School of Teacher Education 

The problem of quality of education in general and science and mathematics education in particular has been a problem in Ethiopian education for the past two decades. The deterioration in quality can be seen in students’ performance in the National Learning Assessments (NLA) for grades 4, 8 and 10 where performance was below the minimum performance benchmark (50% out of 100%) set by the Ministry of Education. In the recent NLA report (MOE, 2020), the percentage of Grade 4 students who scored above 50% in Environmental Science was 28.5%. During the same period, the percentage of eighth-graders who scored above 50% in biology, chemistry, and physics was only 23.98%, 16.56%, and 16.91%, respectively.

The key to changing the quality of education lies in working on the capacity of teachers which is seen as determinantal in most cases. According to Rowe (2003), what matters most in influencing student learning outcomes in schools is the quality of teachers and teaching. Teachers’ experience, their teacher education background, their beliefs and motivations, their content knowledge, their pedagogical content knowledge, and their general pedagogical knowledge are the fundamental attributes of teacher quality that appear frequently in the literature (Kamayubonye & Mutarutinya, 2023; Blömeke, Olsen & Suhl, 2016) are considered essential to play important roles in the quality of education in general and students learning outcomes in particular. Teacher training and professional development are essential mechanisms for enhancing such attributes.

As teachers grow professionally and improve their teaching skills, they are more likely “to determine, influence, and implement change in the education sphere” (Brikmane & Samuseviýa, 2014). To this end, it is essential to establish a system that can sustainably improve the quality of education in general and of science and mathematics teaching in particular. Since the College of Education at BDU is a center of excellence for teacher education, it has to establish a system that enables it to successfully carry out its responsibility. To date, there is no training and research center in Ethiopia that is exclusively dedicated to focus teaching and learning of mathematics and science. Hence, the establishing the Center for the Study of Science and Mathematics Teaching and Learning (CSSMTL) will be helpful in taking targeted measures to improve the quality of mathematics and science education. The center will provide professional development trainings for school science and mathematics teachers and teacher educators, engage in research, and disseminate results and policy briefs for decision makers.

BDU has already established ten research centers in 2013 to realize its vision of becoming one of the premier research universities in Africa by 2025. The establishment of CSSMTL is therefore in line with the university’s efforts to strengthen its research endeavors. As the center will focus particularly on the areas of teaching and learning in science and mathematics, it will open the door to the introduction of a specialized research program. Furthermore, the recent differentiation of universities in Ethiopia has branded BDU as a research university due to its long-standing experience and relative strength in research activities. Such a center will add value for BDU when it became part of the university’s structure.

Institute of Pedagogical and Educational Research (IPER)

About Us

The Institute of Pedagogical and Educational Research (IPER) is one of the pioneering research institutes at Bahir Dar University. Focused on rigorous inquiry and evidence-based practices, IPER aims to enhance the educational landscape in Ethiopia. Since its inception, the institute has been conducting impactful research, organizing professional development workshops for educators and researchers, and building collaborations with academic and community partners. 

Founded with the vision to transform education through innovative research and evidence-based practices, IPER is committed to addressing both local and global educational challenges. Our institute brings together experts, educators, policymakers, and community partners to foster sustainable and inclusive learning environments. By integrating cutting-edge research with practical solutions, IPER strives to improve teaching quality, policy development, and student outcomes across Ethiopia and beyond.

Vision

To be the leading education research institute in Africa, pioneering innovative and impactful educational research that shapes the future of pedagogy in East Africa and influences educational policy across the continent by 2035.

Mission

To advance education through innovative research, policy influence, professional development, and community engagement, ultimately contributing to a more equitable, inclusive, and sustainable education system.

Research Thematic Areas

Innovative Teaching and Learning

We focus on developing evidence-based, technology-enhanced, and student-centered pedagogies to improve instructional quality and foster active learning.

Educational Policy and Leadership

Our research influences educational policies and provides leadership training for school and higher education leaders, shaping the future of education governance.

Teacher Training and Professional Development

We offer continuous professional development programs emphasizing inclusive education, special needs support, and effective classroom practices, strengthening partnerships with schools and colleges.

Curriculum and Assessment Innovation

Our work includes creating relevant, culturally responsive curricula and exploring participatory, skills-based, and holistic assessment methods across all levels of education.

Educational Technology

Exploring digital tools, multimedia, and online platforms, we aim to enhance teaching, learning, and digital literacy—especially in underserved and rural areas.

Community Engagement and Partnerships

We foster collaborations with communities, government agencies, and NGOs to ensure research addresses real-world needs and benefits society at large.

Education and Sustainable Development

Aligning with the UN Sustainable Development Goals (SDG 4), we focus on quality education and integrating sustainability concepts into policies, curriculum and pedagogy.

STEM Education

Our research aims to enhance teaching methodologies, curriculum design, and student engagement in science, technology, engineering, and mathematics, fostering a skilled and innovative workforce.

Education in Emergencies

We develop strategies to provide quality education during crises such as conflicts, natural disasters, and health emergencies, ensuring vulnerable populations continue learning with psychosocial and safety support.

Work with Us

IPER is a hub for educational research and innovation, dedicated to responding to Ethiopia’s educational priorities while contributing to global advancements. We invite our stakeholders to collaborate with our research institute. Together, we can shape a brighter future through knowledge, innovation, and quality education.  We look forward to partnering with you.