The subject of TVET in rural areas, especially in South Asia, is of high importance in view of

the large number of people living in these areas, also because of huge numbers of adult

illiterates in the four countries concerned, probably more than 530 million illiterates

according to latest estimates (400 million in India, 60 million in Bangladesh, 60 million

Pakistan, and 12 million in Nepal).

Likewise when we look at data on poverty, the number of people living below the poverty

line (less than 1 dollar a day), appears to be 550 millions in South Asia only. Poverty and

illiteracy apparently concern the same segment of population.

In 2005, UNEVOC and IBE (two UNESCO Institutes) published a joint “Open File” in the

journal PROSPECTS, entitled “Orientating TVET for Sustainable Development”. The

articles contributed plead strongly in favour of TVET as the logic and necessary follow-up to

basic education, at a time when in South-Asia a growing number of students graduate from

primary education, but cannot enter for a variety of reasons the secondary education, and thus

find themselves without any professional knowledge or skill to make a living. Although

TVET appears as a viable alternative to general secondary education, available enrolment

data in South-Asia show that formal TVET does not attract enough students yet.

Pakistan is the fifth largest population in the world with a total of approximately 229.22

million people in 2022. About 37 percent of the population lives in urban areas and about 55

percent of the population is under 24 years of age. The government’s 2021-23 Pakistan

Economic Survey estimates that there were 11.35 million students enrolled in pre-primary

education, 25 million in primary education (grades 1-5), approximately 8.75 million in

middle education (grades 6-8), 4.5 million in secondary education (grade 9-10), and 2.5

million in higher-secondary education (grade 11-12). The survey further indicates there were
approximately 455,000 students enrolled in technical and vocational education,

approximately 820,000 in degree-awarding colleges, and 1.96 million students in universities

in 2021-22 (Commercial guide, 2024)

Technical vocational training programs are crucial for a country like Pakistan for several

reasons:

1. Economic Development:

 Technical vocational training programs equip individuals with practical skills

that are directly applicable to the workforce. This can contribute to the

economic development of Pakistan by creating a skilled workforce capable of

meeting the demands of various industries.

2. Reducing Unemployment:

 By providing training in specific trades, vocational programs can help reduce

unemployment rates. Skilled workers are more likely to find employment

opportunities in a variety of sectors, thus addressing the issue of joblessness.

3. Meeting Industry Demands:

 Industries in Pakistan, like any other country, require a skilled workforce to

thrive. Technical vocational training ensures that there is a pool of qualified

individuals ready to meet the specific needs of various sectors, promoting

industrial growth.

4. Entrepreneurship Development:

 Technical training programs can also foster entrepreneurship by providing

individuals with the skills and knowledge needed to start their own businesses.
 This contributes to the growth of small and medium enterprises (SMEs) and

stimulates economic activity.

5. Global Competitiveness:

 A skilled workforce enhances a country's competitiveness in the global

market. With well-trained individuals, Pakistan can participate more

effectively in the global economy, attracting international investments and

partnerships.

6. Poverty Alleviation:

 Vocational training can play a role in poverty reduction by empowering

individuals with marketable skills. This empowerment leads to improved job

opportunities and income, ultimately lifting people out of poverty.

The purpose of this study is to know about the impact of TVET programs in a country like

Pakistan. The most effective method is to have a brief discussion with the students enrolled in

these programs.
References

Commercial guide, P. C. (Ed.). (2024, January 12). Pakistan - education. International Trade

Administration | Trade.gov. https://www.trade.gov/country-commercial-guides/pakistan-

education