ACEID/UNESCO International Project on Technical and Vocational Education (UNEVOC).

Case studies on technical and vocational education in Asia and the Pacific: Islamic Republic of Pakistan, by S. Zaheer Ahmad Gillani. Bangkok, UNESCO, 1996.

48 p. (Asia-Pacific Centre of Educational Innovation for Development)

1. TECHNICAL EDUCATION. 2. VOCATIONAL EDUCATION. 3. CASE STUDIES. 4. PAKISTAN. I. Gillani, S. Zaheer Ahmad. II, Title. III. Series.

607.95

Key Facts

Name of Country	Pakistan
Official Title	Islamic Republic of Pakistan
Area	796095 (sq km)
Population	117.320 million
Population Growth	3.1 per cent
Climate	Sub-tropical, semi-arid, characterised by two distinct seasons (Summer and Winter) and a monsoon period which brings heavy rains in most parts of the country from July through September.
Geography	Pakistan is located between 23-42 degrees and 36 - 55 degrees north latitudes and 75-20 degrees longitudes. It is bound in the north and northwest by Afghanistan, in fee east and south-east by India, in the south and by the Arabian Sea and in the west by Iran.
Official Languages	English, Urdu
Ruling Political Party	Pakistan Peoples Party
Head of Government	Benazir Bhutto
Currency Used	Rupee (1 US$ = approx. Rs.30)
Political System	Parliamentary system has two houses - the National Assembly and a Senate. The members of the National Assembly are elected directly by people of their constituencies and senators are elected by members of respective provincial assemblies and National Assembly. All the elected representatives elect a President who is the head of the slate, the members of the National Parliament elect the Prime Minister who is the head of government
Social Welfare	Government takes every step for the welfare of the public. Basic education and health care is free for the poor.
Economy	Mostly agricultural country. The share of agriculture in GPN is 25.7 per cent while that of manufacturing and trade is 18.5 per cent and 16.7 per cent respectively.
	G-DP	= Rs. 474.905 (million)
	GNP	= Rs. 484.030 (million)
	Per Capita Income US$	= 380
	Inflation Rate	= 6.7 per cent (average 1980-89)

Executive Summary

At the time of independence in 1947 Pakistan inherited negligible TEVT facilities. There were only two engineering colleges, a few vocational institutions and not a single polytechnic. Keeping in view the importance of technicians and an adequately trained workforce, great efforts have been made to create a significant nework of technical education instutions. Over the period, 45 polytechnic, 11 colleges of technology and more than 400 vocational institutes have been established. However, the fact remians that the output of all these institutions, even today, makes up a minority of the total workforce. The new education policy aims to double the number of polytechnics, colleges of technology, and vocational institutions by the year 2002. According to the Constitution of Pakistan, the general policy planning and overall guidelines (including curricula, text books and standards of education) are the responsibility of the federal government, whereas implementation of the policy, programs and projects rest with the provincial governments. Various TEVT institutions are managed by different ministries and organisations of the government. Each institution has its own objectives and training programs which reflect a wide range of contents, structures, durations, entry qualifications and modes of training. The training programs prepare students for a variety of jobs in the labour market Technician training is carried out by Polytechnics administered by the Provincial Directorate of Technical Education. They offer three year post matric (high school - 10 years schooling) Diploma of Associate Engineering (DAE) courses in different technologies. Colleges of Technology offer B.Techn (pass) and B.Tech (Hons.) two year courses for the diploma holders. Training in commerce subjects is offered by commercial training institutions under the provincial directorates of technical education. They offer one year post matric course of C. Com and further one year of D. Com. Pre-vocational school level training is offered as a Agro-technical Scheme of studies at middle and secondary school level. The relevance of training and general quality of the products of the technical education system has bot been found very satisfactory by the end-users i.e. industry. The quality of the output greatly depends on the quality of the teachers. Therefore, a great emphasis is placed on quality improvement of the teachers through training. A network of teacher training institutions has been established in the country. However, due to the scarcity of resources and the difficulty in sparing inservice teachers for training, the number of trained teachers is still very low. It is estimated that 77 per cent of the commerce teachers and 46 per cent technical teachers have no teacher training. The rest have training of varying lengths, ranging from a few weeks to a year. There is an urgent need for training in such important components as psychology, methods, media, testing and evaluation, lab/ shop management etc. More than half of the teachers are diploma holders and they have to teach diploma students. Their subject upgrading is essential. Exposure to new and emerging technologies is necessary. No training is imported when a teacher moves from a lower to a higher level. In the majority of cases the teachers are promoted to administer the affairs of institutions without administrative training. It is observed that management training is necessary before a working teacher is promoted to manage any institution or department. Keeping in view the need and importance of quality improvement of the teachers it is suggested that all essential inputs for this purpose should be supplied by all concerned on priority.

