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. The success of the technical and vocational education system lies in its coordination with industry and in producing graduates with the skill set that is required by industry. The best practice of a technical and vocational education system is to take industry on board and understand what the market demands of them. For this purpose, STEP Institute of Art Design & Management, in collaboration with its Industry Advisory Council, conducted a study to understand the needs and demands of the market. The objective of this study was to unveil the best practices followed by a TVET institute to produce graduates with employability skills. A detailed focus group was created to collect data from the participants. The study revealed several important dimensions that TVET institutes have to work on, namely, focusing on trainees’ attitude development, digitalisation, research culture, and an updated curriculum. If the institutes excel in these dimensions, they can produce graduates who are readily accepted by industry and strengthen the concept and process of demand-driven TVET.

Keywords: Digitalisation, curriculum, trainees’ attitude, skill set, sustainable development.

1        Introduction

Technical and vocational education and training play a vital role in creating new jobs in the market. According to UNESCO, youth unemployment stands at 73 million, and there are 40 million unique annual entrants to the labour market. The market needs to create a massive number of jobs for the youth, and TVET will produce 475 million in the next decade (UNESCO 2016). The market demands dynamic and energetic efforts to develop an inclusive, knowledgeable, and trained workforce. To create a sustainable society, we need an equitable and professional workforce to cater to ever-changing market needs. The most critical factors are the inclusion of the youth in effective employment and the development of their lifelong learning skills. Unemployment is a complex issue which no single reliable indicator can explain. Many studies link unemployment to the quality and relevance of outputs of the TVET system and its compatibility with the needs of the labour market. TVET institutes are among the most critical stakeholders in this regard (Allais et al. 2021).

The skill gap is one of the major concerns of the market. The skill gap is the term used to differentiate students’ skills and industry’s required skills. Ruthless competition in industry means that recruiters want to recruit professionals, not students. Industry needs a workforce trained with employability skills rather than just bookish knowledge. Compared to students with basic proficiency, learners with employability skills get employed more easily. Employability skills refer to the proper knowledge, skill, and attitude required at the workplace (Nisha & Rajasekaran 2018). Industry recruiters frequently complain about students’ lack of job readiness and job-specific skills. The recruiters seek out people with skills, including job-specific and generic employability skills. The inefficiency or inefficacy of TVET institutes produces less competent graduates, causing the overall downfall of the TVET system.

One of the biggest challenges faced by TVET institutes is identifying industry-related skills and imparting those skills to students. Employers often complain that young graduates lack the required skills. The unemployment rate for young graduates is rising day by day. Fewer conventional jobs in the markets is one reason, but the lack of skills needed for a particular job is also a contributing factor to the employment, or otherwise, of young graduates. Competency is the fusion of job-specific knowledge & skills and generic skills. The pressure to develop this competency is concentrated on the educational institute. Educational institutes require best practices by providing competency-based education and focusing on employability and lifelong skills to thrive in the edge-to-edge market.

Students’ careers can be established and plotted with the help of employability skills. Employability skills improve their communication, work ethics, presentation, effective team building and managerial skills, leadership, time management, interview and negotiation skills, and interpersonal skills. Thus, preparing students with soft skills can be considered best institutional practice and will enable them to participate effectively in various selection procedures and develop an overall sustainable TVET system.

2        Purpose of study

This is not a common problem in Pakistani industry, but studies have identified similar global issues, especially in the early 2000s. Various countries, such as the UK, USA, Malaysia, Indonesia, face identical issues. This study aims to identify employers’ best institutional practices and skills. It seeks to understand the collaboration of TVET institutes with industry and their demands to create a sustainable TVET environment.

To this end, STEP Institute of Art Design & Management contacted various industry personnel and formed an industry advisory council. The purpose of this council was to project the perception and demands of industry regarding young graduates in detail and highlight the required institutional practices. The meeting is held annually to understand the modern demands of industry and determine what new students should learn before entering the industry.

2.1        Research Objective

The main objectives of the study are:

• To remain updated about recent trends in industry
• To identify and understand the requirements of industry
• To figure out what skills a young graduate must possess
• To anticipate upcoming trends in industry and develop policies accordingly
• To identify the best institutional practices
• Requirements of a sustainable TVET system 

2.2        Research question

This study aimed to identify the best institutional practices to develop the skills that young graduates must possess to thrive sustainably in industry and assess the sustainability of the TVET sector.

2.3        Significance

The significance of this study is enormous and multi-dimensional. The study will benefit industry, educational institutes, policymakers, and, most importantly, students.

From the industry aspect, this research will advocate the recruiters’ perspective. This study will help readers to understand the recruiters’ detailed mindset – in their own words – and their expectations of applicants applying for a specific job. As the recruiter was part of the study, the ideas projected in the survey represent industry requirements. All participants appreciated the efforts to project their expectations in the truest sense.

For educational institutes, this study is of extreme importance as it points out why young graduates are not getting jobs in industry. This study illuminates the weakness in the final product of educational institutes and the reason for their failures in industry. The failure of the young graduate in the sector is considered as the failure of the institute, which adversely affects their business and image. This study points out the best institutional practices to enable them to produce graduates who match the desired industry profile. Therefore, educational institutes must follow the study’s results and make the necessary adjustments to be sustainable entities in the market.

Policymakers can use this study to amend and develop educational policies so institutes can align themselves with the requirements of industry. The gap between industry and academia is a significant factor in the country’s rising unemployment rate. Policymakers can use this study as a basis for reducing the gaps between industry and academia and to compel the education sector to produce graduates who are competent and ready to meet industry requirements in conventional and unconventional job roles.

 For students and fresh graduates, the importance of this study is limitless. This study helps students to identify and understand the traits they must possess to secure a better job. The study elaborates on the knowledge, attitude, and skills that recruiters look for during the recruitment process. Students with the appropriate attitudes, knowledge, and skills have a better chance of excelling in industry. They can opt for programmes and study pathways according to recent market trends and select educational institutes following those trends and imparting the knowledge and skills accordingly.

3        Literature review

The foundation of a successful business is built on skilled human resources. Irrespective of how many resources are invested in a business, the business will not be sustainable if its core human resource – the workforce – is not efficient, well-trained, and appropriate for the job. The market is highly competitive. Companies need people who understand and act according to market demands. Therefore, recruiters always try to take people on who are highly competitive, have the proper skill set required for the job, and possess the right attitude. In short, the employer prefers the workforce to be aware of and in possession of employability skills. Statistics show that, among the young population in developing countries, 75 million people are unemployed. The youth unemployment ratio is 2 to 4 times that of adult unemployment. This is a nightmare scenario, as the youth of any country is its backbone. Youth with the right set of skills, attitudes, and employment can change the fate of nations. The multiple reasons for this level of unemployment include illiteracy, lack of skills, an unprofessional attitude, and lack of core competencies (Kenayathulla et al. 2019).

The current era of globalisation has transformed the world. Business and industries now require people with communication skills, collaborative aptitude, problem-solving skills, and critical thinking abilities, along with formal education. According to the available literature, 80% of job applicants fail because they lack the proper skill set for the job. On the other hand, due to a lack of core competencies, 50% of the industrial stakeholders are deprived of the right candidate. The inability of the education system to produce the right candidate is one of the major failures in this context. According to the statistical bureau of Pakistan, the current unemployment rate is 6.3%. The 21^st-century market and industrial demands are very different from the past. Recent events like the industrial revolution, technological advancement, globalization, and the pandemic have drastically changed the trends and needs of the market.

Recent surveys have revealed that skills specific to a particular job or industry are not enough for young graduates to thrive in the market. A combination of soft, core, and personal skills is required to fulfill employers’ demands and expectations (Suarta et al. 2017). Collectively, these skills are termed employability skills. Detailed analysis of the market and recruiters’ perspectives has revealed that employability skills form a bridge between education and employment – but young graduates, or students about to graduate, currently lack these skills. There are numerous definitions of employability skills, including the following:

• According to Munro (2007), “employability skills involve the ability to contribute to work efficiency in an organisation, combined with good oral and written communication skills and critical thinking, which form the foundation of academic and workplace success.”
• Bennett et al. (2000) argues that “employability skills include not only the attributes desired from prospective employees, but also the basic requirements an individual needs to be considered for employment. These skills are required to perform a task efficiently and contribute to an organisation’s growth.”
• Zinser (2003) states that “employability skills include areas such as managing resources, communication and interpersonal skills, teamwork and problem solving, and acquiring and retaining a job.” 
• Overtoom (2000) defines employability skills as “transferable core skill groups that represent essential functional and enabling knowledge, skills and attitudes required in the twenty-first century to function effectively on the job.”

Education is the first milestone on the journey to employment, but must not be equated with the conventional pathway of education. In recent years, informal education, skills, and technical capabilities have also proved to be important in the ever-changing market. TVET education thus makes a significant contribution to creating semi-formal and informal jobs. Many jobs in industry do not require a formal education or degree, but do demand a specific technical skill set. The goal of technical and vocational education is to raise this workforce in alignment with industry requirements to improve the chances of employability. The basic understanding of technical and vocational education in Pakistan is to develop a force equipped with skills required in industry and prepare people to be well suited to jobs in industry (Nooruddin 2017). The basic assumption of technical and vocational education is to prepare students according to industry demand by polishing their skills and enhancing their capability to meet the demand of various fields. The role of TVET in a country’s social and economic development is crucial. Literature highlights technical and vocational education as a master key to employment. TVET is the education system that prepares students for the future; therefore, TVET is seen as the most sustainable education system as it meets the changing needs and demands of industry and grows accordingly (Jallah 2004). In the current global scenario, TVET is one of the key strategic options for developing education in all countries.

Employability capabilities have additionally been chosen as the most favourable element by employers, acting as a performance indicator for employers in hiring a new worker. In the employer’s view, the employability of students will assist the enterprise in fighting demanding situations and can help to resolve any or all issues encountered. A previous study proved that employers rated the importance of employability extremely highly (Husain et al. 2014). As such, competencies in trouble-shooting, managing devices, presentation, and the ability to work in a group are notable characteristics that employers look for as crucial competencies in students. Ultimately, employers want graduates capable of assisting them in dealing with modifications, who are skilful in solving matters related to technical or non-technical issues, and are able to work independently. Demanding situations now depend on college students’ knowledge of international scenarios and business focus.

The perception of the technical and vocational education system of Pakistan is vague. It was believed that the institutes had no relevance as far as industry was concerned; the primary reason for this lack of significance is the disconnection between industry and academia. Concepts like career counselling or placements were not very popular (Alam 2015). Identifying this gap compels researchers to suggest that the only way to meet global standards and market conditions is to produce products by implementing the latest knowledge and technology. This arrangement requires a lot of skills and training worldwide; therefore, Pakistan has to upgrade its technical and vocational education system to support skills development and the innovative capacity of youth. Many other developed countries of the world are investing heavily in upgrading skills to prepare a demand-driven workforce.

TVET education is now influential in training and developing a workforce, especially at entry level and for mid-career positions in science and technology (Alam 2015). TVET providers impart knowledge and skills to students with degrees and certificates and enable them to hold technical positions in the market. TVET providers thus have a significant role to play in developing students’ employability skills. Opting for industry-driven TVET and producing a market-driven workforce is new for a developing economy like Pakistan. Until fairly recently, the primary technical and vocational education provider in Pakistan was the government education sector, which is famous for its centralisation, bureaucracy, and lengthy administrative processes. Converting to a quick, change-oriented, innovative approach is therefore relatively complex and time-consuming.

Eight employability skills have been identified that fulfil different dimensions of competency and sustainable development. The eight employability skills are learning, technology, communication, teamwork, problem solving, initiative & enterprise, planning & organising, and self-management.    

The World Bank suggests that producing qualified, industry-compatible graduates and a demand-driven workforce is the accurate measure of the quality and reputation of the technical and vocational education institute. The core competency of technical and vocational education is the development of a demand-driven workforce with the right skills to cater to the industry’s needs. Human capital development is a rigorous process requiring various analyses and endeavours. Therefore, TVET institutes must collaborate with industry as they are the primary consumer of TVET graduates. There are multiple reasons why collaboration with TVET institutes makes sense. Crucially, developing partnerships will help TVET institutes to develop and improve research facilities and identify opportunities and potentials for commercialisation. Identifying new skills and arranging opportunities to master much-needed skills will reduce the gap between demand and supply. Making joint efforts to produce an employable workforce by sharing knowledge and expertise is another benefit of collaboration, as each side can countervail and alleviate the other’s weaknesses to strengthen the overall TVET system (Raihan 2014).

4        Methodology

This study aims to identify the best practices of educational institutes to develop the skills required by employers. The purpose of this study is a collaboration of educational institutes with industry and seeks to understand their demands. For this purpose, STEP Institute of Art Design & Management contacted various industry personnel and formed an industry advisory council. The aim of the council was to project the perception and demands of industry regarding young graduates. An annual meeting focuses on understanding the modern demands of industry and identifying what new students need to learn before entering industry. The study deployed qualitative research design, one of the best methods to understand people’s perceptions and mindsets. In-depth analysis of feelings, attitudes, behaviours, thoughts, and perceptions helps the researcher to gain broad and detailed exposure to the phenomenon (Lewis 2015). Industry personnel were drawn from 4 different fields, including fashion design, textile design, interior design, and graphic design. The technique used for data selection was purposive sampling (Sharma 2017).

Purposive sampling is a technique in which the researcher chooses the participants for data collection according to his purpose and needs. The sample was selected based on the strengths of the recruiter’s profile. A minimum of five years experience and affiliation with reputed organisations were the parameters of selecting the sample for the recruiter and industry personnel. A focus group was conducted to collect the data. Focus group discussion is a technique where all study participants are present in an open setting with a moderator. The agenda of the group is discussed openly, and participants are able to share their views freely (Deliens et al. 2014). All industry personnel and recruiters were called in for focus group discussion. Data collection followed a semi-structured interview guide which serves to streamline discussion whilst focusing on groups. If participants veer off from the original agenda, the moderator intervenes with semi-structured questions to realign participants with the actual agenda.

The focus group discussion was recorded and transcribed with the participant’s permission. Short notes and important points were collected during the discussion by the researcher. Thematic analysis technique was used to analyse the data using Nvivo software. Thematic analysis is one of the most commonly used methods to analyse qualitative data (Clarke et al. 2015). During thematic analysis, the various nodes and sub-nodes are developed by analysing the data. Later these nodes are merged to form significant themes.

Ethical considerations were carefully kept in mind while conducting the research. All participants were informed in advance about the mode and purpose of data collection. The session was recorded with the permission of the participants. They were not forced to answer any particular question at any point. Any question or action which might adversely affect participants’ sentiments was avoided.

5        Thematic analysis

The following themes have been identified and suggested during the industry advisory council meeting.

5.1        Updated curriculum

Technical and Vocational Education and Training (TVET) must prepare college students to live and work in the 21st century. The curriculum needs to be updated accordingly in Technical and Vocational Educational and Training institutes. This is one of the best practices that educational institutes can follow to attract students and produce competent graduates. It is essential to make twenty-first-century competencies an integral part of TVET curricula. TVET institutes should make every effort to improve twenty-first-century skills in order to prepare graduates in the interests of high employability. A solid academic foundation is required to help graduates thrive in industry. The industry advisory council sees the updated curriculum as a top priority. Pakistan’s education system is inefficient and an effective updated curriculum is clearly problematic, with revisions taking decades to be introduced. Outdated curricula and conventional teaching practices lead to students’ average performance, both locally and internationally. As one of the respondents suggested:

“Our institutes are still teaching the decades-old curriculum. Innovative, updated curricula and teaching practices are followed around the world, but our system is standing still.”

