GOFA INDUSTRIAL COLLEGE

ENROLLMENT RATE EFFECTIVENESS; IN THE CASE OF GOFA

INDUSTRIAL COLLEGE

BY: MOHAMMED SEID

TEKALGN NEGASH

ADEM HUSSEN

REBKA SISAY

ADVISOR: GELETA ULFATA

GOSSAYE ALEMU

JUNE, 2023

ADDIS ABABA, ETHOPIA

 APPROVAL FORM
The study entitled “Enrollment Rate Effectiveness: the case of GIC” by
“Mohammed Seid, Tekalgn Adem and Rebka” is approved for GIC Research
Development work As members of the Board of Examiners of GIC Research
Development Open Defense Examination, we certify that we have read, evaluated
the study prepared by “Mohammed Seid” and examined the candidate. We
recommended that the study be accepted as fulfilling the requirement for the GIC
Research Development work
Approved by Board of Examiners

Name Signature Date

................................. .................................... ............................

Advisor’s Name Signature Date

................................... ................................... ..............................

Internal Examiner Signature Date

...................................... ................................ ...............................

External Examiner Signature Date

I
 Acknowledgements
First our innumerable praise is goes to the GOD for giving us the capacity
throughout our life. Several individuals and organizations deserve
acknowledgement for their contributions to this study. Our foremost appreciation
and thanks goes to my advisors: Geleta Ulfata (MSc) and Gossaye Alemu (MSc) for
their valuable instructions starting from topic selection and preparation of this
study. Our great thank is also extended to research department coordinators,
management members of GIC our friends and other people who support by giving
acknowledgeable comments through passage of this study. Next, our appreciation
also goes to trainees and their parents and local employers for giving us the
necessary information in completing this study report. We are indebted to you and
may GOD bless you, all people who support during preparation of this study report.

II
Contents
APPROVAL FORM ............................................................................................................... I
Acknowledgements ................................................................................................................ II
LIST OF TABLES ................................................................................................................. V
LIST OF FIGURES .............................................................................................................. VI
LIST OF ACRONYMS ....................................................................................................... VII
Abstract ............................................................................................................................... VIII
1. INTRODUCTION ............................................................................................................. 1
1.1 Background of the Study ............................................................................................. 1
1.2 Statement of the problem ............................................................................................. 2
1.3 Objective ...................................................................................................................... 5
1.3.1 General Objective ................................................................................................. 5
1.3.2 Specific Objectives ............................................................................................... 5
1.4 Hypothesis.................................................................................................................... 5
1.5 Significance of the study .............................................................................................. 5
1.6 Scope of the Study ....................................................................................................... 6
1.7 Limitation of the Study ................................................................................................ 6
1.8 Definitions of Key Terms ............................................................................................ 6
2. THEORETICAL LITERATURE REVIEW ...................................................................... 7
2.1 The Concept of Technical and Vocational Education and Training ............................ 7
2.2 The History of TVET in Ethiopia ................................................................................ 8
2.2.1 TVET in Ethiopia .................................................................................................. 8
2.2.2. TVET Fields of Study ........................................................................................ 10
2.2.3 Adequacy of Teaching and Learning Resources on Student Enrollments at TVET
Institutions.................................................................................................................... 10
2.2.4 Effect of Learners Attitude on Students` Enrollment at TVET institutions ........ 10
2.3 Empirical Review....................................................................................................... 11
2.3.1 Factors that influence students’ decisions to enroll in TVET ............................. 11
2.3.2 Perceptions & attitudes of students, parents and local employers towards TVET
education ...................................................................................................................... 11
2.3.3 Effectiveness of current marketing strategies utilized by GIC to attract students.
..................................................................................................................................... 12
2.4 Research Gaps............................................................................................................ 12
2.5 Conceptual framework ............................................................................................... 13
CHAPTER THREE ............................................................................................................. 15

III
3. RESEARCH METHODS AND PROCEDURES ............................................................ 15
3.1 Description of the Study Area .............................................................................. 15
3.2 Research Design and Approach ................................................................................. 15
3.3. Methods of Data Collection ...................................................................................... 15
3.4 Target Population ....................................................................................................... 15
3.5 Sampling Techniques ................................................................................................. 16
3.6 Sample size Determination ........................................................................................ 16
3.6 Data Analysis Technique ........................................................................................... 18
3.6.1 Operational Definition of Variable and Their Scale of Measurement ................ 19
3.7 Econometrics Model Specifications........................................................................... 19
3.8 Reliability and Validity Test ...................................................................................... 19
CHAPTER FOUR................................................................................................................ 21
4. RESULTS AND DISCUSSION .................................................................................. 21
4.1 Demographic profile of the Respondents................................................................... 21
4.2 Summary of Descriptive Statistics ............................................................................. 23
4.3 Correlation Matrix ............................................................................................... 24
4.4 Test of Ordinary Least Square Assumptions ....................................................... 25
4.4.1. Normality Test ................................................................................................... 25
4.4.2 Test of Heteroscedasticity Test ........................................................................... 26
4.4.3 Test of Multicollinearity ..................................................................................... 26
4.5 Regression Result................................................................................................. 27
4.5.1 Discussion of the Results through Hypothesis Testing ....................................... 29
CHAPTER FIVE ................................................................................................................. 31
5. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION ............... 31
5.1. Summary of Major Findings ..................................................................................... 31
5.1.1 Summary of findings of descriptive statistics ..................................................... 31
5.2. Conclusion ................................................................................................................ 32
5.3. Recommendations ..................................................................................................... 33
5.4 Direction for the Future Research .............................................................................. 33
References ............................................................................................................................ 34

IV
 LIST OF TABLES
Table 1-1 student enrollment in GIC ......................................................................... 4

Table 2. 1 TVET Enrolments by Gender, 2004 – 2009 ............................................ 9

Table 3. 1 Total Respondents 16

Table 3. 2:- the breakdown of population range the small, medium & large sample
size 17
Table 3. 3 Number of Samples from each Sector 17
Table 3. 4 Summary of variables definition and scale of measurement 19
Table 3. 5: Reliability Statistics 20

Table 4. 1: Gender of the respondents ..................................................................... 21

Table 4. 2 Age .......................................................................................................... 22
Table 4. 3 Education Level ...................................................................................... 23
Table 4. 4 Summary of Statistics ............................................................................. 24
Table 4. 5 Correlation Matrix .................................................................................. 25
Table 4. 6 sktest ....................................................................................................... 26
Table 4. 7 Regression Result ................................................................................... 28
Table 4. 8: Summary of Hypothesis Testing ........................................................... 30

V
 LIST OF FIGURES
Fig 2.1. Conceptual framework ........................................................................................... 14

VI
 LIST OF ACRONYMS
Acronyms Description

EC Ethiopian Calendar

GIC Gofa Industrial College

NEAEA National Education Assessment and Examination Agency

NPHE National Plan for Higher Education

TVET Technical Vocational Education and Training

VII
 Abstract
Enrollment rate effectiveness provides information on the success of a program or
institution in attracting and retaining students. The objective of the study was to
identify factors affecting enrollment rate effectiveness in GIC. The researcher
employed a mixed-methods approach with explanatory research design and
collected primary data using a structured questionnaire. The data was analyzed
using inferential statistics in Stata version 14.2. The study incorporated three
variables: factors that influence students' enrollment decisions, perception and
attitudes of students' parents and employers, and marketing strategy. The results
showed that factors that influence students' enrollment decisions had a negative and
statistically significant effect on enrollment rate effectiveness, while perception and
attitudes of students' parents and employers had a positive and significant effect.
Marketing strategy was not statistically significant. Based on the findings, the
researcher recommended that GIC should focus on improving the quality of
education and skills learned to improve perceptions and attitudes towards TVET
education.
Keywords: Enrollment Rate Effectiveness, GIC, TVET

