Debre Tabor University

Faculty of Business and Economics

Department of Economics

A Report on the Need Assessment of Msc in economics

By:

Haron A.
Alemnew G.
Tadesse Z.

Deber Tabor, Ethiopia

April, 201
Abstract
Education in general and graduate education in economics in particular plays an increasingly
important role in a country’s development and prosperity. This paper examines the perceptions
of 79 observations concerning the need for Master degree programs in economics at Debre
Tabor University. Participants shared their views of the importance of graduate study in
understanding today’s economy, culture, and environment. The survey result indicates that there
is need for professionals with MSc in economics. Above and more respondents also have an
interest to pursue their masters degree in economics and economics of development is their top
priority specilization.
Table of Contents
Abstract.............................................................................................................................................i
1 Introduction..............................................................................................................................1
2 Rationale...................................................................................................................................2
3. Objective of the study..................................................................................................................2
3.1 General objective...................................................................................................................2
3.2 Specific objectives.................................................................................................................2
3.3 Significance of the Study.......................................................................................................3
3.4 Method of Data Collection and Sampling Techniques..........................................................3
3.5 Method of Data Analysis.......................................................................................................3
3.5.1 Participants and Instruments...........................................................................................3
3.5.2 Limitations.......................................................................................................................4
4. Discussions and Results...............................................................................................................5
Part I: Organizations and respondents profile..............................................................................5
Part II: Rationale and Importance of Commencing the Program.................................................8
Part III: Expected Competence and Recommendations.............................................................10
5. Conclusion and Recommendations...........................................................................................14

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1 Introduction
It has been four years since Debre Tabor University has started its operation. It has three primary
missions given with its establishment. These are production of qualified professionals,
conduction of problem solving researches and providing associated community services. With
this respect, the numbers of departments, that are being opened, are increasing across semesters.

The Department of economics in Debre Tabor University was first opened in 2011 with the
objective of contributing trained manpower at the national level in general and at regional level
in particular. In addition to regular program, the Department has continued to offer Economics
courses at the extension and summer programs since 2013.

The Government of Ethiopia has made a collaboration agreement with South Africa and India to
train a huge number of state University teachers in post-graduate and PhD programs. However, it
is important to develop internal capacity to train high level professionals to be cost effective.

Knowing shortage of experienced and highly qualified economics professionals in the region, the
University and the surrounding community would benefit a lot if the proposed graduate program
is launched. The first and most important advantage that the department would gain from this
program is that it could be able to train both undergraduate and graduate teachers at post-
graduate level and as the result it would be possible to alleviate the acute shortage of teachers
faced in the department. The second benefit is it can use the trainee as a teacher while they are
doing their study. Thirdly, the department in particular and the university in general obtain good
experience from the guest teachers who are having good working and teaching experience. And
the most important one is; the department will contribute towards the development process of the
country by alleviating the acute shortage of qualified professionals in the region.

In order for the program to perpetuate, the match between the needs of the beneficiaries and the
time, the courses to be endorsed and the material requirements need to be surveyed at
preliminary level. For this purpose a questionnaire is prepared and circulated to 150 sample
respondents. The target groups of this study comprise of banking and other financial institutions,
small and medium scale business enterprises, agricultural development centers, industrial
development offices, and educational institutions at Debre Tabor, Farta, Lay Ghaint, Fogera, and
Libo Kemkem woredas. Based on information collected from 79 respondents in the
aforementioned study area this survey concluded that there is a need for master degree in
economics at Debre Tabor University.

2 Rationale
Economy being the core parameter to measure the overall development of any nation, any
country at any economic system demands trained manpower who are able to consult policy
makers, on devising appropriate policy, deploy scarce resources accordingly, and for investors to
invest on feasible areas of investment and receive good return on investment at respective levels.

Ethiopia being developing country needs high-level professionals who are going to be policy
makers, policy consultants and teachers at higher institutions. Thus, creating a provision of
training and education in MSc in Economics of various areas will strengthen the current human
resource capacity of the academia, research and policy institutions, industry and trade
associations, commercial and international organizations including NGOs, and strategic planning
and government relations functions in medium to large sized business firms are also expected to
benefit from the program.

Even though it is obvious that the country needs qualified Economics professionals at different
levels, the required graduate profiles are not yet known. Therefore, this assessment enables the
department to point out different our graduates should come up with.

3. Objective of the study

3.1 General objective

The overall objective of this survey is to explore the general need for professionals with MSc in
economics among the community, industry and government in south Gondar zone.

