CHAPTER ONE

INTRODUCTION
1.1. Background of the study
Entrepreneurship has its origin from the French word “Entrepreneur” that means “to undertake” Burch
(1986). The word reflects a willingness to do something, and usually the person who exhibits the
willingness is known as an entrepreneur. There are many definitions for Entrepreneurship but, simply,
entrepreneurship is the process of identifying new opportunities and transferring them into marketable
ideas, products and services.

Lazear (2005:649) defines entrepreneurship as “the process of assembling necessary factors of

production consisting of human, physical, and information resources and doing so in an efficient
manner” and entrepreneurs as those who “put people together in particular ways and combine them with
physical capital and ideas to create a new product or to produce an existing.” Entrepreneurship is
considered as a factor of production, linked to innovation and risk taking, where entrepreneurial
compensations are tied to uncertainty and profits (Montanye, 2006).
Entrepreneurship is the practice of starting a new business or reviving an existing business, in order to
capitalize on newfound opportunities. Entrepreneurship also entails being resourceful and finding ways
to obtain the resources required to achieve the set objectives. Whereas Entrepreneurs are explained as
one whom able to has trait of taking up new ideas, products and concepts in the marketplace. They find
an unfilled need in the marketplace and fill it by developing an innovative solution to it. Entrepreneur is
one who is willing to bear the risk of a new venture if there is a significant chance for profit. Others
emphasize the entrepreneur’s role as an innovator who markets his innovation. Still other economists
say that entrepreneurs develop new goods or processes that the market demands and are not currently
being supplied. And it has been explained that an Entrepreneur is an individual who owns a firm,
business, or venture, and is responsible for its activities and development (ILO, 2009).
Several studies debate the definition of entrepreneurship, although entrepreneurship is all enveloping as
it occurs in every firm, enterprise, and sector (Collins, Smith and Hannon, 2005). Likewise,
entrepreneurs are found in every country and in different enterprises therein. According to Montanez
(2006), Entrepreneurship enables talented individuals to realize rewards and enable them to live better
than others. The drive to entrepreneurship is innate to human beings, as they compete in life for profit,
similar to what they do in business (Montanye, 2006). At the micro level, while entrepreneurship
benefits individuals or teams, at the macro level it creates and catalyzes employment and economic
growth (World Bank, 2009). However, “To find a single appropriate and universal definition of

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entrepreneurship is a challenging problem for academic researchers and students of entrepreneurship”
(Louw, van Eeden, Bosch, and Venter, 2003).
In developing countries, small and medium enterprises are important for the economic growth and
development. Entrepreneurship supports the process of economic development, fosters economic
growth, job creation, and reduces rural unemployment and migration. In addition to meeting the needs of
some large-scale industries and boosting innovation, the small- scale enterprises help the commercial
and industrial community and the development of women (OCC, 2006).
In Ethiopia, the strategic thinking behind the expansion of the TVET subsector is to meet the middle-
level human power demand of the industry, service sector and commercial agriculture, which have
become very essential to the overall development of the country. TVET is an instrument for producing
technicians equipped with practical knowledge, who would be job creators rather than expecting jobs to
be provided by the Government. In collaboration with the private sector and government enterprises, an
apprenticeship program was also introduced to develop the skill of the trainees before their deployment
to the world of work (MoE, 2005).
Like any other developing country, Government of Ethiopia encourages the private sectors to engage
them in TVET investment opportunities and focuses on the human resources with a special drive
towards producing skilled, competent and labor based man power to support and create their own micro
and small enterprises (Dessalegn, 2006).
For the SME sector to be energetic and serve as a springboard for the growth of a strong private sector in
Ethiopia a TVET system that supplies disciplined and quality workforce can be considered as one of the
necessary conditions. A country with poor human capital has the least chance to develop even if huge
capital outlays are invested in all other productive sectors. The production of trained workforce is as
important or even may be more important than the production of goods and services. Whatever is
produced in the economy to be competitive, both in the domestic and international markets, depends on
the quality of the productive workforce the country has. This obviously calls for a TVET system that
supplies the business sector and the economic system with a quality workforce that efficiently uses and
produces resources.
To boost entrepreneurship, Employment opportunities and the Small and Medium Enterprises, the
government of Ethiopia has taken many initiatives programs such as business development service
(BDS), Educational sector development program (ESDP), and National TVET strategy. This research
aims to find the factors facilitating and inhibiting development of entrepreneurship, and job
opportunities in General Wingate Poly Technical College and its clusters focusing on entrepreneurs
especially graduated from the TVET Institutions, Micro, and Small Enterprises.

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There is a small, but growing body of research on Entrepreneurship, or the support of small business in
developing countries, as tool to alleviate poverty. This tool is utilized by a cross- section of global
community and as such includes a number of stakeholders from public, private and civil sectors. The
collection of research is required to greater understand how to best apply the developmental
Entrepreneurship tool. The development of Entrepreneurship, and Employment opportunities sits at the
center of this research proposal that TVET graduates requires ability to: (1) Identify and assess new
Entrepreneurship opportunities; (2) design the right strategy to address the selected opportunity; and (3)
effective implementation of that strategy.

The focal subject of this research is to identify and assess Entrepreneurial and Employment
opportunities, which directly or indirectly linked with TVET program in general winget polytechnic
college and its cluster.
1.2. Statement of the Problem
Horn (2006) says that the situations enforce school leavers to be people that are more enterprising and
create their own job opportunities. Davies (2001) as cited by Horn (2006) states that an enterprising
mind-set therefore needs to be inculcated that favors the formation of employers and not employees.
Entrepreneurs, i.e. people who take risk, break new ground and play an innovative role in the economy,
are therefore required to effectively address unemployment by revitalizing the economy and creating
jobs for themselves and others (Horn, 2006).
As Fantahun (2008) discussed in GTZ-Micro and Small Enterprise Development Program’s material,
Ethiopian Private sector in general and the MSEs in particular face a number of constraining variables
that hinder their growth due to lack of or poor skills of operators or the work force in the economy
because of underdeveloped Technical , Vocational Education and Training (TVET) system,
underdeveloped Business Development Services (BDS) market, Poor infrastructure, Weak private sector
promotional institutions, and weak public sector support systems.
Unlike previous decades, the governmental employment sector is no longer able to provide many jobs
opportunities to the increasing number of unemployed people due to several factors. As a result, less
jobs opportunity being available to economically active persons in Ethiopia, especially tertiary and
TVET graduates, ordinary people are therefore, more than ever required to provide for their own
economic survival. Maintain that TVET graduates have to become more self-supporting. It has been
suggested that TVET schools leavers should consider self-employment when deciding on a career as
they can no longer rely on the private or public sector to meet their career needs. Then, the main purpose
of this research was to reveal to what extent these factors and components affect TVET graduates to be

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entrepreneurs and to get employment opportunities in general winget poly technic college and Higher
seven college in order to give a descriptive explanation of associated problems.

1.3. Research questions

1. What are the major roles of TVET programs in Economic development of the country?
2. What factors that inhibits or facilitates TVET graduates in starting their own entrepreneurial venture?
3. Does world of work (practical) training received at the technical institutes by trainees?
4. To what extent does TVET facilitate and promote Entrepreneurial activities?
5. What is the status of employability and Entrepreneurship of TVET graduates?

1.4. Objectives of the Study

The general objective of this study is to assessment of the role of TVET programs on Entrepreneurial
and job opportunities.
Specific objective of the study is
1. To identify the major role TVET programs in economic development of the country
2. To study factors that inhibit opr facilitate TVET graduates in starting their own entrepreneurial
ventures.
3. To investigate the type of training received by trainees in their TVET institutes.
4. To explore the extent promoting entrepreneurial activities by TVET institutes.
5. To study the status of employability of TVET graduates.

1.5. Significance of the Study

The research would be significant to individuals, groups of people who are inclined in the area of
Entrepreneurship and TVET graduate trainee having entrepreneurship, and employment opportunities.
The study encourage youth entrepreneurs to be aware of improve and development of their own business
enterprise to transform it to medium scale industry. In addition, it is significant to government systems
and authorities as country’s economy is nothing without entrepreneurship process and youth in business
now a day is a growing reality and Ethiopia is no exception for it. This study can contribute for future
graduate students expected to undertake research on vocational education and entrepreneurship.

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1.6 Scope /Delimitation of the Study
The scope of the study is limited to the study of assessment of the role of TVET programs on Entrepreneurial
and job opportunities, there are three public TVET Institutes under General Wingate Poly Technical College
clusters. From these, General Wingate Poly Technical College and Higher Seven college were purposively
selected and micro and small enterprises under supervision of General Wingate Poly Technical College and
Higher Seven College . in order to make it manageable and workable, it study was delimited to General
Wingate Poly Technical College and Higher Seven college, ten selected Micro and Small Enterprises and
Manager of Addis ketema sub city MSE’s office. The situation enforces the researcher to select General
Wingate Poly Technical College and Higher Seven college was high concentration of occupational programs
with the compared to others. Students were purposely excluded because, the designed questionnaire
were not directly related to their academic rank and their understanding at this level. Additionally, as the
research title revealed that the focal point of the paper was to assess effect or impact of TVET program
on Entrepreneurial and job opportunities which could be beyond their experience and understanding,
because yet they were on training, they don’t have tested real world. By having these in mind, the
researcher has excluded the trainees from target population

1.7. Limitations of the Study

The serious challenge that researcher faced was some of the respondents were not willing to fill the
provided questionnaires due to being attached with their regular works, carelessness, and lack of
relevant information that met the requested questions. Thus, an attempt was made to get some of them
through snow ball method, Snowball sampling is often used to find and recruit “hidden populations,”
that is, groups not easily accessible to researchers through other sampling strategies. All these made the
collection of the data very difficult, tiresome and time consuming. Indeed, the allocated budget was not
adequate to cover the expenditure on telephone cost, transportation and necessary materials.

1.8 Organization of the Study

This study has five chapters. The first chapter; deals with introduction, statement of the problem,
significance of the study, delimitation of the study, limitation of the study and definition of operational
terms in the study. The second chapter addresses the review of related literature to the topic of the study.
The third chapter deals with the research design and methodology, sources of data, population and
sampling technique, and tools of data collection. In chapter four data presentation, analysis and
interpretation have been presented. Chapter 5 contains the summary of the findings, conclusions and
recommendations.

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1.9 Conceptual Framework
The majority of the East African youth is unemployed, underemployed or in other cases overworked
under poor working conditions, due to this, large part of the youth in East Africa is therefore forced into
self-employment in the informal sector as it is perceived as the only available route out of poverty. In
other words, the majority of the youth in question do not start a business because they are ‘pulled’ by
well-paid opportunities, but rather ‘pushed’ out of economic necessity (Semboja, 2007).
Fentahun (2008) discussed that enterprisingactivity in Ethiopia has suffered from different barriers and
challenges like; underdeveloped Technical and Vocational Education and Training (TVET) system,
underdeveloped Business Development Services (BDS) market, Poor infrastructure, Weak private sector
promotional institutions, and weak public sector support systems. Then, by contextualizing the basic
framework of above literature, the researcher has reviewed main points in findings and conclusions.
Even though, enterprising in Ethiopia faced challenges, newly revised national TVET strategy (2008)
has placed some devices that solve the problems- which means the strategy identify that challenges
could be solved through promoting and diversifying cooperation between TVET institutions and
industries/enterprises, and strengthening TVET programs based on labor market .
The following figure entails and presents the framework of TVET program and its environment. The
figure 1 shows that TVET program advocates and needs engagement of Enterprises (Industries) in
training delivery to equip trainees with job competency, entrepreneurial skills and knowledge, work
values and practical work experiences.

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Figure 1: Cooperation between TVET Institutions and Enterprises in Ethiopia

Adopting the above framework, this study conducted detail explanations on effects of TVET programs
on entrepreneurship development and employment opportunities in General Wingate Poly Technical
college and Higher seven college and assesses the major obstacles that TVET graduates face while
starting and running their business ventures. The main purpose of this research is to reveal to what
extent TVET programs affect youth entrepreneurs in General Wingate Poly TechnicaCollege and
Higher seven college and to give a descriptive explanation of related problems.

Operational Definition of Terms

The following terms are defined in accordance they are utilized in the study.
 Business ventures: is process of undertaking all necessary activities to start new or reviving
existing business enterprise.
 Entrepreneurship: is the process of assembling necessary factors of production consisting of
human, physical, and information resources and doing so in an efficient manner" and

7
 entrepreneurs as those who "put people together in particular ways and combine them with
physical capital and ideas to create a new product or to produce an existing.
 Entrepreneur is one who is willing to bear the risk of a new venture if there is a significant
chance for profit. Others emphasize the entrepreneur's role as an innovator who markets his
innovation.
 Vocational Graduates: are those who successfully completed the training offered by TVET
and awarded certificate or diploma of the college.
 Technical and Vocational Education and Training: refers to an education and training to
“acquire the practical skills, know-how and understanding necessarily for employment in a
particular occupation, trade or group of occupations or trades.”
 Labor market: refers to geographical setting where potential employees are located and from
which employees’ recruitment is made covering a wide geographical area depending on types
of national requirement in demand.

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 CHAPTER TWO
LITERATURE REVIEW
Under this section, the basic concepts and approaches that concerns TVET and its role in socio-economic
development is discussed. The concept of entrepreneurship, Unemployment, employment, and self-
employment are covered. In addition, the linkage between TVET and Small and Micro Enterprises (SME) and
other related topics are given due emphasis.

2.1. History of TVET

To trace the origins and development of TVET is a daunting task, because, one must simultaneously trace the
origins and development of humanities. The approach used here is to develop cross cutting themes. Among
themes chosen are tools, technology, a culture change, culture transmission, specialization and fabrication.
Researching and writing history is possibly the most exact science, because the researcher and author must
largely rely up on previously published sources. The danger in reliance in reliance on such sources is that of
repeating the biases of their author’s since the users rarely write history. (UNISCO-UNVECO, 2009)
History of TVET is difficult to trace, because it has been invaded in overabundance of evolution, other
histories. That is to say until the Middle Ages and industrial revolution, what we call TVET today was not
considered very important by historians. Therefore, the researcher must cull (collect) many historical accounts
in order to assemble miscellaneous items of TVET history. Having said this, not everyone will share the same
enthusiasm for those bits and pieces selected and analyzed here. This is because what others deem important.
With this ground rules we can now proceed to examine the origins and development of TVET as a perceived
by some scholars.
According to UNESCO (2009), the development of TVET began with agricultural revolution, which took place
from about 800 BC-1700 AD. According to Toffler (1981) cited by UNESCO (2009), Agricultural revolution
could be divided into subsistence phase ,prior to 8000 B.C, in which families, clans and tribes consumed what
they produced, a feudal phase, and then family farm phase, which is now being displaced by ‘Industrial ’model
of an agro-business phase. The domestication of animals is also a feature of development of Agriculture to
which Toffler may have not given sufficient emphasis in his discussion.
Another useful approach to understand the origin and development of TVET is to trace the development of
tools and technologies, and relate to these to education. Durant (1954), as cited by UNESCO (2009), suggested
that ‘the stone in the first’ may have been the first too. He also imagined that the fire led ‘to the fusing of
metals and the only real advance in technology from Cro-Magnon days to the Industrial revolution’.
Durant continued by noting;

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-a rock –sharp at one end, round at the other to fit the palm of the hand became for primeval man hammer,
axes, chisel, knife and saw. Gradually these specific tools were differentiated out of the one homogeneous
form: holes were bored to attach a handle, teeth were inserted to make a saw, branches were tipped with the
Sharp rock to make a pick, an arrow or a spear, the rough –surfaced stone became a file; the stone in a sling
became a weapon of war that would survive even classical antiquity.
Specialization in societies and culture most probably began during subsistence (survival) phase of Agriculture
Revolution, when sufficient surplus food was amassed to enable some persons to ‘work’ in areas than
cultivation, hunting or gathering. The first two socio- cultural specializations were likely the clergy and
teachers. Specialization probably paralleled the development of settled agriculture and settlements.
Gallinelli (1979), as referred by UNESCO (2009), explained that;
“Children learned the skills of their parents by watching carefully and imitating the process until an exact
duplicate could be produced. This method of conscious –imitation was the methodology by which crafts were
‘taught’ in one way or another until well into the 1400s”.
While at first all of the simple tools, weapons, and religious and domestic objects were formed by people for
their own use, differentiation between so called ‘academic and training’ teachers likely commenced with
further specialization into builders, potters, leather tanners, tailors, etc. In some cultures separate castes
developed for the specific trades- for example in India the Patel caste of leather workers – while in what
became ‘western’ culture separate guilds developed in the fabrication and commercial fields. Each specific
group, caste, guild, etc –designated certain person as educators/trainers, later called Meister (Master) in
Germany, to supervise the learning of new entrants to their field known as apprentices. In contrast, training for
clergy mainly comprised a shaman (healer), priest, rabbi, who instructed a group of students. The former group
evolved into religious and subsequently, academic groups. Gallinule noted that; in ancient Jewish culture, the
law required parents to teach boys a trade. The boys were to go to the rabbis for the religious instruction in the
mornings and learn the father’s trade in the afternoon UNESCO (2009).
According to UNESCO (2009), as tools became more complex, and the knowledge and skills to use them
became more specialized, parents or elders were no longer able to teach their children the sum total of their
knowledge. Eventually, their offspring were apprenticed to crafts person or artisans with the specialized skills
and tools for particular trades. These crafts would impart the craft at which usually they were an expert in
exchange for unpaid, or low paid work. As the system developed, apprentices began to live with the crafts
person, and received subsistence until becoming accepted as trade’s persons themselves.

