Technical and Vocational Education and Training
14.1. SUMMARY OF THE SITUATION 14.2. APPROACH TO REFORM TVET 14.3. THEORY OF CHANGE FOR TVET 14.4. ACCESS AND PARTICIPATION 14.5. QUALITY OF TVET PROVISION 14.6. GOVERNANCE AND MANAGEMENT 14.7. PROGRAM MATRIX - TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING 14.8. Implementaion MATRIX 14.9. Result MATRIX
14. Technical and Vocational Education and Training
In Pakistan, an estimated 1.82 million new Labor market entrants are ready to make the transition to work from the formal schooling system each year69. In addition to these numbers, approximately 4.4 million youth currently not captured by the mainstream formal schooling system nor trained in employable skills are ready to make this transition. On the other hand, the current uptake in the institutional skills training programs in the country is only about 437,000 training places available in 3,740 training institutes with 18,207 trained teachers.
In Balochistan, the current coverage of Technical and Vocational Education and Training (TVET), is very limited and indicates that alternative pathways to decent employment for many are also severely limited. Low quality and lack of relevance of existing limited opportunities, present additional challenges for Technical and Vocational Education and Training (TVET) graduates. While the importance of Technical and Vocational Education and Training (TVET) in employment generation and productivity increase can never be overestimated Balochistan has two key, additional, reasons to have more robust technical and vocational education. Firstly the youth bulge wherein nearly 65% of the population is 30 years or below and secondly the high percentage (65%) of school-age children being out of school.
While the sector plan proposes a strong Non-Formal Basic education (NFBE) program for these children, it also recognises that all of them will not be mainstreamed back to schools. The relatively older age group will require some skill-based training to have opportunities of better livelihood. It is essentially important for Balochistan to provide maximum opportunities and empowerment to youth to participate in the economy.
Most significantly, a strong Technical and Vocational Education and Training (TVET) is linked to the economic development of Balochistan. Presently, there is low productivity in the various economic sectors in the province. While Fisheries, Agriculture and Livestock, Minerals and Oil and Gas have been identified as sectors with high employability and investment potential70, at present most economic activity in these sectors is concentrated in the lower end of value chains. Additionally, a major opportunity is on the horizon with the development of China-Pakistan Economic Corridor (CPEC) and its allied projects as well as setting up of over two dozen industrial zones in the province71. However, skills demand in the upcoming opportunities have yet to be estimated and supply-side linked to it.
Summary of the Situation
14.1. Summary of the Situation
Data availability is highly limited in the Technical and Vocational Education and Training (TVET) sector. Few data sources include the central Technical and Vocational Education and Training (TVET) registry maintained with the National Vocational and Technical Training Commission (NAVTTC) which collects information on limited indicators from the provincial TEVTAs. According to the recent Roadmap for Skills Development in Pakistan report by National Vocational and Technical Training Commission (NAVTTC)72, the total number of Technical and Vocational Education and Training (TVET) service provider in Balochistan is 151. This number includes both public and private sector. Out of these, 95 institutes are for men, 41 for women and 15 offer co-education. Balochistan has the lowest number of Technical and Vocational Education and Training (TVET) instructors among other provinces and
69 A Roadmap for skills development in Pakistan. NAVTTC. 2018
70 Balochistan Sector Development Studies, SMEDA, https://smeda.org/index.php?option=com_content&view=article&id=91&Itemid=189
71 12 Industrial estates in Balochistan: Quetta industrial and trading estate, Dera Murad Jamali industrial and trading estate, Khuzdar Mini Industrial estate, Turbat industrial estate, Chaman Industrial estate, Gaddani Marble Estate, Hub industrial estate, Gawadar industrial estate, Marble city Khuzdar, Marble city Loralai, Marble city Dalbandin, Muslimbagh industrial estate. Additionally, two Special Economic Zones have been recently approved in Balochistan (Bostan and Hub) by the Federal Special Economic Zone (SEZ) approval Committee.