3.2 Specific objectives

The following specific objectives are necessary conditions that need to be achieved if we are
striving to achieve the major objective. These include:

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- To assess education demand for MSc in Economics,
- To assess which type of program is demanded
- To indicate the specialization in MSC in economics shall be opened
- To derive the graduate as well as professional profiles of MSc in Economics so that the
university can produce professionals in accordance with needs of the industry.

3.3 Significance of the Study

This study has a capability to be an input to decide whether it is important to open new graduate
programs in economics. The assessment will help to identify and decide on professional and
graduate profile of the program so that we can develop a curriculum that enables us to produce a
professional as per the need of the community, organizations and government.

3.4 Method of Data Collection and Sampling Techniques

Primary data will be used in identifying potential demand for education in economics as well as
the need for high level professionals in economics. Primary data will be collected by concerned
team of experts through questionnaire.

Checklists will be prepared in advance to collect information from different participating agents
like potential students, government bodies and non-governmental organizations. eligible
professionals found in each Woreda of the zone will be purposively selected. Informal
discussions will also be held with some policy makers/ advisors to better identify the
professional needs of the country.

3.5 Method of Data Analysis

In this study, descriptive analysis is used to evaluate percentages of important variables so that
we can substantiate on the necessity of opening a graduate program in economics.

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3.5.1 Participants and Instruments

A survey questionnaire was distributed to a sample of individuals working in the areas of

banking and other financial institutions, small and medium scale business enterprises,
agricultural development centers, industrial development offices, and educational institutions etc.
in the aforementioned study areas. Data were collected in May 2015. There were 150 participants
who took part in this study.

we designed an instrument of 32 items in which 17 items was related with the

organizational and personal profile of the respondents, 7 items were related to the perceptions of
respondents regarding the need for and importance of MSc program in economics and 7 items
was related to expected competence and recommendation of specialization and one open-ended
question asked participants to share additional comments.

3.5.2 Limitations

This study concerned the perceptions of participants regarding the need for master’s
degree program in economics. The study did not seek participants from outside the South Gonder
Zone. Study findings may be limited because of the small sample size. The findings could not be
generalized to other graduate programs and other region or Zones in the country.

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 4. Discussions and Results

This survey aimed at assessing the demand for MSc level education at Debre Tabor
University. Below is the discussion on the information gathered from respondents regarding the
issue under consideration.

Part I: Organizations and respondents profile

Table 1: Type of organization respondents are employed in

S.No Description Count Percent
1 Government 72 91.14%
2 NGO 1 1.27%
3 Private 2 2.53%
4 Others 3 3.8%
5 No answer 1 1.27%
Total 79 100
Source: Authors` computation based on survey data, 2015

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According to Table, a significant portion of (91.14%) the respondents are employed in
governmental organization. Another 8.86% of the respondents are employed in private, non
governmental organization etc. this implies that government institution are the major beneficiary
from the program of interest (master program in economics at Debre Tabor University). Thus, it
can be argued that decisions regarding specialization and curriculum development should be in
line with this fact.

Table 2: Sex of the respondents

Female participants Male participants Total
S.No.
1 Number 10 69 79
2 Percent 12.66 87.34 100%
Source: Authors` computation based on survey data, 2015

A total of 79 responses were received from a total of 150 sample respondents, which was
distributed hand to hand. Of 79 participants, 69 (87.34%) participants identified themselves as
Male, and 10 (12.66%) as Female. Despite significant variation the survey incorporated both
sexes.

Table 3. Educational Profile of the respondents

S.No. Category Count Percent

1 Diploma 1 1.27%
2 BA/BSc 77 97.5%
3 MA/MSc 0 0%
4 PhD 0 0%
5 No answer 1 1.27%
Total 79 100%
Source: Authors` computation based on survey data, 2015

As shown in Table 3, a larger proportion of the respondents are (97.5%) are BA/BSc holder
while very few are (1.27%) are diploma holder. That is the overwhelming majority of the
surveyed population is a BA/BSc holder.
Table 4: Department or Specialization of the Respondents
S.No. Description Count Percent
1 Economics 32 40.5%

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 2 Others 46 58.23%
3 No answer 1 1.25%
Total 79 100%
Source: Authors` computation based on survey data, 2015

More than forty percent (40.5%) of the respondents are a BA degree holder in economics and are
employed in different organizations within different positions. On the other hand, fifty eight
percent of employees in the Zone are from departments other than economics. The results of this
table show that within public agencies in South Gondar Zone, there are available jobs for
economics graduates. Plus to this given the fact that majority of the respondents are BA degree
holders and significant part of the respondents are from the department of economics we can
infer that there is a potential candidates which can meet the requirements of the program.
Table 5: Age of the respondents

