Scholarly Technical Education Publication Series (STEPS) Vol. 4, 2020
A Study to Identify Ways of Enhancing Industry Partnership towards Technical Education - The Sri Lankan Context
Authors:
-
Balasooriya, B.M.C.N
Deputy Director of English
Department of Technical Education and Training; Sri Lanka
Kulathunga, I.D.J
Director
College of Technology Kurunegala Sri Lanka
Abstract
Adequate partnership between DTET institutions and industries would lead to provision of relevant practical skills for industrialization.The purpose of this research paper was to examine the industry partnership between Colleges of Technology and Technical Colleges of Department of Technical Education & Training and the industry and enhancing the ways to develop strong partnership between technical institutes and industry. The article recommends that the industry should provide contemporary skills by training and establish networks with DTET institutions for minimizing the gaps. The authors of the article consider that collaboration, the important means can be made the highway to bridge the gap and to enhance employability skills of DTET in Sri Lanka.
Background
Sri Lanka is the South Asian multi- national and multi-religious country in which 21.4 million people living in urban and rural areas and male population is 49.3% and female is 50.75%. The total area of the country is 65,610 km2
In the country, vocational training and education plays a vital role among the youths who fail to do Ordinary Level and Advance Level in ordinary system of education and fail to enter the national Universities of the Country.Vocational training is currently provided by mainly the government and private vocational institutes. It is important to mention that these all vocational institutes are under the Tertiary Vocational Education Commission (TVET). Department of Technical Education and Training under which there are 09 colleges of Technology in 09 provinces of Sri Lanka. In addition, there are 30 technical colleges under the purview of the DTET.
Research Problem
The relationship of DTET institutes with industries is of paramount importance since the primary business of these institutions to interpret the market demand signals and prepare human resources to satisfy the manpower needs of industry. Sustainable relationships between the Colleges of Technology and Technical Colleges under the purview of Department of Technical Education and Training and industries are established for reasons which benefit both entities. Linkage between DTET colleges and Industry refers to activities which are mutually beneficial to both parties involved in the relationship.
Technical and Vocational Education and Training (TVET) is one of the most powerful instruments for economic, social and political developments. It is a means for enabling all members of the community to wisely use modern technology and help to solve their problems but the relationship DTET institutes, industry and community has traditionally not been a close one. It has also a great impact in producing skilled manpower that has substantial role in the development of the country. Hence, many countries have recognized the importance of TVET and have been taking different measures since the last three decades to maximize its effectiveness in their education system (UNESCO, 1999).
Another vital issue is the most of the instructors are lack new technology. Therefore, they need to upgrade their new technology. Furthermore, DTET is lacking Memorandum of Understandings (MOUs) between DTET institutes and industries. Speaking of economic transformation particularly in the global competition, each country – with respect to the purpose of achieving economy-based knowledge is required to develop the knowledge of workers who are competent, adaptive, and innovative. TVET has proven to play an essential role in promoting economic growth and socio-economic development. World Bank had argued at the time that the cost of technical and vocational education was too high compared with the returns to the economy, that the quality of training was poor and that there was considerable mismatch between training and the needs of industry. In short, the delivery of vocational education and training was not cost effective.
The vision for Technical and Vocational Education and Training (TVET) of Department of Technical Education and Training (DTET) in Sri Lanka is to create and help to solve their problems but the relationship DTET institutes, industry and community has traditionally not been a close one. It has also a great impact in producing skilled manpower that has substantial role in the development of the country. Hence, many countries recognized the importance of TVET and have been taking different measures since the last three decades to maximize its effectiveness in their education system (UNESCO, 1999).
Research Questions:
- To what extent DTET institutes have taken necessary actions to interact with industry?
- To what extent industry follow the DTET training procedures?
- To what extent DTET instructors are upgraded through partnership?
- To what extent industry involve to prepare proper training package
Significance of the Research
The research findings will be significant at the different levels of the Department of Technical Education and Colleges of Technology and Technical colleges scattered through the country.
Research findings will support all top middle and lower level managers to understand the prevailing situation of the industry linkage between DTET and the industry. Further, research findings would assist to enhance strong linkage between DTET and industry.