Barlow (1990) noted that, the rice of Athens was accompanied an increase in the practice of trades required by
the growing city. A definite occupational classification developed regulating various workers into a caste

10
system. Yet the work of the artisan is our best evidence of Greek achievement. Throughout a long history, the
artisans and artisans of Rome were composed of mixtures of slaves and freemen.

They acquired their skill in the only way possible that is through family apprenticeship (UNESCO-UNEVOC,
2009). Therefore, from above explained history of TVET we can conclude that TVET start point is not clearly
known by day, month, or year. Even though, in many countries TVET programs are taken as socio-economic
device through which country’s economy and social problems could be solved. In addition, some countries
have long history where as some countries have short time history with TVET systems.
Concept of Technical Vocational and Educational Training (TVET)
Technical and vocational education (TVET) are broadly defined as “Education which is mainly to lead
participants to acquire the practical skills, know-how and understanding, and necessary for employment in a
particular occupation, trade or group of occupations (AtchoarenaandDelluc, 2001). Multiple providers both in
the public and in private sector can provide such practical skills in a wide range of settings. The role of TVET
in furnishing skills required to improve productivity, raise income levels and improve access to employment
opportunities has been widely recognized (Bennell, 1999). Developments in the last three decades have made
the role of TVET more decisive; the globalization process, technological change, and increased competition
due to trade liberalization necessitates requirements of higher skills and productivity among workers in both
modern sector firms and Small and Micro Enterprises (SME). Skills development encompasses a broad range
of core skills (entrepreneurial, communication, financial and leadership) so that individuals are equipped for
productive activities and employment opportunities (wage employment, self-employment and income
generation activities).
According to Bonn cited by UNESOC (2009) noted that TVET is the “Master Key” for alleviation of poverty,
promotion of peace, and conservation of the environment, in order to improve the quality of human life and
promote sustainable development. Bonn Resolution of 2004 also highlighted that TVET could be considered as
a vehicle for socio-economic development and technological transformation. It is critical that TVET program
meets the challenges of increased unemployment, underemployment, poverty, food insecurity and
environmental degradation.
The skills development is important for economic growth, poverty alleviation, youth and women’s
empowerment and social inclusion. Nevertheless, the role of TVET is absent largely in most policy documents.
This gap is particularly ‘puzzle’; Governments and donor countries consistently emphasize the need for
concerted efforts to build the human assets of the poor. Yet TVET is accorded limited importance in donor
financing schemes and discussions since the late 80s’ (Bennell, 1999). Several countries; developed and
developing, such as Italy, Brazil, China, Sweden and Japan have given more recognition to TVET through

11
adequate funding. As a result, students get exposed to vocational training and to a culture of scientific
investigation and application at an early age.
Several scholars said about TVET role or contributions in development of Entrepreneurship and sustainable
development. Bonn Declaration on Learning for Work, Citizenship and Sustainability argues that:
. . . Since education is considered the key to effective development strategies, Technical and vocational
education and training (TVET) must be the master key that can alleviate poverty, promote peace, conserve the
environment, improve the quality of life for all and help achieve sustainable development”(UNESCO-
UNEVOC, 2006:35).

2.2 The Benefits and Challenges of TVET

Investment in human resources by Vocational education and training forms of learning is essential to achieving
smart, sustainable and inclusive growth. VET will continue to play an important role in the shift towards more
knowledge-intensive societies. TVET is designed to prepare individuals for a vocation or a specialized
occupation and so is directly linked with a nation’s productivity and competitiveness. Most literature generally
considers that the concept of TVET is restricted to non -university education (Cedefop, 2011).
Cedefop, (2011) stated that, although strong vocational programs increase economic competitiveness, many
vocational programs currently: fail to meet labor market needs, do not adequately prepare young people for
jobs and they are separated from the fast-changing world of modern economies.

Figure 2: Types of TVET Benefits

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Souce;-cadefop,2011

2.2.1 TVET Benefits

The research review conducted by (Cede fop, 2011) on twenty-six Europeans countries stated that TVET
benefits can be grouped using a classical typology based on the nature of results. Two main categories can be
identified: economic benefits and social benefits. Both can be analyzed on three different levels: the micro
level (the benefits for individuals); the meson level (benefits for enterprises/groups); and the macro level
(benefits for society as a whole). Generally, it would be summarized under figure 2;
Some benefits of may occur at the interaction of different level of analysis, for instances when a training course
in an enterprise leads to more satisfied workers that become more productive. Vocational education (VET)
benefits are independent at different levels. Yet all countries did not experienced the same benefits that stated
in figure 2 (Cedefop, 2011).
Many countries indicated a stronger research on economic benefits compared to social ones. Research on
economic benefits tends to concentrate on micro level, with most investigating benefits for individuals. In the
countries where VET research is well developed, research that demonstrates to what extent VET contributes to
individual financial autonomy and well-being is a top priority for policy makers and those funding research.
Economic benefits at pectoral (meson) and macro level and social benefits are less often topics of research.
Most research on social benefits focuses on the meson level and investigates benefits for disadvantaged groups
(Cedefop, 2011).

2.2.2.1. The Economic Benefits

I. Macro level:
A. Economic returns on VET: research on the evaluation of public and private investment in VET in terms
of profitability and economic growth.
B. Labor-market outcomes of VET: reduction of unemployment and inequality resulting from more people
attaining a VET qualification.
II. Mason(group) level:
A. Performance of enterprises: costs and benefits of training in terms of profitability and innovativeness;
B. Employee productivity: individual abilities and capacity to contribute to profit after VET.
III. Micro level:
The benefit of IVET and CVET on individuals: earnings, finding a job, reduction of skill mismatch,
integration into the labor market with satisfactory wage, further career development opportunities and
professional status.

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2.2.2.2. The Social Benefits
I. Macro level:
A. effects of VET across generations within families and how family impacts on skills development;
B. relationship between VET and health: how education and VET can support the health of a nation;
C. Social cohesion: multidimensional concept measured by, for example, tolerance, trust, formal and
informal networking (social and relation capital), low grade of social polarization, etc.
D. Education and VET can reduce delinquent and criminal acts in a society.
II. Mason (group) level:
Inclusion of disadvantaged or marginalized groups through education and VET.
III. Micro level:
 Personal well-being: quality of life for individuals and effects on personal development, attitudes
and motivation.
To answer why TVET is needed, OECD (2011) reviewed and stated some points;
 Employees learn many skills in the workplace either informally or through formal training. But
for several reasons, vocational training cannot simply be left to employers.
 Firms provide few specific training to their employees, but they have little incentive to provide
training for general skills. Firms may also face barriers or be too small to provide effective
training.
 Employers may be reluctant to recruit young people unless they are “job ready”, especially where
hiring young inexperienced people is expensive (e.g. because of employment rules).
 Those with lower levels of education, who would benefit the most from additional skills, are less
likely to develop new skills once in the labor market.
 A high-skilled labor force may encourage investment in the country, increasing economic growth,
while an employee’s skills may promote the skills of workmates (i.e. creating positive
“spillovers”).
 Vocational program can pay off in the labor market, with studies showing good rates of return for
upper secondary VET.

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2.2.2. TVET Challenges
According to OECD(2011) review of VET; global economic competition increasingly requires countries to
compete on the quality of goods and services that requires a labor force with a range of mid-level trade,
technical and professional skills alongside the high-level skills associated with university education. Strains in
existing vocational systems include lack of workplace training places and trainers. In some countries, the rapid
expansion of tertiary education has undermined school-based VET. VET has been neglected: it has received
limited attention compared to other parts of the education system and is often seen as having lower status.
Then, in our country context; Decaling, (2006) has discussed in Engineering Capacity building programs’
(ecbp) material that TVET a program of Ethiopia has been suffering from certain challenges. These challenges
include:
 How to prepare youth for employment or self -employment in the formal or the informal economic
sector?
 How to train millions of youths on a limited public budget?
 How to provide access to training for all target groups, including disadvantaged (minority group)?
 How to include further training for those already active in the labor market (unemployed or self-
employed)?

2.3. Vocational Education and Training (TVET) for Youth

IIEP (2007) has prepared newsletter on VET that shows, youth transition from school to work, and from
childhood to adulthood, is a major challenge for both families and education authorities. Securing the dividends
from educational progress and demographic changes requires effective education and training strategies as well
as consistent cross –sector policies. Because of Education expansion, the transition from school to work is
taking place later as young people study for longer. Yet, despite significant progress in school participation and
training, youth unemployment remains a major problem. Young people still face serious difficulties in
integrating with the labor market, even in those countries where the numbers soloing people have fallen due to
demographic change. The transition from school to work is therefore an important and active area for public
policy, and fertile research field for investigating social and educational change (IIEP, 2007).
As IIEP’s newsletter report, globalization has had profound effects on labor markets. While some countries
have benefited from more international competition and trade, others have suffered increased unemployment
and under-employment. Youth migration constitutes another dimension of globalization, and is particularly
acute in small Island developing states where the domestic labor market offers few job opportunities. Yet, at
the same time, migration and the transfer of knowledge, ideas, skills and technology through the return of
migrants and general mobility are increasingly recognized as valuable, sometimes vital, contributions. Turning

15
migration into an effective development tool for countries with high emigration is a major policy concern in
some developing countries.

While unemployment and employment rates used to be considered as the main indicators of the conditions of
youth labor market participation, increasing attention is being paid to those who drop out of the active
population when jobs become too scarce. For this reason, an indicator of joblessness is often used, attributed to
all those who are neither in education nor in employment. Young people who leave school without
qualifications are more likely to be in this situation, and constitute the group of young people most at risk in the
lob our market.
The large numbers of young people not in education, work or training are increasingly seen as a security
problem. Disenchanted, they are easy prey for armed conflict, terrorism and crime. In post conflict situations,
demoralized young fighters and child soldiers will return to violence if not given swift access to education and
training, which facilitates their transition to work (IIEP, 2007).
According to IIEP has reported improving the employability of young people often involves strengthening
school-enterprise linkages, providing out of school vocational training programmers and offering career
guidance and placement services. Employment subsides are also often used to encourage the requirement of
young workers. IIEP also suggested that, TVET provides students with the competencies, skills and thereby
facilitates access to employment. Information and communication technologies can also offer new
opportunities for expanding access at an affordable rate. The challenge is to prepare young people for lifelong
learning in order to sustain their long-term employability and facilitate active citizenship. Beyond immediate
labor market needs, successful transition involves preparing young people for learning throughout life in a
context of increasing labor market instability and rapid technological change. Allowing school early school
leavers to re-enter the system, facilitating the retaining of workers to update their skills or prepare them for new
occupations, and meeting the demand to learn for leisure are crucial challenges.
Providing support to youth entering the labor market is also a crucial component in vocational training. Many
young people have difficulty in mastering the codes, roles and routines of the workplace. As a result, many lose
their jobs because either they or their employers are dissatisfied. Support involves social guidance and
workplace mentoring throughout the integration process, which can take up to a year once the training has
ended. Young people should be informed of their employment rights, the wages paid for various trades, and the
rules of a workplace. They should also receive help to work out career plans and assistance with job
applications, in order to facilitate access to steady employment. Issues remain to be tackled. Closer bonds are
needed with the private sector in order to develop skills-based curricula. Improved tailoring to local needs is
also needed, together with systematic monitoring and evaluation.

16
Strategies for the Transition of Youth from School to Work
To improve youth access to employment, many developing countries are reforming their provision of technical
and vocational education. Policies are focusing on closer links between labor market supply and demand, and
transferring more responsibility to the private sector (IIEP, 2007).
Article prepared by IIEP since 2007 recommended some strategies that helps to transit youth from school to
work. These International recommendations for training and vocational education policies can be grouped as
follows:
 Improving co-ordination. In many countries, vocational skills provision involves a number of other
government bodies, in addition to ministries of education. The diversity of public providers
sometimes leads to duplication and poor efficiency. Establishing co-ordination mechanisms and
structures is an attempt to address this issue.
 Increasing and improving private providers. In countries such as the Philippines, private institutions
already provide for the vast majority of vocational education students. However, even in these
countries, further steps are required to enhance the contribution of the private sector to the overall
training system. In addition to offering credit to private providers, the development of quality
control measures, including accreditation procedures and qualification frameworks, are essential to
fostering a favorable environment.
 Introducing new funding methods. The voucher programmers, implemented in countries like
Australia and the Philippines, have significantly changed matters as there is now more competition
among providers and more choice for students. Competitive tendering is increasingly used to
improve efficiency when allocating public funds.
 Promoting dual forms of training. Attempts to introduce dual forms of vocational training help to
bring delivery closer to the workplace. Many countries have recently introduced different
apprenticeship programmers, and these attempts to enhance youth transition may lead to significant
changes in the provision of vocational pathways in the future.
 Formulating lifelong learning policies. As a part of lifelong learning, more consideration is being
given to policies that allow holders of vocational qualifications to move on to higher education
programmers.
 Skilling. Although not always clearly expressed, the concern for up skilling, broad-skilling and
multi-skilling seems to increasingly inspire the debate on technical and vocational reform. Primarily
viewed as contributing to both the productivity of the workforce and the international
competitiveness of the economy, these trends are also likely to improve the transition of young

17
 people to work and their participation in lifelong learning. There is also a greater awareness of the
need for vocational education to provide general skills.
 Offering non-formal education courses. A growing number of initiatives have been implemented to
provide non-formal training for those who leave school without job skills. Through such courses,
learners can re-enter mainstream technical and vocational education programmers. Many countries
in Africa and Asia, have successfully initiated specific training programmers for the informal sector.
Given that the informal economy plays an important role in absorbing a young, low qualified labor
force, targeted training programmers can be instrumental in protecting disadvantaged youth from
poverty. However, experience also shows that training alone is insufficient to improve productivity
in the informal sector. Broader interventions are required to implement effective integrated support
packages, including services such as microcredit and marketing support.
Understanding the exact nature of youth unemployment and getting the right combination of structural factors
are crucial to formulating successful policies. Besides achieving an effective combination of vocational
education strategies, experience shows that countries also rely on labor market programmers. This pattern
illustrates that improving youth transition processes and employment prospects requires a close articulation
between education policies and labor market policies (IIEP, 2007).
Adapting Vocational Programs to the Modern World
OECD (2011) has identified some assumptions that concerns adapting vocational education and training to the
modern world. These are as follows:
 Strong vocational programs increase competitiveness but many programs fail to meet labor market
needs.
 In the 21st century, those entering the labor market need immediate job skills, but they also need the
career and cognitive competences to handle different jobs and to sustain their learning capacity.
 Many skills requirements are volatile and driven by rapid technological change while technological
advance has increased the demand for higher-level technical skills, including at tertiary level.
 Many of those now participating in upper secondary vocational programs do not expect to enter the
labor market directly, but instead go on to post-secondary and tertiary education. Vocational
programs at upper secondary level come to fill a dual role.
 High-skilled blue-collar occupations include traditional apprenticeship trades like plumbing and
electrical trades. However, most countries are also developing vocational programs in new technical
white-collar occupations including healthcare and computing.

18
  National systems of vocational education and training are very diverse – in some countries it makes
little sense to refer to it as a single ‘system’. Within families of VET systems many differences are
strongly reflected in labor market structures and in cultural attitudes (e.g. occupational aspirations).
 Countries vary on when vocational specialization starts. VET can engage young people who are less
academically minded in practical tasks, sustain their motivation for learning, and support their
transition to work. However, it is difficult for adolescents to make considered career choices and
they risk closing off their options if they change their mind later.
 The risk that practical training crowds out broader academic skills and limits pathways can be
managed if programs involving early specialization also require sufficient attention to numeracy,
literacy and other general academic skills, as well as other wider soft competences.

