**4.2 Portfolio of evidence**

The participants registered in the program came from a wide range of disciplines. These were law, pharmacy, nursing, teacher education, information technology, accounting, and humanities in the area of linguistics. They were higher education teachers employed in institutions of higher learning in Lesotho. Assigning participants to write a portfolio of evidence as a form of final assessment presented an opportunity for professional learning for both the participants and the facilitators. The participants used the same format in producing the portfolio. It comprised three folios: development/professional growth, discovery, and reflection.

It was through the reflection folio that comments alluding to the need for change were presented. These included sequencing of the courses such that the teaching and learning in higher education course, which in their view can be taught before others due to its significance; there was a need to include virtual teaching practice since it was planned for but could not be implemented; capacity building and consistent training of facilitators; development of tools to assess facilitators' teaching in the program; and the quality of the modules. These broad views are a direct hind for the institution to have assessed the implementation of the program using the first cohort.
