Pakistan TVET REFORM Support Programme Technical and Vocational Education and Training (TVET) Reform support Programme
Dec 13, 2012
ISLAMABAD: The National Vocational and Technical Training Commission (NAVTTC) is finalizing a first-ever policy to introduce a comprehensive recruitment and training programmes for teachers, imparting technical and vocational education and training (TVET) in Pakistan.
The policy document entitled-Human Resource Development Policy for TVET sector- developed by NAVTTC in collaboration with TVET Reform Support Programme was disseminated in a wider stakeholders’ conference held here at a local hotel on Thursday.
TVET Reform Support Programme, launched in April 2011, is a five year initiative co-funded by the European Union, the Kingdom of Netherlands and Federal Republic of Germany. It is being implemented by the GIZ in close collaboration with the NAVTTC and Technical Education and Vocational Training Authorities (TEVTAs) in the center and provinces respectively.
The NAVTTC Director General Planning and Development Shahrukh Nusrat in his opening remarks emphasized the need for having a comprehensive structure for training and recruitment of TVET teachers in the country. He said the objectives set under National Skills Strategy, a roadmap to reform the TVET sector of Pakistan, cannot be achieved if recruitment and training of the TVET teachers is not streamlined. Mr. Nusrat argued that global competitiveness cannot be achieved without developing a responsive TVET system, which includes creating an enabling environment for TVET teachers.
On this occasion, Dr. Michael Guder, international expert and author of the proposed policy document, shed light on the existing system of teacher training and recruitment in Pakistan. He also explained a way forward for improving the process involving training and recruitment of TVET teachers. He also gave examples from other developed and developing countries. He also proposed constitution of a steering committee to be assisted by a number of working groups to come up with a roadmap for implementation of the policy.
Athar Tahir, a local expert, explained the way teachers in the TVET sector are recruited and how their career progression takes place. He also discussed various options for improving the current practices.
Hans-Ludwig Bruns, Leader Component I TVET Reform Support Programme, in his closing remarks provided the overview of discussion held and the process of integrating it within the mainstream of TVET sector.
