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Solomon Melesse Mengistie  

Department of Teacher Education and Curriculum Studies

Dean, School of Educational Sciences

College of Education

Bahir Dar University

P.O. Box 79

Bahir Dar, Ethiopia

  Email: solomonmelessebdu@gmail.com/ btlhmslmn1997@gmail.com 

Mobile: + 251 918 78 41 90/251 920 49 60 33

Brief Personal Profile

Solomon Melesse earned his First Degree in Pedagogical Sciences (Mathematics minor), a Master’s Degree in Curriculum and Instruction, and a PhD in Curriculum Design and Development, all from Addis Ababa University, Ethiopia. His career began with five years as a high school principal at Nemelefan Secondary School, Afar Regional State, Ethiopia, followed by four years as an Education Senior Expert at the Amhara Development Association, a local NGO residing in Ethiopia. During this time, he gained extensive practical experience in curriculum development for accelerated promotion programs, project design for funding, project implementation, and project monitoring and evaluation.

For the past 23 years, Solomon has been a dedicated educator at Bahir Dar University, teaching both undergraduate and postgraduate programs. He has held several leadership positions, including Department Head of Teacher Education and Curriculum Studies, Vice Dean, and Acting Dean of the College of Education and Behavioral Sciences. Currently, he serves as the Dean of the School of Educational Sciences and the Course Chair for 'Basic Issues in Curriculum' in the Department of Teacher Education and Curriculum Studies.

Solomon has been awarded and successfully completed several research projects related to curriculum and teacher education, both at the national level and within Bahir Dar University. His scholarly contributions include editor of Cogent Education journal (Tylor and Francis), Associate Editor for a book published by Springer Nature, and the publication of more than seventy articles, and four book chapters in both national and international journals. He is now a Full Professor in Curriculum and Instruction at Bahir Dar University.

Personal Details           

Nationality:   An Ethiopian

Birth Place:

  • Country:  Ethiopia
  • Town:      Addis Kidam/ Awi Zone
  • Birth Date: Nov. 16, 1973 
  • Marital Status:  Married
  • Sex:  Male

Higher Level Education, Educational Background

     First Degree:

  • Name of Institute: AAU (from the then BDTC)
  • Department: Pedagogical Sciences
  • Minor  Area: Mathematics
  • Year of Graduation: June 30, 1994,
  • Degree Awarded: BA in Pedagogy 
  • Awarded with Gold Medal

     Second Degree:

  • Name of Institute: AAU
  • Department: Curriculum & Instruction
  • Year of Graduation: June 30, 1999,
  • Degree Awarded: MA in Curriculum and Instruction

           Terminal Degree:

  • Name of Institute: AAU
  • Department: Curriculum & Instruction
  • Year of Graduation: July 30, 2015,
  • Degree Awarded: PhD in Curriculum Design and Development

Research interests 

  • Teachers Professional Development
  • Curriculum Studies
  • Curriculum Design and Implementation
  • Instruction
  • Gender and Development
  • Education policy formulation
  • Instructional Leadership
  • History of Education
  • Higher Education
  • Diversity in Education
  • Differentiated Instruction
  • Teacher Education

Work Experience 

  • Since June 19, 2022 G.C. to date, working full time as teacher educator at BDU at a Full Professorship level
  • Since Nov. 2016 G. C. to June 18, 2022 G.C., working full time as teacher educator at BDU at Associate Professorship level
  • Since June 2015 G. C. to date, working full time as teacher educator at BDU, at a PhD level
  • Since October 2013 G. C. to October 30, 2016 G.C, working full time as teacher educator at BDU, at Assistant Professorship level
  • Since March 2002 G. C. to Sept., 2013 working full time as teacher educator at BDU, at a lecturer level
  • Since Sept. 2000 G. C. - March 2002 G. C., working part time as an instructor at BDU,
  • Since Sept. 2000 G. C. - March 2002 G. C., working full time as Education Senior Expert at ADA (Major tasks performed: project design for IFAL and ABCE programs, conducting programs, selecting and providing training for IFAL and ABCE programs facilitators, monitoring the implementation process, and assessing the impact of the two programs, and the like)
  • Since 1994 G. C. – 1997 G. C., working full time as a high school principal.

