Presented by: Courtney Palmer Richard Samuels

Considering that industries are the prime partners of vocational and technical institutions, they must play important roles in providing inputs and assistance to the schools where the future employees are being educated and trained. (Paryono. F. (2013). Enhancing Partnerships between Schools and Industries: Learning from the Excellent Practices in the Region and Beyond)

The cooperation between the two is mutual in nature, benefiting from each other that eventually will improve the quality of process. (Paryono. F. (2013). Enhancing Partnerships between Schools and Industries: Learning from the Excellent Practices in the Region and Beyond)

Having qualified and motivated teachers/instructors is a prerequisite for effective instructional delivery and learning to take place and is therefore a key component in determining quality in Technical, Vocational, Education and Training (TVET).

Invariably, the relationship between TVET institutions and industries is of paramount importance since, amongst their major objectives, is to read and interpret the market demand signals of the industry and prepare human resources with the TVET skills necessary to satisfy the manpower needs identified.

 In essence, sustainable relationships between TVET teacher education and industries are established for reasons which benefit both entities.

 The world of work is dynamically changing with the fast pace of technological development. It is therefore imperative that TVET teacher education focuses on the preparation of individuals who will inevitably prepare trainees to adequately function in this new paradigm.

This presentation describes issues pertaining to: (a) Strengthening TVET teacher education through collaboration with industry; (b) Benefits of TVET teachers collaborating with Industry, and (c) proposes solutions to alleviate the identified issue.

Linkages between TVET institutes and employers empower TVET teacher education through the acquisition of practical skills, positive professional attitudes, and the gradual development of teachers’ understanding of working within industry. (Strengthening TVET Teacher Education. UNESCO 2012)

TVET institutes depend upon industry as a means of accessing the latest technology and practices, as well as indicating the level and types of skills currently required. (Strengthening TVET Teacher Education. UNESCO 2012)

An effective relationship between TVET teachers and industries will thus ensure that TVET curricula and teaching methodologies are relevant and up-to-date. (Strengthening TVET Teacher Education. UNESCO 2012)

The effectiveness of any education system is strongly dependent on the quality of interactions and relationships that occur between the teachers/ trainers, learners and the industry.

 Changes in the world of work, founded upon rapid and widespread technological development have significantly influenced the type of technical vocational education and training (TVET) programme that needs to be offered.

 Invariable, this paradigm shift has greatly influenced the teaching and learning strategies employed by TVET teachers, rendering the nature of TVET unique from all other areas of teaching.

Many TVET teachers enter the classroom without the benefit of an industrial background, and having often lacked the opportunity to experience the world of work. (Strengthening TVET Teacher Education. UNESCO 2012)

Efforts to strengthen TVET teacher education must therefore adopt a dual focus, incorporating both the pre- (training) and in- service phases. (Strengthening TVET Teacher Education. UNESCO 2012)

The issues and challenges of TVET teachers are quite different from general teachers and thus require a distinct response in terms of skills and competencies that should be regularly updated alongside technological developments and linkages with industries. (Strengthening TVET Teacher Education. UNESCO 2012)

School-industry collaborations include these three (3) models: I. Small to large-scale collaborations, II. Mid-scale collaborations and III. Large-scale collaborations. (Paryono. F. (2013). Enhancing Partnerships between Schools and Industries: Learning from the Excellent Practices in the Region and Beyond)

Small to large-scale collaborations-can be in the form of short visits, short-term attachment, and a limited-resource sharing.

 Mid-scale collaborations- include participation in parts of TVET planning and implementation processes, such as in curriculum development, longer-term student and teacher attachment/training in industry, and industry involvement in graduate certification.

Large-scale collaborations-cover industry participation in the whole process of TVET planning and implementation, in which case industry can be the member of the school governing board, assists in curriculum development and evaluation, participates in teaching-learning processes either by sending industry experts to teach in school or by training students in industry, and involves in assessing and certifying graduates.

 Close collaboration provides TVET teachers with the opportunity to access information concerning the latest technologies used within industry, which can form the basis of suitable teaching modules. (Strengthening TVET Teacher Education. UNESCO 2012)

 Theoretical modules are developed based on modern sciences, while hands-on modules focus on skills and working processes in practice within industries. (Strengthening TVET Teacher Education. UNESCO 2012)

 For curriculum development to meet the quality standards set by accreditation or certifying bodies, close collaboration between teachers and industries is essential, including support from industrial personnel.

Within the DACUM process, curriculum development requires up-to-date information and receives legitimacy from working associations in the respective field of work in an industry. (Strengthening TVET Teacher Education. UNESCO 2012)

 Industrial experience should be mandatory as a basic qualification for TVET teachers.  Teachers should be trained in the knowledge and skills required to build industrial links as part of their pre-service training, enabling them to foster such linkages once in-service.

TVET teachers can be placed as part-time employees within the industries, and selected employers can be assigned as part-time teachers.

The industrial experiences of TVET teachers should be updated through such participation at least for a certain period every year. For example three (3) months per year.

 TVET teachers introducing production-based learning activities in institutes that would yield/create practical jobs for students for saleable products.

Production based institutes offer dual benefits, namely,  the institute earns income to meet its operation costs and  students learn skills required to produce market-standard products.

Another approach could be the introduction of a ‘teaching factory’. Teachers would invite industries to host their production within the TVET institute, enabling students to learn the range and level of skills involved within the production process.

Also, teachers would learn about standards of quality required in the market and about industrial working culture. It would also be enable teachers to constantly improve their skill sets.

TVET institutes should ensure that, teachers are not only well- trained but also well-motivated. An industry advisory committee can be formulated with a mandate to ensure that teachers are proactive in developing and maintaining linkages with industries.

More efforts must be made to encourage research as a learning culture within TVET teacher education. It is important to gain insight into the type of learning environment, teaching methods and appropriate learning materials to enable TVET students to learn most effectively, and also consider the development of their individual personality.

Continuing professional development for TVET teachers must be made mandatory the because attainment of an academic degree does not prepare TVET teachers to fulfill all aspects of their role, including changing technology.

Some benefits of continuing professional development include keeping abreast with the development of new technology and industrial working methods, support with curriculum development, and attaining new qualifications.

Professional development of TVET teachers can be arranged using a professional growth plan. With input from a supervisor, this is intended to outline a number of measurable activities of the individual teacher’s development over a five-year period.

The evidence can be collected in the form of a portfolio, which can be revisited every year to ensure that teachers remain on track with their progress.

For this to work effectively the individual teacher must take responsibility for their plan, rather than it being left entirely to the administrator.

It is quite imperative that constant collaboration exist between TVET teachers and industries because this relationship will determine the relevance of teachers’ knowledge and teaching content.

This type of relationship and practice is also essential because it helps TVET teachers to keep abreast of emerging trends and technologies and therefore enables them to best prepare their students for the unique realities of the world of work.

 Strengthening TVET Teacher Education. UNESCO Retrieved from ad/docs/Synthesis_report_eForumTVET_Teachers.p df ad/docs/Synthesis_report_eForumTVET_Teachers.p df  Paryono. F. (2013). Enhancing Partnerships between Schools and Industries: Learning from the Excellent Practices in the Region and Beyond.