Bridging the Skills Gap: Policy Implementation and Graduate Employability in Government Colleges of Teacher Education in Amhara Regional State, Ethiopia

Abstract

This policy analysis evaluates curriculum reforms aimed at enhancing graduate employability in Gondar, Begemder, and Debre Berhan Colleges of Teacher Education (CTEs) in Ethiopia's Amhara Region, which faces significant socio-economic challenges. Despite these reforms, critical skills gaps persist among graduates. Utilizing a mixed-methods approach, data were gathered from 358 participants, including 278 graduates and 80 employers from local schools and education offices, selected through stratified random sampling. Quantitative data were analyzed using descriptive statistics and regression, while qualitative data underwent thematic analysis. Findings reveal moderate curriculum alignment with regional educational needs (mean = 3.32) and significant deficiencies in practical skills, particularly digital literacy (mean = 2.62). Regression analysis indicates that curriculum relevance (β = 0.532, p < 0.001) and school partnerships (β = 0.162, p < 0.001) significantly predict employability, explaining 37.8% of the variance. Drawing on recent international studies (Lee & Wang, 2024; Melesse et al., 2022), recommendations highlight a hybrid approach to improve education through centralized guidance and strengthened college-school collaborations.