12th 5 Year Plan for Gilgit Baltistan

(2018-2023)

TVET Policy Implementation Plan for Gilgit Baltistan

Objectives:

The 5 Year TVET Policy Implementation Plan revolves around the 4 Objectives of Sustainable

Development Goals (SDG) for likewise, Quality Education, Gender Equality, Decent Work and

Economic Growth and Partnerships for Goals whereas the specific objective of the plan is to

“To streamline the regional TVET Landscape by adopting the reform agenda of TVET

through improving, governance, quality and outreach in collaboration of active engagement of

private sector so that to ensure employment and self-employment of youth through TVET.

Sectoral Vision:

The Sectoral Vision of the 5 years plans are in lined with the SDGs objectives are based on the

following strategic outputs.

1. Secure Greater National Commitment to Skills Development

2. Quantitative and Qualitative Increase in TVET Provision 3. Creating National Standards-based TVET system for Qualifications, Assessments and

Certifications

4. Making a Shift towards Competency-Based Training

5. Develop new partnerships between government and the private sector

6. Build credible and sustainable links with the informal sector

7. Continue and accelerate TVET sector reform process

Description

At present TVET cell GB is functioning in the premises of Directorate of Education (Schools)

GB which is shared by Director TVET/ Projects and its staff with Director Education Schools,

Planning, and Director Colleges along with their ministerial staff. Due which the existing building

is insufficient to cater the need of various sections i.e. Vocational Counseling and Job Placement

section, Assessment and Certification section, M & E section, B&A Section, Admin Section, and

Curricula section of Director of Technical Education and Skills Development. No posts exist for

the Directorate currently. All exiting staff has been working in TVET cell GB on need basis.

Existing situation

Technical & Vocational Education Training sector in Gilgit Baltistan is at very nascent stage

unlike other provinces of Pakistan. The main reason for this gap has been absence of any formal

institutional setup that could offer patronage to the TVET sector in Gilgit Baltistan till last few

years.

Nevertheless, the Education Department of GB realized this need after 2005 when National

Vocational and Technical Training Commission (NAVTTC)Prime Minister Secretariat, Islamabad

initiated its activities at apex regulatory body for Technical Education and Vocational Training in

Pakistan and played a fundamental role as a sponsoring agency for TVET sector project at

provincial level including GB region. Education Department GB made the successful and decisive

efforts to introduce TVET sector in the region. In financial year 2008-2009, the Education

Department GB developed a proposal project titled “Establishment of Seven Technical and

Vocational Training units in Gilgit Baltistan”. The Central Development Working Party (CDWP)

approved the scheme for a total cost of Rs.139.891 Million in its meeting held on 1st March 2008

followed by Planning and Development Division (PIA-II Section). NAVTTC Prime Minister

Secretariat issued administrative approval in this regards, Islamabad vide letter No.1-82/2007-

PD&A, dated 17 March 2009. During 2009-2010 initial administrative affairs and procurement

took place and formal trainings were initiated up to first quarter of financial year 2011.Project

initiated its core activities to cater the issue of drop out students as potential human resources to

enhance the quality of labor force for GB.

Trainings were conducted in the following trades at the then seven (07) districts of GB.

1) Electrician

2) Carpentry

3) Steel fabrication and welding

4) Plumbing and pipe fitting

5) Household Appliances Repair

6) House keeping

7) Computer and Secretarial trainings

8) Food processing

9) Tailoring and dress making

10) Auto mechanics

11) Gemstone cutting and polishing

The said scheme was executed by the Project Implementation Unit (PIU) headed by one Project

Director (PD) through Principals one at each district along with 32 instructors and other supporting

staff based at district level. All communities acknowledged project by the virtue of its inherent

benefits across GB. Nevertheless, few trades could attract more students than others due to some

unavoidable reasons. The reasons were subject to regional and social preferences of trades among

communities. For instance, steel fabrication in Hunza-Nagar could not draw attention well in time

and remained the same situation with Auto Mechanic trade in Skardu and carpentry in Astore;

however, the same trades remained responsive in other areas. It is important to realize that initial

effort was made to institutionalize and to functionalize the Vocational Training Centers (VTCs)

with available limited human and physical resources under scope of the project. Total number of

trainees trained in all centers is 3518. A breakdown of trade wise physical progress till 6th June,

2013 is stated below.

