Abstract Youth age group (15-24) is a great asset to a nation, because youth being a working age population if properly trained and prepared for world of work could bring revolution in the economy of a country. Therefore, developed countries give greater emphasis to youth’s training and education to prepare youth for world of work. In develop countries, to prepare youth, especially school leaver’s vocational training schemes were introduced at secondary and high school level. However, in developed countries the ratio of edging population is increasing as compared to the youth working age population, whereas in developing countries including Pakistan the youth population is rapidly increasing. There is a need that we take advantage of this demographic dividend and prepare our youth for world of work. This paper highlights the importance of vocationalization in youth employment. In the paper youth’s employment trend and its relation with education and training were discussed. In the country, causes for failure of past efforts made for vocationalization of general education were examined. Worldwide available different modes for vocational training and effective models were analyzed and suitable model for vocationalization of general education in the country is proposed in this paper.

1. Employment Through Skill
Sindh Technical Education and Vocational Training Authority
www.stevta.gos.pk
Presented by:
Dr. Masroor Ahmed Sheikh
Director Academic & Training STEVTA
National TEVT Round Table Conference
Organized by
NAVTTC in Collaboration with UNESCO
at, Islamabad
27th – 28th June, 2012
Revitalize: Vocationalization of General Education,
Necessary for Youth Employment

2. Presentation Design
 Need for Vocationalization of General Education.
 Youth Unemployment Trend and literacy rate.
 Efforts made for Vocationalization in Pakistan.
 Models for Vocationalization.
 Recommendations

3. Need for Vocationalization
 Youth (15-24) working age population is a demographic
dividend for the country.
 86% youth droop out school at Secondary level.
 Rising Youth Unemployment Rate, estimated 1.5 million
Unemployed Youth are adding to street every year.
 Employment prospects for school leavers could be
enhanced by providing Vocational training at School.
 Limited intake capacity at TEVT institutes.
 Youth and parents give preference to GE over TEVT.
 Jobs are now becoming more sophisticated and required
especialized skill.

4. Major Causes of Unemployment in Youth
 Shrinking Jobs both in Public and Private sector
 Decreasing investment in private sector and shifting of
capital abroad because of the unrest, violence, high taxes,
government’s business unfriendly policies and
nationalization of industrial units in the country.
 Lack of education and Skill: majority of unemployed youth
are illiterate or less educated and facing difficulties in
entering into World of work.
 Structural mismatch, divergence between the
demographics of urban and rural areas, lack of experience,
province or region wise discrimination in provision of jobs.
 Youth population is not prepared for self employment.

5. Difference in Enrolment
(School Droop out in Pakistan)
Data extracted from PES 2007-08

6. Youth Unemployment Trend-Pakistan
Source: LFS (2005-06), Ahmad & Azim (2010)

7. Youth Unemployment and Literacy Rate
Source: LFS (2005-2006) and Ahmad & Azim (2010)

8. Effect of Education on Unemployment - World
Changes in unemployment rate by educational level in developed economies

9. Integrated VT at Schools
(UNESCO, N-13, April-June 2005)

10. Vocationalization in 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

11. Modes and Model
Modes for delivery
 School-Based
 Centre Based
 Workplace Based
Models for Vocationalization
 Separate-Parallel Model
 Dual Training Model
 Apprenticeship Model

12. Separate-Parallel System, Malaysia
Source: Ahmed, Z.(2011)

13. Separate-Parallel System, Malaysia

14. Dual Training Model
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

15. 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.

16. Limitation
 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.

17. Study for Vocationalization by NISTE (2002)

18. Separate-Parallel and Hybrid
Source UNESCO, Model: Separate-Parallel Model

19. Recommendations
 We may develop Hybrid Model. For Vocationalization
School may be partnered with VTI in the vicinity to share
training facility and technical staff.
 Where VTI is not available in the vicinity of school or vise-
versa, Separate-Parallel model may be applied.
 Instead of Skill Training at Middle level (class 6 to 8)
courses containing knowledge, aptitude and values about
Vocational Training shall be introduced.
 Trade Courses containing Practical Skill shall be introduced
at Secondary level (class 9 and 10).

20. Recommendations
 Trade courses shall be assess and certified by BTEs
or TTBs. The student taking TC shall be allowed
Credit transfer for admission in TEVT institute.
 NAVTTC shall also launch a project for VT at
school, where student electing trade course may be
given stipend and tool kit.

21. Advantages of Hybrid-Combine Model
 Optimum utilization facilities both in Schools and at VTI.
 Vocationalization with minimum available resources.
 Open doors for flexible education and training.
School leavers with learning skill for employment would be able to
rejoin the school again.
School would not be required to establish and maintain workshops
and technical staff.
 Recognition of learned skill.
 Student will be able to learn skill properly and under the
supervision of technical teachers.
 Student will be able to get credit transfer in admission for further
higher education.
School will have no fear of closing the training in middle of the
session, due to transfer of staff or unforeseen extra ordinary leave
of teaching staff at school.
 Students will have more options in selection of trade.

22. Dis-Advantages
 Synchronization between school and VTI will be
required dedicated heads.
 School/VTI will be required dual affiliation.
 Increased cost for students due to double
registration and examination fee.
 Students will have to attend two institutions; VTI
for skill training and school for academic courses.
 School and Institute hours might be increased.
 Transportation of student might put extra financial
burden.