ABBREVIATIONS

ABAD	Agency for Barani Areas Development
ADB	Asian Development Bank
ADP	Annual Development Plan
AIOU	Allama Iqbal Open University
ATC	Apprentice Training Centre
BPS	Basic Pay Scale
BTE	Board of Technical Education
CIDA	Canadian International Development Agency
DAE	Diploma of Associate Engineering
DEO	District Education Officer
DMT	Directorate of Manpower Training
DOE	Department of Education
DRDLG	Department of Rural Development and Local Government
DSW	Directorate of Social Welfare
DTE	Directorate of Technical Education
EEC	European Economic Community
FANA	Federally Administered National Area
FATA	Federally Administered Tribal Area
FY	Financial Year
FYP	Five Year Plan
GDP	Gross Domestic Product
GNP	Gross National Product
GOP	Government of Pakistan
GPI	Government Polytechnic Institute
GTZ	Gesellschast Technische Zusammenarbiet (Association for Technical Cooperation)
GVI	Government Vocational Institute
GVIW	Government Vocational Institute for Women
GVS	Government Vocational School
HRD	Human Resource Development
IBRD	International Bank for Reconstruction and Development (World Bank)
IDA	International Development Association (Soft Loan 'Window" of the World Bank)
IER	Institute of Education and Research
ILO	International Labour Office
ISCO	International Standard Classification of Occupations
ISIC	International Standard Industrial Classicification
LFS	Labour Force Survey
MIS	Management Information System
MOE	Ministry of Education
MOF	Ministry of Finance
MOHSESW	Ministry of Health, Special Education and Social Welfare
MOLMOP	Ministry of Labour, Manpower and Overseas Pakistanis
NEC	National Economic Council
NGO	Non Government Organisation
NSTI	National Staff Training Institute
NTB	National Training Board
NTDI	National Training Development Institute
NTTTC	National Technical Teachers' Training College
NVTS	National Vocational Training System
NWFP	North West Frontier Province
ODA	Overseas Development Administration (British)
OJT	On-the-Job Training
OFP	Overseas Pakistani Foundation
PBTE	Provincial Board of Technical Education
PC	Planning Commission
PEC	Pakistan Engineering Council
PED	Provincial Education Department
PSCO	Pakistan Standard Classification of Occupations
PTB	Provincial Training Board
SBFC	Small Business Finance Corporation
SDC	Skill Development Centre
SIC	Small Industries Corporation
SITE	Sindh Industrial Trading Estate
STI	Staff Training Institute
SWD	Social Welfare Directorate
TAFE	Technical and Further Education
TEVT	Technical Education and Vocational Training
TTC	Technical Training Centre
TTTW	Technical Teaching Training Wing
TVE	Technical and Vocational Education
UGC	University Grants Commission
UN	United Nations
UNDP	Untied Nation Development Programme
UNHR	United National High Commission for Refugees
UNICEF	United National International Children's Emergency Fund
USAID	United States Agency for International Developments
VTC	Vocational Training Centre
WAPDA	Water and Power Development Authority

1. General Overview


1.1 Emergence of Pakistan


The Islamic Republic of Pakistan emerged on the map of the world on August 14, 1947 as a result of the partition of former British India. It comprises four provinces, namely, North-West Frontier Province (NWFP), Punjab, Sindh and Balochistan with the Federal Capital at Islamabad and a Federally Administered Tribal Area (FATA).

