Government of Pakistan Ministry of Education

RESEARCH STUDY ON

TECHNICAL AND VOCATIONAL EDUCATION IN PAKISTAN AT SECONDARY LEVEL

UNESCO, ISLAMABAD

NATIONAL INSTITUTE OF SCIENCE AND TECHNICAL EDUCATION Faiz Ahmed Faiz Road, Sector H-8/1, Islamabad

Tel: +9251 9250707, Fax: +9251 9250535URL: www.niste.edu.pk email: info@niste.edu.pk

(June 2009)

ii

FOREWORD The rapid technological developments have led to radical changes in the world of work. The new technologies are rapidly replacing the old one. As the new technologies are knowledge intensive, the countries all over the world are obliged to upgrade and enhance the skill level of the human resource of their countries. The paradigm shift from semi-skilled economies to the knowledge-based economies has put greater premium on Technical and Vocational Education and Training (TVET) since this education directly relates to the world of work. The curricula of TVET focus on the acquisition of employable skills. Therefore, in order to enhance the skill-level of the work force, there is a need to revitalize modernize and harmonize TVET in the specialized institution of technical education, as well as, integrate it with the general school education. It is hoped that this would not only make the technical education and training being pursued in the institutes of technologies meaningful and relevant, but merged with the school education would enhance the status of technical education in the society, as well. For the purpose it is imperative to embed TVET into a mainstream education for the youth development and human capacity building.

I appreciate the efforts of UNESCO for taking up this issue starting with regional meeting held on 12-13 May, 2008, in Bangkok, Thailand, for Regional Study of Secondary Level Technical and Vocational Education and research studies in regional countries of Asia & Pacific with culmination on a combined Research Study Report for the region.

In particular, I wish to thank Mr. Vickram Chhetri, Project Manager, UNESCO, Islamabad for his kind efforts and special interest for the enhancement and flourishing of technical and vocational education in Pakistan.

I would like to acknowledge with thanks the dedication, contribution and efforts of Dr Bakhtiar Ali, Mr. Abdul Majid and Engr. Zahid Ali to complete this report on the basis of face-to-face interviews, a questionnaire and focus discussion group meeting in which the experts from all the four provinces participated.

I would also like to acknowledge the continued help of Mr. Tariq Mahmood, Stenotypist, NISTE for typing this material.

Prof Dr Farid A. Khwaja Islamabad, June 15, 2009 Director General (NISTE)

iii

EXECUTIVE SUMMARY The major thrust of technical and vocational education (TVE) worldwide is to address issues of

youth unemployment, poverty and international competitiveness in skills development towards

current and projected opportunities and challenges. The World Bank (2004) has observed that:

d

,h^

d

with education a major political priority. High quality human capital is developed in high

quality education systems, with tertiary education providing the advanced skills that

Realizing the potential benefits and role of TVE in economic development, UNESCO organized a

meeting of TVET experts at Bangkok to address the underlying issues and associated challenges

for increasing the role of secondary education and widening the scope of TVET to cover the

secondary education. Based on the outcome of the meeting, after extensive sharing of

experiences and information, four major dimensions/challenges were identified, which include;

(i) coordinated provision of available options, (ii) exploration of pre-requisites issues/tasks

related to development of TVE curriculum at the secondary schooling level, (iii) exploration of

capacity to deliver, and (iv) accreditation, quality assurance and linkages to other education.

Based on the above identified challenges and issues, this study seeks to empirically explore the

role of and available options for the introduction of TVE at secondary level. Each dimension

was further decomposed to find the latent factors. Prior to data collection literature was

reviewed to find the relevancy of identified issues with the previous findings. Research

literature indicates that these are important dimensions and in line with the previous studies.

For data collection, the triangulation research method was used, which consists of quantitative

and qualitative analysis. Therefore, to tap accurate responses of four major research questions

iv

alongwith sub-questions, data was collected in three steps, i.e., (i) one-on-one interview

method for quantification of concepts, development and validation of contents and

instruments, (ii) quantitative method through structured questionnaire, and (iii) qualitative

method through focus group study.

Result related to first dimension shows that different duration of courses in various technical

and vocational fields are being offered across the country, ranging from 3 months certificate

courses to 3 years diploma of associate engineering (DAE). Furthermore, one form of Matric-

Tech Scheme, i.e., one optional technical subject against computer studies and biology is

available in Punjab, NWFP, Balochistan and Federal Capital Area. Moreover, option of Matric

Technical School Certificate in Sindh and customized training for industry in Punjab are also

available. All these diverse approaches serve the purpose of employment, self-employment,

and for further education. Study found that except 3-year diploma of associate engineering

programmes all other options are not working satisfactorily. The efforts to integrate TVE with

secondary school general curriculum have remained unsuccessful except in Federal Capital

Territory.

Finding related to the second question shows that different institutions are involved in

curriculum development process with the aim to provide education in the various technical and

vocational fields for employment, self-employment and for further studies. These institutions

include: TEVTA, Punjab; Centre for Curriculum Research & Development (CCRD) Sindh; NWFP

Board of Technical Education; and Balochistan Board of Intermediate & Secondary Education

(BBISE) and Ministry of Labour & Manpower. However, National Institute of Science & Technical

Education (NISTE) is the approving authority for DAE curricula and vocational subjects at

secondary school level. The 3-year DAE curriculum is uniform throughout the country while all

provinces maintain the uniformity of their vocational courses. Industry is often involved in the

curriculum development and revision process. The federal government has recently established

NAVTEC for making the uniform policies and restructuring of TEVT in the country. The

curriculum is implemented in different areas after conducting need assessment survey. Almost

v

all of the main industry and occupation areas are covered. The science subjects such as Physics,

Chemistry, and Mathematics and social science subjects, such as Pakistan Studies, Islamiat and

Management related general education subjects are included in TVE curriculum. Similarly,

generic life and work skills like Entrepreneurship and Occupational Health & Safety are included

in the newly developed DAE curricula under Technical Education Project (2000-2004). The

vocational curriculum was last revised in 1980 whereas curricula for most of the DAE

technologies were last revised in 1996.

Result related to third dimension indicates that normally the short/ vocational courses teachers

are DAE qualified. Most of the DAE teachers are B-Tech/B. Sc. Engineering, M Sc. and PhD. The

pay scales/wages of technical teachers are almost same as general education teachers.

Industry involvement in various TVET programmes is missing except in Punjab, where

customized training for industrial workers is available.

Study also shows that there is no arrangement of in-service teachers training in terms of

professional development in the provinces. However, NISTE offers various in-service teachers

training programmes for TVE teachers of the country. Furthermore, TVE teachers have no

access to modern teaching learning materials except internet in urban areas. Nevertheless,

trade related equipment is available in all the TVET institutes and industry equipment is also

available in few institutions.

In the findings related to the last dimension, experts have the views that a lot of efforts are

required in the areas of quality assurance and linkages to other technical education boards.

Quality Assurance System is needed for TVE at national and provincial level. At present the

country does not have a National Qualification Framework (NQF) that can cover all the

secondary level TVE achievements, the Federal Government has realized the need of NQF and

Pakistan Engineering Council and NAVTEC are working towards this goal. Study also indicates

that presently there is no linkage between various options, thus it is a dire need to introduce

flexible horizontally and vertically entry in the TVET system of the country.