72 A Roadmap for Skills development in Pakistan NAVTTC, 2018
regions. The National Vocational and Technical Training Commission (NAVTTC) report note that currently, Balochistan has a total of only 406 instructors.
The enrollment figures in the Technical and Vocational Education and Training (TVET) institutes across the provinces and regions are dismal, especially when compared to the existing youth cohort in the country. The situation in Balochistan is no different, where only 17,847 men and women are currently enrolled in the Technical and Vocational Education and Training (TVET) institutes in the province. Out of this, women enrollment is only 7,088.
Figure 14-1 Enrollment, Instructors and Institutes – TVET
Examining the general trend in employment outcomes, it appears that there is low absorption of graduates of regular Technical and Vocational Education and Training (TVET) programs in the market. Interviews with Technical and Vocational Education and Training (TVET) providers reveal that very small percentage of 10% to 30% of Technical and Vocational Education and Training (TVET) graduates get absorbed in the market. One of the main causes for low market absorption of TVET graduates appears to be the poor quality of formal Technical and Vocational Education and Training (TVET) provision, in addition to issues of access, participation and governance.
Technical and Vocational Education and Training (TVET) sector institutes in both the public and private sector (with a few exceptions in the private sector) are characterised by the outdated curriculum, a mismatch between skills taught and those demanded by the industries, inadequate quality assurance mechanism, inadequate physical and learning resources and low participation of the private sector necessary to bridge the skills-market gap. Technical and vocational training primarily takes place in time-bound, theory-based, teacher-led classroom environments, in isolation from the industry. Attachments and linkages to the industry are fragile, poorly planned and inadequately supervised. The institutions lack a culture in which training is driven by market-based projections of future skill requirements. There is no structured mechanism in place for collecting Labor market information and utilising it to guide course content or expansion of training programs.
Historically, there has been little institutional collaboration and partnership between the public-funded Technical and Vocational Education and Training (TVET) institutions and the private sector. There is often reluctance by the private sector to engage with the government due to excessive bureaucracy and the slow pace at which the government organisations work.
Within the public sector, unlike other provinces, the institutional arrangement for Technical and Vocational Education and Training (TVET) governance in Balochistan continues to be fragmented across multiple government departments including Department of Industries, Department of Labor and Manpower, Department of Social Welfare and Department of Higher Education.
In all other provinces, the public sector Technical and Vocational Education and Training (TVET) provision has been unified by establishing a Technical and Vocational Education and Training (TVET) Authority. Balochistan has had the Balochistan Technical Education Vocational Training Authority (BTEVTA) law since 2011, but the institutional arrangement has only recently begun to settle into an agreed format. This is a critical reform advocated by the Plan.
Approach to Reform TVET
14.2. Approach to Reform TVET
The approach to Technical and Vocational Education and Training (TVET) looks at a comprehensive reform of all its aspects: access and participation, quality and relevance and governance and management. The key being better employment results for its graduates that will not be possible without seriously repairing the current system broken at multiple points.
In view of the above, the overall goal of TVET is to achieve an ‘Enhanced participation of youth in the TVET sector across both genders with an increased employment rate.’
Theory of Change for TVET
14.3. Theory of Change for TVET
The primary problem of Technical and Vocational Education and Training (TVET) is a low absorption of its graduates into the market. This is due to governance and quality issues that also impact participation. The objective is to reverse the trend with increased participation of women.
