TECHNICAL AND VOCATIONAL EDUCATION IN PAKISTAN AT SECONDARY LEVEL

Transcription

1 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: , Fax: URL: (June 29)

2 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 May, 28, 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. Islamabad, June 15, 29 Prof Dr Farid A. Khwaja Director General (NISTE) ii

3 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 (24) has observed that: 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 iii

4 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 iv

5 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 (2-24). The vocational curriculum was last revised in 198 whereas curricula for most of the DAE technologies were last revised in 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. v

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7 CONTENTS Page # 1. Foreword ii 2. Executive Summary iii 3. Abbreviations vii 4. List of Tables ix 5. List of Figures x 6. Introduction 1 7. Background 3 8. Study Methods and Results Discussion/Conclusions and Recommendations References Appendix-1: Province/Area-wise TEVT Data Appendix-2: Questionnaire Appendix-3: Response of Focus Group in Tabular Form Appendix-4: List of Participants 8 vii

8 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 viii

9 LIST OF TABLES Page # Table-1 Various Levels of Education System 4 Table-2 Country - wise Detail of Government College of Technology / 9 Polytechnics/ Monotechnics Institutes in Pakistan 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 12 be launched 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 61 of Technical Education in 22 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 Table- A1.8 Technical Institutes - Level, Type and Shift-wise 63 Table- A1.9 Primary, Middle, High Schools, Intermediate, Degree & Post 63 Graduate Colleges in NWFP (Public Sector) Table- A1.1 Summary of Government Polytechnic Institutes/ Enrolment in these 64 Institutes & Teaching Staff Table- A1.11 Government Technical and Vocational centers in NWFP 64 Table- A1.12 Commercial, Technical & Vocational Centers and Polytechnic 64 Institutes in Private Sector 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 ix

10 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 3 Figure-6 Involvement of Industry in Vocational Training at secondary school 3 level 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 33 males / females and disadvantaged groups Figure-1 Suggestions for improving coordination between various options / 34 approaches for TVE at secondary and higher secondary level Figure-11 New options / approaches suggested for TVE at secondary school 35 level Figure-12 Involvement of Industry / Business sector in the development of 36 TVE curricula Figure-13 Level of Involvement of Industry in the development of TVE 36 curricula Figure-14 Relevance of TVE curriculum with the requirements of the job 37 market Figure-15 Realization the demand of the main industry and occupation areas 37 by offerings of TVE at secondary level Figure-16 Proportion of general education components included in the 38 curriculum of TVE at secondary school level Figure-17 Integration of generic life skills and work skills (employability 38 skills) in the curriculum of TVE at secondary level Figure-18 Frequency of TVE curriculum revision to keep it up-to-date with 39 the changing technology Figure-19 Status of the revision of present TVE curriculum at secondary level 39 Figure-2 Uniformity of curriculum in all schools offering similar options 4 Figure-21 Availability of specialized teachers for teaching technical subjects 4 x

11 Figure-22 Requirement of Industrial Experience for recruitment of Technical subject teachers Figure-23 Equivalence of pay scales of Technical Subject Teachers with general education teachers Figure-24 Organizing of professional development/capacity building programmes for TVE teachers Figure-25 Availability of modern Teaching-Learning Resources and training equipment & tools to TVE teachers in schools for effective teaching Page # 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 44 compared to general education teachers Figure-3 Pre-service training of secondary level TVE teachers 45 Figure-31 Accreditation of TVE subjects at secondary level by the BISE / BTE 45 as other subjects Figure-32 Involvement of Industry in the examination/assessment of TVE 46 subjects at secondary level Figure-33 Availability of other system of Quality "Assurance" for TVE at 46 Secondary level, other than normal examination. Figure-34 Influence given to prior informal learning by a candidate, at the 47 time of admission 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 Figure- 38 Necessity for the availability of a National Qualification Framework Hurdles in further education of students studying TVE subjects at secondary level xi

12 1. INTRODUCTION In the meeting held on May 12-13, 28 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: Main Question: Challenge: Coordinated provision of available options 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., years and 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? 1

13 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) viii) ix) Does the TVE curriculum include some general education components? Does the curriculum have embedded in it generic life and work skills, also known as soft skills or employability skills? 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: Main Question: Challenge: Capacity to deliver 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. 2

14 Question No. 4: Main Question: Challenge: Accreditation, quality assurance and linkages to other education 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 3

15 with entry age of five (5) years. Middle level is from 6 th to 8 th class. Secondary level is of class 9 th to 1 th and higher secondary is of 11 th & 12 th 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 / 1 th class and vocational training certificate courses of six months, twelve months and eighteen months duration after 8 th class or 1 th 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 1 st to 5 th class 5 years of education Primary Pass Secondary Education 6 th to 8 th Class 3 years of education Middle Pass 9 th & 1 th Class 2 years of education Secondary School Certificate (SSC)/ Matriculation (Subjects: Science/ Humanities/ Commerce/Technical School Certificate) 4

16 Description Grade/Class Duration Remarks Higher Secondary Education 11 th & 12 th Class 2 years of education Higher Secondary School Certificate / Intermediate (Subjects: Science/Arts/ Commerce)(FA, F.Sc,I.Com) Bachelor Degree Education 13 th & 14 th 13 th to 16 th 2 years of education 2 years (old scheme) - Bachelor of Arts / commerce (BA / B.Com) - Bachelor of Science (B.Sc.) (new scheme) 4 years of education (new scheme) Master Degree Education 15 th & 16 th 2 years of education - Master of Science/ Arts/Commerce - M.Sc./MA/M.Com Engineering Degree Education 13 th to 16 th 4 years of education Bachelor of Engineering (BE) / Bachelor of Science Engineering (B.Sc. Engg.) Medical Education 13 th to 17 th 5 years of education MBBS Technology Education 14 th to 17 th 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 11 th to 13 th 3 years Diploma of Associate Engineers (DAE) (It is at par with F. Sc.) Vocational Education 8 th to onward 6 months to 2 years Trade Certificates Vocational Certificate (G-II and G-III level) 5

17 Figure-1: Educational setup in Pakistan Class 1 to 5 Primary Education Age (Yrs) 5 1 Class 6 to 8 Middle School Age (Yrs) Class 9 th & 1 th Secondary Education Secondary School Certificate (SSC/Matric) Age (Yrs) Class 11 & 12 Intermediate Education HSC/FA, F.Sc., I.Com Age Class Diploma of Associate Engineering (DAE) Age Vocational Certificate Courses VTC, TTC Class 13 to 16 Bachelor Degree BA, B.Sc., B.Com Age (Yrs) 18 to 21 Class Bachelor of Engg. (B.E)/ B.Sc. Engg Age (Yrs) Class Class B-Tech (Pass) B-Tech (Honours) Age (Yrs) 19 2 Age (Yrs) Class Master Degree MA MSc. M.Com Age (Yrs) 2 21 Class Medical Degree MBBS Age (Yrs) PhD 6

18 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 7

19 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 195, 8% 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 25 showed 43.1 percent engaged in agriculture, 13.8 percent in manufacturing and mining, and 43.1 in services [3]. Since 2, 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 2 commercial training institutes. 8

20 TABLE-2: Country - wise Detail of Government College of Technology / Polytechnics/ Monotechnics Institutes in Pakistan Province GCT GPIB GPIW Monotechnic Total Federal Area Punjab Sindh Balochistan NWFP Total The Monotechnics/Polytechnics Institutes and College of Technology offer 3-year Diploma Course after 1 th Class (Matriculation) in over 3 Technologies. Generally, 3 to 4 technologies are offered in institute. There are 49 Vocational Institutes operating in the provinces/area, offering training in over 4 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 Sindh NWFP Balochistan Islamabad Capital Territory (ICT) 1 1 Total 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

21 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 (22) 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, 22). 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, 25). which includes vocational occupations, clusters of occupations and 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: 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.) access to jobs; not giving enough time to the vocational subjects in timetable; linkage 1

22 with labour market; unrealistic expectations; appreciating only those students who get highest marks in general subjects; - at should count as learning; - 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, 21-2 the Matric Tech Stream was launched with the support of different international agencies like Japan International Cooperation Agency (JICA) and UNESCO (Tirmazi, 26). 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 (26) 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 7 Model Vocational Schools in various districts all over Pakistan for a total intake capacity of 12,25 but not materialized/ implemented due to change of government in the country. 11

