Enhancing Partnerships between Schools and Industries: Learning from the Excellent Practices in the Region and Beyond

Paryono SEAMEO VOCTECH paryono@voctech.org Abstract: Business and industry play crucial role in the economic reform process and advancement of the Technical and Vocational Education and Training (TVET) system in most of countries, including Brunei Darussalam. The cooperation and partnership of business and industry with education and training providers has been a great advantage in improving the development and management of vocational and technical education and the institutions. This collaboration is recognized as an essential requirement to train and develop the right kind of individuals necessary for sustaining and promoting faster industrial and economic growth in the countries through curriculum and instructional transformation, academic and social support, professional development, shared resources for sustainability, and systemic institutional alignment and improvement (Soares, 2010). Using documentary analysis from various resources and visitations to relevant places within Southeast Asian region, this paper specifically addresses school-industry collaborations by identifying various excellent practices or models of collaborations and identifying strategies to initiate and sustain such collaborations. Some of the collaborative models range from small to large-scale collaborations. Small-scale collaborations can be in the form of short visits, short-term attachment, and a limited-resource sharing. The 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. The largescale 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. Key words: vocational and technical education, school-industry partnerships. Introduction The need for collaboration between vocational and technical institutions (VTIs) and industry is intensified by fast changing technologies and globalization. To address the economic development and severe competition, both must work closely to synergize their efforts. As stated by Mitchel (1998) cited in Kasipar et al.( 2009), In most countries, the main reason for developing public/private training partnerships is concern of current economic and technological changes in a context of increased global competition. 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. The cooperation between the two is mutual in nature, benefiting from each other that eventually will improve the quality of process
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education and training, thus the quality of the graduates. Quality of the graduates determines the quality of future employees for industries that eventually will improve the company products or outputs. A collaboration with industries, benefit the school in the form of a better and more relevant curriculum, better equipped, more resources, improved teaching-learning process, and in the end more qualified and relevant graduates. Similarly, the industry may have a better image and acceptance from the public, closer to the community, and have a more relevant future workforce. In other words, the cooperation and partnership of business and industry with education and training providers is recognized as an essential requirement to train and develop the right kind of individuals necessary for sustaining and promoting faster industrial and economic growth in the countries through curriculum and instructional transformation, academic and social support, professional development, shared resources for sustainability, and systemic institutional alignment and improvement (Soares, 2010). Industry can contribute in the forms of human resources, finances, facilities and equipment, and leadership to help accomplish the agreed upon goals and outcomes (Soares, 2010). Learning from the experience of Secondary Vocational and Technical School-Industry collaboration in Indonesia, the followings are the benefits harnessed from the collaboration. Benefits for the VTIs can be in the forms of (1) labour market information, (2) awareness of current technology, (3) capacity building for teachers, especially by having industrial experience for those attached in industry, (4) school infrastructures and facilities (5) place for students attachment (6) improved student competitiveness, (7) avenue for employing graduates and minimize job waiting period, and (8) contribution to the development of school business unit (Teaching Factory). For students, the benefits can be in the forms of (1) improved skills, (2) developed industry work habit, (3) career guidance, and (4) widening perspectives. For industry, the collaboration offers the following benefits: (1) promoting the company image, (2) providing avenues for community services, (3) transferring and exchanging technology and information, (4) sources for recruiting future employees, and (5) expanding market area (Rosyidi, 2010). Learning from the U.S. experience, there are various benefits identified from the collaborations between vocational and technical institutions and industry (see Table 1) (AACC, 2011). Table 1. Identified Benefits from VTI-Industry Collaboration
Benefits for VTIs Internships Relevant skill sets Jobs Input to curriculum Real scenarios for students Adjunct faculty Guest speakers Outreach i.e. ongoing programmes maximize impact Tours of company Design expertise for training devices Benefits for Industry Skill sets beyond the traditional curriculum A voice to advisory How vs. What committees for problem solving in communication and application of technical skills Innovation students solve problems and bring new ideas Exposure students see/are exposed to future employers Contract research moles support local businesses Diverse employer pool Companies influence programmes 2

Industry advocacy for speaking to school administration Curriculum development assistance Financial support: o Tuition assistance o Scholarships o Faculty salary o Supplies o Inkind donations, equipment and facility loan Mentoring Assistance with developing VTIs pipelines Evaluate student work Provide open ended projects in Problem-based Learning (PBL) Faculty development Creates a network Cultural indoctrination exposure to the industry allows a student to decide if this is the industry/company that he/she wishes to pursue.