1.2 Location and Geography and Climate

Pakistan stretches over 1,600 kms north to south and is about 885 kms broad east to west, lying between the latitudes of 23°30' East. It comprises four provinces: Baluchistan, North-West Frontier, the Punjab and Sind. Of these, Baluchistan is the largest province, with an area of 347,188 sq. kms, followed by the Punjab with an area of 206,251 sq kms, inclusive of the Federal Area. Sind has an area of 140,913 sq kms, North-West Frontier 74,522 sq kms and the Federally Administered Tribal Areas (FATA) cover 27,221 sq kms. The total area is 796,095 sq kms.

Pakistan is a land of diversified relief. In the north, it is bounded by the Himalayan Ranges, the Karakoram Range, and the Hindukush beyond it. The Himalayas have an average elevation of 6,100 metres with some of the highest peaks in the world. K-2 (Mount Godwin Austin), 8,616 metres, is the highest peak of the Karakoram Range, while Tirich Mir, 7,736 metres, is the highest peak of the Hindukush. Below the Karakorams is the parallel range to the Himalayas extending far to the east and on the west, ending up at the Nanga Parbat peak, 8,215 metres.

In the west, it has a 2,252 kms long common border, known as Durand Line, with Afghanistan. To the south of the Durand Line, there is a common border of about 805 kms with the Islamic Republic of Iran. The Arabian Sea lies in the south. To the east is the Indian territory of East Punjab and Rajasthan with a common border of about 1,610 kms.

Out of the total area of 796,095 sq kms, about 475,884 sq kms in the north-west and west form a highly differentiated mountainous terrain. The remaining 320,211 sq kms present a flat and gradational surface. The whole land, excluding most of Baluchistan, falls into the hydrological unit drained by the Indus system of rivers. The unit includes the north-western hills, northern and north-western submontane, upper and lower Indus plains and parts of Baluchistan, which is a region of small rivers. Large parts of it form areas of inland drainage.

Pakistan comprises six major physical divisions or regions: (i) northern mountains; (ii) western off-shoots of the Himalayas; (iii) Baluchistan plateau; (iv) Potwar plateau and the Salt Range; (v) upper and lower Indus plains; and (vi) the Thar desert.

The northern section, forming the western ranges of the Himalayas, occupy a large area in Kashmir and cover the northern part as far as Gilgit. This is the broadest section of the Himalayas lying in the difficult mountains terrain. The altitude decreases towards the south but due to increasingly aridity, the border is difficult to negotiate. The middle portion contains some passes, which carry a historic value in breaking the isolation of South Asia and have made communications possible. The Babusar Pass, 4,554 metres high, connects Abbottabad with Gilgit; Lowari Pass, 3,120 metres, connect Peshawar with Chitral; and Shandur Pass, 3,723 metres, connect Chitral with Gilgit. The northern mountains intercept winds from the Arabian Sea and the Bay of Bengal, and on this depends the rainfall. They also act as a great barrier to cold winds coming from Central Asia towards the plains of Pakistan.

The Western off-shoots of the Himalayas stand in the west of the Indus plain. From the Hindukush to the Kabul river, there are three major ranges, between them flow Swat, Panjkora and the Chitral - Kunar rivers. South of the Kabul river, the Koh-e-Sofaid range (3,690 metres) runs east-west. The Kurran river flows south of the range, and between the Kurran and the Gomal rivers, is the Waziristan hills area. The Koh-e-Sulaiman runs southward from the Gomal river for a distance of about 777 kms with Takht-e-Sulaiman (3,385 metres) separating the Indus plain from the Baluchistan plateau. The historic Khyber Pass, starting from Jamrud, 16 kms from Peshawar, runs for 37 kms up to Torkham (a check post on the Pak-Afghan border) which lies in the south of river Kabul, while Bolan pass connects Quetta with Sibi.

The Baluchistan Plateau consists of dry valleys, saline lakes and a vast area of desert with dry hills, generally running from north-east to south-west. The Toba Kakar and Chagai ranges run along the Pak-Afghan border. The Central Brahui and Mekran ranges occupy the central portions, and the coastal Mekran range runs almost east-west. Tome south of this range is the narrow coastal plain of Baluchistan. The mountains in the north-west contain fairly large deposits of coal, iron, chromite, copper and other minerals.

