A Trades Training Project in Pakistan

A Trades Training Project in Pakistan

John W. Rantala

Introduction A basic consideration in establishing a skilled

labor training program is the question of the level of skilled manpower training to be emphasized. This is especially true in a developing country wherein the need for engineers, technicians and tradesmen is so enormous that the question becomes one of deciding how to allocate the available resources so that the greatest good can be realized.

President Ayub Khan's National Commission on Education and Manpower is now wrestling with the skilled manpower problem of essentially these dimensions: (1) although there is practically no shortage of degree level engineers in Pakistan, there exists, however, a problem of re-training and developing new types of engineering pro­grams; (2) the shortage of diploma level techni­cians is estimated to be only 7,000* for East and West Pakistan at the end of the Third Five-Year Plan (1965-1970): and (3) the shortage of skilled labor, certificate level and below, is estimated to be 412,000* at the end of the Third Five-Year Plan.

These figures do not discredit the many fine U.S. AID, Ford Foundation, United Nations, and other foreign assisted programs end institutions of degree and diploma level skilled manpower training. They have obviously met a training need. Their contribution to Pakistan's industrial development has, no doubt, helped create the in­dustries for which hundreds of thousands of tradesmen must now be trained.

One of the trades training programs in Pakistan that is helping to meet this need is the U.S. AID assisted program of skilled labor

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training for which the University of Hawaii pro­vided the technical advisory services from the in­ception of the project in 1961 through August 31, 1968. This national scheme of skilled labor training of the tradesmen level will eventually establish eighteen technical training centers for trades training in East and West Pakistan. Seven of these centers are presently operating; two ere in final stages of completion and nine are in the planning stage of land acquisition and designing of the physical facilities.

An interesting aspect of this national scheme of skilled labor training is that it is one of true international cooperation. To date, the following countries and organizations are assisting Pakis­tan in the development of one or more technical training centers:

U.S. AID (University of Hawaii-Pakistan Contract)

4 Centers: Dacca #1 Karachi Rajshahi Peshawar

United Nations (International Labor Organization)

2 Centers: Chittagong Hyderabad

West Germany 2 Centers: Dacca #2

Lahore (Mughalpura) Netherlands

1 Center: Multan

The University of Hawaii has been involved in the development of Pakistan's skilled labor training scheme from the early stages of establishing the two model technical training

Trainees learn to use Oxy-Acelylene CuIIing Torch under close supervision.

centers to the later stages of planning an ex­panded number and services of these centers. These expanded services are detailed in the Industrial Trades Development Project Proposal presently under study and consideration by the U.S. AID and the Pakistan Government.

The Industrial Trades Development Project Proposal, if implemented, calls for the develop­ment of nine more technical training centers located in the following areas:

1. Jhelum West Pakistan 2. Rahim Yar Khan West Pakistan 3. Lahore (Gulberg) West Pakistan 4. Khulna East Pakistan 5. Mymensingh East Pakistan 6, Faridpur East Pakistan 7. Barisal East Pakistan B. Camilla East Pakistan 9. Bogra East Pakistan The guiding philosophy and national goals for

training and education under which all technical training centers have been and will be developed are set forth in Pakistan's Five Year Plans. The following are brief quotes taken from the Second and Third Five Year plans for the period 1960-1970:

"Education and Training The concept of education as a vital national investment and a major determinant of the nation's economic growth underlay the recom­mendations of the Commission on National Education and of the Second Five-Year Plan. The Third Five-Year Plan will be based even more firmly on this concept of education and guided by the following basic and inter­related objectives of educational planning:

Pouring and lamping concrete of shop roofs.

1 to provide an educational system which would facilitate transition into an era of science and economic development, and bring the country's spiritual and cultural heritage into harmony with the contemporary world;

2 to provide the youth of the country with conditions conducive to the full-fledged development of their individual capac­ities and character;

3 to raise the quality of education at all levels so that it may properly fulfill its nation building tasks."

History of the Project The University of Hawaii-Pakistan Skilled

Labor Training Project was initially known as the SEATO-Pakistan Skilled Labor Training Project.