The curriculum is the pathway to developing professional knowledge and skills that facilitate the flow from theory to practice. The updated curriculum provides a base ground for effective education and training of students. Pakistani education institutes need a revised curriculum to produce graduates with industry-required skills and techniques. As one of the respondents said:

“Our graduate knowledge is outdated, unaware of the latest trends and skills required in industry. A prospective employee who is unable to meet the job requirements or customer demands is of no use to the industry.”

Educational institutes and policymakers must prioritise these aspects and update the curriculum regularly according to local and international market needs. The educational institutes can be a bridge between industry and policymakers to develop common ground for curriculum development according to current and future demands.

5.2        Digitalisation

The world is a global village. The current digital era has transformed the market and customer demand orientations. The skill sets needed for work and life have changed significantly due to the digital revolution. Utilising digital technologies effectively is essential for achieving the Sustainable Development Goals. Many new technologies have entered the market, rendering old practices obsolete. The digital age requires digital skills, updated software proficiency, digital portfolios etc. Every graduate must understand new software, digital innovations and techniques to secure a good job. The recent development of EdTech, starting with the use of digital learning tools like computers or web-based training, online and offline learning management systems in the early 1990s, up to individual adaptive learning, use of Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR), in simulated and remote laboratories today, helps us to provide meaningful D-TVET solutions to overcome challenges. Every educational institute must opt for digitalisation. Educational institutes must ensure digital practices are in place and train students with updated software. As one of the respondents said:

“What are we supposed to do with a graduate who does not know how to use the software? Even if a student does not master the technique, he must at least be aware of it to some extent. This should be the prime goal of the institutes.”

Technical and vocational education institutes must focus on the updated requirements of industry and train students accordingly. After all, an institute’s success lies in the success of its students and the overall sustainability of the Technical and Vocational Education system. In today’s world, students can learn from many sources. There are several ways to teach software, like YouTube tutorials or training videos etc. Even after learning software basics, there is still a gap. A hands-on approach is needed to address the gap in training students in the institutes. Well-planned and up-to-date practices produce not only tech-ready graduates, but also confident problem solvers. According to one respondent:

“The best thing technical and vocational educational institutes can do is to digitalise their academic and managerial systems. This will be effective for them and their students.”

5.3        Research

Research is a relatively new concept in TVET institutes. The management and students of the technical and vocational education system always focus on proper skills development. However, neglecting the research process or dismissing research as the domain of natural sciences is misguided. The primary purpose of research is to investigate, explore and innovate. All these factors are essential to the sustainability of the technical and vocational education system. Research culture must be developed in the institutes of the technical and vocational education system. TVET institutes should ensure that trainers and students are involved in research activities to investigate, explore and innovate in their field. As one of the respondents said:

“Art is not about only skill. Research is also important. Students must be aware of the research tools and techniques to produce the required results.”

Research has a role to play in the relationship between educational institutes and industry. Industry communicates recent trends to institutes and highlights the research skills required by graduates. At the same time, educational institutes should engage in rigorous research and inform the industry about innovative practices and materials that can be used for a better and sustainable future. Technical and vocational institutes must focus on promoting research culture as it enhances the creative and innovative capacity of the graduate. As one of the respondents noted:

“Industry needs creative people, but creativity alone is not enough. Graduates should be innovative too, so you need research.”

To produce graduates who can thrive and grow in industry, the institute must inculcate the research habit in its graduates.

5.4        Students’ Attitude

The last, but not insignificant, aspect that featured prominently in industry personnel responses was the attitude of the graduates. Skills become apparent when work begins, but it is a person’s attitude that speaks first. Body language and attitude can determine whether or not graduates get the job, irrespective of how good their skills are. Industry demands people who are highly professional and ready to work, who know the importance of workplace norms and culture and are willing to bear the hardship of career growth. One of the respondents said:

“Industry can tolerate an untrained person but cannot bear an unprofessional person.”

Technical and vocational educational institutes must focus on students’ attitudes. They must train the attitude of the students and prepare them for the workplace. Educational institutes must teach their students professional practices and behaviour during their studies. This is one of the most significant parts of employability skills and is often termed a soft skill. Besides, institutes must train their students’ soft skills to increase employability. Technical and vocational institutes must work on the professional development and attitude of the students. It has become the most desired trait that industry looks for in its employees. They want to leverage these attitudes and encourage employees to take responsibility for learning themselves while supporting the offer of resources and training to develop necessary skills. As one of the respondents commented:

“Institutes and graduates must remember that industry is a tough place. You need to be well prepared and strong enough to digest it. Your skills matter, but your attitude helps you to sustain yourself and excel.”

6        Conclusion

This study aims to identify employers’ best institutional practices and skills. It seeks to understand the collaboration of TVET institutes with industry and their demands to create a sustainable TVET environment. For this purpose, a qualitative study was conducted. The themes highlighted were: an updated curriculum, digitalisation, research, and students’ attitude. The analysis above clearly indicates that institutional best performance is based on these practices. Any institute with these practices at the highest level will produce top-notch students in the market with greater employability. These practices enable students to match the demands of the market. Therefore, an institute must follow an updated curriculum, prioritise digitalisation, research, and focus on students’ attitude. These are all essential practices which require regular updates. These practices will also serve as the basis for reducing the gap between industry and academia. They can also help to develop direct connections by paying attention to industry demands, reducing unemployment through skills development, and bridging attitude gaps. Hence the institute will make itself the best choice for students, parents, employees, and industry.

References                                               

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Allais, S., Schoer, V., Marock, C., Kgalema, V., Ramulongo, N., & Sibiya, T. (2021). Rethinking ‘supply and demand’of technical and vocational education and training: insights from a company survey in three manufacturing sectors in South Africa. In: Journal of Education and Work, 34, 5-6, 649-662.

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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.  

Keywords: experiential learning, recent trends in education, students’ understanding of WIL, TVET and WIL, work-integrated learning 

1. Introduction  

Work-integrated learning (WIL) is one of the main components in today’s world of education. A work-integrated learning approach is essential in the TVET sector, as it should be in mainstream education. This system enables students to gain hands-on experience and knowledge of industry through internships, workshops, industrial visits, and other activities. These efforts help students to gain practical exposure to the industry during their studies (Billett  2009), broadening their horizons and consolidating the theoretical information gleaned from their studies. This plays a crucial role in developing a workforce with industry-oriented knowledge and skills (Huq & Gilbert 2013; Tinning et al. 2012). The definition of work-integrated learning varies in different professions, but the main essence of the concept remains the same. Some professions refer to work-integrated learning as fieldwork; others as internships. The medical profession defines it as clinical experience (Berndtsson et al. 2020; Hu et al. 2018; Myhre et al. 2013). Regardless of the terminology, the underlying component of WIL is that it is designed for college students to bridge the gap between their place of instruction and the operative environment (Dehnbostel & Schröder 2017). An external manager can support this process for undergraduate college students who accept work placements (Hall et al. 2017). 

WIL is widely believed to enhance undergraduates’ employability and their readiness for the world of work. Students are also in a better position to develop appropriate skills for the workplace during their studies, such as teamwork, communication, self-control, critical questioning, and troubleshooting. It presents an opportunity to develop their personality and expand on career training. In work-integrated learning, undergraduates learn how to conduct and manage themselves in specific contexts which will improve their chances of gaining employment (Samara 2018). Combining theory and practice helps to develop expertise and skills, as well as finding real-time solutions to immediate problems (Lavery 2017).  

For students, one of the aims of attaining an academic diploma or qualification is to make it easier to find work. Students always prefer a degree with a higher rate of employability and better economic prospects. Employers expect graduates to possess the requisite understanding, competencies, and capabilities, which they are more likely to find among experienced students with experience of industry-oriented culture and skills. Employers often complain that new graduates are not sufficiently prepared for the work environment, often lacking basic capabilities, e.g. painting. Feedback from employers reveals graduates to be weak in problem-solving, commercial enterprise know-how, IT management, communication, and teamwork competencies. Most employers complained that graduates were skilled only in primary capabilities (Weichselberger 2016). A McGraw-Hill Education survey (2018) indicated that just 41% of U.S. college students are adequately prepared for their careers. Not even half of the students were ready to join the workforce in its true sense. Prospective employers claim that new graduates are poor at critical thinking and problem-solving, have a little eye for detail and lack writing proficiency. The findings are surprising, as one would expect these aspects to be developed throughout university studies (Khampirat et al. 2019). 

Education is increasingly being considered as an investment, with students seen as capital. In some instances, students and their parents evaluate universities and costs in expectation of a pay-off from increased funding in education. This can lead to more vocationally orientated searches. There is always an element of integrated learning in vocational education. Students today are less keen on conventional education, based largely around theory, instead, they expect a degree syllabus to incorporate vocational aspects. WIL (work-integrated learning) has provided universities with an opportunity to offer a product that scholars will appreciate as a pay-off for their investment, thus enhancing their brand and attracting college students by focusing on vocationally orientated presentations. In the United Kingdom, this has seen technical faculties rebranded as universities, narrowing the distinction between technical faculties and universities. Academically orientated universities now offer more vocationally orientated courses to attract students (Valadkhani et al. 2004). 

Work-integrated learning is the talk of the town, essential to TVET and mainstream education. This study aims to investigate students’ perspectives on work-integrated learning. To this end, a study was conducted with senior students of the STEP Institute of Art Design & Management, Lahore. Data was collected by interviewing 100 students in four different programs: fashion design, textile design, graphic design, and interior design.  

2. Research objective 

This study aims to explore the perspective of students regarding work-integrated learning: 

• What is students’ understanding of work-integrated learning? 
• What is the importance of work-integrated learning according to students? 
• What aspects of integrated learning were included in the course of study?

3. Purpose statement  

Work-integrated learning is in demand among students in the present era. Students rate institutes based on their levels of technology or the trends they follow. Around the world today, conventional education systems are lagging behind the ones teaching the latest techniques and skills used by industry (Colley et al. 2003). Institutes of learning in Pakistan still have a long way to go.  

The purpose of the current study is to explore students’ perceptions of work-integrated learning, looking at the following questions: Which aspects of integrated learning are already included in their courses, and which elements need to be updated? 

4. Significance  

Work-integrated learning is one of the most critical aspects of the educational sector. Students view the cost of their education as an investment they want to recover in the course of their careers. Students have high expectations of educational institutions in terms of training them to survive in a competitive, cut-throat market. The conventional system of theoretical knowledge is growing increasingly obsolete. If institutes and students rely on outdated systems, they will never sustain themselves in the market. Knowledge of the latest trends, updated software systems, markets, and general workplace culture is crucial for every student (Osman & Kamis 2019). 

Work-integrated learning is essential in all educational fields, but especially in certain programs like fashion design, graphic design, information technology, and business management where trends and innovations develop so quickly. Studying students’ views on work-integrated learning is vital. Which aspects of work-integrated learning are included in their coursework and which elements are missing?  

This study will help educational institutes understand students’ perspectives and design their programs accordingly to attract students. Market competition exists not only for students but also for institutes, so the latter must focus on the needs and demands of students when planning their programs.  

5. Literature review  

The term work-integrated learning is primarily used in the Australian education system but is also gaining global recognition as institutes worldwide adopt the practice (Patrick et al. 2008). The literal meaning of work-integrated learning is to establish an educational system that provides theoretical knowledge and real-time exposure to industrial work environments. Various definitions of work-integrated learning are as follows: 

• The practice setting that is used to gain experience during the industrial course of study (Chand et al. 2021) 
• An umbrella which encompasses several stratagems that combine bookish knowledge with practical exposure within the curriculum (Patrick et al. 2008) 
• An approach that minimizes the distance between the classroom and industry. It merges on-campus and off-campus study patterns (Rowe et al. 2012, 246). 

The roots of experience-based knowledge or work-integrated learning can be found in the philosophy of Dewey (1938), who argued for the value of experience in learning. WIL embraces the idea of experience-based study and intersects with skilled labour in a variety of methods and sites. WIL offers an approach to studying in universities and higher education that sees the boundaries of the college as permeable, with a flexible curriculum incorporating industrial practices and skills. Institutes adopt practices such as industrial tours, modelled practices of industrial apparatus, and workshops (Williams 2017). These engagements with the place of business take college students from study halls into authentic work locations. WIL is dependent upon the context and discipline of pedagogical methods combined with practical experience within the workplace. Activities that represent WIL can range from low to high levels of authenticity and engagement in the place of work. WIL is reasonably dependent upon pedagogical techniques context, area, and purpose (Ferns et al. 2014). 

In recent years, there has been a clear shortage among graduates of the skills required by industry, due to the gulf between industry and academia which grows wider as technology and trends race ahead. Students with traditional theoretical knowledge do not fit the industry profile of hands-on experience and market-oriented skills (Freudenberg et al. 2010). Work-integrated learning is not as simple as its looks. It requires special arrangements at various levels. Potential solutions include partnerships with different industries, scholarships (to bear the burden of experiential learning), and host organizations where students can be trained. At the level of practice, partnerships or the mutual efforts of all stakeholders are required to develop a competent workforce. The stakeholders include government, industry, institutes, students, and supervisors (Forsyth & Cowap 2017).  

Work-integrated learning (WIL) has been accepted as a powerful technique to transition from traditional higher education institutions to vocational institutes. WIL integrates the place of study and the site of business. College students apply theory to practical situations, they interact and engage in self-reflection to improve their working talents in professional practices (Mingdan et al. 2021). Perceptions of work-integrated learning are related to its successful implementation. However, WIL programs vary broadly throughout the globe. Not all cooperative training (co-op) students succeed in WIL (Vo 2018). The effectiveness of WIL is built on the characteristics of the organization, manager, pupil, organizational environments, and administrators. Assessing the overall performance is dependent on the extent to which students have advanced their working abilities. Practitioners and administrators should explore the benefits, strengths, and weaknesses of WIL placements (Khampirat et al. 2019). 

WIL in Australian universities has led to increasing competition and the emergence of several innovative WIL processes aimed towards broadening engagement with industry, increasing student numbers, and preparing students for a dynamic, evolving workplace in the Australian economy that is characterized by entrepreneurship and innovation (Kay et al. 2019). The following best-practice ideas for the design and management of WIL can be a useful guide for universities and industry partners.  

1. Identifying knowledge that is quintessential to the curriculum. 

2. The work-integrated study is designed to deal with the industry-oriented needs of various newcomers. New students focus on these aspects and expect to be offered appropriate programs.  

3. The specific study includes learning how to research and how to deal with unexpected or novel problems. 

4. Experience is graded to encompass more varied and innovative issues. New problems in the industry require unique solutions. Institutes must develop a creative workforce to compete in the university.  

5. Students expect excellent levels of supervision and mentoring.  

6. Learning goals are both technical/expert and wide-reaching (with profession exploration, key competencies, and graduate attributes). 

7. All events and practices are designed to help students apprehend their roles.  

8. Work integrated learning helps in achieving more practice and control of the curriculum taught.  

9. Reflective practice is a major component of integrated learning. Past experience and self-reflection tools are used to make future strategies.  

