consultant service for capacity development of … report on consultant service for capacity...

FINAL REPORT

Consultant Service for Capacity Development of Technical and Vocational

30 May 2014

Centers in Khyber Pakhtunkhwa

Submitted By Cynosure Consultants Pvt. Ltd.

Final Report Consultant Service for Capacity Development of Technical and Vocational Centers in Khyber Pakhtunkhwa

Submitted to Japan International Cooperation Agency (JICA)

Submitted by Cynosure Consultants (Pvt.) Ltd

Date of Submission 30 May 2014

Final Report on Consultant Service for Capacity Development of Technical and Vocational Centers in Khyber Pakhtunkhwa

Page iii of 86

1. INTRODUCTION.................................................................................................................................... 18

2. BACKGROUND ..................................................................................................................................... 18

3. ABOUT THE STUDY ............................................................................................................................... 19

3.1. OBJECTIVE OF THE STUDY ........................................................................................................................ 19

3.2. GEOGRAPHIC AND PROGRAMMATIC SCOPE OF THE STUDY ............................................................................... 19

3.3. METHODOLOGY .................................................................................................................................... 20

3.3.1. Desk Review and Document Analysis ..................................................................................... 20

3.3.2. Data Collection from the Field ............................................................................................... 20

4. BACKGROUND OF TVET SYSTEM IN KP ................................................................................................. 22

4.1. TVET IN KP ......................................................................................................................................... 23

4.2. APPRENTICES TRAINING AND INFORMAL USTAD SHAGIRD TRAINING ...................................................................... 24

4.3. COORDINATION AND OVERSIGHT OF TVET IN KP .......................................................................................... 24

4.3.1. TEVTA Khyber Pakhtunkhwa .................................................................................................. 24

4.3.2. KP Board of Technical Education ............................................................................................ 25

4.4. COMPARISON OF TVET IN KP WITH OTHER PROVINCES .................................................................................. 27

5. BASIC INFORMATION ON GTTTC AND GTVCS ....................................................................................... 28

5.1. GOVERNMENT TECHNICAL TEACHER TRAINING COLLEGE HAYATABAD, PESHAWAR ................................................ 29

5.1.1. History of GTTTC Hayatabad, Peshawar ................................................................................. 30

5.1.2. Detail of Trainers and Trainees .............................................................................................. 30

5.1.3. Existing Teaching Guides used by Master Trainers ................................................................. 33

5.1.4. Landscape and Building.......................................................................................................... 33

5.1.5. Information on Measurement of Workshop and Classrooms ................................................. 34

5.1.6. Electricity Back-up ................................................................................................................. 34

5.1.7. Existing Equipment for Machinist and Electrician Course ....................................................... 35

5.1.7.1. Observations on Workshop and Classrooms .......................................................................... 36

5.1.8. Annual Training Plan and Budget ........................................................................................... 37

5.2. GOVERNMENT TECHNICAL & VOCATIONAL CENTRE GULBAHAR, PESHAWAR ........................................................ 38

TABLE OF CONTENTS


Page iv of 86

5.2.1. History of GTVC Gulbahar, Peshawar ..................................................................................... 39

5.2.2. Detail of Teachers and Students............................................................................................. 39

5.2.3. Existing Teaching Guides used by Teachers ............................................................................ 41



5.2.6. Electricity Backup ................................................................................................................... 42


5.2.7.1. Observations on Workshop and Classrooms .......................................................................... 45

5.2.8. Annual Budget ....................................................................................................................... 46

5.3. GOVERNMENT TECHNICAL & VOCATIONAL CENTRE MINGORA, SWAT ................................................................ 47

5.3.1. History of GTVC Mingora, Swat .............................................................................................. 48





5.3.6. Electricity Back Up ................................................................................................................. 51


5.3.7.1. Observations of Workshops ................................................................................................... 53

5.3.8. Annual Training Plan and Budget ........................................................................................... 55

5.4. GOVERNMENT TECHNICAL & VOCATIONAL CENTRE GHAZI, HARIPUR ................................................................. 56

5.4.1. History of GTVC Ghazi, Haripur .............................................................................................. 57





5.4.6. Electricity Backup ................................................................................................................... 60


5.4.7.1. Observations on Electrician and Machinist Workshops .......................................................... 62


Page v of 86

5.4.8. Annual Budget ....................................................................................................................... 63

6. OVERALL OBSERVATIONS AND ANALYSIS OF GTTTC AND GTVCS .......................................................... 64

6.1. EQUIPMENT AND FURNITURE ................................................................................................................... 64