Although implementation did not come until 1962, the blueprint for its establishment originated in 1958 as a result of the recommenda­tions of the "SEATO Study Group on the Shortage of Skilled Labor in the Asian Member Countries." At that time, projects were planned for Pakistan, as well as Thailand and the Philip-

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pines and, while sponsorship was by SEA TO, the actual funding and administration of the projects became the responsibility of certain member na· tions. In the case of the first two technical training centers in Pakistan, three nations were financial contributors: the United States, the United Kingdom and, of course, the Government of Pakistan.

The major contributor, however, was the foreign aid program of the United States which designated the International Cooperation Admin· istration (now the Agency for International De· velopment) to administer the program. The British High Commission in Pakistan adminis­tered the support activities of the United King· dam.

The U.S. Agency for International Develop· ment was given the responsibility to work out a technical training project with the Government of Pakistan which would profitably utilize the SEATO grant for this purpose. After a number of meetings on the subject, the Government of Pakistan determined that the SEATO grant should be utilized by the Ministry of Labor in the interest of its technical training program.

Inasmuch es the SEATO dollar grant was not sufficient to carry out the complete development of the first two centers, a mutually agreeable proj­ect was worked out between the Government of Pakistan and U.S. AID whereby, U.S. owned local currency, in the form of counterpart rupees, generated from the sale of U.S. excess agricul­tural products in Pakistan, would be used for con­struction and other local costs of the training centers; and U.S. AID would provide additional dollars to support the SEATO grant in the pro­curement of offshore equipment and the pro­fessional services of U.S. technical advisors. U.S. AID entered into a contract with the University of Hawaii in 1961 to provide for the initial survey end project feasibility report. This contract was followed in 1962 by a larger U.S. AID-University of Hawaii Contract under which the University of Hawaii was to:

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1. furnish technical advisors for two train-ing centers

2. develop the curricula 3. procure a major portion of the equipment 4. provide participant end local in-service

instructor training programs

The SEATO affiliation ended in 1965 when the University of Hawaii-Pakistan Contract Nese-192 was extended by U.S. AID to assist Pakistan with the development of (1) two more technical training centers, (2) staff training programs at the Karachi and Dacca Technical Training Centers, and (3) instructional materials preparation facil­ities, also at the Dacca and Karachi Centers.

The Indo-Pakistan War of September 1965, although short of duration, was most disruptive of the University's program in Pakistan. The diversion of the bulk of Pakistan's manpower, funds and efforts for national defense, of course, meant a reduced thrust in ell other fields. The war seriously limited the University's capabilities of meeting its Contract obligations in the prescribed time. The action of the U.S. AID Mission in extending the Contract to August 31, 1968 not only permitted the University to pursue its stated objectives but also made it possible to expand its advisory services to include the following:

1. "technical assistance to the East end West Pakistan Labor Directorates on tool and equipment installation at the Rajshahi end Peshawar TTC's, and to provide or arrange for staff instruction in the use end maintenance of equipment

2. work with the Pakistan Central and Pro· vincial Governments on staff studies and surveys looking toward prospective pro­grams to meet Pakistan's skilled labor training needs end to devise programs to meet these needs for the joint considers· lion of the Government of Pakistan and U.S. AID

3. technical advice on the establishment of Instructional Material Preparation Labo~ ratories in the event the Government of Pakistan provides staff and support for this program."

The general purpose of the project, as stated in the agreement, was to assist the Ministry of Labor in a broad program of improvement of its vocational and industrial training in the Decca and Karachi TTC's. The remodeled and expanded TTC's were to provide opportunities for a greater number of Pakistani youths to become skilled in the following trades:

1. Auto-Mechanics (gasoline and diesel)

2. Machinist 3. Drafting [Mechanical end Civil) 4. Electricity 5. Radio 6. Woodworking, Cabinetmaking, Finishing 7. Sheet Metal 8. Welding [Gas and Electric)

* 9. Pattern-Making *10. Foundry *11. Refrigeration end Air Conditioning Thus, it can be seen that training in a total of

eleven trades was to be offered. Welding and Sheet Metal were later combined into one trade end Civil Drafting and Mechanical Drafting were offered 11eparately.

