Rashid Aftab

Public Policies and Governance Perspective in Education Sector-Pakistan
(Technical and Vocational) and Gov
Het overheidsbeleid en het bestuurlijk perspectief in de onderwijssector in Pakistan

(het technisch en beroepsonderwijs)
(met een samenvatting in het Nederlands)
Proefschrift
ter verkrijging van de graad van doctor aan de Universiteit Utrecht op gezag van
de rector magnificus, prof. dr. G.J. van der Zwaan, ingevolge het besluit van het
college voor promoties in het openbaar te verdedigen op vrijdag 8 februari 2013
des middags te 12.45 uur
door
Rashid Aftab
geboren op 24 juli 1962
te Islamabad, Pakistan
Promotor: Prof.dr. P. Verweel
Table of Contents
Table of Contents
Chapter-1: Introduction ................................................................................................1

1.1 Introduction................................................................................................................... 1
1.2 Research Question ........................................................................................................ 1
1.3 Significance of the Study .............................................................................................. 1
1.4 Explanation of the research parameters ........................................................................ 1
1.5 Focus of the Study ........................................................................................................ 5
1.6 Background ................................................................................................................... 5
1.7 Preliminary aspects considered for the research ........................................................... 8
1.8 Sources of Data ............................................................................................................. 9
1.9 Structure of the study and chapter outlines ................................................................... 9
Chapter-2: Review of Literature for the Dissertation ..............................................11

2.1 Introduction................................................................................................................. 11
2.2 Education and Technical Skills ................................................................................... 11
2.3 Institution .................................................................................................................... 13
2.4 Governance ................................................................................................................. 15
2.5 Public Polices and Plans ............................................................................................. 21
2.6 Development ............................................................................................................... 25
2.7 Functioning/Malfunctioning: ...................................................................................... 25
Chapter-3: Research Methodology ............................................................................29

3.1 Introduction................................................................................................................. 29
3.2 Research Design ......................................................................................................... 29
3.3 Population: .................................................................................................................. 30
3.4 Location of the Project ................................................................................................ 30
3.5 Unit of Analysis .......................................................................................................... 30
3.6 Research Design ......................................................................................................... 30
3.7 Methodology (historical): ........................................................................................... 31
3.8 Research Instrument: .................................................................................................. 33
Chapter- 4: Technical and Vocational Education .....................................................35

4.1 Introduction................................................................................................................. 35
4.2 TEVT Global Perspective ........................................................................................... 35
4.3 TEVT South Asia........................................................................................................ 37
4.4 TEVT Pakistan‘s perspective ...................................................................................... 41
4.5 Pakistan‘s TEVT System (Policies and Plans) ........................................................... 46
4.6 Role of TEVT Institutions .......................................................................................... 55
4.7 Framework of TEVT: ................................................................................................. 56
4.8 TEVT DATA .............................................................................................................. 57
4.9 Funds Position in TEVT ............................................................................................. 63
i
Table of Contents
Chapter-5: Case Study of National Training Bureau (Technical and

Vocational Education), Ministry of Labor and Manpower,
Government of Pakistan ..........................................................................67
5.1 Introduction................................................................................................................. 67
5.2 The NTB ..................................................................................................................... 67
5.3 National Training Policy:............................................................................................ 70
5.4 Apprenticeship Training Ordinance:........................................................................... 70
5.5 Organogram of NTB ................................................................................................... 71
5.6 Organizations/ Units of the NTB: ............................................................................... 71
5.7 Areas of activities of NTB .......................................................................................... 72
5.8 Programs conducted by NTB ...................................................................................... 72
5.9 Training Institutes-NTB .............................................................................................. 77
5.10 NVTP-Phase-I and NVTP-Phase-II ............................................................................ 82
5.11 Component-wise project performance: ....................................................................... 93
5.12 Summary of the Assessment: ...................................................................................... 96
5.13 Data Collection through Interviews Technique: ......................................................... 97
Chapter 6: Discussion, Conclusions and Recommendations .................................129

6.1 Discussion ................................................................................................................. 129
6.2 Conclusions:.............................................................................................................. 130
6.3 Amalgamation of Conclusion based on the theory and data discussed above .......... 135
6.4 Recommendations ..................................................................................................... 136
6.5 References................................................................................................................. 137
ii
List of Figures
List of Figures
Figure 1: TEVT institutions in Public and Private Sector .......................................................... 58

Figure 2: TEVT Enrolment Gender and Year Wise in Public and Private ................................ 59
Figure 3: TEVT Enrolment Gender and Year Wise in Public and Private ................................ 59
Figure 4: Teachers (gender-wise) in Technical and Vocational Education Institutions ............. 61
Figure 5-a: Province Wise Technical & Vocational institutions (2007-08) .................................. 62
Figure 5-b: Province Wise Enrolment (Gender-wise) (2007-08) .................................................. 62
Figure 5-c: Province Wise Teacher (gender-wise) (2007-08) ....................................................... 63
Figure 6: Budget allocation for TEVT province wise (2003-2009) ........................................... 64
Figure 7: Arrangements of TEVT education and its relation with General Education and
placement of NTB in the TEVT System ..................................................................... 69
Figure 8: Vocational Training System Introduced by NTB ....................................................... 70
Figure 9: Organogram of NTB ................................................................................................... 71
Figure 10: Main Units of NTB ..................................................................................................... 71
Figure 11: Basic Instructors Training Course .............................................................................. 78
Figure 12: Three Months Skill Up-gradation Training Course ................................................... 79
Figure 13: One Month Advanced Training Courses .................................................................... 80
Figure 14: Three Months Skill Up-gradation (Fifth) Training Course ........................................ 80
Figure 15: Schedule of Instructor-Trainee Ratio .......................................................................... 88
iii
List of Tables
List of Tables
Table 1: Key Players in Pakistan for TEVT System ................................................................. 56

Table 2: TEVT Institutions in public and private sector (in nos).............................................. 57
Table 3: TEVT Enrolment Gender and Year Wise in Public and Private ................................. 58
Table 4: Teachers (gender-wise) in technical and vocational education institutions (in
Nos)............................................................................................................................. 60
Table 5: Province wise technical & vocational institutions (enrolment-gender-wise), and
teachers (2007-08) ...................................................................................................... 61
Table 6: Allocation of Funds and Expenditure in TEVT .......................................................... 63
Table 7: Project Operation ........................................................................................................ 83
Table 8: Project Implementation ............................................................................................... 84
Table 9: Key Indicators Province wise ..................................................................................... 85
Table 10: Data on Turnover of Chairman/Secretaries of NTB/PTBs
during 10 years............................................................................................................ 87
Table 11: Schedule of Instructor-Trainee Ratio .......................................................................... 88
Table 12: Role Played by NTB in Developing TEVT System ................................................... 98
Table 13: Relevance of the training with Labor market............................................................ 100
Table 14: Quantity, Quality and Relevance of the training....................................................... 101
Table 15: Curriculum and Trade testing ................................................................................... 104
Table 16: Role of Federal Govt and Monitoring System in NTB ............................................. 106
Table 17: National Plans/programs/projects ............................................................................. 107
Table 18: Informal Sector ......................................................................................................... 109
Table 19: Linkage of training with the Industry ....................................................................... 111
Table 20: Data collection and future requirement..................................................................... 113
Table 21: Coordination and Legislation ................................................................................... 115
Table 22: Privatization of TEVT .............................................................................................. 118
Table 23: Integration of technical & vocational with the main education system .................... 120
Table 24: Master Trainers and Staff Development ................................................................... 122
Table 25: Social aspect of TEVT .............................................................................................. 125
iv
List of Boxes
List of Boxes
Box 1: .................................................................................................................................... 10
Box 2: .................................................................................................................................... 27
Box 3: .................................................................................................................................... 65
Box 4: .................................................................................................................................... 72
Box 5: .................................................................................................................................... 77
Box 6: .................................................................................................................................... 81
Box 7: .................................................................................................................................... 82
Box 8: .................................................................................................................................... 83
Box 9: .................................................................................................................................... 84
Box 10: .................................................................................................................................... 86
Box 11: .................................................................................................................................... 87
Box 12: .................................................................................................................................... 88
Box 13: .................................................................................................................................... 97
Box 14: .................................................................................................................................. 100
Box 15: .................................................................................................................................. 101
Box 16: .................................................................................................................................. 103
Box 17: .................................................................................................................................. 105
Box 18: .................................................................................................................................. 106
Box 19: .................................................................................................................................. 108
Box 20: .................................................................................................................................. 110
Box 21: .................................................................................................................................. 112
Box 22: .................................................................................................................................. 114
Box 23: .................................................................................................................................. 117
Box 24: .................................................................................................................................. 119
Box 25: .................................................................................................................................. 121
Box 26: .................................................................................................................................. 124
Box 27: .................................................................................................................................. 126
v
List of Abbreviations
ADB Asian Development Bank
C.COM Certification in Commerce
CBT competency based training
CMC Central management committee
D.COM Diploma in Commerce
DAE Diploma of associate engineer
DMT Directorate of Technical Education & Manpower Training
DTTE Department of training and technical education
ECNEC Economic Coordination National Economic Council
EDUSAT Education Satellite distance education systems
FATA Federally Administered Tribal Areas
GOP Government of Pakistan
GTZ German technical Assistance
ICT Information & Communication technology
ILO International Labor Organization
IT Information Technology
KPK Khyber Pakhtunkhwa
LG Local Government
LMIS Labor Market Information Systems
MDGS Millennium Develoepmnt Goals
MES Modular Employable Skills
MTDF Medium Term Development Framework
NAVTEC National Technical Education & Vocational Training Commission
NCT National capital territory
NEC National Economic Council
NLC National Logistic Cell
NOSS National Occupational Skills Standards
NQF National Qualification Framework
NRB National Reconstruction Bureau
NSTI National Staff Training Institute
vi
NTB National Training Bureau

NTDI National Training Development Institute
NVTC National Vocational Training Council
NAVTEC National Technical Education and Vocational Training Commission
NVTP National Vocational Training Project
NWFP North Western Frontier Province
OECO Economic Cooperation and Development
PPC Pakistan Population Council
PSM Public Service Management
RQ Research Question
SBFC Small business finance corporation
SDC Skill Development Council
TEVT Technical Education and Vocational Training
TEVTA Technical Education and Vocational Training Authority
TOT Training of Trainers
TTC Technical Training Centre
UK United Kingdom
UN United Nations
UNDP United Nation Development Program
UNESCO United Nations Educational Scientific & Cultural Organization
VESD Vocational Education and Skill Development
VTC Vocational Training Centre
WETU Women Employment and Training Units
WTTC Women technical training center
vii
DEDICATED TO MY LOVING MOTHER
WHO IS AN ALZHEIMER‘s PATIENT
AND
ALL THOSE WHO ARE SUFFERING

FROM THIS INCURABLE
IRREVERSABLE DREADFUL
NEUROLOGICAL DISORDER
Every four seconds, a new case of dementia occurs somewhere in the world.
Acknowledgements
Acknowledgements
I thank Allah Almighty for giving me the strength, confidence and courage to complete
this towering task. Blessings and Graces of Allah on our Prophet Muhammad (SAWW).
I am deeply grateful and highly obliged to my honorable Supervisor, Professor, Dr. Paul
Verweel whose unending guidance, patience, support and encouragement facilitated the
completion of my research work. His constant guidance at every step of the tortuous
scientific path, with great vigil and zeal made me complete this Herculean task. I am
highly thankful to him for keeping my morale high when it went down at the face of
numerous challenges leading to the final success.
My deepest gratitude to the reading committee; Prof de Ruijter, Prof Marcha and Prof.
Dr. Nasira Jabeen who had make it convenient to go through my research work and
contributed their valuable input and support. I am much thankful to Prof. Dr Ali Sajid
who provided his best professional support and also gave the professional direction on
the path of research work in a tangible and dynamic manner. I am also thankful to Dr
Sabur Ghayur who provided his expertise on various dimensions. My innumerable thanks
to Mr. Tariq, Deputy Director, NTB, who facilitated me in accessing research data and
information for my research work. I am indebted to Mr. Awais Ahmed, Director General
Higher Education Commission for his kind assistance for providing various international
publications/journals.
I would like to convey my deepest appreciation to Mr. Shams Raza and his wife Jeannette
for their continuous and fervor support.
Special thanks to my wife Dr. Sadia for helping me with great zeal in every possible way,
for providing the ambient atmosphere at home.
I am thankful to all my friends and colleagues particularly Mr. Sohail Anjum, Mr. Zeshan
for facilitating my work.
Last but not least I missed my father Mr. Aftab Ahmad Siddiqui who departed about 3
years back, when I started my PhD work he was very much excited but I can feel his
fragrance and supportive presence. Gone but never forgotten.
Rashid Aftab
Introduction
Chapter-1: Introduction
1.1 Introduction
The technical education and vocational training (TEVT) can help individuals to generate
income and contribute towards economic growth and social development of a country by
acquiring knowledge and skills. The quality of technical and vocational education in the
country is quite debatable and challenging with regards to its effectiveness. It was
imperative to carry out research on TEVT system in Pakistan. This study aimed at
analyzing the past and present situation of technical education and vocational training
system in the country. This involved an in-depth analysis of various policy, plans,
strategies, programs/projects and the institution(s) involved in delivering TEVT in the
country. The objectives developed for the study are; i) to map the TEVT policies,
guidelines, programs, laws, ordinances, ii) to carry out a systematic assessment of
national TEVT policies and programs implemented and above all iii) to find out the
counter productive factors impeding the strategies and programs of TEVT System.
1.2 Research Question

In order to address these objectives the following research question was a guide to the
study in evaluating the research problem:
 Investigating the contributing factors that facilitate or impede effective

functioning of technical education and vocational training system.
1.3 Significance of the Study

The study is of immense importance, which investigates the functioning and
malfunctioning for the effectiveness of TEVT educational system. It highlighted the
impeding factors responsible for the malfunctioning of the system and emphasized the
need for appropriate policy measures and actions required. The country should follow a
systematic effective national policy of vocational and technological transformation in a
judicious and equitable manner which in the result would upgrade the knowledge and
skills of the society‘s skill manpower. As on the delivery side the institutions are
responsible to provide/deliver knowledge and skills to make human resources as an
important asset to the society instead of a liability. Therefore, technical education and
vocational training institutions may follow an effective and systematic training system
that is to be governed in pursuance of respective polices and plans.
1.4 Explanation of the research parameters

The title of the study comprises of the terms namely: technical and vocational education
& training, development & governance and the same has to be studied in terms of
functioning/malfunctioning of the system.
1
Introduction
i. Technical and Vocational Education and Training

The theory of Learning (Stromsforfer. E, 1972) refers to the technology of vocational
training includes; training organization, pedagogy, instructional strategies,
management and monitoring and feedback mechanism (Tsang, 1997)1. Technical and
vocational education is defined by International Labor Organization (ILO) and United
Nations Educational Scientific and Cultural Organization (UNESCO) as in addition to
general education the aspects covers the study of technologies and related sciences,
and the acquisition of hand-on/practical skills, attitudes, conceptual and
understanding relating to occupations in various socio-economic life (Mustapha &
Abdullah, 2001)2. This general view in practice leads to a differentiation between: i)
vocational education focused on practical skills, and ii) technical education which is
focused more on technologies and related sciences. Additionally, in general, technical
education is provided at a higher level than vocational education, although this is not
a simple division (UNESCO & ILO, 2003)3.
In Pakistan‘s perspective, the concept is defined in clause-2h of the National
Vocational and Technical Education Commission (NAVTEC, Ordinance, 2009)4 as:
―technical education and vocational training means training in any professional skill,
trade, calling or occupation‖. This means both of the educations are interrelated and
lead to the introduction or add value to the skills.
ii. Development
Modernization theory is a theory of development which states that the development
can be achieved through following the processes of development that used by the
respective government and the state is the central actor in modernizing "backward" or
"underdeveloped" societies. The education and training is viewed as key to creating
modern individuals. Samuel Phillips Huntington, political scientist regarded
―development‖ to be as a linear process which every country must go through.
iii. Governance
Governance originated even earlier than Hummurabi‘s written code 4,000 years ago.
Coase (1960)5 advocated that there exists a strong linkage between; institutions, good
governance and sustainable development. Chris (2007)6 refers to the theories of
Governance and regarded organizations are crucial in pursuance of the nature and the
development of governance arrangements as they adopt to ensure legitimacy.
1
Tsang, M.C. (1997), The cost of vocational training, International Journal of Manpower, Vol. 18 No.
1/2, 1997, pp. 63-89.
2
Mustapha, R, & Abdullah, A (2001), Globalization and its impact on technical-vocational education &
training in Malaysia, Paper presented at the Annual Conference of the Association of Carrier and
Technical Education, (75th, New Orleans, LA, December 13-16, 2001)
3
UNESCO & ILO. (2003). Technical and vocational education and training for the 21 st century. Geneva:
UNESCO/ILO. Document Number), pp. 7.
4
National Vocational and Technical Education Commission (NAVTEC), Ordinance, 2009, clause 2-h
5
Coase, R. (1960), ―The problem of social cost‖, Journal of Law and Economics, Vol. 3, pp. 1-44.
6
Chris Mason, James Kirkbride, David Bryde, (2007) "From stakeholders to institutions: the changing
face of social enterprise governance theory", Management Decision, Vol. 45 Issue: 2, pp.284 – 301.
2
Introduction
Hirst, Paul, ―Democracy and Governance‖, Oxford University Press, 2000‖ offers a
more general definition of the expression. He asserts that governance can be generally
defined as the means by which an activity or collection of activities is
directed/controlled in such manner so that it may delivers a appropriate level range of
result in accordance with the designed goals/standards. The governance is also
regarded as the laws and regulations which come from the legislature entity and
public policies.
The British Council emphasizes that "governance" is a broader view than
government. Governance involves interaction between the formal institutions and the
civil society. Governance refers to a process in which the basic fundamentals of
society are blend by power/authority and pursue through policies and decisions
relating to public life for the social uplift of the people.
The World Bank7 which has a rich experience of development work in the developing
countries referred to the concept of governance as: Good governance is characterized
by predictable, crystal clear and progressive policy-making, a bureaucracy following
professional approach and traditions for the; public good, the rule of law, transparent
processes, and participating civil society in addressing public affairs.
Similarly United Nations Development Program (UNDP, 2006)8 states that:
governance is the exercise of socio-economic-political and administrative authority to
manage the affairs of a nation. It is a comprehensive mechanism and processes and
the institutions acts as means through which citizens/groups articulate their point of
view and interests mediate their differences under legal framework.
Asian Development (ADB, 2001)9 considered the concept of Governance as the
manner in which power is exercised in the management of socio-economic resources
of a country for its growth and development.
Peter McCawley10 refers Governance as the capability of government to evolve
implement public policy.
(Robinson, 2010)11 gave the concept of good government as: it implies a top level of
organizational effectiveness in relation to policy-formulation and those policies
actually followed.
Hence it is clear that the concept of governance has over the years gained momentum. A
wider meaning, however relates to the effective mechanism, refers to the laws and
regulations which come from the legislature and public policies.
iv. Functioning /Malfunctioning
7
The World Bank, Governance Barometer: Policy guidelines for good governance" Website of South
Africa's National Party, http://www.gdrc.org/u-gov/governance-understand.html
8
UNDP, Governance for the future, Gita Welch and Zahra Nuru, 2006, UN Office of the High
Representative for the Least Developed Countries, Landlocked Developing Countries and the Small
Island Developing States. pp 54-55
9
Asian Development Bank (ADB) Long-term Strategic Framework (2001-2015), Policies and Strategies,
Publication Stock No.03060. 2001.
10
Governance in Indonesia: Some Comments, Peter Mccawley, Asian Development Bank Institute,
Tokyo.
11
John Healey and Mark Robinson, Institutional Framework for Ocean Governance: A way forward,
Tarmizi, World Maritime University, 2010, pp. 9-10
3
Introduction
The functionalist theory (2009)12 which has the roots with Emile Durkeim advocated
the strength of various segments of the society and these segments are interdependent.
Functionalism highlighted the harmony and order in the society, focusing on social
firmness and shared public values. The society comprises of various parts and
institutions which are structured to address different requirements through
participation.
From this perspective, disorganization in the system, such as deviant behavior, leads
to change because societal components must adjust to achieve stability. When one
part of the system is not working or is dysfunctional, it affects all other parts and
creates social problems, which leads to deviation.
Deming (1900-1993) gave the theory of variation which states that the variation
always exists in any process. The variation of any of the variable leads to
malfunctioning. The systems are most efficiently optimized by concentrating on
activities as far upstream as possible. Some understanding of variation is required to
accomplish optimization. Variation always exists in any process, whether it involves
equipment or people. The amount of variation determines the functioning/
malfunctioning of the system.
Dasgupta (1999)13 stated that malfunctioning is the situation where progressive
institutions are blocked by well-established non-market institutions. These institutions
may have had a validation in the past but at present are dysfunctional due to the fact
that they are causing obstructions in the growth of such progressive institutions.
Jibladze (2009)14 described that the causes of malfunctioning of the institutions. In
the globalization processes representative and concrete changes disappeared.
Structural isomorphism does not convert into real one. Changes become of a
ritualistic nature when institutions apparently represent two major principle of the
future world i.e. progress and justice. The necessities of these two guiding principles
are not communicated well therefore impact is not effective at the grass-root level of
the education system. This gap and functionality of these institutions leads to a hazy
operational model.
Hence, it may be concluded that functioning is regarded as the things are moving
according to their designs, objectives and targets whereas the malfunctioning which
occurs due to impeding factors may be regarded as: i) negative deviation of the system
with respect to the established standards, ii) the change(s) which leads to poor
performance of the system, iii) the difference in the output and the process control
parameters, iv) the extent of disparity exists and sustained in a manner causing infectivity
and inefficiency in some process, v) the actions & processes responsible for poor level of
productivity & competitiveness with regards to the product(s) or services.
12
Anderson, M.L. and Taylor, H.F. (2009). Sociology: The Essentials. Belmont, CA: Thomson
Wadsworth.
13
Dasgupta Partha, Poverty Reduction and Non-Market Institutions, Report of a Seminar Organized by
the Asian Development Bank, 2001, ISBN No. 971-561-351-9 , Publication Stock No. 020601, pp. 5:6
14
Jibladze Elene, Institutional Isomorphism in Higher Education Reform in Post-Soviet Countries:
reasons, results and implications, research project Annual Doctoral Conference, Department of Public
Policy, CEU March, 2009. pp 10:11
4
Introduction
1.5 Focus of the Study

The functioning/malfunctioning of the TEVT will be studied in perspective of TEVT
policies, plans, programs and institutional capacity. This is located in area of governance
and management in of technical and vocational education system and examines the
effectives of the strategies responsible at the delivery stage.
1.6 Background
Human development can be evaluated for a country by taking into consideration the
human development index (HDI) which measures a country's achievements in three
aspects of human development: longevity, knowledge, and a decent standard of living
(NHDR)15. It is reported that although Viet Nam and Pakistan have comparable levels of
income per person, but life expectancy and literacy vary significantly between both of the
countries. The former has a much higher HDI value than Pakistan (Human Development
Report, 2005)16. This prominent dissimilarity starts arguments on public policies on
health and education. According to United Nation Report (2003)17, education is the single
most important factor contributing to young people‘s likelihood for productive and
responsible lives and focusing on the primary and secondary education in particular.
International labor organization (ILO) defines youth from 15 to 24 years age group as this
is a commonly accepted statistical convention (Pakistan Unemployment Report, 2008)18.
Pakistan‘s literacy rate for adults of 15 years and above is 53.5% (Education for all
Report, 2007)19 and about 21% of the total population of 170 million (51% male and 49%
female) comprises of youth and 17% of this segment is unemployed (Labor Survey,
2009)20. This data suggested that at present about 35 million people are in youth age. The
forecasted demographic transition over the next few years shows that the young
population of 15-24 years will be at its peak by 2015 (PPC Assessment Report, 2003)21.
It is therefore imperative to utilize this untapped potential of the society for the labor
market through education and training along-with the appropriate skills.
In the country‘s current financial budget (2011-12)22 government has allocated only 1.8%
of the GDP (ranked among the bottom seven countries of the world in terms of the
education expenditure as percentage of GDP) to the education sector, which is far less
than the millennium development goals (MDGs) which required an increased public
expenditure on education to four per cent GDP by 2015. In order to make a significant
15
Pakistan National Human Development Report (NHDR), Technical Notes, Mahbub ul Haq Human
Development Centre, pp 138.
16
Human Development Report, 2005, Mahbub ul Haq Human Development Centre, Islamabad.
17
The Global Situation of Young People, Chapter-1, World Youth Report, 2003, United Nations.
ST/ESA/287, ISBN 92-1-130228-5
18
Pakistan Unemployment Trends, Ministry of Labour and Manpower, Labour Market Information
Analysis Unit, Government of Pakistan, 2008
19
Education for All: Mid Decade Assessment, Country Report: Pakistan, Statistical Analysis, Ministry of
Education, Government of Pakistan, Islamabad, 2007.
20
Pakistan Labour Force Survey, Federal Bureau of Statistics, Government of Pakistan, 2008-09
21
Munawar Sultana, Culture Silence, Pakistan Population Council, Adolescents and Youth in Pakistan: A
Nationally Representative Survey (Islamabad and New York: Population Council, 2003).
22
Federal Budget, 2011-2012, Finance Division, Government of Pakistan, Islamabad.
5
Introduction
improvement in the country, Pakistan‘s human capital requires focusing on education

particularly on technical and vocational education for the sustainable socio-economic
development.
If the general and technical education is differentiated, then the general education may
have the features like: i) general knowledge, ii) less professionalism, iii) not work
oriented, iv) excessive theoretical information, v) more bookish knowledge and less
relevance for the industry/employment, vi) low wage rates and limited career growth, vii)
fewer opportunity for self- employment. On the contrary the technical and vocational
education and training provide: i) knowledge and skills targeting professionalism, ii)
focal point is job related education, iii) add value through practical know-how, iv)
academic and technical skills useful to the industry, v) industry driven knowledge to enter
into job market, vi) growing demand for skills, vii) self-employment generation and
potential to absorb in the global market, viii) the effectiveness of the education for
employments is more, ix) human capital with less education background can add their
value with some skill can start the apprenticeship and improve their livelihood. Hence the
effectiveness of general education seems lesser than technical and vocational education in
accordance with the scope of the study.
ILO (2009)23 has indicated that the employment-to-population ratio in Pakistan is 49.8%
(for age 15+) which is very low. Research report on education showed that in Pakistan
one more year of technical education causes 2.4 percent rise in income level.
In 2005, it was pointed out by Wagner24 that vocational and training system would have a
major positive impact on national competitiveness and the evidences of German-British
industrial experience showed specific links between vocational training, products and
competitiveness on the basis of match plant comparison. Wagner further points out that
skill development depends on a number of factors including: training, specification of a
detailed national curriculum that is well understood across the sector, active role of
employers, relevancy with the needs and management of the system. Costs sharing
among employers-individuals-state and available list of qualified trainers to oversee the
quality of the on-the-job learning are the areas to be considered for the effective TEVT
system. This may conclude that manpower equipped with technical education gives better
work performance rather than the general education.
A number of arguments are given in favor of the general education and numerous
advantages are ascribed to technical and vocational education as well. Psacharopoulos
and Loxley (1985)25 observed that low level of economic development is directly related
to the intensity of technical and vocational system in the country. Backer (1964)26 was of
the view that, within human capital framework, general education creates ‗general human
capital‘ and vocational and technical education creates ‗specific human capital‘. This was
23
Guide to new millennium development goals employment indicators, ILO employment sector, 2009, pp
35:36
24
Wagner K. (2005) Productivity and Skills in Industry and Services – A British-German Comparison.
The Pakistan Development Review, 44 : 4 Part I pp 411: 412
25
Psacharopoulos, G. and Loxley, W. (1985) Diversified Secondary Education and Development.
Baltimore: Johns Hopkins/ World Bank, p. 228.
26
Becker, Gary S., (1964) Human Capital: A Theoretical and Empirical Analysis, with Special Reference
to Education, 1st ed. (New York: Columbia University Press for the National Bureau of Economic
Research).
6
Introduction
further endorsed by Yang (1998)27 that it is really a difficult choice that which education
is more appropriate either general or technical/vocational as both of the educations are
significant. A school of thought also considers technical and vocational education as
simply the wastage of the resources and advocates the general education. It may be
suitable for such social-economic structures which rely mostly on general education and
training and the job requirements do not require any specific skills. For instance some
economies depend on tourism (service sector) and do not require specialized persons for
their growth. A number of social scientists had opposed the technical and vocational
education like: Foster (1965)28 regarded the vocational school system as myth and called
it ―vocational school fallacy.‖ The same was advocated by Mark Blaug (1973)29 and
argued that vocationalisation cannot be a solution for educated unemployment and this
type of education cannot assist the aspects like: i) to generate students for specific
occupations, ii) to reduce mismatches between learning and the labor market. On social
front, Blaug also pleaded that vocational schooling may create a sense of low level of
class segment in society. However, the arguments in favor of technical and vocational
education are enormous. The immense industrialization of 19th century is a outcome of
the technical education which leads to the enormous industrial growth. Seybolt (1917)30
visualized the need of high skilled education for the development of industrial
technological advancement. Psacharopoulos (1987)31 considered vocational education as
the need of the future, and more countries will attempt to adjust their formal educational
systems in accordance the technical one. Jeroen Onstenk and Franck Blokhuis (2007)32
are of the view that there are two learning pathways, i) a school-based pathway and ii)
work-based pathway. Workplace learning is valuable for apprentices/students however
there are two main challenges: the quality of workplace learning (substance/contents,
guidance, assessment) and the quality and effectiveness of the relation between
workplace and school-based learning in order to make vocational education training more
practice oriented. Billett (1996)33 conducted research which shows that quality of
workplace learning is not assured due to the fact that the school based learning and
workplace is not compatible to address the apprehension of vocational and technical
education. McNabb (1997)34 was of the opinion that career and technical education must
27
Yang, Jin (1998) General or Vocational? The Tough Choice in the Chinese Education Policy,
International journal of Educational Development 18 (4) (July): 289-304
28
Foster, P.J. (1965) The Vocational School Fallacy in Development Planning. In: Anderson and
Bowman (eds.), pp. 142-66.
29
Blaug, M. (1973) Education and the Employment Problem in Developing Countries. Geneva:
International Labor Office, p. 22
30
Seybolt, R. F. (1917), Apprenticeship and apprenticeship education in colonial New England and New
York. New York: Teachers College Press.
31
Psacharopoulos, G. and Loxley, W. (1985) Diversified Secondary Education and Develop-ment.
Baltimore: Johns Hopkins/ World Bank, p. 228
32
Jeroen Onstenk, Franck Blokhuis, (2007) "Apprenticeship in The Netherlands: connecting school- and
work-based learning", Education + Training, Vol. 49 Iss: 6, pp.489 - 499
33
Billett, S. "Towards a Model of Workplace Learning: The Learning Curriculum." Studies in continuing
education 18, no. 1 (1996): 43-58.
34
McNabb, J. G. (1997), ―Key affective behaviors of students as identified by a select group of secondary
school teachers using the SCANS categories‖, Journal of Industrial Teacher Education [On-line serial],
34(4).
7
Introduction
meet its obligations to all stakeholders which include: society, education community,
business, industry and student/trainees. All the efforts are to be undertaken to identify
employability and workplace skills and to transmit those skills to students. The precise
nature of these skills may be changed by adopting problem-solving and collaborative
approach instead of traditional one which is repetitive and manipulative tasks oriented.
In Pakistan the enrolment in technical & vocational education training (TEVT) has
increased about 1.66 percent of the total education and during the last decade which is yet
very low compared to 10 per cent in the world, 18 per cent in developed countries, 8 per
cent in developing countries and 2 per cent in South Asia (NEP, 2009)35.
In Pakistan the role of the government is prominent in technical and vocational education
system right from the policy level to the implementation stage i.e. the governing
structure. The Government has taken several major initiatives to bring about structural
reforms in the education sector with a special focus on TEVT which includes:
promulgation of national training ordinance 1980 amended 2002, national vocational &
technical education commission ordinance, 2005, five years plans since 1951(ten in nos),
5 education policies (1972, 1979, 1992, 1998 and 2009). The aim of these initiatives is to
improve the teaching quality, learning environment, building capacity of education
managers and administrators, teachers, construction of intuitions and infrastructure etc
and to improve the whole governing structure of TEVT.
There are lot of flaws and gaps in these efforts which require a radical policy strategy
action plan to address in order to meet the rapid growing global competitive environment.
Therefore this research will study the technical and vocational education training system
of Pakistan and its effectiveness with reference to the government policies: past and
present plans and strategies, program and regulatory framework with special focus on the
governance aspects, i.e. performance, implementation and outcomes in a transparent and
equitable manner. This will facilitate in identifying the functioning/malfunctioning
aspects.
1.7 Preliminary aspects considered for the research

The two main broader areas of education i.e. general and technical are vital in learning
process and thus become tools for the utilizing human capital in socio-economic growth
of the country. The society can progress well when a comprehensive and balanced
education system is practiced particularly in the context of the countries of developing
economies. Historically it is debated that which type of education fits to a society. Jobs
for the present and the future demand higher levels of competencies and skills. The skills
and talent of the workforce provide a competitive edge for the individual(s) as well as
entrepreneurs in an ever-changing working environment. Due to the technological
advancements, radical changes have been observed in the production processes, methods
and techniques adopted in the industries. Consequently, the demands for the skills have
also changed. Modern technology requires specified educated and skilled human resource
instead of skilled manpower based on experience from generation to generation of
education. Technical and vocational education can produce exactly the kind of work
force required in various technical jobs. For a country to acquire its position in the
35
UNESCO, 2006: Education for all: Literacy for life. Paris: UNESCO.
8
Introduction
national and international market it should possess highly skilled labor force. The
respective economies of the countries have to improve its competitiveness by making the
labor force more technically skilled hence productive which can only be possible by
imparting technical and vocational education and skills through effective and efficient
system.
The interest in pursuing the area of the research study is the technical education and
vocational training (TEVT) in Pakistan‘s perspective with particular focus to its delivery
system. The study took in to the account policies, plans, strategies and efforts undertaken
in the past and at present in TEVT sector and investigated the factors facilitating or
impeding/malfunctioning of TEVT system in the country. The area of study was chosen
due to the fact that in Pakistan the policies, plans as well as institutions fail to produce
tangible output as it was targeted due to the fact that they lack in contextual relevance and
do not have the capacity to deliver. This is also based on personal experience working in
various positions and involvement in public sector at various stages starting from policy
level to the delivery stage. It was primarily important to pursue the study as it was
motivated by the exposure to the efforts in other countries which has changed the
landscape of these nations in term of massive socio-economic development.
1.8 Sources of Data

An attempt is made to document the reliable, comparable and authentic primary and
secondary data to support the scope of the study which includes: books, research papers,
public reports, international agencies documents, educational policies, institute
documents, development plans, and studies of the task forces on the subject, study
groups, proceedings of the conferences, seminars, workshops etc. Further case study is
conducted of TEVT institution and the interviews and surveys are also conducted through
questionnaires and meetings.
1.9 Structure of the study and chapter outlines

This dissertation consists of six chapters. Chapter 1 reflects the basic research question to
be addressed in the study describes the current situation and need of the study in term of
its scope and significance. The parameters involved in the research have also been
discussed with relevant aspects. Chapter 2, the theoretical review comprises of literature
review. The theories of; learning, behavioristic, institutional, governance and institutional
have been highlighted. It deals with debate and arguments on various approached of
education and its technical and vocational aspects. Further role of various stakeholders
and functioning/malfunctioning of the institutions and related issues have also been
argued. Chapter 3 deals with the procedure adopted to conduct the study. The researcher
addressed the aspects of research design, conceptual framework, and theoretical
framework of the study on the basis of literature review. The methodology and research
instrument applied to address my research question. The historical perspective of research
methodology is applied with accepted literature of criticism, construction and
interpretation. The researcher tries to apply the historical fact, conclusions and analysis of
the data in the study of the problem. To apply the narrow down approach, Chapter 4
relates to specifically with the technical and vocational education with historic
perspective of various chronological phases which started from colonial period to the
present one. The system of TEVT discussed by undertaken eighteen polices /reports,
9
Introduction
laws/ordinances and eleven midterm five year plans of the country since 50s to 2011. The
framework under which the system is being delivered at various tiers is also discussed
and supplemented with required data. The Chapter-5 is the case study of the technical and
vocational institution which is an in-depth study of a particular institution. The researcher
applied the method to narrow down a very broad field of research into one easily
researchable topic. The researcher used to test theoretical models by using them in real
world situations and the research instruments was applied to collect valuable data.
Chapter-6, the Conclusion, ties up the thesis and makes recommendations based on the
salient issues emerged causing malfunctioning of TEVT system.
Box-1
The central argument is simply to determine the factors contributing in functioning or
malfunctioning of technical and vocational system in Pakistan. The argument
supported the importance of technical and vocational education through theories of
learning and development which supports the acquiring of knowledge through skills
and development through institutions. The parameter of the study has direct
relationship with the leading question of the study considering the fact discussed in
the literature of these aspects which has an important role in improving or
deteriorating the national human development ranking. The researcher concludes that
for an effective TEVT system, vibrant polices, legislations, programs and the role of
the institutions is essential. There seems an imbalance between various stakeholders
which can be overcome through rationalization and the way these instruments are
utilized is critical. The present TEVT system of the country is characterized by
resource scarcity, complexity of knowledge & skills and under utilizing the young
person in productive way. This is established fact that TEVT can help individual to
generate income and contributes to economic growth and social development of a
country by acquiring knowledge and skills.
10
Review of Literature for the Dissertation
Chapter-2: Review of Literature for the Dissertation