|
PROBLEMS |
SUB GOALS |
PROGRAMS GOALS |
SECTOR PLAN OBJECTIVE |
GLOBAL, NATIONAL AND PROVINCIAL
COMMITMENTS |
|
Low absorption of
TVET graduates in the
market due to poor quality of formal TVET provision, issues of access,
participation and governance |
Facilitate participation in
TVET education to strengthen equal
opportunities for all with special focus on women and girls and marginalised
groups |
Increased
employment of graduates of TVET |
Improved employability and
participation of youth, particularly women, though market oriented, quality
and increased technical and vocational education opportunities |
Global Commitments Sustainable Development
Goals SDG4 -‘Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all’ SDG5- Achieve gender
equality and empower all women and girls. SDG8- Promote sustained,
inclusive and sustainable economic growth, full and productive employment and
decent work for all. National
Commitments Articles 25 A and 37b of the Constitution "The State shall provide
free and compulsory education to all children of the age of five to sixteen
years in such manner as may be determined by law.” Provincial Commitments Balochistan Compulsory
Education Act 2014 - providing a detailed legal framework for implementation
of Article 25A |
|
Enhance the quality and
delivery of TVET to improve graduates’ employability |
||||
|
Strengthen
the governance of TVET for better management of the system |
Access and Participation
14.4. Access and Participation
Poor outreach and lack of adequate infrastructure hinders access to Technical and Vocational Education and Training (TVET) services in Balochistan. The overall Technical and Vocational Education and Training (TVET) infrastructure, both in quantity and quality, in Balochistan, is inadequate. On the same lines as school education, there are issues of supply and demand. This is also one of the factors contributing to the low participation rates in Technical and Vocational Education and Training (TVET) institutes in Balochistan.
Challenges Access and Participation
14.4.1. Challenges:
There are several challenges in improving access and participation in Technical and Vocational Education and Training (TVET) sector; some of them are discussed below:
Entry barriers: A challenge frequently cited for low enrollment in technical courses, especially for women, appears to be the entry barrier which requires matriculation as the minimum academic qualification as well as an age limit of 21 years for enrollment. Anecdotal evidence suggests that many women, particularly from the rural areas, are often excluded because they are unable to meet these requirements. Access in Technical and Vocational Education and Training (TVET) has a major gender dimension.
There is only one Polytechnic institute for girls in the entire province which offers DAE (Diploma) courses. Located in Quetta, despite having a purpose-built building and a capacity to enroll about a 1000 students, this institute operates below par with only 300 girls enrolled currently. Despite offering a residential facility, very few girls from outside Quetta enroll in the institute owing mainly to socio-cultural and mobility issues. Mobility remains a key challenge to women’ participation in institutional trainings. Women appear to experience a ‘distance penalty’ when it comes to access in terms of distance to training facilities.
Gender stereotyping: For girls and women, the Technical and Vocational Education and Training (TVET) options are further limited due to gender stereotyping. Vocational education and training for women are presently limited to a narrow range of female-dominated fields that reinforce gender stereotypes. Girls and women usually dominate the ‘traditional female occupations’ training programs like tailoring and beautician while boys and men also dominate ‘traditional male occupation’ like carpentry, motor mechanics and engineering. These different career learning paths usually result in different employment outcomes and earnings.
Lack of market-oriented training programs: A major reason contributing to low enrollment in Technical and Vocational Education and Training (TVET) institutes for both boys and girls appears to be the failure of these institutes to incorporate market demand and requirement in the trades being offered. A case to the point is the vocational training centers being managed by the Department of Small Industries in the province. Out of the four departments managing the Technical and Vocational Education and Training (TVET) provision in the province, they appear to have the largest network of training centers with 156 centers operating in all districts. Yet, their enrollment is very limited as very few students opt for courses like carpet weaving and handicrafts. This is despite the fact that all students are offered a financial incentive for enrollment comprising of a stipend of PKR 2,000 per month indicating that market relevance and employment prospects for a particular trade are among key considerations for enrollment in Technical and Vocational Education and Training (TVET) courses.
A similar case in point is the 3-year diploma course for Electronics where the maximum enrollment is 2-3 students for a course. While there are no tracer studies conducted by the institute to track employment trends after course completion, anecdotal evidence suggests that only about 15-20% students get jobs after graduation. The poor employment outcomes, thus, offer little incentive to others to enroll in these courses.