The Potwar Plateau, varying in height from 305 to 610 metres above sea level, lies to the north of the Salt Range. The plateau is drained by the Haro and Soan rivers. Its topography is extremely varied, consisting of ridges, troughs and basins. A large part of the plateau has been eroded and dissected by streams. The Range starts from near the Jhelum district in the Jogi Tilla and Bakrala ridges. Near Kalabagh, it crosses the Indus and tends southward into the districts of Bannu and Dera Ismail Khan. The average height of the range is about 671 metres and the Sakesar peak is 1,525 metres high. This range contains huge quantities of rock salt, besides gypsum and coal.

The Indus plain, covering an area of about 16,100 kms is the most prosperous agricultural region of the country. It extends for 1,050 to 1,130 kms from the rim of the Potwar plateau southward to the Arabian sea. Its northern zone comprises the province of the Punjab while the southern zone is mainly the province of Sind. The river Indus, having its source in lake Mansorowar in Tibet, flows through almost the whole of Pakistan. Sutlej, Beas, Ravi, Chenab and Jhelum rivers have long courses in this region with extensive catchment areas. With an average gradient of 19 cm to a km the Indus plain slopes gently to the sea. It is divided in the Upper and Lower Indus plains and is a region of micro relief. The Upper Indus plain is divided into a number of doabs, meaning the land lying between the two rivers. The Rechna Doab is between the rivers Ravi and Chenab while the Sind Sagar Doab, also known as Thal and the largest of the doabs, lies between the rivers Jhelum, Chenab and Indus. The lower Indus plain begins from below Mithankot These plains have been formed due to the changing course of the river Indus. The flow of the river Indus is very slow and the silt that it carries is mostly deposited on its bed thereby raising it above the level of the sandy plain. The bunds constructed on either side of the river protect the land.

The Thar desert lies in the south-east of the Lower Indus plain and, being a part of the larger Rajputana desert, extends into Pakistan from India and has lakes in its depressions.

The Rann of Kutch, divided between Pakistan and India under the 1968 agreement, lies on the east of the sub-region of the delta, south of Thatta in the province of Sind, and consists of a marshy salt plain almost flush with sea level. Besides having some pastures, it is an old silted up marine gulf and is flooded with sea water during the monsoons.

The Sub-tropical, semi-arid areas are characterized by two district seasons (summer and winter) and a monsoon period which brings heavy rains from July through September in most parts of the country.

TABLE 1

Mean temperature and rainfall at selected centres in 1990

Mean temperature °C				Rainfall (m.m.)
		Minimum	Maximum
1.	Karachi	20.2	32.4	82
2.	Lahore	17.7	30.7	433
3.	Peshawar	15.5	27.3	329
4.	Rawalpindi/ Islamabad	14.2	27.6	995
5.	Quetta	8.8	25.1	312

Hottest Month	June
Coldest Month	January
Driest Month	October
Wettest Month	July

1.3 Social Factors


1.3.1 People

South-Asia has attracted migrants from both the north-east and north-west from time immemorial. For thousands of years, people have entered through these routes settling and mixing with the local population. These includes Dravidians, Aryans, Greeks, Turks, Persians, Afghans, Arabs and Moghals. However, the dominant racial type in Pakistan is the Indo-Aryan. Some people in the Kalat region have Dravidian traces. The Baluchies and Pathans are predominantly a mixture of Turks and Iranians, two of the important branches of the Arayans.

The history of the Baluchies reflect their valour, love of freedom and fear of God. They lead a simple life and are honest and straight forward. Their hospitality is famous the worldover.

The Pathans of the North-West Frontier are born fighters. They are industrious and hard-working. They have a literary bent of mind and have produced poets and writers. Their hospitality has been a by-word throughout the history.

The Punjabi are mainly farmer-soldiers, though they are efficient and hard-working in other occupations too. They are usually tall, well-built and active, forward-looking, disciplined and industrious, they make very fine soldiers. The bulk of the fighting potential of Pakistan's Armed Forces is provided by the people of the Punjab. They have produced the national poet, thinker and a great philosopher, Allama Dr Muhammad Iqbal, who put forward the idea of Pakistan. The Punjabi culture is rich with folk songs and dances - Luddi and Bhangra.

The Sindhi way of working and living has a direct impact of Islam. Sind is known as Bab-ul-Islam (Gateway to Islam). The fine handicrafts that are characteristic of the Sindhi region reflect all the traditions and influences the rich sindhi lore. The Sind is also known as the Land of Saints.