2.1 Introduction
A huge amount of published literature on organization/institutes is available which
speaks regarding different aspects such as its establishment, objectives and functions,
system of operation, finances, programs and projects, success stories due to perfect
functioning of the system and failure due to malfunctioning of the system etc. However it
is very difficult to comprehend this vast literature here. However an effort is made to
studying some of the material which is most likely fit to various aspects of this study and
helped out to furthermore the arguments. Various themes for the current research have
been developed in pursuance of the research objectives and the parameters of the study.
2.2 Education and Technical Skills

Education plays a critical role in the development process of any country and usually
comprises of: education & training, scientific research and skill development or it can be
regarded as the core aspect on which the whole foundation of socio-economic and
political structure of the nation depends. The five essential components for effective
education involve: quality education, curriculum and learning materials, educator training
support, policy and management of the systems and approaches for its delivery.
In education, the process of learning is studied by a number of social and behavioral
scientists as the same process is considered extremely complex. Like Skinner gave
Behavioristic theory36 which advocated that the process of learning involves four
elements: stimulus, response, reinforcement and repetition which can shape the behavior
(Fodor, Bever, & Garrett, 1975)37. If people receive no acknowledgement of their
behavior, they will likely change that behavior until they receive some kind of
reinforcement. The first major attempt to apply learning theory to educational technology
was Skinner‘s development of teaching machines. His idea was to develop curricula in
such a way so that a learner could learn without fault. Effective instruction can only bring
accurate responses. Skinner was critical of traditional teaching methods because these
cause errors in learning and can not reinforce behavior effectively. On his theory,
negative reinforcement (e.g. criticism, punishment) was to be avoided. Only positive
reinforcement is supported which must be in accordance with the specific schedules to
make sure effective learning. A curriculum is an important aspect for the effective
learning. Curriculum defined as the specific knowledge and skills that students learn
(ASCD 2005)38. This is what Dall‘Alba (2005)39 characterizes as the plan to address
epistemology, described as the theory of knowing. The quality of curriculum is regarded
36
Louis M. Smith (1999), quarterly review of comparative education (Paris, UNESCO: International
Bureau of Education), vol. XXIV, no. 3/4, 1994, p. 519-32.
37
Fodor, JA: Bever, TG: & Garrett, MF. (1975), The Psychology of Language: An Introduction to
Psycholinguistics and Generative Grammar. New York: McGraw-Hill, p 25.
38
ASCD (2005), For the success of each learner: 2004 Year in review, Association for Supervision and
Curriculum Development Annual Report
39
Dall‘Alba, G. (2005) Improving teaching: Enhancing ways of being university teachers, Higher
Education Research & Development, 24(4), 361-372).
11
as the focal aspect. Reid and Loxton (2004)40 agree that internationalization is a way of
thinking about curriculum and its quality. They suggest that globalization approach
should expand to focus on; teaching, research, quality of learning experiences and
applying curriculum as the main vehicle. The curriculum may have the flexibility to
change according to the demands of the market and technology. The curriculum design
also needs to accommodate varied learning styles and methodologies and creating interest
in the contents for the learners (Nulty, Vegh and Young 2002)41.
Anderson‘s theory42 of learning and cognition training systems monitors each interaction
between the learner and the learning environment and interprets each action of behavior
in relation to the learning goals being presented. The system is highly responsive to
learner actions and adapts their instructions to individual requirements considering the
learner‘s strengths and weaknesses. However the defined learning path has to be followed
and there is no possibility for any one has some preferred strategy, whereas Skinner‘s
theory represents learning as the formation of conditioned responses.
Skinner‘s school of thought is more acceptable which supports positive reinforcement
and discourages traditional teaching tools which are not user friendly. Further the role of
the learners or the trainees are vital as they are the main stakeholders in the whole process
of learning to contribute according to their skills and abilities learned through various
methods.
It is observed that numbers of academicians, policy makers, experts are of the view that
the knowledge of education must be equipped with skills and handiness to make people
productive. The Theory of Learning (Stromsforfer, 1972)43 refers to the technology of
vocational training encompasses the training organization, pedagogy, instructional
strategies, management and monitoring procedures. Further the human capital theory
considers human capital as a primary source of economic growth and labor product &
quality could be increased as a result of investment in human resources (Ramirez and
Boli-Bennett, 1982)44.
The constructive approach suggests that the teachers/trainer facilitate learning by
encouraging active inquiry, guiding learners to question their implicit assumptions, and
coaching them in the construction process while in the behavior list approach the
teacher/trainer disseminates select knowledge, measures learner‘s passive reception of
facts, and focuses on behavior control and task completion. A constructivist teacher is
more interested in uncovering meanings than in covering prescribed material.
A constructivist method for helping novices to acquire expertise is cognitive
apprenticeship. In cognitive apprenticeship, experts model the strategies and activities
needed to solve problems, and learners approximate doing the activity while articulating
40
Reid, A. and Loxton, J. (2004), Internationalisation as a Way of Thinking about Curriculum
Development and Quality. In: Rob Carmichael (Ed) Quality in a time of change. Proceedings of the
Australian Universities Quality Forum, Adelaide, 7th -9th July 2004, pp99 – 103.
41
Nulty, D., Vegh, V. and Young, J. (2002), Curriculum design innovation in flexible science teaching,
In: Proceedings of the Scholarly Inquiry in Flexible Science Teaching and Learning Symposium pp30-
51).
42
Anderson, J. R. (1989). The Transfer of Cognitive Skill. Cambridge, MA: Harvard University Press.
43
Mun C. Tsang, (1999) "The cost of vocational training", Education + Training, Vol. 41 Iss: 2, pp.79 - 97
44
Ramirez, F. and Boli-Bennett, J. (1982). Global patterns of educational institutionalization Altbach and
G. Kelly (eds) Comparative Education. New York: Macmillan, pp. 15-38
12
their thought processes. Experts/trainers coach the learners with appropriate scaffolds
(physical aids and supporting materials), gradually decreasing assistance as, through
continued practice: learners internalize the process by constructing their own knowledge
base and understanding (Farmer, Buckmaster, and LeGrand 1992)45. Research confirms
that the focus in teaching and learning should be on the individual's active construction of
knowledge (Stevenson 1994, p. 29)46. The essential role of vocational education is to
facilitate construction of knowledge through experiential, contextual, and social methods
in real-world environments (1997, p. 27)47. Lillis, Hogan (1983)48 and Grubb (1985)49
regarded vocational education as the solution to an enrolment problem of the public
education policies. Chung (1995)50 reported that the 12 studies showing higher returns to
vocational education than to general secondary education and ten studies otherwise: and
five studies that give no clear results.
Considering the above theories and deliberations whether focusing the educator, learner
or the environment under which the value addition of knowledge and skill is undertaken
supports the technical and vocational education. The environment may be referred to
policy framework, legal coverage, institutional capacity and management of the resources
for such learning. TEVT could play an important role to the present and future workforce
by lowering manning requirements through better utilization of workforce expertise. This
productive workforce can become the main contributing factor in the economic
development. The economic development is related to the market demand of particular
trade or skill(s) which are acquired through the level of competency. The productivity has
become the focal aspect due to the recent massive industrial development and
technological innovation. Therefore at multiple level of the education system the
technical and vocational education & training (TEVT) may be imparted through a
participation and responsive approach with an effective institutional framework.
2.3 Institution
Institutional theory explains the effect of organization behavior, structure, interaction
among office holders, norms, rules and procedures, strategies and philosophies on
policymaking process. The institution framework is based on the concepts of universality
to all and includes legitimate framework being assigned to a policy by the government
institution, government policies are legal obligations and the deviation from the policy
result into malfunctioning or legal consequences. Hence it is philosophy of governance
that state should be fair with its programs. It has to account far as to why some segments
of the society are better off due to some policy decisions and the answer rests in the
45
Farmer, J. A., Jr.: Buckmaster, A.: and LeGrand, B. "Cognitive Apprenticeship." New directions in
adult and continuing education no. 55 (Fall 1992): 41-49. (EJ 456 732)
46
Stevenson, J., ed. Cognition at Work: The development of vocational expertise. Leabrook, Australia:
National Centre for Vocational Education Research, 1994. (ED 380 542)
47
Lynch, R. L. Designing vocational and technical teacher education for the 21st century. Columbus:
ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997.
48
Lillis, K. and Hogan, D. (1983) Dilemmas of Diversification.
49
Grubb, W.N. (1985) The Convergence of Educational System and the Role of Vocationalism.
Comparative Education Review 29 (4): 526-548.
50
Chung, Yue-Ping (1995) Returns to Vocational Education in Developing Nations, In: Carnoy, M. (ed.)
International Encyclopedia of Economics of Education. Oxford: Pergamon, pp. 175-81
13
structural and behavior interaction, within and outside of the organization and rules and
procedures under which the institutions operates.
The foremost stakeholder for knowledge & skills are the institution(s) which is/are
responsible for the disseminating such know-how under the specific governing structure
to the unskilled or partially skilled labor force. Nabli (1989)51 referred the concept given
by the World Bank and defines institutions as ―sets of formal and informal rules
governing the actions of individuals and organizations and the interactions of participants
in the development process‖. This is to be clarified that the term institution broadly refers
to the governmental and non-governmental social systems and their underlying values,
rules, norms of behavior and traditions that govern social relations and among one of the
most important institutions in a society is the government. The government through its
legislative, executive, and judicial structures lay down the formal rules/procedures and
implement through various coercive systems to create harmony in society. It is further to
mention that World Bank realized the fact since 1980s that the major obstacle to
development is not only the absence of technology or lack of resources but the
unresponsiveness of administrative systems and weak institutions. According to
North(1989)52, for some scholars the institutions are rules, enforcement characteristics of
rules, and norms of behavior that develop human interaction and for others they are
simply a set of constraints, which governs the behavioral relations among individuals or
groups. Joyce & Voytek (1996)53 advocated that the technical and vocational institutions
must have the capacity of producing skilled workers in relation to market requirements.
The skills have to be compatible with the market by considering new horizons and
absorbing the new emerging changes for the development of society. Doolittle (1999)54
agreed that rethinking is very much required to determine the policies, institutional
structure and deliver the content of technical education for workforce preparation in the
future. The valuable functioning of the technical and vocational education institutions
requires that their process of producing productive human resources is competitive and in
accordance with the market demand and work in close liaison with the industry. Hence
there exists a direct relationship between the function of the institutions with regards to
affectivity, efficiency and productivity. Joost (2008)55 emphasizes the institutional
approach for analyzing the reasons for unsustainable development and advocated that the
institutional analysis process helps to identify the problems and build a theoretical
framework for policy making and basic changes required. The quality of the institutions
51
Nabli, M.K. and Nugent, J.B. (1989), ―The new institutional economics and its applicability to
development‖, World Development, Vol. 17 No. 9.
52
North, D.C. (1989), ―Institutions and economic growth: a historical introduction‖, World Development,
Vol. 17 No. 9.
53
Joyce & Voytek. (1996), Navigating the new workplace, Vocational Education Journal, 71(5), pp. 30-
32.
54
Peter E. Doolittle & William G. Camp, 1999, ―Constructivism: The Career and Technical Education
Perspective‖ Journal of Vocational and Technical Education (JVTE), Volume 16, Number 1.
55
Joost (2008), An institutional capital approach to sustainable development Joost Platje, Faculty of
Economics, Opole University, Opole, Poland, Management of Environmental Quality: An International
Journal Vol. 19 No. 2, 2008, pp. 222-233
14
in Pakistan always remains a challenge and studies have shown that the structure and
quality of the institutions are obsolete, ineffective and inefficient (Almas, 2003)56.
Considering the above thoughts, the institutions represent infrastructure, resources,
interpretation and reflect the translation of legal language in to operational procedures
and application represents the activity of actual delivery of services with enforcement
techniques. This is highly imperative that the institutions can play a key role in the
process of socio-economic development through effective planning and implementation
process to ensure long-term sustainability of development projects/programs. Further the
role of the government in these institutions is central and focal to provide public services
and designs the rules, regulations and standards. Conducive social policies with best
practices are very much required for the institutional development process. The
institutional capital may be regarded as institutional governance to create the structures to
enforce the rules of the game to be effective in reducing uncertainty and encouraging
adaptive efficiency. The capacity of the institutions can only be capitalized when a well
defined governance structure is practiced with a participating approach. In the following
lines some material is being presented on the important factor of ‗governance‘.
2.4 Governance
Chris (2007)57 refers two theories of governance: Stakeholder and Stewardship and stated
the utility and importance of neo-institutional theory while analyzing the social enterprise
of governance. The Stakeholder theory presents moral justification for the management
of different groups who affect or are affected by an organization and these groups
priorities their needs but the criteria of prioritization is debatable. Stewardship focuses
gave importance to non-economic factors like trust to attain maximum social benefit. The
philosophy this view is that managers are not only motivated by self-serving interests and
pro-organizational aspects. The institutional theory gave the variety of justification and
explanation that makes organizations distinct like ethical values. However the legitimacy
for such organizations is vital as it may account far the nature and development of
governance arrangements that they adopt to guarantee the legitimacy.
Governance broadly conceived as institutions, rules and political processes and thus plays
a central role in fostering human security. Governance has to promote human
development and is not just a pro-people/people center for it has to be owned and
participated by the people.
Coase (1960)58 advocated the inter-linkage of institutions, good governance and
sustainable development. This means that the institutions play a crucial role in
development because they determine the costs of exchange and production through
facilitation of smooth human relations and reduce uncertainties by providing both formal
and informal rules and leads to promote social relations and behaviors. Blunt (1995)59
56
Almas, Z. H. 2003. Export Diversification and Sustainable Growth. Daily DAWN. Newspaper,
November 17, 2003
57
Chris (2007), From stakeholders to institutions: the changing face of social enterprise governance
theory, Chris Mason, James Kirkbride, David Bryde, Liverpool Business School, , Liverpool John
Moores University, Liverpool, UK, Management Decision, Vol. 45 No. 2, 2007, pp. 284-301
58
Coase, R. (1960), ―The problem of social cost‖, Journal of Law and Economics, Vol. 3, pp. 1-44.
59
Blunt, P. (1995). 'Cultural Relativism, Good Governance and Sustainable Human Development', Public
Administration and Development, Vol. 15, pp. 5-7.
15
pointed out number of requisites for good governance including political legitimacy,
accountability, freedom of association and participation, legal and transparent framework,
rule of law, freedom of information and expression, sound and competent administration,
open institutions, vibrant civil society and respect for human rights. In 1996, Rhodes60
refers that the governance has to do with self-organizing inter-organizational networks
that substitute and complement the functions of hierarchies (i.e. bureaucracies) and
markets or co-exist with them.
Doornbos (2003)61 points out that for a long time the word ―governance‖ was not clearly
defined in dictionary as usually it refers to some corporate bodies for the boards of
governors related to administration and having less focus on management. He further
pointed out that the concept of good governance was developed for referring to the way
in which; countries, provinces, cities and institutions are being governed.
Najem (2003)62 gave a broad view of good governance including policies for free
economy and conducive environment for market growth, transparency in decision
making for socio-economic economic uplift, encouragement to civil society and concrete
measures to address global challenges like; education, health and the environment. Arie
Halachmi (2005)63 distinguished between governing and governance and referred that
governing has to do with control, while governance is related with steering. The
governing is state-centered while governance assumes a polycentric (or at least a
decentralized) institutional structure with the government apparatus as only one of
several actors. Roy and Tisdell (2008)64 considered that the possibility for good
governance depends on institutional structures and the economic resources available for
ensuring governance and the centralized governance structures are inefficient and
unproductive. It was further argued that the decentralized governance structure reduces
the need for co-ordination as the centralized structure transfers the functions to lower
tiers of government which it cannot handle effectively. In this perspective the
decentralization has taken three structure: i) ―de-concentration‖ referring to transferring
resources and decision making from headquarters to the lower level, (ii) ―devolution‖
referring to devolution of resources and power to autonomous units of government and
iii) ―delegation‖ meaning delegation of resources and power to organizations outside the
traditional bureaucratic structures.
60
Rhodes, R.A.W. (1996), ―The new governance: governing without government‖, Political Studies, Vol.
44 No. 3, pp. 652-67
61
Doornbos, M. (2003), ―Good governance: the metamorphosis of a policy metaphor‖, Journal of
International Affairs, Vol. 57 No. 1, pp. 3-18.
62
Najem, T.P. (2003). 'Good Governance--the definition and application of the concept' in Najem T.P and
Hetherington, M. (eds) Good Governance in the Middle East Oil Monarchies, Routledge Curzon
63
Arie Halachmi (2005), ―Governance and risk management: challenges and public productivity‖,
International Journal of Public Sector Management (IJPSM) Vol. 18 No. 4, 2005. pp. 300-317,
Zhongshan University, Zhongshan, China and Tennessee State University, Nashville, Tennessee, USA,
64
K.C. Roy and C.A. Tisdell (2008), Good governance in sustainable development: the impact of
institutions, International Journal of Social Economics, 25,6/7/8, The University of Queensland,
Brisbane, Australia.
16
Bo Rothstein and Jan Teorell (2008)65 while discussing the quality of governance
considered effectiveness and efficiency as the most important aspects of the governance.
They were of the view that it would be indeed a weird to argue that a government that is
inefficient or ineffective can have a high quality of governance (QoG). Shah (2005)66
considered that two features of government performance were responsiveness (whether
the public manager is doing the right things—i.e., delivering services consistent with
citizen preferences) and efficiency (whether the public manager is doing them right—i.e.,
providing services of a given quality in the least-cost manner). Similarly, La Porta et al.
(1999)67 consider efficiency and effective spending as essential indicators to observe
QoG.
These examples suggest that there are actually (at least) two dimensions of state capacity:
i) the degree of successful policy implementation—effectiveness—and ii) the amount of
government output delivered relative to input—efficiency.
Esade and Francisco Longo (2008)68 stated that the research agenda for quality of
governance (QoG) should just focus on identifying those factors that consistently produce
satisfactory results in different institutional environments. QoG requires the application
of a range of criteria which includes: (a) extent to which policies are persistent, (b)
adaptability of the policies in accordance with the circumstantial changes, (c) degree of
coherence and coordination of policies and actions among the actors who participate in
their design and implementation, (d) quality of implementation and enforcement, (e)
degree to which policies pursue the best public interest, and (f) the extent of efficiency
that which policies reveal an allocation of limited resources that ensures maximum
returns. Rothstein and Teorell (2008)69 use the expression quality of government as a
synonym of good governance in their article. In their view and in view of various authors
there is consensus (Aguilar 200670: Kettl 200271: Kooiman 200372: Loeffler 200373:
65
Bo Rothstein and Jan Teorell (2008), ―What Is Quality of Government? A Theory of Impartial
Government Institutions‖, An International Journal of Policy, Administration, and Institutions, Vol. 21,
No. 2, April 2008 (pp. 165–190), Lund University.
66
Shah, Anwar. 2005. ―Overview.‖ In Public Services Delivery, ed. Anwar Shah.Washington, DC: The
World Bank.
67
La Porta, Rafael, Florencio Lopez-de-Silanes, Andrei Shleifer, and Robert Vishny. 1999. ―The Quality
of Government.‖ Journal of Law, Economics and Organization 15 (1): 222–279.
68
Esade and Francisco Longo (2008), ―Quality of Governance: Impartiality Is Not Enough‖, An
International Journal of Policy, Administration, and Institutions, Vol. 21, No. 2, April 2008 (pp. 191–
196), Ramon Llull University.
69
Rothstein, Bo, and Jan Teorell. 2008. ―What Is Quality of Government? A Theory of Impartial
Government Institutions.‖ Governance 21 (2): 165–190.
70
Aguilar, Luis F. 2006, Governance and Public Management. Mexico: Fondo de Cultura Economica,
Institute of Public Governance and Management, ISBN 978-968-16-8133-3
71
Kettl, Donald F. 2002. The Transformation of Governance. Public Administration for Twenty First
Century America. Baltimore, MD: Johns Hopkins University Press, pp 204
72
Kooiman, Jan. 2003. Governing as Governance. International Public Management Journal, Vol 7, No 3,
pp 429: 442, UK.
73
Loeffler, Elke. 2003, ed. Tony Bovaird and Elke Loeffler, Public Management and Governance, Pub:
Routledge, Londn, ISBN 0-203-63421-7.
17
Mayntz 199874) that current governance is characterized by the relational nature of the
public sphere in dealing with emerging issues (Clarke and Stewart 1997), which require
effective governmental collaboration and coordination.
Jan Kooiman (1996)75 gave three theories on governance under various concepts as
follows: i) for the World Bank and the developmental literature, the governance concept
is the essence of enlightening its traditional technical capacity-building scope to a base in
which there is room for civil society and its participation, ii) the second concept is that
using governance to develop an extensive theory of social-political interaction, the basic
argument is that since modern societies are diverse, dynamic and complex, the problems
associated with those societies have peculiar characteristics and their solutions. The
traditional problem solving approaches ignore the diversity and can not cope up with
dynamics and complexity and iii) governance serves as a comprehensive concept in the
development of problem-oriented Public Service Management (PSM) theories that are
open-minded with respect to inclusion of pluralistic societal forces.
The international donor agencies consider governance in context with good governance.
According to World Bank (2008)76, it refers to the way through which the power is
exercised in the management of the country‘s scare socio-economic resources and
identified three distinct aspects of governance: (i) the form of political regime: (ii) the
process and methods by which authority is exercised and (iii) the capacity of
governments to design, formulate, and implement policies and perform functions. The
bank viewed governance more broadly and asserted nature for Good governance is
characterized by predictable, open, enlightened and transparent policymaking through
specialized bureaucracy. The executive of government must be accountable for its actions
and a strong civil society has to participate in public matters under the umbrella of the
rule of law. The bank has promoted the mechanisms of decentralized decision making
and private sector participation for achievement of greater efficiency, transparency and
accountability in the delivery of social and infrastructural services. ―Voice‖ refers to the
willingness and ability of the citizens of a society to exert pressure on public service
regulators and providers to perform/deliver social services effectively (Paul, 1991)77.
Promoting decentralized and participating decision making through the ―voice‖
mechanism allows local communities, civil society and the poor to contribute in decision
making process. Examples include involvement of local communities and participation of
parents in governance of schools.
According to United Nations Development Programme (UNDP) good governance is
considered in terms to apply political-economic and executive authority in order to deal
with the helm of affairs of the country at multiple levels. It consists of a framework of
74
Mayntz, Renate. 1998. New Challenges to Governance Theory. European University, Institute, The
Robert Schuman Centre. Florence-Jean Monnet Chair Papers, no.50.
75
Jan Kooiman (1996), ―Research and theory about new public services management Review and agenda
for the future‖, International Journal of Public Sector Management, Vol. 9 No. 5/6 1996, pp. 7-22,
Erasmus University, Rotterdam.
76
Public sector governance reform: the World Bank‘s framework Praveen Kulshreshtha, Department of
Humanities and Social Sciences, Indian Institute of Technology Roorkee, Roorkee, India, International
Journal of Public Sector Management Vol. 21 No. 5, 2008 pp. 556-567
77
Paul, S. (1991), ―Strengthening public service accountability: a conceptual framework‖, Discussion
Paper No. 136, The World Bank, Washington, DC. p. vii
18
practices, methods and institutions and through which various segments of the society
express their interests, work out their lawful rights, meet their responsibility, and
communicate their divergence. Similarly organization for Economic Cooperation and
Development (OECD) gave the idea of governance and regarded it as to apply the
political influence and authority to the society and resource management for the socio-
economic development. The commission on global governance illustrated the concept of
governance that it is the sum of the many ways individuals and institutions, public and
private, manage their common affairs. It is a continuing process through which
conflicting or diverse interests may be accommodated and cooperative action may be
taken. It includes formal institutions and regimes empowered to enforce compliance, as
well as informal arrangements that people and institutions either have agreed to or
perceive to be in their interest. The aspect of good governance has become so immense
that even the Secretary Gen United Nations considers it as the single most important
factor for eradicating poverty and promoting development. In order to give a global legal
framework all head of the states of the member countries including Pakistan agreed to
provide good governance at all levels for sustainable development, sustained economic
growth and poverty eradication under UN Millennium Declaration.
The challenges of governance in the South Asia region are paramount and ―good
governance‖ is considered to be vital to improve public services and addressing the
citizen‘s needs. India, Pakistan and Bangladesh constituted about 95% of total south Asia
population and were liberated in 1947 from British rule. People‘s Perception Survey
(2005)78 conducted for south Asian countries (India, Pakistan, Sri Lanka and Bangladesh)
reveals that the South Asians are well aware of the institutional failures of the state and
the governance issues which have caused serious deterioration in the region. This was
revealed that the corruption in the state institutions has increased over the last five years
and primarily due to lack of accountability and transparency in public offices and citizens
feels them insecure in socio-economic and political areas. In the absence of equitable and
just distribution of resources due to ethnicity, caste and religion leads to discrimination
among the fellow citizens. The illiteracy rate in South Asia is two and a half times the
rate in the rest of the developing world. The proportion of malnourished children under
five is almost three times as high and access to health facilities one and a half times as
low. The majority of south Asians demand that education should be the top priority for
the government budget.
After partition in 1947 Pakistan being the developing country is striving in the phase of
development process in various areas for achieving the desired social development
indicators. There is an increase in poverty in the country and according to Asian
Development Bank (2009) 79 about 1/3rd of the population of the country is living below
poverty line which is alarming figures. United Nations University (2001)80 conducted
world governance assessment survey for 16 developing countries and Pakistan was rated
as one of the lowest governance country by obtaining a score of 65 at scale of 100 and
one of the main parameter of the survey was deteriorating socioeconomic indicators.
78
People‘s Perceptions Survey 2005, Human Security in South Asia, MHHDC Monograph Series,
Mahbub ul Haq Human Development Centre. pp 164
79
Asian Development Annual Report, 2009
80
Survey conducted by United Nations University, Tokyo, 2001.
19
By late 1990s many international development and donor agencies in Pakistan have
shifted their emphasis from supporting service delivery programmes focus building state
institutions and improving governance in Pakistan. The governance programs focuses on
building the capacity of the public institutions and programs which may enhance their
achievements to desired Millennium Development Goals (MDG‘s). MDG of the United
Nations for Pakistan comprises of the enrolment of all children in primary school and
eradicate disparities at all levels of education by 2015. It was also recognized that
successful reform in Pakistan depends primarily on a country‘s institutional and political
policies (World Bank yearly Report 1998)81.
According to UNDP, the governance assistance in Pakistan required three interventions:
(a) devolution (b) strengthening institutions, and (c) enhancing socio-economic
development. Strong, credible and effective governing institutions those have the
ownership of the society posses the capability to deliver in accordance their mandate are
essential pursue sustainable socio-economic development. Asian Development Bank
(ADB) is of the view that the second-generation governance reform of Pakistan is in
progress and there is an urgent requirement to intensify the present reforms and broaden
their scale. This includes strengthening fiscal management at all the tiers of the
government, improving the obligatory social services and creating conducive
environment for private sector development through competitiveness. ADB also
mentioned that there is no central point for rational policy planning for the TEVT sector
and malfunctioning of the institutions can impede development progress and their level of
the effectiveness can be determined through their formal laws, policies, and rules under
which they function (ADB, 2003)82.
Malik (2006)83 referred various reports of the World Bank and conducted an analysis and
compared Pakistan with other countries of similar Gross Domestic Product (GDP) level,
it has 42 % lower health spending per capita, 27 percent more infant deaths per thousands
and 24 percent lower rate of literacy in adult population which is primarily due to bad
governance. The same was further confirmed by Mansoor (2008)84 that the governance in
Pakistan deteriorated to the lowest ebb in 2007 than a decade ago and lower than India
and China and in some cases even below Bangladesh.
Sania(2008)85 undermining the poor governance due to inability of government(s),
therefore to reform the government functioning, one must address issues of governance at
first instance and evaluation and assessment has to be the backbone of such efforts. The
attributes of governance which need measurement and tracking overtime involves
impartial assessment and mechanism tools to be developed on priority and commitment
for a long-term systemic governance reforms essential for the social sector.
Pakistan‘s education policy highlighted that the problem of a fragmented structure of
governance in the education sector has plagued the technical and vocational sector of the
country and many institutions and jurisdictions are involved in governance of this area of
81
The World Bank report, 1998, p. 52-53.
82
Asian Development Bank (ADB) Annual Report 2003, Pub. Date: 2004, Chapter of ―The Role of
Institutions in Inclusive Development‖.
83
Javed Ahmed Malik, In Search of a Model for Pakistan: Governance and Development UNDP HDRs
various issues and WB report 2002.
84
Mansoor Ahmad, The daily News, 25/6/2008
85
Dr Sania Nishtar http://www.thenews.com.pk/daily_detail.asp?id=127784
20
education without a clear demarcation of their respective roles and responsibilities

(National Education Policy, 2009)86. The analysis of a study conducted by Naved
(2005)87 suggested that although globalization has changed the landscape of the world but
the entire benefits of globalization in terms of improved social indicators have not been
realized in Pakistan because of bad governance primarily due to inefficient governing
structure and mechanism. Amjad (2005)88 stated that although the government is
modifying, improving and expanding the education system in the country but still the
country remained in a low-level skills trap and if it has to move into the knowledge based
economy (KBE), then it must break out of this trap by equipping the human resource with
better skills.
Considering these various points of views and knowledge and experience, it is a fact that
Pakistan has huge resources like water, land and human, the country is still facing serious
challenges in socio-economic fabric of the society. At present there is a huge gap for an
action research on the problems & issues like: transparency, weak institutions, access to
justice, effectiveness, openness, responsiveness, accountability, poverty, human resource
development, rule of law, population, inadequate infrastructure, extremism & terrorism,
refugees, acceptance of diversity and pluralism and above voice of real stakeholders in
the decision making process. These aspects lead to the malfunctioning of the institutions
and causes poor governance. These broad concepts encompasses the role of public
authorities in establishing the environment in which social and economic operators
function and in determining the distribution of benefits as well as the nature of the
relationship between the ruler and the ruled. It seems that consensus exists among aid
agencies, international financial institutions, academics, government leaders, non-
governmental organizations and civil society groups that the good governance is a key
factor to achieve sustainable development.
2.5 Public Polices and Plans

