1

Seminar onEducation and Vocational Training

Organized by

ORAC in Collaboration of FPCCI30th July, 2016

Presented by Dr Masroor Ahmed Shaikh

Vocational Training in MadarisPossible Modes and Models

Education Expenditure - Pakistan

3

Source: Pakistan EFA Review Report-2015

Allocation for Education

Financial Year % GDP PKR in Billions

2014-2015 2.62 656.394

2015-2016 2.68 733.841

Source: Government Allocation for Education in Pakistan, Alif Ailaan

TEVT Structure in Pakistan

Programmes:•B. Tech (4 years)•DAE•D.Com•DIT•TSc•GII, GIII•Vocational Diploma•Short Courses

Sindh TEVTA Institute’s

5

RegionGCT GPI GMI GVI GVTI GVS GVTC GIB & CE

Total(Region)B G T B G T B G T B G T B G T B G T B G T B G T

Karachi 2 1 3 7 4 11 8 -- 8 -- 4 4 2 1 3 -- 6 6 5 7 12 5 -- 5 52

Hyderabad 1 -- 1 6 1 7 10 -- 10 1 1 2 -- 1 1 -- 19 19 5 9 14 11 -- 11 65

Sukkur 2 0 2 4 1 5 8 1 9 2 1 3 2 -- 2 -- 25 25 3 3 6 10 -- 10 62

Larkana 1 -- 1 3 -- 3 5 -- 5 3 -- 3 1 -- 1 -- 15 15 5 4 9 7 -- 7 44

Mirpurkhas -- -- 0 4 -- 4 3 -- 3 -- 1 1 -- -- 0 -- 6 6 2 5 7 7 -- 7 28

Total(Type) 6 1 7 24 6 30 34 1 35 6 7 13 5 2 7 0 71 71 20 28 48 40 0 40 251

TEVT 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)

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

Dual Training System Model

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.

Limitations

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.

Hybrid- A New Approach

Source UNESCO, Model: Separate-Parallel Model

Advantages of Hybrid Model

Optimum utilization of facilities both in Madaris and at VTI. Vocationalization with minimum available resources. Open doors for flexible education and training.School leavers or Trainees at VTI would be able to join the

Madaris education.Every Madrisa would not be required to establish and maintain

workshops and technical staff. Trainees will be able to learn skill properly and under the

supervision of technical teachers. Recognition of Skill and Trainees will be able to get credit transfer

in admission for further higher education.Madaris will have no fear of closing the training in middle of the

session, due to non availability of trainers of for any other reason. Trainees will have more options in selection of trade.

Hybrid-Anticipated Issues

Synchronization between Madaris and VTI will required dedicated heads.

Madaris/VTI will be required dual affiliation. Increased cost for tarinee due to double registration and

examination fee. Trainees will have to attend two institutions; VTI for skill

training and Madaris for religious/academic courses. Integration of Skill Training modules might increase

Madaris/VTI hours. Transportation of trainees might put extra financial

burden on Trainees/Madaris.

TSC School Based, Separate-Parallel Model

Component-I M P/W1. (a) Sindhi Sales, or (b) Sindhi, or 75 4 (c) Geography of Pakistan-I 2. English-I 75 63. Pakistan Studies 75 4

Component-II4. Chemistry Th. 75 6

Pr. 25 25 Mathematics-I 50 56. Tech. Drawing F(30) 50 4

S(20)Component-III7. Trade Theory 50 68. Trade Practical F(60) 100 9

S(40)

Part - IPart - I

575 46

Part - IIPart - II

Component-I M P/W1. (a) Urdu, or (b) Urdu Sales, or 75 4 (c) Geography of Pakistan-II 2. English-II 75 63. Islamiat or Ikhlaqiat 75 4

Component-II4. Physics Th. 75 6

Pr. 25 25 Mathematics-II 50 56. Tech. Drawing-II F(30) 50 4

S(20)Component-III7. Trade Theory 50 68. Trade Practical F(60) 100 9

S(40)

575 46

Trade Courses

Auto Mechanic (Motorcycle & Scooters).

Beautician. Computer Hardware Dress Making & Fashion

Designing. Electrical Wiring. Fish Farming. Food Processing and

Preservation. Motor Winding. Plumbing & Sanitary

Fittings. Poultry Farming.

Repair and maintenance of domestic Refrigerator, Air-Conditioner and Desert Cooler.

Repair and maintenance of Household Appliances.

Radio & Tape Recorder Repairing.

Servicing and Minor Repair of Tractor.

TV Servicing. Welding (Arc & Gas). Wood working and

Furniture Making.

Curriculum & Books

Vocationalization of GE-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

Recommendations

Separate-Parallel model may be applied.

We may develop Hybrid Model, where a Madrisa may be partnered with VTI located in its vicinity to share training facility and technical staff.

Trade Courses containing Practical Skill shall be introduced at 9th and 10th level.

Trade courses shall be assess and certified by BTEs or TTBs. The trainee shall be allowed Credit transfer for admission into TEVT institutes.

Thank You

19