Rehabilitation of the education system in earthquake...
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Rehabilitation of the Education System in Earthquake- affected Areas of Pakistan Administered Azad Jammu and Kashmir 570-PAK-1001 Progress Report April – June 2009 UNESCO Islamabad
Transcript of Rehabilitation of the education system in earthquake...
Rehabilitation of the Education System
in Earthquake- affected Areas of
Pakistan Administered Azad Jammu and
Kashmir
570-PAK-1001
Progress Report
April – June 2009
UNESCO Islamabad
Contribution Information
1. UNESCO progress report no: ZBNF-04
2. Assisted country: Pakistan
3. Project: Rehabilitation of the Education System in
Earthquake-affected Areas of Pakistan
Administered State of Azad Jammu and Kashmir
4. Donor references: Zayed Bin Sultan Al Nahayan Charitable and
Humanitarian Foundation
UNESCO RDF (linked)
5. Budget codes: 570-PAK-1001 (ZBSANCHF)
41-2446-0066-ISB (UNESCO)
6. Total contributions: USD 1,205,674
UNESCO RDF USD 47,000.00 (linked)
7. Programmable amount: USD 1,066,967.91 (less support cost)
UNESCO RDF USD 47,000.00 (linked)
8. Duration of contribution: 24 February 2008 – 31 Dec 2011 (MOU duration)
9. Period covered by this report: April – June 2009
10. Date of preparation: July 2009
Table of Contents
Acronyms i
Executive Summary 1
A. Project Background 2
B. Project Objectives 2
C. Project Achievements 3 - Programme Area 1 Safe and better teaching and learning environment to 3
Selected middle and secondary schools affected by
the earthquake.
- Programme Area 2 Strengthen Technical and Vocational Education and 6
Training System with a focus on standardised construction
Skills Training to youth and adults.
- Programme Area 3 Strengthen teacher training policy and practices of 8
Department of Education.
- Other achievements 9
D. Plan for Next Quarter 9
E. Financial Status 10
ANNEXES:
ANNEX 1: Discussion Paper 1: Industry Relevant TVET: Approaches To Promote Industry/
Community/ Institution Linkages in Pakistan Administered State of Azad Jammu
And Kashmir
ANNEX 2: Discussion Paper 2: Boosting Enrolment in Technical and Vocational Education
and Training: Strategies for Popularization in Pakistan Administered State of
Azad Jammu & Kashmir
ANNEX 3: Financial Statement
ANNEX 4: Photos of Project Activities
i
Acronyms
DEE Directorate of Education Extension
DFID Department for International Development
ERRA Earthquake Reconstruction and Rehabilitation Authority
ICT Information and Communication Technology
MoU Memorandum of Understanding
NAVTEC National Vocational and Technical Education Commission
PAK Pakistan-Administered State of Azad Jammu and Kashmir
SMC School Management Committee
TEVTA Technical Education and Vocational Training Authority
TVET Technical and Vocational Education and Training
UNESCO United Nations Educational, Scientific, and Cultural Organisation
UNICEF United Nations Children Fund
ZBSANCHF Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation
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Executive Summary
1. Rehabilitation of the Education System in Earthquake-affected Areas of Pakistan-
Administered State of Azad Jammu and Kashmir (PAK), 570-PAK-1001 started in June,
2008 as a follow-up to UNESCO’s Earthquake Response Programme. The project is
being implemented with the generous support of Zayed Bin Sultan Al Nahayan Charitable
and Humanitarian Foundation (ZBSANCHF), United Arab Emirates.
2. The project focuses on providing better and safer teaching and learning environments in
earthquake-affected middle and secondary schools, strengthening the Technical and
Vocational Education and Training (TVET) system, and enhancing teacher training
policy and practices of the Department of Education, Government of Azad Jammu and
Kashmir. The primary beneficiaries are middle and secondary school students, teachers,
head teachers, school management committees, and youth, whilst the PAK Directorate of
Education Extension (DEE) and Technical Education and Vocational Training Authority
(TEVTA) are the secondary beneficiaries.
3. Three damaged Government Schools (2 secondary schools and 1 middle school) have
been selected for reconstruction within Muzaffarabad district. The bids have been
invited, evaluated and negotiations are in process.
4. A review of existing roles and responsibilities of head teachers together with a review of
existing head teacher training materials has led to development of an improved set of
training module.
5. Under the TVET component, identification of technical experts is in progress for different
positions. Discussion Papers on Promotion of TVET and Industry-Institution-Community
Linkages are ready. Preparations for development of the Skill Policy are almost
completed.
6. Follow-up work on Information Communication Technologies (ICT) in Education is
progressing. A member of the ICT Task Force was sent to attend 4th Dean’s Forum in
Bangkok.
7. Key challenges faced by the project include overpricing of construction work, difficulty
in finding competent national and international experts for various technical posts, weak
institutional capacity of government institutions and lack of resources for construction of
the primary school block of schools selected for construction of middle and secondary
classroom blocks.
8. As of June 2009, the project has achieved a cumulative implementation rate of 41% and
51% of ZBANCHF component and UNESCO regular budget component respectively.
The project will attain an estimated implementation rate of 80% of ZBANCHF by the end
of next quarter.
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A. Project Background
1. UNESCO’s Earthquake Response Programme started in November 2005 with funding
from Government of Japan, DFID and UNESCO. The Program sought to complement
and enhance the educational efforts of the Government of Pakistan, Government of
Pakistan Administered State of Azad Jammu and Kashmir (PAK), national and
international institutions, agencies and Non-Governmental Organisations in the
earthquake-affected areas of PAK.
2. As reconstruction of education is a long-term process, especially in a situation of severe
destruction of the system and services, a follow up project: Rehabilitation of the
Education System in Earthquake-affected Areas of PAK was formulated with generous
support of Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation,
United Arab Emirates. The project is part of a four-year Agreement of Cooperation
between the Foundation and UNESCO, signed on 24 February 2008, for the benefit of the
victims of earthquake.