Thomas (2005)89 defined policy as law or a regulation. The system theory literature on
the policy implementation allow analyst to visualize the conventional public
administrative process in organizational perspective. It is capable to introduce new
thinking, outside the box in terms of; new legislative techniques, administrative
directions and effective utilization of emerging technologies. The theory addresses the
issues of implementation practice and studies the policy output of managerial agencies
and consequent outcome of the decision in relation with the original policy objectives
(Chand, 2010)90. In addition, the system theory also provides understanding a feedback in
legislative decision and formulation opportunities and contributing factors for non
compliance included: vague monitoring programs and ineffective control (Mazanian and
86
National Education Policy, Ministry of Education, Govt of Pakistan, 2009.
87
Naved Ahmad, Institute of Business Administration, (IBA) Governance, Globalization, and Human
Development in Pakistan, The Pakistan Development Review, 44 : 4 Part II (Winter 2005) pp. 585–594
88
Amjad, Rashid (2005) Sills and Competitiveness: Can Pakistan Break Out of the Low-Level Skills
Trap? The Pakistan Development Review 44:4.
89
Thomas A Brikland, An introduction to policy process: Theories, concepts and model of public
policymaking, 2nd Ed., 2005, ME Shaoe, p.18.
90
Bashir Chand, Public Policy conceptual framework, p. 78, ISBN: 978-969-9468-00-1, 2010
21
Sabatier, 1989)91. Peters (1999)92 gave some thoughts and elaborated the public policy as
the sum of government actions whether directly or through representatives to influence
on the livelihood of society. Another interpretation made by Clark (1999)93 described the
policy as the outcome of the efforts of government that who acquire what.
According to UNESCO (2001)94, the policy should be devise and technical and
vocational education govern in support of the objectives adopted for the educational
process as well as for national and regional socio-economic requirements of the present
and the future within legislative and financial framework. Policy should be directed to
both the structural and the qualitative improvement of technical and vocational education.
After policy the stage comes of the planning which is also quite critical as it materialized
the policy. Good(1973)95 regarded the policy development as the function of a person or
legal entity with the authority and delegates the responsibility for the development of
policies and these polices has to be organized to form planning. Chandrasekrana (1994)96
argued that the planning is the foresight in shaping the policies by taking in to account the
real socio-economic aspects of a particular national system. The process involves setting
the decisions for the targeted goals and objectives. Nwankwo (1981)97 defined planning
as a progression that reflects the way in which people performing through structured
entities which make efforts to resolve the issues in accordance with the objectives
utilizing existing resources through the best means. According to Zaki (1988)98 the
planning comprises of three elements: i) formulation of policy & determination of
objectives, ii) taking such actions to achieve objectives and above all iii) optimal and
effective use of limited resources. Ghaffor (1987)99 explained principle for the effective
planning is to reduces (if not eliminate) the wastages of the resources. Similarly,
Nwankwo (1981)100 also described the education planning as a continuous development
of the information from empirical base to provide reliable and authenticated information
for an effective education system to the decision makers to achieve the earmarked goals.
Thomas (2005)101 emphasized the need of sufficient availability of the resources for the
implementations of polices effectively and theses resources includes: money, manpower,
energy and technology. For effective implementation two approaches emerges either top-
bottom or bottom-up. The first approach helps to understand implementation process
91
Daniel A. Mazanian and Paul A. Sabatier, Implementation and Public Policy, 1989, University Press of
America, p. 16.
92
B.Gay Peters, American public policy, Promise and performance, Chatham house, Chappaqua, New
York, 1999.
93
Clark E. Cochran, American Public Policy: An introduction 6 th Ed,. St. Martin Press, New Yourk, 1999.
94
Technical and vocational education for 21st century, UNESCO Recommendation, Section for Technical
and Vocational Education pp-13-14, Paris, 2001
95
Good, C.V, 1973, Dictionary of Education, McGraw Hill Book Company, New York, USA, pp.371,
428
96
Chandrasekrana, 1994, Education Planning & Management, Sterling Publishers, New Delhi, pp.1-10.
97
Nwankwo, J.I. 1981, Educational Planning, Theory & Methods (Nigeria), Izhar Sons, Lahore. P.1-2
98
Zaki, W.M, 1988, Educational Planning, National Book Foundation, Islamabad, pp. 16, 27
99
Ghafoor, A. 1987, Guidelines for Educational Planning & Management, Academy of Educational
Planning and Management, Islamabad, p.23
100
Nwankwo, J. I. (1981). Educational planning theory and methods, Nigeria Lahore: Izhar sons.
101
Thomas R. Dye, Understanding Public Policy, 2005, Prentic Hall, New Jersey, p.53.
22
keeping an eye on goals and strategies adopted in the statue and in the later one the
implementation should start from the bottom (grass root level) of the chain and move
upwards(2005)102. Most of the policies lead to failure due to the fact that conflict of
interest between policy objectives and implementing agencies. The bottom-up approach
can deviate for conformity to accommodate prevailing norms, motivations and rewards
within a community. In contrast, top-down approach makes sure to comply-with and do
not has flexibility to accommodate the consensus or to reach some compromise (1996)103.
David (1965)104 was of the view that the legal statements and actions of policymakers,
plus the implementation process reveal the actual policy of the time. Danial and
Paul(1989)105 were of the view that with all actions and policy incentives there is no
guarantee that the fundamental change in people‘s life will occur at least, an American
experience. The same was also endorsed by Brian and Lewis (1999)106 who shared the
experience of UK, in 1960‘s the most of the governmental sponsored socio-economic
programs ended up in disappointment due to the failure in implementation. In early
1970‘s it started developing up in the academia world dealing with pre and post
implementation process and phases, policy analysts concluded gap in implementation
aspect. If the policy is regarded as failure than what has learned and questions arises
whether this experience able to explain what happened and why (Dunsire, 1978)107. This
leads to the question of whether the policy is implemented and if the policy was
implemented then was the policy implemented whole-heartedly or with some gaps. The
implementation revolves around the activities including resources allocations,
infrastructure development to carry out enacted policies. Bennell and Segerstrom
(1998)108 stated that the frequent change of policies and priorities of the organizations
like the World Bank in case of vocational education have caused considerable confusion
among the developing countries on the view of investing in TEVT.
Regardless of the variation of the definition and concept of public policy as discussed
above, it is thought that any policy including governmental actions, regulation, rule, law
or discourse affect the life of citizens. The policy is used as tools to find a solution to a
problem of public interest or change the undesired and unacceptable conditions perceived
by the public. It might be through the intervention of governmental action or non-action
but still it is public policy. The policy planning can be effective through a national body
responsible for coordinating planning in technical and vocational education based on
analysis of statistical data and projections to facilitate complimentarily between
educational policy planning and employment policy and facilitates the implementation
102
Thosmas A. Birkland, AN introduction to Policy Process: Theories, Concepts, Nodlesl of Public Policy
making, 2nd Ed, 2005, ME Sharpe, New York, p 182.
103
Rene Torenviled, ‗Poltical Control of Implementation Agencies‖ Policy Science 8, No. 1, 1996, p. 25-
57.
104
David Easton, A. System Analysis of political Life, 1965, Wiley Publication, New York.
105
Daniel A. Mamanian and Paul A Sabatier, Implementation and Public policy University Press
American, 1989, p.1-5.
106
Brian W. Hogwood, Lewis A. Gunn, Policy Analysis, Oxford University Press, 1999, p.13-19
107
A. Dunsire, Implementation in Bureaucracy, 1978, Oxford, Mortin Robertson.
108
Bennell, Paul and Sergerstrom, J. (1998) Vocational Education and Training in Developing Countries:
Has the World Bank Got it Right? International Journal of Educational Development 18 (4) (July): 271-
87.
23
stage. The implementation phase which is closely related with the governance reflects the
execution to achieve an outcome of specific policy, might expands the definition of
public policy from ―who gets what and why‖ to ―how‖, which is an ongoing mechanism
to deliver services. It has been observed that public expect that government‘s intervention
can be at any level (federal, provincial or local level) depending on the social change
required. The implementation which is regarded as delivery aspect is a continuation of
policy process and helps to understand the effect of policy proposal and secure the
desired objectives of the respective policies intended to reach. The implementation may
be regarded as set of activities directed towards putting programs in to effect through
organization, interpretation and application. This also indicates that the policy and its
implementation have to be compatible for its effectiveness for meeting the obligation of
the social fabric of the society. Education being the major component of the social sector
hence its role is critical. Further it has also been argued that technical education brings
radical change in the development of the society hence the same has to account for
human resource development. It is also to be mentioned that the new economic giants
like Singapore, Korea and Malaysia have considerably chalked out policy reforms of
technical and vocational education in their respective countries by prioritizing this area.
In addition to the national public policies of the international political giants like World
Bank, ADB, UNESCO, UNDP are also responsible for the supporting or otherwise the
TEVT. Their policies and allocating the appropriate resources depends on their
framework, which some time changes according to their priority for short/long term
strategies. The subject of technical and vocational education is being governed primarily
by the public sector hence the policy planning may be considered in perspective of the
public policy planning approach. The government requires its own interpretation to
define its scope hence for focusing issue in our case the policy refers to what the
government does and what it does not do.
In Pakistan since the role of the governments is foremost in providing school-based
TVET, therefore the system of allocating the resources and its effective and efficient
utilization is a big challenge. Hence the policy reforms have to be considered at various
stages starting from planning to execution and through feedback, redefining policies
according to the new challenges.
24
2.6 Development
Asfaw (2004)109 referred to Marx and Max Weber who established the relationship
between institutions and development. Marx was of the view that the institutions of any
given socio-economic system (including state) reflect the values and culture of the
particular society. For example in communal society, slave society, feudal society,
capitalist society and communist society etc, the structures differ from one another
according to the prevailing forms of fabricated relations. Weber argued that the
motivating force behind development to the entrepreneurship and forethought of the
individuals are themselves who are the products of a specific culture and civilization.
Like the Protestant ethic embodied the spirit of capitalism, Confucianism in China and
Buddhism in India.
Sen‘s(1999)110 argues development as freedom and distinguishes five different types of
freedom for human development: i) political freedoms, ii) participation in socio-
economic development and role in institutional governance, iii) access to education,
health care, and other social services, iv) transparency directly related to good
governance, v) protective security for institutional strength. The social development
which is for the social sector (health, education, poverty eradication, human resource
development & training) has described Garry and Cleveland (1999)111 as the process of
organizing human capabilities, expertise, energies and activities at optimum levels to
achieve maximum output through effective utilization of human capital. The Valid theory
can tell us not only what should be done, but also what can be done and the process by
which it can be achieved and in the absence of Valid theory of social development
remains largely a process of trial and error experimentation, with a high failure rate and
very uneven progress.
2.7 Functioning/Malfunctioning:
Functionalism Theory 112 examines society through interdependent elements. The social
institutions have a specific function and Functionalists believe in equilibrium and
cohesion can solve most social problems for the functioning of any part of the society
including organization.
However in decision-making of the organization, one expects that organization may not
undergo to function and would not operate in a way it was originally designed. There
may be number of factors to impede the organizational functionality. According to
109
Asfaw (2004), The role of institutions in the development process of African countries, Asfaw Kumssa,
United Nations Centre for Regional Development (UNCRD) Africa Office, Nairobi, Kenya, and Isaac
M. Mbeche, College of Humanities and Social Sciences, University of Nairobi, Nairobi, Kenya,
International Journal of Social Economics, Vol. 31 No. 9, 2004, pp. 840-854
110
Sen, A. (1999), Development as Freedom, Anchor Books, New York, NY.
111
Garry Jacobs and Harlan Cleveland (1999), Social Development Theory, The International Center for
Peace, November 1, 1999
112
Brym, R.J. (2001). Introducing sociology. In R.J. Brym (Ed.), New society: sociology for the 21st
century (pp. 2-25). Toronto: Harcourt.
25
Cooper (1995)113 it can be learned from discrete event system theory, and classical and
model-predictive control literature focused on chemical and power plant control. There
are at least two major benefits in taking such an approach. First, drawing on the fields of
control theory and related disciplines, quarry a wealth of concepts, phenomena, insights,
analytical methods, and design techniques. Second, discover that much of organizational
malfunctions may not necessarily be products of human (individual or organizational)
cognitive limitations, psychology, training, or culture. Even though the significance of
such factors must not be minimized, the malfunctions are also likely to originate in the
systemic limitations of an organization‘s design (i.e., its structure and processes).
(Davidoff S and Lazarus S. 1997)114 are of the view that all organizations made up of
certain elements which needs to function in a particular way to ensure the whole system
healthy. Bruce (1998)115 is of the view that Systems theory has served us well and will
continue to provide managers and students of organizations with metaphors, terminology
and explanations about how organizations function. Further the Systems theory has, in
fact, dominated as a framework for managerial behavior and organizational analysis.
However, there are some emerging theories and perspectives that are starting to challenge
some of the tenets of the dominant systems principles.
Considering these thoughts it can be concluded that any aspect of the organization shows
to be malfunctioning will have an impact on the whole system. Therefore it is critical that
all components of the institution gain skills and insight into how they should function and
how they need to contribute to the healthy functioning of the system. In this regard,
Morison (1998: xii)116 stated that the effective way to manage change and to empower
people is by utilizing the potential of human capital of an organization. Functional
analysis recognizes that systems have some requirements and the same can be met by
analyzing the functions that are operated through structure, rules, procedures and
practices. Hence, functional analysis highlights the means to achieving the needs of the
various systems and sub-systems. Under this category, organizations are cooperative
whose stakeholders have common objective and the existence of the system depends on
the collective engagements and its intensity to secure sustainability (Scott 1992)117.
Hence it is derived that organizational development depends on its functioning according
to its goals and objectives. The intervention to any aspect of the organization has to look
in its totality which may cause its malfunctioning. In order to improve organizational
effectiveness and efficiency in day-today function, judicious resource mobilization is a
pre-requisite.
113
Cooper, J. R., Curing Analytic Pathologies: Pathways to Improved Intelligence Analysis, Langley, VA:
CIA Center for the Study of Intelligence, 1995.
114
Davidoff S and Lazarus S. 1997, The Learning of School. An Organizational Development Approach,
Cape Town, Juta.
115
Bruce Millett, (1998), Understanding Organisations: The Dominance of Systems Theory, International
Journal of Organisational Behaviour, Volume 1, No 1, p-1.
116
Morrison K, 1998, Management Theories for Educational Changes, Thosuands Oak, Californai, Sage
Publications.
117
Scott, W.R. 1992, Organisations: Rational, Natural and Open Systems Prentice Hall, Inglewood Cliffs,
N.J. p. 25
26
Box-2
The literature reviewed in terms of theories, research, reports and findings carried out by
scholars in the areas of; education and skills, institution, governance and development, public
policies & plans. This valuable and esteemed research work leads to focus the research
question of my study through the guidelines which depict the malfunctioning of the system
and institution focusing TEVT system. The theories of; teaching, behavioral studies,
institutional, governance and malfunctioning of the system support various approaches. These
approaches support such aspects responsible for the malfunctioning of the system and the
institution. The salient factors are:
 quality of education, curriculum, materials, response, reinforcement, learning
environment, teaching methods, institutional capacity, and human capital.
 behavior & structural framework, rules, procedures, technological and research and
innovation & productivity.
 policy implementation through its rational and participatory formulation & its
implementation with effective & efficient utilization of the required resources.
 the quality of governance factors to be responded like; stability, adaptability,
coherence, coordination, and the manner in which the power is exercised in the
management of the resources.
The researcher is of the view that the policies and plans must account far by the institution and
new technological and market driven changes to incorporate to develop realistic policies and
plans to implement the same by observing the quality of governance. In addressing the
research question for factors causing the (mal) functioning of TEVT system, the same can not
be studied with an isolated approach instead the system approach is foremost to address the
existing gaps of knowledge, skills and other factors. The factors causing system constraints
includes: lack of access to formal/informal training on a national basis, weak links with
industry, lack of entrepreneurial focus, poor quality control, limited institutional capacity,
inadequate finances, curriculum standards of, quality of master trainers, inappropriate
legislation, duplication of work and less coordination between various tiers, mismatch of
plans/projects, minimal role of private sector and the relevance of training with industry, and
continuation of education etc. Therefore the effectiveness of the system can be evaluated by
the effectiveness of the institution(s) and the role played by it in TEVT system which is
critical in determining the functioning or malfunctioning aspects.
27
28
Research Methodology
Chapter-3: Research Methodology

3.1 Introduction
This chapter reflects the methods and steps adopted in conducting research and collecting
data for the research study. Keeping in view the nature of the study the data obtain from
related literature, research papers, books, journals, published documents, official surveys,
meetings and questionnaire/interviews etc. This research is aimed to conduct a thorough
investigation to the problems and prospects for TEVT system and its functioning/
malfunctioning in Pakistan focusing public policies and governance aspects in relation
with implementation strategies.
3.2 Research Design

A relationship of the TEVT system is under taken for the study population and subject
area. The analysis of the TEVT system with regards to policies, plans, programs,
stakeholders of TEVT and the functioning/malfunctioning of the institutions are carried
out and the problems studied in perspective of the effectiveness of the level of technical
& vocational training system and associated gaps determined.
Polices/Plans/Programs
Effectiveness of
Technical &
Vocational
Education
Stakeholders of System Governance of
TEVT the functioning
of the TEVT
System
The conceptual framework and relationship of the concepts is reflected below:
29
TEVT policies
plan and their
implementation
Stakeholders of
TEVT system
Performance/
Functioning of the Effectiveness
TEVT System of the TEVT
through Governance
practices
system
The operationalization of the research objectives leads to the contributing factors

pertaining to TEVT system of the country considering the role of its stakeholders.
3.3 Population:
The population of the study is all education policies, development plans, reports, &
publications with reference to TEVT in country. Further for primary data a case study of
National Training Bureau (NTB) was conducted.
3.4 Location of the Project

Islamabad, Pakistan
3.5 Unit of Analysis

Individuals, experts, organizations
3.6 Research Design

3.6.1 Theoretical Framework of the Study
A system approach was followed in the study which presumes that the technical and
vocation education has all the major attributes. The system consists of: input, process
and output operating in a contextual environment with its own sub-systems. At the
input level the attributes are: government, management of the centre/institute,
trainees, operating governance policies and plans. The process of the system helps to
convert the inputs into measurable as well as intangible output including teaching
learning processes, trainees‘ evaluation process, staff development, training and
managerial process. The output is in the form of trainees with the value added in
terms of knowledge, skills & attitudes to perform as skilled worker contribute in the
economic development of the society etc. However the study focused on the public
policies and strategies applicable to TEVT in Pakistan and its challenges.
30
This is an in-depth study of policy plans and functioning or malfunctioning of TEVT

system of Pakistan and look in to the areas of the governance capacity with reference
to: policies/plans, legislative framework, management of the TEVT system, role of
various stakeholders, standards of TEVT education, teaching methodology, autonomy
and accountability, cooperation, participation/voice and responsiveness and
adaptability & flexibility to change in new emerging technological era etc
3.6.2 Explanation of the Concepts
Policies & Plans
Relevant policies, plans and programs are considered for evaluating the TEVT system
of the country taken into account.
Stakeholders of TEVT
The stakeholders are: the policy & planners, institutions and their management,
trainers & trainees, experts and industry/employer.
Governance & Management
The management style means how the TEVT system is operating and does it utilizing
its resources effectively and efficiently at the delivery level which is the institutional
level. The level of optimum, productive and efficient utilization of the resources leads
to the higher level of institutional capacity. The institutional capacity was assessed on
the basis of management style in the organization in addition to its objectives. The
contributing factors leading to its functioning or malfunctioning are of immense
importance to address the research question.
3.7 Methodology (historical):

The methodology of the research is the historical approach to offer an in-depth insight of
the organizational culture, trends, and future possibilities. The historical method of
research applies effectively as it encompasses origins, development theories,
development, crisis, etc. Both quantitative and qualitative variables can be applied in the
collection of historical information.
Charles Busha and Stephen Harter (1980) elaborated various characteristic to follow
historical research approach. This includes; a) recognition and identification of the issue
through historical knowledge, b) collect the significant information with reference to the
subject matter, c) development of tentative hypothesis to give details for the possible
relationships between historical aspects, d) comparison, authentication and validation for
the reliability of the information and its sources, e) comprehensive and organized
analysis of the applicable evidences and extracting the conclusion, and f) documenting
the conclusions in a sequence of events.
In order to address the research problem of the factors responsible for the
functioning/malfunctioning of TEVT system, the concept of functioning/malfunctioning
is thoroughly examined. The functioning referred to smooth operation of the system
whereas the malfunctioning of any type in any systems badly affect the system and may
lead to even the collapse of the whole system. Malfunctioning may be of any type such as
embezzlement in funding, gaps between the targets and achievements, un-authorized use
31
of administrative/financial powers, employment of undeserving manpower or

nonfunctioning of the institution(s) due to their inability to deliver their mandatory
functions. The study of the system is important for determining the holistic view of the
subject. Numbers of social scientist have given theories and opinions for adopting a
system approach. Parson (1951)118 and Checkland (1981)119 considered it appropriate for
the application of system theory as it fulfills the following conditions
 adoption of the vision for the provision of adequate knowledge and skills
practicing effectively.
 determination of boundaries of TEVT at the multiple levels and
integration with other education system.
 existence of structure, feedback mechanism, hierarchy, communication
networks and development processes.
 possibility of the existence of the sub system, program of studies,
performance of the institutions
The researcher obtained the data/information to ascertain the factors impeding or
facilitating TEVT system through two sources. One is the primary source which is
firsthand accounts of information. This approach involves assessing the primary data,
logic, intuition, persistence, and common sense etc. The research question of the study
emphasized on the contributing factors leads to the (mal) functioning of technical and
vocational education system in Pakistan.
(Fox and Ventura, 1983: Prescott and Soeken, 1989)120 sees that the case study enable
researcher to test their ideas: evaluate and identify the problems or benefits. The
researcher Robert K. Yin defines the case study research method as an empirical inquiry
that investigates a contemporary phenomenon within its real-life context; when the
boundaries between phenomenon and context are not clearly evident; and in which
multiple sources of evidence are used (Yin, 1984)121.
In this research the case study of NTB is the primary source of generating data through
personal meetings, organized information gathering through research instrument. The
research instrument (questionnaire/interviews) for the respondent(s) to record their voice
was developed. The variables are determined through the response of the respondents and
response received from the population sample. The summary of response of total
population is analyzed. Consequently the contributing factors leading to functioning or
malfunctioning of the system identified on the basis of data analysis.
The secondary resources of the study are reliable reports, documents etc which are very
useful in giving the researcher a grasp on a subject and provided extensive bibliographic
information for delving further into a research topic.
118
Parsons, T. (1951), The Social System, Free Press, New York, NY.
119
Checkland, P. (1981), Systems Thinking, Systems Practice, Wiley, Chichester.
120
Fox, R.N., & Ventura, M.R. (1983). Small-scale administration of instruments and procedures. Nursing
Research, 32, p. 122-125.
121
Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage, , p. 23.
32
Primary and Secondary Data Collected

Data that collected from first-hand-experience is known as primary data which has
not been published yet and is more reliable, authentic and objective. The primary data
for my research was carried out through survey which consists of; questionnaire,
interviews and observations. The data collected from the respondents (management,
planners, master trainers, trainees, administrators) through informal and formal
meetings and documented the respective responses on the prescribed questionnaires.
Sixteen research sessions were held in addition to at least 25 informal sessions to
collect the information from various sources.
Data collected from a source that has already been published in any form is called as
secondary data. The secondary data is also critical as some of the data to support my
research question necessitates the provision of such data hence this data suffice to
reveal much of the required information. The secondary data which considered
researcher appropriate in addition to theories, journals material, published documents
comprises of; constitution of the country, eight national policies, eleven mid-term
plans, provincial technical and vocational education authorities documents (4 in nos),
education statistics of Pakistan, Ministry of Education, and four legislation
instruments (ordinances). Further the project documents of NTB are also scanned
form various files and even from old records through very hectic efforts and notes
were taken for the relevant aspects.
3.8 Research Instrument:

Three data collection with the following techniques:
 observations through observation what is going on and record it.
 interviews (or questionnaires) to ask people questions and record the responses.
 examining records and documents.
 case study approach
All the three tools are applied in the research which proved very effective in addressing
the R.Q.
The interviews and discussions are quite suitable instruments for collection of primary
data and its standardization. Qualitative interviews may be used for data collection, in
conjunction with observation, document analysis, or other techniques122. According to
Bernard (2002)123, the method of semi-structured interviews is effective when researcher
collect data from particular individual(s). Patton (1990)124 writes about three types of
122
Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and
methods. Boston: Allyn and Bacon, Inc.
123
Bernard, Russell H. 2002 Research Methods in Anthropology: Qualitative and Quantitative Methods.
Walnut Creek: AltaMira Press: Angrosino, Michael V. 2002 Doing Cultural Anthropology: Projects for
Ethnographic Data Collection. Prospect Heights: Waveland Press: and Ervin, Alexander M. 2000
Applied Anthropology: Tools and Perspectives for Contemporary Practice. Boston: Allyn and Bacon.
124
Patton, M. Q. (1990). Qualitative Evaluation and Research Methods (2nd ed.). Newbury Park, CA: Sage
Publications, Inc.
33
qualitative interviewing: 1) informal, conversational interviews: 2) semi-structured

interviews: and 3) standardized, open-ended interviews. The interviews125 are normally a
step in the research process to generate ideas/hypotheses about the subject being
investigated so that these might be tested later. Such interviews are entirely informal and
are not controlled by a specific set of detailed questions. Rather the interviewer is guided
by a pre-defined list of issues. These interviews amount to a conversation about the
subject. The respondent is encouraged to reveal everything that he/she feels and tell the
story as thinks about these aspects. In this context to get the information and data,
interviews were conducted through a series of meetings with the officials of NTB and
other stakeholders which involves: representation of administration, financial,
instructors/Principal, trainee and planners. The Delphi Technique126 for the collection of
qualitative data was also taken in to account.
During the interview, the researcher asks an interviewee questions based on a prepared
written list of questions and topics. At the same time, the researcher encourages the
interviewee to freely express ideas and provide information that the interviewee thinks is
important. With this flexibility, the researcher obtains unexpected significant information
as well as answers for prepared interview questions.
All the three instruments were applied in my research considering their utility. The
interviews/questionnaire and observations are main methods to collect the primary data
and other sources of my data were the information already available like: government
publications, reports and previous research comes under secondary data. The choice of a
particular method of data collection is important in itself for ensuring the quality of data
and addressing the objective of the study.
125
Dillon, W. R. Madden, T. J. and Firtle, N. H. (1994), Marketing Research in a Marketing Environment,
3rd edition, Irwin, p. 124-125 And . Welch, J. L. (1985). "Research Marketing Problems and
Opportunities With Focus Groups", Industrial Marketing Management, 14, p. 247.
126
Helmer, 1972, cited in Masser and Foley, 1987: 217-218
34
Technical and Vocational Education
Chapter- 4: Technical and Vocational Education

4.1 Introduction
In 1966, Curl127 conducted a study and concluded that there exists a close relationship
between the country‘s priority in policy reforms towards educating its populace and the
national development and the countries investing more in education get high rate of
return in terms of economic development. Gordon (1971)128 regarded education as a part
of social system in order to improve society. Gordon further emphasized that the work-
oriented education can act as an effective mean for catering the needs of the individual
and employment. Education brings the social, technological and economically prosperity
to any society and considered as the tool for socio-economic development. There is a
very important role of education to empower people through their participation in the
development process. The good governance practices in implementation of TEVT
policies leads to a vibrant TEVT system. One of the policy issues in the developing
countries is the provision of an effective structure legal governing framework with an
efficient delivery mechanism in the education sector in general and technical education
and vocational training (TEVT) in particular. The World Bank (2006)129 advocated that
the implementation of clear and balanced legislation in setting up institutions help in
level playing field in TEVT system for the provision of the training.
4.2 TEVT Global Perspective

Different types of TEVT systems were identified through literature review: i) the liberal
market-based model (e.g. in the United Kingdom), ii) the state-regulated or school model
(e.g. in France) and the dual-corporate model (e.g. in Germany) etc. According to
German model as described by Brand (1998)130 and (Gill & Dar)131, the system is based
on dual system (public-private partnership) and developed in pursuance of 1969 law that
mandates particular governance structure for TEVT. The main ingredients of the systems
are delegation of responsibility for curriculum and assessment to a coalition of labor
representatives, business and educators. The features of the German model include: i) a
legislative framework that requires the enterprises to invest of new workers, ii) a funding
mechanism through a combination of federal, regional and business spending, iii) the
capacity to carry out job analysis and curriculum development, iv) local institutions that
represent the interest of businesses and v) trained or professional instructors and
127
Curl.A, 1966, Planning Education in Pakistan, Taristoch Publications, London, p.208
128
Gordon, F.Law, 1971, Contemporary Concepts in Vocational Education, D.C, American Vocational
Association, Washington, USA, p-20.
129
Skill development in India the vocational education and training system, human development Unit
South Asia Region, The World Bank, pp vii, January, 2006
130
Brand, W. (1998), Change and consequences in vocational education and training: the case of
Germany‘s dual system. In I. Finally, S. Niven & S. Young (Eds), changing vocational education &
training: An international comparative perspective. London: Routledge.
131
Gill, I.S. & Dar, A. (2000). Germany, In I.S.Gill, F.Fluitman & A.Dar (Eds), Vocational Education and
training reform: Matching Skills to markets and budgets. Washington, D.C: The World Bank.
35
administrators. However Culpeper (2003)132 argued that the dual system is effectively
applicable in those countries where the companies consider that the participation is in
their best interest.
Another model described by Kariya and Rosenbaum(2003)133 and Rosenbaum(2002)134
referred the case of Japan which is also relevant to USA as well which have a network of
relationships with hiring managers that allow them to place their most accomplished
students preferentially hence the system is based on a local social relationships and
networking between educators and employers. This is more social oriented system.
Grubb & Lazerson (2004) 135 affirmed that in Australia, Newzeland and South Korea the
TEVT system developed the qualifications framework and accountability aspects and
supported the communications at various tiers which helped in creating social partnership
between all the actors and a sense of participation. In Dutch model the workplace
learning is an important factor in the development of broad occupational competency
(Onstenk, 2001, 2004)136. Several organizational models are developed to monitor and
enhance the quality of workplace learning in Dutch TEVT, by schools, by national bodies
and by support organizations. Workplace learning is an important way to concretize and
―tailor‖ the new broad qualifications in Dutch TEVT system (Onstenk and Janmaat,
2006)137. Josh (2007)138 stated that in Kazakhstan TEVT system was made more effective
and employers oriented by improving the system level of governance and engaging social
partners in planning for TEVT for effective fiscal management. The quality of education
could be enhanced through curriculum, testing, educational standards and qualification
framework. The TEVT curriculum is prescriptive and imposed, fixed outside the
classroom and this is the significant difference between vocational and university
curriculum (Bowers and Reid 2005)139. Toohey (1999)140 suggests that the outcomes of a
competency-structured curriculum help focus on performance of professional skills and
transformation of established knowledge. Millmow (1997)141 regarded TEVT curriculum
132
Culpper, P.D.(2003), Creating cooperation: How states develop human capital in Europe, Ithaca, NY:
Cornell University Press
133
Kariya, T. & Rosenbaum, J.E (2003), Strafed incentives and life course behaviors in J.T.Mortimer &
M.J.Shanahan (Eds), Handbook of the life course (pp. 51080), New York: Kluwer Academic/Plenum
Publishers.
134
College for all: Career paths for forgotten half, New York, NY: Russell Sage Foundation.
135
Brubb, N.W, Lazerson, M. (2004), the education gospel: The economic power of schooling, Cambridge:
Harvard University Press.
136
Jeroen Onstenk, Franck Blokhuis, (2007) "Apprenticeship in The Netherlands: connecting school- and
work-based learning", Education + Training, Vol. 49 Iss: 6, pp.489 – 499.
137
Onstenk, J. and Janmaat, H. (2006), Samen werken aan leren op de werkplek: Op weg naar co-design en
co-makership van scholen en bedrijven, Cinop EC, Den Bosch.
138
Josh Hawley, Consultant, World Bank, Public Private Partnership in Vocational Education & Training:
international Models, Washington, pp 1-19
139
Bowers, H. and Reid, A. (2005) Delivering higher and vocational education: Can an institution‘s course
management system be constructively aligned with a foot in both camps? In Brew, A. and Asmar, C.
(Eds) Higher Education in a changing world: Research and Development in Higher Education, Volume
28, pps.42-49.
140
Toohey, S. (1999) Designing Courses for Universities, Buckingham: Open University Press.
141
Millmow, A. (1997) ―To Eke Out a Marginal Subsistence: Economics in Business Schools‖, Economic
Papers, 16(3), 88-96.
36
a very hands-on approach to teaching and learning. To observe quality standards to

ensure the accountability of TEVT system the third party evaluation has also to be
considered to test the trades which are also suitable for the informal sector. The
accreditation from a formal recognition body competent to carry out specific tasks to
assess compliance with the predefined objectives and permitting regular examination of
progress made (Cedefop, 2003)142. Cedefop decided to focus on the issue of accreditation
because of its importance for evidence-based policy and for accountability in the TEVT
system.
4.3 TEVT South Asia

In most of the countries particularly in South Asia, the technical and vocational
institutions are predominantly operated by the government/public sector. In Pakistan very
limited investments have been done in this type of education and consequently very little
room for these entities exists in the country. Hence the public policy, planning, priorities
and the allocation of resources plays a major role for the functioning or malfunctioning of
these institutions.
Ashton (1999)143 and The World Bank (1993)144 encouraged the concept of human
resource development through government policy and the examples of Singapore and
Malaysia (legislation in 1992 Act) were accounted. In Malaysia the TEVT system was
restructured in 90‘s and the approach was to convert the vocational schools to technical
schools as in the year 2000 there were over 70 technical schools and only 4 vocational
schools for the country over a population of 20 million. All skills training related
standards and certification were coordinated by the National Vocational Training Council
(NVTC) which includes representation from the public and private sector. South Korea
has historically a strong TEVT system which is largely government operated and has
invested heavily through a comprehensive framework on various vocational and training
programs. (Y.H Lee, 2004)145. Kim (2001)146 explained that the Korean TEVT system
which was reoriented through Qualification Act-1997, allowed certification of skills
through qualifications promoted by the private sector as well as through standard
qualifications by the public sector. After 1998 in Korea all firms regardless of their sizes
were taxed between 0.1-0.7 percent of their total wages to be used for the training of
manpower. In Philippines a vocational education act was passed in 1927 stating that the
―controlling purpose of vocational education is to fit pupils (persons) for useful
142
Cedefop. Quality in training, Glossary – November 2003. Available from Internet:
http://libserver.cedefop.europa.eu/vetelib/eu/pub/cedefop/virtual/quality_glossary_2003.pdf [cited
29.6.2009].
143
Ashton, D. Green, F. James, D., & Sung, J (1999), Education and training for development in East Asia:
The political economy of skill formation in newly industrialized economies, London: Routledge.
144
The World Bank(1993), East Asian miracle: Economic growth and public policy, Washington, D.C:
The World Bank.
145
Lee Y.H (2004), Employment trends and workforce policy in republic of Korea, Tokyo, Japan, Asian
Development Bank Institute. Document Number.
146
Kim, D. (2001), Qualification System in Korea, Seoul, Korea: Korea Research Institute for Vocational
Education and Training. Document Number.
37
employment‖ (UNESCO, 1984)147. China had long emphasized vocational education in

its school curriculum. After 1978, quite a number of government senior secondary
schools were converted into vocational schools. Polytechnic institutions, vocational
schools, institutes of technical education, and technical colleges figure prominently in the
educational systems. Taiwan placed high priority on special vocational education at an
early stage of industrialization process and the massive economic growth of the "Taiwan
miracle" owes to its system of TEVT (Boyd and Lee, 1995, p. 195).
The National Education Commission in Bangladesh was appointed immediately after
independence and recommended in 1972 for the diversification of secondary education
from grade IX onwards. In Bangladesh the GDP share of education is 2.2% and remained
low as compare to other countries however there exists a link between TEVT and other
segments of the education. According to the proceedings and findings of a conference
(2008)148, the emphasis was laid down on the new models for an effective and high
quality vocational and technical education which has to be responsive and adaptable
according to the changing in market demands. In Bangladesh model the government
focuses on policy-making, regulatory framework for standards, and overall planning to
promote public-private collaboration. The recruitment and promotion rules have to be
revisited for education administration, teachers and members of management committees,
and enforced transparently and objectively.
In India, 53% of people are aged below 25 years and there are 310 million people aged
15-25 years but only 5% of them have any TEVT qualifications whereas the average in
most Asian countries is 60%. Over ninety percent of India‘s workforce is employed in the
non-formal sector149. The All-India Council for vocational training and Ministry of
Human Resources Development are responsible for planning, coordinating at the national
level for TEVT and state councils performs similar functions at the state level. The TEVT
is institutional based and proportion of practical to theoretical is higher. There exists a
linkage between the higher secondary school (which leads to higher level of education)
and technical industrial arts & crafts schools (Class X), technical education (polytechnic
diploma of 2-4 years), craftsmen training schemes (1-2 years for class VIII & X). In May
2008150, the Ministry of Labor and Manpower, Government of India streamlined the
governance of skills development nationally. It emphasized the expanding of TEVT in
close coordination with the industry and community partners. In pursuance of the
national policy on skills development at the implementation stage, the department of
training and technical education (DTTE) for the national capital territory (NCT) in India
implemented new TEVT strategies including up-gradation of institutions by providing the
teaching and learning, and training more accessible to the thousands of
unemployed/underemployed eligible young people in the region. The developments
147
UNESCO (1984) Technical and Vocational Education: Country Studies. Bangkok: UNESCO Regional
Office for Education in Asia and the Pacific, pp 5:6
148
A Framework for Action on Education Governance Conclusions and Recommendations of the
Conference on Governance in Education: Transparency, Accountability and Effectiveness (March 2-4,
2008), Dhaka, Bangladesh
149
Technical and Vocational Education And Training In India, Perya Short, Education Counsellor (South
Asia), November 2008, pp 5.
150
Technical Education Community Outreach Scheme (TECOS)‖, Directorate of Training & and Technical
Education, NCT New Delhi, 2008.
38
taking place are illustrative of what is happening in other parts of the country. Places
available for training have increased 50% year on year by expanding class sizes,
introducing night and weekend classes, and using India‘s national Education Satellite
(EDUSAT) distance education systems to offer training through community centers
including churches and mosques. New private technical institutes have been established
affiliated to the Guru Gobind Singh Indraprastha University (a state level technical
university) to offer diploma and degree level engineering and technical qualifications. A
number of other institutes are under construction using public private partnership models
as the NCT has worked closely with local industry to expand TEVT opportunities. Two
of New Delhi‘s polytechnics were recently judged as the best in North India with one
obtaining ISO9001 certification and Modular Employable Skills (MES) Programme,
which was introduced for 211 courses to offer flexible study options to workers either
without any formal qualifications or requiring advanced training151.
In Sri Lanka, Wanigasekera (2009)152 conducted an analysis and concluded that one of
the vital benefits of technical vocational education and training is to minimize the
unemployment problems of the university graduates. In Sri Lanka a huge expansion of
the university education causes massive unemployment problems and addressing the
issue, the government introduced junior university concept in late 1960s with a view to
encourage technical vocational education in the country. The government also established
a ministry for vocational and technical education arena. It was further observed that the
government capacity in implementing micro level TEVT system leads to inefficiency and
massive fiscal and management problems therefore the government policy needs
direction to contracting out the providing of technical vocational education to non
government agencies with the support of the government. The TEVT policies may allow
the private operators to provide micro level services and the government perform the task
relating to regulating and quality assurance of the system and further the TEVT policy
research must provide good feedback to government for redesigning and refocusing
policies to provide maximum benefits to the community. The quality of technical
vocational education to be ensured by developing benchmarks for a variety of aspects as
strategic policies of TEVT and operation of the TEVT programs and controls in relation
to workplace competencies has to be catered by comparing standards at all levels. The
cooperation and coordination between education providers is very much required for the
effectiveness of TEVT system. Although TEVT system of Sri Lanka introduced
competency based training (CBT) system but educators have not been trained for CBT
style curriculum development, lesson delivery and assessment. The governance of micro
level education is still in the hands of principals/administrators and parent teachers
associations are not effective to govern the organizations.
Wijemanne (1978)153 conducted a study in India and Sri Lanka and figured out that
TEVT system of education is regarded for the poor and also the privileged and elite
151
What are Modular Employable Skills‖, power point presentation for teachers, Directorate of Training &
Technical Education, NCT New Delhi, June, 2008.
152
Amicable Policy Changes Required In Technical Vocational Education In Sri Lanka, Edward
Theophilus Wanigasekera – Head Of TEVT, The University Of Goroka In PNG, 2009.
153
Wijemanne, E.L. (1978) Educational Reforms in Sri Lanka, Report Studies C. 70. Paris: Unesco and
Vocational Education And Training In Asia, Jandhyala B G Tilak, National Institute of Educational
Planning and Administration, pp 10: 11
39
community does not want that disadvantaged segments of the community may be given
this type of education. The results of the study showed that the rural curriculum in Tamil
Nadu in India and Handessa Rural Education scheme in the 1930s in Sri Lanka, were
abandoned not only because there was no demand for such education, but also because
they came to be viewed as conspiracy designed to keep the under-privileged away from
the prestigious academic curriculum.
In all the countries of Asian region most of the development of technical and vocational
education started in 1950s. However, the degree of attention on technical and vocational
education was not accorded at the appropriate level. Although various goals were setup
by a number of countries for technical and vocational education like China which had a
goal of expanding vocational education at least fifty per cent of the enrolments in
secondary education, India has a similar target of reaching 25 per cent etc However, the
achievements are not promising in most of the countries. According to a study154, out of
28 countries of Asia for their progress and performance of technical and vocational
education, eighteen countries have experienced decline in the relative size of vocational
education over the years, and only ten countries had made some progress. Pakistan is one
of the country in which the enrolment in technical and vocational education as percentage
of total enrolment in the secondary education is less than 2 percent. On the contrary there
is an increase of enrolment for TEVT for the following countries, seventy percent for,
Czech Republic, sixty percent for Austria, Belgium, Germanys, Italy, Netherlands and
Switzerland, and fifty per cent in France, Denmark and Finland.
Asian Development Bank (ADB)155 in 1991 studied various Asian countries with regards
to the technical and vocational education systems in their respective countries. According
to the findings of ADB, the countries are categorized as follows i) Korea as a leading
example where government promoted an extensive TEVT-based school system, ii)
Singapore developing comprehensive vocational training infrastructure by establishing
strong linkages between education institutions and training agencies, iii) Indonesia,
Malaysia, Philippines, Thailand and Sri Lanka progressing fairly to an extent in
vocational and technical education systems (both in public and private schools), iv) the
agrarian economies of Bangladesh, Nepal, Pakistan and Myanmar having weak TEVT
systems. ADB (1999)156 also conducted an impact study which indicates that the need to
consolidate and strengthen existing TEVT institutions has adversely affected the
implementation activities and among other constraints the absence of research and
development activities remained predominant in responding to emerging market needs.
The importance of research and development is also emphasized by UNESCO (1952)157
stating that the narrow outlook and scope if the traditional form of educational research,
investigating form a variety of disciplines should provide information problem oriented
research. Furthermore the importance of the primary issue is to be highlighted which
ascertains the extent of technical and vocational education facilities keeping pace with
154
OECD (2000) Education at a Glance: OECD Indicators. Paris: Organization for Economic Co-
operation and Development, p 146.
155
Asian Development Bank (1991) Technical and Vocational Education and Training System-Asian
Region, Manila, Philippines, pp. 53:55
156
ADB. 1999. Impact Evaluation Study of the Technical and Vocational Education Projects in Malaysia,
Pakistan, Papua New Guinea, and Sri Lanka. Manila.
157
UNESCO, 1952, Education in a Technical and Logical Society, UNESCO, Paris. P.137
40
resnet and prospective needs of the country. In 2001, UNESCO158 further pointed out that
the opportunities for the technical and vocational initiation should be facilitated to those
who wish to pursue it within the education system as well as at work places even at the
community level.
The countries of the region have to take broad spectrum of TEVT system through
effervescent institutions for the multiple level needs. The important aspects for a
sustainable TEVT system are: legal coverage for the system, participatory public policies,
compliance of the standards, institutional governing structure, linkages with the industry
& higher education system, benchmarking, delegation of considerable authority &
functions with an accountability system and allocation of the resources and their
utilization through good governance parameters.
4.4 TEVT Pakistan’s perspective

