Review of Ethiopia Education Sector Development Programme VI in Perspectives of Filling the Labour Market Skill Gap

doi:10.7176/jcsd/67-01

Abstract

Skill gap in Labour market at both domestic and international level is the current agenda of higher education systems of Ethiopia to across the globe opportunities as a domestic unemployment challenges because of divide gap between what is delivered and what is expected. It is concern because the direct result of this mismatch is increasing unemployment and widening social divide. Therefore government focus at Education Sector Development Programmes and policies to generate transformational plans to change the substructure. Education is the root of transformation of all sectors of economy. So review of education sector development programmes VI in perspectives of filling the labour market skill gap is evitable in nature. Keywords: Higher Education, Labour Market, Policy and Strategy, Skill Gap . DOI: 10.7176/JCSD/67-01 Publication date: January 31 st 2022

Highlights

Labour market faces drastic changes in its both structure and demand because of rise of technology and advancement of economy (Achchab & Temsamani, 2022)
In the era of digital labour market the demand of skill labour rises very fast because quality of skilled labour decided the direction of economic growth of a economy
Education Sector Development Plan (ESDP) VI cantered towards quality education on base of skills development and values addition to promote citizenship behaviour among the students especially guidelines are clearly demonstrated for this in Education Sector Development Program, Programme 3 ( Lerra, 2021)

Summary

Introduction

Labour market faces drastic changes in its both structure and demand because of rise of technology and advancement of economy (Achchab & Temsamani, 2022). For access, equity, and internal efficiency in general education Ethiopia federal ministry of education developed education Sector Development Programme VI in perspectives of filling the Skill Gap in Labour market for a period of 2013 – 2017 E.C.

Results

Conclusion