2.4. Employment and Unemployment in Ethiopia

Unemployment and underemployment continue to be serious social problems in Ethiopia despite some
improvements in recent years. This is mainly a result of rapid population and labor force growth and limited
employment generation capacity of the modern industrial sector of the economy. The national rate of
unemployment, which stood at 3.6% in 1999, declined to 2.6% in 2005. Open unemployment is not a common
problem in rural areas. Underemployment defined as the proportion of workers who are "available and ready to
work more hours” is a phenomenon of rural areas. However, this does not mean that underemployment is not a
problem in urban areas. According to the Labor Force Survey by Central Statistical Agency (CSA),
underemployment is highest among male youth and prime-age adults, and higher among men than women in
both urban and rural areas are. In particular, the underemployment rate of urban male adults aged 25 to 39
stood at 20 to 25 percent in 2005. The underemployment rate declined beyond the age of 40 at national level as
well as for urban and rural residents (CSA, 2006).

High urban unemployment rates remain a major policy challenge. According to the 2006 Urban Employment
Unemployment Survey, urban unemployment has consistently declined from 26.2 percent in 2003 to 22.9
percent in 2004 and further to 16.7 percent in 2006. Unemployment rate has been consistently higher among
females than males across the years, 35.2% in 2003, 30.6%in 2004 and 22.1% in 2006. The corresponding rates
for males stood at 17.6%, 15.8% and 11.5%, respectively. Urban unemployment, particularly youth
unemployment being growing areas of concern for the Government, recent survey programs have been
intended to cover only urban areas given that unemployment is an urban rather than a rural phenomenon.
Rural-urban migration is considered the main contributing factor to urban population growth in Ethiopia. There
is a widely shared view that rural-urban migration in Ethiopia is increasing and is driven by the dwindling

19
amount of farmland available to the rural population and by the low level of agricultural productivity. The
rural-urban migration has seasonal behavior and is considerable in different parts of the country. The majority
of the employed labor force is found in the agricultural sector where earnings are low for the labor force to
come out of poverty. A large size of the labor force is also engaged in the informal sector where
underemployment, poor earning, and lack of institutional protection are the characteristic features. These
realities nurture the problem of working poor in Ethiopia, making poverty more a result of poor earnings than
open unemployment (CSA, 2006).
TVET for Employment Sector According to White (2009), effective education for employment is defined as:
…..the development and assessment of the requisite skills, knowledge and behaviors that constitutes
effective employees in the 21st century. In some countries, this is collectively described as a ‘skill set’.
White also stated that, vocational education is seen as one way to stimulate job creation and meet current
skill demands.
UNISCO recommended that “technical and vocational education” is used as a comprehensive term referring to
those aspects of the educational process involving, in addition to general education, the study of technologies
and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to
occupations in various sectors of economic and social life. Technical and vocational education is further
understood to be a means of preparing for occupational fields and for effective participation in the world of
work and an aspect of lifelong learning and a preparation for responsible citizenship.

TVET for Entrepreneurial Works (Self-employment)

Self-employment represents an important route into the labor market in Urban and Rural areas. However, self-
employment requires more than being technically competent in a certain occupational field. In order to become
successful, entrepreneurs need self-confidence, creativity, a realistic assessment of the market, basic business
management skills and openness to risks. Starting a business, furthermore, requires access to finance, access to
necessary permits and licensing, and access to land or structures to operate from. Against this background,
basic entrepreneurial and business management training will be incorporated into all relevant TVET
programmers. The TVET authorities will assist TVET providers to develop appropriate training packages,
drawing on the magnitude of international experience in this field.
TVET providers are also encouraged to consider the work environment in the local micro and small business
sector when designing their training programmers. This includes, for example, the introduction and use of
appropriate technologies and the organization of internships or cooperative training programmers with micro
and small enterprises. The TVET executive bodies will also undertake initiatives to strengthen and raise quality
in traditional apprenticeship training, as this mode of TVET delivery is particularly effective in preparing youth

20
for self-employment. TVET institutions shall serve as centers of technology capability, accumulation and
transfer. They shall closely cooperate with the private sector in undertaking problem-solving research
programmers (MoE, 2008).

The Main objectives of Employment Policy of Ethiopia

Ministry of Labor and Social Affairs (MOLSA) of Ethiopia has launched National Employment Policy and
Strategy (2009) that; the objectives of the National Employment Policy and Strategy of Ethiopia have three
important dimensions: enhancing social welfare, accelerating economic growth, and achieving political
stability.
Social welfare: The ultimate impact of growth on poverty is determined by the quantity and quality of
employment opportunities created. Making growth pro-poor and shared could be assisted through employment
policies that address the demand, supply, and institutional dimensions of the labor market. Accordingly, the
primary objective of the National Employment Policy and Strategy of Ethiopia is to provide guidelines for
streamlining productive employment and decent working conditions in the country and there by promote social
welfare and equity through poverty reduction.
Economic growth: In addition to the social objective of welfare promotion through poverty reduction, the
policy has an economic objective of accelerating and sustaining growth and development through proper
utilization of the country’s labor force in a productive manner as the most important resource of the country.
Political stability: A mass of unemployed population, especially when such incidence is high among the
educated and the youth, becomes a potential source of political and civil unrest. Employment policies and
strategies contribute towards reducing and avoiding such threats by addressing both the supply and demand
side of the labor market towards the creation of productive employment (MOLSA, 2009).

2.5. Purpose of Ethiopian TVET Program

Unemployment and underemployment is a persistent problem due to the absence of a dynamic private sector.
In rural areas, underemployment is widespread. In urban areas, about 26% of the workforce is officially
unemployed, a figure believed to underestimate the real situation. Of particular concern is that unemployment
among the youth is significantly higher than the rest of the workforce. Recent studies have also shown
Substantial skill gaps throughout the economy, especially in economic sectors with a higher skill level and
outside of Addis Ababa (MoE, 2008; National TVET Strategy).Then; it is indicator that the level of
Entrepreneurship opportunities is less diversified in the country. Because as strategy document reveal that
youths have been suffering from unemployment and underemployment both in urban and rural areas of the
country.

21
As a result, to overcome unemployment and economic problems of youths, National TVET strategy has been
launched by Ministry of Education of Ethiopia. The strategy visualize that Technical and Vocational Education
and Training (TVET) in Ethiopia seeks to create competent and self-reliant citizens to contribute to the
economic and social development of the country, thus improving the livelihoods of all Ethiopians and
sustainably reducing poverty.
The linkage between TVET and Industries, and Entrepreneurial Ventures
Strengthen links between VET Institutions and industry includes; foster closer collaboration and exchange
between VET institutions and industry, promote flexible career pathways between industry and the trainer
profession in VET institutions, and encourage trainers in VET institutions to work temporarily in companies to
update their vocational competences (OECD, 2011).
Entrepreneurship is vital for stimulating economic growth and employment opportunities in all societies. This
is particularly true in the developing world, where successful small businesses are the primary engines of job
creation and poverty reduction (ILO, 2009).
Both developed and developing countries have often witnessed collected emergence of small and medium
enterprises, engaged in producing some homogeneous or related products at a point in time. Such a form of
industrial organization is also known as `industrial cluster' or `industrial district’. Experiences of a large
number of clusters in developed and developing countries indicate that owing to inter-firm linkages in various
areas of business, all the SMEs in the clusters experience economies of scale and scope leading to higher
efficiency and international competitiveness. Attracted by this new form of organizing production, several
industry promotion organizations the world have started developing clusters and inter-firm collaborations as a
strategy to strengthen SMEs. One of the key interventions is the formation and up-gradation of new skills and
knowledge to manage production, innovation and improvement across the network of supplier companies. One
of the greatest advantages for workers in these clusters is that even if a limited number of workers attend the
training, the spread of it amongst the rest is incredible (Dr. Dines, Entrepreneurship Development Institute of
India).

Like others countries, Ethiopian TVET institutions are expected to relevantly transfer the technologies to micro
and small enterprises (MSE) sector in order to increase their productivity, improve the quality of products and
services and facilitate creation of new business. Provision of TVET programmers and technology transfer
services are the means to strengthen SME in urban and semi-urban areas (MoE, 2008).
TVET institutions are mainly expected to replicate new and selected technologies and transfer the same to the
relevant industry in order to increase the competitiveness of the sector according to international standards. It's
also needed that these technologies focus on creative capacity building and greatly contribute to the economic

22
development of the country in a bid to mitigate regional problems. Their benefit will be significant since the
trainees who pass through this process are endowed with outstanding and international workforce ethics.
In order to replicate the technologies it is required to refer to international best practice and use it as a basis for
occupational standard and curriculum development closing teachers' and trainers’ competence gaps will be
addressed by hiring foreign experts. Their role is to capacitate Ethiopian teachers and trainers so that they can
implement new TVET programmers based on occupational standards. By doing so, teachers, trainers and
trainees will be able to contribute to transfer the technology to the industry. TVET institutions having
accumulated technology capabilities, and using this potential to promote technology transfer, contribute to the
enhancement of productivity and the competitiveness of industries. TVET institutions are expected to revamp
and supply services to the market to transfer the newly selected technologies. Another task of the institutions is
to properly utilize their respective resources and to deliver services against fees. The income generated from
such activities enables to create further potential to increase the capability of the institutions (MoE, 2008).
Workplace Learning
According to (OECD, 2011), Workplace learning is a powerful tool in vocational education and training.
Workplace learning includes a diverse set of practices, including:
 Job shadowing in which students “shadow” a worker to learn about their job
 Service learning voluntary work by students, typically in non-profit organizations
 Internships in which students work for a firm for zero or nominal wages
 apprenticeships which provide more structured long-term workplace learning, typically over a period of
years, leading to a qualification Workplaces provide a strong learning environment because they offer
real on-the-job experience that makes it easier to acquire both hard and soft skills;
 hard skills- it may require practical training on expensive equipment. Up-to-date equipment is already
available in firms, along with people who know how to use it and can explain associated techniques.
 Soft skills – like problem solving, conflict management and entrepreneurship – are more effectively
learnt in workplaces than in classrooms and simulated work environments. Workplace learning
facilitates a two-way flow of information between potential employers and employees about each other,
making later recruitment much more effective and less costly and usefully complementing career
guidance. Employer willingness to offer workplace training provides a signal and verification that a
VET programmed is relevant and has labor market value. When workplace learning is a VET
programmed requirement, it can help to keep student places aligned with likely future employment
demand. Trainees in the workplace can make a productive contribution to the output of the firm and to
the economy as a whole, if the workplace-learning environment is structured to facilitate this.

23
 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Research Design
The research design employed was descriptive survey method. Descriptive survey method can be either
quantitative or qualitative. It can involve collections of quantitative information that can be tabulated along a
continuum in numerical form, such as scores on a test or the number of times a person chooses to use a-certain
feature of a multimedia program, or it can describe categories of information such as gender or patterns of
interaction when using technology in a group situation. Descriptive survey method involves gathering data
that describe events and then organizes, tabulates, depicts, and describes the data collection
(http://www.learngen.org).
Qualitative data were required in this research such as profiling of young entrepreneurs those graduated from
TVET institutions found in general winget poly technical college & Higher seven. Using frame of reference
along with study and interview based report that is valuable for analysis of research. Emplying to the fact that
TVET programs are base of youth entrepreneurship and being recognized as valuable tool for development of
entrepreneurship ways, facilitate entrepreneurial endeavors for young of today. Youth entrepreneurship can be
related to youths’ position in society, role of entrepreneurship in business society. In general, questionnaires,
interviews and archive assessment were used to collect relevant data.

Enough time has been spent on what needs to be conducted to attain reliable measures and estimates in
research centering youth entrepreneurship opportunities in particular, in-depth analysis of youth-TVET
graduates’ entrepreneurs. The work has highlighted links between youth entrepreneurs and entrepreneurship
implications as well.
3.4 SOURCE OF DATA

Primary and secondary sources would consult to obtain information about the subject under study. Primary
data was gathered through questionnaires and interview from instructors, the interviews are carryout with key
people in the process owner of Small and Micro enterprises under supervisions of General Wingate poly
Technical college and Higher seven college and Addis Katama sub city Small and Micro enterprises office
manger while the secondary data was gathered from outcome based training core process office , Addis
Katama sub city Small and Micro enterprises office relevant books, and proclamation, website and relevant
literatures which help to make the study more reliable.

24
3.2 Population and Sample Size
Simple random and purposive sampling were used to select the sample for this study in order come-up with
relevant information on the role of TVET programs on entrepreneurial and job opportunities.
There are three public TVET Institutes under General Wingate Poly Technical College clusters. From these,
General Wingate Poly Technical College and Higher Seven college were purposively selected. Three-target
populations selected to make the feasible study based on the data availability and compatibility of the
institutes.
The first total population (N=335) includes all Instructors of General Wingate Poly Technical College
(N=229) and Higher Seven TVET college (N=106) as obtained from the Planning and Information
management Division of the two Colleges. From the total population of the College Instructor, 53.4% (179)
selected randomly.

Sample size was determined by using the following formula.

Sample size for infinite population
SS= Z2*P*(1-P)/C2
Where SS = Sample Size
Z = percent confidence level value (e.g., 1.96 for a 95)
P = Percentage of population picking a choice, expressed as decimal
C = Confidence interval, expressed as decimal (e.g., .04 = +/- 4 percentage points)

Sample Size in our case (Finite Population where the population is less than 50,000)

SS
New SS=
SS−1
(1+( ))
Pop

So to calculate;

SS=1.962*0.5*(1-0.5)/0.052

0.960;4/0.0025=384

384
New SS=
384−1 = 179
(1+( ))
335

n=179 the sample size

25
The second population is small and micro Enterprises (Entrepreneurs), those were previously graduated from
TVET Institution and organized in the Enterprises forms. There are 242 SMEs under supervision in General
Wingate Poly Technical College and Higher Seven TVET College.This area was selected, because of the
concentration of small size Enterprises under supervision of General Wingate Poly Technical College and
Higher Seven College. The Enterprises’ categories are fall under the following types: Metal Products,
Woodwork, Urban agriculture, Construction, Textile and Garment, Food preparation, etc. These listed above
industrial categories are chosen, based on the assumption that the majority of vocational graduates are
employed or engaged in these industries. Management personnel survey in this study is limited to the
manager, Accounting head, Production Head, and Marketing expert. These management personnel were
assumed to represent the employers’ perceptions. Personnel and production managers and expert are assumed
to have regular contact with the employees. Therefore, they are in a unique position to evaluate the
employees. From the total micro and small Enterprises under supervision of General Wingate Poly- Technical
College and Higher Seven TVET College,10 of them were purposively selected, based on data availability,
size, categories and function of Industries. From each 10 selected Enterprises, management personnel (i.e.
Manager, Accounting Head, production Head and Marketer) requested to complete the survey questionnaires.
The third population selected was, manager of Addis ketema sub city Small and Micro Enterprises office that
directly contacted for detail interview questions and survey questionnaires to determine to what extent TVET
program have effect on Entrepreneurial and Job opportunities. The reason behind to select this group as one
population is that TVET institutions and Small and Micro Enterprises in Ethiopia have been doing
cooperatively in training delivery, as a result Agency Small and Micro Enterprises are role playing mediator
and catalysts governmental organization to boost entrepreneurial and job opportunities in the country.
Therefore, it is believed that this Agency’s management (manager, supervisor or experts) can provide relevant
data that contribute to the research.
3.3. Data collections instrument
The data collections instrument have been employed in this study were interview, questionnaires and to
collect data that were appropriate to the content validity and reliability.
3.4. Interviews
Interviews are an important source of case study information. Yin (2003) identifies two jobs that need to be
carried out in the interview process. First, there is a need to follow a line of inquiry – in this case an
“appreciative inquiry”, second, ask the actual questions in an unbiased manner serving the needs of the line of
inquiry. The question in the interviews has been open-ended and encourages unsolicited discussion. The
strengths of data collection through interviews is that it focuses directly on the case study topic and is
insightful, however, the downside is that, unless the questions are well constructed, there could be bias, or

26
inaccuracies due to poor recall, or simply the interviewee gives the interviewer what he/she wants to hear.
Historical data will also be gathered through the interview process, particularly for finding out the
Entrepreneurs and their businesses history. The interviews are carried out with key people in the process
owner of Small and Micro enterprises in under supervision of General Wingate Poly Technical College and
Higher seven college and Manager of Addis ketema sub city SMEs office. Then, after doing so, it has been
seen that interviews has made the main contribution to the study.

3.5. Secondary Data Sources

These are data which has been already collected by someone else (BELL, 1999) in this case the researcher
utilized books, journals published and unpublished documents which included books, journals, reports and
reports, internet search and outcome based training core process office report, organization man power
planning and directive us well as Addis Ketema sub city Small and Micro enterprises office to seek
information related to the topic under study. Through document and records of the organization, the
researcher discovered the benefit from work alignment and Entrepreneurial of trainee .

