APACC

Accreditation & Certification for TET Institutions in Pakistan

1. PAKISTAN

Pakistan emerged on the world map as a Sovereign Islamic State on 14 August 1947. It lies between 23 and 47 degrees North latitude and 61 and 76 degrees East latitude, spread over an area of 796,095 square Kilometers. Its territorial Jurisdiction is divided into four Provinces (Punjab, Sindh, North West Frontier Province and Balochistan) and Federally Administered Areas of Islamabad, AJK, Tribal and Northern areas.

2. EDUCATION

In Pakistan, Federal Ministry of Education is basically responsible for policy planning, development of standard curricula and text books, promotion and co-ordination of educational research .The provincial Education Departments, on the other hand, are responsible for implementing the national polices and projects formulated by the Federal Ministry of Education. Education Departments in all the provinces have separate directorates of school and college education beside technical and vocational education. The present literacy rate in Pakistan is 52%. Gross enrolment rate at primary level is 89% and dropout is around 40%. Some of the pass-outs of primary school join work force after developing skill proficiency in vocational trade through internal informal apprenticeship (Ustad-shagird system). Some pass out of the middle school (8 years schooling) join vocational training institutes and, after one or two years training, qualify as semi-skilled and skilled workers respectively.

3. TVET SYSTEM IN PAKISTAN

It is now an admitted fact that development and utilization of human resources is paramount to maximize economic growth. Improvements in human resource development are seen as essential to continued economic growth. Besides providing training and support to prospective entrepreneurs, there is a need to target other groups i.e. school levers / dropouts etc. Thus, the need for expansion of technical and vocational education is imperative. Youth unemployment is very high and great emphasis has been laid down in the Education Policy (1998-2010) on TVET. The TVET system is exposed to several problems such as low participation rate, resource constraints, low pass out rates and lack of linkages with industry. The setting up of vocational institutes and polytechnics are capital-intensive but the allocations of funds to TVET are far lower than that of general education.

An effective VTET should be responsive to the changing socio-economic demands of the country. In the process of change, new ideas are conceptualized are tried out and outcomes of the ideas/initiatives formed into projects are evaluated in terms of their contributions towards achievement of national goals

4. CURRENT STATUS OF TVET SYSTEM IN PAKISTAN

	Technical and Vocational Education and Training (TVET) is widely accepted as one of the ingredients for socio-economic development of a country. Rapid economic growth demands a mixture of skilled workers/tradesmen, technicians, technologists, engineers and researchers trained in line with the requirements of the industry. In Pakistan, technical and vocational education started as a separate stream in mid 50s and can be divided in three tiers namely; Pre-vocational Education, Vocational Training and Technical Education.
	Pre-vocational education aims at exposing students to the world of work by fostering dignity of labor and positive attitude towards it .It is generally a part of school education and provides only limited skill to stimulate vocational interest.
	Vocational Education imparts lower level training for the preparation of semi-skilled workers in various trades .Technical Education is imparted through the post-secondary courses of study cum practical training and aims at preparing the middle-level engineering technicians to work as supervisory staff to bridge the gap between semi-skilled workers and the engineers.

4.1 Introduction of Technical Education Stream at Secondary Level

A separate stream, parallel to Science and Arts subjects is being introduced at Secondary level (Classes IX & X) in 1100 Schools throughout the country in a phased manner ( i.e;10 Schools/district - 5 each for Male & Female).

A total of 47 trades have been identified for introduction in two phases on need basis:

4.1.1 Phase-I (17 trades):

Repair & maintenance of domestic Refrigerators &Air Conditioners
Electric Wiring, repair & maintenance of house hold appliances
Motor Winding
Radio and Tape Recorder repairing.
TV repairing.
Plumbing / Sanitary Fitting.
Wood Work (Furniture & Boat making).
Welding (Gas & Electric).
Auto Mechanic (Motor Cycle & Scooter).
Computer Hardware.
Food Processing and Preservation.
Servicing & minor repair of Tractors.
Poultry Farming.
Fish Farming.
Cooking & Baking.
Dress making & Fashion Designing.
Beautician.

4.1.2 Phase II (17 Trades):-

Wheel Balancing & Vulcanizing.
Ceramics.
Sheet Metal Work.
Leather Goods making.
Repair & Maintenance of Diesel Engine.
Repair & Maintenance of Petrol Engine.
Sericulture (Silk Worm raising).
Floriculture.
Stuffed Toys & Doll Making.
Photography.
Floral Work.
Glass Work (Glass Blowing, Cutting & Framing)
Art and painting & Calligraphy
Pottery (Cottage Industry).
Fishing and net making.