3. The project focuses on:
• Providing safer and better teaching and learning environments in selected middle and
secondary schools affected by earthquake
• Strengthening TVET system with a focus on standardized construction skills training
to youth and adults
• Strengthening teacher training policy and practices of department of Education
4. Primary target beneficiaries of the project are 550 middle and secondary school students,
50 youth and adults, 20 head teachers, 100 members of 20 School Management
Committees (SMCs) and 100 teachers of earthquake affected areas of PAK. Secondary
target beneficiaries are the PAK Directorate of Education Extension (DEE) and the
Technical Education and Vocational Training Authority (TEVTA). The capacities of
participating institutions will be enhanced through provision of technical assistance in the
production of training modules, development of skills standards, development of action
plans for formation/reactivation of SMCs, the training of trainers, and implementation of
action plans.
B. Project Objectives
1. The overall objective of the project is to support the Government of Pakistan to rebuild
the education system by improving access to, and quality of, various educational services.
2. Specific objectives of the project are as follows:
• To provide safer and better teaching and learning environment to selected middle and
secondary schools affected by the earthquake;
• To strengthen the TEVT system with a focus on standardized construction skills
training for youth and adults; and
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• To strengthen teacher training policy and practices of Department of Education.
C. Project Achievements
Progress in the three programme areas during the reporting period is as follows:
Programme Area 1: To provide safer and better teaching and learning environments in
selected middle and secondary schools affected by the earthquake.
Accomplishments towards the Work Plan Target Outputs
Output 1.1: Permanent classrooms for middle and high school grades (grade 6 to 10) of
3 earthquake damaged schools constructed, benefiting 450 female and 350
male students1.
• Construction of Library, Computer Laboratory, and Science Laboratory Block consisting
of three rooms at Government Boys High School Nurpur Nakran has been completed up to
plinth level. The Block will be ready in 3 months.
• From a list of 35 damaged schools provided by the Earthquake Rehabilitation and
Reconstruction Authority (ERRA), the following three sites were found suitable for
construction of middle and high school sections.
− Government Girls High School Ganj Chattar Bala (120 girls) - replaced with
Government Boys High School Ganj Chattar (188 Boys and 25 Girls)
− Government Girls High School Sharian (198 girls)
− Government Girls Middle School Khila (90 girls)
The number of beneficiaries totalling 501, 313 girls and 188 boys, will increase to at least
550 as a result of significant improvements in school facilities.
After some delays, no Objection Certificate (NOC) letter for construction of these schools
was received from ERRA. Accordingly, bids for foundation and superstructure were
invited through open competition and 11 bids for foundation and 6 bids for superstructure
received.
In the meantime, it was found that the Asian Development Bank is already constructing
Government Girls High School Ganj Chattar Bala. Apparently, due to unavailability of
up-to-date data, the said school was allotted to UNESCO by mistake. After a series of
meeting, the issue was resolved by allocating Government Boys High School Ganj Chattar
to UNESCO.
Separate bids for foundation and superstructure construction work were invited from
contractors. The bids received for foundation work were rejected due to highly inflated
rates quoted by the bidders and submission of fresh bids is being called. Negotiations
with bidders to reduce the quoted price for construction of the superstructure are
progressing well. Contract document with recommendations for superstructure are being
submitted to UNESCO Headquarters for the review and approval of Contracts Committee.
1 Original Target: 550 students: 250 Girls 250 and 300 Boys.
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Output 1.2: Development of standard training module for the training of head teachers of
middle and secondary schools and trained 20 head teachers.
• Draft generic training module, based on the existing roles and responsibilities and as per
the training needs, for training of middle and secondary school head teachers of the project
schools has been developed in collaboration with Directorate of Education Extension
(DEE). The findings of a project study on existing practices and duties of middle and
secondary schools head teachers reveal that school head teachers are required to perform
multiple tasks related to teaching and management practices.
Opportunities for professional development within Department of Education are few and
head teachers are assigned or teacher are promoted to head teacher posts without prior
training (pre-service or in-service). The head teachers, as well as the educational officials,
have identified a number of areas, for further training and professional support for head
teachers to enhance their job performance. These areas include: general management,
financial management, monitoring, and evaluation, planning, building relations with
communities, communication, conflict resolution, and classroom teaching.
• The review of various other training modules completed in the first quarter highlighted the
following for development of an effective training programme for the head teachers of
middle and secondary schools:
− A combination of theory and practical activities covering the latest developments and
good practices in the relevant subject area.
− Inclusion of components on reflective practice, action research and critical thinking in
training modules to enhance decision making and problem solving skills and to build
understandings of school improvement and management practices.
− Inclusion of assignments and field related tasks in training modules to ensure strong
linkages between theory and practice and better learning.
− Adequate workplace follow up and monitoring to ensure the proper implementation of
the newly acquired skills undertaken by DDEOs/AEOs.
In early June it was decided to share the final report on the review of training modules for
head teachers training with the head teachers and district education officials of Mirpur,
Bimber and Kotli Districts of PAK to ensure wider participation of education officials
from other key districts of PAK in order to benefit from their inputs as well as to achieve
their acceptance of the training materials being developed by the project. A workshop is
planned to be held in Mirpur District in July.
Preparations are being made for head teachers training in August.
Output 1.3: 202 SMCs’ capacity built to develop school improvement plan and to
improve school effectiveness and accountability.
• Review of the existing status of SMCs and parents’ participation at middle and secondary
schools in target schools of project and in two non-earthquake districts of AJK has
2 Original target was 10.
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commenced. The non-earthquake districts are included to ensure acceptance of the SMC
related work being carried out by the project by non-project districts as well. The review
entails field study of SMCs at twenty schools. This exercise will provide a clear picture of
existing situation of SMCs, performance and involvement of parents in SMCs at secondary
schools. The field work will be completed by the middle of July 2009 and the findings
will be used for the development of SMC training module together with the outcomes of
the training material and needs review done so far and the Mirpur workshop in July 2009.
• Preparation for review of the existing modules of SMC training developed by different
organizations is in final stage. A local expert has been identified for the development of
appropriate training module. The development work will commence in July.
• Meetings with SMCs of two schools Government Boys High School Mooliya and
Government Boys High School Nurpur Nakran have been taking place to ensure active
participation of the SMCs of the two schools being reconstructed under Earthquake
Response Programme. The importance of community participation was discussed in
detail, and the SMC members showed great interest and expressed their commitment to
play active role in the school affairs.