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vii

CONTENTS

Page #

1. Foreword ii

2. Executive Summary iii

3. Abbreviations vii

4. List of Tables ix

5. List of Figures x

6. Introduction 01

7. Background 03

8. Study Methods and Results 26

9. Discussion/Conclusions and Recommendations 57

10. References 60

11. Appendix-1: Province/Area-wise TEVT Data 61

12. Appendix-2: Questionnaire 67

13. Appendix-3: Response of Focus Group in Tabular Form 75

14. Appendix-4: List of Participants 80

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ABBREVIATIONS

ADB : Asian Development Bank

B.A : Bachelor of Arts

BBISE : Balochistan Board of Intermediate & Secondary Education

B.Com : Bachelor of Commerce

B.E : Bachelor of Engineering

B-Tech : Bachelor of Technology

B. Sc : Bachelor of Science

CCRD : Centre for Curriculum Research & Development

ESR : Education Sector Reforms

GCT : Government College of Technology

GPIB : Government Polytechnic Institute for Boys

GPIW : Government Polytechnic Institute for Women

HEC : Higher Education Commission

ICT : Islamabad Capital Territory

ILO : International Labor Organization

M.A : Master of Arts

M.Com : Master of Commerce

M. Sc : Master of Science

MOE : Ministry of Education

NISTE : National Institute of Science and Technical Education

SDC : Skill Development Council

TEVTA : Technical Education and Vocational Training Authority

TTC : Technical Training Centers

TVE : Technical and Vocational Education

TVET : Technical and Vocational Education & Training

UNESCO : United Nations Educational, Scientific and Cultural Organization

VTC : Vocational Training Center

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LIST OF TABLES Page # Table-1 Various Levels of Education System 4 Table-2 Country - wise Detail of Government College of Technology /

Polytechnics/ Monotechnics Institutes in Pakistan 9

Table-3 Province / area wise detail of Vocational Institutes at Public Sector 9

Table-4 Gender- and Location-wise detail where Matric Technical Stream is to be launched

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Table-5 Availability of TVE Options against the Age Group 17 Table-6 Type of Institutions and availability of TVE Options 17 Table-7 Province / Area Wise Availability of TVE Options 18 Table- A1.1 Schools in Punjab (Public Sector Only) 61 Table- A1.2 TVET Institutions by Gender in Punjab Province 61 Table- A1.3 TVET Institutions in Punjab Province 61 Table- A1.4 Public and Private Sector Institutions affiliated with the Punjab Board

of Technical Education in 2002 61

Table- A1.5 Schools in Sindh (Public Sector Only) 62 Table- A1.6 Technical Institutes By Type and Gender 62 Table- A1.7 Summary of Technical Institute Census 2004-2005 62 Table- A1.8 Technical Institutes - Level, Type and Shift-wise 63 Table- A1.9 Primary, Middle, High Schools, Intermediate, Degree & Post

Graduate Colleges in NWFP (Public Sector) 63

Table- A1.10 Summary of Government Polytechnic Institutes/ Enrolment in these Institutes & Teaching Staff

64

Table- A1.11 Government Technical and Vocational centers in NWFP 64 Table- A1.12 Commercial, Technical & Vocational Centers and Polytechnic

Institutes in Private Sector 64

Table- A1.13 TVET Institutions in NWFP Province (Public Sector) 65 Table- A1.14 Schools in Baluchistan (Public Sector Only) 65 Table- A1.15 Public and Private Schools in Baluchistan 65 Table- A1.16 Gender-wise Enrolment of Schools, Public and Private Sector 65 Table- A1.17 Summary of TVET Institutions in Baluchistan Province 66 Table- A1.18 Summary of TVET Institutions in Federal area (Public Sector) 66

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LIST OF FIGURES

Page #

Figure-1 Educational setup in Pakistan 6

Figure-2 Type of Responses 28

Figure-3 Province-wise Responses 28

Figure-4 Proposed available options /approaches served 29

Figure-5 Effectiveness and efficiency of the available options 30

Figure-6 Involvement of Industry in Vocational Training at secondary school level

30

Figure-7 How the industry is involved? 31

Figure-8 Working of existing different options together 32

Figure-9 Provision of available TVE options at secondary school level for males / females and disadvantaged groups

33

Figure-10 Suggestions for improving coordination between various options / approaches for TVE at secondary and higher secondary level

34

Figure-11 New options / approaches suggested for TVE at secondary school level

35

Figure-12 Involvement of Industry / Business sector in the development of TVE curricula

36

Figure-13 Level of Involvement of Industry in the development of TVE curricula

36

Figure-14 Relevance of TVE curriculum with the requirements of the job market

37

Figure-15 Realization the demand of the main industry and occupation areas by offerings of TVE at secondary level

37

Figure-16 Proportion of general education components included in the curriculum of TVE at secondary school level

38

Figure-17 Integration of generic life skills and work skills (employability skills) in the curriculum of TVE at secondary level

38

Figure-18 Frequency of TVE curriculum revision to keep it up-to-date with the changing technology

39

Figure-19 Status of the revision of present TVE curriculum at secondary level 39

Figure-20 Uniformity of curriculum in all schools offering similar options 40

Figure-21 Availability of specialized teachers for teaching technical subjects 40

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Page #

Figure-22 Requirement of Industrial Experience for recruitment of Technical subject teachers

41

Figure-23 Equivalence of pay scales of Technical Subject Teachers with general education teachers

41

Figure-24 Organizing of professional development/capacity building programmes for TVE teachers

42

Figure-25 Availability of modern Teaching-Learning Resources and training equipment & tools to TVE teachers in schools for effective teaching

42

Figure-26 Management's support to TVE teachers for execution of duties 43

Figure-27 Existence of organized Industry-School linkages / partnership to facilitate TVE teachers to arrange workplace experience of students

43

Figure-28 Availability of ladder of promotion to TVE teachers 44

Figure-29 How favorable avenues of promotion to TVE Teachers as compared to general education teachers

44

Figure-30 Pre-service training of secondary level TVE teachers 45

Figure-31 Accreditation of TVE subjects at secondary level by the BISE / BTE as other subjects

45

Figure-32 Involvement of Industry in the examination/assessment of TVE subjects at secondary level

46

Figure-33 Availability of other system of Quality "Assurance" for TVE at Secondary level, other than normal examination.

46

Figure-34 Influence given to prior informal learning by a candidate, at the time of admission

47

Figure-35 Independent Accreditation System for TVE at secondary level 47

Figure-36 Availability of "National Qualification Framework" for secondary level TVE achievements, general secondary school achievements, and opportunities for further education

48

Figure-37 Necessity for the availability of a National Qualification Framework

48

Figure- 38 Hurdles in further education of students studying TVE subjects at secondary level

49

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1. INTRODUCTION In the meeting held on May 12-13, 2008 in Bangkok, Thailand, very fruitful information was

exchanged on the provision of technical and vocational education at secondary school level in

the Asia Pacific Region. On the basis of this information and discussion, four research questions

were developed for the follow-up regional study, which are addressed in the study report. Each

question along with sub questions is presented as follow:

Question No.1: Challenge: Coordinated provision of available options Main Question: How are all the available options for technical and vocational education

at the secondary schooling level co-ordinated? Do they function efficiently and effectively?

Sub Questions: i) What diverse approaches exist in the country?

ii) What purpose do the different approaches serve?

iii) How do they relate to stated rationales?

iv) How are the options working?

v) Is industry involved in the various options?

vi) How do the options work together?

vii) Do the options add up to provision of TVET in secondary education being inclusive of all, and particularly of girls as well as boys?

viii) What can we do to improve the coordination of the various options?

ix) What new options might be considered?

Both the age groups, i.e., 11-15 years and 16-18 years were discussed for TVE options in the country. Question No.2: What needs to be done to ensure the technical and vocational education

curriculum offered at the secondary schooling level is, and remains, relevant to the needs of the job (employment) market?

Sub Questions: i) What are the core mechanisms in place for curriculum

development?

ii) Towards what ends is the curriculum set?

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iii) Is industry involved and what other players are involved in curriculum development?

iv) Is there uniform curriculum that is used across schools and/or across TVE options?

v) How do the areas of TVE curriculum relate to where the skills are needed in the job market?

vi) Are all of the main industry and occupation areas in demand covered?

vii) Does the TVE curriculum include some general education components?

viii) Does the curriculum have embedded in it generic life and work skills, also known as soft skills or employability skills?

ix) How is the TVE curriculum kept up-to-date with changes in technology and other work processes?

The core mechanism in place for curriculum development in each province, industry

involvement and related issues were discussed under each question.

Question No.3: Challenge: Capacity to deliver

Main Question: Who can build (policy, training institutions) teacher availability and capacity to provide relevant TVET in secondary level education?

Sub Questions: i) Who are the TVE teachers? What qualifications do they have? Do

they have industry experience? Do they receive pay rates the same as general education teachers? Is industry involved?

ii) Are there organized professional development programmes for TVE teachers? Do the PD programmes involve industry placements?

iii) Do TVE teachers have access to modem teaching and learning materials, industry equipment and facilities?

iv) Are TVE teachers provided the necessary support in terms of managerial support and industry partnership building skills?

v) Are there some groups of TVE teachers that have greater capacity to deliver relevant TVE than others?

Teachers availability, teacher training, professional development and required facilities in each

province of the country were discussed.

3

Question No. 4: Challenge: Accreditation, quality assurance and linkages to other education

Main Question: What relationships exist between secondary level TVE achievement,

general secondary schooling achievement, and opportunities for further education? How effective are they?

