CHAPTER ONE
INTRODUCTION
Background of the study
School-Industry collaboration is a mutually accepted training partnership in which school learning experience (knowledge and practical skills) are complemented through on-the-job training in an industry. It is an instructional method whereby practical skills and knowledge acquired in the classroom, school laboratories and workshops are up-dated, beefed up and strengthened through real hands-on experience on real industrial tools, machines and equipment. Gofwen (2007) stressed that school ?industry collaboration is the arrangement between two source groups, namely an educational institution and industry, to assist learners develop functional skills for the world of work. It is a training outfit which integrates training into productive and relevant work to give the learner the opportunity of matching theoretical learning experience with practical skills that lead to school-to-work transition. School ? Industry collaboration is also called school ? to ? work transition.
School ?to ? work transition provides each student with worksite orientation to build a direct relationship between the student and the employers. School to-work transition referred to as on-the-job training, or cooperative education agreement designed to prepare students to enter the job market (Lueking, 1999). Halperin (1994) pointed out that school-to-work transition is a locally based education initiatives that brings educators, students, business and industry together to help young people move smoothly from classroom to careers. Involvement of both school and industry in skill training of students has been recognized as a sure way to achieve meaningful, adequate and transfer-able skills. In Nigeria the schools charged with training for skills acquisition are technical colleges.
Technical colleges are post primary school where vocational courses are offered by students in order to acquire practical skills. Okorie (2005) explained that technical colleges in
Nigeria are established to prepare individuals to acquire practical technical skills and basic scientific knowledge. Okorie (2000) also opined that technical colleges are intended to prepare students for entry into various occupations such as operatives, artisans, and craftsmen. Kaduhur, (1997) observed that the rapid development witnessed in all sectors of the economy after independence makes it mandatory to improve the standard of craftsmanship. Technical colleges therefore are saddled with the task of providing, imparting or teaching practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of the economy and social life. People trained in technical colleges are expected to acquire valuable skills in various areas of specialization among which is electrical installation and maintenance work.
Electrical installation trade is one of the trades through which one can earn a living. Ogbuanya and Ohanu (2010) observed that it widens the intellectual horizon of the individual in the field of electricity as well as equips them with innovative spirit and skills which are necessary for knowledge transfer in the world of work. National Board for Technical Examination (NBTE) (2007) listed the trade related courses under electrical installation and maintenance works to include: -Domestic and industrial installation, cable jointing and battery charging repairs and winding of electrical machines. NBTE also listed trades under domestic and industrial installation as: -surface wiring, conduit wiring, AC and DC machines, maintenance of electrical equipment and installation. Electrical installation also refers to the wires, machinery, apparatus, appliances, devices, materials and equipment used or intended for use by an individual, or group of people of an establishment (Electrical Installation Inspection Act, 2004). Installation is the act of fixing an equipment, device, appliance or structure in position for use. All forms of installation due to wears and tears need maintenance.
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