10. Partnerships should be built with firms, industries and professions. 

A work-integrated learning environment has a long-lasting impact on the students. It greatly affects the attitude, attributes, and development of students. Universities and industries each have their perceptions of desirable student characteristics. There is a need to align criteria and develop a common framework for the students (Damoah et al. 2021). It is the responsibility of higher education institutes to develop desirable attributes in students and produce graduates who can contribute to the economic and social development of society. Skills greatly enhance the chances of employability and help graduates in their social and economic uplifting (Bridgstock 2009).  

Teaching programs are increasingly being evaluated in terms of students’ readiness for work, encompassing factors such as non-technical, non-scientific, accepted, and transferrable talents, along with teamwork, conversation, and problem-solving – these are among the maximum essential abilities favoured by employers (Wibrow 2011). Broader aspects of labour readiness that have been measured in university college students consist of organizational acumen, social intelligence, personality traits, and work competence. Professional abilities, including creativity and critical questioning, are essential in digital technology (Grand-Clement 2017). As such, there is a widespread shift in interest in teaching academic practices that embrace collaboration, teamwork, and other interpersonal or smooth skills, which often depend upon face-to-face interaction (Schweinsberg & Garivaldis 2020). 

With the dominance of monetary and industrial powers in the 21^st century, higher training institutes have been influenced by ‘social performance ideology’ in the curriculum. Competition and market demands add to the pressures of social performance for graduate students. Social efficiency ideology aims to set out a curriculum that maximizes a person’s social utility or productiveness (Russell & Martin 2014). This phenomenon seems obvious in institutes where teachers are considered “technicians” who educate students in “competencies” so they are better matched to employment. In this regard, students always prefer institutes that focus on social performance ideology and help to develop skills and employability. A good education institute trains students in all aspects, economic and societal. There is a consensus among literary scholars that higher educational institutes are the agents of academia and industry in the modern era. They are shifting from conventional frameworks to more permeable boundaries, giving students a taste of industry and markets during their studies (Schiro 2012). 

6. Methodology  

Work-integrated learning is in demand among today’s students. They rank institutes based on technological capabilities and receptiveness to trends. Nowadays, conventional education systems are lagging behind the ones teaching the latest techniques and skills used by industry (Colley et al. 2003). Institutes in Pakistan, meanwhile, still have a long way to go. The purpose of the current study is to explore students’ perceptions of work-integrated learning. Which aspects of integrated learning are already included in their courses, and which areas need to be updated? 

The STEP Institute of Art Design and Management, Lahore, offers programs in areas like fashion design, textile design, interior design, and graphic design. Over 100 graduates of these faculties participated in this case study to ascertain students’ knowledge of work-integrated learning during research and their subsequent recommendations. The case study method was used to collect data. This method is useful when a researcher wants to explore a specific phenomenon in detail. Data is collected with minimal or zero interference from the researcher (Rashid et al. 2019). 

Graduates were asked open-ended questions in a series of telephone interviews. All ethics of the research process were followed. Students were allowed to share their views openly without any pressure. No graduate was forced to answer questions in a specific manner. Graduates were free to decline any question or withhold information they did not want to share. All data was recorded precisely, with no data scraping or additions.  

7. Analysis 

Work-integrated learning is one of the crucial factors in the success of graduates. Students of the modern era focus strongly on an institute’s versatility. Fifth-generation students are usually inclined towards institutes with vocational elements and the traditional education system. Theoretical knowledge alone is not enough, with students preferring to opt for an institute with more vocational aspects and industry links, gravitating towards one which showcases students’ strengths through industry-oriented competitions and creates more opportunities to sample the actual market and industry. The case study conducted at STEP Institute of Art, Design, and Management provides insight into students’ understanding of work-integrated learning. More than 100 students from four different programs took part. The key aspects they wanted to see in the institute were: 

• Industrial links 
• Teachers with the industrial and market knowledge 
• Updated software and lab equipment as used in the industry 
• Industrial visits, workshops, internships, and job placements  

7.1 Industrial links  

Industrial links are ties between the institute and the industry related to its degree programs. Industrial links are one of the most critical aspects of work-integrated learning. Students prefer an institute with relevant industrial links. Knowledge is transmitted to students in universities to support their entry into the workforce. Academia cannot achieve this goal in isolation, however. Synergies between academia and industry can lead to better schooling, innovation, and technology exchange, ensuring that graduates have the abilities and understanding required to transition into work successfully (Mpehongwa 2013). The link between academia and industry is imperative, in either a formal or informal structure. This creates many opportunities for students to meet people currently working in the industry which they will ultimately become part of. These people can offer guidance to students on the latest trends and demands of the industry. 

In a sense, they are also lecturers, teaching students the real-time requirements of industry and theoretical knowledge. Industrial links will help students to use their theoretical knowledge (Ozcan & Islam 2015). The formation of cooperative relationships between HEIs and corporations can benefit society. As one of the respondents said: 

“The institute needs to develop industrial ties. Education is not reading books, but transferring knowledge into real-life situations.” (Participant 37) 

7.2. Teachers with industrial and market knowledge

Teachers, mentors, supervisors, and facilitators play a significant role in the life of the students. The faculty of an institute is one of the essential aspects of students’ personality development. Students look up to their teachers either intentionally or unintentionally. Teachers’ knowledge and experience contribute significantly to students’ understanding of the subject (Gudmundsdottir & Hatlevik 2018). In a position of authority, teachers need to be experts in their specialist subjects and demonstrate authority, laying down guidelines for new students to follow. What the lecturers say and do in class acts as a model for inexperienced persons and may have a substantial effect on new students’ capacity for improvement. Successful instructors use their full range of expertise and competencies for the benefit of their students. The importance of instructors’ competence for inclusive exercise is evident in its effect on how pupils study. Instructors with more exposure to the industry can help students achieve their goals by sharing their experiences or teaching them what is required in the industry. Rather than just imparting knowledge from books, these teachers blend in industrial experience, designing classroom tasks with an industrial flavour. Students prefer teachers who help them to develop skills and knowledge which will be useful in the industry. Students always follow teachers with a learner-centric approach and knowledge of the industry (Keiler 2018). Students prefer teachers who preside over a diverse classroom and come up with real-time scenarios or case studies to teach industry-oriented skills.  

7.3 Updated software and lab equipment as used in the industry

Technologies have dramatically changed the way people gather information, carry out research, and communicate with each other worldwide. Technology has removed obstacles of distance, making it possible for higher education to effectively reach – and teach – anyone. Technology integration is being increasingly used in instruction to improve teaching and learning. The rapid development of technology integration has presented a better pattern to find new teaching models (Gilakjani 2017). Industry demands a workforce that is trained in using the software. Technical knowledge can give a graduate a significant edge when looking to secure employment. Students prefer institutes and teachers that combine theoretical knowledge with practical learning, such as using software and machines deployed in the workplace. Learning how to use updated lab equipment and the latest software is crucial for every student. As one respondent noted: 

“Without updated knowledge of industrial technology, how will we perform in the industry? The institute has a responsibility to update the technical side of the degree program so that students can learn what is required of them.” (Participant 41)  

Another respondent explained: 

“I am very happy that we can use the stitching and dripping machines here in the college. And the college should upgrade them whenever possible.” (Participant 11) 

7.4 Industrial visits, workshops, internships, and job placements

As previously mentioned, lab equipment and technology are critical for learning processes and students’ growth. But not all industrial machinery can be brought on campus. Industrial visits present one solution – industrial visits, workshops, and internships all serve the same purpose of integrating students’ theoretical knowledge with practical experience. Arranging workshops, seminars, and internships or sending students on industrial tours should inform an institute’s strategy as part of the integrated learning domain. Industrial placements or internships are starting to be considered essential in higher education curricula. More college students and companies are aware of the benefits of realistic experience and feedback obtained during internships by making a path program. Students are becoming more interested in internship programs to gather professional skills in advance of their job searches. Meanwhile, companies can use internships to educate students about their business and to refine their hiring system, having already got to know the interns. Internships thus serve three parties: students, educational establishments, and businesses. (Agarwal et al. 2021). One respondent said:  

“Industrial visits and workshops are the biggest strength of my institute. I have not studied any subject without knowing its vocational side in the entire program.” (Participant 56) 

8. Discussion and conclusion  

Work-integrated learning (WIL) encompasses various activities that connect industry and education in work and campus settings. The more conventional WIL placements or internships see college students follow their subject in professional surroundings. ‘Non-placement WIL’ is becoming an increasingly vital element of WIL in which students are engaged in activities with enterprise partners such as subject-based projects, simulations, or role-playing. Work-integrated learning is in demand among today’s students. They rank institutes based on technological capabilities and receptiveness to trends. Nowadays, conventional education systems are lagging behind the ones teaching the latest techniques and skills used by industry (Colley et al. 2003).  

Institutes in Pakistan still have a long way to go. The purpose of the current study is to explore students’ perceptions of work-integrated learning. Which aspects of integrated learning are already included in their courses, and what needs to be updated? To this end, a study was conducted with senior students of the STEP Institute of Art Design & Management, Lahore. Data was collected by interviewing 100 students in four different programs: fashion design, textile design, graphic design, and interior design. The above analysis has shown that participants in the study were well aware of the concept of work-integrated learning. They have also pointed out some critical aspects of integrated learning that were part of their studies and in need of improvement. 

The general trend of the students’ responses indicates that they have a clear understanding of the work-integrated learning environment and found it enjoyable throughout their program. The students gave very positive feedback, confirming their eagerness to learn in an integrated environment. Students pointed out various aspects of work-integrated learning which are important to the growth and development of their personalities. Students shared their experiences of working in an integrated learning environment and how it helped them in industrial settings. STEP’s interaction with various industries, certifying bodies, and international bodies broadened the range of students’ experiences. Almost 80% of STEP graduates found work in reputable organizations immediately after graduation. The skills and aptitude gained through the integrated learning environment were significant contributing factors to this marvellous achievement.  

The students also identified areas of the process which could be improved. Teachers’ knowledge and experience represented the most critical area for the students. Teachers without industrial experience are ill-suited to the integrated learning environment. Another critical factor highlighted by students was the importance of adding new software or upgrading the existing technological knowledge in the context of their courses. The industry is progressing rapidly day by day and higher education institutions need to keep pace and share their knowledge of technological advances with students. The whole idea of the integrated learning environment revolves around developing the students’ knowledge and experience of industrial processes. It is undoubtedly true that not all industrial processes can be taught on campus; this is why off-campus learning and outdoor visits are important. Industrial visits serve this purpose.  

One of the major problems highlighted during the study is job placement immediately after graduation. Students need assistance in searching for suitable employment. Fresh graduates are often rejected or offered minimal remuneration by industrial companies. This process must be addressed by creating stronger links between academia and industry. In conclusion, it can be noted that students set great store by teachers’ industrial experience, along with the availability of industry-standard software and machinery, strong industrial links, and organized workshops. All these aspects are supported by the existing literature (Houcine & Zouheyr 2019; Mingdan et al. 2021; Ozen & Ergenekon 2011; Schweinsberg & Garivaldis 2020).  

Work-integrated learning is essential for every stakeholder in the educational sector. Students, teachers, institutes, industry, and government must pay attention to this latest trend and create as many opportunities as possible. In response to employers’ calls for productive, progressive, and globally conscious personnel, higher education providers are required to increase the chances of student employability through co-curricular applications and curriculum-embedded tasks, including WIL. However, many demanding situations hinder collaboration between universities and employers in establishing WIL possibilities with practical benefits for themselves and their students. This may lead to an imbalance in WIL in terms of matching demand and expectations. The impact of this study is highly significant in understanding students’ perspectives on integrated learning. The industry-academia axis can use this analysis to establish a system that is beneficial to all parties. The study can be used as a basis for future research to triangulate the findings of this study with the perspectives of teachers and industrial stakeholders.  

9. Future recommendations 

The current study centres on art and design students. Future researchers can implement the same ideas in different disciplines in Pakistan. Moreover, researchers can take into account academic and industrial points of view to propose a structure for non-TVET institutes. Future researchers can also inculcate WIL and behavioural approaches to identify differences in the attitudes of students who experienced an integrated learning environment.  

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CITATION: 

Pirzada, G. (2022). Art & Design students’ perspectives on work-integrated learning and challenges: a case study of STEP Institute of Art, Design & Management, Pakistan. In: TVET@Asia, issue 18, 1-15. Online: http://tvet-online.asia/issue/18/art-design-students-perspectives-on-work-integrated-learning-and-challenges-a-case-study-of-step-institute-of-art-design-management-pakistan/ (retrieved 31.07.2021).

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. In order to support the transition of current TVET management approaches to the newly introduced National Vocational Qualification Framework (NVQF), a significant capacity-building initiative was identified at national level. Two national and one international resource persons were engaged as trainers. Significant aspects of the global TVET worldview were incorporated into a three-phase cascaded training structure. This had a phenomenal impact as the majority of participants were either completely unaware or had very little knowledge of the UNESCO TVET strategy, Sustainable Development Goals (SDGs), social inclusion, and demand -driven TVET. By applying quantitative research methodology, this research concludes by recommending some additions and changes for future TIMT training activities in Pakistan in order to align them with the international TVET community.

Keywords: TVET, TIMT, Green TVET, social inclusion, TVET management philosophy, SDGs.

1        Introduction

Skills development and enhancement play a decisive role in achieving sustainable economic and social growth of a country. The development of the technical and vocational education and training (TVET) sector is an important element for community development and for achieving productive outcomes. Aligned with global competitiveness, the government of Pakistan is committed to reforming the current TVET system in Pakistan. Since January 2017, the TVET Sector Support Program (TVET SSP) has entered a new phase (TVET III). It aims to support the government of Pakistan to improve access, equity, relevance and quality in skills development activities through improved governance and private sector participation. The majority of the TVET institutes in the country are currently managed under traditional TVET management philosophy. In order to support the transition of the current TVET management approach to the newly introduced National Vocational Qualification Framework (NVQF), a need for significant capacity-building support was identified, especially in the area of TVET institute management, for principals and managers. Training was structured to improve the overall quality of TVET institutional management, training implementation and to align the delivery methodology with the requirements of competency-based training and assessment (CBT&A). Two national and one international resource persons were engaged as consultants and trainers to establish an effective training approach which would empower TVET institute managers. The national expert was also expected to contribute to the development of training content, support delivery methodology and contribute towards assessment activities. Besides other tasks, the experts were also required to act as resource persons and trainers in the Master Trainer (TIMT TOT) program for Technical Education and Vocational Training Authority (TEVTA), Human Resource Development (HRD) Managers and TVET principals. Training was designed in three phases; first, one week of face-to-face training, a second phase based on distance learning training, before returning to  face-to-face training in week three. Major training content included operational aspects and activities ranging from TVET planning to execution. The experts were given a free hand to prepare training content to achieve the objectives. Significant aspects of the global TVET worldviews were introduced systematically into a three-phase cascaded training model. The three phases of all training workshops helped to familiarize participants with various aspects of global TVET concepts and practices. Participants were required to work on an individual project of their choice from the content covered during the first phase. The second phase focused on the execution of participants’ return to work plans (RWPs). This represented the distance learning phase, with trainers remaining in contact with all participants during the three-week-long period. Feedback and updates from participants were collated by telephone and via dedicated social media groups to ensure 100% attainment of RWPs. The final week or third phase included contemporary vocational institute management ideas, case studies, and participants’ RWP presentations, supported by evidence of the work they did on their respective projects. One salient feature of these TIMT workshops remained the learner centric approach and inclusion of games, activities and physical exercises to boost group work, leadership skills and personality evaluation practices. Each training cohort (of 25 participants) shared digital stories to make the experience memorable and interesting. This also greatly helped to create a strong networking and bond among the diversified participants, from both the public and private TVET sectors. The multiple locations and cities used for these workshops included Lahore, Bahawalpur, Faisalabad, Gilgit and Islamabad.