Trainings and Certificate 

  • HDP training by BDU in 2007 G.C
  • Certified for ‘Module Writing’ by the MoE in 2006 G. C.,
  • Certified for ‘Computer Science’ in 2001G. C.,
  • Certified for the skill of  ‘Creating Child and Learning Friendly Environment for out of School Children’ in 2000 G. C.,
  • Certified for the skill of ‘Community Oriented Project Implementation in 2000 G. C.,
  • Certified for the skill of ‘School Management’ in 1997 G.C.
    • Participated as Grade 11 &12 Mathematics textbook Pedagogy/Curriculum editor

Module and Textbook writing experience 

  • Participated as Grade 11 &12 Mathematics Distance textbook Pedagogy/Curriculum editor
  • Wrote a module on Curriculum Design and Development for BDU regular Undergraduate students, BIT students, and Distance Learners.
  • Wrote a module on Curriculum Workshop for BDU regular UG students.
  • Wrote a module on Educational Project Management and Evaluation for BDU regular UG students.
  • Wrote a module on Research Methods in Education for IOTEX students.
  • Participated in HDP training module writing

Articles Published

  1. Million Tadesse Kassaye, Solomon Melesse Mengistie, & Getahun Yemata (2025). Effect of science process skills-based teaching approach on secondary school students’ scientific epistemological beliefs. Bahir Dar Journal of Education, 25 (1), 61-83.
  2. Aschale Tadege Emiru and Solomon Melesse Mengistie (2025). Evaluation of Grade Ten Civics and Ethical Education Textbook vis-à-vis the Representation of Dimensions of Ethnicity, Nationality, Religion, and Economic Levels. Chokie Journal of Education and Behavioral Studies, 1(2), 1-33. 
  3. Mersha Minwuyelet Kassa, Mulugeta Kibret Azene, Solomon Melesse Mengstie, Melaku Wale Ferede (2024). Effect of Using Multimedia and Dynamic Classroom Integrated Instruction on Grade 11 Students’ Biology Academic Achievement, HELIYON, https://doi.org/10.1016/ j.heliyon.2024.e37315.
  4. Addisu Tsegaye, Amera Seifu, and Solomon Melesse (2024). Faculty members’ conception and practice of teacher professional development: Implications for quality instruction at the university of Gondar, Ethiopia. Bahir Dar Journal of Education Vol. 24 No. 3.
  5. Bihonegn Ayalew, Alemayehu Bishaw, and Solomon Melesse (2024). Examining the practice of culturally responsive pedagogy in upper primary school mathematics: Perceptions and competencies of teachers in North Wollo zone, Ethiopia. Bahir Dar Journal of Education Vol. 24 No. 3.
  6. Aytenew Abie, Getnet Demissie, and Solomon Melesse (2024). The influence of deans’ transactional leadership behaviors on research productivity in public universities: The mediating effect of workplace learning capability. Bahir Dar Journal of Education Vol. 24 No. 3.
  7. Yeshiwas Dereb, Tadesse Melesse & Solomon Melesse (2024): Professional practice competence of primary school physical education teachers, Pedagogies: An International Journal, DOI: 10.1080/1554480X.2024.2382176. 
  8. Mekonnen, Z. B., Yehualaw, D. D., Mengistie, S. M., & Mersha, B. S. (2024). The effect of 7E learning cycle enriched with computer animations on students’ conceptual understanding and overcoming misconceptions. Journal of Pedagogical Research, 8(2), 325- 356. https://doi.org/10.33902/JPR.202425017
  9. Alemneh, E. D., Kidanmariam, D. A., Mengistie, S. M., & Beyene, B. B. (2024). Effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees conceptual understanding and retention of acid-base chemistry and stoichiometry. Journal of Technology and Science Education, 14(2), 453-472. https://doi.org/10.3926/jotse.2435.
  10. Derejaw Yesgat, Solomon Melesse, Dereje Andargie, Belete Bedemo Beyene (2023). Effects of technology‑assisted chemistry instruction on students’ achievement, attitude, and retention capacity: A systematic review. Education and Information Technologies, 28 (1) https://doi.org/10.1007/s10639-023-12411-2, pp.
  11. Derejaw Yesgat, Solomon Melesse, Dereje Andargie, Belete Bedemo Beyene (2023). Effects of technology-integrated chemistry instruction on students’ academic achievement and retention capacity. Journal of Education and Learning (EduLearn), Vol. 17, No. 4, November 2023, pp. 696~709