Customized training Partners don not understand the education system VTI can help them through the process. Apprenticeship programme in nontraditional areas bring in new ideas new technology bring in industry voice Exposing students to research at an early stage brings unique skill sets/sense of ownership learn how to learn Access to transfer and further education Pathways to employment in partner organizations Assistance with projects Quick response in meeting training needs (in some states) Employees Training customized for current employees Job applicant screening process Business incubator for students and for business Online training Reduced rampup time/cost of new employees Reduced training budget Standardization of training protocols Contact with community in which they operate

Modes of collaborations Based on the document analysis and also visits to several vocational and technical institutions (VTIs) in Southeast Asian region, this paper classifies the modes of school-industry collaborations into three: small/initial, medium, and large-scale collaborations. Small-scale collaborations can be in the forms of short visits, short-term attachment, a limited-resource sharing, and problem-solving interactions. A VTI may plan for a short visit to industries to bring students to have a tour to industry and familiarize with industry equipment, technologies, and working environment. Exposing students to the actual field work, industrial environment, state-of-the-art science and technology provide avenues to relate classroom theories with actual industrial experiences. The visits to the industry broadens the mental orientation of the students and give the true picture of the workplace (Majumdar, 2009). Short-term student and/or teacher attachment requires proper preparation so that both parties will benefit from this collaboration. Without proper planning, the students may waste their time due to improper guidance and irrelevant tasks assigned to them. Resource sharing can be in the form staff exchange, using facilities, equipment, and references from the partners. Industry can offer scholarships to students with or without any obligation to work in the company after completing study. Similar type of this collaboration is problem-solving interactions in which either party will need assistance from the other to address emerging issues and problems the institution faces.
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Having job fairs, placement activities and similar career orientation programmes can lead to systematic recruitment of the qualified candidates for the right job, thereby aiding skills matching that is highly required in some high technology sectors (Majumdar, 2009). These types of collaboration are still at initial stage whereby both parties collaborate only occasionally and do not require long-term commitment. This can lead to a more serious collaboration. The 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. This is a step further from the previous/initial stage, in which the level of preparation, coordination, and commitment is increased. The collaboration is a partial from the whole education and training processes. This collaboration may take at the planning stage (curriculum development and lesson planning), implementation (teaching-learning or training processes) or at the evaluation, certification, and job placement stage, but not the whole processes. Industry input during the development of curriculum and lesson plan is very crucial in vocational and technical education in order to make the programme more relevant to industry needs. VTIs may invite industry experts at the beginning of school term to review the existing curriculum and lesson plan or to give input about programme, and to be part of task or functional analysis processes. Partnerships can cause meaningful changes to traditional curriculum and instructional practices by creating new models such as contextualized, modularized, and competency-based curriculum; accelerated degree completion; workplacebased learning; and learn-and-earn models. Employers play a key role in curriculum development and credential validation (Soares, 2010). Inviting industry experts or experience workers to conduct a workshop at school can enrich students experience and improve their motivation. Industry can also be involved in student assessment and certification. The students may receive a diploma from school and a skill certificate from industry at the end of the programme. Industry may also provide job market information to assist students in finding a job after graduation. Industry can inform job openings available in the company to VTIs or to labour department so that the graduates can find the information easily and the company will benefit from recruiting the best candidates from a large pool of applicants. Partnerships can generate institution-wide changes in a VTIs mission, strategic planning and resource allocation. They can simplify enrollment for nontraditional students, integrate funding across missions, and use data-driven program accountability and articulation of credit for learning (Soares, 2010). Partnerships can create sustained academic and career navigation supports for students. These can include forming a career center that provides financial aid, and academic and career advising. Partnerships can provide resources for community, including staff to develop skills needed to design new curricula, teach integrated remedial occupational and academic course work, and better track student progress and employer needs. One of the known motivations of industries to linkage with academic or vocational institutions is the access to well-trained students and faculty. Staff exchange between the industry and the institutes is one of the keys to make Industry-Institute interaction successful. The acquisition of actual field experiences by technical teachers aids in skills formation and facilitation of the learning process (Majumdar, 2009) Based on the experience from Korea, Majumdar (2009) shared one of the best practices, which is the recruitment by vocational training institutes, and polytechnics of professional staff