Low brand equity: The low brand equity of Technical and Vocational Education and Training (TVET) compared to general education has also contributed to limited participation in Technical and Vocational Education and Training (TVET) programs. Many young people view Technical and Vocational Education and Training (TVET) programs (specifically short term ones) as a stop-gap arrangement and use the opportunity in the absence of other options. Where stipends are provided, the incentive to participate increases without addition to seriousness in pursuit of a career in the trade.
High cost of entry: Another factor affecting participation in Technical and Vocational Education and Training (TVET) Technical and Vocational Education and Training (TVET) appears to be the high cost of entry in the market particularly for the more skilled and higher paid vocations. For example, trades like welding and woodwork require high-cost equipment to be able to work in the market, whereas young graduates have very limited capital available for investment in equipment. Similarly, starting own business is also costly and young graduates of Technical and Vocational Education and Training (TVET) neither have the funds available nor have the capacity to borrow them, especially, from formal sources.
Low Investment in TVET: Technical and Vocational Education and Training (TVET) has a high recurrent cost if the trainings have to stay abreast with changes in the market. Neither the public sector nor the private sector has invested adequately in Technical and Vocational Education and Training (TVET). The private sector has depended on its own ‘ustad shagird’ models. Given the small size, the private sector may not be able to invest this on its own, but the quality and quantity of Technical and Vocational Education and Training (TVET) provided can be improved if the public and private sectors collaborate. Right now, within Balochistan, this is a weak area.
In view of the above, sub-goal of access and participation is to ‘Facilitate participation in TVET education to strengthen equal opportunities for all with special focus on women and girls and marginalised groups.’
Strategies for Access and Participation
14.4.2. Strategies for Access and Participation:
1. Entry side barriers will be addressed to improve access and participation for females
This will require review of the current barriers and engagement with employers and communities to reduce them, especially, for females.
2. TVET infrastructure will be developed in deficit areas
This will require better mapping of Technical and Vocational Education and Training (TVET) provision across the province and relevance to employability options locally. Also, where there is a trend for labor mobility, then potential other trades based on the migratory pattern can be included. Additionally, Special Economic Zones and Industrial Estates can be prioritised for developing Technical and Vocational Education and Training (TVET) infrastructure. This will help in developing a closer link is developed between the Training Service Providers (TSPs) and the industry, thereby ensuring that skills provision is aligned with industry requirement.
3. Perception of TVET will be improved to attract more trainees
Perceptions about Technical and Vocational Education and Training (TVET) will be changed through brining in success stories and publicising them. The purpose is to attract more youth to these programs.
4. Provision of subsidised equipment to trainees.
Research, particularly from the few Tracer studies of Technical and Vocational Education and Training (TVET) projects across Pakistan, indicates a very low propensity to avail institutional borrowing by Technical and Vocational Education and Training (TVET) graduates. Start-up kits are often the preferred alternatives among those enrolled in short term vocational programmes and interested in self-employment. In trades like plumbing, electrician, carpenter and others where the graduates cannot find employment without equipment, the provision of start-up kits can improve employment outcome. These will be provided either free or at a subsidised rate to the trainees. This will incentivise more admissions and completion.
The institutional arrangement/ methodology can be devised based on trade and institutional capacity of the TSPs as well as through the experience of many donor projects which have this provision in their design.
5. Develop public private-partnership models for investment in TVET
These partnerships should not only focus on expansion but also on recurrent expenditure on existing facilities to continue to upgrade them as per market needs. These include equipment and HR.
Quality of TVET Provision
14.5. Quality of TVET Provision
Quality of TVET provision is low in Balochistan due to a number of reasons including disconnect with market demand, poor quality of instruction and outdated curriculum. This issue results in poor employment outcomes for Technical and Vocational Education and Training (TVET) trainees.