3.6. Data Collection Techniques

Questionnaire , interview and secondary data were the main instrument used for the collection of data for the
study. Designed questionnaires were prepared for three targets group separately. part I, from section 1-6 were
distributed to’ Instructors and Part II, the Interview section of the questionnaires was distributed to 40 people
(four management personnel of ten selected SMEs supported by the two colleges) and one person (manager of
Addis Ketema Sub city SMEs office)and part III General Wingate Poly Technical College and Higher Seven
TVET colleges outcome based training core process office and Addis Ketema sub city Small and Micro
enterprises office The questionnaire used a 5-point Likert scale. Before the distributing, the questionnaire
was submitted to the research advisor for further edition and improvement, and then after some modification
and adjustment, questionnaires were distributed to target population. In addition to that,ten interview
questions were prepared and invited to head of Addis Ketema Sub city SME Office and four management
personnel of ten selected SMEs supported by the two colleges.
3.7. Data Analysis and Interpretation Techniques
The data gathered were organized using descriptive statistical analysis Method. Each data collection methods
benefited from content analysis, and either manual or computer assisted programmed like SPSS (statistical
package for social science, version 20). Therefore, for the purpose of data analysis, codification and
justification computer assisted program is utilizing. In social science research mostly used and applicable
software is SPSS. As a result, this software has been using as prior option. The mean difference and standard
deviations was used at a decision point of 3.0. The implication was that a mean value above 3.0 was

27
considered as ‘agree’ and values below 3.0 as ’disagree’. Data collected were followed a process of
transcription, coding, analysis, tabulation and presentation of results. The process included collecting data,
which is analyzed and presented in organized manner.

28
 CHAPTER FOUR

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.1. Introductions
This section deals with the presentation, analysis and interpretation of data gathered from sample of
respondents at General Wingate Poly Technical College, Higher Seven TVET colleges , Small and Micro
Enterprises owner or manager under supervisions of General Wingate poly technical college & higher seven college
and Addis ketema sub city SME office manager through questionnaires , interviews and secondary data.

Most of the data collected were analyzed by using tables followed by discussions that supported via
descriptive statics.About 55 linkert scale based questionnaires were distributed to selected sample population
(179) and (171) only returned back the questioner.To utilize resource related questions were treated together
as whole interview responses obtained from Addis ketema sub city SME developed head office manger
&SME owner or manger were incorporated to authenticate the data obtained using questionnaire.

Based on the data collected the respondents characteristics,the presentation and interpretion of the data
were presented as follows.

Table 4.2.1 demographics of respondent

S/ Manager of
Instructors SME owner or manager Addis ketama
N (N=171) in under supervisions of sub city SEMs
Variables Alternative Total
office manger
General Wingate poly
(N=1)
technical college &
Higher seven
college(N=40)
NO % NO % NO % NO %
1 Name of General Wingate 141 82.5 26 65.0 - - 167 79
the
Institutes Higher Seven 30 17.5 14 35.0 - - 44 21
Addis ketama - - - - 1 100 1 100
sub city SEMs
office
Total 171 100.0 40 100.0 1 100 212 100
2 Sex Of the Male 146 85.4 24 60.0 1 100 171 80.66
Female 25 14.6 16 40.0 - - 41 19.34

29
 Total 171 100.0 40 100.0 1 100 212 100
3 Age 18-24 20 11.7 2 5.0 - - 22 10.38
25-29 68 39.8 11 27.5 - - 79 37.26
30-39 55 32.2 12 30.0 1 100 68 32.08
40-49 20 11.7 9 22.5 - - 29 13.68
50 and above 8 4.7 6 15.0 - - 14 6.60
Total 171 100.0 40 100.0 1 100 212 100
4 Education Certificate - - 19 47.5 - - 19 8.96
level 3 11 6.43 15 37.5 - - 26 12.26

level 4 43 25.14 3 7.5 - - 46 21.70

level 5 35 20.48 2 5.0 - - 37 17.46
BED/BSc 65 38.01 1 2.5 1 100 67 31.60
MED/MSc 17 9.94 - - - - 17 8.02
5 Service 1-5 52 30.4 2 5.0 - - 54 25.47
year 6-10 52 30.4 10 25.0 - - 62 29.24
11-20 24 14 11 27.5 1 100 36 16.98
21-30 25 14.6 8 20.0 - - 33 15.57
31-40 18 10.5 9 22.5 - - 27 12.74
Total 171 100.0 40 100.0 1 100 212 100
4.2. Characteristics

*****Source, from researcher field surveys data, 2017.

From above table 4.2.1 result regarding to respondent geographical profile, majority of respondents are
participated from general winget 167(79%) and the rest are from Higher Seven college 44(21%). out of a
total 212 respondents , majority of the respondents 171 (80.66%) are males while 41 (19.34%) of the
respondents are females. As far as the interviewe’ sex is concerned however, he is male. Regarding
General Wingate Poly Technical College and Higher Seven college Instructors, out of a total 212
respondents, 146(85.4%) of them are males while 25(14.6%) of them are females.
This indicates that the numbers of male Instructors was greater than the females in the Colleges and
were successful in teaching. Regarding to age from the total 212 respondents, 18-24 were 22 (10.38%),
from 25-29 were 79(37.26%), from 30-39 were 68 (32.08), from 40-49 were 29 (13.68 %) and from 50 and
above were 14 (6.60 %).Hence,the majority of respondents were between 25-29 age ,that is 79(37.26 %).

The next question was all about the respondents’ educational qualification,educational qualification
accordingly observing in general, it was found that general, it was found that 19 (8.96%) of them were
certified, while 26 (12.26%) of them were Level three holder , 32 (31.07%) of the respondents were

30
Level four holder, 37(17.46%) of the respondents were Level five holder ,67 (31.6%) of the
respondents were BED/BSC holder and where as 6 (5.83%) of them were Master degree /second degree
(MED/MSc qualified. As far as General Wingate Poly Technical College and Higher Seven college
Instructors qualification profile is assessed specifically, out of a total 171 instructors, majority 65
(38.01%) of them were first degree holders while 17 (9.94%) of them were certified Master degree
/second degree (MED/MSc qualified professionals. Thus, it is considered to be below the standard set
education and training policy. “

The other aspect of respondents’ background characteristics was regarding the years of
experience. Consequently, the service year of respondents is concerned that the majority from 1-5 are
54 (25.47%), From 6-10 years are 62(29.24%).from 11-20 are 36(16.98%). From 21-30 service year are
33(15.57%) and the rest of those respondents who are from 31-40 service year are 27 (12.74%). majority of
29.24% of respondents have 6-10 years’ experience.

On the table, 4.2.1 regarding on Small and Micro Enterprises owner or manager in under supervetion of
general winget poly technical college & higher seven. Regarding to gender from the total 40 respondent. from
general winget was 26 (65.0%). From high seven it is 14 (35.0%).Regarding to sex of Small and Micro
Enterprises owner or manager respondents, 24 (60.0%) of respondents are male the rest of 16 (40.0%) of
respondents are female. Regarding to age, 11 (27.5%) of them are from 18-24 age level. 11 (27.5%) of them
are from 25-29 age level. 12 (30.0%) of them are from 30-39 age level. 9(22.5) of them are from 40-49 age
level. 6 (15.0) of them are from 50 and above age level.

Regarding to educational level of respondents, those level three are 19 (47.5%) with certificate, 15 (37.5%)
with level three, 3(7.5 %) with level four, 2(5.0 %) with level five and the rest of BED/BSc holder are
1(2.5%). Regarding to respondents service year, from 1-5are two (5.0%). From 6-10 years are 10(25.0%).
From 11-20 are 11(27.5%). From 21-30service year are eight (20.0%) and the rest of those respondents who
are from 31-40 service year are nine (22.5%). majority of (27.5%) of respondents have 11-20 years’ of work
experience

31
 Std. Deviation

Decision
S Instructors’ response
/
N Item statement

Mean

1 2 3 4 5
SD DA NE A SA
N % N % N % N % No %
o O o o
1 Vocational education and training 6 3.5 1 7. 2 1 6 38 59 34. 3.9 1.05 A
has contributed to Economic 2 0 9 7 5 .0 5 2 5
development of the country. .
0

32
 2 Vocational Institutes found in have 1 6.4 2 13 38 22 7 45 22 12. 3.4 1.08 A
prepared sufficient numbers of 1 3 .5 .2 7 .0 9 4 0
skilled and competent manpower to
satisfy the need of current labor
3 market.
Vocational institutes are preparing 5 2.9 2 15 5 29 6 36 27 15. 3.4 1.02 A
qualified skilled labor to the world 6 .2 0 .2 3 .8 8 7 5
of labor and technology .
4 Substantial financial support & 4 2.3 1 11 5 31 6 38 29 17. 3.5 0.97 A
Investments in TVET is considering 9 .1 3 .0 6 .6 0 7 6
the high employment rate of
vocational
5 TVET program has brought 5 2. 8 4. 4 26 8 51 24 14. 3.6 0.87 A
attitudinal change in vocational 9 7 6 .8 8 .5 0 9 6
graduates and society regardless of
work values?
6 Vocational Education and Training 8 4.7 1 11 4 26 6 39. 32 18.7 3.5 1.0 A
is becoming more flexible in 9 .1 5 .3 7 2 6 63
responding to labor market?
7 Vocational institutes are preparation 6 3.5 19 11 3 21 80 46. 30 17.5 3.6 1.01 A
.1 6 .1 8
qualified skilled manpower than 4 0
academic universities.
Table 4.3. Contributions of TVET in the country’s Economy development

 Mea Difference =1.00 - 2.50 = Low, 2.51-3.50 = Medium and 3.51-5.00= High
 key: SA= strongly agree, A= Agree, NE= Neutral, DA= disagree, SDA= strongly Disagree
 Source: Field survey (2017)

Contributions of TVET to Economic Development

In Table 4.3. the respondents’ decision show that Vocational education and training has contributed to
Economic development of the country the majority indicated by 59(34.5%) and 65(38.0%) of respondents
responded are strongly agree &agree that TVET played essential role in economic development of the
city. An examination of these responses indicates agreement that Vocational education and training has

33
contributed to Economic development of the country have prepared sufficient numbers of skilled and
competent manpower to satisfy the need of current labor market. The researcher has observed General
Wingate Poly Technical College and Higher Seven colleges mission statement which posted in many place of
college’s and it could be possible to understand that colleges’ mission statement supports by the
respondents’ decision. The mission statement says; “…. our mission is to produce sufficient number of
technically skilled, equipped and competent manpower in order to satisfy the need of labor market”
Researcher field surveys, 2017
This indicates that the leaders of TVET Institutes’ and all other stakeholders should keep up their missions
to meet their long and short term objectives which link their endeavors with country’s current economic
developments tasks to bring change in society. It is possible to understand from Table 4.3, respondents’
decisions shows that the TVET program, when effectively considered and supplied in the country
could contribute in country’s economic development in which micro and macro-economic questions can
get answer. Miller’s (1987:42) stand point confirms that;

…. Vocational Education and Training has very high values to the individual, the community, or to Economy
unless the skills that are learnt enable people to get and hold jobs, learners must be able and willing to
perform to services in order to meet demand in the labour market.

According to German Federal Ministry for Economic Cooperation and Development, as

joblessness and under employment among large sections of the population also have the potential to
fuel conflict, technical and vocational education and training and labor market policy measures can
also contribute .indirectly to conflict prevention. A skilled workforce and a functioning labor market are
key location factors, influencing not only the competitiveness of businesses, economic sectors and regions
within the country concerned, but also its international competitiveness.this is because competitive
advantages are increasingly based on innovation and know-now, and on their dissemination and
valorization in all sectors of the skills, economy and society.

Technical and vocational education and training in the broad sense described above makes key
contributions to the dissemination of know-how. A functioning labour market promotes the valorization
of this know-how by establishing the framework for this process and providing the necessary support
to enable skilled workers to find suitable jobs and assisting employers to find skilled staff.

Access to productive employment for as many people as possible is a key factor for income distribution
and participation by broad sections of society in economic growth. Economic growth can only contribute to
poverty reduction and sustainable development if it results in more people, especially the poor, finding

34
productive work which offers a decent wage. Needs-based training is often required in this context.
Technical and vocational education and training and labour market measures are therefore, key
elements of development cooperation aimed at pro-poor growth.

Facilitating more people‘s access to productive employment and a decent wage plays a key role in
achieving Millennium Development goal, this access especially for poor and disadvantaged demographic
groups, must be improved, firstly through technical and vocational education and traing and labor market
policy measures and second by evaluation new jobs.

Discussion paper conducted at IZA (Institute for the Study of Labor) since 2011) supports
above statement; Vocational education is that develops specific job-related skills in order to prepares
students to work in specific occupations, while others emphasize general education that provides students
with broad knowledge and basic skills in mathematics and communication and serves as the foundation for
further learning and on-the-job training.

The United States, for example, has largely eliminated vocational education as a separate way in
secondary schools on the argument that specific skills become obsolete too quickly and that it is
necessary to give people the ability to adapt to new technologies. On the other hand, many European and
developing countries, led by Germany’s “dual system,” provide extensive vocational education and
training at the secondary level–sometimes with direct involvement of industry through apprenticeships. The
underlying rationale is that by concentrating on specific vocational it is possible to improve the entry
of workers into the economy and to make them productive at an earlier point.

These differing perspectives suggest a possible trade-off between short-term and long term costs and
benefits for both individuals and the entire society. As a result, 66 (38.6%) and 29 (17.0%) of respondents
agreed and strongly agree that substantial financial support and Investments in TVET is considering the
high employment rate of Vocational graduates.

This clearly indicates that investment and financial support to TVET programs is reasonable by which
employment, underemployment and poverty assumed to be alleviated or deducted. On the question of
attitudinal change brought by TVET graduates, it was realized that TVET program has brought attitudinal
change in vocational graduates and society regardless of work values. Attitudinal change is core issue of
one’s quality and criteria that helps to be fruitful in the world of work.

Generally as it can be understood from the respondents’ report that the table list concept below.

35
 Table 4.3:-TVET program is a key tool that can bring attitudinal change ingraduates of
TVET as well as even in the entire society concerning to achieving Millennium Development Goal, this
access, and work values.

4.3.1. Interview response by manager of sub city Small and Micro Enterprises office contribution of TVET
in the country’s Economic development

Policy makers, administrators and stockholder in TVET program have to include soft skill courses such as
business education, mathematics and English in their curriculum, in an attempt to upgrade the qualifications
of the workforce and provide knowledge-based and skills based instruction. This movement intended to
redeem the failure of traditional vocational education and/or training courses to have an immediate impact on
industry or the economic growth in general. Whereas long discussions, researches and educational reforms are
the concern of education in view of globalization, an element that has been overlooked so far is the influence
of this system on the extent of poverty in many countries.
From interview response by manager of sub city Small and Micro Enterprises office contribution of TVET in
the country’s Economic development, majority of respondent believed that TVET has an importance and
contributions for country development. According to one of general manger Interview response in sub city
Small and Micro Enterprises office contribution of TVET in the country’s Economic development, he stated
below:
“I believed the importance of TVET is to poverty reduction through skill training which
can play a great role to create self employment opportunities.it also have contributions
for accelerated and Sustained Development to end poverty, Ethiopia’s second poverty
reduction strategy paper ( manger,2017).”
Respondent also stated that in order to achieve the development targets TVET have big relevant contributions
in order to correspond the needs of economic and social sectors for employment and self employment. This
sub-cities need skilled labor for rapid development and growth. It is clear that the presence of properly trained
and skilled manpower is one of the most important assets and prerequisites of social and economic
development. The respondents also remarked that technical and vocational programs have critical role in the
development of a sustainable work force resource to supply for the production and service section of the
economy as well as an expansion of opportunity for self-employment in the sub city.
In fact, while the process of globalization possesses an enormous potential capacity to accelerate economic
growth and development, the depth of poverty found in many parts of the developing world is still
unacceptably high (Nissanke, and Thorbecke, 2007). It seems that to achieve the correct skill-mix for poverty
reduction and economic growth, all levels of education and training need to be supported to bring about the

36
kinds of expected development outcomes associated with education. (Palmer, 2006). It is accepted that the
realities of globalization have resulted in a common perception that “knowledge societies”, those that
constantly develop new ideas, technologies, methods, products and services are crucial for future prosperity.
(Wood, 2007).

4.3.2. How do vocational education and training prepare qualified skilled work force for the world of work

From Interview questions for manager of sub city Small and Micro Enterprises office on how do vocational
education and training prepare qualified skilled work force for the world of work ,they remarked that it
believed to have the graduate of the qualified skilled work force for the world of work are evaluated by
changing in terms of structure, programs and processes. The evaluate the practices of trainee in order to be
effective in improving the quality of learning outcomes, making it more accessible and attractive to all, and
ensuring it is relevant and connected to the world of work.