4.4.1 Colonial period (1800-1947)
The education system of Pakistan is basically inherited from the Britishers during
colonial periods. The east Indian company was regarded as the entity taking up
education of the sub-continent in the charter Act of 1813(clause 43) where they
highlighted the need to promote and uplift oriental languages as well as literature and
to increase the knowledge of western sciences among Indian population (Kumar,
1991)159. Shah (2004)160 referred Nurah and Naik who classified the period in to six
phases: i) 1800-1813, ii) 1817-1854, iii) 1854-1900, iv) 1901-1921, v) 1929-1947.
Further Philip Hortog (1939)161 highlighted various events occurring during the above
periods & summarized as:
(1800-1813): The East Indian company acknowledged to allocate financial resources
for the education of Indians, (1813-1854): Wood‘s education supported the western
knowledge and science and to some extent encouragement to study traditional
education, (1854-1900): creating of job market for the students trainees through
western system and propagation of Indian education commission act, 1882 and
introducing English as medium of instruction in higher education for continuing
education, (1901-1921): promulgation of Indian university act 1904, (1921-1929):
delegation of powers to the provinces to restructure education departments and
advocating the quality of education against the quantity and a report was published by
Hortog committee in 1929, (1929-1947): A central advisory board was established in
1935 for the policy formulation in education as recommended in Hertz committee of
1927.
The Hortog Committee (1929) recommended diversified courses in the schools to
fulfill the requirements of industrial and commercial fields. The Sapru Committee
158
Technical and Vocational Education and Training for 21st Century, 2001, Section for Technical and
Vocational Education, p. 19, UNESCO, Paris.
159
Kumar. K (1991). A political agenda of education: A study of colonist and nationalist ideas. New Delhi:
Sage.
160
Shah. I.Hussain(2004), Problems and prospects of technical education in Pakistan, University institute
of education and research, University of Arid Agriculture, pp-21-22.
161
Philip. H.S.(1939). Some aspects of Indian education, Oxford press, London, p. 273
41
(1934) suggested the introduction of vocational studies after eleven years of

schooling. The central advisory board of education in 1938 approved the proposal
submitted by Zakir Hussain committee to mold education in to craftsmanship and
skills. Sargent‘s report of 1944 advocated raising the education department of India to
the level of England and addressed all levels of education however the
recommendations for the technical and vocation education and training are
summarized by Ali (1998)162 as:
i. establishment of technical high school with a system of linkage between technical
and academic education system.
ii. the urban and rural requirements to be considered while developing the curricula
of technical schools with need based approach.
iii. Identification of various categories of manpower including, senior executive and
research worker, junior executive, foreman and assistants, skilled workers and
semi and unskilled workers.
According to Ali (1990)163, Pakistan education system which is basically a public
based system is inherited from the British legacy stated in 18th century. The system
had to adjust according to socio-economic and technical needs of the undivided India
with flexibility to absorb socio-economic and industrial changes occurring in
England. The system realized the importance of technical and vocational education
and training in the education system in the post-war reconstruction and rebuilding
period of 1945. Since 1854 various committees on education reforms considered the
inclusion of technical and vocational education and the development of education in
Pakistan. The post 1947 period was greatly influenced by the system developed in the
colonial period.
4.4.2 1947 and Onwards (after independence)
At present Pakistan is a federation of four provinces (Punjab, Sindh, Khyber
Pakhtunkhwa-KPK and Balochistan), each with a parliamentary system, and other
territories under the direct administration of the federal government (Federally
Administered Northern Areas (FANA), and Federally Administered Tribal Areas
(FATA). The division of responsibilities between the provinces and the centre has
been defined by the 1973 constitution. Pakistan‘s constitution (1973)164 ensures
equality and well-being of all citizens, and no discrimination on the basis of sex,
caste, creed or race. Article 37 of the constitution indicates the responsibilities of the
State with clear cut roles in specially promoting educational and economic interest of
backward classes or areas, removal of illiteracy and provision of free and compulsory
education in minimal time period and providing for the availability of technical and
professional education to all subjects. A recent constitutional amendment (2010)165
162
Ali, M.M. 1998. Miles stones, Progress technical education in Pakistan: 1947-1997. Sindh Board of
technical education, Karachi. Pp. 4-5, 18-25, 36-44, 70-75, 94-95, 101-130, 165-196.
163
Ali,M.M. Development of technical education in Pakistan: A critical case study of objectives and
achievements, Department of education, University of Karachi, pp. 275.
164
Constitution of Islamic Republic of Pakistan, 1973
165
The 1973 Constitution (Eighteenth Amendment) Act, 2010, ACT NO. X of 2010, (April 19, 2010).
42
has abolished the concurrent lists which include education as well to transfer the
subject to the respective provinces however the mechanism for the same will be
worked out. Education has been and is primarily a provincial matter and the federal
government continues to be the overall policy-making, coordinating, and advisory
authority on education.
The founder of the country emphasized the role of technical education and vocational
training and soon after the independence of the country in 1947 addressed the very
first National Education Conference in 1948 stating the fact that the actual meaning
of education as not being merely education, further stressing the need of providing for
scientific and technical education to the masses for building the future economy,
stressing the importance of acquirement of knowledge relating to science, commerce,
trade ane establishment of well planned industries. In Pakistan the term technical and
vocational education is also used synonymously but usually ―technical education‖
refers to post secondary education and training for the technicians to be absorbed at
middle level supervisory positions whereas the ―vocational education‖ refers to the
lower level of education & training required in various trades for semi skilled and
skilled workers (Government of Pakistan, 1998-2010)166. Pakistan being a developing
country takes the ingredients of education in pursuance of polices and development
plans of the government of Pakistan reflecting socio-economic needs of the country
through the respective governments as laid down in their manifestos. Due to the fact
that the country faces many political challenges which have their impact on the
development of the country. The political events and priorities observed in various
periods consequently lead to different policies and plans for the youth of the country
for the human development according to the need of time (Government of Pakistan,
1986)167.
The importance of effective technical and vocational education was realized by Atta-
ur-Rehman, et al. (2005)168 where it was considered that the skills development has
been the most neglected area of the education as Pakistan has neither been able to
improve vocational and job skills nor could inculcate the creative and cognitive skills.
It was further pointed out that the lack of focus on effective skills development in the
respective institutions has resulted in loss of output, exports and employment.
Various factors have contributed towards this neglect, which includes among other:
management and governance structure, policies, less emphasis on quality
products/service, focus on conventional technologies and methods and limited supply
of productive skilled workers. (Shah, 2004)169 also conducted a doctorate research
which revealed that the overall physical facilities of TEVT are not satisfactory. The
166
Government of Pakistan. 1998, National education policy, 1998-2010, Ministry of Education,
Islamabad, pp-55-63
167
Government of Pakistan, 1986. Quality of Input and output of technical education. Planning
commission, Islamabad. P. 54
168
Atta-ur-Rehman, A. R. Kemal, Rehana Siddiqui, Musleh-ud Din, Zafar Mueen Nasir (2005)
Technology based Industrial Vision and Strategy for Pakistan‘s Socioeconomic Development (Draft),
Pakistan Institute of Development Economics, Higher Education Commission, Government of Pakistan,
Islamabad.
169
Shah. I.H (2004), ―Problems and Prospects of Tehncial education in Pakistan‖, University Institute of
Education and Research, University of Arid Agriculture, Rawalpinid, Pakistan.
43
quality of teacher remains always critical in disseminating knowledge and skills,

further it has been argued that for effective learning the teacher-student ratio may also
be taken in to account and one of the main resources is teacher. According to
Krueger (1996) 170 that students who attend schools with a lower pupil-teacher ratio
and a better educated teaching staff and resources earn higher wages. In Pakistan the
teachers are not abreast with the modern teaching techniques and technical education
is not helpful in creating employment opportunities and the curriculum is outdated.
The examination system is mostly theory oriented and does not evaluate the students
in technical know-how and on-hand skills. The same was reported by Ali (1996)171
and Advisio (2003)172.
Sohail (2003)173 acknowledged the lack of industrial experience of teachers (master
trainers), skills orientation in curriculum and opportunity to get training from the
advanced countries. A vibrant linkage of technical and vocational education with the
Industry is also missing in the TEVT system of the country.
Hussain(2005)174 is of the view that the TEVT in Pakistan has failed to keep pace
with the emerging skill due to the fact that the system is highly disjointed and
segmented hence created some intractable problems in the optimal utilization of
human resources under the given labor market conditions. The same was further
endorsed by Kemal (2006)175 stating that the country is in a low-level skills trap and
if it has to break this barrier then more investment in education sector particularly in
technical and vocational education is required to enhance the social status of TEVT.
The strategy has to be cost effective and demand driven through effective and
efficient institutional structure.
Kazmi (2007)176 recognized that the diverse skills in Pakistan are imparted through
polytechnic, vocational training centers and apprenticeship schemes. Various training
and vocational institutions are operating under various ministries, departments,
commercial training institutions and traditional (informal sector) system. A major part
of the manufacturing and services sectors relies on informal training, on the
traditional Ustad-Shagird (trainer & trainee) relationship to fulfill their needs. A
study(1993)177 on the self-employed in small-scale manufacturing showed that only 3
170
Card, David; Alan B. Krueger (1996). "School Quality and the Return to Education". In Gary Burtless.
Does money matter?: the effect of school resources on student achievement and adult success.
Washington, D.C.: Brookings Institution. pp. 118–119.
171
Ali.M.M(1996), ―Instrumental techniques self study manual for teachers, Kafayat academy, Karachi,
pp. 25-28
172
Advisio. F.B (2003), ―Restructuring of technical education and vocational training system, ADB, TA
number 4048-pak, Final report of government of Pakistan and Asian Development Bank, p. 196.
173
Sohail Mehmood (2003), ― An analysis of Good Governance Issues and the Musharraf Regime‖, Area
Studies Centre for Africa, North & South America, Quaid-i-Azam University, Islamabad.
174
Husain, I. 2005. Education, Employment and Economic Development in Pakistan. Available at
http://www.sbp.org.pk/about/speech/human_development/2005/Edu_Emp_Dev_Apr_5.pdf
175
A.R.Kemal, Ghayur. S(ed), ―Skills Development for International Competitivness, Productivity, FDIs,
Exports and Overseas Migration‖, Pakisatn Decent Employment Generation & Skills Developemnt,
Labour and Manpower Division, Governemnt of Pakista, 2006.
176
Syeda Wadiat Kazmi1, Staff Member of SAARC Human Resource Development Centre (SHRDC),
SAARC Journal of Human Resource Development 2007, pp 105-117
177
A.R. Kemal and Zafar Mehmood, ―Labour Absorption in the Informal Sector and Economic Growth in
44
per cent of the self-employed in this sector had formal while 65 per cent had had
informal training in their area of activity. The formal institutions produce a skilled
workforce whose quality is not necessarily in accordance with the demands of the
labor market. Although Government of Pakistan has undertaken number of sector
reforms like allocations of resources, five year development programs, polices, rules
and regulations etc to bring about some positive changes and improvements in
various spheres of public management policies/programs however their impact seems
lukewarm on civic values of the society. According to Pakistan Economic Survey
(2009)178 it is comprehended at the policy/plans level that the investment in terms of
quantity and quality in education particularly at primary and secondary (including
technical & vocational) is very much required through an effective and efficient
mechanism which may lead to growth of the human capital and has the trickledown
effect to reduce poverty in the society.
The above deliberations deduce that a comprehensive technical & vocational policy
planning thorough an effective means plays a main role in developing technical
vocational education system. The means are referred as institutions and other
stakeholders responsible in disseminating the knowledge and skills therefore their
capacity to perform their function is quite significant. The organization and
composition of these institutions for the optimal utilization of the resources can only
be achieved when a well coordinated, transparent, vocal, accountable framework is
available to comply-with the policy planning and programs. The laws which give
legal protection and skeleton for these policies and plans thus the investment in terms
of quantity and quality in TEVT system has to be properly conceived and exercised.
In the following section the mapping of the subsequent polices and plans have been
studied in perspective of TEVT system in the country.
Pakistan‖, Friedrich Ebert Stiftung, Islamabad, 1993.

178
Economic Survey of Pakistan, 2008-09, Chapter 10, Education, Ministry of Finance, Govt of Pakistan
45
4.5 Pakistan’s TEVT System (Policies and Plans)

In Pakistan the TEVT system involves the following processes:
TEVT System: Policy, Plan, Program and Project Relationship
Education/TEVT Policy
Education/TEVT Education Plan(s)
Program X Program Y Program Z
Project 1 Project 2 Project 3

(institution
etc)
A review in the following section is made of all education policies and plans with
emphasis on TEVT sub sector of education. The first landmark in the Education sector
was laid down in the National Conference held in 1947 and subsequent policies were
placed in the subsequent years listed below:
4.5.1 Policies and Commissions
1. Report of Commission on National Education 1959
2. Commission on student problems and welfare 1966.
3. The New Education Policy 1972-80
4. National Education Policy 1979
5. Prime Minister‘s Program in Education 1986-90
6. National Educational Policy 1992-2002
7. National Education Policy 1998-2010
8. Education Policy, 2009
4.5.2 Plans
It is argued earlier that polices referred to a stage by setting some principles for the
purpose which is achieved through plans keeping in view the resources. Sequences of
plans in Pakistan are as under:
1. Six years Plan (1951-57)
46
2. First five plan (1955-60)

3. Second five year plan (1960-65)
4. Third five year plan (1965-70)
5. Non plan period (1970-78)
6. Fifth five year plan (1978-83)
7. Sixth five year plan (1983-88)
8. Seventh five year plan (1988-93)
9. Eight five year plan (1993-98)
10. Medium Term Development Framework (2005-10)
11. Approach Paper for 10th Five Year Plan (2010-15)
The above policies and plans have been thoroughly studied with reference to the current
research scope and the gaps associated with each one. A comprehensive picture is
discussed below. The country inherited an extremely weak TEVT system in 1947 and to
ascertain the situation a council of technical education was constituted for the expansion
of TEVT system. In 1948 the council recommended establishing of three polytechnic
institutes in the country. Later a plan was developed in 1951 for a period of five years for
the socio-economic uplift of the country addressing the education sector. The plan was
prepared in isolation and could not act as a concrete plan of action and it was regarded as
wasteful exercise (Zaki, 1969)179.
First Five Year Plan (1955-60)180.
The plan was approved by National Economic Council (NEC) on April, 15, 1957 and
emphasized to provide opportunities for technical education and training and earmarked
6% of the total expenditure in the education sector. The plan laid emphasis on the
expansion facilities by establishing institutions in the technical, vocational, and
professional fields in order to provide the skilled trained manpower required in all sectors
of the development programs. The plan expected an annual output of 650 graduate
engineers and 950 engineering technicians with a total allocation of Rs 27.8 millions,
establishing three colleges and directorate of technical education. The major
recommendations were to treat TEVT as an integral part of the educational system.
Further the plan also highlighted the importance of the organization and management
aspects of the system. The report on the commission on national education181 stated that
the aims of adult education requires the reorientation and reorganization of education
system through trained manpower, occupational skills & competencies under competent
leadership. The commission on the subject recommended a diversified TEVT,
establishing network of schools, the polytechnic/nontechnical may offer evening classes,
industry may bear substantial portion of the cost of training, council of technical
education to be established, board of technical education for the administrative setup for
179
Zaki.W.M (1969), Educational Development in Pakistan, West Pakistan Publishing Company Limited,
Islamabad, p 24.
180
Government of Pakistan, National Planning Board, First Five Year Plan: 1955-60
181
Govt of Pakistan, Ministry of Education, Report of the Commission on national Education, 1959
47
TEVT to be established and the salary and scales of the staff of TEVT to be reviewed for
their attraction.
Second Five Year Plan: 1960-65182.
The second plan also contained the education policy of 1959 advocating building up of
national character through a change process by acquisition of new knowledge and skills.
The second plan evaluated the first plan and highlighted that the achievements in the first
plan periods was not encouraging as no significant improvements were made in the
quality of TEVT and there was a need for strengthening of directorate of technical
education, introduction of new technologies and up-gradation of existing technical
institutes to polytechnic level with a financial outlay of Rs 79 Million. During the plan
five polytechnic institutions were established.
In 1962 a manual183 for polytechnics was also developed by the technical education
standardization committee, education reform unit, Ministry of Education. The manual
included: curricula and courses/staff requirements and qualifications, training logistics,
laboratory and workshops equipments, specifications, standard quantities of supplies and
equipments, layout of equipments, size of workshops, model class schedules and
administrative and operating policies to facilitate efficient operation and supervision of
TEVT system in the country.
Third Five Year Plan: 1965-70184
The evaluation of the second plan suggested that increase of the allocation to education
by five-folds in the second plan as compared to the first one was a positive aspect.
However the main problems of education at the trade and craft level were dispersed
among many agencies. Although steps had been taken during the second plan to co-
ordinate and systematize some of the training, but the issues reflected for TEVT were the
variability types and standards, little comparability of qualifications, no relationship
between national manpower requirements and training carried by various agencies.
Further the manual developed in the 2nd plan was not implemented. In the third plan,
efforts were made to streamline the administrative framework responsible for TEVT
training. The programme of instructions in the evening was also introduced and the
concept of mobile workshops (on wheels or in boats) was floated to provide informal
(which accounts about 73% of the technical and vocational training)185 of or on-the-job
training to the rural community to cater the needs of the larger community. The plan
envisaged to raise the intake from 4000 to 14000, establishment of 13 new polytechnics,
expansion of eight polytechnics and one monotechnic with a financial allocation of Rs
61.7 million.
The fourth five year plan (1970-75) did not mature due to war and other political turmoil
in the country however the stress was to uplift the social stature of the products of TEVT
182
Govt of Pakistan, Planning Commission Second Five year plan: 1960-65
183
Government of Pakistan, 1962, Manual for Standards of TEVT institutions, Report of Technical
Education Standardization Committee, Ministry of Education, Karachi, p. 235
184
Government of Pakistan, Planning Commission, Third Five Year Plan, 1965-70.
185
Report on Employment & Income Distribution through Skill Training, R&D Section, Technical
Education & Vocational Training Authority, Govt of Punjab, Lahore.
48
system i.e. skilled workers and the longstanding demand of polytechnic students to seek
higher degree education was also recognized. Further six polytechnic colleges were
established and upgrading of seven to offer bachelor degree in technical education and
first time introducing matriculation (10th grade) with specialization in technology was
also introduced however it was discontinued later.
The Education Policy186, 1970
The Education, Policy 1970 recommended a shift to scientific, technical and vocational
education for middle level skilled worker with diversification of secondary education and
further prescribed the guidelines of rules and regulation for the private institution to
address the quality issue. However the policy was not implemented on account of war
with India and secession of East Pakistan.
Education Policy 1972-80187
The education policy 1972-80 acknowledged the concept of dignity of labor by
advocating the training of the human resources in different vocational trades. Under this
policy, vocational education and training workshops were established at the middle level
in schools where vocational training was offered in various disciplines. The policy also
recommended for upgrading the polytechnic institutes into technical colleges. After
completing three-year diploma courses in different technical trades, students were
encouraged to undergo two-three years of industrial training experience for which
opportunities were also provided. For diploma holders, a one-year additional course,
leading to the degree of Bachelor of Technology (B.tech) was also introduced.
Fifth Five Year Plan188 1978-83
The number of polytechnic institutes at the beginning of the plan were 25 including 7
colleges for technology offering B.Tech degree courses and total enrolment reached to
13500 with annual intake of 5271 and output 3550.
The strategy in the fifth plan for the TEVT was aimed towards making the training more
relevant to the job market. The enrollment was to increase from 13,500 to 17,500 and to
raise annual intake to 6400 and output 4925 and the plan provided Rs. 766.8 million
which was about 8% of the development outlay for education. The TEVT was considered
as the responsibility of federal ministry of manpower division and the labor department
of the respective provincial governments. The manpower division was supposed to
undertake re-organization and expansion of the TEVT training arrangements and
establishing institutions coordinating the federal and provincial governments and other
departments, developing of curricula, formulation of standards of skill training,
evaluation and testing etc. The problems identified in the plan were the imbalance
between demand and supply due to insufficient use of manpower forecasting in planning
the education system, lack of effective coordination, lack of conformity of training
program to the requirements of the employer/industry.
186
Government of Pakistan, Ministry of Education & Scientific Research, The new education policy, 1970.
187
Government of Pakistan, Ministry of Education, The Education Policy, 1972.
188
Government of Pakistan, Planning Commission, Fifth Five Year Plan: 1978-83
49
National Education Policy189, 1979

The 1979 education policy was launched after the fifth five year plan and the policy
presented a 12-points implementation strategy which included a four tier approach of
education system i.e. primary, secondary by three tier system of elementary, secondary
and university, TEVT to be made production oriented, provision of one thousand village
workshop for the rural vocational training, establishment of national technical teachers
training college for the master trainers and standardization of the curriculum, board of
education as a research body and the four tier of education. The involvement of private
sector by establishing skill development councils was also highlighted in TEVT. The
importance of the institutional, organizational and administrative arrangements was again
recognized. At the implementation190 side the Ministry of Education observed to carry
out activities pertaining to: i) appointment of advisory committees for technical institutes,
ii) restructuring boards and directorate of technical education, iii) production units to be
attached with some of the institutes, iv) evening shifts for the training program to be
undertaken, v) standardized modular based training, vi) respective boards of the
institutions to work out training levels, vii) linkage of technical and engineering
graduates and viii) translation of the books/training modules in to local languages for
better understanding of the trainees.
The commitment of the government with regards to financial and administrative aspects
in TEVT was not achieved.
Sixth Five Year Plan191 (1983-88)
The sixth plan gave a significant importance to TEVT and formation of a network of
these institutions which was to be established throughout the country. It was estimated
that about 50,000 skilled workers were to be trained annually. The system of training of
skilled workers through private, non-formal system was encouraged. It was planned to
ensure that these training programs were to be evaluated and standardized with the
assistance of the National Training Board. At the beginning of sixth plan there were 18
polytechnics, 7 monotechnic and seven colleges of technical education in the country
with an enrolment capacity of 18000. The plan foresaw for the establishment of six new
polytechnics for men and three for women and also 15 monotechnics in far-flung areas of
the country. The plan estimated annual intake of 5950 in the polytechnics and the
allocation for TEVT for the sixth plan was Rs 2.3 billion as compared to 0.7 billion for
the fifth plan thus an increase of 283%.
Seventh Five Year Plan192 (1988-93)
It was estimated that 81 per cent of matriculates (10th grade) go on for higher education.
Of these, one-fourth is enrolled in technical and vocational institutions while three-
fourths seek admission in the arts & science colleges. The plan did not support the
189
Government of Pakistan, Ministry of Education, National Education Policy and implementation
program, 1979.
190
Government of Pakistan, 1979, National education policy and implementation program, Ministry of
Education, Islamabad, pp. 38-41.
191
Government of Pakistan, Planning Commission, Sixth Five Year Plan, 1983-88
192
Government of Pakistan, Planning Commission, Seventh Five Year Plan, 1988-93
50
informal education. The total intake in TEVT was: 17000, 35000, and 56000 and for arts
and since it was: 68000, 95000, 125000 and 175000 for the year 1973, 1978, 1983 and
1988 respectively. The analysis reflects that the percentage of the intake of students
opting for TEVT education (after grade 10th grade) was 20%, 27%, 25% and 24% to the
total annual intake of the education system. This further showed that the enrolment in the
technical and vocational education was not increased in proportion to the increase in
enrolment of the general education. The plan was to increase the share of students going
to technical and vocational institutions over 33 per cent. For this purpose the public
sector was to set up 42 poly/monotechnics, 4 commercial colleges and 50 vocational
training centers, 2 elementary teachers training colleges and one agriculture extension
institute. The private sector was encouraged setting up technical schools and to provide
incentives, including tax exemption on donations/income and credit facilities from the
small business finance corporation (SBFC). The plan targeted to increase the intake
capacity to 19,000 trainees for the existing 9000. Considering the lack in coordinating
efforts the plan proposed to set up council of technical education and the allocation of Rs
2000 million was earmarked for technical and vocational sector of the country.
However the plan lacked specific strategy and delivery mechanism and allocation of the
resources for achieving the ambitious targets.
National Education Policy193 1992
The policy outlined the restructuring the 1959, 1972 and 1979 policies. The restructuring
reforms contained four areas: educational, social, economic and institutional. It was also
proposed that non-governmental organizations may be involved for the capacity building
of human resource and innovation factor may add to achieve the excellence in TEVT.
1992 policy expected a total of 99 institutions by 2002 with an enrolment of 60000. A
tenfold increase in educational facilities but the limiting factors identified by (Bengali,
1999)194 was: financial resources, poor appreciation of educational priorities and above
all inadequate and mismanaged delivery mechanism.
Eight Five Year Plan195: 1993-98
The plan document underlined the importance of improving the relevancy of curricula,
reforming the examination system and enhancing the quality of TEVT system. The plan
started with sixty polytechnic institutions and colleges of technology, (13 for female).
The plan proposed to establish at least one polytechnic/monotechnic for men in each
district (113 in numbers)196 and one woman polytechnic in each division (twenty six in
numbers). This would raise the intake to 18000 with 8% increase in the overall enrolment
and expected to reach 39000. However the effective coordinated responsibility amongst
various actors was not defined for the operation and management of TEVT system.
193
Government of Pakistan, Ministry of Education, National Education Policy, 1992.
194
Kaiser Bengali, History of Educational Policy Making and Planning in Pakistan, Serial No: 40, 1999.
195
Government of Pakistan, Planning Commission, Eight Five Year Plan: 1993-98
196
Population Census Organization, Govt of Pakistan: has 26 Divisions, 113 Districts, 420 Tehsils and
48344 villages
51
National Education Policy197: 1998-2010

The policy acknowledged that education is recognized in a global perspective through
factors like: moral, political and socio-economic development. The policy supported the
non-formal education and advocated that the non-formal learning concepts of today are a
comprehensive answer to the identified needs and the concept is based on integral
educational philosophy instead of a piece meal. However the strategy to propagate the
non-formal education was missing.
National Reconstruction Bureau (NRB) Local Government Ordinance, 2001198
In pursuance of NRB ordinance 2001 of the federal government, the local government
ordinances were issued by each of the provinces (Punjab, Sindh, KPK/NWFP and Sindh)
for a period of eight years to be ratified by the provincial legislative assemblies on the
expiry of the period. The provincial governments had established district governments,
which were responsible for the management and control of offices of the departments at
the district level. The concept of the new system was to decentralize the powers at the
grass root level so that the district governments shall exercise such authority within their
districts in pursuance of legal framework. Under the ordinance, education up to the
college level including technical and vocational (except professional colleges) was
devolved to the districts. However the legislation was not continued beyond December,
2009 due to the reservations of the respective provincial governments that the local
government (LG) system was developed by the non-elected military government and
constitutionally it has to be done by the provinces in the best interest of their people
consequently now the responsibility rests on the provincial governments to chalk out the
comprehensive strategy for the devolution of powers to the real stakeholders under a
legal framework.
Medium Term Development Framework (MTDF)199 2005-10
According to MTDF (2005-10) the existing technical and vocational training system is
not meeting the requirements of trade and industry and in order to focus on
industrialization and to moving towards high-tech industries, the workforce would need
to be highly skilled and adaptable. The key features of the MTDF strategy for skill and
vocational development were: need oriented, multi skill and flexible training to meet the
changing needs of local industry, overseas employment and self employment: setting
minimum standards of training, trade testing and certification: operational and financial
autonomy to institutions: and enhancement of public-private partnerships. The plan
highlighted that TEVT system has not been able to cater to the challenges posed by the
new work environment due to: low productivity low skills, low enrolments (105,000,
with another 115,000 engaged in tertiary level diploma and certificate programmes. In
comparison, 326,000 are enrolled in bachelors programs while 250,000 are enrolled at the
masters‘ level and higher levels), teachers‘ shortage (currently 7042 teachers (19 percent
women) work in 624 TEVT institutions with an enrolment of 105,000, of whom 13
197
Government of Pakistan, Ministry of Education, National Education Policy, 1998-2010.
198
NRB Ordinance, 2001, National Reconstruction Bureau, Govt of Pakistan
199
Medium Term Development Framework (MTTDF), Planning Commission, Government of Pakistan,
2005
52
percent are women), globalization and new emerging environments (systems set-up in
sixties and seventies), overlapping and duplication of training programmes (administered
by various departments and organizations hence no standardization), changing
requirements for overseas employment, data and statistics (absence of a credible and
legitimate database to monitor the outcomes). The specific initiatives proposed in the
plan was to increase the annual intake for skills and technical education to 0.4 million
including 0.33 million in public institutions, while the remainder are expected to be part
of private sector involvement by 2010. It was further proposed to introduce the skills and
technology stream in 2000 high schools (equally divided among boys and girls) will
allow 0.24 million children of age group 14 – 15 to enter the programme each year,
aiming a reasonable degree of proficiency in 2009-10, requiring a further 6 months for
proper accreditation after high school. New polytechnics, technical and vocational
institutes to be established at least two in every district (of which one will be for women).
It was further realized that for an effective and coordinated frame of functioning of TEVT
system in the country, National Technical Education and Vocational Training
Commission (NAVTEC) to be constituted which may undertake training needs
assessments, forecast technical changes and demands, national planning, curriculum
development, standardization of technical education, training of trainers, national
accreditation of private polytechnics and institutes and develop strong linkages with the
industrial end users in conjunction with the provincial counterpart technical education
and vocational training authorities (TEVTAs). In the plan it was first time realized that
any of the socio-economic development is hard to achieve without the principles of good
governance. The plan consider six indicators to determine the situation of education
system (including TEVT) in the country which includes: level of participation,
preparation, completion, affordability, benefits and alternative pathways. Good
governance was considered as one of the most critical factors for successful achievement
of the strategic thrust, policies, programmes and targets enshrined in the MTDF for the
TEVT system. According to MTDF the governance may be defined as the manner in
which power is exercised in the management of a country‘s economic and social
resources for development. This concept is concerned directly with the management of
development process, involving both the public and private sector. Good governance was
also related to a pluralistic and holistic view where responsibility is jointly shared by
players in public sector, the corporate private sector, and civil society by considering the
aspects of: accountability, transparency, participation, openness, rule of law and
predictability for the sustainability of any social system including TEVT.
According to midterm review (2005-10)200 conducted by the government of Pakistan,
educational market of Pakistan is profoundly complex and destabilized in TEVT due to
policies issues with regards to: i) weak linkages with other education sectors and labor
market, ii) quality of supplied skills and above all iii) deficiencies in the governance of
the sector and capacity utilization. Technical Education and Vocational Training
Authority (TEVTA)201, Punjab has surrendered Rs 500 million over the non-utilization of
development funds in the first half of the financial year due to the inability of the
institution to utilize it in pursuance of the schemes earmarked during the fiscal year.
200
Mid Term Review (2005-10), Planning Commission, Govt of Pakistan.
201
Daily Times, February, 2010.
53
Education Policy202, 2009

Education Policy203 (2009) of Pakistan stated that there is a large population and
therefore a comparative advantage in labor costs is vital. However the low skill levels
dampen the potential of the labor force to significantly contribute to economic growth.
The deficit permeates all sectors: industry, agriculture, services, commerce.
Improvements in the skill levels of the human capital 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 policy addresses
three principal problems faced by the TEVT sector: (i) its weak linkages with other
education sectors and the labor market, (ii) deficiencies in the governance of the sector:
and (iii) the need to expand supply of technical skills of good quality. 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 hence a coordination
mechanism between higher education, school education and technical, vocational
education has to be developed. Further national qualifications framework (NQF) shall be
established in consultation with professional bodies and government shall develop a
suitable framework for TEVT with close involvement of chambers of commerce and
industry, business sector by supporting public private partnership. A regular tracking
system shall be instituted for graduates of TEVT to get feedback on relevancy and a
university of technology shall be established at the national level to integrate the system
at the higher level of education. The policy supports the strategic options developed by
NAVTEC to the implementation process.
The Approach Paper of 10th Five Year Plan (2010-15)
The 10th five year plan is in the process of brainstorming sessions however in its
approach paper the emphasis is on the public-private partnership for the development of
TEVT in the country. Further the area of information & communication technology
(ICT) was considered as focus discipline of TEVT. However the challenges associated
with it is the quality related issues. The proposed plan strategy for the
technical/vocational skills training in ICT‘s is the international certification and
automated workflow. According to a study conducted by Pakistan Council of Science &
Technology204 about 2.5 million people will be required in information technology (IT)
and telecom sector out of which 1.8 million will be technical jobs which are about 72.3%
of total work force employment in the sector. The draft plan also stressed the need of
research & development in TEVT in the country.
202
Government of Pakistan, Ministry of Education, National Education Policy,2009
203
Govt of Pakistan, Ministry of Education, National education Policy, 2009.
204
Labour market trends in Pakistan, Pakistan Council for Science & Technology, Islamabad, 2005-06
54
4.6 Role of TEVT Institutions

The main institutions involved and their scope with regards to provide the technical and
vocational education in the country are discussed below:
4.6.1 Role of National Vocational & Technical Education Commission (NAVTEC)
In November 2006, the government of Pakistan established the national vocational
and technical education Commission205 (NAVTEC) with the objective to facilitate,
regulate, and provide policy direction for technical education and vocational training
to meet national and international demand for skilled man and women power. The
National Vocational and Technical Education Commission (NAVTEC) aims to
develop the knowledge economy during the implementation period of MTDF. The
public sector was expected to spend Rs. 333 billion (16 percent of the GDP) to
achieve the objective of knowledge based economy. Private sector contribution was
of Rs. 40 billion in addition. Technical and vocational enrolment in the country which
was around 1.3 percent (in 2005) of the total enrolment in 11-17 age groups was
planned to increase to 7 percent by 2015. NAVTEC has been entrusted with the work
of policy formulation, vocational training and skills development coordination with
provincial and local governments for execution of national plan and policies on
technical and vocational training.
4.6.2 Provincial Technical Education and Vocational Training Authority
(PTEVTA)
Autonomous bodies like: technical education and vocational training authorities
(TEVTA‘s) in each province. The organizational structure of these bodies conceived
was to be headed by professional technologists and engineers and governed with the
representation of major stakeholders from industry, government and academia. Its
main task to ensure quality of training and standards set by NAVTEC in these
chartered institutions. Punjab and KPK have already started trials of ―coordinating
different departments under a single umbrella body‖: while Sindh and Balochistan
have a system that different departments have different responsibilities. Linkages
between the government and TEVT schools and the private sector are yet to be
strengthened.
According to Asian Development Bank, TEVTA focuses on enhancing enrolments,
instead of providing good quality relevant training. It is generally perceived that
technical and vocational training in Pakistan has little relevance to the demands of
industry. The technical institutions and training centers lack the required machinery
and equipment for training skilled workers. In the majority of the cases, teachers are
not qualified in the areas of their specialization and lack practical knowledge.
205
National Vocational and Technical Education Commission (NAVTEC): Pakistan Needs Vocational
Training to Boost Economic Growth, Ministry of Commerce. Available at
http://www.commerce.gov.pk/ read.asp?newsID=214
55
4.7 Framework of TEVT206:

The Vocational institutes offer one-year certificate and two-year diploma courses in
various trades. Commerce education to train manpower for the business sector is
provided in commercial training institutes, which offer one-year certificate in commerce
(C.Com) and two-year diploma in Commerce (D.Com) programmes. The Technical
education through Mono/polytechnic institutes and colleges of technology (including
private sector institutes) offers three-year diploma programmes (associate engineer) in
over twenty technologies. The details of the Vocational Education and Skill Development
(VESD) programmes in Pakistan being undertaken by various agencies at different levels
are summarized below:
Key Players in Pakistan for TEVT System207 (Table-1)

Agency/
Type of Institute No of Institutes/ Centers
Organization
Federal NAVTEC policy planning, coordination,
developing frameworks etc
Ministry of Labor & 4 montechnic/ polytechnic and
Manpower(NTB) 52 vocational institutions
Ministry of Education, Ministry of
Science & Technology and
Private centers
Punjab Technical Education and Vocational 113 montechnic/ polytechnic
Training Authority (TEVTA), Punjab and 1373 vocational institutions
Vocational Training Council (PVTC)-
Sindh Technical and Vocational Training 53montechnic/ polytechnic and
Authority (TEVTA) 411 vocational institutions
NWFP Directorate of Technical Education & 27 montechnic/ polytechnic and
Manpower Training (DMT) 716 vocational institutions
Balochistan Directorate of Manpower Training 2 montechnic/ polytechnic and
47 vocational institutions
Skill (public-private model) contractual Basis, 5 in nos one
Development in Islamabad and one in each
Council province (4) however they have
further given affiliation to
number of private sectors
institutes
TEVTA = Technical Education and Vocational Training Authority, DMT = Directorate of Manpower,
TE = Technical Education, VT = Vocational Training, Source: Asian Development Bank-ADB.
206
Asia-Pacific Programme of Education for All (APPEAL). National studies: Pakistan. Bangkok,
UNESCO Principal Regional Office for Asia and the Pacific, 1991
207
Report on Employment & Income Distribution through Skill Training, R&D Section, Technical
Education & Vocational Training Authority, Govt of Punjab, Lahore and Pakistan Education Statistics,
Academy of Education Planning & Management, Ministry of Education, for the year 2004-2008
56
At present technical education and vocational training programmes are administered by a

number of federal, provincial and private agencies. Many higher secondary students
improve their qualifications for diplomas and certificates by enrolling in private and
government degree awarding institutes in selected activities such as IT, network
administration, graphics and fashion design, or accountancy.
A comparative look of the above mentioned organizations reveals that a strong agency at
federal and one each at the provincial level should be solely responsible for policy, plan
development, promotion, up-gradation and standardization of technical education and
vocational training with an integrated approach to meet the changing needs of the
economy.
4.8 TEVT DATA208

(institutions, gender, enrolment, teachers & province wise)
The table-2 and Figure-1 shows the growth of public and private sector institution for a
period from 2004 to 2008 and this growth shows a disparity between public and private
sector. Further it also reflects that before 2004 the role of privet sector institutions in
TEVT is almost negligible which shows low level of participation. This also articulates
that the trend and actual data is in contradiction with the plans discussed above and far
behind in respect of institutional quantity as almost the same remained unchanged by and
large in three years on the contrary the population growth remained more than 2% per
year thus adding about more than 1 million youth adding annually in 35 million youth of
a population of more than 170 million.
TEVT Institutions in public and private sector (in nos) (table-2)

Year Public Private Total
2004-05 747 0 747
2005-06 2,835 224 3,059
2006-07 925 2165 3,090
2007-08 936 2189 3,125
208
Pakistan Education Statistics, Academy of Education Planning & Management, Ministry of Education,
for the year 2004-2008.
57
T E V T In s titu tio n s in P u b lic a n d P riv a te

S ec to r
3000
P ublic
2500
2000 P riva te
1500
1000
500
0
2004-05 2005-06 2006-07 2007-08
Figure 1
The table-3 and Figure 2-3 shows that there exist a gender disparity between males and
females for their participation in TEVT education. The data indicates that in three years
the enrolment remained stagnant and so the disparity between males and females which is
at the ratio of 63%:37% (males: females). This is again in contradiction the policy of the
government to reduce disparity & in contrast with the present gender ratio of 1.07
male(s)/female.
TEVT Enrolment Gender and Year Wise in Public and Private (table-3)
Year Male Female Total
2005-06
Public 53945 28189 82134
Other Public 12564 9054 21618
Total Public 66509 37243 103752
Private 82532 52403 134935
Grand Total
149041 89646 238687
(Public + Private)
2006-07
Public 56642 29598 86240
Other Public 13192 9507 22699
Total Public 69834 39105 108939
Private 86659 55025 141684
Grand Total
156493 94130 250623
(Public + Private)
58
2007-08
Public 54927 33039 87966
Other Public 14457 8696 23153
Total Public 69384 41735 111119
Private 90239 54278 144517
Grand Total
159623 96013 255636
(Public + Private)
T E V T E n ro lmen t G en d er a n d Y ea r Wis e
in P u b lic a n d P riv a te
100000
Ma le
80000
F em a le
60000
40000
20000
0
P ublic P rivate P ublic P rivate P ublic P rivate
2005-06 2006-07 2007-08
Figure 2
T E VT E nrolment G ender and Y ear Wis e

in P ublic and P riv ate
100000
P ublic
80000
60000 P riva te
40000
20000
0
Male F emale Male F emale Male F emale
2005-06 2006-07 2007-08
Figure 3
59
The table-4 and Figure-4 shows that the female teacher is almost 50% less than male‘s
teachers and there is very little increase in the teacher in three years which shows a
stagnancy situation.
Teachers (gender-wise) in technical and vocational education institutions (in Nos)
(table-4)
Year Male Female Total
2005-06
Public 4060 1847 5907
Other Public 924 494 1418
Total Public 4984 2341 7325
Private 4923 2317 7240
Grand Total 9907 4658 14565
2006-07
Public 4076 1854 5930
Private 4942 2326 7268
Grand Total 9946 4676 14622
2007-08
Public 4114 1934 6048
Private 5042 2371 7413

Grand Total
10144 4770 14914
(Public + Private)
60
T eac hers (g ender-wis e) in T ec hnic al and

Voc ational E duc ation Ins titutions
6000
5000 Ma le
4000
3000 F em a le
2000
1000
0
P ublic P rivate P ublic P rivate P ublic P rivate
2005-06 2006-07 2007-08
Figure 4
Province wise technical & vocational institutions (enrolment-gender-wise),

and teachers (2007-08) (table-5)
Institutions Enrolment Teacher
Province
Male Female Mixed Total Male Female Total Male Female Total
Punjab 284 761 441 1486 79482 45196 124678 5219 2452 7671
Sindh 75 165 223 464 35662 19876 55537 1917 778 2695
NWFP/KPK 281 296 166 743 35877 15897 51774 2208 774 2982
Balochistan 21 12 16 49 3114 1746 4860 340 109 449
AJK 12 69 21 102 1905 3499 5404 190 251 441
FATA 12 153 25 190 1211 6676 7887 82 196 278
Baltistan 8 28 0 38 690 938 1628 86 51 137
Federal 4 23 28 55 1682 2186 3868 102 159 261
Pakistan 698 1607 920 3126 159623 96013 255636 10144 4770 14914
61
P ro v in c e Wis e T ec h n ic al & V o c atio n al

In s titu tio n s (2007-08)
800 Ma le
600 F em a le
400
Mixed
200
l
dh
b
TA
n
an
JK
ra
K
ja
ta
P
in
de
st
A
un
FA
/K
tis
hi
S
Fe
al
P
oc
FP
B
al
W
B
N
Figure 5-a
P rov inc e Wis e E nrolment (g ender-wis e)

(2007-08)
80000
60000 Ma le
40000 F em a le
20000
0
l
h
ab
TA
n
an
ra
PK
nd
ta
AJ
nj
de
is t
FA
Si
ltis
/K
Pu
Fe
ch
Ba
FP
lo
Ba
NW
Figure 5-b
62
P ro v in c e Wis e T eac h er (g en d er-wis e)

(2007-08)
6000
5000
Ma le
4000
3000
2000 F em a le
1000
0
l
dh
b
TA
n
an
JK
ra
K
ja
ta
P
in
de
st
A
un
FA
tis
/K
hi
S
Fe
al
P
oc
FP
B
al
W
B
N
Figure 5-c
The above table 2 to 5 (Figure 1- 5) depicts that although the country has the potential of
more than 35 million young people trying to enter into the labor market (domestic and
international) and on the other hand even number of such institutions and their capacity to
accommodate this segment is even less than 1% to utilize this enormous human resource.
There are total 3125 TEVT Institutions in the country out of which 936(30%) are in the
public sector, whereas 2189 (70%) are in the private secretor. The total enrolment in
these institutions is 255,636 of which 111,119(43%) is in the public sector, whereas
144,517 (57%) is in the private sector. The total male enrolment is 159,623 (62%),
whereas the female enrolment is 96,013 (38%). The total teachers are 14,914 out of
which 7,501(50%) in the public and 7,413 (50%) in the private sector. There are 10,144
(68%) male teachers and 4770 (32%) female teachers. It clearly indicated there are lot of
disparity with regards to the number of institutions between various provinces, enrolment
and teacher ratios. The gender disparity is also visible in the above parameters.
4.9 Funds Position in TEVT

Allocation of Funds and Expenditure in TEVT209 (Table-6) Rs in Million
TEVT Sector Total Education
Plan
Allocation Expenditure Allocation Expenditure
th
6 Plan(1983-88) 1315 857.95 18840 16606.02
th
7 Plan(1988-93) 2000 943.17 22684.8 20232.97
th
8 Plan(1993-98) 2447 2373.32 69031.7 38367.49
th
9 Plan(1998-2003) 5000 4320 133500 124500
209
National Education Policy, Government of Pakistan, 1998-2003
63
Budget allocation for TEVT province wise (2003-2009) (Figure-6)
The table-6 (Fig-6) which described the allocation of the funds and expenditure gives an
idea about the priority of the government in TEVT policy. The funds allocation and
expenditure reflect aspects that the share of TEVT is on an average 6%, 8%, 3% and 4%
during the 6th, 7th, 8th and 9th plan of the total of education which is quite meager. The
same was not increased as proportion to increase in the other sub-sector of education.
This means the allocation of TEVT was increased from Rs 1315 million to Rs 5000
million from 1983 to 2003 (in twenty years) whereas for education as whole it was
increased from Rs 1830 Million to 133.50 Billion which shows a great deal of disparity.
Further the utilization of funds in education sector as whole and TEVT in particular also
shows that the institutional utilization is lacking. The Fig-1 shows that the provincial
allocation of the funds for the period 2003 to 2009 further reflects that the allocated funds
are constant from the preceding years or at a downward trends, further the disparities
between the provinces is quite visible.
64
Box 3
In global perspective various models are observed in TEVT system however the common factors
consist of; participatory polices, legislative framework, funding mechanism, qualifications skeleton,
standards, institutional governing structure, linkages with the industry and engaging social partners to
deliver the knowledge and skills formally and informally.
In Pakistan the TEVT system to some extends is inherited from colonial period comprises of six phases
however the formal system is developed in post independence period. It may be affirmed that various
steps were undertaken by the successive governments in Pakistan for developing an effective TEVT
system in the country which includes: national education conference at the time of independence, two
commissions report, five education policies, nine five year plans and other schemes and programs. The
common feature of all the policies, plans, programs and schemes highlighting the importance of TEVT,
however it look that each policy commenced a lament of the failure of the previous one and
interestingly proceeding to another one. Further each plan reviewed the performance of the previous
plan and speaks out the failure to achieve its targets. The implementation strategies on the prescribed
public document reproduce the justifications of the programs in terms of the failure of the past schemes.
The overall outcome reflects that there exists an insufficient implementation capacity of education
policies and plans which may be regarded as major hurdles in the development of TEVT system in the
country. The practice of extending the time period for the incomplete targets of previous policies/plans
can also be seen at various stages. The thrust articulated in Pakistan‘s perspective plan is mostly on
quantitative expansion of the TEVT, despite the projected surplus of its graduates over industry needs
however the substantial quality gap has not taken in to account. Further the policy framework never
developed for the larger informal sector of the country for the employment in the job market. The
framework for the implementation process with well coordinated efforts is also missing. This situation
indicates that there is need of co-relation between the rational policies and plans and adequate system
for their implementation through effective delivery mechanism.
The data revels that; i) no single agency in the respective provinces and other area govts exists to
coordinate and standardized the education, ii) institutional growth is not compatible with population
growth, iii) women disparity exist in enrolment, teachers, iv) allocation of financial resources are either
meager in relation to education sector or not distributed judiciously or underutilized which shows the
limited intuitional capacity.
Therefore the researcher is of the opinion that the malfunctioning of TEVT system is causing a great
deal of inconsistency due to gaps in; legislations, policies, plans, programs and formulation of the
projects without considering the implementation capacity of the respective institutions. Further these
instruments for the change have been developed generally in divorce from overall education policy and
planning. TEVT system in practice has its inability to function in terms of; quality of education and
skills of trainees and trainers, relevance of the trades, national/international standards, mismatch
financial grants, poor linkage with the industry, not addressing the viable and tangible informal sector,
minimal role of private sector, social value of the education, limited institutional growth, mismatched of
financial resources and their effective utilizations, women disparity at all levels, non adoption of new
technological tools and coordination between stakeholders. This has results a threat for an effective and
efficient functioning of TEVT system of the country which is in low level of educations and skills
within an outside in context with productivity and competitiveness. It is worth mentioning that the
public polices articulation, governance and management did not receive the specific attention it
deserved in concretized terms, which clearly delineating the roles of various tiers of government in
governance and management of education and skills and consequently caused malfunctioning of the
TEVT system. It is also a fact that no focal entity exist for a coherent policy planning for TEVT system
to achieve the implementation goals set in different legal documents which has adversely effected due
to the system of governance which has created disparity at multiple levels. The malfunctioning of the
system is also visible due to the fact that resources either are inequitable or wasted because of ill
conceived TEVT programs/projects and lack of ownership by the managers at ground levels.
65
66
Case Study of National Training Bureau
Chapter-5: Case Study of National Training Bureau

(Technical and Vocational Education),
Ministry of Labor and Manpower,
Government of Pakistan
5.1 Introduction
The case study research method is an effective tool to examine contemporary real-life
situations and provide the basis for the application of ideas and extension of methods. In
order to find out in-depth answers of the research question in perspective of historical
background, theories, literature reviewed, observations, surveys/interviews, the
researcher applied the method of case study technique for functioning/malfunctioning
working in everyday practice focusing technical and vocational education system. This
methodology added the strength to what is already known through the research reflecting
numerous factors impeding the effectiveness of TEVT system pertaining to polices,
plans/programs, legislations, quality of knowledge, skills, standards and implementation
capacity. Further the contextual analysis of an institution for number of aspects and their
relationships which are critical for a vibrant TEVT system gives the advantage to provide
much more detailed information of a particular situation and allow the researcher to
present data collected from multiple methods to provide a complete story.
In order to test the idea of the current research, case study of National Training Bureau
(NTB) has been undertaken due to the fact that NTB is one of the oldest institutions of
the country and carried out its activities within the umbrella of legal coverage and
polices/plans of the government. Further as the institute is located in Islamabad it was
easy and convenient to make frequent visits to collect documented data as well as
conduct interviews with the relevant officials at NTB. In the following sections the
researcher tried to determine whether the malfunctioning/functioning is prevailing in the
NTB? If malfunctioning prevails than what is its level and intensity and how it is
affecting the functioning of the whole system of NTB in perspective of government
policies and plans.
5.2 The NTB

National Training Bureau (NTB) was established in 1976 through a resolution (1976)i as
an attached department of Ministry of Labor and Manpower and Overseas Pakistanis,
Government of Pakistan. The Bureau is functioning as secretariat of National Training
Board after the promulgation of National Training Ordinance (1980)ii and amended in
January 2002iii to implement the activities and functionsiv entrusted under the ordinances.
The total strength of NTB was 257 which constituted 27% of officers and staff of 73%
but now it has only 107 staff. NTB being the federal body established a National Training
System in the country with close coordination of the respective provincial training boards
and the governments and international agencies for the growth of TEVT system in the
country. The broad functions of National Training Board as per its ordinances (1980 and
2002) in context of TEVT are as under:-
67
 to asses existing and future needs, both local and foreign.

 systematically update the training programs and establish criteria of revaluating
their programs and facilities.
 develop training syllabi and establish and specify national training standards and
trade tests without affecting any provincial training programs of foreign
collaboration.
 prepare national training plans, programs and projects in view of the local as well
as foreign market.
 organize and conduct seminars and workshops for various types of personnel
associated training activities.
 collect and compile statistics related to training activities.
 coordinate the working with provincial boards.
 review existing and proposed: legislation on vocational training and recommend
necessary legislative provision with the concurrence of provincial Boards.
 to ensure horizontal and vertical mobility in training
 to monitor the implementation of National Training Programs and projects.
 assist and establish institutions in collaboration with private sector to promote
technical, vocational and in-plant training and skill development.
 undertake registration and licensing of all establishments, organizations or
institutions which are offering or providing vocational training.
 develop system and conduct trade testing certification of skilled workers who
have received vocational training.
NTB being the premier institutions with a wider mandate in developing technical and
vocational system in the country hence its role and linkage with other forms of the system
may specify its position. The figure-7 illustrates the same:
68
Figure 7
Arrangements of TEVT education and its relation with General Education
and placement of NTB in the TEVT System
General Education TEVT Education
Outcome
NTB formalize
PRIMARY Join informal their training &
VTET award certificates
Join Vocational Semi Skilled and

MIDDLE or Technical Skilled workers
Training Centers (Workman)
Join Polytechnic Diploma of

or Commerce Associate Engg.
SECONDARY Institutes (Technicians)
Commerce
Colleges
Join Colleges of
Technology
COLLEGE Technologists
Join Universities Engineers M.Sc,

UNIVERSITY of Engineering & M.Com M.Phil,
Technology Ph.D.
The figure 8 shows various tiers of education and their linkages between primary
education (up to grade v), middle & secondary (up to grade viii-x), college (grade xii),
university (bachelors, masters and PhD). The figure also shows that technical and
vocational education falls under secondary education level which produces semi/skilled
work force in the country through certificate, diploma courses. Apparently it shows that
there is a link in between technical or vocational education with the college and university
level, but practically technical education has been and is considered as a separate stream
in the education system of Pakistan. Only few seats are reserved for technical and
vocational educationists in the universities of the country which shows discretion between
technical/vocational education and other segments of education even at the policy level.
69
The Vocational Training System introduced by NTB in the country is illustrated in the
Figure-8:
Figure-8
VOCATIONAL TRAINING SYSTEM

INTRDUCED BY NTB
G-I
1 YEAR HIGHLY SKILLED
ENTRY
WORKER
G-II PASSED
G-II
1 YEAR
ENTRY
SKILLED
G-III PASSED WORKER
ENTRY MATRIC &

MATARIC G-III
DROPOUTS 1 YEAR
SEMI SKILLED
WORKER
The Figure-3 explains three levels of the training system introduced by NTB in which is:
one year training is meant for semi skilled labor, two years for skilled labor and three
years is for the highly skilled labor. The matriculation means 10 year of schooling or drop
out means less than 10th Grade. GIII, G-II and G-I are 1 year courses producing semi
skilled, skilled and highly skilled workers respectively.
5.3 National Training Policy:

In view of the labor market requirements, NTB devised vocational training policy with
salient features which involved improving quality, improving standards and increase
numbers of workers trained under apprenticeship/on-job, streamlines and standards in
public, private and informal sector, provide and enhance facilities for women in non-
traditional trades, training facilities for instructional staff, change in existing training
legislations.
5.4 Apprenticeship Training Ordinance:

The federal government in June, 1962, promulgated the ordinance to develop, promote
and regulate apprenticeship programs in the industries and to secure minimum standards
of skills. The ordinance is applicable to all industrial establishments having five workers
in any trade. These industries are required to train apprentices up to minimum of 20% of
the total number of skilled workers employed in apprenticeship trade. The training was to
be imparted through directorate of provincial labor/ industries departments under the
ordinance. NTB is supposed to comply-with the training ordinance in the respective
industries.
70
5.5 Organogram of NTB

Organgram of NTB is given in figure-4 which gives governance structure of NTB.
Figure-9
Director General
Director, M&E, Planning, Coord, Admn, Director, Human Resource Development,

Private sector, Legislation, Board Training Material Development
Deputy Director Coord, Deputy Director, Deputy Director, Deputy Director Principal
SDC, Board, Admn, M&E, P&D, New HRD, Staff Trng (12 Video/Media, Dev.TMD, TTC
B&A Projects labs), Workshops Trade, Test & Certification Staff = 12
Asst Director=2 Asst Dir = 02 Asst Dir = 05 Asst Dir = 05

Staff (1-16) = 25 Staff (1-16) = 07 Staff (1-16) = 18 Staff (1-16) = 14
5.6 Organizations/ Units of the NTB:

The main units of NTB are given in Figure-10
Figure-10
Organizations/ Units of the NTB
Technical National Staff Trade Testing Planning and Skill Standards &
Training Training and Development/ Curriculum
Centre (TTC) Institute (NSTI) Certification Monitoring Evaluation Development
Skill Development Information Resource Centre/ Administration/

Council Technology, Hostels Library Finance/Transport
Section
71
The figure-10 depicts the units and sections responsible to carry out NTB activities which
are: Technical Training Centre (TTC), National Staff Training Institute (NSTI), planning
and development/monitoring evaluation, trade testing and certification, skill standards &
curriculum development, skill development council, information technology, hostels,
resource centre/library, administration/finance/transport section.
5.7 Areas of activities of NTB

 training (to impart the training to unskilled, semi skilled and skilled worker)
 setting occupational skills standards (devise the National Occupational Standards,
development of curricula and training manuals).
 trade testing and certification (trade and testing certification of the trainees from
formal and informal sector)
 expansion of technical training (affiliation of technical training institutes)
 public and private partnership (establishment of skills development council
through participation of public and private sector).
Box: 4
The role of NTB is focal and historical in TEVT system of Pakistan. The institute
was constituted through a legal instrument with a view to regulate and promote
technical and vocational training activities and assess on continuing basis the existing
and future training needs with the coordination of provinces. It also envisages
systematizing the training programs, developing the database for policy planning,
developing curricula, setting skills standards, concentrating informal sector,
evaluating training methodology, establishing linkages with the industry, catering the
needs of master trainers, promoting private sector, addressing the social acceptance
in society, expanding the of delivery system, and organizing courses on different
skills through its institutional capacity. Therefore these aspects have to be taken in to
account in addition to the evaluation of its mega projects/programs.
5.8 Programs conducted by NTB

The major programs conducted by NTB in pursuance of its activities comprises of the
followings:
a) Implemented crash training programme (1976-82) for overseas employment and
trained 26300 persons.
b) Implemented federal programme for skill development and trained 230 instructors
and 93 managers and provided equipment to 11 technical training centers in the
country.
c) National Vocational Training Project Phase –I (NVTP-I) (1981-86):
72
This project approved by ECNEC210 with a total cost of Rs 529 million including foreign
component of US $ 25 million provided by the World Bank. Under this project following
activities carried out through NTB:
Qty
Sr.No Item Location
(Nos)
I Establishment of New Technical Training Centers
i ATC/NTDI (federal) Islamabad (federal) 1
ii ATC (Punjab) Lahore (Punjab) 1
iii ATC (Punjab) Sialkot (Punjab) 1
iv ATC (Punjab) Karachi (Sindh) 1
v ATC (Punjab) Hyderabad (Sindh) 1
vi ATC (Punjab) Mardan (KPK) 1
II Renovation and up gradation of existing centers
i ATC/GVI/GVT (Punjab) Ferizwala, Sheikupura, Gujranwala(2),
Gujrat, Faisalabad(2), Sargodha,
Jauhrabad, Jhang, Sahiwal, Multan, 16
Khanewal, Bahwalpur, D.G.Khan,
Jhelum
ii ATC/TTC (Sindh) Abdullah Haroon, Kotri, Sukkur 3
iii TTC (NWFP/KPK) Mardan, Khalabat 2
iv TTC (Balochistan) Quetta, Khuzdar 2
III Equipments Provided to the Technical and vocational Training Centers
i ATC(federal) Islamabad 1
ii ATC/GVI/TTC (Punjab) Lahore, Sialkot, Faisalabad (2),
Ferizwala, Gujranwala (2), Bahawalpur,
D.G.Khan, Gujrat, Jaurabad, Jhang, 18
Jhelum, Khanewal, Multan, Sahiwal,
Sargodha, Sheikhupura.
iii ATC (Sindh) Karachi(2), Sukkur, Hyderabad 4
iv ATC/TTC (NWFP/KPK) Mardan, Khalabad, D.I.Khan, Mingora 4
v TTC (Balochistan) Khuzdar 1
The progress and achievements of NVTP-I under each initiative which is summarized
below for the evaluation purposes:
210
Economic Coordination National Economic Council (ECNEC) is the highest body of Planning
Commission, Government of Pakistan to approve the projects of larger scope with public funding for
socio economic development of the country.
73
Sr. Item
Progress/Achievements/Area of activities.
No
I Establishment of The institute was established, national occupational skills standards,
National Training trade test methodologies, curricula and trainee manuals were
Development developed in the trades of: carpenter, mason, electrical, machinist,
Institute (NTDI) at turner, refrigerator/air-conditioning, motor vehicle/auto(light-
NTB. heavy), automotive electrician, welder(gas/arc), bench fitter, tractor
mechanic, armature winder, radio/TV mechanic, draughtsman
(civil/mechanical), plumber, sheet metal worker/denter, textile
fitter, carpenter(sports goods), instrument mechanic, tailoring,
surgical equipments-mechanic-forging-heat treatments-
electroplating, leather work, painter, shuttering, steel fixer, auto
body spray painter, construction machine operator(engine/chaises
etc).
II Instructors Training 495 old and new instructors were trained
III Apprenticeship/In- 400 in-plant managers have been trained in various courses who
plant training have trained several thousands supervisors within industry.
IV Apprenticeship To address the demand of the industry in Islamabad, training
Training Centre, provided at G-III level in the trades of: electrical, welding, filter,
Islamabad machinist, auto machine, carpentry, turner, sheet metal,
draughtsman (civil/mechanical), in the evening shift the apprentices
from the industry also admitted for institutional training under
apprenticeship ordinance 1962.
d) National Vocational Training Project Phase -II (NVTP-P-II) (1987-96)-

NVTP-P-II
NVTP-P-II was launched with the objectives: to expand the training in the industry in
a systematic way, to carry out training to cater the need of rural and urban population
and initialization of training to women in nontraditional sector of industrial trades.
The project was approved by ECNEC in 1987 for duration of 8 years with a cost of
Rs.2882.19 million including foreign exchange component of various donor agencies
like World Bank, UNDP(United Nation Development Program), GTZ(German
technical Assistance) and CIDA (Canadian International Donor Agency). Under this
project following activities were to be undertaken through NTB:
74
Qty
Sr.No Item Location
(Nos)
I Establishment of New Vocational Training Centers
National Staff Training
i. Islamabad 1
Institute (NSTI)
Okara, Vehari, Muzafargarh, Attock,
ii. VTC//WTTC/TTC(Punjab) Jaranwala, Toba Tek Singh, Multan, 9
Rawalpindi, Rahim Yar Khan
Khairpur, Shikarpur, Noshero Feroz,
iii. VTC/WTTC(Sindh) 5
Sanghar, Hyderabad
VTC/WTTC
iv. Hangu, Abbottabad, Peshawar 3
(NWFP/KPK)
v. VTC/WTTC (Balochistan) Dera Murad Jamali, Gawadar, Quetta 3
vi. ATC (Punjab) Mardan (KPK) 1
II Re-equipping of existing training centers
Lahore(2), Multan, Rahim Yar Khan,
Sargodha, Mianwali, Kasur,
i. TTC(Punjab) Bawalnagar, Depalpur, Pindighab, 15
Sahiwal, Gujar Khan, Ferozwala,
Faisalabad, Gujranwala
ii. TTC (Sindh) Karachi, Kotri, Sukkur 3
iii. TTC (NWFP/KPK) Peshawar 1
iv. TTC (Balochistan) Quetta 1
III Establishment of Women Technical Training211
Women training and
i. Islamabad 2
employment unit-NTB
Women technical training Punjab (Rawalpindi)
centers (WTTC) and Sindh = Hyderabad
ii. 8
women employment cells NWFP/KPK = Peshawar
established. Balochistan = Quetta
The progress ascertained by the researcher of NVTP-II project is summarized as below:

Sr.No Item Progress/achievements/Area of activities.
I Established 5 Skill The aim of these councils was to involve private sector in training
Development management and administration and to address training needs of
Councils (SDC), industry to utilize the public and private sector facilities. The
One in each main features of SDC‘s are that they are autonomous, trip-orate
province and and employee lead bodies. The composition governance structure
211
Pilot project with capacity to train 840 women in non traditional trades like: secretariat services, hair &
skin, embroidery knitting, dress making, telephone operator, audio visual aid, photography, computer
operator, architecture, appliances repairs.
75
Islamabad through of these bodies is: Employers = 40%, Employees = 10% and
public-private Government representatives = 50%. The funding mechanism is
partnership seed money provided by NTB and other sources are fees charged
approach. to conduct various courses and donations/grants form national
and international organizations.
II National Developed national occupational skill standards (NOSSs) in 46
Occupational Skill trades, curricula in 28 trades, trainee manuals in 22 trades and
Standards instructor manuals in 20 trades for one year while curricula in 14
trades and trainee manuals in 5 trades for two year courses.
e) Current Projects in Hand
Sr.No Project Activity
1 Training of In order to cope up with the non availability of adequate trained staff,
Trainers shortage of experienced and skilled instructors, a 3 years project on
(TOT) Training of Trainers (TOT) was launched with a total cost of Rs.62.457
million. The project envisages training of 770 trainees in various skills
in 36 months. About 457 instructors have been trained so far and the
project activities are in progress.
2 Trade Testing A 2 ½ years project was launched with a total cost of Rs.18.089
& million. Main objective of the project is to assume the function of the
Certification National Training Board and start trade testing & certifications of the
of Trainees trainees, the trainees from different centers/institutions as well as those
and Skilled skilled workers who gained skills and knowledge through sector. 5400
Workers. skilled workers will be trade tested during project period, whereas 9255
were already tested and certified.
3 Certificate on Keeping in view the dire need of technically trained human resource in
Gardening the field of gardening, the National Training Bureau has launched a
three years project with a total cost of Rs.15.064 million. Total 1800
gardeners will be trained, whereas, 88 have already been trained and
400 are under training.
4 Construction A two years project of Rs.161.325 million was launched to construct a
of Hostel hostel for 100 persons keeping in view to facilitate trainees. The work
Building for was stated from January 2009 and it is expected that 50% work will be
100 Persons completed in the year 2009-2010. An amount of Rs.70 million is
released for him fiscal year 2009-10.
5 Training in A 2 ½ years project with a cost of Rs.70 million was launched at
Construction Training Institute National Logistic Cell (NLC) Mandra. It is planned
training that about 1600 trainees will be trained in different trades of
Institute constructions, whereas 6620 trainees have already been trained.
6 Establishment A 2 ½ years project of Rs.36.020 million was launched at Kashmore
of Vocational Sindh in the year 2006. Work is in progress with funds provided by the
Training federal government through NTB. The center will provide the training
Centre in 5 trades.
76
Box 5
Section 5.8 represents the major programs carried out by NTB, the in-depth analysis of
5.8 (c & d) is carried out which pertains to National Vocational Training Program
spreads in to two phases and approved by the highest forum of Govt of Pakistan with an
international assistance. The data was collected through recording notes obtained
through discussions, consulting official documents, files and reports etc to evaluate the
programs/projects. Primarily this program gave a immense break-through to NTB in
terms of evolving a comprehensive TEVT system in the country. The program gives an
outlay of the expansion of TEVT training centers either through establishment of new
centers or through up-gradation of the existing ones. It further covered the aspects like,
instructors training, apprenticeship training, establishment of skill development
councils, national occupational skills standards etc. Some other projects of NTB are
also reflected related to training of trainers, trade testing & certification etc. The details
of achievements, underachievement or failure are discussed in 5.9 and 5.10. The section
5.11 is an in-depth analysis of the researcher for NVTP (being the premier program of
NTB) programs which actually help in determining the factors responsible for
malfunctioning of the institute.
5.9 Training Institutes-NTB

Following institutes are located in Islamabad and operated directly by NTB, their
contribution is listed below:
i) National Staff Training Institute (NSTI) under NVTP-Phase-II
NSTI started its activities in Technical Training Centre (TTC) on shift basis in 1991-92
and a full fledged building was built up for an areas of 30,000 Sq. feet functioning in
1997. The equipments were provided by the GTZ (German Aid). The total estimated cost
was Rs 158.556 Million. The aim of the project was to provide staff training to improve
the quality of the instructors in pursuance of National and Vocational Policy 1995. Since
1987 under National Vocational Training Project (NVTP) phase-II, 2241 persons were
trained in the areas of: institutional staff (964), officers and staff of Ministry of Labor and
Manpower (174), skill development and entrepreneurship of NGO‘s (300), IT/automotive
(30), specialized course on High Tech (773). Some of the quantitative data to carry out
the training courses for master trainer, upgrading the existing skills of the skilled workers
and advance training respectively under NSTI during various periods shown below (a-d):
77
a) Basis instructors training Course:

212
PC-I
Target Target
S.No. Course Period
(No of Achieved
Participants)
1. 1st Training course 15-05-2006 to 14-09-2006 70 54
2. 2nd Training course 02-07-2007 to 18-12-2007 70 40
TOTAL 140 94
B as ic ins truc tors training C ours e
70
60 Target
50
40
30
A c hievement
20
10
0
F irs t S ec ond
T ra ining C oure se
Figure 11
b) Three months skill Up-gradation Training Courses

PC-I Target
Target
S.No. Course Period (No of
Achieved
Participants)
3. 3rd Training course 22-01-2008 to 21-04-2008 70 50
4. 4th Training course 19-05-2008 to 18-08-2008 70 50
TOTAL 280 206
212
Planning Commission Performa-1(PC-1) of Government of Pakistan under which all public sector
projects including TEVT projects are developed, targets are earmarked along-with the resource
allocations.
78
T h ree Mo n th s S k ill Up -g rad atio n

T rain in g C o u rs
80
Target
60
40
A c hievement
20
0
F irs t S ec ond Third F ourth
T ra ining C ourse
Figure 12
c) One month advanced Training Courses

PC-I Target
S. Target
Course Period (No of
No. Achieved
Participants)
3. 3rd Training course 09-02-2009 to 10-03-2009 70 34
4. 4th Training course 06-04-2009 to 05-05-2009 70 20
Total 280 143
79
O n e mo n th a d v a n c ed T ra in in g
C o u rs es
70
60
Target
50
40
30 A c hiement
20
10
0
F irs t S ec ond Third F ourth
T ra ining C ourse
Figure 13
d) Three months Skill Up-gradation Training Courses

PC-I Target
S. Target
Course Period (No of
No. Achieved
Participants)
1 5th Training Course 1-10-2009 to 31-12-2009 70 51
T h ree m o n th s S k ill Up -g ra d a tio n

(F ifth ) T ra in in g C o u rs e
70
60
50
40
30
20
10
0
Target ac hievement
Figure 14
80
Box 6
The overall physical achievements in term of participation for a, b, c and d (Fig: 11-
14) for the above are: 67%, 73%, 51% and 72% respectively. This clearly indicates
that the efficiency of the delivery system of the institution to carry out the knowledge
and skill development courses for master trainers as well as trainees is on an average
only 65% of the desired goals set during planning and conducting the courses of
various levels. The same also articulates that the system is 35% less efficient to meet
the desired targets. Therefore due to the intuitional capacity the purpose of the
program was not achieved optimally. This also means that although the programs
were planned, resources were allocated for conducting these courses but the same was
not utilized effectively which clearly leads to the conclusion that their existed a
malfunctioning in the delivery system which has not allowed to achieve the desired
targets. This deviation supports Deming theory that variation leads to malfunctioning
of the system. Similarly the level of effectiveness is pleaded by various global partners
like Asian Development Bank in its report which is discussed in literature review and
also the mismatched reflected in national polices and plans in Pakistan‘s perspective.
Consequently the case study of NTB seconds the malfunctioning.
ii) National Training Development Institute (NTDI)