On the whole, the people of Pakistan love freedom and by working hard, they are determined to make their country strong. Their hopes and aspirations for the future are very high. They want to bring in prosperity and peace. They are united and stand like a rock to defend their beloved homeland against any aggression. They believe that a day's life of a lion is much more honorable than a thousand years' of life of a jackal.

1.3.2 Religions

The majority of the population of Pakistan is Muslim, but a small minority of Hindus, mostly big landlords, is settled mainly in the border districts of Sind. Christians are widely spread and form about 3 per cent of the total population. An economically notable minority is that of the Paris numbering between 15,000 to 20,000, mostly settled in Karachi. With the exception of the Head of the State and the Prime Minister, every post is open to all. The Constitution of Pakistan guarantees the right to profess, practice and propagate their religions. There are elected representatives both in the Federal and Provincial Legislatures and the local bodies.

1.3.3 Languages

A number of languages are spoken in Pakistan. All belong to the Aryan age with the exception of Brahui which is spoken by a small number of people in the Kalat region. These languages heavily lean on Persian and Arabic. Baluchi, due to the area's geographical affinity to Iran, is more akin to the Persian than any other language. Urdu is the national language and forms a common linguistic link between the people of various regions.

1.3.4 Literacy

According to the 1981 Census, the literacy rate increased from 21.7 per cent in 1971 to 26.2 per cent in 1981 showing a growth rate of about half a per cent. The male literacy stood at 35.05 per cent as against 15.99 per cent for the female population. Of the Muslim population of 10 years and above, 38 per cent can read the Holy Quran and Urdu is the fifth most spoken household language of the country. Out of 13 million people who had some education, 46 per cent had passed primary education, 2.3 per cent middle and 20 per cent matric. The per centage fell to 5.9 in the case of intermediate, 3.8 for graduates and only one for master degree holders. The per centage for professional graduates is still low 0.28 for engineering, 0.25 for medicine and 0.28 for law. Of the total population having passed primary, middle and matric, the share of women was 30.7 per cent, 24.6 per cent and 23.5 per cent respectively. It stood at 22.3 per cent for medical education and 3.1 per cent for law. The literacy per centage in urban areas stood at 47.12 and in rural areas at l7.33. The highest literacy rate of 31.45 per cent is in Sind, followed by 27.42 per cent in the Punjab, 16.70 per cent in NWFP, 10.32 per cent in Baluchistan and 6.38 per cent in FATA. The Federal Capital, Islamabad recorded a literacy per centage of 51.75.

1.4 Administration

Introduction

TABLE 2

	DIVISIONS	DISTRICTS	AGENCIES	TEHSILS UNION	VILLAGES	COUNCILS
1. Federal Capital Area	-	1	-	1	12	132
2. Punjab	8	32	-	109	2735	25846
3. Sindh	4	18	-	80	831	5885
4. NWFP	7	20	-	#47	830	7100
5. Balochistan	6	25	-	$109	399	6577
6. FATA	-	-	*12	42	13	2621
Total	25	96	12	388	4820	48161
7. Azad Kashmir	-	5	-	17	202	1558
8. FANA	-	5	-	21	113	577
Grand Total	25	106	12	426	**5135	50296

*	Includes 7 Agencies & Tribal Areas..
**	Includes 613 other Local Councils
#	Includes 21 Tehsils of un-settled part of NWFP (Chitral, Dir, Malakand PA & Kohistan)
$	Includes 55 Sub-Tehsils.

TABLE 3. POPULATION AND LABOUR FORCE - (1992)
(Million Nos.)

Description		Pakistan	Punjab	Sindh	NWFP	Balochistam
Total Population		117320	*64409	27805	^6307	8799
Growth (%)		3.1	2.7	3.6	3.3	7.1
Share (%) in Pakistan
Population Density		100.0	54.9	23.7	13.9	7.5
(Persons/Sq. Km.)		147	312	197	160	25
Rural population
(Share %)		71.7	72.4	56.7	84.9	84.4
Adult literacy rate (%)		26.2	27.4	31.5	16.7	10.3
Total labour force		33823	19231	7841	4211	2540
Employed (%)		96.9	96.5	98.3	95.5	99.3
Labour force engaged in (%):
	i. Agriculture	51.2	51.5	47.4	51.2	66.5
	ii. Manu. and mining	12.8	13.8	14.2	8.1	4.4
	iii. Trade	11.9	11.3	14.5	11.4	9.4
	iv. Construction	6.4	6.5	4.4	10.1	4.3
	v. Others	17.7	16.9	19.5	19.2	15.4

*	The Population of (0.469 million) of FCA is included in Punjab.
^	The Population of (3.062 million) of FATA is included in NWFP.