Research Framework and Literature Review
The study defines partnership as “a relationship resembling a legal partnership and usually involving close cooperation between parties having specified and joint rights andresponsibilities” (Merriam-Webster dictionary). Figure 1 below shows that enhancing technical education depends on the industrial partnership of DTET which involves key activities as indicated.
Figure 1: Conceptual Framework of the Study
Figure 2: Definition of Partnership in the study wihich is a combination of cooperation and joint rights and responsibility
Partnership with the industries and the technical and vocational institutions are the major rising concern in many developing countries like Sri Lanka. International recommendations of UNESCO for the improvement of technical education and vocational training systems systematically referred to the need to forge closer links between training and the labor market.
It was considered by UNESCO that industrial attachment was the most pronounced linkage; lack of initiative by TVET institutions and poor response from the industries were among the major challenges facing the collaboration of TVET and industry. The interaction between research institutions and the industry has been considered a strategic instrument for national and regional innovation, competitiveness, and economic growth (Rast et al, 2012).
TVET institutions operate in an environment characterized by fast technological progress, emerging careers, changing jobs requirements and increased competition. These changes have necessitated an industry-institute collaboration in order to address this challenge (Plewa& Quester, 2008). Companies that collaborate with learning institutions typically have higher productivity rates than companies that do not have such collaboration (Cedefop, 2016; Malairaja&Zawdie, 2008).
The Third international congress on technical and vocational education and training on “transforming TVET: Building skills for work and life” in Shanghai, China recommended that TVET delivery must involve a broader partnership with multiple stakeholders.In observing the competencies of TVET graduates there are numerous criticisms of technical education and vocational training have been voiced over the past decade (World Bank, 1991; Moura Castro, 1999). They may be summarized as: (1) poor quality; (2) very high cost; (3) unsuitability of training to actual socio-economic conditions; (4) disregard of the informal sector’s needs; and (5) disregard of the labour market and of the high unemployment rate among graduates.
Importance of Industry- TVET Institution Partnership
It is important to mention that the high rate of unemployment and other economic hardship in developing countries. Sri Lanka has become of great concern. Although various government interventions have been in place in Sri Lanka to alleviate the problem of unemployment and poverty among the citizens, many graduates of different educational levels especially the tertiary level stay at home several years after graduation without a living job.
This scenario cuts across all disciplines including Technical Vocational Education and Training (TVET). TVET graduates who are supposed to be equipped in knowledge, skill and attitudes for the world of work are not even left out in this evil of unemployment. In addition, another principal reason is that the skills of Sri Lankan TVET graduates mismatch the industry requirements. This is achievable through workplace-based/practical training. The workplace-based training is more possible through an enduring partnership between TVET institutions and industry. TVET institutions and organizations, should therefore, promote the employability of graduates through work integrated learning approaches based on TVET institutions—industry partnership. Through the strong partnership, the TVET institutes and curriculum developers and policy makers are able to understand the industry requirements and their expectations.
Furthermore, TVET graduates should have employability skills. Employability implies the work readiness of graduates. Employability skills include communication, interpersonal, teamwork, problem solving, research and analytical, planning and organizing, technology and life-long learning skills. They are the generic skills every worker is expected to possess to work smoothly and comfortably with management and colleagues in organizations. Employers tend to value employability skills more highly than disciplinary-based understanding and skills (Yorke, 2006; Harvey, 2005). Employability skills are major recruitment concern of employers in both developing and developed nations of the world. The concern over lack of work readiness displayed by business graduates in particular has generated academic as well as industry-based research (Central Queens and University, 2009; Tindale, Evans, Cable, & Mead, 2005) into how tertiary accounting curricula can improve in relation to developing accounting graduate’s employability and professional work skills. Published research in other growth regions of the world also indicate mismatch between graduate skills and employers’ expectations. This is particularly in relation to problem solving, communication, teamwork, and management skills. Some of such researches include examples from New Zealand (Hodges &Burdel, 2003); Sri Lanka (Wickramasingle&Perera, 2010); South Africa (Pop & Barkhuizen, 2010); Japan (Sugahara&Coman, 2010), China (Rose, 2013) and Malaysia (Chang, 2004; Davd, Abidin, Sapuan, &Rajadura, 2011). The implication, therefore, is that there should be urgent and greater collaboration, partnership and feedback between industry and educational institutions, particularly TVET institutions, to develop training systems that are more relevant to industry.