The institute was established in 1985 under NVTP phase-I which was responsible to
develop and upgrade vocational training in the country by performing functions like
structuring various types of training curricula/manuals for trainee/trainers, establishing
and upgrading national occupations skill standards, establish trade testing and
certification system for institutional training and marketing the worker in the industry etc.
As far as the progress of the project is concerned, 46 National Occupational Skills
Standards (NOSS) were developed for various trades. Similarly training material for 32
trades were also developed and tested. Further 20 institutions were awarded affiliation
with NTB for trade testing process in addition to establish liaison with various
international agencies.
iii) Technical Training Centre (TTC)
TTC was established in 1986 under the National Vocational Training Project Phase-I.
Regular training courses according to G-III and G-II Level of National Occupational Skill
Standard (NOSS) establishing by National Training Board in the following trade areas
exist in this Centre. The Training Capacity of these workshops is as under:
i. Electrical 25
ii. Auto Mechanic 25
iii. Turner/Machinist 25
iv. Civil Draughtsman 25
v. Mechanical Draughtsman 25
vi. Welding (Arc & Gas) 25
vii. Computer (Basic & Advanced) 50
Total Capacity 200
81
At present Technical Training Centre is providing the facility to get technical education
under 3 Months Short Duration Training Courses in the following trades:-
1. Computer Applications
2. Auto CAD
3. Draughtsman Civil
4. Draughtsman Mechanical
5. Quantity Surveyor
6. Electrician
7. Welding (Arc & Gas)
8. Turner/Machinist
9. Auto Mechanic
For above said courses more than 200 trainees are registered in every session. Admission
notice in these trades is announced through advertisement in daily newspapers and
through electronic media. The resources available with this centre i.e. training facilities
and expertise/assistance provide skilled and semi skilled workers to public, private sector
and self job opportunities to reduce unemployment in the country.
iv) Apprenticeship Training Centre (ATC)/Technical Training Centre (TTC)
ATC/TC was established under NVTP phase-1 in 1987 to meet the training requirements
of skilled workers of Islamabad /Rawalpindi in various technical and vocational trades.
The centre imparted various training programs of different durations and 2016 trainees
have been trained in different IT related fields and about 1648 were trained in the
mechanical/electrical/civil disciplines.
Box 7
The above programs/projects (5.8 and 5.9) of NTB indicates that the strength of NTB
on which the institute has been developed is based on the establishment of various
centers and their function within NTB are in pursuance of two mega projects i.e.
NVTP-Phase-I and NVTP Phase-II therefore considering the scope of the case study
the evaluation of these projects is critical. The rest of projects/activities are minor in
nature with short duration. Hence the effectiveness of both of the projects is
determined considering their objectives and achievements will reflect the functioning
or malfunctioning of NTB. The following section will carry out in-depth analysis of
the research considering NVTP-I&II programs of NTB.
5.10 NVTP-Phase-I and NVTP-Phase-II

The area of concern of the research is the effectiveness of NTB through evaluation of
NVTP-Phase-I and Phase-II. Therefore the researcher worked out the indicators keeping
in view the scope of the project and the study objectives. An extensive exercise was
carried out by consulting various project documents like project proposals, files,
82
quarterly/annual plans and even digging information through discussions with the
officials of NTB.
The evaluation is carried out by taking in to account the quantitative and qualitative
aspects. The Tables from 1 to 4 reflects the project operation, implementation (delivery)
province/region-wise details:
i) Quantitative Data (Key Indicators):
a) Project operation:
Table-7
Aspect Enrolments (targets) Actual (achievements)
Existing Centers 17000 11162
Instructors training 2000 1180
Trade testing cells 50000 number tested
No target established)
(no targets established)
1579 persons trained in 64
SDCs and CMCs* No target established
short courses
New Centers 3040 Not fully operationalized
* Skill Development Council (SDC)/ Central management committee (CMC)
Box 8
Table-7 gives the profile of the project which is divided in to the categories of:
existing/new centers, instructors training, SDC and trade testing cells. The variation is
interesting as in the first two aspects the negative variation is about 35% and 40%
with respect to the designed goals. In trade testing no targets earmarked hence the
evaluation is difficult which is more questionable in terms to determine its delivery
effectiveness, whereas the operationalization remained a challenge in new centers.
These aspects advocate the factors of miss-governance of the system as the capacity
deficit existed in the institution which has caused the inability to address these critical
aspects. The aspect of the non operation of the new institutions also shows that a
serious issues of planning existed in project management.
83
b) Project implementation:
Table-8
Key implementation Estimated Targets Actual completed Remarks
indicator
Developing New Training Centers
Centre-buildings 19 4 1 dropped, 3 transferred
to govt financing, being
completed
Supply of equipments 19 18 All equipments supplied
Developing women training centers
Centers buildings 5 2 3 being progressed
Equipments 5 2 Government to procure
equipments for 3.
Developing Instructors Training Institute
For instructors 1 new at national All four completed -
level and 3 at
provincial level
Existing centers
Equipments supply 20 20 All supplied
Consumable materials 60% targets achieved at
the end of the project
Training abroad 10 per year 21 persons per year
(62 persons)
Skill Development 4 2
Councils (SDCs)
Central management t 20 11
committees (CMCs)
Monitoring and 5 5
evaluation
Trade testing cells 4 4
Box 9
The Table-8 indicates the implementation parameters like: infrastructure development,
provision of equipments/supplies, training, constitution of SDCs/CMCs, monitoring and
evaluation system and trade testing cells.
The target of each parameter and its achievements shows that six out of twelve
indicators are lacking in respect of its achievements as per its schedule. The project
implementation is lacking in respect of its delivery mechanism to comply-with the
earmarked goals. This supports the arguments that the resources are not optimally
utilized which is pre-requite for an effective and efficient functioning of the system.
Although the monitoring and evaluation units were established as per its designed but
their viability is questionable as the same has not been able to improve the on-going
system. Similarly the Centre Management Committees which are supposed to govern
the system are functional to only 55% of the total which consequently hampered the
project implementation strategy thus causing under implementation of the project.
84
c) Key indicators provinces wise:

Table-9
NWFP
Project aspect Punjab Sindh Balochistan
(KPK)
Apprenticeship training intake:
3368/5762
start/end of project within 10 years 1337/2558 720/1010 63/124
(in Nos)
Enrolment progression in existing
1032/182
VTCs start/end of project within six 5405/7696 861/639 520/882
3
years (in Nos)
Enrolment capacity utilization
percentages start/end of project 71/78 33/29 68/138 103/151
within eight years( in percentage)
No of centers running broad-based
4 3 1 1
curriculum ( in Nos)
No. of CMCs established/functional 4/4 9/5 4/3 3/3
No of persons trade and certified
including candidates from informal 10994/11608 7155/2692 980/1301 1011/843
sector within three years (Nos)
Planning
Implementation of National Planning yet Planning yet Planning yet
yet to
Training Policy to started to start to start
start
No. of SDCs established and
1/1 1/1 0 0
functioning (in Nos)
Percentage of untrained instructors
35 38 54 47
(%)
Average provision of training
materials budget against the norm of Rs 70 Rs 80 Rs 75 Rs 175
Rs 150 per trainee per month
No of new centers establishment
under provincial financing outside 2 12 3 6
the project
Revenue generated through short Rs 0.505 RS 0.200 Rs 3.528
Rs 0.105 M
courses Million Million Million
Number of new trades started in
existing centers/trainees enrolled 11/861 6/162 3/245 5/410
start/end of project
85
Box 10
Table-9 indicates provincial wise statistics on the aspects of enrolment, SDCs/CMCs,
untrained trainers, introduction of new trades, revenues etc. The various indicators
with regards to the implementation of the projects depicts that; i) the yearly
apprenticeship training intake in the provinces of Punjab, Sindh, KPK and Balochistan
increased to only 7%, 9%, 6% and 10 % respectively in 10 years, ii) enrolment of the
existing VTCs in six years shows an yearly increase/decrease of 7%, -6%, 13% and
9% respectively in these provinces, iii) the provincial enrolment capacity utilization in
eight years also remains in low trap to an yearly increase/decrease of 1.25%, -1.5%,
12% and 6%, iii) the persons from informal sector trained/tested on yearly basis in
three years illustrate to an increase/decrease to 2%,-0.067%, 11% and -7% for each
province respectively, iv) the new trades started in one year are 11, 6, 3, 5 in which
the trainees enrolled to about 861, 162, 245 and 410 for the above provinces, v) the
functionality of CMCs is an issue in province of Sindh whereas SDCs in KPK and
Balochistan have not been established and disparity existed as well as for the budget
provision, vi) the quality of instructors can be judged through the fact that on an
average 45% of the instructors were untrained, vii) the financial resources
mobilization to generate own funds for the sustainability of the respective institution is
also negligible, viii) The implementation to National Training Policy has not been
implemented in any of the province and only in Punjab the planning aspects has been
addressed on the contrary in other provinces the planting has yet to start.
These specific indicators conclude that the system is faulty in term of delivery and the
pace of work which is quite slow and even moving in the negative direction which is
counterproductive in addition to disparity within the system and between the
provinces. This means the policy is not implemented and planning not carried out in
accordance with the resources which truly effect the functioning of the system. Thus
deviation was observed which resulted in malfunctioning of the implementation
phase.
86
d) Data on Turnover of Chairman/Secretaries of NTB/PTBs

during 10 years-Table-10
Table-10
Post Office No of Changes

during project
Federal Minister of Labor, Chairman, NTB 7
Manpower and Overseas Pakistanis
Federal Secretary of Labor, Alternate Chairman, NTB in 7
Manpower and Overseas Pakistanis absence of the Minister
Director General, NTB Secretary, NTB 4
Secretary, Labor, Punjab Chairman, PTB, Punjab 10
Director of Manpower & Training, Secretary, PTB, Punjab 6
Punjab
Secretary, Labor, Sindh Chairman, PTB, Sindh 8
Director of Manpower & Training, Secretary, PTB, Sindh 7
Sindh
Secretary, Labor NWFP/KPK Chairman, PTB, NWFP/KPK 7
Director Manpower training Secretary, PTB, NWFP/KPK 4
NWFP/KPK
Secretary of Labor, Balochistan Chairman, PTB, Balochistan 12
Director of Manpower & Training, Secretary, PTB, Balochistan 10
Balochistan
Total Changes 82
Box 11
Table-10 explains the changes occurred in the governing structure of NTB/PTB which
is about 82 times in ten years and on an average more than 8 times per year. It is very
unusual that the leadership of the main governing bodies of TEVT system were
replaced on and off. This also reveals that a harmonized policy has not observed at
federal and provincial level and the coordination among the stakeholders is very much
weak. Such changes always effect the functioning of the system in term of policy-
planning and programs/project execution. The situation portrays that while selecting
or appointing the heads of these eminent bodies, legal coverage was not provided to
ensure their term of appointments nor the same was assignment based rather all action
were taken unilaterally through an administrative orders instead of consultancy and
professional approach. Non consistency in policy is very much obvious.
87
e) Schedule of Instructor-Trainee Ratio-Table-11

Table-11
Year 1 Year 2 Year 3
Provinces Remarks
Enrolled No of Enrolled No of Enrolled No of
Ratio Ratio Ratio
trainees instructor trainees instructors trainees instructors
Punjab 7476 1029 1:7 7526 1029 1:7 10353 1252 1:8 Improved
Sindh 1019 166 1:6 1117 152 1:7 2070 152 1:13 Improved
NWFP/
2071 302 1:6 2184 339 1:6 2272 339 1:6 Static
KPK
Slightly
Balochistan 1011 252 1:4 763 252 1:3 830 216 1:3
improved
Federal 134 19 1:7 138 18 1:7 119 18 1:6 Erratic
S c hedule of Ins truc tor-T rainee R atio

12000
Year 1Trainee
10000 Year 1Instructor
Year 2 Trainee
8000
Year 2 Instructor
6000 Year 3 Trainee
Year 3 Instructor
4000
2000
0
Punjab S indh NWFP/ K PK Baloc his tan Federal
Figure 15
Box 12
Table-11(Figure-15) is the instructor-trainee (teacher-student) ratio comparison of
three years of each province. This aspect is very critical for the quality of education
and skills in TEVT system. From the table it is evident that in Punjab, Sindh and
Balochistan the same has improved, whereas for KPK province it remained static
and for the federal area it has declined. This depicts an interesting scenario if the
same is compared in terms of trainees and instructors perspective. i) For trainees
enrolment; there is an increase of 38%, 103%, 10% for the province of Punjab, Sindh
and KPK respectively and a decline of 18% and 12% for Balochistan and Federal
area. ii) For instructors, the increase of 22%, 8% and 12 % observed in Punjab,
Sindh and KPK respectively and decrease of 14% and 5% for Balochistan and
Federal Area. This shows an abnormal trend of the ratio (trainee-trainer) has
hampered the effective functioning of the system.
88
c) ii) Project Performance over the Project Life:

During the study the project documents have been thoroughly examined to ascertain the
projects performance considering the aspects associated with it and on the basis of each
objective categorized on the basis of functioning of various aspect in to three categories;
i) achievements, ii) under achievements and iii) failure. The illustrations of these
categories in pursuance of the respective project objective are illustrated below:
a) Objective I: To improve the quality of the National Vocational Training
System:
Achievements
Aspect Achievements
New Equipments for VTCs $ 16 Million to 20 existing vocational training centers
(VTC‘s) and worth about $10 million to 11 new
VTC‘s
National and provincial training Established with increase in annual training capacity
infrastructure of institutional staff for 60 to 300 and an output of 1902 trained
instructors
Curriculum Preparation and initial implementation of a broad
based, multi-skill and modular training curriculum in
12 VTC‘s.
Women technical training Planning and delivering of women technical training
programs in 5 non-traditional, income
generation/wage employment skill trades on
successful, pilot basis.
Establishing formal Forums through Setting up formal mechanism, forums and prototypes
demand led training (CMCs, SDC‘s, trade testing cells, standing national
committees in instructor training and apprenticeship
training) for employers, initiating participation in
demand-led training planning, delivery and
evaluation. The SDC located in Sindh(Karachi) as a
public-private model is working better due to the
ownership by the employer.
System efficiency Provision of new equipments worth instituting
monitoring and evaluation processes at the federal
and the provincial levels to assess internal and
external system efficiencies.
Flexible Training Shortening on a selective basis overall training
duration and introduction of short, flexible and
market-oriented training courses, based on training
based surveys.
Restructuring Undertook the restructuring-wide implications
including 50% reduction in number of VTC‘s form
31 to 16.
Reconstitution of NTB and the provincial training
boards with 50% representation of employers.
89
Training Policy issuance of rational and far-reaching national training

policy
Management and monitoring & Addition of 76 management and M&E staff in the
evaluation National Training Bureau (NTB) and provincial
Directorate of Manpower & Training (DMT‘s).
Women training Establishing women training and employment cells at
the federal and provincial levels.
Consultancy service Provision of 66.5 man-years pf consultancy services
extended by German aid and Canadian international
development agency. 21.3 man-years of foreign
fellowship and 426.5 man-years of local fellowship
training compared respectively with provision of 34.6
staff years and 416.5 staff years.
Underachievement
Aspect Under Achievements
Acceptance by the Provinces- Reluctance among the provinces to fully accept and
Curriculum implement new curricula and only 12 existing VTCs
accepted out of 86 and non of the new 16 VTC‘s.
SDC‘s Only two out of 4 SDCs established with only one
(Karachi) of the two being fully functional.
CMC‘s Only 9 of the 20 established CMCs being fully
functional.
M&E Faltering use of M&E data in decision-making.
National training policy Inadequate follow-up on the provision of the national
training policy among several training providers
project studies Delays in the completion of 3 out of five project
studies and lack of action on related convents.
Training legislations Interminable delays in amending the current training
legislations
Failure
Aspect Failure
Operational and maintenance budget Inadequate and very meager budget for the operation
for training and maintenance expenditures, particularly on
consumable training materials.
Decentralization of functions Persisting constraints in the effective decentralization
of administrative and financial powers to the
VTCs/CMCs resulting delayed or inappropriate
recruitment of instructional staff, inflexibility in the
use of resources, enduing rigidity in training
programs and political interventions in day to day
decision making.
90
Coordination Non-maturation of the NTB and PTB‘s as effective

normative and training coordination bodies with
independent resource outside governmental control.
b) Objective II: To improve the capacity of National Vocational Training system

(NVTS) to meet skilled and semi skilled manpower requirements
for the industrial and agriculture/rural sectors:
Achievements
Aspect Achievements
Enrolments Gradual increase in enrolments capacity in VTCs for 9913 to
15644 within seven years
Building and equipments Provision of building and equipments to 11 new VTC‘s in
agricultural/rural districts and 4 women technical training
centers (WTTC‘s) in major urban centers.
Women training Fully operationalized of 2 new WTTC‘s in governmental
donated buildings and graduation of 921 women trainees in 6
non-traditional, modern skilled trade areas.
Institutional building Provision of buildings and equipments for National Staff
Training Institute (NSTI) at NTB and 3 provincial training
institutes
Apprenticeship support Strengthening and in-plant training services through provision
of additional staff, vehicles and technical assistance,
apprenticeship training capacity increased form 5601 to 8709
within five years
Trades introduction Addition of 7 new trades in 20 existing VTC‘s with an
additional capacity of 2592 trainees
Support to formal forums Operation of 64 short, intensive and market oriented courses
through CMCs and SDCs with an output of 1579 trainees for
wage employment/job up gradation.
Study (total targeted 5 only Completion of study on cost recovery and financing the
two completed) vocational training and financial compensation schemes &
training in private enterprises‖.
Underachievement
Aspect Under Achievements

Curriculum Long delays in the operationalization in new VTC‘s with only
12 completed VTC‘s likely to run broad based courses.
Women training Non-operationalizaion of 3 new WTTC‘s during project life
Legislation Delayed amendments in apprenticeship training legislations
91
Failure
Aspect Failure
Mobile training Non-mobilization of mobile training services in support f the
informal sector
NTB effectiveness Lack of success of NTB/PTB‘s in mounting meaningful
intervention towards molding the supply-driven vocational
training programs and institutions among several public sector
training providers of ministry of education.
Public sector support to Non-mobilization of publics sector support to private sector
private sector training institution
Study (3 incomplete) The study on women training was not started and two studies on
rural apprenticeship training and survey of industrial needs were
partially completed.
c) Objective III: To assist government in establishing a clear policy for cost

recovery on training:
Achievements
Aspect Achievements
Cost recovery Modest cost recovery through custom-built short
courses run through CMC‘s and SDC‘s
Province persuasion Imposition in some provinces of training
materials and trades testing fee/funds to be
charged to trainees.
Study Completion of study on ―cost recovery‖
Failure
Aspect Failure
Fees structure Non enhancement of fee charges to trainees in
existing VTC‘s
Influencing decision making Very slow recognition by the decisions maker of
the need and rationale of cost recovery
Stipend based training Subsidizing and providing stipends and financial
assistance in some provinces to stimulate
artificial demand for vocational training
92
5.11 Component-wise project performance:

The researcher further synthesized the project components considering the data at [5.10 i
(a, b, c, d, e) & ii (a, b, c)] to determine the performance of the project. The researcher
took in to account the objectives/targets of the project, its achievement and the gaps
(under achievements/failure) in determining the factors of functioning or malfunctioning
of NTB. The detail ed valuation of each component is described below:
a) Up-gradation of existing centers:
The component aimed to upgrade 20 existing VTCs through provision of new
equipments, introduction of new trades and development of National Skills Standards and
Curricula for semi skilled (G-III) and Skilled (G-II) workers and additional enrolment of
trainees in double shifts. The equipments were purchased and twenty five new trades
were introduced in 20 existing centers. Evening shift programs were introduced in the
existing VTCs. Additional instructor staff were provided to meet the requirement of the
enhanced enrolments in the existing and new trades. The enrolment increased form 7818
to 11040.
b) Establishment of New Centers:
This component was addressed to meet the requirement of skilled/semi-skilled manpower
in rural/agricultural districts. Originally, 31 new VTCs were to be developed under this
component, but according to the market signals, the restructured project reduced this
number to 19. By the project closed new buildings had been built for only 4 centers,
while the remaining were in varying stages of progress. The scope of the new centers was
limited to 4 broad-based trades with modest, need-based buildings and scaled-down
complement of equipment. Each new VTC was designed with a capacity of 16 trainees in
each of the two shifts in each trade. A broad-based curriculum was developed and master
trainers were trained to equip instructors with skills of administering broad-based,
modular curriculum. The delayed construction of buildings and procurement of
equipments did not allow the incomplete centers to be operationalized before the project
closed. Even the 4 completed centers were not operationalized.
c) Apprenticeship Training:
To strengthen the apprenticeship services including oversight and professional help in the
industrial sector, this component provided additional staff, raised their salary status,
improved their mobility and created for them opportunities of formal training, seminars
and workshops. As a result of these inputs a steady increase was maintained in the
number of apprentices from 5488 at the start of the project to 9454 at its closure, thus
meeting the capacity targets: however ascent on legal enforcement of the apprenticeship
law prevented full mobilization of the capacity of this program. Accordingly draft
legislation was prepared to introduce greater voluntaries in to the program and to extend
the net to larger number of employers. However till the closure of the project, the
proposed revision in the legislation could not be legislated.
d) Instructor Training:
This component had both quantitative and qualitative objectives and comprised the
conversion of the existing NTDI in to NSTI and creating additional instructor training
93
capacity in the provinces. Under the restructured program, the NTDI was kept intact and
a separate NSTI was established along-with new buildings and provision of the
equipments. Three STIs were also established in the provinces. The instructors training
capacity was increased form 60 to 260. A consensus was developed that modular
structure would be implemented with the basic module being administrated in the STIs
and advance module in the NSTI. While this arrangement had accelerated the coverage of
un-trained instructors, it was not problem-free. The main difficulty was the un-
willingness of the provincial trainees to benefit from NSTI training because this
dislocated their domestic life. Another possible difficulty was realized in the post-project
period of budgetary constraints of provincial governments in meeting the expenses of the
prospective instructor trainees.
e) Women Training: the women training component got a head-start when the
provincial governments of NWFP/KPK and Balochistan agreed to provide the premises
for WTTCs in Quetta and Peshawar. The non-traditional training courses in Beauty
Culture, Secretarial Trades including Computers, Draftsperson-ship and Dress-making
were started in these centers and the response from female trainees continues to be
positive. Although the job market context for the trained output was not well defined,
opportunities of both wage and self-employment have emerged with the passage of time.
Adequate back-up support has been provided to these centers by the Women
Employment and Training Units (WETUs) established in Islamabad and the four
provinces. Of the 5 WTTCs planned, new buildings for the remaining 3 got delayed and
so the procurement of equipment due to government procedures. This component met
with qualified success in that it did establish the explicability potential of the
experimental WTTCs, but did not achieve the planned physical target.
f) Management and Implementation: This has been the weakest aspect of the
project due essentially to : (i) delayed recruitment of management staff abetted by further
delays in staff development: (ii) delay in acquisition of sites: (iii) initial gaps in federal-
provincial communication and coordination: (iv) continuing deficiencies in construction
management and supervision: (v) resistance to decentralized modes of operation: (vi)
bureaucratic delays in re-legislation of existing training laws: and (vii) massive turn-over
of top managers and policy makers with 82 staff changes at both the federal and
provincial levels. The implementation of physical component improved in the post-
restructuring period, the normative work of the training boards remained largely stalled.
Factors that contributed to the lack of performance by the boards included: (i) lack of
empowerment: (ii) key staff changes: (iii) lack of interest on the part of employer, iv)
slow decentralization and (v) infrequent meetings of the boards.
g) Monitoring and Evaluation: Five monitoring & Evaluation (M&E) units have
been established under this component and they have been staffed and equipped after
some initial delayed. Information-gathering formats have been developed to collect
center census data annually. To assess external efficiency of the training centers, tracer
studies have occasionally been conducted, which reflect an employment rate of 30 to
50%, depending on province, trade and the year of passing. The M&E units still lack staff
expertise in assembling and updating reliable labor market information. There is need for
assembling and updating reliable labor market information.
94
h) Studies: Of the 5 project studies, 2 have been completed in the areas: (a) cost
recovery and the financing of the vocational training: and (b) financial compensation
schemes and training in private enterprises. The study on Women Training remained un-
commissioned. The remaining two studies on rural apprenticeship program and survey of
industrial sector needs and the demand of advanced (G-1) vocational training have been
partially completed. While going through the findings of these studies, much is left.
Moreover, the government is in default on the covenanted actions that were to follow in
using the results of the studies. These actions constituted (i) introducing a system under
which an increasing proportion of training cost could be recovered from the beneficiaries:
(ii) implementing a pilot program of rural apprenticeship training: and (iii) introducing
advanced vocational training (G-1) courses in selected institutions. Despite meeting
success in realizing user charges under the training programs run by CMCs and SDCs,
the full potential of partial cost recovery from the trainees of regular programs remains on
un-accomplished task. All in all, disappointing progress has been made on the completion
of studies and no follow-up action has been initiated on the outcomes of the completed
studies.
i) Impact of Project: The software developed under the project including a national
training policy and a board-based curriculum has yet to find a wide acceptance within and
outside the NVTS. However, there is evidence to believe that internal and external
demands on the useful instructor training and trade testing infrastructure developed under
the project are going to increase. Similarly, the project has met with some success in
bringing the public sector training providers and employers closer than before and the
prognosis for an increased interaction between them in future is good. On the other hand
the normative charter of the training boards remains unaccomplished and resultantly there
is little abatement in the supply-driven orientation of policy planners. In the short and
medium run shortages and surpluses of trained manpower are going to co-exist unless
training planners and providers learn to establish and benefit from a continually update
labor market information system. The employers-led training structures created under the
project do not constitute a critical mass for the needed transformation in fostering a
partnership between the public and the private sectors but nonetheless they provide an
important beginning. In particular one of the two SDCs located in Karachi has a bright
future in terms of sustainability, as it is currently reaching out to external professional
bodies and other donors to build on the sound foundation and demonstrating the potential
of cost recovery and harnessing the full cooperation of the employers.
j) Project Sustainability: Increased budgetary constraints make it unlikely that
adequate Operation and Maintenance (O&M) resources would be available to service the
expanded infrastructure unless supported by a policy of partial cost recovery. Without
empowering the NTB and the PTBs through amended legislation, their continued
existence as sinecure structures will be of questionable value. Unless the existing
legislation on apprenticeship training is revised to make it less coercive and more
voluntary and incentive-based, this mode of training is unlikely to achieve its full
potential. Similarly the sustainability of the SDCs and the CMCs is also un-assured
without continued public sector support for some more time and without a decisive move
towards decentralized management. On the other hand the instructor training
infrastructure, the trade testing mechanisms and various national standing committees
have developed the intrinsic strength to survive and remain productive. Women training
95
in the non traditional trades are gradually developing firm roots and it possesses a good
potential for replication.
k) Summary of the Performance: The project achieved mixed results. The new
VTCs could not be operationalized by project closure due to delayed construction, but the
existing VTCs increased their enrolment capacity increased about 45% through provision
of new equipments, introduction of additional trades and extension of second shift
programs. The instructor training capacity quadrupled but the backlog of untrained
instructors could be reduced by only 40%. The apprenticeship training capacity increased
by 70 %, but its full potential could not be achieved due to delay in promulgation of
revised legislation. The training boards were restructured but without legislated
empowerment they failed to deliver their normative character. A new national training
policy and a broad based training curriculum were developed, but their implementation
remained slow. New employer led councils and committees were created to centralized
and diversify training provision but their sustainability is unsure. Although women
training pilot in income-generating skills commenced in only two of the five planned
WTTCs, it acceptance and success have enhanced the potential of its reliability. The
planned support to the informal sector through mobile training did not materialized, but
in-service workers benefited extremely through trade testing through mobile training did
not set up to under the project. A monitoring and evaluation infrastructure was
established but it has to develop full capacity for assembling and updating labor market
information. Short, market oriented courses launched by the Skills Development Councils
(SDCs) and Central Management Committees (CMCs) eminently established the
potential for cost recovery, but this successful experience was not transferred to regular,
full time training programs. Substantial technical assistance resources were invested to
management and staff development, but frequent changes in top decision makers have
inhibited adequate returns to the planning. Policy-making and managerial processes
remain slow for National Vocational Training system (NVTS). On balance, in addition to
significant capacity building in the physical and qualitative terms the project has laid a
foundation for sectoral reforms but full realization lies in developing an effective and
efficient system.
5.12 Summary of the Assessment:

Achievements of Objectives Substantial (X) Partial (X) Negligible (X)
Sector Policies X
Financial Objectives X
Institutional Development X
Physical Objectives X
Gender Issues X
Social Objectives X
Public Sector Management X
Private Sector Development X
New Technologies X
Project Sustainability X
96
Box 13
The above evaluation of the project indicates that the projects have not brought any
tangible radical change in improving the TEVT system in the country or making NTB
as a vibrant institution for technical and vocational training in the country. The factors
responsible for the malfunctioning of the projects which leads to the malfunctioning of
NTB as well includes under utilization of the capacity of NTB to fulfill the
requirements of the program in pursuance of its design. The factors are related to;
sector polices, financials, institutional development, physical objective, legislations,
gender issues, social objectives, management & governance issues, private sector role
in TEVT, new technologies and the sustainability aspects.
5.13 Data Collection through Interviews Technique:

The overall effectiveness of NTB is also determined by generating primary data to
support the arguments discussed in theories, literature review, TEVT polices, plans and
programs in addressing the subject of TEVT. The issues and aspects indicated in tables:
7-11 are also based on the various conclusions drawn while evaluating NVTP program of
NTB. The methodology followed for the collection of primary data is series of hectic
interviews and formal/informal discussions with the officials, master trainers,
managements, trainees associated with NTB. This is basically testing the theories,
literature and programs/projects of NTB by getting first hand information from the real
world of the person(s) associated with the operation of NTB. The aspects mentioned in
the following tables are very critical as these indicators are leading to address the R.Q of
the researcher.
Open discussion/interviews on various issues related to NTB
Respondents (Series of meetings were carried out with the following officials and
trainees by adopting government procedure for the permission and their
availability/convenience):
i) Deputy Director (Administration and Finance)
ii) Deputy Director (Testing and Certification)
iii) Deputy Director (Training).
iv) Master Trainer/Instructor.
v) Principal
vi) Trainees
Respondent: DDA = Deputy Director (Adm/Finance), DDT = Deputy Director Training, MT
– Master Trainer, PR =toPrincipal,
Please give responses DDC =
the following Deputy
items andDirector Certification,
mark the column you consider as the
TR1/TR2/TR3/TR4/TR5/TR6
most appropriate = TRAINEE (1, 2, 3, 4, 5 AND 6)
VOICES: SA= Strongly Agreed, A= Agreed, U= Un-Decided, D= Disagreed, SD = Strongly
Disagreed
97
The following tables 12-25 gives the voices of the above persons on various aspects of
technical and vocational education system and the role of NTB.
Table-12
Role Played by NTB in Developing TEVT System
Sr. Aspect VOICESS
# DDA DDT ADF MT PR DDC
Does the objectives achieved by NTB
1 (legislations, policy reforms, programs U D U D SD SD
etc)
Physical facilities like labs, computers,
2 transport, building and hostels are A U SD D SD D
satisfactory
Books, journals and on-line literature
3 SD SD SD SD SD SD
are available
4 Sufficient budget allocations D D SD D D SD
Role of various actors in TEVT system
5
are defined.
The role of NTB is quite limited for the
6 placement of trained manpower in local A A SA SA A SA
and international market
NTB has done serious efforts to
7 establish a link between employer and A U A U D A
trained personal from NTB
NTB has done some initiatives to
8 SD SD SD SD SD SD
introduce distance learning.
NTB considered to upgrade the
institution and vision for establishing a
9 D D D D D D
University of technical and vocational
education
Sr. Aspect VOICES
# TR1 TR2 TR3 TR4 TR5 TR6
Does the objectives achieved by NTB
1 (legislations, policy reforms, programs SD SD D D D U
etc)
Physical facilities like labs, computers,
2 transport, building and hostels are U U A U D D
satisfactory
Books, journals and on-line literature
3 SD SD SD SD SD SD
are available
4 Sufficient budget allocations D D D SD D SD
Role of various actors in TEVT system
5 D D U D U D
are defined.
The role of NTB is quite limited for the
6 A SA A SA SA SA
placement of trained manpower in local
98
and international market

NTB has done serious efforts to
7 establish a link between employer and A D D A U D
trained personal from NTB
8 Distance learning is an effective tool. SD SD SD SD SD SD
Technical and vocational university can
9 play an important role to promote the SA SA SA SA SA SA
education.
In Table-12 it has been emphasized by the above respondents with their voices, indicating
various reasons of malfunctioning prevailing in NTB which is a federal government
organization with the mandate for the policy legislature, coordination with the provincial
governments for conducting TEVT programs and projects, standardization of trade
quality standards, certificates, and developing modules and keep liaison with
international agencies, for TEVT system. First ordinance was promulgated in 1980 to
give legal coverage for the system in the country and the same was amended in 2002.
NTB completed number of projects to upgrade the TEVT system like: establishment of
training development boards at federal level, provincial level, assisted provincial
governments by building various training centers and handed over to them, developed
curriculum, setting standards for skill training, establishment of Skill Development
Council (SDCs) and Centre Management Committees (CMCs). The SDC meant to
conduct training programs on public-private model whereas CMC was a platform with
the representation from employer (40%), workers unions (10%) and government
representatives (50%), with the aim to advise the management to carry out the activities
pertaining to skill training on the basis of market need and cost recovery/self finance.
The above primary data shows that the issue faced by NTB is the lacking of the
compliance of its charter. There are number of organizations departments dealing the
same subject at federal and provincial and local level. The main organizations involved at
the federal level are: Ministry of Education, Ministry of Labor and Manpower, National
Vocational and Technical Education Commission (NAVTEC). At the provincial levels
the departments engaged are: Industry Department (Dept), local Government and Rural
Development, Agriculture, Labor Dept, Commerce Dept, Technical Education and
Vocational Training Authorities (TEVTA‘s). It is endorsed by the respondents that
although the subject is provincial or local in nature but the federal government is
involved in number of aspects like conducting training programs by itself and holding
much of the financial resources which leads to the duplication of the work and creating
mistrust amongst provinces and above all the resources are not properly utilized. The
implementation stage has to be dealt at the provincial or local level and at the federal
level only policy and facilitating the framework for operating the TEVT system is to be
undertaken through NTB. Further it has been observed that the effectiveness of the
system has not been achieved due to: i) involvement of the Ministry of Labor and
Manpower in the autonomy of NTB with a bureaucratic approach instead a professional
one, ii) NTB was involved in implementation process (job of the provinces or local
government), iii) very little scope for the accountability mechanism for various activities,
iv) resource constraints, vi) limited facilities which are mandatory for the operation of
99
TEVT system, v) non-consistence in policies i.e. it reflects that NTB has to be strengthen
as an apex body on TEVT but later on created new organization National Vocational
Technical Education Commission (NAVTEC) with the same objective, functions and
roles as entrusted to NTB.
Box 14
Table 12 concludes that clear demarcation of the respective roles to be played by NTB in
coordination with the federal government/provincial government, industry, and private sector is
missing. Further the main aspect of the acceptance of the training in the local/international
market is the role of the respective industry which is also not prominent. The concept of split-
training was not chalked out effectively so that trainee may take theory classes at NTB and
practical skill at the Industry (employer) through a mix training module. This means that to
make training acceptable, the training may be imparted on the available on NTB machines
(comparatively old one) and some of the training on the latest machines available in the
Industry; this aspect gives the ownership and acceptability to each actor. Although laws and
ordinances were enacted and so the policies and programs but the problem rested on the
implementation stage as it seems that the linkage between the legislation, policies and programs
at the implementation stage is quite lacking at the institutional level due to capacity constraints.
The argument is supported through literature review above by the researchers like Robinson (on
page 4) in his research outcome of Framework for Ocean Governance that the concept of good
government is necessary in relation to policy formulation and the policies which actually are
pursed. Further international donor agencies like World Bank & Asian Development Bank
(pages: 18, 20 & 21 above) are of the view that effectiveness and efficiency are important
aspect for public service delivery and effectiveness can only be determined through formal laws
and rules in operation. In case of determining the mega program of NTB under objective-II
(p/84) relates to the evaluation of national vocational training system it is concluded that due to
ineffective provincial training boards and to pursue supply-driven training programs desired
success was not achieved.
These factors contributed in malfunctioning of NTB and consequently the effective role to be
played by the institute in pursuance of its mandate remained unsatisfactory.
Table-13
Relevance of the training with Labor market
Sr. VOICES
Aspect
# DDA DAT ADF MT PR DDC
1 Research and Development exists D D D D D D
2 Market Information System developed D D SD SD D SD
Sr. VOICES
Aspect
1 Research and Development exists SD SD D D D D
2 Market Information System developed D D D D D SD
100
Table-13 the voices and opinions of the stakeholders of NTB indicates that at the moment
in NTB there is no market information system existing on the basis of which the training
needs of the present and future may be worked out on some strong database. In the past,
six to seven studies were conducted by NTB which concluded that the federal
government must consider building up the capacity of NTB by providing adequate
resources to upgrade the capacity of the organization and further to develop market
information system which may be linked with the operational side of NTB. However no
research and development section has been constituted. Hence the trends of the market
are not followed and conventional ways of imparting training is underway. Due to low
commitment level and resource constraints, no regular linkages with industry and market
exist. There is no role of NTB in the local/overseas placement and no such studies carried
out to figure out the employability. The employer required working experience and for
them it doesn‘t whether matter either the work force has or not undergone formal or
informal training.
Box 15
The employability in table-16 is critical and the same depends on R&D by applying I.T
tools for developing a well informed market information system. The market
information is a pre-requisite for effective employability which has been augmented by
McNabb (page/8) as well as highlighted by Sohail (page/4) for establishing a reliable
database for establishing a vibrant market links with training needs. In various
development plans of the government like 5th plan (page/49) and MTDF (page/52)
emphasized the need for domestic and overseas market according to the employability.
Ali at p/41-42 advocated the Need based relevant training.
In case of NVTP project evaluation, it has been observed that the studies targeted were
not carried out to develop the research capacity of the institute.
In any vibrant TEVT system the Labor Market Information Systems (LMIS) and other
survey and database instruments are important. The function of a labor market
information system is to collect, process and make employment projections from
information gathered from various sources to enhance the employability according to
market and customized training in accordance of market trends.
These deficiencies are not accounted for the operation of TEVT system of NTB thus
causing the malfunctioning of the institute.
Table 14
Quantity, Quality and Relevance of the training
Sr. VOICES
Aspect
In the early stage of its establishment
1 A A A A A A
NTB played its due role
NTB applied the system approach in
2 A U D D A D
handling various aspects of training.
101
NTB playing the role as quality

