Graduates Tracer Study - University of...
67
EDUCATION, QUALITY ASSURANCE AND AUDIT OFFICE We are serving the country since 1954 Graduates , Tracer Study Report
Transcript of Graduates Tracer Study - University of...
i
EDUCATION, QUALITY ASSURANCE AND AUDIT OFFICE
We are serving the country since 1954
Graduates, Tracer Study Report
ii
Team Members Ato Markos Tezera
Ato Semahegn Mengistu
Ato Melese Berhanu
Dr.Tadese Guadu
Ato Dessalegn Geto
Ato Mohammed Seid
Ato Tadesse Abera
Ato Bisrat Misganaw
Ato Tadesse Awoke
W/ro Abeba Mekonnen
Editor
Dr. John Mabley (VSO) placed at the University of Gondar
iii
Table of Contents
Contents pages Acronyms ...................................................................................................... iv
Acknowledgements ........................................................................................... v
Brief history of the university ............................................................................ vi
Executive summary ......................................................................................... vii
Study objectives ............................................................................................. vii
Methods and design ........................................................................................ viii
Results ........................................................................................................... ix
Conclusions and recommendations ....................................................................... x
Chapter One .................................................................................................1 Introduction .................................................................................................1
1.1 Back ground of the study ..................................................................................... 2 1.2 Statement of the Problem ...................................................................................... 3 1.3. Objective of the study .......................................................................................... 5 1.3.1. General Objective ............................................................................................. 5 1.3.2. Specific Objective of the study .......................................................................... 5 1.4. Significance of the study ....................................................................................... 5 1.5. Delimitation ......................................................................................................... 6 1.6. Limitation of the study .......................................................................................... 6 1.7. Operational Definition of the key Terms .............................................................. 7 1.8. Major thematic areas of the study ......................................................................... 7 Chapter Two ...............................................................................................7 2. Literature Review ...................................................................................7 2.1. Essence and purpose of the Graduate Tracer Study .............................................. 8 2.2. International Experience of Conducting Tracer study ......................................... 11 2.3 Graduate Tracer Study in Ethiopian Context ........................................................ 15
iv
Chapter Three ........................................................................................... 14 3. Design of the Study ............................................................................... 14 3.1 Study areas and Period ............................................................................................ 16 3.2 Target Population .................................................................................................... 16 3.3 Sample Size ............................................................................................................. 16 3.4 Sampling Techniques .............................................................................................. 17 3.5 Instruments .............................................................................................................. 17 3.6. Data Processing and Analysis ................................................................................ 17 3.7. Ethical Consideration.............................................................................................. 18 Chapter Four............................................................................................. 18 4. Analysis .................................................................................................. 18 4. Analysis ................................................................................................................... 19 Chapter Five .............................................................................................. 19 5. Discussion .............................................................................................. 19 5.1. Contributions of Graduates to National Economy ................................................. .39 5.2. Relevance of Study Programs ............................................................................. ...39
5.3. Professional Competence of Graduates ................................................................... 39 5.4. Knowledge, Skill, and Personal Attributes of UoG Graduates ................................. 45 5.5. Witness of Peers for UoG graduates........................................................................ 44
5.6. Witness of Supervisors for UoG Graduates ............................................................. 45
Chapter Six................................................................................................ 45 6. Conclusion and Recommendations ..................................................... 45 6.1. Conclusion ............................................................................................................. 46 6.1. Recommendations ................................................................................................ 47
References .............................................................................................................. 50
v
Acronyms
B.Sc: Bachelor of Science
CMHS: College of Medicine and Health Sciences
E.C: Ethiopian Calendar
EQAAO: Educational Quality Assurance and Audit Office
FBE: Faculty of Business and Economics
FCNS: Faculty of Natural and Computational Sciences
FETC: Further Education and Training Colleges
FSSH: Faculty of Social Sciences and Humanities
HDP: Higher Diploma Program
HE: Higher Education
HERQA: Higher Education Relevance and Quality Agency
HEI: Higher Education Institution
ILC: International Labor Congress
IS: Information Systems
LIS: Library Information System
NAMCOL: Namibian College of Open Learning
NCHE: National Council for Higher Education
OUSL: Open University of Sri Lanka
SoL: School of Law
SPSS: Statistical Package for Social Science
TEC: Tertiary Education Commission
TTP: Team Training Program
UMU: Uganda Martyrs University
UNESCO: United Nations Educational, Scientific and Cultural Organization
UoG: University of Gondar
UShs: Uganda Shillings
UTC Lira: University Technical College Lira
VM: Veterinary Medicine
vi
Acknowledgements
The Tracer Study team is grateful to the numerous individual colleagues, graduates, and university offices whose encouragement and responsiveness were essential to the conduct and completion of research contained in this report.
Foremost, University of Gondar top management made the Tracer Study an institutional priority which facilitated the cooperation of administrative offices and academic departments across the institution. In this regard, we are particularly appreciative to the Office of the Registrar--a principal source of alumni contact information, as well as for the participation of reviewers and data collectors. Their assistance was key in helping to make the Tracer Study survey scientifically robust and ensuring the compilation of all relevant data for study and interpretation.
Of course we are equally grateful to the almost 900 loyal graduates from the years 2006/07 to 2010/11 peers of graduates, and immediate supervisors of graduates who took the time to complete their survey questionnaires. Many respondents reserved additional time to write thoughtful comments thereby adding an extra layer of helpfulness and value to the data.
Last but not least we would like to acknowledge Dr. John Mabley, a VSO volunteer experienced in North American university administration, contributed to the editing of the final Tracer Study and we appreciate his exceptional commitment and collegiality.
vii
Brief History of the University
The University of Gondar was officially granted university status in 2004, following a
distinguished history of education and community service initiated fifty years before when the
university’s predecessor institution, the Public Health College and Training Centre (PHC&TC)—
the oldest medical training institute in Ethiopia (1954)--was established. The PHC&TC’s mission
was to train teams of mid-level personnel to help address wide-ranging health problems seriously
affecting the development of the country in the 1940s and 1950s. The PHC&TC philosophy of
team oriented health treatment and community-based teaching continues today in the curriculum
of the College of Medicine and Health Sciences, a teaching, research, and community service
division of the University of Gondar.
The national Ministry of Health managed PHC&TC until 1960 when it joined Hailesellasie I
University now known as Addis Ababa University. By agreement with Karl Marx University of
Germany and Addis Ababa University a medical faculty was announced in 1978 to become part
of GPHC&TC. This transformational initiative signaled the practical commencement of medical
education in Gondar.
GPHC&TC was renamed the Gondar College of Medical Sciences in the 1980/1981 academic
year and staffed initially with German medical faculty. By agreement with Karl Marx University
Ethiopian students were trained in Germany to ultimately replace German faculty. The college
detached from Addis Ababa University in 1992 and became fully autonomous.
In 2001 a rapidly ascending demand for trained business professionals stimulated establishment
of a Faculty of Management Sciences and Economics (since renamed Faculty of Business and
Economics) in Gondar. The name Gondar University College was granted in 2003 to the central
administrative authority for a growing collection of academic divisions including the Faculty of
Applied Natural Sciences (now the Faculty of Natural and Computational Sciences), the Faculty
of Social Sciences and Humanities, and the Faculty of Veterinary Medicine. The Faculty of Law
(now School of Law) was added in 2005. The Faculty of Agriculture and Schools of Education
and Technology accepted their first students in 2009 and 2010.
In 2012/2013 the University of Gondar offered 58 full time undergraduate and 61 postgraduate
degree programs in addition to extension, distance and summer degree programs. Furthermore, in
2013 the university awarded its first Ph.D. degrees in Public Health through a program operated
jointly with the Addis Intercontinental Public Health Institute.
viii
EXECUTIVE SUMMARY
Background of the Study Access to higher education opportunities in Ethiopia has grown extraordinarily, especially over the past ten years. The number of public universities has expanded to 31 in order to accommodate thousands of new applicants. It is a credit to the nation’s confidence in its future, as well as an important investment responsibility.
To help ensure that limited public resources are applied responsibly in the pursuit of quality higher education outcomes the Government of Ethiopia established the Higher Education Relevance and Quality Agency (HERQA) in 2003. The Agency is empowered to study and report on the relevance and performance quality of all higher education institutions (HIEs).
Each HIE in the country is required to provide evidence of an effective internal quality assurance system through which acceptable standards of teaching, research, and community service are secure and sustainable. In order to discharge this responsibility, HERQA established self evaluation guidelines and an external audit to validate self evaluation study research. The University of Gondar conducted its first self evaluation study in 2007 followed in 2008 by
HERQA’s validation study. While worthy first efforts, the 2007 and 2008 studies left gaps, including questions concerning the job performance of graduates that the University’s 2012-2013 research aspires to cover, and to set the stage for a comprehensive external HERQA audit in 2014.
Study Objectives
A Tracer Study was advanced at the University of Gondar in 2012-2013 to complement the internal Self-Study then in progress and to build on evaluative research conducted five years earlier. A strengthened assessment for institutional effectiveness was calculated to be generated from the experience of graduates in the workplace, as well as the perceptions of employers and peers concerning the employment performance of graduates.
The overall objective of the Tracer Study was to collect reliable information on the experience of graduates in the workplace to inform the improvement of academic programs. More specifically, research sought to assess the usefulness of a UoG degree as a resource and credential for job placement; to evaluate the relevance of academic programs offered by the University of Gondar in the work world; to evaluate the relevance of the practical education; to assess the extent to which graduates are equipped with competencies, knowledge, skills, abilities and personal attributes required for their jobs; to investigate the level of graduate satisfaction with UoG
ix
Academic programs; to investigate the level of employer satisfaction with with UoG graduates and to investigate the level of peer satisfaction with UoG graduates.
Methods and Design
The study was delimited to UoG first and second degree graduates over the period 2006/07 to 2010/11 or 1999 to 2004 E.C. A total of 896 graduates, their employers, and peers were ultimately studied. Female graduates accounted for about one in every four of those surveyed and the mean average age of all graduates studied was 28.43 years. More than 80% of those studied were first degree graduates. One in three had work experience before enrolling at UoG.