2        Purpose of research study

The purpose of this research study is to improve the understanding of TVET Institute Management systems and identify factors within the institutes in the context of global TVET perspectives. It investigates the impact of significant global trends advocated throughout the series of TVET Institute Management Training (TIMT). The training model was executed in the year 2018 and 2019, following up with revised TIMT content from the current year. As the consultant and national trainer for both TIMT projects, the researcher studies the impact of including global TVET concepts in vocational institute management. Elements of UNESCO TVET strategy, Sustainable Development Goals (SDGs), the implication of social inclusion in TVET, demand-driven TVET, and best international practices were incorporated into the content of these five-week-long training activities for each cohort. More than 450 principals, heads, and administrators of TVET institutes across Pakistan were invited, including more than 100 participants from the Punjab TEVTA, 25 participants from the Gilgit-Baltistan region, 35 participants from the Punjab Vocational Training Council (PVTC), 25 participants from the capital city of Islamabad, 25 participants from the Azad Kashmir region, and the same number of participants representing all provinces of the country from public and private TVET institutions. Training methodology was interactive and mainly activity-based, with a strong emphasis on creativity, leading to maximum advocacy, awareness and adoption of selected global TVET worldview perspectives. How this training content functions is vital when it comes to planning the training of future institute heads. The study anchors look at trends in teaching methods, development of new competencies, contemporary managerial and administrative practices, training formats and the role of institute heads in implementing vocational programs in green jobs, digitalization, entrepreneurship and education. In doing so, the study draws on the experiences of TVET professionals from across all of Pakistan. Demand-driven advocacy fosters understanding and prepares a path to move on from the current supply-led management approach. Concepts like Institute Management Committees (IMCs), Industry 4.0, analysis of regular training needs from specific trades were shared to strengthen institutes’ ties with industry and encourage better employability of students. Case studies of successful TVET institute practices from various regions (including South Africa, Philippines, Sri Lanka, etc.) were carried out to broaden participants’ perspectives.

3        Significance of the Study

This research promises to fill the knowledge gap for future mapping of TVET teaching and institute management with a focus on adopting global TVET practices. This research contributes significantly to the future planning of training vocational institute heads and principals in Pakistan. It is also helpful for policy-makers at a macro level to get an insight into modern TVET management approaches. Stakeholders include the National Vocational & Technical Training Commission (NAVTTC) Pakistan as executive partner, all provincial TEVTAs for TVET implementation and GIZ as implementing partner organization. TVET institutes in the private sector may use this research to develop TVET programs in order to increase trainers’ understanding and contribution to a pluralistic TVET in Pakistan. The impact  of adaptations to the curriculum can also be used for in-service teacher training programs in TVET. Curriculum development for TVET classes is mostly based on a behavioristic approach. A constructivist approach is necessary for the effective transfer of entrepreneurial, digitalized and sustainable curricula to the TVET students to proactively promote the idea of green jobs and add value to the global Pakistani workforce.

4        Literature review on TVET in the light of UN agenda and global TVET worldviews

Technical and Vocational Education and Training (TVET) represents a key avenue in helping to achieve the objectives of ESD. In 2004, the Bonn Declaration on Learning for Work, Citizenship and Sustainability became instrumental in defining the sustainable development role of TVET, stating that:

“Since education is considered the key to effective development strategies, technical and vocational education and training (TVET) must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development.”

It further emphasized that:

“Preparation for work should equip people with the knowledge, competencies, skills, values and attitudes to become productive and responsible citizens who appreciate the dignity of work and contribute to sustainable societies.”

Enormous efforts have been made in the past to meet the goal of raising the quality of skills and employability of trainees, going back to the benchmark Agenda 21 which was conceived and shaped during the 1992 Earth Summit (UNCED) in Rio de Janeiro. This focused on efforts for a plan of action towards sustainable development in the 21st century, shedding light on the need for an agreed stance to incorporate environment and development education in both formal and informal education sectors. This was in tune with the government’s aim of coming up with strategies that would have an impact within the next three years. The conference was a huge success in terms of presenting this new paradigm, emphasizing the vital role of sustainability and environmental protection at all levels of education. It also resulted in the establishment of a special framework called the United Nations Decade of Education for Sustainable Development (UN DESD) from 2005-2014. Since then, we have seen exceptional instances of some countries playing a responsible role, whilst others have remained predominantly reactive in their approach and failing to identify the relevant issues. Nevertheless, different stakeholders need to collaborate in order to deliver innovative ideas and to improve the skills gleaned from TVET programs. Key stakeholders for the TVET system include: TVET experts training institutions, government officials, international consultants and so forth. Partnerships between key stakeholders can surely help to improve the structures of the programs introduced under the TVET system.

The Five-Dimensions Model of Green TVET presented by UNESCO-UNEVOC International Centre is also another promising tool that has been introduced into the training sphere. Not only is the framework easy to understand, it also promotes the specific role teachers and institutional management and their expected contributions at a micro-level.

5        Methodology

Methodology is a scientific way to solve research problems in various steps. Quantitative research methodology is the instrument which has been used in this research, with quantitative analysis keeping in mind elements or factors directly or indirectly related to TVET worldviews. The study group in this quantitative approach includes principals or senior management executives from the Provincial TEVTAs, National Vocational and Technical Training Commission (NAVTTC), along with private sector representatives. Data was collected from both genders, male and female. Professional working experience of the participants varied from one year to more than thirty years. The sampling technique used in this research is convenience sampling.

5.1        Research Paradigm

In enlightening exploration, the word paradigm is used to define an investigator’s viewpoint in relation to the world. According to Lather (1986), a research paradigm follows the investigator’s opinions about the world that he inhabits, the world in which he wishes to exist. As paradigm is determined by the nature of research, in this case quantitative, the research paradigm adopted is positivism. Positivism is a philosophical theory which states that certain knowledge is based on natural phenomena, their properties and relations.

5.2        Research Design

The cross-sectional design of this study is observational in character, making it possible to measure the outcome of training activities and contributing to the knowledge of training participants. The research has also been designed to assist in assessing the comparative impact of different TVET worldviews incorporated in the training content. Including participants’ RWPs (return to work plans) gave them a reasonable insight into designing and implementing a small scale project in their institutions. Projects were conceived during the first phase of training, executed in the second phase and presented in the third phase. Data for this research was collected after a gap of approximately six to eight months for each training cohort in order to evaluate participants’ capacity for learning retention and practical implementation of content covered during training. Google forms were helpful in gathering data, with respondents coming from all four provinces and two regions of Pakistan. Responses were kept anonymous to ensure participants’ privacy and confidentiality.

5.3        Sample Size

The population of this study comprised vocational institute principals, senior teaching and non-teaching staff from public and private sector. This population is considered most relevant and also the most promising with regard to becoming agents for change by implementing global TVET worldviews in their respective training institutes. 221 participants volunteered, creating a useful sample size for this study. Ideas and responses were submitted through the online survey from more than 450 TIMT participants.

6        Findings

68.3% of the participants in the study were male and 31.7% were female. 37.6% of respondents had experience within a range of 11-20 years. Table 1 in the appendix shows that, out of 221 respondents, 47.9 % supported the idea that UNESCO TVET strategy is useful, suggesting that the training was a success. 52% of the respondents accepted the fact that they apply UNESCO TVET strategies in their institutes after training and believe that 1) youth employment & entrepreneurship, 2) gender equity & equality, and 3) sustainability in UNESCO TVET strategy are useful in the context of their institutions.

Table 2 in the appendix describes the percentages of respondents relating to each item of the survey. 38.5% of respondents accept that 17 Sustainable Development Goals are useful. 54.3% of respondents consider the concept of Social Inclusion in TVET as extremely useful knowledge. 43.4% of respondents found the overall training to be extremely useful. 62% strongly favoured the concept and application of demand-driven TVET. 49.8% vouched for learning and practising the best international TVET practices for their organisational development in contrast to five respondents who considered it less helpful. Finally, out of 221 respondents, 57.5% recognized TIMT learning & development as helpful in improving overall institutional standards, whilst four respondents considered it less useful. The table for frequency tests is available in the appendix.

6.1        Data Analysis

Four variables have been used: Motivation of Institute Head (MIH), Performance of Institute Head (PIH), Awareness of Global TVET Worldview (AG_TVET) and Vocational Institute Management (VIM). A Google survey of eleven questions elicited feedback from 221 respondents. Statements were clustered under the four variables described in the table below:

Table 1: Clustering of items in reference to four variables

The clustering of questions is done on the basis of training content covered against each research variable, as well as expected training outcomes reflected through the post training of the participants and how they manage their institutes. Suggestions from the human resources departments of TEVTAs were also considered, particularly for the two variables Performance of Institute head (PIH) and Vocational Institute Management (VIM).

Data was analysed through SPSS (Statistical Package for Social Sciences) by conducting tests which included normal distribution, reliability, Cronbach’s alpha, KMO and Bartlett’s test. A communality test was done to validate the authenticity of data. Results obtained from each test are described in brief below.

6.2        Test no 1: Frequency Analysis

This analysis was carried out to predict the frequency and percentage of respondents. Out of 221 respondents, 106 supported the premise that UNESCO TVET strategy is useful as a learning result from the training undertaken. Only two respondents considered it useless. 115 respondents believe that 1) youth employment & entrepreneurship, 2) gender equity & equality, and 3) sustainability in UNESCO TVET strategy, whereas nine respondents who considered these to be insignificant. 85 respondents accept that 17 Sustainable Development Goals are useful and only two respondents consider them useless. 120 respondents favoured the concept of Social Inclusion in TVET as extremely useful knowledge, with 20 respondents considering it moderate. Two respondents believed it to be of no use. 96 respondents found the overall training extremely useful, 34 considered it moderate and two respondents rated it below moderate. 137 respondents strongly favoured the concept and application of demand-driven TVET and only two respondents considered it useless. 110 respondents vouched for learning and practising the best international TVET practices for their organisational development in contrast to five respondents who deemed it to be less helpful. Finally, 127 of the 221 respondents recognize TIMT learning & development as helpful in improving overall institutional standards and only 4 respondents considered it less useful.

6.3        Test no 2: Normality Tests

This test was run to check the normality of the data. Histograms in the appendix (see figure 1) depict the normality of VIM and AG_TVET. The tables indicate standard deviations of VIM and AG_TVET as 0.602 and 0.762, approximately equal to 0.6 and 0.8 respectively, showing that the data is reasonably distributed. It also illustrates the normality of MIH and PIH with standard deviations of 0.562, approximately equal to 0.6.

6.4        Test no 3: Reliability Test

This test was conducted to check the reliability of data. All 221 survey responses were collated to run the reliability test. Considering the significance of Cronbach’s alpha value in measuring data consistency, findings were restricted to the value of Cronbach’s alpha, which is above 0.7 and 0.891 for 11 items.

6.5        Test no 4: KMO and Bartlett’s Test

This test consists of two parts: Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy and Bartlett’s Test of Sphericity. Findings of the KMO value (0.822) strongly support data suitability, since it is greater than 0.7, whilst 0.000 as the value of Bartlett’s Test is also significant, being lower than 0.05.

Besides the above tests, the percentage of variance associated with the respective sections of the instrument have also been calculated as communalities and presented in tables 3 and 5 of the appendix.

7        Discussion

Significant resources are being invested to strengthen the TVET system, structure and operations in Pakistan. The European Union is a major donor to the massive reformation program, with GIZ acting as its implementing partner in collaboration with the national apex body in the country, NAVTTC, and all provincial and regional TEVTAs acting as major stakeholders as well as beneficiaries of the initiative. The human resources development component has been one of the key areas during the current phase of this reformation, i.e. 2017-21. Huge efforts and enormous financial and other resources have been invested in training TVET professionals working at different levels and positions, including teachers, technical and laboratory staff, assessors (specifically for the Competency Based Training programs), administrators and principals. The expected results from the current phase of this reformatory program, called TVET Sector Support Program (TVET SSP) include training 3800 TVET teachers, 1500 assessors, 500 principals of public and private TVET institutes, 25 chief master trainers, and 100 master trainers.

It is opportune to assess not only the general impact of these training interventions but also to evaluate the content of training, its level of acceptance and subsequent application by participants. The TIMT (TVET Institute Management Training) program is unique in multiple ways for being perceived locally, inspired globally, contextualized to meet both national and regional needs, and achieving results on a par with international standards. The cascaded training format in three phases was an unprecedented initiative in the country. Positive word of mouth reports and feedback from trainees as well as organizers prompted the second phase of TIMT. The concept of including the TVET worldview was carefully conceived for dual purposes: (a) to impart knowledge aligned with global practices as seen by principals of TVET institutes, and (b) to motivate these senior level management professionals through underlining the crucial role of their professional positions and the potential impact they can contribute in their roles.

This study was conducted to investigate the post-training effect of global TVET worldviews and tendencies as shown by participants towards their institute-based management perspectives and any changes/transformations that they may have been able to incorporate as result of what they learned from this training. The results can play a significant role in designing and implementing future training initiatives. Various statistical test results highlight some extremely salient points that could enlighten future planning. Firstly, the overall TIMT learning & development initiative is given due importance and positive recognition by a majority of respondents. The of majority of participants responded to the effect that the implementation of international TVET practices following training is most beneficial and worthwhile. Principals and institute administrators find these tools helpful in educating and motivating their teams, their staff, and their students. Secondly, the concept of demand-driven TVET is prominently considered significant by participants since it addresses a range of financial and administrative challenges faced by majority of TVET institutes in Pakistan. The framework of future training activities needs to be more keenly contextualized and customized to regional needs. Further exploration in collaboration with local industry and stakeholders will do much to enhance vocational institutes’ performance. Surprisingly, the concept of social inclusion in TVET is considered less important than the former, which poses serious questions, since the acute need for social inclusion in the context of Pakistan is overwhelming. The third major finding is also a concern for organisations and personnel who are involved in designing and implementing training programs. Most participants were totally unaware of the elements and rationale behind UNESCO TVET strategy. This was evident during the training program and current research also reflects the sense of isolation in most training institutes. Information about the progressive global TVET agenda or priorities defined by the UNESCO TVET strategy was either inadequate or non-existent in their working environment. Training helped participants to see the bigger picture and recognize the common challenges faced by the TVET community across the globe. Training participants believe this knowledge greatly helped them in designing, prioritizing and executing various functions in their institutes. The three components of UNESCO TVET strategy, i.e. youth employment & entrepreneurship, gender equity & equality, and sustainable TVET also helped to understand the goals that governments are setting at a national level. It aligned institutional goals with global perspectives. Finally, the fourth major finding highlights the level of priorities set by planners and training organizers. It reveals a remarkably low level of understanding and lack of familiarization among principals and senior administrators with regard to the concept of Sustainable Development Goals (SDGs). Although the relatively new national TVET policy of Pakistan is evidenced by four of seventeen SDGs, it was by and large a new concept for the vast majority of participants. With over a decade gone in the global advocacy of SDGs and their prime importance for every country, the TVET community in Pakistan seems rather passive. Awareness and willingness are essential for TVET professionals, especially for top executives, institute heads and senior instructional heads. This merits serious consideration when planning future training ventures. The TVET sector in Pakistan cannot afford to be left behind the rest of the world, which is striving to achieve these goals by the year 2030. This must not serve the purpose of merely adding cognitive knowledge. The phenomenon needs to be explored in detail to incorporate TVET policies and practices from macro to micro level, countrywide in all sectors and trades.

