PTI Vocational Tech Policy

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Skills Development PolicyMar 4th, 2013

Significance of Skills TrainingPakistan’s growth is limited due to shortage of technical skill manpowerSkills not only boost individual income generation capacity but the productivity of the nation as a wholeWhile there is significant un-employment in the country almost all industries are faced with skill shortagesNumber 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 HeadlinesTurn Youth bulge into Catalyst for Future Development

7 Fold Increase in technical skills enrollment to 2,000,0006.5 Fold increase in fiscal support Rs 140B Per Year5 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 organizationsCompetency-based curricula, standardization of Certification and Accreditation system, teacher training & skill upgrade programFinancing through Skill Coupons and Stipends, “User Choice” modelUse of technology, e-learning and video instructionsGrass root training programs addressing un-organized sectorInstitutional upgrades using locally manufactured machineryInternational Certifications to develop globally competitive workforce

Expenditure by Level of Education

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2001-022002-032003-042004-052005-06

Where does Pakistan stand?

Fig 3. TVE in Some countries41.3

32.5

28.0

19.4

12.8 12.715.5

8.35.9

3.01.3 1.6

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Country

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Summary of IssuesSupply

- 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 RecommendationsClear demarcation and division of roles and responsibilities between regulatory and service delivery organizationsEstablishment of competency-based curricula, certification and accreditation guidelines developed at the national-level and implemented provinciallyProviding institutions with more autonomy for decision making and creating a “user-choice” marketplace through which both public and private institutions can compete for customersGovernment accreditation and subsidization of industry-driven skills programs which have a direct link to workforce development and employmentUse of technology, e-learning and video instruction to supplement training both for students and teachers across the countryA large scale promotion and awareness campaign to prove the worth of vocational skills as a viable livelihood optionFinancing of training through Skills Coupons and Stipends, developing user choice mechanism

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Policy Making

Proposed Structure

NAVTTC

STEVTA

PTEVTA

Etc.

NAVTTC (Federal)- Policy making

- Curriculum, Testing, certification and

accreditation guidelines

PUBLIC/PRIVATE/NGODelivery Institutes

TEVTAs (Provincial)- Implementation

of Policies- Curriculum

Design- Financial

Incentives

Provincial Awarding Bodies

Delivery Institutes- Delivery of Training- Asset Management

Implementation

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Key Action Items 1/5

Changes to the Regulatory FrameworkNational 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 requiredRole 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 & AccreditationStandardization 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 LevelCurriculum: 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 authoritiesRe-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 BuildingRationalization 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 trainingRecognition of Prior Learning: Informal Skilled Workers Certifications leading to formal qualificationPublic 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 policyFoundation Training: Mathematical, language, soft skills and computer training across all InstitutionsApprentice 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 MarketplaceUser 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 factorCompetitive 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 optionTrade 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.

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Key Action Items 5/5

Technology & InnovationSME Support: Trained individuals to undergo Entrepreneurship Support Program through SMEDA including Finance & Business Development SupportE-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 SectorGrassroots 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 workforceIndustry-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 salariesApproach 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

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 -

500,000

1,000,000

1,500,000

2,000,000

2,500,000

-

30,000

60,000

90,000

120,000

150,000

180,000

Teacher Nos. Total Spend Rs. M Student Nos.

2 M+ students160 B Spend P.A.50,000 Teachers

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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

Student Nos.

Teacher Nos.

Regulatory Structure

MRs.

Equipment Upgrade

MRs.

Facility Upgrade

MRs. Operating Cost MRs.

Teacher Training

MRs. Innovation

MRs. Total

Spend

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 3months) 13,257,500 26,984,375 42,353,569 59,154,221 63,405,646 68,115,241

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%