A descriptive survey design was employed utilizing both quantitative and qualitative techniques. Data was collected from graduates, employers, and peers in Amhara Regional State, Addis Ababa City Administration and some parts of Tigray Region. Almost 80% of those surveyed were from the Amhara Region. Governmental and nongovernmental employers were studied including public universities and municipal administrations.
The technique of snowball sampling was followed. A core employer group was initially identified in collaboration with the academic departments, and then expanded. Once some employers of recent graduates were established, they served to help identify organizations employing other UoG graduates. Peers working with UoG graduates included in the study and immediate supervisors were purposively selected. A thorough review of related literature supported data triangulation from multiple sources (graduates, peers, employers) to enhance the reliability of research findings.
Data was collected through the use of pre-tested structured questionnaires adapted for the particular purposes of this study. SPSS software was used to analyze collected data yielding descriptive results such as percentages, frequency distribution, mean scores, etc. The analysis of responses to open ended survey questions produced qualitative findings which were sorted by themes and analyzed to verify findings from quantitative data collection.
The research was fully compatible with the University’s policies on ethical research conduct. Informed consent was obtained from each study participant and names of respondents were not recorded on the surveys to ensure confidentiality and anonymity.
x
Results
The overwhelming majority of the study group (89.1%) is employed by government agencies. About one in four of those employed earn more than 3500 ETB per month and 12.6% of this group is compensated above 4500ETB per month.
About three in four (72.5%) of the graduates agreed that their level of education qualification was appropriate for their current employment and 26.9% agreed strongly. Contrarily, 26% of the graduates surveyed disagreed with the appropriateness of their education qualification for current employment and 6.9% from this group strongly disagreed.
The relevance of academic programs and practical education were assessed according to study provision and overall condition; usefulness to current occupation; overall usefulness and contribution of practical education to personal knowledge, skill, and attitude. Responses revealed 83.7% of the respondents considered study provision and overall condition to be good and 84.4% said the elements of the study program were useful for current occupation. Overall usefulness of the study program was rated high by 87.6% of the participants. With regard to the contribution of practical knowledge for the knowledge, skill and attitude of graduates, the programs were rated useful by 86.9% of respondents.
Almost 80% (77.6%) of the graduates reported orally communicating adequately on job related matters and 37.3% said they communicated very well. Most write (76.7%) read and speak (69.5%) English at least adequately or better. Nearly three in four (75.1%) reported adequate or better knowledge of their field of study.
More than four in five (81.7%) of the graduates said they possessed basic computing skills and related technologies necessary to perform their jobs. The use of qualitative and quantitative information to solve problems and assess the validity of arguments was reported adequate or better for 66.3% of the graduates. Research skills were found to be adequate or better for 61.7%. Also, almost one hundred percent (95.2%) of respondents reported adequate or better planning and organization skills. Over seventy percent said they had adequate or better priority setting skills (73%) and performance accuracy skills (76.4%).
Open ended questions posed to explore satisfaction with “academic programs and practical education” received a strongly affirmative response from graduates. The relevance of academic programs and practical education were rated highest among CMHS and FBE graduates.
xi
Almost one hundred percent (96.6%) of immediate supervisors declared University of Gondar graduates qualify very well for their positions, although some supervisors encouraged the benefit of better practical education in responses to open ended questions. For example, one said, “UoG should improve the way it delivers knowledge; most of the time the practical part is too low. The students are theoretically educated but when they come to work they become less active”.
More than half of peer responses rated the professional competence as satisfactory (56.3%) or very satisfactory (36.8%). Qualitative data endorsed the satisfactory rating. Suggestions from peers for areas needing improvement almost mirrored the qualitative information provided by employers. Peers identified English, computing and technology, research and practice based education as weaknesses for graduates meriting corrective attention.
Conclusions and Recommendations
UoG graduates are employed in large numbers by the national government; almost ninety percent (89.1%) of those surveyed identified the government as their employer. Only two percent (1.7%) described themselves as self-employed. The magnitude of graduates employed by government suggests UoG is filling the gap of qualified professionals in numerous economic, social, cultural, political activities. By functioning as problem solvers, critical thinkers, civic minded, as well as law abiding citizens, UoG graduates are meeting expectations for government’s generous investment in higher education.
UoG graduates are in high demand and most find employment soon after graduation (59.28%); some even before graduation. Almost fifteen percent (14.73%) secured employment before graduation. Only about 10% of graduates waited more than half a year to find their first job. While generally satisfactory, the study shows the University must do more to achieve higher employment of graduates within six months of graduation.
The high satisfaction level reported for on-the-job performance of graduates is believed to be associated with the thorough scrutiny academic programs receive before approval to begin enrolling students. Enrollment is only permitted following a detailed need assessment and scholarly validation workshop with key stakeholders. The workshops provide for knowledge sharing as well as discussion of skills, attitudes, experiences, and beliefs relevant to the proposed program of study. The goal of the University’s review and workshop process is to develop the proposed curriculum to a high standard in alignment with the country’s aims and development goals.
Variations were observed among faculties/college which has implications for the possibility of sharing and expansion of good practices, as well as targeting areas for immediate action.
xii
With this in mind, The College of Medicine and Health Sciences (CMHS) and Faculty of Business and Economics (FBE) are doing relatively well in helping graduates to get jobs on time and equipping them with job related and technical skills. There are good practices available other faculties can learn from to improve the employability of their graduates.
Notwithstanding the declarations of graduates, peers and employers claimed that many graduates have inadequate English language, basic computer skills and basic research skills. The University must propose interventions to fill the gaps so that future graduates will keep fit with requirements of the workplace.
The contribution of practical education for the knowledge, skill, and attitude of graduates was rated to be most useful by those surveyed. To this end, the University should strengthen programs involving apprenticeships and internships, including TTP in the case of CMHS. These programs help to ease the transition from education to workplace.
Regularizing the collection of tracer study type data on a more frequent basis than every five years could streamline the process and provide the University with valuable current information on the performance of its graduates. Such information could also guide the investment of limited resources where they can have the greatest impact of fulfilling the University’s strategic plan.
1
CHAPTER ONE
1. INTRODUCTION
1.1 Background of the Study
Higher education is both a result and a determinant of income, and can produce public
and private benefits (DE Bloom et al, 2004). Higher education may create greater tax
revenue, increase savings and investment, and lead to a more entrepreneurial and civic
society. It can also improve a nation’s health, contribute to reduced population growth,
improve technology, and strengthen governance. With this understanding, the Ethiopian
government has been radically expanding its higher education sector. Leaving private
higher learning institutions alone, Ethiopia has currently 31 public universities teaching
enormous students in different disciplines in both the undergraduate and postgraduate
programs.
Together with the expansion of education, the government of Ethiopia has engaged on
assurance of quality of higher education through establishment of Higher Education
Relevance and Quality Agency (HERQA) in 2003.The Agency is an autonomous agency
established through the Higher Education Proclamation (351/2003) as one of the key
agencies responsible for guiding and regulating the higher education sector in Ethiopia.
The mission of HERQA is to help ensure a high quality and relevant higher education
system in the country. The Agency is mandated to report on the relevance and quality of
higher education offered by all higher education institutions (HEIs) in Ethiopia. One of
the central roles of HERQA is to encourage and assist the growth of an organizational
culture in Ethiopian higher education that values quality and is committed to continuous
improvement. To this end, each higher learning institution in the country is required to
provide evidence of an internal quality assurance system through which the quality and
relevance of training, research and services is ensured. In order to discharge this
responsibility, HERQA developed guidelines for commencing self-evaluation and an
external audit, which serves to validate the self- evaluation report, provided that the
2
Self- evaluation document is inclusive and up to the expectations set(
HERQ2006a;2006b;2006c).
Based on the direction given by HERQA for Higher Education Institutions to conduct
self evaluation , the University of Gondar (UoG) has conducted self evaluation in
2007.Subsequently,HERQA conducted external quality audit in 2008 (HERQA,2008).
These show the University’s attempts to assess the quality of education it is providing.
However, these quality assessments did not provide a full picture of the quality of
education and training offered by the University, as all these studies focus on the input
and process aspect of education, regardless of its output.
1.2 Statement of the Problem Until the final decade of the 20th Century, higher education in Ethiopia was not given
due attention: curricula were not always relevant to the country’s problems, while
graduate production capacity was not in line with the country’s need for trained
individuals (Ministry of Education, 2002). Since then, actions have been implemented to
change that situation. Government has re-aligned the higher education system so that it
can contribute more directly to its national strategy for economic growth and poverty
reduction (Saint, 2004).
It is established fact that the success of the Ethiopian economy is increasingly depend on
the quality of its human resources which, in turn, is inextricably linked to the
effectiveness and efficiency of its education and training institutions. To this end each
HEIs should ensure that the programmes of study offered are of an appropriate quality
and relevance to the world of work. Conducting a graduate tracer study, which focuses on
external effectiveness, therefore, is highly pertinent.
3
Concerning its importance, Tertiary Education Commission (TEC) of Mauritius (2008)
states the following:
Tracer studies constitute one form of empirical study, which can be
considered [as] an appropriate means of evaluating the results of the
education and training provided at a given institution. It brings together
certain basic types of information concerning the level of employment,
unemployment and underemployment amongst graduates, the
contemporary undergraduate experience, the first and current work
position of graduates and the correspondence between educational
qualifications and required work skills. Results of such studies can often
demonstrate the success of education and training in relation to the
graduates, labour market and employers. The information acquired by
means of tracer surveys can also indicate possible deficits in a given
educational programme and serve as a basis for future planning activities,
at both the institutional and national levels, such that academic
programmes might be brought more closely in line with the needs of the
economy.
Though tracer study is highly imperative, the University of Gondar is not yet conducting
it. In such circumstances, it is difficult for the university to speak openly about the
quality and relevance of education it is offering without tracking down graduates from
diversified fields in different areas to assess their competencies in a real work
environment. Therefore, the main leading questions for this study are the following:
To what extent the UoG degree is useful for the job placement?
