From graduation to employment: lessons from a tracer study of Adama Science and Technology University’s 2024 cohort

This study investigates the employment outcomes, career trajectories, and skill relevance of the 2024 graduating cohort of Adama Science and Technology University (ASTU), Ethiopia, using mixed-methods approach. Data were collected from a stratified random sample of 251 graduates, drawn from 15 departments within a total cohort of 529, using a mixed-mode approach that combined online surveys, telephone interviews, and in-person follow-ups. Quantitative data were examined using descriptive statistics, including frequencies, percentages, and means, while qualitative responses were analyzed through inductive thematic analysis. Findings of the tracer study revealed that around 85.7% of ASTU’s 2024 graduates were engaged in productive post-graduation pathways, including employment and further study. Specifically, a total of 174 respondents (69.3%) were working at the moment, with the majority (44.6%, n = 112) holding full-time positions. An additional 8% ( n = 20) were employed part-time, and 17% ( n = 42) were self-employed or running their own business. The majorities (68%) were employed in the private sector, and nearly half earn salaries above 15,000 ETB. However, employment is geographically concentrated in Addis Ababa, and only 10% of graduates attribute job placement to university career services. While 97% of graduates completed internships, only half rated them as highly effective for employment. Graduates expressed strong confidence in theoretical knowledge and problem-solving skills but reported lower confidence in technical, leadership, and communication skills. Recommendations emphasize curriculum reform to strengthen practical training, industry-aligned technical skills, and soft skills integration, alongside enhanced career services and industry partnerships. The study contributes to the discourse on higher education effectiveness in Ethiopia and provides evidence-based insights for institutional quality assurance, curriculum development, and national human resource planning.