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                                               

Alam, N. (2015). The role of technical vocational education and training in human development: Pakistan as a reference point. In: European Scientific Journal, 11, 10, 35-50.

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.

Bennett, N., Dunne, E., & Carré, C. (2000). Skills Development in Higher Education and Employment. Buckingham: Society for Research into Higher Education & Open University Press.

Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. Qualitative psychology: A practical guide to research methods. London: Sage.

Deliens, T., Clarys, P., De Bourdeaudhuij, I., & Deforche, B. (2014). Determinants of eating behaviour in university students: a qualitative study using focus group discussions. In: BMC Public Health, 14, 1, 1-12.

Husain, M. Y., Mustapha, R., Malik, S. A., & Mokhtar, S. B. (2014). Verification of employability skills inventory using confirmatory factor analysis. In: Journal of Asian Vocational Education and Training, 6, 1-9.

Jallah, M. (2004). UNESCO-UNEVOC: An International Experts Meeting “Learning for Work, Citizenship and Sustainability”. In: The Experts Meeting in Bonn, Germany from (Vol. 25). Bonn: UNESCO-UNEVOC.

Kenayathulla, H. B., Ahmad, N. A., & Idris, A. R. (2019). Gaps between competence and importance of employability skills: evidence from Malaysia. In: Higher Education Evaluation and Development, 13, 2, 97-112.

Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. In: Health Promotion Practice, 16, 4, 473-475.

Munro, J. (2007). Fostering Internationally Referenced Vocational Knowledge: A Challenge for International Curricula. In: Journal of Research in International Education, 6, 1, 67-93.

Nisha, S. M. & Rajasekaran, V. (2018). Employability Skills: A Review. In: IUP Journal of Soft Skills, 12, 1, 29-37.

Nooruddin, S. (2017). Technical and vocational education and training for economic growth in Pakistan. In: Journal of Education and Educational Development, 4, 1, 130-141.

Overtoom, C. (2000). Employability Skills: An Update. Columbus: ERIC Clearinghouse.

Raihan, A. (2014). Collaboration between TVET institutions and industries in Bangladesh to enhance employability skills. In: International Journal of Engineering and Technical Research (IJETR), 2, 10, 50-55.

Sharma, G. (2017). Pros and cons of different sampling techniques. In: International Journal of Applied Research, 3, 7, 749-752.

Suarta, I. M., Suwintana, I. K., Sudhana, I. F. P., & Hariyanti, N. K. D. (2017). Employability Skills Required by the 21^st Century Workplace: A Literature Review of Labor Market Demand. In: Advances in Social Science, Education and Humanities Research, 337-342.

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Zinser, R. (2003). Developing Career and Employability Skills: A US case study. In: Education + Training, 45, 7, 402-410.

Research keeps the world updated. Researchers provide background to current trends and trace a pathway for a better and sustainable future. Research helps to produce new and up-to-date knowledge which is essential for growth at every level. Research and development can improve the credibility of educational institutes. A qualitative study has been conducted to understand the perspectives of educational institutes regarding the importance of research culture. The study involved four educational institutes: two conventional education institutes and two TVET institutes. The study reveals that research culture helps in the continuous development of the educational sector by producing up-to-date knowledge, adopting innovative teaching and learning practices, creating a link between industry and academia, and by adopting industry-oriented practices. The benefit of research is to produce an updated curriculum which, in turn, produces competent graduates to revolutionise industry and build a sustainable future. 

Keywords: Research, research culture, research in education sector, research in TVET.

1        Introduction

Research and development practices of a country determine its future growth, success, and capacity for innovation. A country’s sustainable tomorrow depends upon its practices of today. Nations that link research with goals can proceed towards a sustainable future in terms of economy, innovation, public policy, social and environmental upgradation. Globally, it is accepted that research and development are crucial for the development of a safe, resilient and sustainable future. According to the Institute of Statistics, the “proportion of global GDP invested in R&D has significantly increased from 1.61% in 2010 to 1.93% in 2020” (UIS 2022). The UNESCO Institute of Statistics stresses the importance of research and considers it to be related to a country’s GDP. The UIS encourages nations to increase their focus on research activities leading to development and innovation.