3 D D D D U D
regulator
NTB developed trade standards first
4 SA A SA A A SA
time in Pakistan
Sr. VOICES
Aspect
In the early stage of its establishment
1 A A U A U A
NTB played its due role
NTB applied the system approach in
2 U D D D U D
handling various aspects of training.
NTB playing the role as quality
3 D D D D D U
regulator
NTB developed trade standards first
4 A A A A A A
time in Pakistan
Table-14, the voices and comments given in discussion shows that the achievements of
NTB have to be taken in the historical perspective as well. In the period earlier than 1976
(establishment of NTB) there were very few schools which existed to impart the training.
NTB took initiative and started operating as well upgrading the capacities of the
respective training schools in all the provinces in terms of their equipments, buildings
infrastructure, training standards, curricula, training of the master trainers and testing and
certification etc. However there existed a serious flaw in project planning stage i.e. the
up-gradation was considered as one time activity and stopped with the project financial
life. In post project period the operation and maintenance of the project activities was not
accounted for which had to be considered at the preliminary planning stage therefore the
system approach was not followed to update the knowledge, technology and methods.
The NTB has to act as regulator and as a watchdog to observe the quality standards of
TEVT system, for the adoption of best national and international practices. The quality
standards have to be comply-with through an in-built mechanism of monitoring and
continuous evaluation but a feedback system was not developed. At the federal level it is
a feeling that the attitude from the provinces is desirous of more autonomy rather than
following a policy for uniformity at national level and quality regulation parameters to be
observed. Actually the efforts undertaken in handling these aspects proved a fragmented
strategy instead of a holistic approach based on some policy guidelines through a
comprehensive governance mechanism.
102
Box 16
NTB is considered as the central institute as at the time no other institute of similar
scope exists. The advantages of the institute are; legal framework, secretariat for the
respective training boards, expansion of the training at multiple levels, policy
formulation, setting occupational standards, developing curricula, certification and
above all establishing a national training system in consultation with the provinces and
other stakeholders. However, despite of its comprehensive mandate the targets and
objective are not achieved in its real perspective which indicates a variation in the
system. NTB doest not considered the system approach which is considered to be an
important aspect for sustainable development. Joost (page-15) considered the non
existence of the institutional approach for unsustainable development of any process.
Therefore a system approach has to be followed taking in to account all the attributes
of the system which is also endorsed by Parson and Checkland at p/32 for the
application of system theory in case of the present study.
One of the main areas of concern within the system is the Quality standards of the
whole value chain of knowledge and skill. Wagner (page-7) regarded quality of
learning as prerequisite for effective TEVT. Similarly Onstenk and Franck (page 8)
point out that it is imperative that the quality of the connection between workplace and
school-based learning is established and the same was supported by Billett that the
integration of both aspects is critical. Ramirez (page-13) considered that quality could
be increased as a result of investment in human resources. Further, all the policy and
planning documents of government of Pakistan emphasized the quality of knowledge
and skills in TEVT system. However the challenges to observe quality standards are
of significance in nature. Almas (pages 15-16) commented that the quality of
institutions remains a challenge. Similarly Bo Rothstein (page-18) regarded that the
quality of governance is important for any system to function and the effectiveness
and efficiency are the important aspects of the governance. Further while discussing
the Bangladesh model of TEVT (page-38), it is revealed that focus on policy-making,
regulatory framework and public-private collaboration are important features to
observe the quality standards. The international donor agencies like Asian
Development pointed out (page-55) that TEVTAs (Technical and Vocational Training
Authorities in the provinces of Pakistan) are focusing on the enhancing the
enrolments, instead of providing good quality of relevant training.
Within the perspective of NTB (page-64), the national training policy of NTB
comprises of improve quality and standards. In addition to this, the evaluation of the
objective-1(to improve the quality of the national vocational training system) of
NVTP-NTB (page-82), the underachievement and failure involves; curriculum
acceptability, private sector role in TEVT, effective monitoring & evaluation system,
national training policy development and implementation , required training
legislations, adequate O&M budget for training, decentralization and efficient
coordination.
The above deliberations lead to the argument that the key factors involved in the
malfunctioning of NTB consists of; variation in the system, non compliance of the
quality standards at the training as well as at the institutional level. These quality
standards have not been given due consideration neither at the policy-planning stage
nor at the delivery level, therefore NTB which has the mandatory role to view quality
standards has not effectively achieved. On the whole comprehensive system approach
is missing at multiple levels which hammered the significant functioning of NTB. 103
Table 15
Curriculum and Trade testing
Sr. VOICES
Aspect
Present Curriculum fulfils the individual
1 A D D D D D
needs
Curriculum fulfils the International
2 D SD SD D D D
standards
Contents of Curricula achieve course
3 A U D D D D
objectives
The medium of instruction easily
4 D U D D D D
understandable by trainees
Theory and Practical are separately
5 D D D U D D
completed
Trade standards developed by NTB were
6 updated according to international D D D D D D
standards
Training modules of NTB are developed
7 D A D D D D
according to the needs of the market
Modern learning tools like internet, on-
8 line learning, Video lectures etc is D D D D D D
practiced in NTB
NTB has developed a plan for getting
9 international recognition like ISO-9000 D D D D D D
etc
Sr. VOICES
Aspect
Present Curriculum fulfils the individual
1 D U U D D D
needs
Curriculum fulfils the International
2 D D D D U SD
standards
Contents of Curricula achieve course
3 U A D D D D
objectives
The medium of instruction easily
4 A D D D D U
understandable by trainees
Theory and Practical are separately
5 D D D D D D
completed
Trade standards developed by NTB were
6 updated according to international SD SD SD SD D D
standards
Training modules of NTB are developed
7 A A D U A D
according to the needs of the market
Modern learning tools like internet, on-
8 line learning, Video lectures etc is D D D D SD SD
practiced in NTB
International affiliation with Standards
9 bodies can add value to the skills and SA SA SA SA SA SA
knowledge achieved from NTB
104
Table-15 is related to various aspects of curriculum and testing, the opinion of the
stakeholders is that: NTB had developed national standards for the 46 trades. The
national standards were not updated as at present there are more than 300 trades that have
been practiced globally and even in 46 trades the quality of the standards was lacking.
The same was not undertaken due to various constraints like financial, non-continuity,
lack of coordination and low level of commitment and priority. The modules of the
training are outdated as for instance still following the modules of 1988 for general
training however some changes had been made.
There exists a very bleak picture of the reorganization of TEVT system through national
or international accreditation process. No steps has taken so far to establish TEVT
national accreditation council to certify the skill trainings and undertaking steps to
recognized the same by international bodies. One of the grey area of TEVT system since
it inception is that there is no link for the system with the main education system rather it
is operating in parallel without integrating with higher education and even any integration
of technical and vocational system is also missing.
Box 17
Curriculum has to be the focal point of any training programs conducting by the organization.
Hence its attributes remained one of the main functions of NTB and to make it assure that the
same is transmitted with quality assurance. This aspect has been highlighted by various
scholars researcher in a broader (knowledge) as well as narrow spectrum (technical and
vocational) perspective. ASCD, Dall‘Alba, Reid/Loxton and Young (on pages: 12-13)
consider curriculum as the specific knowledge and skills that trainee learn with focus on
quality aspect to accommodate varied learning styles. Bowers, Toohey and Millmow (on
page-37) suggested that the TEVT curriculum is a more than the classroom activity and is
competency based with a hands-on structured approach focuses on performance of
professional skills. Similarly the trade testing and certification is necessary for the quality
learning to ensure uniformity of education & training standards. Cedefop (page-37) stressed
the need for the accreditation of TEVT system through some professional body observes its
accountability. The aspects of curriculum, trade testing and National Qualification Framework
are clearly indicated in the policies and plans as well in the obligatory functions of NTB.
Table 7 (page-75) the trade testing has no targets earmarked by NTB hence the evaluation
which is uncertain to determine its achievements. Researcher conducted the evaluation on
pages: 82-83 of objective1, which pertains to improve the quality of the national vocational
training system under NTB and it was ascertained that consensus has not been developed
amongst provinces to accept the curricula and standards of teaching the knowledge and skills.
The curriculum describes the learning process in a much more comprehensive and complex
fashion than is possible. The effectiveness of a training system, dependant on attract the young
generation into the occupation of the future and skills which employers need, to cope with
new challenges and to abreast them with new technologies and methods and further to accredit
such training modules which remains challenges for NTB. The present course of action of
NTB has little connection with the outside world and lacks in terms of new training
methodologies in accordance with the quality assurance system. This further means that all the
inputs to gear the system and the process supposed to achieve the aims of curriculum, trade
testing and certification has not been achieved for the required output which created
malfunctioning factors of NTB.
105
Table 16
Role of Federal Govt and Monitoring System in NTB
Sr. VOICES
Aspect
Feed back mechanism and monitoring and
1 D D D D U U
evaluation system being followed by NTB
The federal government played its due
2 D D D SD SD D
role in developing the capacity of NTB
Sr. VOICES
Aspect
Feed back mechanism and monitoring and
1 U D D U D U
evaluation system being followed by NTB
The federal government played its due
2 D D D D U U
role in developing the capacity of NTB
In Table-16 the aspect of Federal Government has been covered by the respondents. The
role of NTB was to develop, establish and handover training infrastructure to the
provinces and put in place a comprehensive monitoring and evaluation system.
The real issues emerged when the funding was stopped due to project life but the
activities became the regular feature of such training centers/institutes, in this scenario
the role of NTB becomes irrelevant. This is primarily on the basis of the fact that no
sustainable mechanism for the feed back and monitoring and evaluation system was
developed besides other behavioral factors on the part of the provinces. There is an
urgent need that NTB should act as a quality regulatory body for all such activities
operated at various locations and provide necessary regular feed back with regards to
standards, certifications, curricula, skills required nationally and internationally through
best practices for future planning.
T
Box 18
For the effective processes of learning the assessment has to be determined through monitoring
and evaluated by considering the performance of the organization through a sustained feedback
mechanism. The identification of weaknesses through the evaluation process leads to
development of improvement measures. These are implemented and monitored, as part of a
new cycle of the assessment.
Tsang (page-2-3) referred the theory of learning (Stromsforfer) explained that the technology of
vocational training encompasses in addition to other factors included management and
monitoring procedures. Whereas in the System Theory (page-22) is of the point view that if a
feedback in legislative decision is missing and the non compliance exists than there will be
weak monitoring of programs/projects and ineffective control will be observed., Parson and
Checkland (page-32) while highlighting the system theory its parameters also included
feedback mechanism. On page-82 and 87 the aspects which lead to affect the system efficiency
of NTB included the non availability of effective monitoring and evaluation system.
It is also to mention that NTB being the public sector organization of the Federal Govt hence
the role of federal government has to be visible and proactive which seems quite weak. The
provision of TEVT is lacking in coherence which required devolution of authority to NTB for
its effective functioning. The M&E system has to evolve on the new market dynamics through
tracer studies. Professional monitoring and evaluation staff with institutional capacity to
identify and diagnoses the grey areas to improve NTB. These aspects which at present are quite
weak and fragmented in NTB perspective are the sources of the malfunctioning of the institute.
106
Table 17
National Plans/programs/projects
Sr. VOICES
Aspect
1 New national plans were developed by
A A U A A A
NTB
2 Approaches were developed to train
the human resources according to new A A A U U A
trades through some projects.
3 TEVT policies/plans were consistent
D D D D U D
for sustainable development
4 NTB programs developed in
pursuance of national polices and A D A U D D
plans
Sr. VOICES
Aspect
1 New national plans were developed by
U U U A D U
NTB
2 Approaches were developed to train
the human resources according to new U U U D U U
trades through some projects.
3 TEVT policies/plans were consistent
D U D U D U
for sustainable development.
4 NTB programs developed in
pursuance of national polices and D U U D D U
plans
In table-17 polices and plans of TEVT system in accordance with the role of NTB have
been highlighted. The need of NTB arouse in late 70‘s when there was a construction
boom in the Gulf States and a huge amount of skilled work force was required in various
trades in the respective markets. Under these programs about 30,000 human resources
were trained and equipped with skills required for the international market. These
productive human resources provided a potential segment for contributing in the socio-
economic development of the country by sending the foreign exchange to their home
which helped in breaking the vicious cycle of the poverty. There was need to explore
new markets and avenues for our human resources. A feasibility study was conducted
during 1979-80 in collaboration with international development agencies for exporting
more human resources in the respective markets but was not materialized nor
implemented. The sustained developments of the programs were not undertaken due to
the rapid change in the policy, priority, financial resources availability and leadership
role. The programs, projects of NTB are carried out in isolation without any relationship
with the national polices or plans.
107
Box 19
TVET policy sets out the government‘s vision for skills development. In policy planning
process the national policy framework with clear implementation guidelines and policy
roles for the various actors as well as action plans for resource mobilization and
allocation is important for a vibrant TEVT system.
Thomas, Peter, Clark (pages 22-23) System theory, Good, Chandrasekrana, Nwankwo, Zaki
and Ghafffar described the concept of policy and plans focusing on laws, regulations,
organized activities with adequate resources in organizational perspective for optimal use of
the resources. The policy, plans and their implementations through programs and projects
remains a challenge to govern TEVT system. The aspect was also explored in NTB
environment which is reflected in table-20 (page 101).
World Bank (page-4) regarded good governance as a symbol of transparent policy-making.
Peter referred governance too implement the public policy and Robinson regarded correlated
governance with effective policy-formulation and its pursuance. Similarly at p/16, the degree
of successful policy has two features one is effectiveness (implementation) and other is
efficiency (output delivered relative to input). Asian Bank (page-21) considers that the
effectiveness can only be determined through their formal laws, policies of operation. In
TEVT aspects UNESCO on page-23 emphasized that the policy should be formulated in terms
of structural and the qualitative improvement.
In Pakistan‘s perspective (pages: 21-22) the current education policy highlighted various
aspects for the malfunctioning of TECVT system which included governing structure of
TEVT system. Further on page-45, the economic survey it was realized that at the policy and
plans level the investment in terms of quantity and quality in education is very much required
which at present is missing.
While discussing the case of NTB, one of the indicators of concern on page-78(table 9) is the
implementation of national training policy. The aspect was also evaluated in NVTP project of
NTB on pages: 82(objective 1), 90(section 5.12), 88-89(k) concluded that in addition to other
aspects, the factors causing failure of the program comprises of; non provisions of clear cut
policy, inadequate follow-up, influencing institutional decision making, supply-driven
approach of policy planners and the process of policy making remain very weak for National
Vocational Training system. Thus, through literature review, second-degree data, government
publications as well as primary data of NTB leads to the fact that key aspects at policy plans
level are; the assessment of the existing TVET system, the linkage with other national
policies and strategies, linkage with regional and international policies and world of
work, funding and equipping TVET institutions and female participation in TVET
Thus, these factors lead to the malfunctioning of NTB in perspective of policy, plans and at
their implementation at the programs/projects level.
108
Table 18
Informal Sector
Sr. Aspect VOICES

Informal sector is much larger than A A A A A SA
1
formal sector
NTB is catering the needs of Informal D D D SD D D
2
sector
NTB is taking appropriate strategy to D D D D D SD
cater the need of informal sector
3 particularly with reference to women
customized training and their
employability.
Any connection of formal and SD SD SD SD SD SD
4
informal sector of TEVT system.
Sr. Aspect VOICES
Informal sector is much larger than SD SD SD D D D
1
formal sector
NTB is catering the needs of Informal D D D U SD D
2
sector
NTB is taking appropriate strategy to SD SD SD SD D SD
cater the need of formal sector
3 particularly with reference to women
customized training and their
employability
Any connection of formal and SD SD SD SD SD SD
4
informal sector of TEVT system.
Table-18 depicts the role of the informal sector in technical and vocational education.
There is great potential to organize the informal sector of the country as it comprises of a
larger segment than the formal one, but this potential had never been given due
consideration and priority at any stage i.e. policy-planning-implementation. The Human
resources of informal sector followed conventional techniques at their workplace and
consequently the productivity was less.
NTB did not play any appropriate role in catering to the needs of the informal sector like
developing some programs to cater the customized needs of each discipline of vocational
enhancement or mobilizing this untapped resource to improve employability,
craftsmanship and livelihood of the worker.
109
Box-20
The traditional apprenticeship is the leading opportunity for the acquisition of
employable skills in the informal sector. In the informal sector the traditional
apprenticeship, which is often for the economically disadvantaged segment of the
society is usually marginalized, unregulated, and lacks government support and
intervention despite of its huge potential.
The researchers; Nablil, Coase, Morison and Milmow (pages: 15, 16, 27, and 36)
described the importance of informal sector in perception of; actions for the
development process, role of the institutions for promoting informal sector, the
organizational collective actions, trade testing to improve the employability.
In Pakistan‘s perspective (pages: 43, 44 and 46) the aspect is very important as a very
large segment of the workforce is associated with the informal sector in number of
skills and is more than the formal one therefore its needs are to be addressed in
accordance with its potential which is missing. There is also an indication of the
inconsistency of various policy plans in respect of the informal sector in the country.
At NTB level (pages: 62, 65, 66 and 78), the aspect is reflected in the policy and the
area of activities pertains to support and trade testing of the informal sector including
the disadvantage segment of society i.e. women. However in the analysis of NVTP
program of NTB the objective-II, which is related to improve the capacity of technical
vocational system (pages: 82-83) there are evidences of failure is non-mobilization of
the training services of the informal sector.
The conceptual definition of TVET cuts across educational levels (post-primary,
secondary, and even tertiary) and sectors (formal or school-based, non-formal or
enterprise-based, and informal or traditional apprenticeship). It is therefore important
to take into account the transversal and longitudinal nature of TVET in any strategic
policy framework. The informal, non-wage employment sector is critical in nature and
same has not been taken care while developing the national TVET policies and
strategies nor at NTB level. The current governance structure does not promote
effective coordination, sharing of resources, and articulation of informal system at
NTB. Therefore the malfunctioning of NTB in relation to informal segment of the
society and the empowerment of women is visible.
110
Table 19
Linkage of training with the Industry
Sr. Aspect VOICES

NTB Ordinances of 1980 and 2002 A D D D D A
1 were implemented in accordance these
were envisioned.
Apprenticeship ordnance-1962 is D D D SD SD SD
2
effective focusing the role of Industry.
Coordination is effective with Industry D D D D SD D
3
to reinforce practical learning.
Sr. Aspect VOICES
NTB Ordinances of 1980 and 2002 SD SD D SD SD D
1 were implemented in accordance these
were envisioned.
Apprenticeship ordnance-1962 is D SD SD SD SD SD
2
effective focusing the role of industry,
Coordination is effective with Industry SD SD SD SD D SD
3
to reinforce practical learning.
The linkage of the training with the industry has been covered in the interviews through
Table-19. NTB ordinance 2002 and the apprenticeship rules 1966 framed in pursuance of
the apprenticeship ordinance 1962, which supports that apprenticeship programs has to be
executed through a mutual collaboration program between employer and the industry
through cost sharing mechanism. A 20% contribution to be incurred by the industry on
the trainees (apprentice) and 80% by the employer of the trainee (apprentice) for a period
of three years to enhance their skills and to update their knowledge and skills. Since the
training was to be imparted on fulltime basis hence a stipend was also admissible to the
trainees.
The system did not work out due to the fact: i) the law was violated by some of the
employers/industrialist due to their vested interests, ii) a bribery system was started that
the people who were supposed to observe the compliance of the law established a close
relationship with the industrial employer and watched their economic interests in order to
save their contribution, iii) attitudinal problem as the industry owner thinks that he had
invested on the equipments/machineries and accessories and if untrained/semi trained
worker may be deputed on these highly prices equipments it may cause danger to these
machines. Further it is the perception of the employer that the work of the trainees affects
the regular productivity of the industrial products. There exists problems in establishing
liaison with the industry even on occasional visits (1-2 visits industrial visits are required
111
fro each class) for the trainees, there is an attitudinal problem from the industrial
stakeholders and their response is very lukewarm hence practically the linkage is non
existent.
In order to implement the law in its true spirit, no efforts were undertaken to like to
update the same and make it user friendly instead of forcefully so that an important
stakeholder (industrial employer) who is supposed to implement the law in his/her
premises may do it willingly and voluntarily basis. Some motivation is also required in
this regard like: to giving some rebate/taxes exemption etc, by considering the fact that
the training activities are closely linked with research and development area. If some
industry employer may train about 20% of the work force and cost associated to it, he/she
may take an advantage for some tax exemption incentives.
Box 21
The legal coverage through legislation is an effective instrument to enforce, regulate
policy/plan and programs/project in accordance with its formulated design effectively.
The social scientist like Blunt (pages: 16-17) regarded legal and transparent
framework as an essential tool for the good governance. The World Bank (page-35) is
of the view that the implementation of any activity required a rational legislation at the
institutional level which helps in creating a level playing field. Globally the legal
legislation is very much evident in protecting TEVT system in various countries like
Malaysia etc and in their success models the execution of their respective ordinances
and legal instruments played a critical role.
In Pakistan‘s environment (pages: 8-9), the government introduced number of legal
apparatus in the education sector in general and TEVT in particular but their impact
remained a challenge. As far as the role of NTB (page: 61, 62 and 64) is judge, the
factors identified for the malfunctioning of TEVT system pertaining to polices,
plans/programs and effective legislations. Although NTB is the custodian of two
ordinances and also to implement industrial ordinance of apprenticeship but at the
compliance level i.e. employer/industry is not promising. This aspect was also taken
in to account while assessing NVTP project of NTB (page: 83, 84 and 88-k), the
factors of underachievement/ failure for the effective and quality vocational system in
the country clearly indicates the aspect of inordinate delay delays in amending the
current training legislations including apprenticeship legislation and to upgrade
according to the new dynamics and also to give ownership to is stakeholders. Thus the
factors of malfunctioning of NTB consist of effective, judicious, transparent and
participatory legislation and its implementation.
112
Table 20
Data collection and future requirement
Sr. Aspect VOICES

Research and Development Work A D D D D U
1
carried out by NTB
Data base was developed by NTB for D D U D D D
2
future planning
Role of provinces is reflected in R&D SD SD D SD D D
3
under national programs.
Sr. Aspect VOICES
Research and Development Work D D D D U D
1
carried out by NTB
Data base was developed by NTB for SD SD SD SD D D
2
future planning
Role of provinces is reflected in R&D D D D U U U
3
under national programs.
The Table-20 the aspect of Research & Development has been addressed. No systematic
and sustainable research and development work was undertaken and it remained an issue
to have a reliable, comparable and authentic data on which the various policies plans and
programs/projects to be developed. For instance at the federal/provincial level no strategy
is prevailing that where such TEVT institutions be developed or upgraded keeping in
view the geographic distribution and indigenous resources of that particular area.
There are no specific guidelines are provided at the policy level and consequently the co-
relation at the implementation stage does not existed.
113
Box 22
The concept of research in TEVT system is problematic. The application of the
research and development (R&D) as a tool to improve the quality and effectiveness of
the excellence of standards can not be over emphasized. This leads to an argument that
TEVT governing structure must have perspective planning with the use of modern
techniques of forecasting the specific requirement of the training through research and
development activities.
On page-40, UNESCO emphasized that the research is the focal aspect for the future
realistic needs and ADB observed that non availability of R&D system in TEVT
system in some of the countries including Pakistan causes serious implementation
issues.
At NTB side (pages: 83, 85, 87-h), while assessing NVTP program it is transpired that
a disappointing progress experimented on the completion of the research studies and
no follow-up action has been initiated on the outcomes of the completed studies.
In the absence of any R&D cell to process the data collection from various actors and
sources through regular surveys in coordination with provinces is non existent. This
means the benchmarks and guidelines for monitoring and evaluating the progress,
outputs, and impact of TEVT activities based on a set of comprehensive indicators
that linked with labor market information system (LMIS) is also missing which are the
aspects of malfunctioning of NTB to operate an effective TEVT system.
114
Table 21
Coordination and Legislation
Sr. VOICES
Aspect
The same subject is being dealt at
1 various levels and leading to A A A A A A
duplication.
Effective Coordination exists between
2 federal govt, provincial govt and other D D D D D D
stakeholders of TEVT system
Lot of duplication work with respect
3 to legislations, programs, projects and A A A U U A
organization exist in TEVT system
Due to duplication of work the
4 resources are not utilized effectively A A A A A A
and efficiently
NAVTEC is now main policy
5 coordinating body at the federal govt A A U U A A
and has taken the role of NTB
Provincial TEVTA‘s are closely linked
6 D D U U A D
with NTB
Sr. VOICES
Aspect
The same subject is being dealt at
1 SA SA SA SA SA SA
various levels and leading to duplication
Effective Coordination exists between
2 federal govt, provincial govt and other D D D U D SD
stakeholders of TEVT system
Lot of duplication work with respect
3 to legislations, programs, projects and A A A A A U
organization exist in TEVT system
Due to duplication of work the
4 resources are not utilized effectively SA SA SA A A A
and efficiently
NAVTEC is now main policy
5 coordinating body at the federal govt SA SA SA SA A A
and has taken the role of NTB
Provincial TEVTA‘s are closely linked
6 D D D U U U
with NTB
115
In Table-21 the respondents have given their voices on the aspect of coordination at various
levels. NTB took number of steps to develop an effective coordination with the respective
training boards (federal and provincial) in pursuance of the ordinance to develop a
sustainable and harmonized TEVT system in the country. Various legislations were made
like NTB Ordinance 1980 and amended 2002 and numerous rules and regulations were
formulated to run the affairs of TEVT system in the country. The provincial governments
have their own legislation in isolation. There is a lot of duplication work pertaining to
programs/projects are going on at various levels like legislation, policy, planning and
execution and poor coordination and which are wastage of the resources.
The inert-provincial coordination remained ineffective and practically non-functioning for
the last 10 years and no such forum existed at the moment. The need was to strengthen the
same structure but on the contrary a new organization under the name NAVTEC was
constituted in 2006 at the federal level under a new ordinance (National Vocational &
Technical Education Commission Ordinance-NAVTEC, No: XXXVI, 2009) and functions
aims to address the needs of TEVT system in the country through coordination, policy
frameworks, projects/program and international liaison etc. This is apathy that instead of
strengthening NTB and using the existing capacities, experience, resources and
infrastructure, a new body is constituted under Cabinet Division performing same functions
as was assigned in NTB Ordinance which is merely duplication and overlapping of functions
and roles.
Very poor coordination at multiple levels and most of the authorities and institutions are
working in isolation without considering a comprehensive unified framework. Further no
standards are comply-with and most of the activities are segmented in nature instead of a
system and holistic approach. The intervention from the bureaucracy seems very visible and
all the decisions are taken through bureaucratic system instead of professional approach.
116
Box 23
The effective coordination of any system is articulated for the optimum utilization of
the resources. This characteristic is always taken in to consideration while appraising
the system for its effectiveness and efficiency. The integration and coordination of
TEVT actors improve the delivery of the system.
On page 18, Esade and Francisco consider that the quality of governance should t
focus in addition to other factors, coherence and coordination at various levels and
stressed that policies to be consistent with well-coordinated actions among the actors
who participate in the development process. Clark also underlined that government is
required to enhance coordination and collaboration for the resource utilization.
In TEVT system of various countries discussed above rationalized the governance of
skills development nationally through collaborative and coordinated efforts.
The problem of lack of effective coordination has been highlighted in government of
Pakistan various policy and plans documents (pages: 48-51) and categorically
identified overlapping and duplication of training programmes in TEVT system
operated by various departments and organizations hence no standardization are being
followed. On page-55 the number of institutional players are depicted for TEVT
system in the country and at the federal level among four players, two are responsible
for the coordination, policy formulation, quality standards under legislative coverage
which clearly an example of simple duplication of work and less coordination and in
contradiction of the good governance parameters.
On pages: 61-62, the role of NTB is clearly defined and the coordination of TEVT
system rests with NTB. However when evaluating the NVTP program on pages: 83,
87(5.11-f), the failure indicators are weak coordination of NTB and non-maturation of
provincial technical boards as an effective normative and training coordination bodies
with independent resource outside governmental control is evident which shows gaps
in federal-provincial communication and coordination. The constitution of new body
(NAVTEC) is merely not required in the presence of NTB and causes serious
repercussions and the resources to be provided to NTB have been diverted to the new
body thus the role of NTB has been marginalized which has caused malfunctioning f
NTB and hampered its activities and role.
117
Table 22
Privatization of TEVT
Sr. VOICES
Aspect
Skill development council (SDC)
project with public-private partnership
1 A A SA SA A A
approach may enhance the capacity of
TEVT system in the country
SDC are compromising on quality
2 issue and more focus on earning A U A A A A
profits
Private sector is not contributing its
3 SA SA SA A A A
role in SDC
Sr. VOICES
Aspect
Skill development council (SDC)
project with public-private partnership
1 SA SA SA A A A
approach may enhance the capacity of
TEVT system in the country
SDC are compromising on quality
2 issue and more focus on earning A A U U U U
profits
Private sector is not contributing its
3 U U U U A A
role in SDC
The role of private sector to develop TEVT system is revealed in Table-22. The Skill
Development Councils (SDC‘s) were established in the provincial capitals and Islamabad
and the role of industrial stakeholders/employers was defined in running business of the
councils. Seed money was given to for their initial mobilization. The issue of the quality
has emerged as the respective SDC‘s are outsourcing their activities and certifying such
institution where the training standards are not comply-with. Further SDCs has no
monitoring and evaluation system to ensure the quality standards in the outsourced
institutions. SDC‘s are interested to get their affiliation fee obtained from such
institutions which allow them to use the name of SDC under the Ministry of labor &
Manpower for market recognition compromising on quality training. Furthermore private
sector leadership is not contributing appropriately in terms of their time and intellect to
make system vibrant and competitive. There is a need that private sector may contribute
some resources (machines, time) to carry out training in such institutions which imparting
the training programs. Some mechanism may also be developed when imports of
machineries are done, the vendors may be asked to provide some of their machines for
training purposes only to the institutions of their choice where training is imparted. This
will also help the industry to have the trained and well equipped manpower well in the
market on new technology. Some of the non governmental organizations are sponsoring
training at NTB and trainees get stipend on the contrary the trainees in their private
capacity do not get anything some uniform mechanism is required.
118
Box 24
Due to the scale of human resource development it has become necessary for the
governments to foster collaboration and partnerships with private sector training
providers, including NGOs and CBOs. In almost all countries, non-government
provision of TVET is on the increase both in terms of number of institutions and
student numbers.
The World Bank (page-19) has promoted the mechanisms of decentralized decision
making and private sector participation for achievement of greater efficiency in good
governance. In Malaysian model (page-37), the role of private sector is prominent in
National Vocational Training Council (NVTC).
The Asian Development Bank on page-21 commented that in the second-generation
governance reform under which Pakistan is underway, there is a need to deepen
existing reforms through an enabling environment for private sector development to
enhance the competitiveness. In the education policy of 1979 (page-49), it was
realized to involve private sector in TEVT system by establishing skill development
councils. Similarly in the seventh plan (page-50) and MTDF (page-52), the private
sector was encouraged to operate technical and vocational schools and to increase the
enrolment. Further incentives for tax/credit were also recommended for private
entrepreneurs supporting technical and vocational training. On page-56, the table-2
shows that the percentage of private institution in the country is seventy percent and
the enrolment is doubled than public which reflects its potentiality. In NTB context
(on pages: 55, 70, 75, 77 and 78), the framework for private sector for TEVT system
was developed under the umbrella of Skill Development Council(SDC), which aim to
establish collaboration with private sector in training management and administration
and to address training needs of industry to utilize the public and private sector
facilities.
However (On pages: 83, 84, 88-i and 89), the concept was evaluated under Objective
II of NVTP program and it is observed that non-mobilization of publics sector
resources to private sector training institution effected proactive role of the private
sector. Although few success stories are there but it remained a challenge to develop a
public-privet partnership model effectively either due to inadequate public support or
low interest level of the private sector. It is further to mention that the private sector is
also the main providers to train the informal sector which is more than the formal
sector, thus introducing such policies and incentives that will support increased private
sector participation in TVET delivery is very much needed.
This aspect remained quite lacking for building a framework on the sound foundation
and demonstrating the potential of cost recovery and harnessing the full cooperation of
the employers for achieve sustainability. Consequently the malfunctioning in TEVT
system observed due to an effective role of the private sector according to its share.
119
Table 23
Integration of technical & vocational with the main education system
Sr. VOICES
Aspect
NTB took some concrete steps for
1 A U A U U A
the accreditation of TEVT system
TEVT system is a part of the main
2 stream education system of the SD SD D D D D
country system
Sr. VOICES
Aspect
NTB took some concrete steps for
1 D D D D D U
the accreditation of TEVT system
TEVT system is a part of the main
2 stream education system of the SD SD SD SD SD SD
country system
The Table-23 illustrates the TVET system and main education system. The various
categories of education offered in Vocational Education are: i) G-1 level = one-year
training, G-2-Level = two years training and G-3 level = three years training. G1, G2 and
G3 are interrelated but further connection to other education system is not there.
Similarly technical education, diploma of associate engineer (DAE) is awarded after
completion of three yeas of technical education training after 10th Grade in science. The
entrance level for technical and vocational education is matriculation (10 years of
schooling) and in some trade it is middle (8th grade).
The trainee‘s competency in TEVT on the basis of matriculation is not enough as it is
hard for them to understand even the basic concept. The same may be overcome by
introducing some subject of technical/vocational in nature at the matriculation level. A
pilot project in some of the schools in Islamabad is offering matriculation (Tech) but it is
very limited and the same has to be strengthened. Further the focus in training is to
complete the course instead to do extensive exercises/practical. Further education at the
University level is very much restricted with only 5-6 seats at Bachelor level in the
concerned fields to get B.Tech Degree (4-years after DAE) but again they are further
restricted to get admission in the Masters level on the Basis of B.Tech. After getting even
the highest level of technical education which is Diploma of Associate Engineer (DAE),
although the government rules allow them to serve as associate engineer/supervisor but
practically they are taken as machine operator and for vocational trained persons of even
after G-3 level no structure of the employment exists nor to excel in any further education
system.
120
Box 25
TEVT since its inception, one of the grey areas is that there is no concrete relationship
with other segment of the education.
UNESCO (pages: 40-41) stated that the general and technical/vocational initiation has
to be available to those who wish to avail in a competitive environment within or
outside the system.
The Bangladesh and Indian model (on pages: 41 & 41) supported the link between the
technical and vocational system with the higher level of education thus giving the
opportunities to the trainees to pursue their career as of their choice and learning
skills.
Ali (page-42) with reference to Pakistan stressed the need for the establishment of
technical vocational education with the academic education system of the country.
On page-53, a weak connection of TEVT and other form of education is depicted but
there are some serious constraints to pursue the career of choice after equipping the
knowledge and skills through TEVT system and the integration with other parts of
education is missing to a greater extent. For this reason education policy, 1979 (p/49)
and mid term review, 2005-10 (page-52) highlighted the need of a strong linkage of
technical and engineering graduates and the reason for weak TEVT system is due to a
fragile linkages of TEVT with other education sectors.
This situation tends to reinforce the perception of inferiority of the technical and
vocational track. It is therefore important to create articulation pathways between
technical & vocational education and general education. The linked to the
accreditation body, may offer professional support to providers in overcoming
identified deficits. NTB has not been able to change the situation through policy
dialogue or legislation. Therefore the factor of malfunctioning of NTB is the non
availability or non existent of a vibrant link between TEVT and general/higher
education for a long term career path for the learners.
121
Table 24
Master Trainers and Staff Development
Sr. VOICES
Aspect
Trainers are competent enough to
1 A D D A A U
deliver the requires training
Trainings methodology is
2 conventional and not according to A D A A U A
new approaches
Staff careers growth are being
3 SD SD SD SD SD D
followed
The terms and conditions of the
4 service according to market forces D D SD D DS DS
and acceptable to the staff
Criteria exist for the recruitments of
5 A A A A U A
the staff
Sr. VOICES
Aspect
Trainers are competent enough to
1 D D D D U D
deliver the requires training
Trainings methodology is
2 conventional and not according to A A SA SA A A
new approaches
Staff careers growth are being
3 U U U U U U
followed
The terms and conditions of the
4 service according to market forces U U U U U U
and acceptable to the staff
Criteria exist for the recruitments of
5 U A U U U A
the staff
Table-24 demonstrates the quality of master trainers and staff development aspects.
The competency and qualifications of the master trainers are either formal or non-formal
education or training. The qualiﬁication of TEVT teachers ends at the diploma level, and
no opportunity to qualify as a TEVT Bachelor or Masters.
122
The innovation in the domain of technical and vocational education and training, as in all
the fields of economic, technological and social innovation, depends on the quality of
knowledge and skills disseminated by the master trainers.
The introduction of international standards and best practices of teaching the quality of
teachers is essential. Further the profession of teacher in TEVT system has a low standing
compared to general education and university studies - sometimes to the point of
stigmatization which also seriously affect the quality of master trainers.
The methods and technology of training is also conventional as no funds are available to
introduce new environmental and user friendly technology, consumable items etc.
Although some of the consumable items under international laws are prohibited to use
but due to financial constraints the alternative items are not available. The practical
aspect of the training is weak to demonstrate the real time hand-on skill due to limited
resources.
Further the governing structure pertaining to; terms and conditions and instructor‘s and
staff, service rules, career growth, financial benefits, are feeble. There is no or practically
nil policy in the career development of the instructors and staff. For the last more than 25
years they are stuck almost on the same terms and conditions. Although some efforts
were done in order to train them internationally but the same was carried out in a
distorted and very limited manner. All the instructors are teaching because they can not
find job any other place or due to their domestic issues cannot leave the stations. Not a
single master trainer/instructor performing his job on professional and motivational
grounds. They are not equipped with new ways of teaching and best practices. The
service structure of the Instructors is seniority based not competency based. Further
personal likeness and nepotism has become the culture supported by the leadership who
ha slot of discretionary powers. There is an urgent need to make the service structure of
the TEVT an attractive for the quality of education. The criteria of their selection need
also improvements. All these aspects have to be taken care at the policy level to build up
the TEVT system on best practices.
123
Box 26
The teachers and staff assume more responsibilities in delivering the training in terms of
theoretical knowledge, technical and pedagogical skills therefore play an important role in
training process.
Wagner (page-7) is of the view that the availability of qualified trainers to oversee the quality
of learning is the areas to be considered for the effective TEVT system. On pages: 13-14, the
constructive approach suggested that the teachers/trainer facilitate the learning through active
queries and in the behavioralist approach the teacher/trainer disseminates selected knowledge
& skills but the role of the teacher is critical in any of the training approach.
On page-43, Krueger concluded that quality of teacher and adequate resources leads to such
output (trained student) who earns higher wages.
In Pakistan‘s perspective Sohail (page-44,) recognized that there is a lack of industrial
experience of teachers (master trainers), skills orientation in curriculum and opportunity to get
training from the developed countries. In various plans and policy documents (pages: 48, 49
and 54) of the Govt of Pakistan advocated the quality of the instructors and supported better
salary and benefits for the production of productive work force.
NTB (pages: 71-72) played its role in pursuance of its areas of activities and conducted a
project of training of the trainers to cope up the non availability of adequate trained staff,
shortage of experienced and skilled instructors however the project efficiency remains about
67% only.
Similarly in the evaluation of NVTP project (pages: 83, 85, 86 and 88-f), it has been
transpired that the decentralization was not achieved by the institution which caused an
inappropriate recruitment of instructional/other staff and inflexibility in the use of resources.
NTDI/NSTI were created to enhance the capacity of the provinces to build up their instructor
training but the major obstacle is the reluctance of the respective provinces to benefit from
NSTI training because this displace their home life as the institute is in Islamabad far form
their native towns. Another difficulty observed in the post-project period of budgetary
constraints of provincial governments in meeting the expenses of the prospective instructor
trainees.
These aspects reveal that for teachers and staff development, the autonomy in planning,
management, and effective resource mobilization and utilization in the institution is almost
non-existent. NTB can play a facilitating role in training of trainers and staff development
subject to its autonomy in respect of administrative and financial aspect. It seems that the
syllabi are out-dated and trainers are out of touch with changes in technology and work
organization. Inadequate financing, poor management and ill-adapted organizational
structures and conventional teaching methodologies created a very weak system of
disseminating knowledge by the teacher as well as their own development. NTB is supposed
to select and train such teachers/staff on competency based system. Teachers/instructors have
to train how to prepare reliable and valid skills tests and practical examinations. Further the
facilities like, learning resource center, library, computers, software, multimedia packages,
books, and journals may be available for effective learning. It is also to mention that a
comprehensive policy for career planning for the teacher and staff may be evolved to make
the TEVT system attractive for the qualified professionals to pursue their careers in TEVT.
Since these aspects are not present in NTB hence these factors are regarded as those which
are effecting the functioning of TEVT system in NTB which leads to poor performances of
NTB. 124
Table 25
Social aspect of TEVT
Sr. Aspect VOICES