Challenges Quality of TVET Provision
14.5.1. Challenges:
Relevance of trainings: In most cases, Technical and Vocational Education and Training (TVET) institutes particularly in the government sector, have not been upgraded in many years, and thus, failing to keep up with the market.
Outdated curriculum: The curriculum taught in those institutes has not been reviewed even once ever since it was introduced. The Competency Based Training (CBT) curricula developed by the National Vocational and Technical Training Commission (NAVTTC) have not been implemented in Balochistan except in short term courses run by National Vocational and Technical Training Commission (NAVTTC).
Outdated facilities: Similarly, laboratories, machinery and equipment have not been updated to keep up with the market requirement.
Lack of trained teachers: There is a paucity of quality teachers in the Technical and Vocational Education and Training (TVET) sector. There are no pre-service training programs for Technical and Vocational Education and Training (TVET) instructors. The in-service trainings are sporadic and offer very few opportunities for skills up-gradation as per the requirements of the market to teachers. As a result, most teachers lack the requisite technical skills, pedagogical ability and capacity for assessment.
Language barrier: Language barriers also affect the quality of training provision as courses for the more advanced diplomas are in English language while neither students nor teachers have sufficient proficiency in the language.
Low quality of training programs: Overall, the quality of training programs varies significantly, with most of the institutes offering program quality towards lower end of the spectrum. This means that young people aspiring to enter the labor market will begin with a handicap of low educational attainment and limited skillset.
Poor quality of assessments: Overall, the quality of assessments in the Technical and Vocational Education and Training (TVET) remains poor. Assessments for vocational courses (up to 1 year) are carried out by the Trade Testing Board while for technical and diploma courses (up to 3 years), the assessments are done by the Technical Wing of the Board of Intermediate and Secondary Education (BISE). There are several weaknesses in the current assessment system. While most Technical and Vocational Education and Training (TVET)courses offer a mix of theory and practical work, the assessments in most cases are heavy on theory. There is also an acute shortage of assessors, and no assessors are available for a number of trades. While the National Vocational and Technical Training Commission (NAVTTC) has launched trainings and certification of CBT assessors in recent years, very few assessors have been trained or certified in Balochistan.
There is also considerable variance in the assessment system within the various skills development programs being managed by different departments in the province. As noted above, while technical and vocational programs managed by the Department of Higher Education follow a formal assessment system, trainings run by the Department of Small Industries are not assessed. The students are not assessed formally and only receive a course completion certificate at the end of the training.
Poor quality of school education: Poor quality of school education also impinges on skill development and eventual absorption in the market. Participants’ ability to maximise skills, and compete in the market, are hampered by poor cognitive development in general (school) education and the absence of any skill-based work in schools. The latter helps develop psycho-motor skills. With no skilled based course in schools these skills are poorly developed in Technical and Vocational Education and Training (TVET)courses.
Absence of skills anticipation: Lack of Labor market intelligence for skills anticipation remains one of the main reasons for low quality Technical and Vocational Education and Training (TVET) provision in the province. Current provision of Technical and Vocational Education and Training (TVET) is highly supply-driven with most training programs designed without any market research. Compounding the lack of reliable data is the shortage of administrative proficiency in skills analysis and forecasting market needs by most Technical and Vocational Education and Training (TVET)service providers. In the absence of any systematic way to collect Labor market information and conduct localised market research, the current provision in the sector continues to create skill mismatches leading to poor employment outcomes.
Limitations of current market structure: Other factors limiting participation in Technical and Vocational Education and Training (TVET) include the current market structure in Balochistan. Dominated by informal structure, small market size and comprising largely of a non-industrial economy, the present market offers limited options for the absorption of the Technical and Vocational Education and Training (TVET) graduates. In the few enterprises where employment can be generated, business owners prefer to hire young untrained apprentices and train them on the job as per their requirements. It saves them the cost of hiring a fresh graduate from a technical course.