VIII
 1. INTRODUCTION
1.1 Background of the Study
There are three education subsectors in the Ethiopia: general education, higher education and
the technical vocational education and training (TVET).
TVET is referred to as involving post-secondary and non-degree technical vocational
education and training. TVET provides education and training to prepare students and other
clients for employment. It also provides specific skills training for those who are already in
the labor market and need to upgrade or develop new competencies to enhance chances for
employment and/or improve productivity (UNESCO-UNEVOC I. C., 2010).
Since 2008, the 10+X training modality has been changed to level-based training in which
training is provided at five levels. Level 1 and level II training are basic skill trainings.
Training in levels III, IV and V are for middle-level manpower training provided for those
who have completed general secondary education (grade 12) and enrolled for certificate,
diploma and advanced diploma programs respectively. All level-based trainings begin at level
I. Those students who have completed grade 12 but could not enter higher education, can also
choose to enroll for TVET.
Enrolment in any academic institution is crucial in as far as that institution’s existence and
survival are concerned (Simiyu, 2009). TVET student enrollment was 106,336 in 2005, while
in 2012 it reached 320,225 – a 200% increase. Overall, TVET has experienced an 8.7%
average annual growth rate. In 2005 there were 199 TVET schools; this reached 505 in 2012,
an increase of 153%. The number of TVET teachers also increased by 160% in the same
period as cited (Krishnan & Shaorshadze, 2013) educational statistics annual abstract 2004
E.C. Addis Ababa, 2011/12G.C). However this has not been so effective in increasing the
enrolment rate compared to the government’s aim of vision. The profile of TVET enrollment,
however, differs by region. For example, about 87% of TVET enrollment was in four
regional states: Oromia (47.5%), South Nations and Nationalities (17.4%), Amhara (13.6%)
and Addis Ababa (9.31%), and the remaining 13% in the other regions. Females accounted
for 48% of the total enrollment (MOE, 2012).
Number of TVET institutions in Ethiopia is also provided by non-governmental organizations
(NGOs). During the years 2004 – 2009, average annual increase in enrolment in TVET was
30.5% (MOE, 2008). In the year 2008/09 (2001 E.C), there were total of 458 TVET
institutions in Ethiopia. These institutions enrolled total of 308,501 students in regular,
evening, summer and distance programs. In 2007, Ethiopia was the second in Africa in terms

1
of number of training institutions. Government sources estimate that private TVET providers
currently provide approximately 30% of all TVET in Ethiopia, while private TVET providers
estimate their share of the market to be around 50%.
Ethiopia and Malaysia are struggling with low enrolment and negative attitudes towards
TVET, which is hindering their economic growth. China and Hong Kong have successful
TVET systems, with a focus on practical activities and pre-employment preparation. Many
countries recognize the importance of TVET in improving productivity and increasing access
to employment opportunities. Adequate resources and training for teachers on new
technologies and skills are needed to attract more students to enroll in TVET institutions.
Traditional attitudes of the people influence enrollments in TVET institutions globally, TVET
courses are perceived to be for individuals with low qualifications. This poor image
contributes to low interest hence low enrollments.
Findings revealed that information delivery methods such as receiving information from
teachers, parents, peers, internet platforms with motivation have a significant relationship for
students to choose TVET. Thus, the promotion and strategy on empowering TVET is salient
and developing a positive image on TVET will encourage myriad stakeholders on the
importance of TVET for the nation. It is a high time to rebrand the image of vocational
education as an element to train skilled human capital development (Khaizer, et al., 2020).
As cited (Khaizer, et al., 2020) several researchers (see Azeem & Omar, 2019; Cheong &
Lee, 2016; Dania, Bakar, & Mohamed 2014) have also contributed to investigate factors
influencing the students` participation towards TVET and contributed some outstanding
findings with critical viewpoints. The researchers established the factors responsible for
TVET students‟ low enrolment include the lack of job education, stigma towards TVET
graduates, reluctant government attitude towards TVET, lack of student motivation,
inadequacies of facilities/infrastructure resources, and inadequate career counseling.
Gofa Industrial College enrolls low number of trainees year after year due to many factors.
Therefore, the study was aimed to assess enrollment rate effectiveness in Gofa Industrial
College in Nefas Silk Lafto Sub-City.
1.2 Statement of the problem
As cited (Khaizer, et al., 2020) Both Ethiopia and Malaysia are facing challenges with their
TVET systems. In Ethiopia, negative attitudes towards TVETs have discouraged students
from joining and graduates struggle to match their skills with the demands of the economy. In
Malaysia, TVET is considered less prestigious than the academic stream, leading to limited
enrolment and a scarcity of skilled labor. The perception of TVETs in society is affecting
2
their performance in both countries, and creating awareness about their benefits is crucial for
economic growth. Additionally, the expertise of TVET graduates is not adequately
remunerated in Malaysia (UNEVOC, 2019).
Ethiopia and Malaysia are facing challenges with their TVET systems due to negative
attitudes and limited enrolment. This is affecting their economic growth, and creating
awareness about the benefits of TVETs is crucial. In contrast, China has a robust network of
vocational institutions and training programs, while Hong Kong's Vocational Training
Council focuses on pre-employment preparation and practical activities.
As cited (Khaizer, et al., 2020) Moreover, Kitui Mango (2015) identifies that the desire for
employment largely influenced youth polytechnics' choice of job opportunities despite the
lack of infrastructure, inadequacy and lack of qualified teachers compromising the quality of
training offered to trainees. This study demonstrated enhancing quality education and
preparation by providing financial aid to vulnerable graduates, developing facilities and
provision of adequate and qualified teachers.
As cited (Mpho, Wilson, & A, 2018) South African higher education institutions face serious
challenges particularly challenges such as low enrolment levels and high drop-out rates.
According to the National Plan for Higher Education (NPHE) compiled by the Department of
Education in 2001, the country’s graduation rate of approximately 15% is one of the lowest in
the world. This is of particular concern, given the huge number of first-year students enrolled
at higher education institutions. The drop-out rate may also lead to a critical shortage of high-
level skills in the labour market. In combination, these factors are likely to act as a major
impediment to the government’s economic development goals.
Results revealed that TVET has been shaped by different political ideologies and has lacked
consistent policy direction.
As cited (Khaizer, et al., 2020) Most of the previous researchers also found that the attitude
of parents to technical and vocational education is significantly influenced by students'
choice.
As cited (Israel, 2018) the attitudes of parents, students and teachers to TVET are not
favorable. Parents stated that they wanted their children to join university education not
TVET. Parents considered University Education a better alternative for a better future. High
school teachers mostly advise them to go to a university. TVET administers & program
coordinators were also preferred to send their children to universities. The perceptions of
teachers and students regarding TVET have serious implication for enrollment rate.

3
In recent years, there has been considerable expansion in TVET institutions in Ethiopia, both
in public and private institutions. In 2007, Ethiopia was the second in Africa in terms of
number of training institutions. But the expected numbers of trainees’ enrollment were under
expected and the number of trainers and TVET colleges were high in number.
The problem this study aims to address is the low enrollment rate at Gofa Industrial College.
Despite its potential to provide students with valuable technical and vocational education and
training, enrollment rates have remained stagnant, and the college has struggled to attract and
retain students.
Low enrollment rates have significant implications for both the college and the students it
serves. For the college, low enrollment rates can lead to financial instability and reduced
resources, making it difficult to offer quality education and training opportunities. For the
students, low enrollment rates can limit opportunities for personal and professional growth
and limit access to potential career paths.
Therefore, the study seeks to identify the factors that influence enrollment rates at Gofa
Industrial College and assess the effectiveness of current policies and programs aimed at
increasing enrollment. By doing so, the study aims to provide recommendations for
improving enrollment rates and enhancing the quality of education and training at Gofa
Industrial College.
Table 1-1 student enrollment in GIC
Year(E.C) 2010 2011 2012 2013 2014 2015
GIC enrollment 367 717 905 306 214 243
Source; GIC registrar office 2023
The average rate of enrollment per year is low therefore, measurement should have taken to
increase enrollment rate of trainees. For instance the percentage change in enrollment 2010
717−367
E.C to 2011 E.C 367
∗ 100 = 95.9%, which implies the number of enrollment increased
by 95.9% from 2010 E.C to 2011. But this figure doesn’t reflect the enrollment capacity of
GIC rather the percentage increase of trainees. During 2013 E.C. to 2014 E.C. the percentage
change was214−306
306
∗ 100 = −29.4% , 2014 E.C to 2015 E.C. the percentage change in
enrollment was 243−214
214
∗ 100 = 13.55%.
The rate of enrollment rate in TVET is going to below year after year which results in
decreasing in well trained work force (ICBM, 2015). The number of departments without
trainees and trainers increase year after year because of low enrollment of trainees in GIC;

