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This article aimed to examine the two concepts of the educational process and educated person from the philosophical perspective of Richard S. Peters, a prominent philosopher of education. In light of this, one of his influential works, “What is an Educational Process?”, was carefully reviewed. Some comments on the overall relevance of Peters’ positions on the two concepts are also included. The review provides valuable insights into these concepts, which are profoundly important for the education field. Finally, concluding remarks and implications of the author's perspectives on contemporary educational systems are highlighted.

This study aimed to examine the development trends of micro and small enterprises and the challenges of Technical and Vocational Education and Training (TVET) interventions in Ethiopia, focusing on Bahir Dar City. For this purpose, a mixed methods research approach involving both quantitative and qualitative data from archives and interviews with officers, trainers, and enterprise owners was employed. The results of the study revealed an increase in enterprise enrollment from 2008 to 2021. However, the overall development progress remained notably low, as indicated by the limited proportions of enterprises reaching maturity stages. Moreover, the planning and implementation of TVET programs were found to be misaligned with the needs of various employment sectors, primarily due to lack of occupational standards, inadequacies in trainer availability, and deficiencies in skills and resources. This study proposed strategies to improve current performance and to address systemic challenges sustainably, including training on curriculum development.

This study sought to examine the impact of lesson study on teachers’ professional development. For this purpose, a quasi-experimental design involving 46 English teachers from 24 primary schools in Bahir Dar city, Ethiopia, was employed. Data were collected through questionnaires and analyzed quantitatively using means, standard deviations, independent samples t-tests, and pair sample t-tests. The findings of the study revealed that the teachers in the experimental group who participated in the lesson study intervention demonstrated better professional practices than those in the control group. This improvement was evident in the teachers' ability to prepare lesson plans, deliver classroom teaching, and reflect on lesson plans. Furthermore, the pre-test and post-test results of the experimental group showed that teachers had demonstrated better performance after the intervention. Generally, the study highlighted that a well-planned and implemented lesson study program can have a positive impact on the professional development of teachers.

This editorial highlights the manuscripts published in the January 2024 edition of the Bahir Dar Journal of Education. Written by a total of 24 scholars from six universities and one international non-governmental organization, the manuscripts provide valuable insights into some fundamental educational issues in two African countries, namely, Ethiopia and Somaliland. The editorial outlines the main themes of the manuscripts and the valuable contributions the authors made to the field of education. Focusing on the African context, the editorial also featured paragraphs on some key educational challenges and the vital role scientific research and researchers can play in alleviating the challenges.

Welcome to the third issue of Bahir Dar Journal of Education for the year 2023. In this issue, we publish eight manuscripts authored by a total of seventeen scholars. They cover a variety of topics pertaining to education. From the challenges faced in implementing 21st-century skills, authentic learning, and time management to parents' concerns over television viewing’s impacts on children's education and well-being, the papers attempt to address various educational challenges. Each manuscript brings unique insights and recommendations that collectively contribute to the ongoing quest for quality education.

This study aimed to investigate how instructors at three Ethiopian universities conceptualize and practice 21st century skills in classrooms. To achieve this purpose, a qualitative case study design was employed. Using a purposive sampling method, three universities in the Amhara national regional state of Ethiopia were selected. From these universities, ten participants were selected purposively. Semi-structured interviews and observation were used to collect data essential for the study. The data collected through these methods were thematically analyzed. The results revealed that participants had a limited understanding of 21st century skills. To be specific, their conceptions reflected the conventional pedagogical approach rather than the pedagogy of the 21st century. On the other hand, participants believe that 21st century skills are important for both instructors and their students. However, they had difficulties to practice these skills in the teaching-learning process. Finally, the implications of these findings for future research and policy initiatives are presented.

This article is mainly a reaction paper that reflects on the views and positions of Wraga and Hlebowitsh (2003) concerning the crisis and renaissance of the curriculum field. In doing so, a brief critical review of the two authors’ views with regard to the ups and downs that the curriculum field has passed through, and most importantly, the crisis it faced as it went through its formative period was made. The article also endeavored to show the efforts of different curriculum scholars, including the proposals of these two authors, to rescue the field from its total collapse. Next to this, my reflections on the views and positions of the two authors vis-à-vis the current state of the field and the proposals they presented to solve its crisis are highlighted. The paper also tried to reflect on the current state of the Ethiopian curriculum field based on some personal experiences and observations. Accordingly, it revealed that many of the signs of curriculum crisis are prevalent in contemporary Ethiopia. Finally, concluding remarks and lessons to be learned from this article are included