6.2. COURSE CONTENT AND EXAMINATIONS ...................................................................................................... 64

6.3. STUDENT ENROLLMENT AND FINANCIAL ASSISTANCE...................................................................................... 65

6.4. CURRICULUM AND TEACHING MANUALS ..................................................................................................... 66

6.5. FACULTY ASSESSMENT AND RELATED CONCERNS........................................................................................... 67

6.6. EMPLOYMENT PLACEMENT ...................................................................................................................... 68

6.7. ATTENDANCE RECORDS........................................................................................................................... 68

6.8. PASS OUT STUDENTS .............................................................................................................................. 69

6.9. NEARBY INSTITUTIONS ............................................................................................................................ 69

7. PHOTOS AND VIDEOS ........................................................................................................................... 70

8. NEEDS OF MAJOR EMPLOYERS OF KP AND PUNJAB ............................................................................. 71

8.1. INTRODUCTION ..................................................................................................................................... 71

8.2. SURVEY FINDINGS.................................................................................................................................. 71

8.2.1. Desired Qualification ............................................................................................................. 72

8.2.2. Method of Recruitment ......................................................................................................... 73

8.2.3. Origin of Workers .................................................................................................................. 73

8.2.4. Difference between Government and Private Institutions ..................................................... 74

8.2.5. On the Job Training ................................................................................................................ 74

8.2.6. Worker Benefits ..................................................................................................................... 75

8.2.7. Employee Turnover................................................................................................................ 75

8.3. SUMMARY OF FINDINGS .......................................................................................................................... 75

9. INTERNATIONAL PLACEMENT .............................................................................................................. 77

9.1. SURVEY FINDINGS.................................................................................................................................. 77

10. CONCLUSION AND RECOMMENDATIONS.......................................................................................... 78

BASIC INFORMATION ON CURRENT SITUATION OF GTTTC AND GTVCS IN KP .............................................. 78

10.1.INFRASTRUCTURE AND EQUIPMENT ........................................................................................................... 78


Page vi of 86

10.2.CURRICULUM AND TEACHING AIDS ........................................................................................................... 82

10.3.TEACHERS AND TRAINERS ....................................................................................................................... 82

10.4.STUDENTS AND TRAINEES ....................................................................................................................... 82

NEEDS OF MAJOR EMPLOYERS OF KP AND PUNJAB .................................................................................... 82

10.5.INDUSTRY CONSULTATION FOR IMPROVEMENT AND UPGRADATION OF CURRICULA............................................... 83

10.6.APPRENTICESHIP PROGRAM .................................................................................................................... 83

10.7.PLACEMENT LINKAGES ........................................................................................................................... 83

10.8.SUPPORT TO ENTREPRENEURSHIP ............................................................................................................. 83

10.9.ASSESSING DEMAND OF INFORMAL SECTOR ................................................................................................ 83

10.10.NEEDS OF OVERSEAS EMPLOYERS ........................................................................................................... 84

ANNEXES .................................................................................................................................................... 85


Page vii of 86

TABLE 1: DETAIL OF TRAINERS IN GTTTC ....................................................................................................... 31

TABLE 2: DETAIL OF TRAINEES IN GTTTC ....................................................................................................... 32

TABLE 3: DETAILS ON LANDSCAPE AND BUILDING OF GTTTC .............................................................................. 33

TABLE 4: MEASUREMENT OF ROOMS IN GTTTC .............................................................................................. 34

TABLE 5: TYPE, SPECIFICATION AND CONDITION OF ELECTRICITY BACKUP IN GTTTC ................................................. 34

TABLE 6: EXISTING EQUIPMENT FOR MACHINIST AND ELECTRICIANS IN GTTTC ....................................................... 35

TABLE 7: DETAIL OF TEACHERS IN GTVC GULBAHAR ......................................................................................... 40

TABLE 8: DETAIL OF G-II LEVEL STUDENTS IN GTVC GULBAHAR .......................................................................... 41

TABLE 9: DETAIL OF G-III LEVEL STUDENTS ENROLLED AND PASSED OUT DURING LAST THREE YEARS IN GTVC GULBAHAR 41

TABLE 10: DETAILS ON LANDSCAPE AND BUILDING OF GTVC GULBAHAR ............................................................... 41

TABLE 11: MEASUREMENT OF ROOMS IN GTVC GULBAHAR ............................................................................... 42

TABLE 12: EXISTING EQUIPMENT FOR MACHINIST AND ELECTRICIANS IN GTVC GULBAHAR ........................................ 43

TABLE 13: DETAIL OF TEACHERS IN GTVC MINGORA ........................................................................................ 49