Key issues and challenges faced:
• Delay in receipt of the list of schools and government approval for construction of the
schools led to consequential delays in the invitation for submission of bids and required
long and protected discussions with government.
• Submission of highly inflated bids by contractors slowed the pace of schools construction.
• Limited capacity of DEE to engage with multiple organizations involved in teacher
training and consequential delays in securing agreements on project activities.
• State Earthquake Reconstruction and Rehabilitation Authority has been trying to identify
donors for construction of the primary block in three schools selected by UNESCO but to
no avail. As these schools need support for construction of primary grades, UNESCO
contact with UNICEF Pakistan did not work out as the latter does not build primary blocks
in middle and secondary schools and the light-gauge steel structure construction required
for the sites is not in line with their design practice.
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Programme Area 2: To strengthen Technical and Vocational Education and Training
(TVET) system with a focus on standardised construction skills training to youth and
adults.
Accomplishments towards the Work Plan Target Outputs
Output 2-1-a: TEVTA has skills development policy, strategies, and plans.
• An international expert has been identified for formulation of Skill Development Policy. The mission was to start in June but delayed due to delay in issuance of visa. He is
expected to arrive in July 2009.
Output 2-1-b: Identification of Skills in Demand within Pakistan and abroad.
• In order to achieve quality, the survey on skills in demand has been divided into the
following two phases:
- Phase 1: Development of Study Plan and Design, and
- Phase 2: Survey and Compilation of report.
The Phase 1 work for “Identification of Skills in Demand in the Job Market”, funded
through regular UNESCO programme, has been almost completed. Draft study plan and
design are being reviewed. The study is being supported by valuable technical guidance
by the staff of Project 570-PAK-1001.
• Review of existing arrangements to encourage private sector involvement and lessons
learnt has been completed. Terms of reference for an international expert have been
prepared, a candidate has been identified and earliest possible fielding date is being
negotiated.
• Review of existing guidance and placement services at TVET institutions is in progress
and a report will be developed highlighting the present position and lessons learnt. After
compilation of the report, an international expert will contribute in formulation Policy,
Procedures and Plans for establishment of Guidance and Placement Centres.
• Discussion Paper No. 1 titled: Industry Relevant TVET: Approaches to Promote Industry/
Community/Institution Linkages in Pakistan Administered State of Azad Jammu And
Kashmir is ready (Annex 1). It will be presented in a seminar on this topic to be held in
September 2009.
Output 2-1-b: TEVTA has skills standards for 2 trades: masonry and carpentry.
• Strong liaison has been established with UNHABITAT to draw upon their experience of
training masons and carpenters for this purpose. Skill Standards in Masonry and building
Carpentry developed within Pakistan and in Sri Lanka have been collected/ procured. Two
international skills standards experts have been identified and details about deployment
schedule suiting their availability and remuneration are being negotiated. Expert in
carpentry skills standards is expected to commence the work in August.
Output 2-1-c: TEVTA has training module and training plan for capacity building of TVET
planners and Managers.
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• In order to collect information about roles and responsibilities of TVET planners and
managers at different levels and their training needs, two comprehensive instruments have
been developed and administered through TEVTA. The data is now being collected for
analysis.
• The terms of reference for training of TVET planners and managers has been developed
and an expert identified.
Output 2-2: 50 youths and adults would have benefited from standard
Construction related technical education and training.
• Furniture and equipment for two TVET Centres being constructed at Bagh and Hajeera
under Earthquake Response Programme are being provided as part of continuous support
for reconstruction and rehabilitation from earthquake damages. Specifications for
procurement are ready for solicitation of sealed bids from suppliers.
• PAK TVETA has identified a training centre at Kahori, Muzaffarabad for training in
Masonry and Carpentry, which does not have sufficient rooms that may be used as venue
for the training of youths. To address the space problem, construction of sheds on
available land is being considered. Project is working on the design and cost of sheds.
• Tentative lists of TVET training equipment have been prepared for finalization after
development/approval of skill standards.
• PAK TEVTA is constrained by financial resources for implementation and sustainability
of the training. In this regard, National Vocational and Technical Education Commission
(NAVTEC) has been taken on board from the very beginning for their support for training.
As a follow up to the meeting between PAK TEVTA, NAVTEC and UNESCO, held in the
1st quarter of 2009, PAK TEVTA has to prepare a proposal for initial financial support
from NAVTEC for construction skills development programme. This task will be
completed in the 3rd quarter.
• The report of Diagnostic Study of Technical Vocational Education in Secondary Schools,
jointly funded from the project and UNESCO regular budget, is in press. Follow up work
on the recommendations will commence in the 3rd quarter.
• Discussion Paper No. 2 titled: Boosting Enrolment in Technical and Vocational Education
and Training: Strategies for Popularization in Pakistan Administered State of Azad Jammu
& Kashmir is ready (Annex 2). A seminar to present the Paper and develop a strategy to
popularize TVET among the masses as a decent and career option will be organized in
August.
Key issues and challenges faced:
• Difficulty in finding competent TVET experts due to short supply.
• Non availability of training institutions with building facility for training in Masonry and
Carpentry.
• Low implementation capacity of PAK TEVTA.
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Programme Area 3: To strengthen teacher training policy and practices of Department
of Education.
Accomplishments towards the Work Plan Target Outputs
Output 3.1: Teacher training policy and practices updated to strengthen the quality of
teacher training.
• Following the recommendation of the Diagnostic Study on ICT in Education, a taskforce
has been formed by the Department of Education PAK in order to develop a common
understanding on ICT in education, vision, and mission. The taskforce, headed by Director
EMIS, Department of Education, is seeking to establish a Technology Integration Unit
(TIU) within Education Secretariat. In this regard, project will be assisting them in
finalising the document for funding from the government.
• Mr. Muhammad Khurshid, one of the members of ICT in Education Task Force has
attended the 4th Deans Forum on ICT in Education in Bangkok from 29 to 30 June 2009.