37
 Table 4.4. on factors facilitating or inhabiting vocational graduates in starting their own
entrepreneurial business

Decision
S Instructors response

deviationsSt.
Mean
/
N Items statement

1 2. 3 4A 5
SD DA NE SA
No % No % No % No % No %
TVET institutes leaders A
15 8.8 34 19. 51 29. 58 33.8 13 7.6 3.12 1.08
1 &Stakeholders are committed to
9 8 9
coordinate and facilitate condition for
TVET graduates to enter them in
1 Entrepreneurial ventures?

The government provides clear A

8 4.7 35 20.5 44 25.7 65 38 19 11. .3.30 1.06
Direction regarding to 1 3
strengthening industries and
technical institutes’ attachment
to develop entrepreneurial skill
2 of TVET graduates.

The technical content of A

13 7.6 29 17.0 47 27.5 65 38.0 17 9.9 3.26 1.09
vocational education & training 2
curriculum has designed based
3 on the needs of labor market.

Quality of training at schools helps A

5 2.9 25 14.6 44 25. 68 39.8 29 17 3.53 1.03
trainees to get entrepreneurial 7 1
4 opportunity in the real world.

Trainees are well informed & .

8 2.9 26 15.2 44 25. 68 39.8 25 14. 3.44 1.06 A
trained about entrepreneurship 7 6 3
(Business ventures) in their
5 regular occupational program.

Instead of starting their own A

4 2.3 21 12. 42 24. 67 39.2 37 21. 3.65 1.02
business, ‘the trainees want to 3 6 6 5
be employed by others after
attending vocational training
6 program.

Luck of start-up capital could A

5 2.9 17 9.9 36 21. 71 41.5 42 24. 3.75 1.03
limit TVET graduates to open 1 6 0
7 their own business enterprise.

TVET graduates have no loan & A

5 2.9 39 22.8 52 30. 55 32.2 20 11. 3.27 1.03
technical support access while 4 7 4

38
8 beginning their business.

There is vocational guidance & A

11 6.4 31 18. 46 26. 62 36.3 21 12. 3.30 1.10
counseling unit in TVET institutes 1 9 3 0
to Facilitate & direct trainees in
9 occupational choice?

Luck of training materials has no D

31 18.1 39 22. 33 19. 52 30.4 15 8.8 2.94 A
effect on trainees’ competency 8 3
1.446
level in world of
10 Work/entrepreneurialactivities.

 Mean Difference =1.00 - 2.50 = Low, 2.51-3.50 = Medium and 3.51-5.00= High
 Source: field data key: SA= strongly agree, A= Agree, NE= Neutral, DA= disagree, SDA= strongly
Disagree
 Source: Field survey (2017)

Factors Affecting TVET graduates in starting their own Business

In table 4.4.2 above, as it can be seen there are factors. assumed to facilitate or inhabit Vocational
graduates while starting their own Entrepreneurial Business. As item one is analyzed, 13(7.6 %) and
58( 33.8%) of respondents decision shows that they responded strongly agree and agree respectively,
while this implies 100(58.47 )majority of respondents strongly disagree, agree &neutral have no clean idea
about the mutual understand respectively which indicates the General Wingate poly technical college and
higher seven college Administration and Stakeholders are more committed to coordinate, and facilitate
conditions for TVET graduates to enter them in Universities. Entrepreneurial Ventures. Here is what the
manager has said:

…To make TVET graduates productive power, governments has been taking different strategies
through which the young people solve their socio- economic problems. For instances, TVET
graduates can get loan opportunity from governmental owned micro finance institutions for those able
to save 20% of total start-up capital. Additionally, government also considers young TVET graduates
to engage them in government led projects for those unable to save 20% of total start-up capital. Even
though, many entries to entrepreneurial business world are there, they do not pay attention to these
available open opportunities, (June 20017).

From above two controversial ideas, it could be possible to understand information gap or
deceitfully provided information from one of them, but newly launched TVET strategy show that both
Small and micro enterprises should work cooperatively especially in equipping TVET graduates with

39
Entrepreneurial skills, world of work skills and industry based training delivery and as well as
providing continuous/improvement training for already established micro and small enterprises.
However, the researcher found some misunderstanding in between two institutions that leads to
delivery of needed training for both newly established and already established SMEs insufficiently.

To assess to what extent government has been providing clear direction regarding to
strengthening industries and Technical Institutes’ attachment to develop Entrepreneurial skill of TVET
graduates question was raised for respondents, accordingly 19(11.1%) of respondents strongly agree and
65(38.0%) of the respondents were agreed up on that as government level there is high concentration
and industries attachment in order to boost Entrepreneurial skill of TVET graduates in the country.

Even though, the government supports to this extent interview conducted with SMEs Head has
put some limitations inhibit vocational graduates in business ventures;….as already I mentioned previous, the
major limitations that inhabit the TVET graduates from starting their own business are; the first thing
could be financially incapability, increase number of unemployed people which could be beyond our
capacity to organize them as Enterprises, fear of financial risks, unwillingness of their families to loan
beginning capital, incompatibility of some authorized worker and etc. In my opinion, the solution is working
effectively on them during their regular academic program, I mean that training them on basic
Entrepreneurial skills, if it is possible, starting from high school to higher academic institution
including Vocational institutes. Additionally, awareness creation panel discussion (short term training)
should be available for stake holder regarding to industries attachment with Vocational education that
could be considered as economic device through which vocational graduates able to develop world of
work and entrepreneurial skill that can change their basic socio-economic problems. Undoubtedly, I
can speak that, if individuals equipped with world work (employment and Entrepreneurial skills) not
only as individual, even as country development and prosperity are near to our nations, (interview
conducted:June,2017).
As far as item 3 concerned, decision point of instructors’ responses pointed out that the
technical content of Vocational Education and Training Curriculum is not designed based on the needs of
labor market. This indicates that market assessment /survey is not considerably ongoing in the TVET
institutes . The analysis of instructors’ responses confirms that quality of training at college helps trainees
to get entrepreneurial opportunity in the real world. This shows that the level of quality training provided in
the TVET Institutes can affect the way TVET graduates will perform in the world of work, which
means quality training can increase the competency level of trainees during employment time.
In general, as depicted in table 4.4. the major factors inhibiting TVET graduates to start their

40
own business, the obtained responses are summarized as follows;
 62 (36.2%)and 21(12.3%)of respondents decision shows that they responded the agreed &strongly
agree up on that trainees are well informed and trained about Entrepreneurship (Business Ventures)
in their regular occupational program ,while this implies 88(51.46% )majority of respondents strongly
disagree, agree &neutral have no clean idea about the mutual understand respectively .
 Instead of starting their own Business, the trainees want to be employed by others after attending
vocational training program indicated by 37(21.6%) of the respondent strongly agree and 67(39.2%)the
respondent agree the especial consideration to link Vocational institute swith respondents.
 Lack of Start-up capital could limit TVET graduates to open their own Business Enterprise indicated
by 42(24.6%) of the respondent strongly agree and 71(41.5%)the respondent agree .
 Lack of training materials has negative effect on trainees’ competency level in world of
work/Entrepreneurial activities responded by 31(18.1%) of the respondent strongly Disagree and
39(22.8%)the respondent Disagree.

 There is no vocational guidance and counseling unit in TVET Institutes to facilitate and direct
trainees in occupational choice. In general Interview session undertaken with Head of Addis ketema
sub city SMEs office indicates related ideas; as far as my knowledge that much TVET graduates are
not well interested to start their own business venture due to the fact that they lack start-up capital,
absence of personal motivation (self-confidence), fear of personal risks, previous social and cultural
perception, and etc. Most of the time we observed that, many TVET graduates searches for job availability
in private, government and non-governmental organizations instead of effort to start their own business.
Butthemain problem is, before some few decades our society experienced that the graduates of any
academic institution are expected to join job in one of government sectors offices. Now a days, conditions
are changing, because daily the world is facing new things, it could be change, economical change,
currency technological change, political change or social change, but many of our youngsters are not
aware of all these changes, (June, 2017).

41
4.4.1:- Secondary data

Table 4.4.1 Job created data of 2016 micro and small enterprise cooprative
Coordination by professions data specification
Planed job creation Achieved job Perecent %
S/ by creation by
N The business in eng Gender Gender
Sub sectors
age

1 M F Total M F Total
GMFA 50 - 50 39 - 39 78.00
2 manufacturing Leather garment - 19 19 - 15 15 78.95
production
3 Footwear 27 6 33 21 5 26 78.79
production
4 Basic textile 24 9 33 19 7 26 78.79
operation
5 Wood work 51 - 51 40 - 40 78.43
6 Kitchen operation - 32 32 - 25 25 78.13
7 Dairy production 1 12 13 1 9 10 76.92
8 Urban agricultures Poultry production 40 12 52 31 9 40 76.92

9 service Hair dressing - 15 15 - 12 12 80.00

10 construction Masonry(Blockat) 38 14 52 30 11 41 78.85
Total 231 119 350 181 93 274 78.29%
Source: - Secondary data from addis ketema sub city small & micro enterprises office June 2017

From the above table data 4.4.1 regarding to General Wingate poly technical college and higher seven college
by regulars and extensions regular trainee us well us short term training to General Wingate poly technical
college and higher seven college graduate, from year 2016 graduate by regulars & extensions trainee, male
78, female 77 and total 155 as well as by short term training male 153, female 42 and total 195 are
entreperual coordination plan. Starting their own bussness by cooperative, graduate from this trainee, male
61(78.78.21%),female 60(77.92%) and total 121(78.06%) as well as by short term training male
120(78.43%),female 33(78.57%) and total 153(78.46%) from year 2016 entrepreneurial coordination plan
based on total by Genader male (231 ) and female (119) total (350) to cooperatives plan .from this data
male 181 (78.35%),female 93 (78.15%) and total 274(78.29%) Starting their own bissness by coordination
based on cooperative by professions above who benefited of work alignment. Generally according to the list
of data level three and short term graduated and pass the center of competence (COC) indicates available job

42
opportunities (78.29%)of total gragauted. Therefore, there is high job opportunity to all types of occupations
(field) graduates with level three and pass center of competence (COC).
Furthermore, Timmons(1989 ፡ 29)defined it in such a way that:Entrepreneurship is the process of creating
and building something of value from practically nothing. That is, it is the process of creating or seizing an
opportunity and pursuing it regardless of the resources currently controlled. It involves the definition,
creation and distribution of values and benefits to individuals, groups, organizations and society.
Entrepreneurship is very rarely a get rich-quick proposition (not short term); rather it is one of building long
term value and durable cash flow streams.

4.6. Interview questionnaire for Small and Micro Enterprises owner or manager
1.How you explain the support of trainers from TVET College on kaizen?

According to Small and Micro Enterprises owner or manager, explainions on the support of trainers from
TVET College on kaizen, are not enough , because kaizen is a tool to prepare young people for the job of
tomorrow and means of country’s economic development. Nevertheless, the trainer focuses only on 5’S (sort,
set in order, shine, standardize and, sustain).

2. How you explain the support of trainers from TVET College on technology?

Regarding Small and Micro Enterprises owner or manager respondents explaining that there is support on
technology like installing machine, upgrading process layout and so on . However, the support is not continuous
it is limited, Trainer changed time to time, and this makes discontinuity of technology flow between TVET and
SMEs.

3. How you explain the support of trainers from TVET College on entrepreneurial and business plan?
Regarding, Small and Micro Enterprises owner or manager respondents explaining that there is support on
entrepreneurial and business plan preparation. However, the support on business plan preparation is not
enough why the scope and time of the training is limited.
4. How you explain the support of trainers from TVET College on Bookkeeping?
Regarding to Small and Micro Enterprises owner or manager respondents explaining that there is support on Book
keeping like daily revenue and expense however Performance of SMEs enterprises: costs and benefits of
training in terms of profitability and innovativeness record in the chart of accounting .However, the support is
not continuous and its scope is limited, Trainer changed time to time, and this makes discontinuity of knowledge
and skill flow between TVET and SMEs.

5. What are the supports you get from sub city and worda of Small and Micro Enterprises office?

43
Regarding to sub city and worda office support, respondents expelling that they are participating to be able
link with MSE to collaborate with TVET by taking responsibility that policy implemented on the ground in
case of linkage and must access land, financial credit, machinery with credit and consultancies to organize
trainers from TVET and to participate in MSE. In addition, government body must follow and regulate
whether the institution are work each as the proclamation of the region permit to TVET and MSE. But in
study area there is structural limitation and insufficient implementation of policy, mostly no land access
supports, no financial credit and follow and regulate they work each other. In general, the encouragement
offering by government and other concern body towards in the case of linkage of TVET and MSE is poor.

Respondent also remarked that, the linkage between TVET and MSE is not satisfied. Even though there is a
policy of TVET education that structured the TVET and MSE in link together, there is implementing. The
government should give responsibility towards TVET and MSE to link together and work together to success
the development of country. Finally, the study has further recognized that the assessment of the linkage
between TVET and MSEs as well as operators and stakeholder is poor relationship.

44
 Table 4.5. World of work training delivery at TVET Institutes

St.devation

Decision
Instructors response
S

Mean
/ Item statement 1 2 3 4 5
SDA DA NU A SA
N N % N % N % N % N %
O o
o o o
1 In company & cooperative training have 1 7. 3 18. 3 22. 6 35 2 16 3.3 0.49 A
effectively used in practical training 6
2 0 1 1 9 9 1 .7 8 .4
delivery.
2 There are sufficient practical skills training 1 0.6 2 16 46 26 78 45 18 10. 3.4 0.910 A
for trainees in their occupations? 9
8 .4 .9 .6 .5
3 Training has adequate time to practice 6 3. 2 13 4 28 6 38 2 16 3.5 0.49 A
required real world skills at school during 5 3 .5 9 .7 5 .0 8 .4
program.
4 Field trip & experience sharing programs 9. 2 14 48 28 59 34 2 13 3.2 1.154 A
are well-organized& developed in TVET 16 4 5 .6 .7 .5 3 .5
8
institutes in order to strengthen practical
training?
5 Competency based training system is 6 3. 3 22 44 25 66 38 1 9. 3.2 1.029 A
effectively performed? 7
5 9 .8 .7 .6 6 4
6 Industry attachment with TVET institutes 8 4. 1 10 5 30 6 39 2 14 3.4 1.020 A
is sustainably ongoing concerning to 9
7 8 .5 2 .4 8 .8 5 .6
practical training?
7 Competency based materials are prepared 8 12 2 17 5 32 6 35 1 9. 3.2 1.016 A
& compiled for trainees? 9
.9 9 .0 6 .7 1 .7 7 9
8 Lack training materials has no impact on 2 12. 4 23 4 25 5 31 1 6.4 2.9 1.152 DA
practical training delivery? 5
2 9 0 .4 4 .7 4 .6 1
9 Trainees are aware &well information 6 3. 2 15 5 30 7 42 1 8. 3.3 0.957 A
about practical (world of work) training 7
5 6 .2 2 .4 3 .7 4 2
systems?
10 Trainers’ practical skills development 8 4. 2 12 5 32 6 39 1 11 3.4 0.998 A
training is available in the TVET institutes 0
7 1 .3 5 .2 8 .8 9 .1
that helps to Update & develop their
teaching skills continuously?
11 Practical based training system can 4 2. 3 17. 4 28 6 38 2 13. 3.4 1.006 A
alleviate unemployment & problems. 5 3
3 0 5 8 .1 6 .6 3
*****Mea Difference =1.00 - 2.50 = Low, 2.51-3.50 = Medium and 3.51-5.00= High
Source: field data key: SA= strongly agree, A= Agree, NE= Neutral, DA= disagree, SDA= strongly Disagree

*****Source: Field survey (2017)

45
World of Work training Delivery at TVET Institutes

Table 4.4.3 suggests a general agreement on cooperative and in-company training that TVET Institutes
found in General Wingate poly technical college & Higher seven college has been using it effectively in
practical training delivery. Because of the changing demands of the work, place.This is also encouraged by
educational and vocational policy and strategy of the country. Even though cooperative training (dual
system) is taking place in TVET institutes, the respondents’ decision point argued that there are sufficient
practical skills training for trainees in their occupations indicated by 18(10.5%) of the respondents
strongly agree and 78(45.6%)the respondents agree, this involve 75(43.86%) majority of the respondents
have no clear idea about the understands .
. Absence of practical skill training leads TVET graduates incompatibility with their occupation, for
that it is impossible to make trainees competent without practical based training delivery; it is maximum
option for TVET Institutes to considerably apply and undertake it without any reservation. Another
thing should analyzed with this point is that field trip and experience sharing programs are well organized
and developed in TVET Institutes in order to strengthen practical training and also that trainees are
aware and well informed about practical (world of work) training systems. In another way the responses
obtained from Instructors reveals practical based training system can alleviate employment and medium
poverty problems indicated by 23(13.5%) of the respondents strongly agree and 66 (38.6%)the
respondents agree. .
As far as industry attachment related question was concerned, the majority 93(54.38%) of
respondents replied that there is industry attachment with TVET Institutes, from their responses it
could be possible to understand that there is weak and uneven attachment with industries in practical
based training delivery remaining 78(45.60%) of the respondents responded that industry attachment with
TVET Institutes/Colleges is not sustainably ongoing regarding to practical training, but several
vocational education reviews recommend that the linkage between TVET institutions and industries
(employing organizations) is very important to decide on the type of training programmers to
beprovided at a particular institution, so that the graduates possess the relevant skill through
developing industrial experience and as a result, graduates’ employment opportunity could be
maximized.