Research is based on knowledge, encompassing new ideas and innovative thinking (Sharma 2020). An individual with innovative ability can play a central role in conducting research and designing innovative practices based on his or her knowledge. According to the vision of UNESCO 2030, it is imperative for all states to promote sustainable, inclusive, diversified, innovative and green societies. This strategy is extremely important in relation to addressing the rapid changes posed by technology, culture, environment, lifestyle, and industrial demands (Tun & Juchelkova 2022). To this end, a vastly different approach is required in the education system, as education and training offer the fastest route to bringing about change. Nations must therefore incorporate research and development as integral elements of the education system. Research is as important in both conventional and mainstream education systems as it is in technical or vocational education systems.

Research in conventional education systems does not follow a regular pattern. In technical and vocational education, research is a relatively new phenomenon (Rauner 2009). Technical and vocational education is an important pillar of the Pakistan education system, with technical and vocational educational institutes presenting a parallel pathway to the young generation for them to progress in industry and secure opportunities. The role of the technical and vocational education system in creating a parallel pathway for technical education cannot be ignored. It brings industry and academia closer together, promoting skills development and creating employment opportunities for youth.

Pakistan is the seventh largest country in the world, with a total population of 225.2 million. The United Nations Population Fund Report (2017) notes that youth represents 63% of Pakistan’s population. The development and growth of the country is dependent upon its exports. The youthful population (63%) is Pakistan’s most valuable export resource. Therefore the government of Pakistan is putting enormous effort into skilling its young people. The development of TVET in Pakistan, with particular emphasis on the “Skilling Pakistan” reforms outlined in the National Skill Strategy (NSS) (2009-2013), and the progress of TVET reform support programmes (2011-2016) is the self-evident manifestation of the country’s efforts to develop a sustainable workforce (Ansari & Wu 2013).

Both the mainstream and the technical and vocational education systems of Pakistan are working vigorously to develop a trained workforce that can meet industrial demand not just locally, but internationally as well. Nevertheless, the ratio is relatively low compared to other countries in the South Asian region. With such a huge population, Pakistan has vast potential to understand market demands, train its youth accordingly and produce a demand-driven workforce. But all this can only be achieved by accelerating and investing in research and development activities. Research is one of the most neglected areas in the education system of Pakistan.

1.1        Research objective

Pakistan is a developing country, despite having a huge youth population and availability of natural resources. The reason for its underdevelopment is the lack of research culture and a dearth of innovative practices. The main objective of this research is to identify the importance of research culture for the teachers of conventional as well as technical and vocational educational institutes. Moreover, the study will analyse the benefits of developing and promoting rigorous research culture in the educational institutes of Pakistan.

1.2        Research question

What is the understanding and perception of the teachers of the educational institutes of Pakistan regarding research culture?

What are the benefits of introducing and promoting rigorous research culture in Pakistani education institutes?

1.3        Significance

This research is of enormous importance. The benefits of this research are multi-layered. The first and foremost benefit of this research is to produce the contextual knowledge which is necessary for any individual, organisation or country to grow (Quitoras & Abuso 2021).

The benefits of contextualising knowledge are enormous. Contextualised knowledge can help in understanding and implementing processes and projects. Contextualised knowledge is extremely important in the success and failure of any project.

Another important benefit to emerge from the promotion of research culture is the linking together of industry and academia. This linkage is crucial for any country to grow in a sustainable way. Industry needs constant support from the educational institutes to promote innovative practices. The relationship between industry and academia is a reciprocal one. Innovation in industry supports better practices in academia. Similarly, creative solutions in academia lead to better performance in industry. Research culture in academia helps to produce an industry-driven workforce by instilling industry-oriented skills and practices into students.

Another important aspect is that of the policymaker. Policymakers must understand the importance of research and development activities and encourage every educational institute to promote research culture. The policymakers can then use this research as a basis for the advocacy and implementation of research culture.

2        Literature review

The knowledge produced by all academic institutions should be collated and stored in one central location to support society’s continued development. At present, academic institutions’ accumulated knowledge is neither effectively maintained nor properly recorded. Further, knowledge or information created in academic institutions is often kept in the shadows and is referred to as “grey literature”. This information or knowledge would be valuable if submitted to record. Academic environments are a gold mine of knowledge, but they are poorly organised, which makes them less useful and leads to unnecessary repetition of actions (Quitoras & Abuso 2021).

