Employment Through Skill

Sindh Technical Education and Vocational Training Authority

www.stevta.gos.pk

Presented by:

Dr. Masroor Ahmed Sheikh

Director Academic & Training STEVTA

National TEVT Round Table Conference Organized by

NAVTTC in Collaboration with UNESCO at, Islamabad

27th – 28th June, 2012

Revitalize: Vocationalization of General Education, Necessary for Youth Employment

Presentation Design

Need for Vocationalization of General Education.

Youth Unemployment Trend and literacy rate.

Efforts made for Vocationalization in Pakistan.

Models for Vocationalization.

Recommendations

Need for Vocationalization

Youth (15-24) working age population is a demographic

dividend for the country.

86% youth droop out school at Secondary level.

Rising Youth Unemployment Rate, estimated 1.5 million

Unemployed Youth are adding to street every year.

Employment prospects for school leavers could be

enhanced by providing Vocational training at School.

Limited intake capacity at TEVT institutes.

Youth and parents give preference to GE over TEVT.

Jobs are now becoming more sophisticated and required

especialized skill.

Major Causes of Unemployment in Youth

Shrinking Jobs both in Public and Private sector

Decreasing investment in private sector and shifting of

capital abroad because of the unrest, violence, high taxes,

government’s business unfriendly policies and

nationalization of industrial units in the country.

Lack of education and Skill: majority of unemployed youth

are illiterate or less educated and facing difficulties in

entering into World of work.

Structural mismatch, divergence between the

demographics of urban and rural areas, lack of experience,

province or region wise discrimination in provision of jobs.

Youth population is not prepared for self employment.

Difference in Enrolment (School Droop out in Pakistan)

Data extracted from PES 2007-08

Youth Unemployment Trend-Pakistan

Source: LFS (2005-06), Ahmad & Azim (2010)

Youth Unemployment and Literacy Rate

Source: LFS (2005-2006) and Ahmad & Azim (2010)

Effect of Education on Unemployment - World

Changes in unemployment rate by educational level in developed economies

Integrated VT at Schools

(UNESCO, N-13, April-June 2005)

Vocationalization in Pakistan

Program Year Trade Course Class

Level

Trained

Teacher

W/S &

R/M

Credit

Transfer

Certification

Comprehensive

High Schools

1968 Electrical, Metal ,

Wood, Plumbing,

Dress Making,

Embroidery and

Cooking

9th &

10th

WI

BS-16

AWI

BS-14

Yes,

R/M

from PTA

Funds

Optional

Subject

have no

credit

Internal

Assessment

Agro-Technical 1977 Industrial Arts,

Agriculture,

Home Economics,

6th &

8th

WI

BS-16

AWI

BS-14

Yes,

R/M

from PTA

Funds

Optional

Subject

have no

credit

Internal

Assessment

Matric Technical

Stream

2002 17 trade Courses,

Elective among

Trade Course /

Biology /

Computer Science

9th &

10th

WI

BS-16

AWI

BS-14

? Integrat-

ed trade

subject

with

credit

Board of

Education

Modes and Model

Modes for delivery

School-Based

Centre Based

Workplace Based

Models for Vocationalization

Separate-Parallel Model

Dual Training Model

Apprenticeship Model

Separate-Parallel System, Malaysia

Source: Ahmed, Z.(2011)

Separate-Parallel System, Malaysia

Dual Training Model

Trainee attend Workplace for 3 or 4 days per week and attend a part-time Vocational School 1 or 2 days per week.

German Dual Training System

Apprenticeship Model

In apprenticeship model, vocational training is

delivered by employer at workplace. It is similar to

the informal training, where a young person works

with an employer to learn a craft for exchange of

food in person agreement with the employer.

For apprenticeship training at industry, the training

is regulated through Apprenticeship Act-1962,

where each industrial unit is bound to provide

apprenticeship trainee and to pay stipend to

apprentice.

Limitation

Separate-Parallel system required capital

investment and sustainable funding.

Dual training system required strong Industry-Institute linkages.

The concept of Apprenticeship is now reversed

and worldwide now industry is charging for the training.

For success, all the model required pathway for

mobility of certified trainees.

Study for Vocationalization by NISTE (2002)

Separate-Parallel and Hybrid

Source UNESCO, Model: Separate-Parallel Model

Recommendations

We may develop Hybrid Model. For Vocationalization

School may be partnered with VTI in the vicinity to share

training facility and technical staff.

Where VTI is not available in the vicinity of school or vise-

versa, Separate-Parallel model may be applied.

Instead of Skill Training at Middle level (class 6 to 8)

courses containing knowledge, aptitude and values about

Vocational Training shall be introduced.

Trade Courses containing Practical Skill shall be introduced

at Secondary level (class 9 and 10).

Recommendations

Trade courses shall be assess and certified by BTEs or TTBs. The student taking TC shall be allowed Credit transfer for admission in TEVT institute.

NAVTTC shall also launch a project for VT at

school, where student electing trade course may be given stipend and tool kit.

Advantages of Hybrid-Combine Model

Optimum utilization facilities both in Schools and at VTI.

Vocationalization with minimum available resources.

Open doors for flexible education and training.

School leavers with learning skill for employment would be able to

rejoin the school again.

School would not be required to establish and maintain workshops

and technical staff.

Recognition of learned skill.

Student will be able to learn skill properly and under the

supervision of technical teachers.

Student will be able to get credit transfer in admission for further

higher education.

School will have no fear of closing the training in middle of the

session, due to transfer of staff or unforeseen extra ordinary leave

of teaching staff at school.

Students will have more options in selection of trade.

Dis-Advantages

Synchronization between school and VTI will be required dedicated heads.

School/VTI will be required dual affiliation. Increased cost for students due to double

registration and examination fee. Students will have to attend two institutions; VTI

for skill training and school for academic courses. School and Institute hours might be increased. Transportation of student might put extra financial

burden.