Using the four major philosophies of education (Perennialism, Essentialism, Progressivism, and Social Reconstructionism) as its theoretical framework, this study examined the perceptions of teacher educators about the functions of education in Ethiopia. The study adopted the qualitative research approach and employed the case study as a design. Through a purposeful criterion-based sampling technique, six teacher educators from Bahir Dar University were selected as participants in the study. Data pertinent to the study were collected through semi-structured interviews and document reviews. The data collected through these methods were thematically analyzed. The results of the study revealed the existence of multifarious perceptions among teacher educators. To be specific, the teacher educators were found to be proponents of the perennialist, essentialist, and progressivist educational purposes. As far as the function of education in Ethiopia was concerned, the study revealed that the perennialist and essentialist purposes of education were dominant. Educational purposes advocated by the progressive educational philosophy were also found to be important. The social reconstructionist function of education, however, was not given an adequate place. Finally, the implications of these findings for the country’s teacher education programs and policymaking initiatives are indicated.

The purpose of this study was to examine the place of some gender issues in curriculum materials of Ethiopia. To achieve this purpose, a qualitative content analysis was made on the country’s Grade Eight English textbook. The analysis was conducted on two interrelated categories: nature of narrations and sensitivity of illustrations. In doing so, a nine-stage content analysis model, developed by Frankel and Wallen (2006), was employed. The analysis revealed that in all of the evaluation criteria, the textbook was gender-biased favoring the male gender. For instance, most of the passages and stories presented in the textbook were narrating the fame, contributions, and achievements of the masculine gender. The study also revealed that the great majority of the role models in the textbook under consideration were representing the male gender. Besides, most of the illustrations presented in the textbook were male-dominated that convey unequal power relationships between the two genders. Overall, from the findings of the present analysis, it was understood that some gender issues that need to be considered while writing a language textbook were not adequately addressed. Finally, the implications of these findings for future research and policy initiatives are briefly indicated.

Using the Social Reconstructionist educational philosophy as a theoretical framework, this study attempts to understand the place of society and major societal issues in the current Education and Training Policy of Ethiopia. To achieve this purpose, an analysis was made both on the manifest and latent contents of the whole policy document. The analysis revealed that in the present Education and Training Policy of Ethiopia, words, concepts, phrases, sentences, and paragraphs that reflect basic ideas of the Social Reconstructionist educational philosophy were not satisfactorily incorporated. Besides, though some society-related concepts were explored, contents dealing with sensitive social, economic, and political problems were not adequately included. Based on the above findings, therefore, it is concluded that the Education and Training Policy of Ethiopia has not satisfactorily echoed society and major societal issues, particularly those that are given much emphasis in the Social Reconstructionist educational philosophy. Hence, towards the end of the article areas of intervention that could possibly ameliorate this problem are highlighted.

This study was conducted to assess the effectiveness of principals in managing the implementation process of civic and ethical education curriculum. To accomplish this task, a mixed research approach, using both quantitative and qualitative data gathering and analysis methods, was employed. Data sources of the study were 300 Grade Eight students and 25 civic and ethical education teachers, from 15 primary schools found in two woredas (districts) of East Gojjam Administrative Zone, Ethiopia. Data collected through questionnaire and interviews were analyzed both quantitatively and qualitatively. Accordingly, it was explored that the curriculum of civic and ethical education in primary schools studied has been in the process of ‘implementation’ without sufficient and meaningful support and active involvement of principals. Put differently, primary school principals were not found satisfactorily discharging many of their responsibilities in relation to the implementation process of civic and ethical education curriculum. In view of this, areas of intervention that could possibly mitigate the problem are forwarded.

The purpose of this study was to understand the practice of society-centered instruction in teacher education classrooms. Hence, a qualitative research approach focusing on the phenomenological design was employed. Participants of the study were six teacher educators from the College of Education and Behavioral Sciences, Bahir Dar University. They were selected through purposive sampling technique. Semi-structured interviews and document analysis were used to collect data essential for the study. An adapted five-stage data analysis model was also used to analyze the data collected through the above methods. The findings of the study revealed that the experience of teacher educators in practicing society-centered instructional methods and assessment techniques was minimal. The study also revealed that the instructional processes in teacher education classrooms of Bahir Dar University were not satisfactorily interconnected with major issues of society. Towards the end of the article, the implications of these findings for classroom practices and policy initiatives are highlighted.