How the academic programs are relevant in the world work?
How practice based education programs are relevant?
To what extent graduates are equipped with competencies, knowledge, skills,
abilities and personal attributes required by the job they are assigned to?
To what extent graduates are satisfied in the academic programs of the UoG?
To what extent employers and peers are satisfied in the UoG graduates?
4
1.3 Objective of the study
1.3.1 General Objective
The overall objective of this tracer study is to get reliable and valid information that can
aid the improvement of programs in the University.
1.3.2 Specific Objectives of the Study
To assess the usefulness of the UoG degree as resource and credential for job
placement
To evaluate the relevance of academic programs offered by the University of
Gondar in the world work.
To evaluate the relevance of the community Based Education program.
To assess the extent to which graduates are equipped with competencies,
knowledge, skills, abilities and personal attributes required by the job they are
assigned to.
To investigate the level of graduate satisfaction in the academic programs of the
UoG.
To investigate the level of employer satisfaction in the UoG graduates.
To investigate the level of peers satisfaction in the UoG graduates.
1.4 Significance of the study
This tracer study may have the following implications:
It helps the university to see the whereabouts of itself in the eyes of stakeholders.
It provides insight for the University on where to focus in order to realize its
missions and visions.
5
It brings together certain basic types of information concerning the level of
employment, unemployment and underemployment amongst graduates.
It enables the University to see the correspondence between educational
qualifications and required work skills.
It can also indicate possible deficits in a given educational programme and serve
as a basis for future planning activities, at both the institutional and national
levels, such that academic programmes might be brought more closely in line
with the needs of the economy.
It may help to inform graduates and other relevant stakeholders about the
performance of the university.
1.5 Delimitations The study is delimited to the UoG regular first and second Degree graduates over the
period 2006/7 to 2010/11 or 1999-2004 E.C. Programs which were phased out were
excluded since information obtained from graduates of such programs may not help for
the improvement of the current programs. Students who had graduated via summer,
distance and extension program were included.
1.6 Limitation of the Study Since the number of graduates surveyed in the school of law and faculty of veterinary
medicine were fewer than required, it was difficult to compare these graduates with those
from CMHS, FSH, FBE, and FNCS represented by more robust numbers. Moreover, due
to the same problem we found it difficult to compare graduates by department.
6
1.7 Operational Definitions of Key Terms
Recent graduates: these are University of Gondar graduates who have graduated
from 1999-2003 E.C or 2007-2011 GC.
Peers: peers are colleagues of the University of Gondar graduates who have
graduated from other higher education institutions and are working closely with
the graduates.
Employer: An immediate supervisor of the graduate in a company/organization/
institution in which recent graduates of University of Gondar are hired
Community based Education: the educational philosophy owned by the university
that focuses in linking classroom teaching and learning to workplace reality;
integrating teaching- learning, research and services.
1.8 Major thematic areas of the study
This tracer study covers a variety of large areas related to graduates’ effectiveness,
focusing on the following major ones:
Graduate job profile
Relevance of study programs and community based education
Knowledge, skills and personal attributes of graduates
Employers, peers and graduates’ level of satisfaction
Perceived strengths and areas for improvements.
7
CHAPTER TWO
2. LITERATURE REVIEW
2.1 Essence and Purpose of the Graduate Tracer Study
The ILO Thesaurus 2005 defines a tracer study as an impact assessment tool where the
“impact on target groups is traced back to specific elements of a project or programme so
that effective and ineffective project components may be identified.” In educational
research the tracer study is sometimes referred to as a graduate or alumni survey since its
target group is former students. Schomburg (2003, p.36) notes that graduate surveys are
popular for “analysis of the relationship between higher education and work.” They
provide quantitative-structural data on employment and career, the character of work and
related competencies, and information on the professional orientation and experiences of
their graduates.
Although the usual end of the course evaluation can ask for the student to assess whether
they have gained the knowledge and skills necessary for fulfilling their personal
objectives, there is really little proof of this until the student has completed the entire
course of study and has entered the workforce. By surveying a cohort of graduates from:
a specific institution; profession; discipline; graduation date; level of education; or a
combination of these for comparative analysis, Schomburg presents examples of issues
which can be addressed in tracer studies. Biographical data on “Where are our graduates
now” may supply information on income, job title, nature of employment, and years of
employment. He also believes that surveys should also include information “about the
kind of work task the relationship between study and work, and professional values and
job satisfaction.”
Mostly, the term ‘graduate tracer study’ is being used interchangeably with other research
terms, like ‘graduate survey’, ‘alumni research’, ‘follow-up study’ and the likes, where
8
the target is in all cases graduates of an institution of higher education with the aim of
assessing the impact of study programs they have received so far from a given institution
(Schomburg, 2003). The impact of these graduates can be seen in many perspectives;
employability, income, status of the graduates, as well as the fitness of knowledge and
skill obtained from the training with the demands of the world of works (Mugabushaka et
al., 2003). In support of this notion, the International Labor Organization (2005) defines a
tracer study as an impact assessment tool where the impact on target groups is traced
back to specific elements of a project or program so that effective project components
may be identified. To achieve this, a graduate tracer study is usually conducted after
some time from being engaged in their field of certification.
Graduate tracer study provides multifold benefits to current or prospective students,
employees, and higher education institutions and educational planners. It informs the
prospective students and families about the area of study which may potentially absorb
more graduates in the future (ETQAA, 2009; Schomburg, 2003). Mugabushaka et al.,
(2003) further elaborated this notion, mentioning that in countries where reliable and
exhaustive official statistics are rare, graduate surveys are invaluable in providing an
overall, though somewhat imprecise, picture of the employment rate and sector. This also
has direct implication for higher education institutions in the course of making decisions
on the expansion and opening of new programs.
Furthermore, information from a graduate tracer study may be used for the further
development of the institution in the context of quality assurance, which has paramount
importance for all stakeholders. According to Olaniyan, and Okemakinde (2008),
graduate tracer studies provide valuable information on evaluating the results of the
higher education and training institutions. This information may be used for minimizing
any possible deficits in a given educational programme in terms of content, delivery and
relevance. These authors go on to mention that some countries’ higher education
institutions are formally required to conduct graduate tracer studies as a requirement for
quality audit or to get the accreditation of their study programs. This is also the case in
9
Ethiopia as HERQA has considered tracer studies and the subsequent improvement
actions as an area of focus for institutional audit (HERQA, 2006b).
In general, a graduate tracer study has the following purposes:
It gathers information pertaining to employment, income and enrollment trends
It allows the university to monitor and improve its services and to get valuable
information for its development
For the graduate, it provides current salary information pertaining to their field
For the current and potential student, it provides employment statistics when
deciding on a field of study
It contributes to the accreditation process; the success of accreditation can also be
gauged through its impact on the quality of higher education in terms of
performance indicators such as employment and income levels of new graduates
Such a tracing of graduates might help in establishing co-operation/contacts
between higher education institutions and their alumni
The information acquired by means of tracer surveys can indicate possible deficits
in a given educational programme and serve as a basis for future program planning
and improvement, at both the institutional and national levels, so that academic
programmes might be brought more closely in line with the needs of the economy.
In addition to the above purposes, the information gained from survey items can be used
by the graduate’s alumni and indeed other education stakeholders for curriculum
development and reform. They may also answer questions such as;
10
What are the retrospective views of graduates on higher education based on their
career experiences?
To what extent do graduates consider their education and training as wastage or an
opportunity?
How are the outcomes of curricula aiming to create new types of learning and
qualifications to prepare for newly emerging types of occupation and work task?
How broad or narrow is knowledge fostered in individual degree programmes in
comparison to occupational tasks or major occupations(Schomburg, p. 38).
2.2 International Experiences of Conducting Tracer Study
Joe T. (2010) conducted a tracer study in Ghana to trace agriculture graduates from 1993
to 2008, with the view of generating relevant information that could be possibly feed into
curricula review to insure that agricultural training institutions are able to produce
graduate better suited for the job market. Key findings of the study include the following:
I. The training of agricultural graduates tends to emphasize theory rather than
application of the theories.
II. Agricultural training tends to produce job seekers but not entrepreneurs who can
create their own jobs or effectively help the private sector develop.
III. There is mismatch between the knowledge and skills given to agricultural
graduates and what is required by employers. For example, the curricula and
teaching methods in agricultural institutions tends to neglect the development of
soft skills such as critical thinking and problem solving which will allow
graduates to easily adapt to changing demands in the job market.
IV. There is also a mismatch in the number of graduates produced in various fields
and what is required in the job, due to inadequate labor market information.
11
V. Whilst there is gender disparity in the enrollment of students for the agricultural
training in favor of males, the female graduates tend to have higher opportunities
for employment compared to their male counter parts.
VI. Agricultural training institutes have inadequate infrastructure like internet
facilities, farms and laboratories for practical, thus, limiting the ability of the
institutions to train their students adequately.
In Namibia, the concept of Open Learning was often misunderstood and there was often a
stigma attached to non-conventional modes of learning. It was often labeled as inferior,
second rate or not “as good as” formal schooling. In order to challenge this view and to
provide empirical data, a tracer study was commissioned to find out what happens to the
Namibian College of Open Learning (NAMCOL) focusing on the NAMCOL learners
who were enrolled in the years 1999-2001. The study confirmed that NAMCOL is
making a significant contribution to its learners. It is playing an important role in offering
the learners a second chance to complete their grade 12 certificate and to improve their
points. The learners were pleased with the quality of teaching and teaching materials, but
the key suggestion the learners articulated was the need for assistance and help securing
employment advice on further education and training and to exert more effort to increase
access to the most marginalized and neglected out-of-school youth especially males
(Alecia F., 2007).
