Engineering of Technical Education, Vocational and Entrepreneurship Training (TEVET) in Zambian Secondary Schools using Public Private Partnership (PPP) Model to Achieve Sustainable Development

The global imperative to integrate Technical Education, Vocational and Entrepreneurship Training (TEVET) within secondary education through Public-Private Partnership (PPP) models is increasingly recognized as vital for sustainable workforce development. This study investigated the engineering of TEVET in Zambian secondary schools using a PPP framework to achieve sustainable development. Guided by a pragmatic paradigm, an embedded mixed-methods design was employed. Quantitative data from 353 respondents were analysed using binary logistic regression, while qualitative data from 28 key informant interviews and 20 FGDs with learners were thematically analysed. Findings revealed significant operational disparities; ongoing induction (Exp(B) = 2.834, p < .000), dual learning for skills acquisition (Exp(B) = 2.22, p = .006), and joint skills tracking (Exp(B) = 5.06, p < .001) for attachment at school and industry were significant determinants of program efficacy. Ultimately, the study validates a comprehensive TEVET implementation framework driven by ongoing induction, institutional-industry collaboration, dual learning, and tracked skills application. Leveraging tax incentives for participating industries, the PPP model offers a mutually beneficial strategy to equip secondary school learners with critical industrial skills, driving economic growth.