23 According to the National Education Policy , Para "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 1% (3% female 7% male) secondary schools (classes IX-X) in a phased manner over a period of five year, i.e., by the year 22" Matric Technical Stream In pursuance of NEP , a third stream Matric Tech was introduced at selected secondary school under Education Sector Reforms (ESR) package that was approved in April 2 and launched in It was planned to introduce the scheme in 11 selected secondary schools across the country. For the introduction of Technical Stream, Rs 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 Female Total 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 The funds released to the provinces against the introduction of Technical stream were utilized mostly on the construction of the class rooms / 12

24 workshops /Labs of the schools. Subsequently, in 26, 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 21 in the country NISTE Contribution in Matric Technical Stream The Matric Technical Stream was to be introduced gradually in about 11 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 13

25 Miscellaneous /Girls Trades: - Dress Making and Fashion Designing - Beauticians 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: 14

26 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) English-I Pakistan Studies COMPONENT-II 4. Chemistry (Theory 75+ Practical 25) Mathematics -I Technical Drawing-I (Final Exam: 3+Sessional: 2) COMPONENT-III 7. Trade Theory Trade Practical (Final Exam: 6 + Sessional: 4) Total: 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) English-II Islamiyat COMPONENT-II 4. Physics (Theory 75+ Practical 25) Mathematics II Technical Drawing-II(Final Exam: 3+Sessional: 2) COMPONENT-III 7. Trade Theory Trade Practical (Final Exam: 6 + Sessional: 4) Total:

27 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 1. 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. 16

28 TABLE-5: Availability of TVE Options against the Age Group Sr. Age Available TVE Options No 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: Sr. No. TVE Option 1. Vocational Trade Courses (after Grade VIII) 2. Matric Tech (Grade IX-X) Type of Institutions and availability of TVE Options Type of Institutions General Secondary Schools Vocational Training Centers Vocational Training Institutes Monotechnics/ Polytechnics/ Institutes of Technology Customized Training Centers 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) 17

29 TABLE-7: Province / Area Wise Availability of TVE options Sr. Province / Area TVE Option No. Punjab Sindh NWFP Balochistan AJK ICT 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) ( = option available, = option not available) 2.5 NATIONAL EDUCATION POLICY GUIDELINE According to the Draft National Education Policy 29 (NEP 29), 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 18

30 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 5s from this low base that continued to early 6s. 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 nonformal 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 19

31 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 years to grow and peak in 215. The current global talent deficit is expected to expand rapidly and Pakistan needs to be well poised to benefit from 2

32 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 Policy Issues in the Draft National Education Policy - 29 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 Proposed Policy Actions in the Draft National Education Policy - 29 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 21

33 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 Proposed Possible Strategies in Draft National Education Policy - 29 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 22

34 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 crossover 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 1. 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. 23

35 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. 24

36 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 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-à-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 Reform of the Apprenticeship System A system of apprenticeships in collaboration with the industry is in place under the Apprenticeship Ordinance However, the system is not operating effectively. The main weakness of the present system seems to be that it is coercive and provides little 25

37 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: 26

38 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 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 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] 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] Analysis of Collected Data After collecting data, it was descriptively analyzed and presented below: 27

39 (i) DEMOGRAPHIC ANALYSIS Figure-2: Type of Responses 8 4% 7 6 3% 5 4 2% 3 1% 2 1 Teachers Managers Planners Curriculum Developers Data was collected from 2 experienced people working in TVET sector. Figure-2 represents the type of respondents in which 2% were Teachers, 3% Managers/Administrators, 4% Planners, and 1% Curriculum Developers. Figure-3: Province-wise Responses Figure-3 shows the province-wise percentage of respondents. 28

40 (ii) OPTIONS FOR TVE AT SECONDARY LEVEL Figure-4: Available options /approaches served in the country Vocational Trade Courses Matric Tech Technical School Certificate 12% 16% 8% 16% 11.52% Agro-Tech Courses G-III (Basic Level) 16% 16% 4% G-II (Intermediate Level).48% G-I (Advance Level) Diploma of Associate Engineers Customized Training for In- Service Workers Figure-4 indicates the availability of TVE options against the percentage of population (Refer Table-7 above). 29

41 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 unsufficient; whereas only 27.3% have the view that it is effective. Figure-6: Involvement of Industry in Vocational Training at secondary school level Yes No Do not Know More than 9% 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. 3

42 Figure-7: How the industry is involved? By providing financial support to schools offering TVE In accreditation and assessment through membership of examining Boards In implementation, through membership of School Councils / Committees Through study visits to the relevant industry Through industrial attachment / internship In the development of curricula/ course content In identification of trades/ courses to be offered YES NO 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. 31

43 Figure-8: Working of existing different options together YES NO As independent streams without affecting each other. As independent streams complementing each other for promoting TVET. As independent streams antagonistic /opposed to each other for promoting TVET 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% 32

44 Figure-9: Provision of available TVE options at secondary school level for males / females and disadvantaged groups YES NO Provide for both genders. Provide for boys only Provide for girls only. Special provision for handicapped persons. Special provision for other disadvantaged persons (Orphans, rural areas, etc.) Additive to each other for provision of TVE at secondary level 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 9%) as compared to female students. 33

45 Figure-1: Suggestions for improving coordination between various options / approaches for TVE at secondary and higher secondary level YES NO 2 1 Constitution of Interdepartmental Coordination Committee representing various departments involved in TVE at secondary level. Development of a mechanism based on recognition of courses under various options for horizontal movement of students between various streams / options. Regular meetings and consultations between accreditation bodies (Examining Boards) for various options Regular meetings between heads of institutions offering TVE at secondary level under various options / approaches. Formation of societies of teachers of TVE at secondary level under various options / approaches. For improving of coordination between various options/approaches, top four level under variou 34

46 Figure-11: New options / approaches suggested for TVE at secondary school level YES NO 2 1 Establishment of Technical / vocational Secondary Schools. Introduction of Technical / vocational courses in general secondary schools. Introduction of Technical Secondary Certificate (TSC) programme in general secondary schools parallel to other programme. 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). 35

47 (iii) CONTENT OF TVE CURRICULUM AT SECONDARY SCHOOL LEVEL Figure-12: Involvement of Industry / Business sector in the development of TVE curricula Yes No Do not know Figure-13: Level of Involvement of Industry in the development of TVE curricula In delivery of curriculum through workplace experience. Inclusion of experts from industry in the curriculum development committees. Identification of skills and theoretical knowledge required. YES NO In identification of trades/ courses to be offered In the context of DAE Curriculum, (figure-12) the majority, i.e., 9.9% of the respondents see involvement of industry. Whereas, in case of vocational curriculum (figure-13) majority (upto 9%) of the respondents see no contribution from industry in the process indicates there is no dynamic linkage exists between TVE institutions and industry. 36

48 Figure-14: Relevance of TVE curriculum with the requirements of the job market Highly relevant Reasonably relevant Marginally relevant Least relevant 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 Highly adequate Reasonably adequate Marginally adequate Highly inadequate 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. 37

49 Figure-16: Proportion of general education components included in the curriculum of TVE at secondary school level % or 7-9% 5-7% 3-5% Less than Proportion more of general education component 3% In comparing the proportion of curriculum contents in term of general education, 45.5% respondents say that 9% 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 7%-9%, the other 27.3% replied in the category of 3%- 5% 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 18% 46% 36% Yes No Do not Know 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. 38

50 Figure-18: Frequency of TVE curriculum revision to keep it up-to-date with the changing technology After 3 year After 5 year After 8 Year After 1 years After more than 1 years Figure-19: Status of the revision of present TVE curriculum at secondary level year ago 5 year ago 8 Year ago 1 years ago More than 1 years ago Figure 18 and 19 indicate that the TVE curriculum is generally revised after more than 1 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. 39

51 Figure-2: Uniformity of curriculum in all schools offering similar options 27% 55% Yes 18% No Do not Know Figure 2 shows that no uniformity exists among all school regarding the curriculum however, 27% agreed with the statement. (iv) IMPLEMENTATION CAPACITY Figure-21: Availability of specialized teachers for teaching technical subjects Yes No Do not Know 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. 4