As a matter of fact, this project was first of its own nature and scope in Technical and Vocational

training by the virtue of employing reasonable human recourses and facilitating center with heavy

investment in form of equipment and machinery. The project met a decent level of achievement

despite several administrative, infrastructural and person related constraints.

These shortcomings and gaps in service delivery have been analyzed and it is inferred that the

previous project offered only trainings in above limited eleven (11) trades and iterative trainings

in those trades would saturate the labor market. Therefore, this project has been planned to train

unemployed literate youth in the following sectors:

The Directorate of Technical Education and Skill Development will offer three (03) months, six

(06) months and one year training programs in the above trades as per local, national and

international labor market demand. The current standard cost per trainee according to National

Vocational and Technical Commission of Pakistan for six months training program is 27000. The

trades will be offered on prevailing labor market demand in emerging economic sectors which

may include trades other than above mentioned trades. Instructional staff will be hired from market

on contract basis as per trade requirement for a period of 3, 6 or one year. Directorate of Technical

Education and skill Development will carry out following activities:

1. Conducting market survey for training

2. Advertising for trainees and instructors

3. Execution of trainings

4. Assessment of trainings and certification

5. Facilitation of Job placement of trainees

6. Industry- institute linkage

7. Communication

12th 5 Year Plan for Gilgit Baltistan(2018-2023)

TVET Policy Implementation Plan for Gilgit Baltistan

Strategy

Processes/

Activities

Institution

Responsible

KPIs

Short Term

(by Dec. 2019)

Medium

Term

(by Dec.

2023)

Objective 1: Secure Greater National Commitment to Skills Development

1.

1

Prioritizing

TVET at all

levels

• Legislation on TVET

(TVET Act)

• Establishment of Trade

Testing Board and

Board of Technical

Education

Provincial Governments

Private Sector

Development Partners

• Establishment of

Training Board

• Establishment of TTB

Cell

• Establishment of

TVET Advisory

Forum

Establishment

of Directorate of

Technical

Education and

• Allocation of funds

through Training

Board

Skills

Development

1.

2

Expeditious

TVET response

to emergent

opportunities in

local / Overseas

Job Markets

(CPEC etc.)

• Stakeholders dialogue

for need Assessment in

CPEC and other mega

projects

• Formation of TVET

specific working

groups in all mega

projects

• Finalization/

implementation of

proposals/projects

Federal and Provincial

Government

Private Sector

Establishing CPEC

Centre of Excellence for

Skill Development

• Establishing

Public Centre of

Technical &

Vocational

Training

• Establishing

TVET Institutes

along CPEC

Route

1.

3

TVET Image

Building &

Promotion:

Awareness and

Advocacy

Campaigns

Session in School (grade 9

& 10th)

Courses Advertisement

Skill Mella/Product

Exhibition

Radio Programme

Media Persons

sensitization session

NAVTTC, TEVTAs and

Private sector with technical

assistance from donors

2 Provincial Annual

Campaigns

• Disseminating

TVET

awareness to

10% Schools

• Skill

Competitions

at all levels

1.

4

Optimizing

TVET

intervention by

Stakeholders

• Identifying

Fragmentation/Overlap

s

• Consensus building

NAVTTC, TEVTAs and

Development Partners

• Agreements with

TVET stakeholders

• Agreements

being

implemented

• Reports

floated/Data

collected

• Coordinating

interventions at all

levels

Objective 2: Quantitative and Qualitative Increase in TVET Provision

2.

1

Targeted

Training

Programs for

youth training

• Annual Programmes for

training youth regional

level

• Effective

Implementation &

Monitoring

Regional Government • 600 unemployed,

poor, vulnerable and

destitute, men/women

trained in different

trades annually.

• 50 % Increase

in training

target ensuring

gender balance

2.

2

Establishing

Centre of

Excellence in

Hospitality

Sector

• Identification of

Institutes

• Identification of Gaps

• Infrastructure

Development

• Human Resource

Development

Provincial Government,

Development Partners

• CoEs established

• 5 TVET Institutes

capacitated

• 15 TVET

Institutes

Capacitated

2.

3

Training of

Trainers

• Establish / Upgrade

Staff Training

Academies

• Develop Training

Modules

• Arrange Local/Foreign

Training

NAVTTC, TEVTAs and

Development Partners

• 25 Trainers

Trained locally

• 3 Trainers

trained abroad

• 200 Trainers

Trained

locally

• 5 Trainers

Trained

abroad

2.