Faustin M. (2003) conducted a tracer study in Tanzania with the objective to find out the
current where about and employment histories of secondary school and university
graduates who completed their studies between 1980 and 1999. On the employment for
example, it was found out that university graduates are more likely than secondary school
leavers to be in wage employment, with 90 to 100 per cent of university graduates in
wage employment during the 1980s and early 1990s, although only about 70 percent of
1999 graduates are currently in wage employment. Self employment rates are low
amongst graduates from the early 1980s, at less than ten percent, and they continued to be
low for more recent cohorts of graduates. Unemployment was non-existent among
12
university graduates from 1980, but for graduates from the 1990s unemployment stood at
around 10 percent.
A tracer study in South African public colleges called Further Education and Training
(FET) colleges were conducted. It was found out that, over half of the students reported
that they had been employed and/or were still employed during the 6- year period. One
third of respondents reported not having been in employment, while a smaller portion
reported they had been volunteering in order to gain experience. 34 % of respondents
reported studying further after 2003 or completing a learner ship or apprenticeship, only
37 % of these went onto find employment (Anthony G., 2010).
Cindy F.B. (2011) conducted a tracer study for his PhD requirement, on Cape Peninsula
University of Technology of South Africa. He found out that, graduates are employed in
the sectors for which the studied or associated sectors. Moreover, he recommended that
co- operative education should be further explored to yield better results and perhaps
secure employment for the student after graduation and was suggested that the academic
staff should revisit the curriculum and better incorporate scarce skills such as critical
thinking skills and also institute a formal tracking system that can be used to benefit the
university.
The National Council for Higher Education, NCHE, (2006) of Uganda undertook a tracer
study. The quality of lecturers in higher education institutions was assessed to be good
from both the universities and the other tertiary institutions. As regards library facilities,
43%, 34% and 23% of graduates who responded rated the facilities good, fair and bad
respectively. Teaching materials, 39%, 39% and 22% of those who responded to the
question rated the provision as good, fair and bad respectively. Non academic facilities
such as accommodation and catering were best rated in Uganda Martyrs University Nkozi
and were least rated in UTC Lira. On the whole UMU Nkozi was more highly rated for
both the teaching and non teaching facilities by its graduates. Ninety seven percent of the
respondents were employed by the time of the study. Most of these (46.2%) got jobs
through open, competitive and transparent methods comprised of “Applications for
13
advertised vacant positions” or “Ministry of public service”. Diplomas holders are more
likely to set up own private business and get jobs through personal contacts than degree
holders. The study further revealed that graduates from higher education institutions
readily found employment mainly in the private sector within a year of completing their
studies. However, majority of graduates still prefer to work in urban areas. The majority
of graduates (38.2%) earn between Ushs. 200,000 and 500,000. One 35.5% earn between
Ushs. 500,000 – 1,000,000 and only 6.5% earn less than Ushs. 200,000. However 19.7%
earn more than Ushs. 1,000,000. It was revealed that this package is still below the
desired living wage.
Lekamge, G.D., Tamara, W., and Rohana, R. (2006) have conducted a tracer study in
Srilanka involving students enrolled in and science degree programmes of the Open
University of Srilanka (OUSL) to identify students’ progression in the programs, the
perceived benefits in terms of occupational and social mobility, and economic return, and
any other non-pecuniary benefits. Results of the study unveiled that a substantial number
of students have experienced a change in their employment and a huge increase in their
income after completing the programs. Other interesting feature is that the number of
students, who where in the lowest income level, had decrease substantially.
In an effort to better understand the relevance and impact of the education offered by
UNESCO_IHE, an alumni tracer study was conducted from November 2010 till March
2011. In general, alumni seem to benefit from following a study at (UNESCO-) IHE,
receiving recognition for their enhanced skills. This can be concluded from positive
career development, increase in salary, increased personal and professional network, and
improved competences. When put in historical perspective, fewer alumni immediately
return to the employer they had before their study as soon as they graduate. In addition, a
higher percentage of the youngest groups of alumni that return to the same employer are
promoted to a new job position. When looking at salary one year after graduation, 47% of
the respondents saw their salary increase by 105-150%. Respondents described their
working environment as conducive upon their return after graduation. In particular, they
14
indicated that the tasks allocated to them require a higher level of knowledge than before,
that they are asked to give presentations to other staff members, and that they have
engaged in mentoring junior staff as a continuation of their own education. This would
indicate that alumni shared knowledge acquired at (UNESCO-) IHE within their
organization. In addition to in-depth technical competence and, to a lesser extent,
competence in water management and water governance, alumni indicated that they had
acquired increased competence in lifelong learning and innovation. Critical thinking, the
ability to work in multidisciplinary environments and creative problem-solving skills
were specifically mentioned (UNESCO-HIE, 2011).
2.3 Graduate Tracer Study in Ethiopia Context
Despite the rapid expansions of higher education institutions in Ethiopia and the immense
theoretical as well as practical justifications for such institutions to conduct comprehensive
graduate studies, only very few graduate studies have been conducted.
In 2007 Mammo (as cited by Jimma University; 2004:10)conducted a study on the status of
Library Information System ( LIS) education in Ethiopia and the perceptions of graduates on
the LIS program. The finding revealed that in one university, the LIS programs changed to
Information Systems (IS) because of university-wide changes while in another university, the
LIS curriculum remained the same. In this regard, respondents who were graduates of LIS
indicated that they were not satisfied with the program.
In 2008, Kassa and Azerefegne (cited in Jimma university: 2004:11-12) conducted a tracer
study at Haramaya University. The survey was directed at the 246 mid-career B.Sc. program
graduates of Haramaya University from 1999 to 2007. Accordingly the study has indicated that
the mid-career program is a model of success. Almost all the respondents indicated that they
applied the knowledge they that gained in their work. They also reported that they occupy
positions in the public sector, with regional and federal institutions, and non-governmental
organizations. Most of the respondents to the tracer survey believed that their education had
given them significant professional growth reflected in an increase in knowledge, skills,
15
confidence and motivation. This had resulted in carcer advancement expressed through
promotions, higher pay and benefit packages as well as increased reacceptances and
recognition.
In 2008 Saint Mary’s University College (SMUC) conducted a tracer study to track down
graduates and to obtain feedback both from them and their employers. The study aimed to
assess the destinations of graduates as well as identify and address mismatches between
education services provided by SMUC and what is actually needed in the labor market in
general and workplaces in particular. The result of the study indicated that the many
comparability attitudes of SMUC graduates acquitted during their HE and appreciated by
employers, skills in the areas of research. Entrepreneurship and project management were to be
of serious concern and attention for SMUC and its graduates. However, experience in teaching
practical sessions in class, communication between students and the instructors, and linkage
with industries are worth mentioning as per the finding of the study(see Jimma
Universty:2004:12)
In 2009, the Ethiopian Education and Training Quality Assurance Agency also conducted a
study on employer’s satisfaction with recent graduates of HELs (both private and public) in
Ethiopia. Accordingly, the result of the study showed that although eighty five percent of
employers to be satisfied with their now graduate employers only employers in two fields
parent to the very satisfied Forty percent of employers believe HEIs do not respond
appropriately to their needs in terms of the quantity of fields of study and the skills the
competence of new graduates. Sixty-five percent of teacher education employers say HE is do
not respond to their needs. The study further revealed that critical thinking basic computer
skills, flexibility and adaptability, and oral and written communication in English as the major
deficiencies of the graduates. In addition the survey also showed that eighty-seven percent of
Private HEI graduates are sufficiently prepared for the work force. However private HEIs have
a longer percentage of both sufficiently well prepared and insufficiently prepared graduates. In
fields of study, although eighty-five percent of employers were satisfied with graduate
knowledge and skills, only employers of law and economics graduates registered significant
16
percentages of “very satisfied”. Employers were most dissatisfied with management medical
science and engineering graduates (ETQAA, 2009).
In 2000 Mekonnen et al (Cited in Jimma University; 2004:12) also tried to assess the impact of
an innovative curriculum on medical graduates of Jimma institute of Health Science. Their
study showed that the competence of the graduates on the majority of the skills was four on the
five point scale. Furthermore they identified that Jimma institute of Health Science graduate’s
community-oriented outlook and practice was high.
Finally Jimma University conducted tracer study in 2012 that cover wide areas: graduate job
profile, relevance of study programs and community based education, knowledge, skills and
personal attributes of graduates and the areas of strength as well as weakness. Among other
things, the study shows that graduates had been offered jobs from governmental organizations
and most of them had been positively responding to the fact that educational qualification of
graduates fit the kind of jobs they had been assigned.
To sum up, this study like the one conducted by Jimma University is relatively comprehensive
in that it has tried to include multiple variables not addressed in previous studies. Moreover, in
addition to graduates and employers, peer questionnaires were also used to validate the findings
through triangulation.
17
CHAPTER THREE
3. DESIGN OF THE STUDY
This study adopted a descriptive survey design utilizing both quantitative and qualitative
approaches to investigate the effectiveness of recent graduates of the UoG.
3.1 Study Areas and Period
Amhara regional state, Adiss Ababa City Administration and some part of Tigray region
which are assumed to absorb the majority of the graduates were selected purposively.
Governmental and Non Governmental organizations including public universities in the
regions and the city administration were included in the study.
3.2 Target Population
The target population of the survey will be recent regular first and second degree
graduates of the UoG (2007-2012 G.C), their employers and peers.
3.3 Sample Size
To decide on the sample size of the graduates, the formula given by Yamane (1967) were
employed. The total number of graduates in the six cohorts (2007 to 2012) is 14,959.With
a 5 % margin of error
n0 = N
1 + Ne2
Where N= number of graduates= margin of error and no = initial sample size
n o = 14,959 389
1+ 14,959(0.05)2
18
Since we use cluster of areas to locate graduates, we may need to consider a design effect
of 2.Therfore, the sample size required was calculated to be 2 times the initial sample size
which is 778.In addition, considering a return rate of 80%, the final minimum sample size
was estimated to be 973 (778/0.8).Unfortunately, among 1000 questionnaires distributed
only about 866 graduates correctly completed and returned questionnaires.
