Download - VT in Madaris-ORAC30July2016
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Seminar onEducation and Vocational Training
Organized by
ORAC in Collaboration of FPCCI30th July, 2016
Presented by Dr Masroor Ahmed Shaikh
Vocational Training in MadarisPossible Modes and Models
Education Expenditure - Pakistan
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Source: Pakistan EFA Review Report-2015
Allocation for Education
Financial Year % GDP PKR in Billions
2014-2015 2.62 656.394
2015-2016 2.68 733.841
Source: Government Allocation for Education in Pakistan, Alif Ailaan
TEVT Structure in Pakistan
Programmes:•B. Tech (4 years)•DAE•D.Com•DIT•TSc•GII, GIII•Vocational Diploma•Short Courses
Sindh TEVTA Institute’s
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RegionGCT GPI GMI GVI GVTI GVS GVTC GIB & CE
Total(Region)B G T B G T B G T B G T B G T B G T B G T B G T
Karachi 2 1 3 7 4 11 8 -- 8 -- 4 4 2 1 3 -- 6 6 5 7 12 5 -- 5 52
Hyderabad 1 -- 1 6 1 7 10 -- 10 1 1 2 -- 1 1 -- 19 19 5 9 14 11 -- 11 65
Sukkur 2 0 2 4 1 5 8 1 9 2 1 3 2 -- 2 -- 25 25 3 3 6 10 -- 10 62
Larkana 1 -- 1 3 -- 3 5 -- 5 3 -- 3 1 -- 1 -- 15 15 5 4 9 7 -- 7 44
Mirpurkhas -- -- 0 4 -- 4 3 -- 3 -- 1 1 -- -- 0 -- 6 6 2 5 7 7 -- 7 28
Total(Type) 6 1 7 24 6 30 34 1 35 6 7 13 5 2 7 0 71 71 20 28 48 40 0 40 251
TEVT Modes and Model
Modes for delivery
School-Based
Centre Based
Workplace Based
Models for Vocationalization
Separate-Parallel Model
Dual Training Model
Apprenticeship Model
Separate-Parallel System, Malaysia
Source: Ahmed, Z.(2011)
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
Dual Training System Model
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.
Limitations
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.
Hybrid- A New Approach
Source UNESCO, Model: Separate-Parallel Model
Advantages of Hybrid Model
Optimum utilization of facilities both in Madaris and at VTI. Vocationalization with minimum available resources. Open doors for flexible education and training.School leavers or Trainees at VTI would be able to join the
Madaris education.Every Madrisa would not be required to establish and maintain
workshops and technical staff. Trainees will be able to learn skill properly and under the
supervision of technical teachers. Recognition of Skill and Trainees will be able to get credit transfer
in admission for further higher education.Madaris will have no fear of closing the training in middle of the
session, due to non availability of trainers of for any other reason. Trainees will have more options in selection of trade.
Hybrid-Anticipated Issues
Synchronization between Madaris and VTI will required dedicated heads.
Madaris/VTI will be required dual affiliation. Increased cost for tarinee due to double registration and
examination fee. Trainees will have to attend two institutions; VTI for skill
training and Madaris for religious/academic courses. Integration of Skill Training modules might increase
Madaris/VTI hours. Transportation of trainees might put extra financial
burden on Trainees/Madaris.
TSC School Based, Separate-Parallel Model
Component-I M P/W1. (a) Sindhi Sales, or (b) Sindhi, or 75 4 (c) Geography of Pakistan-I 2. English-I 75 63. Pakistan Studies 75 4
Component-II4. Chemistry Th. 75 6
Pr. 25 25 Mathematics-I 50 56. Tech. Drawing F(30) 50 4
S(20)Component-III7. Trade Theory 50 68. Trade Practical F(60) 100 9
S(40)
Part - IPart - I
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Part - IIPart - II
Component-I M P/W1. (a) Urdu, or (b) Urdu Sales, or 75 4 (c) Geography of Pakistan-II 2. English-II 75 63. Islamiat or Ikhlaqiat 75 4
Component-II4. Physics Th. 75 6
Pr. 25 25 Mathematics-II 50 56. Tech. Drawing-II F(30) 50 4
S(20)Component-III7. Trade Theory 50 68. Trade Practical F(60) 100 9
S(40)
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Trade Courses
Auto Mechanic (Motorcycle & Scooters).
Beautician. Computer Hardware Dress Making & Fashion
Designing. Electrical Wiring. Fish Farming. Food Processing and
Preservation. Motor Winding. Plumbing & Sanitary
Fittings. Poultry Farming.
Repair and maintenance of domestic Refrigerator, Air-Conditioner and Desert Cooler.
Repair and maintenance of Household Appliances.
Radio & Tape Recorder Repairing.
Servicing and Minor Repair of Tractor.
TV Servicing. Welding (Arc & Gas). Wood working and
Furniture Making.
Curriculum & Books
Vocationalization of GE-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
Recommendations
Separate-Parallel model may be applied.
We may develop Hybrid Model, where a Madrisa may be partnered with VTI located in its vicinity to share training facility and technical staff.
Trade Courses containing Practical Skill shall be introduced at 9th and 10th level.
Trade courses shall be assess and certified by BTEs or TTBs. The trainee shall be allowed Credit transfer for admission into TEVT institutes.
Thank You
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