8        Conclusion

The statistical analysis provides a sufficient base for the argument that awareness of Global TVET worldviews has positively impacted the management of vocational institutes in Pakistan as result of the TIMT program. However, further study could certainly be done to investigate the strategic outcomes achieved at institutional level, which are led by institute principals who took part in this training program. Furthermore, it highlights significant areas and content that need to be developed, explored and imparted in future TVET institutional management training ventures. The variance of impact across several elements of the TVET worldview provides a thought-provoking agenda for TVET stakeholders in the country. The next phase of TIMT promises to open up more learning and development opportunities to counter the challenges based on results of this study.

Furthering the emphasis on understanding and practicing concepts that are inspired by TVET worldviews should remain at the heart of training content design. The study could support policy makers in identifying and mapping both pre- and post-training knowledge, skills and the attitudes of participants. It will be extremely interesting to investigate the impact of such training content on a regional basis in order to prioritize and set an agenda for learning on the level of institutional heads. This task would require mutual agreement among all provincial TEVTAs, NAVTTC at a national level, along with other stakeholders who contribute to the planning and implementation of TVET’s agenda for change in Pakistan. It is also emphasized that trainers need to design rigorous training approaches, methods and content that will add value to TVET professionals’ knowledge base and help them to understand global perspectives. Only then will the TVET sector in Pakistan be in a position to achieve maturity and fulfil its potential in making an effective contribution towards global needs. These global concepts and phenomena should be communicable to and through principals and administrators and, indeed, in-service teachers in all TVET institutes. The Government of Pakistan is ambitious in skilling up its vast youth population and enhancing its workforce in the country so they may contribute to increasing national income, as well as being able to place trainees abroad to raise foreign remittances. It would be naïve to think it possible to prepare an effective workforce for the world without introducing them to the global TVET worldviews. Principals and teachers must, therefore, be fully equipped and competent in their knowledge and understanding of the desired global perspectives and practices.

References

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Appendix

Table 2: Comparison of trainees’ learning (during training) and application (post training)

Table 3: Percentages of responses to instrument items

Table 4: KMO and Bartlett’s Test of all variables

Table 5: Communalities of all variables

Citation:

Pirzada, G. (2020). Impact of research oriented Institutional Heads training on TVET systems improvement in Pakistan. In: TVET^@Asia, issue 15, 1-14. Online: http://www.tvet-online.asia/issue15/author_second_tvet15.pdf (retrieved 30.06.2020).

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. Beauty Therapy, which is on top of the list of popular vocational trades in Pakistan, is taken into consideration to develop this paper. It will reflect on the potential positive impact of pedagogical and didactic training by capitalizing the true spirit of TVET. The proposed training will not only focus on the areas of the curriculum but will also enhance assessors’ working knowledge of the latest industry required tools, equipment, and machinery in the beauty sector, which shall further help learners to perform better and meet industry expectations. This paper aims at addressing issues relating to the desired didactics and technical simulations, which could form the basis of an effective TVET in the selected trade. It also portrays the process of training benefits and its potential outcomes for implementation of best TVET teaching practices

1 Techncal Didactics and TVET

Vocational and Technical Education (VTE) system plays an important role in a nation’s social and economic development. VTE acts as forces that bring about change in our schools, economy and to the whole society. Everyday VTE faces new challenges and opportunities because of the globalization and changing trends in communities. Ensuring VET’s relevance and value in increasingly global economy is main area of focus for its Stakeholders.

Didactics (as defined in Oxford Dictionary) means “the science, art, or practice of teaching”, the intention of teaching, “particularly in having moral instruction as an ulterior motive”. It’s a theory of teaching, and in a wider sense, a theory and practical application of teaching and learning. 

Developing skills of a learner that matches workplace requirements is major responsibility of Technical and Vocational Education & Training (TVET). Since the core purpose is to ensure that training is industry focused, the perspective of augmenting the learning and training process with implication of the technical didactics and enhancement of contemporary market practices in the curriculum at both Theoretical level as well as Practical level highly promises an effectively practical implementation of TVET. The application of didactics at theoretical level will require the upgraded knowledge of the field of study, whereas its practical level application will demand for a deep understanding of the curricular activities, especially in the context of CBT (Competency Based Training) programmes. Both are equally significant for TVET instructional staff. Incorporation of both levels of didactics can provide opportunities to assessors in raising higher training standards and enabling trainees to know and perform even better.

 2 CBT (Competency Based Training)

Competency Based Training (CBT) is an industrial and demand driven (outcomes-based) education and training programme based on well-defined industry generated standards (occupational standards). The curriculum, learning material and assessment are designed and developed based on industry standards which is different from programme to programme. CBT programmes provide a learner with not only knowledge but also the skills that are required to do a specific job in workplace, in other words hands on experience. For the completion of training programmes, the learner demonstrates necessary knowledge, skills and attitudes or values to be successful in the working environment.Each competency dictates precisely what a worker should be able to do to perform a task in workplace. A competency-based training approach is therefore to show the skills that are really needed in the workplace. 

“A key approach in VET system designed to facilitate the required changes and improves the relevance of training and quality of skills is competency-based training (CBT). The aim of CBT is to ensure that the skills delivered by the training systems match the skills needed by industry in the immediate and longer term” (Keating, 2008).

 2.1 Advantages of CBT&A

The CBT system comprises five key elements according to Norton (1987). The following are the five key elements a) Announce all skills to the public in advance that are to be achieved after careful identification and verification, b) Criteria and conditions to be used in assessing achievement  should be provided to the public in advance, c) For all specified skills the individual development and evaluation must be provided in the instructional programme, d) Participant’s skill assessment not only requires actual performance as a primary means but also takes into account overall knowledge and attitudes of the participant and e) Participants for each specified skill progress at their own pace through the instructi

 2.2 CBT&A:Adoption andapplication in Pakistan

Pakistan’s National Skills Strategy (NSS) aims to shift the standard of conventional TVET to skill-based and demand driven from time-bound and supply led training in Pakistan. To attain this, National Vocational & Technical Training Commission (NAVTTC) in association with Provincial Technical Education & Vocational Training Authorities (TEVTAs) develop Skill Standards, Programmes and other Instructional Material for introduction of skill based training in Pakistan.

Competency Based Training and Assessment (CBT & A) is introduced jointly by NAVTTC, Punjab Vocational Training Council (PVTC), Technical Education & Vocational Training Authorities (TEVTAs), Trade Testing Boards (TTBs), Punjab Board of Technical Education and a number of private sectors across Pakistan in selected vocational trades.

The introduction of CBT& A is a vital element of National Skills Strategy (NSS), which is the foundation of the on-going TVET sector change in Pakistan. It also provides the foundation for implementation of National Vocational Qualifications Framework (NVQF).

CBT&A Programmes:

• Are concentrated on aptitudes, learning, comprehension and states of mind/values.
• Describe detectable, obvious and assessable execution.
• Are more extensive in degree than an insignificant rundown of particular undertakings or abilities.
• Enable the learners to get capabilities, which are perceived by the business everywhere throughout the nation through competency models set under NVQF.
• Offer more prominent plan of employability to the learners.
• Enable the casual gifted labourers to get their aptitudes evaluated and ensured through acknowledgment of earlier learning and current abilities.
• Involve industry at every stage of learning and development, from making of Competency Standards to Development of Curriculum (DACUM) formulation and from deciding means of assessment to the qualification evaluation. 
• Allow adaptability in the development of learners starting with one organization then onto the next.

In a traditional educational system (followed mostly in Pakistan), the unit of progression is time and it is educator-focused. In a competency based training (CBT) framework, the unit of progression is dominance of particular information and aptitudes and is learner-focused. Two key terms utilized in competency-based preparing are:

style – an errand or gathering of undertakings performed to a particular dimension of competency or capability which regularly utilize motor functions and normally require the control of instruments and equipment. A few abilities, in any case, for example, guiding, are learning and state of mind based.

Competency – a skill performed to a particular standard under particular conditions (Sullivan & McIntosh, 1996).

While customary, time-based ways to deal with instruction have met with fluctuating dimensions of progress throughout the years, it is an ineffective framework when the objective is to prepare people to perform particular tasks. It gives off an impression for competency-based training. Norton trusts that competency-based preparing ought to be utilized rather than the “medieval idea of time-based learning”. An equipped clinician is one who can demonstrate clinical expertise to a set standard. Competency-constructed preparing depends on the member’s capacity to show accomplishment or dominance of clinical abilities performed under specific conditions to particular principles (the aptitudes at that point moved toward becoming capabilities). Five fundamental components of a CBT framework as depicted by Norton (1987) are: 

• • Competencies to be accomplished are carefully distinguished, checked and made open ahead of time for public (for all stakeholders including industry, training providers and instructional staff, current and potential trainees).
  • Criteria to be utilized in evaluating accomplishment and the conditions under which accomplishment and achievements are stakeholders. assessed are also unequivocally expressed and made open ahead of time for public and all 
  • The approved instructional programme under the CBT framework accommodates the individual advancement, learning and assessment against all competencies.
  • Assessment of competency considers the participants’ learning through their knowledge, skills and attitude yet it requires the consistent execution of the competency as essential evidence.
  • Participants advance their learning throughout the instructional programme at their very own pace by showing the fulfillment of the predetermined skills and competencies.

Essential preferred standpoint of CBT is that the attention is on the accomplishment of every participant in accomplishing required skills and building confidence as they succeed in mastering particular competencies. Training time is utilized more proficiently and viably as the mentor is a facilitator of learning instead of a supplier of data. Additional preparation time is committed to working and assessing every participant exclusively or in little gatherings rather than giving lectures and general assessment. 

While there are various points of interest of competency-based preparing, there additionally are some potential impediments. Before executing CBT at the undergrad or postgraduate dimension in Pakistan, it is vital to consider these confinements and suggestions:

• • • • • Unless introductory preparation and guidelines are provided to the trainers, there is a propensity to “teach as we were taught” and CBT mentors rapidly slip once more into the job of the conventional Mentors.
        • A CBT course is just as viable as the procedure used to distinguish the abilities. Whenever practically zero consideration is given to recognizable proof of the basic aptitudes, at that point the subsequent instructional class is probably going to be incapable.
        • A course might be named competency-based, yet except if particular CBT materials and preparing approaches (e.g. learning-aides, agendas and instructing) are intended to be utilized as a major aspect of a CBT approach, it is impossible that the subsequent course will truly be competency-based.
        • Organizations must be focused on giving sufficient assets and preparing materials.

Audio-visual materials should be specifically identified with the composed materials and preparing exercises need to coordinate the Goals.

• • • • Continuous member connection and feedback must occur.
      • Trainers must be prepared to conduct competency-based instructional classes and members going to prepare must be set up for CBT as this methodology is probably going to be altogether different from their past instructive and training experiences.

 3 TVET Reform Support Programme in Pakistan

Pakistan’s Technical and Vocational Education & Training (TVET) framework has shown the reasonable and rational presence for its strong existence in the country against various challenges including the access, quality, equivalence and relevance. Every year 2.4 million youngsters are added in the job market, whereas the current training opportunities are very low to meet the number. The beginning of the year 2015 showed only 476,850 places accessible in formal TVET through the nationwide 3,581 organizations and training providers. Aside from this, there is the confusion among interest and supply even quality and the importance of the preparation conveyed isn’t as indicated by the requests of the job market while there is constrained collaboration between general society and private segment as well as the TVET administration and conveyance. To enhance the access, quality, equivalence and relevance of TVET, the Government of Pakistan has left upon an exhaustive change in 2011 with the help of the European Union and the Embassy of the Germany, Netherlands and Norway. The main period of the change, which depends on the National Skills Strategy (NSS), has finished in December 2016. Key achievements attained during this period include the formulation of the National TVET Policy, the creation of National Vocational Qualifications Framework (NVQF) for the first time and the launch of Competency Based Training and Assessment (CBT&A). The second period of the TVET Sector Support Program (TVET SSP) has been started from January 2017 for an additional five years with the continuous support of the European Union, the Federal Republic of Germany and the Royal Norwegian Embassy. The TVET reform programme in Pakistan is included among the biggest TVET reformation considering the amount of funds, consideration and input being given. 

 3.1 Current Situation of  TVET in Pakistan

Pakistan is one classical example of countries which are rich in resources yet struggling to formulate, coordinate and execute policy actions in order to yield maximum potential from the current and prospective industrial structures and output. This becomes more critical in the technical and specialized sectors. The country faces a visible skill gap which is constantly widening with passing time despite the contemporary growth of the Technical and Vocational Education and Training (TVET) sector during the last decade.

 Figure 1:     Comparative Analysis of TVET sector 2016-2017

(Source:https://skillingpakistan.org/files/1/Comparative%20Analysis%20of%20TVET%20Sector%20in%20Pakistan.pdf)

This significant gap is highly contributing towards lack of skills and unemployment resulting in frustration and hopelessness among the youth as well as industry itself. The existence of Supply led TVET instead of a Demand driven TVET in current scenario is responsible for non-availability of the potential workforce and scarcity of required skills and competencies. Despite the fact that TVET sector possesses the greatest potential in Pakistan, considering the massive bulk of youth in its population pyramid, the country is still struggling to develop a mature TVET that enables addressing challenges of narrowing the skills gaps and eliminating poverty by means of creating skills & competencies based employment opportunities. The negative perception associated with TVET adds more to the problem. This serves as major disabling factors and a hurdle in the way of policy and decision makers resulting in decline of supplying a competent and skilled labour force to industry. It also affects the macro level identity of the TVET sector, making it inferior in comparison to the general education system. It is unfortunate that both the public and private sector stakeholders have not been successful to highlight the advantages and vital need for producing skilled labour as well as enabling the youth for availing income generation opportunities, in Pakistan and abroad. The poor contribution and consideration of policy makers and government authorities towards TVET is evident through insufficient resources and infrastructure with limited or no funds for capacity building of teachers, up-gradation of the curriculum, and availability of adequate technical equipment at minimum level required for skill development. This paper portrays and highlights key information and critical analysis of TVET sector in Pakistan. Currently, the proportion of (15-29) year population is around 28% with Male 51% and female 49% at annual growth rate of 1.8%. This provides huge youth bulge whose potential can be harnessed by utilizing in formal education system and TVET sector. There are 3581 (technical: 934 & vocational: 2,647) public & private TVET institutions are found in Pakistan with annual supply of skilled labour force of 314,176 (DAE: 81,836 & Trade certificate: 232,340) to labour market. This is pertinent to mention that the number of private vocational TVET institutions is much higher than the public owned institutions. However, the contribution of private institutions is only 11% in technical skills whereas the share of vocational trade in skilled workforce is around 55%. As per the statistics, 58% TVET institution buildings were found satisfactory while only 10% were ranked as not satisfactory. The internet facility is essential for TVET institutions for the purpose of online library repository, low cost institutional reporting, managing Provincial TVETA’s M&E system and other technology initiatives. The survey statistics demonstrates that majority of TVET institutions (99.3%) have internet access in Punjab, followed by Islamabad 90.5%, Khyber Pakhtunkhwa (KP) 76.3%, Sindh 31.8%, Baluchistan 24.5%, Azad Jammu and Kashmir (AJK) 31.8%, Federally Administrative Tribal Area (FATA) 30.3%, and Gilgit Baltistan (GB) 12.3% being the lowest internet access region. The presence of first aid kit is important in TVET institutions for provision of on-spot emergency relief to faculty and learners. This is less encouraging as majority of the TVET institutions have functional first-aid kit. Punjab tops with 46% followed by Sindh 19.7%, FATA 11.4%, AJK 10.6%, Islamabad 6.9%, and non-existent in Baluchistan institutes. Almost 95% of TVET institutes does not have access to drinking water facility within its campuses and deals shortage by generating electricity through generators. The diagnostics of this critical study will facilitate the policy makers at the federal and provincial level, training institutions and other TVET stakeholders in the formulation of evident based decisions resulting in designing and implementation of need based training system to bridge skill gaps in the country.(Syed Asghar Shah, 2018)

 3.2 TVET and Beauty Sektor on Pakistan

Since the initiation of TVET reforms and commencement of CBT in Pakistan, the Beauty sector has always been a key area of focus. It is among the fewer trades that got an earlier attention. The obvious reason is the high popularity among trainees and this is evident from the statistical analysis of trade wise enrolment in vocational education in Pakistan. Punjab province, being the largest in population and comparatively more developed shows Beautician as the top most vocational area with 8788 trainees (4378 in public sector and 4410 in private training institutes), whereas, the Beautician is the second most popular trade in Sindh province with 2360 total trainees (865 in public sector and 1495 in the private sector).(Syed Asghar Shah, 2018)

Melange Institute & Beauty Lounge (Project of STEP) is proud to be the pioneer institute in Pakistan to offer CBT programmes. The institute was established in November 2011, under guidance and accreditation of UK and Pakistani awarding bodies and group of practitioners with the prime objective of providing global competencies locally. The name ‘Mélange’ itself defines its indefinite creative combination of art, design, beauty, style, counselling and education.

