by Dr. Atiq ur Rehman
In Pakistan, Technical and Vocational Education and Training (TVET) has long suffered from an image problem. It is often perceived as a second- or even third or even last choice pathway for those who do not succeed in formal academic streams. Moreover, TVET is often perceived as a pathway meant only for the poor and lower-middle-income groups. This perception undermines enrollment, employer engagement, and public confidence—despite the fact that skilled workers are the backbone of industrial growth, exports, and economic resilience. As a result, even financial incentives often fail to attract youth to enroll in different trades. The above situation explains why the conventional ustad–shagird model of training remains widely prevalent in the industry, despite substantial investments made by federal and provincial governments, as well as international development agencies and NGOs. This raises the question: what policy and institutional measures are required to address this challenge? Here are a few suggestions:- First, the industry should be required to gradually replace the ustad–shagird model with a formal training system, which would necessitate appropriate legislation.
- Second, all matric/O-level and intermediate/A-level and Madaris students should be required to acquire at least one skill of their choice from a TVET institute. To enable students from schools, colleges, and madaris to acquire skills, TVET institutes should be encouraged to offer evening shifts.
- Third, annual skill competitions should be organized for matric/O-level and intermediate/A-level students, starting at the tehsil level, followed by district, division, provincial, and finally national levels. Winners at each stage should be recognized with titles such as Tehsil Champion, District Champion, and so on…
- Fourth, one highly skilled professional from the industry should be nominated for the Sitara-e-Imtiaz award annually.
- Fifth, parents of all out-of-school children (OOSC) aged 10 and above should be approached and encouraged to enroll their children in the nearest TVET institutes. It is worth noting that currently 25.37 million children aged 5–16 are out of school. This initiative would not only bring OOSC into vocational education but also contribute to building a skilled workforce for the country.
- Sixth, strategic branding of TVET is essential to reposition it as a pathway of choice, dignity, and opportunity. Branding must focus on outcomes, not institutions. TVET messaging should highlight employability, income potential, entrepreneurship, and global mobility. Real-life success stories of skilled technicians, master trainers, freelancers, and overseas workers earning competitive incomes can powerfully counter outdated narratives. Public campaigns should emphasize “skills that pay” and “skills for the future,” linking TVET with emerging sectors such as renewable energy, ICT, advanced manufacturing, and agribusiness.
- Finally, national leadership and consistency are critical. A unified national TVET brand, supported by federal and provincial authorities, can ensure consistent messaging and quality assurance. Linking TVET branding with national development goals (including Uraan Pakistan and SDGs) —industrialization, exports, employment and gender equality —can elevate its status in public discourse.