**Abstract**

The core intention of this study was to critically reflect on the successes, failures, and prospects of the Higher Diploma Program or the Pedagogical Science Training for Ethiopian 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 institutionindustry linkage to instructors who are teaching in the country's higher education institutions. This means public and private higher learning institutions' instructors are expected to pursue this training to deliver quality education through identifying the learning needs of their students. Hence, this research was committed to figure out the successes, failures, and prospects of the program in terms of enhancing teachers' continuous professional development in Ethiopian higher education institutions. To this end, discursive qualitative content analysis was used in the study. Results of the study revealed that although the Pedagogical Science Training for Higher Education Institutions' Teachers program was introduced since 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.

**Keywords:** higher education, pedagogical science training, prospect, reflection, success