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with significant industry experiences and actual industry training throughout their career. This is one way effectively translate technical skills and knowledge to students enrolled in technical education and vocational programmes. The large-scale collaborations cover industry participation in VTET for 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. Several examples from these large-scale collaborations can be found in the case studies of best practices of VTIindustry collaborations from Southeast Asian region. Selected Best Practices of VTI-Industry Collaborations Apprenticeship programmes Apprenticeship is a training and employment programme involving a contract between an apprentice and an employer on an approved apprenticeable occupation. Generally, it aims to provide a mechanism that will ensure availability of qualified skilled workers based on industry requirements. Based on the practice by TESDA (Technical Education and Skills Development Authority) in the Philippines, the period of apprenticeship covers a minimum of four months and a maximum of six months. Only companies with approved and registered apprenticeship programs under TESDA can hire apprentices. The objectives of apprecticeship programmes are (1) to help meet the demand of the economy for trained manpower, (2) to establish a national apprenticeship programme through the participation of employers, workers and government and non-government agencies; and (3) to establish apprenticeship standards for the protection of apprentices (TESDA, 2012). Other countries, including Brunei Darussalam also practice apprenticeship programmes. In Brunei Darussalam, even though the number is small, a joint apprenticeship programme has been practice for a long time. In 1982, the Royal Brunei Air Force and a TVET institution jointly offered a training programme for Aircraft Technicians. In 1984, Maktab Teknik Sultan Saiful Rijal (MTSSR) formalized the cooperation with the Royal Brunei Air Force (RBAirF) and in 1988 with Royal Brunei Airlines (RBA) (Department of Technical Education, 2008).Following this initiative since 2000, MTSSR and Royal Brunei Catering Sdn Bhd, Sheraton Utama Hotel (now Radisson Hotel), Orchid Garden Hotel, The Empire Hotel and Country Club and the Rizqun International Hotel have practiced apprenticeship programme (Ministry of Education Brunei Darussalam, 2008). Apprenticeship training has become an effective industry-institute interaction scheme and is governed by certain government policies that mandate industries in cooperation with government agencies, to share the cost and the conduct of trainings. (Majumdar, 2009). One of the best examples is Texas Instruments Philippines, Inc. (TIPI), a pioneer and leader in the Philippine electronics sector, had set up its apprenticeship programme through TESDA in 2004 (Manila Bulletin Publishing Corporation, October 28, 2011). As many as 4,649 apprentices completing the training and acquired high technology skills in integrated circuit (IC) assembly, technical, and engineering services. Of those who completed the apprenticeship
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programme, 2,045 were taken in as regular workers of TIPI. This is a high number and percentage (44%) of apprentices absorbed to become regular employees in the same company in Southeast Asian region. Apprentices were given the first option to regular employment in the company upon completion of the apprenticeship programme. Some of the graduates, however, opted to find jobs somewhere else. Just for comparison, the apprenticeship programmes in the U.S. in 2012, among 285,041 apprentices only 53,083 or about 18% completed the programmes and (U.S. Department of Labor, 2013). The percentage of employment of apprentices at TIPI, however, is still below the average of employed apprentices in Germany 61% (Association of German Chambers of Commerce and Industry, DIHK, 2012). With TIPIs model apprenticeship, the company earned the TESDA National 2011 Kabalikat Award (Industry Category). This is a recognition of the companys best practices in the promotion and development of the countrys middle-level manpower through scholarships, apprenticeship and learnership, placement and employment assistance, and donation of training supplies and equipment. The TIPI apprenticeship programme aims to help the government meet the demand for quality middle-level manpower and upgrade the qualification levels of local workers to world-class standards. The approved apprenticeship roadmap for about 20 weeks or five months includes such activities as value orientation training, basic orientation training, process training, product training, and project assignment. The apprentice/learner receives an allowance of not less than 75 percent of the prevailing minimum wage. Upon completion of the programme, the apprentice attains the qualification level of a production specialist. Incubation center Many countries have started establishing incubation centers which allows for the shared access to infrastructures, practices, venture capitals and market information (Majumdar, 2009). In the context of technical and vocational education, a project developed in school can be a product for practical application. Incubation, as in technical development, facilitates concepts, research or laboratory process, practical application towards introduction for commercial purposes or release. Industry-institute cooperation at this level increases opportunities for hatching new innovations for the creation of new products (Majumdar, 2009). The same concept