52 Figure-22: Requirement of Industrial Experience for recruitment of Technical subject teachers Yes No Do not Know 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 Same Less More Do not Know 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. 41

53 Figure-24: Organizing of professional development/capacity building programmes for TVE teachers Yes No Do not Know 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 Adequate Satisfactory Inadequate Not available 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. 42

54 Figure-26: Management's support to TVE teachers for execution of duties Negative 9.1 No support/neutral 18.2 Very Little Support 54.5 Reasonable Support Full Support 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 Yes No Do not Know 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, 1% respondents select the options 43

55 Figure-28: Availability of ladder of promotion to TVE teachers Yes No Do not Know 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 Same as general teachers 36.4 Less than general teachers 45.5 More than general 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. 44

56 Figure-3: Pre-service training of secondary level TVE teachers Education Institutes of Universities Agro-Technical Teacher Training Centres Others 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 Yes No Do not Know 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. 45

57 Figure-32: Involvement of Industry in the examination/assessment of TVE subjects at secondary level Yes No Do not Know Figure 32 is concerned with the data regarding involvement of industry in the examination/ assessment of TVE subjects. Result reveals that this component is Figure-33: Availability of other system of Quality "Assurance" for TVE at Secondary level, other than normal examination Yes No Do not Know 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 46

58 Figure-34: Influence given to prior informal learning by a candidate, at the time of admission Yes No Do not Know Figure 34 shows the result regarding influence given to informal learning by a candidate at the time of admission. Majority of respondents (9.9%) say no influence given, while 9.1% replied with yes. Figure-35: Independent Accreditation System for TVE at secondary level Yes No Do not Know In the context of availability of independent accreditation system for TVE at secondary school level, figure 35 shows that the majority of respondents, i.e., 72.9% s Presently, other than the technical school certificate (TSC) which is accredited by Sindh Board of Technical Education, remaining TVE programmes at secondary school level are accredited by the same general education boards. 47

59 Figure-36: Availability of "National Qualification Framework" for secondary level TVE achievements, general secondary school achievements, and opportunities for further education Yes No Do not Know achievement, result in figure 36 reveals that 72.7% respondents say missing of the framework, whereas 9.1% see the existence of the framework. National Vocational and Technical Education Commission (NAVTEC) is working nowadays on the development of National Qualification Framework. Figure-37: Necessity for the availability of a National Qualification Framework Yes No No opinion Figure 37 shows the necessity of the National Qualification Framework for TVE, which has been highly recommended by the majority of respondents (81.8%). 48

60 Figure-38: Hurdles in further education of students studying TVE subjects at secondary level Not at all To some extent To a great extent Better off for further TVET 9.1 Do not know In figure 38, result indicates the level of hurdles in further education of students studying TVE subjects at secondary level, majority of respondents (54.5%) replied with Focus Groups, comprising of persons from all the provinces, meeting at NISTE In addition to questionnaire based structured data collection, a focus group session was conducted, for which more than 2 highly experienced participants representing all provinces (i.e., Punjab, Sindh, NWFP, and Balochistan) and Islamabad Capital Territory and Azad Jammu and Kashmir were invited to discuss and give their feedback. List of participants is appended at Appendix-3. Each participant was handed over all questions along with sub-questions. Participants were given an opportunity to freely share their views and give their feedback in an un-structured manner Analysis of Data Collected through Focus Group After collection of descriptive answers, data were qualitatively analyzed using focus group research method technique by coding of key concepts and categorizing similar and dissimilar responses. Each questions and its relevant response is elaborated as follow: 49

61 Question 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: (1.1) What diverse approaches exist in the province? There are various courses in all provinces at short, certificate, vocational, Matric tech, and DAE level are offered covering different trades and technologies. However, in AJK various trades also offered under the agro-tech scheme. Furthermore, industries also offer different customized training in their respect trades. (1.2) What purpose do the different approaches serve? i- Employment ii- Self-employment iii- Further study iv- Promotion (1.3) How do they relate to stated rationales? No relations, all are independent schemes. (1.4) How are the options working? All the options are working poorly except DAE which is working satisfactory in all provinces. (1.5) Is industry involved in the various options? Not involved except in customized training for industry. (1.6) How do the options work together? They all are independent of each other. (1.7) Do the options add up to provision of TVET in secondary education being inclusive of all, and particularly of girls as well as boys? Almost all of the options are for both boys and girls. 5

62 (1.8) What can we do to improve the coordination of the various options? A district-wise Institutional Management Committees should be established. (1.9) What new options might be considered? The federal government has recently established NAVTEC for making the policies for restructuring of TEVT in the country. Question 2: Challenge: Content of TVE curriculum relevant to work opportunities Main Question: 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: (2.1) What are the core mechanisms in place for curriculum development? Each province has their own arrangements for the development of curriculum for various courses including DAE, as in the province of Punjab, ICT and AJK, Punjab TEVTA Curriculum Wing; in Sindh, Centre for Curriculum Research & Development (CCDR); in NWFP, BTE; in Baluchistan, Baluchistan Board of Intermediate and Secondary Education and Directorate of Labour & Manpower; in ICT, are responsible in this regard. However, all responsible agencies are bound to get approval of their curriculum from the NISTE, Ministry of Education, as it is the only approving authority for curriculum of DAE and technical subjects at secondary school level. (2.2) Towards what ends is the curriculum set? It is set to educate people in various TEVT fields and provide them opportunity to either enter in job market or continue their further study. (2.3) Is industry involved and what other players are involved in curriculum development? Industry is often involved in the curriculum development / revision process. (2.4) Is there uniform curriculum that is used across schools and/or across TVE options? In the province the curriculum is uniform for short courses whereas DAE is uniform throughout the country. 51

63 (2.5) How do the areas of TVE curriculum relate to where the skills are needed in the job market? Are all of the main industry and occupation areas in demand covered? The curriculum is implemented in different areas after conducting need assessment survey. Almost all of the main industry and occupation areas are covered. (2.6) Does the TVE curriculum include some general education components? Yes to some extent. (2.7) Does the curriculum have embedded in it generic life and work skills, also known as soft skills or employability skills? Yes to some extent, the curriculum includes work and soft skills. The subjects Entrepreneurship Development, and Occupational Health and safety are added to all new / revised curriculums. (2.8) How is the TVE curriculum kept up-to-date with changes in technology and other work processes? The vocational curriculum was last revised in 198 whereas DAE curricula were last revised in Question 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: (3.1) 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? Normally the short/ vocational courses teachers are DAE qualified. Most of the DAE teachers are B-Tech/B. Sc. Engineering qualified. DAE with 3 year experience teachers are also working as junior instructors in technical institutions. Almost the pay scale is equal in general and technical education. Industry takes part in the pre and in-service technical teacher training. 52

64 (3.2) Are there organized professional development programmes for TVE teachers? Do the PD programmes involve industry placements? PUNJAB: There is in-service technical teacher training institute in Faisalabad. In Lahore there are one in-service vocational teacher training institute and one preservice women vocational teacher training institute. ALL: Sindh, NWFP, Baluchistan, ICT, AJK: There is no pre-service or in-service technical teacher training institute in the province. (3.3) Do TVE teachers have access to modern teaching and learning materials, industry equipment and facilities? Presently the main source of learning material to them is the internet. Trade/Course related equipment is available in all TEVT institutions. (3.4) Are TVE teachers provided the necessary support in terms of managerial support and industry partnership building skills? No support is available to TVE teachers. (3.5) Are there some groups of TVE teachers that have greater capacity to deliver relevant TVE than others? No almost all of TVE teachers are low qualified. Question 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: (4.1) Are TVE secondary education achievements included in a recognition system involving accreditation and qualifications? Is industry involved? No, TVE secondary education achievements are not well recognized. (4.2) Is there an associated quality assurance system? Are there other regulations? No, there is no quality assurance system. 53