  12. Anagaw, S., & Melesse, S. (2023). Strengthening Formal Word Utilization in Amharic Language Classroom Instruction: The Case of Third Year Trainees of Debre Markos Teachers’ Education College, Amhara Region, Ethiopia. IPS Journal of Education, 1(1), 21– 28. https://doi.org/10.54117/ije.v1i1.10. 
  13. Mengistie, S., & Tadesse, M. (2023). Analysis of the Infusion of Science Process Skill Contents into the Ethiopian Grade Nine Biology Textbook: A Content Analysis. IPS Journal of Education, 1(1), 1–12. https://doi.org/10.54117/ije.v1i1.7.
  14. Tadesse Hunegnaw & Solomon Melesse (2023). An evaluative study of the experimental tasks of the Ethiopian grade 12 chemistry textbook considering developing “science process skills”, Cogent Education, 10:1, 2208944, DOI: 10.1080/2331186X.2023.220894
  15. Eshetu Desalegn & Solomon Melesse (2023). Analysis of content alignments between the new grade 7 general science textbook and the respective syllabus. African Journal of Chemical Education, 13(1), 112-143.
  16. Yeshiwas Dereb, Tadesse Melessse & Solomon Melesse (2023). Investigating primary and middle school physical education teachers’ professional knowledge of Amhara Region, Ethiopia, Education 3-13, DOI: 10.1080/03004279.2023.2168503
  17. Mulualem Abie, Solomon Melesse & Tadesse Melesse (2023). Exploring the status of curriculum development and execution processes in the Ethiopian education system against Schwab’s signs of crisis in the field of curriculum, Cogent Education, 10:1, 2163125, DOI: 10.1080/2331186X.2022.2163125 
  18. Yismaw Niguse, Amera Seifu & Solomon Melesse (2021). An Exploration of Barriers of Research-Knowledge Sharing: the Lived-Experiences of Academics in Higher Education Institutions of Amhara Regional State, Ethiopia. BJE
  19. Amare Hiruy & Solomon Melesse (2022) Examining theory-practice gap in implementing differentiated instruction (DI) in the Ethiopian TVET system: the case of TVET colleges in Bahir Dar City, Cogent Education, 9:1, 2114223, DOI: 10.1080/2331186X.2022.2114223.
  20. Aschale Tadege, Amera Seifu, & Solomon Melese (2022). Challenges in Teachers’ Practice of Values-education in Secondary Schools: The Case of East Gojjam Zone, Ethiopia. Bahir Dar j educ. 21(2), 69-87.
  21. Aschale Tadege, Amera Seifu, & Solomon Melese (2022). Teachers’ views on values-education: The case of secondary schools in East Gojjam, Ethiopia. Social Sciences & Humanities Open, Elsevier, 6(2022), pp. 1-10.
  22. Atale Tilahun, & Solomon Melesse (2022). An Exploration into the Practice of Traditional Church Education in Ethiopia: Zema-bet Education in Focus, International Journal of Education and Management Engineering (IJEME), 12(2), pp. 7-20. DOI: 10.5815/ijeme.2022.02.02.
  23. Mulualem Mengistu, Solomon Melesse & Tadesse Melesse (2022). Bahir Dar City High School Teachers’ Engagement in Doing Action Research: Practices and Challenges. Global Scientific Journals, 10(2), pp. 1305-1320.
  24. Amsalu Molla, Solomon Melesse & Tadesse Melesse (2022). Practitioners’ Curriculum Conceptualization and their Professional Participation in Curriculum Development and Implementation in Ethiopia. Journal of Education, SAGE Journals, 202(2), pp. 59-69.
  25. Sintayehu Belay, Solomon Melese & Amera Seifu (2022). Measuring School Climate in Primary Education: Psychometric Properties of School Climate Scale for Teachers. Journal of Education, SAGE Journals, 202(2), pp. 49-58.
  26. Zekarias Tadesse & Solomon Melesse (2022) Analysis of arts and crafts content in the arts and physical education integrated textbook of grade 3: Amhara national regional state in focus, Cogent Education, 9:1, DOI: 10.1080/2331186X.2022.2041217.
  27. Abrham Zelalem, Solomon Melesse & Amera Seifu (2022). Teacher educators’ self-efficacy and perceived practices of differentiated instruction in Ethiopian primary teacher education programs: Teacher Education Colleges in Amhara Regional State in focus. Cogent Education, 9(1), 2018909, DOI: 10.1080/2331186X.2021.2018909.
