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SOCIAL AND ECONOMIC CONTRIBUTION OF
TECHNICAL, VOCATIONAL & COMMERCIAL EDUCATION:
A CASE STUDY OF TECHNICAL VOCATIONAL & COMMERCIAL EDUCATION INSTITUTIONS OF
KHYBER PAKHTUNKHWA, PAKISTAN.
By
AMJAD RAFIQ PhD Research Scholar
DEPARTMENT OF MANAGEMENT SCIENCES Qurtaba University of Science & Information Technology
D.I.Khan, (Peshawar Campus) PAKISTAN 2010
IN THE NAME OF
ALLAH
THE MOST BENEFICENT THE MOST MERCIFUL
DEPARTMENT OF MANAGEMENT SCIENCES Qurtaba University of Science & Information Technology
D.I.Khan, (Peshawar Campus) PAKISTAN 2010
APPROVAL SHEET
A dissertation Entitled “SOCIAL AND ECONOMIC CONTRIBUTION OF
TECHNICAL, VOCATIONAL & COMMERCIAL EDUCATION (A CASE STUDY OF TECHNICAL, VOCATIONAL
& COMMERCIAL EDUCATION INSTITUTIONS OF KHYBER PAKHTUNKHWA, PAKISTAN)” submitted by Mr. Amjad Rafiq be accepted
in partial fulfilment of the requirement for award of Doctor of Philosophy in Management Science.
Approved by:
Supervisor & Internal Examiner:_______________ Dr. Farzand Ali Jan Director Finance / IBMS.
Agriculture University Peshawar (Khyber Pakhtunkhwa) Pakistan.
External Examiner: _________________ ________________________ Pakistan
External Examiner: Foreign _________________ ________________________ External Examiner: Foreign _________________ ________________________
DEPARTMENT OF MANAGEMENT SCIENCES
Qurtaba University of Science & Information Technology D.I.Khan, (Peshawar Campus) PAKISTAN
2010
SOCIAL AND ECONOMIC CONTRIBUTION OF TECHNICAL, VOCATIONAL & COMMERCIAL EDUCATION:
A CASE STUDY OF TECHNICAL VOCATIONAL & COMMERCIAL EDUCATION INSTITUTIONS OF
KHYBER PAKHTUNKHWA, PAKISTAN.
By
AMJAD RAFIQ PhD Research Scholar
DEPARTMENT OF MANAGEMENT SCIENCES Qurtaba University of Science & Information Technology
D.I.Khan, (Peshawar Campus) PAKISTAN 2010
A dissertation Submitted to Qurtaba University of Science & Information Technology D.I. Khan (Peshawar Campus) in partial fulfilment of the requirement for the award of Doctor of Philosophy
in Management Science
DEPARTMENT OF MANAGEMENT SCIENCES
Qurtaba University of Science & Information Technology D.I.Khan, (Peshawar Campus) PAKISTAN
2010
DEDICATION
I dedicate this thesis to my family members and especially
to my Mother who offered me an unconditional love and
support throughout the course of this thesis.
Acknowledgement
This thesis arose in part out of years of research that has been done since I came to Qurtaba University Peshawar. By that time, I have worked with a great number of people whose contribution in assorted ways to the research and the making of the thesis deserved special mention. It is a pleasure to convey my gratitude to them all in my humble acknowledgment.
First and foremost I offer my sincerest gratitude to my supervisor, Dr. Farzand Ali Jan, who has supported me throughout in my thesis with his patience and knowledge whilst allowing me the room to work in my own way. And I am heartily thankful to him, whose encouragement, supervision and support from the preliminary to the concluding level enabled me to develop an understanding of the subject. I attribute the level of my PhD thesis to his encouragement and effort and without him this thesis, too, would not have been completed or written. One simply could not wish for a better or friendlier supervisor.
It is also a pleasure to thank those who made this thesis possible such as my colleagues who gave me the moral support I required and my professors who helped me with the research material. I also would like to make a special reference to Dr. Usman Ghani, Dr.Ata-ur-Rehman, Dr. Mohammad Saleem, Dr. Qader Bakhsh Baloach, and Dr. Ayaz Khan and Mr. Tanveer Khan P.A to Director Finance Agriculture University Peshawar Pakistan, who supported me in any respect during the completion of the thesis.
Finally, I thank my Brothers, colleges and students for supporting me throughout all my studies at University, moving my vast collections of “stuff” and for providing a home in which to complete my writing up.
Amjad Rafiq
Table of Contents
Abbreviations ii
Abstract iv
Chapter No.
Heading No.
Social and Economic Contribution of Technical & Vocational Education
Page No
1st
Introduction. 1 1.1 Objective of the studies. 5 1.2 Significance of the Study 6 1.3 Research questions 7 1.4 Hypothesis of the Study 7 1.5 Population of the Study 8 1.6 Methodology 8 1.6.1 Primary Data 9 1.6.2 Secondary Data 9 1.7 Assumption 9 1.8 Statistical Analysis of Study 10 1.9 Variable of the Study 10 1.10 Limitation of the Study 10 1.11 Future Recommendation 11 1.12 contribution of the Study 11 Statement Showing Position and Number of Technical,
Vocational & Polytechnic Institute in the Province 12
2nd
Technical, Vocational & Commercial Education in Khyber Pakhtunkhwa
13
2.1 Component of the Directorate General Technical & Vocational Training
17
2.2 Component Wise Function of Technical Education 17 2.3 Institutional Network of Technical Education & Manpower 17
Training 2.4 Trade Testing Board 19 2.5 Restructuring of Technical Education & Vocational
Training System 19
2.6 Priority Areas / Sectoral Strategies 23 2.7 Professional Development of Teacher 23 2.8 Human Resources Development Through Skill & Technical
Education 27
2.9 Private Public Partnership 27 2.10 Socio Economic Background of Khyber Pakhtunkhwa 27 2.11 National Plan of Action for Women Empowerment of
Women in Khyber Pakhtunkhwa 28
2.12 Establishment of TEVTA
Establishment of NAVTEC (National Vocational Training Education Commission
32 2.13 33
2.14 GTVC (Government Technical & Vocational Centre) 34
3rd
Review of Literature 36
4th
Methodology 47 4.1 Data Collection 47 4.2 Pre Test / Contents of Validity of Questionnaire 47 4.3 Population of Study 47 4.4 Statistical Analysis 48 4.5 Structure of the Study 50
5th
Finding of the Study and Statistical Analysis 51 Part A Finding Related to Faculty of Technical, Vocational &
Commercial Education. 51
Part B Findings of the study related to Students Enrolled in Technical, Vocational & Commercial Education institutes in Khyber Pakhtunkhwa
90
6th Findings / Conclusions & Recommendations 100 Finding of Study 102 Conclusion 107 Recommendations 108
Annexure 111 References 157
ABBREVIATIONS
ADB Asian Development Bank B.Sc Bachelor of Sciences B.TECH Bachelor of Technology CMC's Center Management Committees CTE Career & Technical Education DGTE Directorate General of Technical Education ECNEC Executive Committee of National Economic Commission F/F Furniture & Fixture FATA Federally Administered Tribal Area GCC Government College of Commerce GCMS Government College of Management Sciences GDP Gross National Product GI Grade One GII Grade Two GIII Grade Three GNP Gross National Product GPA Grade Point Average GPI Government Polytechnic Institute GTVC Government Technical & Vocational Centers HONs Honours HRD Human Resource Development IISC Indian Institute of Sciences IITM Indian Institute of Information Technology & Management IITS Indian Institute of Technology ILO International Labor Organization
IMC's Internal Management Committees ISM Indian School of Maintenance IT Information Technology JICA Japan International Cooperation Agency KPK Khyber Pakhtunkhwa NAVTEC National Vocational & Technical Education Commission NERIST North Eastern Regional Institute of Sciences & Technology NIFFT National Institute of Foundry and Forge Technology
ii NITIE National Institute of Training & Industrial Engineering NTB National Training Board NTO National Training Ordinance NWFP North West Frontier Province PATA Provincially Administered Tribal Area REC's Regional Engineering Colleges SAARC South Asian Association for Regional Cooperation SDC Skill Development Center SHRDC SAARC Human Resource Development Corporation SLIET Sant Langowal Institute of Engineering & Technology SME Small & Medium Enterprise SMEDA Small & Medium Enterprises Development Authority SPA School of Planning and Architecture SSC Secondary School Certificate STW Social to Work TE Technical Education TEVT Technical and Vocational Training TEVTA Technical Education & Vocational Training Authority TTB Trade Testing Board TTTI Technical Teacher Training Institute UAE United Arab Emirates UGC University Grants Commission
UNESCO United Nations Educational, Scientific and Cultural Organization
USA United States of America VTET Vocational & Technical Education Training
WWF Worker Welfare Fund
iii
ABSTRACT
It is a fact, universally acknowledged, that present era is of technology.
We can not connive at its importance and productivity after we witness the Western
Countries and a number of Asian Countries as well, who have not only carved out their
niche by imparting technical education to their aspiring youth but consequent thereupon
have touched the very zenith and apex of development in the field of technology.
The research reveals that the prevalent scenario in Khyber Pakhtoonkhwa
in comparison reflects rather an antithesis and a dismal picture. In this province, technical
education can only entice and allure the left over students, who have not accepted or not
able to get enrolled by the other sundry streams in general education.
The need of the hour is to acquaint and familiarize students, in particular,
not only with the viability and importance of Technical, Vocational and Commercial
Education but also with the fact that how much trained and skilled workforce is required
for our country in general and in this Province (Khyber Pakhtoonkhwa) in particular.
In pursuit with organising, regularising and supervising the Technical,
Vocational & Commercial Education, the government had established two different
directorates i.e. Directorate of Technical Education and Directorate of Manpower and
Training in 1971 and 1986 respectively. By realising the working environment and
functions of both the organisations i.e. human resource development, the government
merged both the organisations by establishing a joint Directorate General of Technical
Education and Manpower Training during the year 2007.
iv
The present organisation strives at attaining the goals and objectives set by
the government for enhancing knowledge, skill and capabilities of unprivileged class in
the field of Technical, Vocational and Commercial Education.
The Directorate General of Technical, and Manpower Training being a
government representative agency ensures to implement all the rules and regulations,
promulgated by the provincial government, and related to Technical, Vocational &
Commercial Education. Having a close link with industries, it purviews not only
Technical, Vocational & Commercial Education and Manpower Training but also Board
of Technical Education (BTE) and Trade Testing Board (TTB) Technical Teacher
Training Institute (TTTI). It is also playing its pivotal role on the works of Technical and
Vocational Training System (TEVT), Child Labour Training and Human Skill
Development in Women.
In this research the reviewed literature that imbibes that crux and nitty-
gritty of Technical, Vocational and Commercial Education is to train and develop the
students of various disciplines related to skill and human resource development.
Technical, Vocational and Commercial Education provides to the student ample
opportunities of earning with futuristic perspectives of business of any sort.
The study is based on primary data i.e. stems on different questionnaires,
distributed among students and faculty. The research questions and objectives of the
study were that how the contribution of Technical, Vocational and Commercial
Education is considered by all the stake holders, how the faculty link their career with
Technical, Vocational and Commercial Education, how do the students receive and
perceive the Technical, Vocational and Commercial Education and to what extant the
students are clear about the importance scope and career. Further what are the main
variable and contributor which clarify the option of selection of Technical, Vocational
and Commercial Education, to find out the clarity, satisfaction, emotional, and
v
Professional attachment with Technical, Vocational and Commercial Education and to
identify both in quantitative and in qualitative terms the economic and social contribution
of Technical, Vocational and Commercial Education.
It transpires different bent of mind towards satisfaction level, that the
decision to join the Technical, Vocational and Commercial Education contributes
towards the social and economic development both directly and indirectly, future career
and viability of this system of education in the long run. For analysis purpose descriptive
statistics have been used and the findings have been presented in tabular form. The
findings of the research indicates mostly both the students and faculty are satisfied with
their decision for opting this stream of education and believe that this system (Technical,
Vocational & Commercial Education) contributes to the country in general and Khyber
Pakhtoonkhwa in particular. Further the students and faculty both are optimistic about the
shining future of their own as well as this stream of education.
The research work candidly divulges that modern era is of Technical
Education which not only explores new vistas of livelihood to the youth but also
broadens their vision to realise the challenges this country is encountered with. It opens
novel realms and domains of innovation emerge as developed country in this region.
For future research it is recommended that to enhance the technical know-
how the government is required to pay attention to establish Technical, Vocational and
Commercial Education Institutes in all Tehsil level and in the major semi urban areas of
the province. Further trade & commerce exhibitions, workshops
vi
& seminars may be arranged for greater awareness of the students and gentle societal
forces. Also to increase and develop the linkage with the industry and to introduce the
Technical, Vocational and Commercial Education at school level. The government is
aught to pay attention to establish Technology and Technical University in the province
and to provide incentives in the establishment of private institutions of Technical,
Vocational and Commercial Education with a close check and balance system. In
addition public private partnership needs to be facilitated. The donor countries may also
provide opportunities for higher studies, specialized training, transfer of technology and
facilitate in lessen the burden of unemployment by introducing new trades in the exiting
Technical, Vocational and Commercial Education institutions.
vii
1
CHAPTER # 1
SOCIAL AND ECONOMIC CONTRIBUTION OF TECHNICAL, VOCATIONAL & COMMERCIAL EDUCATION:
A CASE STUDY OF TECHNICAL, VOCATIONAL & COMMERCIAL EDUCATION INSTITUTIONS OF
KHYBER PAKHTUNKHWA, PAKISTAN. INTRODUCTION:- Education is the process of establishing habits of critical and independent
thinking and appraisal of information for the purpose of intellectual development of the
individual as a whole. Socrates held that the real learning begins with the confession of
ones ignorance. Education can take place formally in schools (with teachers, students,
courses, books and activities). It can also take place in homes, streets or meeting places
where ideas and information are exchanged (Harkavy 1996).
With the passage of time and development of civilization rapid changes
have been noticed both in formal and informal education. To cultivate the formal
education with more specialized angles and dimensions, many branches with
sophisticated, thin, narrow as well as wide branches like engineering, commerce,
medicine, linguistics, social science, earth sciences, agriculture, forestry and technologies
have been established and now each branch or specialization is contributing towards the
social and economic change and development of the society.
Technical Education is an application of science to practical human ends –
particularly to increase the productivity and the availability of leisure and to improve the
quality of life. Technical Education exists since ancient times like in tool making, in
agriculture it has improved crop yields, and in industry it has brought changes like more
production with minimum labour as well as more job opportunities with rapid
industrialization. Besides industrial development, technological improvement has made
the labour less stressful and free from hazards, work hours have been reduced with the
help of major technological changes.
2
Technical Education is a medium through which student gets academic,
vocational and professional training. And it enables the qualified students to have their
own ventures. To apply for jobs also requires know-how of science and modern
technologies. Usually the level of job is above traditionally skilled crafts and below
engineering and scientific levels.
Generally Technical Education comes under the branch of vocational
education and covers wide areas of vocational education like trades, Commerce,
Agriculture, Engineering, Garments, Beautician and other advanced crafts. Because of
these wide varieties in Pakistan the Technical, Vocational & Commercial education has
been segmented in Polytechnic Institutes, Vocational Institutes, Commerce and Business
Institutes and some certificate granting centres in Textile, Garments and Gems. Further
Technical Education contributes to GDP & GNP of a country. It makes a country
prosperous and resourceful. In Pakistan every year a good number of technical experts
come out from initial training, join advanced level training, degree courses at various
universities along-with a sizable number join work force both at domestic market and
foreign market particularly UAE and neighbouring countries. In addition, a fair number
of qualified experts starts their own business and provide direct and indirect job
opportunities to blue and pink colour labour force.
To day technologies have become all pervasive and no single realm of life
can be quoted which has improved without the help of technological presence. Keeping
in view this reality in mind now all those responsible for timely & effective planning for
economic development and social prosperity are focussing on technical and vocational
education SMEDA, SME bank and other financial institutions have opened special
windows for assistance, guidance and financial support of these persons who can really
contribute both in urban and rural areas of the country. Realizing this fact the Ministry of
Industries, Commerce and education is focussing on the establishment of Trade,
Engineering Technology and Commerce Centres at each Tehsil and District level and is
providing special assistance in the education expenses.
3
Taking into consideration the increase in productivity, Hussain (2002) suggested
to set-up Technical, Vocational & Commercial Education Institutes at places where these
clusters exist. He further contends that these institutes of Technical and Vocational
Education, with a charter of education and training, should be comparable to the best
international standards. He further said that Vocational Training continuously provide
trained manpower to Industry and Agriculture, therefore, the faculty will have to impart
training and education as well as to act as a consultant in the fields of management and
technology. This will rectify the most gearing deficiencies in operation and management,
which are so rampant in Pakistan Industry and Agriculture and as a result thereof
productivity will improve, waste and inefficiency will decrease.
Biship (2006) has identified that up-till the end of 20th century, Vocational
Education focused on specific trade such as an automobile mechanic or welder and was
therefore, associated with the activities of lower strata of the society and as a
consequence, it attracted a level of stigma. But the same education has been diversified
over the 20th century and now it exists in industries such as retails tourism, Information
Technology, funeral service, cosmetics, traditional crafts and college industries and is
contributing to social and economic development of society.
Walts (2001) while studying the social benefits of higher education in
Kentucky has identified mainly economic benefits in the form of higher earnings and
higher state and federal tax revenue to fund tax-supported programs, reduced welfare
dependency, lower crime costs, healthier life style, social gains including increased
volunteerism, charities giving and participation in and leadership of community
organization. Additional participation in cultural activities has also been reported.
The institute of higher education policy at Washington D.C (1998) has
studied the same issues i.e. cost and benefits of technical and vocational education and
reported the economic benefit including increased tax revenues, greater productivity,
increased consumption, increase in work force flexibility and decreased reliance on the
government support.
4
If higher degree and diploma holders are studied in the field of Technical
and Vocational Education the presence of all above mentioned benefits can be checked,
analysed and evaluated.
In our country technical and vocational education provides courses that
can fetch a graduation and in Commerce / Trade even to post graduation degree level to a
student. Some programs have been designed for already working component and even for
child labour. To bring the female workforce to the utilizable level special courses have
been established for female only where they receive professional training and courses. In
some of the courses special employers is drawn on establishment of own small business
units so the benefits could go deeply to the grass root level.
As the need for more technical experts is increasing, technical &
vocational and commercial education is helping out in ways to create trained manpower
in these trades and technologies. As a result this trained manpower help the countries
economy, contribute to social change, more employment opportunity and less
dependency on government for employment. Therefore, the study in hand will greatly
emphasise to dig-out the salient features of technical, vocational & commercial education
and to highlight its contribution in all aspects of life, particularly in social, cultural and
economic change.
Ministry of Education Policy and Planning Wing, Government of Pakistan
in its report of 2005 has clearly realized the need and importance of Technical Education
and introduced technical education in secondary schools. The report further says for
poverty alleviation and sustaining growth, Pakistan requires a mixture of skilled workers,
tradesman, technicians, technologists, engineers, and Research & Development
Scientists. This manpower particularly comes from Polytechnic Institutes, Commercial
Training Institutes and Vocational Training Institutes operating under Labour Manpower,
Social welfare, Industries, Agriculture etc and other apprenticeship Program.
5
1.1 OBJECTIVES OF THE STUDY
The main objectives of the study are to determine the potential contribution of technical, vocational and commercial education in the social and economic development of Khyber Pakhtunkhwa, the other objectives includes;
To what extent the students are clear about the importance, scope and career, which can be achieved through Technical, Vocational and Commercial Education.
What are the main variable / contributor which clarify the option of selection of Technical, Vocational and Commercial Education as future careers field?
To find out the clarity, satisfaction and emotional as well as professional attachment of the faculty with Technical and Professional Education, and
To identify both in quantitative and qualitative terms the economic, employment and other contributors of Technical, Vocational and Commercial institutes established in Khyber Pakhtunkhwa.
6
1.2 SIGNIFICANCE OF THE STUDY
In advanced countries like USA Association for career and technical education was formed in 1926 which at national level build a career in technical education.
On similar lines many association and bodies have been formed in European community, Korea, Malaysia, and in Turkey and even in India but in Pakistan in general and in Khyber Pakhtunkhwa in particular it is assumed that the left over students i.e. who failed to get admissions in pre medical, pre engineering and other institutions of repute opt for registration in Technical, Vocational and Commercial Institutions. And if a detailed survey is conducted this assumption may surface as a reality. In this context both the institutions and public can be considered very much passive as neither the technical and vocational institutions have launched a massive campaign toward the awakening of people nor the general public has searched the reality. In addition the private sector Technical, Vocational and Commercial institutions have also played a very passive role. These institutions have not provided attractive and conducive education environment to the students and resultantly the enrolled students are not clear about their future nor do they suggest to their youngsters to opt for these disciplines / technologies as a future career.
In the study in hand the following areas have been deeply studied with reference to social, cultural and economic contribution of Technical, Vocational and Commercial Education:
i. Faculty Satisfaction with their job.
ii. Selection of Technical, Vocational and Commercial Education as a career.
iii. The contribution of Technical, Vocational and Commercial Educational
institutions in employment and business opportunities, and
iv. The satisfaction which the students derived from their career selection (field
of specialization) and growth in their respective field of study.
7
1.3 RESEARCH QUESTIONS.
The first purpose of the study was to analyse the economic and social contribution of Technical, Vocational and Commercial Education in Khyber Pakhtunkhwa. The second objective of the study is to know the degree i.e. to what extent the faculty and students are clear about the selection of their field of employment and study as a career respectively.
The following research questions have been directly or indirectly asked.
1- How the contribution of Technical, Vocational and Commercial
Education is considered by all stakeholders?
2- How do the faculty link their career with Technical, Vocational
and Commercial Education?
3- How do the students receive and perceive the Technical,
Vocational and Commercial Education as a career.
1.4 HYPOTHESIS OF THE STUDY.
H1 The Technical, Vocational and Commercial Education have great contribution towards economic and social section and justify the government expenditure.
Ho The Technical, Vocational and Commercial Education’s economic and social contribution if rationalized, do not justify the huge expenditure of Government and other donors
H2 The students and faculty are clear in selecting Technical,
Vocational and Commercial Education as their future career.
Ho The students and faculty have selected Technical, Vocational and
Commercial Education by chance and are not clear about their
future career.