Sub Questions: i) Are TVE secondary education achievements included in a

recognition system involving accreditation and qualifications? Is industry involved?

ii) Is there an associated quality assurance system? Are there other regulations?

iii) Are there arrangements in place for the formal recognition of prior learning, for - example of young people who have worked in family business or in other jobs or capacities and who have obtained TVE skills and knowledge in this way?

iv) Do you have multiple TVE accreditation frameworks, for example for different industries?

v) Is the TVE accreditation system separate from the general academic education system?

vi) Is the TVE accreditation system consistently applied nationally and by geographic - area/institution?

vii) Do you have a National Qualifications Framework that covers all of secondary level TVE achievement, general secondary schooling achievement and other further education opportunities and the relationships between these? If not is there interest in a National Qualifications Framework?

viii) What needs to be done to ensure a TVE secondary school graduate can go on to further study if they so desire?

Within the perspective of these questions, quality assurance, boards responsible for

examination and need for National Qualification Framework in each province of the Country

were discussed.

2. BACKGROUND

Education system in Pakistan is comprised of primary, middle/elementary, secondary, higher

secondary and higher education. Primary education is of five (5) years of school class 1 to 5

4

with entry age of five (5) years. Middle level is from 6th to 8th class. Secondary level is of class

9th to 10th and higher secondary is of 11th & 12th class. After higher secondary, higher education

at bachelor and master level starts. Previously each degree programme consists of two years at

university level but recently Higher Education Commission has extended the time duration of all

Bachelor of Science degrees from two (2) years to four (4) years. Whereas, professional

education in engineering and medicine, the programmes are offered at university level, which

comprised of four and five years, respectively. Similarly, for other professions, various

programmes like bachelor and master degrees in home economics (for girls), agriculture,

information technology, and veterinary sciences, etc., are offered.

For the development of skilled workforce, another stream is technical and vocational

education, which is comprised of three (3) years of education after matriculation / 10th class

and vocational training certificate courses of six months, twelve months and eighteen months

duration after 8th class or 10th class. These diploma and certificates are offered in almost all

technologies for both girls and boys throughout the country.

The various levels of the education system are depicted in Table 1, whereas the integrated view

of education setup is presented through Figure 1.

TABLE-1: Various Levels of Education System Description Grade/Class Duration Remarks

Primary Education 1st to 5th class 5 years of education Primary Pass

Secondary Education 6th to 8th Class 3 years of education Middle Pass

9th & 10th Class 2 years of education Secondary School Certificate

(SSC)/ Matriculation

(Subjects: Science/

Humanities/

Commerce/Technical School

Certificate)

5

Description Grade/Class Duration Remarks

Higher Secondary

Education

11th & 12th Class 2 years of education Higher Secondary School

Certificate / Intermediate

(Subjects: Science/Arts/

Commerce)(FA, F.Sc,I.Com)

Bachelor Degree Education 13th & 14th

13th to 16th

(new scheme)

2 years of education

2 years (old scheme)

4 years of education

(new scheme)

- Bachelor of Arts / commerce

(BA / B.Com)

- Bachelor of Science (B.Sc.)

Master Degree Education 15th & 16th 2 years of education - Master of Science/

Arts/Commerce

- M.Sc./MA/M.Com

Engineering Degree

Education

13th to 16th 4 years of education Bachelor of Engineering (BE) /

Bachelor of Science

Engineering (B.Sc. Engg.)

Medical Education 13th to 17th 5 years of education MBBS

Technology Education 14th to 17th 2+2 years of

education (old

scheme)

4 years of education

(new scheme)

Bachelor of Technology(Pass) +

Bachelor of Technology(Hons) (old scheme)

( B-Tech (Honours) is at par with B.E./ B.Sc. Engineering)

Technical Education 11th to 13th 3 years Diploma of Associate Engineers (DAE) (It is at par with F. Sc.)

Vocational Education 8th to onward 6 months to 2 years Trade Certificates

Vocational Certificate (G-II and

G-III level)

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Figure-1: Educational setup in Pakistan

Class 1 to 5

Primary Education Age (Yrs)

5 |

10

Class 9th &

10th

Secondary Education Secondary School Certificate (SSC/Matric)

Age (Yrs) 14 |

15

Class 11 & 12

Intermediate Education

HSC/FA, F.Sc., I.Com

Age 16 |

17

Class 6 to 8

Middle School Age (Yrs)

11 |

13

Vocational Certificate

Courses VTC, TTC

Class 13 to 16

Bachelor Degree

BA, B.Sc., B.Com

Age (Yrs) 18 to 21

Class 13 14 15 16

Bachelor of Engg.

(B.E)/ B.Sc. Engg

Age (Yrs) 18 19 20 21

Class 15 16

Master Degree

MA MSc.

M.Com

Age (Yrs) 20 21

Class 14 15

B-Tech (Pass)

Age (Yrs) 19 20

Class 16 17

B-Tech (Honours)

Age (Yrs) 21 22

Class 13 14 15 16

Medical Degree MBBS

Age (Yrs) 18 19 20 21 22

Class 11 12 13

Diploma of Associate

Engineering (DAE)

Age 16 17 18

PhD

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2.1 TECHNICAL AND VOCATIONAL EDUCATION IN PAKISTAN Technical and Vocational Education & Training (TVET) is basically the skill-development of

workforce working in the industry of a country. It is also defined as marketable and

economically relevant education for people. Technical Education refers to post-secondary

courses of study and practical training aimed at preparation of technicians to work as

supervisory staff. Vocational Training, on the other hand, refers to the lower-level education

and training for the preparation of skilled or semi-skilled workers in various trades, but it does

not enhance their level with respect to general education.

There is a fresh awareness among policy makers in developing countries and the international

community of the critical role that TVET can play in national development. One of the most

important features of TVET is its orientation towards the world of work and the emphasis of the

curriculum on the acquisition of employable skills. TVET delivery systems are therefore well

placed to train the skilled and entrepreneurial workforce that the country needs to create

wealth and emerge out of poverty. Another important characteristic of TVET is that it can be

delivered at different levels of sophistication. This means that TVET institutions can respond to

the different training needs of learners from different socio-economic and academic

backgrounds, and prepare them for gainful employment and sustainable livelihoods. The youth,

the poor and the vulnerable of society can therefore directly benefit from a TVET programme.

In a developing country like Pakistan, it is extremely important to realize that vast numbers of

young people are outside the formal school system, requiring the integration of non-formal

learning methodologies and literacy programmes into national education programmes. To

revitalize, modernize and harmonize TVET in order to transform it into a mainstream activity for

the youth development and human capacity building in Pakistan, it is necessary to:

o Position TVET programmes and TVET institutions as vehicles for regional cooperation and integration as well as socio-economic development as it relates to improvements in

infrastructure, technological progress, energy, trade, tourism, agriculture and good

governance; and

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o Mobilize all stakeholders in a concerted effort to create synergies and share responsibilities for the renewal and harmonization of TVET policies, programmes and

strategies.

The rapid technological developments being witnessed in the early years of the twenty-first

century, together with the forces of globalization, are already leading to radical changes in the

world of work. In fact, the changing nature of work is already perceptible both in urban as well

as rural communities. New technologies are being developed and applied, replacing existing

technologies and processes. As the new technologies are knowledge intensive, the developing

countries, being net importers of foreign technology, are obliged to upgrade and enhance the

skill level of their manpower. This step is necessary in order to absorb and maintain new

technologies, highlighting the critical role of TEVT.

A parallel aspect of globalization is the increased international competitiveness: firms have to

compete not only on the basis of price but also on the basis of quality [1]. The pressure of

competition has prompted firms to ensure price competitiveness, greater flexibility, enhanced

quality, and the capacity to introduce new products and services effectively. In 1950, 80% of the

world's jobs were classified as unskilled; now 85% of the jobs are classified as "skilled" [2].

These shifting sands of technology have put a greater premium on TEVT resources that are seen

throughout the world as essential for socio-economic progress. The nature of work and

demands for skills is also changing in Pakistan and employment opportunities are shifting across

industries and occupations. The profile of the Pakistani work force in 2005 showed 43.1 percent

engaged in agriculture, 13.8 percent in manufacturing and mining, and 43.1 in services [3].

Since 2000, there has been a shift of 5.3 % employed labour force from agriculture sector to

manufacturing /mining.

At present, there are 18 Colleges of Technology, 54 Polytechnic Institutes (11 for females) and

25 Monotechnics whereas commerce education for business sector is provided in over 200

commercial training institutes.