  28. Solomon Melesse & Sintayehu Belay (2022). Curriculum Conceptualization, Development and Implementation in the Ethiopian Education System: Manifestations of Progressive Curriculum Orientations. Journal of Education, SAGE Journals, 202(1), pp. 69-79.
  29. Sintayehu Belay, Solomon Melese & Amera Seifu (2021). Primary School Climate measurement: Examining factorial validity and reliability from teachers’ perspective. Cogent Education, 8(1), 1929039, DOI: 10.1080/2331186X.2021.1929039.
  30. Sintayehu Belay, Solomon Melese & Amera Seifu (2021). Advancing teachers’ human capital through effective leadership and institutional safety: Mediating effect of professional learning and teaching climate. Cogent Education, 8(1), 1912488, DOI: 10.1080/2331186X.2021.1912488.
  31. Mulualem A., Solomon M. & Tadesse M. (2020).The Status of Curriculum Development and Implementation in Ethiopia Against Schwab’s Signs of Crisis in the Field of Curriculum. Indonesian Journal of Curriculum and Educational Technology Studies, 8(2), 82-96.
  32. Solomon Melesse, Alemayehu Bishaw & Assaye Ayalew (2020). Measuring quality as students’ problem solving skill development in mathematics: The case of grades 9 and 10 students in Addis Kidame Secondary School, Amhara Region, Ethiopia. Integrity Journal of Education and Training, 4(2), pp.16-23, https://doi.org/10.31248/IJET2020.071.
  33. Mengistie, S. (2020). Historical Upheavals of Educational Policy Formulation and Implementation in Ethiopia. In: Adeyemo K. (eds) The Education Systems of Africa. Global Education Systems. Springer, Nature, Cham,       https://doi.org/10.1007/978-3-030-43042-9-2-1 . 
  34. Mengistie, S. M. & Worku, M. Y. (2020). Gender Representation in Educational Materials: A Focus on Ethiopian English Textbook. In: Walter Leal Filho et al. (eds). The Education Systems of Africa. Encyclopedia of the UN Sustainable Development Goals. Springer, Nature, Cham, https://doi.org/10.1007/078-3-319-70060-1_137-1.
  35. Solomon Melesse & Chanyalew Enyew (2020). Effects of reading strategies on grade one children’s phonemic awareness. Journal of Education and Learning (EducLearn), 14(3), pp.
  36. Solomon Melesse & Mulugeta Yayeh (2020). Lessons educators could learn from Thomas Kuhn’s the structure of scientific revolution. International Journal of Education and Management, 10(1), PP. 113-119.
  37. Solomon Melesse & Mulu Melesse (2020). Practitioners’ Involvement and Challenges they Encountered in Curriculum Development. International Journal of Education and Management, 10(1), PP. 66-74.
  38. Solomon Melesse & Belaynesh Kassanew (2020). The impact of using balancing model in teaching linear equation. International Journal of Education and Management, 10(1), PP. 84-91.
  39. Adem Ahmed, Solomon Melesse, & Tadele Ejigu (2020). Comparison of Cooperative Problem solving of Mathematics teaching method with traditional (lecture) method: the case of Awi zone, Ethiopia. International Journal of Education and Management, 10(1), PP. 71-74.
  40. Kassa Gulie & Solomon Melesse, (2020). Content analysis of multicultural issues reflections on Federal Democratic Republic of Ethiopia Constitution. International Journal of Education and Management, 10(1), PP. 106-109.
  41. Solomon Melesse, & Chanyalew Enyew (2020). Effects of reading strategies on grade one children’s phonemic awareness. Journal of Education and Learning (EducLearn), 14(3), pp.
  42. Solomon Melesse (2020). Primary School Teachers’ Knowledge, Attitude and Practice of Differentiated Instruction: The Case of Teacher-Trainees of Debre Markos College of Teacher Education. International Journal of Curriculum and Instruction, 12(1), 98–114.
  43. Solomon Melesse & Dawit Mekonnen (2020). The contribution of placement school experiences to prospective teachers’ multicultural competence development: Ethiopian secondary schools in focus. Journal of Education and Learning (EdLearn), Vol. 14 (1), pp. 15-27.
  44. Adem Ahmed, Solomon Melesse, & Tadele Ejigu (2020). Students’ perception of the application of cooperative problem solving Method and its effect on mathematics performance: the case of secondary schools in Awi-zone, Ethiopia. Research in Pedagogy, 10(1), pp. 1-12