Moreover, the present skills development provision is dominated by the Ustad Shagird Model. This traditional training model occupies the bulk of the space, and the regular graduates find it difficult to break through these structures. Demand for institutionalised training is also limited due to an absence of consumer awareness on standards and hence a demand for standardised work. In most cases, word of mouth reputation of skilled workers forms the benchmark for assessment of their skills.
Narrow approach to skill development: Over the past two decades, Technical and Vocational Education and Training (TVET) providers, employers and policy-makers have placed an increasing emphasis on finding ways to enhance the ‘employability’ of young people. There is growing recognition that a successful transition to the world of work requires a broader skillset comprising of both technical skills and transversal skills.
While the Technical and Vocational Education and Training (TVET) actors have beginning to recognise the need for investing in the development of soft or critical skills, the sector currently lacks a coherent and systematic approach to addressing the issue. There is no common definition or consensus of what constitutes critical skills relevant particularly to successful employment transition. The current provision of critical skills training appears to be missing in public sector institutions. There are no nationally consistent standards or qualifications that address these skills. In the absence of a commonly agreed core skills framework for the Technical and Vocational Education and Training (TVET) sector, integration of core skills in the training curriculum continues to remain piecemeal and unstructured.
Sub-goal of quality of TVET provision is to ‘Enhance the quality and delivery of TVET to improve graduates’ employability.’
Strategies for Quality of TVET Provision
14.5.2. Strategies for Quality of TVET Provision:
1. Capacities of TVET Instructor will be developed and strengthened
The key is to recognise that teachers in Technical and Vocational Education and Training (TVET), whether from the market or employed by Technical and Vocational Education and Training (TVET) institutions, require training. The latter normally need training on teaching methods while the former requires ongoing up-gradation of their knowledge and skills with a shifting market. A proper sustained continuous professional development program will be insitutionalised.
2. Shift towards professionals in the teaching staff of TVET
Balochistan Technical Education Vocational Training Authority (BTEVTA) will develop a policy, and TVET will hire high-end technical persons like engineers to train the students. This may be done either through directly recruiting these professionals as trainers or hiring their services as visiting faculty.
3. Capacity of TVET institutions will be strengthened to deliver market-relevant and demand-driven TVET programs
Capacity of the institutions will be revamped to provide them with the ability to connect with the market and keep abreast of the changes.
4. Measures will be designed and implemented to improve trainees’ information of promising sectors and orienting them towards these sectors
Career counselling centers linked with the market will be set up in institutions or districts as the case may be. These centers will, among others, be connected with the market information system developed by National Vocational and Technical Training Commission (NAVTTC).
5. Quality of training will be improved through industry exposure
Trainees will be provided exposure to industry through, among others, apprenticeships and attachments. This will help break the dominance of the Ustad-Shagird model.
6. TVET curriculum will be reviewed and revised
Collaboration will be developed between Technical and Vocational Education and Training (TVET) institutions and industry to design the Technical and Vocational Education and Training (TVET) curriculum. All Technical and Vocational Education and Training (TVET) curricula will require feedback from the industry in a systematic process to ensure they meet the market needs.
7. Training programs will be developed based on market needs
Training programs will be developed after a structured market needs assessment is conducted. This will be updated regularly.
Governance and Management
14.6. Governance and Management The governance and management structure of Technical and Vocational Education and Training (TVET) sector continues to be fragmented across multiple government departments mentioned earlier. There is a lack of coordinated implementation by different government departments and private sector institutions hindering effective service delivery in Technical and Vocational Education and Training (TVET) sector in Balochistan.
Challenges
14.6.1. Challenges:
Weak institutional capacity of Balochistan Technical Education Vocational Training Authority (BTVETA): There is some efforts recently to strengthen Balochistan Technical Education Vocational Training Authority (BTEVTA), established in 2011. An MD for the authority has been appointed for the first time since its establishment. The service rules for the Balochistan Technical Education Vocational Training Authority (BTEVTA) have also been formulated. The mandate has been clarified as follows:
BTEVTA has the role of a regulator and facilitator of all training institutions, whether in the private or the public sector. This means the authority will develop standards, prescribe curricula and provide assistance in up-gradation of equipment etc.
