[{"bbox": [100, 77, 355, 108], "category": "Section-header", "text": "## 2.2 Problem Analysis"}, {"bbox": [112, 136, 1145, 243], "category": "Text", "text": "Following COVID-19, conflict, drought and price escalation of basic services, foreign currency reserve shortage in the country, government has faced challenges in creating conductive environment for business sector, sustaining economic growth and job creation. Inactivity and unemployment among Ethiopia's youth has come a major policy concern over the past decade and unemployment rates are rising across the country."}, {"bbox": [112, 255, 1145, 336], "category": "Text", "text": "As part of its Digital Ethiopia 2025 strategic plan, the GoE looks at TVET as central to develop the digital skills required to improve productivity and to youth employability, both key elements for inclusive and sustainable growth and the aspired digital economic transformation of the country."}, {"bbox": [112, 348, 365, 375], "category": "Text", "text": "Addressing key challenges:"}, {"bbox": [112, 386, 1145, 519], "category": "Text", "text": "Despite the investments in the past, both the TVET and higher education systems are still **lacking sufficient market orientation and practical elements** in teaching and learning and **miss crucial linkages with the private sector**. Students often do not obtain critical skills to sectorial/ecosystem transformation, productivity enhancement and entrepreneurship and their chances to find jobs in the labour market, the digital economy or to build their own business are heavily constrained."}, {"bbox": [112, 531, 1145, 1088], "category": "Text", "text": "**Perception of TVET in Ethiopia** is rather negative. Often TVET is perceived to be the 'last resort' after attempts to enter the university have failed. The TVET system is perceived to be largely supply driven and ineffective because of: (1) low government funding; (2) an absence of sufficient training facilities/equipment that make it difficult for students to attain state of the art training and experience; (3) the fact that the training provision is not in tune with the levels of economic development in Ethiopia and (4) TVET does not cater for the labour market needs and skill needs of people. (5) Recognition of certificates is limited inside and outside of the country. Such reputation makes connections between TVET graduates and the private sector even more challenging. Salary expectations of graduates are often unrealistic and not in line with labour market realities. Another issue that was mentioned in a study contracted by the EUD to Ethiopia, is that the private sector is not able to absorb large numbers of 'non-relevantly' trained TVET graduates. There are numerous positions (jobs) available; especially in urban markets that cannot be filled appropriately because the skilled labour is (1) either too expensive or (2) applicants do not bring the right skills and work ethics (attitudes) to perform in accordance with the job requirements. Employment opportunities have been created mainly in the sectors requiring workers with no to low education. However, Ethiopian labour market rewards education and the average monthly earning increases with higher levels of education attainment for all working youth. Post secondary education is key for finding jobs in the formal sector. With financial support of different donors (WB, KfW and different EU MS), Ethiopia is currently aiming at making skills development initiatives and efforts more market responsive by bringing together relevant key stakeholders and improving institutional mechanism and processes. The lack of TVET governance and poor management (especially the management of funds) are perceived to be major bottlenecks to develop the sector. Generally, interventions are constrained by a lack of labour market evidence and tracer studies are hardly available or incomplete."}, {"bbox": [112, 1089, 1145, 1194], "category": "Text", "text": "**Dialogue and institutionalised partnerships between public and private stakeholders** are not developed in Ethiopia and this is one of the main challenges. To some extent there is coordination in agri-business between public and private stakeholders. Private sector would need to have a prominent role in orienting the development of market relevant skills and be involved in co-training with TVET institutions."}, {"bbox": [112, 1207, 489, 1233], "category": "Section-header", "text": "### Digital infrastructure and connectivity"}, {"bbox": [112, 1246, 1145, 1350], "category": "Text", "text": "The availability and usage of digital infrastructure and connectivity are very much linked to the provision of reliable electricity. In this regard, the first challenge is to ensure that Polytechnic Colleges (PTCs) (and other colleges in the TVET sector, such as agricultural colleges - A-TVET) can rely on energy provision, ensuring that devices can be used and that access to relevant networks is continued."}, {"bbox": [112, 1363, 1145, 1471], "category": "Text", "text": "Secondly, PTCs are challenged by a lack of affordable and reliable broadband internet, often exacerbating digital gaps between urban and rural areas. Having access to reliable internet is crucial for both teachers and students in order to access e-learning platforms. Even in urban areas where internet access is available, bandwidth limitations and slow internet speeds can hamper the delivery of digital learning materials."}, {"bbox": [112, 1483, 1145, 1560], "category": "Text", "text": "Thirdly, even when the above-mentioned challenges have been sustainably addressed, there remains the issue of the lack of relevant hardware (i.e. servers, PCs, wired LAN networks, etc.), software (a.o. LMS platforms & licenses) and maintenance."}, {"bbox": [1051, 1667, 1158, 1692], "category": "Page-footer", "text": "Page 8 of 28"}]