4

Capacity

Building of

TVET

Managers

• Development of

Training Programs

• Institutional Setup

• Selection of Managers

• Arrangements for

Foreign Training

National and Provincial

Government & Development

Partners

Capacity building of

10% TVET

Managers

Capacity

building of

50% TVET

Managers

2.

5

Strengthening

Accreditation

Regime

• Streamlining

accreditation

framework

• Removing bottlenecks

• Effective

implementation

NAVTTC, Provincial

Government

Development Partners

3 TVET Institutes

accredited

10 TVET

Institutes

accredited

2.

6

Research and

Development

(R&D) for

Making

Training

Programs

Demand Driven

and Responsive

to market needs

• Establishment of

regional TVET MIS

system

Provincial Government Private

sector and Development

Partners

• Linking regional MIS

with NSIS

• Informed,

research-based

decision

making at all

TVET levels

Objective 3: Creating National Standards-based TVET system for Qualifications,

Assessments and Certifications

3.

1

Revamping

TVET

Assessment

System

• Establishment of TTB

and BTE

• Shift towards modern,

practical Assessment

system

Public and Private TVET

providers

Revamped Assessment

adopted in National

Training Programmes

Modern,

practical-

based

• Development of

Assessment Packages

• Establishment of

Assessor's pool

assessment at

all levels

Objective 4: Making a Shift towards Competency-Based Training

4.

1

Strategizing

Shift from

Traditional to

CBT

• Sector Studies and

Seminars

• Identification of

Sectors/Trades

• Identification of gaps

in existing systems

• Formulating

transformatory

framework and adjunct

processes Development

of CBT packages

NAVTTC, TEVTAs and

Development Partners

• 2 Sector

Studies/seminar

s

• Rolling out

Plan for making

shift

• Standards

Notified

• Competencies

Developed

• Piloting and

Re-

adjustments

4.

2

Implementation

/ Establishment

of CBT system

• Capacity Building of

TVET Institutes and

QABs

• Gradual transition to

CBT

NAVTTC, TEVTAs and

Development Partners

CBT Training in 11

Trades and 40 Institutes

50% of all

TVET

trainings

converted to

CBT

Objective 5: Develop new partnerships between government and the private

sector

5.

1

Agreement on

Implementation

of Joint

Activities in

TVET Sector

• Formation of TVET

Forum

• Formation of Technical

Working Groups

(TWG) and Initiation

of Dialogues

• Implementation of

proposals

Public and Private Sector

3 TWG formed (1 for

each region)

2 Annual TVET

Activities on

Public-Private-

Partnership

Model

5.

2

Maximizing

Private Sector

Participation in

TVET Decision

Making

• Ample representation

of Private sector in

TVET Forum, TWGs

and IMCs.

Public and

Private sector

Notification of

agreements and

implementation at

National level

50% Board

membership on

all TVET

governing

bodies from

private sector

5.

3

Larger Private

Sector

engagement in

Governance of

TVET Institutes

through IMCs

• Negotiation/ formation

of IMCs

• Operationalization and

functioning of IMCs

Public and Private sector 7 IMC Notified and

functional by Dec.

2018

Establishment

of IMC in all

TVET

Institutions

5.

4

Enhancing

Apprenticeship

s and OJT

Opportunities

for Youth

• Enactment of National

Apprenticeship law and

National Training

Ordinance in GB

Provincial Government &

Development partners

• Amendment of Laws

• 7 Institutes Linked to

Industry for OJT

• Fully

operational

reformed

Apprenticeship

s

• 80 MoUs

Objective 6: Build credible and sustainable links with the informal sector

6.

1

Extending

TVET system

to Informal

Sector

• Implementing NVQF

in informal sector

through RPL/RCC

• Apprenticeship in

Informal Sector

NAVTTC, Provincial

Government, QAB,

Development Partners

100 Informal Skills

recognized through

RPL/RCC

500 Informal

Skills

recognized

through

RPL/RCC

Objective 7: Continue and accelerate TVET sector reform process

8.

1

Review of

Policy and

targets

• Review of the

effectiveness of

various strategies to

achieve objectives

• Evaluation of the

physical targets

achieved

• Identification of re-

adjustments

All Stakeholders in TVET

sector

-----------

• Number of

targets/KPIs

achieved

• Number of

strategies

revised