An amount of Rs. 500 million has been allocated in the current budget for operationalisation of Balochistan Technical Education Vocational Training Authority (BTEVTA).
The four Departments mentioned earlier will continue to have administrative control of the TVET institutions.
While clarity has been achieved in respective roles and responsibilities to some extent, the capacity of Balochistan Technical Education Vocational Training Authority (BTEVTA) remains to be developed in order to ensure its smooth functioning. Staffing of the institution remains to be done. While 42 posts have been approved for Balochistan Technical Education Vocational Training Authority (BTVETA), currently the staff from the Skill Development Program has been borrowed for the organisation.
Disconnect with general education: Since the 1980s, Technical and Vocational Education and Training (TVET) has existed as a separate track disconnected from the general education system in the country. Under budgeted and under-resourced, with no clear pathways between the two systems, the vocational track suffers poor brand equity and is generally viewed as a back-up option for students who fall out of the academic system. This perception hinders the development of skills training as a credible alternative to traditional academic routes. The National Education Policy 2009 recognises TVET’s weak linkages with the general education and goes on to recommend introducing an improved system of technical and vocational education at the high school level, offering two-way link with the academic stream and providing linkages to a revamped vocational and technical sector at higher levels73.
Only in recent policy discourse on Technical and Vocational Education and Training (TVET) has there been a shift, advocating for harmonising and bringing together the two education streams. There is some discussion at the policy level to revive the Matric Tech program in schools.
Standards for TVET Sector: Similar to the rest of education structures, standards in Technical and Vocational Education and Training (TVET), if at all, are outdated. These need a review to match the requirements of the market and increased dynamism for the sector.
Sub-goal of governance and management is to ‘Strengthen the governance of TVET for better management of the system.’
73 National Education Policy 2009.
Strategies for Governance and Management
14.6.2. Strategies for Governance and Management:
1. Governance of TVET will be strengthened for better management of the system
Institutional capacity of Balochistan Technical Education Vocational Training Authority (BTVETA) will be built to provide policy direction, regulatory oversight and coordination between the various public and private Technical and Vocational Education and Training (TVET) institutions in Balochistan. The current fragmented and poorly resourced Balochistan Technical Education Vocational Training Authority (BTEVTA) will require a complete overhaul in line with findings on its capacity needs.
2. Quality standards will be developed for training providers in order to improve all aspects of the training process
Similar to school education standards will be developed and implemented by all service providers, both, in the public and private sectors.