Knowledge management is a valuable asset that must be handled effectively, according to Massa and Testa (2009). It is a dynamic force in the world’s constantly evolving commercial and social landscapes. Kidwell, Vander Linde and Johnson (2000) noted that knowledge begins with the collection of raw data or hard statistics. Researchers employ information technology and retrieval systems to sift through the data that has been created and stored in a variety of papers and databases. Information lacks value unless it is used and applied in conjunction with experience. Knowledge encompasses an employee’s knowledge and insights, and may be put to use in decision-making processes (Sadeghi Boroujerdi, Hasani, & Delshab 2020). It is intrinsic to the very nature of a company’s operations, down to its most fundamental systems and infrastructure, as well as its processes, teams, and personnel. The Japanese understand knowledge as referring to insights gained through cultivation of one’s whole character. In the context of a school, a teacher’s instructions are like data for a student; students gain information by processing and making sense of the data; once they have analysed this information, they have the knowledge they seek; putting this sought-after knowledge into practice leads to wisdom.

Human efforts, fostered by means of strong teaching and research practices, and the development of novel ideas in the field of study are the primary means by which new knowledge is created. All institutions of higher learning, from community colleges to research universities, actively seek for and contribute to new ideas in their respective fields of study (Dhamdhere 2015).

The Philippine Long-Term Higher Education Development Plan emphasises the significance of higher education research as follows: “research in priority disciplines and important areas must be conducted not only for enhancing instructional programmes but also for promoting innovations and technologies.” In order to fulfill its objective, the Commission on Higher Education (CHED) actively promotes and enhances the research capacities of HEIs across the nation. This reaffirms the importance of HEIs as centres of knowledge creation via research and development, especially as it relates to meeting the demands of an ever-evolving workforce (Quimbo & Sulabo 2014).

The Ancient Greeks debated the relevance of philosophy, knowledge, and education to practice. The practical proposition was that the guards of the ideal city should be trained in music and gymnastics and that their education would be grounded in the principles of justice, truth, and reason as presented in Plato’s Republic. Plato and Aristotle made a crucial difference between technical reason and practical reason. Techne, as defined by Plato, is “the sort of craft knowledge necessary for the practical activities of constructing things, like carpentry or construction” (however, the idea of episteme, another form of “knowledge”, may be confusing since it overlaps with the concept of techne). Aristotle first articulated the essential contrast between techne and phronesis (Backman & Barker 2020). He outlined knowledge that was more varied and dependent on contact with other people than techne, for example, in the case of professionals whose job entails praxis in public areas. The Sophists favoured a value-neutral approach to imparting skills, whereas Socrates had argued for the non-didactic transmission of ethical principles (Preus 2007). The ancient Greeks had already defined not just the value of schooling and of technical and practical reasoning, but also the division between the two. The significance of education as a field of study and growth in the history of human civilisation is undeniable. In contrast, education did not become a recognised academic field in universities until the twentieth century (Nair & Munusami 2019).

Recently, the problem of practice-focused research has been brought up in the UK’s Research Excellence Assessment (RAE) and now REF, particularly in connection to education research. The Research Excellence Framework (REF) is a crucial tool for assessing the quality of research throughout the United Kingdom’s higher education system and academic fields. Research outputs are rated in the REF on a scale from 1 to 4 stars, with 4 stars representing research of the highest possible quality. Though the percentage of education research outputs judged to be world-leading was roughly in line with that of other social science ‘units of assessment’ (subjects or fields as defined within the REF), the percentage of education research outputs receiving lower grades (2*, 1*, and unclassified) was significantly higher than in other areas. Education also had the lowest percentage of higher education institution employees that participated in the REF among all evaluation units (as indicated by Higher Education Statistics Agency returns). Whilst the value of outputs rated below 3* is recognised in the quality descriptors of the REF, the funding mechanism for research does not apportion funds to institutions [quality-related (QR) research]. Several researchers (Wyse et al. 2018) have found this to be the case.

