INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No.1.

January, 2011, Part III

SITUATION ANALYSIS OF TECHNICAL EDUCATION AND

VOCATIONAL TRAINING: A CASE STUDY FROM PAKISTAN
1 2 3 4
Dr. Iftikhar Hussain Shah , Fazalur Rahman , Dr. Muhammad Ajmal , Dr. Hafiz M Hamidullah
1
Director, Research Tevta Lahore,
2
Lecturer, Department of Early childhood education & Elementary teacher education,
Allama Iqbal open university Islamabad
3
Lecturer, Department of distance & non formal education, Allama Iqbal open university Islamabad
4
Head, Professional Ethics department, Riphah International University Islamabad (PAKISTAN)
E-mails: driftikharsyed@yahoo.com, fazalaiou@yahoo.com, drajmal@aiou.edu.pk,
hameedullah@riphah.edu.pk

ABSTRACT

The technical education and vocational training can help individuals to generate income and contribute
towards economic growth and social development of a country by acquiring knowledge and skills. This study aimed
at analysing the present situation of technical education and vocational training in Punjab, Pakistan. It was survey
study. The sample consisted of 100 personnel associated with vocational training program. A questionnaire
consisting of 15 items was used to collect primary data. Using OLS technique, this study concludes that the
curriculum of TEVT was good but its linkage with industry was found weak and internship was not being properly
managed. It was also found that the outgoing students were not ready for job market. On the basis of findings
certain recommendation were made.

Key words: Technical Education, Vocational Training, TEVTA, Pakistan

1. INTRODUCTION

Human resource development improves economic growth and productivity. This leads to economic
emancipation, social mobility and political stability. Training and skills development play a vital role in individual’s
productive capacity and are integral part of Human Resource Development (Javied and Hyder, 2009). Rapid
economic growth demands a mixture of skilled worker; technician, technologist, engineers, research professionals
and innovative scientists trained in the areas linked with national development and need of the industries. The
accelerated economic progress of the Asian Countries like China, Japan, Malaysia and also Australia are the
excellent examples in point. It is an established fact that technical education and vocational training can help
individuals to generate income and contribute towards economic growth and social development of a country by
acquiring knowledge and skills (National Skill Strategy, 2008). Labour absorptive capacity of the economy has
declined over time (Labour Force Survey 2008-09). The most formidable challenge confronting the policy makers is
to create conditions conducive for generating employment opportunities in the country (Arif et al. 2001). Major
occupational grouping finds majority of suffered (41%) in skilled agriculture and fishery activities. Comparative
figures of the two surveys indicate deterioration over time. Elementary occupations (22%) are getting riskier while
opposite is the case with craft & related trade activities (22%) (Economic Survey of Pakistan 2008-09).
Economic growth of a country crucially depends on skills for producing goods and services of better
quality at competitive prices (Asghar and Siddiq, 2008; Khan, 2005; Mouzakitis, 2010). Investment in physical and
human capital leads to the development of services sector, that invariably follows industrialization and
modernization, requires mid-level human resource duly possessing entrepreneurial, secretarial and other skills
(Javied & Hyder, 2009). Pakistan needs to focus on technical education and vocational training to develop the skills
of its peoples. Kemal (2005) mentioned three types of skills development: creative and cognitive skills (problem
solving and linking creativity to action), personal and social skills (conflict resolution, refusal skills, peer mediation,
coping skills, facilitation skills, and navigational skills) and vocational and job skills (job and career options and
entrepreneurship). In Pakistan training of various skills is imparted through technical education, vocational training
and informal traditional “Ustrad-Shagrid” system.
Pakistan inherited a weak vocational education and training base at the time of independence in 1947.
Vocational education was introduced in mid 1950s with setting up of two polytechnic institutes in Karachi and
Rawalpindi (TEVTA, 2004). According to Population Census of Pakistan, the dependent population (below 15
years and above 65 years) was 51.2% in 1981, and 53.1% in 1998 (National Population Census, 1998) which
according to UN population projections, fell to 42.7% in 2004 and will further fall to 38.3% in 2015. Similarly, the
working age population which was 48.8% in 1981 and 46.9% in 1998 surged to 57.3% in 2004 and it’s expected to
reach 61.7% by 2015, demographic transition is taking place though currently at a slower pace (National Education
Policy, 2009, p-9). The Government of the Punjab has indicated the main elements of its economic strategy. This
strategy rests on five pillars: (i) improving governance; (ii) strengthening fiscal and financial structures; (iii) creating
a supportive environment for private sector-led growth; (iv) reforming the delivery of public services; and (v)
promoting technical education & vocational training (Punjab Economic Report, 2006).
Keeping in view the importance of technical education, the government of Punjab decided to establish an
autonomous body to take over the control of all TEVT institutions namely Technical Education and Vocational
Training Authority (TEVTA) in July 1999. Before the establishment of TEVTA, the technical and vocational