Program Matrix - Technical and Vocational Education and Training
14.7. Program Matrix - Technical and Vocational Education and Training
Table 14-1 Program Matrix - Technical and Vocational Education
|
Program
8 – Technical and Vocational Education and Training |
||||
|
Overall
Goal: Increased employment of graduates of TVET |
||||
|
Sub-Program |
Sub-Goals |
Strategies |
Activities |
Targets |
|
8.1 Access and Participation |
8.1. Facilitate
participation in TVET education to strengthen equal
opportunities for all with special focus on women and girls and marginalised
groups |
8.1.1 Address entry side
barriers to improve access and participation for females |
I. Review and analyse entry side barriers and
issues |
Female participation
increased |
|
II. Engage communities and employers to address
issues |
||||
|
III. Expand training opportunities for females |
||||
|
|
8.1.2 Invest in developing
TVET infrastructure in deficit areas |
I. Carry out province wise mapping to identify
deficit areas |
Mapping study conducted Plan
developed to establish TVET
institutes |
|
|
II. Develop a phased plan to establish/
functionalize TVET institutes in deficit areas |
||||
|
|
|
8.1.3 Improve the
perception of TVET for attracting more trainees for vocational and technical
training |
I. Launch campaigns to
create awareness in order to change the perception of the community and
popularize TVET |
Province wide outreach campaigns launched through various media and community mobilisation |
|
II. Make community
mobilisation a part of TVET program roll out through engagement and partnership with community based organisations |
||||
|
|
|
8.1.4 Provide subsidised equipment to trainees |
I. Prepare proposal on provision of equipment for
different trades at subsidised rates to trainees |
Equipment provided to trainees to continue working
in different trade |
|
II. Prepare and implement the plan |
||||
|
|
|
8.1.5
Develop public private partnership
models for investment in TVET |
I. Engage in consultation with the private sector
on PPP models and areas of investments |
MoUs signed with the
private sector for projects in PPP mode |
|
II. Develop and implement plan in a phased manner |
||||
|
|
|
|
III. Sign MoUs for projects |
|
|
8.2 Quality of TVET Provision |
8.2. Enhance the
quality and delivery of TVET to improve
graduates’ employability |
8.2.1 Invest in improving
quality of instruction through developing TVET Instructor capacities |
I. Strengthen the
in-service trainings through developing a Continuous Professional Development
plan for TVET instructors in the short and medium term |
In-service training
program revamped following a CPD approach |
|
II. Carry out TNAs for TVET instructors to develop
needs based training programs |
||||
|
III. Revise
and update teacher
training content to keep
pace with technological advancements and market demands including skills to
teach entrepreneurship skills |
||||
|
|
|
8.2.2 Shift towards
professionals in the teaching staff of TVET |
I. Assess requirements of different trades and
market |
Professionals are engaged
by TVET to train the students |
|
II. Formulate a policy to engage high end
technical experts as trainers |
||||
|
III. Hiring of professionals by TVET as per policy
guidelines |
||||
|
|
|
8.2.3 Strengthen the
capacity of institutions to deliver market relevant and demand driven TVET programs |
I. Undertake a capacity assessment |
Capacity development plan implemented |
|
II. Develop a capacity development plan |
||||
|
III. Implement the capacity development plan |
||||
|
|
|
8.2.4 Improve trainees’
information of promising sectors and orienting them towards these sectors |
I. Develop and strengthen
career counseling services at the institute level |
Career counselling function strengthened |
|
|
|
8.2.5 Enhance quality of
training through industry exposure |
I. Organise attachment with industries through
apprenticeship/ internship/ on-the-job trainings |
Institutional mechanism for industry attachment
developed |
|
|
|
8.2.6 Develop collaboration
between TVET institutions and industry to design the TVET curriculum |
I. Review / develop new TVET curricula in line
with market demand based on CBT approach |
CBT courses
developed and adopted |
|
II. Adopt
CBT courses developed by NAVTTC in TVET
institutes |
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8.2.7 Develop training
programs based on market needs |
I. Conduct market
assessment studies to identify current and future needs of the local markets
in different regions of Balochistan |
Market assessment studies conducted |
|
8.3 Governance and Management |
8.3.
Strengthen the governance of TVET for better management of the system |
8.3.1 Build the
institutional capacity of B- TVETA to provide policy direction, regulatory oversight and coordination between
the various public and private TVET institutions in Balochistan. |
I. Build institutional and
human resource capacity of BTEVTA including filling of sanctioned posts to
develop and implement quality assurance system |
Institutional capacity of BTEVTA strengthened |
|
II. Outline role and remit
of BTEVTA along with specifying role of different departments responsible for
TVET provision in Balochistan |
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III. Develop a coordination and communication
mechanism between the various departments |
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8.3.2 Develop quality
standards for training providers in order to improve all aspects of the
training process |
I. Develop a system,
guidelines and mechanisms to implement a quality assurance system for TVET
institutions |
Quality standards are
developed and quality assurance
system put in place |
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