65 (4.3) 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? Prior learning recognition system exists. NTB awards the competency certificate according to the ILO standards to anyone who desires for it. (4.4) Do you have multiple TVE accreditation frameworks, for example for different industries? Is the TVE accreditation system separate from the general academic education system? PUNJAB, SINDH, NWFP: There is a separate TVE accreditation system, i.e., Board of Technical Education. BALUCHISTAN, ICT, AJK: There is no separate TVE accreditation system. (4.5) Is the TVE accreditation system consistently applied nationally and by geographic area/institution? Yes: applied on geographic area/ institutions. (4.6) 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 NQF? The federal government has recently established NAVTEC that is working on the establishment of National Qualifications Framework for TVE teachers. (4.7) What needs to be done to ensure a TVE secondary school graduate can go on to further study if they so desire? 3.2 RESULTS At presently there is no linkage between various options and there is a dire need to introduce flexible horizontally and vertically entry system Coordinated provision of available options There are diverse options exist in the provinces like short courses of 3 to 6 months duration, vocational certificate courses of 12 months, 3 years diploma, 54

66 Matric Tech Scheme in Punjab, NWFP, Baluchistan and Federal Capital Area and Technical School Certificate in Sindh. In Punjab, customized training for industry is also available. These approaches serve the purpose of employment self-employment, promotion and for further study. The available options are working poorly in the provinces except DAE which is satisfactory. The available options at secondary level in Federal Capital are working satisfactory. Industry is not involved in various options except in Punjab where customized training for industry is also available. All the available options are working independently. All of the available approaches / options are for both boys and girls. For improving the coordination, district-wise management committees be established. Regarding the new options, Punjab is working on Hobby Courses prior to 8 th class and on Matric (Vocational) Schemes Content of TVE curriculum relevant to work opportunities The curriculum is set to prepare people for job market and/or to continue further education. DAE curriculum is uniform throughout the country while vocational courses curriculum uniformity is maintained province-wise. Needs assessment survey for skills demand is conducted and almost all the occupation areas are covered. General Education Component is also included in TVE curriculum. Generic life and work skills like Entrepreneurship and Occupational Health & Safety are now included in all the new & revised curriculums. The vocational courses curriculum was last revised in 198 and naturally now require attention for updating, while the DAE curricula last revised in 1996 although few technology curriculum revised after 2 as well. 55

67 3.2.3 Capacity to deliver The technical education teachers in polytechnics have diploma / DAE qualification in all the provinces. B-Tech and B.Sc. Engineering qualified are also teaching at Polytechnics and Colleges of Technology. Vocational Teachers are required to have vocational training diploma plus one year vocational teacher training course at Vocational Teacher Training Institutes in Punjab. There are no pre-service or in-service teacher training facilities in other three provinces. No modern teaching and learning materials are available for teachers. Only in the institutes and in very few institutes industry equipment facility is also available. TVE teachers do not have any support for industry partnership building skills. The vocational trade teachers pay grades are very low and they required improvement. Almost all the teachers have the same qualification and experience for delivering TVE Quality assurance and linkages to other education In- general TVE secondary level education achievements are not well recognized. Boards of Technical Education in Punjab, Sindh & NWFP whereas Board of Intermediate and Secondary Education in Baluchistan and Federal Board of Education in Islamabad are responsible for award of diplomas, vocational certificates and Matric Tech. There is not any Quality Assurance System in place for TVE quality assurance. For vocational education trades, there is a Trade Testing Board in Lahore, Punjab Province. National Training Bureau (NTB), Islamabad has the facility of a prior learning recognition system and they award certificate after testing the relevant skills. 56

68 The country does not have a National Qualification Framework at present that can cover all the secondary level TVE achievements. The Federal Government has realized the need of NQF and is working towards this goal. Presently there are no linkages available for different options but some working needs to be initiated for flexible education model. 4. DISCUSSION/CONCLUSIONS AND RECOMMENDATIONS After review and analysis of information this section details the discussion, conclusion and recommendations which are as follows: 4.1 DISCUSSIONS Previously, technical education and vocational training programmes were used to administer by a number of federal, provincial and private agencies, whereas after restructuring of TVET system in the country, each province has established their own TVETA, except NWFP, where the res-structuring is under process. Similarly, at national level NAVTEC has been established for making policies to provide a national framework to the all concerned agencies. Each TEVTA is responsible to administer all TVET institutions working in their respective province. As far as apprenticeship training is concerned, it is presently in-effective due to cost effectiveness of the training. In lieu of Apprenticeship Training, the Ministry of Labour & Manpower established five (5) Skill Development Councils (SDCs) in all provincial headquarters and Islamabad for the training of the workers of the industry. The SDCs assess the training needs of their geographical areas, prioritize them on the basis of market demand and facilitate training of workers through training provision in the public and private sectors. The enrolment in TEVT institutions is 15, which corresponds to only 1.4 percent of numbers in age group 14-15, with another 115, engaged in tertiary level diploma 57

69 and certificate programmes, compared with over 326, enrolled in programmes for Bach source: the State of Education in Pakistan, 24, Ministry of Education). During the interviews and discussion, one aspect that the technical and vocational courses need to cover a very extensive range of options, e.g., Business and Secretarial Skills, Computer Studies, Computer Animation, Construction, Art Craft and Design, Multi-Media Production, Child-care and Community Care, Sport and Leisure, Tourism, Hotel and Catering, Horticulture, and Information Technology, etc. 4.2 CONCLUSIONS 3 There is a dire need of spreading of technical and vocational education in Pakistan to boost economy and to take care of un-employment. 4 The available options of TVE are working poorly in the province except DAE which is satisfactory. 5 There are options available for technical and vocational education but they need through improvement. 6 The available options for TVE need integration and interlinking. 7 Industry involvement is missing in various options except in Punjab where customized training for industry is also available. 8 Vocational curriculum non requires updating and DAE curricula need revision as well. 9 There is a need to have a National Qualification Framework. 4.3 RECOMMENDATIONS Following are the recommendations in light of the study report: At the Class Room level 1 The class room instructions should be guided by curriculum. 11 The class room learning time must be used effectively. 58

70 12 Due attention must be given to practicals (hands-on-training or OJT) as per the curriculum At the Institution level 13 Strong leadership should be provided for TVET instructional programmes. 14 The instructors must check students progress frequently. 15 There must be professional development of staff programmes on regular basis At the Provincial level 16 The Province-wise curriculum should be updated and revised on regular basis. 17 The good governance of Institutions must be maintained. 18 There should be Interlinking between different vocational & training courses. 19 There should be legislation to involve industry in all types of TVET programmes. 2 There should be R&D Departments for finding & assessing skill need & requirement of the Industry At National level 21 The GOP should allocate more funds for TVET in Federal budget. 22 The DAE curricula should be revised and updated by all the provincial technical boards with a financial assistance from NAVTEC. There should be some permanent mechanism to revise the DAE curricula on regular basis. 23 The Committee of Chairmen and Directors of Technical Education (CCDTE) may be re-notified in the light of the changes in the provinces as well as at national level. 24 A National Qualification Framework should be developed. 25 A National Policy on Technical & Vocational Education should be announced on top priority basis. 26 From rigid education system to flexible horizontally and vertically entry system should be introduced in the country. 59

71 REFERENCES Draft National Education Policy 29, Ministry of Education, Government of Pakistan. Benavot, A. -56, No.2, April Cantor, L. Education, Vol-21, No.1, Coe, B. D. -3, No.5, The New Look in Vocational Education, December the World of Twenty-First Century: New Roles and Challenges for Guidance and Counselling, Division of Secondary, Technical and Vocational Education, UNESO, Paris, 22 Groff, W. H. of the American Academy of Social Science, Vol-47, November Khwaja, F. A. and Baloch, A. W. ships in Pakistan for Sustainable Deve -Country Programme, NISTE, March 2-13, 29. Lauglo & R. Maclean (25) Vocationalized Secondary Education Revisited. Dordrecht: Springer, 25 R., (Eds). Vocationalisation of secondary education revisited. Dordrecht, Netherlands: Springer. 25 Peshkin, A. Vol-3, No.1, d Strategies for Introduction of Technical Subjects at, Japan International Cooperation Agency (JICA): Islamabad, 26-28, No.3, Wilson, D.N. Comparative Education, Vol-27, No.2,