9

TABLE-2: Country - wise Detail of Government College of Technology / Polytechnics/ Monotechnics Institutes in Pakistan Province GCT GPIB GPIW Monotechnic Total Federal Area - - 1 - 1 Punjab 7 13 4 - 24 Sindh 4 15 4 25 48 Balochistan 1 - 1 - 2 NWFP 6 15 1 - 22 Total 18 43 11 25 97

The Monotechnics/Polytechnics Institutes and College of Technology offer 3-year Diploma

Course after 10th Class (Matriculation) in over 30 Technologies. Generally, 3 to 4 technologies

are offered in institute. There are 409 Vocational Institutes operating in the provinces/area,

offering training in over 40 skills / trades. Province-wise break-up of vocational institutes are

given in Table-3 below whereas more detail is appended at Appendix-1.

TABLE-3: Province/area- wise detail of Vocational Institutes at Public Sector

Province/Area Boys Girls Co-education Total Punjab 130 134 1 265 Sindh 5 63 68 NWFP 47 0 47 Balochistan 11 17 28 Islamabad Capital Territory (ICT) 1 1 Total 194 214 1 409

2.2 APPRENTICESHIP TRAINING

Apprenticeship training is another option for the development of skilled workforce. There are

many establishments registered to provide apprenticeship training, which include many state

owned organizations such as railways, national airlines, Pakistan Steel, Pakistan Air force, etc.

The programmes are usually of three years duration. The entry is competitive and the entry

requirement is effectively Secondary / higher secondary school certificate. Apprenticeship

Schemes are based on guidelines in Apprenticeship Training Ordinance 1962.

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2.3 VOCATIONAL EDUCATION AT SECONDARY LEVEL

Pakistan is considered as the middle income industrialized country, which needs to be given

great attention for the vocationalization of the secondary level curriculum to increase the

capacity of its education's output for better world of work, as Daniel (2002) argues that

vocational education is powerful and effective method for bridging the gap between the world

of work and education as well as between school and society. Recognizing the importance of

the issue, various attempt have been made and a growing array of experiments which involve

vocationalization of school curricula by including various subjects throughout the world

(Grierson, Schnurr and Young, 2002). Subsequently, for the vocationalization of school

curriculum, the explorations of the potential role of TVET at the secondary school level become

the major area of debate (Maclean and Wilson, 2005).

> s

which includes vocational

d

occupations, clusters of occupationsand more generally for the world of work. The goal of

improving such relevance is the most important reason why governments introduce

vocationalization, which will have different rationales, depending on the main policy goals.

These categories are suggested for such goals: personal development goals, socio-political

goals, and economic goals. By reviewing literature, Lauglo also indentified various constraints in

the introduction of TVE at secondary level:

x ' skills to manage and operate

and maintain the related equipment; higher unit of costs of subjects and equipment;

lack of Government commitment; overlapping of subjects in curriculum design;

community participation etc.)

x Z t

access to jobs; not giving enough time to the vocational subjects in timetable; linkage

11

with labour market; unrealistic expectations; appreciating only those students who get

highest marks in general subjects;

x W'>-

&

at

should count as learning;

x ^- '

social inequality; lack of positive attitude toward TVE).

Various efforts have been made in the Pakistan include TVE subjects at secondary level of

education. For instance, the agro technical subjects like industrial arts (woodwork, metal work,

& electricity), agriculture, and home economics subjects were introduced but due to different

barriers at various levels, the objectives could not be achieved accordingly. Similarly, 2001-2 the

Matric Tech Stream was launched with the support of different international agencies like

Japan International Cooperation Agency (JICA) and UNESCO (Tirmazi, 2006). Despite failure of

earlier efforts, all the concerned stakeholders still support the idea of this scheme and

emphasize to make it fruitful, which indicates the importance of the topic and forcing the policy

makers and planners to make it alive not discord the project. Tirmazi (2006) has identified

various obstacles that led the Matric Tech project to failure, which include: shortage of facilities

in terms of laboratory, equipments, qualified teachers; curriculum; and lack of commitment.

Different schemes and plans were made for vocational education at secondary level in Pakistan

like Industrial Arts Scheme, Comprehensive Schools, and Technical Schools, etc. During the last

ten years various plans and schemes were made for a vocational / technical stream at

secondary level. A plan was made for establishment of 70 Model Vocational Schools in various

districts all over Pakistan for a total intake capacity of 12,250 but not materialized/

implemented due to change of government in the country.

12

According to the National Education Policy 1998 -2010, Para 8.5.12 "To expose students to the

world of work foster interest and develop an elementary level of skill in employable trades, a

stream of Matric-Tech parallel to Science and Humanities Group shall be introduced in 10% (3%

female 7% male) secondary schools (classes IX-X) in a phased manner over a period of five year,

i.e., by the year 2002".

2.3.1 Matric Technical Stream

In pursuance of NEP 1998-2010, a third stream Matric Tech was introduced at selected

secondary school under Education Sector Reforms (ESR) package that was approved in

April 2000 and launched in 2001-02. It was planned to introduce the scheme in 1100

selected secondary schools across the country. For the introduction of Technical Stream,

Rs.1277.858 million was released to the provinces, area governments and AJK under the

ESR Programme. The gender and location-wise distribution of schools formulated are

shown in Table-4 below:- TABLE-4: Gender- and Location-wise detail where Matric Tech Stream is to be launched

Gender Punjab Sindh NWFP Baluchistan FATA FANA AJK ICT Total

Male 170 100 120 110 05 05 35 05 550

Female 170 100 120 110 05 05 35 05 550

Total 340 200 240 220 10 10 70 10 1100

As per scheme of studies for SSC (Classes IX-X), two technical subjects were included in

the Technical group. Whereas, one technical subject was included in the Science group

and Humanities group as an optional subject. It was observed that Technical group was

not introduced/ offered by any of the province in the country in letter and spirit,

whereas, one technical subject against Biology and Computer Science was offered in

most of the secondary schools, where technical workshop/lab was established against

the Agro-Tech scheme during the mid seventies in pursuance of the National Education

Policy of 1972. The funds released to the provinces against the introduction of

Technical stream were utilized mostly on the construction of the class rooms /

13

workshops /Labs of the schools. Subsequently, in 2006, Ministry of Education had

constituted a committee to find out the progress on implementation of introduction of

Technical stream in the country. On the findings of the Committee, it was decided in the

Inter-ministerial meeting to discontinue this scheme. Accordingly, the Curriculum Wing,

Ministry of Education has excluded this technical stream in the revised scheme of

studies, which is going to be implemented from the academic session 2010 in the

country.

2.3.2 NISTE Contribution in Matric Technical Stream

The Matric Technical Stream was to be introduced gradually in about 1100 secondary

schools of the country. The curricula of 17 trades, their textbooks, teacher guides, and

practical manuals had been developed by National Institute of Science and Technical

Education (NISTE) with technical and financial assistance of UNESCO Islamabad office

and got printed through Urdu Science Board, Lahore for use in schools. Details of

technical trades are listed as follows:-

Industrial Trades: - Repair of House Holds Appliances - Radio and Tape Recorder repairing - Computer Hardware (Orientation) - Repair and Maintenance of Refrigerators & Air-Conditioners - Plumbing and Sanitary Fitting - Welding (Gas and Electric) - Auto Mechanic (Motor Cycle & Scooter) - Motor Winding - TV Servicing - Electrical Wiring Agriculture Trades: - Fish Farming - Food Preservation - Poultry Farming - Servicing & Minor Repairing of Tractors - Wood working: - Furniture Making - Boat Making

14

Miscellaneous /Girls Trades: - Dress Making and Fashion Designing - Beauticians

2.3.3 Technical School Certificate (TSC)

In early seventies Agro-tech scheme was introduced in the country and workshops and

labs were established in various selected secondary schools. On failure of this scheme,

the Sindh Province had introduced a new scheme known as Technical School Certificate

(TSC). The main aim to introduce this scheme was to provide technical skill and an

opening in a practical career for those large numbers of students who finish education

after Secondary School Certificate. At the same time it was make certain that it will not

block the way for higher education for those who have the desired capability.

The curriculum of Technical School Certificate consists of a heavy component of Trade

Training along with courses of general education namely languages, mathematics,

science (Physics & Chemistry), religion and ideological education.

This is a two-year programme for which the entry qualification is class VIII pass. The

programme is equivalent to Matriculation (Industrial). Those completing the programme

successfully are awarded Technical School Certificate by the Sindh Board of Technical

Education. Such persons are eligible for admission to Polytechnic Diploma Course on

priority basis in order of preference. They can also join colleges in general education.

The training programme in trade courses through pre-vocational is aimed to produce

training they can work as middle level technicians. The vocational Institutes and

Technical high schools in Sindh are offering these courses.