S.No. Category Count Percent

1 18-34 65 82.28%
2 35-50 11 14%
3 > 50 1 1.27%
4 No answer 2 2.53%
Total 79 100%
Source: Authors` computation based on survey data, 2015

The result the computations in Table 5 above reveals that the age of more than eighty percent
(82.28%) of the respondents lie within 18-34 years, the age of around 14% of the respondents lie
within 35-50 the age of around 1.3 percent of the respondents lie above 50 years. Hence, we can
infer that the largest proportion of the respondents is youth people and thus showing huge
potential for DTU to commence the program.
Table 6: Respondents answer for the question, if they have Staff Development Plan
S.No. Category Count Percent
1 Yes 59 74.68%
2 No 12 15.19%
3 No opinion 8 10.13%
Total 79 100%
Source: Authors` computation based on survey data, 2015

More than seventy percent of the respondents answered that they have staff development plan.
Only around fifteen percent said no. The results of this survey show that the key-informants see a
need in commencing master degree program in economics to attain the aforementioned plan and

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thus for better career options, or to improve their skills. On the other hand institutions developed
staff development plan because they need professional with MSc or MA degree.

Table 7: What type of development plan that the institutions have?

S.No. Category Count Percent
1 Continuing and programmed 14 17.72%
2 Based on need 17 21.52%
3 By government direction 29 36.71%
4 No answer 19 24%
Total 79 100%
Source: Authors` computation based on survey data, 2015

As it can be seen from table 7 there is substantial variation in the type of staff development plan
pursued by the institutions that the population under study engaged in. For instance, around
eighteen percent (17.72%) of the respondents replied that they have continuing and programmed
staff development plan which might make them be permanent stake holders to Debre Tabor
University in general and department of economics in particular. On the other hand around
twenty one percent (21.52%) replied that their staff development plan is based on need while the
other (36.71%) replied it is based on government direction. Despite this variation, the fact
remains is still there is need for staff development thus higher desire for commencing the
program. The fact that should not be ignored in this case is that the institutions with continuing
and programmed staff development plan have continuous demand for professional with a MSc or
MA degree. The same applies for the staff development plan indicated by 2 and 3.

Table 8: The Type of Program Recommended By Respondents

S.No. Category Count Percent
1 Regular 24 30.38%
2 Distance 7 8.86%
3 Extension 24 30.38%
4 Summer 11 13.92%
5 No answer 13 16.46%
Total 79 100%
Source: Authors` computation based on survey data, 2015

Another issue that should be addressed in this survey is the type of program that our stake holder
(probably future students) recommends. The survey result shows that regular and extension
programs are given equal weight or are recommended by the same number of respondents under
study. This implies that some workers can get the opportunity for study leave and thus can attend

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regular programs while other might not have the chance and thus looks extension program
appropriate. According to the survey result summer and distance programs are not that
recommended. Thus, Debre Tabor University (department of economics) shall consider this
issue in curriculum development and commencing the program.
Part II: Rationale and Importance of Commencing the Program

Table 9: Level of Interest in MSc Program in economics at Debre Tabor University

S.No. Category Count Percent

1 Yes 73 92.4%
2 No 6 7.6%
3 No opinion 0 0%
Total 79 100%
Source: Authors` computation based on survey data, 2015

According to Table 9, about 92.4% of the population would be very interested in enrolling in a
MSc program at Debre Tabor University, while the remaining 7.6% would not be interested in
The responses to the survey reveal that a significant portion of the respondents are very
interested in enrolling in MSc program in economics at Debre Tabor University. The outcome of
this table shows that if initiated, program developers should expect student enrollment in the
program.

Table 10: Demand for MSc level education in the field of economics?

S.No. Category Count Percent

1 Yes 71 89.87%
2 No 5 6.33%
3 No opinion 3 3.8%
4 Total 79 100%
Source: Authors` computation based on survey data, 2015

Table 10 shows that over eighty nine percent (89.87%) of the respondents say that they would be
a demand for a MSc level education in economics while, around six percent (6.33%) say they
are there is no demand for MSc level education. The rest of the surveyed populations (3.8%)
say they are not sure. The response expressed above indicate that their exist real professional gap
in the field of economics and thus educational institutions like Debre Tabor University should

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find ways to feel this gap. i.e. commencing MSc programs. Plus to this, from the information in
table 10 one can conclude that there is a large population of students potentially interested in
attaining the degree.
Table 11: Respondents Perception Regarding the Level of Demand
S.No. Category Count Percent
1 Higher 57 72.15%
2 Medium 15 19%
3 Lower 3 3.8%
4 No answer 4 5.06%
Total 79 100%
Source: Authors` computation based on survey data

From the table above, more than seventy percent (72.15%) of the respondents expressed the
opinion that they perceive there is higher demand for master degree program in economics.
About 19% of the respondents replied that the level of demand for master degree in economics is
medium. Only some 3.8% respondents replied not much demand for the program of interest. The
outcome of this question reveals that there is higher demand for MSc degree in economics and
many students have an interest to enroll.