  45.  Solomon Melesse (2019).Trends of educational policy formulation and implementation in Ethiopia: A historical analysis. International Journal of Education and Management Studies, 9 (4), 264-272.
  46. Solomon Melesse, Sintayehu Belay & Belaynesh Kassanew (2019). Reflections on curriculum conceptualization and its development in the current Ethiopian education system vis-à-vis some renowned classical curriculum orientations. International Journal of Education and Management Studies, 9 (4), 249-255.
  47. Adem Ahmed, Solomon Melesse, & Tadele Ejigu (2019).Effects of problem-solving and cooperative learning in mathematics on students' higher levels of cognitive learning domains: The case of high school students, Awi-zone, Ethiopia. International Journal of Education and Management Studies, 9 (4), 278-281.
  48. Melesse Birhanu, Asrat Dagnew, & Solomon Melese (2019). Ethiopian inclusive education strategy as to Responsive learning environment for inclusive higher education system. International Journal of Development in Social Sciences and Humanities, Vol.No 08, pp. 125-164.
  49. Kassa Gulie, Alemayehu Bishaw, & Solomon Melese (2019). Assessing instructors' practices and their perceptions towards multicultural education strategies. International Journal of Education and Management Studies, 8 (6), 109-113.
  50. Solomon Melesse (2019). Instructors’ knowledge, attitude and practice of differentiated instruction: The case of College of Education and Behavioral Sciences, Bahir Dar University. Cogent Education Journal, 6 (1), 1-12, DOI: http://dx.doi.org/10.1080/2331186X.2019.1633147 .
  51. Solomon Melesse & Kassa Gulie (2019). The implementation of teachers’ continuous professional development and its impact on educational quality: primary schools in Fagita Lekoma Woreda, Awi Zone, Amhara Region, Ethiopia in focus. Research in Pedagogy, 9(1), pp. 81-94, DOI: http://doi.org/10.17810/2015.89  .
  52. Solomon Melesse & Aschale Tadege (2019). The Ethiopian curriculum development and implementation Vis-à-Vis Schwab`s signs of crisis in the field of curriculum. Cogent Education Journal, 6 (1), 1-16, DOI: http://dx.doi.org/10.1080/2331186X.2019.1633147.
  53. Solomon Melesse (2019). Tension between keyword method and root analysis in teaching vocabulary recall: Addis Kidam General Secondary and Preparatory School in Focus, Awi Zone, Amhara Region, Ethiopia. International Journal of Curriculum and Instruction, 11(1), 23–42.
  54. Mulugeta Yayeh, Solomon Melesse & Alemayehu Bishaw (2018). The Place of Society and Societal Issues in the Education and Training Policy of Ethiopia: A Content Analysis. Bahir Dar j educ. 18(2), 134-151. 
  55. Solomon Melesse & Alemayehu Habtie (2018). Evaluation of Grade Nine Geography Textbook Vis-à-vis the Key Criteria of Problem Solving Skill Development. Journal of Education, Society and Behavioural Science, 28(2), 1-13, http://doi.org/10.17810/2015.83  , Article no.JESBS.43844.
  56. Solomon Melesse & Chanyalew Enyew (2018). Nexus between beliefs college English instructors’ held about teaching reading strategies and their classroom practice. Ethiop. J. Educ. & Sc.,14 (1), 1-15.
  57. Solomon Melesse & Setegn Molla (2018). The contribution of school culture to students’ academic Achievement: the case of secondary and preparatory schools of Assosa zone, benshangul gumuz regional state, Ethiopia. Research in Pedagogy, DOI: http://doi.org/10.17810/2015.83 , 8 (2), 190-203.
  58. Solomon Melesse & Chanyalew Enyew (2018). Effects of reading strategies on first grade children’s phonic performance. The Internet Journal Language, Culture and Society URL: http://aaref.com.au/en/publications/journal/ ISSN 1327-774X, Issue: 46, 71-79.
  59. Solomon Melesse & Chanyalew Enyew (2018). The integration of multiculturalism into the Ethiopian universities’ environment. Research in Pedagogy, 8(1), 52-62.
