This article aims to add to the body of literature on knowledge transfer in Technical and Vocational Education and Training (TVET) focusing on the core stakeholders’ experiences in Public-Private Development Partnership (PPDP) in Ethiopia and Zambia. The qualitative case study comparatively examines practices and barriers to promoting knowledge transfer in two TVET programmes in Ethiopia and Zambia— both applied a similar PPDP model. The study draws on data generated through semi-structured interviews based on narratives perspective. Key informants were purposively selected from among stakeholders who were directly involved in the two initiatives. The data analysis process follows thematic analysis. The results show that anchoring the PPDP initiatives with the nationally mandated Ministry and broadening coalition with the private sector are critical in transferring knowledge into the national TVET systems.  Knowledge transfer through PPDPs is challenged by difficulties of retaining staff the initiatives have invested and partnering with a model school isolated from a TVET system that the PPDP intends to influence.  This article points to consideration of local schools’ prior experience of delivering similar programmes in order to insert new programmes into TVET systems. In Ethiopia, new TVET interventions are installed in a country and school not familiar with the knowledge field contrary to the programme in Zambia which was built on the existing programme. The successful transfer of PPDP interventions and their sustainability, it is argued, requires implementation of the initiatives with sound knowledge of the local context, and application of adaptive practices that encourage collaboration with diversified and committed local stakeholders.

Ownership is commonly considered a key principle aiming to promote effective multi-stakeholder partnerships. This article explores the conceptualisation and experience of ownership in a multi-stakeholder initiative in TVET, with an empirical focus on a Public-Private Development Partnership (PPDP) in Ethiopia. The qualitative case study is based on insights derived from semi-structured interviews with project staff and partnership actors and an analysis of relevant documents. The findings indicate discrepancies between rhetoric and reality of ownership dynamics, which complicates the actual ownership practice. The goal of all-inclusive equitable participation, originally intended, is not achieved. Power is not equally shared in the initiative, as local actors play a limited role in the decision-making process, and therefore do not acquire ownership as intended. In this case, the PPDP approach reproduces inequality as international actors exert influence through indirect governance. This study suggests a coherent understanding of the ownership concept, which emphasises the relationship between all parties, promoting co-ownership, rather than merely defining the roles of donors and beneficiaries. PPDPs are likely to achieve better results and local actors may sustain outcomes when their capacity is built through active engagement in the process and the partnership is implemented through joint commitment, responsibility, and equal participation.