8
1.5 POPULATION OF THE STUDY.
Population of the study has been randomly selected from the
following:
i) Head of Departments and senior faculty members of Polytechnic Institutions.
ii) Head of Departments and senior faculty members of Vocational Institutions.
iii) Faculty members and Principals of Commerce and
Management Sciences Colleges.
iv) In-charge of various Trades and Training Institutes.
v) Students studying / undertaking training in all above mentioned institutes.
Total 1200 questionnaire were served to faculty and Head of Departments out of which 454 were received back from the faculty & Head of Departments. 1250 Questionnaire were served to students out of which 192 were received back. ( Details are at Annexure-A & B )
The responses received were scrutinized and 7% of students responses were not considered for analysis purpose because of incomplete responses or the respondents have just answered in the straight approach i.e. to select the one choice for all questions.
1.6 METHODOLOGY:
For investigation of the research questions, testing of hypothesis and to find out
the answers to set objectives both primary and secondary data have been collected form the
respondents.
To have detail information for the study both primary and secondary data have
been collected.
9
1.6.1 Primary data;
For collection of primary data 2 separate questionnaire were served to the faculty
and students respectively. The questionnaire served to the faculty was having 3
parts A, B and C. Part “A” was having personal data, part “B” consists of questions related to
contribution of Technical, Vocational and Commercial Education towards development of the
country, industrial growth, social and cultural change. Questions in part “C” was having focused
on the other contributions towards transportation, stationary, booksellers, furniture/fixture,
chemical/glassware, and other vendors.
1.6.2 Secondary data;
To have the information regarding Technical, Vocational and Commercial Education institutions their structure and location as well as other relevant information secondary data have been collected from ministry of Industry, Technical Education, Commerce and Manpower Khyber Pakhtunkhwa. To have information in addition to the severed questionnaire unstructured interviews were also conducted.
Both the questionnaires were having descriptive questions on likert 5 point scale and multiple choices. (Annex C and D).
1.7 ASSUMPTIONS.
After having pre-test of the questionnaire at Government College of Commerce and Management Sciences Peshawar both at student and faculty level, it has been assumed that the questionnaire is clear enough and the respondents have recorded biases free responses. So that the out come of the analysis / study can be generalized.
10
1.8 STATISTICAL ANALYSIS OF THE STUDY.
The purpose of this study is to identify the major contribution of the Technical, Vocational and Commercial Education in Khyber Pakhtunkhwa. Therefore, the study employed longitudinal data analysis, rather than inferential statistical testing.
Descriptive statistics i.e. frequencies, cross tabs, chi squares and Kolmogrov-Smirnov test has been used to describe the result.
1.9 VARIABLE OF THE STUDY:
Independent variable:
Technical, Vocational and Commercial Education has been considered as independent variable.
Dependent variable:
Economic contribution, social and cultural contribution, career selection, job satisfaction related issues have been considered as dependent variables.
1.10 LIMITATION OF THE STUDY.
Due to very large population both the students and faculty, the study has been kept limited to the random population in students and only senior faculty and Head of Departments of the Technical, Vocational and Commercial Education Institutes. The other stake-holders like officers responsible of the level of directorate, Ministry and Secretariat have been excluded from the sample size of the study. Further the major player i.e. societal segments like suppliers of raw material, stores and services have also not been included. The study is kept limited to the public sector educational institutions only.
11
1.11 FUTURE RECOMMENDATION.
Based on the findings of the study the following recommendations for future studies are made.
i. The population excluded from the sample needs to be included and the study be conducted with the sample of private educational institutions too.
ii. The detailed list of contributors like Economic Social, Culture, Tax, employment, standard and style of life dependency on Govt. jobs / facilities, crime costs / rate, career selections and planning, job satisfaction of faculty with Professional Trade, Policy and Administration of institutes Government priorities and views of the general public needs to be studied.
1.12 CONTRIBUTION OF THE STUDY.
To the researcher the minimum contribution of the study is being the 1st study in this field in the Province (Khyber Pakhtunkhwa) and the doors have been knocked by the researcher for future studies in the field.
The findings of the study can be used as a reference by planning and development department of the government as well as by the foreign donors.
The field of technical, vocational and commercial education can be boldly promoted which can play an important role towards employment, social and cultural change in the society.
The students need to be motivated and guided towards technical, vocational and commercial education.
12
STATEMENT SHOWING POSITION AND NUMBER OF TECHNICAL, VOCATIONAL AND POLITICHNIC INSTIUTE IN THE PROVINCE
There are 22 Government College of Commerce & Management Sciences, 07 Government College of Commerce, 10 Government College of Technology, 29 Government Technical & Vocational Centres (Male), 15 Government Technical & Vocational Centre (Female) 08 Government Polytechnic Institute (Male) and 02 Government Polytechnic Institute for Female. In addition to these Colleges/Centres there are 10 employment exchanges, 01 Advance Technical Centre and 01 Skill Development Centre working under the control of Directorate of Technical Education. (Details are shown in Annexure-E).
13
CHAPTER # 2
Technical, Vocational and Commercial Education in
Khyber Pakhtunkhwa
In Khyber Pakhtunkhwa Directorate of Technical Education was established in
1971 while the Directorate of Manpower and Training of the Industries Departments was
established in 1986. In 2007 both the directorates were merged and renamed as
Directorate General of Technical Education and Manpower Training with the following
objectives and organizational structure in the mainstreams of Commerce and
Management Sciences, Technical, Vocational and Skill Training:- (Unpublished
presentation in 2008).
i. The Directorate General of Technical Education and Manpower Training
Khyber Pakhtunkhwa is mainly concerned with the human resource
development through technical education and vocational training.
ii. To increase knowledge, skills and capabilities of people in our society.
iii. To impart skills to the disadvantaged population.
iv. To explore potential of the disadvantaged population for direct contribution in
production of goods and services through their capabilities of skills in demand
of local and foreign market.
v. Institutional development, improvement in quality and relevance, access and
equity enhancement.
vi. To organize, regulate, and supervise Technical, Vocational and Commercial
Education and prescribe courses/curricula and its evolution.
The directorate of technical education and manpower training is responsible for
quantitative expansion and qualitative improvement of Technical, Vocational and
Commercial Education to equip the youth with the demand oriented technical education
and skill. The employment exchanges (EE’s) are maintaining essential personnel
registers. They are also facilitating the employers to select workers of their choice and
14
workers to take job matching with their qualification and experience. Informal training
sector is being managed by the Apprenticeship Training wing under the Apprenticeship
Ordinance 1962. The Directorate General of Technical Education and Manpower
Training is also responsible for implementation of the following ordinances:
(Promulgation orders at Annexure F, G, H, I, and J)
i. National Vocational Training Ordinance (Ordinance No. ix of 1980 as
amended in 2002). (Annex F)
ii. Apprenticeship Ordinance, 1962. (Annex G)
iii. Essential Personnel (Registration) Ordinance, 1948. (Annex H)
iv. Compulsory Services (Armed Force) Ordinance, 1971(Annex I & J)
v. Control of Employment Ordinance, 1975.
vi. Disabled persons (employment and rehabilitation) Ordinance, 1981.
(Annex I & J)
The functions of Directorate General of Technical Education and
Manpower Training are being executed through following institutional
arrangements.
15
Directorate of Technical Education &
Manpower Training Khyber Pakhtunkhwa
College of
Technology &
Polytechnic stream
College of Commerce
& Management
Sciences
Vocational and
Training Stream
Apprenticeship Training
Scheme in Informal
Sector
Trade Testing
Board
Employment
Exchanges
16
INSTITUTIONAL ARRANGEMENT FOR HUMAN RESOURCE DEVELOPMENT
Sr. No.
Institutions Level of Education Trained Manpower utilization.
1 Government Commerce and Management Sciences Colleges
Master in Commerce Bachelor in Commerce
(Hons) Bachelor in Commerce Diploma in Commerce Master in Business
Administration. Bachelor degree in
Business Administration Diploma in Business
Administration.
Financial manager and Workers of various levels for Private and Public Sector.
Computer handlers. Teachers for private & Public Sector.
2 Government Technology Colleges and Government Polytechnic Institutes.
Bachelor in Technology (B.Tech).
Diploma in the technology of Civil, Electrical, Mechanicals Auto & Food processing and G-I.
Graduates Technologist equivalent to B.Sc Engineers. Prospective employers are industries in private and public sector.
Supervisory staff for manufacturing and construction sectors.
3 Government Technical and Vocational Centres.
G-III to G-II level skill and Vocational training.
G-I high tech training.
Skill and semi-skills workers in the professional / vocation of Turner, Machinist, Electrician, Welding, (ARC * GAS), Plumber / Sanitary Installer, Draftsman (Mechanical & Civil), Auto, Carpenter, Radio & TV Mechanic, Refrigeration & AC Mechanic and Tailoring. Beautician skin care, Garments, Computer and Secretariat training and Architectural Drafting.
Skilled and Semi-Skilled Workers for domestic needs and export to friendly countries.
Overseas employment will help in combating un-employment and remittance will facilitate economic development of the nation.
17
2.1 Components of the Directorate General Technical and Vocational Training
(TEVT Systems)
Technical Education
Manpower and training
Khyber Pakhtunkhwa Board of Technical Education
Restructuring of Technical Education and Vocational Training system
project (ADB Assisted).
2.2 Component wise functions of Technical Education
Target population of Technical Education is Secondary School Certificate
(SSC). Technical Education produces technicians, technologists,
accountants and managerial personnel through the following streams:-
o Commercial and Business Education through Government
Commerce and Management sciences colleges.
o Diploma and Degree level Engineering courses in various
technologies through Government Technology Colleges and
Polytechnic Institutes.
o Skilled Workers through Vocational Training Centres.
2.3 Institutional network of Technical Education and Manpower Training,
Apprenticeship/in-plant Training
The Government of Pakistan promulgated an ordinance in 1962 and rules
in 1966 in order to promote, develop and regulate systematic Apprenticeship
Training Program in the industries and for securing certain minimum standards of
skills. The Apprenticeship Training Program under this Ordinance started in 1968
in N.W.F.P now renamed Khyber Pakhtunkhwa which was being administered by
the Labour Directorate in the following industries:-
18
Existing under training apprentices:-
S.No. Name of Industry No. of Apprentices
1 Pak-German wood working centre Peshawar 30 2 Khyber match factory Peshawar 10 3 Mohsin match factory 12 4 Khazana sugar mills Peshawar 20 5 Daoud sons Peshawar 15 6 Sohail jute mills nowshera 12 7 Associated industry nowshera 15 8 Pakistan tobacco company akorah khattak 30 9 Feroz sons nowshera 15 10 Locomotive factory risalpur 15 11 Vincraft risalpur 40 12 Prime sugar mills mardan 25 13 Frontier sugar mills takth bhai 20 14 Rahman cotton mills takth bhai 15 15 Heavy electrical complex hattar 30 16 Telephone industry of Pakistan hattar 35 17 National radio/telecommunication corporation hattar 30 18 Best way cement factory hattar 15 19 Cherat cement factory nowhera 25 20 Askary cement factory nizampur 13 21 Kohat cement factory 10 22 Bannu woolen mills 20 23 Lucky cement factory 20 24 Fouji corn complex nowshera 10 25 Frontier ceramics Peshawar 08 26 Marks Pvt Ltd Peshawar 20 Total 507
Source: (Directorate General of Technical Education Apprentices Wing 2008/09)
19
2.4 Trade Testing Board
Trade Testing Board (TTB was established in 1994 under the NTO 1980
but amended in 2002
Functions of TTB
Registration of trainees in Public and Private Sector’s Training Centres.
Affiliation of Private Training Centres.
To conduct Final Trade Tests of Trainees
Certification of the pass out Trainees.
Prescribe courses for different level of trainees
Development of skills standards according to the market requirements.
2.5 Restructuring of Technical Education and Vocational Training System
(TEVT) and its Objectives:
The nexus between development, poverty alleviation and skilled
workforce can hardly be overemphasized. Technical Education & Skill
Development is the backbone of economic growth and panacea for social
development. Countries that are successfully competing in the Global
workplace and achieving socio-economic gains, invest heavily in the Skill
Development Programs.
Pakistan, unfortunately, has fallen behind not only according to the
international level of Technical Education &Vocational Training (TEVT) but
also lags the Regional standards. The situation in Khyber Pakhtunkhwa is
much more alarming due to the reason that the existing fragmented and
archaic TEVT Systems is in no way capable to deliver the requisite out comes.
(Directorate General of Technical Education presentation to Chief Minister,
Khyber Pakhtunkhwa 2010)
20
Realizing the gravity and gigantic magnitude of the challenges in
the TEVT system, and all time high need for skilling the burgeoning youth
population, the Provincial Government of NWFP, ( KPK ) promulgated
TEVTA Ordinance, 2002 attempting to replicate the TEVTA Punjab Model in
the Province. However implementation of TEVTA Ordinance, 2002 remained
in doldrums due to agitation of the teaching community, its inherent flaws and
scepticism in the expected outcomes of the envisaged change.
In 2006, during a briefing by National Vocational & Technical
Education Commission (NAVTEC), the Prime Minister of Pakistan directed
all Provincial Governments for revamping their Technical Education and
Vocational Training Programs on TEVTA Punjab Model. Accordingly, a
taskforce constituted by the Provincial Government under the chairmanship of
Secretary Industries Commerce Labour and Technical Education visited
Punjab to observe on-ground situation, performance of TEVTA Model and
make appropriate recommendations. The taskforce suggested establishment of
TEVT Board instead of TEVT Authority through amendments in NWFP
(KPK) TEVTA Ordinance, 2002.
In 2008 the Chairman NAVTEC during his presentation to the Chief
Minister Khyber Pakhtunkhwa, requested for restructuring of the TEVT
System of the Province and establishment of TEVT Board as per
recommendation of the taskforce. The Chief Minister, Khyber Pakhtunkhwa
issued a directive for the restructuring and revamping of the TEVT System
and establishment of TEVT Board.
In January 2009 the Provincial Cabinet constituted a high level
committee under the Chairmanship for the Minister for Technical Education
& Manpower Training, Khyber Pakhtunkhwa to formulate sustainable/feasible
proposals for remodelling of the TEVT system in the province. (Directorate
General of Technical Education Presentation to Chief Minister Khyber
Pakhtunkhwa, 2010).
21
The Committee visited Punjab and carried out a detailed study of the
following organizations and their institutional network.
i TEVTA Punjab.
ii Punjab Vocational Training Council.
iii NAVTEC Regional office at Lahore and Headquarter at Islamabad.
iv National Training Bureau, Manpower Division, Islamabad.
Based on the study, the visiting team formulated recommendations
and accordingly made a presentation to the Chief Minister, Khyber Pakhtunkhwa
on 18-01-2010, who approved the proposals in principal.(Presentation on
restructuring 2010).
Furthermore before the above detailed work a project was approved
by ECNEC in 2005 for the Restructuring of the Technical Vocational and
Commercial Education in Khyber Pakhtunkhwa as per the following cost detail:-
The project was approved in 2005 by ECNEC at a total cost of US $ 15.68
millions with ADB share of 70% i.e. US $11.00 millions and
Government of Khyber Pakhtunkhwa share was 30% i.e. US $4.687
millions.
Duration of the project was estimated 6 years and
Commencement date was November 1st 2005.
(Presentation to Minister for Technical education Khyber Pakhtunkhwa)
Objectives of TEVT System
Institutional development
Improvement in quality and relevance
Access and Equity enhancement
22
Functions and Targets of the TEVT System
Institutional development
o Restructuring and capacity strengthening of the Directorate of
Technical Education and Manpower Training Khyber
Pakhtunkhwa
o Strengthening the Research and Development Cell
o Institutionalizing quality assurance and accreditation system
o Establishing District Advisory and Centre Management
Committees (CMC’s)
o Implementation of management development program
o Implementing performance based management system.
Improvement in quality and relevance
o Periodical training & refresher courses for staff
o Staff training in relevant industries
o Holding of seminars/workshops
Access and Equity enhancement
o Introducing equivalency certificate system
o Establishing two Technical and Vocational Training Centres for
female trainees
o Support to Employment Exchange Units
o Staff development.
23
2.6 Priority areas / Sectoral Strategies
i Expansion of skill training to meet demand of skilled work
force
ii Quality improvement through up dating of Curricula and
improving teacher manuals.
iii Opening of service/production centres to link trainees with the
market.
iv Introduction of broad based apprenticeship scheme.
v Recognition and certification of Ustad – Shahgird system for
employment within and outside country.
vi Activation of employment exchanges to serve job seekers and
employees of private and public sector organizations.
vii Empowerment of women through Technical & Commercial
Education and vocational training system.
2.7 Professional development of Teachers
The technical manpower in an industrial and technological system falls
into three broad categories:
(1) Engineers, designers, Accountant and Manager etc.
(2) Technicians and sub-engineers level personnel & supervisory staff;
(3) Skilled workers and tradesmen required for efficient production.
It is the third category of skilled workers which form the base of the
pyramid of technical manpower. Unfortunately, however, the gruesome fact is
that at this level of skilled workers our training facilities are the least adequate.
24
Demand for Training Skilled Workers:
Pakistan, as a whole and the Khyber Pakhtunkhwa in particular is facing a
formidable challenge of tackling the issues of Economic Development and
poverty alleviation. In the wake of growing population, Earthquake & War
destructions, flood disasters in Khyber Pakhtunkhwa, the need for food, security,
provision of employment opportunities and housing are becoming a burden on the
economy and unmanageable challenge for the government.
Employment is more of social issue than an economic one as it touches the
lives of every person whether young or old. Proper employment is necessary for
all. Provision of more employment is not an adequate solution, people should be
properly trained, employment oriented skills development is an important
instrument of poverty reduction. Skill development and Vocational training is
extensively regarded as a route to economic prosperity being the key to scientific
and technological advancement. Skills and Vocational Training also combats
unemployment, conforms sound foundation of social equity, awareness and
tolerance. (Technical Education Bulletin 2010)
In the prevailing era of cut throat competition emerging as an off shoot of
globalization, the human capital is the most vital and perhaps, the strongest
instrument for a nation to survive in the comity of nations with dignity and
honour. In case of Pakistan, the utility and significance of trained human resource
can only be derived by a fool or insane person. Specially, in case of Khyber
Pakhtunkhwa, which is badly stricken not only by the war on terror, but the recent
floods has smashed the entire infrastructure. Therefore, in the prevailing scenario,
we are in dire need of technically trained human resource and technical education
is the only forum which can cater our this urgent demand. Looking from another
perspective, the demand for highly sophisticated trained human resource has
increased to a colossal extent in the wake of globalization, where multinational
companies are making cross border intrusion in search of trained and cheap
outsourcing and franchising business activities.
25
Technically trained hands are a big source to create self employment
opportunities and earn a respectable livelihood which in turn can muzzle various
social evils like corruption and smuggling etc… So there cannot be a second
thought about the role of Technical Education in uplifting the socio-economic
condition of Khyber Pakhtunkhwa.
The poverty headcount rate increased with the recent inflationary pressure,
insurgency, earthquake destruction and floods disasters in Khyber Pakhtunkhwa.
The labour-force participation rate is 53%, which is still substantially below the
regional average of 60% in the South and 75% in the East Asia. The literacy level
of the labour-force is very low resulting in low productivity and income levels.
46.2% of the labour-force has less then one year of skill education.
The country is now progressing in the area of heavy industry and small
and medium enterprises. (SME’s) The mechanization of agriculture is expanding.
As such the demand for trained skilled workers is bound to grow faster. The
training activity demand and deserves concerted attention. The money and energy
spent on the training of skilled manpower is the best investment, a country can
make towards its economic development and self-reliance. Without trained
manpower, no industrial progress can be sustained for long.
26
Training Infrastructure
Functional institutions in Khyber Pakhtunkhwa are as follows:
S. No. Name if Institutions Number of Institution
1 Government Technology Colleges 10 2 Government Polytechnic Institutes (Male/Female)
10 3 Government Commerce and Management Sciences
Colleges/ Commercial training Institute. 29
4 Government 01 5 Government Technical & Vocational Centres
(Male/Female) 44
6 Advance Technical Training Centre 01
Following new institutions are being constructed.
1 Technical and vocational training centre 01
2 Polytechnic institutes 05
Source.(DGTE, Administration section 2010)
27
2.8 Human resources development through Skill and Technical Education
The Khyber Pakhtunkhwa is a manpower rich province. The Government
of Khyber Pakhtunkhwa is working hard to equip its youth with the Skill Training
and Technical Education.
The broad objectives of the Technical Education and Vocational Training
(TEVT) system are:-
i. The youth are encouraged to enter into the world of work.
ii. The quality of labour and the combination of skills may be improved to
help and to create a competitive and vibrant economy.
iii. To prepare the labour force with new skills and to continually up-grade the
skills.
iv. To provide opportunities for self employment and training which will
empower the youth to have their own work place / business, this will help
in gradually reducing un-employment.
2.9 Private public partnership
An advisory board for the Technical Education and Manpower Training has
been constituted. This board has four members from private sector
representing four industrial zones i.e. Peshawar, Nowshera, Hattar and
Gadoon.
At the same-time a Centre/Institute Management Committee headed by
employer is functioning in Vocational Centre and in Polytechnic institute to
link training with market needs.
The private sector is also associated for providing training in the Informal
Sector.
2.10 Socio Economic Background of Khyber Pakhtunkhwa
The total population of the Khyber Pakhtunkhwa is about 22.9 millions
comprising a large proportion of young adults and children. Pakistan literacy rate
is 45% and Khyber Pakhtunkhwa literacy is 37.26%. The Female literacy rate in
Khyber Pakhtunkhwa is 21.14 and male literacy rate is 52.82%. It should be
mentioned that the Khyber Pakhtunkhwa as such came into being in October,
28
1901 previously it was a part of the province of Punjab.(Directorate General of
Technical Education, Bulletin 2010 )
The Khyber Pakhtunkhwa has some basic disadvantages, it is
economically remote from the centres of activity, and it has the lowest per capital
income, highest pressure of population on cultivated land, low literacy rate, and
un-attracted tribal areas. The economy of the Province is characterized by high
population growth, predominance of agriculture, dependence on few primary
products, unequal distribution of wealth and limited industrial / agricultural base.
Neither is the Province amongst the technically and economically well off.