The Technical School Certificate consists of two parts, i.e. Part-I & II. The scheme of

studies for Technical School Certificate is as under:

15

Part-I (Grade IX)

S. No. Course Paper Marks Periods per week COMPONENT-I 1 (a) Salees Sindhi (For candidates whose mother

tongue in Urdu) OR

(b) Sindhi Normal (For candidates whose mother tongue in Sindhi) OR

(c) Geography of Pakistan I (For foreigners only subject to permission from the Board) 1 75 4

2. English-I 1 75 6 3. Pakistan Studies 1 75 4 COMPONENT-II 4. Chemistry (Theory 75+ Practical 25) 1 100 6+2 5. Mathematics -I 1 50 5 6. Technical Drawing-I (Final Exam: 30+Sessional: 20) 1 50 4 COMPONENT-III 7. Trade Theory 1 50 6 8. Trade Practical (Final Exam: 60 + Sessional: 40) 1 100 9 Total: 9 575 46

Part-II (Grade X)

S. No. Course Paper Marks Periods per week COMPONENT-I 1 (a) Salees Sindhi (For candidates whose mother

tongue in Urdu) OR

(b) Sindhi Normal (For candidates whose mother tongue in Sindhi) OR

(c) Geography of Pakistan II (For foreigners only subject to permission from the Board) 1 75 4

2. English-II 1 75 6 3. Islamiyat 1 75 4 COMPONENT-II 4. Physics (Theory 75+ Practical 25) 1 100 6+2 5. Mathematics II 1 50 5 6. Technical Drawing-II(Final Exam: 30+Sessional: 20) 1 50 4 COMPONENT-III 7. Trade Theory 1 50 6 8. Trade Practical (Final Exam: 60 + Sessional: 40) 1 100 9 Total: 9 575 46

16

The trade subjects being offered against the Component-III are as under:

1. Auto Mechanics 2. Building Construction 3. Building Drafting /Civil Drafting 4. Colour Television & VCR Technician 5. Computer Science 6. Electrical Appliances 7. Electronics 8. General Electrician 9. Hand & Machine Embroidery 10. Machinist 11. Mechanical Drafting 12. Refrigeration and Air Conditioning 13. Surveying 14. Tailoring & Dress Making 15. Welding 16. Wood Working

2.4 AVAILABILITY OF TVE OPTIONS FOR THE AGE GROUP OF 11 TO 18 YEARS IN THE

COUNTRY Presently the following TVE options are available in the country for the age group of 11 to 18 years:-

1) Vocational Trade Courses (after Grade-VIII) 2) Matric Tech (Grade IX-X) 3) Technical School Certificate (Grade IX-X) 4) Agro-Tech Courses (Grade-IX-X) 5) Vocational Certificate Courses (after Grade-X):

i) G-III (Basic Level) ii) G-II (Intermediate Level) iii) G-I (Advanced Level)

6) Diploma of Associate Engineers (DAE) after Grade-X 7) Customized Training for In-Service Workers of Industry (after Grade-X, and DAE)

The availability of the above TVE Options against the age group 11 to 18 is shown in the Table-5

below whereas the types of options available in various institutions are given in Table-6.

Furthermore, the province/area-wise availability of TVE options is indicated in Table-7 below.

17

TABLE-5: Availability of TVE Options against the Age Group Sr. No. Available TVE Options

Age 11 12 13 14 15 16 17 18 19 20

1. Vocational Trade Courses (after Grade VIII)

2. Matric Tech (Grade IX-X)

3. Technical School Certificate (Grade IX-X)

4. Agro-Tech Courses (Grade-IX-X)

5. Vocational Certificate Courses (after Grade-X): iv) G-III (Basic Level) v) G-II (Intermediate Level) vi) G-I (Advance Level)

6. Diploma of Associate Engineers (DAE) after Grade-X

7. Customized Training for In-Service Workers of

Industry (after Grade-X / DAE)

TABLE-6: Type of Institutions and availability of TVE Options

Sr. No. TVE Option

Type of Institutions

General Secondary

Schools

Vocational Training Centers

Vocational Training

Institutes

Monotechnics/ Polytechnics/ Institutes of Technology

Customized Training Centers

1. Vocational Trade Courses (after Grade VIII)

2. Matric Tech (Grade IX-X)

3. Technical School Certificate (Grade IX-X)

4. Agro-Tech Courses (Grade-IX-X)

5. Vocational Certificate Courses (after Grade-X):

i) G-III (Basic Level) ii) G-II (Intermediate Level) iii) G-I (Advance Level)

6. Diploma of Associate

Engineers (DAE) after Grade-X

7. Customized Training for In-Service Workers of Industry (after Grade-X / DAE)

18

TABLE-7: Province / Area Wise Availability of TVE options

Sr. No. TVE Option

Province / Area Punjab Sindh NWFP Balochistan AJK ICT

1. Vocational Trade Courses (after Grade VIII) 9 9 9 9 9 9 2. Matric Tech (Grade IX-X) 9 9 9 9 3. Technical School Certificate (Grade IX-X) 9 4. Agro-Tech Courses (Grade-IX-X) 9 5. Vocational Certificate Courses (after

Grade-X):

i) G-III (Basic Level) 9 9 9 9 9 9 ii) G-II (Intermediate Level) 9 9 9 9 9 9 iii) G-I (Advance Level) 9 9

6. Diploma of Associate Engineers (DAE) after Grade-X 9 9 9 9 9 9

7. Customized Training for In-Service Workers of Industry (after Grade-X/ DAE) 9

(9 = option available, = option not available) 2.5 NATIONAL EDUCATION POLICY GUIDELINE According to the Draft National Education Policy 2009 (NEP 2009), the country has a

comparative advantage in labour costs due to large population. However, low skill levels

dampen the potential of the labour force to significantly contribute to economic growth. The

deficit permeates all sectors: industry, agriculture, services, commerce. Improvements in the

skill levels of the labour force will increase efficiency and competitiveness of the local industry,

attract international investment and allow overseas employment of Pakistanis generating a

flow of foreign remittances.

The formal Technical and Vocational Education and Training (TVET) system is not a major

to cater to the dynamism required by the market. Secondly the structure does not factor in

local requirements that vary across geographic units, i.e. provinces, districts, tehsils. It is critical

that skill development and market requirements match.

Like all other sectors of education in Pakistan, TVE also suffers from issues of access as well as

quality. While theoretically it caters to the market needs, practically it meets a very small

19

portion of the demand. In most countries, the relative share of the applied segment of the

tertiary sector is higher than the 18.5% in Pakistan. Hence, the base of technical and vocational

skills provided to the economy in Pakistan is narrow. The inadequate quality stems from both a

smaller number of total years of preparation and limitations of the curriculum, compared to the

more advanced systems as well as the issue of availability of quality instructors.

At the time of independence the country had a very low industrial base, inheriting only 4% of

the total industrial sector. Pakistan progressed rapidly in the 50s from this low base that

continued to early 60s. To meet the requirements of a growing manufacturing sector, technical

and vocational training systems were expanded and strengthened. However, after the initial

success subsequent investment in the sector failed to keep pace with the changes in the market

requirements.

On the demand side, jobs in the public sector continued to be a priority. Most of these jobs did

not require specialized skills and even a general matriculation certificate with no technical or

vocational content was deemed satisfactory to fill the junior level administrative and service

jobs. The academic degrees of Bachelors of Arts and Masters of Arts were sufficient to fill the

requirements for higher level jobs. This tradition has largely been maintained since the

Independence, even though the economic structure of the country has changed significantly.

The demand-pull effects have had limited effect on educational provision.

On the supply side, the certificate and diploma programmes do not seem to have a progression

ladder into higher level skills. They do not provide entry claims into the tertiary sector with

credit recognition in both the academic and applied streams. In addition to this blocked

forward linkage, the backward linkage with apprentice training in the traditional sector is

missing. There is no provision whereby the traditional apprenticeship experience in the non-

formal sector could be assessed and certified for entry into the formal sector of vocational

education. The current TVE certificate stream is too narrow in its scope and does not cover the

large variety of skills training that takes place in the traditional sector. Two way cross-over

20

between the academic and the applied / professional streams is lacking in the system. The

absence of a well-articulated qualifications system is a major structural shortcoming.

The problem of a fragmented structure of governance, endemic to the education sector, also

plagues the technical and vocational sub-sector. Many institutions and jurisdictions are involved

in governance of this field without a clear demarcation of their respective responsibilities.

There is no focal point for coherent planning for the sector.