#
DDA DAT ADF MT PR DDC
1 TEVT considered as low level A A SA SA SA SA
education in the country
2 NTB took some concrete steps to D D U U D U
change the perception TEVT and
compatible to their professions in the
country
Sr. Aspect VOICES
#
TR1 TR2 TR3 TR4 TR5 TR6
1 TEVT considered as low level SA SA SA SA SA SA
education in the country
2 NTB took some concrete steps to SD SD SD SD SD SD
change the perception TEVT and
compatible to their professions in the
country
The society does not consider them suitable for the respectable jobs the only attraction is
to get training and enhance their skills to some extent and with their personal efforts to
leave the country for the employment. In Pakistan the poor performance of TEVT system
is primarily due to the fact it is recognized as the profession of low prestige due to very
poor service and wage structure for the persons associated with the system as compared
with other professions. This requires some radical structural changes in the TEVT
system for the social integration of this profession which is considered as the
disadvantage group of the society.
125
Box 27
TVET has to act as a vehicle for the economic empowerment as well as for the social
mobility and for the promotion of good governance and integration.
Mustapha (page-3) consider that technologies related knowledge and skills are critical
in various sectors of economic and social life. The support to TEVT is enormous
(page: 7-8) however there is school of thought (Blaug), which consider that vocational
schooling create a disparity in the society and it is a low grade education and skills
which are not esteemed. Lynch (page-14) is of the view that the vocational education
assist in developing the knowledge and one tool for the acquisition of knowledge is
through social contextual. Coase (page-16) stated that institutions play a crucial role in
development for providing formal/informal rules and leads to promote social relations
thus the role of constitution in social context is quite critical. Jan (page-18) regarded
governance as a part of socio-political theory for effective interaction. World Bank
(page-19) refers that in pursuance of socio-economic resources of the country it is
important to conceptualize the way in which the power is exercised and that may
follow the principles of good governance.
Naveed (page-22) suggested that although globalization has changed the landscape of
the world but the entire benefits of globalization in terms of improved social
indicators. Similarly Gordon (page-35) considers that the social aspects is immense in
addition to technological and economically prosperity.
In NTB environment the mega project i.e. NVTP has been thoroughly evaluated and
on page 90/ section 5.12), it is concluded that the impact of the social objectives of the
project remained negligible.
The social capital or the development of shared national values is as important as
human capital or technical skills formation. The preliminary evidence seems to
indicate that social and cultural norms are binding constraint to their participation and
has a significant effect in TEVT system. The policy strategy should not discriminate
on the basis of social status, ethnic or religious affiliation, age, or academic
background. Efforts should be made to eliminate or reduce gender, economic and
geographical inequities that limit access
126
i
No. IMP-1(23)/76- Resolution: Ministry of Labor, Health, Manpower & Population Planning, Islamabad,
15th May, 1976. In order to remove the divergences between the output of various training institutions in
the country and the actual requirement of employment market and also to effectively coordinate, streamline
and rationalize activities of various government agencies both Federal and Provincial in the filed of
technical training and education, the Federal Govt has decided to set up National Training Board in
Manpower Division consisting of members as: i) Federal Minster for labor Manpower, Health and
Population Planning, ii) Minster r of State for manpower Labor & Manpower, iii) Additional Secretary,
Labor & Manpower, iv) Secretary Education, Govt of Pakistan, v) Four Provincial Education Secretaries,
vi) Four Provincial Labour Secretaries, vii) Secretary Industries, Govt of Punjab, viii) Director General
Technical Training Manpower Division.
ii
No: F.17(1)80-Pub, National Training Ordinance IX 1980 amended Vide National Training Amendment
Ordinance, 2002. 21 Member Board. The composition was: i) Federal Minster for Labor and Manpower-
Chairman of National Board, ii) Secretary, Ministry of Labor & Manpower-Vice Chairman, iii) One
representation from Planning Commission, Ministry of Education, Ministry of Finance, Ministry of Science
& Technology, iv) four representatives from employers or the Chairman of Skill Development Council
form each province and one women to be appointed by Chairman on the recommendation of Employers
Federation of Pakistan, v) Four representatives from workers, each province (at lest one member to be
appointed by the Chairman of the Board) and one woman of the worker to be appointed by the Chairman of
the Board on the recommendations of National Workers Organization. Chairman of the Provincial Training
Board of each province and Director of the National Training Board as Secretary.
iii
No F.17(1)/80-Pub Ordinance No: IX Dated 2oth March, of 1980. 39 Members Board. members with a
representation predominantly form the public sector and only four members from the employers
organizations/respected chambers and four members workers organization from each province and to be
appointed by the Chairman of the board who is Federal Minster on the recommendation of the provincial
government.
iv
Functions: i) Collaborate with source of labor market information as determined from survey of
establishment with view to assessing on a continuing basis existing and future training needs, both local
and foreign, ii) Systematically study existing training programs with respect to their relevance, duration and
size and recommend such measures to be taken as seem desirable to improve the quality of training, iii)
Establish criteria for evaluating and determining training programs and facilities, iv) Develop training
syllabi and establish and specify national training standards and trade testing rules to ensure horizontal and
vertical mobility, v) Supervise such training programs which are funded from the federal budget, vi)
prepare National Training Plan, programs and projects in view of local as well as foreign requirements and
monitor their implementation, vii) Recommend to the Federal Government means financing training
programs, viii) Promote and finance training establishment based or institutional based training officials
and instructors, ix) organize and conduct seminars and workshops for various types of personnel associated
with training activities, x) Collect and compile statistical related training, xi) Co-ordinate with Provincial
Board and Technical and vocational training authorities, xii) Review existing and propose legislation on
vocational training and recommend necessary legislation on vocational training and recommend necessary
legislative provision with the concurrence of the Provincial brads and technical education and vocational
training authority, xiii) Issue to establishments, provincial boards, technical education and vocational
training authority or institutions for compliance directives within the framework of the approved plans and
projects, xiiia) Assist and establish institutions in collaboration with private sector to promote technical,
vocational and implant training and skill development, xiiib) Undertake registration and licensing of all
establishment, organizations or institutions which are offering or providing vocational training, xiiic)
Develop system and conduct trade testing and certification of skilled workers who received vocational
training through any source or acquired skills through experience or informal, xiv) Do all other acts
necessary for carrying out the purpose of this ordinance .
127
128
Discussion, Conclusions and Recommendations
Chapter 6: Discussion, Conclusions and

Recommendations
6.1 Discussion
The investigation of the leading research problem of the study is the determination of the
factors responsible for the functioning/malfunctioning of Technical Education and
Vocational Training (TEVT) system in context of Pakistan. The scope of the study
carried out in perspective of the key objectives which includes; i) to map the TEVT
policies, guidelines, programs, laws, ordinances, ii) carry out a systematic assessment of
national TEVT policies and programs implemented and iii) to find out the counter
productive factors impeding the strategies and programs of TEVT System.
In addressing the Research Problem, the parameters critical for the study on pages: 2-4
(technical education and vocational training, development, governance and
functioning/malfunctioning) are considered and relevant theories and materials were
studied in accordance with the scope of the study. The learning theory on pages: 2, 12
and 13 advocated the importance of technology in learning and the role of vocational
education and skill in the learning process. The theory supported that the traditional way
of learning is not sufficient and the learner may seek knowledge and skills without error
through the desired curriculum, instructional strategies, management, laid down
procedures and positive reinforcement. Further the Behavioristic approach theory is also
considered on page 11 in which the elements of learning taken in to account and their
replication regarded as important tool to change the behaviors for the productive learning.
Since the learning process involves some important stakeholders including human
resource (trainees and trainers), institution(s) and governing system, hence the theories
related to these aspects keep on the interest of the researcher. The human capital theory
supported the investment in human resources which is economically and socially viable
for the productivity and producing quality of labour force thus contributing their skills
and knowledge in the best interest of the society. On the other hand the institutional
theory considers that there must be a framework under which the whole process of
learning may be carried out and the institution may have some rules, procedures with
legitimate instrument of operation. The procedures and rules are governed under specific
policies and plans. Therefore the polices and plans to peruse the objective of the
institutions arc critical which has also endorsed by Valid theory on page 25 in which the
objectives are to be vigilantly pursued and gaps to be addresses through the consideration
of all aspects including social one. The gaps can be minimized if can‘t be eliminated in
absolute terms if the good governance practices are observed in institutional perspective.
Consequently in the learning process within institution(s), the neo-institutional and
stakeholders theory is also considered on page 15 to follow the institutional approach and
thus taking all the stakeholders on board for the outcome in accordance with the designed
policy objectives. It is also worth mentioning that in policy and plans development the
role of the state is central therefore the modernization development theory on page 2 is
also pertinent for the study. Further on page 18, the public management theories helped
the researcher for taking in to account the dynamics under which the power is exercised
while delivering the obligatory social services in pursuance of quality of governance and
also the factors impeding the development process. The various policy, plans and
129
programs documents are studied in the section 4.4. The malfunctioning factors in
addressing the research problem mean the deviation from the prescribed course of action.
The Deming theory of variation on page 4 provided the foundation to address the
research investigation as the variation of the development process leads to the
malfunctioning of the system(s) and degree of variation from the original identify the
impeding factors of TEVT system.
Considering the above, an approach to pursue the study is a prerequisite, which may be
supported by some testified theory as well. The system theory is considered as the most
appropriate to address the objectives of the study and the research problem. The system
theory is capable of analyzing the organizational process which is at the delivery stage
and to determine the output in pursuance of the designed policies and what actually
happened thus identifying the gaps for highlighting the factors of malfunctioning.
Hence the factors of malfunctioning are studied through above theories in context of
Pakistan‘s TEVT system. The synthesis of Chapter 1, 2 and 4 at Box 1, Box 2 and Box 3
on pages: 10, 27 and 65 reflects that the parameters of the study has close relationship
with the leading research question and the aspects of quality of education, policy
implementation, curriculum, materials, learning environment with legal structural frame,
institutional capacity, research and innovation, quality of governance, coordination and
participation are very much valid for an effective and efficient TEVT system. The box 3
on page 65 has exclusively spelled out the main factors causing the malfunctioning of
TEVT system in Pakistan and highlighted the gaps pertaining to; weak governing
structure, irrational policies, plans, programs, inappropriate legislation, limited
institutional capacities, relevance of trades and standards are not comply-with, quality of
education is not observed, inadequate physical facilities, restricted role of various
stakeholders particularly with the industry (employer perspective), not addressing the
need of informal sector, low teacher student ratio & gender disparity, low level of social
acceptability, non adoption of new teaching and technological tools by master trainers
and their competency, lack of research & development practices, feeble coordination with
various actors and respective provincial government, , non availability of market
information system for employability and feedback, and above all either the financial
resources are meager or inequitably distributed. All these aspects contributed to the
malfunctioning of TEVT system in the country. A case study at the institutional level is
also conducted in chapter 5 to test the aspects of the research study discussed in chapter
1, 2, 3 and 4 and proofed that that the institutional capacity is limited in delivering the
desired level of the deigned objectives of NTB. The Boxes 5-26 (pages: 77, 81, 82, 83,
84, 86, 87, 88, 97, 100, 101, 103, 105, 106, 108, 110, 112, 114, 117, 119, 121, and 124)
depicts the same which shows the ineffectiveness of TEVT system at the institutional
level as well.
6.2 Conclusions:
The specific conclusions for each component of the research in pursuance of the research
question are narrated below:
130
6.2.1 Governance Structure
The governance and management weaknesses exists with reference to the institutional
capacity recognized as major impediments in perception of policy, plans and
transformation in to implementation capability through well coordinated efforts under
TEVT system. On page 47, it is stated that Pakistan inherited weak TEVT system from
Britishers and all the development in TEVT system may be considered in the last 60
years. It has been concluded that the effective mechanism of governance refers to the
laws and regulations which has to be derived from legislature and public policies
therefore these instruments are very much essential with clear demarcation of the
responsibilities. On pages 20-21, Sania and document of Pakistan‘s education policy
depicts the problem of bad governance and highlighted that the fragmented structure of
governance in technical and vocational education is primarily due to hazy responsibilities
of various actors. The same is endorsed in educational policy, 2009 on page 54. The
section 4.7 (page 57) also indicates that the numbers of agencies are involved in TEVT
system both at the level of federal and provincial without any demarcation of
responsibilities and jurisdiction in terms of their functions. This means the coordination
and linkages are weak and thus an integrated approach is also lacking.
In section 4.8 (pages: 57-63), the data in table 2-5 reveals that the institutional capacity to
accommodate the youth of the country is less than 1% of its potential. The proportion of
female teacher is almost 50% less than male‘s teachers despite the fact the female‘s
population comprises of 49% of the country but their participation is quite limited. In
section 4.4.2 (pages: 42-45), it has been argued that the lower student-teacher ratio leads
to better learning. The quality of teacher in TEVT system is also concern of Asian
Development bank on page 55. It is also to be mentioned that there exists disparity with
regards to the number of institutions between various provinces, enrolment and teacher
ratios. The gender disparity is also visible. On financial front the situation is also not
promising which is reflected in table 6 (page 63), the share of TEVT remained between
3-8% in the five year development plans of the education which is quite meager and
further the fig-1 (page 58) illustrate that the funds utilization capacity is also quite weak.
The aspects identified in the study are clearly discussed on pages: 1-5 and 8-9, it has been
argued that for the quality of TEVT the aspects like curriculum, education standards,
qualification framework, capacity of the respective governments, research and
development priorities, appropriate fiscal allocations are critical and on the contrary the
country is lacking in term of skills development, creativity, physical facilities (lab,
teaching material, infrastructure etc). It is further agreed through research findings that
quality of teacher is quite critical for effective learning and the present teacher force are
not equipped with updated tools of teaching and the curriculums they are pursuing do not
cater the present needs. On page 48, it is mentioned that although a manual for TEVT
reflecting curriculum, standards, qualifications framework, labs/workshop, equipments
was developed however the same was not updated accordingly. The linkage with the
industry of TEVT is rudimentary in nature and this aspect is recognized on page 15 and
while taking in to account the stakeholders of the study in section 3.6.2 (page 31), the
industry is considered as key actor. However on page 44, it is concluded in Pakistan‘s
perspective a vibrant linkage of technical and vocational education with the industry is
missing in the TEVT system. The same finding is also endorsed in fifth five year plan on
pages 49 and described that the traditional training program of TEVT is not in accordance
131
with the requirements of the employer/industry. In Medium Term Development

Framework (MTDF-2005-10) of Government of Pakistan on pages: 52-53 and Education
Policy (page 54) it is evident that the existing technical and vocational training system is
not meeting the requirements of trade and industry.
The social dynamic of TEVT system is also critical is in terms of its external efficiency
determination. On pages: 2, 13, 18, 21, and 25, it is articulated by various researchers and
organizations (Mustapha, Lynch, World Bank, Naveed, Amjad, Valid etc) that the
acquisition of practical skills in societal context is essential and these social obligations is
to meet up by observing good governance management practices but in Pakistan‘s
context due to bad governance and insufficient social structure and system, the country is
trapped in a low-level skills. Kemal on page 44 elaborated the same aspect and stressed to
uplift the social status of TEVT system.
6.2.2 Policy Planning
One of the main objectives of the study is to map the policies and plans in context of
TEVT and identified the gaps for the factors causing the malfunctioning of TEVT system
mentioned on pages: 4,5,20, 21 and 26. The concept of policy is clearly described (pages:
21-24) by Peter and Clark that policy is the product of government activities and in
TEVT perspective UNESCO emphasized for a TEVT policy. On page 22, Zaki regarded
policy as an instrument of planning which is also agreed by Good and Chandrasekrana.
Good governance is very much related to the transparent and equitable policy
development and its implementation (World Bank, McCawley and Robinosn) on page 3,
and thus deviation from effective policy leads to malfunctioning of the system. On page
35 in developing countries context the World Bank identify the non availability of
effective mechanisms through which the policy is implemented through clear roles of
each actor. Asian Bank (page 20) indicated in Pakistan‘s perspective that the country is
lacking in term of rational policy and the same is also endorsed in National Education
policy of 2009 that the education policy of the country is quite fragmented. On pages: 23-
24, it has been discussed that if any failure in the policy leads to the question of its factors
caused its failure. The policy feedback is an important aspect to reframe the policy which
has also been articulated on page 24. It is discussed on page 43 that the role of federal
government is central in the overall policy-making, coordinating, regulating and advisory
authority in education and TEVT. The document of federal government (Pakistan
Economic Survey 2009, page 45) stressed the need of investment in TEVT to be decided
at policy and plans levels. The implementation of these policies and plans are observed at
institutional level, the researcher (page 10/box-1) concludes that for an effective TEVT
system, vibrant polices, legislations, programs and the role of the institutions is essential
that is why the case study in chapter 5 carried out at the institutional level which is a
federal government organization to deal with policy formulation and its implementation
on TEVT. In box 3 on page 65, the polices, plans and commission reports on TEVT
system are taken in to account for the country and it is concluded that every document
speaks a lot of TEVT system but the subsequent document criticized the earlier one and
at the implementation stage the failure is evident due its performance.
132
6.2.3 Implementation of TEVT in the Institutional level

The case study in chapter 5 form pages: 67-127 is conducted to see the real time situation
of TEVT system at the institutional stage where the implementations of the programs are
executed in pursuance of polices under their governing structure.
On page 87 (table-10/Box 11) illustrates that the governing structure in terms of
leadership at NTB/PTB frequently changes thus long term harmonized polices are not
observed. Similarly on page 94(5.11-f), the management and governance issues are not
observed at programs levels in context of; constraints in decentralization of
administrative and financial powers, rigidity in training programs, dependency on
government resources, political intervention in the decision making, inappropriate
recruitments, miscommunication/poor coordination, delays in legislations and training
laws and lesser empowerment of the stakeholders. More specifically the legislation in
TEVT system, the duplication is evident due to the fact that NTB ordinances of 1975,
1980 and 2002 (page 127-end notes) empower NTB to address all aspects of TEVT
system in the country and these legislations are still under execution. On the contrary
another ordinance/law of National Vocational & Technical Training Commission
(NAVTEC) is promulgated in 2005 under the administrative control of an extra
organization and entrusted the same functions as of NTB at the federal level. National
Vocational & Technical Training Commission (NAVTEC) is also an apex body on TEVT
and has same scope (page 99) as of NTB. In addition to this the provincial technical and
vocational training authorities exists in Punjab and Sindh whereas in Balochistan and
NWFP/KPK the Directorate of Manpower are responsible on the subject. Further another
law Apprenticeship Ordinance 1962 (page 70) exists to develop, promote and regulate
apprenticeship programs in the industries and to secure minimum standards of skills. Box
23 (page 117) also testifies the duplication of functions and poor coordination are the
dominant factors. At table 21 (page 115), it is confirmed that effective coordination is
non existent between multiple levels of the governing structure consequently causing
duplication of work. Further on the legislation side in the presence of NTB
Ordinance/law a new body(NAVTEC) is constituted under a new Ordinance which is
merely duplication of the legislation, overlapping of the functions/roles and share
wastage of the resources.
The structural formation of TVET system is at figure 2 (page 59) points out the linkages
of all tiers of education system in the country and technical education and vocational
training is considered as a disconnect stream in the main education system of Pakistan
with very limited opportunity for the student to pursue their education at the higher tiers.
This limitation is also endorsed in table 23 (page 120).
As far as the trainee-trainer ratio is concerned the data at table-11 (page 88) shows an
abnormal trend of the ratio (trainee-trainer ratio is high) which has hampered the
effective functioning of the system. Similarly in table 24 (page 122) indicates the
constraint in staff development due to poor terms and conditions and very limited
opportunities for the career growth.
Similarly at the intuitional level the participation capacity is only about 65% as
documented in Box 6 (page 81) which demonstrates the institutional limitation. Further
the Box 10 (page 86) shows that the enrolment in SDC/CMCs in various provinces is
negligible (within 10 years) with regard to apprenticeship training and even negative in
133
two provinces and enhancement is very small for the other two provinces in vocational
training centers.
In Box 26 (page 124), the budgetary constraints are depicted from the availability of the
resources including required master trainers.
The case study of NTB endorsed the above aspects in Box 9 (page 84), which is the
findings of table-8 that the targets parameters which includes equipments, infrastructure
are lacking in accordance with their schedule. Similarly in Box 10 which is in pursuance
of table-9 indicates that trained master trainers are limited and Box 12 (table-11 /page 88)
shows decline trained in teacher-student ratio. The Box 16 and 17 described that the
quality standards and curriculum are the grey areas. Similarly the Research and
Development aspects has not be taken in to account in TEVT system and the labor
market information has no link with the existing knowledge and skills for the
employability of trainees.
On page 100 & 104, (box 14/table 15), at the institutional level the level of linkage and
coordination with the industry is lacking and also endorsed by the voices in table 19
(page 111).
At program and institutional level it is concluded on page 96 (section 5.12) that the social
achievements of the objectives have not been achieved. The data on table-25 (page 125)
testifies the social non acceptability of technical and vocational education in the society
due to the lowest level status. The same is further endorsed by taking in to account the
data at table-9 (page 85) that a comprehensive national training policy is yet to be
developed as still all the provinces of the country are still striving to start their respective
plans which has to be included in the policy. The same is also evaluated in the program of
NTB under which the National Training Policy to be developed for the Quality of
National Vocational training system but due to the limited follow-up by taking all the
actors on the board, the objective remain under the category of under achievement. The
overall assessment of NVTP program of NTB on page 93-96 reflects that the sectoral
policies are not being developed fully. The data in table-12 (page 98) and Box 19 (page
108) clearly have an consensus of the respondents that the policy objective has not
achieved by NTB and a gaps is obvious due to non effective linkage with other national
policies, strategies, regional and international policies and world of work. One of the
policy issue is not addressing the requirement of informal sector as endorsed in Table-
18/Box 20 (pages:109-110), although the informal sector and disadvantage group has a
great potential for technical an vocational training for workforce development but no
policy guidelines are available to cater its needs. On page 90 the evidences leads to the
fact that due to non-mobilization of the training services of the informal sector this aspect
remained unattended. One of the key grey area of policy indicates on page 117 (box 23)
the limited role of private sector in TEVT system, further on page 121 (box 25) the
integration of technical and vocational education with other education system is
advocated which at the moment is quite challenging.
6.2.4 Development
The development process is considered in pursuance of the modernization theory (page 2)
in which the state is the central organ for the development process and education and
training is considered as key element for knowledge and skill based human resources for
societal development. On page 5, the HDI is considered keeping in view the tangible role
of education sector in developing HDI. Various scholars like Wagner, Loxley, Backer
134
and Yang on pages: 6-7 endorsed that the socio-economic development is predominantly
depends of the education and skills of the individuals. Researchers like Nabil, Joost and
Coase on page 14-15 relate development with the institution and their capacity with good
governance capacity. The same has been endorsed by the World Bank to adopt an
institutional approach for the development through transparent and equitable process. On
page 25 it has been argued through the approach of Marx and Max Weber that there
exists a close relationship between institutions and development. On page 35, according
to Curl there exists a close relationship between the country‘s priorities in policy reforms
towards educating its populace and national development. In Dutch model (page 36) the
workplace learning is an important factor in the development of broad occupational
competency concluded by Onstenk. In Pakistan‘s context accordingly the development
process seems quite weak considering the fact the government is paying less priority on
education and on page 5 it has been reported that the government is investing even less
that 2% of GDP in education sector. On page 43, Rehamn considered that the skills
development has been the most neglected area of the education in Pakistan. It is argued
in the study on pages: 8-9, that concrete efforts are required to improve socio-economic
fabric of the country through education and training and good governance which are the
key factors to achieve the sustainable development.
On table 17 (page 107), the voices in the institution agreed to the fact that TEVT policies
and plans are not consistent for achieving sustainable development.
6.3 Amalgamation of Conclusion based on the theory and data

discussed above
The responsibility of this segment of education (technical and vocational education &
training) is quite vague. In the public policy articulations, governance and management
did not receive the specific attention it deserved in concretized terms, clearly delineating
roles of various tiers of government. As a result, the implementation of goals set in
different policy documents is not uniformly achieved due to unequal attention paid at
various tiers of implementation or adversarial environment concerning governance of
TEVT system. Further the relations between the federal, provincial and local
governments are defined by the constitution and ordinances but there exist a serious level
of ambiguity with reference to its execution which demonstrates lack of clarity in
materializing these rules. These aspects includes various instruments including; i) policy
formulation, ii) planning, iii) curriculum development, iv) national standards of TEVT, v)
regulatory and institutional framework and vi) national framework for monitoring and
evaluation of policy implementation. A holistic and integrated approach is missing in
demarcating the specific TEVT bodies at federal level like NTB and NAVTEC and at
provincial levels, Technical Educational and Vocational Training Authorities (TEVTAs)
etc in addition to other public and private stakeholders.
The capacity and staffing in TEVT system is also challenging on the basis of the
research. The prominent constraint factors in TEVT system are; inadequate facilities of
building, laboratories, computers, reading materials, research facilities and financial
budget. Further the master trainers are not abreast with the modern teaching techniques
and teaching methodologies nor are any budget allocated for their professional growth
and the quality of students is also not up to the mark. The curriculum is outdated and not
135
in accordance with the current market demand and competency-based and practically no
effective link exists between industry and TEVT.
Thus to address the Research Question of the study it is concluded that the
malfunctioning of TEVT system is causing a great deal of inconsistency due to gaps in;
good governing structure, legislations, duplication of work, effective role of the
stakeholders, policies, plans, programs and formulation of the projects without
considering the implementation capacity of the respective institutions. Further TEVT
system has constraints which are leading to malfunctioning of the system in terms of;
quality of education and skills of trainees and trainers, relevance of the trades,
national/international standards, poor linkage with the industry, not addressing the viable
and tangible informal sector, minimal role of private sector, social value of the education,
limited institutional growth, mismatched of financial resources and their effective
utilizations, women disparity at all levels, non adoption of new technological tools and
coordination between stakeholders, resources either are inequitable or wasted because of
ill conceived TEVT programs/projects and lack of ownership by the managers at ground
levels.
6.4 Recommendations
In the light of the results discussed and conclusions drawn, it is recommended that the
Government must fulfill its constitutional, legal, social and obligatory responsibility to
prioritize the TEVT system of the country in accordance with its potential for the socio-
economic uplift of the country and to improve the country‘s HDI. A TEVT legal
framework has to be chalked out through consultation process by taking all the
stakeholders at board. A holistic approach is inevitable by taking in to account all factors
which are causing malfunctioning to the system pertaining to; quality of governance
(decentralization of administrative and financial authority, responsiveness, efficiency,
and accountability), addressing policy and plans issues and following the development
process through an integrated approach. The TEVT system may be allocated adequate
resources, ensuring the quality standards and executing such modules of teaching which
are market driven and without any disparity on the basis of gender, religion and
geographical locations. A simulation method of learning may be applied for better
learning in which the learner applies what he/she has learned. Stronger links are to be
pursued between TEVT and industry/employment and a diversity of TEVT system and its
applicability has to be adopted. All these aspects are to be considered while developing
rational and pragmatic polices and plans through preferred institutional capacities for
better learning to ensure delivery in accordance with the earmarked program(s) targets.
The national standard for TEVT system for each of the trade has to be developed to meet
the challenges of an ever changing World. The implementation strategy may also
consider a link of TEVT system with the higher education system and also to facilitate
mobility between formal and non-formal education through a flexible system of learning
and new teaching methodologies. The social acceptability is very much required for
TEVT system to improve its status in the society with a greater voice of all the
stakeholders and ownership of the TEVT system has to be advocated at multiple levels.
136
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Public Policies and Governance Perspective in Education Sector-Pakistan

(Technical and Vocational) and Gov

Het overheidsbeleid en het bestuurlijk perspectief in de onderwijssector in Pakistan

(met een samenvatting in het Nederlands)

geboren op 24 juli 1962

Chapter-1: Introduction ................................................................................................1

Chapter-2: Review of Literature for the Dissertation ..............................................11

Chapter-3: Research Methodology ............................................................................29

Chapter- 4: Technical and Vocational Education .....................................................35

Chapter-5: Case Study of National Training Bureau (Technical and

Chapter 6: Discussion, Conclusions and Recommendations .................................129

Figure 1: TEVT institutions in Public and Private Sector .......................................................... 58

Table 1: Key Players in Pakistan for TEVT System ................................................................. 56

NTB National Training Bureau

ALL THOSE WHO ARE SUFFERING

1.2 Research Question

 Investigating the contributing factors that facilitate or impede effective

1.3 Significance of the Study

1.4 Explanation of the research parameters

i. Technical and Vocational Education and Training

1.5 Focus of the Study

improvement in the country, Pakistan‘s human capital requires focusing on education

1.7 Preliminary aspects considered for the research

1.8 Sources of Data

1.9 Structure of the study and chapter outlines

Chapter-2: Review of Literature for the Dissertation

2.2 Education and Technical Skills

education without a clear demarcation of their respective roles and responsibilities

2.5 Public Polices and Plans

Chapter-3: Research Methodology

3.2 Research Design

The conceptual framework and relationship of the concepts is reflected below:

The operationalization of the research objectives leads to the contributing factors

3.4 Location of the Project

3.5 Unit of Analysis

3.6 Research Design

This is an in-depth study of policy plans and functioning or malfunctioning of TEVT

3.7 Methodology (historical):

of administrative/financial powers, employment of undeserving manpower or

Primary and Secondary Data Collected

3.8 Research Instrument:

qualitative interviewing: 1) informal, conversational interviews: 2) semi-structured

Chapter- 4: Technical and Vocational Education

4.2 TEVT Global Perspective

a very hands-on approach to teaching and learning. To observe quality standards to

4.3 TEVT South Asia

employment‖ (UNESCO, 1984)147. China had long emphasized vocational education in

4.4 TEVT Pakistan’s perspective

(1934) suggested the introduction of vocational studies after eleven years of

quality of teacher remains always critical in disseminating knowledge and skills,

Pakistan‖, Friedrich Ebert Stiftung, Islamabad, 1993.

4.5 Pakistan’s TEVT System (Policies and Plans)

TEVT System: Policy, Plan, Program and Project Relationship

Education/TEVT Education Plan(s)

Program X Program Y Program Z

Project 1 Project 2 Project 3

2. First five plan (1955-60)

National Education Policy189, 1979

National Education Policy197: 1998-2010