This exposure will bring several benefits to the project work on ICT in Education as there
will be opportunity for PAK AJK to network with neighbouring countries and learn from
the advanced level work of other countries in the Asia-Pacific Region. As the participants
have to develop an action plan for implementation in their respective institutions, Mr.
Khurshid will play a pivotal role in establishment of ICT Teacher Training cum Student
Learning Centre at Naluchi Girls High School and ICT Centres at 5 other schools being
reconstructed by UNESCO.
• Preparations for an orientation workshop on ICT in Education for the educational managers
of PAK, technical support to Department of Education in developing a vision for and
common understanding on ICT in Education, and finalisation of PC-1 document are being
made. The work will start in July 2009.
• Draft Memorandum of Understanding (MoU) clearly defining the roles and responsibilities
of UNESCO and Department of Education for ICT Teacher Training and Student Learning
Centre is being reviewed by UNESCO HQ Legal Advice Unit. Another draft MoU between
the Naluchi Girls High School and DEE on the subject is ready and will be signed by
August 2009. The MoU is designed to ensure the necessary support services and
coordination between the two organizations as well as to ensure that the facility will be used
as intended.
• Final draft MoU for UNESCO and Intel partnership for preparation of a cadre of ICT
Teacher Trainers and trained teachers in project supported schools is ready and being
reviewed by Intel’s legal division. The agreement is expected to be signed in August.
Under the partnership arrangement, the project will have free access to Intel’s training
material/programme for trainers, teachers and students of project supported schools as well
as technical support.
• Preparations for finalization of the draft Strategic Framework for Teacher In-service
Training in PAK, developed by DEE in 2007 with the support from UNESCO and
UNICEF, is in process. A national expert will start the assignment in August.
Key issues and challenges faced:
• Identification of suitable local experts for up-stream work such as strategic framework has
been very difficult due to shortage of experts.
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• PAK Department of Education does not have sufficient funds to support ICT Centres and
training. A longer term project engagement is desirable to provide the time for the
Department to address the issue and to increase the level of sustainability and impact of
project interventions.
Other Achievements:
• Collaboration with the EU-GTZ-DFID Consortium. A meeting was held at GTZ on 12
June 2009 to discuss and agree areas of convergence and avenues of mutual collaboration
between the Consortium and UNESCO. Possible opportunities for support from the
Consortium to continue a number of activities, e.g. skills standards and management
training, being carried out by UNESCO in PAK were identified.
• Preparation for a follow-up meeting on the Action Plan for Integration of Seismic Resistant
Design and Construction Components in the Diploma of Associate Engineer (Civil)
curricula in collaboration with NAVTEC is complete. The event, scheduled to take place
on 2 July, will discuss and finalize on the components, integration strategies, timelines, etc.
• The project facilitated completion of a country study on Technical and Vocational
Education at Secondary Level commissioned by the UNESCO Regional Asia and Pacific
Regional Bureau for Education, Bangkok. The study was assigned to the National Institute
of Science and Technical Education. The study report was thoroughly reviewed and
comprehensive feedback was provided by the project team for improvement and
finalization of report.
• The project is supporting completion of the remaining construction work of Earthquake
Response Programme by providing technical supervision support. Two high schools and
two TVET training workshop buildings are under supervision of the project.
D. Plan for Next Quarter
Some of the key activities for the next quarter, July to September 2009, are as follows:
1. Commencement of construction of three schools and completion of construction of
library and laboratories at GBHS Nurpur Nakran.
2. Purchase of furniture and basic teaching learning equipment to the schools.
3. Training of head teachers of project supported schools and schools in the cluster.
4. Complete the field review of SMC formation and parents’ participation in SMCs of
middle and secondary schools; develop, test and finalize SMC training module;
organize pilot testing of SMCs training module and development of master trainers for
roll out of the training.
5. Facilitate development of policy formulation for establishment of SMCs at secondary
schools.
6. Assist DOE in development of vision and common understanding of ICT in Education,
orient key officials in ICT in Education, and make the ICT Teacher Training and
Student Learning Centre operational.
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7. Modify and finalise draft policy framework for in- service teacher education in AJK
developed by DEE with the support of UNICEF and UNESCO.
8. Follow up of findings/recommendations of the study on TVE in secondary schools.
9. Procurement and distribution of furniture and training equipment to two TVET centres.
10. Development of skill standards for Carpentry and commence the same for Masonry
trade.
11. Formulation of Skill Development Policy for PAK TEVTA.
12. Organization of seminars on a) Popularization of TVET and b) Approaches to Promote
Industry/Community/Institution Linkages.
13. Development of training modules, and plan for Capacity building of TVET Planners
and Managers.
14. Development of policies, procedures, and plans for establishment of Guidance and
Placement Centres in TVET institutions.
E. Financial Status
The financial status as of 30 June 2009 is as follows:
Funding Source Contribution
USD
Expenditure
USD
Implemen-
tation Rate
%
Total
Available
USD
Revenue
from
Interest
USD
ZBANCHF 1,205,674.00 534,505.04 44.33% 671,168.96 8,526.00
UNESCO (Regular
Programme)
47,000.00 23,888.92 50.82% 23,111.08 -
Total: 1,252,674.00 558,393.96 694,280.04 8,526.00
The detailed statement of expenditure issued by UNESCO HQ for the reporting period is in
Annex 3. USD2,852.00 additional interest revenue will be programmed in the next budget
revision.
In the next quarter, large sums of funds under Component 20 Sub-Contract will be committed
for construction of schools and purchase of furniture and equipment. The estimated
implementation rate is 80% by the end of September 2009.
******
ANNEX 1
11
INDUSTRY RELEVANT TVET:
APPROACHES TO PROMOTE INDUSTRY/ COMMUNITY/
INSTITUTION LINKAGES
in
PAKISTAN ADMINISTERED STATE OF AZAD JAMMU AND
KASHMIR
Discussion Paper No. 1
UNESCO-Islamabad
May 2009
ANNEX 1
12
1. Introduction
Technical Education and Vocational Training programmes throughout Pakistan, including in
Pakistan Administered State of Azad Jammu and Kashmir (AJK), are not fully catering to the
needs of industry or indeed to the needs of the student population seeking education for
employment.