Principal activities under the operational plan were to include but not be limited to the follow~ ing:

1. Develop a teaching staff for such skills training

2. Organize and equip these two schools to give such training

3. Provide a curriculum designed to develop needed end useful skills for the defense and economic development of the co­operating country

4. Implement a system of pupil selection end guidance that will ensure that spe­cific training is given only to pupils who can end will profit by the instruction

5. Provide for administrative and effective supervision which will ensure that schools accomplish the purpose intended.

6. Develop these schools as technical train­ing centers with specific reference to the industrial needs of the areas they ere to serve.

7. Assist the Ministry in: (a) Determining the appropriate courses

in which assistance is given. (b) Planning such courses es ere justified

by the findings of Step 7 (a), (c) The selection end training of teachers

for the courses to be offered through the use of Third Country Training or Participant Training in the U.S.A.

(d) The preparation of appropriate in­structional material and teaching aids.

(e) Devising screening methods for the selection of pupils who can and will

seek employment in the occupations for which they have been trained.

(f) Planning the school shops and labora­tories in accordance with standard practices in shop layout to ensure in­s tructionel efficiency and maximum safety.

(g) Developing of advisory services to give continuous consultative service end encouragement to school staff and to guide the further development of the schools.

Program of Studies The Program of Studies of the Pakistan

Technical Training Centers is detailed in the Terminal Report of the University of Hawaii­Pakistan Contract.

The most significant feature of the Program of Studies is that it called for a synthesis of those practices in the old scheme which were worthy of being retained end those new ideas which fitted the program. An ecelectic philosophy has been followed rather than a transplating of an Ameri­can or British program. Whet has been attempted is a new and dynamic Pakistani program designed to meet the present and future needs of this young nation and to utilize the strength and talent of its available resources, both human and natural.

Certain features characterize the program: 1. The emphasis is practical rather than

theoretical with five periods daily de­voted to shop instruction and three pe­riods to the related theory to complete an eight period day.

2. The basic purpose of the program is to train for successful employment in indus­try and not to prepare for higher academ­ic studies.

3. Theoretical classes in Technical English, Mathematics, Science and Related Draw­ing relate to and complement shop in­struction.

4. Sequentially, the program is divided into two periods of nine months each to run consecutively.

5. First year trainees are scheduled for shop work in the morning and theoretical classes in the afternoon while the reverse

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pines and, while sponsorship was by SEATO, the actual funding and administration of the projects became the responsibility of certain member na­tions. In the case of the first two technical training centers in Pakistan, three nations were financial contributors: the United States, the United Kingdom and, of course, the Government of Pakistan.

The major contributor, however, was the foreign aid program of the United States which designated the International Cooperation Admin­istration (now the Agency for International De­velopment) to administer the program. The British High Commission in Pakistan adminis­tered the support activities of the United King­dom.

The U.S. Agency for International Develop­ment was given the responsibility to work out a technical training project with the Government of Pakistan which would profitably utilize the SEATO grant for this purpose. After a number of meetings on the subject, the Government of Pakistan determined that the SEATO grant should be utilized by the Ministry of Labor in the interest of its technical training program.

Inasmuch as the SEATO dollar grant was not sufficient to carry out the complete development of the first two centers, a mutually agreeable proj­ect was worked out between the Government of Pakistan and U.S. AID whereby, U.S. owned local currency, in the form of counterpart rupees, generated from the sale of U.S. excess agricul­tural products in Pakistan, would be used for con­struction and other local costs of the training centers; and U.S. AID would provide additional dollars to support the SEATO grant in the pro­curement of offshore equipment and the pro­fessional services of U.S. technical advisors. U.S. AID entered into a contract with the University of Hawaii in 1961 to provide for the initial survey and project feasibility report. This contract was followed in 1962 by a larger U.S. AID-University of Hawaii Contract under which the University of Hawaii was to:

16

1. furnish technical advisors for two train-ing centers

2. develop the curricula 3. procure a major portion of the equipment 4. provide participant and local in-service

instructor training programs

The SEATO affiliation ended in 1965 when the University of Hawaii-Pakistan Contract Nesa-192 was extended by U.S. AID to assist Pakistan with the development of (1) two more technical training centers, (2) staff training programs at the Karachi and Dacca Technical Training Centers, and (3) instructional materials preparation facil­ities, also at the Dacca end Karachi Centers.