Part III: Expected Competence and Recommendations

Table 12: Respondents Interested With the Commencing of This Program
S.No. Category Count Percent
1 Yes 74 93.67%
2 No 1 1.27%
3 No opinion 5 6.33%
Total 79 100%
Source: Authors` computation based on survey data, 2015

The survey response presented in table 12 indicates that more than ninety three percent (93.67%)
of the respondents are interested with the commencing of masters degree program in economics.
Only few (1.27%) replied that they do not have an interest with the commencing of this program.
That is, almost all respondents under the survey are happy with the commencing of this program.
Table 13: specialization recommended by respondents

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 S.No. Category Count Percent
1 Development economics 34 43%
2 Natural resource and environmental economics 16 20.25%
3 Economic policy analysis 19 24%
4 Institutional economics 1 1.27%
5 Others 5 6.33%
6 No answer 4 5%
Total 79 100%
Source: Authors` computation based on survey data, 2015

According to survey responses, more than forty percent (43%) of the respondents recommend
economics of development, More than twenty percent of the respondents (20.25%) say that they
would recommend natural resource and environmental economics and around 24% of the
respondents recommend economics of development. Responses to this survey question show that
the majority of the respondents would recommend economics of development. The outcome of
this discussion reveals that while enrolled in the program, students will probably interested to
study this specialization.
Table 14: would enrollees be part-time or full-time students
S.No. Category Count Percent
1 Regular 25 31.65%
2 Extension 41 51.9%
3 Summer 7 8.86%
4 Distance 5 6.33%
5 No opinion 3 3.8%
6 Total 100 100%
Source: Authors` computation based on survey data, 2015

According to survey responses, more than thirty percent (31.65%) would more likely be regular
students. More than half of the respondents (51.9%) say that more likely they would be
extension students. On the other hand few would more likely be a summer student (8.86%) and
distance student (6.33%) while the rest of the sample (3.8%) replied that they have no idea what
kind of students they would more likely be.
Responses to this survey question shows that the majority of the respondents would prefer to be
part-time students in MSc program in economics at Debre Tabor University. The outcome of this
question reveals that while enrolled in the program, students will probably maintain full or part-
time work within the public and private sector. One of the focuses of the proposed program is to
educate top-level and mid-level administrators and others who are currently employed. The
results of this survey support the feasibility of this focus.
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Given the expected tasks performed by the graduates that you have stated above (in question
number 3-3, how do you rank the required skills to make the graduates acquire well equipped
competence? (1=very good, 2= good, 3= satisfactory, 4=poor and 5= very poor)

Table 15: Expected Tasks to be performed to achieve the Required Skill

S.No. Required Skill

3.6 Professional Competencies Unit No. of respondents who say
1 2 3 4 5 No
3.6.1 Econometrics (Quantitative) skills Count 30 14 9 7 4 15
and applications in economics Percent 38% 18% 11% 9% 5% 19%
3.6.2 Economic theories Count 24 30 8 5 0 12
Percent 30% 38% 10% 6% 0% 15%
3.6.3 Research methodology and Count 34 18 11 3 1 12
scientific paper writing skill Percent 43% 23% 14% 4% 1% 15%
3.6.4 Policy implementation ability Count 22 26 13 6 0 12
Percent 28% 33% 16% 8% 0% 15%
3.6.5 Natural resource and environmental Count 30 19 11 7 1 11

