Educational Policy and Governance in Strengthening Industry–Academic Linkages through on-the-Job Training in Higher Education Institutions
Keywords:
Educational Policy, Industry-Academe Linkages, OJT, HEIAbstract
EDUCATIONAL POLICY AND GOVERNANCE IN STRENGTHENING INDUSTRY–ACADEMIC LINKAGES THROUGH ON-THE-JOB TRAINING IN HIGHER EDUCATION INSTITUTIONS MARIA CRISTINA L. NUDALO-GONZAGA mariacristinanudalogonzaga@gmail.com Cebu Technological University – Main Campus This study examined the role of educational policy and governance in strengthening industry–academic linkages through On-the-Job Training (OJT) programs in higher education institutions. The study involved 180 OJT respondents from various institutions. The profile of respondents showed that the majority (79.4%) were aged 21–23 years, with females (102) slightly outnumbering males (75). Most participants came from the College of Technology and Engineering (58.33%), followed by the College of Business and Management (25%), and the College of Education (16.67%). In terms of training duration, 90% of the respondents completed more than 300 hours of OJT, indicating extensive hands-on learning opportunities. Industry placements were primarily in government agencies (36.1%), followed by the IT/BPO sector (27.8%), service industries (25.6%), manufacturing (3.9%), and other sectors (6.7%), demonstrating diverse industry exposure. The respondents’ perceptions of existing educational policies and governance practices in OJT programs were rated as moderately satisfactory across all dimensions, with mean scores ranging from 3.29 to 3.41. Governance and policy support obtained the highest rating (3.41), while student experience and outcomes received the lowest (3.29). Similarly, the perceived effectiveness of OJT governance in strengthening industry–academic linkages yielded an overall mean of 3.32. Training relevance received the highest score (3.42), while alignment with industry needs scored the lowest (3.26). Monitoring, supervision, and evaluation mechanisms were also rated moderately satisfactory. A paired t-test revealed no significant difference between perceptions of educational policies (mean = 3.35) and the effectiveness of governance practices (mean = 3.32) (t = 1.12, p = 0.265), indicating consistency in students’ assessments. Overall, OJT programs were found to provide a structured framework that supported student learning, industry exposure, and professional development, though improvements in industry alignment and evaluation systems were recommended.
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