According to the UNESCO-UNEVOC online conference 2012 report on “strengthening TVET teacher education”, it empathizes as follows
- Industry as an essential component in ensuring the effectiveness of TVET institutions in generating qualified and skilled workers
- The strengthening of linkages between TVET teachers and industries is considered as crucial in preparing students to meet the dynamic work requirements
- TVET institutes depend upon industry as a means of accessing the latest technology and practices
- Industry acts as a benchmark to establishing the level and types of TVET skills currently required
- Close collaboration between TVET teacher education and industry would significantly improve the quality and relevance of TVET and strong industry-TVET relationship ensures better students’ employability
Causes of Skills Gap between Industry and TVET Institutions
It is important to mention that there are skill gaps in Sri Lanka between industry and TVET institutions which is common to other TVET institutions in the world. The teaching methods in TVET institutions in Sri Lanka have not succeeded in impacting positively on practical skills acquisition of graduates of TVE institutions. These methods of instruction include: the traditional lecture method based on sound theoretical background, group discussions, field trips and Students Industrial Work Experience Scheme (SIWES).However, modifications of these approaches are very imperative to meet the current industry challenges Oduola (Olorufemi&Ashaolu, 2008).
The Organization for Economic Cooperation and Development (OECD) used a diagnostic analysis in Philippines and mapped the skills equilibriums by region and analyzed the biggest challenges and gaps of the TVET system, which is heavily supply-driven, has little responsiveness or flexibility to the demands of the labour market, and has a poor reputation amongst stakeholders. TVET provision is also underfunded compared to general academic pathways, which can contribute to variable and low-quality training.
Figure 3: Skills Gap. Source: Bridging the Gap: The Private Sector’s Role in skills Development and Employment, Summary Report (2016)
The Challenges of Partnership
In dealing with the technical education in Sri Lanka, it is believed that technical education and training should be focused on enhancing labour productivity. Therefore, a developed TVET system is considered as a necessary condition for successful economic development. The industry lacks interest. (shown in figure 4) in investing money in linkages with TVET.
Figure 4: Collaboration Problems. Source: Raihan (n.d.).
Research Formulation
A descriptive survey method which employed both qualitative and quantitative approaches is employed to undertake this research. Eighteen (18) recognized (registered under ICTAD) industries are selected by random sampling techniques from nine provincesleaving the structural questionnaire aside, quantitative data are gathered from 40 students out of different fields and industry partnership was chosen as the conceptual body of the research in which empirical survey to be done. Enhancing technical education was the theoretical phenomena by which large volume of theoretical background has been framed. Present research was formulated to explore the significance of industry partnership of industry people and DTET passed out students. Accordingly, the study would identify the findings. The findings would be forwarded to enhance the ways to build up strong partnership between DTET colleges and industry.
Method of Data collection
Two questionnaires as research instruments were used to gather data as it is the best and powerful tool for acquiring data. In order to administer the two types of questionnaires in connection with present study, two population were chosen as follows.
- DTET passed out students were selected as one group to administer a questionnaire.
- Another questionnaire was administered to industry people.
Method of data analysis:
The questionnaires were developed on five-point Likert scale and converted the response into 5point scaled values. The scale is depicted below.
Figure 5: Scale of Response Interpretation
The mean from the responses in the Likert Scale, as well as Standard Deviation, were used to measure the level of influence and the level of significance respectively. The arithmetic mean ( x ) of the view of respondents was used as the “score” for each indicator and standard deviation (SD) of each score was used to check the variability of factors (indicators) that had been affected in each situation.
The variable effect (whether the given variable significant or not) was assessed in terms of statistical criteria as shown in the methodology chapter. Accordingly, smaller the standard deviation value was considered as larger the effect of views of which statistically known as “significant”. As same as, larger standard deviation value was considered the factor was “insignificant”.