However, it is second to none in its manpower resources. In any part of the
country, people of the Khyber Pakhtunkhwa can be seen engaged in a variety of
occupations, particularly in which the jobs are physically demanding. The
government is committed to provide skills training to the Schools dropouts and to
these who could opt for skill training after passing Secondary School
Certificate/matriculation.
2.11 National plan of action for women empowerment of women in Khyber
Pakhtunkhwa
In Khyber Pakhtunkhwa the women constitutes 48.78% of the total
population. Women generally in Pakistan and particularly in Khyber
Pakhtunkhwa are most neglected Human Resources. The literacy rate in Khyber
Pakhtunkhwa among women is 21.14 %. Low literacy levels and restriction on
economic activity have been a major contributory factor to high population
growth and a high dependency ratio. Hence effective steps are required to be
undertaken to bring women in the mainstream of the economic activities of the
Province and to utilize their potentials for economic boost of Khyber
Pakhtunkhwa.
29
It is important at the same time to emphasize that we believe women make
vital contribution in both the rural and urban economy. Unfortunately, official
labour force statistics undoubtedly underestimate women’s economic activity
participation rates despite the fact that women especially in rural areas do the
most strenuous work. Also prospects for upward mobility into skill intensive and
more remunerative occupations are severely limited. The main thrust of any
proposed strategy to break this “vicious cycle” should be to develop income
earning capacity, health and welfare of children interacting with lower population
growth.
The Directorate General of Technical Education and Manpower Training
Khyber Pakhtunkhwa is working in the following areas for strengthening the
process of female’s integration into the mainstream of socio-economic
development:-
i. Education and Training of Women.
ii. The Girls Child.
(Directorate General of Technical Education, Women project, 2004-09)
A Education and Training of Women.
Education for women is considered a pre-requisite not only for making
women more employable but, more importantly, for strengthening the process of
their integration into the mainstream of socio-economic development. More
primary education for women would also result in a base for more trained
teachers and female paramedical staff. The absorption of women in education and
health sector would give a clear signal to society regarding women’s status in the
labour market.
Women require Vocational Training in a variety of fields to become
more employable and to be able to develop their own businesses. Strengthened
agricultural extension programs for women would enhance their income-
30
generation potential for their family farms. The vocational guidance counsellors
should promote, and inform women about available training programs both in the
formal and informal sectors. Such training programs should be organized by the
Departments of Technical Education in close collaboration with the Agricultural
Departments; the required support should be made available to them through the
Ministry of Women’s Development. (DGTE, Women project 2009)
At present the following Educational and Training Institutions are
exclusively for women which have been established in the settled areas of Khyber
Pakhtunkhwa.
S. No. Name of Institutions Number of Institutions 1 Government Polytechnic Institute 02 2 Women Technical Training Centre Hayatabad 01 3 Government Technical and Vocational Centres 15 4 Government College of Commerce 01
Source. (DGTE D.D. Administration)
In the Government Polytechnic Institute for Women, the education in
commerce discipline is provided up to graduation level, whereas diploma level
training is also provided in the architectural drafting, dress making, dress
designing, computer and electronics. At women T.T.C Hayatabad training is
given in the field of computer, Secretariat training, Architectural drafting,
garments designing & stitching and skin care and beautician course. In the
Government Technical and Vocational Centre (Female) training in various
branches / variety of garments designing and stitching is being given.
31
B THE GIRLS CHILD:
There are about 3.3. Million children working as a Child Labour in
Pakistan out of these 2.4 million are boys and 0.9 million are girls. In Khyber
Pakhtunkhwa the child labour is 1.I. Million as per statistics of 1986. In the above
child labour statistics, the data of FATA and PATA are not included. (Directorate
General of Technical Education, women project 2008).
The Constitution of Pakistan prohibits child labour in any form and
manifestation. The Government of Pakistan is committed to eliminate child
labour, for this purpose laws have been framed. The international agencies are
also supporting Pakistan in its endeavour to gradually eliminate child labour. The
International Labour Organization with the financial assistance of Swiss
Development Corporation has initiated an “International Program on the
Elimination of Child Labour”. Under this project during Phase-I, 400 child labour
(including 290 girls) were given training in the employable skills.
In the on-going phase, training target is as follows:
S.No. Particulars Remarks 1 Pre vocational training in various trades 900 working children’s 2 Vocational training (for children attained pre
vocational training) 300 children’s
3 Vocational training to the parents of working children
150 parents (especially mothers)
4 Development of trade manual 8 numbers 5 Provision of training to master trainers in
vocational guidance and career counselling 28 numbers
32
2.12 Establishment of TEVTA
Keeping in view the achievements of TEVTA Punjab in the field of
Technical Education and Vocational Training, the provincial caretaker
Government of NWFP (now Khyber Pakhtunkhwa) constituted a Task Force vide
notification No.SOIII(IND:)TE/ NWFP 4-54/2002/2620 dated 4th May 2002 with
the following TORs:-
1 Future structure of Technical Education / Vocational / Commercial
Institutions in shape of a Board
2 Semi or full autonomy of Technical Education Board
3 Adding or deleting some syllabus.
4 Reduction in Expenditure.
5 Self generation from the Testing Laboratories and sale outlets shops for
parts and other products.
6 Training Material. Compulsory Apprenticeship Training.
7 Training of teachers and incentives for promotion.
8 Encouragement to students on projects and outstanding performance. (SO
III 2002).
The Task Force during its meeting held on 3rd June 2002 decided that it
was the right time to involve Entrepreneurs in training programs, because they are
the end—users of the system and recommended constitutions of the
Centre/Institute management Committees at institute level and TEVTA at
Provincial level on the pattern of Punjab Government. The Task Force drafted an
Ordinance and finalized in its next meeting held on 13th June 2002. Then the
caretaker cabinet was briefed on restructuring of the Technical Education and
Vocational Training in Khyber Pakhtunkhwa during its meeting held on 2lst Aug
2002 and the following decisions were taken:-
1. Cabinet Approved the Promulgation of Khyber Pakhtunkhwa Technical
Education Vocational Training Agency Ordinance, 2002.
33
2. Cabinet also approved Rs. 15.00 Millions as seed money for Khyber
Pakhtunkhwa Technical Education and Vocational Training Agency.
The TEVTA Ordinance was promulgated on 16-Sept-2002 with the
following composition:
* A Chairman (To be nominated by Government)
* Five Representatives of Employers (Members)
* Chairman Skill Development Council, NWFP (Member)
* Four Secretaries to Government of ( KPK ) (Members)
* One Representative from University of Engineering (Member)
* Three chairmen of CMC/IMCs (Members)
* One representative-cum IMS Hayatabad, Peshawar (Member)
* The Director General, TE&MT, (Khyber Pakhtunkhwa) (Secretary)
However the of TEVTA Ordinance, 2002 remained in doldrums due to the
agitation of the teaching staff.
2.13 Establishment of NAVTEC (National Vocational Training Education
Commission)
The Government of Pakistan has formed National Vocational Training
Education Commission (NAVTEC) in 30-12-2005. The NAVTEC is working for
the development and promotion of TEVET system in the country. (Brief on
NAVTEC, Directorate of Technical Education and Manpower Training Khyber
Pakhtunkhwa 2008)
Pursuant to the directive of the Prime Minister of Pakistan, a TEVT Board
under the Chairmanship of the Chief Secretary Khyber Pakhtunkhwa has been
34
constituted to streamline, develop and promote TEVT System in Khyber
Pakhtunkhwa The said board shall be the policy and decision making body for
TEVE system. The members of the board are secretaries of the nation building
departments and prominent industrialists of the province.
2.14 GTVC (Government Technical and Vocational Centre
At present training in Government Technical and Vocational Centres
(Male) is being imparted in the following trades;
Turner. Machinist, Electrician, Welding, (ARC & GAS), Plumber / Sanitary
Installer, Draftsman (Mechanical & Civil), Auto, Carpenter, Radio, TV Mechanic,
Refrigeration & AC Mechanic and Tailoring.
In women Technical Training Centre Hayatabad, the training in following
trades is offered;
“Secretarial training which includes computer literary, Office Automation,
Fax Machine Operation, Architectural Drafting, Dress Making & Designing
Beautician & Skincare.”
In other Government Technical and Vocational Centres (Female) the
following courses are offered:-
Tailoring, Hand & Machine Embroidery, Fabric Printing and Fancy Leather work.
35
New Trades
The following new trades are introduced in the existing and up coming
male Government Technical and Vocational Centres:-
• Marble cutting and polishing.
• Computer Hardware / Computer Assembly.
• Mobile Phone Repair Mechanics.
• Aluminium Carpentry.
• Fibber Glass.
• Plastic Moulding.
• CNG installation of Kit and CNG Station Mechanics.
• Precious stone cutting, designing and polishing.
• Auto Electrician.
• Textile Machinery Repair and Maintenance Mechanics.
• Hydraulic and pneumatic mechanic.
• Instrumentation Measurement & Control Mechanics.
Female Centres
In existing Government Technical and Vocational Centres (Female) the
following new Vocations introduced:-
• Computer soft ware / Secretarial training / office etiquettes.
• Dress designing.
• Beautician and Skincare.
• Cooking & Baking.
• Precious stone cutting designing and polishing.
• Shoe making (especially for Kids and Ladies).
• Air Ticketing.
36
CHAPTER # 3
REVIEW OF LITERATURE
The importance of education, especially technical and vocational education
has been constantly growing and knowledge based industries are now occupying the
centre stage in education of each country. Though the technical and vocational education
in Pakistan is not new but its fast growth is noticed in the recent years i.e. over past 10
years there has been a significant growth in the number of new technologies, trade and
institutes Further technical and vocational education have received strength with special
funds and contribution from JICA, World Bank, Asian Development Bank and ILO etc,
and now the government has realized to enhance productivity of informal sectors through
creation of self employment opportunities i.e. by providing facilities like establishment of
Polytechnic and Technical Training Institutes.
Generally vocational and technical education are used enter changeably.
Vocational education was having focus on specific trades and was associated with lower
social classes. But in late 20th century diversification has been noticed and shifted to retail
tourism, information technology, funeral service, beauty parlour and traditional craft and
cottage industries. On the other hand,
Technical education is a medium through which student’s get academic and
vocational training. Thus, it enables them to apply for jobs related to science and modern
technologies. It emphasizes on practical learning of basic principles in Mathematics,
Science and technology rather than, theoretical concept which are a part of vocational
training.
The aim of technical education is to train and develop students in various
disciplines of science and technology and thus provide them a platform to get jobs in
these various fields. The level at which the technical education provides training is above
the skilled crafts and below engineering and scientific level. People who acquire this
training are better known as Technicians.
37
Technical education programs directly give a chance to students to earn.
Besides this it brings indirect benefits to the students like increase in the student’s
engagement, Persistence, retention and helping them to proceed towards higher
education.
Technical education programs involve students in problem solving activities
and provide them with a chance to get hands-on experience in various activities so as to
motivate them and make them understand in a better way. Students, through these
programs, get a chance to directly interact with the experts or trainers so as to discuss
their problems.
Technical Education comes under the branch of Vocational Education.
Technical education covers a wide area of vocational education that includes fields of
trade, commerce, medicine, agriculture and engineering.
In today’s world there is no existence without various types of technologies
that we use in our day to day life. Technologies have had a huge impact not only on our
personal life but also on areas like medicine, research, defence etc…. With the increase
number and application of technologies, the number of people required to deal with them
has also increased. Thus, Technical Education helps to produce these technicians.
It is easier to use technologies but it’s not easy to develop them. That’s the reason
why there are so many technical training programs that help students to understand these
technologies in a way that they can learn how to develop and implement them once they
complete their education.
Technical education makes a country rich, prosperous and resourceful. Every year
the number of technical experts that come out of these training institutes is increasing and
they provide ways to develop more technologies and ways to implement them.
Hussain A.M. (2002) while describing the causes for declining in economic
growth has pointed out that the slow down in economic growth is because adverse law
and order, a worsening macro economic environment, serious lapses in the
38
implementation of stabilization policies, structural reforms and poor governance etc. As a
solution he has argued on the immediate attention to increase productivity of existing
manufacturing industrial and agricultural sectors, and to low down the wastage and
improve the in efficiencies in all industries which is only possible through vocational
training, technical education, management and foreign consultancy. The researcher has
further suggested setting up vocational and technical institutions at places where
industrial cluster exists and these institutes should be comparable with international
standards. Thus vocational training will continuously provide trained manpower to
industry and agriculture and technical education will improve know how.
Bea and Song (2006) in their debate on youth unemployment and the role of
career and technical education has pointed out that youth unemployment is becoming
increasingly trouble some issue in many part of the world and a good example is Korea
which has experienced high rate of unemployment among young people over the past
decades .
In their suggestion on policy and action they clearly stated, the job market related
policies are inevitably dependent on, and thus may be vulnerable to the economic
conditions and private corporation investment. The public sector employment is also
problematic, when taking into account increased financial burden on tax payers and
efficiency of public businesses. In solution their recommendations are mainly focused on
self employment through technical and vocational trainings and education.
Bea and Song has further pointed out the role of vocational high schools in
providing the advanced general education as well as vocational trainings on in agriculture
technology, commerce, industry and related disciplines which in turn create employment
opportunities and serve as a major source of skilled manpower of rapidly industrialized
country like Korea.
Similarly Lea (2004) emphasized on the special efforts of vocational trainings and
found it highly productive for job placement.
39
Stone and Aliaga (2005) have examined the direct efforts of a set of social factors
on participation in career and technical education (CTE) and social to work activities
(STW) as how they influence education, job shadowing, mentoring and other specific
activities and found that participation in CTE prepare the students for world of work and
ensured educational and economic attainment. The major research questions in this study
were:
i. What are the participation rates in the career and technical education concentration in schools? How do they compare to participation in the general, academic and dual tracks? What are the participation rates in career major, cooperative education, job shadowing, mentoring, school-based enterprise, and internship/apprenticeship?
ii. What family background, community and school achievement characteristics define
participants in the different CTE-related curricula offered in American high schools? How do they compare to participation in the general, academic and dual tracks?
iii. What is the relationship between curriculum participation, family background, school
achievement and community characteristics and measures of academic rigor (math and science course taking), achievement (GPA and high school completion) and post high school four-year college aspirations for youth who completed high school at the end of the 20th century?
Besides above research questions Stone and Aliaga have also studied the race as
defining characteristics of STW participation and found that blacks were significantly
more likely to participate in job shadowing as compared to white and female were
significantly more as compared to male in job participation in technical education.
Taking into consideration the choice of subject in the study it observed that
the STW are more anxious in math and science because vocational education is a tracking
system and is non college bound. The ratio of choice for vocational education was more
in rural as compared to urban. Further a substantial portion of youth approximately 25%
participated in cooperative vocational education and experience ship internships after
decades.
40
During the workshop of the skill development council Peshawar on the
problems faced by industries in Khyber Pakhtunkhwa Pakistan, the following problems
were identified which impending the Industrial growth in the region.
Geographical disadvantage, both away from sea port and head offices of financial
institution. Non-availability of skilled people Lack of entrepreneurial skills Lack of infrastructure Dearth of local capital Inconsistent policies of the Government Afghan Transit Trade (Smuggling) Lack of improved relationship between employee and employer
In this debate it was also pointed out that Technical Education and Vocational
Training is one of the important tools in smooth running of industries and reduction of
poverty. But unfortunately it has not been given due importance, so this is the time to
focus on the Vocational Training and Technical Education which could meet the
requirement of semi skilled and skilled workers of the country. (SDC , 2007).
Barabasch and lakes (2005) in their study on school-to-work Transition in East
Germany has argued that the status passage of youth from school-to-work has change
structurally under the modernism, and young people are forced to adopt to changing
demands of their environment especially when planning for entry to labour market they
have also quoted Evans etal (1999), the traditional dual educational system, which
offered a relatively tight link between initial vocational training, first jobs, and
subsequent employment, is eroding and young people face tough challenges in a very
difficult labour market.
The German vocational and Technical Training System which facilitates the
school-to-work transition for many young people is organized in a dual way and leads to
over 350 state regulated and organized occupations. Approximately 80% of young people
who learn an occupation go through this system of part time work in a company and part
time schooling in a vocational school. Crouch etal (1999) quoted by Barabasch and Laces
(2005) describe career choice as very risky business. Young people are to be able to
41
“Predict accurately the state of the labour market opportunities in a future time period.
The period after they have completed their educational preparation”,. Because the risk of
making a wrong decision can cost a lot of time and energy as well as money.
Blissfield and stockman (1999) on the contribution of vocational schools
stated that dual system has the advantages of integration of real work experiences with
theoretical instruction and this system provide well trained labour force and for the
reason Germany has low un employment as compared to other European Countries.
On the other hand Heinz (2000) argued that vocational education and training
system is also in decline because it does not prepare every body appropriately for market
conditions. The central point in his arguments is that training is too job specific and the
range of skill and knowledge one can gain is dependent on the size of the firm. Cook and
Furesten berg (2002) and Miller Idris (2002) have also supported this view point and
outlined that a good number of apprentices for fields are still un-employed and that’s too
particularly in information technology sector. Reseans pointed by Cook and Furstberg
are, Americans are considered to be risk takers and the tend to more short term planners
because there are only few restrictions through Institutions which may have influence on
their planning while Germans are risk avoiders because of the regulated life course that is
planned through various institutions including schools, employment exchange and
chamber of Industry and Commerce.
Yamamoto Gonca T.(2006) in his study i.e. University evaluation selection: a
Turkish case having a sample of 153 respondents face to face interviews found that
University increasingly employ marketing communication tools in addition to
conventional ones for promotion and success. Listed from the classical to technological,
they include student affairs, public relation, promotion, advertisement, fairs, sponsorships
and websites etc. Result of the study indicated more students are affected from the web
page than from any other source.
UGC (India) (1996-97) has quoted the objectives, key issues and focus of the
tenth plan i.e. raise the enrolment in higher education of the 18-23 year age group from
42
the 6% to 10% by the end of plan period. The strategies chalked out were having focus on
increase in access, quality, adoption of state-specific strategies and liberalization of the
higher education system. Emphases also were laid down on the relevance of curriculum,
VOCATIONALISATION, and networking of the use of INFORMATION
TECHNOLOGY. The plan was further having focus on distance education convergence
of formal, non formal, distance and IT education Institutions, increase private
participation in the management of colleges and deemed to be Universities; research in
frontier areas of knowledge and meeting challenges in the area of Internationalization of
Indian education.
In India the Technical and Management Education Sector has made immense
contribution to the country’s economic and Industrial Development. It has produced
quality skilled, technical and managerial manpower for further growth there has been an
emphasis on establishment of India Institutes of Technologies,(IITS), Regional
Engineering Colleges (RECs), Indian Institute of Sciences (IISC), Indian Institutes of
Management and Information Technology (IITM), School of Planning and Architecture
(SPA), Indian School of Miniature (ISM), National Institute of Foundry and Forge
Technology (NIFFT), National Institute of Training and Industrial Engineering (NITIE),
Technical Teacher’s Training and Institutes (TTTIs), North Eastern Regional Institute of
Science and Technology (NERIST), and Sant Longowal Institute of Engineering and
Technology (SLIET). Additionally the Indian Government encouraged Polytechnic and
Engineering Colleges in Private Sector with close monitoring and evaluation system.
The report further stated the phenomenal increase in number of engineering
colleges, and Polytechnic Institutes since 1947, where the total number was 46 and 53
respectively with 6240 students while in the report of 2001-2002 the number of the
Institutes is 4791 with an enrolment of 6.7 million students.
According to USAID mission Datasheet proposals for the year 2007, to improve
the quality of workforce through Vocational and Technical Education USAID is
increasing assistance to Pakistan’s Industry through new activities to develop more
skilled workforce. USAID technical assistance, in collaboration with the government and
43
academic, is also helping Industry to identify potential opportunities and implementation
mechanisms for workforce training and job placement.
In the debate, how does technology affect us Carnegie Mellon University
reported, “that recruitment of its software engineering students is up by 25%. All
engineering jobs are paying well, proving that the trend from unskilled to highly
technical, skilled labour is good one! But political action must be taken to ensure that this
societal evolution is beneficial to all of us”. The debate has been concluded on the key
note that the advancement of Technology is a good trend; however, it must be in
conjunction with advance education so the society must be able to master and understand
technology.
In the overview of Pakistan’s education system at the beginning of 21st century it
has documented that progress and prosperity of a country, largely depends on the choice
of education made available to its people indeed, education is one of the most powerful
instruments of change. Its importance for achieving national goals through producing
young minds imbued with knowledge, skills and competencies to shape the future destiny
of a nation has been fully recognized by the Government of Pakistan. (Policy and
Planning wing M.O.E 2005 UNESCO 2003).
In the above mentioned report it has also been realized that in the ninth and tenth
grades there is an option for science and arts group. And if the third group is also fully
functionalized, credits can be made available to pass out students for initiating their own
skill venture as per market demand. Such provision will help in poverty alleviation and
sustainable growth, and for the introduction of technical stream at secondary level, the
federal government has provided financial assistance as specified in the table to the
Provincial/Ares. Position of 2003-2004 is as under:-
44
Punjab Sind NWFP
now
(KPK)
Balochistan FATA FANA AJK ICT Total
253 52 32 89 03 0 05 07 441
(DGTE) Monitoring report 2005
Keeping in view UNESCO (2003) Findings,
(i) The government has planning for promoting repaid e-government and governance to improve data collection education management and information systems at the micro levels.
(ii) Encouraging Optimum Professional pedagogic development.
(iii) Expanding IT literacy in sub sectors of education and IT based classroom
Teaching practices and
(iv) Undertake the above through partnership across government, Private Sector and civil society for efficient, inclusive and maximum spread of Information Technology (IT) initiatives.
By realizing the contribution of Technical and Vocational Education towards the
economics, social and cultural development of a country the workers welfare fund
(WWF) has also decided to offer scholarships for professional education and has placed
students i.e. employee children in Vocational, Technical and management Sciences
Institutions. The worker welfare Board through this plan is for sure that the fruit of such
sponsorship will definitely bring peace, prosperity and generate income and employment
for ensuring social inclusion.
The concept paper of SAARC Human Resource Development (SHRDC) on
Training course on Vocational and Technical Education and Training, A means of HRD
(2003) presented the VTET is viewed as the solution to the educational problems in the
economies of the South-Asia because vocational education will promote equity with a
rural base and serve the needs of relatively poor people.
