The Center for Business and Economic Research and Development of De LaSalle University Manila conducted an in-depth linkage

study between colleges/universities and industry. This research study aims to: (1) determine the degree of mismatch; (2) identify the factors that contribute to the mismatch; (3) review the dynamics of industry-university linkage with regard to student job training; (4) research and development partnerships; and (5) recommendations to improve the student job training and school-industry partnership. The findings of the study showed that there is congruency between the knowledge schools claimed to give their students and the knowledge expected by establishments among OJT students, namely foundation courses like language and literature, humanities, social sciences, natural sciences, and mathematics; professional courses, and other allied courses. The establishments, however, do not except much for student trainees. They expect only basic comprehension and the willingness to learn, give the reason that the students will be trained away. In terms of skills, there is incongruence in the perceptions of academe and industry. Schools said that developing the technical skills of the students particular to their field of specialization was most important, followed by basic academic skills and then information technology skills. The establishments, however, gave more premiums to basic academic skills , followed by information technology skills. Technical skills particular to field of specialization only came in third terms of the establishment priority. When assessing the knowledge, values, and skills of graduates, there is a congruency between the knowledge inculcated by schools to their graduates and the expectations of the establishments. There is also general congruency between specific values developed by schools and those expected by industry. There is however an incongruence between the skills schools prioritize and the skills that the establishments deem important. Schools give emphasis on technical skills particular to field specialization, followed by basic academic skills. Industry consider basic academic skills more important and rank technical skills only third. Statistical analysis revealed a significant difference between the schools assessment of their graduates knowledge, values, and skills and the establishments assessment of the sam. The reasons most frequently mentioned in mismatch of knowledge were: (1) instruction and curriculum; (2) faculty; and(3) students socio-economic and educational background. Whereas the most frequent mentioned reasons of mismatch of values were (1) students socio-economic and educational background, and (2) instruction and curriculum; the mismatch on skills was attributed to (1) student job training policies and practices, (2) school facilities and equipment and (3) instructional curriculum. Statistical analysis showed a significant difference between the average rating given by schools on the level of knowledge, values and skills of OJT students and the average rating given by establishments. The schools, ratings are invariably higher than the industrys ratings. The reasons most frequently cited that contributed to this mismatch are student job training program policies and practices; the schools instruction and curriculum. There were also significant difference between the assessments of the schools and the establishments concerning the extents of effectiveness of the program.

the problems most-frequently mentioned by school administrators regarding the on-the-jod training program were attributed to the establishments hosting their students. These involved the working conditions of the trainees, particularly; the supervision and treatments received by students in the workplace; the kind of work done by students, and the health, safety, and security of the students. School administrators involved in the OJT program also lamented that; there are limited slots available to students due to the limited number of taking in trainees, and some establishments are too far from school. The schools also echoed the concern of the establishments regarding the absences and tardiness of the students, the behavior of the students in the workplace, and the quality of the students sent to companies to undergo their OJT. The school administrators recognize, though, that many students faced financial constraints, making it difficult for them to complete their OJT because of the expenses involved in it. School administrators also acknowledged that some problems are rooted in (11) the quality of instruction of the school, the schedule and duration of the OJT, the supervision and monitoring of the OJT program, the lack of support given by the school to the OJT program. On the other hand, the most frequently mentioned problems encountered by establishments regarding on-the-job training program involved the attitude and behavior of students, and schedule and duration of the OJT. The establishments also observed the inadequate supervision and monitoring of the OJT program by the school, lack of coordination between the company and the school, and the lack of preparation or orientation of students before their OJT. The aforementioned could be partly attributed to the schools failure to provide guide by instruction and the schools failure to expose students to facilities and equipment needed to develop their skills. The companys however admitted certain shortcoming on their part such as inability to assign personnel that could handle the training of students, inability to expose students to relevant jobs, lack of financial support/compensation, and inadequate training facilities.