3.4 Sampling Techniques
The recent graduates of UoG were selected using snowball sampling technique in which
the potential employers of recent UoG graduates were identified in collaboration with the
departments and schools/institutes/ faculties/ colleges. Once the recent graduates are
obtained in the identified employers, these graduates were asked to identify organizations
where other UoG graduates are working in. Peers working with the UoG graduates and
their immediate supervisors were selected purposively.
3.5 Instruments
Pre-tested structured questionnaires were used to collect data needed to answer the survey
questions. The instruments obtained from the sources like: (ETQAA, 2010);
(Schomburg,2003), (Regmi, Mohanty and Bista,2006) were adapted. The questionnaire
from these sources allowed the researchers to collect data on graduates, employers and
peers.
3.6 Data Processing and Analysis
The data were analyzed using Statistical Package for Social Science (S.P.S.S.) computer
software employing descriptive statistics such as percentages, frequency distribution and
mean scores, and tables and graphs/charts were used to present the results of the analysis.
As far as the analysis of the qualitative data (responses from open-ended questions) is
concerned they were categorized under various themes to make them suitable for
exploration and finally analyze to substantiate the findings from the quantitative data.
19
3.7 Ethical Considerations
The research has been undertaken after we obtain clearance from the University.
Informed consent was obtained from each study participant before the commencement of
data collection. Names of the respondents were not recorded on the questionnaires to
ensure the confidentiality and anonymity of the information.
20
CHAPTETR FOUR
ANALYSIS
A total of 896 graduates of University of Gondar, their employers and peers were
included in this study. About one in four (22.9%) of graduates were female and three in
four (79.1%) were from Amhara region. The mean age of graduates was 28.43 years with
6.20 years standard deviation. One in three (30.9%) had work experience prior to their
enrolment at the University of Gondar.
Table 1: Distribution of selected characteristics of graduates of University of Gondar,
January 2013
Variable Category Frequency Percent
Sex Female 198 22.9
Male 668 77.1
Age (years) 20-24 205 24.7
25-29 423 51.0
30-34 88 10.6
35-39 67 8.1
40-44 29 3.5
45-49 18 2.2
≥50 205 24.7
Region Amhara 692 79.1
Addis Ababa 172 19.7
Tigray 11 1.3
Work experience Yes 268 30.9
No 600 69.1
Type of
Organization
Self employed in
own business 15 1.7
Government 766 89.1
NGO’s 22 2.6
21
Private organization 56 6.5
Salary 800 - 1000 8 0.9
1000 - 1500 101 11.7
1500 - 2000 106 12.3
2000 - 2500 125 14.5
2500 - 3500 308 35.7
3500 -4500 105 12.2
More than 4500 109 12.6
As reported in Table 1, government employs 89.1% of the graduates; only 1.7% make
their own business. About one in four (24.8%) of the graduates earn more than 3500
Ethiopian birr per month, of whom 12.6% earn more than 4500 birr per month. Less than
1% of the graduates earn incomes of 800 to 1000 Ethiopian birr per month.
With regard to level of education of the graduates, 14% were at the postgraduate level of
which 4% did both their graduate and undergraduate studies at the University of Gondar.
Figure 1: Distribution of levels of study among graduates of University of Gondar,
January 2013
4%10%
86%
Level of Education
Both
Postgraduate
Undergraduate
22
More than half (59.28%) of the graduates found their first job immediately after
graduation, of whom 44.55% were assigned by the government and 14.73% secured their
job before their graduation. Only about 10% of the graduates waited more than half a
year to find their first job.
Figure 2:Time for University of Gondar graduates to find their first job, January 2013
About three in four (72.5%) of the graduates agreed that their level of education
qualification is appropriate for their current employment, of whom 26.9% were strongly
agreed. However, 26% of the graduates disagreed with the appropriatness of their
education qualification and current employment, and 6.9% from this group strongly
disagreed.
05
1015202530354045
Before graduation
Assigned by Gov't
2-6 months 7-12 months More than 12 months
14.73
44.55
30.74
5.68 4.29Perc
ent o
f Gra
duat
es
Time to find the first Job
23
Figure 3:Agreement of type of job University of Gondar graduates perform and their
level of educational qualification, January 2013
Of 289 graduates who disagreed with their education qualification and their type of job,
38.8% said, “It is lower level than the one I graduated from” and 37.4% said, “It is not
related to my professional background”.
Figure 4: Cases of disagrement reported by graduates with their University of Gondar
education qualification, January 2013.
050
100150200250300350400
Strongly agree Agree Disagree Strongly disagree
Undecided
230
390
163
5913N
umbe
r of G
radu
ates
Agreement
0
20
40
60
80
100
120
High level than one I graduated
from
Lower level than the one I
graduated from
No tertiary education
required for the work
Not related to my professional
background
Others
36
112
22
108
11
Num
ber o
f Gra
duat
es
Reason for Disagree
24
The relevance of academic programs and practical education delivered by the University
of Gondar were assessed with four components: study provision and overall condition,
usefulness to the current occupation, overall usefulness and contribution of the practical
education to the personal knowledge, skill and attitude. Results showed that 83.7% of the
respondents confirmed the study provision and overall condition were good and 84.4%
said the elements of the study program were useful for current occupation. Overall
usefulness of the study programs was rated high by 87.6% of the participants. With
regard to the contribution of practical education for the knowledge, skill and attitude of
the graduates, the programs were rated as useful by 86.9% of the respondents.
Table 2: The distribution of characteristics used to measure the relevance of academic
programs and practical education at University of Gondar, 2012
Characteristics Category Frequency Percent
Study provision Good 381 83.7
Poor 74 16.3
Total 864
Usefulness of the
program
Useful 674 84.4
Not useful 125 15.6
Total 799
Overall rate of
program usefulness
Useful 733 87.6
Not useful 104 12.4
Total 837
Education practice High 690 86.9
Low 104 13.1
Total 794
Relevance Highly relevant 473 55.8
Relevant 249 29.4
Fairly relevant 105 12.4
Not relevant 21 2.5
25
Most (89.9%) of the study participants reported the academic programs and practical
education delivered by the University of Gondar were relevant.
Figure 5: Usefulness of practical programs provided by the University of Gondar,
January 2013
Nearly four in five (80.5%) of graduates declared that the practical education program at
University of Gondar is useful and 45.2% confirmed that the practical program was very
useful. Only 3.6% said it was not useful at all.
With regard to satisfaction of graduates with their profissional competence, more than
half (53.7%) were satisfied and 31.7% were very satisfied. On the other hand, 7.4% were
dissatisfied and 2.3% reported they were very dissatisfied with their professional
competence.
0
50
100
150
200
250
300
350
400
Very useful Useful Fairly useful Not useful
381
298
134
30Num
ber o
f Gra
duat
es
Usefulness of practical program
26
Figure 6:Satisfaction of University of Gondar graduates with their professional
competence, January 2013
Figure 7: Competence level of University of Gondar graduates, January 2013
0
50
100
150
200
250
300
350
400
450
Very satisfied Satisfied Undecided Dissatisfied Very dissatisfied
263
444
4061
19
Num
ber o
f Gra
duat
es
Satisfaction with professional Competence
34%
38%
25%
3%
Graduate Competence
Excellent
Very good
Good
Poor
27
Table 3: Knowledge, skills and personal attributes of graduates concerning their present
occupation, January 2013.
Variables Not at all
Very little
Fairly Adequately Very well
Oral communication on job matters 4 20 164 337 312 Effective writing 5 19 123 360 327 Reading and speaking English 3 23 178 357 266 Knowledge of the field 4 16 137 356 317 Demonstrating knowledge 3 21 158 366 277 Technical skills 4 29 182 344 266 Basic skills of computer 12 72 223 304 219 Problem solving and decision making 6
28 203 377 220
Solving problems 6 30 199 367 227 Research skill 8 58 241 322 173 Demonstrating leadership 5 38 220 334 229 Planning and organizational skills 5 35 207 578 Setting priorities and time allocating
4 37 183 359 249
Performing tasks 5 25 166 365 269 Being productive 4 25 170 357 258 Creating innovative strategies 7 44 226 333 201 Adapting new situations 4 33 173 383 237 Taking responsibilities 4 27 154 371 271 Motivation to start original business
7 29 178 345 261
Being open for improvement 4 25 166 361 276 Personal presentation 5 15 154 358 301 Understand social problems 5 21 137 350 317
Knowledge, skills and personal attributes of graduates were assessed with different
requirements. Most (77.6%) of the graduates reported communicating orally on job
related matters at least adequately and 37.3% said they communicated very well. Most of
them write (76.7%), read and speak (69.5%) English at least adequately or better. Nearly
three in four (75.1%) reported adequate or better knowledge of their field of study.
28
Respondents also reported they are capable of demonstrating conceptual knowledge and
specific technical skills related to the type of work they perform. Nearly four in five
(81.7%) of the graduates said they possessed basic computing skills and related
technologies necessary to perform their tasks. The use of qualitative and quantitative
information to solve problems and assess the validity of arguments was reported adequate
or better for 66.3% of the graduates. Research skills were found to be adequate or better
for 61.7%. Respondents reported adequate or better planning and organization skills
(95.2%), priority setting skills (73%) and performing tasks accurately (76.4%).
In general, the knowledge (92.6%), skills (92.9%) and personal attributes (91.9%) of
graduates were found to be adequate or better.
Figure 8: Knowledge, skills and personal attributes of University of Gondar graduates,
January 2013.
Most graduates from CMHS had good knowledge (47.1%), skills (47.2%) and personal
attributes (47.2%) as measured with different indicators.