1.4.1 Labour Force

According to the 1981 census, the country's labour force was 27.6 per cent of the total population and 40.2 per cent of the labour force was aged 10 years and above, of which 50.6 per cent were males and 2.1 per cent females.

The unemployment rate was, however, 3.1 per cent; of which 2.3 per cent was in the rural areas and 5.2 per cent in urban areas (2.9 per cent for males and 7.5 for females). Nearly half of the labour force is employed in agriculture, including animal husbandry, fisheries, forestry and hunting; 25 per cent in production and related works; 8.3 per cent in sales etc; and 3 to 4 per cent in professional, technical and related trades and professions including clerical jobs, services etc.

1.5 Economy


Introduction

Since 1947, when Pakistan gained independence and inherited a very weak economy, considerable progress has been made both in terms of growth in GNP and structural change in the composition of output. Development of social services and the programs for introducing modernisation of rural life have lagged behind improvements in physical output, but these concerns have moved up high on the agenda in recent years. Saving and investment rates, while improving steadily over the years, have remained below the full potential generated by growth in the economy. High dependence on foreign concessional loans and grants, providing a push to the development effort during the sixties, has been brought down to a small per centage of the GNP without recourse to large commercial borrowing. Inflation, threatening to get out of control during the mid-seventies, has been brought down to a single-digit rate.

The flow of goods and services from economic activities within the country-gross domestic product - has expanded almost five-fold in real terms; and per capita income, the most commonly used criterion of the stage of development and rate of progress, had more than doubled from less than Rs. 1,800 at today's prices in 1950 to the level of about Rs.4,000 in 1982-83. The average growth rate for the period 1950 to 1983 has been 5.1 per cent per annum. The per capita income growth was about half of this rate, as a result of the relentless Table increase in the pressure of population.

TABLE 4

SOME ECONOMIC INDICATORS	PAKISTAN
- Per capita income US$	380
- Inflation rate (%) (Annual average 1980-89)	6.7
- Yield per hectare (Kgs) Wheat	1843
Rice (paddy)	2380
Seed Cotton	2283
Sugarcane	40720

TABLE 5. NATIONAL ACCOUNTS 1991-92
(Rupees Million)

Description	Constant factor cost Value	Share (%)	Current factor cost Value	Share (%)
Agriculture	121992	257	268103	254
Manufacturing and Mining	87728	185	192848	183
Wholesale and Retail Trade	79085	167	177335	166
Public Admn. and Defence	32246	68	84818	81
Transport, Storage and Comu.	45315	95	94161	89
Services	36335	76	80111	76
Other Sectors	72204	152	157455	149
GROSS DOMESTIC PRODUCT	474905	1000	1054831	1000
Net National from abroad	9125		23046
GROSS NATIONAL PRODUCT	484030		1077877
Per Capita Income (Rupees)	4126		9188

TABLE 6. EDUCATION 1991-92

Particular	No. of Institutions	Enrolment (000 Nos.)	Teaching Staff (000 Nos.)
Primary schools	119892	12721	283
Middle schools	8914	3186	89
Secondary schools	8910	1220	168
Secondary vocational institutions	1151	135	10
Arts and science colleges	643	527	18
Professional colleges	99	79	5
Universities	23	82	5

1.5.1 The Industrial Sector

Despite difficulties, over the last four decades we have come a long way and the industrial sector, including large and small scale manufacturing, now contributes 20 per cent to the Gross Domestic Product with manufactured items accounting for 55 per cent of the total exports and employing 13.4 per cent of total employed labour force in the country.

Large scale manufacturing currently accounts for 70 per cent of the total industrial value added in the country. A considerable diversification has also been achieved in its structure. The share of the textile industry which was roughly 32 per cent of the industrial value added in the late sixties has now come down to 16 per cent with the growth of metal based industries and chemicals including fertilizer and petroleum refining and steel and steel-based industries.