The Inda-Pakistan War of September 1965, although short of duration, was most disruptive of the University's program in Pakistan. The diversion of the bulk of Pakistan's manpower, funds and efforts for national defense, of course, meant a reduced thrust in ell other fields. The war seriously limited the University's capabilities of meeting its Contract obligations in the prescribed time. The action of the U.S. AID Mission in extending the Contract to August 31, 1968 not only permitted the University to pursue its stated objectives but also made it possible to expand its advisory services to include the following:

1. "technical assistance to the East and West Pakistan Labor Directorates on tool and equipment installation at the Rajshahi and Peshawar TTC's, and to provide or arrange for staff instruction in the use and maintenance of equipment

2. work with the Pakistan Central and Pro­vincial Governments on staff studies and surveys looking toward prospective pro­grams to meet Pakistan's skilled labor training needs and to devise programs to meet these needs for the joint considera­tion of the Government of Pakistan and U.S. AID

3. technical advice on the establishment of Instructional Material Preparation Labo­ratories in the event the Government of Pakistan provides staff end support for this program."

The general purpose of the project, as stated in the agreement, was to assist the Ministry of Labor in a broad program of improvement of its vocational and industrial training in the Dacca and Karachi TTC's. The remodeled and expanded TTC's were to provide opportunities for a greater number of Pakistani youths to become skilled in the following trades:

1. Auto-Mechanics (gasoline and diesel)

From responses to notices in the metropolitan newspapers in each city and the employment ex­changes, application forms are distributed. Those who meet the qualifications set forth appear for a written examination of ninety minutes. The ex­amination is of the objective or short-answer type and comprises 100 multiple choice items. The purpose of the test is to measure knowledge in four areas; mathematics (50%), Science (20%), General Mechanics (20%) and General Knowl­edge (10%).

One examination for matriculates places reliance solely upon mastery of English, The sec­ond examination for eighth class pass candidates contains some Urdu or Bengali language items and the test administrator is permitted to assist freely in clarifying the meanings of the questions.

Scores are placed in rank order by trade and the Principal and his staff make their trainee selections. Certain factors other than test scores are considered, but it is a hard and fast policy that no trainee is admitted without being tested.

Based upon the examination results, all appli­cants are first placed in one of two categories: satisfactory or unsatisfactory. Those boys who are judged satisfactory are then classed as (1) ac­cepted, or (2) admitted, the difference being that it is possible to be accepted but because of lack of space, admittance may have to be delayed until the next vacancy opens.

Records and Grading A continuing responsibility of the administra­

tion and staff of each technical training center is that of directing and recording the progress of each trainee.

The instructor in whose shop or class the trainee is enrolled, of course, has the basic responsibility for directing his learning activities. He plans, implements and evaluates the activities. One principle by which the centers operate is that training of the boys is the prime reason for the existence of the centers. AU lessons, projects and demonstrations are designed to engage each trainee to the utmost. Instructors are asked in their planning to consider what each boy is to be doing during each period of instruction. Similarly, when evaluating the lessons or projects, instruc­tors must make a judgment on the basis of what the trainee learned and not on what was taught.

._ Turning operation under lhe walchful eye of the instructor.

With this philosophy in mind, administrative assistance is available to carry out the recording of the individual progress of each trainee. A cumulative record folder is set up for each trainee at the time of his admission. This folder provides space for all needed permanent information. Main categories are:

1. Vital Statistics 2. Education and Experience 3. Monthly Attendance Records 4. Leadership-Extra Class Activities 5. Monthly Grade Record 6. Statement of Character-by Advisor 7. Statement of Future Vocational Plans 8. Remarks on Training-Trade Test 9. Initial Job Placement While the actual entering of the information is

done by the office staff, it is the Chief Instructors who receives the monthly date on attendance and grades from the various instructors, reviews, end passes them on to the office. This folder remains with the center after the trainee completes his training but is available for examination by pros­pective employers.