On the other hand the concept paper also indicates that vocational and technical
education is not necessarily favoured by all. There are many who argue that
45
Vocationalization can not be a remedy for educated unemployment it can not prepare
students for specific occupations and reduce mismatches between education and labour
market.
Though the women are in-dispensable development partner and need to be equipped
with skills. But it is worth to mention that in South Asia the base of Vocational
Secondary Schools is very thin and again when gender are studied, the opportunity for
women is for below than the required level.
Lakes Richard D.C (2005), In his article “Social Welfare and Vocational Education in
Progressive Era Cincinnati highlighted the contribution of two social welfare reformers,
Edith Campbell and Helen Woolly in the emergence of local vocational education policy
regarding child labourers, specifically working class girls. These two social welfare
reformers brought a distinctly feminist philosophy to their understanding of the problems
of disadvantaged youths and sought protective labour legislation for female factory
workers especially. In their special focus on Industrial training for bills they said, “We
have made little advance in the vocational training for women. We will have to have a
change of attitude toward a girl”. She landed in her address before National Education
Association Department of Superintendents meeting in Cincinnati, You have to decide
whether the women’s place in a home or in the home”. And she emphasized on the
female Vocational, Industrial and Technical Training of girls for female social, political,
and economic independence.
In the follow-up of all such efforts, the establishment of vocational and technical
training made progress and the annual issue of work certificates obtained by girls were
increased significantly. The girl’s students started singing up for Sewing Trade Schools,
Embroidery and Dress Making, Shoe, Paper, Candy and Cigar Making Factories, the girls
also started learning salesmanship, hospitality and other vocational practices too.
Yin wong w. (1991) in his study, effects of Vocational and Technical Education on
Earning with reference to family background in Hong Kong studied the following
problems.
46
i. Is there any difference in family background between graduates of general education and those of vocational and technical education?
ii. Is there any effect of vocational and Technical Education on earnings in
general?
iii. Does vocational and technical education facilitate social mobility, especially in helping the poor to break through the constraints of their family background?
From the analysis of the graduates no significant differences were found because
families background, but the vocational and technical education had a greater impact on
earnings compared with general education and in the private sector technician’s courses
had a positive impact. In the government jobs no significant difference had been noticed.
Analysis on the graduate further showed that within the same education level, type of
education was not an intervening variable in transmitting or counterbalancing the
influence of family background on the earnings of second generation indeed, family
background influenced earnings directly.
47
CHAPTER # 4
METHODOLOGY
The purpose of this study was to determine the contribution of Vocational
and Technical education, towards social and economic development of N.W.F.P. now
Khyber Pakhtunkhwa. To achieve the objective of the study opinion of the eminent
educationists and specialists in the field of economics and finance were consulted for
formulation of statements of the problems.
4.1 Data Collection.
The sample of the study was consists of senior faculty along with Head of
Departments and students pursuing their studies in government commerce colleges,
Technical colleges, Polytechnic and Vocational institutes. For this purpose two separate
questionnaires were served to the potential respondents during 2008/09 to Faculty
members and Students. These questionnaires were sent through surface mail and also
personal distribution among the faculty and students of local institutions. The responses
received were used for statistical analysis.
4.2 Pre test / Contents of Validity of the Questionnaire.
To check the validity of contents of the questionnaires pre testing was made in
the two institutes i.e. Government Post Graduate College of Commerce and Management
Sciences Peshawar and Government College of Technology Peshawar. After receiving
the responses few questions were re-coasted.
48
4.3 Population of the Study.
The universe of the study was all faculty members along with Head of
Departments and students pursuing their studies in Commerce and management sciences
colleges, Technical colleges, Polytechnic and Vocational Institutes. The sample
population was randomly selected on convenience basis in the students while all the
faculty members, 10 to 15 faculty members (who were available during the period of
conducting research) were considered as selected sample. Total 1200 questionnaires
were served to the faculty and 1250 to the students, out of which 454 and 192 from the
faculty and students were received back respectively.
The responses of faculty i.e. 454 all were analyzed while in the students 15 were
rejected on the basis of incompleteness.
4.4 Statistical Analysis.
For the purpose of statistical analysis descriptive statistics were used. The
questionnaire was coded and the coded values were analyzed through SPSS version 16,
which was used for data entry and analysis purpose of Cross- tabs, Chi Squares and
Kolmogorov test as SPSS is more friendly and easy to operate. These statistics were in
the following series:-
Cross-tabs. Cross-tabs were developed for processing of summary i.e. valid,
missing and total of each parameter of the study, to know the relationship of various
variables. Cross tabulations are very easy to understand. They appeal to people that do no
understand the more sophisticated measures. It can be used with any level of data .
Cross-tab facilitates the researcher. (www.http:cross-tabs-wikipedia)
Chi Squares. Chi-Squares test were applied to know the significance value of
each variable. At the time the researcher is interested in determining whether the number
of observation or responses that fall into various categories differ from chance. If the data
are nominally scaled, a chi square test is applied. When test are undertaken to examine
whether the sample data support the hypothetical distribution, such problems are called
test of goodness of fit. ( G C Beri 2008 ).
49
Kolmogorov Smirnov One – Sample Test . For further investigation of the
study Kolmogorov Smirnov One –Sample Test was used. This test is concerned with the
degree of agreement between a set of observed values and the values specified by the null
hypothesis. It is similar to the chi square test of goodness of fit. It is used when the
researcher is interested in comparing a set of values on an ordinal scale. ( G C Beri 2008 )
Design of the questionnaire. The questionnaire used for faculty was having
three parts A, B and C consisting of 27 questions. Part A was consist of information
about the selection of profession, satisfaction from profession, environment,
administration, salaries, incentives and career development. Part B consist of 11
questions on the five points likert scale from strongly agree to strongly disagree. These
questions cover the following information’s:-
Contribution of technical education towards GDP.
Contribution of technical education towards employment.
Contribution of technical education towards Small and Medium Enterprises.
Contribution of technical education towards Research and
Development.
Contribution of technical education towards social and business needs.
Part B of the questionnaire also having open ended questions i.e. statements /
views of the respondents were recorded and after having their responses mathematical
values were assigned to the responses for comparison. With the help of Part C of the
questionnaire information about the contribution of technical education towards other
fields of life like cafeteria, transport, booksellers, hostel accommodations, stationary,
furniture and fixture, chemical, glass work, equipments, barber shops, dry cleaners
tailoring etc., have been collected.
The questionnaire for students was having 17 questions covering personal
information, information about career, choices for field of specialization and basis for
specialization option along with their satisfaction and dissatisfaction from the choices.(
Details are at Annexure C & D )
50
4.5 Structure of the Study
The structure of the study conducted is as follows:-
i. Chapter 1st. Introduction of Technical, Vocational and Commercial
Education.
ii. Chapter 2nd. Technical, Vocational and Commercial Education in
Khyber Pakhtunkhwa.
iii. Chapter 3rd Review of Literature.
iv. Chapter 4th Methodology.
v. Chapter 5th Findings of the Study and Statistical Analysis of the Data.
vi. Chapter 6th Findings / Conclusions and Recommendations.
4.6 Findings / Conclusions and Recommendations.
Findings / Conclusions and Recommendations are presented in the
Chapter # 6.
51
CHAPTER # 5
This chapter indicates the findings of the study and statistical analysis of the data.
This section contains two parts i.e. part A and B. part A represent the findings related to faculty while the findings related to students are under discussion in part B. at the end of the chapter.
The data obtained through questionnaire was analyzed through statistical
package SPSS Version. 16
The total questionnaire served were 1200 to faculty and 1250 to the students of
technical & vocational and commerce and Management Sciences colleges/Institutes. The
respondents who returned the questionnaire from the faculty and administration positions
were 454 and from the students 192 respectively.
The Statistical Analysis was carried out with the following
objectives/parameters:-
The contribution of Inter/Degree/ and Post Graduate Colleges/Institutes were
analyzed to see the overall satisfaction level of the faculty which they derived from their
assignments/duties.
All the respondents responded to all questions and no missing/blank
questionnaire was returned, 368 respondents showed satisfaction from the job as they
have selected this profession by choice, 10 remain undecided while 20 showed
dissatisfaction from the job overall facets.
Out of those who opted for this profession by chance, 27 showed satisfaction, 15
remain undecided while 14 showed dissatisfaction.
The table # 1 shows the frequencies and chi square results which are highly significant i.e. P > 0.000
52
Table # 1
selection of profession * satisfaction from job Cross tabulation
satisfaction from job
Total
yes undecided No
selection of profession by choice Count 368 10 20 398
% within satisfaction from job 93.2% 40.0% 58.8% 87.7%
by chance Count 27 15 14 56
% within satisfaction from job 6.8% 60.0% 41.2% 12.3%
Total Count 395 25 34 454
% within satisfaction from job 100.0% 100.0% 100.0% 100.0%
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 89.730a 2 .000
Likelihood Ratio 62.461 2 .000
Linear-by-Linear Association 64.619 1 .000
N of Valid Cases 454
a. 2 cells (33.3%) have expected count less than 5. The minimum expected count is 3.08.
The satisfaction level derived by faculty and academic administration as whole is
significant as it provide employment opportunities professional and career development along with opportunities for research in their relevant fields of specialization.
53
When the satisfaction level was analyzed individually i.e. at Inter/Degree/Postgraduate level significant differences were found.
The table#2 shows of the collected data. The total respondents from inter colleges were 141 degree level 199 and post graduate level 114. The satisfaction from job count is 123,171 and 101 from college, degree and postgraduate level faculty respectively. The undecided remained 3, 14 and 8 while dissatisfaction has been showed by 15, 14 and 5 respondents respectively. When to the same data chi square was applied no significance has been shown by the results.
Table #2
status * satisfaction from job Cross tabulation
satisfaction from job
Total yes undecided No
status inter Count 123 3 15 141
% within satisfaction from job 31.1% 12.0% 44.1% 31.1%
degree Count 171 14 14 199
% within satisfaction from job 43.3% 56.0% 41.2% 43.8%
post graduate Count 101 8 5 114
% within satisfaction from job 25.6% 32.0% 14.7% 25.1%
Total Count 395 25 34 454
% within satisfaction from job 100.0% 100.0% 100.0% 100.0%
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 7.689a 4 .104
Likelihood Ratio 8.524 4 .074
Linear-by-Linear Association 1.129 1 .288
N of Valid Cases 454
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is
6.28.
54
As the satisfaction is a combination of various facets of the job like nature of the job, policy and administration, interpersonal relationship, salary and remuneration, other incentives (fringe benefits) and career development as well as professional development . When all these facets were taken into consideration the results shows that the faculty along with those who are having responsibility of academic administration are highly satisfied from the nature of job i.e. were itself , policy and administration , interpersonal relationship , salary and remuneration and other incentives as well as career and professional development. The findings are indicated at table # 3,4,5,6,7 and 8.to the same data when chi square was applied high significant level was found i.e. P<0.000.
55
Table # 3
Satisfaction from job * Satisfied from nature of job
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 1.913E2a 4 .000
Likelihood Ratio 116.088 4 .000
Linear-by-Linear Association 160.604 1 .000
N of Valid Cases 454
a. 4 cells (44.4%) have expected count less than 5. The minimum expected count is
.77.
Cross tab
Satisfied from nature of job
Total Yes Undecided No
satisfaction from job yes Count 385 2 8 395
% within Satisfied from nature of
job 93.7% 14.3% 27.6% 87.0%
undecided Count 14 6 5 25
% within Satisfied from nature of
job 3.4% 42.9% 17.2% 5.5%
No Count 12 6 16 34
% within Satisfied from nature of
job 2.9% 42.9% 55.2% 7.5%
Total Count 411 14 29 454
% within Satisfied from nature of
job 100.0% 100.0% 100.0% 100.0%
56
Table # 4
Satisfaction from job * Satisfied from Policy/Admn.
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 69.361a 4 .000
Likelihood Ratio 63.646 4 .000
Linear-by-Linear Association 43.920 1 .000
N of Valid Cases 454
a. 2 cells (22.2%) have expected count less than 5. The minimum expected count is
3.30.
Cross tab
Satisfied from Policy/Admn.
Total yes undecided No
satisfaction from job yes Count 251 42 102 395
% within Satisfied from
Policy/Admn. 96.9% 70.0% 75.6% 87.0%
undecided Count 4 12 9 25
% within Satisfied from
Policy/Admn. 1.5% 20.0% 6.7% 5.5%
No Count 4 6 24 34
% within Satisfied from
Policy/Admn. 1.5% 10.0% 17.8% 7.5%
Total Count 259 60 135 454
% within Satisfied from
Policy/Admn. 100.0% 100.0% 100.0% 100.0%
57
Table # 5
Satisfaction from job * Satisfied from Interpersonal relationship
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 66.229a 6 .000
Likelihood Ratio 46.985 6 .000
Linear-by-Linear Association 34.933 1 .000
N of Valid Cases 454
a. 7 cells (58.3%) have expected count less than 5. The minimum expected count is
.06.
Cross tab
Satisfied from Interpersonal relationship
Total Yes Undecided No 33
satisfaction from job yes Count 313 38 44 0 395
% within Satisfied from
Interpersonal relationship 92.6% 77.6% 66.7% .0% 87.0%
undecided Count 15 6 4 0 25
% within Satisfied from
Interpersonal relationship 4.4% 12.2% 6.1% .0% 5.5%
No Count 10 5 18 1 34
% within Satisfied from
Interpersonal relationship 3.0% 10.2% 27.3% 100.0% 7.5%
Total Count 338 49 66 1 454
% within Satisfied from
Interpersonal relationship 100.0% 100.0% 100.0% 100.0% 100.0%
58
Table # 6
Satisfaction from job * Satisfied from Salary and Remuneration
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 52.422a 4 .000
Likelihood Ratio 52.546 4 .000
Linear-by-Linear Association 39.977 1 .000
N of Valid Cases 454
a. 2 cells (22.2%) have expected count less than 5. The minimum expected count is
1.82.
Cross tab
Satisfied from Salary and Remuneration
Total Yes Undecided No
Satisfaction from job yes Count 253 28 114 395
% within Satisfied from Salary
and Remuneration 95.5% 84.8% 73.1% 87.0%
undecided Count 4 5 16 25
% within Satisfied from Salary
and Remuneration 1.5% 15.2% 10.3% 5.5%
No Count 8 0 26 34
% within Satisfied from Salary
and Remuneration 3.0% .0% 16.7% 7.5%
Total Count 265 33 156 454
% within Satisfied from Salary
and Remuneration 100.0% 100.0% 100.0% 100.0%
59
Table # 7
Satisfaction from job * Satisfied from Incentives
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 30.905a 4 .000
Likelihood Ratio 36.391 4 .000
Linear-by-Linear Association 22.957 1 .000
N of Valid Cases 454
a. 2 cells (22.2%) have expected count less than 5. The minimum expected count is 3.03.
Cross tab
Satisfied from Incentives
Total Yes Undecided No
satisfaction from job yes Count 160 48 187 395
% within Satisfied from
Incentives 97.0% 87.3% 79.9% 87.0%
undecided Count 1 6 18 25
% within Satisfied from
Incentives .6% 10.9% 7.7% 5.5%
No Count 4 1 29 34
% within Satisfied from
Incentives 2.4% 1.8% 12.4% 7.5%
Total Count 165 55 234 454
% within Satisfied from
Incentives 100.0% 100.0% 100.0% 100.0%
60
Table # 8
Satisfaction from job * Satisfied from Carrier Development
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 79.527a 4 .000
Likelihood Ratio 78.340 4 .000
Linear-by-Linear Association 68.207 1 .000
N of Valid Cases 454
a. 2 cells (22.2%) have expected count less than 5. The minimum expected count is
2.75.
Cross tab
Satisfied from Carrier Development
Total Yes Undecided No
satisfaction from job yes Count 259 39 97 395
% within Satisfied from Carrier
Development 97.7% 78.0% 69.8% 87.0%
undecided Count 4 8 13 25
% within Satisfied from Carrier
Development 1.5% 16.0% 9.4% 5.5%
No Count 2 3 29 34
% within Satisfied from Carrier
Development .8% 6.0% 20.9% 7.5%
Total Count 265 50 139 454
% within Satisfied from Carrier
Development 100.0% 100.0% 100.0% 100.0%
61
The economic and social contributions of Technical, Vocational and Commercial
education have been tested with the following elements. Provision of employment to skilled and unskilled labour/workforce, other
business opportunities like cafeteria/catering services, book seller, stationery and photocopying services, vendors like fast food, furniture and fixture , chemical and glassware , suppliers of office and lab equipments , provision for hostel accommodation , dry cleaning , tailoring , barber shop , and other miscellaneous services.
Table # 9 shows institutional wise contribution towards employment with respect
to cafeteria and allied services. The Government Technology Colleges as well as commerce colleges are providing less opportunities as compare to polytechnic and vocational institutes, the chi square results are also significant.
62
Table # 9
Contribution of the institutes towards employment * Allied services/
Cafeteria
Cross tab
Allied services/cafeteria
Total No Yes
Contribution of the institutes
towards employment
Govt. College of Technology Count 88 49 137
% within Contribution of the
institutes towards employment64.2% 35.8% 100.0%
Govt. Commerce College Count 129 64 193
% within Contribution of the
institutes towards employment66.8% 33.2% 100.0%
Govt. Polytechnic Institute Count 26 16 42
% within Contribution of the
institutes towards employment61.9% 38.1% 100.0%
Govt. Technical and
Vocational Centres
Count 70 11 81
% within Contribution of the
institutes towards employment86.4% 13.6% 100.0%
Other Count 0 1 1
% within Contribution of the
institutes towards employment.0% 100.0% 100.0%
Total Count 313 141 454
% within Contribution of the
institutes towards employment68.9% 31.1% 100.0%
63
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 16.564a 4 .002
Likelihood Ratio 18.486 4 .001
Linear-by-Linear Association 5.809 1 .016
N of Valid Cases 454
a. 2 cells (20.0%) have expected count less than 5. The minimum expected count is
.31.
64
Table # 10 shows contribution of provision for transport as well as utilization of hired transport along with private vendors providing pick and drop facilities to the students and faculty as well as support staff of Vocational & Technical Institutes. Here again the government technology colleges shows less contribution while the Commerce Colleges , polytechnic and vocational institutes are providing greater opportunities in the said area, the chi square shows significance level at the point 0.000
65
Table # 10
Contribution of the institutes towards employment * Allied services/Transport
Cross tab
Allied services/Transport
Total No Yes
Contribution of
the institutes
towards
employment
Govt. College of Technology Count 102 35 137
% within Contribution of the
institutes towards employment 74.5% 25.5% 100.0%
Govt. Commerce College Count 122 71 193
% within Contribution of the
institutes towards employment 63.2% 36.8% 100.0%
Govt. Polytechnic Institute Count 41 1 42
% within Contribution of the
institutes towards employment 97.6% 2.4% 100.0%
Govt. Technical and Vocational
Centres
Count 75 6 81
% within Contribution of the
institutes towards employment 92.6% 7.4% 100.0%
Others Count 1 0 1
% within Contribution of the
institutes towards employment 100.0% .0% 100.0%
Total Count 341 113 454
% within Contribution of the
institutes towards employment 75.1% 24.9% 100.0%
66
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 39.602a 4 .000
Likelihood Ratio 47.648 4 .000
Linear-by-Linear Association 15.916 1 .000
N of Valid Cases 454
a. 2 cells (20.0%) have expected count less than 5. The minimum expected count is
.25.
In the allied service i.e. opportunities to the book seller and related
services when analyzed the vocational and technical centres, polytechnic institutes and commerce colleges showed positive contribution towards these opportunities, while the technology colleges are on the lowest side. The chi square results are at the significant level 0.001
Table # 11 shows the above results;
67
Table # 11
Contribution of the institutes towards employment * Allied services/Booksellers
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 16.542a 4 .002
Likelihood Ratio 20.331 4 .000
Linear-by-Linear Association 10.478 1 .001
N of Valid Cases 454
a. 2 cells (20.0%) have expected count less than 5. The minimum expected count is
.15.
Cross tab
Allied services/bookseller's
Total No Yes
Contribution of the
institutes towards
employment
Govt. College of Technology Count 113 24 137
% within Contribution of the
institutes towards employment 82.5% 17.5%
100.0
%
Govt. Commerce College Count 154 39 193
% within Contribution of the
institutes towards employment 79.8% 20.2%
100.0
%
Govt. Polytechnic Institute Count 40 2 42
% within Contribution of the
institutes towards employment 95.2% 4.8%
100.0
%
Govt. Technical and
Vocational Centres
Count 78 3 81
% within Contribution of the
institutes towards employment96.3% 3.7%
100.0
%
Others Count 1 0 1
% within Contribution of the
institutes towards employment 100.0% .0%
100.0
%
Total Count 386 68 454
% within Contribution of the
institutes towards employment 85.0% 15.0%
100.0
%
68
Table # 12 indicates the contribution of the above mentioned institutes
towards job opportunities of business like stationery and photocopying services, and the chi square results are highly significant i.e. 0.000. These institutes are providing business opportunities to investors and job opportunities to the semi skilled labour of the area. Such type of employment opportunities lesser the burden on the government for provision of job to such class of labour. Additionally all the business opportunities further create openings for whole-sellers, printers, publishers and others.
In this area the Technology Colleges also shows reasonable contribution.
69
Table # 12
Contribution of the institutes towards employment * Allied services/Stationary
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 24.032a 4 .000
Likelihood Ratio 30.249 4 .000
Linear-by-Linear Association 15.377 1 .000
N of Valid Cases 454
a. 2 cells (20.0%) have expected count less than 5. The minimum expected count is .20.