72 PROVINCE/AREA-WISE TEVT DATA Appendix-1 PUNJAB PROVINCE Table-A1.1: Schools in Punjab (Public Sector Only) S. No. Type of Institutions Number Enrollment Teachers 1. Primary Schools 44,175 6,659,79 117, Middle Schools 5,974 1,716,144 43, High Schools 4, ,45 69,61 4. Higher Secondary Schools 34 28,81 7, Total 54,878 9,86,78 238,42 Source: AEPAM, Ministry of Education Table- A1.2: TVET Institutions by Gender in Punjab Province Institute Type Boys Girls Co-Education Total No. of Institutes %age No. of Institutes %age No. of Institutes %age Commerce Technical Vocational Total Table- A1.3: TVET Institutions in Punjab Province Sr. No. Type of Institutions Men Women Total 1 Colleges of Technology Polytechnic Institutes Commercial Training Institutes Short-courses Vocational Institutes Vocational Institutes (under Labour Department) Institute of Punjab Small Industries Institute of Agriculture Institute of Cooperative Department Total Table-A1.4: Public and Private Sector Institutions affiliated with the Punjab Board of Technical Education in 22 Institutions Government Private Total Polytechnics Dip. In Information Technology Dip. Business & Diploma Commerce Vocational (Girls) Vocational/Short Courses (Boys)

73 Institutions Government Private Total Institution of Labour & Manpower Dept Institutes of Punjab Small Industry Corporation Institutes of Agriculture & Barani Area Development Institute of Industries Department 2-2 Institute of Agriculture 7-7 Institute of Cooperative 1-1 Institute of Punjab Vocational Training Council 2-2 Institutes of Textile Courses Land Surveying 1-1 Institute of Biomedical 1-1 Institute of Special Education Total SINDH PROVINCE Table- A1.5: Schools in Sindh (Public Sector Only) S. No. Type of Institutions Number Enrollment Teachers 1. Primary Schools 25,778 2,235,145 81, Middle Schools 2,73 52,132 8, High Schools 1,449 29,759 3, Higher Secondary Schools ,225 5, Total 29,429 3,8, ,853 Source: AEPAM, Ministry of Education Table- A1.6: Technical Institutes By Type and Gender Sr. No. Vocational Commercial Technical Total 1 Boys Girls Co-education Institutes Table- A1.7: Summary of Technical Institute Census No. of Type of Enrolment Teachers Gender Institute Institute Total Boys Girls Total Male Female Total Boys Vocational Commercial Technical 4 16, , Total 65 18, , Girls Vocational ,258 2,

74 Gender Type of Institute No. of Institute Enrolment Teachers Total Boys Girls Total Male Female Total Technical Total ,875 3, Coeducation Commercial 21 1, , Technical 6 1, , Total 27 2, , Total Vocational ,258 3, Commercial 41 2, , Technical 5 17, , Total ,396 3,177 24, ,78 Table- A1.8: Technical Institutes - Level, Type and Shift-wise Sr. No. Level of Institute Number of Technical Institutions (Type Wise) Shift wise Status Vocational Commercial Technical Total Single Shift 1. Vocational School Vocational Institute Commercial Practices Commercial Institute Monotechnic Institute Double Shift 6. Polytechnic Institute College of Technology Total NORTH WEST FRONTIER PROVINCE Table- A1.9: Primary, Middle, High Schools, Intermediate, Degree & Post Graduate Colleges in NWFP (Public Sector) Sr. No. Item Nos. %age share of NWFP to country 1 Total Primary Schools 3,473, Primary Schools for Male 1,969, Primary Schools for Female 1,54,

75 Sr. No. Item Nos. %age share of NWFP to country 4 Total Middle Schools 2, Middle Schools for Male 1, Middle Schools for Female Total High Schools 1, High Schools for Male 1, High Schools for Female Total Intermediate, Degree & Post Graduate Colleges 11 Intermediate, Degree & Post Graduate Colleges for Men 12 Intermediate, Degree & Post Graduate Colleges for Women Table- A1.1: Summary of Government Polytechnic Institutes/ Enrolment in these Institutes & Teaching Staff Sr. No. Description Total 1 Number of polytechnic institutes in NWFP 12 2 Total enrolment 4,92 3 Total number of teaching staff 447 Table- A1.11: Government Technical and Vocational centers in NWFP Sr. No. Institution Total (Nos.) Enrolment 1 2 Government Technical and Vocational centers for boys in Settle area Government Technical and Vocational centers for women in Settle area 3 2, Technical and Vocational Centers in FATA Total: 47 3,243 (Source: PEDD, Govt. of NWFP further validated by Director TE with latest primary source statistics) Table- A1.12: Commercial, Technical & Vocational Centers and Polytechnic Institutes in Private Sector Sr. No. Institution Total (Nos.) Enrolment 1 Commercial Colleges/Institutes 27 5,73 2 Technical & Vocational Centers 41 3,75 3 Polytechnic Institutes Total: 95 1,966 Source: Director Technical Education and BTE NWFP gazette 23 as reported by DTE. 64

76 Table- A1.13: TVET Institutions in NWFP Province (Public Sector) Sr. Enrolment Type of Institutions Total Men Women No. Men Women 1 Colleges of Technology Polytechnic Institutes , Commercial Training Institutes 2 2 4,35 4 Vocational/Technical Centers , Total , Percentage BALOCHISTAN PROVINCE Table- A1.14: Schools in Balochistan (Public Sector Only) S. No. Type of Institutions Number Enrollment Teachers 1. Primary Schools 9, ,462 6, Middle Schools ,756 8, High Schools 424 4,65 9, Total 1, ,868 24,249 Source: AEPAM, Ministry of Education Table- A1.15: Public and Private Schools in Balochistan S/No. Educational Institutions Boys Girls Mixed Gender Total 1 Rural Area 7,163 2, ,748 2 Urban Area 1, ,724 3 Total schools in Public and 8,172 2, ,472 private sector Source: Pakistan School Education Statistics of Ministry of Education. Table- A1.16: Gender-wise Enrolment of Schools, Public and Private Sector S/No. Educational Institutions Boys Girls Total 1 2 Percentage Boys Girls Rural Area 312,82 173, , Urban Area 226, , , Total schools in Public and 538,423 32,61 841, private sector Source: Pakistan School Education Statistics of Ministry of Education. 65

77 Table- A1.17: Summary of TVET Institutions in Balochistan Province Sr. No. Type of Institutions Men Women Total 1 Colleges of Technology Polytechnic Institutes Commercial Training Institutes/colleges Special Technical/Vocational Training Centers for females Vocational Institutes (under Directorate of Labour and Manpower) Total Percentage 55% 45% 1% In addition to above there are 23 Computer Training Institutes for Mixed Gender in Private Sector FEDERAL AREA Table- A1.18: Summary of TVET Institutions in Federal area (Public Sector) Sr. No. Type of Institutions Men Women Total 1 Colleges of Technology 2 Polytechnic Institutes Commercial Training Institutes/Colleges Special Technical/Vocational Training Centers for females Vocational Institutes (under Directorate of Labour and Manpower) 1 1 Total Percentage 5% 5% 1% 66

78 Appendix-2 QUESTIONNAIRE STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AT SECONDARY SCHOOL LEVEL Instructions: This study refers to Technical-Vocational Education at Secondary level which should be borne in mind while answering these questions. Please "Tick" the option which best depicts your response to a certain question. A. IDENTIFICATION PARTICULARS (a) (b) (c) (d) (e) Name of Respondent: Designation: Organization: Address: Phone No: Fax No. 1. OPTIONS FOR TVE AT SECONDARY LEVEL 1.1 Are any options / approaches for TVE at Secondary Level available in the province? Yes No Do not Know If answer to Q # 1.1 is "Yes" Please enlist the option (s) available: (i) (ii) (iii) 1.2 What purpose do the available option (s) / approach (s) serve? (i) (ii) (iii) (iii) Pre-vocational Training (Orientation) Vocational Training (Preparing for employment /self employment) Technical Education (Preparing for employment /self employment) Any other purpose 67