0
100
200
300
400
500
600
700
800
58
729
40
525
63
714
Num
ber o
f Gra
duat
es
Indicator
Knowledge Poor
Knowledge Adequate
Skills Poor
Skills Adequate
Personal attributes Poor
Personal attributes Adequate
29
Table 5: Knoweledge, skills and personal attributes of graduates among colleges/
faculties/ schools at the University of Gondar, January 2013
Indicator College/Faculty/School
CMHS FBE Social Natura
l
LAW VM Total
Knowledge Goo
d 340 233 74 49 13 13 722
% 47.1 32.3 10.2 6.8 1.8 1.8 100.0
Poor 26 18 5 8 0 1 58
% 44.8 31.0 8.6 13.8 .0 1.7 100.0
Skills good 245 164 57 34 9 10 519
% 47.2 31.6 11.0 6.6 1.7 1.9 100.0
Poor 21 12 2 5 0 0 40
% 52.5 30.0 5.0 12.5 .0 .0 100.0
Personal
attributes
Goo
d 334 219 78 52 13 12 708
% 47.2 30.9 11.0 7.3 1.8 1.7 100.0
Poor 33 21 3 5 0 1 63
% 52.4 33.3 4.8 7.9 .0 1.6 100.0
The relevance of academic programs and practical education were high among graduates
of CMHS and FBE compared with other faculties. Study provision; usefulness, overall
rate of usefulness and the contribution of practical education were found to be high
among CMHS graduates followed by FBE graduates. The open-ended questions posed to
explore satisfaction with the “academic programs and practical education” received a
strongly affirmative response from graduates.
30
Table 4: The distribution of academic programs relevance and practical education among
colleges/faculties/schools at University of Gondar, January 2013
Program relevance College/Faculty/School
CMHS B&
E
Social Natural LAW VM Total
Study
provision
Good 181 114 40 31 4 7 377
% 48.0 30.2 10.6 8.2 1.1 1.9 100.0
Poor 32 26 4 8 2 2 74
% 43.2 35.1 5.4 10.8 2.7 2.7 100.0
Usefulness Useful 336 209 70 40 9 13 677
% 49.6 30.9 10.3 5.9 1.3 1.9 100.0
Not 39 46 15 19 2 3 124
% 31.5 37.1 12.1 15.3 1.6 2.4 100.0
Overall
usefulness
Useful 346 251 74 43 12 12 738
% 46.9 34.0 10.0 5.8 1.6 1.6 100.0
Not 44 24 13 19 0 3 103
% 42.7 23.3 12.6 18.4 .0 2.9 100.0
Practical
education
High 325 222 79 43 11 13 693
% 46.9 32.0 11.4 6.2 1.6 1.9 100.0
Low 44 37 8 11 1 3 104
% 42.3 35.6 7.7 10.6 1.0 2.9 100.0
31
Supervisors
A total of 896 immediate supervisors were included in the study. Among this number 679
(80%) were from the Amhara region.
Figure 9: Regions employing University of Gondar graduates, January 2013
The mean male and female numbers of recent graduates evaluated by their immediate
supervisor were 3.23 and 2.42 with 4.96 and 4.99 standard deviation respectively.
Table 6: Distribution of selected characteristics of graduates, January 2013
Characteristics Category Frequency Percent
Did the UoG
graduate's qualify for
the position
Yes 807 96.6
No 28 3.4
Total 835
19%
80%
1%
RegionAddis Ababa
Amhara
Tigrai
32
UoG prepared the
graduates for the
position
Extremely well 183 22.0
More than adequately 257 31.0
Sufficiently 379 45.7
Less than sufficiently 10 1.2
Very poor 1 0.1
Total 830
Level of satisfaction
with UoG recent
graduates
Very satisfied 296 35.2
Satisfied 485 57.7
Undecided 40 4.8
Dissatisfied 12 1.4
Very dissatisfied 8 1.0
Total 841
33
The foregoing chart reveals that 96.6% of immediate supervisors studied confirmed
University of Gondar graduates qualify very well for positions held in their organizations.
Most supervisors reported the University of Gondar prepared graduates for work
sufficiently and more than adequately compared to other Ethiopian Universities.
Although a relatively large number of supervisors selected not to complete the qualitative
section, the questions did draw numerous comments concerning current practical /
clinical training practices. Some were congratulatory as in the case of a hospital
supervisor who declared, “I would like to thank UoG for its practical based education
system. Students graduating from UoG have sufficient knowledge and expertise.”
However, many more employers of graduates other than the employers of CMHS
graduates expressed concern for the amount of practical education graduates are
receiving prior to entering employment. Concerning practical education in other faculties,
one supervisor elaborated proposing, “UoG should improve the way it delivers
knowledge. Most of the time the practical part is too low; the students are theoretically
educated but when they come to work they become less active.”
34
Figure 10: Effectiveness of graduates, January 2013
The immediate supervisors of University of Gondar graduates highly rated their overall
effectiveness at 91.8%.On the other hand, 40 (4.8%), 12 (1.4%) and 8 (1.0%) of
supervisors studied were undecided, dissatisfied or very dissatisfied with the over all
professional competence of graduates respectively. In counterpoint, the data obatained
from open ended question depicts that English language and research skill deficiencies
appeared among the most frequently cited areas “needing improvement”. In spite of this
result, over half the graduates rated themselves as adequately qualified or very well
qualified in English, research skill, practice/clinical, and computing.
8%
92%
Chart Title
Low
High
35
Figure 11: University of Gondar ranking for producing qualified graduates in the
country, January 2013
Supervisors rated UoG graduates as excellent (26.4%), very good (52%), and good
(20.1%).
PEERS
About one in four (19.5 %) peers studied were female and three in four (79.4%) were
from the Amhara region. The mean age of peers was 28.54 years with 6.20 years standard
deviation. Half the peers were aged between 25 and 29.
0
10
20
30
40
50
60
Excellent Very good Good Poor
26.4
52
20.1
1.4
Num
ber o
f Sup
ervi
sors
Rank of UoG in terms of producing qualified graduates in the country
36
Table 7: Distribution of selected characteristics of University of Gondar graduates,
January 2013
Characteristics Category Frequency Percent
Sex Male 690 80.5
Female 167 19.5
Total 857
Age(Years) 20 - 24 173 21.7
25 - 29 402 50.4
30 - 34 105 13.2
35 - 39 67 8.4
40 - 44 18 2.3
45 - 49 20 2.5
>= 50 12 1.5
Total 797
Region Addis Ababa 169 19.6
Amhara 685 79.4
Tigrai 9 1.0
Total 863
37
Regarding the overall effectiveness of recent graduates with their professional
competence, peers rated high, by 94%.
Figure 12: Effectivness of University of Gondar graduates, January 2013
Figure 13: Satisfaction of peers with recent University of Gondar graduates, January 2013
6%
94%
EffectivenessLow
High
0
10
20
30
40
50
60
Very satisfied
Satisfied Unsatisfied Dissatisfied Very dissatisfied
36.8
56.3
4.8 1.8 0.4
Satisfaction of peers with recent graduates
38
With regard to peer satisfaction for professional competence, more than half (56.3%) and
36.8% were satisfied or very satisfied respectively. The remaining peer group comprising
4.8%, 1.8% and 0.4% of the total were unsatisfied, dissatisfied or very dissatisfied with
the professional competence of University of Gondar graduates. This result is supported
by the qualitative data where major strengths of graduates received impressive
endorsement from both peers and supervisors. Although the question tended mostly to
receive one word answers, a longer entry observed, “She has problem solving skill,
leadership skill, and is competent to perform her activity”. The strengths menu also
included remarks pertinent to sociability, vision, cooperation, punctuality, practical work,
confidence, theoretical soundness, problem solving excellence, and leadership.
Suggestions from peers for areas needing improvement almost mirrored the qualitative
information provided by employers. Peers identified English, computing and technology,
research and practice based education as weaknesses in graduates meriting the
University’s corrective attention. The comments were largely short and snappy as in
“computer skill needs improvement”, “new technology should be available to students”,
and “improve research skills”.
0
50
100
150
200
250
300
350
400
450
Excellent Very good Good Poor
245
414
183
12
39
Figure 14: Level of University of Gondar for producing qualified graduates in the
country, January 2013
Peer evaluation revealed almost all recent University of Gondar graduates were rated
good in terms of producing qualified graduates for the country. Only 12 (1.4%) peers
from the group studied said the University of Gondar produced graduates at a poor
standard.
40
CHAPTER FIVE
5. DISCUSSION
The results described in the previous section disclosed findings obtained from a research
sample of 896 University of Gondar (UoG) graduates from the year 2007 to 2012 G.C
surveyed along with their respective employers and peers. This section presents a
discussion of major research findings including contribution of graduates to the national
economy; relevance of the University’s study programs; professional competency of
graduates; knowledge, skill, and personal attributes of graduates; witness of peers for
UoG graduates and witness of immediate supervisors for graduates.
Contributions of Graduates to National Economy
UoG graduates are employed in large numbers by the national government. Almost 90%
(89.1%) of those surveyed identified the government as their employer. Approximately
2% (1.7%) described themselves as self-employed. The magnitude of graduates
employed by the government suggests the UoG is filling the gap of qualified
professionals in numerous economic, social, cultural, political activities. By functioning
as problem solvers, critical thinkers, civic minded, as well as law abiding citizens, UoG
graduates are meeting expectations for government’s investment in higher education.
Though their number is small, those UoG graduates who are choosing self-employment
over government employment demonstrate a commitment to begin work and are
contributing to the welfare of their families as soon as possible following graduation. Self
employment also accords with government’s aim for graduates of higher institutions to be
business entrepreneurs.
About one in four (24.8%) of the graduates earn more than 3500 Ethiopian birr per month
and 12.6% earn more than 4500 birr per month. Less than 1% of the graduates surveyed
earn incomes of 800 to 1000 Ethiopian birr per month. Indeed, the earnings of the
majority of UoG graduates surveyed based on standard Ethiopians’ living style are on
41
average sufficient for the needs of graduates as well as their families and people under
their support. Hence, it is possible to say the University is playing its part in sustaining
generations, or, in other words, the graduates are leading independent and meaningful
lives manifested in a variety of ways.
UoG graduates are in high demand and most find employment soon after graduation;
some even before graduation. More than half (59.28%) of those surveyed found their first
job immediately after graduation, of whom 44.55% were assigned by the government and
14.73% secured their job before their graduation. Only about 10% of the graduates
waited more than half a year to find their first job.
The success of graduates in obtaining employment suggests hiring organisations are
satisfied with the graduates of the University.