  60. Solomon Melesse (2018).The structure of scientific revolutions (Thomas S. Kuhn, 1970, 2nd ed. Chicago, London: University of Chicago Press Ltd. 210 pages). African Journal of Philosophy and Religious Studies ISSN 1621-4587 Vol. 4 (10), pp. 001-008. Available online at www.internationalscholarsjournals.org © International Scholars Journals. 
  61. Solomon Melesse & Alemayehu Bishaw (2017). Historical Analysis of the Challenges and Opportunities of Higher Education in Ethiopia. Higher Education for the Future, The Kerela State Higher Education Counsel, SAGE Publications, 4 (1), 31-43.
  62. Solomon Melesse (2017). The Infusion of Multiculturalism into the Pedagogy of Ethiopian Universities. Proceedings of the 4th national education conference on improving students’ learning and achievement: implication for enhancing the quality of education in Ethiopia. MU, Ethiopia.
  63. Solomon Melesse (2016).  Stakeholders’ Views about Preparation for Implementation of School Improvement Program. Research in Pedagogy, 6 (2), 72‐84.
  64. Solomon Melesse (2016). The Support Rendered from Teacher Education Policies to Prospective Teachers’ Multicultural Competence Development in Ethiopia. CICE Hiroshima University, Journal of International Cooperation in Education (JICE)
    18 (2), 37-53.
  65. Solomon Melesse (2016). Teacher Educators’ Contribution to Prospective Teachers’ Multicultural Competence Development in Ethiopia. The Internet Journal Language, Culture and Society, Issue 40, URL: http://aaref.com.au/en/publications/journal/, ISSN 1327-774X, 10-24.
  66. Solomon Melesse (2016). The State of Educational Equity in the Ethiopian Universities’ Environment.The Internet Journal Language, Culture and Society, Issue 40,  URL: http://aaref.com.au/en/publications/journal/, ISSN 1327-774X, 10-24.
  67. Solomon Melesse & Nigiste Fekade (2016).  The Status of Group Discussion Instructional Strategy Implementation in Bahir Dar University. Research Innovator: International Multidisciplinary Peer-Reviewed Journal, III (V), 7-18.
  68. Solomon Melesse (2015). The Effect of Some Constraints on Mathematics Instructors’ Problem Solving Practices: Universities in Amhara Region in Focus. Science, Technology and Arts Research Journal, 4(4), 174-181.
  69. Solomon Melesse & Endalew Jirata (2015). Teachers' Perception and Practice of Constructivist Teaching Approach: The Case of Secondary Schools of Kamashi Zone. Science, Technology and Arts Research Journal, 4(4) 174-181, 194-199.
  70. Solomon Melesse (2014). The Contribution of Teachers’ Peer Assessment and Self Reflection to the Implementation of Active Learning Strategies: the Case of Primary Schools of Bahir Dar Town, Amhara Region, Ethiopia. Developing Country Studies, 4 (23).
  71. Solomon Melesse (2014). Higher Learning Institute Module Organization vis-à-vis the Criteria of Curriculum Development for Problem Solving Skill Development. Developing Country Studies, 4(16).
  72. Solomon Melesse & Assefa Kibret (2014). An Investigation into Some Basic Factors that Obstruct Primary School Teachers’ Involvement into Educational Research Activities in Ethiopia. International Journal of Educational Research and Technology, 5[1]: 76-86.
  73. Solomon Melesse (2014). Student population growth in higher learning institutes: it’s effect on quality education in Ethiopia, Academic Research Journals, International Journal of Academic Research in Education and Review, 2(6).
  74. Solomon Melesse (2013). The State of Student-teachers’ Support Service Rendered from Cooperative Teachers as School Based Practitioners: The Case of BDU, Amhara Region, Ethiopia, Academic Journals, Educational Research& Review,  8 (23), 2212-2223.
  75. Solomon Melesse (2013). Book Review on the structure of scientific revolutions (Thomas S. Kuhn, 1970, 2nd ed. Chicago, London: University of Chicago Press Ltd. 210 pages), Academic Journals, Philosophical Papers and Review, 4 (4), 41-48.
  76. Solomon Melesse & Alemayehu Bishaw (2007). Stages of Concern and Levels of Use of Active Learning in Selected Higher Learning Institutions, EJHE, AAU, 4 (2), 103-135.
  77. Solomon Melesse (2007). An Investigation into Teachers State of Formulation and Utilization of Instructional Objectives, EJHE, AAU, 4 (2), 71-101.