The TVET3 system throughout Pakistan can be described as ‘supply side’. Decisions
concerning TVET programming are taken by officials within the various education
administrations, based upon continuing approaches, and with little serious reference to local,
provincial or national labour market needs and their future development. There are few
mechanisms to use information about the needs of the labour market to redirect training
programmes and there is little emphasis on renewal or revitalisation of training. There is an
urgent need to develop mechanisms that allow a shift towards the ‘demand side’, which allow
the end users of skilled labour to have a say in TVET.
The Government of Pakistan has released Skilling Pakistan: The National Skills Strategy
2008-2013, a comprehensive document which outlines strategies to reform the TVET system
so that it can provide relevant skills for industrial and economic development, improve
access, equity and employment, and assure quality. The Strategy recognises that if its
objectives are to be met there is a need for two main paradigm shifts:
- The shift from time-bound, curriculum based training to flexible, competency based
training, and
- The shift from supply led training to demand driven skills development by promoting
the role of industry in both the design and delivery of TVET.
This paper outlines some of the issues and suggests some possible ideas to assist with the
achievement of that second shift, which are equally necessary to ensure that the skills
development options on offer in AJK support industrial and economic development. It is
offered within an understanding that lack of industry relevance, whilst pressing, is not the
only major challenge for TVET in AJK. TVET provision has not yet fully recovered from
the catastrophic 2005 earthquake, and redevelopment and rebuilding remain key priorities.
Nonetheless, the Government of AJK is committed to implementing the ideas contained
within the National Skills Strategy. It has already established a regional TEVTA, it has
commenced the process of rationalising institutional administration, and it has been engaged
with various experts on possible ways forward on a range of pressing issues. This discussion
paper from UNESCO4 is a further contribution to that process.
2. Industrial Profile of AJK
It is estimated that of the nearly 4 million people in AJK, almost 50 per cent live in poverty.
The continuing unrest between Pakistan and India contributes to instability and lack of
investment in the region. Economic and industrial activity has reduced even further since the
devastating earthquake in 2005, which resulted not only in massive loss of life but also
massive loss of livelihoods, and has contributed to an outflow of people from the region.
Education levels are low, with only 35 per cent completing primary education.
3 Whilst the anonym TEVT has been in common usage in Pakistan in the past, NAVTEC is now using the internationally
more common term ‘TVET’. This paper adopts the new terminology. 4 UNESCO-Islamabad thanks the officials from AJK TEVTA who contributed freely of their time and ideas to assist the
development of this paper.
ANNEX 1
13
In 2008 there were 1465 businesses / industrial unit registered in AJK. The major industries
include wood work and furniture houses, steel works, poultry farms, food, hotels, printing
press, plastic, shoe industries, flour mills and steel mills.
The following table shows the number of businesses registered by industry. This table gives
a clear indication of where labour is employed, although it is not completely comprehensive.
There is a considerable extractive mining industry in AJK, for marble, coal, bentonite,
gypsum, and graphite and yet mining does not show as a category. The table also does not
show the number of people employed in each industry, which is important for effective
TVET planning.
Established Industries by Type
S.N. Industry type Number Industry type Number
1 Poultry Farms 552 Ice Factories 11
2 Woodwork/Furniture
Houses
255 Shoe Industries 10
3 Steel Works 151 Flour Mills 08
4 Crushing Units 109 Textile Mills 03
5 Food
Industries/Bakeries
106 Steel Furnaces/
Re-rolling Mills
03
6 Main Hotels 41 Scooters/Bicycles 02
7 Printing Press 36 Plastic Industry 02
8 Pipe Industries 33 Cosmetics 02
9 Arms Factories 16 Paper & Paper
Products
02
Source: Presentation to the Chief Secretary by Industries Department dated 23-11-08
Registered businesses are concentrated mainly in four districts. The highest number of
registered businesses are in Bhimber (430 businesses) followed by Muzaffarabad (371),
Mirpur (309), and in Kotli (235). In Pooch there are only 54 businesses registered, in Bagh
there are 41and in Sudhnoti, 255.
3. TVET Profile of AJK
The profile of TVET in AJK can characterised as being very small in scale, and fragmented
in administration. There are currently 175 registered training institutions operating, all but 17
being publicly owned and managed.6 The large number of registered training institutes belies
the size of the formal TVET sector. Many institutions (especially those for women and girls)
have little more than one or two classes. Available statistics state that in 2005-2006 the
number of TVET enrolments in total for AJK was around 5,000 students7. If these statistics
were collected prior to the earthquake, the number now is likely to be lower.
Until very recently, TVET provision in AJK was administered by a number of departments/
organizations, each having responsibility for a number of institutions. The major players
5 Source: Presentation to the Chief Secretary by Industries Department dated 23-11-08.
6 Whilst it may be assumed that the number of public institutions is accurate, it is likely that there are many more than 17
private sector training institutions which were registered with TEVTA at the time of preparation of this paper. 7 AEPAM Pakistan Education Statistics 2005-06.
ANNEX 1
14
were the; Department of Industries, Commerce and Labour, Department of Social Welfare
and Women Development and the Small Industries Corporation.
In line with national policy, the AJK Technical Education and Vocational Training Authority
(AJK TEVTA) was established in 2007 and the TEVTA has exercised its mandate to bring all
TVET institutions under one umbrella. However, despite transfer of some institutions to
TEVTA the DSWWD and SIC still continue to run a number of institutions. The detail of
TVET institutions run by TEVTA and other departments/ organizations is as follows:
Numbers of Institutions by Management Body
S.N. Name of Institution Number of Institutions
Male Female Total
TEVTA
1 Polytechnic Institute 01 - 01
2 Vocational Training Institute 10 - 10
3 Industrial Training Centres 02 - 02
4 Vocational Youth Centre 06 - 06
5 Women Industrial Training Schools - 34 34
6 Women Industrial Youth Centres - 02 02
7 Women Multi-trade Centres - 05 05
8 Skill Development Centres 21 21 42
Sub-Total under management of TEVTA 40 62 102
DSWWD 9 Women Development Centres - 21 21
10 Rural Household and Education Centres - 5 05
11 Employment and Women Development
Centres (New)*
- 14 14
12 Dar-ul-Falah - 05 05
Sub-Total under management of DSWWD - 45 45
SMALL INDUSTRIES CORPORATION
13 Shawl Bafi Center - 04 04
14 Carpet Weaving Center - 05 05
15 Wood Working Center 02 - 2
16 Solar Energy Projects (Training Centres) 04 - 4
Sub-Total under management of SIC 06 09 15
17 Private Sector Institutions (Presently
Registered with TEVTA)
N.A. N.A. 17
Total of all registered institutions 46 116 179
The status and facilities of the sector remains low. Many institutions within the earthquake
affected areas were substantially or completely destroyed, with classes now operating out of
rented buildings or in tents. In such conditions, class sizes have dropped dramatically, from
say, 20 down to 7 in some cases.