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 economics Percent 38% 24% 14% 9% 1% 14%
3.6.6 Project development and analysis Count 33 17 12 1 5 11
Percent 42% 22% 15% 1% 6% 14%
3.6.7 Policy analysis ability Count 31 15 13 8 0 12
Percent 39% 19% 16% 10% 0% 15%
3.6.8 Economic application in Count 14 8 7 1 0 49
development issues Percent 18% 10% 9% 1% 0% 62%
3.7 Generic Skill
3.7.1 Communication/presentation skill Count 36 17 8 4 1 13
Team work skill Percent 46% 22% 10% 5% 1% 16%
3.7.2 Coordination/facilitation skills Count 38 22 6 1 1 11
Leadership/management skills Percent 48% 28% 8% 1% 1% 14%
3.7.3 Ethics and commitments Count 33 26 7 2 0 11
Communication/presentation skill Percent 42% 33% 9% 3% 0% 14%
3.7.4 Team work skill Count 27 28 11 2 0 11
Coordination/facilitation skills Percent 34% 35% 14% 3% 0% 14%
3.7.5 Leadership/management skills Count 36 16 13 1 1 11
Percent 46% 20% 16% 1% 1% 14%
3.7.6 Communication/presentation skill Count 28 25 9 2 4 11
Percent 35% 32% 11% 3% 5% 14%
Source: Authors` computation based on survey data, 2015

Regarding the required skills to make the graduates acquire well equipped competence
majority of the respondents (38%) answered incorporating courses that will help students to have
Econometrics (Quantitative) skills and applications in economics is very significant. Around
18% of the respondents also feel that it is good to have such a course in the curriculum so as to
make students skilled in the aforementioned competence. Thus, this information should be taken
in to account while developing the program.

Around 30% of the respondents feel that it is very important to have economic theories in
the curriculum to make the graduates acquire well equipped competence. Around 38% of the
respondents (38%) also answered that it is important.

Research methodology and scientific paper writing skill is one of the most important
competences that graduate students should attain. Accordingly more than (43%) of the
respondents perceive it is very good to have this skill for students to have good competence.
Around 23% perceive that it is good while the remaining 14%, 4%, and 1% assume satisfactory,

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poor and very poor meaning that it is not relevant to have such a skill to achieve higher
competence.

On the other hand 38% of respondents replied that having good skill on Natural resource
and environmental economics helps graduates to have better competence.

Regarding Project development and analysis, Policy analysis ability and Economic application in
development issues respondents (42%, 39% and 18% respectively) replied that the skills are very
goods for graduates to have better competence. Based on this result the study team recommends
economics of development since it can incorporate the core competencies given top priority by
the respondents.

Respondents have also been asked their argument regarding the necessity of having the
skills like Communication/presentation skill Team work skill, Coordination/facilitation skills,
Leadership/management skills, Ethics and commitments Communication/presentation skill,
Team work skill Coordination/facilitation skills, Leadership/management skills and
Communication/presentation skill so as to have good competence in the program of interest.
Despite the fact that respondents answered all of the aforementioned generic skills are all
important; Coordination/facilitation skills Leadership/management skills, Communication/presen
tation skill Team work skill and Leadership/management skills are given the top priorities. This
implies that an effort to improve students’ competence priorities should be given to those
Generic skills.

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 5. Conclusion and Recommendations

This survey investigates the need for masters’ degree program in economics at Debre
Tabor University. For this purpose a total of 150 questionnaires are circulated to respondents.
Despite the fact that the return rate is lower (52.67%) we have got fruitful answer for the
aforementioned aim. As it is elucidated in the discussion section almost all respondents are at
their youth age and majority of them are a BA degree holders in economics and they are happy
with the commencing of the program. This can be one indication for the fact that there is a need
for MSc degree in economics. On the other hand majority of the population under study replied
that they have a staff development plans. That is institutions under study have staff development
plan characterized by Continuing and programmed, Based on need and by government direction
and thus implying a real professional gap at MSc level. Thus, there is an opportunity for Debre
Tabor University and department of economics to be part of this plan and contribute skilled
human power which is the pillar of economic growth and prosperity. Given the fact that
significant portion of respondents are BA degree holders in economics and institutions they are
employed in have staff development plan, we can infer that there is available job for graduates
and the program can also be sustainable. Respondents are also asked which specialization in
economics they will recommend. The result indicates that economics of development is given
more priority. Plus to this respondents tend to give top priority for skills and competencies which
can fit more or less economics of development which is in line with the above statement. Thus,
based on this survey the study team recommends the following.

 There is a need for a masters degree program in economic and we request Debre Tabor
University to give appropriate answer for this demand
 Based on the survey response we recommend regular and extension program. But given
the fact that majority of our prospective students are full time workers extension program
might be more appropriate. But, special consideration should be given to the human
resource requirement if the program is extension.
 As much as possible generic skills should be considered in curriculum development. But
priority should be given to Coordination/facilitation skills Leadership/management skills, 
Communication/presentation skill Team work skill and Leadership/management skills

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 Based on the direction of ministry of education pedagogical courses should be
incorporated in the curriculum.
 Among the potential specializations available in MSc level the study team recommends
economics of development.

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