The University’s first priority is to serve the local community then the region and then
the country in general as it has done since its establishment as a public health training
institute almost sixty years ago. This pattern of service is evidenced in the hiring of UoG
graduates. Many are employed in Amhara Regional State (79.1% of sample surveyed).
Most of the graduates are young; more than half (51%) are in the 25-29 age range. This
can be viewed from the angle that with such a large number of young graduates, Ethiopia
is well positioned for development and renaissance. The more graduates produced and
employed, the faster national development goals (e.g. GTP) can be achieved. Hence,
UoG programs are said to be in line with the regional/national development agenda.
A majority of the respondents (72.5%) said their educational qualification is appropriate
for their current employment and 26.9% strongly agreed. This could be a reason for the
high employment rate of UoG graduates in the region. The effectiveness of graduates at
their jobs could also be an indicator for the benefit of UoG graduates to the
national/regional economy.
42
High employability of graduates may also be associated with the thoroughness of
assessments, including validation workshops with key stakeholders, completed before
program curricula are approved by the University Senate. This good assessment
experience will continue to be strengthened through the efforts of the Educational
Quality Assurance and Audit Office (EQAAO) to ensure future curriculum changes are
based on global market demand.
Relevance of Study Programs
The relevance of academic programs and delivery of practical education were assessed
through four survey components: study provision and overall condition; usefulness to the
current occupation; overall usefulness and contribution of the practical education to
personal knowledge; skill and attitude. Almost eighty-four percent (83.7%) of
respondents confirmed the study provision and overall condition were good and 84.4%
said the elements of the study program were useful for current occupation. Overall
usefulness of the study programs was rated high by 87.6%. With regard to the
contribution of practical education for the knowledge, skill and attitude of the graduates,
the programs were rated as useful by 86.9% of the respondents.
In elaboration of the findings reported above, the University’s undergraduate and
postgraduate programs of study are carefully researched and opened for enrollment only
following a detailed need assessment and scholarly validation workshop with key
program stakeholders. The workshops provide for knowledge sharing as well as
discussion of skills, attitudes, experiences, and beliefs relevant to the proposed program
of study. The goal of the review and workshop process is to develop the proposed
curriculum to a high standard in alignment with the country’s Aims and Developmental
Goals.
The UoG is convinced that any program at either the undergraduate or postgraduate level
should not be opened without proven relevance to the local community and the region in
particular and the country in general. That is believed to be why such a high number of
43
graduates secured employment with the government and privately even before formally
graduating.
The UoG is considered a “University of Peace”. This means before students commence
the teaching-learning process the institution’s physical and psychological environments
are supported so as to be conducive, attractive and motivating for active learning. With
necessary preparation starting from the guards to the top management, the University’s
teaching- learning process has a sound basis to flourish.
In all its academic endeavors the University insists a continuum of activities is
undertaken including the requirement for a syllabus to be available before the start of
each course. Furthermore, each department in each school, faculty and college must
develop an action plan before the teaching-learning process can begin. It is the rule that
each school, faculty and college as well the top management will develop an action plan
in advance of initiating the teaching learning process. Therefore, the University’s
education delivery is not haphazard or disorganized but, rather, meticulously, consciously
and justifiably organized.
The contribution of practical education for the knowledge, skill and attitude of graduates,
was rated to be most useful by those surveyed. The relevance of academic programs and
practical education were also ranked higher among graduates of the College of Medicine
and Health Sciences (CMHS), and Faculty of Business and Economics (FBE) than other
academic divisions. Study provision; usefulness, overall rate of usefulness and the
contribution of practical education were found to be high among CMHS graduates
followed by FBE graduates. This finding will be disseminated among the good lessons
learned to improve all academic divisions at the University.
Professional Competence of Graduates
In most developing countries, including Ethiopia, full, satisfying employment is a
challenge. However three in four (72.5%) of the graduates agreed that their level of
education qualification is appropriate for their current employment, and 26.9% were
strongly agreed. However, 26% of the graduates disagreed with the appropriatness of
their education qualification and current employment, and 6.9% from this group strongly
44
disagreed.Of 289 graduates who disagreed with their education qualification and their
type of job, 38.8% said, “It is lower level than the one I graduated from” and 37.4% said,
“It is not related to my professional background”. For those graduates who are working in
their competencies it is good but for those who are working in a job below their
competency level it woud be reasonable to recommend them to consider becoming
business enterpreneurs.
With regard to satisfaction with their professional competence, more than half the
graduates surveyed (53.7%) were satisfied and 31.7% were very satisfied. On the other
hand, 7.4% were dissatisfied and 2.3% reported they were very dissatisfied. Thus, the
University is said to be working to its capacity in terms of producing competent
graduates, although there are also areas where improvements must be sought to address
dissatisfaction concerns.
Knowledge, Skill, and Personal Attributes of UoG Graduates
Universities are considered to contribute importantly to the continuity of generations as
well as guaranteeing the development and prosperity of their host countries. For this to
happen, university graduates should be able to express themselves to a high standard and
be constantly focused on improving communication skill, especially given the centrality
of communication in all areas of work. In this regard, the study reported most (77.6%) of
the graduates communicated orally at least adequately on job related matters and 37.3%
said they communicated very well. However, the peers and employers claimed
communication skill of graduates as areas that need improvement. Most of the surveyed
graduates say they write (76.7%), read and speak (69.5%) English at least adequately or
better.
An equally important point is that graduates should be well equipped within the three
basic domains of learning to practice their field of study or specialization. These are:
cognitive domain (knowledge); affective domain (attitude) and the psychomotor domain
(skill). The study revealed that nearly three in four (75.1%) graduates claimed that they
45
have adequate or better knowledge of their field of study, which is witnessed by the peers
and the employers. Graduates also declared they are capable of demonstrating conceptual
knowledge and specific technical skills related to the type of work they are assigned.
Nearly four in five (81.7%) said they possessed basic computing skills and understanding
of related technologies necessary to perform their tasks. The use of qualitative and
quantitative information to solve problems and assess the validity of arguments was
reported adequate or better for 66.3% of the graduates. Research skills were found to be
adequate or better for 61.7%. Adequate or better planning and organization skills were
reported by 95.2%; priority setting skills by 73% and accurate tasks performance by
76.4%.
The survey results support the view that UoG is providing its graduates with expected
knowledge, attitude and skills in their respective fields of studies and specializations. In
general, the knowledge (92.6%), skills (92.9%) and personal attributes (91.9%) of
graduates were found to be adequate or better. This shows that UoG as a university is
functioning in accordance with the principles and philosophy of higher institutions found
world-wide.
Witness of Peers for UoG graduates
Students come to UoG from different regions of the country and it is expected they will
return to different regions on graduation to assume a work life. The bottom line is do
graduates suffice the expectations and demands of immediate employers and people
working with them as colleagues? Graduates’ knowledge, attitude and skills should be
something practicable, useful, and aligned with the needs of the world of work. Also, in
their day to day work activities the graduates should be role models to their colleagues in
terms of their ethics, commitment and general habits. Encouragingly, the overall
effectiveness of recent UoG graduates with their professional competence was rated as
high (94%) by workplace peer assessment.
Peer satisfaction for the professional competence of graduates found more than half
(56.3%) of those surveyed were satisfied and 36.8% were very satisfied. This shows that
colleagues are happy to work with UoG graduates. The UoG is producing a work force
46
for the country’s improved development. Furthermore, its graduates are excellent
ambasaders for the university and its programs. However, the remaining peer group
comprising 4.8%, 1.8% and 0.4% of the total were unsatisfied, dissatisfied or very
dissatisfied with the professional competence of UoG graduates.
Peer evaluation revealed almost all recent UoG graduates were rated good in terms of
their qualifications. Only 12 (1.4%) peers from the group studied said that the University
produced poorly qualified graduates. There is much more to be learned by continued peer
assessment study of graduates. A concerted research effort directed to all the University’s
stakeholders would enable advancement of overall activities resulting in the further
strengthening of quality education to benefit the skills of graduates.
Witness of Supervisors for UoG Graduates
Supervisors of UoG graduates have the chance to observe the worker who is executing
their responsibilities on a range from satisfactory to unsatisfactory. If a worker is found to
perform effectively by supervisors the worker can be said to have the appropriate and
relevant knowledge, attitude and skills from a producing University, or the contrary if
performance is rated unsatisfactory.
Almost one hundred percent (96.6%) of immediate supervisors declared UoG graduates
qualify very well for positions held in their organizations. Moreover, most supervisors
reported the University prepared its graduates for the world of work sufficiently or more
than adequately compared to other Ethiopian universities.
Additionally, the immediate supervisors highly rated UoG graduates in their overall work
effectiveness at 91.8%. However, 40 (4.8%), 12 (1.4%) and 8 (1.0%) of supervisors
included in the study were undecided, dissatisfied or very dissatisfied with the
professional competencies of graduates. There is a strong message that the University is
generally producing qualified graduates. Nevertheless, weaknesses were reported by
some supervisors. Thus the University’s community and key stakeholders should remain
committed to improving education delivery to produce competent graduates for the world
of work.
47
CHAPTER SIX
6. CONCLUSSION AND RECCOMMENDATIONS
6.1 Conclusion
University of Gondar academic programs and practical education relevance were
evaluated to be useful in line with four components: study provision and overall
condition, usefulness to the current occupation, overall usefulness and contribution of the
practical education to the personal knowledge, skill and attitude gained by the respective
graduates.
The University’s recent graduates were mostly reported to perform above average in
basic skills, knowledge and personal attributes, as evaluated by the graduates
themselves, their peers and immediate supervisors. Regarding the level of satisfaction of
the graduates, peers, and employers above average results were found for overall
performances and personalities. “Generally satisfied’’ or ‘‘very satisfied’’ were ratings
selected by most respondents. This satisfaction level is also apparent in the high ranking
that peers and employers gave to UoG compared to other public universities for
producing qualified graduates.
These achievements do not absolve the University from its duty to make continuous
improvements. Some deficiencies were suggested by the data mainly concerning
practical aspects of basic computer, research, and English language skills, lack or little
chance of students’ participation in staff research.
