed a gap between policy and practice and deficits in quality,particularly in accountability, commitment, and educational processes. One of theremarkable results was a systemic failure to engage students in rigorous and relevantlearning experiences. In addition, students' low level of academic engagement duringtheir university years became apparent with diverging views amongst stakeholdersregarding the ingredients leading to these shortages. This article proposes an increasedemphasize to be vested in improving the conditions and further argues on shiftingtowards a perspective that value teacher implementation practices and students'learning experiences. It is thought that an increased emphasis on improvement providesthe opportunity for HE institutions to interpret those factors surrounding their academicpractices to concentrate on current realities within the prevailing context.

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How to Cite
Tadesse, T., E. Manathunga, C., & M.Gillies, R. (1). The Hidden Lacunae in the Ethiopian Higher Education Quality Imperatives. Ethiopian Journal of Education and Sciences, 14(1), 75-94. Retrieved from
Original Article
Author Biographies

Tefera Tadesse, Jimma University

Department of Teacher Education and Curriculum Studies, Jimma University,

Catherine E. Manathunga, University of the Sunshine Coast Australia

Education Research School of Education, Faculty of Science, Health, Education and
Engineering at the University of the Sunshine Coast Australia.

Robyn M.Gillies, School of Education, University of Queensland, Australia

School of Education, University of Queensland, Australia