Development and utilization of human resource is paramount to maximize economic growth. Besides providing training and support to prospective entrepreneurs, there is a dire need to target school leavers/drop-outs.
Youth unemployment is very high and great emphasis has been laid down on TVET.
TVET system in Pakistan is exposed to several problems such as low participation rate, resource constraints, low pass out rates and lack of linkages with industry.
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 TVET system responsive to the changing socio-economic needs of the country is envisaged in future planning.
CURRENT STATUS OF TVET IN PAKISTAN
Technical and Vocational Education is divided in three tiers namely; Vocational Training , Technical Education and University Education.
Vocational Education is lower level training to prepare semi-skilled workers in various trades to meet growing demand of skilled manpower within the country and across the borders. In developing countries, there is hardly any accreditation and certification system/body to standardize this level of Education.
(Craft Courses offered by the City & Guilds of London Institute, UK - Minimum skill levels are determined)
Technical Education imparted at post-secondary level of studies, covers basic theory 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.
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)
Boards of Technical Education in the provinces affiliate colleges of Technology / Polytechnic Institutes for examination to award three years Diploma of Associate Engineers(DAE) which is accredited by a Committee at National level ( IBCC ) for the purpose of equivalence and recognition.
There is a need for accreditation and Certification of this Diploma on the pattern of BTEC(UK).
TECHNOLOGIES OFFERED
Auto and Diesel
Mechanical
Civil
Refrigeration and Air-conditioning
Electrical
Electronics
Information Technology
Architecture
Dressmaking and Designing
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
PROBLEMS AND ISSUES
Inadequate data / statistics on existing science, technical and vocational institutions with regard to their number, basic infrastructure, facilities and number of science students at secondary level
Need for ownership of Federally funded technical projects by the provinces
Weak industry - institution linkages.
Poor Image of TEVT - Four pillars of Change (Technology, Procedures, Structure & People) Lack of vertical and horizontal mobility
ACCREDITATION
Accreditation - for Improvement
Certification - for Recognition
Accreditation - a process by which private, non-governmental body evaluates an institution or its programs of studies and formally recognizes as having met certain criteria/pre-determined requirements. Accreditation is required for improvement of quality,beyond the minimum specified standards set by the accrediting body.
NEED FOR ACCREDITATION ?
Asia and the Pacific Region are enriched by the diversity in its priorities. Best practices in professional training are handled differently in different parts . Educational Management and systems differ largely in developing countries as compared to developed ones. We need to 'Plan Prosperity together' for the development of Asia and the Pacific Region. Recognition of TVET qualifications across borders is a dire need of the Region to meet the fast development, challenges and advancement in technology.
Accreditation protects and promotes the interest of all stake holders, namely parents, students, faculty, academic administrators, employees and tax payers.
ACCREDITATION - AN OVERVIEW
Conceptually recognized in Pakistan since early 1960
First Medical Degree (MBBS) by Pakistan Medical and Dental Council (PM&DC)
Pakistan Engineering Council (PEC) was established as a statutory body to regulate engineering education in Pakistan
Higher Education Commission (HEC)established in 2002 as controlling and regulatory body covering wide spectrum of higher and university level educational infrastructure.
HEC is authorized /mandated to set up national or regional evaluation councils or authorize any exiting council/body to carry out accreditation of institutions.
Types of Accreditation
Institutional Accreditation
It is granted under charter by the government, (Federal or Provincial) for the whole entity. For this, entire institution is evaluated under the approved criteria in relation to its governance and administration, financial viability, admission requirements, mode of evaluation and assessment, faculty, library and lab.facilities etc.
Programme Accreditation
Under this, specified programs of a university/college are evaluated through external review to monitor and evaluate quality of education. The deciding factors are:
Appropriateness of curriculum
Quality of learning process
Strength of institutions in the form of library and laboratories.
On time graduation
Strength of the faculty
Job prospects and opportunities of higher education
Pakistan Engineering Council
Statutory Functions
Recognition of engineering qualifications for the purpose of registration of professional and consulting engineers and promotion of engineering education. PEC Safeguards interests of its members and helps fostering of high professional standards in the country.
Promotion of engineering education and review of courses of studies in consultation with the Universities.
Maintenance of record of Engineers qualified to practice as professional and consulting engineers.
Recognition of engineering qualifications for the purpose of registration.
Levy and Collection of Fees for Registration or temporary licenses and members.
Laying down of standards of Conduct for the members and safeguard their interests.
Promotion of Reforms in the Engineering Profession.
Manage funds and properties of the Council.
Exercise of such disciplinary powers over the members and employees of the council as may be prescribed.
Formation of such committees as may be prescribed; and
Performance of all other functions connected with, or ancillary or incidental to, the aforesaid functions.
National Computing Education Accreditation Council (NCEAC)
NCEAC established for smooth and efficient working for the accreditation of institutions, their departments,faculties and disciplines.
HEC is planning to establish various accreditation councils covering many disciplines in sciences and agriculture.
The challenges facing the learners and teachers of the 21st century demand a multi-dimensional innovative approach to Technology Education and requires standardization, accreditation and certification of various technology education programs besides reducing the gap between high and low HDI nations of the world.
For each Standard developed, sets of Benchmark Indicators (B.M) are determined. B.M Indicators are the developmental representation of the Standards to make judgments about the rate of growth towards accomplishment of a Standard. Benchmark Indicators are the mile markers on the pathway to Standards accomplishment.
Establishment of TEVTA
Technical Education & Vocational Training Authority (TEVTA) has been established in the Punjab province to regulate and administer technical, Commerce & Vocational training Institutes in the province of Punjab. It is an autonomous corporate body managed by a Board having 13 members, ten from private sector and 3 ex-officio Govt. officers. The mission of TEVTA is to enhance global competitiveness in Punjab, through a quality and productive workforce by developing a demand driven, standardized ,dynamic and integrated technical education and vocational training system. TEVTA is responsible for the management and operation of 402 technical, vocational and commerce institutes with a capacity to train 0 .75 million youth . .
National Technical Education and Vocational Training Authority (NTEVT)
At National level, establishment of a Technical Education and Vocational Training Authority (NTEVTA) is in pipeline with the objective to:
Modernize industrial and commercial production processes,
Exploit new emerging technologies and formulate standards for TVET institutions
Enhance Industry-Institution linkages
Establishment of polytechnic institutes at district level
Preparation of video text books on technical education to support teaching-learning process.
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