At the same time, the voices of important stakeholders such as the business sector are not

adequately taken into account in shaping the content, structures and certification of study

programmes. The TVE sector does not benefit from good collaboration and input from the

business sector, such as for updating its equipments and teaching materials. Resultantly, there

are perennial complaints from employers about the substandard quality of the skills available in

the market.

The Policy recognizes the high importance of developing a broad-based and high quality sector

for providing technical skills. As the manufacturing and services sectors have expanded, skill

requirements of the country have changed as well, and there are needs for technical and

vocational skills even in the traditional sector as it adopts more productive techniques of

production. The technical intensity of production processes will increase as new technologies

become more pervasive, thereby raising the demand for TVE skills of a higher quality.

In a global environment that permits easy flow of investments and people the TVE sector in

Pakistan needs to have a forward looking supply strategy of producing a sophisticated skill base.

Pakistan, as already stated, has a comparative advantage in the labour market due to its

population size. Unfortunately it has so far failed to optimally benefit from this endowment. In

comparison, India has developed a wider and more qualified skill base to the point that it can

export high value added services. The forecasted demographic transition over the next few

years shows the young population of 15-24 years to grow and peak in 2015. The current global

talent deficit is expected to expand rapidly and Pakistan needs to be well poised to benefit from

21

this expanding demand. This is an opportunity for the TVE to substantively contribute to the

As far as Vocational Training is concerned various experiments in the country have not

succeeded and most reform proposals invite controversy. A major deficit has been an absence

of focused research into the causes of this failure and potential remedies.

2.5.1 Policy Issues in the Draft National Education Policy - 2009

The Policy identified following issues regarding TVE:

1. Schools did not have enough budgets to meet the equipment requirements for

sustaining vocational trainings.

2. Adequately skilled teachers for these programmes are not available.

3. The curricula assume prototypes that do not cater to differentials in market

requirements across districts or other geographic divides like rural-urban, etc.

The Policy proposed to address the following three principal problems faced by the TVE

sector:

(i) its weak linkages with other education sectors and the labour market,

(ii) deficiencies in the governance of the sector; and

(iii) the need to expand supply of technical skills of good quality. 2.5.2 Proposed Policy Actions in the Draft National Education Policy - 2009

The Policy proposed the following Policy Actions:

1. Inputs of all stakeholders like Industrial/Agricultural/Service sectors & Business

community, etc. shall be institutionalized to ensure their inclusion in all current

and future reforms of TVE to enable the sector to meet market needs.

2. Skill Standards and Curriculum should be developed and standardized at

National Level.

3. The TVE curriculum shall be developed in standardized modules for each trade to

eliminate differentials across various training institutions to provide

22

opportunities to the trainees for horizontal/upward mobility and also help in

assessment and certification of apprentices in non formal sectors for their entry

into formal vocational/technical sectors.

4. TVE shall be extended according to the need of the area, irrespective of the level

i.e. Tehsil, District and Division and should be in access of every citizen.

5. Level-wise prerequisites for entry as a teacher in TVE shall be defined and

Teacher professional development shall be focused as an ongoing process.

Terms and conditions of service for TVE teachers shall be compatible with

market demand of their services and skills.

6. Local conditions and requirements must be considered while making any

recommendation for replication of TVE model, implemented in other countries.

7. A study to evaluate failures of vocational training intervention at school level

shall be commissioned to make more realistic recommendations, including cost

requirements, for making it part of general education up to Secondary School

Level.

8. Curricula for vocational education shall allow flexibility for adaptation as per

requirements of local market including absorption of future changes in the

market.

2.5.3 Proposed Possible Strategies in Draft National Education Policy - 2009

National Vocational and Technical Education Commission (NAVTEC) has already

prepared a set of strategies for this sector. These provide a basis for development of

implementation plans for the technical and vocational sector. The above policy actions

in conjunction with these strategies will assist in development of implementation plans.

Most strategic options given by NAVTEC appear as a natural progression from the above

policy actions. Some of the strategic options that have a clear link to the above policy

actions are given below (the list is inclusive and other strategic options in NAVTEC

document are also relevant to the implementation process of NEP);

1. A National Qualifications Framework (NQF) shall be established along with a

changed programme structure that encompasses all qualifications in the

23

country, both academic and vocational/technical. The NQF shall be competency

based and provide entry points and progression routes throughout the structure

of qualifications. In particular, it shall provide the possibilities of two-way cross-

over between the academic and the applied streams, with clearly mapped out

recognition of credit points for each competency level.

2. The business sector, in particular, shall be included in advising on the course and

programme content, and in providing training positions and job shadowing

opportunities for students in the applied streams. The business sector could also

help teachers by giving specialized lectures and short training programmes.

3. All administrative jurisdictions and stakeholders shall be involved in a

consultative process to develop the NQF programme. Expertise shall be sought

from countries that have applied the NQF approach in recent years.

4. To address the problem of fragmented governance structure, a coordination

mechanism between higher education, school education and technical,

vocational education shall be developed.

5. Government shall develop a suitable framework for technical and scientific

education and training with close involvement of Chambers of Commerce and

Industry.

6. Commerce stream should also be introduced under technical education and

vocational training regimes.

7. Curriculum should be updated on regular basis.

8. Public Private Partnerships (PPP) should be strengthened in this area.

9. A regular tracking system shall be instituted for graduates to get feedback on

relevancy

10. B-Tech technologists must also be registered by the Pakistan Engineering

Council.

11. There shall be a:-

i. Vocational training facilities at tehsil level ii. Polytechnic institute for every District (Agency in FATA) iii. Colleges of Technology in each Province/Area on a needs basis.

24

2.6 OPTIONS AND GOVERNANCE ARRANGEMENT

The main options for technical and vocational education as listed above comprised of 3 years

diploma after secondary school at Monotechnics, Polytechnics, Colleges of Technology, and

vocational certificate courses at vocational training institutes after middle and secondary school

and Technical School Certificate (TSC) and Matric- Tech at secondary level. TSC is offered only

in Sindh province.

Prior to the establishment of NAVTEC, the subjects of vocational training and technical

education were dealt with by the Labour & Manpower Division and Education Division

respectively at the federal level. The same structure had prevailed in the provinces; however,

the province of Punjab, in 1998, had taken an important step through the establishment of

Technical Education and Vocational Training Authority (TEVTA). The AJK, Provinces of Sindh and

Balochistan have also recently established their respective TEVTAs. The Government of NWFP is

also moving in the same direction.

2.7 TRADE ADVISORY COMMITTEES

In Pakistan, private sector plays negligible role in influencing what is taught in TVET institutes.

Though in past Government attempted to develop close link with industry in the development

of skill standards and endorsement of curricula. Yet this engagement was not fruitful at all. As a

result only a few skill standards were developed, which have now become obsolete since they

were not properly reviewed updated or improved according to international best practice shift

towards competency-based rather than occupations.

Many countries have institutionalized industries input into training through the establishment

of industry advisory bodies. These are employer-led, government licensed, and usually

government funded, independent organizations that cover a specific sector in the country. They

function as the communication channel between policy makers and training providers and

provide accurate industry intelligence about current and future skill needs and training

requirements.

25

In the past "Trade Advisory Committees" played very important role in the selection of trades

and curricula in the TVET institutions according to the requirement of the industry but

unfortunately these Committees could not stay alive and closed due to unknown reasons.

However, to make-up for this deficiency and provide the essential link between public and

private sector, the Government plans to establish sector specific trade Advisory Committees.

Each Advisory Committee will be represented by members of large, medium and small industry,

including all sub-industries that fall within the category as well as international employers

where relevant. Their primary responsibilities will be to identify skills needs in their sectors,

indicate new and emerging areas and occupations and determine competency standards for

the workers.

2.7.1 Restructuring of Trade Testing Board

In the light of recommendations furnished by the Trade Advisory Committees the Trade

Testing Boards were established to develop curriculum and prepare manuals for the

trainees and instructors. To organize Trade Testing Boards on modern lines, capacity

building of its staff and provision of necessary equipment is very essential. Initially the

role of Trade Testing Board confined in the public sector only but at later stage its

certification was extended to all private sector TVET institutions in order to resolve the

issue of recognition at both national and internationally and those who undergo training

do not face recognition problems vis--vis their skill.

To further draw upon this good practice and to enhance authority and acceptability of

its certificates Trade Testing Boards intends to affiliate with an internationally

recognized body and looking for recognizing it in such a manner that the board is led by

a prominent employer of the area.

