More than fifty years ago the Quaid-e-Azam Mohammad Ali Jinnah had visualized the dream of education for Pakistan. His message to the Pakistan Educational Conference (1947) reads. “You know that the importance of education and the right type of education cannot be over emphasized. Under foreign rule for over a century sufficient attention has not been paid to the education of our people. There is immediate and urgent need for giving scientific and technical education to our people in order to develop science, commence, and trade and particularly well planned industries. We should not forget that we have to compete with the world, which is moving very fast in this direction,”
The conference recommended the setting up of a Council to look into the affairs of Technical Education. This Council was established in June 1948. The Council recommended the establishment of Polytechnic Institutes as the best type of institute for training this category of personnel with the following objectives[ :-
To help one prepare immediate gainful employment.
To help one develop the best of his abilities in technical skills.
To help one develop social skills and competencies.
To help one develop industrial work habits.
To help one develop interest and appreciation of the industrial processes concerned with planning, production, operation and design.
Technical Education Committee appointed by the Council of Technical Education made a survey in 1950 and recommended-
Technical education should be treated as an integral part of the educational system.
Technical High Schools should be established in order to introduce a technical bias in secondary education.
In order to produce supervisory personnel for industry, Polytechnics should be established as early as possible.
To meet the requirement for skilled workers the institutions like trade schools and artisan schools should be provided.
Directorates of Technical Education should be responsible for the control and development of technical education etc.
Commission on National education 1959. The commission was appointed in December 1959. Some of the relevant sections of recommendations are as under
A network of vocational schools should be established throughout the country.
All Polytechnics and Technical Institutes should offer evening and part time courses as a regular feature of their programme.
Arrangement should be made during next five years to set up more technical institutes for producing 7,000 technicians in various fields
Five Years Plans and A mention of Technical Education
Five Year Plan (1955-60). This plan recommended the allocation of Rs 27.6 millions for the development of technical education in the country. The plan could not be implemented fully because of different constraints..
Five Years Plan (1960-65). The second five years plan (1960-65) proposed the establishment of seven new Polytechnic Institutes. Another development during this period was emergence of private technical institutes. Though small in size, it was remarkable to have private sector’s participation in technical education
Five Year Plan (1965-70). During the third five year plan (1965-70), major emphasis was on consolidation and expansion of curriculum in the existing technical institutes. It was also proposed that by 1970 the annual intake capacity would be raised to 7,000.
Five Plan (1978-83). This Plan gave highest priority to the improvement of existing polytechnics and to make the training more relevant to the job requirement.
Five Year Plan (1983-8). The Sixth Five Year Plan (1983-88) played higher priority on development of training programme of all categories of trained manpower both in quality and size
Five Years Plan 1988-93. The seventh five year plan formulated in the light of National Education Policy (1979). It focused on enhancing the infrastructural base for Technical Education and gave a quantum jump to technical and vocational training facilities in the country
Five Years Plan 1993-98. It proposed very clear and specific objectives and strategies for the promotion of basic education, extending research grants and the development of staff. The scientific education project under this plan has completed about 100 of the civil works, development of text books, teachers guides and training of teachers. The project was allocated Rs.16,000, 00 for year 1993-94, under the secondary education project 5000. Science kits for middle School were under production for distribution through out the country by June, 1994.
New Education Policy 1969. For the promotion of TVE, the following administrative and structural changes were recommended-
In each province there should be a separate Directorate of the TVE headed by a Director General.
In the stream of TVE there should be two sub-streams, one for the Agricultural Vocation and other for the Industrial Vocation.
In order to encourage students to join Vocational Technical Schools and Colleges, 75% of scholarships be given by Provincial and Central Governments only for students in these institutions.
During the course of training in the Technical Colleges students should be required to complete two years apprenticeship in the recognized Industry under a Law.
During the period of apprenticeship, training the students should be paid a prescribed Apprenticeship Allowance by the industries concerned.
A committee should be appointed by the Central Government to examine ways by which Industries in the private and public sectors should be required to employ only those technical personnel who have obtained a Certificate, Diploma or a Degree from a Vocational and Technical Educational Institution set up under the new Policy
Education Policy 1972-80. The major recommendations of the education policy (1972-80) regarding TVE in Pakistan were as under:-
Up gradation of technical training programme from diploma to degree level.
Vocationalization of secondary school programme.
Nationalization of private educational institutions.