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INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No. 1. January, 2011, Part III

education in Pakistan lacked the responsiveness and flexibility of the training system in meeting the demands of
the industry (Javied & Hyder, 2009). The link between industry and training institutions was weak. There were little
funds to purchase new machinery to replace the old one. The institutions were increasingly becoming supply-driven
instead of demand-driven. These institutions were headed towards obsolescence, insularity and improper
orientation. The main causes were the deficiency of physical resources and the lack of competencies of human
resources (Park, 2005).
The main objective of the establishment of TEVTA was to bring technical and vocational education and
training in line with labour market requirements and to improve the quality of education through innovative reforms.
TEVTA is constituted to supervise/coordinate smooth functioning of institutions, approve development projects,
procure and install equipment for institutions, update/revise curricula and arrange on-the-job training of the trainees
in the institutes (Inamullah et al, 2009).
Punjab’s workforce is characterized as having comparatively low skills and less prepared to compete in
today’s globalized world. Rapid technological changes now require individuals to learn and relearn skills throughout
their working lives by ensuring its relevance and effectiveness. The most important outcome of an effective human
resource development system is that it opens up decent employment opportunities by enhancing workers’ abilities
to secure and retain jobs, progress at work and cope with the change (Kazmi, 2007, p-105). In order to survive in
competitive conditions of the new global economy, TEVTA must break out of the “low level skills trap”, which is the
result of the very low levels of education and skills of its work force. The real challenge is to change the mind-set
and develop institutions which recognise the value of investing in people and provide dignity, respect, and a fair
deal for working men and women besides the development of a well-educated and skilled labour force (Amjad,
2005, p-387).
There are 475 institutions under TEVTA including 07 colleges of technology, 21 Polytechnic Institutes, 316
Vocational institutes, 114 commerce colleges and 17 service centres. TEVTA has 4, 8 24 teaching staff. The
service conditions have failed to attract highly qualified staff. About 47 percent of the teachers are diploma holders
who lacked trade skills, higher theoretical concepts and industrial experience. 17 percent are B. Tech, 36 percent
are master degree holders.

Qualification of Te aching Staff

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800

600

376
400

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There is only one Government Technical Teachers Training College in Faisalabad one Staff Training
Institute and a Govt. Vocational Teachers Training Institute for Women in Lahore. These institutions are
underutilized and operating below capacity due to unpopular courses. Recently, however, the management of
TEVTA has reorganized the importance of these teachers training colleges and the new setup looks more
promising. The management of TEVTA has arranged in-service teacher training program for teaching staff.

Technical education and vocational training institutions should ideally have to devise their technical
education and vocational training exactly according to the requirements of industry in the context of globalization
(Javied and Hyder, 2009).