If the mean is 0, It means that there is no influence. If the mean value is closer to 1, if indicates that factor is influenced up to a certain level. If it is closer to 2, it indicates that the factor is highly influential. However, the standard derivation value determines whether the existing influence is significant or not.
Results and Discussions
Table 1 discusses the mean values of the effects of the level of interaction with industry and TVET institutes.
| Indicator | Mean value |
| 1. Appropriate agreements are signed by employers and DTET institutions. | 1.8 |
| 2. Informed of college requirement and expectations. | -1.0 |
| 3. Effective communication exists between DTET institutions and employers/industries during the training programme. | 0.7 |
| 4. Attitudes of the students is positive. | 0.5 |
| 5. Discipline and behavior of the students are in a satisfactory level. | -0.65 |
| 6. Arrival and departure of students on time. | 0.6 |
Table 1 shows that effectiveness on the appropriate agreements are signed by employers and DTET institutions was 1.8 which indicates that variable influenced largely to increase the interaction. Another indicator on effect on the informed of college requirement and expectations takes -1.0 mean value, which indicates that variable influenced to decrease industry partnership up to some extent.
The indicator on effect on the effective communication exists between DTET institutions and employers/industries during the training programme takes 0.7 mean value and it indicates that variable influenced to increase the effective communication between DTET institutes and industries up to some extent. The mean value on effect on the attitudes of the students is positive was 0.5 which indicates that variable influenced to increase positive attitudes of the students up to some extent.
The effect on the discipline and behavior of the students are in a satisfactory level -0.6 which indicates that variable influenced to decrease the satisfactory level on discipline and behavior of the students up to some extent. The last indicator on effect on the arrival and departure of students on time takes 0.6 mean value which indicates that variable influenced to increase the arrival and departure on time up to some extent.
| Indicator | Mean value |
| 1. Adequate support services, and facilities are provided for students by employers. | 0.8 |
| 2. On any study, research with the training institute to upgrade the students. | -2.2 |
Table 2 shows that the mean values were 0,8 and -2.2 respectively. The first indicator influenced to increase industry partnership up to some extent. The second variable influenced largely to decrease industry partnership.
| Indicator | Mean value |
| 1. Availability of teacher upgrading programme at your organization. | 0.95 |
| 2. Availability HR division to upgrade the new technology of the DTET Instructors. | -0.80 |
| 3. Soft skills of the students is in a satisfactory level. | -0.80 |
| 4. Knowledge and skills of the students to match your requirements. | 1.1 |
According to the table 3, effect on the availability of teacher upgrading programme at the organization has a 0.95 mean value, which indicates that Variable influenced to increase the partnership between the DTET institutes and industries up to some extent. The effect on the availability of the HR division to upgrade the new technology of the DTET instructors and effect on soft skills of the students is in a satisfactory level, with a -0.8 respectively and the variable influenced to decrease the industry partnership up to some extent.The mean value on effect on Knowledge and skills of the students to match the requirements was 1.1 which indicates that variable influenced to increase the industry partnership up to some extent.
| Indicator | Mean value |
| 1. Effects on the students’ progress and wellbeing are regularly monitored by the college and work place –based supervisors. | 0.05 |
| 2. Effect on the availability of strong partnership with your institute and carrier guidance officers regarding job placement and training. | 1 |
| 3. Effect on employers are given guidelines on how to evaluate students. | -0.75 |
| 4. Effect on the objectives of the training programme is made available to students. | -1.05 |
| 5. Effect on availability of training facilities for the students at your institution | 1.1 |
| 6. Effect on donated training materials to DTET institutes.. | 1.1 |
| 7. Effect on instructors upgrades to the new knowledge | -0.5 |
Table 4 it shows that the mean value of effects on the students’ progress and wellbeing are regularly monitored by the college and work place –based supervisors was 0.05. This shows that the variable influence in increasing the industry partnership very small.
| Indicator | Mean value |
| 1. Effects on the level of interpersonal relationship with others in the work place. | 1 |
| 2. Effect on the all modules content was relevant to my job at the workplace. | 0.16 |
| 3. Effect on the feel there is a lack of assistance from my instructor. | 1.33 |
| 4. Effect on during the training period, there is a linkage between training institute and the training place. | 0.83 |
Table 5 indicates that the mean value of effects on the level of interpersonal relationship with others in the work place was 1. It shows that the variable influenced to increase the partnership with DTET institutes and industries up to some extent.
