Skills Development

Policy
Mar 4th, 2013

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Significance of Skills Training
Pakistan’s growth is limited due to shortage of technical
skill manpower
Skills not only boost individual income generation
capacity but the productivity of the nation as a whole
While there is significant un-employment in the country
almost all industries are faced with skill shortages
Number of persons enrolled at present in vocational and
tech training institutes is 1.3 % (about 300,000) of the
14-19 age cohort which is way below international
standards
PTI Skills Policy Headlines
Turn Youth bulge into Catalyst for Future Development
7 Fold Increase in technical skills enrollment to 2,000,000
6.5 Fold increase in fiscal support Rs 140B Per Year
5 Fold Increase in teaching faculty to 50,000
Institute structural reforms & change Skills Training
Landscape in 5 Years
Clear demarcation and division of roles and responsibilities between
regulatory and service delivery organizations
Competency-based curricula, standardization of Certification and
Accreditation system, teacher training & skill upgrade program
Financing through Skill Coupons and Stipends, “User Choice” model
Use of technology, e-learning and video instructions
Grass root training programs addressing un-organized sector
Institutional upgrades using locally manufactured machinery
International Certifications to develop globally competitive workforce
 % Distribution

10
20
40
50

30

0
Primary

Secondary

Gen. Univ
Colleges

Prof / Tech.
Univ.
2005-06
2004-05
2003-04
2002-03
2001-02

Teacher and
Tech. Training
Expenditure by Level of Education

Other Education
Institutions
Where does Pakistan stand?

45.0 41.3
40.0 Fig 3. TVE in Some countries
( 11-17 or 12-17 age)

32.5
Percentage Enrolled

35.0 30.3
30.0 28.0
25.0 20.6
19.4
20.0 15.5
15.0 12.8 12.7
8.3
10.0 5.9
3.0
5.0 1.3 1.6
0.0

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Country
Summary of Issues
Supply
- There is no standardized certification or accreditation
- Multiple curricula exist and are disconnected from industry requirements
- Vocational Training institutes across the country are underutilized and ill-equipped
- There is minimal of teachers training & certification
- New and innovative ways of delivery and incentives are negligible

Demand
- Vocational Training is seen as a lesser form of education and faces severe perception
issues which has an impact on all stakeholders including students, employers, and
teachers
- The primary and lower secondary schooling system is not providing the mathematical,
language and soft skills that are required for success in technical training
- There is a lack of awareness and demand to engage with new and emerging
technologies

Regulation
- The National Vocational and Technical Training Commission (NAVTTC) which has overall
responsibility for the Vocational-Technical industry has too many functions none of
which are being executed properly
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PTI reforms agenda

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Major Policy Recommendations
Clear demarcation and division of roles and responsibilities between
regulatory and service delivery organizations
Establishment of competency-based curricula, certification and accreditation
guidelines developed at the national-level and implemented provincially
Providing institutions with more autonomy for decision making and creating a
“user-choice” marketplace through which both public and private institutions
can compete for customers
Government accreditation and subsidization of industry-driven skills programs
which have a direct link to workforce development and employment
Use of technology, e-learning and video instruction to supplement training
both for students and teachers across the country
A large scale promotion and awareness campaign to prove the worth of
vocational skills as a viable livelihood option
Financing of training through Skills Coupons and Stipends, developing user
choice mechanism

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Proposed Structure
NAVTTC (Federal)
- Policy making
NAVTTC - Curriculum, Testing,
certification and
accreditation
guidelines
Policy Making