4
therefore this research fill this gap by investigating institutional factors that influence student
enrollments in Gofa Industrial College, Nefas Silk Lafto Sub-City.
1.3 Objective
1.3.1 General Objective
The major objective of this study was to investigate enrollment rate effectiveness in Gofa
Industrial College, Nefas Silk Lafto Sub-City.
1.3.2 Specific Objectives
i. To identify the factors that influence students decisions to enroll in GIC
ii. To assess the effectiveness of current marketing strategies utilized by GIC to attract
students.
iii. To explore the perceptions & attitudes of students, parents and local employers
towards TVET education, specifically in relation to GIC

1.4 Hypothesis
The following hypothesis will be guided the study:
H0-1: Factors do not significantly influence students' decisions to enroll in GIC.
Ha-1: Factors significantly influence students' decisions to enroll in GIC.
Ho-2: Students, parents and local employers do not have positive perceptions and attitudes
towards TVET education, specifically in relation to GIC.
Ha-2: Students, parents and local employers have positive perceptions and attitudes towards
TVET education, specifically in relation to GIC.
Ho-3: Current marketing strategies utilized by GIC are not effective in attracting students.
Ha-3: Current marketing strategies utilized by GIC are effective in attracting students.
1.5 Significance of the study
 The finding of this study helps to improve demand for GIC.
 The study helps the policy makers in formulation of education policies as it will
reveal institutional factors that that influence the enrollment rate of students at the
TVET Colleges.
 To contribute to the existing knowledge the factors that increase student enrollments
in TVET Colleges and also prepare the base for further investigations in to reasons for
low enrollments in TVET Colleges.

5
1.6 Scope of the Study
The study was delimited to Nefas Silk Lafto Sub-City, GIC. The research was focus on the
lecturers, registrars and students` due to the institutional factors affecting students`
enrollment in the GIC.
1.7 Limitation of the Study
Due to time and budget constraints all TVET Colleges and high schools were not included
under the study.
1.8 Definitions of Key Terms
Attitude refers to the general perception of people towards an area or something.
Enrollment Rate refers to the percentage of students who are enrolled in a college or
university out of the total number of students who are eligible to enroll.
Field of study refers to a general career area, in which there may be several specific
Programs of Study, and different Levels of Education.

Infrastructure refers to TVET Colleges training rooms, public amenities, libraries,

laboratories, access to transport, and quality of trainers or staff… etc. a positive learning
environment.

6
 2. THEORETICAL LITERATURE REVIEW

2.1 The Concept of Technical and Vocational Education and Training

As cited (Khaizer, et al., 2020) in the United States, most high schools offer introductory
courses in technical training, computing, and word processing to prepare students for the job
market. Additionally, 75% of college students receive advanced labor market preparedness
courses in fields such as technology, networking, quality control, business, marketing,
agriculture, manufacturing, vocational education, and early childhood education. As a result,
less than 20% of the country's population are unskilled workers. (Lynch, 2019).
TVET stands for Technical Vocational Education and Training, which provides education
and training to prepare people for employment. It offers specific skills training for those
already in the labor market who need to upgrade or develop new competencies. TVET is
primarily useful for secondary school graduates or drop-outs, college undergraduates and
graduates, unemployed individuals, and former overseas workers who want to improve their
skills or change their career paths (UNESCO-UNEVOC, 2010).
The main purpose of technical and vocational education and training in sub-Saharan Africa is
focus on acquiring of skills that are helpful for the world of work. Because job-related skills,
are plays a decisive role to make youth people and adults benefit from employment
opportunities that offer a decent income. In sub-Saharan Africa out of 200 million, it is
estimated that 95 million young men and women are illiterate and are either unemployed or
engaged in precarious jobs as street vendors and poorly paid workers in irregular and
seasonal employment ( (Garcia & Fares, 2008).

As cited (Israel, 2018) (MOE, 2010) states that, the main objective of TVET sub-sector in
Ethiopia is to train middle level human power and transfer demanded technologies, and by
doing so, to contribute to poverty reduction and sustainable development. In this aspect,
ESDP I, II, and III showed significant achievement with regard to increasing trained middle
level human power. Under ESDP III, the new TVET strategy has developed in order to avoid
challenges that exist before and national TVET strategy mainly developed in Ethiopia “to
create competent and self-reliant citizens and transfer of demanded technologies to contribute
to the economic and social development of the country, thus improving the livelihoods of all
Ethiopians and sustainably reducing poverty”. In addition, under ESDP IV TVET shift from a
system based on input to outcome, providing policy direction were the TVET focus direction,

7
the nationwide education conferences and the reports on capacity building and manufacturing
extension.
Presently technical and vocational education is considered as a best alternative with regard to
reduction of dire poverty, creating new employment opportunities and income-generating
activities and it can contribute for the development of economy in several ways. It gives
wider opportunity in reversing or overcoming unemployment crisis in a nation across the
world. TVET can play an important role in economic development and poverty reduction if it
is properly implemented or consider education and training provision to local needs (NICHE,
2010).
2.2 The History of TVET in Ethiopia
2.2.1 TVET in Ethiopia
The TVET program in Ethiopia is primarily supply driven. Even though TVET strategy
stresses the importance of ensuring that TVET is flexible enough to accommodate the
demand for, the allocation of students to TVET institutions, as well as the curriculum and the
specialization offered are determined by government. This is in contrast to market-driven
TVET systems, where the demand for particular specialization, as well as the fields of study
is governed by the “invisible hand”. In the literature the appropriateness of the first versus the
second approach has not been consistently settled, and the best approach may indeed depend
on the particular contextual and institutional setting.

2.2.1.1 TVET System in Ethiopia: Statistics

As cited on (Krishnan & Shaorshadze, 2013) in recent years, there has been considerable
expansion in TVET institutions in Ethiopia, both in terms of public spending and increased
provision by private institutions. Number of TVET institutions in Ethiopia is also provided by
non-governmental organizations (NGOs). During the years 2004 – 2009, average annual
increase in enrolment in TVET was 30.5% (MOE, 2008). In the year 2008/09 (2001 E.C),
there were total of 458 TVET institutions in Ethiopia. These institutions enrolled total of
308,501 students in regular, evening, summer and distance programs (Table 2.1). In 2007,
Ethiopia was the second in Africa in terms of number of training institution.

8
Table 2. 1 TVET Enrolments by Gender, 2004 – 2009

Sex 2004-05 2005-06 2006-07 2007-08 2008-09 Average

Annual
(1997E.C.) (1998E.C.) (1999E.C.) (2000E.C.) (2001E.C.)
Growth
Rate

Male 51,940 61,415 107,327 119,123 165,910 33.70%

Female 54,396 62,142 83,824 110,129 142,591 27.20%

Total 106,336 123,557 191,151 229,252 308,501 30.50%

% Male 48.8 49.7 56.1 52 53.8

% Female 51.2 50.3 43.9 48 46.2

Source: Education Statistics Annual Abstract 2010/11, (MOE, 2010)

As cited in (Kiya, 2022), the Ethiopian government has established a TVET system to
cultivate a skilled workforce that aligns with industry demands and student preferences.
However, negative attitudes towards TVETs have discouraged students from enrolling, and
graduates have faced difficulties in matching their skills with the needs of the economy.
TVETs offer formal, non-formal, and informal training that is accessible to people of all
levels of society. The negative perception of TVETs in society has had a negative impact on
their performance, and it is important to raise awareness about their benefits to promote
economic growth in the country.
Different researches indicate that parents, high school teachers, and peers can influence a
student’s decision in joining TVETs. In light of this, there has been a wide perception that
TVETs as only being pertinent for low academic achievers in Ethiopia. “There is a tendency
to perceive office jobs as better than joining the workforce as TVET graduate. This has
adversely affected entrepreneurship,” said Yikunoamlak Alemu, Assistant Professor at Addis
Ababa University (AAU) (Kiya, 2022).
It is therefore, important to understand the historical trends of enrollments in TVET
institutions in order to put necessary measures to control the decline by assessing the factors
that influence students` enrollment at the TVET institutions.