Variations were observed among faculties/college which has implications for the
possibility of sharing and expansion of good practices, as well as for targeting areas for
immediate action. Having this in mind, the College of Medicine and Health Sciences and
Faculty of Business and Economics are doing relatively well in helping graduates to get
jobs on time and equipping them with job-related technical skills and skills for research
48
and planning. On the other hand, other UoG academic divisions should check themselves
against their higher performing sister divisions.
It seems reasonable to conclude that the University of Gondar has been progressing
satisfactorily and in alignment with the five year strategic plan. Taking the good lessons
learned so far from the study, the University needs to focus and work aggressively on its
gaps requiring improvement.
6.2 Recommendations
Based on the above tracer study findings, the following recommendations are proposed:
1. Notwithstanding the declarations of graduates, peers and employers claimed that
most of the graduates of the University were found to have inadequate English
language, basic computer skills, basic research skills, including proposal
development. The University must propose interventions to fill the gaps so that
future graduates will be kept fit with the global demand.
2. Communication skills, teamwork skills, and analytical and problem solving skills
are sought after by the employers when hiring new employees. Hence, the
university has to re-design or adapt its curricula to ensure that these qualities are
inculcated in the students.
3. The university should further strengthen the involvement of stakeholders,
specially employing organizations, during the design and revision of curricula
with their needs in mind, and defining the competence and qualifications needed
by them. This will certainly benefit the graduates and the university.
4. The university has to work hand in hand with the industries to complement its
good efforts in preparing the students to be a productive and skilled workforce
when they graduate.
49
5. Most of the graduates are government employees. Nevertheless, it may be
necessary for graduates to be innovative and create jobs for themselves, rather
than wait for jobs. Such a paradigm shift should be initiated by the university by
introducing an entrepreneurship skills programme to start up their own
businesses.
6. The contribution of practical education for the knowledge, skill and attitude of
graduates, was rated to be most useful by those surveyed. To this end, the
university should strengthen more programmes involving apprenticeship and
internships including TTP in the case of CMHS. These programmes help to ease
the transition from education to workplace.
7. Besides the opening of new programmes, the University of Gondar should give
sufficient attention to advertise the programmes to potential employers and
relevant governmental offices. This would better prepare the path for the
graduates seeking jobs in different governmental and nongovernmental
organizations.
8. The University also must capitalize on its proactive policies and measures such
as implementing continuous assessment; providing pedagogical skill training
(e.g. HDP) for academic staff, applying strict measures in the implementation of
the ‘first day, first class’ principle, and, in strengthening student support services
around dormitories.
9. Regularizing the collection of tracer study type data on a more frequent basis
than every five years would streamline the process and provide the University
with valuable current information on the performance of its graduates. Such
information could also guide the investment of limited resources where they can
have the greatest impact on fulfilling the University’s strategic plan.
50
It is recommended that the recently established alumni office with EQAAO be
tasked to bring forward a proposal with a projected budget addressing how more
regularized data collection might be cost effectively managed.
10. Appropriate and representative numbers of graduates should be traced for every
discipline with all variables to make meaningful comparisons among different
faculties/college/schools. For instance, the number of graduates traced for
veterinary medicine and law were insufficient.
51
REFERENCES
Alecia F. (2007). Tracer Study of Former Nambian College of Open Learning (NAMCOL):
Research Report: Center for Educational Research and Development. Von Hugl
Institute: Cambridge CB 3 0 E Q.
Anthony G. (2010). Choices and Chances: FET Colleges and Transition from School to
Work. A Report on FET Research Study. National Business Initiative (NBI),
Johannesburg.
Anthony G. (2010). Choices and Chances: FET Colleges and Transition from School to
Work. A Report on FET Research Study. National Business Initiative (NBI),
Johannesburg.
Cindy F.B. (2011). The Determinants of Fit between the World of Work and Tertiary
Learning, Marketing Diploma Graduates: A Tracer Study of Cape Peninsula
University of Technology (CPUT). Cape Tawn. Unpublished PHD Dissertation.
Cindy F.B. (2011). The Determinants of Fit between the World of Work and Tertiary
Learning, Marketing Diploma Graduates: A Tracer Study of Cape Peninsula
University of Technology (CPUT). Cape Tawn. Unpublished PHD Dissertation.
DE Bloom, M Hartley, and H Rosovsky (2004a): “Beyond Private Gain: The Public Benefits
of Higher Education.” In press.
Education and Traing Quality Asurance Agency(ETQAA).(2010).Employers’ Satisfaction
Recent Graduates of Higher Education Institutions in Ethiopia: Unpublished Report
of Survey conducted in 2009.
Education and Training Quality Agency (ETQAA, 2010). Employers’ satisfaction recent
graduates of Higher Education Institutions in Ethiopia: Unpublished report of survey
conducted in 2009.
52
Education and Training Quality Agency (ETQAA, 2010). Employers’ satisfaction recent
graduates of Higher Education Institutions in Ethiopia: Unpublished report of survey
conducted in 2009.
Faustin M. (2003). Whereas all the Education Gone in Tanzania? Employment Outcomes
among Secondary School and University Leavers. Institute of Development Studies at
the University of Sussex, Brighton BN19 9RE, UK.
Faustin M. (2003). Whereas all the Education Gone in Tanzania? Employment Outcomes
among Secondary School and University Leavers. Institute of Development Studies at
the University of Sussex, Brighton BN19 9RE, UK.
Higher Education Relevance and Quality Agency (HERQA, 2006b). HERQA Institutional
Quality Audit: HERQA Institutional Audit Procedure. Addis Ababa: Ethiopia.
Higher Education Relevance and Quality Agency (HERQA, 2006b). HERQA Institutional
Quality Audit: HERQA Institutional Audit Procedure. Addis Ababa: Ethiopia.
Higher Education Relevance and Quality Agency. (2006a).HERQA institutional Quality
Audit: Areas of focus for institutional Quality Audit, Addis Ababa; Ethiopia
Higher Education Relevance and Quality Agency. (2006b).HERQA institutional Quality
Audit: Institutional Audit Procedure, Addis Ababa; Ethiopia
Higher Education Relevance and Quality Agency. (2006c).HERQA institutional Quality
Audit: Areas of focus for institutional Quality Audit, Addis Ababa; Ethiopia
International Labor Organization (ILO) Thesaurus (2005)
International Labor Organization (ILO) Thesaurus (2005)
Joe T. (2010). Report on: Tracer Study of Agricultural Graduates in Ghana. West and Central
African Council for Agricultural Research and Development. Ghana.
Joe T. (2010). Report on: Tracer Study of Agricultural Graduates in Ghana. West and Central
African Council for Agricultural Research and Development. Ghana.journal of Higher
Education in Africa 2 (3), 83-114.
53
Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research
activities.Journal of Educational and Psychological Measurement 30, 607-61
Lekamge, G.D., Tamara, W., and Rohana, R. (2006). A Tracer Study of a Cohort of Under
Graduate Students in OUSL: Perceived Benefits from Participation in Degree
Programs. AAOU Journal, VOL.2, No.1, Maret 2006, 11-20.
Lekamge, G.D., Tamara, W., and Rohana, R. (2006). A Tracer Study of a Cohort of Under
Graduate Students in OUSL: Perceived Benefits from Participation in Degree
Programs. AAOU Journal, VOL.2, No.1, Maret 2006, 11-20.Makerere Institute of
Social Research (MISR). Makerere University. Kampala, Uganda.
MoE (Ministry of Education) (2002). The Education and Training Policy and its
Implementation. Addis Ababa: Federal Democratic Republic of Ethiopia
Mugabushaka, M., Teichler, U. and Schomburg, H. (2003). Failed or Self Hindering
Prophesies Employment Experiences of African Graduates in the 1990s. JHEA/RESA
1(1), 57-77.
Mugabushaka, M., Teichler, U. and Schomburg, H. (2003). Failed or Self Hindering
Prophesies Employment Experiences of African Graduates in the 1990s. JHEA/RESA
1(1), 57-77.
Olaniyan, and Okemakinde, T. (2008). Human Capital Theory: Implications for Educational
Development. European Journal of Scientific Research, 24 (2), 162-175.
Olaniyan, and Okemakinde, T. (2008). Human Capital Theory: Implications for Educational
Development. European Journal of Scientific Research, 24 (2), 162-175.
Saint, W. (2004). Higher Education in Ethiopia: The Vision and its Challenges.
Schomburg, H. (2003). Handbook for Graduate Tracer Studies. University of Kassel:
Germany. Retrieved from http://www.qtafi.de/handbook_v2.pdf on June 12, 2013.
Schomburg, H. (2003). Handbook for Graduate Tracer Studies. University of Kassel:
Germany. Retrieved from http://www.qtafi.de/handbook_v2.pdf on June 12, 2013.
54
The National Council for Higher Education (NCHE) (2006). Graduate Tracer and
Employers’ Expectations in Uganda. A a report on A Study conducted for and on
behalf of the National Council for Higher Education (NCHE) in Partnership with
Center for Higher Education Policy Studies (CHEPS) of the University of Twente.
Netherlands. Makerere Institute of Social Research (MISR). Makerere University.
Kampala, Uganda.
The National Council for Higher Education (NCHE) (2006). Graduate Tracer and
Employers’ Expectations in Uganda. A a report on A Study conducted for and on
behalf of the National Council for Higher Education (NCHE) in Partnership with
Center for Higher Education Policy Studies (CHEPS) of the University of
Twente. Netherlands.
UNESCO-IHE (2011). Almuni Tracer survey. E.A. KOK, J. KASPERSMA, E.L.
PLOEGER (UNESCCO_IHE).
UNESCO-IHE (2011). Almuni Tracer survey. E.A. KOK, J. KASPERSMA, E.L.
PLOEGER (UNESCCO_IHE).
Zembere,N.,& Chiyama,M.(1996).The University of MalawiGraduate Tracer
Study.Retrived on 01 September 2012 from
http://www.aau.org/studyprogram/notpu
55