Books Published

  • Solomon Melesse (2014). Peer and Self-Assessment as a Tool for Enhancing Active Learning, LAMBERT Academic Publishing, ISSN-978-3-659-54221-3
  • አመራ ሰይፉና ሠሎሞን መለሰ (2020). የመማር-ማስተማር  ሥነ-ዘዴ: ለንቁና ውጤታማ የመማር ተግባራት

Research Works done as part of degree requirements:

  • Solomon Melesse (2015). The Contribution of Teacher Education Program Curricula for Prospective Teachers’ Multicultural Competence Development, PhD Dissertation, AAU,(Unpublished)
  • Solomon Melesse (1999). The Integration of Instructional Media into the Curricula of Ethiopian Educational System, MA thesis, AAU, (Unpublished).
  • Solomon Melesse (1994). The Contribution of Students’ Academic Achievement to Teachers’ Expectation of the Students’ True Potentialities. A Senior essay submitted to BDTC, (unpublished).

HDP Experience as a trainer at Bahir Dar University

  • 2005 E.C. HDP tutor for COBE staff
  • 2006 E.C. HDP leader for the College of Agriculture staff
  • 2007 E.C. HDP tutor for the PEDA campus staff
  • 2008 E.C. HDP tutor for the IOTEX staff
  • 2009 E.C. HDP leader for the BIT staff
  • 2010 E.C. HDP Leader for the CoBE staff,
  • 2011 E.C. HDP Leader for the BIT staff,
  • 2012 E.C. HDP Leader for the BIT staff,
  • 2013 E.C. HDP Leader for the BIT staff,
  • 2014 E.C. HDP Leader for the BIT staff,
  • Participated in HDP module preparation
  • 2015 E.C. HDP Leader for the BIT staff,
  • 2016 E.C. HDP Leader for the peda campus,
  • Now leading the 2017 E.C. HDP training for the Peda campus

Personal

  • Won the 1994 G.C. Gold Medal Award for relative academic excellence at Addis Ababa University

Hobbies

  • Reading historical books, magazines, participating in voluntary services, enjoying with family members and friends

References: 

  • Prof. Reda Darge, CEBS, BDU, email: reda_darge@yahoo.com, Tel: 0918 76 92 44
  • Prof. Amare Asgedom, IER, AAU, asgedomamare@gmail.com, Tel: 0911 40 78 40
  • Prof. Derebssa Duferra, IER, AAU, email: derebssad@yahoo.com, Tel: 0935 40 16 48