The duration of programmes offered by various institutions varies from 3 months in case of
Skill Development Centres to 3 years in case of Polytechnic Institutes. Particular institutions
tend to offer particular programme levels (in contrast to systems in developed countries
whereby one institution may offer courses from the lowest level to the highest level).
ANNEX 1
15
The only polytechnic in public sector in AJK offers a 3-year Diploma of Associate Engineer
in Civil Technology plus certificate courses in Civil Drafting and Surveying. The Vocational
Training Institutes offer one year programmes of training (Certificate level) whereas
Vocational Youth Centres run 6-months courses in different trades such as Electrical,
Refrigeration and Air-conditioning, Radio-TV, Auto-mechanic etc.
The Women’s Industrial Schools offer 1-year certificate and 2-year Diploma course in
Tailoring, Hand & Machine Embroidery, and Hand & Machine Knitting. The Women’s
Development centres offer training in Repair of Household Electrical Appliances along with
Tailoring, Embroidery and Knitting. The Rural Household and Education Centres offer
training in tailoring, embroidery, knitting, agriculture (Kitchen Gardening and Poultry) and
Child Care. These centres also offer 1-year Certificate and 2-year Diploma courses.
The Multi-Trade Centres offer training in traditional Kashmiri crafts like Gabba, Namda and
Shawl Bafi.
4. Principles for development of a framework
Whilst working on the current challenges in TVET implementation, the Government of AJK
is also committed to future improvement. The need for TVET to become more relevant to
labour market demand has been nominated as a key issue. To guide the development of
effective linkages the following principles are proposed:
i. Industry will be involved in the formulation of policy, standards and programmes for
TVET.
ii. The operation of the TVET institutions will be informed by regular and ongoing
assessment of labour market industry developments, trends and issues and
occupational analysis.
iii. TVET institutions will be responsive to industry requirements and involve industry
and community in their operations. Decision-making regarding operation of TVET
institutions will be devolved to local level.
iv. Private operation of TVET will be encouraged and private institutions will be
monitored for compliance with national standards.
v. Learning by doing will be emphasized. Students will learn in settings that
approximate the work environment and through participation in industry. Curricula
will be derived from occupational analysis by practitioners from industry.
5. Possible mechanisms for the future
Different strategies and mechanisms are suggested for implementation of the above.
Whilst prompted by discussion within AJK the suggestions are oriented towards national
adoption. They cover a broad range of interventions, all of which are broadly directed at
bringing TVET closer to its clients: industry and individual learners.
5.1 Industry advisory forums
NAVTEC should periodically receive information from industry on trends and issues in
industry training, on the national level as well as in provinces. The forum for this purpose
to be constituted by NAVTEC and serve an advisory role on issues such as future demand
ANNEX 1
16
for training and could also advise on issues such as industry relevant competency
standards which could be used to shape TVET programmes. These industry advisory
forums may comprise industrialists and representatives from Chambers of Commerce and
Industry and Small and Medium Enterprises Development Agency etc. as well as
provincial TEVTA’s, TVET experts, and heads of TVET institutions. The Forum should
also include women active in CCI and TVET. The extent to which separate advice is
necessary at the provincial levels need to be determined.
5.2 Subject Committees
Whilst industry should rightfully play a key role in determining what should be taught,
professional educators are needed to develop curriculum, teaching materials and so on.
Subject Committees could be constituted for each discipline or a combination of allied
disciplines. Based upon advice from the Industry Advisory Forums the Subject
Committees could manage periodic reviews of developments in the industry having
implications for curriculum; consider and recommend changes needed in the subject
scope, content, methods, and resources for the curriculum delivery. The Subject
Committees should include relevant experts from industry, subject specialists and
curriculum development experts. The Committee may be chaired by an industry
representative, to ensure close relevance to industry need.
5.3 Research and development on industry/TVET connection
The TVET research section within NAVTEC needs to be strengthened and augmented
with staff who have expertise in interpreting the labour market information produced by
various federal departments, organizations, statistical and other agencies operating in
Pakistan. The cell could also be responsible for the conduct of industrial sector-wide
studies of occupational requirements, holding of forums and seminars with key industry
leaders to interpret the impact of labour market issues for TVET, develop background
papers for labour market/TVET seminars and so on. This type of function needs also to
be available at provincial level. Whether this is best delivered by the national body, or by
separate provincial bodies needs to be determined. Further, whether the research is best
done in-house or by contracting with others outside of NAVTEC to provide the
information can be determined.
5.4 Institution Management / Advisory Committees
The mechanism of having institutional management or advisory committees including
members from industry, the local community and former students and so on is a popular
way to provide information on local employment /industry conditions, to give feedback to
institutions, to mobilize community and industry resources to assist institutions, and to
link students with industry. Depending upon the governance structures in place it may be
best for such committees to be management committees or advisory committees. Such
committees can be very effective, and some way of harnessing local expertise to advise
the TVET institutions in AJK is suggested. Given the small size of the individual
institutions, it is clearly not sensible to establish individual committees for each
institution. Nonetheless, the benefit of a committee for each of the main bodies managing
institutes (TEVTA, DSWWD and SIC) could be considered.
