This study has comparatively examined the differential impact of the experiential-entrepreneurial learning method on the entrepreneurial intentions of students against the traditional entrepreneurial-teaching method of the course in Entrepreneurship and Small Business Management in Wollo University, Ethiopia. The research design appropriated was a quasi-experimental non-equivalent comparison-group design. The data for the study were drawn from 202 prospective graduating students. An entrepreneurial-intentional questionnaire (EIQ) was used to collect the data. To test the impact of course intervention, ANCOVA and SEM_path analysis were employed. As the findings indicated, a significant mean difference in the entrepreneurial intention and its antecedents were obtained between the experiential-entrepreneurial method and the traditional entrepreneurial-teaching method group of the study participants. The relationships of variables included in the theory of planned behavior (TPB) have been affected by the two teaching-learning methods univocally. The findings have practical implications and recommendations for the teaching-learning processes of entrepreneurship in higher education.

Many of you are beginning to read what we hope will be a fascinating story of the College of Education (here after, CoE): Fascinating because you will be seeing yourself in many of the experiences described in the long journey of the CoE. Presently, Bahir Dar University (BDU) is celebrating its 60 th and College of Education's 50 th anniversaries. Considering this, Bahir Dar Journal of Education (BJE) published its first special issue in the area of Educational Research on CoE/BDU. The objectives of BJE's special issue are to: (1) add its own flavor to the 50 th and 60 th anniversaries of CoE and BDU, respectively; (2) contribute its part in our efforts for indexing and abstracting BJE, (3) transform BJE from a bi-annual journal to a tri-annual journal, and (4) fill in at least one identified educational problem (BJE Editorial Office, 2022). To attain these objectives, six research articles focusing on CEBS/BDU are published in this special issue. Now, we feel significantly great joy when we describe the mesmerizing fifty years journey of the CoE as follows.The College of Education (CoE)