Those who work in the field of education conduct studies with the goal of influencing policy and practice for the better. Knowledge continuum, in which researchers, policymakers, and practitioners all interact continuously along a cycle encompassing three communities and three dimensions (knowledge creation, mediation, and application), is directly related to evidence-based practice, the goal of which is to increase the use of research findings in the work of the professions. Each of the three groups and each of the three aspects of knowledge-based policy and practice interact with one another in complex ways. As part of its mandate to foster the development of a knowledge-based society, the Education Law of 2011 acknowledged the vital role that universities and other research organisations play in conducting and disseminating educational research (Akaslan & Law 2011)

Many studies report that practitioners in every field place more weight on the opinions of their colleagues and their pre-existing practices than they do on research evidence. This suggests that the research-practice relationship is not straightforward, but is mediated by personal experience, the existence of a shared knowledge environment, and organisational cultures. The organisational context and prevalent social interactions are more important than individual differences in determining how study results are implemented (Kratochwill et al. 2013). However, the objectives and interests of the end users will change, and there may be a shift in the type of information they require to guide their actions. According to McIntyre (2005), in order for research to meet the needs of educators, it must do three things: (1) produce a better understanding of the realities of classroom teaching and learning; (2) provide clear recommendations to classroom teachers that will enable them to improve their practice; and (3) make sufficient sense to teach (McIntyre 2005). Not only that, but professionals and policymakers must limit themselves to the role of “consumers” of information. Together with other experts (like researchers), they may contribute to the development of new understanding. By including practitioners in the research process, academics might better bridge the gap between theory and application. A number of researchers have attempted to formulate proposals on how to bridge the gap between research and practice: the need to build better lines of communication between researchers and practitioners and the need to encourage practitioners to get more involved in the research process (Ion & Iucu 2014).

There is a long history of scholarly research at the world’s top universities. Faculty members at HEIs have shown a continuous pattern of research productivity alongside other aspects that contribute to the process, indicating that they see research as an integral component of their duties. However, universities in the poorer world have generally maintained their traditional roles of providing excellent classroom instruction while devoting less resources to research (Sanyal & Varghese 2006).

Implications for research policy might be drawn from faculty members’ assessments of the current research culture on their campuses. It takes time to foster an environment conducive to study (Salazar-Clemeña & Almonte-Acosta 2007). It requires deliberate preparation and a persistent drive for improvement. Faculty members at universities have identified the following points as essential to fostering a culture of research and increasing productivity:

1. adequate time for research
2. a firm commitment to the research mission
3. faculty participation
4. conducive group climate, working conditions, and organisational communication
5. a faculty development programme
6. a research infrastructure
7. decentralised research policy
8. adequate funding for research
9. a transparent institutional policy designed to maximise research outcomes.

The importance of innovation and development is not hidden from anyone. Innovation can be the result of either educational efforts or experience – or both. The role of knowledge and research is crucial for innovation. Developed economies and the educational system of developed countries are spending huge amounts of funds on promoting innovation through research and development. The current study aims to understand the benefits of strengthening research culture in the academic institutes of Pakistan.

3         Research Methodology

Qualitative research investigates and delivers more in-depth insights into real world issues. Fundamentally, qualitative research deals with open-ended questions such as “how” and “why”, whose answers are difficult to quantify. The first step towards a successful qualitative study is to set a goal or objective. One of the reasons to choose qualitative design for this study is its ability to describe human behavioural patterns and processes that cannot be quantified. The purpose of this study is to explain the importance and benefits of research culture in educational institutes. The primary focus of this study is to understand the perspective of educational institutes regarding the promotion of research culture. Four educational institutes were selected for this study, including both conventional and TVET educational institutes in Lahore. The data was collected from the heads of the institutes as well as the teaching staff. The sample for this study was selected by using purposive sampling technique (Sharma 2017).

Purposive sampling is a non-probability sampling technique often regarded as subjective or selective, in which researchers use their own discretion when selecting participants for the study according to the needs of the researcher. In this particular study, participants were selected on the basis of availability, their level of knowledge and experience.

Qualitative study uses several different approaches to conduct data. According to Alshenqeeti (2014), the interview is one of the most important methods to acquire in-depth knowledge about the research problem and enrich the level of understanding about the research context. To this purpose, a detailed, semi-structured interview format was used. Semi-structured interviews are useful when the researcher wants to collect open-ended data. The format enables the researcher to explore the beliefs and thoughts of the participants related to a particular topic or to dig deeper into private or sensitive issues. Data was collected from private and public schools of Pakistan within a specific time frame, hence the study is cross-sectional. Notes and interviews were transcribed accordingly with NVIVO software, which was also used to analyse the data. The thematic analysis technique, one of the most popular techniques for analysing qualitative data (Clarke et al. 2015), was deployed. Nodes and sub nodes are produced during thematic analysis by studying the data, and later combined to create significant themes.