National Education Policy 1979. The policy aimed at promoting and strengthening scientific, vocational and technical training. In the field of TVE, the policy laid more emphasis on closer cooperation between industry and technical education institutions
National Education Policy 1992. It focused at redesigning and expanding technical, vocational, and engineering education facilities in the light of new emerging technologies needed for industry, thereby enhancing the employability of the educated youth
Present intake of work force. Presently our basic-level manpower comes from the following streams-
Formal Sector
Polytechnic Institutes and Colleges of Technology operating under the Federal Ministry of Education and Provincial Education Departments.
Commercial Training Institutes under the Ministry of Education and Education Departments.
Vocational Institutes under the Education Departments.
Training Centers operating under aegis of various departments e.g. Labour and Manpower, Social Welfare, Industries and Agriculture.
Apprenticeship Training Programmes administered by the Ministry of Labour and Manpower and Provincial Labour and Manpower Departments.
Non-formal Sector. It is mainly run by the public sector autonomous organizations like Water & Power Development Authority (WAPDA), Pakistan Steels, Pakistan International Airlines (PIA), Pakistan Telecommunications Corporation (PTCL), and Railways etc. It contains Vocational Schools, Technical Training Centres, Agriculture & Vocational Training Centres etc.
Informal Sector. The informal sector is the traditional “Ustad-Shagird”system where a school leaver or an illiterate person gets training under the supervision of a mechanic/owner of the shop/small cottage industry when employed as a helper.
EDUCATION POLICY 1998-2010 (TECHNICAL ASPECTS)
According to the recommendations of UNESCO General Assembly, “Technical and Vocational Education is a comprehensive term. It refers to those aspects of educational process which in addition to general education aim to develop knowledge, skills and attitudes necessary to acquire competence as engineer, technologist, technician, skilled or semi skilled worker. Technical and Vocational Education should contribute to the achievements of society’s goals of social, cultural and economic development through integration in all educational streams”. Within the above broad definition the term TVE is used synonymously and in different contexts also. “In the Pakistani context technical education refers to post secondary educational programmes aimed at preparation of technicians who work as a middle level manpower in industrial occupations”. Vocational education prepares skilled and semi skilled workers in various trades and technologies. The term vocational education is more applicable to programmes which are offered in the formal streams of education system whereas vocational training is employment oriented and is offered in non – formal environment such as Technical Training Centres and apprenticeship programmes.
EDUCATION POLICY 1998-2010 . Besides other important aspects of education sector this education policy also emphasized the need for incorporating the technical education in the standard education stream. Major decision of the policy are highlights as under:-
Objectives
To develop opportunities for TVE in the country for producing trained manpower, commensurate with the needs of industry and economic development.To improve the quality of technical education to enhance employability of TVE graduates by moving from a static supply based system to a demand driven system.
To design the programme of technical and vocation education in such a way that dual purpose of self-employment and availability of trained manpower for industry is served simultaneously.
To develop among the students technical skills and desirable work habits.
To develop an evaluation system which emphasized relevant skills and project orientation.
To promote institution-industry linkage to enhance relevance of training to the requirements of the job market.
To impart employable skills to reduce unemployment among educated youth.
Education Sector Reforms (ESR) : Action Plan 2001-2004
Objective. Integration of schooling with labour market
Targets
Integration of skill development with general stream of education in secondary schools.
Expanding options for employment for 120,000 young men and women.
Introduction of a technical and vocational stream at secondary school level (class IX-X) parallel to science and arts groups
Upgrading existing Polytechnics and linkage with industry.
Programme Targets
| Project No | Title | No of Schools |
| I | Introduction of Technical Stream in existing Secondary Schools and upgrading existing Polytechnics. | 1200 |
| II | Establish Model Technical High Schools | 60 |
Financial Requirements for ESR Action Plan 2001-2004. Besides allocating funds for various disciplines in the field of education following grants have been approved for the enhancement of Technical education.(Rs in Billion)
| Year-I | Year-II | Year-III | Total | |
| Technical Education | 1.0 | 1.0 | 0.2 | 2.2 |
| Total | 2.2 |
Implementation Strategy
Secondary schools will be selected for introducing the technical stream where workshop space is available.
Construction of 600 additional workshops.
Selection of trades which are area and gender specific.
Curricula to be developed for new trades.
Upgrade existing vocational staff and appoint new ones on contract basis
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