TABLE 14: DETAIL OF G-II LEVEL STUDENTS IN GTVC MINGORA ......................................................................... 49

TABLE 15: DETAILS ON LANDSCAPE AND BUILDING OF GTVC MINGORA ................................................................ 50

TABLE 16: MEASUREMENT OF ROOMS IN GTVC MINGORA ................................................................................ 50

TABLE 17: EXISTING EQUIPMENT FOR MACHINIST AND ELECTRICIANS IN GTVC MINGORA ......................................... 51

TABLE 18: DETAIL OF TEACHERS IN GTVC GHAZI ............................................................................................. 58

TABLE 19: DETAIL OF G-II LEVEL STUDENTS IN GTVC GHAZI .............................................................................. 58

TABLE 20: DETAILS ON LANDSCAPE AND BUILDING OF GTVC GHAZI ..................................................................... 59

TABLE 21: MEASUREMENT OF ROOMS IN GTVC GHAZI ..................................................................................... 59

TABLE 22: TYPE, SPECIFICATION AND CONDITION OF ELECTRICITY BACKUP IN GTVC GHAZI ........................................ 60

TABLE 23: EXISTING EQUIPMENT FOR MACHINIST AND ELECTRICIANS IN GTVC GHAZI .............................................. 60

TABLE 24: INSTITUTIONS WHERE MATRIC TECH PROGRAMME IS BEING IMPLEMENTED .............................................. 69

LIST OF TABLES


Page viii of 86

Annex 01 TORs of the Assignment

Annex 02 List of Documents Reviewed

Annex 03 List of People Met With

Annex 04 Sample KII Sheet

Annex 05 Sampled FGD Sheet

Annex 06 Field Activity Plan

Annex 07 Annual Training Plan of GTTTC

Annex 08 Budget of GTTTC

Annex 09 Budget of GTVC Gulbahar

Annex 10 Detail of Machinery in GTVC Mingora

Annex 11 Budget of GTVC Mingora

Annex 12 Budget of GTVC Ghazi

Annex 13 Course Outline for Machinist

Annex 14 Course Outline for Electrician

Annex 15 List of Companies

Annex 16 List of Companies Interviewed

Annex 17 List of Employment Agencies Interviewed

LIST OF ANNEXES


Page ix of 86

ADB Asian Development Bank

BC British Council

BISE Board of Intermediate and Secondary Education

BTC Board of Technical Education

CCRD Centre for Curriculum Research and Development

CNC Computerized Numerical Control

DAE Diploma of Associate Engineering

DAE Diploma of Associate Engineers

DoTEMT Directorate of Technical Education and Manpower Training

FGD Focus Group Discussion

FIA Federal Investigation Agency

GCT Government Colleges of Technology

GCT Government Polytechnic Institutes

GoP Government of Pakistan

GTTTC Government Technical Teachers Training Centre

GTVC Government Technical & Vocational Center

ILO International Labour Organization

JICA Japan International Cooperation Agency

KII Key Informant Interview

KP Khyber Pakhtunkhwa

KPK Khyber Pakhtunkhwa

KSA Kingdom of Saudi Arabia

NISTE National Institute of Science and Technical Education

NSS National Skill Strategy

NTB National Training Board

NTO National Training Ordinance

LIST OF ACRONYMS


Page x of 86

NVTEC National Vocational and Technical Education Commission

PECO Pakistan Engineering Company

PLC Programmable Logic Controller

POEPA Pakistan Overseas Employment Promoters Association

PTB Provincial Training Board

SDC Skill Development Council

SSC Secondary School Certificate

TEVTA Technical Education and Vocational Training Authority

ToT Training of Trainers

TVET Technical and Vocational Education and Training

UNDP United Nations Development Programme

UNIDO United Nations Industrial Development Organization


Page xi of 86

This report presents the findings on CAPACITY DEVELOPMENT OF TECHNICAL AND VOCATIONAL CENTERS IN KHYBER PAKHTUNKHWA. The report is developed in compliance with the terms of reference for the assignment. The conclusions and recommendations set out in the following pages are solely those of the consultants and are not binding on the project management and sponsors.

The Consultants would like to thank all the stakeholders, especially JICA Pakistan Office who provided their facilitation support during the assignment. The Consultants are also very grateful to the Principals, Staff, and Students of GTTTC Hyatabbad, and GTVC Gulbahar, Ghazi, and Mingaora for providing useful information and feedback. Similarly, we would like to extend special gratitude to the representatives of all companies and employment placement agencies who took out time from their busy schedules to facilitate the findings of this study.