There are about 66,000 units in Pakistan engaged in industrial production. Among these about 6,300 units are registered under the Factory Act, while the remaining units are small and of household level, mainly unregistered but contributing to the national economy. The engineering units registered in Pakistan have been estimated at 1,900 in number, with an estimated production of worth Rs. 16 million. The manpower employed in this sector is estimated to be about 205,000 persons. Although the base of the engineering industry in Pakistan has been developed to a sufficient extent, the country still depends heavily on imported equipment and technologies to meet its requirements. The demand of engineering goods in Pakistan is around Rs.50.42 billion, comprising imports of about Rs.34.37 billion in the year 1985-86, which consumed about 70 per cent of total export-earnings of Pakistan. It has been estimated that the demand will increase from Rs.92.16 billion during the Seventh Five-Year Plan (1988-92) with a communicative annual rate of 10 per cent.

The expansion of the industrial sector is now faced with a different set of problems. These problems are offshoots of the high-tech age we live in. The world is undergoing today an unprecedented and revolutionary technological advancement and change. Every day large numbers of new products and processes appear in the market from the R&D laboratories. Technology is feeding on itself. This situation demands concerted corporate efforts towards technology management in industry. This requires a systems approach to manpower development in various technical fields.

TABLE 7. MANUFACTURING MINING AND ENERGY
(000 tones)

ITEMS	PAKISTAN	PUNJAB	SINDH	NWFP	BALOCHISTAN
Cotton yarn 1990-91	1041	613	377	-	-
Cotton cloth 1990-91 (million sq meters)	293	153	133	-	-
Sugar 1991-92	2326	1012	1188	126	-
Vegetable products 1990-91	656	-	-	-	-
Fertilizer 1991-92 (000 n-tones)	1151	714	384	53	-
Tractors 1991-92 (000 nos)*	11	-	-	-	-
Crude petroleum 1990-91 (Million Barrels)	23.486	10.902	12.584	-	-
Natural gas 1990-91 (Billion-cu-meters)	530.377	36.229	188.998	-	305.150
Electricity generation 1990-91 (Mn. Kwh)	41.694	10.432	18.583	12.385	294
Villages electrified as on 30.06.1991 (Nos.)	37295	18742	7895	8725	1933

2. Technical, Educational and Vocational Training (TEVT) in Pakistan


2.1 The TEVT System

· In structural terms, TEVT consists of three sectors namely, formal, informal and non-formal. The formal TEVT sector, relates to training under the control of the Ministry of Education (MOE) and the provincial Directorates of Technical Education (DTEs). The non-formal TEVT sector covers training provided outside the formal education sector, under the control of other government bodies, such as the Ministry of Labour, the Directorates of Manpower and Training, and the Departments of Social Welfare. The informal (Private) TEVT sector, consists of private TEVT institutions. Another traditional method of training is tutor and pupil (Ustad and Shagird) method of training which is generally undertaken by the low income group of society. Shagirds are learners mostly of the 6-10 age group entering into learning and they are paid nominal wages or almost no wages and learn the skill within a period of 4 to 8 years.

· The formal sector of TEVT includes vocational training in secondary schools; technician training in polytechnics and colleges of technology; commercial training in commercial institutes and colleges; and relatively limited training of skilled and semi- skilled workers in vocational institutes.

· The non-formal sector controls training for skilled and semi-skilled labour, in vocational institutes and technical training centres. Some training of commerce also occurs.

2.2 The Development of TEVT

· On the recommendation of the First Education Conference in 1947 the Council of Technical Education which was established in 1948 prepared a comprehensive development plan including strategies for the training of technicians, entrepreneurs and skilled and semi-skilled workers in 1950. It recommended the establishment of the first three polytechnics by 1955.

· Establishment of the first three polytechnics occurred during the First Five Year Plan (FYP) period with the Ford Foundation's assistance.

· Directorates and Boards of Technical Education and Technical Teacher Training Wings within polytechnics were established in 1959 on the recommendations of the commission on National Education in 1959.