With the emergence of the CBT programme applications, the landscape of the Beauty Sector programmes changed with more responsibilities on part of the training provider institutes as well as the trainers. The understanding of essence of the CBT approach required not just addition into knowledge & understanding of the training providers but it demanded a paradigm shift. Besides the conceptual understanding of the very system, the new curriculum and expected gains from suggested training content definitely requires an advanced sector knowledge and upgraded set of skills for assessors and instructional staff to meet the new market trends. A quick comparison between the conventional and contemporary programme structure, training objectives and potential career opportunities could give a bird eye view of the dominating gap of technical and conceptual skills between the two.

4 General aspects CBT training system in comparison with the traditional training in Beauty Sector

Traditionally, a Six Month Beautician training course has been offered that aimed to emphasis the ability of the trainee to perform as a confident and competent Beautician. The course was suggested to be spread over six days a week to ensure practice in the gap time to ensure complete proficiency in the field.

The training objectives of this traditional Beautician course were laid as follow:

• • • • • Develop proficient demeanour and information of Hair and Skin Care, Manicure, Pedicure, Beauty medications contains casual makeup, party cosmetics and bridal cosmetics, creation of eye foreheads, eye lashes, facial and skin medicines, henna applications, massage and hair styling systems and techniques.
        • Learn the necessary theoretical knowledge imparted along with work ethics awareness in order to produce capable and skilful workforce as per prevailing market demand and self-employed members of the Society.
        • Understand and attain appropriate aptitude and information to guarantee appropriate security measures in beauty salons with emphasis on fitness and diet for good look.

Trainees were prepared to join existing beauty salons, build up their own salons, groom themselves at their home, join appropriate associations and organisations like the Airline sector, Show Business and so on, where chances of female employment are relatively higher. 

 4.1 The Competency Based Training (CBT) Programme in Beauty Sector: 

The contemporary and new training courses in Beauty Sector greatly emphasized the up-gradation of skills and understanding at both the conceptual and professional levels. Competency based training (CBT) is a way of education that emphasis on what the learner can attain in the organization after graduating a course. Competency based training is ideally not time based. It allows learner to move on to the next level once they have attained the required competencies, resulting in a freedom for learners to complete the training at their own pace. This meant a complete shift of conceptual and practical perspectives from traditional system to the new globally tested and recognized Approach.

The proposed training programme (in the year 2014) is made out of 10 modules that are recommended to be studied in 800 hours. It is suggested that the course is delivered in a six-month term (with training extended more than five days in a week). Training can likewise be planned on part time basis or in form of evening classes. 

This training programme is conceived with the basic idea of enabling trainees to learn and excel in the Beauty Industry. Learners attain the capacity to give excellent beauty therapy treatment benefits on current lines utilizing the most recent techniques in an expert way. Not only will it create jobs but it will expedite entrepreneurial opportunities and will essentially add to the nation’s economic development.

The training objectives are:

• • • • • To give quality preparing to those looking for a vocation as expert beauty specialist, makeup artist, hair Stylist.
        • To present the way of life of protected, spotless, sound and charming condition at instructional labs and working environments identified with beauty salons.
        • To upgrade the financial and economic opportunities for prospective beauticians. 
        • To give enhanced administrations to the regularly expanding beautician customer. 
        • To create comprehension of the essential standards, properties and utilization of different sorts of beauty care products and their impact on the skin.  
        • To teach how to set up a beauty parlour, how to manage it for maximum utilisation. 
        • To train the learners the consideration and beautification of the body and hair. 
        • To give essential learning of setting up and administration of beauty salon and finishing school. 
        • To give essential learning of ethics and attitudes.

4.2  Opportunities für Trainees after completion of the CBT based Beautx Therapy Training: 

Various opportunities of the CBT based Beauty Therapy programme at Level 2 enable trainees to opt their careers as an expert Beautician, Beauty Therapist, Salon Manager, or an Entrepreneur in the beauty sector. With the gained skills and competencies, graduates can also perform as Assessor and Programme Managers in the Beauty sector institutions. Various supervisory level roles are also open to graduates including supervisor in hair dressing and styling shops, supervisor in beauty salons, supervisor for promotion of sales of beauty products and equipment, or any other administrative and front desk job within the beauty industry. Furthermore the graduates could also establish their own beauty salons or they can work from home too.

5 Need of enhancing Technical Didactics for effective Training in Beauty Sector in Pakistan

Although the detailed training curriculum, objectives and career options are comprehensively laid down in the new CBT programme, there exists the implementation gap. The country used to be alienated from the CBT approach of TVET but with remarkable and unprecedented achievements of reformation, the TVET system based on CBT approach is still in process of full adoption. The direction is correctly defined at national level of policy making (by NAVTTC) and its application by provincial TEVTAs, yet we face major challenges in trainers and instructional staff’ capacity building and require advanced set of industry skills. The current NVQF (National Vocational Qualification Framework) in Pakistan lacks continuity of training. Qualification packages at all levels (Level 1 – Level 5) are not yet available. This lack of horizontal and vertical progression restricts the training advancement opportunities both for trainees as well as trainers. The factor of ‘self-pace of learning’ without being time bounded has also been compromised for prudent reasons. The extremely high targets of youth training for employment stays at top of list among others, including inadequate resources (human as well as material). Although the CBT programmes tend to engage trainers and assessors for a better understanding and knowledge of specific trades but the expected impact remains restricted. 

In order to tackle these issues, the apex body (NAVTTC Pakistan), implementing bodies (provincial TEVTAs) and facilitating partner organisations (GIZ) are taking considerable interventions. The training content and already developed competency standards for Beauty Therapy level 2 programme (developed in 2014) is recently revised. A new DACUM is in phase of finalization to develop level 2, level 3 and level 4 qualifications in Beauty sector. The proposition is to offer Beauty Therapy Level 3 to those who have mastered the level 2 and are fully aware of the related products and services to enable them for a senior level progression. Beauty Therapy Level 4 is planned to be developed for both men and women and should be offered as an expert level. Ideally, learners will be capable enough to handle the various technical practices and use advanced technical equipment required for treatments in Beauty Therapy, Hair Styling and Skin Care.

The augmentation of the contemporary teaching and training practices by enhancing the technical didactics will greatly help this transactional phase. Assessors and instructional staff once familiarised with technical didactics specific to the field will be able to enable trainees to exceed learning horizons and to grasp excellent opportunities of career advancement. It will provide strong basis of effective implementation of a demand driven TVET in current scenario. A focus on technical didactics is most required in the current transaction phase as it promises an identification of advance set of skills required and expected by the modern Industry.

 5.1 Conception of Technical Didactic Trainings at Melangé Institute, STEP: 

STEP, being the parent body of Melange Institute & Beauty Lounge has been providing the vocational training and management consultancy in Pakistan since 2003. It shares expertise by working collaboratively with prestigious organizations including GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit), Pearson (Edexcel, UK), Warnborough College Ireland and Australia Awards Pakistan. Being among the pioneers of CBT providers in Pakistan and the implementer of Recognition of Prior Learning (RPL) since 2003, it has been performing multiple roles at national level to promote and reform TVET sector in Pakistan. The senior staff and trainers at Melange Institute have actively supported the National and Vocational Technical Training Commission (NAVTTC) Pakistan and Punjab Technical Education and Vocational Training Authority (PTEVTA) during the last decade by participating in training for DACUMs formulation, Competency Standards, Curriculum, Teaching Learning Material (TLM) and Assessment packages for several qualifications. TVET awareness is being created by conducting Training of Assessors, Training of Principals & Institute Heads and Training of Staff from all over Pakistan. Two trainers were the part of the distinguished delegate from Pakistan to study a short course in Australia last year, namely: “Supporting the Strengthening of TVET: Policy and Management” at the Queensland University of Technology, Brisbane, Australia, which was sponsored by the Australian government through Australia Awards Pakistan.

Considering the gaps of technical knowledge and understanding of industry and client requirements, the Australia Awards Pakistan accepted a short term project proposal (under its Small Grant Scheme, May 2018) for conducting four training workshops; two in Beauty Therapy sector and the others in Dress Making sector. This six-month project aims to train one hundred assessors/ instructional staff from the Punjab province. 

A one and a half month long detailed training need analysis exercise was conducted to clearly list the gaps between existing and required competencies and to identify required technical didactics for teaching a level 2 diploma in Beauty Therapy and the other trade.

Training Need Analysis (TNA) address the crucial issue of what needs to be included in the training package. It is the way toward distinguishing and identifying the gap between on-going employees’ training and the needs of further enhancing training. Training need analysis is the main stage in initiating the training procedure and includes a system to decide if training will in fact address the issue which has been recognized. Since training can be depicted as the acquisition of skills, ideas or attitude that result in enhanced execution within the job environment, TNA is regularly utilized as a component of the system development process. The TNA process for proposed training was accomplished after consulting key stakeholders including admin and instructional staff from public and private sector training providers, implementers and governing agencies including the Punjab Technical Education &Vocational Training Authority, Punjab Vocational Training Council (PVTC), Faculty of Hair & Beauty at Melange Institute and few other private sector Institutes.

Based on this training need assessment, an initial TOT (training of our trainers) was conducted in consultation with industry practitioners and consultants to add technical didactics for augmenting the current CBT system being followed. The ten-day training workshops was held in the Institute‘s equipped and functional training venues at Melange Institute & Beauty Lounge; 93, B III, Gulberg III, Lahore.One important expected outcome of these trainings is to cascade the model by directing the initial one hundred trained staff to further train their fellow assessors and instructional staff at their institutions after receiving the training. Recognition and award ceremony is planned to be held to acknowledge the successful participants at the end of this six-month Project.

 5.2 Identification o key technical didactics suggested in the Training: 

The training content is compiled after careful consideration of the areas suggested and recorded in the recent attempt to formulate a new DACUM. Industry professionals and beauty experts were consulted as well as the engagement of dermatologists’ and laser specialists, who are experts and dealing within cosmetology, dermatology & medical nutrition clinics. Vendors of highly specialised machines and equipment were consulted too. The results of the TNA as identified by senior instructional staff have also been closely reviewed while suggesting the key didactics in the sector. One core objective of this Teachers Training project was to identify and implement the industry related didactics for the Beauty sector teachers at both theoretical as well as practical level. The TNA also suggested that generally teachers lack a sound knowledge and understanding of modern and technical equipment in the Beauty sector. This was felt with more intensity in the public sector training providers where a lot of technical equipment and machines are not even used because the trainers were not fully equipped and trained. The scope of training covers the addition of these technical competencies for teachers along with incorporation of basic concepts from dermatology since it was found out that essential knowledge of skin and hair types must be the part of Training.

The ten days training workshop titled “Skills and Gap Training of Beautician as per Industry Standards” aims to cater to following training objectives:

• Develop technical skills which are required to become a professional Beautician.
• Educate trainees to become a competent Beauty Therapist.
• Develop the knowledge, understanding and attitude of an expert Beautician in accordance with the demand of Industry.
• Professionally perform and be competent in major areas: Hair & Skin care, Make up and learn theoretical as well as practical knowledge of major parts of the beauty sector.
• Equip trainees with skills relating to the safety methods, measures and procedures.
• Work ethically and able to develop soft skills among learners, specially the ethical considerations.

The training content are designed to meet the expectations of contemporary industry practices and demands as well as knowledge and skills gaps among instructional staff identified in the TNA process. Practical demonstration and application of technical equipment along with theoretical learning, lecturing and discussions between trainer and trainees must be emphasised. Following contents are included for enhancing the theoretical and practical understanding of Trainees.

• Brainstorming of highly industry demanded areas in Beauty sector;
• Make appointments of real client maintain clients’ records;
• Perform exfoliation;
• Massage techniques and strokes including Head Massage and Reflexology;
• Perform the non-manual facial treatments (including High frequency, Vacuum suction, Galvanic and Micro current);
• Perform pigmentation Treatment;
• Perform Manicure and Pedicure at an expert Level;
• Perform Nail Art techniques (including Stamping, Dotting, Stencilling, Stickering);
• Perform different types of Make ups professionally at an expert Level;
• Make trendy and newly demanded Hair Styling with finishing (including different forms of buns, half up-half down hair styling);
• Apply different colour techniques on hair according to the requirement of client (including low lights, high lights, baby lights);
• Perform professional Hair Cutting techniques at an expert level;
• Develop a general concept of entrepreneurship;
• Maintain stock record of the institute;
• Maintain personal and workplace hygiene at an expert level;
• Follow occupational health and safety procedures (especially required for the technical applications and processes);
• Evaluation of overall learning and development during the training.

Incorporating contemporary market demands and practices in training content:

As indicated in the above content, focus is to be given on imparting maximum technical practices, procedures and treatments as required by market trends and industry professionals including the following. These processes are added in the training content for familiarising trainees with both their theoretical significance and practical applications. A lot of these processes are completely new to the public sector instructional staff where they are still mostly following the out-dated manual processes. It is vital for training providers to develop these technical skills among trainees in order for them to gain maximum employment and entrepreneurial opportunities and it is believed that their didactic understanding will enable teachers to meet the purpose.

Exfoliation:

The average beauty therapist opts for the usual scrubbing whereas Exfoliation is highly required and expected considering the current customers’ demands and market practices. A normal scrub only eliminates dead skin cells, whereas exfoliating scrub removes the oldest layer of dead skin cells. The practical demonstration and ‘learning by doing approach’ will enable trainees to master the practice.

