12th 5 year plan for gilgit baltistan (2018-2023)...12th 5 year plan for gilgit baltistan(2018-2023)...
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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
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