· Targets for significant improvement and expansion of vocation training were detailed in the Second Five-Year Plan (1960-196 5) but were only 40 per cent attained. The major policy for the promotion and regulation of apprenticeship training was developed during this period and formalised in the Apprenticeship Ordinance, 1962.

· During the Third Five Year Plan (1965-1970) vocational schools were transferred from the Industries Department to Education for their improvement and expansion, and new centres were established.

· A new education policy was introduced in 1970. It described the condition of vocational training as "presently, there is no systemic pattern of training. Some training is conducted in the public corporations, a bit is done in private industry through apprenticeship programmes, vocational institutes exist here and there, but generally there is small enrolment. The scattered nature of training and the indefiniteness of its contents impede work mobility, hinder recruitment of talented people to operational tasks, and in general reduce productivity". (New Education Policy, Islamabad, 1970.)

· At the end of the Third FYP. Nine of the proposed 14 new polytechnics were established. Proposals to transfer commercial institutions into departments of polytechnics were not pursued.

· Nationalisation of private education institutions was implemented in 1972 in pursuance of the Education Policy, 1972-1980. The nationalization placed restraints on TEVT budgets. Following the reversal of the nationalisation policy in 1979, response in the form of investment in new private TEVT institutions has been markedly slow-except in commerce.

· The Education Policy, 1972-1980, introduced an agro-technical scheme for secondary education to widen the essentially academic curriculum of the schools and as a measure to increase the employability of school leavers. During (1970-1978) seven polytechnics were upgraded, and six new polytechnics and 27 commerce institutes were established. A major revision of the polytechnic curriculum was carried out

· Major quantitative expansion of vocational training occurred during the late 1960s to early 1980s largely outside the formal system in response to the overseas labour boom and shortages of skilled labour in Pakistan.

· The National Education Policy, 1979, proposed the expansion of the agro-technical scheme and the orientation of curricula in the polytechnics vocational and commercial institutes to production. It also proposed the introduction of evening programmes, establishment of separate skills development schools for drop-outs and the commencement of a national technical teachers training college. Most of the proposals could not be implemented during the Fifth Five-Year Plan (1978-1983).

· On the recommendations of the ILO and IDA the National Training Board (NTB) was organised as a statutory Vocational Training body, the National Training Bureau and the Provincial Training Boards, (PTB) to regulate and promote vocational training and assess existing and future training needs for both local and foreign labour markets.

· Major expansion and development of vocational training facilities took place through the World Bank financed National Vocational Training Project, (NVTP) Phase-I (1981-1987).

· Expansion and upgrading of the polytechnics, including the establishment of the first polytechnics for women, occurred during the Sixth Five-Year Plan period through Asian Development Bank funding. The National Technical Teachers' Training College was established under the same project.

· The Seventh Five-Year Plan (1988-1993) included major proposals for the improvement and expansion of TEVT, increasing total enrolments by over 33 per cent. Thirty-six new poly/mono-technics and fours commerce colleges, the consolidation (not expansion) of existing commercial institutes and the upgrading of six commercial institutes to colleges, were proposed. The introduction of new technologies in the polytechnics and the commencement of full operation for the National Technical Teachers' Training College, Islamabad was stressed. Further expansion of vocational training is proposed under Phase-II of the National Vocational Training project and by encouragement to the private sector by means of loans and tax incentives.

The major policy statements of the Seventh Five-Year Plan (FYP) proposed the provision of polytechnics at district level, for men, and division level for women, and of a college of technology in each division. The plan restated earlier proposals for legislation to enable industrial training for engineering and technical graduates and for the establishment of production units in selected Technical and Vocational Institutions. It reaffirmed the Sixth FYP proposal for a Council of Technical and Vocational Education for the planning, coordination and evaluation of the entire range of technical and vocational programs.

TABLE 8

PAKISTAN
MAJOR COMPONENTS OF TEVT
NUMBER OF INSTITUTIONS AND ENROLMENTS

		No. of Institutions	Enrolment (rounded)
FORMAL SECTOR
	- Directorates of Technical Education
	Polytechnics/Colleges of Technology
	(Diploma of Associate Engineer)	52	28000
	- Commerce
	(Certificate and Diploma of Commerce).	137	22000
	Vocational Institutes/Centres, Boy	20	3800
	Vocational Institutes, Women	185