**1. Introduction**

The chapter discusses issues that were considered in developing and implementing a new program in the higher education field. Gibbs [1] model of reflection provides a framework for sharing lessons originating from the field. Gibbs [1] argues that there is a need to reflect on experience to ensure that lessons are recalled for learning purposes. Hence, the importance of reflecting upon an experience. Most importantly, it is from the feelings and thoughts emerging from the reflections that generalizations or concepts can be generated and it is generalizations that allow new situations to be tackled effectively [1]. Reading the work of one of the great philosophers, Dewey [2] influenced the writing and thinking about reflection. Dewey describes reflective practice

[as] the ability to reflect on one's actions, so as to engage in a process of continuous learning. He points out that it involves paying critical attention to the practical values and theories that inform everyday actions. He points to the value of examining practice reflectively and reflexively. Although the decision to use reflective practice in the field was not systematic, the idea facilitated employing reflection in thinking about experience based on teaching in the National University of Lesotho Post Graduate Diploma in Higher Education (PGDHE) Program. In describing the background, information is drawn from the PhD thesis and the Lesotho higher education context.

#### **1.1 The Lesotho council on higher education policy**

Undertaking a study, in the context of PhD, focusing on higher education teachers, means piloting the idea of researching higher education in Lesotho. Teachers in the Faculty of Education at the National University of Lesotho were invited to participate in my study. Two teachers in each of the three departments of this faculty were purposively selected. The major question for the study was: *What are the sources and application of professional knowledge among teacher educators*. This study [3] revealed, among other findings, that a common feature for all teacher educators given that they all started teaching before acquiring a postgraduate qualification in higher education is that they were immersed in the teaching of student teachers; they learned the art of teaching in the actual context of a teacher education program. It is therefore significant that the other sources of professional knowledge for teacher educators are practical, experiential, and/or phronesis but they lack epistemic knowledge. Upon completion of the PhD study and equipped with the findings, the challenge was on addressing the problem and embarking on facilitating the training of higher education teachers. The completion of the PhD study coincided with new developments in the context of higher education.

#### **1.2 The impact of PhD thesis**

The Government of Lesotho, through the Ministry of Education and Training (MoET) launched the council on higher education (CHE) to assume the role of the regulator in the subsector. One of the major regulatory requirements of the CHE is that higher education teachers should have credentials for teaching at the higher education level. Consideration was made regarding this development; this was an opportunity to develop a new program: *Post Graduate Diploma in Higher Education (PGD-HE*) for higher education teachers. This would be the best input for PhD work in the Lesotho higher education context. The idea required following the University and the CHE procedures and protocols. Reflection on the process alludes to lessons and numerous challenges at both levels.

At the university level, there was realization that implementation of innovations follows procedures. Procedures include presenting the program to various university committees: department board, academic programs committee (APC), and the Senate for the latter, being the highest body in the university, to consider and approve the program. Engaging the University Senate requires developing a program document to ensure acceptance. Developing the program document presented challenges, including having a credible rationale, good program philosophy, and good courses, which would attract higher education teachers to enroll in the program. The Center for Teaching and Learning settled for seven courses, including Lesotho higher education in context, teaching and learning in higher education, assessment in

*Perspective Chapter: Lessons from Implementing a Higher Education Program in Lesotho DOI: http://dx.doi.org/10.5772/intechopen.109291*

higher education, curriculum design and development, scholarship of teaching and learning in higher education, e-learning in higher education, and quality assurance in higher education. Although, as one of the CHE requirements, a needs analysis for the program had been conducted, this was an ambitious program with too many courses to be taught in one program. However, the university committees considered and approved the submission presented by the Center for Teaching and Learning for onward submission to CHE. This was an opportunity to contribute to the discourse of teaching and learning in higher education in Lesotho.

#### **1.3 Requirements and developments**

The key step required by the Council on Higher Education was to ensure that the procedures were followed. Such procedures were guided by numerous documents, which had to be followed if the program was to be accredited by CHE. Key among the documents was the CHE *self-assessment* document. This document had to be comprehensive and has to ensure quality. It serves as the document that the CHE uses in assessing and thereafter accrediting programs. While following the procedures for approval presented challenges the various stages dully presented immense lessons, including upholding quality requirements when presenting a new program for accreditation.

#### **1.4 Development of the program for accreditation purposes**

The implementation of the program necessitates following procedures for mounting it. Reflecting on critical issues experienced in the field during the implementation of the program presents positive and negative encounters. Four subthemes emerge.
