According to Udin et al (2012), collaboration can span developing networks between teachers or TVET institutions and industrial employers, thereby fostering mutual benefits for both parties. To buttress this view, Bukit (2012) submitted that linkages between TVET teachers and industry employers could offer new technologies or working standards to be used in industrial production. It is in that light that Kilbrink and Bjurulf (2013) argued that teaching and learning in vocational education is supposed to take place in both in the school and workplace, and that in such an atmosphere of dual learning, the question of transfer of knowledge becomes important, that is how to apply previously acquired knowledge in new situations
63
To buttress this, they conducted a study that investigated the appearance of transfer of knowledge and factors providing transfer possibilities in teacher and supervisor narratives in a vocational study programme in Swedish upper secondary schools (Kilbrink & Bjurulf, (2013). A total of five participants were selected, two teachers from the school and three supervisors from the workplace. Data for the study was collected using semi-structured focus group interviews and was analysed thematically. The study showed transfer in the following areas: basic knowledge from schools in machine code (ISO-code); mathematics, use of tools; materials and measurements; principles and skills; application of principles on how to work with different materials and application of different human senses in engineering work such as welding in new situation. Other findings include evidence of the transfer of written materials to real life situation (that is to transfer written content into concrete situation, for instance, having an understanding of isometric cube in plumbing, the ability to describe a real-life situation into documentation, and the transfer of experiences, meaning the ability of a student to work independently and conduct work in different situations in order to develop experience).
There were other findings considered as factors that enable these transfers to take place. These include: the communication needed for good cooperation between schools and industries for the school to use machines owned by industries, students’ participation in industrial activities to fulfil their course objectives, and the understanding of how to build on their previous knowledge. The cited study is qualitative in nature, and never explored TVET provision in its totality. It differs from the current study in that it was conducted in Sweden, whilst the current study employs a participatory mixed method approach in exploring TVET provision alongside the relevance of stakeholder partnerships.
The language of partnership, as remarked by Griggs (2015), is powerful when implemented in practice. In agreement with this assertion, a study entitled school-industry partnerships an innovative strategy for vocational education was conducted in Queensland Australia (Watters, Hay, Dempster, & Pillay, 2013). The purpose of the study was to theorise how knowledge that is valued and foundational in the workplace employment can inform school curriculum and pedagogical practices. The study adopted a longitudinal case study approach, as samples included principals, teachers, students and vocational education coordinators from 20 governments, private and Catholic schools. Also included as part of the sample were industry and staff personnel from six industries representing agribusiness, aerospace, building and construction, manufacturing and engineering, minerals and energy, and wine tourism. The study employed primary and secondary methods of data collection. Primary
64
data was generated through interviews, observations, focus group interviews, whilst secondary data was derived from websites, policy documents, curriculum and syllabus, and teaching materials.
Findings from the study indicated that such school-industry partnerships avail the schools access to industry facilities, develop a responsive curriculum that meets the need of industry, and build the capacity of constrained teacher-knowledge. Other benefits include the development of the needed human resources, exposure to experiential learning, access to dual learning sites, mentorship and supervision of industry personnel, increased students’ participation in their area of specialisation, participation in workplace industrial training programme, and student preparation for employment and further training in higher education. Contextually, the cited study was conducted in Australia, and is qualitative in nature, as opposed to the current study, which is mixed method in approach, hence the need to conduct the current study to find out if similar finding would hold for the Nigerian context.
In a related development, a study titled perceived benefits of school-industry partnership was conducted in Alabama, United States of America. The focus of the study was to discover the perceptions of benefits of the teachers, students and company employees involved in a school-industry partnership, and to give voice to the participants within the school organisation. A qualitative approach was applied to generate data through interviews, observations, and review of documents from company employees, school administration- teachers and students (Griggs, 2015). Findings revealed that teachers’ knowledge is updated continually in line with the dynamic nature of the workplace; workplace learning provides a more flexible educational experience that values innovation and creativity; and learning in real- world environment with the right personnel makes learning become relevant life experiences. Other findings that emerged include the provision of relevant classroom learning through the employee mentorship and increased motivation in students to learn in their area of specialisation, because the partnership provided real world experience that seemed relevant to their future. Also signposted by the study is the growth of essential skills; increased confidence; communication skills; employability skills; and understanding of the need for essential skills. According to Griggs (2015), school-industry partnerships grant learning opportunities that are not limited to the usual constraints of school environment, and the development of employees and teachers for the workforce. The aforementioned study was conducted in United States and it adopted a qualitative design, hence the need for the present study – a mixed method which
65
will offer a better understanding to the school-industry partnership, and to also ascertain if the findings apply to this context.