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Abstract

Workplace Experience Learning (WEL) has emerged as a vital component of Technical and Vocational Education and Training (TVET) in Ghana, particularly within programmes such as the Higher National Diploma (HND) in Fashion Design. This study examines the effectiveness of WEL from the perspective of host organizations, recognizing their pivotal role in shaping student outcomes. Anchored in Kolb’s Experiential Learning Theory, the research employed a mixed-method approach, gathering both quantitative and qualitative data from 120 host organizations across the Greater Accra, Ashanti, and Western Regions. Findings indicate that although most students demonstrate basic skills in garment design and construction, many struggle with industry expectations around speed, initiative, and workplace readiness. Host organizations cited challenges such as the brevity of internship periods, inconsistent student preparedness, limited collaboration with institutions, and the absence of structured evaluation mechanisms. Despite these hurdles, hosts acknowledged WEL’s importance in bridging education and employment gaps. Recommendations proposed include extending attachment durations, strengthening pre-internship preparation, fostering closer school-industry partnerships, and providing incentives for host organizations. The study emphasizes the need for a more structured and collaborative approach to enhance WEL’s impact on the fashion sector in Ghana.

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