The Chief Instructor is responsible for the total program of the trainees in his department. It is his task to consult with his instructors and to complete and weigh the monthly grades of each boy in the following manner:

1. Practial 2. Trade Theory 3. Mathematics & Science 4. Related Drawings 5. Technical English

50% 20% 10% 10% 10%

Monthly grades are derived on the basis of the following criteria:

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Trainees welding on benches, jigs and fix tu res made in the welding shop.

1. Method (procedures, initiative and coop­eration)

2. Efficiency (time and material used) 3. Quality (accuracy, neatness and reliabil-

ity)

No attempt is made to test monthly. Short quizzes and practical tests come al the conclusion of each project, job or unit.

The final practical test of the readiness of the trainee lo make a successful entry into industry is the trade test given at the end of the training period. No admission is made after the group has been in training one month but nevertheless, it must be recognized that all boys differ in their rate of learning. Trainees who fail to demonstrate satisfactory progress in three months are coun­seled out of the trade. Mercifully, this is a rare occurrence.

Evaluation of progress is continuous and recognition is given to both the objective and the subjective areas. In other words, while changes in attitude are more difficult to measure than im­provement in welding skill, nevertheless, both are significant and arc considered before passing judgment on the progress the trainee is making.

Orientation to Industry One essential element of the training program

of the boys is their contact with the industry which they are preparing lo enter. To this end, frequent field trips lo selected factories and other industrial establishments are planned and con­ducted. The thirty passenger buses used lo make the field trips were provided out of U.S. Excess

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Property equipment and procured at a fraction of the original acquisition cost.

The majority of such field trips occur during the second year of training and are designed to give the trainees the opportunity to see represen­tative plants of various sizes and complexity. While in the plant, they observe production work and workers and can visualize themselves in their future trades. Also, they ask questions in con­ference situations.

The Chief Instructor is responsible for scheduling trips in his department. He receives re­quests from the Shop Instructors, selects the ap­propriate plant and makes the actual arrangements as to date and time.

The instructor who accompanies the trainees on the field trip has three duties : (1) to prepare the boys for what they will see; (2) to supervise the group during the tour; and (3) to evaluate the trip with the trainees after they return to the center. Because these tours are a basic means of orienta­tion of the trainees to industry and, as such, an integral part of the training program, every effort is made to plan and execute these trips with the same thoroughness as with any other lesson or project. Their value is in direct proportion to the effectiveness of the instructor's preparation.

Guidance and Counseling Effective guidance and counseling takes place

when conditions of mutual respect and trust have been established. A guidance program is not a matter of an office with a person inside who has been given a title. Rather, it is a continuous pro­cess which in many instances is indistinguishable

Members of the Advisory Council on a lour of tho centre.

Rolling operation shapes Shoot Metal for air clue!. Welding lroinoes also learn Shoot Metal /ayoul and fabricating.

Trainees gain experience wi!h modern lools including the high speed shaper.

Trainees pause for a tea break in their hospital canteen.

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from the education process itself. The instructors. therefore, are urged to capitalize upon every si­tuation, formal or informal, which permits ef­fective use of guidance procedures.

Placement Each young man who undertakes training in

one of the technical training centers is motivated towards one primary goal - that of attaining a job as a tradesman when he completes his training.

As the basic purpose of the center is to train skilled workers for industry, no academir. credit or diploma is given at the end of the eighteen month training program. Instead, the successful placement of the trainee in industry as a trades­man is the main concern of both the center and the trainee and. toward this eventuality, certain procedures were set up by the centers:

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1. The Certificate of Completion is awarded to the successful trainee. This certificate is different for each trade and describes on its face thP basic areas of attainment in the trade training. For example, the Cer­tificate for the Machinist states that train­ing was given in bench fitting, lathes, shapers, grinders, milling machine, drill press and metal sawing. The number of hours devoted to that skill opposite each section is shown. This detailed certif­icate assists the prospective employer to evaluate and place the new employees in the proper job.

2. The Cumulative Record Folder remains with the center as a permanent record of his work and, as such, is open for exami­nation to prospective employers. Quality of work, regularity of attendance and evidence of leadership and service are recorded therein. Assistance in interpret­ing the data is given by the Chief In­structor.