Reflexology:

Reflexology, generally taken as a component of massage, is actually not a type of massage. It’s a different practice that applies weight to reflex zones on a person’s feet, hands or external ears to affect the whole body. A practical and hands on training approach will familiarise trainees on this highly demanded procedure.

Electrical Facials:

The electrical facial is a non-intrusive, torment free treatment that utilizes a two dimensional gadget to convey electrical flow to the skin. The measure of power conveyed is protected; it coordinates the body’s very own characteristic current and works in accord with the body. Sounds too technical but highly in demand and easy to be learnt once practised under controlled supervision. Majority of Pakistani beauticians still prefer applying the manual forms of facials despite the high demands of the following technical electrical facials. 

• • High Frequency 
  • Galvanic
  • Micro Current 
  • Vacuum Suction

High Frequency Facial:

High recurrence is extraordinary for skin break out, imperfect and blocked skin, yet it is likewise useful for developing and maturing skin as it has a fixing impact on the skin, so can be utilized as an anti-aging treatment. The technique has proven great to treat acne of several types. High recurrence utilizes a particular oxidizing cream, which eliminates microscopic organisms. Not only the technical jargon but a clearer understanding of its application is required by expert beauticians.

Galvanic Facial:

The Galvanic treatment is regularly done by utilizing a roller over the skin with the use of specific gels/serums or ampoules. It is exceptionally successful with astounding outcomes. However, the understanding and usage of technical equipment is mandatory for advanced practitioners in beauty sector.

Micro current Facial:

Micro current treatment is also type of popularly demanded electrical facial, intended to mellow barely recognizable differences and wrinkles, along these lines adjusting and lifting the forms of the face. The treatment is best conveyed over a course of 10-12 medications and it practices facial muscles with practically zero sensation felt. The theoretical as well as practical familiarity and usage experience is highly required for beauty therapists or skin care experts.

Vacuum Suction:

Vacuum suction is perfect for drowsy skin, dark circles and sacks or puffiness under the eyes. It enhances the lymphatic seepage of facial skin and expels the development of poisons in the skin enhancing blood course. Both the theoretical as well as practical familiarity and usage are highly required to perform this electrical facial.

Derma Abrasion:

Derma Abrasion is a shedding method that utilizes a turning instrument to evacuate the external layers of skin, as a rule on the face. A portion of the conditions it can treat incorporate scarce differences, sun harm, skin break out scars, and uneven Surface.

Micro derma Abrasion:

Micro derma abrasion medications utilize an insignificantly grating instrument to delicately sand the skin, expelling its thicker, uneven external layer. This sort of skin revival is utilized to treat light scarring, staining, sun harm and stretch imprints. Both the theoretical as well as practical knowledge and understanding is required from expert beauticians.

Nail Art:

Nail craftsmanship is an imaginative method to paint, improve, upgrade, and adorn the nails. It is a sort of fine art that should be possible on fingernails and toenails, for the most part after nail treatments or pedicures. Nail art is currently highly in demand and fewer beauty experts understand the process and technical application. The most significant and popular techniques of Nail Art that expert beauticians need to know include the following. 

Stamping:

Nail stamping procedure involves incorporating the picture, which is to be imprinted on the nail, to be protected by the short layer of exceptional nail paints in the picture plate.

Dotting:

Dotting tool is perhaps one of the most useful and popular tools in any nail art kit. At any stage of learning, from beginner level to advanced, the set of multi-sized dotters serve the artist very well from simple polka dot patterns to complex design motifs.

Stencilling: 

Stencils are embedded on the dry layer of nail clean and go about as the foundation for the picture of the stencil. The stencil is then put entirely against the nails to get the desired print.

Stickering:

Craftsmanship stickers and decals are new creative approaches to adorn nails wonderfully. There is lesser exertion nearly, to be done in this procedure fundamentally due to accessibility of good assortment of these stickers and decals in the market.

The latest hair styles which are high in demand in market will also be part of this technical training including the Updo hair styling, half up Half down, and various forms of Buns. The technical side of theory and practical implication of Hair Colour Dyes will add augmentation for professional hair stylist. Popular Hair colour techniques include Low lights. It involves darkening strands of hair by using colours that are darker than your natural colour. High lights, in contrast use colours that are lighter than your natural shade.

Teaching of Entrepreneurship models:

The limit and ability to create, run and deal with a business adventure alongside any of its dangers with the end goal to make a benefit. The most evident precedent and widely common form of entrepreneurship in context of beauty sector is the starting of new salon. Although a basic knowledge about entrepreneurship is part of the CBT curriculum at level 2, the need of detailed conceptual understanding, theoretical frameworks, and contextualisation with Pakistani market are highly important factors that should be at the centre stage of vocational learning. The Pakistani beauty sector context of vocational training highly emphasise on addressing the Upper-Middle, Middle-Middle and Lower-Middle social classes segment and therefore, the concept of Entrepreneurship needs relevance with available funds and investment that is feasible as well as profitable for beauty experts with a clear understanding of market strategies.

Two training workshops with twenty five trainees in each of these shall be executed to include the instructional and teaching staff from both public and private sectors. 

In term of teaching Methods , training methodologies and adult learning styles were part of the initial TOT (Training of Trainers) stage where it is recommended that interactive and action oriented teaching styles shall be used during the training. Trainers were also encouraged to get learners feedback during and after every training session, which is comprised of approximately two and half to three hours. This shall keep the momentum and interest of trainees for their engagement and active learning throughout the whole course of training. Practical demonstration from trainees in small group of four to five members shall enable the trainers to assess the level of learning among trainees. One training day shall involve two to three sessions with different trainers to help sustaining trainees’ interest and allow trainers to maximise effectiveness of their training sessions.

In term of assessment, both formative and summative assessments are designed considering the requirements of CBT programme. The training contents and teaching methods are designed to cover a range of competencies that allow trainees to understand and be able to demonstrate the three CBT&A dimensions: Knowledge, Skills and Attitude. Various formative assessments are planned at end of each training session. These include oral questioning and viva, multiple choice written quizzes and practical demonstration in group of four to five members. Some assessments are planned to be closely supervised in a controlled environment since these require comparatively higher level of technology usage and consequently, higher level of risk. Trainees will be required to present an individual practical demonstration and presentation on the last day as part of their summative assessment. Each participant will perform designated thematic make-up and hair styling either on themselves or on their models. The team of assessors along with the Head of Faculty will comprise panel of jury to evaluate and provide feedback to trainees after their final presentations.

 5.3 Some results of the trainingwith CBT-oriented tecnical didactics: 

5.3.1 Training Feedback Analysis Report

The two training cohorts comprising twenty-five participants each were successfully held during the months of December 2018 and January 2019. The overall feedback and participants reactions were very positive. A social media forum was created for participants to stay connected with each other including the trainers. The final individual thematic demonstrations and presentations by each trainee were attended by the faculty as well as trainers. Both the verbal as well as written feedback from trainees was very encouraging and the training experience was considered unique by them. The feedback form was divided into two parts: Course evaluation and trainers’ evaluation. Suggestions were collected from the trainees whereas some challenges were also identified during the course of these training exercises. In the following is part of the feedback analysis being done for the first cohort of Beauty Therapy trade.

Following points were identified from the skill gap analysis for Beauty Therapy trade. The Quality Assurance (QA) team was engaged to ensure that all training objectives are met through smooth execution of all scheduled teaching and assessment activities and continuous availability of technical and human resources is provided. Meeting industry requirements, following technical didactics and teaching contemporary technical practices remained the prime focus of all training sessions. Emphasis was given on all high priority areas observed   during the TNA stage, stated below in table 1.

Table 1:        High priority areas observed in TNA

Course Evaluation synopsis of the feedback from participants of first training cohort showed high ratings with majority of participants marking ‘Highly Satisfied‘ in all answers of this part of feedback. The following figure 2 explains it.

Figure 2:     Course evaluation feedback Chart

It is encouraging to note that trainees were highly satisfied by the training content delivered. Good training environment was provided by highly skilled and experienced trainers having knowledge about industry demand and its importance. This part of feedback also revealed that trainees obtained knowledge and hands on experience by doing practical demonstration specifically while performing various electrotherapy/acne treatments. Major areas covered during this training were performing acne treatment, perform facial, perform hair treatment and perform makeup. This training was successfully delivered according to industry requirement and met trainees’ expectations.

Trainers Evaluation part is also interesting to note. The below figure 3 indicates the overall trainees‘ positive feedback about trainers as competent, experienced and well equipped with skills, having vast knowledge and grip over their subject areas.

Figure 3:     Trainees’ evaluation feedback Chart

Being subject specialists, trainers delivered all their designated training sessions professionally and enthusiastically. Their positive attitude and support motivated the trainees to easily grasp the knowledge being delivered and learn the rather technical subject matter easily.

Overall, trainees were quite happy with the Trainers and Management. According to the feedback, trainers were subject specialists and delivered the best of their knowledge through teaching and practically demonstrating. They exhibited a positive and friendly behavior towards trainees and motivated them in learning through hands-on experience. Some participants compared this training with other trainings that they have attended in Pakistan and rated this training as the best one, which is very motivating.

Trainees suggested such trainings should be frequently conducted to help them refresh and upgrade their knowledge, skills and general teaching practices. Some trainees from other cities requested to conduct these trainings in other cities too. Another suggestion was to cut down the course content and divide it into several trainings or increase training days to enable participants getting more time for practice during the Training.

Beside the overall positive feedback, there were also some challenging areas on part of few participants. Issues like punctuality and observing frequent short leaves during training time were the initial challenges. The relatively compressed training duration also became a hurdle in the beginning as few trainees got tired of long training hours. The revised methodology and change in sequence of theoretical lectures helped in resolving this issue. Some of the trainees did not have much working experiences and they lacked subject specialists skills. Some of them didn’t even know how to operate machines as they were trained on hand/self-operated machines. This factor shall be kept in mind while planning the next training activities.

 6 Conclusion

Focusing on adding the theoretical knowledge and practical understanding of technical areas, along with extension of learning the contemporary market practices have been the primary objective for the proposed training. The major idea is to upgrade and upscale the existing knowledge of assessors and instructional staff for adhering to technical didactics in the beauty sector. The need to stress and strengthen these didactics become even vital when the development of TVET qualifications are in transaction and highly competent assessors with strong understanding of these technical didactics are needed. Like many other developing countries, Pakistan does not have formal and conventional TVET and higher education route available for the beauty sector and therefore, training courses like the suggested one, with the clear focus of technical didactics serve as a useful way for effective implementation of TVET. Since this would serve as a pilot training venture, the management will be more conscious of the lessons learnt during the first phase of implementation. 

As an incredible instrument of learning, feedback should contain assignment related data and restorative guidance to persuade and fabricate learners’ confidence towards the accomplishment of their expert abilities. There is frail industry-foundation linkage and also low quality of evaluation in CBT usage despite the fact that CBT must be industry-centred with dependable appraisal techniques with the end goal to deliver capable workforce in a developing worldwide economy. Moreover, the identification of the gaps became the basis of developing this training. They are scrutinised in context of the CBT background. The suggested didactics highlighted the competencies that an expert beautician will need to exhibit at workplace. Therefore it will complement the TVET system and the CBT approach. Action oriented trainees’ participation and interactive training sessions with more than one trainer in a day, together with repetitive feedback from trainees will help in improving the learning experiences in future training activities.

The proposed training on developing the technical didactics and extension of learning with the contemporary market practices can yield effective understanding, knowledge and practical familiarity to the instructional staff in Beauty sector and with close review and evaluation, similar interventions can be made for other vocational areas as well in order to enhance the effectiveness of TVET implementation. 

 References

Vlasta H. & Milena I. -G. (2011). Didactic strategies in early science teaching, Educational Studies, 37:2, 159-169.

Keating, J. (2008). Current Vocational Education and Training Strategies and Responsiveness to Emerging Skills Shortages, a Well-skilled Future – Tailoring VET to the Emerging Labour Market. NCVER, Adelaide.

Norton, R. E. (1987). Competency-Based Education and Training: A Humanistic and Realistic Approach to Technical and Vocational Instruction. Paper presented at the Regional Workshop on Technical/Vocational Assessor Training in Chiba City, Japan. ERIC: ED 279910.

Sullivan, R. & McIntosh, N. (1996). The competency-based approach to training. Medical Journal of Indonesia, 5(2), 95-8.

Sung, J., Raddon, A. & Ashton, D. (2006). Skills Abroad: A Comparative Assessment of International Policy Approaches to Skills Leading to the Development of Policy Recommendations for the UK. Research report May 16.

Oxford Dictionary. Online: https://en.oxforddictionaries.com/definition/didactic (retrieved 28.01.2019).

Pakistan TVET Reform Organisation (2018). Online: http://tvetreform.org.pk/tvet-reform-support-programme/ (retrieved: 28.01.2019).

Pakistan National Vocational & Technical Training Commission (2019). Comparative Analysis of TVET Sector, 2016-17. Online: https://www.skillingpakistan.org/files/1/Comparative%20Analysis%20of%20TVET%20Sector%20in%20Pakistan.pdf (retrieved: November, 2018).

Gouhar Pirzada (STEP Skills Development Foundation)

Citation

Pirzada, G. (2019). Augmenting Teachers’ Training with technical didactics and contemporary practices for effective TVET in Beauty sector of Pakistan. In: TVET@Asia, issue 12, 1-24. Online: http://www.tvet-online.asia/issue12/author_second_tvet12.pdf (retrieved 30.01.2019)

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. Knowledge creation becomes integral to new ways of organizing work. It is very interesting to apply the work process based curriculum in the Fashion & Textile design sector in Pakistan. A case study approach is attempted to analyse the application process, impact and benefits of applying the work process based curriculum for Fashion & Textile design sector at STEP Institute of Art, Design & Management. The potential gains are high and it promises to benefit multiple stakeholders, including the trainees, the faculty, directly linked employer, industry and it leads to financial and industrial benefits at macro level too.

Keywords: Work process based curriculum, Step model, textile industry

1. Literature Review

In order to understand the importance of work-process based curricula, one needs to understand the concept of work-process knowledge. It can be described as an employee’s knowledge about the organization as a whole, including production process, human resources, labour department, operations and marketing processes etc. Each department plays a vital role in the prosperity of the organization hence, all departments and processes are interlinked and inter-related. All of this information goes far beyond what is needed to support a single job in this respect; the concept of work-process knowledge has gained importance for transformation in nature (Boreham 2002). “Work process based curriculum development process itself is called the work process co-production of vocational curricula” (Bernard 2000). The purpose is to remove irrelevant theory from vocational subjects and to add theoretical and practical content related to prospective work roles. This can only be achieved by attaining close collaboration between vocational training institutes and related industry to give a new direction to VET sector. Although, the conventional system is not completely ineffective and it strives for a gradual improvement, we need radical changes in curriculum development. An analysis of education and management literature and practice suggests that we move from deterministic systems to goal-seeking systems (Betts 1992). To achieve this kind of transition, it is essential to shift the perspective from a one-to-many direction to a many-to-one orientation. In VET, for example, this means a shift from viewing education as a system in which an assessor delivers information to many students towards a system in which many information resources are available to a student, of which only one is the assessor. This shift can be categorized by moving from an emphasis on teaching to an emphasis on learning.

