UNESCO Banner

EDUCATION

  •  
  •  
  •  
  •  
  •  
  •  

National Roundtable on TVET 2012

Pakistan is known to be a country of young people as 60% population is below 25 years of age. However, the bitter reality is that the youth cohort completing secondary education is merely
16.3 percent, which obviously suggests that a vast majority of school leavers lack basic life skills necessary for maintaining a decent livelihood. Unless their educational and life skills needs are met attaining the country’s economic development goals will remain extremely challenging. Therefore, a sustainable delivery of quality Technical and Vocational Education and Training (TVET) is a critically important aspect of Pakistan education system.

Presently, TVET in Pakistan is confronted with multitude of problems and issues such as low quality and relevance, non-availability of duly qualified and motivated teachers, inadequately equipped workshops and inadequate funding. Concerted efforts are also needed to effectively introduce TVE in general school curricula so that education is linked with the world of work.

In order to provide a forum to discuss the problems and issues that pose challenge to the efficient and effective implementation of TVET in Pakistan, UNESCO Islamabad is supporting the National Vocational and Technical Training Commission (NAVTTC) to organize a National Roundtable of relevant stakeholders. A pre-Roundtable consultative meeting of stakeholders has been successfully organized on 21 December, 2011. The National Roundtable will be held in second quarter of 2012 wherein key national stakeholders and international experts are expected to participate. The participants of the National Roundtable would deliberate upon various issues such as TVE in general school curricula, sustainable funding, training of teachers, effective coordination etc. and recommend viable solutions on the basis of in-country experiences and lessons learnt and successful practices overseas.

 Concept Paper
 Research Study on TVE in Pakistan at Secondary Level