9
2.2.2. TVET Fields of Study
As cited (Krishnan & Shaorshadze, 2013) The TVET system in Ethiopia uses a matching
system to allocate students to colleges and specialties based on their preferences and
predicted industry demand. The allocation process is guided by a management system that
relies on labor market analysis and forecasts. However, some graduates report being allocated
to a different college and specialization than their preference. This may result in
heterogeneous returns to TVET education, depending on the number of students allocated to
a particular field and market demand. A similar matching process occurs in higher education,
often accompanied by a secondary market for students to trade spots. The TVET allocation
scheme in Ethiopia is command-driven, which has three main arguments in defense of its use.
Firstly, it minimizes opportunities for graft. Secondly, the government may be better
equipped to solve information asymmetry problems than students. Lastly, the scheme may
aim to strategically allocate students to specializations to develop key industries. However, it
is unclear if these arguments justify government intervention as it may be inefficient. This
uniqueness of the matching system, along with the potential for trades on the secondary
market, must be considered when designing an evaluation strategy for TVET.

In order to increase number of trainees enrollment in TVET, the Germany`s dual system
offers more than three hundred occupation-specific training programs adaptive to the
changing needs of the labour market which are defined by the stakeholders under the Joint
Committee of the federal institute of vocational training (Solga, etal, 2014).

2.2.3 Adequacy of Teaching and Learning Resources on Student Enrollments at TVET

Institutions
Availability of resources, facilities and equipment’s are fundamental in provision of quality
and relevant education in TVET Colleges. It is through quality training that gets the desire to
join a TVET institution with assurance of coming out successful. A well-equipped TVET
college gives this assurance to students hence increasing the demand that eventually raises
student enrollments ( (Ongulu, 2018).

2.2.4 Effect of Learners Attitude on Students` Enrollment at TVET institutions

As cited (Ongulu, 2018) TVET is seen as a second choice, and generally students who sign
up to vocational schools are those with lower achievements. For instance in South Africa,
Learners avoid vocational education and training in favor of education resulting to low
enrolments in the TVET sector.

10
The differentiation in perception between TVET and that of the academic education has more
reduced the recognition that TVET deserves (Abebe, 2010).

2.3 Empirical Review

There are several empirical studies that have been conducted on enrollment rate effectiveness
on vocational training in Addis Ababa, Ethiopia. These studies have explored various factors
that influence enrollment rates and have evaluated the effectiveness of different enrollment
strategies.
Another study conducted by Tadesse and Yitayew (2019) evaluated the impact of a
vocational education and training program on enrollment rates in Addis Ababa. The study
found that the program was effective in increasing enrollment rates and improving the quality
of education. The study also found that the program helped to reduce the gender gap in
enrollment rates by providing equal opportunities for male and female students.
A third study conducted by Kibrom and Gebreegziabher (2019) evaluated the effectiveness of
an enrollment strategy that involved providing information about vocational education to
potential students and their parents. The study found that the strategy was effective in
increasing awareness and interest in vocational education, which in turn led to higher
enrollment rates.
Overall, the empirical literature on enrollment rate effectiveness on vocational training in
Addis Ababa highlights the importance of addressing factors such as the quality of education,
financial constraints, and social and cultural barriers in order to enhance enrollment rates.
The literature also emphasizes the need for effective enrollment strategies that can increase
awareness and interest in vocational education among potential students and their parents.
2.3.1 Factors that influence students’ decisions to enroll in TVET
One study conducted by (Shemsedin, 2022), factors such as socio economic factors, parental
influence, the quality of education, and peer influence covers the variability of in the attitude
of students towards TVET but the remaining 51.4% were unexplained variables. So the
tentative statement has developed as:
Haypothesis-1: Factors significantly influence students' decisions to enroll in GIC.
2.3.2 Perceptions & attitudes of students, parents and local employers towards TVET
education
A study conducted in Tanzania by the International Labour Organization (ILO) investigated
the perceptions of students, parents, and local employers towards TVET education. The study
found that students and parents generally had a positive attitude towards TVET education, but

11
there were concerns about the quality of training and the relevance of the skills being taught.
Employers also had positive perceptions of TVET education, but there were concerns about
the employability of graduates and the quality of training.
Another study conducted in Uganda by the International Journal of Education and Research
investigated the attitudes of students towards TVET education. The study found that students
had a positive attitude towards TVET education, but there were concerns about the lack of
resources and the quality of training. The researcher developed the following hypothesis:
Hypothesis 2: Students, parents and local employers have positive perceptions and attitudes
towards TVET education.
2.3.3 Effectiveness of current marketing strategies utilized by GIC to attract students.
A study conducted in Malaysia by the Journal of Technical Education and Training
investigated the effectiveness of marketing strategies utilized by TVET institutions to attract
students. The study found that TVET institutions used a variety of marketing strategies,
including social media, brochures, and open days, to attract students. The study also found
that the most effective marketing strategies were those that emphasized the benefits of TVET
education, such as job opportunities and career advancement.
Another study conducted in India by the International Journal of Scientific and Research
Publications investigated the factors influencing the choice of TVET courses among students.
The study found that the most important factors influencing the choice of TVET courses were
job opportunities, career advancement, and the reputation of the institution.
Overall, the existing empirical literature suggests that marketing strategies that emphasize the
benefits of TVET education, such as job opportunities and career advancement, may be
effective in attracting students. Additionally, factors such as the reputation of the institution
may also influence the choice of TVET courses among students. These findings may have
implications for the development of marketing strategies aimed at attracting students to
TVET institutions in Gofa Industrial College. Hence, the student researcher developed the
following hypotheses:
Hyppothesis-3: Current marketing strategies utilized by GIC are effective in attracting
students.
2.4 Research Gaps
The researcher has different literature that related to the topic inside and outside of Ethiopia,
Some previous studies conducted factors affecting enrollment rate effectiveness in TVET
Colleges in Ethiopia. This implies the issue of factors affecting enrollment rate effectiveness

12
in TVET Colleges is overlooked. Because all aforementioned empirical studies are focused
attitude towards TVET education. One study conducted by (Shemsedin, 2022), on factors
such as socio economic factors, parental influence, the quality of education, and peer
influence covers the variability of in the attitude of students towards TVET but the remaining
51.4% were unexplained variables. Also, the prior studies ignored to identify the effect of
skill, reputation, the program they offer, local employers perception, the cost of tuition fees,
scholarship and marketing strategies on enrollment rate effectiveness. This study will employ
probability sampling techniques that has no bias during generalizing findings from sample to
populations and give equal chance for all respondents and purposive sampling to take a
specific group from the population to answer the specific objectives. Additionally, this study
will incorporate skill, reputation, the program they offer, local employers perception, the cost
of tuition fees, scholarship and marketing strategies as an additional independent variable that
affects the enrollment rate effectiveness. Hence, this study has been designed to fulfill the
literature and methodology gaps and contributes to the existing body of knowledge on the
factors affecting enrollment rate effectiveness.

2.5 Conceptual framework

In the Figure 2.1 the relationships between independent and dependent variables are
represented. The conceptual model shows interdependence of variables and how they interact
with each other.