From the perspective of systemic change, the implications of this idea are huge. The new designs will include an increasing number of the elements such as outcome-related standards, benchmarks for each standard against which to measure individual and programme progress on a continuous basis, assessment based on performance compared to benchmarks, self-assessment, triangulation (use of multiple forms of assessment by multiple assessors to increase the validity and reliability of feedback), immediate intervention, generative learning (Wittrock 1974), reflective practice (Schön 1987), varied learning structures (self-directed, one-to-one, small groups, lecture, field study, apprenticeships, mentoring), year-round schooling, assignment to learning groups based on individual performance, intact teams working over an extended period of time (more than one year) to achieve a common goal, increased sources of information via telecommunications from school and home, using cooperative learning structures, from video and optical media, supported by fully integrated, interactive computer-assisted instruction through a variety of electronically linked community resources (home, school, work, libraries, recreation centers, health care facilities), digitized student information and instructional resources, “electronic books”, multilingual resources, multimedia delivery (sound, graphics, and/or text options), tightly integrated curriculum, instruction, and assessment, hierarchy of small, six-to-eight person, self-sufficient, semiautonomous teams (sub-systems).

These are not completely new elements; however, a designed system has not been made that incorporates all these elements. The purpose is for developing vocational curricula for flexible and innovative workplaces where knowledge creation is an important part of the work. But as we move from the Taylorist era into the knowledge-based economy, knowledge creation becomes integral to the new ways of organizing work. Learning becomes the new form of work, and then new frames of reference and concepts are needed to underpin vocational curriculum development.

The German case study of “Volkswagen” (Boreham 2004) could be taken as an example and a model of contemporary learning & practices that support the idea of work process based curriculum. The key features of their approach used a model of the work process as the curriculum framework, co-producing the curriculum using integrated teams of staff from the vocational school and the workplace, and combining the different knowledge resources of the vocational school and the workplace into a single activity system designed specifically for “Industry Mechanics”. This paper attempts to further discuss this approach by presenting a pilot project initiated at STEP Institute of Art, Design & Management, Lahore, Pakistan. The Fashion & Textile design sector is chosen as case study, which is rapidly emerging and becoming widely accepted vocational qualification in Pakistan. Initially work process curriculum development is applied in Fashion & Textile design area to study the impact on related stakeholders including academia, industry, assessors, students etc. A recent United Nations Population Fund report makes the claim that out of 200 million people, 63 per cent of Pakistan’s population comprises of youth. Of these, 58.5 million are 20-to-24-year olds while 69 million are under 15 years of age (Ali & Hafeez 2017). Immediate post training employment remains one key aspiration and motivation for the young TVET trainees in Pakistan. The work process based curriculum model promises to provide the solution and it will further enhance the scope of TVET in the country. 

The Fashion and Textile industry in Pakistan is emerging with new trends and practices, which is expected of them by the international counterparts. Being an eminent member of the global textile fraternity, it has a vital role to play. The Textile industry in Pakistan is the largest manufacturing industry in country. Pakistan is the 8th largest exporter of textile commodities in Asia. Textile sector contributes 8.5% to the GDP of Pakistan. In addition, the sector employs about 45% of the total labour force in the country (and 38% of the manufacturing workers). Pakistan is the 4th largest producer of cotton with the third largest spinning capacity in Asia after China and India and contributes 5% to the global spinning capacity. At present, there are 1,221 ginning units, 442 spinning units, 124 large spinning units and 425 small units which produce textile (Pakistan bureau of statistics 2017). Pakistan‘s Fashion & Apparel industry is also becoming an important dimension of the country’s economy due to its export potential worldwide. The significance of fashion industry is being realized in view of its huge potential for future expansion as well, where both the need of building local brands as well as contributing in the global fashion industry is emphasized.

2. Work process based Curriculum application at STEP Institute of Art, Design & Management

STEP was established in the year 2002 as an independent pro TVET institute with the aim to create and explore maximum possible channels and resources for vocational education in the country, and to stimulate a holistic approach to the TVET sector. STEP is an effort to create a model system that symbolizes an astounding vocational learning environment. It is focused to build global competences while catering to the local needs. These opportunities must be in line with the global needs to create a sustainable demand of our local professionals, trainees, graduate designers and technicians.

In Line with the vision of STEP, it initiated its academic facility with the name of Institute of Art, Design & Management (IADM) in 2003 that offers various internationally recognized professional and vocational qualifications, under guidance and accreditation of several international awarding bodies. IADM is working as a recognized learning center for Pearson (Edexcel), UK to provide vocational (level 3 – 7). Faculty of Art & Design is the largest faculty at IADM and Fashion & Textile design are the flagship qualifications, therefore, this paper is written to focus the application, process and impact of work process based curriculum development for Fashion & Textile design courses.

The rapidly changing industry demands and requirements are becoming more advanced as well as skills oriented. This calls for a further competent workforce, which is trained and smart enough to provide every day solutions at work. In order to remove the blockade, the Art & Design faculty at STEP strongly felt the need of upgrading the knowledge and skills of trainees in vocational context. The curriculum structure as well as the content was thoroughly reviewed based on the twofold objectives; one: meeting the needs and expectation of industry being the employer, and two: to enable trainees for quick employability and efficient performance as employees.

2.1 Steps for Review and Development of Curriculum

 The steps that were followed during the review & development of curriculum included:

2.1.1 Survey for Curriculum Review

The faculty planned for the industry surveys under guidance and direction of its Industry Advisory Group (IAG). Part of the research activity was to study and closely observe the set of work related tasks that are expected to be undertaken by entry level designers and new hires in fashion & textile industry. The research team was also designated to record their observations and on-floor conversations with managers and workers to identify the gaps in existing curriculum.

2.1.2 Analysis

A detailed analysis was conducted on basis of the preliminary industry based research, observations and feedback of employer organizations. The primary objective at this stage remained, the clearest understanding and expectation of industry from fresh fashion and textile designers. The various stages of industry processes and work flow were also analyzed.

2.1.3 Post Research Industry Engagement Exercise

The post research exercise of engaging industry proved extremely successful yet it encountered multiple challenges at initial stages. It was difficult to bring various levels and types of industry players on one page. Time availability, clash of ideas with reference to specific nature of employment sectors and roles leading to heterogeneous set of expectations were top of list. This was obvious since the prospective cluster of employers in Fashion & Textile sector  are diversified in terms of their organizational scope and nature, such as retail, wholesale, production units, buying houses etc. The IAG (Industry Advisory Group) members actively played their roles for resolving most of these challenges and creating harmony among varied industry representatives to formulate the desired training curriculum.

2.2 The STEP model for developing work process based curriculum

It is highly significant for the vocational education providers to not only know the various work processes of related industry or sector but to also upgrade their knowledge of all contemporary local and international practices. It is unfortunate that the vocational sector in Pakistan lacks behind their expected knowledge of changes that have occurred during the last decade. Digitalization has taken over almost all fields of life. The Fashion and Textile industry today needs experts in digital fashion, equipped with the above-sketched knowledge and competences. The conventional curriculum is not adequate to suffice the purpose. Although it allows trainees to excel well in stages until design development but what is lacking is the actual knowledge of what is expected of graduates on job from concept to the end product. The aspiring graduates create their wonderful collections and are capable of presenting their theme based / experimental outfits. However, they lack the very meticulous and detailed hands-on experience of all the various stages that are required for producing hundreds and thousands of design products for design houses and industry. Majority of graduates wish to work for production houses who are exporting the products globally and prestigious brands like Zara Men, Zara Girl, Zara Woman, Adidas, GAP, Nike will not compromise on the set quality standards and finishing requirements. The various steps involved in the industry include conceiving the Product concept, Research, Product design development, Research & development of final design, CAD, CAM, Prototype testing, Manufacturing, Assembly, Feedback and testing, Product development and Final product. At STEP, the faculty is able to create a model that now allows the trainees to not just focus on developing their final collection but also be prepared at expert level while dealing with huge production targets. This has been achieved by incorporating the various stages and processes that are essentially required to perform efficiently at work. One most important tool that helped the faculty in developing the curriculum is the inclusion of Tech Pack training in the curriculum.

2.3 Inclusion of Tech Pack training in Fashion & Textile design curriculum

Tech Pack is an informative sheet that designers create to communicate with a manufacturer. It elaborates all the necessary components needed to construct a product or outfit, including all the measurements, materials, colors, trim, hardware, grading, labels, tags, etc. A tech pack can go by many different names, such as technical specification, specification pack, spec pack, BOM (bill of materials) or GWS (garment work sheet). Essentially it is a document required by and referred to garment technicians and designers who make the garment patterns and manufacture the clothes. No industry or production unit in Pakistan could work with international brands and companies for manufacturing garments without using the tech pack.

The conventional graduate would start knowing its practical usage not at school but at factory after being employed, which frustrate both the trainees and the employer. The industry requires its prospective employees and designers to already have the knowledge of all work processes during their training in order to compete in the market and fully optimize all their resources. The incorporation of Tech pack usage and working in the curriculum is greatly helpful to our current trainees who are not only understanding the step by step approach of the production process, as done in industry but they are also proving to be highly efficient human resources. It’s simple and fast tool for fashion designers to develop faster, track all styles, work together with all connected departments and meet the employers‘ expectations. The Importance of Tech Pack design is a must-do step of apparel production. Tech pack design is related to pattern design, sample development and apparel production. It also helps determine the costs of the product since it encompasses all the components of the style and gives the estimate of the costs that will be incurred during production and hence excelling the value for their employers.

Few sections of the tech pack sheet are enclosed in annexure (given at the end) to give an understanding about how it helps the trainees in learning and performing according to the expected work processes. Annexure 1, for instance, explains the way codes are generated and implies the basic labelling of any production, including the season, the sub category, gender and style codes. It lays the initial planning process before the production process starts. The annexure 2 shows the various measurements for different parts of the product. It greatly helps in scientifically optimizing the fabric usage. The 3rd annexure demonstrates the summary of outcomes from all processes for the production. It gives clearer instructions for every process of production ranging from the selection of fabric to sizes, accessories, stitching, coding, finishing and packing.

The inclusion of Tech Pack training module not only as one subject but its amalgamation in all technical courses including Pattern designing, Pattern drafting, Production methods, and Realizing a collection has been a pioneer step towards developing our curriculum on work process based approach. It is highly promising because it allows the trainee to already get fully acquainted and familiarized with what they are going to perform at work.

Other than the inclusion of Tech Packs, following measures have also been employed as result of industry engagement and dialogue on developing work process based curriculum.

1.      The fashion and textiles industry is now focusing on digital designing in semi-formal, casual and party wear. This was incorporated in our curriculum as two additional units (courses), to be offered during the last two semesters in Fashion & Textile design qualifications.

2.      In formal and semi-formal category, industry also focuses on hand-made embellishments and creative fabric surface designing. This need was catered in the curriculum in form of workshops on ‘Adda work’ (which is the traditional Pakistani technique that involves multiple craftsmen to manually do the embroidery and embellishment on unstitched cloth. The fabric is spread and tightly placed with the help of a large 8X10 feet or more wooden frame, allowing 4 to 5 people (or more, subject to the size of adda frame) to work on it at one time). Very sharp supervisory skills are needed for trainees to avoid fabric and time wastage, maximum utilisation of embellishment material, enhancing design quality and finishing.

3.      The previous curriculum, not only at STEP but generally in all other design institutes as well, focuses more on design development skills and comparatively lesser emphasis on developing technical skill. The industry needs design graduates who are acquainted with and skilled in various aspects of production i.e. sketching, tracing, punching, colour scheming and design transfer etc. These technical elements need more concentration and hands-on training method. As a result, two different major assessments are now incorporated. Design students are now creating two collections during their four years of studies. The third year collection is more focused on the design development area and the last year collection makes them expert in technical skills other than developing designs. 

4.      There is strong need of expert level knowledge of the Wilcom software other than the basic design software’s (including Photoshop, Illustrator and Corel Draw). An extra course to teach Wilcom software is now added in the curriculum. This also enhances the institution’s commitment to acquire and develop the work process based curriculum since graduates in the past used to learn this software on the job instead of doing it during their studies.

2.4 Challenges, Sustainability and Impact of the model

The faculty of Art & Design at STEP Institute of Art, Design & Management initiated the process of reviewing and developing its curriculum for the four vocational undergraduate programs; Fashion Design, Textile Design, Interior & Architecture Design and Graphic Media Design. The process was started last year in August and it got boosted after the active involvement of its Industry Advisory Group. The preliminary research, industry visits and on the job observations were recorded and finalized in September last year. The first time application of the revised curriculum focused on work process was done in the fall academic semester: October 2017 – March 2018. Despite the very promising results, it faces numerous challenges for the sustainability of this model. It requires a constant connection with industry. Some industry players have been very helpful in allocating time and resources for this research investigation but this needs to be adopted and advocated at macro level. The local chambers of commerce & industries could help in motivating the industry players for partnering up with vocational institutes to work as bigger teams for understanding and suggesting the work process based curriculum. This will lead to a win-win scenario for all stakeholders.

The apex body at national level in Pakistan (National Vocational & Technical Training Council NAVTTC) could further raise the spirit by directing vocational education providers to align their curriculum with work process approach.

Although the current face of Fashion & Textile design sector is getting heterogeneous and rapid inclusion of both genders is opening progressive horizons, still it remains hindrance for some female trainees to experience the highly male dominating production units. Training on soft skills, attitude & aptitude and counselling can help encountering this.

Availability of the teaching resources is another challenge in Fashion & Textile design sector, specifically for this purpose. The work process based curriculum approach requires trainers to continuously upgrade their skills and knowledge of industrial practices. At STEP, the faculty had to hire industry technicians and software experts who are not conventional teachers but they are the best people to train in accordance with industry work processes. These are additional to the full time teaching resources and therefore, the application of this model raises financial liabilities in the beginning. Whereas in long run, this is profitable and an opportunity for TOT as well.

The initial impact is very positive and encouraging. The trainees who finished their last semester, studying the revised work process based curriculum, are far more skilled and ready to go for immediate employment because they are very likely to effectively take on the job tasks. There has been a practice in industry to hire fresh graduates and if not fully acquainted with the job and work processes, designers are hired as interns and either unpaid or only paid stipends until they get trained on job. The work process based curriculum is highly likely to support the trainees as promising employees who will not need months of on-job training. Our previous design graduates, who are already working in fashion & textile industry for over 6 months have lesser knowledge of the generic production processes, comparing to the recent ones who learnt and applied the new curriculum. Addition of Tech pack specifications has remarkably supported this approach. The additional augmentation to the traditional skills set has added more employment chances and multiple job opportunities. This approach has enabled our fashion & textile trainees to gain skills and expertise related to technical drawings, specification of garments, patterns, prototype and sample creations and much better quality management of production.

The biggest benefit of work process based curriculum is the synergy between industry and academia. Graduate designers and employer manufacturers work efficiently together if they have the same expectations from the beginning of their relationship. In an ideal world, every employer organization would require its employees to explicitly understand all their operations and functions and this could be attained by developing and applying the work process based curriculum.

Annexure

Figure 1:           Annexure 1 of Tech Pack sample

Figure 2:           Annexure 2 of Tech Pack sample

Figure 3:           Annexure 3 of Tech Pack sample

References

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Citation

Pirzada, Gouhar (2018). Application of work process based curriculum development at STEP Institute of Art, Design & Management, Pakistan. In: TVET@Asia, issue 11, 1-13. http://www.tvet-online.asia/issue11/pirzada_tvet11.pdf (retrieved 15.07.2018)