Implementation
TEVTAs (Provincial)
- Implementation
of Policies
- Curriculum STEVTA Etc.
Design
PTEVTA
- Financial
Incentives
Provincial Awarding
Bodies
PUBLIC/PRIVATE/NGO
Delivery Institutes
Delivery Institutes - Delivery of Training
- Asset Management
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Key Action Items 1/5
Changes to the Regulatory Framework
National Skills Body Role: NAVTCC to be responsible for formulating national skills policy
and be a collaboration platform for provincial TEVTA’s to align and share best practices.
National Policy: Policy elements which require legislative action need to be enacted.
Currently there is no Policy at National Level (NAVTCC has a Skills Strategy which has not
been endorsed by the cabinet to date)
NAVTCC & TEVT Organizational Structures: Independent BOD consisting of Academia,
industry/employers, CEOs of Provincial TEVTAs, and Govt., Labor Representatives (CEO’s
appointed by BOD)
Synergizing Skill Bodies and Programs: review merger & collaboration of various skills
related bodies to improve efficiency and reduce duplication if required
Role clarification of Provincial TEVT: policy formulation, curriculum development and
employment generation should flow through provincial TEVT pyramids. TEVT should have
relevance to industrial policy, health policy, tourism policy etc., these policies & departments
fall in the domain of provincial governments

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Key Action Items 2/5
Changes to Curricula, Certification & Accreditation
Standardization of Certification and Accreditation system: Certification standardization and
implemented through Boards of Technical Education, certifying authority to be given to such
Boards at the Provincial Level
Curriculum: Testing bodies at the Provincial Level to design their own curriculum under skills
standard guidelines set at the Federal level by NAVTCC
Trade Classifications: based on market demand (certification, quality, modular curriculum,
training, tools & equipment etc.)
Teacher Training: Provincial Teacher Training and certification through 5 Centers of
Excellence (Sindh, Punjab, Baluchistan, KPK/FATA, GB). NAVTCC Training Facility in Islamabad
to be utilized as base.
Two-stream System: Two types of programs, core skill programs, developed at Federal level
(base minimum for all institutions) and local need-based programs based on specific needs
developed by provincial technical authorities
Re-skilling & Up-skilling: target mid career youth for re-training and upgrading skills,
incentivize for career upgrade
Technical Matric: Complete framework available needs to be started with basic trades.

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Key Action Items 3/5
Institutional Capacity Building
Rationalization of Institutions: Assessment of institutions of vocations being offered, are they
aligned with local industry or not, consolidate & re-align with local priorities.
Utilization Factor & Asset Upgrading: Institutes to run in three-shifts (morning, afternoon and
weekend) thereby giving flexibility to bread winners. Purchasing and donations from local industry
for training equipment and machinery using local materials and simplistic technologies.
Teacher Training: Training of Master Trainers in Pedagogy, Skill Up-Gradation, Management, and
Spoken English/Communication/Presentation Skills and use of a cascading e-learning model to
scale teacher training
Recognition of Prior Learning: Informal Skilled Workers Certifications leading to formal
qualification
Public Private Partnership: PPP needs to be encouraged while Government will continue delivery
of training at Public level. Target to have 30-50% PPP by end of 5 years. TOR for partnership needs
to ratified to have unified policy
Foundation Training: Mathematical, language, soft skills and computer training across all
Institutions
Apprentice Training Program: Apprenticeship law to be implemented at the national level with
obligation to comply from companies. Services Sector must be covered by the Apprenticeship
Ordinance. An incentivized cost-share structure model, in which companies are compensated for
achieving skills training targets to be adopted
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Key Action Items 4/5
Creating a Competitive Marketplace
User Choice Model: Trainees and their employers may be able to select the private
or public training provider of their choice. In this way public and private institutes
both compete for customers rather than the funding coming directly from Govt. to
institution.
Financing: Skill Coupons system to be implemented. Stipends for bottom of
pyramid based on need and mobility factor
Competitive Compensation: Revision of compensation and benefits for
Administration and Faculty to improve quality of HR and delivery
Promotion and Awareness: Promotion and awareness campaigns of vocational
training for beneficiaries as well as industry as a viable livelihood option
Trade Unions & Labor Bodies: Should have some role at PTA or Institution
Management Councils
Industry Linkages: Establish four sector cells within NAVTCC: Manufacturing,
Construction, Services & Agriculture to advise NAVTCC on competency standards
and industry requirements in addition to Labor Management Information System
focused around the 4 sectors. 13
Key Action Items 5/5
Technology & Innovation
SME Support: Trained individuals to undergo Entrepreneurship Support Program through
SMEDA including Finance & Business Development Support
E-Learning & Video: Large scale use of e-learning to scale teacher training and use of
instructional videos within curriculum to enhance knowledge on topics like HSE