4.1.3 Thirteen (13) Common Trades for Both Phases

Embroidery and knitting
Textile and Weaving
Carpeting
Sports Goods Cutlery & Surgical Instruments
Metallurgy
Masonry / Building Construction
Book Keeping and Cash Handling
Computer Operating and Shorthand
Mining
Petroleum
Farm Management
Agro Industries

4.2 Establishment of Mono-Polytechnic Institutes:

Government has accorded high priority to the setting up of mono technic / polytechnic institutes to cater to the contemporary and future needs of the country. The number of Technical Education and Vocational Training Institutions working under administrative control of various Government Departments is as under:-
There are 78 monotechnic / polytechnic institutes in the country as per following details:-

Punjab = 24 (20 for Male & 04 for Female)
NWFP = 12 (11 for Male & 01 for Female)
Sindh = 38 (32 for Male & 06 for Female)
Balochistan = 02 ( 01 for Male & 01 for Female)
ICT = 02 ( 01 for Male & 01 for Female)

4.3 Technologies Offered

Auto and Diesel
Mechanical
Civil
Refrigeration and Air-conditioning
Electrical
Electronics
Information Technology
Architecture
Dressmaking and Designing
Food Technology
Chemical
Telecommunication
Environment
Computer
Bio Medical
Auto and Farm
Metallurgy
Office Management
Mining

5. STAFF DEVELOPMENT

The faculty members / teaching staff of Technical and vocational institutes are continuously exposed to local and foreign training to abreast them with the latest technologies and teaching methodology. The UNESCO, UNDP, the British Council ,ILO and JICA are providing funds to most of fellowship /training programs. The short courses/ programs/ workshops arranged by the C PSC are very helpful in training of administrative staff of TVET sector / institutions in Pakistan. The former National Technical Teachers Training College, now renamed as National Institute of Science and Technical Education (NISTE) is playing a key role in pre-service, In-service teachers training. The Institute has conducted a series of short training programs, which lead to entrepreneurship development.

6. PROBLEMS & ISSUES IN TVET

	Inadequate reliable data / statistics on existing Science, technical and vocational institutions such as their number, basic infrastructure and facilities, number of Science students and need assessment surveys.
	Present TVET System lacks vertical and horizontal integration of various agencies involved in the human resource development. Consequently there is diversity in the various programs in terms of objectives, curricula, methodology and testing/certification.
	Weak Industry- institution linkages
	Thin Funding - Lack of resources and adequate physical facilities and equipment for Technical & Voc. Institutions.
	Research Challenges ahead: Changes and challenges in the 21st century that profoundly affect TET policy and programs are demographic transition, trade liberalization, globalization of the workforce, poverty and unemployment, quality of life and issues related to human development.
	Lack of co-ordination between various nation building departments involved in TVET.
	Unification of standards / certificates and Diplomas and evaluation system
	Revision and relevance of curricula or desired competencies and attitudes
	Non-availability of adequate trained/ qualified teaching staff
	Social image of TVET
	Evaluation of training programs
	Shortage of quality textbooks
	Improving internal and external efficiency

7. ACCREDITATION AND CERTIFICATION SYSTEM IN TVET

The main accreditation and certification bodies in Pakistan are Boards of Technical Education in all the four provinces. The main objectives of these boards are:

	Develop and streamline certificate and diploma programs
	Regulate program of studies and TEVT institutions by registration and monitoring
	Hold and conduct examinations for registered programs
	Plan and organize staff development programs
	Undertake research for curriculum development, implementation and evaluation

These Boards function under various committees like academic committee to assist in maintenance of standards of teaching, committee of courses for advising the board in preparation of courses and paper setting etc. Each Board has its rules and regulations for recognition and accreditation of institutions and various programs.
In addition to the Boards, the Directorates of Technical Education also exists one in each province, which undertake all administrative and policy matters related to technical education.

8. PROGRAMS AT THE NATIONAL LEVEL

At the national level technical education policies and programs are undertaken by the Federal Ministry of Education of Islamabad.

The National education Policy provides for establishment of National Council for Technical Education to regulate technical education and to coordinate efforts of various departments/organizations in this field.

Under the education sector reform program launched at the national level, following provisions have been made for Technical education

Extending services for Females in Polytechnic Institutions
15 Men/Women Polytechnic (Evening Shift)
1100 Secondary Schools
550 Male + 550 Female
10 per District in each Province/AJK
10 each in FATA, FANA & ICT