2. OBJECTIVES OF THE STUDY

This article analyses the present situation of TEVTA. It was primarily based on following objectives:

1. To explore the perceptions of the teachers regarding effectiveness of technical education and
vocational training.
2. To examine effectiveness in-service teacher training course
3. To analyse the prevalent situation of physical facilities in the institutions of technical education and
vocational training

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3. PARTICIPANTS OF THE STUDY

The sample consisted of 100 teachers who visited the one of the central offices of TEVTA situated in
Lahore (Pakistan) in their individual capacity. Hence the sample was conveniently selected. There were 69 male
and 31 females in the sample. The designations and qualifications are given in table 1.

Table 1. Detail of participants

Sample N % Qualification N %
Professors 6 12 Vocational (certificate) 2 4
HoDs 2 4 Vocational (Diploma) 12 24
Senior Instructors 19 38 DAE 27 54
Instructors 13 26 Bachelor 0 0
Junior Instructors 5 10 Masters 7 14
Others 5 10 Other 2 4

4. RESEARCH INSTRUMENT

For conducting study a questionnaire containing 15 items was developed for target group. Questionnaire
was addressed to the teachers of the TEVTA institutions sought information about effectiveness of a training
Programs, teacher training course physical facilities and open ended questions for problems and suggestions. The
questionnaire was pre-tested in an in-service training program. As a result of pre-testing the questionnaire was
amended, simplified and improved. The survey data was classified on the basis of different questions/options. Each
question was codified and the responses were entered in tabular form. Data analysis sheets were developed for
organizing and tabulating data which were carefully analyzed and interpreted.

5. DATA ANALYSIS

The data analysis has been divided into the following parts: 1) perception of teachers regarding technical
education and vocational training; 2) prevalent situation of in-service teacher training; 3) physical facilities; 4) the
problems in the field of technical education as perceived by the teachers and their suggestions in this regard.

6. PERCEPTION OF TEACHERS ABOUT TECHNICAL

EDUCATION AND VOCATIONAL TRAINING

a) Effectiveness of programs
The rating of the training programme by 31 to 53 percent teachers of the training was “fair” as far as its
responsiveness to the needs of industry, its acceptance by the students, and the employees, its efficiency and
effectiveness, its role of meeting the further hi- tech needs. 20 to 48 percent teachers rated these aspects of
training as ‘good’ and 3 to 19 percent rated as ‘poor’. Details are given in Table 2.

Table 2. Summary of teachers’ perception

Items Options
Poor Fair Good
Responsiveness to the needs of industry 22 44 34
Meeting expectations of the students for employable skills 13 57 30
Efficiency/ effectiveness of training 7 46 46
Acceptance of employer 3 48 48
Meeting future Hi Tech needs 17 63 20

b) Preparedness of Pass-Outs
44 to 56 percent teachers believed that the training programme had well prepared the pass-outs for wage/
self employment, 31 to 53 percent teachers thought that the training had fairly prepared the pass-outs for wage/
self employment, 3 to 13 percent teachers were of the opinion that the training had not prepared the pass-outs for
employment. 42 percent teachers considered that the training had well prepared the pass-outs for further studies
and 39 percent thought that the training had fairly prepared for further studies as shown in Table 3.

Table 3. Summary of preparedness of pass-outs

Tasks Unprepared Fairly Prepared Well prepared

Further studies 18 39 42
Wage employment 3 53 44
Self-employment 13 31 56
Day to day living 19 53 28

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b) Assessment of Instructional material of Training Program

52 percent teachers assessed the theory content of curriculum as good, and 48 percent as fair. 70 percent
teachers considered ‘practical’ good, 27 percent as fair and 3 percent a poor. 23 percent teachers evaluated
‘industrial training’ as good, 53 percent as fair and 23 percent as poor. 69 percent teachers thought ‘quality of
teaching-learning’ as good, 28 percent as fair and 3 percent as poor. 19 percent teachers felt ‘industries-institute
linkages’ as good, 38 percent as fair, and 44 percent as poor as discussed in Table 4.