ACKNOWLEDGEMENTS


Page xiii of 86

Upon the request of Government of Khyber Pakhtunkhwa, JICA has undertaken a "Project for Capacity Development of Technical and Vocational Centers in Khyber Pakhtunkhwa" which aims to support Directorate of Technical Education and Manpower Training (DoTEMT) Peshawar to enhance in-service teachers' capacity in machinist and electrician trades; and provide workshop equipment to Government Technical Teachers Training Centre (GTTTC) at Peshawar as well as three Government Technical & Vocational Centers in Peshawar (Gulbahar), Haripur (Ghazi) and Swat (Mingora). Accordingly, JICA commissioned a study to assess the needs and collect information on TVET system for the capacity development of technical and vocational centers in KP. The study was conducted by Pakistan based consultancy firm, Cynosure Consultants (Pvt.) Ltd. through a combination of desk research, and primary information gathered through Key Informant Interviews (KIIs) and Focus Group Discussions (FGDs).

The two fold objective of the study was to (i) Collect information of 3GTVCS and GTTTC of target Machinist and Electrician course in KP to identify current level and issue; and (ii) Conduct survey on needs of major employer of KP and Punjab province.

Background of TVET System in KP

In KP, Directorate of Technical Education & Manpower Training, Skill Development Council (SDC) and the centers administered by Social Welfare Organization, Staff Welfare Organization, Small Industries, and Rural Development are mainly engaged in Technical Education and Manpower Training in the Province. In addition, Informal training under the traditional Ustad/Shagird system accounts for the majority of the trained workforce in the province. TEVTA KP and the KP Board of Technical Education are the main agencies responsible for coordination and oversight of TVET in the province.

Comparing the TVET in KP and other provinces, different duration of courses in Technical and Vocational fields are offered across the four provinces, FATA, AJK, and Gilgit-Baltistan, ranging from three-month certificate courses to three year Diploma of Associate Engineering (DAE).

Basic Information on GTTTC and GTVCs

GTTTC Peshawar was formed after the merger of Directorate of Technical Education and Directorate of Manpower Training. The existing Building of GTTTC was constructed with the help of Asian Development Bank. At the time, ADB also provided some equipment for the workshops. The GTTTC imparts training to the technical instructors, management staff and other officials.

EXECUTIVE SUMMARY


Page xiv of 86

The GTVC Gulbahar was made operational in 1942 to provide skilled craftsmen for war material production in the Ordinance Factories during World War II. After the war, the Centre provided technical training to mobilize ex-military personnel. The Centre was subsequently reorganized in 1958 and started offering certificate level craftsmen courses to the general public. GTVC Gulbahar imparts certificates in 12 trades including Electrician and Machinist.

The GTVC Mingora was established in October 1983 by the Provincial Government. The institute was provided equipment under the National Vocational Training Project and operationalized in 1984. In recent times, the institute was shut down for a period of three to four months in 2007-2008 during the Military Operation in Swat. Currently there are 9 trades being taught at the GTVC.

The GTVC Ghazi was originally established as a GVI (Government Vocational Institute) by the Education Department. Some equipment to this institution was provided through the Tarbela Joint Venture (TJV), a construction consortium of Tarbela Dam. The existing structure was built in 2002, as the old institute came under water during the construction of Ghazi Barotha Power Project. Currently, only three trades are active in GTVC Ghazi that include Electrician, Machinist and RAC trades.

Equipment and Furniture: Majority of the Equipment available in the Centers was purchased in 1980s. The E&M is not only old, but also insufficient for the number of students attending the courses. Most of the furniture available in the GTVCs is in a very bad condition. In majority of the cases, students do not even have proper places to sit for lectures as there are no separate class rooms.

Course Content and Examinations: The guidelines set by Trade Testing Board of Khyber Pakhtunkhwa for the evaluation of the student are clearly not followed. In addition, the course content taught predominantly (80%) focuses on theory. Consequently, students have to spend more time as apprentices to gain basic practical knowledge, thereby loosing chances of being successful in exploring self-employment opportunities. Also, the students are at a major disadvantage for not being properly trained in Math and Drawing subjects, which are critical in performing well at the exams and eventually seeking employment opportunities.

Student Enrollment and Financial Assistance: The student Enrollment differs from trade to trade. However, enrollment figures for the Machinist trade are alarmingly low in all centers. Furthermore, the overall enrollment figures would be further affected by the recently introduced changes to the induction cycle. Similarly, student drop out rates are equally high because of high opportunity cost of attending the certificate course.

There is no financial assistance provided to the students. Although, the tuition rates are minimal, many students have to pay high transportation costs to attend the certificate, which proves to be discouraging for students coming from disadvantaged backgrounds.


