Prospects and challenges in addressing issues of diversity in the curricula of the ethiopian public higher education institutions

This study was designed to explore the major prospects and challenges encounter in addressing diversity in the curricula of the Ethiopian public higher education institutions. To this effect, mixed-methods research approach with embedded mixed research methods was employed. Legal, policy and strategic documents, university teachers, educational leaders, experts and students were among the sources of data consulted. Questionnaires, document analysis and interviews were used to collect the data. Data were analysed quantitatively through mean scores, standard deviations, one way ANOVA and independent t-test; qualitatively through narrations/ descriptions of the issues theme by theme. Hence, the findings revealed that availabilities of good awareness of policy makers, educational leaders, practitioners (staff) and students about the importance of addressing issues of diversity in curricula, the good knowledge and skills of policy makers, educational leaders and practitioners on how to address diversity, the commitments and dedications they have, the availabilities of the necessary resources and availabilities of teachers and students with diversified backgrounds at higher education institutions were among the prospects while absence of these issues were considered as challenges that encounter in addressing diversity in Ethiopian higher education curricula. Moreover, the Ethiopian legal, policy and strategic frameworks analysed here showed that they give some concerns to diversity though they did not specifically show any clue about the extent to which, how, what aspects of diversity and to what extent they can be addressed in education in general and higher education curricula in particular. Hence, it was suggested that important revisions has to be made on these legal, policy and strategic documents to make the efforts fruitful which will bring further improvements on students learning.