13
 Factors that influence
Location
students’ decisions
Course offerings
Perceptions & attitudes of
Tuition fees
MSEs students, parents and other
Facilities
stakeholders

Marketing Strategies
Skill
Job prospects

Enrollment rate
Quality education
Effectiveness

Promotional Measures

Advertising
p

Fig 2.1. Conceptual framework

14
 CHAPTER THREE
3. RESEARCH METHODS AND PROCEDURES
Research method includes how to take sample from population, how to determine sample
size, the way data will be collected and analyzed.
3.1 Description of the Study Area
Nefas Silk Lafto Sub-City, Gofa Industrial College catchment area which the study will focus
is in an area of 4,739.03ha and it is sub-divided in to 8 woredas. Trainees were enrolled at
Gofa Industrial College. There more than 8 high schools which feed students for GIC.
3.2 Research Design and Approach
The purpose of the research was to investigate enrollment rate effectiveness in Gofa
Industrial College, Nefas Silk Lafto Sub-City. So, a descriptive research design was used
mainly by applying a mixed approach that is both Qualitative and Quantitative methods
concurrently. Qualitative research is used to study non-numeric data, such as opinions,
attitudes, perceptions, and behaviors. This type of research seeks to understand the meaning
and interpretation of these data, usually through methods such as interviews, focus groups,
observations, and content analysis. Qualitative research is often used in social sciences,
humanities, and marketing research.
Quantitative research, on the other hand, is used to study numerical data, such as
measurements, counts, and statistics. This type of research seeks to establish relationships,
patterns, and generalizations among the data, usually through methods such as surveys,
experiments, and statistical analysis. Quantitative research is often used in natural sciences,
social sciences, engineering, and business research.
Finally, inferential statistics such as correlation & regression analysis was used to test the
hypothesis.
3.3. Methods of Data Collection
Both quantitative and qualitative forms of data at the same time used during the study and
then integrates the information in the interpretation of the overall results (Creswell, 2009).
The source of data for the study was a primary and secondary data. The primary data was
collected through field survey of GIC trainees, parents & local employers.
The data collection instruments were questionnaire, interview and observation. A
questionnaire was distributed to GIC trainees, parents & local employers.
3.4 Target Population
The target population for the study was GIC trainees, parents and local employers.

15
 Table 3. 1 Total Respondents

No Sector Number of respondents

1. Trainees 619
2. Parents 619
3. Local employers 134
Total 1,372
Source: GIC registrar & Job creation & entrepreneurship office, 2023
3.5 Sampling Techniques
Both probability and non-probability sampling techniques was employed. Under
nonprobability sampling, the organizers of inquiry purposively choose the particular unit of
the universe for constituting a sample on the bases that the small mass that they select out of a
huge one can be typical or representative of the whole (Kothari, 2004). So, in Nefas Silk
Lafto Sub-City there were two governmental TVET colleges. Therefore, GIC select
purposively based on certain criteria.
Simple random sampling was used to obtain a representative sample of the population, while
purposive sampling was used to select specific subgroups of interest.
The number of trainees’ enrollment in GIC decreases year after year is the main criteria to
choose purposively.
The researcher was also employed a proportionate stratification that is based on the strata’s
share by considering the total population of trainees, parents & local employers. The total
number of population is 1,372.

3.6 Sample size Determination

Source of population for the study are all trainees, parents & local employers. Population of
the study area was 1,372.
Due to time & financial limitations and the nature of the population using the sample
determination method developed by Carvalho (1984) as cited by Zelalem (2005) a sample of
75 respondents was selected from 1,372 population size.

16
Table 3. 2:- the breakdown of population range the small, medium & large sample size

Population Sample size

Small Medium Large

51-90 5 13 20
91-150 8 20 32
151-280 13 32 50
281-500 20 50 80
501-1200 32 80 125
1201-3200 50 125 200
3201-10000 80 200 315
10001-35000 125 315 500
35001-150000 200 500 800
Source: Zelalem, 2015: Issues & challenges of rural water scheme: the case study of Burayu

Then the respondents were stratified and simple random sampling technique was employed to
select the sampled respondents. Under random sampling, the organizers of inquiry
purposively choose the particular unit of the universe for constituting a sample on the bases
that the small mass that they select out of a huge one can be typical or representative of the
whole (Kothari, 2004). Therefore, GIC was selected purposively by considering; low
enrollment rate in GIC was the main criteria to choose purposively and accordingly which
was selected for a better representation of the sample. The sample size was stratified as
follows and the researcher determined the sample size to 75 respondents to reduce
redundancies and because of time and financial limitation.

Table 3. 3 Number of Samples from each Sector

Stratum Total Number of Population Number of Sample

Trainees 619 33
Parents 619 33
Employers 134 8
Total 1,372 75

To determine the number of respondents needed from each stratum to obtain a sample of 75
respondents, we need to use proportional allocation. Proportional allocation is a method of

17
selecting a proportional number of respondents from each stratum based on the size of the
stratum relative to the total population.
First, we need to calculate the proportion of each stratum in the population:
- Proportion of employers = 134 / (134 + 619 + 619) = 0.094
- Proportion of parents = 619 / (134 + 619 + 619) = 0.435
- Proportion of students = 619 / (134 + 619 + 619) = 0.435
Next, we need to multiply the proportion of each stratum by the sample size to get the
number of respondents needed from each stratum:
- Number of respondents from employers = 0.094 x 75 = 7.05, which we can round up to 8
- Number of respondents from parents = 0.435 x 75 = 32.63, which we can round up to 33
- Number of respondents from students = 0.435 x 75 = 32.63, which we can round up to 33.
Therefore, to obtain a sample of 75 respondents from the population with the given strata, we
need to select 8 respondents from the employers’ stratum, 33 respondents from the parents’
stratum, and 33 respondents from the students’ stratum was selected by simple random
sampling. Questionnaires are prepared and distributed for trainees, parents & employers. For
the interviewee trainees, parents & employers was purposively selected and interviewed.

3.6 Data Analysis Technique

The data was analyzed by using both descriptive and inferential statistics analysis technique.
In Descriptive statistics, it analyses by using tables, percentage, graph, charts, mean and
standard deviation. In inferential statistics, correlation & regression analysis was used to
identify significant factors for effective enrollment rate in GIC. The primary data which
collects from respondents with questionnaires was interpreted by using a Stata (version 14.2
software) and a simple regression analysis and correlation was done by the software in
respecting to independent variable and the dependent variable of enrollment rate
effectiveness in GIC.

18
3.6.1 Operational Definition of Variable and Their Scale of Measurement
Table 3. 4 Summary of variables definition and scale of measurement

Unit of Sign
Variables incorporated Symbol
measurement Expected
Dependent variable
Enrolment Rate Effectiveness Enrollm Likert scale
Explanatory variables
Factors that influence students’ decisions Factorr Likert scale +
Perceptions & attitudes of students, parents & Liker scale
Percep +
employers
Marketing Strategies Markt Likert scale +

3.7 Econometrics Model Specifications

The dependent variable (Enrollment Rate Effectiveness (Enrollm) is a linear function of
Factors that influence students’ decisions (Factorr), Marketing Strategies (Markt),
Perceptions & attitudes of students, parents & employers (Percep) are independent variables
incorporated in the model and the dependent variable is Enrollment Rate Effectiveness
(Enrolm). The independent variables are Factorr, Percep, Markt, and the error- by u, the
model is given by the following Equation as:
Enrollment Rate Effectiveness = f (Factorr, Percep, Markt)
Enrollm = β0 + β1Factorr + β2Percep + β3 Markt + µ
Where:
Enrollm = Enrollment Rate Effectiveness
β0 = Constant term
β1, β2, β3 refers to coefficients
µ = represents the error term, which includes factors other than those that influence students'
decisions, marketing strategies, and perceptions and attitudes of students, parents, and
employers, but still have an effect on the dependent variable.
3.8 Reliability and Validity Test
Reliability: The questionnaire was tested for reliability through a pilot test before actual data
collection, and the results showed that all variables measured were above the minimum
accepted threshold of 0.70. Overall, the study's findings suggest that the data collected are
reliable and suitable for analysis. The test scale is calculated by taking the mean of