Page xv of 86

Curriculum and Teaching Manuals: Across all the institutions under the project the skill standards, curriculum, training manuals, and instructor manuals for both the Machinist and Electrician trades being used are those developed in 1982 by the National Training Board. The situation is further exacerbated by the fact that no printed material is available in any centre including GTTTC for both students and teachers since it went out of circulation several years ago.

Faculty Assessment and Related Concerns: The instructional staff is mostly diploma holders or requisite certificate holders. Although, the existing teaching staff has sufficient knowledge to teach the old curriculum, they have not received any trainings in the recent past to enhance/update their knowledge. There is also an issue of training nominations. According to the administration, training nominations are routed directly from the Directorate, which are mostly politically biased and do not take into account the actual staff training needs of the institutions. In addition to an inadequate training program, there is a critical shortage of teaching/training staff in all Centers. Consequently, due to the irregularity in number of faculty, the ratio of Teachers to Students is low in the Electrician Trade, and high in the Machinist trade.

Employment Placement: According to the administration, an Employment Exchange Services affiliated with the Technical Education Department exists but it is not effective. There are no employment placement departments in either of the GTVC. Similarly, there is no department for Industrial linkages in the GTTTC either.

Attendance Records: The attendance record at GTVCs is kept manually in registers, and the data is not retained for more than a year.

Pass Out Students: In terms of employment, students confirmed that on average it takes more than a year of working as an unpaid apprentice in local workshops before a certificate holder can start generating an income mostly through self-employment. The average income reported for the electrician trade was between Rs. 10,000 to 15,000. While majority of the students adjust in the local market (majority in their hometowns), there is a relatively higher trend among students from Swat to explore opportunities abroad, specifically in the gulf countries. The pass out students stressed the need for more focus on practical work for the upcoming students.

Nearby Institutions: At the present “Matric Tech” programme is being implemented in various public and private institutions in KP. These institutions have requisite facilities for “Matric Tech” and may not need technical support of the institutions being assisted by JICA. So far as other nearby GTVCs are concerned, which can possibly be provided support in Machinist and Electric trades, these are GTVC Khalabat, GTVC Chakdara and GTVC Matta. These institutions are, however, not very close to GTVC Ghazi and GTVC Mingora respectively.


Page xvi of 86

Needs of Major Employers of KP and Punjab

In order assess the needs of major employers, interviews were conducted with large scale companies from the formal industry in Peshawar, Hayatabad, Taxila, Faisalabad, and Lahore.

The market survey focused on the aspects including; a) Identification of level of skills and knowledge required for G-II and GIII graduates; b) Priority skill and knowledge of G-II, GIII level students for job placement and, c) Issues and causes which are bottleneck for job placement from employers’ view.

Both machinist and electrician trades are in high demand. PLC and Industrial Power Circuits are the biggest requirement from electricians, and lathe machine operations, turning, milling, and Computerized Numerical Control Machines (CNC) based turning and milling are the priority requirements from machinists.

The formal industry prefers to hire technicians holding a DAE. Alternatively, technicians with practical experience and holding an SSC are hired. However, due to lack of on hands training and absence of demanded skills in the TVET curricula, provision of on job training is essential across the board. A number of employers in both provinces are not aware of the G-II and G-III certificate. When absorbed in the industry, these graduates are usually hired only as helpers and promoted to technicians after gaining experience over the years. Geographically, employers prefer to hire technicians from the home district or nearby districts.

In addition to interviews with potential domestic employers, interviews were also undertaken with placement agencies. To serve this purpose, five employment agencies situated in Peshawar, Lahore, Faisalabad, and Rawalpindi-Islamabad were interviewed.

Each of the interviewed agencies provides placement services in a number of trades, mostly associated with construction and engineering. The Kingdom of Saudi Arabia and Arabian Gulf countries are major employer markets.

Among the two target trades, electrician is among the highest demanded trades. Whereas, the demand for machinists is almost negligible.

The absence of internationally recognized trade certifications in Pakistan is one of the biggest hurdles for the technicians to access potentially high paying markets. Other problems faced by workers for placement include language barriers, presentation, and awareness of safety standards.

The study findings reveal that major changes need to take place in terms of capacity building of TVET Centers in KPK, while at the same time establishing proper industrial linkages for enhancing


Page xvii of 86

employment opportunities for youth in the Machinist and Electrician trades enrolled in G-II and G-III level courses. Areas for intervention include; curriculum development, training of trainers, provision of adequate E&M and employment placement services in the target GTTTC and GTVCs.