As well as question related trainers’ practical skills development was raised for the target group,
indicated by 23(13.5%) of the respondents strongly agree and 66 (38.6%)the respondents agree replied
that trainers’ practical skills development training is available in the TVET Institutes that helps to
update and develop their teaching skills continuously.

46
It is also becoming increasingly difficult for young people to choose courses of study and career they would
like to pursue in their adulthood. Adults who may be lay off or retrenched require guidance and support in
looking for new jobs and sometime new career. One of the most dangerous consequences of fundamental
changes now prevailing in politics and of course, in education is uncertainty. In study area, it is World of
work training delivery at TVET collages, In company & cooperative training have effectively used in
practical training delivery to do next to cater for their needs. Therefore, it is one of the most important tasks of
technical and vocational education to enable people cope successfully with their uncertainties.

There is a widely shared consensus about the goals of education. It is to prepare young people for life by
developing their intellect, their aptitudes and their talents; and to create opportunities for them to earn their
living and to take part in the democratic and economic process of the country. All educational systems have to
serve these purposes. Vocational education, that is the education and training of skilled workers and
employees has to be broader and more diversified. Take for instance, a car mechanic must have diagnostic
skills and knowledge (computer literacy), be customer oriented (direct personal contact), have all the skills of
the trade (high tech.), must take into account ecological effects of his or her work, be able to calculate the cost
of a repair and, more generally, be conscious of adding value.

47
Table 4.6. extent TVET institutes facilitate and promote innovation and creativity/entrepreneurial activities

St. deviations
Instructors respons

Mean
S Items statement
/
N

1 2 3 4 5
SDA DA NE A SD
N % N % N % N % No %
o o o o
1 TVET institutes have organized & running 1 8.2 41 24. 44 25. 52 30.4 20 11.7 3.13 1.153
4 0 7
technology accumulation & Transfer program.
2 Competency based training can Advance 6 3.5 27 15. 50 29. 65 38.0 23 13.5 3.42 1.02
8 2 2
trainees’ creative & innovative capacity.
3 New design & modified production have 5 2.9 37 21. 46 26. 62 36.3 21 12.3 3.33 1.040
6 9
produced in the TVET colleges.
4 Products & services produced by TVET 9 5.3 41 24. 58 33. 43 25.1 20 11.7 3.14 1.075
0 9
College have commercialized in the local
market.
5 There is mutual understanding & partnership 6 3.5 37 21. 57 33. 59 34.5 12 7.0 3.20 0.974
6 3
b/n industries & TVET institutes to promote
Entrepreneurial spilt in the society?
6 Trainees a chance to train in industries in 5 2.9 32 18. 44 25. 68 39.8 22 12.9 3.41 1.027
7 7
order to acquire &develop their creativity
skills
7 TVET institutes have expected to give what 3 1.8 33 19. 44 25. 65 38.0 26 15.2 3.46 1.02
3 7 4
enterprises/entrepreneurs Found in the
community.
8 TVET graduates are well trained in 9 5.3 32 18. 50 29. 58 33.9 22 12.9 3.30 1.08
7 2 0
Entrepreneurship education that concerns to
creating their own business
9 TVET programs are solving community’s 4 2.3 2 13 5 30 6 39 25 14 3.50 0.97
problems by indicating & addressing 8
3 .5 2 .4 7 .2 .6
technologies
Training delivery supported by production 6 3.5 26 15. 47 27. 67 39.2 25 14.6 3.46 1.030
10 2 5
process in TVET institutes could improve and
develop trainee’s entrepreneurial skills?

 Mea Difference =1.00 - 2.50 = Low, 2.51-3.50 = Medium and 3.51-5.00= High

48
  Source: field data key: SA= strongly agree, A= Agree, UD= Undecided, DA= disagree, SDA=
strongly Disagree
 Source: Field survey (2017)

To what extent does TVET facilitate and promote Innovation and Creativity /Entrepreneurial a
From above table 4.6. contains 10 items regarding to the extent of TVET institutes facilitate and promote
innovation and creativity/entrepreneurial activities item one up to item ten of respondents are agreed on item
related to TVET institutes have organized & running technology accumulation & Transfer program,
Competency based training can Advance trainees’ creative & innovative capacity. New design & modified
production have produced in the TVET colleges. Products & services produced by TVET College have
commercialized in the local market, There is mutual understanding & partnership b/n industries, TVET
institutes to promote Entrepreneurial spilt in the society. TVET institutes have expected to give what
enterprises/entrepreneurs found in the community. TVET graduates are well trained in Entrepreneurship
education that concerns to creating their own business, TVET programs are solving community’s problems by
indicating & addressing technologies and the Training delivery is supported by production process in TVET
institutes could improve and develop trainee’s entrepreneurial skills.

In another way the responses obtained from Instructors TVET institutes have organized & running
technology accumulation & Transfer program indicated by 72(42.11%) of the respondents strongly agree
&agree than the test point is this imply 99(57.89%) majority of the respondents strongly disagree, agree &
Neutral have no clear idea about the understands .

The responses obtained from Instructors Products & services produced by TVET College have
commercialized in the local market, indicated by 63(36.84%) of the respondents strongly agree &agree than
the test point is this imply 108(63.16%) majority of the respondents strongly disagree, agree & Neutral
have no clear idea about the understands.

The rest responses obtained from Instructors ,there is mutual understanding & partnership b/n industries &
TVET institutes to promote Entrepreneurial spilt in the society , indicated by 71(41.52%) of the respondents
strongly agree &agree than the test point is this imply 100(58.48%) majority of the respondents strongly
disagree, agree & Neutral have no clear idea about the understands.

49
Study showed that the extent TVET institutes facilitate and promote innovation and creativity/entrepreneurial
activities at the size of the workforce employed in the service and technology industries, where a high-level
education and skills are likely to change jobs, and possibly even careers, several times in their working lives.
The changing nature of labor market trends has significant implications for education, implying inter alia the
need to provide lifelong learning, continuing and recurrent technical and vocational education, continued
upgrading of knowledge and skills are remaining good.

Table 4.7.Items related to employability and entrepreneurship of TVET graduates

Mean
Instructors’ responses

St. deviations
S/
N 1 2 3 4 5
Items statement SDA DA NU A SA
N % N % N % N % No %
o o o o
1 TVET institutes have organized & running 10 5.8 16 9.4 33 19.3 80 46. 32 18.7 3.63 1.07 A
3 3
technology accumulation & Transfer
program.
2 Competency based training can Advance 4 2.3 20 11. 39 22.8 79 46. 29 17.0 3.64 0.97 A
7 2 5
trainees’ creative & innovative capacity.
3 New design & modified production have 3 1.8 12 7.0 45 28.1 83 48. 25 14.6 3.67 0.87 A
5 3
produced in the TVET colleges.
4 Products & services produced by TVET 1 0.6 23 13. 42 24.6 80 46. 25 14.6 3.61 0.91 A
5 8 6
College have commercialized in the local
market.
5 There is mutual understanding & partnership 5 2.9 27 15. 44 25.7 65 38. 30 17.5 3.51 1.04 A
8 0 8
b/n industries & TVET institutes to promote
Entrepreneurial spilt in the society.
6 Trainees have a chance to train in industries 4 2.3 25 14. 39 22.8 74 43. 29 17.0 3.58 1.01 A
6 3 1
in order to acquire &develop their creativity
7 skills.
TVET institutes have expected to give what 3 1.8 32 18. 49 28.7 68 39. 19 11.1 3.40 0.97 A
7 8 3
enterprises/entrepreneurs Found in the
community.
8 TVET graduates have well trained in 6 3.5 33 19. 43 25.1 64 37. 25 14.6 3.40 1.06 A
3 4 6
Entrepreneurship education that concerns to
creating their own business.
9 TVET programs are solving community’s 2 1.2 28 16. 45 26.3 68 39. 28 16.4 3.54 0.99 A
4 8 0
problems by indicating & addressing
technologies.
10 Training delivery supported by production 6 3.5 20 11. 42 24.6 70 40. 32 18.7 3.60 1.0 A
7 9 34
process in TVET institutes could improve
and develop trainee’s entrepreneurial skills.

50
 11 Self –employment (being entrepreneur) is 4 2.3 28 16. 36 21.1 60 35. 43 25.1 3.64 1.09 A
4 1 9
more advantageous than be employed by
other
12 Vocational graduates have better 5 2.9 22 12. 42 24.6 69 40. 33 19.3 3.60 1.03 A
9 4 2
employment opportunities than graduates
13 from
TVETtertiary academic
graduates institutions?
are well equipped possess 11 6.4 28 16. 47 27.5 63 36. 21 12.3 3.57 3.36 A
4 8 8
necessary communication skills?
14 Vocational graduates possess necessary 5 2.9 27 15. 53 31.0 68 39. 18 10.5 3.39 0.97 A
8 8 2
communication skills.
15 Vocational graduates acquire good attitudes 3 1.8 31 18. 43 25.1 69 40. 25 14.6 3.48 1.00 A
1 4 8
toward work.
16 Vocational graduates possessed problem- 1 0.6 27 15. 46 26.9 67 39. 30 17.5 3.57 0.97 A
8 2 6
solving skills that required in world of work.
17 Vocational graduates possessed necessary 8 4.7 26 15. 47 27.7 61 35. 29 17.0 3.45 1.08 A
2 7 6
entrepreneurial &social skills.
 Mea Difference =1.00 - 2.50 = Low, 2.51-3.50 = Medium and 3.51-5.00= High
 Source: field data key: SA= strongly agree, A= Agree, UD= Undecided, DA= disagree, SDA=
strongly Disagree
 Source: Field survey (2017)

Employability and Entrepreneurship of TVET Graduates

Items 1-17 illustrated in table 6 are analyzed based on responses obtained from four management
personnel of selected 10 small and micro enterprises found under supervision in General Wingate poly
technical college & Higher seven college . These items addressed research question 5: What is the status
of employability and Entrepreneur- shipment of TVET graduates? On table 4.4.1, greater number of
respondents 100% agreed that Ethiopia government has a Vocational training program that benefits the
youths in entrepreneurial and jobs Opportunities. For item one, 112 (65.0%) of the respondents agreed
while up on that TVET enhances youth to start own business. Relating to items 3 and 4 decision
point obtained from four management personnel of ten selected Enterprises revealed that Trainees’
technical skills improved after each training program they attended and technical training provided by
TVET Institutes improves world of work skills of Industries’ employees that designated by 108 (63.10%)
and 105 (61.4%) respectively .

As item 5 was concerned, 95(55.5%) of the respondents agreed that youths are more encouraged
and developed when they attend technical training programs, whereas regarding to item 6, 103 (60.3%) of
the respondents agreed that technical training improves personal entrepreneurial skill and social
welfare. With the respect to personal entrepreneurial skill (item 7), all 87 (50.9%) of the respondents
agreed that the clear understanding of personal entrepreneurial skills and Economic development of the

51
community. For item 8, greater number 89 (52%) of respondents agreed that the attitudes and standard of
living of the people can be improved through Vocational education and training that accompanied with
entrepreneurship education. On item 9, the analysis of management personnel’s responses confirms that
Entrepreneurship training helps to bring out the best workers/experts and entrepreneurs/ self- starters/
which indicated via 96(56.2%) of respondents.
Another question raised to the respondents (item 10) was concerning to efficiency and effectiveness
of Industries/Enterprises/ can be improved by entrepreneurship training that agreed up on by the majority
102(59.6%)of the respondents. On item 11, self –employment (being entrepreneur) is more advantageous than
be With regarding to employability of TVET graduates(item 12), the greater part 102 (59.7%) of the
respondents responded that Vocational graduates have better employment opportunities than graduates from
tertiary academic Institutions, but for item 13, the majority 84(49.12%) of them agreed while this imply
86(50.3) majority of respondents responded that strongly disagree, agree & neutral have no clean idea about
the mutual undersides with TVET graduates are well equipped to enter the competitive workforce. This shows
that even if, TVET graduates have almost better employment opportunity than academic higher institutions,
and TVET institutes are not well equipping the trainees with that context. on items 14 , With regarding to
employability of TVET graduates Necessary communication skills indicated by 86(50.3%) of the respondents
are agreed.on item 15, Vocational graduates acquire good attitudes toward work 94(56.73) of respondents are
agreed, this agreed the instructors’ response that analysis obtained from TVET instructors shows TVET has
bring attitudinal change in the society towards work values.

On item 16, Vocational graduates possessed problem-solving skills that required in world of work that
responded by 97(56.73%) of the respondents are agree. and item, 17, Vocational graduates possessed
necessary entrepreneurial &social skills revealed indicated by90(52.63%) of the respondents are agree.

Generally, discussion carried out indicates that the employment and entrepreneurial opportunity of
TVET graduates is greater than academic higher institutions. It is possible to understand from the discussion
that TVET program is more suitable and flexible than general educational program, because it has been
suggested that TVET program is preparing trainees in specific occupation directly to engage them in world of
work unlike that general education is for broad general knowledge intended for further educational progress
and development. Therefore, the researcher intended to assess the linkage between TVET and MSE sectors in
world work successfully.

52
4.7.1. How far the graduate trainee employed or creates their own job in the world of work?
Therefore, the respondent also remarked that on the graduate trainee employed, they are currently creates his
or her own job in the world of work. the also remarked that it implied to have more all less good number of
TVET graduates were successes full who tend to be interested to work in their homes in self-employed
businesses. In this respect, if these women are unable to secure the necessary resources, they will be unable to
successfully to start their businesses. They also remarked that it happen is mainly due to a lack of access to
capital. In addition, there are not enough employment opportunities particularly for women, the majority of
whom want to work independently from within their homes and are in need of start-up capital or access to
credit to purchase materials for initiating business activities. The state should therefore have a system to
support these women.

Secondly, the donor community has a role to play in helping to complement the TVET system. The current
practice where by each donor works separately and leaves when specific projects ends does not help the
country very much in terms of vocational training. Continuity and sustainability hardly occur in practice
because efforts are not pulled together to consolidate interventions.

53
 4.7.2. Optional department unavailability of job opportunity

Table 4.7.2.1.three years data of graduated trainee from General Wingate poly technical
college and higher seven college
S/ Graduation years
N 2014 2014 2015 2015 2016 2016 L
E
Graduated Total Benefited Total Benefited Total Benefited V
Departme professions Graduated from Work Graduated from Work Graduated from Work E
alignment by alignment alignment by L
nts Gender Gender by
Gender
Gender Gender
Gender
M F T M F T M F T M F T M F T M F T
1 GMFA GMFA 17 11 28 17 11 28 19 11 30 1 1 30 23 1 37 23 1 3 3
9 1 4 4 7
2 Electrical IEMD 96 11 10 89 4 93 10 7 10 1 - 10 11 7 11 10 7 10 3
0 7
electronics 7 2 9 0 0 0 7 0
2.1 Electrical CBECM 35 - 35 30 - 30 44 4 48 4 4 46 51 2 53 46 2 48 3
electronics 2
2.2 Electrical EESM 33 5 38 26 5 31 42 14 56 3 5 42 49 1 61 49 1 61 3
electronics 7 2 2
2.3 Electrical ICS 58 33 91 53 28 81 68 35 10 6 3 91 75 3 10 67 2 93 3
3 1 0 0 5 6
electronics
18 25
3 Wood FM 16 4 20 14 4 18 18 4 22 4 22 18 7 25 18 7 3
work
4 Survey & Cadastral 68 56 12 61 44 10 75 70 14 6 6 12 11 5 16 10 1 11 3
4 5 5 8 1 9 4 3 7 2 7
urban land survey 5
5 Hotel and Hotel 11 30 41 11 23 34 18 35 53
1 3 48 23 3 60 21 3 53 3
tourism operation 6 2 7 2
5.1 Hotel and Hotel kitchen - 28 28 - 28 28 11 21 32 1 2 32 9 2 34 9 2 34 3
tourism operation 1 1 5 5
6 ICT HWNT 35 74 10 35 70 10 44 84 12 3 7 11 51 9 14 44 7 11 3

54
 9 5 8 7 7 4 1 2 0 4
7 Textile Intermediate 18 9 27 16 7 23 12 18 30 1 1 29 14 2 35 5 2 30 3
and apparel 1 8 1 5
garment Production
8 Urban Physic 47 - 47 47 - 47 53 4 57 4 4 53 35 2 63 25 3 55 3
agriculture chemical 9 8 0
laboratory
9 Textile Leather 33 9 42 30 7 37 25 13 38 2 2 48 26 3 61 26 3 61 3
and garment 5 3 5 5
garment
10 Drafting Drafting 10 33 13 96 25 12 96 53 14 8 4 12 12 3 15 10 2 12 3
0 3 1 9 9 0 9 3 5 8 5 3 8

1000

1118
Total
567
303
870
525
256
781
627
373

583
330
913
721
397

320
963
643
 Source Secondary data from Outcome based training core process office of General Wingate
poly technic college and higher seven college 2017.
From the above table data 4.4.1 regarding to General Wingate poly technical college and higher seven
college graduate, from year 2014 graduate 870 trainee, 781(89.77%) of them got job opportunity. from total
1000 graduated trainee,the 913(91.3%) of them got job opportunity in 2015 and in 2016, from 1118 graduated
trainee,963(86.14%) of them got job opportunity or get work alignmet .
The above table 4.3.2 Generally, the three years total graduate trainee data, shows male 1915, Female 1073 and
total 2988. among the total graduate above who benefited of work alignment by gender male 1751
(91.44%),female 906(84.44%) and total 2657(88.92%).generally according to the three year list data level
three graduated and pass the center of competence (COC) indicates available job opportunities are (88.92%).
Therefore, there is high job opportunity to all types of occupations (field) graduates with level three and pass
center of competence (COC).