Cross tab
Allied
services/stationary
Total No Yes
Contribution of the
institutes towards
employment
Govt. College of Technology Count 104 33 137
% within Contribution of the
institutes towards employment 75.9% 24.1% 100.0%
Govt. Commerce College Count 143 50 193
% within Contribution of the
institutes towards employment 74.1% 25.9% 100.0%
Govt. Polytechnic Institute Count 41 1 42
% within Contribution of the
institutes towards employment 97.6% 2.4% 100.0%
Govt. Technical and Vocational
Centres
Count 76 5 81
% within Contribution of the
institutes towards employment 93.8% 6.2% 100.0%
Others Count 1 0 1
% within Contribution of the
institutes towards employment 100.0% .0% 100.0%
Total Count 365 89 454
% within Contribution of the
institutes towards employment 80.4% 19.6% 100.0%
70
Table # 13, 14, shows the contribution of vocational & technical institutes
towards other vender like fast foods etc, which shows in-significant results. The result indicates that these facilities are availed from outside vendors, upon which there is no direct control of these institutes. Similarly results related to provision of furniture and fixture, chemical and glassware lab and office equipments as well as hostel accommodation are also in-significant, in addition to the above laundry and dry-cleaning services, barbers shop and tailoring are also in-significant, which are shown in Table # 15, a, b, c, d, e, f.
71
Table # 13
Contribution of the institutes towards employment * Allied services/
Other vendor's
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 25.144a 4 .000
Likelihood Ratio 25.833 4 .000
Linear-by-Linear Association .440 1 .507
N of Valid Cases 454
a. 3 cells (30.0%) have expected count less than 5. The minimum expected count is .10.
Cross tab
Allied services/other vendor's
Total No Yes
Contribution of the
institutes towards
employment
Govt. College of Technology Count 131 6 137
% within Contribution of the
institutes towards employment 95.6% 4.4% 100.0%
Govt. Commerce College Count 157 36 193
% within Contribution of the
institutes towards employment 81.3% 18.7% 100.0%
Govt. Polytechnic Institute Count 41 1 42
% within Contribution of the
institutes towards employment 97.6% 2.4% 100.0%
Govt. Technical and Vocational
Centres
Count 77 4 81
% within Contribution of the
institutes towards employment 95.1% 4.9% 100.0%
Others Count 1 0 1
% within Contribution of the
institutes towards employment 100.0% .0% 100.0%
Total Count 407 47 454
% within Contribution of the
institutes towards employment 89.6% 10.4% 100.0%
72
Table # 14
Contribution of the institutes towards employment * other services/Others
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 9.959a 4 .041
Likelihood Ratio 13.562 4 .009
Linear-by-Linear Association .150 1 .699
N of Valid Cases 454
a. 3 cells (30.0%) have expected count less than 5. The minimum expected count is
.09.
Cross tab
other services/ others
Total No yes
Contribution of the institutes
towards employment
Govt. College of Technology Count 130 7 137
% within Contribution of the
institutes towards employment 94.9% 5.1% 100.0%
Govt. Commerce College Count 169 24 193
% within Contribution of the
institutes towards employment 87.6% 12.4% 100.0%
Govt. Polytechnic Institute Count 42 0 42
% within Contribution of the
institutes towards employment 100.0% .0% 100.0%
Govt. Technical and
Vocational Centres
Count 73 8 81
% within Contribution of the
institutes towards employment 90.1% 9.9% 100.0%
Others Count 1 0 1
% within Contribution of the
institutes towards employment 100.0% .0% 100.0%
Total Count 415 39 454
% within Contribution of the
institutes towards employment 91.4% 8.6% 100.0%
73
Table # 15
Contribution of the institutes towards employment * Supplier/ Furniture and
Fixture
Cross tab
Supplier/furniture and fixture
Total No Yes
Contribution of the
institutes towards
employment
Govt. College of Technology Count 105 32 137
% within Contribution of the
institutes towards employment 76.6% 23.4% 100.0%
Govt. Commerce College Count 114 79 193
% within Contribution of the
institutes towards employment 59.1% 40.9% 100.0%
Govt. Polytechnic Institute Count 13 29 42
% within Contribution of the
institutes towards employment 31.0% 69.0% 100.0%
Govt. Technical and Vocational
Centres
Count 68 13 81
% within Contribution of the
institutes towards employment 84.0% 16.0% 100.0%
Others Count 0 1 1
% within Contribution of the
institutes towards employment .0% 100.0% 100.0%
Total Count 300 154 454
% within Contribution of the
institutes towards employment 66.1% 33.9% 100.0%
74
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 47.664a 4 .000
Likelihood Ratio 48.142 4 .000
Linear-by-Linear Association .248 1 .618
N of Valid Cases 454
a. 2 cells (20.0%) have expected count less than 5. The minimum expected count is
.34.
75
Table # 15(a)
Contribution of the institutes towards employment * Supplier/Chemical/glass work
Cross tab
Supplier/chemical/glass work
Total No Yes
Contribution of the
institutes towards
employment
Govt. College of Technology Count 120 17 137
% within Contribution of the institutes
towards employment 87.6% 12.4% 100.0%
Govt. Commerce College Count 140 53 193
% within Contribution of the institutes
towards employment 72.5% 27.5% 100.0%
Govt. Polytechnic Institute Count 23 19 42
% within Contribution of the institutes
towards employment 54.8% 45.2% 100.0%
Govt. Technical and
Vocational Centres
Count 81 0 81
% within Contribution of the institutes
towards employment 100.0% .0% 100.0%
Others Count 0 1 1
% within Contribution of the institutes
towards employment .0% 100.0% 100.0%
Total Count 364 90 454
% within Contribution of the institutes
towards employment80.2% 19.8% 100.0%
76
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 52.962a 4 .000
Likelihood Ratio 64.661 4 .000
Linear-by-Linear Association .268 1 .605
N of Valid Cases 454
a. 2 cells (20.0%) have expected count less than 5. The minimum expected count is
.20.
77
Table # 15 (b)
Contribution of the institutes towards employment * Suppliers/equipments
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 62.916a 4 .000
Likelihood Ratio 63.923 4 .000
Linear-by-Linear Association .793 1 .373
N of Valid Cases 454
a. 2 cells (20.0%) have expected count less than 5. The minimum expected count is
.36.
Cross tab
Suppliers/equipments
Total No Yes
Contribution of the
institutes towards
employment
Govt. College of Technology Count 100 37 137
% within Contribution of the institutes
towards employment 73.0% 27.0% 100.0%
Govt. Commerce College Count 119 74 193
% within Contribution of the institutes
towards employment 61.7% 38.3% 100.0%
Govt. Polytechnic Institute Count 6 36 42
% within Contribution of the institutes
towards employment 14.3% 85.7% 100.0%
Govt. Technical and
Vocational Centres
Count 66 15 81
% within Contribution of the institutes
towards employment 81.5% 18.5% 100.0%
Others Count 0 1 1
% within Contribution of the institutes
towards employment .0% 100.0% 100.0%
Total Count 291 163 454
% within Contribution of the institutes
towards employment 64.1% 35.9% 100.0%
78
Table # 15 (c)
Contribution of the institutes towards employment * Hostel /accommodation
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 63.617a 12 .000
Likelihood Ratio 54.722 12 .000
Linear-by-Linear Association .581 1 .446
N of Valid Cases 454
a. 8 cells (40.0%) have expected count less than 5. The minimum expected count is
.02.
Cross tab
Hostel accommodation
Total Others Govt. Private No Hostel
Contribution of
the institutes
towards
employment
Govt. College of Technology Count 0 78 16 43 137
% within Contribution of the
institutes towards employment .0% 56.9% 11.7% 31.4% 100.0%
Govt. Commerce College Count 0 81 35 77 193
% within Contribution of the
institutes towards employment .0% 42.0% 18.1% 39.9% 100.0%
Govt. Polytechnic Institute Count 0 21 2 19 42
% within Contribution of the
institutes towards employment .0% 50.0% 4.8% 45.2% 100.0%
Govt. Technical and Vocational
Centres
Count 9 29 4 39 81
% within Contribution of the
institutes towards employment 11.1% 35.8% 4.9% 48.1% 100.0%
Others Count 0 1 0 0 1
% within Contribution of the
institutes towards employment .0% 100.0% .0% .0% 100.0%
Total Count 9 210 57 178 454
% within Contribution of the
institutes towards employment 2.0% 46.3% 12.6% 39.2% 100.0%
79
Table # 15 (d)
Contribution of the institutes towards employment * Other Services/barber shop
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 4.959a 4 .292
Likelihood Ratio 6.790 4 .147
Linear-by-Linear Association .181 1 .670
N of Valid Cases 454
a. 4 cells (40.0%) have expected count less than 5. The minimum expected count is
.05.
Cross tab
Other services/barber shop
Total No Yes
Contribution of the
institutes towards
employment
Govt. College of Technology Count 129 8 137
% within Contribution of the
institutes towards employment 94.2% 5.8% 100.0%
Govt. Commerce College Count 185 8 193
% within Contribution of the
institutes towards employment 95.9% 4.1% 100.0%
Govt. Polytechnic Institute Count 42 0 42
% within Contribution of the
institutes towards employment 100.0% .0% 100.0%
Govt. Technical and Vocational Centres Count 74 7 81
% within Contribution of the
institutes towards employment 91.4% 8.6% 100.0%
Others Count 1 0 1
% within Contribution of the
institutes towards employment 100.0% .0% 100.0%
Total Count 431 23 454
% within Contribution of the
institutes towards employment 94.9% 5.1% 100.0%
80
Table # 15 (e)
Contribution of the institutes towards employment * Other Services/Tailoring
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 6.902a 8 .547
Likelihood Ratio 7.642 8 .469
Linear-by-Linear Association .001 1 .973
N of Valid Cases 454
a. 8 cells (53.3%) have expected count less than 5. The minimum expected count is
.00.
Cross tab
other services/tailoring
Total No Yes Undecided
Contribution of the
institutes towards
employment
Govt. College of
Technology
Count 124 13 0 137
% within Contribution of the
institutes towards employment 90.5% 9.5% .0% 100.0%
Govt. Commerce College Count 182 10 1 193
% within Contribution of the
institutes towards employment94.3% 5.2% .5% 100.0%
Govt. Polytechnic Institute Count 41 1 0 42
% within Contribution of the
institutes towards employment 97.6% 2.4% .0% 100.0%
Govt. Technical and
Vocational Centres
Count 72 9 0 81
% within Contribution of the
institutes towards employment 88.9% 11.1% .0% 100.0%
Others Count 1 0 0 1
% within Contribution of the
institutes towards employment 100.0% .0% .0% 100.0%
Total Count 420 33 1 454
% within Contribution of the
institutes towards employment 92.5% 7.3% .2% 100.0%
81
Table # 15 ( f )
Contribution of the institutes towards employment * other services/dry cleaners
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 14.253a 4 .007
Likelihood Ratio 16.434 4 .002
Linear-by-Linear Association 7.002 1 .008
N of Valid Cases 454
a. 3 cells (30.0%) have expected count less than 5. The minimum expected count is
.08.
Cross tab
other services/dry cleaners
Total No Yes
Contribution of the institutes
towards employment
Govt. College of
Technology
Count 116 21 137
% within Contribution of the
institutes towards employment84.7% 15.3% 100.0%
Govt. Commerce College Count 181 12 193
% within Contribution of the
institutes towards employment93.8% 6.2% 100.0%
Govt. Polytechnic Institute Count 42 0 42
% within Contribution of the
institutes towards employment100.0% .0% 100.0%
Govt. Technical and
Vocational Centres
Count 76 5 81
% within Contribution of the
institutes towards employment93.8% 6.2% 100.0%
Others Count 1 0 1
% within Contribution of the
institutes towards employment100.0% .0% 100.0%
Total Count 416 38 454
% within Contribution of the
institutes towards employment91.6% 8.4% 100.0%
82
Table # 16 shows the overall result of the direct employment opportunities by
each institute towards faculty, support staff and un-skill staff; all the four categories are having high contribution towards job opportunities as a faculty and moderate contribution towards support staff. Government technical and vocational centres are slightly on the lower side towards job opportunities towards faculty, the results are significant at the level of 0.000
83
Table # 16
Contribution of the institutes towards employment * area of Contribution
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 60.840a 12 .000
Likelihood Ratio 50.673 12 .000
Linear-by-Linear Association 10.702 1 .001
N of Valid Cases 454
a. 9 cells (45.0%) have expected count less than 5. The minimum expected count is .01.
Cross tab
area of contribution
Total No faculty support staff Unskilled staff
Contribution
of the institutes
towards
employment
Govt. College of
Technology
Count 33 95 6 3 137
% within Contribution of the
institutes towards employment24.1% 69.3% 4.4% 2.2% 100.0%
Govt. Commerce College Count 48 133 11 1 193
% within Contribution of the
institutes towards employment24.9% 68.9% 5.7% .5% 100.0%
Govt. Polytechnic Institute Count 15 23 4 0 42
% within Contribution of the
institutes towards employment35.7% 54.8% 9.5% .0% 100.0%
Govt. Technical and
Vocational Centres
Count 48 26 7 0 81
% within Contribution of the
institutes towards employment59.3% 32.1% 8.6% .0% 100.0%
Others Count 0 0 1 0 1
% within Contribution of the
institutes towards employment.0% .0% 100.0% .0% 100.0%
Total Count 144 277 29 4 454
% within Contribution of the
institutes towards employment31.7% 61.0% 6.4% .9% 100.0%
84
The respondents were asked to comment on low economic growth in Pakistan
which can be linked with the most important aspect i.e. linkages of the technical education with industry. The respondent’s shows that there is no linkage of technical education with industry and both are having solo flights in their respective domain.
Table # 17 shows that 417 respondents says no to the linkages while 37 says yes
to the linkages. The data obtained has been analyzed with one sample Kolmogorov-Smirnov test showing the mean 1.7850, standard deviation 0.48295 and significance level @ 0.000
85
Table # 17
The low economy growth in Pakistan is because of no linkages of technical education and industry
Frequency Percent Valid Percent Cumulative Percent
Valid No 37 8.1 8.1 8.1
Yes 417 91.9 91.9 100.0
Total 454 100.0 100.0
One-Sample Kolmogorov-Smirnov Test
economic
N 454
Normal Parameters a Mean 1.7850
Std. Deviation .48295
Most Extreme Differences Absolute .145
Positive .145
Negative -.128
Kolmogorov-Smirnov Z 3.096
Asymp. Sig. (2-tailed) .000
a. Test distribution is Normal.
Statistics
The low economy growth in Pakistan is because of no linkages of
technical education with industry
N Valid 454
Missing 0
Mean .9185
86
The application of one sample Kolmogorow-Smirnov test is supported by G.C.Beri in his research on the following basis i.e. the test is concern with the degree of agreement between the set of observed values and the value specified by the null hypothesis. It is similar to the chi square test of goodness of fit. It is used when the researcher is interested in comparing a set of values on an ordinal scale.
In response to the questionnaires, technical education is the prerequisite for
research and development. Strong agreements were found by the faculty and academic administration towards the support of the questionnaire. At the same time when the mean, standard deviation and Significance level was analyzed it was found that the mean is 2.9868 and standard deviation is 1.00322, while the significance level is observed 0.000
The results are shown in Table # 18
87
Table # 18
Statistics
Technical Education is pre-requisite for establishment of
Research & Development
N Valid 454
Missing 0
Mean 1.9758
Technical Education is pre-requisite for establishment of Research & Development
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly Agree 108 23.8 23.8 23.8
Agree 282 62.1 62.1 85.9
Undecided 34 7.5 7.5 93.4
Disagree 27 5.9 5.9 99.3
Strongly Disagree 3 .7 .7 100.0
Total 454 100.0 100.0
One-Sample Kolmogorov-Smirnov Test
Present curricula of technical education
meets the requirement of social and
business needs
N 454
Normal Parameters a Mean 2.9868
Std. Deviation 1.00322
Most Extreme Differences Absolute .342
Positive .342
Negative -.337
Kolmogorov-Smirnov Z 7.282
Asymp. Sig. (2-tailed) .000
a. Test distribution is Normal.
88
Though the syllabus and structure is determined by Directorate General of
Technical Education at the central level yet there is dissatisfaction with present education system and structure and the respondents have shown positive attitude towards the change of syllabus and structure. The Degree colleges/institutes shows 72.9% willingness followed by the Inter level institutes @ 61% and post graduate at the level of 59.6%. The cumulative status is as 65.9% while the significance level is .977 i.e. showing insignificance overall.
Table # 19 shows the results of the above statement.
89
Table # 19
Status * Do you suggest changes in the present technical education system/structure Cross tabulation
Do you suggest changes in the present technical
education system/structure
Total Yes No
status inter Count 86 55 141
% within status 61.0% 39.0% 100.0%
degree Count 145 54 199
% within status 72.9% 27.1% 100.0%
post graduate Count 68 46 114
% within status 59.6% 40.4% 100.0%
Total Count 299 155 454
% within status 65.9% 34.1% 100.0%
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 7.783a 2 .020
Likelihood Ratio 7.872 2 .020
Linear-by-Linear Association .001 1 .977
N of Valid Cases 454
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is
38.92.
90
STATISTICAL ANALYSIS
PART B
Findings of the study related to students/enrolled in Technical, Vocational and Commerce Colleges. To know the contribution of Technical, Vocational, Polytechnic and Commerce colleges/institutes towards the economic and social development a questionnaire having multiple choices was served to students in Technical, Vocational and Polytechnic institutes as well as in Commerce and Management Sciences Colleges. The questionnaire was having focus in information about career planning being the most appropriate and current issue of the country’s youth, (young generation) information and update about the technical education, the role of family, friends and media regarding promotion and awareness creation of technical and vocational education. Additionally the questionnaire was having links to the selection of specialization field and satisfaction with the specialization opted for, was also included in the questionnaire. A portion of the questionnaire was having focus on the role of teachers, availability of physical environment in these institutions and the future prospects were also covered. Out of the served questionnaires to the students of different colleges/institutes 192 were received back. The low response is directly linked to the student’s examination as well as having no aptitude towards such type of research/responses. The data collected was analyzed through SPSS Version 16 to develop frequencies, cross tabs, and chi squares. Out of the 192 questionnaires 15 were discarded having inadequate information. Therefore the valid percentage is 92.20.
The result shows that, at HSC level the students were having choices for science
subjects but at the inter level the choice towards other, i.e. technical, vocational and commercial education was developed among the students i.e. 69.20 % selects the field by choice and 24.4% of the students selected this stream of education by advice. The choices and advices investigated through personal interviews were identified as having no chance for admission in FSc at reputed colleges. When the data was statistically analyzed through chi square it was found insignificant.
Table # 1(a, b) shows the result of the above findings:-
91
Table # 1(a)
Educational Level * Field selection at SSC level Cross tabulation
Field selection at SSC level
Total Choice Advice Other
Educational Level Degree Count 149 21 7 177
% within Educational Level 84.2% 11.9% 4.0% 100.0%
Total Count 149 21 7 177
% within Educational Level 84.2% 11.9% 4.0% 100.0%
Table # 1(b)
Field at HSSC level * Field selection at HSSC level Cross tabulation
Field selection at HSSC level
Total Choice Advice Others
Field at HSSC level FSC Count 14 4 1 19
% within Field at HSSC level 73.7% 21.1% 5.3% 100.0%
A level Count 2 0 0 2
% within Field at HSSC level 100.0% .0% .0% 100.0%
Other Count 108 38 10 156
% within Field at HSSC level 69.2% 24.4% 6.4% 100.0%
Total Count 124 42 11 177
% within Field at HSSC level 70.1% 23.7% 6.2% 100.0%
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 1.026a 4 .906
Likelihood Ratio 1.598 4 .809
Linear-by-Linear Association .246 1 .620
N of Valid Cases 177
a. 5 cells (55.6%) have expected count less than 5. The minimum expected count is
.12.
92
When the basis for selection of technical education was analyzed it was revealed
that 49.2% selection was based on, by advice of family members while 30.5% was because of friends and the remaining valid percent was because of others i.e. media and general awareness, as shown in Table # 2(a, b):- Table # 2(a)
Frequency Table
Selection of Technical Education because of family members
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 87 45.3 49.2 49.2
No 90 46.9 50.8 100.0
Total 177 92.2 100.0
Missing System 15 7.8
Total 192 100.0
Table # 2(b)
Selection of Technical Education because of friends
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 54 28.1 30.5 30.5
No 123 64.1 69.5 100.0
Total 177 92.2 100.0
Missing System 15 7.8
Total 192 100.0
93
When these students were asked about contribution i.e. towards enhancement
(increase) of their knowledge before and after admission it was observed that the students showed 100% satisfaction with the increase in their knowledge in the subsequent years. Table # 3 (a, b, c,) indicates the results, which clearly shows the excellent contribution of these institutions by academia and environment:- Table # 3(a)
In 1st year at GCC the knowledge has been increased
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 177 92.2 100.0 100.0
Missing System 15 7.8
Total 192 100.0
Table # 3(b)
In 2nd year the knowledge has been increased
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 177 92.2 100.0 100.0
Missing System 15 7.8
Total 192 100.0
Table # 3(c)
In 3rd year the knowledge has been increased
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 177 92.2 100.0 100.0
Missing System 15 7.8
Total 192 100.0
94
At the 4th year level usually the commerce and management students opt for
specialization. The option for specialization is directly linked with the choices, advice of family, department reputation and advices by others.
Table # 4 indicates that 65.3% are having selection specialization by choice,
8.5% by family, 8% because of department reputation and 13% because of others, which clearly indicates that due to enhancement of the knowledge of the students they can openly select their specialization at their own.
