Technical and Vocational Education for Male

Topics: Vocational education, Training, Apprenticeship, Higher education, Vocational school / Pages: 10 (2414 words) / Published: Jun 7th, 2011
SDPI Research and News Bulletin
Vol. 17, No. 2, April — June 2010

Technical & Vocational Education & Training for Females in Pakistan

Muhammad Azhar Females in Pakistan tend to be less visible with respect to their enrolment in education, labour force participation and contribution to economic activities. Pakistan is a labour-intensive economy with a high demand for skilled manpower. It is noteworthy that current female participation in the labour force is merely 26.48 percent and stands at the lowest among neighbouring countries in the region (World Development Indicators, The World Bank, 2008). This demand for skilled labour can only be met through increased participation of females in the labour force and the need still remains to equip them with relevant skills.
Ownership of institutes within the public sector do not fall under one purview but rather come under the Technical Education & Vocational Training Authorities (TEVTAs), Directorate of Manpower Training, Directorate of Technical Education, Pakistan Bait-ul-Maal, Fauji Foundation, Social Welfare Special Education & Women Development Department, Industries and Commerce Department and training centres established under the armed forces. It is found that there are 442 public sector female institutes, out of which 397 are vocational and 27 technical institutes. In these institutes 129 different types of trades are being offered and 2,590 teachers are associated with these institutions. Presently, 74,112 females are enrolled in the morning shift while enrolment in the afternoon shift is just 16,856. The reason for lower enrolment in the afternoon shift is attributed to a fewer number of courses being offered in the afternoon shift. In general, females have less access to Technical and Vocational Education and Training for Females (TVET) than males but in our case, cumulative enrolment for females is higher than males. Further break-up shows that

References: ▪ Survey of TVET Institutes, 2007, National Vocational & Technical Education Commission, Islamabad ▪ Skill Development in India, 2005, The Vocational Education & Training System, The World Bank. ▪ World Development Indicators, 2008, The World Bank Appendix |Average number of teachers per institute |6.00 |15.00 | Source: National Vocational & Technical Education Commission (2007), Islamabad |Total |90,968 |85,085 | Source: National Vocational & Technical Education Commission (2007), Islamabad |  |Total |90,968 |100.00 |100.00 | Source: National Vocational & Technical Education Commission (2007), Islamabad Source: National Vocational & Technical Education Commission (2007), Islamabad a

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