19
unstandardized items, and some items were reversed for analysis. The average interitem
covariance is 0.6141328, indicating a strong correlation between the items in the scale. The
scale includes 20 items and has a high reliability coefficient of 0.9624, suggesting that it is a
reliable measure of the construct being assessed. Overall, these findings suggest that the test
scale is a valid and reliable tool for measuring the dependent variable.
Validity Test
According to Creswell (2014), validity measures the degree to which the research or study
achieves what it sets out to do. To pre-test the research questionnaire, 20 questionnaires were
distributed to all selected respondents. Validity established using a pilot test by collecting
data from 20 questions. The instrument in was adjusted and the findings of the pre-test were
not included in the main finding of the study. Besides, Cronbach's Alpha will tested through
Stata/SE 14.2.
Table 3. 5: Reliability Statistics

Test scale = mean(unstandardized items)

Reversed items: Enroll support important perception skill reputation income satisfied

Average interitem covariance: .6141328

Number of items in the scale: 20
Scale reliability coefficient: 0.9624
Source: Questionnaire, 2023

20
 CHAPTER FOUR
4. RESULTS AND DISCUSSION

4.1 Demographic profile of the Respondents

In the following table, the demographic information of respondents is presented. These
include the gender, age & educational status of respondents. These have showed as follow:

As it can be observed in Table 4.1 below, in this study, there were 75 participants who were
asked about their gender. The majority (81.33%) identified as female, while 18.67%
identified as male. These results suggest that the study sample may be skewed towards
female participants.

The correlation between enrollment and gender is 0.3064, indicating a weak positive
relationship between the two variables. This means that there is a slight tendency for
enrollment to be associated with gender, but the strength of the relationship is not very
strong.

Table 4. 1: Gender of the respondents

. tab gender

What is
your
gender? Freq. Percent Cum.

Male 14 18.67 18.67

Female 61 81.33 100.00

Total 75 100.00

. correlate Enrollm gender

(obs=75)

Enrollm gender

Enrollm 1.0000
gender 0.3064 1.0000

The table shows the frequency and percentage of participants in each age group. The majority
of participants (77.33%) are in the 18-24 age group, while a smaller percentage (10.67%) are
in the 25-34 age group and an even smaller percentage (12.00%) are in the 35-44 age group.

21
The correlation between enrollment and age in this study is 0.2768, indicating a weak
positive relationship between the two variables. This suggests that as age increases,
enrollment may also increase slightly, but the relationship is not very strong.
Table 4. 2 Age

. tab age

What is
your age
group? Freq. Percent Cum.

18-24 58 77.33 77.33

25-34 8 10.67 88.00
35-44 9 12.00 100.00

Total 75 100.00

Correlation of Enrollm with Age

. correlate Enrollm age
(obs=75)

Enrollm age

Enrollm 1.0000
age 0.2768 1.0000
Source: Questionnaire, 2023
As shown in the table, the majority of the respondents (61.33%) have completed some
college or technical school, followed by 20% who have a Bachelor's degree. Only 2.67% of
the respondents have a Master's degree, while 10.67% have completed high school and
5.33% have less than a high school education. Overall, the sample appears to be relatively
well-educated, with a majority having completed at least some college or technical school.
There is a weak negative correlation (-0.0632) between enrollment and education in the
sample. This means that as education level increases, enrollment tends to decrease slightly,
but the relationship is not very strong.

22
Table 4. 3 Education Level

. tab education

What is your highest level of

education completed? Freq. Percent Cum.

Less than high school 4 5.33 5.33

High school 8 10.67 16.00
Some college or technical school 46 61.33 77.33
Bachelor's degree 15 20.00 97.33
Master's degree 2 2.67 100.00

Total 75 100.00
. correlate Enrollm education
(obs=75)

Enrollm educat~n

Enrollm 1.0000
education -0.0632 1.0000

4.2 Summary of Descriptive Statistics

The mean enrollment rate effectiveness (Enrollm) is 6.96 with a standard deviation of 1.85,
indicating that there is some variability in the enrollment rate effectiveness across the sample.
The mean value for the independent variable Factorr is 34.8 with a standard deviation of 5.55,
indicating that the average score for "Factorr" is fairly high and there is some variability in
the scores across the sample.
The mean value for the independent variable Percep is 17.4 with a standard deviation of 2.99,
indicating that the average score for "Percep" is also fairly high and there is some variability
in the scores across the sample.
The mean value for the independent variable Markt is 10.44 with a standard deviation of
2.97, indicating that the average score for "Markt" is relatively high and there is some
variability in the scores across the sample.

23
Table 4. 4 Summary of Statistics

. sum Enrollm Factorr Percep Markt

Variable Obs Mean Std. Dev. Min Max

Enrollm 75 6.96 1.848593 3 10

Factorr 75 34.8 5.550749 21 42
Percep 75 17.4 2.990977 12 21
Markt 75 10.44 2.973941 3 14

Sources: Questionnaire, 2023

4.3 Correlation Matrix
The correlation matrix in the table below shows the correlation coefficients between the
variables Enrollm, Factorr, Percep, and Markt.

The correlation coefficient between Enrollm and Factorr is 0.0572, which indicates a weak
positive correlation between these two variables. This means that there is little evidence to
suggest that there is a strong linear relationship between enrollment rate effectiveness and
Factorr.
The correlation coefficient between Enrollm and Percep is 0.8217, which indicates a strong
positive correlation between these two variables. This suggests that there is a strong linear
relationship between enrollment rate effectiveness and Percep. This means that as perceptions
of GIC education improve, enrollment rate effectiveness is likely to improve as well.

The correlation coefficient between Enrollm and Markt is -0.2426, which indicates a weak
negative correlation between these two variables. This means that there is little evidence to
suggest that there is a strong linear relationship between enrollment rate effectiveness and
Markt.
The correlation coefficient between Factorr and Percep is 0.4721, which indicates a moderate
positive correlation between these two variables. This suggests that there is a moderate linear
relationship between the Factorr and Percep variables.
The correlation coefficient between Factorr and Markt is 0.8797, which indicates a strong
positive correlation between these two variables. This suggests that there is a strong linear
relationship between the Factorr and Markt variables.
The correlation coefficient between Percep and Markt is 0.1364, which indicates a weak
positive correlation between these two variables. This means that there is little evidence to
suggest that there is a strong linear relationship between Percep and Markt.

24
Overall, the correlation matrix suggests that perceptions of TVET education (Percep) are
strongly positively correlated with enrollment rate effectiveness (Enrollm), while the other
two independent variables (Factorr and Markt) have weaker or moderate correlations with
enrollment rate effectiveness.
Table 4. 5 Correlation Matrix

. correlate Enrollm Factorr Percep Markt

(obs=75)

Enrollm Factorr Percep Markt

Enrollm 1.0000
Factorr 0.0572 1.0000
Percep 0.8217 0.4721 1.0000
Markt -0.2426 0.8797 0.1364 1.0000

Sources: Questionnaire, 2023

4.4 Test of Ordinary Least Square Assumptions
4.4.1. Normality Test
Normality test helps to determine how likely it is for a random variable underlying the data
set to be normally distributed. There are several normality tests such as Skewness Kurtosis
test, Jarque Bera test, Shapiro Wilk test, Kolmogorov-Smirnov test and Chen-Shapiro test.
Table 4.6 shows the results of the skewness/kurtosis tests for normality in Stata for the
variables Enrollm, Factorr, Percep, and Markt. The tests evaluate whether the distribution of
the data is normal or not based on the skewness and kurtosis of the data.
For each variable, the output shows the number of observations (Obs), the p-value for the
skewness test (Pr (Skewness)), the p-value for the kurtosis test (Pr (Kurtosis)), the adjusted
chi-squared value for the joint test of skewness and kurtosis (adj chi2 (2)), and the p-value for
the joint test (Prob>chi2).
Based on the output, we can see that for the variables Enrollm, Factorr, and Markt, the p-
values for the joint test are less than 0.05, indicating that we can reject the null hypothesis of
normality. This means that the distribution of these variables is not normal.
For the variable Percep, the p-value for the joint test is greater than 0.05, indicating that we
cannot reject the null hypothesis of normality. This means that the distribution of this variable
is likely to be normal.