3.1        Ethical consideration

In a research study, it is crucial to protect the participants by observing ethical standards. Due to the extensive length of the research process, ethical questions have a special resonance in qualitative studies. All candidates were made aware of the methods and objectives of the study in advance. Interviews were recorded with the consent of participants. Interviewees were never pressured to provide answers to any specific questions. Any inquiry or action that would have offended the interviewee was avoided.

4        Analysis

The purpose of this research was to understand the perspective of teachers and educational managers regarding the acceptance and promotion of research culture. Moreover, the study highlights the benefits of introducing research culture into the educational institutes of Pakistan. The respondents of the study included participants from both conventional and technical or vocational education systems of Pakistan. Participants were unanimously of the opinion that research culture is vital for the sustainable growth of any country and imperative for innovation, development and a sustainable future. The four basic themes to emerge from the data were:

4.1        Knowledge creation

Knowledge creation is one of the primary reasons to promote research culture in Pakistan. According to participants, one of the reasons that Pakistan is not in the league of leading nations is the lack of contextualised knowledge. One major reason for the failure of our social projects is the lack of contextualised data. Every country and society has different needs, but education is a basic human right and something that every individual must have access to. The forms and provision of education and cultural requirements can, however, differ from place to place. Therefore, it is imperative that any social decision-making processes must first take into account the contextual information, culture, requirements, available technology and general acceptance of the society. As one of the participants said:

“Our major projects fail, are considered controversial or do not yield the expected results because we lack insight into the realities on the ground. The models we implement are imported.”

A lack of knowledge creation is one of the major reasons why educational institutes in Pakistan are uncompetitive. It is clear that large numbers of Pakistani students cannot excel in practical fields and are unable to produce ground-breaking results, due in no small part to their non- involvement in research activities. Students and professionals rely on knowledge that is already available or look to western case studies, without even considering local factors. This leads them to solutions that are neither grounded in the realities of their own country nor fit for purpose. One of the participants noted:

“Our industry is not booming because we do not look for original knowledge. We always try to replicate things and even replications require common sense. You cannot just implement whatever may be happening elsewhere in the world.”

The broad education sector of Pakistan is underperforming. One reason for this is the inordinate focus on obtaining and awarding degrees. Institutes and teachers are not training students to focus on real time solutions for industry, but concentrate instead on grades and passing exams. This lowers the overall quality, impact and usefulness of the education system. The lack of research culture in the education system of Pakistan ends up producing an average product, substandard ideas and information. As one of the participants responded:

“In industry, we need ideas and innovation, but our young graduates are either unaware or afraid of producing new knowledge.”

Educational institutes can play a ground-breaking role in the creation and dissemination of knowledge by promoting research culture and fostering an aptitude for research in their students.

4.2        Innovation and development

The backbone of innovation is research. Experience, exposure, the trial and error method, luck – all these factors can prove influential in the pursuit of innovation, but nothing can replace the importance and credibility of the research process. The advancement of science, the economy, industry, and a variety of other sectors have been significantly boosted by the research that has been conducted at academic institutions all around the globe. Research supports new discoveries and developments which lead to significant transformations in the world and to the way we live. Over time, the industrial process becomes obsolete. The environment and market demands are changing every day. Educational institutes need to play their part in preparing a workforce with the skills and abilities needed to meet the demands of the market. The significance of research culture in the process of innovation has been well documented. Developed countries around the world focus on establishing links between industry and academia through research institutes. These institutes are especially designed to promote the process of innovation and development in industry. A prevalent research culture in the educational sector can make a valuable contribution to uplifting industry by providing new ideas, developing creative solutions to existing problems and so forth. As one respondent noted:

“I am a hybrid entrepreneur. I work both in academia and industry. The only thing that can link academia and industry is innovation through research. Our educational products are so obsolete that they cannot even meet the demands of industry.”

Developing and commercialising new ideas, establishing new procedures, or modifying a company’s revenue model are all examples of research & development and innovation. Efforts made over time can be seen to play a positive role in ensuring that business will continue to be successful and profitable. Research and Development (R&D) can be a primary factor in driving better levels of productivity, quality, and innovation in the goods and services that a business provides. This argument is validated by the observation that major corporations are devoting enormous resources to research and development.