The mean value on effects on the level of interpersonal relationship with others in the work place was 1 that demonstrate that partnership with DTET institutes and industries up to some extent. The mean value of effect on the all modules content was relevant to my job at the workplace was 0.16 which indicates that variable influenced to increase the partnership with DTET institutes and industries up to some extent.
The indicator on effect on the feel there is a lack of assistance from my instructor took 1.33 mean value which indicates variable influenced to increase the partnership with DTET institutes and industries up to some extent. The mean value on effect on during the training period, there is a linkage between training institute and the training place was 0.83 which means variable influenced to increase the partnership with DTET institutes and industries up to some extent. The mean value on effect on during the training period, there is a linkage between training institute and the training place was 0.83 which indicates variable influenced to increase the partnership with DTET institutes and industries up to some extent and the mean of mean was 0.864
| Indicator | Mean value |
| 1. Good working environment at my training place. | 1.17 |
| 2. During the training period, I received upgraded technology. | 0.83 |
| 3. Regularly monitored by the institute. | 0.83 |
| 4. Training resources and equipment were in good condition. | 0 |
| 5. Present at workplace every chance to practice what learned in the modules. | 0 |
| 6. RTO calls regularly to see how I am going. | 1 |
| 7. RTO should spend more time with me during visits. | 1 |
| 8. Tools and resources were provided to do my job well. | 1.17 |
| 9. The company provides solution for my problems related to training. | 0.33 |
According to the table 6, it indicates that mean value on effects on the good working environment at my training placewas 1.17 which indicates that variable influenced to increase the performance up to some extent. The mean value on effect of receiving upgraded technology was 0.83 which indicates that variable influenced to increase the performance up to some extent.
Summary of Research Findings
| Core variable | Mean of mean value |
| Interaction with industry and DTET institutions | 0.59 |
| Industry training procedure | 0.70 (maximum mean value) |
| Teacher upgrading through the industry | 0.1125 |
| Developing the training packages. | 0.136 |
Table 7 summarizes the mean values of the effects of industry-institution linkages to the positive of negative effects of industry-institution interaction.
Based on the values, it is seen that among the four core variables, teacher upgrading through the industry and developing the training packages have found largely influenced to enhance technical education.
Recommendations:
The recommendations given depend on response given by directors’ principals and industry people about their partnership with industries. It also depend on response given by students about the partnership with industries. It is important to mention that the variables had low mean values. Therefore. They must be improved to enhance industry partnership towards technical education.
- DTET institutes should give token reward to firms that host student on attachment. This was seen as a way of encouraging industry to continue absorbing most of students for attachment.
- Industrial visits by DTET directors, principals and heads of DTET should be enhanced as a way of increasing industry-institute partnership and give managers firsthand experience on the happenings in the industry.
- Joint research between training institutions and the industry on specific projects or assignments should be enhanced. This form of interaction increases the solid bond between institutions and the industry which is healthy for academic and economic achievement.
- DTET graduates would be a very good resource for DTET institutes and they wish to intensify their interaction with industries. It is therefore, suggested that all the DTET institutes should have very active alumina associations.
- It is suggested that academic representative from each DTET institutes should be nominated to work with industries
- Once or twice a year, each DTET institution should hold Public Open Days and job fairs and industry forum. The purpose of these events would be to build community awareness about the educational opportunities on offer at that institution and to boost enrolments.
- Memorandum of Understanding/Agreements (MOUs/MOAs) are helpful to enhance partnership. Therefore, MOUs and MOAs can be signed between the DTET institutions and industries for mutual benefit.
- The industry training procedure should be prepared by collaboration with DTET institutes and industries because mutual understanding is benefit for both to enhance solid linkage
- Industry partnership is positively affected to enhance update knowledge and skills of instructors. Research findings demonstrated that it must be improved. Accordingly, the instructor visits to industry are also vitally important to gain update knowledge and skills and help them to develop networks with employers and use their contacts to help them.
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