5.5 Public Open Days
Once or twice a year, each TVET institution should hold Public Open Days. The purpose
of these events would be to build community awareness about the educational
ANNEX 1
17
opportunities on offer at that institution and to boost enrolments. Such events also foster
accountability to the community and to local industry and to encourage opening of
community resources to the institution. Achievements of the institution during the
previous year and its plans for the coming year will be highlighted and members of the
public will be invited to comment upon these. Current students should be available on the
day to speak to prospective students.
5.6 Competency Based TVET
To be truly more responsive to the needs of industry, TVET institutions should be using
curricula which are based upon occupational standards and competencies. NAVTEC
already have policies in this regard, and would need to play a leading role in achieving
this. The competencies will be derived from occupational analysis involving industrial
practitioners and curriculum development experts. This would be done at a national level.
In AJK, some learning environment would then need to be adapted to better approximate
an industrial setting.
5.7 Student Internship
A salient feature of most of the best TVET systems in the world is the mixture of on-the-
job training alongside classroom learning. Student internship should be incorporated into
each discipline in TVET, and made an integral part of the curricula. Necessary legislation
shall be done to ensure industry’s acceptance of internees. Systems to evaluate internship
would need to be developed and they should be awarded credit. Institution Management
Committees would assist in placement of students in industry / workplaces. Such a
reform is likely to take quite some time. Institutions in AJK may consider, with TEVTA
support, implementing student internship on voluntary basis.
5.8 Production Centres / Service Centres
In some settings, TVET production centres / service centres play a useful role in
developing the skill of students towards production of products or services which meet
market demand. Such production centres may be considered a feature of the learning
environment, or may be a separate feature. While production centres may generate funds
for the institution, the focus is on development of work skills, quality consciousness and
good working habits among students. Establishing such centres needs comprehensive
discussion. Whilst it is a mechanism which can bring industry and education closer
together, care needs to be taken to ensure that the centre does not ‘undercut’ real local
businesses.
5.9 Continuous Professional Education
The quality of TVET teaching needs to be raised. This is an urgent priority across
Pakistan, and a number of comprehensive measures are needed. In terms of promoting
closer links between industry and TVET, institutes could examine ways to allow teachers
to ‘return to industry’ for periods of time to work in normal industrial settings. This
requires flexibility in terms of allowing teachers time (perhaps a year) off to take a
different job and then allowing them to return to their teaching job. It can be an effective
way to promote greater industry relevance.
******
ANNEX 2
18
BOOSTING ENROLMENT
in
TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING:
STRATEGIES FOR POPULARIZATION
in
PAKISTAN ADMINISTERED STATE OF AZAD JAMMU & KASHMIR
Discussion Paper No. 2
UNESCO-Islamabad
May 2009
ANNEX 2
19
Boosting Enrolment in Technical and Vocational Education and Training:
Strategies for Popularization in
Pakistan Administered State of Azad Jammu & Kashmir
1. Background
Socio-economic development is not possible through capital investment alone. Nations who
invest in education can draw upon a mix of skilled workers, technicians, technologists and
engineers, and research scientists to support and sustain their socio-economic development
efforts. Vocational training is one strategy to build human assets and capabilities, especially
for poor and vulnerable people who may not have the opportunity for higher education.
Technical and vocational education and training (TVET) is a key instrument of any public
policy aimed at socio-economic development, employment generation and poverty
alleviation. The Government of Pakistan recognises this and gives priority to TVET
development though its Medium Term Development Frame Work (2005-10) and, principally,
the National Skills Strategy (2009-2013).
There is a very large gap between Government aspirations for TVET and current realities.
The TVET sector across Pakistan faces many challenges, spanning issues to do with the
quality, quantity and relevance of TVET. All these challenges are also present in the
Pakistan Administered State of Azad Jammu and Kashmir (AJK), with additional challenges
posed by the poor economic environment, the remote geography of the region, traditional
attitudes of the population and also the devastation still evident from the 2005 earthquake.
Whilst quality of TVET remains uneven, it is not surprising that enrolments are low. Yet
other factors also contribute to low enrolments, such as unrealistic pre-requisites that limit
numbers of potential students, low levels of knowledge about TVET options and social
taboos.
By releasing Skilling Pakistan: The National Skills Strategy 2009-2013, a comprehensive
document which outlines strategies to reform the TVET system, the Government of Pakistan
has signalled its commitment to reform and improvement in a number of areas. It has three
key objectives:
a. Providing Relevant Skills for Industrial and Economic Development,
b. Improving Access, Equity and Employability and
c. Assuring Quality.
The second of the three objectives set by NAVTEC for TVET reform covers areas such as
expanding coverage (cultural as well as geographic), offering student guidance services, and
improving the status of TVET to help attract more students.
This paper offers some suggestions to help operationalize that national objective. The ideas
are suggested for implementation in AJK, although there is broad applicability. It may be
that these strategies could be developed first for AJK, and then later modified for use in other
provinces/areas.
ANNEX 2
20
2. Current Situation
Nearly 4 million people live in AJK, yet the total number of enrolments in the public TVET
system is estimated to have been around 5,000 students in 2005-20068. If these statistics
were collected prior to the earthquake, the number is likely to be lower now. Even allowing
for activity in the non-formal training sector, which is not captured by the statistics, this is a
very low enrolment rate.9
The number of students who appeared for the AJK Secondary School Certificate Examination
(SSC) examination of Board of Intermediate and Secondary Examination (BISE) Mirpur
during 2008 was 53,288 out of which 24,516 passed. This represents a pass rate of 46 per
cent. During the same year another 14,700 students appeared for supplementary examination
out of which 5,783 passed (39.3%). This makes a total of 30,299 secondary school
matriculates.
Matriculates may opt for further studies in general education, TVET or enter the job market
directly. According to AJK EMIS Education Statistics for Azad Jammu & Kashmir, the total
enrolment in Class XI in government institutions for 2007-2008 was 13,044 i.e. 43%. If
enrolment in private sector institutions is taken in to account the ratio would further improve.
Very few matriculates opt for TVET courses. Total enrolment in TVET courses requiring
SSC as minimum entry qualification is dismally low; about 500 i.e. only 1.6% of
matriculates. Even if the enrolment in private sector institutions is considered the proportion
in TVET stream may not be over 2%. This may be partially due to poor access and partially
because of poor image of TVET as a career. Total enrolment in other courses offered in
TVET institutions under TEVTA, DSWWD and Small Industries Corporation, where there is
no age limit or minimum entry qualification, is four times higher at around 2,000 – but still
low.