Table # 4
In 4th year GCC how you select your specialization
Frequency Percent Valid Percent Cumulative Percent
Valid Choice 115 59.9 65.3 65.3
Advice 23 12.0 13.1 78.4
family 15 7.8 8.5 86.9
Department Reputation 14 7.3 8.0 94.9
Faculty 2 1.0 1.1 96.0
Mark 5 2.6 2.8 98.9
others 2 1.0 1.1 100.0
Total 176 91.7 100.0
Missing System 16 8.3
Total 192 100.0
95
When this aspect was further investigated it was revealed that the maximum specialization selection is because of specialization knowledge of the field as shown in the Table # 5 the valid percent is 91, which clearly indicates that at the higher level due to increase of knowledge the students itself select their field of specialization by their own choice. Table # 5
GCC decision because of specialized knowledge
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 161 83.9 91.0 91.0
No 12 6.2 6.8 97.7
3 4 2.1 2.3 100.0
Total 177 92.2 100.0
Missing System 15 7.8
Total 192 100.0
96
When enhancement of knowledge was again researched i.e. to know the role of
teachers, environment, interest and other factors, it was found that the faculty is having more contribution followed by students own interest and physical environment. The percentages are 59.7%, 32.4%, and 7.4% respectively as shown in Table # 6:- Table # 6
In 3rd year the knowledge has been increased * If your knowledge has been increased, due to Cross tabulation
If your knowledge has been increased, due to
Total Teacher Environment Interest others
In 3rd year the knowledge
has been increased
Yes Count 105 13 57 1 176
% within In 3rd year
the knowledge has been
increased
59.7% 7.4% 32.4% .6% 100.0%
Total Count 105 13 57 1 176
% within In 3rd year
the knowledge has been
increased
59.7% 7.4% 32.4% .6% 100.0%
97
To know the role of commerce and management sciences colleges towards
employment opportunities, research and development and growth in the field, the results shows that the student choices for specialization of technologies and discipline are based 54.3% because of employment opportunities, 37.9% is because of research and development and 7.8% is because of growth in the these disciplines. Here the student’s trend is purely for employment search or to be associated with research and development. Table # 7 shows the result of these trends:-
Table # 7
If specialization is selected by choice, because of
Frequency Percent Valid Percent Cumulative Percent
Valid Employment opportunities 63 32.8 54.3 54.3
Research & development 44 22.9 37.9 92.2
Growth 9 4.7 7.8 100.0
Total 116 60.4 100.0
Missing System 76 39.6
Total 192 100.0
To have a cross comparison that how the students received and perceived their specialization selection which leads to greater economic and social contribution of the technical and vocational education, it was found that those selected by choice remained fully satisfied i.e. 59.1% excellent, 33% good and 7.8% satisfactory. Those who selected the specialization because of family advices remain at the top of i.e. 66.7% excellent and 33.3% good. The results of advices and department reputation are, 52.2% and 71.4% as an excellent, 34.8% and 21.4% is good while satisfactory level is 13% and 7.1% respectively. The chi square of the same result is significant at the level of (0.000), shown as follows:-
98
Table # 8
In 4th year GCC how you select your specialization * specialization selection decision was Cross tabulation
specialization selection decision was
Total Excellent Good satisfactory others
In 4th year GCC
how you select
your specialization
Choice Count 68 38 9 0 115
% within In 4th year GCC how you
select your specialization 59.1% 33.0% 7.8% .0% 100.0%
Advice Count 12 8 3 0 23
% within In 4th year GCC how you
select your specialization 52.2% 34.8% 13.0% .0% 100.0%
family Count 10 5 0 0 15
% within In 4th year GCC how you
select your specialization 66.7% 33.3% .0% .0% 100.0%
Department Reputation Count 10 3 1 0 14
% within In 4th year GCC how you
select your specialization71.4% 21.4% 7.1% .0% 100.0%
Faculty Count 2 0 0 0 2
% within In 4th year GCC how you
select your specialization 100.0% .0% .0% .0% 100.0%
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 1.026E2a 18 .000
Likelihood Ratio 28.093 18 .061
Linear-by-Linear Association 1.292 1 .256
N of Valid Cases 176
a. 20 cells (71.4%) have expected count less than 5. The minimum expected count
is .01.
99
To know the motivational factor which is the key indicator of satisfaction and to advice others to follow, was also tested with reference to specialized knowledge of the area, 153 respondents were found highly motivated while 8 were at the stimulate level as compare to non motivated who remained only 12.
The results in Table # 9 indicates that the students of commerce and management
sciences colleges remained highly motivated towards the specialization fields shown as follows:-
Table # 9
GCC decision because of specialized knowledge * If GCC decision is because of specialized knowledge then due to Cross
tabulation
If GCC decision is because of
specialized knowledge then due to
Total Motivation Stimulates
GCC decision because of
specialized knowledge
Yes Count 153 8 161
% within GCC decision because
of specialized knowledge 95.0% 5.0% 100.0%
No Count 12 0 12
% within GCC decision because
of specialized knowledge 100.0% .0% 100.0%
Other Count 4 0 4
% within GCC decision because
of specialized knowledge 100.0% .0% 100.0%
Total Count 169 8 177
% within GCC decision because
of specialized knowledge 95.5% 4.5% 100.0%
100
Chapter # 6
Findings / Conclusions and Recommendations
This being the last chapter of the study, in debited to findings/conclusion and recommendations of the study. The study in hand was conducted during the period February2007 to June 2010 . The following objectives were studied
To what extent the students are clear about the importance scope and career, which can be achieved through Technical, Vocational and Commercial Education.
What were / are the main variable / contributor which clarify the option of selection of Technical, Vocational and Commercial Education as future careers field.
To find out the clarity, satisfaction and emotional as well as professional attachment of the faculty with Technical and Professional Education and
To identify both in quantitative as well as in qualitative terms the economic, employment and other contributors of Technical, Vocational and Commercial institute established in Khyber Pakhtunkhwa.
The following research questions have also been studied:-
1. How the contributions of Technical, Vocational and Commercial
Education is considered by all stakeholders.
2. How do the faculty link their career with Technical, Vocational and
Commercial Education?
3. How do the students receive and perceive the Technical, Vocational
and Commercial Education as a career.
101
In addition to the research questions and objectives the following hypothesis were also tested:-
H1 The Technical, Vocational and Commercial Education have great contribution toward economic and social section and justify the public ex-chequer expenses.
Ho The Technical, Vocational and Commercial Education economic and social contribution if rationalized, do not justify the huge expenditure of Government and other donors.
H2 The students and faculty are clear in selecting Technical, Vocational and Commercial Education as future career.
Ho The students and faculty have selected Technical, Vocational and Commercial Education by chance and are not clear about their future career.
102
FINDINGS OF THE STUDY
When the collected data was analysed and results were checked the
following findings have been concluded by the researcher from the study in hand.
The findings consist of Part A, which relates to the faculty and
Part B is related to the students.
Research Question # 1. How the contributions of Technical, Vocational and
Commercial Education are considered by all stakeholders?
The contribution of Technical and Vocational education is positively
considered by all stake holders i.e. by the faculty, academic administrators as well
as by the students.
The satisfaction which the faculty derived from their job is highly
significant and they have selected this profession by choice both working at inter,
degree and post graduate level colleges/institutes. The faculty performing their
duties/jobs at the Degree level colleges are highly satisfied followed by Inter and
Post Graduate colleges respectively. When the post graduate level faculty were
further analyzed for suggestion in the changes of technical education system, they
showed the same behaviour. The lower level satisfaction among the group as well
as consideration of changes in the present Technical, Vocational and Commercial
Education system can be linked with the policy and administration of the
institutes. At the Inter and Degree level the faculty and academic administration
are less exposed to the society and authorities as compare to the Post Graduate
level. Because post graduate level education is a terminal degree and absorption
of the students in the society is having direct reflect on the faculty.
The results further shows that the faculty and academic administration is
satisfied from the policy and administration, interpersonal relationship, salary and
remuneration and career development. While the same sample showed
dissatisfaction from the incentives which they receive.
103
The study support Lea (2004) that the Vocational Training Institutes are
highly productive for job placement.
The study is in line with Crouch Etal (1999) who describes career choice
as a risky business and young peoples are able to predict accurately the state of
the labour marked opportunities in the future time period. The faculty
(academician) have rightly selected the future with Technical, Vocational and
Commercial Education as today there is much more expansion in the technical,
vocational and commercial education. The new specializations and openings have
been observed frequently and there are opportunities for the career and
professional development. The study further support the technical, vocational and
commercial education vision i.e. presentation to the secretary industries in 2008
having focus on the growth of technical education, to increase knowledge, to
impart skills, to explore potential of the disadvantaged population, institutional
development, improvement in the quality of education and relevance, access and
equity enhancement, to organize, to regulate, and to supervise technical,
vocational and commercial education.
Research Question # 2. How do the faculty link their career with Technical,
Vocational and Commercial Education?
The faculty has highly satisfied with the career development from the
employment in the Technical Education department.
The study is in contradiction with Stone and Aliaga (2005) who have
examined the direct efforts of a set of social factors on participation on career and
technical education along with social activities, job shadowing, mentoring and
other specific activities. As the results of their study have not supported
104
vocational education as the first choice because it is a tracking system and is non
college bound.
The study support the findings of Yin Wong W. (1991) who found no
affect of the family background and gender in the career in technical and
vocational education. The study in hand has found no significant difference
because of the geographical location of the institutes.
Research Question # 3. How do the students receive and perceive the Technical,
Vocational and Commercial Education as a career?
The sample studied in the study showed that the students have opted for
technical, vocational and commercial education as a future career and are satisfied
with their own choice, family suggestions and advices of teachers. They were also
found fully satisfied with their specialization they opted for. The sample also
showed that they are satisfied with increase in their knowledge and opportunities
available for employment (government/self) and Research & Development.
The results of the study are in support of Bea and Song (2006) who have
pointed out the positive role of vocational high schools, vocational trainings on
agriculture technology, commerce, industry and related disciplines which in turn
create employment opportunities and serve as a major source of skilled
manpower. The study also supports Lea (2004) who emphasized special efforts of
vocational trainings and found it highly productive for job placement.
The study further support the findings of Blissfield and Stockman (1999)
who have found the contribution of vocational schools which work as a dual
system having the advantages of integration of real work experiences with
theoretical instructions. The same study argues that the Germans low
unemployment as compare to other European countries is because of vocational
schools.
105
Result of the study clearly shows that the students are very much clear
about the importance of technical, vocational and commercial education and they
are also clear about their future career. The main contribution towards selection of
technical and vocational education field are advises from the family members,
students own knowledge and clarity of concepts and other like friends and
teachers.
The faculty has also emotional and professional attachment with the
technical, vocational and commercial education as it provides career opportunities
as well as opportunities for professional development. The study has clearly
identified the contribution of establishment of technical, vocational and
commercial institutes towards the social and economic development of N.W.F.P.
now Khyber Pakhtunkhwa (KPK). The government technology colleges,
commerce and management sciences colleges, polytechnic institutes and
government technical & vocational centres contribute towards employment
opportunities to both skilled and unskilled labour force. The commerce and
management sciences colleges and government technical and vocational centres
are absorbing more numbers of labour-force as compare to the technology
colleges and polytechnic institutes. Commerce colleges are more contributing to
the provision of transport facilities as compare to technology colleges,
polytechnic institutes and government technical and vocational centres. The
reason behind low involvement of the transport provision is less numbers in case
of polytechnic institutes and technical colleges and the students of government
technical and vocational centres are attending the institutes on periodical basis
and are not full time students.
All the institutions are contributing towards Allied services like stationary,
fixture and furniture suppliers, glasswork suppliers, and lab and office equipments
in case of polytechnic institutes and commerce colleges. Further these institutes
provides opportunities to private hostels owners for students accommodation and
other vendors like barber shops, tailoring, dry cleaners and stationeries owners at
106
a reasonable level but not to the maximum. The reason behind low contribution is
as the faculty and students both as they avail open market opportunities/facilities
for these services. The result shows that the students and faculty both agreed to
the fact that technical, vocational and commercial education is a pre requisite for
research and development and also for the economic development of a country.
Majority of the faculty have suggested changes in the present system and structure
of technical, vocational and commercial education and have suggested changes in
the syllabus.
When hypothesis were tested the results of the study are in support of H1
& H2 i.e.
H1 The Technical, Vocational and Commercial Education have great contribution towards economic and social section and justify the public ex-chequer expenses.
H2 The students and faculty are clear in selecting Technical, Vocational and Commercial Education as future career.
107
CONCLUSION
Analysis of the data shows that Technical, Vocational and Commercial
Education is contributing toward economic and social development of a country.
The students and parents are having clear picture regarding this system of education
and the growth as well as the maximum possible attention/emphasis of the
government towards the improvement in the present technical, vocational and
commercial education have opened the doors for young generation a d faculty for
seeking admission as well as employment in such type of institutes. Due to the
tremendous growth within the limited resources this system has diverted attention of
private investors in establishment of technical and commerce & management
sciences colleges in particular and polytechnic and technical & vocational centres in
general.
Results of the study also clearly indicates that there is a room for further
development and the government has rightly taken steps to further widen the area of
technical, vocational and commercial educational centres on the pattern of other
developed economies.
108
RECOMMENDATIONS
Based on the findings of the study the following recommendations are forwarded for future policies to be developed by the provincial government of Khyber Pakhtunkhwa in particular and other provinces in general.
To enhance the technical know how and opportunities for employment both at
public and private sector the government should pay attention to the establishment
of Technical, Vocational and Commercial institutions at all Tehsil level and major
semi urban towns in the province.
To retain the faculty motivated workshops and seminars be arranged where in the
emphases should be on the trends and techniques of the technically, vocationally
and commercially develop countries like Japan Korea and other European
countries.
Trade and commerce exhibitions be arranged at different level as well as at a
provincial level so the general society may also have the knowledge about the
technical, vocational and commercial education.
The present inter, graduate and post graduate level institutions should develop
linkages among their own as well as with allied industries so the gap between
classes lectures (Tutoring) and practical application should be removed. This will
also help industries to have a prospect i.e. potential employer as per their
requirement. The linkages between the institutions will help in future enrolment,
selection of specialization & technologies and ultimately it may lead to have a
model University i.e. Technology University in the province.
Introduction of technical, vocational and commercial education at high school
level may enlarge the vision of the students for their future career option as in
case of vocational schools in developed countries and especially in brother
Islamic countries Turkey (MESLEK OKLULU).
109
Establishment of private institutions be encouraged with a close monitoring i.e. to
have a check and balance system and physical infrastructure which is too much
week at present. The public private partnership could be a good model if put in
practical.
The government alone cannot provide 100% employment opportunities to the
literate component of the society, therefore, introduction of more trades at grass-
root level particularly for female segment of the society may lead to the
development of self entrepreneurship concept.
The developed countries usually provide financial support for establishment of
technical and vocational institutions. If the donor countries provide opportunities
for higher studies, specialized trainings and transfer of technology, the bonds of
theory & practical would get more strengthen.
In the study in hand the sample taken remains limited to public sector, therefore in
the future studies a representative sample from the private sector needs to be
included to have a more clear picture.
To have a fruit of technical, vocational and commercial education on the patterns
of developed countries particularly Korea, as well as like India and Punjab.
(Province of Pakistan). The provincial cabinet in 2009 has constituted a
committee to formulate and submit a feasible proposal for a model TEVT System.
The committee before recommendation needs to study the TEVT board system
with reference to the cultural, social, economic and geographic background of the
province and to frame recommendations which should strengthen the present
system. Because any minor casualty may lead to major destruction and defaming
of TEVT system.
110
Here the idea of GTVC (Government Technical and Vocational Centres) if
fully implemented, will definitely contribute to lessen the unemployment as the
GTVC will contribute towards training in the following fields:-
• Marble cutting and polishing.
• Computer Hardware / Computer Assembly.
• Mobile Phone Repair Mechanics.
• Aluminium Carpentry.
• Fibber Glass.
• Plastic Moulding.
• CNG installation of Kit and CNG Station Mechanics.
• Precious stone cutting, designing and polishing.
• Auto Electrician.
• Textile Machinery Repair and Maintenance Mechanics.
• Hydraulic and pneumatic mechanic.
• Instrumentation Measurement & Control Mechanics.
• Computer soft ware / Secretarial training / office etiquettes.
• Dress designing.
• Beautician and Skincare.
• Cooking & Baking.
• Shoe making (especially for Kids and Ladies).
• Air Ticketing.
111
ANNEXURE – A
DETAIL OF QUESTIONNAIRE RECEIVED (FACULTY) S.NO
COLLEGE / INSTITUTE
QUESTIONNAIRE RECEIVED
1
Government Technical and Vocational Centres for Female
15
2
Government Technical and Vocational Centres for Male
72
3
Government Technology Colleges
133
4
Government Polytechnic Institutes
41
5
Government Commerce Colleges and Management Sciences Colleges
193
TOTAL
454
112
ANNEXURE – B DETAIL OF QUESTIONNAIRE RECEIVED (STUDENTS) S.NO
COLLEGE / INSTITUTE
QUESTIONNAIRE RECEIVED
1
Government Technical and Vocational Centres for Female
NIL
2
Government Technical and Vocational Centres for Male
NIL
3
Government Technology Colleges
15
4
Government Polytechnic Institutes
NIL
5
Government Commerce Colleges and Management Sciences Colleges
177
TOTAL
192
113
ANNEXURE C
SOCIAL AND ECONOMIC CONTRIBUTION OF TECHNICAL EDUCATION IN NWFP. QUESTIONNAIRE ……………….. FACULTY / ADMINISTRATION
PRIMARY DATA i- Name of Institution : …………………………………………….
ii- Location of the Institution: …………………………………………….
iii- Establishment year …………………………………………….
iv- Status, Inter / Degree / Postgraduate …………………………………………….
v- Public / Private Sector …………………………………………….
PART-A 1. Selection of Profession ………………………. a) by Choice b) by Chance
If by choice, Advised by Family ………………..
Teachers ……………...
Charming …………….
Growth Opportunities
2. Satisfied from job / service ……… a) Yes b) Undecided c) No
If satisfied do you want to give advice to any body else to join the profession or the line of education …… a) Yes b) Undecided c) No
3. Are you satisfied from :-
i- Nature of job ……………… a) Yes b) Undecided c) No
ii- Policy and administration …. a) Yes b) Undecided c) No
iii- Interpersonal relationship …. a) Yes b) Undecided c) No
iv- Salary and remuneration…… a) Yes b) Undecided c) No
v- Incentives ………………… a) Yes b) Undecided c) No
vi- Carrier Development / a) Yes b) Undecided c) No Professional Development
114
PART-B
1. Education Contributes to the economic development of a country.
Agree Strongly agree undecided disagree strong disagree
2. Socio / Cultural Development is mainly because of education alone.
Agree Strongly agree undecided disagree strong disagree
3. Technical Education leads to supplement industrial growth in Pakistan.
Agree Strongly agree undecided disagree strong disagree
4. Technical Education contributes to a major portion to GDP of Pakistan.
Agree Strongly agree undecided disagree strong disagree
5- Technical Education can play an important role in the self-employment in Pakistan.
Agree Strongly agree undecided disagree strong disagree
6- Technical Edu: has contributed to the Small and Medium Enterprises in Pakistan.
Agree Strongly agree undecided disagree strong disagree
7- Technical Education has provided job opportunities to literate as well as illiterate segment of the society.
Agree Strongly agree undecided disagree strong disagree
8- Technical Education is the pre-requisite for establishment of Research & Development Cell in Industrial Unit.
Agree Strongly agree undecided disagree strong disagree
9- Do you suggest changes in the present Technical Education System / structure
Yes No
10- Please mentioned the area’s. Yes No
11- Present curricula of Technical Education meets the requirement of social and business needs Agree disagree
115
12 The Organization structure of your institution leads to the growth and development of Technical Education.
13 The low economy growth in Pakistan is because of no linkages of Technical Education and Industry.
14 If 100 student get enrolment at the entry level how mush percentage leave the Institution with success
15 Out of successful students what percentage of students approximately in next step of higher studies.
16 How much percentage of the successful students start their own ventures ( Self employment) .
17 How much percentage of successful students rejoin the institutes as students.
18 About how much percentage of the successful students change their field of study.
PART-C
a- Contribution of the institutes towards employment (Tick appropriate box)
Govt. College of Technologies …………..
Govt. Commerce Colleges ……………....
Govt. Polytechnic Institutes…………..…..
Govt. Technical & Vocational Centres…..
116
IN THE FOLLOWING AREAS.
Employment Designation wise/ Grade wise
Faculty
Support staff
Unskilled staff
b- ALLIED SERVICES
i- Cafeteria Yes No (If yes how much)
ii- Transport Yes No
iii- Book seller’s Yes No
iv- Stationary Yes No
v- Other vendor’s Yes No
c- SUPPLIER’S
i- Furniture & Fixture. …………………………………….
ii- Chemical / Glass work.…………………………………….
iii- Equipments. …………………………………….
d- HOSTEL / RESIDENTIAL ACCOMMODATION / PRIVATE
i- Govt. …………………………………….……………
ii Private …………………………………….……………
f- OTHER SERVICES.
i- Barber shop Yes No (If yes how much)
ii- Dry Cleaner’s Yes No
iii- Tailoring. Yes No
iv- Others. Yes No
117
ANNEXURE – D
Questionnaire for students
Personal information:
(1) Name…………………… (2) Gender………………… (3) Education level………..
(4) Information about Career:
i Science…………………. ii O. level……………….. iii Other…………………….
(5) The field which you choose at SSC (Metric) level:
i Choice……… ii Advice………. Iii Other………..
(6) Which field did you choose at HSSC (Intermediate) level:
i FSC (Pore Medical)…. ii A. level……… iii Other………….
(7) The field which you choose at HSSC level by:
i Choice… ii Advice…. iii Other…….
(8) How did you come to Technical Education………. i. Because of family Member: a. Yes b. No ii Because of Friends:
a. Yes. b. No.
iii Others……………………………. (9) If the answer of Question # 8 is Yes So is it:
i Male……… ii Female……..
118
(10) GCCC/GCT Decision:
i Specialization knowledge (Technical Education) a. Yes. b. No…
c. Other……………………….
(11) If the answer of Question # 10 is Yes Please indicate a source: i Motivation………………… ii Stimulation…………………. (12) When you were in 1st year at GCC / GCT weather your knowledge about the field
of specialization has been increased: i Yes a. Because of teacher b. Because of Environment c. Because of Interest d. Other …………… ii No
a. Because of teacher b. Because of Environment c. Because of Interest d. Other ……………
(13) When you were in 2nd year at GCC / GCT whether your knowledge about the field of specialization has been increased:
i Yes a. Because of teacher b. Because of Environment c. Because of Interest d. Other …………… ii No
a. Because of teacher b. Because of Environment c. Because of Interest d. Other ……………
119
(14) When you were in 3rd year at GCC / GCT whether your knowledge about the field of specialization has been increased:
i Yes a. Because of teacher b. Because of Environment c. Because of Interest d. Other …………… ii No
a. Because of teacher b. Because of Environment c. Because of Interest
d. Other ……………
(15) When your 4th year at GCC / GCT how you selected your specialization: i By choice ii By advice iii By family iv By department reputation v By faculty vi By mark vii Because of easiness viii Others………………………. (16) Which specialization did you choose?
i Mention field…………….
(17) If you select the answer By Choice in Question # 15 please indicate: i Because of employment opportunities: ii Because of Research and Development Centres iii Because of Growth ( National and International) iv Because of Self interest v Others ( Comments )………………………………………………..