is also applied in cultivating entrepreneurial skills. In some countries, government-sponsored sector-specific incubators provide opportunities for credit, access to technology, vocational and management training, and extensive consulting facilities. The incubator can nurture SMEs during their initial growth stage. Industry interaction and support in these kinds of initiatives are of paramount importance to guide potential entrepreneurial activities with the trends in the labor market, skill development, other types of support such as access to credits, technology, and market information. One of the best practices in incubation centre can be found in Nanyang Polytechnic Play Station Incubation Studio Singapore. The Games Solution Centre (GSC), a new facility by the Media Development Authority (MDA) and managed by Nanyang Polytechnic (NYP) is a onestop resource centre that provides a rapid prototyping development environment for Singaporebased small-medium games enterprises at no cost on a first-come-first-served basis. Game developers can utilise the resources, commercialisation opportunities and mentorship available at the Centre to accelerate the development of their games. This centre can offer more

opportunities to students to broaden their capabilities in game development and for some, to experience starting up their own companies in the game industry (Nanyang Polytechnic, 2011). The GSC is also supported by partners such as Autodesk and Hewlett- Packard (HP). As a partner to this Centre, Autodesk will provide its Digital Entertainment Creation solutions for game development. With this, game developers at the GSC will be exposed to Autodesks innovative middleware tools, which will cut-down development process significantly and boost productivity. Developers will also have access to and be trained on HP EliteBook w-series Mobile Workstations, designed for compute-intensive activity. These machines are specialized tools that ensure maximum reliability throughout the content creation process. To help developers market and pitch their games to potential publishers, the GSC introduced a 3D virtual world known as the Singapore Games Village. Locally developed games can be showcased in the Village to prospective publishers who can then select the titles which they wish to license. In addition, companies housed within the GSC can learn from mentors by NYP, the Serious Games Institute from United Kingdom. The GSC will also organise monthly networking, seminars and developer conferences to share methodologies and best practices in games development and production. This will help ensure that game developers are more productive and will develop innovative products that are more likely to succeed in the market place. This Centre provides grants to promising game developers seeking to improve gamewriting, story-boarding, and helping companies with innovative ideas to create game prototypes for pitching to potential publishers. Those with the backing of publishers will have the opportunity to seek MDA to co-fund the development of a fully playable game. School-based Industry In a place where there are many vocational and technical schools but limited number of industries, the number of students is beyond the capacity of industries to accept them, VTIs face with great challenges in finding the right industry partners. Competitions among education and training providers can be severe and some may not find enough industries to collaborate. One of strategies to tackle this problem is by developing industry-like environment to school. This has been more popular lately in Southeast Asia. In Indonesia, VTIs collaborate with industries to develop a teaching factory in which the school creates a production of goods or services in school similar to industry (Suliswanto & Russel, 2012). Automotive programme may create teaching factory to assemble cars from which the industries supply the spare parts and mentors. In 2007, this kind of relationship with industry eventually became the basis for stepping into an exciting new venture initiated by a vibrant idea of the owner of the local biggest car manufacturing and maintenance company in Solo, Central Java, KIAT Motors, the most prominent industry partner of VTS 1 (SMK1). Guided by experts from KIAT Motors, small team of students and teachers learned to design and manually assemble a prototype car. Initially, they did this by modifying an old Toyota Sedan into something resembling a state-of-the-art SUV: the first Esemka. After several modifications, refinements and public promotions the prototype eventually aroused the attention of Surakartas mayor, JokoWidodo, now the Jakartas mayor. With five years of experience, the Teaching Factory has not only become a well-known model in automotive programme but also in agro-business and chemical trades. In German Technical College in Vientiane, Lao PDR, the school partners with Toyota and soon Ford to provide vehicles for students to learn and practice assembling the cars and
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providing capacity building for the teachers. The teachers together with students offer car services to public. This initiative helps the teachers have relevant skills and prepares students with real working environment. As a result, all of the graduates were employed. Hospitality programmes adopt similar initiative by developing and creating a school hotel run by students. In several vocational schools in Indonesia, Institute of Technical Education Singapore, in Lao PDR and some others, this has been practiced for few years. Dual education and training systems Based on TESDA (2010), one of the more preferred training modality for enterprisebased training in the Philippines today is the dual training system (DTS) being implemented by TESDA. The DTS, as its name suggests, is a training modality that combines theoretical and practical