2.7.2 Reform of the Apprenticeship System

A system of apprenticeships in collaboration with the industry is in place under the

Apprenticeship Ordinance 1962. However, the system is not operating effectively. The

main weakness of the present system seems to be that it is coercive and provides little

26

choice to industry in the selection of apprentices, or to trainees in how the training is

structured. There are few incentives for the industry to support the system of training

apprentices and many of the legal obligations can be circumvented in practice with

ease.

The Government, however, realizes the strength of an effective apprenticeship training

system as an effective way of addressing skill shortages, providing realistic, workplace

training, involving employers and ensuring the availability of trained workers. It is,

therefore, proposed that the existing Apprenticeship system should be reviewed against

similar, successful programmes abroad, discussed with stakeholders and modified

according to the Pakistani context, and the requirements of industry and trainees. It

should be redesigned in such a way that the Government and the private sector

perceive it not as a cost or burden but as an investment with significant returns to

workers, industry and all other stakeholders.

Trade associations of industries group will be encouraged to provide facilitating and

supportive role for promotion of the apprenticeship system importantly linkages should

be developed to ensure that apprenticeship training is recognized under a future

qualifications framework.

3. STUDY METHODS AND RESULTS

3.1 METHODS

In order to address the objective of the study, triangulation research method was applied,

which consists of quantitative and qualitative analysis. Therefore, to tap accurate responses of

four major research questions along with sub-questions, data was collected in three steps, i.e.,

(i) one-on-one interview method for quantification of concepts, development and validation of

content and instruments, (ii) quantitative method through structured questionnaire, and (iii)

qualitative method through focus group study, which are described below:

27

3.1.1 One-on-one interview with those involved in technical and vocational education

To make the study more rigour and empirical, the constructs were operationalized. For

this purpose, a series of interviews with TVET practitioners were conducted. The context

and perspective were explained to the each interviewee, to find out the dimension of

each question. Based on the feedback, instruments were developed and face validity

test was also conducted, prior to circulation.

3.1.2 Sample/Target Group

Keeping in view the objectives of the study, only experienced educators were selected

to tap the responses. Therefore, data was collected from teachers, curriculum

developers and administrators working in the TVET sector across the country in the

mixed method, i.e., survey and focus group study. List of focus group participants is

appended at Appendix-4.

3.1.3 Instruments

For the selection of sample, purposive-method was applied. After face and content

validity, the questionnaire based on scientific operationalization method, was

developed and widely circulated throughout the country [Questionnaire is appended at

Appendix-2].

3.1.3.1 Collected Data in Tabulated Form

After collecting data/responses from the focus group on the four major research

questions alongwith sub-questions was converted into tabulated form. The data

in tabulated form is appended at Appendix-3].

3.1.3.2 Analysis of Collected Data

After collecting data, it was descriptively analyzed and presented below:

28

(i) DEMOGRAPHIC ANALYSIS

Figure-2: Type of Responses

Data was collected from 20 experienced people working in TVET sector. Figure-2 represents the type of respondents in which 20% were Teachers, 30% Managers/Administrators, 40% Planners, and 10% Curriculum Developers. Figure-3: Province-wise Responses

Figure-3 shows the province-wise percentage of respondents.

0

1

2

3

4

5

6

7

8

Teachers Managers Planners CurriculumDevelopers

20%

30%

40%

10%

29

(ii) OPTIONS FOR TVE AT SECONDARY LEVEL Figure-4: Available options /approaches served in the country

Figure-4 indicates the availability of TVE options against the percentage of population (Refer Table-7 above).

16%

11.52%

4%

0.48%

16% 16%

12%

16%

8%

Vocational Trade Courses

Matric Tech

Technical School Certificate

Agro-Tech Courses

G-III (Basic Level)

G-II (Intermediate Level)

G-I (Advance Level)

Diploma of AssociateEngineers

Customized Training for In-Service Workers

30

Figure-5: Effectiveness and efficiency of the available options

In the context of availability of TVE options at secondary level, figure-5 shows that the majority of respondents (63.6%) say that this option is highly ineffective and un-sufficient; whereas only 27.3% have the view that it is effective. Figure-6: Involvement of Industry in Vocational Training at secondary school level

More than 90% replied that industry is not involved in the TVE option in secondary education; however 9.1% gave their views about the involvement of industry, which shown in figure-6. This indicates strategy needs to be formulated to mobilize the industry in the process.

0

10

20

30

40

50

60

70

0 0

27.3

63.6

9.1

0

20

40

60

80

100

YesNo

Do not Know

9.1

90.9

0

31

Figure-7: How the industry is involved?

In the context of how the industry is involved, the majority of respondents, i.e.,72.7 % suggested that industry should be involved In identification of trades / courses to be offered and through industrial attachment or internship. 63.6% suggested that industry should be involved in the development of curricula / course content, whereas. 54.5% suggested that in implementation, through membership of School Councils / Committees and by providing the financial support to schools offering TVE.

0 10 20 30 40 50 60 70 80

In identification of trades/ courses to beoffered.

In the development of curricula/ coursecontent.

Through industrial attachment / internship.

Through study visits to the relevant industry.

In implementation, through membership ofSchool Councils / Committees.

In accreditation and assessment throughmembership of examining Boards.

By providing financial support to schoolsoffering TVE.

27.3

36.4

27.3

63.6

45.5

63.6

45.5

72.7

63.6

72.7

36.4

54.5

36.4

54.5

YES NO

32

Figure-8: Working of existing different options together

In the context of availability of TVE option in secondary education, majority of respondents do not see any proper working of different option together. As 36.4% EEdsd

0

10

20

30

40

50

60

70

80

90

100

As independentstreams without

affecting each other.

As independentstreams

complementing eachother for promoting

TVET.

As independentstreams antagonistic

/opposed to eachother for promoting

TVET

36.4

27.3

9.1

63.6

72.7

90.9

YES

NO

33

Figure-9: Provision of available TVE options at secondary school level for males / females and disadvantaged groups

Though there is no proper provision of TVE option at secondary level, some respondents may have observed from the available option, that male disadvantage students have more option (i.e. upto 90%) as compared to female students.

9.1 9.1 9.1 9.1

18.2

0

90.9 90.9 90.9 90.9

81.8

100

0

20

40

60

80

100

120

Provide forboth genders.

Provide forboys only

Provide for girlsonly.

Specialprovision forhandicapped

persons.

Specialprovision for

otherdisadvantaged

persons(Orphans, rural

areas, etc.)

Additive toeach other for

provision ofTVE at

secondary level

YES

NO

34

Figure-10: Suggestions for improving coordination between various options / approaches for TVE at secondary and higher secondary level

For improving of coordination between various options/approaches, top four ds dslevel under variou

0

10

20

30

40

50

60

70

80

Constitution of Inter-departmentalCoordinationCommittee

representing variousdepartments involved

in TVE at secondarylevel.

Development of amechanism based onrecognition of coursesunder various options

for horizontalmovement of students

between variousstreams / options.

Regular meetings andconsultations

between accreditationbodies (ExaminingBoards) for various

options

Regular meetingsbetween heads of

institutions offeringTVE at secondary levelunder various options

/ approaches.

Formation of societiesof teachers of TVE at

secondary level undervarious options /

approaches.

45.5

63.6

27.3

36.4

27.3

54.5

36.4

72.7

63.6

72.7

YES

NO

35

Figure-11: New options / approaches suggested for TVE at secondary school level

For the new options/approaches, for option 1 (establishment of the technical/vocational secondary) 63.6% recommended and 36.4% are not agree with this option. Similarly, option 3 (introduction of technical secondary certificate programme in general secondary schools parallel to other programme) has also been suggested by 63.6%, whereas, with the option 2 (introduction of TVE courses in general secondary schools) seems agree (54.4%) and not-agree (45.5).

0

10

20

30

40

50

60

70

Establishment of Technical/ vocational Secondary

Schools.

Introduction of Technical /vocational courses in

general secondary schools.

Introduction of TechnicalSecondary Certificate (TSC)

programme in generalsecondary schools parallel

to other programme.

63.6

45.5

63.6

36.4

54.5

36.4

YES

NO

36

(iii) CONTENT OF TVE CURRICULUM AT SECONDARY SCHOOL LEVEL

Figure-12: Involvement of Industry / Business sector in the development of TVE curricula

Figure-13: Level of Involvement of Industry in the development of TVE curricula

In the context of DAE Curriculum, (figure-12) the majority, i.e., 90.9% of the respondents see involvement of industry. Whereas, in case of vocational curriculum (figure-13) majority (upto 90%) of the respondents see no d contribution from industry in the process indicates there is no dynamic linkage exists between TVE institutions and industry.

