Findings from a perception survey

Shah (2004) conducted an assessment survey of TVET institution for his PhD dissertation. He asked questions to 35 institutional heads, 175 teachers and 350 students about the clarity of the objectives of TVET, availability of physical facilities, administrative facilities, curricula, co-curricula, staff development, assessment and evaluation, etc83. Findings of his research suggest the acceptance of the hypothesis that objectives of TVET are clear to students, teachers and administrators. The teachers play an important role in achieving the objectives, the physical layout of the laboratories was found satisfactory, and the facilities were properly utilized, and somewhat well equipped in the institutions in which the survey was conducted. The workshops were found to have proper raw materials while the hypothesis that facilities are well maintained was rejected. The computer facilities were also found to be adequate. Nevertheless the survey participants complained about lack of transport facilities and lack of first aid facilities, lack of disaster management facilities in case of fire or accident, lack of lodging facilities for teachers and students on campus; therefore, the research hypothesis failed. Though computers are available; however, online research and education facilities are non-existent and the hypothesis failed miserably. The findings suggested that the performance of administrators of TVET institutions was unsatisfactory which was also supported by the findings of other researchers. Though teachers were found to be performing satisfactorily given their expertise; however, they were not abreast with modern technologies and needed refresher course. Teachers were not competent enough to use modern instructional methods, e.g, audio video

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ADB (2004) Page 86 argues that there is no pledge by the government in the form of contract to carry these initiatives forward once the donor funding stops.

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technologies, etc. Nevertheless, insufficiency of funds was reported for staff development and teacher training programmes do not fulfil the objective of improving quality of teaching staff. The need for in-service teaching staff training and development was underscored by survey participants. There is lack of support from institutions in job search and placement and there are no facilities for guidance and counselling. The performance of the institutions is not periodically evaluated. The teachers, students, and principals support the idea that curricula used in training is outdated -needs revision-and is not at par with international standards. The curricula and teaching methodology does not promote critical thinking among students. The curricula fail to achieve the learning objectives. Participants of the survey agreed that the course materials and mode of instruction should be in English as well as Urdu.

In answer to a question about teacher quality the survey participants responded that the teachers are

not doing enough to play the role of a mentor and their interest in students‘ character building was insignificant. On assessment and examinations it was revealed that students‘ practical work is not

given much weight; rather, the emphasis is on written exams. The exam system was found to be ineffective in achieving course evaluation objectives and the system rather encourages rote learning. Participants of the survey believed that the annual exam system is not useful while a semester system was preferred by al participants.

Based on Shah‘s (2004) findings it is imperative to suggest that there is lack of coordination

between institutes and industry and the need for employer advisory councils was widely accepted. The participants of the survey also felt that the state of existing TVET facilities and the quality of graduates does not meet industry demand and hence is also an important factor in lack of growth, expansion, and modernization among different industries. The industry does not expand and import modern technologies as they do not find qualified staff and the in-house cost of training for industry is very high. The disinterest of the government and lack of proper incentive structure in policies and subsequent implantation plans is missing. The development of Pakistani industry depends on a trained workforce with quality education. The survey participants ascertained that overall educational policy is inline with the objectives of literacy. However, policy for technical education is reported as non responsive to the needs of the industry, youth, and labour markets. Nevertheless, it is accepted that there are trained and committed people in policy formulating agencies but there are many other numerous factors which are responsible for policy failure. The policy targets are not thoroughly researched; therefore, the technical education policy and plans remain ineffective. Most of the policy objectives are unrealistic and are not achievable due to shortage of funds and lack of implementation capacity. The quality of technical education is not assigned a priority in development plans. Teachers, industry, students, and administrators of TVET institutions, and civil society are not consulted as stakeholders in policy formulation process. Those who are responsible for implementing the policy are not involved in plan preparation. The plan implementation process is fraught with difficulties and there exists lack of coordination among implementing agencies and stakeholders. The plans are not elaborated and many stakeholders remain unaware of the policy objectives before the plans are lunched. While insufficient funds are allocated for technical education they are not released in time, which is also one of the reason for policy and plan failure. A leakage of funds occurs during implementation due to corruption. Political interference and political instability is also an important factor for policy inconsistency and failure.

The survey results also confirm the stigma associated with blue collar jobs. The graduates of the TVET institutes are not given respect in the society and looked upon as incompetent and of lower

status. There is a consensus among general public that technical and vocational education and training in Pakistan is not developing properly and in right direction.