It is believed that research institutions or research activities in an educational institute play a crucial role in helping businesses to innovate. They serve as knowledge providers by disseminating scientific findings to companies and opening doors to a world of information. Competence in the form of a competent workforce is another service that educational institutes’ research culture can provide to companies, complementing the fresh knowledge they generate via their academic research efforts and the expertise of their own graduates and staff. University spin-offs may initiate or encourage a structural shift that will address and alleviate innovation deficits. As an added bonus, research facilities provide access to foreign databases and libraries. This enables local students, staff and businesses to become more aware of what is happening in the world and find useful ideas or applications. As one of the respondents said:

“Whenever a little support and encouragement is given to students, they always come up with the most innovative and creative ideas. Our students lag behind in the world because of the inefficiencies and lack of support from the institutes.”

4.3        Industry oriented practices

Landing a job can be one of the main motivating factors in pursuing an education. For young graduates, finding employment is highly dependent upon the skill set they possess. Lacking industry-relevant skills can present a major obstacle. Students are the ultimate product of the educational institute and it is the responsibility of every educational institute to equip them with the requisite knowledge and skills. Involving students in research activities fosters the development of skills required by industry.

The underlying benefits beyond developing a research culture in educational institutes and engaging students and staff in research activities include the development of critical thinking skills, which sharpen the analytical ability of the students, and the involvement of students in innovative activities etc. The skills mentioned above are prioritised in industry. One of the respondents said:

“Technical and vocational education is all about developing an industry-oriented workforce. Every industry these days wants employees with higher analytical and creative abilities.”

According to literature in this field, the success of educational institutes depends upon the following key aspects: “curricular aspects, teaching-learning and evaluation, research, consultancy and extension, infrastructure and learning resources, student support and progression, and governance, leadership, and management” (Aithal & Kumar 2015). Research activities help students to develop the capacity to identify problems, perform needs analysis, invent new and sustainable products and find solutions (etc). These skills are highly valued by industry. The employability rate of students with these skills is generally high. In today’s increasingly competitive environment, universities must also maintain a competitive edge to attract and retain students. Institutions need to raise the bar on service quality if they want to remain profitable in the face of rising competition. Higher education institutions today are under pressure to rethink their educational models and increase the value of every facet of their service in response to shifts in students’ expectations and the nature of work they will be involved in after graduation, demanding the requisite levels of knowledge and expertise for employment. Improvements in quality and productivity may be achieved through the adoption of new ideas and methods.

As one respondent said:

“Without research activities, an educational institute is incomplete, because they cannot provide what is required.”

4.4        Updated curriculum and teaching practices

Teaching practices and curricula are the foundation of a strong and successful nation. Academic research has a strong role to play in updating the curriculum. The old curriculum and outdated teaching practices reduce the overall efficiency and effectiveness of the educational institute. Therefore, it is imperative for the educational institute to engage their staff in research activities to understand and introduce an updated curriculum and teaching practices as followed around the world. Research activities help the educationalist to explore recent events in any field. This will consciously or subconsciously broaden their horizons and help them to update their teaching practices and methodologies.

As one of the respondents said:

“I graduated 12 years ago. If I do not engage in research and upgrade my knowledge, how will I teach updated material to students?”

 One of the famous quotes about research is “standing on the shoulders of giants.” Research activities support the constant upgradation of the curriculum and teaching material. An updated curriculum in our local institutes will help students to excel at a faster rate, eliminating the obsolete practices of the institute, industry and society as a whole.

5        Conclusion

The purpose of this research was to understand the perception of educationalists regarding research culture. Moreover, the study looks into the benefits of promoting research culture in the educational institutes of Pakistan. To this end, data has been collected from both the mainstream and technical education systems. The findings of this research were overwhelming. The analysis clearly confirms the findings are in accordance with the existing literature. The educationalist in Pakistan is of the view that research culture is imperative for the growth and development of Pakistani students, industry and country as a whole. The implementation of research culture will help to generate contextualised knowledge. Contextualised knowledge supports better planning and implementation of projects. The role of research culture plays an essential role in building a link between industry and academia, as well as helping to prepare a workforce with industry-oriented practices. An updated curriculum and revised teaching methodologies are also among the benefits of promoting research culture in educational institutes. Future researchers can use this study in the next phase as a basis to identify the barriers to promoting research culture in educational institutes.

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