training. It is called dual training because learning takes place alternately in two venues: the school or training center and the company or workshop. In DTS, the school and workplace share the responsibility of providing trainees with well-coordinated learning experiences and opportunities. This close cooperation between the school and the company ensures that the trainees are fully equipped with employable skills, work knowledge, and attitudes at the end of the training. The general and occupation-related theoretical instruction provided by the school is complemented by on-the-job training in the workplace. Trainees under the DTS spend at least 40 percent of the training/learning time in school and 60 percent for practical training in the company. In school, the trainee learns basic trade theory, work values, good citizenship, safety and related theory subjects in mathematics, drawing and social sciences. At the company or workshop, the trainees learn job skills through practical exercises using state of the art technology. Aside from technical skills, the trainees also learn good work habits and how to get along well with others. There are benefits for the trainee, school or training institution, and the company participated in dual training systems. The trainees access to the expertise and resources available and the well-coordinated delivery of instructional activities in both learning venues guarantees quality and relevant training. DTSs graduates are equipped with up-to-date and appropriate work knowledge, skills and attitudes making them highly competitive and wanted in the labor market. The company participation helps ensure that the workers being trained are the type and quality that industry requires. Optimum use of school and company facilities and resources allows the admission of more trainees- mostly from poor families who have no means of attending vocational training courses in fee-charging schools and training centers. Creating and Sustaining School-Industry Collaboration Collaboration between VTIs and industry can be established and sustained if both parties recognize the benefit from it. According to Mitchel (1998) as cited in Kasipar et al. (2009), Experience tends to show that genuine and equitable partnerships cannot be forced upon one party by another. The concept of partnership implies the freedom to join or leave, with willingness being shown by the various partners, clearly perceived mutual interests and
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benefits, a strong commitment and adequate capacity to make it work. There are certain aspects of partnerships that may require a regulatory framework and training legislation, such as certain forms of financing for training or apprenticeship. What happens to be essential, however, is that the regulatory and compulsory framework for such partnerships must be developed with the full and active participation of all the principal actors concerned (pg. 11). According to Soares (2010), to establish strong school-industry collaboration, both parties must (1) recognize a local/regional economic development challenge that calls for collaborative attention, (2) establish a shared mission and goals, (3) ensure that value is achieved for all partners (including students), (4) have strong executive leadership from both the college and industry participants, and (5) develop a governance and accountability mechanisms. Based on the experience from Australia, the following activities or processes can be a useful reference for establishing and sustaining the collaborations (ACPET, 2010). The ideas can be tabulated according to the activities in each step. 1. Assess VTIs current activities: by recording current activities, resource allocated for such collaborations, strategic value from the partnerships, and status of the current collaborations. 2. Develop principles and rationale for engagement: reflect the kinds of activities both macro and micro level of skills formation strategies such as for professional development, non-commercial strategies (scholarships, community outreach), curriculum/course design, skills development/delivery (work placement, industry guest speakers, industry-based project, industry facilities and equipment access, internships, and consultancies), and graduate outcome (job placement, alumni development). 3. Assess VTIs stakeholders: identify key people, groups and organizations that may help achieve VTIs goals, review the list and identify their interests, consider benefits, consider changing strategies if needed, consider activities or plans that industry will support the collaboration and minimize potential conflicts. 4. Develop industry-engagement action plan: list objectives, strategies, who, when, budget, and principles of the collaborations. 5. Develop industry engagement strategy: specify the purpose, objectives, key stakeholders, key activities, benefits, measuring success, resources, and person-incharge and key people. To sustain the partnership VTI and industry must strategically align their values, objectives, and strategies of the institution. Both parties should allocate resources needed and be more focus on medium to long-term objectives. The collaboration has to be relevant to the objective and the nature of VTIs programme. The collaborations should be integrated or embedded in the institution internal processes and open for continual improvement. In addition, the collaborations have to be achievable, inclusive, and responsive. Concluding Remarks Learning from the best practices identified in this paper, it is clear that industry plays significant roles in assisting VTIs to plan, implement, and assess the vocational and technical programmes that in the end will enhance VTIs quality and relevance. It also shows that one of the main contributors to excellent VTIs is their strong collaboration with relevant industries.