3. Interviews between the trainees and in­terested employers are arranged even while the boys are still in training.

4. Field Trips to Industry by trade groups of trainees are designed to orient the boys to actual operational conditions in the various establishments in each trade. Each trainee can decide on the basis of

these trips whether he would prefer, given the opportunity, to work in a large, medium or small shop or factory.

5. The Karachi Employment Exchange Offi­cers of the West Pakistan Directorate of Labor Welfare have agreed to talk to each graduating class of the TTC two months prior to the pass-out date. These officers will explain: (a) The national scheme of employment

exchanges (b) Role of the employment exchanges (c) The present and projected employ­

ment picture for the individual trades taught in the TTC.

(d} How to avail one's self of the ser­vices of the employment exchanges and how to keep contact with them. Similar arrangements will be made for all technical training centers of the Labor Directorates of East and West Pakistan.

6. Another approach which involves moving the trainees into plants and shops is pro­vided during the final three months of training. In each trade training section, a number of boys are placed in appropriate industries in order that they may receive real job experience in a production en­vironment. This experience, lasting up to twelve weeks, is not to be confused with apprenticeship training. Instead, the in­tention is to introduce the young man to production techniques during the final phase of his training. He spends at least half a day with machines or tools which correspond to his special trade interest. Usually, he assists a journeyman worker and takes his turn on production jobs. The main purpose of this experience is to provide for a gradual transition from the training situation in the centers to the sustained work pace of the industrial establishment.

Output of Technical Training Centers The average technical training center has 375

training stations, or seats, as they are commonly referred to in Pakistan. Present estimates call for the completion of 3,370 seats by 1969 and an ad-

ditionel 3,150 seats by 1972. The combined seating capacity of 6,520 trainees enrolled in an 18-month trqining program will graduate approx­imately 3,251.J ·Qinees each nine months from the full-time day echool program.

Obviously, this output will nowhere near meet the Pakistan's demand for sl illed labor of the tradesmen level. It is estimated tl· .it by 1972, the technical training centers will be turning out ap­proximately 6,000 man years of apprentice training over and above the day school program. Adult evening school programs in trade extension training are expected to turn out en additional 6,000 graduates per year from short-term training in special trade subjects.

The total utilization of ell available time and facilities of the technical training centers c~n reach a figure of approximately 13,000 trainees per year, provided sufficient funds and instructional staff can be provided. Although this figure is a far cry from the estimated shortage of 412,000 certificate and below level tradesmen, it is ex­pected that the long-term contribution of TTC's to Pakistan's skilled manpower pool will eventually enable industry to take on the major burden of trades training.

Construction and Equipment Costs of TTC's

The construction and equipment costs vary of course with the size of the TIC, trades to be taup,ht, and the student hostel and staff quarters to be provided.

Estimates for the nine TTCs to be developed are estimated to be es follows:

1. New tools and equipment $200,000 per TIC

2. U.S. Surplus Property Equipment (reconditioned)

3. Local rupee purchased equipment Rs. 250,000 roughly equivalent to

4. Land and Construction Rs. 25 Lakhs equivalent to

30,000 per TTC

50,000 per TIC

500,000 per TTC Tolol $780,000 perTTC

The cost in excess of three quarters of a million dollars per technical training center does indeed seem very high. When you consider that at least 15,000 day school, apprentice and trade extension trainees will be turned out with this $780,000 investment in 40 years, the costs come to less than $500.00 per trainee. This is but a small fraction of the contribution each trainee is expected to make to the gross national product of Pakistan as a skilled tradesman. It is a cost that no developing country can afford to avoid. Rather then an expenditure, Pakistan is finding it an in­vestment in human resources that will pay rich dividends through the years.

*Figures from a 1966 publication of the National Manpower Planning Commission of the President 's Secretariat.

*Added later.

John W. Rantala was a memlrnr of the Universily of Hawaii-Pokistan team fo r 8 ¥2 years, the last two of which he was Chief of Porty. Professor Rantala earned his M.A. degree in Industrio/ Education from the University of Illinois and, immediately prior to joining the team, was Training Supervisor fo r Abbot Laboratories in Ch::ago.

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