25
It's important to note that the normality assumption is not always critical for regression
analysis. However, if the residuals are not normally distributed, it may affect the validity of
the statistical tests and confidence intervals.
Table 4. 6 sktest
. sktest Enrollm Factorr Percep Markt

Skewness/Kurtosis tests for Normality

joint
Variable Obs Pr(Skewness) Pr(Kurtosis) adj chi2(2) Prob>chi2

Enrollm 75 0.0018 0.5033 8.85 0.0120

Factorr 75 0.0008 0.3443 10.24 0.0060
Percep 75 0.0744 0.0025 10.38 0.0056
Markt 75 0.0032 0.5760 7.99 0.0184
4.4.2 Test of Heteroscedasticity Test
Heteroscedasticity refers to the inconsistency in the amount of error or dispersion in at least
one independent variable in a specific sample. This variability can be utilized to determine
the degree of discrepancy between datasets, such as anticipated outcomes versus real results,
as it offers an indication of how far data points deviate from the average value.
The result below shows the Ho is Constant variance this indicate there is no
Heteroscedasticity in the data and from the P-value which is more than 0.3487, we cannot
reject the Ho of Constant variance because the data is free of Heteroscedasticity.
. estat hettest

Breusch-Pagan / Cook-Weisberg test for heteroskedasticity

Ho: Constant variance
Variables: fitted values of Enrollm

chi2(1) = 0.88
Prob > chi2 = 0.3487
4.4.3 Test of Multicollinearity
Multicollinearity is a situation where there are high correlations among independent
variables, which can lead to unreliable statistical inferences. Tolerance and variance inflation
factor (VIF) can be used to detect multicollinearity. If the value of tolerance is less than 0.2
or 0.1 and, simultaneously, the value of VIF 10 and above, then the multicollinearity is
problematic. From the table, we can say that the mean inflation factor 6.75 is less than ten

26
and this value shows that there is no perfect collinearity between the independent/explanatory
variables. The model has no multicollinearity problem.
. estat vif

Variable VIF 1/VIF

Factorr 10.02 0.099826

Markt 7.93 0.126065
Percep 2.31 0.433218

Mean VIF 6.75

4.5 Regression Result

The regression output you provided shows the results of a multiple linear regression analysis
with enrollment rate effectiveness (Enrollm) as the dependent variable, and Factorr, Percep,
and Markt as the independent variables.
The F-statistic of 105.26 with a p-value of 0.0000 indicates that the regression model is
statistically significant. This means that at least one of the independent variables has a
statistically significant relationship with enrollment rate effectiveness.
The R-squared value of 0.8164 indicates that the model explains 81.64% of the variance in
enrollment rate effectiveness. This means that the independent variables included in the
model are able to explain a large portion of the variation in enrollment rate effectiveness. The
remaining 18.36 percent of the variation in the enrollment rate effectiveness in GIC (as
measured by Likert scale) explained by other variables which are not included in the model.
The coefficient for Factorr is -0.1205, with a standard error of 0.0536 and a p-value of 0.028.
This suggests that there is a statistically significant negative relationship between Factorr and
enrollment rate effectiveness. In other words, as Factorr increases, enrollment rate
effectiveness tends to decrease.
The coefficient for Percep is 0.6186, with a standard error of 0.0477 and a p-value of 0.000.
This suggests that there is a statistically significant positive relationship between Percep and
enrollment rate effectiveness. In other words, as perceptions of TVET education improve,
enrollment rate effectiveness tends to improve as well.
The coefficient for Markt is -0.0378, with a standard error of 0.0890 and a p-value of 0.673.
This suggests that there is no statistically significant relationship between Markt and
enrollment rate effectiveness.

27
Overall, the regression output suggests that perceptions of TVET education (Percep) and
Factorr have statistically significant relationships with enrollment rate effectiveness, while
Markt does not. This means that if you want to improve enrollment rate effectiveness, you
may want to focus on improving perceptions of TVET education and reducing Factorr.
Table 4. 7 Regression Result

. reg Enrollm Factorr Percep Markt

Source SS df MS Number of obs = 75

F(3, 71) = 105.26
Model 206.459385 3 68.8197949 Prob > F = 0.0000
Residual 46.4206152 71 .653811482 R-squared = 0.8164
Adj R-squared = 0.8087
Total 252.88 74 3.4172973 Root MSE = .80859

Enrollm Coef. Std. Err. t P>|t| [95% Conf. Interval]

Factorr -.1205283 .0535966 -2.25 0.028 -.2273968 -.0136597

Percep .6185749 .0477468 12.96 0.000 .5233706 .7137792
Markt -.0377526 .0890187 -0.42 0.673 -.2152509 .1397456
_cons .7853181 .718358 1.09 0.278 -.6470471 2.217683

Sources: Questionnaire, 2023

Fitted Model
Enrollm = β0 + β1 Factorr + β2Percep + β3 Markt + µ
Enrollm = 0.7853 + (-0.1205) Factorr+ 0.6186 Percep + (-0.0378) Markt
i. Enrollm – This column shows the dependent variable at the top (Enrollment Rate)
with the predictor variables below it (Factorr, Percep Markt and _cons). The last
variable (_cons) represents the constant, also referred to in textbooks as the Y
intercept, the height of the regression line when it crosses the Y axis. In other words,
this is the predicted value of enrollment rate when all other variables are 0.
ii. Coef. – These are the values for the regression equation for predicting the dependent
variable from the independent variable. The regression equation is presented in many
different ways,
iii. Y Predicted = Enrollm = β0 + β1 Factorr + β2Percep + β3 Markt + µ

28
The column of estimates (coefficients or parameter estimates, from here on labeled
coefficients) provides the values for β0, β1, β2, and β3 for this equation. Expressed in terms of
the variables used in this study, the regression equation is
Enrollm Predicted = 0.7853 + (-0.1205) Factorr+ 0.6186 Percep + (-0.0378) Markt
These estimates tell you about the relationship between the independent variables and the
dependent variable. These estimates tell the amount of increase in enrollment rate that would
be predicted by a 1 unit increase in the predictor.
β0 is the intercept, which represents the value of the dependent variable (the enrollment rate)
when all independent variables (Factorr, Percep & Markt) are equal to zero. In this case the
enrollment rate would be 0.7853181 when all independent variables are equal to zero.
(See the columns with the t-value and p-value about testing whether the coefficients are
significant). Factorr – The coefficient (parameter estimate) is -0.1205. So, for every unit (i.e.,
point, since this is the metric in which the tests are measured) increase in Factors that
influence student`s enrollment decisions, a -0.1205 unit decrease in Enrollment is predicted,
holding all other variables constant. (It does not matter at what value you hold the other
variables constant, because it is a linear model) Or, for every increase of one point on the
Factors that influence students` enrollment decisions, Enrollment rate is predicted to be lower
by -0.1205 points.
Perception – For every unit increase in Perception, there is a 0.6186 unit increase in the
predicted enrollment rate, holding all other variables constant. The variable perception is
technically statistically significant, because the p-value is 0.00. Markt – The coefficient for
Markt is -0.0378. This means that for a 1-unit increase in the marketing strategies, we expect
an approximately -0.0378 point decrease in the enrollment rate. This is not statistically
significant.
iv. t and P>|t| – These columns provide the t-value and 2-tailed p-value used in testing the
null hypothesis that the coefficient (parameter) is 0. Coefficients having p-values less
than alpha are statistically significant. Alpha to be 0.05, coefficients having a p-value
of 0.05 or less would be statistically significant (i.e., reject the null hypothesis and say
that the coefficient is significantly different from 0).
4.5.1 Discussion of the Results through Hypothesis Testing
The result of this study shows that Factors significantly influence students' decisions to enroll
in GIC. Enrollment decisions with unstandardized coefficient of regression [= -0.1205] has
negative and statistically significant value at 5% level of significance since p-value indicates

