Strengthening Industry–School Partnerships for Improved Employability Skills among Learners in Government Technical Schools in Mfoundi Division, Cameroon

The pursuit of economic emergence in Cameroon by 2035 has intensified the need for a technically competent and employable workforce capable of responding to evolving labor market demands. Within this context, Technical and Vocational Education and Training (TVET) is expected to play a transformative role in equipping learners with practical skills and professional competencies. However, growing evidence suggests a persistent mismatch between the skills acquired by graduates of government technical schools and those required in contemporary work places. The study adopts a mixed-methods convergent design. Quantitative survey data were collected from approximately 240 respondents including students, teachers, administrators, and industry supervisors using purposive, stratified, and simple random sampling across government technical schools in Mfoundi Division and analyzed using SPSS. Qualitative data from interviews and focus group discussions were analyzed thematically. Qualitative and quantitative data were integrated at the interpretation stage by comparing survey results on employability skills with thematic findings on partnership practices to identify convergence and explain skill gaps. This gap has been largely attributed to limited practical exposure and weak collaboration between training institutions and industry. This study investigates the influence of industry–school partnerships on the development of employability skills among learners in government technical schools in the Mfoundi Division of the Centre Region of Cameroon. Grounded in the Human Capital Theory and Experiential Learning Theory, the study adopts a mixed-methods research design to capture both measurable outcomes and in-depth experiential insights. Data were collected from a diverse sample of students, teachers, school administrators, and industry supervisors through structured questionnaires, semi-structured interviews, focus group discussions, and document analysis. The findings reveal that structured and sustained engagement with industry—through mechanisms such as internships, apprenticeships, and collaborative training initiatives—significantly enhances learners’ technical proficiency, adaptability, problem-solving capacity, and overall workplace readiness. Furthermore, industry participation contributes to improving curriculum relevance by aligning instructional content with current technological trends and occupational standards. Learners exposed to real work environments demonstrated greater confidence, independence, and ability to integrate theoretical knowledge with practical application. Despite these positive outcomes, the study identifies critical systemic constraints that limit the effectiveness of industry–school partnerships. These include weak institutional frameworks, inadequate policy enforcement, limited availability of quality internship placements, financial constraints, and insufficient coordination between educational institutions and private sector actors. Such challenges reduce the consistency, accessibility, and impact of experiential learning opportunities within the technical education system. The study concludes that robust and institutionalized industry–school partnerships are indispensable for bridging the gap between education and employment in Cameroon. It argues that without deliberate and sustained collaboration between stakeholders, the objectives of TVET in supporting national development and economic transformation may remain unattained. The study therefore recommends the establishment of formal partnership frameworks, compulsory industrial training programs, increased investment in technical education, and active involvement of industry professionals in curriculum design, implementation, and assessment. These measures are essential for enhancing the quality, relevance, and effectiveness of technical education in line with Cameroon’s long-term development aspirations.

Technical and Vocational Education and Training (TVET), industry–school collaboration, employability skills, workforce readiness, experiential learning, skills development, Cameroon.

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