Table 4. Opinion about instructional material

Factors Poor Fair (%) Good

(%) (%)
a. Curriculum
i. Theory 0 48 52
ii. Practical 3 27 70
iii. Industrial Training 23 53 23
b. Quality of teaching-learning 3 28 69
c. Industry-institute linkages 44 38 19

7. PERCEPTION OF TEACHERS REGARDING EFFECTIVENESS

OF IN-SERVICE TEACHER TRAINING

Majority of teachers considered in-service training in teaching theory (82%), conducting practical (87%),
and developing industry-institute linkages (96%) as fair and good. Details are given in Table 5.

Table 5. Effectiveness of in-service training

Items Poor Fair Good

Training in theory teaching 18 27 55
Training in conducting Practical 17 34 49
Training in developing Industry-institute linkages 4 26 70

Majority of Teacher (65%) were able to apply most of their training to actual teaching. almost one third
(32%) teachers were able to apply the training fairly and only 3 percent were not able to apply their training to
actual teaching.

8. RESPONSES OF TEACHERS ABOUT PHYSICAL FACILITIES

The facilities of teachers, buildings, and furniture, equipment of labs/ shops, library/ books/textbooks,
consumable training materials and funds, available at the institutes were rated as adequate by 41 to 58 percent
teachers, as fair by 24 to 38 percent teachers and as inadequate by 18 to 42 percent teachers as revealed in
Table 6.

Table 6. Summary of physical facilities

Facilities Inadequate Not sure Adequate

Number of teachers 18 27 55
Building 18 24 58
Furniture 21 38 41
Equipment of labs/shops 19 36 45
Library 30 30 40
Consumable training
19 34 47
materials
Funds 42 29 29

9. PROBLEMS AND SUGGESTIONS BY THE PARTICIPANTS

 Teacher faces the problems of housing and lack of incentives for better performance. Majority of
teachers said that the prospects of promotion and availability of residence were some worthwhile incentives.
Housing facilities may be provided by constructing apartments within the campus. Teachers proposed that teachers
should be motivated through financial incentives.
 The teachers reported that during training at technical education and vocational training institutions,
they face the problem of shortage of operative equipment, shortage of consumable skill practicing materials.

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Labs/shops should be refurbished with latest state of the art machinery & equipment. Teachers stressed
enhancement in budget allocation for consumable material, repair and maintenance.
 Teacher lack international exposure and knowledge modern machinery used in Middle East and other
developed countries. Similar results have been reported by Shah (2004).A vast majority of TEVTA graduates
desire to serve in these countries due to better service conditions in those countries. Teachers need to develop
themselves to be at par with machinery and technology being used in those countries. This requires the capacity
building of teachers through staff development programmes which may include foreign visits, local industrial visits,
and teacher training. Service conditions of teachers may be improved to provide motivation and job satisfaction.
 The link between industry and institute should be strengthened and be made more relevant and
responsive to the demand of the employers.

10. CONCLUSIONS & RECOMMENDATIONS

 Technical Education and Vocational Training in (Punjab) Pakistan was found effective. It was
responsive to the needs of industry, meets expectations of the students, and was accepted by the employer. The
graduates have necessary skills for further study and employment. The in-service teacher training arranged by
TEVTA was effective. The curriculum of TEVT was found appropriate but industrial training and industry-institute
linkages needs to be improved.
 The in-service teacher training arranged for the staff of Technical education and vocational training
institutions were effective. Majority of the teachers, who participated in training, were able to improve their teaching
by using teaching techniques they learnt during training in actual classroom situations.
 The survey revealed that there was dearth of furniture, equipment of labs/ shops, library/
books/textbooks, consumable training materials and funds. Laboratory and shops may be refurbished with latest
state of the art machinery & equipment. This needs enhancement in budget allocation for consumable material,
repair and maintenance.
 Teacher faced the problems of housing and lack of incentives for better performance, lack international
exposure and lack of physical resources. These problems may be addressed by staff development and provision of
sufficient funds.

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