0

20

40

60

80

100

Yes No Do not know

90.9

9.1 0

0 20 40 60 80 100

In identification of trades/ coursesto be offered.

Identification of skills andtheoretical knowledge required.

Inclusion of experts from industryin the curriculum development

committees.

In delivery of curriculum throughworkplace experience.

YES

NO

37

Figure-14: Relevance of TVE curriculum with the requirements of the job market

Figure-14 shows that the respondents do not consider the relevancy of TVE Curriculum say reasonably relevant, 27.3% consider it marginally relevant and 36.4% see it least relevant. The responses reveal that curriculum contents must be made more relevant to the job market and requirements of the industry.

Figure-15: Realization the demand of the main industry and occupation areas by offerings of TVE at secondary level

In the context of demand of industry and offering by TVE at secondary level, 63.6% consider it marginally adequate, whereas nobody see highly adequate.

0

20

40

Highly relevantReasonably

relevant Marginallyrelevant Least relevant

0

36.4

27.3 36.4

0

10

20

30

40

50

60

70

Highlyadequate

Reasonablyadequate

Marginallyadequate

Highlyinadequate

0

18.2

63.6

18.2

38

Figure-16: Proportion of general education components included in the curriculum of TVE at secondary school level

In comparing the proportion of curriculum contents in term of general education, 45.5% respondents say that 90% contents of general education, i.e., Physics, Chemistry, Mathematics, Pakistan Studies, Islamiyat, and Computer Science, etc. have taken part, while, 27.3% see it between 70%-90%, the other 27.3% replied in the category of 30%-50% in the DAE/Matric Tech / TSC curricula. These findings indicate the highest portion of education at secondary level is from general education and fewer portion has been given to TVE subjects.

Figure-17: Integration of generic life skills and work skills (employability skills) in the curriculum of TVE at secondary level

In the context of integration of generic life skill and work skill in the curriculum of TVE at secondary level, 18% respondents consider it more balanced, 46% say no balance, ^ respondents (46%) are not satisfied with balance of generic and work skill, contents of TVE need be critically analyzed and revised.

0

10

20

30

40

50

90% ormore

70-90% 50-70% 30-50% Less than30%

45.5

27.3 27.3

0 0

Proportion of general education component

46%

36%

18%

Yes

No

Do notKnow

39

Figure-18: Frequency of TVE curriculum revision to keep it up-to-date with the changing technology

Figure-19: Status of the revision of present TVE curriculum at secondary level

Figure 18 and 19 indicate that the TVE curriculum is generally revised after more than 10 years, which indicates the poor state of curriculum, whereas the TVE is highly related to job market and industry. Since both of the components change very rapidly, the revision of curriculum activity needs to be practiced more regularly and the period of revision must be minimized.

0

10

20

30

40

50

60

70

After 3 year After 5 year After 8 Year After 10 years After morethan 10 years

9.1

27.3

0 0

63.6

0

10

20

30

40

50

60

70

80

3 year ago 5 year ago 8 Year ago 10 years ago More than 10years ago

0

18.2

9.1

0

72.7

40

Figure-20: Uniformity of curriculum in all schools offering similar options

Figure 20 shows that no uniformity exists among all school regarding the curriculum Ehowever, 27% agreed with the statement.

(iv) IMPLEMENTATION CAPACITY

Figure-21: Availability of specialized teachers for teaching technical subjects

In the context of Implementation capacity of TVE at secondary level, the majority of respondent (81.8%) shown their observation that teacher with specialization of technical subjects are available. The cause of shortage of teachers in TVET institutions is due to poor salary structure of technical teachers.

55%

18%

27%

Yes

No

Do notKnow

0102030405060708090

Yes No Do not Know

81.8

18.2

0

41

Figure-22: Requirement of Industrial Experience for recruitment of Technical subject teachers

In the context of Implementation capacity of TVE at secondary level, when asked from the respondents about the requirement of industrial experience for the recruitment of technical subject teachers, 27.3% said yes and 72.7% do not see any pre-requirement. This might be the simplicity of the content as it is offered at secondary level.

Figure-23: Equivalence of pay scales of Technical Subject Teachers with General Education Teachers

In the context of Implementation capacity of TVE at secondary level, the majority of respondent (81.8%) consider that the pay scale of technical subject teacher is equal to the pay scale of general subjects teachers. However, 18.2% observed that less pay scales as compared to general subject teachers.

0

10

20

30

40

50

60

70

80

Yes No Do not Know

27.3

72.7

0

0

20

40

60

80

100

Same Less More Do not Know

81.8

18.2

0 0

42

Figure-24: Organizing of professional development/capacity building programmes for TVE teachers

For the professional development and capacity building of TVE teachers, majority (63.6%) has the view that this option already exists in TVET system, whereas 9.1% do not see any option and 27.3% are not aware of any programme in this category.

Figure-25: Availability of modern Teaching-Learning Resources and training equipment & tools to TVE teachers in schools for effective teaching

Figure 25 shows that modern teaching learning resources and training equipment and tools for the TVE teachers in schools are inadequate (i.e. 72.7%), however, 18.2% found it satisfactory.

9.1

27.3

63.6

Yes No Do not Know

0

18.2

72.7

9.1

0

10

20

30

40

50

60

70

80

Adequate Satisfactory Inadequate Not available

43

Figure-26: Management's support to TVE teachers for execution of duties

Support from the management In the execution of duties, figure 26 shows that 54.% has the view that the ,

Figure-27: Existence of organized Industry-School linkages / partnership to facilitate TVE teachers to arrange workplace experience of students

Though, proper linkage between industry and TVE schools does not exist, industry provides support to the technical teachers in terms of workplace experience opportunity to their students, as in the figure 27, 100% respondents select the options

18.2

0

54.5

18.2

9.1

0 10 20 30 40 50 60

Full Support

Reasonable Support

Very Little Support

No support/Neutral

Negative

0

20

40

60

80

100

Yes No Do not Know

100

0 0

44

Figure-28: Availability of ladder of promotion to TVE teachers

/ ds majority of the respondents (54.5%) observed the availability of ladder for further promotion, where 36.6% do not see any further ladder, as shown in Figure 28.

Figure-29: How favorable avenues of promotion to TVE Teachers as compared to general education teachers

Figure 29 is concerned with the comparison of TVE teachers and general education teachers in terms of favorable avenue for promotion. Result indicates that 18.2% and 45.5% has the observation that comparatively, TVE teachers have more favorable avenue for promotions.

0

10

20

30

40

50

60

Yes No Do not Know

54.5

36.4

9.1

18.2

36.4

45.5

05

101520253035404550

Same as general teachers Less than generalteachers

More than generalteachers

45

Figure-30: Pre-service training of secondary level TVE teachers

For analysis of availability of pre-service teacher training facility for TVE teachers, - Generally, it indicates that presently only agro-technical teachers training centers are catering the need of pre-service teacher training, as there is no other proper arrangement in the country to train technical teachers before employment in TVET institutions. Consequently, most of teachers join TVE institution directly after getting DEA from TVET institution, without going through pre-service technical teachers training.

(v) ACCREDITATION, QUALITY ASSURANCE AND ARTICULATION

Figure-31: Accreditation of TVE subjects at secondary level by the BISE / BTE as other subjects

In the context of accreditation, figure 31 is concerned with accreditation of TVE subjects at secondary level by the BISE/BTE. Result indicates that 81.8% respondents have s that the TVE subjects are accredited by BISEs/BTEs.

9.1

54.5

36.4

0

10

20

30

40

50

60

Education Institutesof Universities

Agro-TechnicalTeacher Training

Centres

Others

0102030405060708090

Yes No Do not Know

81.8

18.2

0

46

Figure-32: Involvement of Industry in the examination/assessment of TVE subjects at secondary level

Figure 32 is concerned with the data regarding involvement of industry in the examination/ assessment of TVE subjects. Result reveals that this component is E Figure-33: Availability of other system of Quality "Assurance" for TVE at Secondary level, other than normal examination

To find other options/system of quality assurance, figure 33 indicates that there is no alternate/other system exists in the country for quality assurance of TVE at secondary E

0

10

20

30

40

50

60

70

80

90

100

Yes No Do not Know

0

100

0

0

10

20

30

40

50

60

70

80

90

100

Yes No Do not Know

0

100

0

47

Figure-34: Influence given to prior informal learning by a candidate, at the time of admission

Figure 34 shows the result regarding influence given to informal learning by a candidate at the time of admission. Majority of respondents (90.9%) say no influence given, while 9.1% replied with yes. Figure-3