29
0.000 < 0.05. Hence, hypothesis one is accepted. This finding is consistent with the findings
of other studies results. The regression result of the model regarding Perception was also
clearly evidenced that there is statistically significant and positive relationship between
perception & attitudes of trainees, parents and employers and enrollment rate effectiveness as
far as the significance of unstandardized coefficient of regression is positive. This implies
that a positive perception and attitude of trainees, parents, and employers towards GIC
vocational training positively contributes to the effectiveness of enrollment rates.
The result of this study with regard to perception and attitude of trainees, parents, and
employers showed that unstandardized coefficient of regression [β= 0.6186] has positive and
statistically significant value at 5% level of significance since p-value of 0.00 < 0.05. Hence,
the researcher forced to accept hypothesis two.
The results of the regression analysis suggest that factors significantly influence students'
decisions to enroll in GIC (Ha-1). This is indicated by the significant negative coefficient for
the variable "Factorr" (-0.1205) with a p-value of 0.028. This suggests that as the factors
influencing students' decisions to enroll in GIC increase, the number of enrollments
decreases.
The results also suggest that students, parents, and local employers have positive perceptions
and attitudes towards TVET education, specifically in relation to GIC (Ha-2). This is
indicated by the significant positive coefficient for the variable "Percep" (0.6186) with a p-
value of 0.000. This suggests that as the positive perceptions and attitudes towards TVET
education increase, the number of enrollments in GIC also increases.
However, (Ho-3) is indicated by the non-significant coefficient for the variable "Markt" (-
0.0378) with a p-value of 0.673. This suggests that current marketing strategies do not have a
significant impact on the number of enrollments in GIC.
Overall, these results support Ha-1 and Ha-2, but do not support Ho-3.
Table 4. 8: Summary of Hypothesis Testing

Relation Hypothesis Expected Actual result Decision

with Enrollm
Factorr H1: Positive& significant Positive& significant Don’t Rejected
Percep H2: Positive& significant Positive& significant Don’t Rejected
Markt H3: Positive& significant Negative&insignificant Rejected

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 CHAPTER FIVE

5. SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION

5.1. Summary of Major Findings

5.1.1 Summary of findings of descriptive statistics

At very beginning the objective of this study is to identify the factors that affect of enrollment
rate effectiveness in GIC. The data required for the study were collected through structured
questionnaire from the respondents purposively selected from trainees, parents, school
directors & employers. The researcher totally distributed eighty five (85) questionnaires for
the selected respondents. Out of which seventy five (75) questionnaires were correctly filled
and returned. i.e., with the response rate of 88.24 percent. The summary of both descriptive
and inferential statistics has been done as follow:
Concerning the reliability analysis for Cronbach’s Alpha (α) of all variables incorporated in
the model is more than 0.96. This implies that the responses generated for all of the variables
‘used in this research were reliable enough for data analysis.
The descriptive statistics analysis result showed that all variables incorporated in the model
were found to have positive contribution to the response variable enrollment rate
effectiveness except marketing strategies which have a negative correlation but the researcher
does not considered their contribution because the mean value is influenced by extreme
variables.
In addition, table 4.5 relationship between dependent variable which is enrollment rate
Effectiveness and independent variables with coefficient of correlation 1 indicates that each
variable is perfectly positively correlated with each other. The result shows that, factors that
influence students` enrollments decision (Factorr), Perception & attitude of trainees, parents
and employers (Percep) were positively correlated at 5% significance level (as P<0.01) with
Enroll. Whereas, Market strategy (Markt) have negatively correlated with the enrollment rate
effectiveness. The second homoscedasticity assumption that states as the probability
distribution of the disturbance term remains the same for all observations. Accordingly, in
order to detect the heteroscedasticity problems, the above figure showed that there is
homoscedasticity and the assumption that the variation in the residuals (or amount of error in
the model) is similar at each point across the model is satisfied. So, we can conclude that

31
there is no heteroscedasticity problem in the model. An implicit assumption that is made
when using the OLS estimation method is that the independent variables are not correlated
with one another is checked through tolerance and variable inflation factor. Hence, the
tolerance levels for all variables are greater than 0.10 and the VIF value are not more than
80%. This indicates that there were no multicollinearity problems that alter the analysis of
the findings; rather it leads to the acceptance of R-value, tolerance and VIF values. In
summary, the researcher tested all the OLS assumptions before proceeding to regression
analysis and fulfilled all tests of classical liner regression model.

5.2. Conclusion
Findings revealed from this study were generalized in Enrollment rate effectiveness in GIC:
In this work, the researcher explored factors affecting enrollment rate effectiveness. By
keeping this objective in mind, the researcher collected the primary data through five point
structured questionnaires were developed in the form of Likert scale. By using Stata version
14.2 the analysis of both descriptive and inferential statistics has been done.

Based on the findings from the regression analysis of the model, the researchers concluded
that the enrollment rate effectiveness was best explained by the explanatory variables
included in the model.

The conclusion that can be drawn from the findings in the first hypothesis is Factors
significantly influence students' decisions to enroll in GIC has negative and significant effect
on enrollment rate effectiveness. So the hypothesis was accepted by the researcher: which
means an increase on the value of Factors significantly influence students' decisions to enroll
in GIC leads to a decrease in enrollment rate effectiveness of trainees in GIC measured by
five point Likert scale.

The conclusion that can be drawn from the findings in the second hypothesis is that Students,
parents and local employers have positive perceptions and attitudes towards TVET education,
specifically in relation to GIC has positive and significant effect on enrollment rate
effectiveness. It was accepted by the researcher: which means an increase on the Students,
parents and local employers have positive perceptions and attitudes towards TVET education,
specifically in relation to GIC enables to an increase in enrollment rate effectiveness in GIC.

The findings of third hypothesis are not statistically significant since their P-values are more
than 5%.

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5.3. Recommendations
The study has shown a clear understanding of enrollment rate and its influence on Enrollment
rate effectiveness. The finding of this research demonstrated that the independence of
enrollment rate effectiveness (Enrollm), Factors that influence enrollment decisions (Factorr),
Perceptions & attitudes of students` parents and employers (Percep) have statistically
significant influence on the enrollment rate effectiveness in GIC. Hence, the
recommendation was forwarded to Gofa Industrial College based on statistically significant
variables as follow.
 Focus on improving the perceptions and attitudes of students towards TVET
education (Percep) and to consider ways to address any negative factors (Factorr) that
may be impacting enrollment rates.
 This could potentially be achieved through targeted marketing and communication
efforts to address any perceived weaknesses in the program.
 Additionally, it may be worthwhile to explore ways to further improve the quality of
education and skills learned, as these factors may also impact perceptions and
attitudes towards TVET education specifically in GIC.
5.4 Direction for the Future Research
Based on the results of the study for enrollment rate effectiveness in Gofa Industrial College,
there are a few potential future research directions that could be explored.
1. Further investigate the factors that contribute to positive perceptions and attitudes
towards TVET education. While the regression analysis identified Percep as a
significant variable in predicting enrollment rates, it would be useful to conduct more
in-depth research to understand the specific factors that contribute to positive
perceptions and attitudes towards TVET education. This could include conducting
surveys or focus groups with students, parents, and local employers to gain a better
understanding of what aspects of the program are particularly valued.
2. Explore the impact of program improvements on enrollment rates. As noted in my
previous recommendation, it may be worthwhile for Gofa Industrial College to
explore ways to further improve the quality of education and skills learned. Future
research could evaluate the impact of these improvements on enrollment rates, as well
as on student outcomes such as graduation rates and job placement rates.

33
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