. . . we became convinced that we needed to look for
ways to move more of our instruction to the workplace.

Partnerships

Building Partnerships
with the Business Community

One key feature that makes our system unique is that we recognize the need for representatives from business and industry to be intimately involved in our entire process. We do this in two ways: First, our local boards and foundations provide an operational structure for engaging the business community. This lets us benefit from their leadership and resources. Second, our partnerships with the business community allow us to use real industries as a laboratory, using the workplace itself as a classroom.

This approach took shape more than a dozen years ago when a group of our presidents, along with the vice chairman of the State Board, the governor’s senior education aide and the commissioner, traveled to the Federal Republic of Germany to study that country’s Dual System, their national apprenticeship and training program. One of the unique aspects of this program is that while it includes one or two days per week of classroom instruction, virtually all the rest of the technical and skills training takes place in industry settings. Much of this on–site training is still done in classrooms and labs, but by actually being located within the plants and businesses, the learning experience has a real–world quality that benefits students immensely.

Recognizing the value of this approach, technical college presidents and DTAE officials began to study how these practices might enhance Georgia’s technical training delivery system. Everybody recognized that one of the most significant features of the German system was the strong connection to the business community. That relationship was essential for achieving a higher level of technical training. The study group knew it would be difficult to replicate the Dual System on a broad scale in the United States, but it was convinced of its value and was determined to emulate it to the extent possible.

Later, another study group traveled to Japan to observe how that country operates its technical college system. It was seen that the Japanese system differs from the German system in that much of the technical training in Japan takes place in industry–owned institutions. For example, the NEC Technical College, a two–year technical college, is wholly owned and operated by NEC, the Japanese computer company.

However, while dramatic differences were found, there was one essential common thread that existed between these two technical education systems: both relied heavily on business and industry as a location for, and a partner in, the training process. At the time, this was radically different from the American approach to technical training (except in the case of healthcare programs, which generally require lengthy internships in the workplace).

From these studies, it was concluded that Georgia’s system of technical education needed to find ways to move more instruction into the workplace.

One of the early pilot programs that grew out of this new approach was Applied Manufacturing Technology. Working closely with Shaw Industries, North Metro Technical College quickly saw significant success with the program. Another successful program was implemented in conjunction with Southwire. Currently, similar efforts are being developed for dental assistant and veterinary assistant programs. The dental and veterinary communities are enthusiastically supporting the development of these programs, convinced that learning in private clinics will be more efficient than training in off–site classrooms. In addition, Georgia’s innovative Technical Certificates of Credit programs offer additional opportunities for delivering instruction and training to the workplace. Many of these programs are delivered in the industries they serve.

Moving training into the workplace will not replace the one and two–year campus–based programs that make up most of our technical college curricula. This approach does, however, allow Georgia’s technical colleges to work efficiently and quickly to respond to the needs of the marketplace. They also allow for significant expansion of our programs, even in times of limited funding for equipment and facilities.