(18) When you select your specialization did you feel that your Decision was:
i Excellent ii Good iii Satisfactory iv Other…………………………………………………..
(19) What are the Reasons behind the selection of your Specialization?
i Because specialization was not gender base ii Department was gender base iii Because of high mark iv Because of low mark
120
ANNEXURE - E
District Govt. College
Of Mgt. Sciences
Govt. College of Commerce
Govt. College of technology
Govt. Technical and Vocational Centre (M)
Govt. Technical and Vocational Centre (F)
Govt. Polytechnic Institute (M)
Govt. Polytechnic Institute (F)
Abbottabad 1 -- 1 2 1 -- --
Batagram - -- -- 1 -- -- --
Balakoat -- 1 -- -- -- -- --
Bara,KhyberAgency 1 --- -- 1 -- -- --
Bannu 1 1 1 1 1 -- --
Bajur 1 -- -- 1 -- -- --
Bunir -- -- -- -- -- 1 --
Charsadda 1 -- 1 2 1 -- --
Chitral 1 -- -- 1 -- -- --
D.I.Khan 1 -- 1 1 1 -- 1
Dir. Lower -- 1 1 2 1 -- --
Dir Upar -- -- -- 1 -- 1 --
Harripur 1 -- -- 2 1 1 --
Hangu -- -- -- 1 -- -- --
Havailian -- -- -- 1 -- -- --
Kohat 1 -- 1 1 1 -- --
Karak 1 -- -- 1 -- 1 --
Lakki 1 -- -- 2 -- 1 --
Mardan 2 -- -- 2 1 1 --
Meraanshah -- 1 -- -- -- -- --
Manshera 1 -- -- 1 1 1 --
Malakand Agency 1 -- -- -- -- -- --
Mohamand Agency 1 -- -- -- -- -- --
Nowshera 1 1 1 2 -- -- --
Peshawar 1 2 (M+F) 1 2 3 1 1
Swabi 1 -- 1 1 1 -- --
Swat 1 -- 1 2 1 -- --
Tank 1 -- -- -- 1 -- --
Total 22 7 10 29 15 8 2
121
ANNEXURE - F
THE GAZETTE OF PAKISTAN EXTRAORDINARY
PUBLISHED BY AUTHORITY ISLAMABAD, THURSDAY, MARCH 20, 1980
PART I Acts, ordinances, president’s Orders and Regulations including Material law orders
and Regulations GOVERNMENT OF PAKISTAN
MINISTRY OF LAW AND PARLIAMENTARY AFFAIRS (Law Division)
Islamabad, the 20th March, 1980 No. F.17 (1)/80-pub__The following Ordinance made by the President is hereby
published for general information:-
ORDINANCE No.IX OF 1980
AN
ORDINANCE to constitute Training Boards to regulate and promote vocational training facilities in
various fields
Whereas it is expedient to constitute Training Boards to regulate and promote vocational training facilities in various fields and to provide for the financing of training programmes and for matters ancillary or incidental thereto; AND WHEREAS the President is satisfies that circumstances exist which render it necessary to take immediate action: NOW, THEREFORE, in pursuance of the Proclamation of the fifth day of July, 1977, read with the Laws (Continuance in Force) Order, 1977 (C.M.L.A. Order THE GAZETTE OF PAKISTAN, EXTRA...MARCH 20, 1980 (Part1) No. 1 of 1977), and in exercise of all powers enabling him in that behalf, the president is pleased to make and promulgate the following Ordinance:-
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1. Short title, extent, commencement and application. --- (1) This Ordinance may be called the National Training Ordinance, 1980. (2) It extends to the whole of Pakistan. (3) It shall come into force at once. (4) It applies to all establishments and institutions engaged in imparting vocational training. 2. Definitions.____ In this Ordinance, unless there is anything repugnant in the subject or context, (a) “establishment” means any office, firm, industrial unit, undertaking, shop or premises in which workmen are employed for the purpose of carrying on any industry; (b) “industry” means any business, trade, manufacture, calling, service, employment or occupation; (c) “institution” means a school, college or institute, by whatever name called, imparting vocational training; (d) “National Board” means the National Training Board constituted under section 3: (e) “prescribed” means prescribed by regulations made under this Ordinance; (f) “Provincial Board” means a provincial Training Board constituted under sub-section (2) of section 5; and (g) “Vocational training” means training in any physical skill, trade, calling, or occupation. 3. Constitution of the National Training Board. ---- (1) As soon as may be after the commencement of this ordinance, the Federal Government shall constitute a and shall by the said name sue and be sued. (2) The National Board shall be body corporate by the name of the National Training Board, having perpetual succession and a common seal, with power to acquire, hold and dispose of property, both moveable or immovable, and shall by the said name sue and be sued. (3) The National Board shall consist of the following members, namely: --- (i) the Federal Minister for Labour and Manpower, who shall also be the Chairman of the National Board; (ii) the secretary to the Government of Pakistan in the Ministry of Labour and Manpower; (iii) a representative of Planning Commission; (iv) a representative of the Ministry of Education; (v) a representative of the Ministry of Industries; (vi) a representative of Ministry of Finance; (vii) a representative of the Ministry of Water and Power; (viii) a representative of Ministry of Petroleum and Natural Resources; (ix) a representative of Women’s Division; (x) a representative of Local Government and Rural Development Division; (xi) Additional Chief Secretary (Development) of each Provincial Government;
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(xii) four representatives from employer’s organizations or Chambers of Commerce and Industry, each Province having one representative, to be appointed by the Chairman on the recommendation of the Provincial Government; (xiii) four representatives form workers’ organizations, each Province having one representative, to be appointed by the Chairman on the recommendation of the Provincial Governments; (xiv) Secretaries of Social Welfare and Rural Development, or Director Generals of these Departments, of the Provincial Government, to be nominated by the Provincial Governments; (xv) Secretaries of Education, or Directors of Technical Education, or Chairman of the Boards of Technical Education, of the Provincial Governments, to be nominated by the Provincial Governments; (xvi) Directors, Manpower and Training, of the Provincial Government; and (xvii) Director of the office of the National Board, who shall also be the Secretary of the Board. (4) Members of the National Board shall hold office for such terms as may be prescribed. 4. Functions of the National Board. --- (1) The National Board shall___ (i) collaborate with the sources of labour market information as determined from a survey of establishments with a view to assessing on a continuing basis existing and future training needs, both local and foreign; (ii) systematically study existing training programmes with respect to their relevance, duration and size and recommend such measures to be taken as seem desirable in the light of this study; (iii) establish criteria for evaluating and determining training programmes and facilities; (iv) develop training syllabi and establish and specify national training standards and trade tests without prejudice to any existing programme being implemented by provincial Government under an agreement with foreign Government; (v) supervise such training programmes as are funded from the Federal budget; (vi) prepare national training plans, programmes and projects in view of local as well as foreign manpower requirements and submit them for the approval of the Federal Government; (vii) recommend to the Federal Government means for financing training programmes; (viii) promote and finance training of establishment-based or institution-based training officials and instructors; (ix) organize and conduct seminars and workshops for various types of personnel associated with training activities; (x) collect and compile statistics related to training; (xi) coordinate the working of provincial Boards; (xii) review existing and proposed legislation on vocational training and recommend necessary legislative provisions with the concurrence of Provincial Boards; (xiii) issue to establishments or institutions for compliance directives within the framework of the approved plans and projects; and (xiv) do all other acts necessary for carrying out the purposes of this ordinance.
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(2) The National Board may set up such administrative and technical committees for the efficient performance of its functions, and entrust to such committees such functions as it may consider necessary. 5. Functions of the Provincial Government, etc. ----- (1) Each Provincial Government shall----
(i) publish an annual forecast of provincial skilled manpower requirements ;
(ii) identify and inspect vocational training schemes ; (iii) maintain a register of approved training schemes ; (iv) ensure uniformity of training standards; (v) approve training schemes and recommend them to the National
Board for funding ; (vi) supplement or provide advisory services to establishments and
schemes offering vocational training ; and (vii) prepare an annual provincial training plan for meeting skilled
manpower requirements. (2) Each Provincial Government may establish a Provincial Training Board consisting of such number of members, including its Chairman may determine. (3) The Provincial Government may entrust to the Provincial Board such of its functions under sub-section (1) as it may deem fit. 6. Meeting and procedure.—(1) the meetings of the National Board and a Provincial Board shall be held at such time and place as its Chairman may determine. (2) Meetings of the National Board and the Provincial Boards shall be conducted in accordance with such procedure as may be prescribed. (3) The powers and functions of the Chairman of the National Board or a Provincial Board shall, during the absence of the Chairman, be performed by such member of the National Board or the Provincial Board as the respective Chairman may direct. 7. Officers and servants of the Boards.----(1) The National Board and a Provincial Board may appoint such officers and servants including advisors as it may consider necessary for the efficient performance of its functions. (2) The terms and conditions of the officers and servants of each Board shall be such as may be prescribed.
7. Funds. ---- (1) All receipts of the National Board from any source whatsoever shall be credited to a fund to be called the National Training Board Fund which shall vest in the National Board and from which allocations shall be made to Provincial Boards.
(2) All receipts of the Provincial Board from the National Board or any source whatsoever shall be credited to a Fund to be called the Provincial Training Board Fund of the Province concerned. (3) A Fund under sub-section (1) sub-section (2) shall be administered in such manner as may be prescribed and, until such manner is prescribed, by the Chairman of the National
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Board or the Provincial Board, as the case may be, and shall be applied to meet all expenditure connected with the execution of the schemes and measures for which the Board concerned is responsible and all charges necessary for the discharge of the functions of such Board under this Ordinance. 9. Audit an account. ----- (1) The National and Provincial Board shall maintain their accounts of receipts and expenditure in such manner as may be prescribed by the Auditor-General. (2) The accounts of the National Board and the Provincial Board shall be audited by the Auditor-General or any officer authorized by him in such manner as the Auditor-General may think fit. (3) The Auditor-General shall, as soon as possible after completion of the audit, send to the National Board or the Provincial Board a report on the said accounts and the Board shall, with its comments thereon, forward it to the Federal Government or the Provincial Government, as the case may be. 10. Servants of the Boards, etc., to be public servants.---- Every servant of the National Board and the Provincial Boards and every person acting or purporting to act under this Ordinance shall be deemed to be a public servant within the meaning of section 21 of the Pakistan Penal Code (Act XLV of 1860). 11. Indemnity. -----No suit, prosecution or other legal proceeding shall lie against any person for anything in good faith done or intended to be done under this Ordinance. 12. Delegation of powers. ---- The National Board, with the approval of the Federal Government, and a Provincial Board, with the approval of the Provincial Government concerned, may delegate all or any of its powers to its Chairman, any of its committees or an officer of the Federal Government or a Provincial Government, as the case may be. 13. Penalty for non-compliance with directives.--- If an establishment or institution does not comply with any directive given by the National Board or a Provincial Board which is in accordance with its functions set out under this Ordinance, the head of the establishment or the institution, as the case may be, shall punishable with fine which may extend to ten thousand rupees and, in the case of continuing non-compliance with the directive, with an additional fine which may extend to two hundred rupees for every day during which non-compliance continues after conviction for the first such non-compliance. 14. Cognizance of offences. --- (1) No court shall take cognizance of any offence punishable under this Ordinance save on a complaint made by the National Board or a Provincial Board or an officer authorized on behalf of either of the Boards. (2) No court inferior to that of a Magistrate of the first class shall try any offence punishable under this Ordinance.
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15. Power to exempt.---- The Federal Government or a Provincial Government may, by Notification in the official Gazette, exempt either conditionally or unconditionally and establishment or class of establishments or any institution imparting vocational training from all or any of the provisions of this Ordinance. 16. Power to make regulations. ---- The National Board, in consultation with the Federal Government, and each Provincial Government, may make regulations for carrying out the purposes of this Ordinance.
GENERAL M.ZIA-UL-HAQ,
President
K.M.A. SAMDANI Secretary
CORRIGENDUM (to the Gazette of Pakistan, Extraordinary, Part I, dated the 8th October,1979 containing
Ordinance NO. LVI of 1979.) Page 503: In line 11, for “43B,” read “43D.”
REGISTERED NO M-302
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L-7646
THE GAZETTE OF PAKISTAN
EXTRAORDINARY PUBLISHED BY AUTHORITY
ISLAMABAD, SATURDAY, JANUARY 12, 2002
PART 1
Acts, Ordinances, President’s Order and Regulations
GOVERNMENT OF PAKISTAN MINISTRY OF LAW, JUSTICE, HUMAN RIGHTS AND
PARLIAMENTARY AFFAIRS
(Law, Justice and Human Rights Division)
Islamabad, the 12th January, 2002
F. NO. 2(1)/2002-Pub.___The following Ordinance promulgated by the President is hereby published for general information :-
ORDINANCE NO.1 OF 2002
AN
ORDINANCE
Further to amend the Employees’ Old Age Benefits Act. 1976
WHEREAS it is expedient further to amend the Employees’ Old Age Benefits Act, 1976 (XIV of 1976), for the purpose hereinafter appearing. AND WHEREAS the President satisfied that circumstances exist which render it necessary to take immediate action;
(01)
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(20(2002) Ex Gaz.) THE GAZETTE OF PAKISTAN, EXTRA. JAN, 12, 2002 (PART1) Now, THEREFORE, in pursuance of the Proclamation Emergeacy of the fourteenth day of October, 1999, and the Provisional Constitution Order No: 1 of 1999, read with the Provisional Constitution (Amendment) Order No.9 of 1999, and in exercise of all powers enabling him in that behalf, the president of the Islamic Republic of Pakistan is pleased to make and promulgate the following Ordinance:- 1. Short title and commencement. ---- (1) This Ordinance may be called the Employees’ Old Age Benefits (Amendment) Ordinance, 2002. (2) It shall come into force at once. 2. Amendment of the Schedule, Act XIV of 1976.----In the Employees’ Old-Age Benefits Act, 1976, (XIV of 1976), in the schedule, in paragraph (2), in the proviso----- (a) for the words “six hundred and thirty rupees”, the words “seven hundred rupees” shall be substituted; and (b) for the word, comma and figure “January, 2000”, the word, comma and figure “first day of November, 2001” shall be substituted.
GENERAL PERVEZ MUSHARRAF
President
MR. JUSTICE MANSOOR AHMAD
Secretary
Islamabad, the 12th January, 2002
F. No. 2(1)/2002-Pub. ----- The following Ordinance promulgated by the President is hereby published for general information:--
ORDINANCE NO.II OF 2002
AN
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ORDINANCE
To amend the National Training Ordinance, 1980
WHEREAS it is expedient to amend the National Training Ordinance, 1980 (IX of 1980), for the purposes hereinafter appearing; AND WHERE AS the President is satisfied that circumstances exist which render it necessary to take immediate action; NOW, THEREFORE, in pursuance of the proclamation of Emergency of the fourteenth day of October, 1999, and the Provisional Constitution Order No. 1 of 1999, read with the Provisional Constitution (Amendment) Order No. 9 of 1999, and in exercise of all powers enabling him in that behalf, the President of the Islamic Republic of Pakistan is pleased to make and promulgate the following Ordinance :- 1. Short title, and commencement. ---- (1) This Ordinance may be called the National Training (Amendment) Ordinance, 2002. (2) It shall come into force at once. 2. Amendment of section 2, Ordinance IX of 1980. In the National Training Ordinance, 1980 (IX of 1980), hereinafter to as the said Ordinance, in section 2. (a) after clause (d), the following new clause shall be inserted, namely:- “(da) “National Trade Testing Board” means National Trade Testing Board constituted by the National Training Board under sub section (2) of section 4; (b) in clause (f),---- (i) the word “and” at the end, shall be omitted: and (ii) after clause (1), the following new clauses shall be inserted, namely:- (fa) “Provincial Trade Testing Board” means Provincial Trade Testing Board constituted by the Provincial Training Board; (fb) “Skill Development Council” means the Skill Development Council, constituted by the National Training Board under sub-section (2) of section 4; (fc) “Technical Education and Vocational Training Authority” means the Technical Education and Vocational Training Authority constituted by the Provincial Government; and © In clause (g), after the word “physical” the words “and professional” shall be inserted. 3. Amendment of section 3, Ordinance IX of 1980.---- In the said Ordinance, in section 3, for sub-section (3) the following shall be substitutes namely ;-
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“(3) The National Board shall consist of the following members, namely:- (a) The Minister for Labour, Manpower and Overseas Pakistanis who shall be Chairman of the National Board; (b) The Secretary to the Government of Pakistan in he Ministry of Labour, Manpower and Overseas Pakistanis, who shall be Vice Chairman of the National Board ; (c) a representative of the Planning Commission; (d) a representative of the Ministry of Education; (e) a representative of the Ministry of Finance; (f) a representative of the Ministry of Science and Technology; (h) four representatives from employers of Chairman Skill Development Councils, each province having one representative, to be appointed by the Chairman National Board on the recommendation of Employers’ Federation of Pakistan ; (i) four representatives from workers, each province having one representative, to be appointed by the Chairman, National Board on the recommendation of National Workers’ Organizations; (j) one women representative of workers, to be appointed by the Chairman on the recommendation of the National Workers Organization; (k) Chairman of the Provincial Training Board from each province; and (l) Director of the Office of the National Board who shall also be the Secretary of the Board; 4. Amendment of Section 4, Ordinance IX of 1980. In the said Ordinance, in section 4, ---- (1) in sub-section (1), ---- (a) in clause (ii) for the words “in the light of this study” the words “improve the quality of training” shall be substituted; (b) for clause (iv) the following shall be substituted, namely;
(iv) develop training syllabi and establish and specify national raining standard and trade testing rules to ensure horizontal and vertical mobility ;
(c) for clause (vi) the following shall be substituted, namely, ---
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(vi) prepare national training plan, programmes and projects in view of local as well as foreign requirements and monitor their implementation; (d) in clause (xi) after the word “Boards” the words “and Technical Education and Vocational Training Authority” shall be added; (e) in clause (xii), after the word “Boards” the words “and Technical Education and Vocational Training Authority” shall be added; (f) in clause (xiii), after the word “establishments” the comma and words, “Provincial Boards, Technical Education and Vocational Training Authority” shall be inserted; and (g) after clause (xiii), amended as aforesaid, the following new clauses shall be inserted, namely, ---- “(xiiia) assist and establish institutions in collaboration with private sector to promote technical, vocational and in-plant training and skill development; (xiiib) undertake registration and licensing of all establishment, organizations or institutions which are offering or providing vocational training; (xiiic) develop system and conduct trade testing and certification of skilled workers who have received vocational training through any source or acquired skills through experience or informal system ;”. (2) in sub-section (2), after the word “committees”, occurring twice, the commas and words, “skill development councils, authorities, trade testing boards or other such bodies” shall be inserted. 5. Amendment of section 5, Ordinance IX of 1980. ------ In the said Ordinance, in section 5, ---- (1) in the marginal note, for the word “Government” the word “Board” shall be substituted; (2) in sub-section (1), ---- (a) for the word “Government”, the word “Board” shall be substituted; (b) in clause (vi), the word “and”, at the end, shall be omitted; (c) in clause (vii), for the full stop, at the end, the “semicolon” shall be substituted; (d) after clause (vii), amended as aforesaid, the following new clauses shall be added, namely :- “(viii) register and license all establishments, organizations or institutions which are offering vocational training; and (ix) conduct trade tests and certify the skilled persons and trainers who may have received vocational training through any source or acquired the skill through experience or informal system.” ; and
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(3) Sub-section (3) shall be omitted. 6. Amendment of section 6, Ordinance IX of 1980. ----- In the said Ordinance, in section 6, ----- (a) for sub-section (1), the following shall be substituted, namely :- “(1) The meetings of the National Board and a Provincial Board shall be held, as and when required but at least once in six months, at such time and place a Chairman of the respective Board may determine.”; (b) for sub-section (3), the following shall be substituted, namely : “(3) The powers and functions of the Chairman of the National Board shall, during the absence of Chairman, be performed by the Vice Chairman of the National Board and during the absence of both the Chairman and the Vice-Chairman, by such member of the National Training Board as the Chairman my, by order in writing, direct.” ; and © after sub-section (3), the following new sub- section shall be added, namely, --- “(4) In case of a Provincial Board, the powers and functions of the Chairman shall, during the absence of the Chairman, be performed by such member of the provincial Board as its Chairman my, by order in writing, direct.” ; 7. Amendment of section 8, Ordinance IX of 1980, ------ In the said Ordinance, in section 8, in sub-section (1), after the word ‘Boards”, at the end, the words” or any other organization or institution working under the board.: shall be added.
GENERAL PERVEZ MUSHARRAF
President
MR JUSTICE MANSOOR AHMED
SECRETARY
Islamabad, the 12th January, 2002
F. No. 2(1)/2002-Pub. ----- The following Ordinance promulgated by the President is hereby published for general information :--
ANNEXURE - G
GOVERNMENT OF PAKISTAN
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MINISTRY OF LABOUR, MANPOWER & OVERSEAS PAKISTANIS MANPOWER DIVISION
NATIONAL TRAINING BUREAU
APPRENTICESHIP ORDINANCE
1962
DIRECTORATE OF APPRENTICESHIP AND INPLANT TRAINING 39, SECTOR H-9, ISLAMABAD
TEL. NO. 853641, 858202
THE APPREXTUCESHIP ORDINANCE 1962 5) shall be responsible to ensure that an apprentice receives within the normal working
hours related theoretical instruction to the extent of at least twenty per cent , of the total working hours ;
6) shall initiate and operate an apprenticeship programme entirely at his own cost; and 7) Shall not; without the approval in writing of the competent authority, engage as an
apprentice any person who has been an apprentice with another employer and has left his apprenticeship or been discharged by such other employer on disciplinary grounds.
XI of 1922.5. 1 Notwithstanding anything to the contrary contained in the income tax Act,1922, income tax shall not be payable by an employer in respect of any expenditure incurred by him on the operation of an apprenticeship program in accordance with the provisions of this ordinance and the rules.
3) Notwithstanding anything to the contrary contained in the imports and exports (control) Act, 1950, or any rule or order made there under, the 1(Federal Government) may, by order, make provision for the grant to the employers of licences for the import of such goods or articled as may in its opinion be required by the employers for operation apprenticeship programmes under this ordinance.
