The collaboration between schools and enterprises in teaching: Is it an innovative approach to teaching and learning?
Last year, when I visited a number of Middle Eastern countries, I was very impressed because several colleges and universities in these countries have established close links with various enterprises. These connections have been beneficial to their teaching processes. This model is rooted in the fact that the ultimate goal of schools is to ensure that their students have sufficient knowledge, skills, and values that can meet the workforce requirements in the future. In order to understand the workforce requirements, and to develop and implement the necessary training curriculums and programs that meet such requirements, schools have involved various enterprises in these activities.
In informal discussions with teachers at these schools, I learned that they first signed a memorandum of agreement with each enterprise which detailed the collaboration between the school and the enterprise regarding training activities. Within these MOUs, the enterprises undertook to play several roles. They would provide information and guidance regarding the general workforce requirements, as well as their own specific demands for labor in the future. These particulars were used as the basis to develop training curriculums and programs in the schools. They would also continue to be involved in further development of training curriculums and programs in the schools. During the training courses, they would be invited as guest speakers to share their knowledge and expertise. They would also help schools to organize field trips to the enterprises, so that students could see the practical operation of these industries. Furthermore, they would be examiners for assignments related to practical issues. Overall, the points agreed upon in the MOUs were implemented relatively well, although there had been some minor difficulties with the initial implementation in some schools. Despite this, there was satisfaction in the improved learning and achievements of the students.
In my opinion, I believe that this approach is excellent as it links the schools with the practice. Through field trips, guest speakers, and other useful activities provided through the involvement of various enterprises, students are not only able to study theories but they are also exposed to and learn about the practical side of these industries and businesses. Consequently, they are able to develop their knowledge, skills, and values provided in the training programs to meet the requirements of the general workforce, as well as those demanded by the different enterprises. The training programs, therefore, provide a big advantage for students as their development is based on the practical demands rather than the subjective considerations of schools.
Subsequently, this approach has also motivated students within the learning process. According to Ghaye (2010), students naturally prefer to learn about new things and are motivated to study when in a dynamic environment. Instead of staying in the classrooms to listen to lecturers and/or working in groups with others in the traditional class settings, they are motivated by having discussions and listening to new people coming from the different enterprises where they aspire to work in the future. They are invited on field trips and introduced and shown the practical functioning within various industries and businesses. They are able to present their work to the relevant personnel of these enterprises for review and examination. All of these things are exciting for the students who are motivated to do their best to achieve great outcomes. Additionally, when finding value in these learning activities, students tended to be much more stimulated to learn (Ames & Archer, 1988).
Although this approach was still new in some schools, and no one could commit to the long-term success of it, I would still advocate this approach as it is an innovative approach to teaching and learning that should be studied more. I do have one concern about how this process is viewed from the management perspective of the enterprises. When enterprises are involved in the teaching process, does management question what their benefits are and whether schools should be paying for their involvement. In this case, a budget would need to be considered. I intend to study more about this model and will share more information on this management concern in other posts.
References:
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.
Ghaye, T. (2010). Teaching and learning through reflective practice: A practical guide for positive action. Routledge.