In a country with extremely low levels of education and low levels of adult literacy,
matriculating from secondary school is a substantial achievement. TVET is generally
considered as the choice of the academically weak and of those belonging to economically
and socially lower classes of the society. This poor image contributes to the low interest.
The public’s social bias against TVET as a career is further exacerbated by the dismal state of
affairs of TVET. The quality of TVET is generally poor. The TVET pass outs do not get
jobs soon after graduation. Studies carried out in the past revealed that it required up to 3
years waiting in some provinces for pass outs of polytechnics to get employed because of
mismatch between supply and demand and lack of skills required by the employers. Basic
services for career planning and guidance to assist the students in the choice of a course,
career mapping, job placement and promotion of TVET are lacking.
Achieving a substantial increase in TVET enrolments would require sustained action in the
following three areas:
a. An increase in the overall quality and relevance of TVET in Pakistan. This would
result in greater confidence in the TVET system and greater perceived value of a
8 AEPM Pakistan Education Statistics 2005-06
9 The State of Victoria in Australia, with a population of around 5.2 million people, has approximately 300,000 people
enrolled each year in the TVET sector. The vast majority are part-time, and this includes very short courses and refresher
courses.
ANNEX 2
21
TVET qualification, leading to more people wanting to undertake TVET courses.
This is the most important area, and is the focus of NAVTEC strategies.
b. A review of TVET programme pre-requisites to ensure that unrealistic pre-requisites
do not act as a barrier to people who could otherwise enrol and complete a TVET
qualification. Consideration should be given to allowing entrance to some without
formal pre-requisites, and to offer numeracy and literacy as part of the TVET
programme. This would result in an increase in the potential number of TVET
students.
c. An increase in the public’s knowledge of TVET options and knowledge of the value
of a TVET qualification as a channel for acquiring employable skills and the means of
a decent living.
The following ideas focus on the third point; popularizing TVET to boost enrolment interest.
3. Measures for Popularization of TVET
It is common practice that when a product or service is introduced in the market, some times
even before introduction, a vigorous advertising and motivational campaign are launched to
mould the public opinion to buying the product / services. TVET as a kind of product
/service also needs social marketing in order to improve its public image as an alternate
channel for acquiring employable skills and means of decent living. The difficulty is if the
service is known to be of poor quality, then the promotion will not have continued trust.
When promoting courses it is therefore suggested to promote specific courses of quality, in
occupations where there is a demand for labour.
Some ideas for measures to boost enrolment in TVET follow. These could be piloted in AJK
ahead of refinement and national rollout.
3.1 Promotion of the dignity of labour and the value of skilled occupations
a. Campaign Through Pulpit. People particularly in rural areas are greatly impressed
by what is preached through the prayer leaders and other religious leaders. Their
services may be used to highlight dignity of labour, usefulness of TVET and avenues
of earning good living it offers. For this purpose, they may be provided necessary
material.
b. Television Panel Discussion. Panel discussions with TVET experts may be held to
develop awareness among viewers about employment opportunities for skilled labour
in Pakistan, and the sorts of training necessary to get those jobs, relevant TVET
courses available, and so on.
c. Short Television Documentaries. Five minute films highlighting success stories of
TVET graduates could be produced and shown on TV as ‘fillers’.
d. Posters and other resources. Printed materials highlighting the dignity of labour,
the value of studying for a skilled occupation avenues and the good living resulting
from skilled work may be prepared with the help of media experts and displayed in
schools with a particular emphasis on encouraging young people (including young
women) to undertake TVET training.
ANNEX 2
22
e. Selected verses from religious teachings. Newspaper editors may be persuaded to
publish translation of verses from religious teachings highlighting dignity of labour
and work ethics at appropriate places in the newspapers. It is common to see other
messages (not paid advertisements) published in the newspapers. AJK TEVTA could
take such action without any financial implications.
3.2 Promotion of TVET programmes
a. Advertisements on TV, radio and in newspapers. Advertisements could be
developed, for TV, radio and print media, to promote TVET programmes in
occupations that are likely to have good employment prospects and where there are
vacancies in the relevant programmes at the training institutions. These
advertisements should only mention institutions where the quality of the programme
is acknowledged as good.
b. Telling local stories. AJK TEVTA could sponsor publication of special supplements
in local newspapers highlighting importance of TVET and avenues of employment.
The supplement could feature young women and men from within AJK telling their
stories and how TVET training helped them achieve their goals.
c. TVET awareness for school students. Study visits to various enterprises, and to
TVET institutions, could be arranged for high school students to give them a better
understanding of the labour market and of the pathways to work. Similarly, TVET
graduates now in employment could be invited back to their local schools to speak to
current students and encourage them into skilled occupations.
3.3 Career counselling and guidance
a. School based services. The establishment of student service centres in schools to
provide guidance and counselling to high school students is urgently needed to assist
students in their choice of further education after school. Such services should be
available not only to senior school students, but also to local young people who
dropped out of school but could be interested in TVET.
b. Institution based services. Students in a TVET institution have already made their
basic choice of course, but guidance can help them with further directions and can
help them with job placement services.
*****
ANNEX 3
23
ANNEX 4
24
Senior Project Officer, Field Office Co-ordinator and Infrastructure
Development Officer meeting with School Management Committees to Discuss
Project Support and Community Participation
PHOTOS OF PROJECT ACTIVITIES
Strengthening of School Management Committee
Copyright of all photos: UNESCO
ANNEX 4
25
PHOTOS OF PROJECT ACTIVITIES
School Construction Activity
Copyright of all photos: UNESCO
Construction of Library, Science Laboratory
and Computer Centre at GHS Nurpur Nakran
in Progress
Inspection Visit by Project Engineers to
Contractors Factory, Lahore
Completed Foundation of Library, Science
Laboratory and Computer Centre at GHS
Nurpur Nakran
GHS Nurpur Nakran Before Reconstruction
