National Skills Information System

The economic development of a nation is the manifestation of a good mix of policies with optimal use of available resources combined with valuable human resources. The economic growth leads to poverty reduction and generation of resources to sustain the development and the most important output of this process is well skilled, well educated human resource. In order to secure the results of economic growth in terms of well groomed human resource the first hand information regarding the characteristics of the existing skilled work force such as their distribution by region and gender, age composition, skill level, productivity etc. are required in order to determine a development path.

Skill / labour market information that is timely and relevant is thus increasingly important, particularly as the countries of the region move to increase their productivity and competitiveness and monitor the social and economic impact of globalization.

In order to provide demand driven workforce as per the requirement of the industry /employer and the greater employability of TVET graduates, NAVTTC under TVET Reform Support Program (being implemented by GIZ) has developed National Skills Information System (NSIS). The following are the main objectives of the NSIS:

OBJECTIVES

Develop / provide a reliable Skills Information System for demand driven workforce development;

  • Skills Information System
  • Establish data collection / management system (Supply & Demand)
  • Market Demand Management / Analysis
  • Supply Management / Analysis

Provide timely and accurate information on demand and supply analysis, to TVET planers, training institutions, industry, academia, students and public in general;

  • Establish interactive platform / network for TVET Stakeholders
  • Information Dissemination System
  • Align TVET Plans, Policies, Programs with SIS

Establish and facilitate career / vocational guidance and placement services for TVET graduates and potential employers;

  • Establish Career / Vocational Guidance Service
  • Establish Job Placement Service
  • Provide information on Skills available & skills required

With the establishment of NSIS, Government is able to take stock of their capacity to produce and use skill information in decision making process at different levels. The system is helpful to formulate policies to adjust the demand and supply of skills according to the requirement and to tackle the unemployment issue.

Skills Needed For The Labour Market

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The National Vocational & Technical Training Commission (NAVTTC), Technical Education & Vocational Training Authorities (TEVTAs), Trade Testing Boards (TTBs), Punjab Vocational Training Council (PVTC), Punjab Board of Technical Education and a number of private sector TVET institutes are jointly introducing Competency Based Training and Assessment (CBT & A) in selected 60 vocational trades across Pakistan.

The introduction of CBT& A is an important element of the National Skills Strategy (NSS), which is the basis of the ongoing TVET sector reform in Pakistan. It also provides the basis for the implementation of the National Vocational Qualifications Framework (NVQF).

Under this paradigm shift, the CBT programmes are designed and delivered by adopting a systematic approach, focusing on better employability of the trainees with strong market linkages. Through competency based assessment, the trainees will be assessed after completing the programme and awarded high quality national vocational certificates. Likewise, skills of the individuals from outside the formal system are also recognized through Recognition of Prior Learning/Recognition of Current Competencies (RPL/RCC).

Advantages of CBT&A

CBT & A Programmes:

  • are focused on skills, knowledge, understanding and attitudes/values.
  • describe observable, demonstrable and assessable performance.
  • are broader in scope than a mere list of specific tasks or skills.
  • enable the learners to acquire competencies, which are recognized by the industry all over the country through competency standards set under NVQF.
  • offer greater prospective of employability to the learners.
  • enable the informal skilled workers to get their skills assess and certified through recognition of prior learning and current competencies.
  • involve industry in all the steps of training delivery right from designing the skills to assessment and placement of the skilled workers.
  • allow flexibility in the movement of learners from one institution to another.

CBT Trades

Skin Care, Hair Stylist, Beauty Therapy, Computer Operator, Auto CAD, E-commerce, Graphic Design (Print Media), Web Design and Development, Electronics Technician, Heating, Ventilation & Air-conditioning, Bio Gas Plant Supervisor, Cook, Chef, Sous Chef, Food & Beverage Captain, Waiter, Building Electrician Technician, PV Panel Installation, Plumber/Solar Water Heater Installation, Micro Hydel Power Technician

About Cooperative Vocational Training

The Technical and Vocational Education and Training (TVET) is a key element of any policy initiative aiming at creating jobs and alleviating poverty. The Government of Pakistan recognizes the importance of the TVET sector and intends to overcome the challenges that the sector faces such as ensuring quality, access, equity and relevance.

The TVET Reform Support Programme supports this process in collaboration with the National Vocational and Technical Training Commission (NAVTTC), the Technical and Vocational Training Authorities (TEVTAs) in the provinces and regions, and a number of other stakeholders from private and public sector. To ensure labor-market orientation, a key element of the Programme is to give employers a central role in all aspects of TVET planning and delivery.

The Programme, therefore, supports the introduction of cooperative training in Pakistan, in which training institutes and enterprises share the responsibility for vocational education. The approach of the component “Cooperative Training and Green Skills” is based on the German Dual Training System and has been modified to match Pakistan’s needs for a skilled workforce. The component assists training institutes, enterprises and TVET authorities to implement the courses.

The Cooperative Vocational Training (CVT) was initially launched as Germany Pakistan Training Initiative (GPATI), entailing certain instruments to involve enterprises in planning and delivery of cooperative training since 2013. The objective of this training programme is to showcase that the involvement of enterprises is key for ensuring demand-orientation in the TVET-sector aimed at teaching the right knowledge, skills and attitude for performing a job. This scheme has been initiated in Punjab and Sindh while the component has now extended its activities to innovative sectors, such as further training in the area of green skills that includes renewable energy and energy efficiency. On the basis of the lessons learnt from the pilot phase, the initiative is now transformed into a systematic approach to promote CVT in Pakistan.

CVT focuses on developing a comprehensive partnership between TVET institutes and companies in the field of vocational training through combining theoretical and simulated practical training in TVET institutes with workplace-based learning in the companies. Rules and procedures for training partners are needed to realize training and ensuring the quality as well as issuing national and international recognition of certificates in the light of National Vocational Qualifications Framework (NVQF). The systematic approach envisages the strengthening of coordination and ownership by the involved partner organizations. In this way, CVT development will showcase that the involvement of enterprises in the planning and delivery of training is key and provides lessons learnt for the TVET reform process and the modernization of the apprenticeship scheme.

Scheme Benefits:
The cooperative vocational training scheme generates multiple benefits for the involved stakeholders.

Employers Benefits:
A participating company has direct and indirect benefits that include reduced setting-in costs for new staff along with higher productivity through recruiting professionals, who are trained by the same enterprise according to its own requirements. It also gives a better company image in the market especially for branding purposes and helps the company to get involved in all stages of implementation for a focuson the skill needs of the companies.

Trainees Benefits:
Young people gain access to vocational training, which considers the needs of the labormarket as the cooperative vocational training provides the opportunity to seek on-the-job knowledge, work experience and technical skills at the shop floor level. It supports the delivery of the theoretical knowledge by practical application and in problem-solving hands-on work situations.

Through this experience, a trainee develops positive work habits and attitudes, gains work routine and develop the ability to work cooperatively as a team member.

It helps trainees to focus on a specific career path and to see the occupational perspectives during the training along with a recognised certificate in light of NVQF, occupation-specific training and work experience and gaining insights to develop an individual career plan.

Training Institute Benefits:
Cooperative training programmes require a three-way working relationship among the technical school, the employer and the trainee.

Training institutions will become more aware of changes in the labour market and the type of knowledge and skills trainees need in order to effectively compete in the world of work. Training Institutes have a reduced training burden in terms of training hours.

The new proximity to the companies also leads to higher demands on teachers to be qualified according to the latest state of the art. At the same time this partnership facilitates the further professional training of teachers. Altogether, cooperative training contributes to economic and social development in Pakistan through raising the skills of the future workforce.

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