79 1.3 How effectively and efficiently the available option(s) is / are working? Very Good Good Satisfactorily Poorly Very Poorly 1.4 Is Industry involved in Vocational Training at secondary school level? Yes No Do not Know If answer to Q # 1.4 is "Yes" how the industry is involved? SN. The way industry is involved 1 In identification of trades/ courses to be offered. 2 In the development of curricula/ course content. 3 Through industrial attachment / internship. 4 Through study visits to the relevant industry. 5 In implementation, through membership of School Councils / Committees. 6 In accreditation and assessment through membership of examining Boards. 7 By providing financial support to schools offering TVE. 8 Any other way (s), Please Specify: 1.5 How different options (If existing) work together? (Answer if more than one option is available). SN Description of their working together 1 As independent streams without affecting each other. 2 As independent streams complementing each other for promoting TVET. 3 As independent streams antagonistic /opposed to each other for promoting TVET. 4 Any other: (i) (ii) 1.6 How the available options add up towards provision of TVE at secondary school level for males / females and disadvantaged groups? SN Description as to catering for gender equity 1 Provide for both genders. 2 Provide for boys only 3 Provide for girls only. 68

80 4 Special provision for handicapped persons. 5 Special provision for other disadvantaged persons (Orphans, rural areas, etc.) 6 Additive to each other for provision of TVE at secondary and higher secondary level. 7 Any other: 1.7 What are your suggestions for improving coordination between various options / approaches for TVE at secondary and higher secondary level? SN Suggestions for improving coordination between various options 1 Constitution of Inter-departmental Coordination Committee representing various departments involved in TVE at secondary level. 2 Development of a mechanism based on recognition of courses under various options for horizontal movement of students between various streams / options. 3 Regular meetings and consultations between accreditation bodies (Examining Boards) for various options 4 Regular meetings between heads of institutions offering TVE at secondary level under various options / approaches. 5 Formation of societies of teachers of TVE at secondary level under various options / approaches. 6 Any other: 1.8 What new options / approaches for TVE at secondary and higher secondary level do you suggest? SN New options suggested 1 Establishment of Technical / vocational Secondary Schools. 2 Introduction of Technical / vocational courses in general secondary schools. 3 Introduction of Technical Secondary Certificate (TSC) programme in general secondary schools parallel to other programme. 4 69

81 2. CONTENT OF TVE CURRICULUM AT SECONDARY SCHOOL LEVEL 2.1 What organizations are responsible for development of curriculum for various options for TVE at secondary school level? (Please indicate the option for TVE in column 1 and organization responsible for curriculum in column 2 against this) Option for Vocational Training at SSL Organization Responsible for Curriculum Development Option for Technical Education Organization Responsible for Curriculum Development 2.2 What are the envisaged objectives of the curriculum? Option for TVE at SS level (e.g. Objectives the Curriculum is set to achieve Technical Stream, TSC etc.) 2.3 Are the Industry / Business sector involved in the development of curricula? Yes No Do not Know If answer to Q. # 2.3 is "Yes", how they are involved? SN The way industry / business sector is involved 1 In identification of trades/ courses to be offered. 2 Identification of skills and theoretical knowledge required. 3 Inclusion of experts from industry in the curriculum development committees. 4 In delivery of curriculum through workplace experience. 5 Any other way: To what extent the curriculum content are related to the requirements of the job market? Highly relevant Reasonably relevant Marginally relevant Least relevant 2.4 How adequately the main industry and occupation areas in demand are covered by offerings of TVE at secondary level? Highly adequate Reasonably adequate Marginally adequate Highly inadequate 7

82 2.5 How much components of general education are included in the curriculum of TVE at secondary school level? Option of TVE at Secondary School level Proportion of general education component 9% or more 7-9% 5-7% 3-5% Less than 3% 2.6 Does the TVE at secondary level curriculum have generic life skills and work skills (employability skills) integrated in to it? Yes No Do not Know If answer to Q. # 2.6 is "Yes" what skills are included? Please enlist important skills. 2.7 How often the TVE at secondary School Level curriculum is revised to keep it up-to-date with the changing technology? After 3 year After 5 year After 8 Year After 1 years After more than 1 years When the present curriculum was last revised? 3 year ago 5 year ago 8 Year ago 1 years ago More than 1 years ago 2.8 Is there uniform curriculum used in all schools offering same option? Yes No Do not Know 3. IMPLEMENTATION CAPACITY 3.1 Are there specialized teachers for teaching technical subjects? Yes No Do not Know If answer to Q. # 3.1 is "Yes" what are the prescribed qualifications for these teachers? M. Ed (Ind. Arts) B. Ed (Tech) B. Sc (Agri) B.Sc (Home Economics) FA (Ind. Arts) Polytechnic Diploma Any other (Specify PI) 71

83 3.2 Is there any requirement of Industrial Experience for recruitment of Technical subject teachers? Yes No Do not Know 3.3 Are the pay scales of Technical Subject Teachers same as those of general education teachers? Same Less More Do not Know 3.4 Are there organized Professional Development / Capacity building Programmes for TVE teachers? Yes No Do not Know 3.5 Are modern Teaching-Learning Resources including training equipment and tools available to TVE teachers in schools for effective teaching? Facility Training Equipment Training materials Audio Visual Aids Availability Adequate Satisfactory Inadequate Not available 3.6 Do TVE teachers have the management's support for execution of duties? Full Support Reasonable Support Very Little Support No Negative 3.7 Do the organized Industry- School linkages / partnership exist to facilitate TVE teachers to arrange for workplace experience of students? Yes No Do not Know 3.8 Is there any ladder of promotion available to TVE teachers? Yes No Do not Know If answer to Q. # 3.8 is "Yes" how favourable are the avenues of promotion as compared to general education teachers? Same as general teachers Less than general teachers More than general teachers 72

84 3.9 Where pre-service training of secondary level TVE teachers is carried out? Education Institutes of Universities Agro-Technical Teacher Training Centres Any other. Name Please. 4. ACCREDITATION, QUALITY ASSURANCE AND ARTICULATION 4.1 Are the TVE subjects at secondary level examinable by the BISE / BTE as other subjects and included in the marks sheet? Yes No Do not Know 4.2 Is Industry involved in the examination/assessment of TVE subjects at secondary level? Yes No Do not Know 4.3 Is there any other system of Quality "Assurance" for TVE at Secondary level, other than normal examination? Yes No Do not Know If answer to Q. # 4.3 is "Yes" what is the other Accreditation System? 4.4 Is there any weight given to prior informal learning by a candidate, at the time of admission? Yes No Do not Know 4.5 Is TVE Accreditation System for TVE at secondary level separate from general academic education? Yes No Do not Know If answer to Q.# 4.5 is "Yes" what is that Accreditation System/Body? 4.6 Is there a "National Qualification Framework" covering secondary level TVE achievements, general secondary school achievements, and opportunities for further education? Yes No Do not Know 73

85 4.6.1 If answer to Q. # 4.6 is "NO" do you consider that there should be a National Qualification Framework? Yes No No opinion 4.7 Is there any hurdle in further education of students studying TVE subjects at secondary level? Not at To some extent To a great extent Better off for further Do not know Please elaborate on hurdles, if any: 4.8 If TVE students at Secondary School Level are handicapped for further education, what needs to be done to overcome this problem? 5. Any comments / suggestions in the context of this study you may like? 74

