The main purpose of this study was to identify the factors which affect self employability of TVET graduates in south Wallo zone. To this end a descriptive survey method was employed for the study. The samples of the survey group were selected from two TVET colleges of south Wallo zone. A 44 item questionnaires based on the Likert method and 12 supplementary terms of questionnaires were administered for 320 subjects; composed of 172 trainees, 55 instructors and 93 unemployed graduates. A total of 286 (89. 38%) of the questionnaires were properly filled and returned. In addition to these , colleges' deans, vocational counselors, self employed graduates; Woreda ACS!, MSE and town administration heads were included in the study .Interview and document analysis were also made to collect the necessary data .. The data was analyzed using percentages, chi­ square test and narrative description according to the items of the questionnaires. Findings revealed that lack of labor market information system, negative attitude on both the trainees and their parents , lack of practical skills, self confidence in creating their own jobs, lack of continuous effort towards self employment, inadequate knowledge about entrepreneurship and cooperative training inconvenient rules and regulations of the stakeholders, lack of qualified and skilled trainers (instructors), poor support and cooperation from the stakeholders, shortage of training materials and adequate workshops , poor interest and self initiation among the trainees and graduates to create their own jobs were the major problems that affected self employment or job creation o.f TVET graduates. Recommendations were .forwarded to alleviate the problem. Accordingly, the stake holders such as ACS!, MSE, town administration and the TVET itself should pay attention to support the graduates to create their own jobs by offering practical training .fulfilling training materials and inputs within the colleges ,organizing the training program according to the objectives designed in the TVET strategy, providing working places and money, revising rules and regulations of the T:VET stakeholders in such a way that, to initiate graduates interest ,self confidence and to strengthen their effort towards self employment. In addition to these, all the stakeholders from the region to the Woredas should work together regularly to change the attitudes of the community, parents, graduates and all the trainees to know well and accept the benefits ofTVET in reduction of poverty, achieving economic development and creating prosperous individual citizens, if graduates become initiative and ,skilled job creators. ABSTRACT

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN EDUCATION MANAGEMENT