According to the FMSE (2016), report stated that the Optional department unavailability of job opportunity
and the development of these capacities to learners would depend upon five main factors:

(a) the professionalism of teachers, (b) the environment of learning, (c) the choice of teaching and learning
approaches, (d) the ways in which learning is organized and curriculum and access to credit . Moreover, the
proper curriculum designed according to identified market demands is the cornerstone of any successful
vocational training.

55
 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of the Major Findings

The purpose of this study was to the assessment of role of Technical and vocational Education and
Training program on Entrepreneurial and job opportunities in the case of General Wingate poly technical
college and Higher seven college. The study focused on the current information regarding the effect of
TVET program. consequently, basic questions were addressing; major roles of TVET programs in
Economic development of the country, factors that inhibit and facilitate TVET graduates in starting
their own entrepreneurial venture, world of work training delivery, to what extent TVET does
facilitate and promote innovation and creativity(Entrepreneurial) activities, employability and
Entrepreneur-shipment of TVET graduates.

The approach used in this research was descriptive survey (qualitative approach). To this end,
questionnaire , interview and secondary data were employed. Simple random and purposive sampling
techniques were used to select respondents for questionnaire from the target population and as a result,
212 respondents were participated from General Wingate poly technical college, Higher seven college,
small and micro Enterprise owner or manager & Addis ketema sub city Small and Micro Enterprises
development head office .
Major Roles of Vocational Education and Training
The results suggested that Instructors believed that Vocational Education and training contributed to
economic development of the country by preparing sufficient numbers of skilled and competent
manpower to satisfy the need of current labour market.

56
According to economic benefits labor-market outcomes of VET: reduction of unemployment and inequality
resulting from more people attaining a VET qualification ,Employee productivity: individual abilities and
capacity to contribute to profit after VET.

Regarding to social benefits, Social cohesion: multidimensional concept measured by, for example, tolerance,
trust, formal and informal networking (social and relation capital), low grade of social polarization, etc.
Education and VET can reduce delinquent and criminal acts in a society. Personal well-being: quality of life
for individuals and effects on personal development, attitudes and motivation.
VET indicates education aimed at preparing the trainee for work in a commercial (profitable) or technical
field, the course content is practical & enables the trainee to enter the labor force.
Vocational Education must take on the added responsibilities of addressing the more serious issue of
unemployment”.
TVET is to poverty reduction through skill training which can play a great role to create self employment
opportunities. it also have contributions for accelerated and Sustained Development to end poverty.

As expressed in different ways, TVET has the objective of improving the livelihood of people by equipping
them with the necessary knowledge, attitudes, and skills. UNESCO (in Berhanu, et al, 1992:2) has put down
the objectives of TVET in relation to the educational process. The objectives are to contribute to the
achievement of society‟s goals of greater democratization and social, cultural, and economic development,
while at the same time developing the potential of individuals for active participation in the establishment and
implementation of these goals; lead to an understanding of the scientific and technological aspects of
contemporary civilization in such a way that men comprehend their environment and are capable of acting
upon it while taking a critical view of the social, political, and environmental implications of scientific and
technological change; to abolish barriers between levels and areas of education, between education and
development, and between school and society, to improve the quality of life by permitting the individual to
expand his/her intellectual horizons and to acquire and to constantly improve professional skills and
knowledge while allowing society to utilize the fruits of economic and technological change for the general
welfare, etc. Thus,UNESCO has placed high priority on TVET in promoting individual capability and
national development (UNESCO in Befekadu, 1993:12).

Factors that Facilitate or inhibit Vocational graduates in starting their own Business

Totally, the study showed in the Instructors believed that the General Wingate poly technical college and
Higher seven college Administration and Stakeholders were almost achieve committed to
coordinate, and facilitate conditions for TVET graduates to enter them in employment and Entrepreneurial

57
Ventures. However, the Government provides clear direction concerning to strengthening industries and
Technical Institutes’ attachment to develop Entrepreneurial skill of TVET graduates. This implies that
personnel were not aware of the directive launched by government. And also the respondents’ response
shows that the technical content of Vocational education and training curriculum is designed based
on the needs of labour market. This suggest also in the need of Addis Ababa city Administration and
federal government commitment to adjust and restructure or revise the designed curriculum of TVET
program.
Instructors perceived that trainees were not well informed and trained about Entrepreneurship
(Business Ventures) in their regular occupational program and as a result, instead of starting their own
Business, the trainees want to be employed by others after attending vocational training program. On
the other hand, due to lack of start-up capital and vocational guidance and counseling in TVET
Institutes to facilitate and direct trainees in occupational choice could limit TVET graduates’
entrepreneurial capacity to open their own Business Enterprise after their graduation. This clearly
suggests that trainees should well informed and trained about entrepreneurial skill, and should get
vocational guidance and counseling regarding to occupational choice starting from employment to
graduation time in order to make them aware of real world. There is Lack of training materials has an effect
on trainees’ competency level in world of Work/entrepreneurial activities.

Therefore, the respondent also remarked that on the graduate trainee employed, they are currently creates his
or her own job in the world of work. the also remarked that it implied to have more all less good number of
TVET graduates were successes full who tend to be interested to work in their homes in self-employed
businesses.

The integration of skills with labor market leads a person with experiencing to occupy a stable position in the
employment system. TVET training by its nature has many practical applications .where by students could
capture the culture of work, learn respect for their profession and develop attitude towards job creation rather
than job seekers.

Regarding to Small and Micro Enterprises owner or manager respondents explaining that there is support on Book
keeping like daily revenue and expense record in the chart of accounting.

However, the support is not continuous and its scope is limited, Trainer changed time to time, and this makes
discontinuity of knowledge and skill flow between TVET and SMEs.

58
Generally, according to the three year list data level three graduated and pass the center of competence (COC)
indicates available job opportunities are (88.71%). Therefore, there is high job opportunity to all types of
occupations (field) graduates with level three and pass center of competence (COC).

World of work training delivery at TVET Institutes

From the analysis result, it could be possible to understand that in company and cooperative training
is smoothly used in practical training delivery, however, the responses obtained from instructors exposed
that competency based training system is effectively performed and industry attachment with TVET
Institutes is not sustainably ongoing (is almost enough) concerning to practical training. Therefore, for
that practical or competency based training is critical issues in TVET system it should be seen as
insignificant thing,

i.e. as much as possible TVET institutes should effort to maximum point to have beneficial linkage with
the Industries (those also could be considered as employing organizations of TVET’s graduates), by doing
so TVET Institutes could be successful in producing demanded competent manpower and then, on
the way unemployment, underemployment and poverty troubles might be alleviated in the country.

TVET in facilitating and promoting Entrepreneurial works

Concerning to creativity development of TVET graduates, although TVET commission has planned to
undertake technology accumulation and transfer program within TVET institutes, respondents perceived
that TVET Institutes have no well-organized technology accumulation and transfer program during
training delivery. In addition to that, there is more or less sufficient mutual understanding and partnership
between Industries and TVET Institutes to promote Entrepreneurial strength in the society. Furthermore,
trainees have no enough chance to train in industries in order to acquire and develop their creativity skills.
This seriously suggests that both Addis Ababa city Administration and national concerned authority should
enforce industries and TVET institutes to do so according to the consent of strategy already set.

Regarding to sub city and worda office support, respondents expelling that they are participating to be able
link with MSE to collaborate with TVET by taking responsibility that policy implemented on the ground in
case of linkage and must access land, financial credit, machinery with credit and consultancies to organize
trainers from TVET and to participate in MSE.

Employability of Vocational Graduates

59
With respect to employability of vocational graduates, respondents believed that the completers of
vocational education had better employment opportunities than graduates of academic universities
programs. Further, management personnel indicated that TVET graduates possess basic technical skills
required after attending vocational programs. However, management personnel groups were not
satisfied with that the communication, interpersonal, critical thinking and problem solving skills of
vocational graduates. This evidently recommends that employability, general and entrepreneurial skills
should be integrated into vocational programs. There is high job opportunity to all types of occupations
(field) graduates with level three and pass center of competence (COC).

Conclusions

Five conclusions were made based on the findings of the study:

1. It is possible to conclude that Technical and vocational education and training programs are more
suitable and flexible than regular academic schools programs in responding to rapidly changing nature
of labor and technology, and in qualifying trainees for world of work. Therefore, TVET program
could be considered as one of economic device by which basic economic and social change could be
brought in the society Policy makers, administrators and stockholder in TVET program have to include soft
skill courses such as business education, mathematics and English in their curriculum, in an attempt to
upgrade the qualifications of the workforce and provide knowledge-based and skills based instruction.

2. The researcher has seen that the employment and entrepreneurial opportunity of TVET graduates is
greater than academic higher institutions, however, trainees are not well informed and trained about
Entrepreneurship (business ventures) in their regular occupational program and, as a result, instead of
starting their own business, the trainees prefer to be employed in different sectors after attending vocational
training program.

3. Without having Competency based training system and industry attachment it is difficult to TVET
Institutes to achieve their objectives and goals expected to be achieved.
4. TVET Institutes are expected have well-organized technology accumulation and transfer program
during training delivery which can promote Entrepreneurial spirit in the society.
5. Even though TVET graduates have better employment opportunity, the study suggested the graduates
of vocational education lack communication, interpersonal, critical thinking and problem solving skills.
Recommendations

60
In view of the findings and conclusions, six recommendations were made
1. It is recommendable if the TVET Institutes cooperatively work with Industries in order to continue
the flexibility and suitability of TVET programs.
2. General Wingate poly technical college and Higher seven college Administration and stakeholders
should be committed to coordinate, and facilitate conditions for TVET graduates to enter them in
employment and Entrepreneurial Ventures.
3. It is advisable if TVET Institutes give considerable emphasis to the provision of special training on
business ventures in their regular occupational program that make them aware of starting their own
business, instead of waiting for others to be employed.
4. Practical or competency based training is critical . issues in TVET system; it should be more all
less seen as negligible thing, i.e. as much as possible TVET institutes should take maximum efforts to
undertake it regularly.
5. Vocational Institutes should provide trainees enough chance to train in industries in order to develop
their practical skills.
6. A balanced approach should be emphasized in vocational curriculum through integration of
technical, employability (entrepreneurial) and general skills (communication, interpersonal, critical
thinking, problem solving, etc skills) in vocational program.

7. The current practice whereby each donor works separately and leaves when specific projects ends does not
help the country very much in terms of vocational training. Continuity and sustainability hardly occur in
practice because efforts are not pulled together to consolidate intervention.

61
ACKNOWLEDGMENTS

62
 REFERENCES

Adam Dasmani (2011). Challenges facing technical institute graduates in practical skills acquisition in
the Upper East Region of Ghana.Ghana Education Service .Asia-Pacific Journal of Cooperative
Education, 2011, Vol.12 #2.

Ayuba Anza and Gatabazi Pascal. The role of Technical and Vocational Education and Training
(TVET) in Human Resources Development: The case of Tumba College of Technology (TCT)-Rwanda.

Belwal, R. and Singh G. (2008),Entrepreneurship, and Small and Micro Enterprises (SME) in Ethiopia.
Gender in Management: An International Journal.

Carnoy, M. (1993).Efficiency and equity in vocational education and training policies in changing
international division of labour. Geneva, Switzerland: ILO

Cedefop, (2011).The benefits of vocational education and training; Research Review, No: 10
Luxembourg:

Publications Office of the European Union,

Central Statistical Agency of Ethiopia (CSA), (2006). Addis Ababa. Labor Force Survey

Collins L. A., Smith A. J. and Hannon P.D. (2006).Discovering entrepreneurship: an exploration of a

tripartite approach to developing entrepreneurial capacities. Journal of European Industrial Training.

Dechant, K. and Al-Lamky, A. (2005).Toward an understanding of Arab women entrepreneurs in Bahrain

and Oman.Journal of Developmental Entrepreneurship.

Dessalegn Mulaw, (2006).Reform of the Ethiopian TVET Research System – Towards a Suitably Skilled
Work Force.

Engineering Capacity Building programs (ecbp).Ministry of Education, Addis Ababa-Ethiopia.

EUNEC.(2011). New skills for new jobs’ challenges for vocational education and training in the 21st
century.

Report of the conference of the European Network of Education Councils. Brussels.

Federal Ministry for Economic cooperation and development.(2005). Technical and Vocational
Education and Training and the Labour Marketin Development Cooperation. Strategy paper #140.
Germany

Handler, W. C. (1994). Succession in Family Business: A and institutions Review of the Research Family
Business Review, 7(2), 25.
Heloise Helena Sathorar.(2009). Assessing Entrepreneurship education at secondary schools in the Nelson
Mandela Bay Municipality (NMBM).Nelson Mandela Metropolitan University.
Hindle, K. (2004). Choosing qualitative methods for entrepreneurial cognition research: A canonical
development approach. Entrepreneurship Theory and Practice.

63
Howorth, C., Tempest, S., andCoupland, C. (2005). Rethinking entrepreneurship methodology and
definitions of the entrepreneur.Journal of Small Business and Enterprise Development.

IIEP (International Institute for Educational Planning), (2007).Vocational Education and Training for
Youth. New

Letter, Vol. XXV, No: 4.

ILO (2011).Promoting Entrepreneurship through Inclusive Business Development Services and
Business Skills Training.
Lei Z.,Eric A. H, LudgerW.(2011). General Education, Vocational Education,and Labor-Market
Outcomesover the Life-Cycle.Discussion Paper No. 6083.IZA ((Institute for the Study of Labor), Germany.

Louw, L. van Eeden, S.M., Bosch, J.K., and Venter, D.J.L. (2003).Entrepreneurial traits of
undergraduate students at selected South African tertiary institutions.International Journal of
Entrepreneurial Behaviorand Research.

Lazear, E.P. (2005). Entrepreneurship.Journal of Labor Economics.

Ministry of Education, (2008).National Technical Vocational Educational and Training strategy.Addis
Ababa
Ministry of Labor and Social Affairs (MOLSA).(2009). National Employment Policy and Strategy of
Ethiopia.Addis Ababa.

Montanye JA. (2006). Entrepreneurship.The Independent Review.

OCED (2011).Learning for Jobs. Review of vocational education and training.

Oman Chamber of Commerce (OCC). (2006). Report on Women Entrepreneurs of the Al-Batinah region
of Oman.
Ruqaya Al-Sadi1, RakeshBelwaand Raya Al-Badi.Woman Entrepreneurship in the Al-Batinah Region of
Oman: An identification of the Barriers. Journal of International women’s Studies Vol. 12 #3.
Paul J. Woodfield (2009),University of Auckland Business School. Entrepreneurial Succession:
Intergenerational Entrepreneurship in Family Business.

Sullivan, R. 2000. Entrepreneurial learning and mentoring. International Journal of Entrepreneurial

Behavior and Research
UN .(2009), Small Scale Enterprise Development and Foreign Direct Investment in Africa, challenges
and Opportunities. Office of the Special Adviser on Africa.

UNESCO .(2009).International Hand Book of Education for changing World of Work. Vol. I.

UNESCO-UNEVOC (2004), Orientating TVET for sustainable Development.