86 Study on Technical and Vocational Education at Secondary School Level Appendix-3 PUNJAB SINDH NWFP BOLUCHISTAN ICT AJK Question 1: Challenge: Coordinated provision of available options How are all the available options for technical and vocational education at the secondary schooling level co-ordinated? Do they function efficiently and effectively? What diverse approaches exist in the province? What purpose do the different approaches serve? How do they relate to stated rationales? How are the options working? Is industry involved in the various options? How do the options work together? Do the options add up to provision of TVET in secondary education being inclusive of all, and particularly of girls as well as boys? What can we do to improve the coordination of the various options? What new options might be considered? i- Short Courses ii- Certificate Courses iii- Vocational Courses iv- Matric Tech v- DAE vi- Customized training for industry v- Employment vi- Self-employment vii- Further study viii- Promotion No relation, all are independent schemes Working poorly except DAE which is working satisfactory Not involved except in customized training for industry. They all are independent of each other. Almost all of the options are for both boys and girls. A district-wise Institutional Management Committees should be established. The federal government has recently established NAVTEC for making the policies for restructuring of TEVT in the country. i- Short Courses ii- Certificate Courses iii- Vocational Courses iv- Technical School Certificate v- DAE i- Employment ii- Self-employment iii- Further study iv- Promotion No relation, all are independent schemes Working poorly except DAE which is working satisfactory Not involved except in customized training for industry. They all are independent of each other. Almost all of the options are for both boys and girls. A district-wise Institutional Management Committees should be established. The federal government has recently established NAVTEC for making the policies for restructuring of TEVT in the country. i- Short Courses ii- Certificate Courses iii- Vocational Courses iv- Matric Tech v- DAE i. Employment ii. Self-employment iii. Further study iv. Promotion No relation, all are independent schemes Working poorly except DAE which is working satisfactory Not involved except in customized training for industry. They all are independent of each other. Almost all of the options are for both boys and girls. The federal government has recently established NAVTEC for making the policies for restructuring of TEVT in the country. i- Short Courses ii- Certificate Courses iii- Vocational Courses iv- Matric Tech v- DAE i- Employment ii- Self-employment iii- Further study iv- Promotion i- Short Courses ii- Certificate Courses iii- Vocational Courses iv- Matric Tech v- DAE i- Employment ii- Self-employment iii- Further study iv- Promotion i. Short Courses ii. Certificate Courses iii. Vocational Courses iv. Agro-Tech v. DAE i- Employment ii- Self-employment iii- Further study iv- Promotion No relation, all are No relation, all are No relation, all are independent schemes independent schemes independent schemes Working poorly Working satisfactory Working poorly except DAE which is working satisfactory Not involved Not involved Not involved They all are independent of each other. Almost all of the options are for both boys and girls. The federal government has recently established NAVTEC for making the policies for restructuring of TEVT in the country. They all are independent of each other. Almost all of the options are for both boys and girls. The federal government has recently established NAVTEC for making the policies for restructuring of TEVT in the country. They all are independent of each other. Almost all of the options are for both boys and girls. The federal government has recently established NAVTEC for making the policies for restructuring of TEVT in the country. 75

87 PUNJAB SINDH NWFP BOLUCHISTAN ICT AJK Question 2: Challenge: Content of TVE curriculum relevant to work opportunities 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? What are the core mechanisms in place for curriculum development? Towards what ends is the curriculum set? Is industry involved and what other players are involved in curriculum development? Is there uniform curriculum that is used across schools and/or across TVE options? How do the areas of TVE curriculum relate to where the skills are needed in the job market? Are all of the main industry and occupation areas in demand covered? Does the TVE curriculum include some general education components? TEVTA curriculum board is responsible for the development of curriculum for short/ vocational courses. PBTE is responsible for the development of curricula for Technical Education whereas NISTE, Ministry of Education is the approving authority for DAE national curricula. It is set to educate people in various TEVT fields and provide them with employment and to continue further study. Industry is often involved in the curriculum development / revision process. In the province the curriculum is uniform for short courses whereas DAE is uniform throughout the country. The curriculum is implemented in different areas after conducting need assessment survey. Almost all of the main industry and occupation areas are covered. Centre for Curriculum Research & Development (CCDR) is responsible for the development of curriculum for short courses. SBTE is responsible for the development of curricula for Technical Education whereas NISTE, Ministry of Education is the approving authority for DAE national curricula. It is set to educate people in various TEVT fields and provide them with employment and to continue further study. Industry is often involved in the curriculum development / revision process. In the province the curriculum is uniform for short courses whereas DAE is uniform throughout the country. The curriculum is implemented in different areas after conducting need assessment survey. Almost all of the main industry and occupation areas are covered. NWFP Board of Technical Education is responsible for the development of curriculum for short/ vocational and Technical Education whereas NISTE, Ministry of Education is the approving authority for DAE national curricula. It is set to educate people in various TEVT fields and provide them with employment and to continue further study. Industry is often involved in the curriculum development / revision process. In the province the curriculum is uniform for short courses whereas DAE is uniform throughout the country. The curriculum is implemented in different areas after conducting need assessment survey. Almost all of the main industry and occupation areas are covered. BBISE and Directorate of Labour & Manpower is responsible for the development of curriculum for short/ vocational courses and development of curricula for Technical Education whereas NISTE, Ministry of Education is the approving authority for DAE national curricula. It is set to educate people in various TEVT fields and provide them with employment and to continue further study. In the province the curriculum is uniform for short courses whereas DAE is uniform throughout the country. The curriculum is implemented in different areas after conducting need assessment survey. Almost all of the main industry and occupation areas are covered. TEVTA curriculum board is responsible for the development of curriculum for short/ vocational courses. PBTE is responsible for the development of curricula for Technical Education whereas NISTE, Ministry of Education is the approving authority for DAE national curricula. It is set to educate people in various TEVT fields and provide them with employment and to continue further study. Industry is often involved in the curriculum development / revision process. In the province the curriculum is uniform for short courses whereas DAE is uniform throughout the country. The curriculum is implemented in different areas after conducting need assessment survey. Almost all of the main industry and occupation areas are covered. NWFP Board of Technical Education is responsible for the development of curriculum for short/ vocational and Technical Education whereas NISTE, Ministry of Education is the approving authority for DAE national curricula. It is set to educate people in various TEVT fields and provide them with employment and to continue further study. In the province the curriculum is uniform for short courses whereas DAE is uniform throughout the country. The curriculum is implemented in different areas after conducting need assessment survey. Almost all of the main industry and occupation areas are covered. Yes to some extent Yes to some extent Yes to some extent Yes to some extent Yes to some extent Yes to some extent 76

88 Does the curriculum have embedded in it generic life and work skills, also known as soft skills or employability skills? How is the TVE curriculum kept up-todate with changes in technology and other work processes? PUNJAB SINDH NWFP BOLUCHISTAN ICT AJK Yes to some extent, the curriculum includes work and soft skills. The subjects Entrepreneurship Development, and Occupational Health and safety are added to all new / revised curriculums. The vocational curriculum was last revised in 198 whereas DAE curricula were last revised in Yes to some extent, the curriculum includes work and soft skills. The subjects Entrepreneurship Development, and Occupational Health and safety are added to all new/revised curriculums. The vocational curriculum was last revised in 198 whereas DAE curricula were last revised in Yes to some extent, the curriculum includes work and soft skills. The subjects Entrepreneurship Development, and Occupational Health and safety are added to all new/revised curriculums. The vocational curriculum was last revised in 198 whereas DAE curricula were last revised in Yes to some extent, the curriculum includes work and soft skills. The subjects Entrepreneurship Development, and Occupational Health and safety are added to all new/revised curriculums. The vocational curriculum was last revised in 198 whereas DAE curricula were last revised in Yes to some extent, the curriculum includes work and soft skills. The subjects Entrepreneurship Development, and Occupational Health and safety are added to all new / revised curriculums. The vocational curriculum was last revised in 198 whereas DAE curricula were last revised in Yes to some extent, the curriculum includes work and soft skills. The subjects Entrepreneurship Development, and Occupational Health and safety are added to all new / revised curriculums. The vocational curriculum was last revised in 198 whereas DAE curricula were last revised in PUNJAB SINDH NWFP BOLUCHISTAN ICT AJK Question 3: Challenge: Capacity to deliver Who can build (policy, training institutions) teacher availability and capacity to provide relevant TVET in secondary level education? 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? Are there organized professional development programmes for TVE teachers? Do the PD programmes involve industry placements? Normally the short/ vocational courses teachers are DAE qualified. Most of the DAE teachers are B- Tech/B. Sc. Engineering qualified. DAE with 3 year experience teachers are also working as junior instructors in technical institutions. Almost the pay scale is equal in general and technical education. Industry takes part in the pre and in-service technical teacher training. There is in-service technical teacher training institute in Faisalabad. In Lahore there are one in-service vocational teacher training institute and one pre-service women vocational teacher training institute. Normally the short/ vocational courses teachers are DAE qualified. Most of the DAE teachers are B- Tech/B. Sc. Engineering qualified. DAE qualified with 3 years experience teachers are also working as junior instructors in technical institutions. Almost the pay scale is equal in general and technical education. There is no pre-service or in-service technical teacher training institute in the province. Normally the short/ vocational courses teachers are DAE qualified. Most of the DAE teachers are B- Tech/B. Sc. Engineering qualified. DAE qualified with 3 years experience teachers are also working as junior instructors in technical institutions. Almost the pay scale is equal in general and technical education. There is no pre-service or in-service technical teacher training institute in the province. Normally the short/ vocational courses teachers are DAE qualified. Most of the DAE teachers are B- Tech/B. Sc. Engineering qualified. DAE qualified with 3 years experience teachers are also working as junior instructors in technical institutions. Almost the pay scale is equal in general and technical education. There is no pre-service or in-service technical teacher training institute in the province. Normally the short/ vocational courses teachers are DAE qualified. Most of the DAE teachers are B- Tech/B. Sc. Engineering qualified. DAE qualified with 3 years experience teachers are also working as junior instructors in technical institutions. Almost the pay scale is equal in general and technical education. Industry takes part in the pre and in-service technical teacher training. There is one pre-service and in-service technical teacher training institute in the ICT. Normally the short/ vocational courses teachers are DAE qualified. Most of the DAE teachers are B- Tech/B. Sc. Engineering qualified. DAE qualified with 3 years experience teachers are also working as junior instructors in technical institutions. Almost the pay scale is equal in general and technical education. There is no pre-service or in-service technical teacher training institute in the province. 77

