The conventional education system alone cannot serve the purpose of educating and skilling the country’s masses. Technical and vocational education is crucial for the country’s social, economic, and human capital growth.
Art & Design students’ perspectives on work-integrated learning and challenges: a case study of STEP Institute of Art, Design & Management, Pakistan
Educational norms and demands are changing all over the world. The conventional education system is no longer such a popular choice. Students demand an educational system that offers real-time learning and practical applications for the knowledge they acquire. Work-integrated learning is both new and attractive to students. This concept is gaining importance in educational institutes worldwide as it serves the changing needs and expectations of students. This study aims to understand Art & Design students’ perspectives on work-integrated learning. It was conducted at the STEP Institute of Art, Design & Management, Pakistan, where 100 students were selected through purposive sampling. The results of the study suggested that students have a clear understanding of work-integrated learning. Moreover, they highlighted some of the most critical aspects of the integrated learning environments they experienced during their studies.
Effect of including global TVET worldview in TIMT (TVET Institute Management Training) on vocational institute management in Pakistan
Since January 2017, the TVET Sector Support Program (TVET SSP) has entered a new phase to support the Government of Pakistan in enhancing access, equity, relevance and quality in skills development. In terms of content, TVET SSP is being implemented through four cross-sectoral intervention areas: 1) Policy and Governance, 2) Private Sector Participation in TVET, 3) Capacity Building of TVET Personnel/Human Resource Development (HRD), and 4) Implementation of Reformed TVET. The majority of TVET institutes in Pakistan are currently managed under traditional TVET management philosophy.
Augmenting Teachers’ Training with technical didactics and contemporary practices for effective TVET in Beauty sector of Pakistan
The concept and execution of skills-based vocational training in Pakistan starts with policy documents and ends with the completion of a certificate which is nationally recognized. In the current situation of the TVET sector in Pakistan, the CBT philosophy is introduced by the TVET Reform Support Programme, which defines the role of the instructor as one pivotal success factor. Non availability of CBT&A trained instructors can be a pitfall for CBT intervention. There is a huge need of capacity building of instructional staff as per the need of CBT philosophy. Lack of knowledge between the conventional system of training and CBT model has created the gap, which is one major factor responsible for not producing the required output. This paper concentrates on investigating and analysing the dire need of encompassing the technical didactics and their implication for augmenting the CBT approach in Pakistan.
Application of work process based curriculum development at STEP Institute of Art, Design & Management, Pakistan
What is required of TVET practitioners today is not merely the understanding but the application of ‘Work process knowledge’, which is considered a major training focus. All functional areas play vitally and are interlinked and inter related. The concept of work process knowledge has gained importance for transformation in nature (Boreham 2002). The passive connection between academia and industry ought to be replaced with an active and strategic engagement. To achieve the transition, it is essential to shift the perspective to a ‘many to one orientation’, enabling the trainees with multiple information resources, of which only one is the assessor.