Unorganized Sector
Grassroots Level Program: Utilization and vocational programming through use of 30,000+
madaris and countless school buildings in the country to create grassroots level skills
development program for the unorganized sector which accounts for over 90% of the
workforce
Industry-driven OJT: Industry-led on-the-job training. Industries to contribute fixed assets
and technical support (factory space, tools & equipment, supervision etc.). Govt. to provide
accreditation, curriculum, certification, and operating costs like consumables and instructor
salaries
Approach for Training: Provincial TUSDEC-style temporary Skills Development Centers (no
investment in brick and mortar) to provide regional demand-specific training in localized
trades like construction, hospitality, transport & logistics
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Target for Skills Development
2,500,000 180,000
2 M+ students
160 B Spend P.A.
150,000
2,000,000 50,000 Teachers
120,000
1,500,000
90,000
1,000,000
60,000

500,000
30,000

- -
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
Teacher Nos. Total Spend Rs. M Student Nos.
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Thank You
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Landscape - Institutions

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Landscape - Institutions

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Budgetary Basis 1/2
Regulatory Equipment Facility Teacher
Student Teacher Operating Innovation Total
Structure Upgrade Upgrade Training
Nos. Nos. Cost MRs. MRs. Spend
MRs. MRs. MRs. MRs.

2013-14 710,000 11,350 651 7,313 1,963 40,520 358 184 50,989

2014-15 1,147,500 21,119 684 8,781 2,474 61,883 271 193 74,287

2015-16 1,592,500 31,321 718 10,841 3,132 84,252 288 203 99,433

2016-17 2,005,000 41,325 754 13,182 3,878 108,533 355 213 126,914

2017-18 2,130,000 46,163 791 14,684 4,268 121,630 284 223 141,879

2018-19 2,290,000 49,050 831 16,369 4,700 138,117 149 235 160,400

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Budgetary Basis 2/2
All Nos. Shown are in KRs Fiscal Years
2013-14 2014-15 2015-16 2016-17 2017-18 2018-19

Regulatory Structure 651,000 683,550 717,728 753,614 791,295 830,859

Tech Training Centers (3 Yrs's DAE) 9,996,000 11,576,250 12,137,698 14,835,254 17,542,490 20,449,859

Vocational Training Institutes (4 to 12 months) 18,012,750 22,988,159 27,198,554 31,791,783 36,851,832 44,151,964

Commerce Training Institutes (4 to 12 months) 4,938,098 5,134,398 5,423,763 6,072,365 6,391,299 7,141,035
Large Scale Vocational Training Program (1 to
13,257,500 26,984,375 42,353,569 59,154,221 63,405,646 68,115,241
3months)
Industrial OJT (6 to 12 months) 2,992,710 4,729,505 8,259,654 9,703,386 10,914,760 12,224,352

Technical Matric 957,600 1,997,730 3,139,479 4,390,409 5,758,582 7,252,598

Innovation Steps 183,750 192,938 202,584 212,714 223,349 234,517

Total P.A. Cost 50,989,408 74,286,903 99,433,029 126,913,746 141,879,254 160,400,425

BF Total 50,989,408 125,276,311 224,709,340 351,623,085 493,502,339 653,902,764

Education Spending % GDP 2.3 2.6 3.2 3.8 4.4 5.0

Education Spending PKR billion 546 713 1,017 1,392 1,853 2,427

Proposed Spend 51 74 99 127 142 160

Votech as % of Education Spend 9% 10% 10% 9% 8% 7%

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