89 Do TVE teachers have access to modern teaching and learning materials, industry equipment and facilities? Are TVE teachers provided the necessary support in terms of managerial support and industry partnership building skills? PUNJAB SINDH NWFP BOLUCHISTAN ICT AJK Presently the main source of learning material to them is the internet. Trade/Course related equipment is available in all TEVT institutions. No support is available to TVE teachers. Presently the main source of learning material to them is the internet. Trade/Course related equipment is available in all TEVT institutions. No support is available to TVE teachers. Presently the main source of learning material to them is the internet. Trade/Course related equipment is available in all TEVT institutions. No support is available to TVE teachers. Presently the main source of learning material to them is the internet. Trade/Course related equipment is available in all TEVT institutions. No support is available to TVE teachers. Presently the main source of learning material to them is the internet. Trade/Course related equipment is available in all TEVT institutions. No support is available to TVE teachers. Presently the main source of learning material to them is the internet. Trade/Course related equipment is available in all TEVT institutions. No support is available to TVE teachers. Are there some groups of TVE teachers that have greater capacity to deliver relevant TVE than others? No almost all of TVE teachers are low qualified. No almost all of TVE teachers are low qualified. No almost all of TVE teachers are low qualified. No almost all of TVE teachers are low qualified. No almost all of TVE teachers are low qualified. No almost all of TVE teachers are low qualified. PUNJAB SINDH NWFP BOLUCHISTAN ICT AJK Question 4: Challenge: Accreditation, quality assurance and linkages to other education What relationships exist between secondary level TVE achievement, general secondary schooling achievement, and opportunities for further education? How effective are they? Are TVE secondary education achievements included in a recognition system involving accreditation and qualifications? Is industry involved? No, TVE secondary education achievements are not well recognized. No, TVE secondary education achievements are not well recognized. No, TVE secondary education achievements are not well recognized. No, TVE secondary education achievements are not well recognized. No, TVE secondary education achievements are not well recognized. No, TVE secondary education achievements are not well recognized. Is there an associated quality assurance system? Are there other regulations? No, there is no quality assurance system No, there is no quality assurance system No, there is no quality assurance system No, there is no quality assurance system No, there is no quality assurance system No, there is no quality assurance system 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 Prior learning recognition system exists. NTB awards the competency certificate according to the ILO standards to anyone who desires for it. Prior learning recognition system exists. NTB awards the competency certificate according to the ILO standards to anyone who desires for it. Prior learning recognition system exists. NTB awards the competency certificate according to the ILO standards to anyone who desires for it. Prior learning recognition system exists. NTB awards the competency certificate according to the ILO standards to anyone who desires for it. Prior learning recognition system exists. NTB awards the competency certificate according to the ILO standards to anyone who desires for it. 78

90 who have obtained TVE skills and knowledge in this way? Do you have multiple TVE accreditation frameworks, for example for different industries? Is the TVE accreditation system separate from the general academic education system? Is the TVE accreditation system consistently applied nationally and by geographic area/institution? 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 NQF? What needs to be done to ensure a TVE secondary school graduate can go on to further study if they so desire? PUNJAB SINDH NWFP BOLUCHISTAN ICT AJK There is a separate TVE accreditation system, i.e., Punjab Board of Technical Education and Trade Testing Board. There is a separate TVE accreditation system, i.e., Sindh Board of Technical Education and Trade Testing Board. There is a separate TVE accreditation system, i.e., NWFP Board of Technical Education and Trade Testing Board. There is no separate TVE accreditation system There is no separate TVE accreditation system. There is no separate TVE accreditation system. The TVE accreditation system, i.e., Punjab Board of Technical Education applied on geographic area/ institutions. The federal government has recently established NAVTEC that is working on the establishment of National Qualifications Framework for TVE teachers. The TVE accreditation system, i.e., Sindh Board of Technical Education applied on geographic area/ institutions. The federal government has recently established NAVTEC that is working on the establishment of National Qualifications Framework for TVE teachers. The TVE accreditation system, i.e., NWFP Board of Technical Education applied on geographic area/ institutions. The federal government has recently established NAVTEC that is working on the establishment of National Qualifications Framework for TVE teachers. The federal government has recently established NAVTEC that is working on the establishment of National Qualifications Framework for TVE teachers. The federal government has recently established NAVTEC that is working on the establishment of National Qualifications Framework for TVE teachers. At presently there is no linkage between various options and there is a dire need to introduce flexible horizontally and vertically entry system. At presently there is no linkage between various options and there is a dire need to introduce flexible horizontally and vertically entry system. At presently there is no linkage between various options and there is a dire need to introduce flexible horizontally and vertically entry system. At presently there is no linkage between various options and there is a dire need to introduce flexible horizontally and vertically entry system. At presently there is no linkage between various options and there is a dire need to introduce flexible horizontally and vertically entry system. At presently there is no linkage between various options and there is a dire need to introduce flexible horizontally and vertically entry system. 79

91 Appendix-4 Discussion Group Meeting Regarding Technical Vocational Education at Secondary Level (Monday, March 3, 29) LIST OF PARTICIPANTS S. No. Name of Participant Designation Organization 1. Raja M. Khurshid Principal Agro Technical Teachers Training Centre, Muzaffarabad, AJK 2. Dr. Tariq Mahmood Deputy Educational Advisor Curriculum Wing, Ministry of Education, Islamabad 3. Raja Ghulam Hussain Consultant Sindh Technical Education and Vocational Training Authority (STEVTA), Karachi 4. Dr. Masroor Ahmed Shaikh Principal Technical Education, Sindh, Karachi 5. Khawaja Sabir Hussain DD(Research) AEPAM, Ministry of Education, Islamabad 6. Mr. Munir Gul DD(Training) Directorate General Technical Education and Manpower Training, NWFP, Peshawar 7. Prof. Dr. Farid A. Khwaja Director General NISTE, Ministry of Education, Islamabad 8. Engr. Zahid Ali Deputy Director NISTE, Ministry of Education, Islamabad General (Tech) 9. Prof. Abdul Majid Associate Professor/ In- NISTE, Ministry of Education, Islamabad Charge Training 1. Dr. Bakhtiar Ali In-Charge (MIS Cell) NISTE, Ministry of Education, Islamabad 11. Dr. Irshad Hussain Tirmazi TVET Specialist UNESCO, Islamabad 12. Prof. Fazal Bari Ex-Chairman Balochistan Board of Intermediate and Secondary Education, Quetta 13. Malik Muhammad Ali Deputy Director Federal Directorate of Education, Islamabad 14. Syed Najjam-ul-Hassan Instructor (Electrical) Directorate General of Manpower & Training, Quetta 15. Ch. Muhammad Anwar Ex-Principal Federal Directorate of Education, Islamabad 16. Prof. Syed Aleem Haider Zaidi Consultant, ADB / Associate Professor (Rtd) TEP/NISTE, Ministry of Education, Islamabad 17. Mr. Muhammad Ali Khattak Principal Government Agro Technical Teacher Training Centre, Gul Bahar, Peshawar 18. Mr. Fazal-e-Ghani Instructor NISTE, Ministry of Education, Islamabad 19. Mr. Imran Wasim In-Charge( TLR & Curri) NISTE, Ministry of Education, Islamabad 2. Mrs. Rafia Nazir Secretary TEVTA, Government of the Punjab, Lahore 8