UNESCO.(2001) Technical and vocational Education and Training (TVET) for Twenty first Century.
Revised
Recommendation concerningTechnical and Vocational Education.
Whit Loop. (2009). Effective Education for Employment: A Global perspective

64
Woldie, A. andAdersua, A. (2004).Female entrepreneurs in transitional economy business in Nigeria.
International Journal of Social Economic

65
 Appendix one
Rift Valley University

Department of Marketing and management

Master of business administration
Questionnaire

Dear Respondents,
This questionnaire is prepared for research purpose entitled “the assessment of the role of
TVET on entrepreneurial and job opportunities”inGenaral Wingate poly technical college
and its cluster. Yourparticipation in this study will be valuable and greatly appreciated.
Information gathered will betreated with utmost confidentiality and will not be used for any other
purpose.
INSTRUCTIONS: The questionnaires contain statements about the assessment of the role of
TVET on entrepreneurial and job opportunities. Give your own opinion and feeling about each
item. Please circle your response to each statement according to the following five-point scale in
terms of your own agreement and disagreement of the statement.
5= Strongly Agree 4= Agree 3= Neutral 2= Disagree 1= Strongly Disagree
Example: If you strongly agree with any of the statements given in the questionnaire, you
Should circle on #5 and if you strongly disagree with any statements please circle on #1. For the
Statement where you cannot make a decision, circle on #3 and rate other categories accordingly.
In addition, No need of writing your name in this questionnaire.
Dear respondent here is my address; contact me for any inconvenience Name: Dereje Chemeda
Email: derejechemeda20@gmail.com, Phone No: +251-0913-29 87 20
Part one: -Demographic Information
General Instruction:- Please respond by putting a check mark (√) in the corresponding space.
1. Name of TVET College you are working
2. Sex
A) Male B) Female

3. Age
A) 18 - 24 B) 25 - 29 C) 30 - 39

66
 D) 40 - 49 E) 50 and above

4. Educational status
A) Level- 3 B) Level -4 C) Level - 5
D) BED/BSc E) MED/MSc
5. Service year
A) 1 - 5 B) 6 - 10 C) 11 - 20
D) 21 - 30 E) 31 - 40

Subject matter
Part two: - Items related to contributions of TVET in the country’s Economy
development

(2)Disagree

(4)Agree
(3)Neutral
Disagree Strongly

AgreeStrongly
Item statement
S/
N
1 Vocational education and training has contributed to
Economic development of the country. 1 2 3 4 5
2 Vocational Institutes have prepared sufficient numbers of
skilled and competent manpower to satisfy the need of 1 2 3 4 5
current labor market.
3 Vocational institutes are preparing qualified skilled labor to
the world of work.. 1 2 3 4 5
4 Substantial financial support & Investments in TVET is
considering the high employment rate of vocational
graduates. 1 2 3 4 5
5 TVET program has brought attitudinal change in vocational
graduates and society regardless of work values. 1 2 3 4 5
6 Vocational Education and Training is becoming more
flexible in responding to labor market. 1 2 3 4 5
7 Vocational institutes are preparation qualified skilled
manpower than academic universities. 1 2 3 4 5
Part three: - factors facilitating or inhabiting vocational graduates in starting their
own entrepreneurial business
1 TVET institutes leaders &Stakeholders are committed to
coordinate and facilitate conditions for TVET graduates to 1 2 3 4 5
enter them in Entrepreneurial ventures?
2 The government provides clear direction regarding to
strengthening industries and technical institutes’ attachment 1 2 3 4 5
to develop entrepreneurial skill of TVET graduates.
3 The technical content of vocational education & training

67
 curriculum is designed based on the needs of labor market? 1 2 3 4 5
4 Quality of training at schools helps trainees to get
entrepreneurial opportunity in the real world? 1 2 3 4 5
5 Trainees are well informed & trained about entrepreneurship
(Business ventures) in their regular occupational program? 1 2 3 4 5
6 Instead of starting their own business, ‘the trainees want to
be employed by others after attending vocational training 1 2 3 4 5
program.
7 Luck of start-up capital could limit TVET graduates to open
their own business enterprise? 1 2 3 4 5
8 TVET graduates have no loan & technical support access
while beginning their business? 1 2 3 4 5
9 There is vocational guidance & counseling unit in TVET
institutes to Facilitate & direct trainees in occupational 1 2 3 4 5
choice?
10 Luck of training materials has no effect on trainees’
competency level in world of Work/entrepreneurial 1 2 3 4 5
activities?
Part four:-world of work training delivery at TVET collages
1 In company & cooperative training is effectively used in
practical training delivery? 1 2 3 4 5
2 There are sufficient practical skills training for trainees in
their occupations? 1 2 3 4 5
3 Training has adequate time to practice required real world
skills at school during program? 1 2 3 4 5
4 Field trip & experience sharing programs are well
organized& developed in TVET institutes in order to 1 2 3 4 5
strengthen practical training?
5 Competency based training system Is effectively performed? 1 2 3 4 5
6 Industry attachment with TVET institutes is sustainably
ongoing concerning to practical training? 1 2 3 4 5
7 Competency based materials are prepared & compiled for
trainees? 1 2 3 4 5
8 Lack training materials has no impact on practical training
delivery? 2 3 4 5
1
9 Trainees are aware &well information about practical (world
of work) training systems? 1 2 3 4 5
10 Trainers’ practical skills development training is available in
the TVET institutes that helps to Update & develop their 1 2 3 4 5
teaching skills continuously?
11 Practical based training system can alleviate unemployment
&problems? 1 2 3 4 5
Part five :-to what extent TVET institutes facilitate and promote innovation and
creativity/entrepreneurial activities

68
1 TVET institutes have organized & running technology
accumulation & Transfer program? 1 2 3 4 5
2 Competency based training can Advance trainees’ creative &
innovative capacity? 1 2 3 4 5
3 New design & modified production are produced in the
TVET colleges? 1 2 3 4 5
4 Products & services produced by TVET College are
commercialized in the local market? 1 2 3 4 5
5 There is mutual understanding & partnership b/n industries
& TVET institutes to promote Entrepreneurial spilt in the 1 2 3 4 5
society?
6 Trainees a chance to train in industries in order to acquire
&develop their creativity skills? 1 2 3 4 5
7 TVET institutes are expected to give what
enterprises/entrepreneurs Found in the community? 1 2 3 4 5
8 TVET graduates are well trained in Entrepreneurship
education that concerns to creating their own business? 1 2 3 4 5
9 TVET programs are solving community’s problems by
indicating & addressing technologies? 1 2 3 4 5
10 Training delivery supported by production process in TVET
institutes could improve and develop trainee’s 1 2 3 4 5
entrepreneurial skills?
Part six:-items related to employability and entrepreneurship of TVET graduates
1 Ethiopia government has a vocational training program that
benefits the youths in entrepreneurial and jobs opportunities? 1 2 3 4 5
2 TVET enhances youth to start their own business? 1 2 3 4 5
3 Trainees’ technical skills improved after each training
program they attended? 1 2 3 4 5
4 Technical training provided by TVET institutes improves
world of work skills of industries employees? 1 2 3 4 5
5 Youths are more encouraged and developed when they
attend technical training program? 1 2 3 4 5
6 Technical training improves personal entrepreneurial skill
and social welfare? 1 2 3 4 5
7 The clear understanding of personal entrepreneurial skill and
correct application has great influence on social. 1 2 3 4 5
8 The attitudes and standard of living of the people can be
improved through TVET that accompanied with 1 2 3 4 5
entrepreneurship education?
9 Entrepreneurship training helps to bring out the best works
/experts and entrepreneurs /self –starters/? 1 2 3 4 5
10 Efficiency & effectiveness of industries/enterprises/ can be
improved by entrepreneurship training? 1 2 3 4 5
11 Self –employment (being entrepreneur) is more
advantageous than be employed by other 1 2 3 4 5

69
12 Vocational graduates have better employment opportunities
than graduates from tertiary academic institutions? 1 2 3 4 5
13 TVET graduates are well equipped possess necessary
communication skills? 1 2 3 4 5
14 Vocational graduates possess necessary communication
skills? 1 2 3 4 5
15 Vocational graduates acquire good attitudes toward work? 1 2 3 4 5
16 Vocational graduates possessed problem-solving skills that
required in world of work? 1 2 3 4 5
17 Vocational graduates possessed necessary entrepreneurial
&social skills? 1 2 3 4 5

If any comment kindly requested to write in the space provided here below.

-------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------

Thanks you for your cooperation

70
Interview questions for manager of sub city Small and Micro Enterprises office
contribution of TVET in the country’s Economic development.
1. How do you observe vocational education and training contribute to the country
economic development
?----------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
---------------------------------
2. How do you explain vocational education and training prepare qualified skilled man
power for the world of
work?----------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
-------------------------
3. how far the graduate trainee employed or create their own job in the world of
work?----------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------
4. If you have additional suggestion or comment please list
them.-----------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------
Interview questionnaire for Small and Micro Enterprises owner or manager
1. How you explain the support of trainers from TVET College on kaizen?

.
2. How you explain the support of trainers from TVET College on technology?

.
3. How you explain the support of trainers from TVET College on entrepreneurial and
business plan?

.
4. How you explain the support of trainers from TVET College on Bookkeeping?

.
5. What are the supports you get from sub city and worda of Small and Micro Enterprises
office?

71
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ÁÅ[ÒM::
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Tdcu=Á
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* Kk[u<ƒ ØÁo‹ udØ•‹ ¨<eØ ¾ (√ ) UM¡ƒ uTÉ[Ó“ U`Ý KK?L†¨< ØÁo‹ SMe uSíõ
ÃSMc< ::
¡õM ›”É :- ¾SMf‹ ¾ÓM S[Í
1.¾›=”}`ý^ò< eU--------------------------------------------
2.ï ¨”É c?ƒ
3.ዕድሜ ሀ) 18-24 ለ)25-29 ሐ)30-39
መ)40-49 ሠ) ከ 50 በላይ
4.የሰለጠኑበት የትምህርት ደረጃ
ሀ)ሰር{ፍኬት ለ)ደረጃ ሶስት ሐ)ደረጃ አራት መ)ደረጃ አምስት
ሠ)የመጀመርያ ዲግር ረ)የሁለተኛ ዲግር
5.የአገልግሎት ዘመን ሀ)1-5 ለ)6-10 ሐ)11-20

መ)21-30 ሠ)31-40

KØnp”“ ›’e}— ›’kdni vKu?„‹“ Y^ ›eŸ=ÁЋ ¾k[u nK SÖÃp

1.¾{¡’>¡“ S<Á ¢K?Ï ›cM×™‹ u"ò” Là ¾T>cÖ<ƒ ÉÒõ ”ȃ

72
ÃÑMèM;------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------------
2. ¾{¡’>¡“ S<Á ¢K?Ï ›cM×™‹ u{¡•KAÏ Là ¾T>cÖ<ƒ ÉÒõ ”ȃ ÃÑMèM;
-------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------------------
u{¡•KAÏ }ÖpS¨< Áð\ƒ Hwƒ ŸkÉV¨< Ò` c=’éì` ”ȃ
Á¿M;----------------------------------------------------------------------------------------------------------------------
---------------------------------

K¨<Ö<” ulØ` SÓKî Ÿ}

‰K;-------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------

3.¾{¡’>¡“ S<Á ¢K?Ï ›cM×™‹ uY^ ðÖ^ “ ¾”ÓÉ Y^ °pÉ Là ¾T>cÖ<ƒ ÉÒõ ”ȃ
ÃÑMèM;------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
4. ¾{¡’>¡“ S<Á ¢K?Ï ›cM×™‹ ¾N=dw S´Ñw ›ÁÁ´ ²<]Á ¾T>cÖ<ƒ ÉÒõ ”ȃ ÃÑMè M;
-------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
5.Ÿ¡õK Ÿ}T Ønp”“ ›’e}— ê/u?ƒ ¾T>Ñ˜†¨< ÉÒö‹ U”É” “†¨<;

6. Ÿ¨[Ç Ønp”“ ›’e}— ê/u?ƒ ¾T>Ñ ˜†¨< ÉÒö‹ U”É” “†¨<;

-------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------

73
 Rift Valley University

Department of Marketing and management

Master of business administration
Questionnaire

Dear Respondents,
This questionnaire is prepared for research purpose entitled “the assessment of the role of
TVET on entrepreneurial and job opportunities ”inGenaral Wingate poly technical college
and its cluster. Your participation in this study will be valuable and greatly appreciated.
Information gathered will be treated with utmost confidentiality and will not be used for any
other purpose.
INSTRUCTIONS: The questionnaires contain statements about the assessment of the role of
TVET on entrepreneurial and job opportunities. Give your own opinion and feeling about each
item. Please circle your response to each statement according to the following five-point scale in
terms of your own agreement and disagreement of the statement.
5= Strongly Agree 4= Agree 3= Neutral 2= Disagree 1= Strongly Disagree

Example: If you strongly agree with any of the statements given in the questionnaire, you
Should circle on #5 and if you strongly disagree with any statements please circle on #1. For the
Statement where you cannot make a decision, circle on #3 and rate other categories accordingly.
In addition, No need of writing your name in this questionnaire.
Dear respondent here is my address; contact me for any inconvenience Name: Dereje Chemeda
Email: derejechemeda20@gmail.com, Phone No: +251-0913-29 87 20

Part one: -Demographic Information

74
General Instruction:- Please respond by putting a check mark (√) in the corresponding space.
1. Name of instetitutes you are working
2. Sex
A) Male B) Female
3. Age
A) 18 - 24 B) 25 - 29 C) 30 - 39
D) 40 - 49 E) 50 and above

4. Educational status
A) Level- 3 B) Level -4 C) Level - 5
D) BED/BSc E) MED/MSc
5. Service year

A) 1 - 5 B) 6 - 10 C) 11 - 20
D) 21 - 30 E) 31 - 40

Interview questions for manager of sub city Small and Micro Enterprises office
contribution of TVET in the country’s Economic development.
1. How do you observe vocational education and training contribute to the country
economic development
?----------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
---------------------------------
2. How do you explain vocational education and training prepare qualified skilled man
power for the world of
work?----------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
-------------------------
3. how far the graduate trainee employed or create their own job in the world of
work?----------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------
4. If you have additional suggestion or comment please list
them.-----------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------

75
 Appendix two

Table 4.3.1.Secondary data of General Wingate poly technical college and higher
seven college from Outcome based training core process office graduation the
three years students lest data
Graduation years
2014 2014 2015 2015 2016 2016
S/ Graduated Total Benefited Total Benefited Total Benefited
N Departme professions Graduated from Work Graduated from Work Graduated from Work
alignment by alignment alignment by
nts Gender Gender Gender
Gender by Gender Gender
M F T M F T M F T M F T M F T M F T
1 GMFA GMFA 17 11 28 17 11 28 19 11 30 1 1 30 23 1 37 23 1 3
9 1 4 4 7
2 Electrical IEMD 96 11 10 89 4 93 10 7 10 1 - 10 11 7 11 10 7 1
0 7
electronics 7 2 9 0 0 0 7 0
2.1 Electrical CBECM 35 - 35 30 - 30 44 4 48 4 4 46 51 2 53 46 2 4
electronics 2
2.2 Electrical EESM 33 5 38 26 5 31 42 14 56 3 5 42 49 1 61 49 1 6
electronics 7 2 2
2.3 Electrical ICS 58 33 91 53 28 81 68 35 10 6 3 91 75 3 10 67 2 9
3 1 0 0 5 6
electronics
18 2
3 Wood FM 16 4 20 14 4 18 18 4 22 4 22 18 7 25 18 7
work
4 Survey & Cadastral 68 56 12 61 44 10 75 70 14 6 6 12 11 5 16 10 1 1
4 5 5 8 1 9 4 3 7 2 7
urban land survey 5
5 Hotel and Hotel 11 30 41 11 23 34 18 35 53
1 3 48 23 3 60 21 3 5
tourism operation 6 2 7 2
5.1 Hotel and Hotel kitchen - 28 28 - 28 28 11 21 32 1 2 32 9 2 34 9 2 3
tourism operation 1 1 5 5
6 ICT HWNT 35 74 10 35 70 10 44 84 12 3 7 11 51 9 14 44 7 1
9 5 8 7 7 4 4
1 2 0
7 Textile Intermediate 18 9 27 16 7 23 12 18 30 1 1 29 14 2 35 5 2 3
and apparel 1 8 1 5
garment Production
8 Urban Physic 47 - 47 47 - 47 53 4 57 4 4 53 35 2 63 25 3 5
agriculture chemical 9 8 0
laboratory
9 Textile Leather 33 9 42 30 7 37 25 13 38 2 2 48 26 3 61 26 3 6
&garment garment 5 3 5 5

76
10 Drafting Drafting 10 33 13 96 25 12 96 53 14 8 4 12 12 3 15 10 2 1
0 3 1 9 9 0 9 3 5 8 5 3 8

1000

1118
Total

567
303
870
525
256
781
627
373

583
330
913
721
397

320
643

77
78