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Both parties can benefit from this mutual partnership. Considering that not all industries realize the importance of the collaboration, government can play its roles to formulate laws enabling the stakeholders to take responsibility and participate, not only to defend their own views, but in the best interest of all parties. Strategic issues for which clear legislation is required include access, provision, financing, certification, and social dialogue (Atchoarena 1999, 5). School-industry collaborations are not new in Brunei Darussalam, but the implementation is still very limited. The most common collaboration is in the form of industrial attachments whereby vocational and technical students attach in industry from several months to one year. Industry also provides inputs during curriculum development process through DACUM process. Based on Department of Statistics (2009) as cited by Chin (2012), there is a mismatch between the acquired skills and qualifications of the local labour force and the demand or the required skills and qualifications needed in the private sectors. This finding indicates that VTI-Industry collaborations need strengthening. VTIs should be able to select relevant industry partners, plan, execute, and maintain strategic collaboration with them. Realizing that the number of industry in Brunei is considerably small, the idea of bringing industry to school, such as the practice of teaching factory in Indonesia can be a viable option. Striving for the next level of industry collaboration is always recommended, from low to mid level, from mid to high level. There are various ways and strategies to create the VTET programme relevant to the needs of industry. The bottom line is providing as much opportunity as possible for the students to learn in a more authentic environment, which is similar to real working environment, will help students to have a smoother transition from school to work. References Department of Technical Education. (2008). The role of technical and vocational education training (TVET) providers in training for employers. A paper presented at APEC Forum on Human Resource Development on 19-21 November 2008, Chiba City, Japan. Prepared by the Ibrahim Hj Abd Rahman, Department of Technical Education, Ministry of Education, Brunei Darussalam. Atchoarena, D. (1999): Getting the stakeholders involved: Partnership at work in three countries from Africa, Asia and Eastern Europe. Paris: UNESCO/IIEP. Australian Council for Private Education and Training (ACPET). (2010). Provider take aways. Industry engagement tools and resources. Best practice in sustainable industry engagement for the VET sector. Retrieved on October 8, 2012, from http://www.vetpd.qld.gov.au/resources/pdf/ic/section-three-industry-engagement.pdf AACC (American Association of Community Colleges). (2011). Sharing Best Practices in Business & Industry Partnerships 2011 NSF/AACC Broadening Impact Conference. Retrieved on October 2, 2012, from http://www.aacc.nche.edu/Resources/aaccprograms/ate/Pages/broadeningimpactconferenc e.aspx

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Chin, W.K. (2012). Vocational and Technical Education in Brunei Darussalam: Transformation and Challenges Ahead. Paper presented during China-ASEAN Vocational Education Forum 16th September to 20th September 2012, Guizhou, PR China Department of Statistic.(2009, June).Brunei Darussalam Statistical Year Book 2009. (33rd edition). Brunei Darussalam: Prime Ministers Office. Kasipar et al. (2009). Linking vocational training with the enterprises - Asian perspectives. InWEnt and Vietnam General Directorate for Vocational Training. Majumdar, S. (2009). Industry-institute interaction to public-private partnership: A journey to excellence. Paper presented during In-Country Seminar Workshop on Public-Private Partnership in Technical and Vocational Education and Training on May 21-22, 2009. Manila Bulletin Publishing Corporation. (October 28, 2011). Semicon firm in Baguio City shows the way in apprenticeship. Retrieved on October 9, 2012, from http://mb.com.ph/articles/339235/semicon-firm-baguio-city-shows-wayapprenticeship Ministry of Education Brunei Darussalam. (2008). Apprenticeship training agreement signing ceremony. Prepared by Public Relation Unit, MoE Brunei Darussalam. Retrieved on 10 July 2013, from http://www.moe.edu.bn/web/moe/news/2008/July/10th Mitchell, A. (1998). Strategic training partnerships between the State and enterprises.Geneva: International Labour Office. Nanyang Polytechnic. (2011). Game developers to benefit from Southeast Asia's first 'PlayStation Incubation Studio Singapore' at the new Games Solution Centre. Retrieved on October 9, 2012, from http://www.nyp.edu.sg/about-nyp/media-centre/mediareleases/2011/30-new-singapore-made-games-coming-your-way Rosyidi, E. (2010). Konsep kerjasama sekolah industry [Concept of school-industry collaborations]. Retrieved on October 7, 2012 from http://www.edwardrosyidi.com/ Soares, L. (2010). The power of the education-partnership fostering innovation in collaboration between community colleges and businesses. Center for American Progress. Suliswanto, H. & Russel, T. (2012). Study report: Lessons learned on public-private alliances in the vocational education system of Indonesia. Asian Development Bank. TESDA (Technical Education and Skills Development Authority). (2010). The dual training systems in the Philippines. Retrieve on 7 October 2012, from http://www.tesda.gov.ph/page.aspx?page_id=101 TESDA. (2012). Enterprise-based program. Retrieved on October 7, 2012 from http://www.bruneidirecthys.net/about_brunei/education.html
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U.S. Department of Labor. (2013). Registered apprenticeship national results. Retrieved on 10 July 2013, from http://www.doleta.gov/OA/data_statistics.cfm Association of German Chambers of Commerce and Industry, DIHK. (2012). Education and training. Retrieved on 10 July 2013, from http://www.dihk.de/en/segments/training/education-training

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