4) Subject to the provisions of this ordinance and the rules, the competent authority shall offer to the employers all possible technical advice apprenticeship programmes put into operation by the employers in their undertakings in accordance with the provisions of this ordinance and the rules.
8. !) subject to the other provisions of this ordinance and the rules, an apprentice:-
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a) shall learn his trade conscientiously and diligently and shall Endeavour to qualify himself as a skilled worker on the completion of his apprenticeship;
b) shall attend the practical training and related theoretical instruction according to the programme laid down by the employer;
c) shall carry out all lawful orders of the employer or his representative relating to his apprenticeship and shall fulfil his obligations under the contract of apprenticeship;
d) competent authority means such officer as the provincial Government may , by notification in the official Gazette, appoint to be a competent authority for the purposes of this ordinance;
e) employer means any person who employs five or more persons in an apprentice able trade in an undertaking, either directly or through another person , whether on behalf of himself or any other person , and includes any person who has ultimate control over, or is responsible to the owner thereof, for the affairs, of an undertaking;
f) industrial establishment shall have the same meaning as assigned to its in the industrial and commercial Employment (standing orders) ordinance, 1960;
g) prescribed means prescribed by rules; h) Rules mean made under this ordinance; i) Undertaking means any industrial establishment wherein fifty or more persons are
employed, or were employed on any day of the preceding twelve months. 3. The 2(provincial Government) may by notification in the official Gazette, constitute in the prescribed manner such 3(Provincial and regional Tripartite Advisory committees) to advise the 2(provincial Government) and the competent authority on matters relating to apprenticeship as it may consider necessary. 4. subject to the other provisions of this ordinance and the rules, an employer------ 1) Shall be bound to ensure proper compliance with the provisions of this ordinance and the rules in his undertaking; 2) Shall, in accordance with the rules, introduce and operate an apprenticeship programme in his undertaking and get the programme registered with the competent authority within such time as ma be prescribes; 3) shall train apprentices in the proportion of minimum of twenty per cent , of the total number of persons employed in apprentice able trades, on an average in his undertaking, or in such other proportion as the competent authority may , by order in writing, determine in respect of his undertaking; 4) who had already introduces an apprenticeship programme in his undertaking prior to the commencement of this ordinance shall modify the programme so as to bring it in conformity with the provisions of this ordinance and the rules and register such modified programme with the competent authority within such time as may be prescribed; 1 Subs. By A.O 1964, Art.2 and Sch: for the original cl. (d) 2. Subs. ibid, for “Central Government” 3 Subs.ibid, for “National and Regional Tripartite Advisory Committees”
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10. 1) if any employer----------- a) Fails to engage the number of apprentices he is required to engage under section 4; or b) Fails to carry out the terms and conditions of a contract of apprenticeship; or c) Refuses or neglects to furnish any information requires to be furnished by him; or d)furnishes or causes to be furnished any information which is false and which he either knows or believes to be false or does not believe to be true; or e)refuses or neglects to afford the competent authority or an officer authorized by it any reasonable facility for making an entry , inspection , examination or inquiry authorized by or under this ordinance ; or f) engages an apprentice otherwise than in accordance with the provisions of this ordinance the rules; or g) otherwise contravenes any provision of this ordinance or the rules: he shall be punishable with a fine which may extent to ten thousand rupees or in default of payment thereof, with imprisonment which may extend to six months, and in the case of continuing offence with a further fine which may extend to two hundred rupees for every day after the first day during which the offence continues; Provided that an offence repeated ninety days or more after the award of the previous punishment shall not be deemed to be a continuing offence for the purpose of this section.
(2) No court shall take cognizance of any offence punishable under this ordinance save on complaint made by the competent authority.
(3) No court inferior to that of a Magistrate of the first class shall try any offence punishable under this ordinance.
11. The 1(Provincial Government) may, by notification in the official Gazette,
exempt, conditionally or unconditionally any undertaking or classes of undertakings from all or any of the provisions of this ordinance.
12. Nothing in this ordinance applies to an undertaking which has not been in existence at least for a period of two years whether before or after the commencement of this ordinance.
Subs. By A.O., 1964 Art.2 and Sch: for “Central Government”.
d) shall submit himself to any test or examination held from time to time for assessing the progress of his training;
e) shall not become the member of a Trade Union of any class of employees other than his own;
f) shall , in case of any grievance against his employer arising out or his apprenticeship, approach the competent authority for the redress of the grievance , if the same is not redressed by employer , and shall abide by the decision of the competent authority; and
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g) shall not without the previous approval in writing in the competent authority, leave his apprenticeship after the completion of his probationary period.
h) If an apprentice fails to carry out the terms of the contract of apprenticeship, or if at any time during the period of his apprenticeship voluntarily quits such apprenticeship , or there are continues adverse reports regarding the progress of his studies , or he is discharged for misconduct which shall include insubordination , breach of the rules , absence from duty or neglect of his work , then he or , as the case may be , his parent or guardian and the surety shall jointly and severally be liable to the payment of such refund of expenses and compensation as may prescribed.
Power of entry, 8. 1) Subject to any rules made in this behalf, the competent authority inspection, etc. may ------------
b) with such assistants , if any , as it thinks fit , enter , inspect and examine any undertaking or part thereof at any reasonable time ;
c) examine any apprentice employed therein or require the production of any register, record or other documents maintained in pursuance of this ordinance and take on the spot or otherwise statements of any person which it may consider necessary for carrying out the purposes of this ordinance;
d) make such examination and inquiry as it thinks fit in order to ascertain whether the provisions of this ordinance and the rules are being observed in the undertaking;
e) exercise such other powers as may be prescribed. (2) Notwithstanding anything in sub-section (1), no person shall be compelled
under this section to answer any question or make any statement which may tend directly or indirectly to incriminate him.
9. Subject to any rules made in this behalf, the competent authority may, by order in writing, direct that any power conferred upon it by or under this ordinance, shall be exercisable, also by such officer subordinate to it and subject to such conditions, if any, as may be specified in the order.
*ORDINANCE NO: LVI OF 1962 *
(6th June, 1962)
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An ordinance to make provision for promoting, developing and regulating systematic apprenticeship programmes in the industries and for securing certain minimum standards of skill. Whereas it is expedient to make provision for promoting, developing and regulating systematic apprenticeship programmes in the industries and for securing certain minimum standards of skill; Now, therefore, in pursuance of the proclamation of the seventh day of October,1958,and in exercise of all powers enabling him in that behalf, the president is pleaded to make an promulgate the following ordinance:- 1. (1) This ordinance may be called the Apprenticeship ordinance, 1962. (2) It extends to the whole of Pakistan. (3) It shall come into force on such date or dates and in respect of such undertakings as the (Provincial Government) may, by notification in the official gazette, appoint in this behalf. 2. In this ordinance, unless there is anything repugnant in the subjects or context, ----- a) “apprentice” means a person undergoing training through the system of apprenticeship. b) “apprentice able trade” means such trade or occupation as the competent authority may, from time to time, keeping in view------ i) the nature of the trade and the degree of skill involves therein; and ii) the amount of practical training and related theoretical instruction necessary for attaining the laid down standards of skill and proficiency in the trade, declare, by notification in the official Gazette, to be an apprentice able trade for the purposed of this ordinance;
c) “apprenticeship” means a system of training in which an employer undertakes to employ a person and to train him or have him trained systematically in an apprentice able trade for a period the duration of which has been fixed in advance and in the course of which the apprentice is bound to work in employer’s service;
*Published in Gaz.of pak.Extra.6th June, 1962, p.912.The ordinance has been applied to the provincially Administered Tribal Areas or to the parts of those areas to which it does not already apply see Regulation No: 1 of 1972, s.2 and Sch. Subs. by A.O. 1964 (1 of 1964) Art, 2 and Sch, for “Central Government”
13. (1) The 1 (Provincial Government) may, subject to the condition of previous publications, make rules for carrying out the purposes of this ordinance.
(2) In particular and without prejudice to the generality of the foregoing power , such rules , may provide for all or any of the following matters, namely:-
138
a) the method and conditions of engagement and selection of apprentices and the period of probation and apprenticeship;
b) the conditions and terms of a contract of apprenticeship; c) the method and procedure governing settlement of disputes
between an apprentice and his employer; d) the condition of employment of apprentices after training; e) the working hours, leave and holidays for apprentices; f) the procedure of discipline, welfare , supervision and control of
apprentices; g) the forms of records to be maintained by the employers
pertaining to the training of apprentices; h) the periodical tests and grant of certificates on the successful
conclusion of training; i) the standards for practical and relate theoretical training; j) the composition , constitution and functions of and the filling of
vacancies in , the Tripartite Advisory Committees , and the procedure to be followed by such committee in the discharge of their functions ; and
k) any other matter which is to or may be prescribed.
14. The Apprenticeship Act, 1850, is hereby repealed. 1 Subs. By A.O., 1964, Art.2 and Sch: for “Central Government”
ANNEXURE - H
139
ORDINANCE NO.II OF 2002
AN
ORDINANCE
Further to amend the Imports and Exports (Control) Act: 1950
WHEREAS it is expedient further to amend the Imports and Exports (Control) Act, 1950, (XXXIX of 1950), for the purposes hereinafter appearing; AND WHEREAS the President is satisfied that circumstances exist which render it necessary to take immediate action; Now, THEREFORE, in pursuance of the Proclamation Emergency of the fourteenth day of October, 1999, and the Provisional Constitution Order No: 1 of 1999, read with the Provisional Constitution (Amendment) Order No.9 of 1999, and in exercise of all powers enabling him in that behalf, the president of the Islamic Republic of Pakistan is pleased to make and promulgate the following Ordinance:- 1. Short title and commencement. ---- (1) This Ordinance may called the Imports and Exports (Control) (Amendment) Ordinance, 2002. (2) It shall come into force at once. 2. Amendment of section 5 A, Act XXXIX of 1950.----- In the Imports and Exports (Control ) Act, 1950(XXXIX of 1950 ), hereinafter referred to as the said Act, in section 5A, for sub-section (2) the following shall be substituted, namely :- “(2) A Commercial Court shall consist of a person who is, or has been either a Sessions Judge or a High Court Judge, who shall be the Chairman, and two members to be appointed by the Federal Government from amongst------
(a) the officers of the Federal Government not below BPS-19 to be nominated by Ministry of Commerce ; and
(b) Businessmen or executives whose names appear on the panel of such persons to be drawn by the Federal Government in consultation with the Federation of Pakistan Chambers of Commerce and industry.”
3. Amendment of section 5B, Act XXXIX of 1950. ---- In the said Act, in section 5B, in sub-section (2), after the word “Chairman” the words “or Vice-Chairman” shall be inserted.
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GENERAL
PERVEZ MUSHARRAF President
MR JUSTICE
MANSOOR AHMED SECRETARY
CORRIGENDA
(to the Gazette of Pakistan, Extra., Part-1 dated the 15th August 2001, containing Ordinance No XXXIX of 2001)
Page :
894. In line 25 for “imprisonment not” read “imprisonment”. 895. In line 2 for “witness;” read “witness or”.
ESSENTIAL PERSONEL (REGISTRATION) ORDINANCE, 1948 Ordinance NO.X of 1948
(17th February, 1948) An ordinance to provide for the compulsory registration of essential personnel at Employment Exchanges. Whereas an emergency has arisen which renders it necessary to take power to require essential personnel to register at Employment Exchanges set up by the Government of Pakistan. Now, therefore, in exercise of the powers conferred by section 24 of the Government of India Act, 1935 (26 Geo.5c.2), as adapted by the Pakistan (Provisional Constitution) Order, 1947, the Governor- General is pleased to make and promulgate the following Ordinance :- 1. Short title, extent and commencement---- (1) This Ordinance may be called the Essential personnel (registration) Ordinance, 1948. (2) it extends to the whole of 2* * * * Pakistan (3) it shall come into force at once. 2. Definitions, ---- In this Ordinance, unless there is anything repugnant in the subject or context, ----
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(a) “essential personnel”, includes all persons normally 3(exercising or following any of the professions, occupations or employments) specified in schedule ; 4(and persons trained or qualified to exercise or follow any such profession or employment.) 5(b) “Employment Exchange” means an Employment Exchange set up by the 6(Provincial Government). (c) “Manager of an Employment Exchange “means the Officer-in charge of an Employment Exchange and so appointed by the Government. 7(d) “Schedule” means a Schedule to this Ordinance.) 8(3. Liability to register at employment exchanges.---(1) All essential personnel over the age of 18 and under the age of 60 year, residing in Pakistan, and not being employees of the Federal or any Provincial Government, shall be liable to register themselves at an Employment Exchange. 1Published in the Gaz, of Pakistan Extr. Dated 17-2-48 2The words “the Dominion of” omitted by ord.XXXIII of 1960, s 2. 3Subs. By Essential Personnel (Registration) ord. (Amendment) Act, 1948 (28 of 1948), 8.2, for “employees in any of the capacities”. 4Added by Ord. XXXXIII of 1960, s. 3. 5Subs. For the original sub-clause by Ord.XXXIII of 1960, s.3. 6Subs for: Central Government” by P.O. 1 of 1964. 7Inserted by Act 28 of 1948. 8Subs. For the original section by Ord. XXXIII of 1960, s.4. ESSENTIAL PERSONNEL (REGISTRATION) ORDINANCE
(2) Every person in charge of any institution which trains such essential personnel as a foresaid, or from where such personnel quality, shall furnish to the Manager of the Employment Exchange concerned such information as he may from time to time require.
(3) All employers other than the 1(Federal Government) and Provincial Government shall be liable to get all persons to whom this Ordinance applies and who are employed by them registered at an Employment Exchange, if such persons are not already so registered.
(4) Every person registered under this Ordinance shall notify any change of address, acquisition of new skills and change in employment status at once to the Employment Exchange where he is registered).
4. Place of Registration. --- (1) All persons included within the definition of essential personnel shall register themselves at one of the Employment Exchange detailed in Schedule II, to----
(2) In cases where it is not feasible for the essential personnel to call in person at the Employment Exchange to get registered they may submit by registered
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(acknowledgment due ) post their particulars for registration on the form prescribed in Schedule II, to---
(a) the Manager, Employment Exchange within whose area they reside ; or (b) the District Magistrate of the district in which they reside.
Registration Certificate. ---- (1) The Employment Exchange to which application is made shall issue within 10 days of the receipt of the application a registration certificate in the form prescribed in Schedule IV.
(2) When the application is made personally the Employment Exchange to which the application is made shall forthwith give to the applicant a memorandum as given is Schedule V acknowledging receipt of the application and specifying the time and date when the applicant and specifying the time and date when the applicant should present himself to receive the registration certificate.
(3) When the application is received by post the registration certificate shall be issued within 10 days by registered (acknowledgment due) post to the applicant.
(4) When the application is submitted to the District Magistrate/Deputy Commissioner, he shall then issue to the applicant by registered (acknowledgment due) post a memorandum as specified in Schedule VI TO THE Employment Exchange whose area covers the district concerned. One receipt of the application from the District Magistrate the exchange shall register the applicant and issue a registration certificate in respect of the applicant in accordance with section 5(1) above and forward the registration certificate to the District Magistrate who will then issue it to the applicant concerned.
6. Penalties and Procedure.---2(1) Any person who, being within the age-limits mentioned in 3(sub-section (1) of secton30 and normally exercising or following any profession, occupation or employment which is , in pursuance of the provisions of section 7, may be specified in Schedule I, fails without sufficient cause to apply for registration within two months of that pro9fession, occupation or employment being so specified 1(and any person who otherwise contravenes the provision of section 3), shall be punishable with fine not exceeding five hundred rupees.)
2(Explanation---- The provisions of this sub-section shall apply--- (a) to any person normally exercising or following any profession, occupation or
employment specified in Schedule I who----- (b) to any person who, with the intention of exercising or following such profession,
occupation or employment, becomes qualified so to do and is within the said age-limits, as if for the date of specification the date of entry or attainment of that qualification, as the case may be, were substituted).
3(3) No Court shall take cognizance of the offence except on complaint lodged by or made on the authority of the Joint Director, Employment Exchanges, West Pakistan.) 4(7. Powers to amend Schedule. ---- The 5(appropriate Government) may, by notification in the official Gazette, amend or alter any Schedule.)
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6(Explanation. --- Appropriate Government in relation to Schedules I and I (means the Federal Government and the Provincial Government and, in relation to other Schedules. The Provincial Government).
SCHEDULE I Schedule of essential personnel
1. Engineer (Civil).2.Engineer (Electrical). 3. Engineer (Mechanical), 4.Engineer (Aeronautical). 5. Engineer (wireless). 6. Engineer (Sound). 7. Engineer (Marine). 8. Chemist, 9. Metallurgist. 10. Geologist. 11. Mineralogist. 12. Meteorologist. 13. Workshop Foreman. 14. Surgeon. 15. Physician. 16. Radiologist. 17. Pathologist. 18. Bacteriologist. 19. Dentist. 20. Public Health Officer. 21. Nurse. 22. Veterinary Surgeon. 23. Armourer. 24. Blacksmith. 25. Spring smith. 26. Heavy forge smith. 27. Drop stamper. 28. Boiler maker. 29. Boiler platter. 30. Riveter. 31. Bronzer. 32. Lacquerer 33. Draughtsman (mechanical). 34. Die sinker. 35. Engine driver (steam). 36. Engine driver (internal combustion engines). 37. Fitter (heavy industrial machines). 38. Fitter (gauge and tool). 39. Refrigerator mechanic. 44. Tinplate maker. 45. Tool maker. 46. Welder (oxy- acetylene). 47. Welder (Electrical). 48. Air craft mechanic. 49. Aircraft fitter. 50. Precision grinder (optical).
Engineering (power House)
51. Cable jointer. 52. Electrician. 53. Linesman (overhead).54. Main superintendent. 55. Meter reader. 56. Sub-section attendant. 57. Switch- board operator. 58. Wireman.
Engineering (Electrical) 59. Armature winder. 60. Electroplater. 61. Fitter.
Engineering (Civil) 62. Draughtsman (architectural). 63. Surveyor. 64. Spray painter. 65. Plumber.
Miscellaneous 66. Cabinet maker. 67. Saddler. 68. Harness maker. 69. Stenographer (having a speed of 80 words and above). 70. Lithographer. 71. Litho printer. 72. Boat builder. 73. Shipwrights. 74. Telecommunication mechanic. 75. Crystal cutter (Telecommunications). 76. Coach builder (Railway). 77. Dipper checker (Petroleum storage and supply). 78. Fitter. (Petroleum storage and supply). 79. Wireless operator. 80. Aircraft pilot). 1(81. Tailors (Machine and hand). 82. Fire Engine drivers. 83. Fire leaders. 84. Fireman. 85. Vehicle Mechanic.) 2(86). Radio mechanic. 87. Foreman excavating machinery. 88. Draughtsman topo9graphical. 89. General outdoor mechanic operator. 90. Driver mobile crane. 91. Heavy motor or lorry driver. 92. Mechanic (IC0. 93. Ordinance artificer. 94. Operator excavating machinery. 95. Operator teleprompter. 96. Tin and coppersmith. 97. Anaesthetist. 98. X-ray Technician. 99. Laboratory Technician. 100. Dispenser. 101. Radiographer. 102. Physiotherapist. 103. Operation-Theatre Attendant. 104. Turner. 105. Grinder (General Machine). 106. Barber. 107. Dhobi. 108. ENT Specialist. 109. Ophthalmologist. 110. Dermatologist. 111. Engineer (Electronics). 112. Mental Nursing
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Assistant. 113. Boiler Attendant. 114. Equipment & Boot Repair. 115. Cook. 116. Operator Laundry Plant. 117. Store-keeper. 118. Sweeper. 119. Watchmaker.)
SCHEDULE II
Registration Form for Essential Personnel Industry Code No. Name of Exchange. Category AND Occu. S.NO. Year
Pational Code No.
1(a) Entries 81 to 85 added by Noti.EE (A)-81 of 27 Dec. 1954, Gaz . Of pak 31 December 1954. (b) Vide Noti. 2-8 (L-II) 63-Lab-VI. Gaz of West pak.Pi. I. Dec. 20, 1963, in its application to West Pakistan, the Governor of West Pakistan added the following entries 81 to 91 in this application to West Pakistan 81. Radio mechanic 82. Foreman excavating machinery. 83. Draft man topographical. 84. General out-door machine operator. 85. Driver mobile crane. 86. Heavy motor/ lorry driver. 87. Mechanic (IC) 88. Ordnance artificer 89. Operator or excavating machinery. 90. Operator tele-printer. 91. Tin and copper smith. 2Entries 86 to 119 added by Noti. S.R.O. 980 (1) 72 of 20 Oct. 1972, Gaz. Of Pak. Extr. 25 Oct. 1972.Pt. ii, P.1000. 3Schedule II for the original Schedule. Noti. S. R. O. 1395 (K), Gaz of Pak, pt I, 21 October, 1960, p.499.
ENTRIES ABOVE THIS LINE TO BE FILLED BY THE EMPLOYMENT EXCHANGE
1. Name in full (Block letters)..2. Father’s Name..3. Home address….4. Present address….. 5. Date (if available), year of birth…6. Profession…7. Actual occupation…8. Religion….9. Employed/ Un-employed certificated, if available). (a) General (b) Technical. 11. Language: Read Speak…Write…12. Apprenticeship. Name of Factory/ shop in which trained from…To… 13. Research papers published… 14. Special/additional qualifications or courses.
15. Occupational record:- Post date of Date of Pay on Name and address of Factory/Institution/ Joining leaving leaving Employers The information recorded above is correct to the best of my knowledge. Date……………. Signature……………. Note: - A separate sheet may be attached if the space provided for items 10, 11, 12, 13, 14 and 15 is not sufficient.
Signature……………… (Manager)
SHEDULE III
List of Employment Exchanges together with their address And area served by them
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S.No Employment Exchange Area serves 1. Regional Employment Whole of the 2(Karachi Division) Exchange, Valika Mahal Jehangir and suburbs excluding area served Sethna Road, Karachi by Employment Exchange Industrial Trading Estate, Karachi. 2. Employment Exchange, Industrial In the south it will be bound by Harris
Training Estate, Manghopir Karachi Road, starting from Karachi Health Association Building going eastward meet Embankment Road, Lea Market Quarters, Harichand Rai Road up to the crossing of Harichand Rai Road and Sobhrah Chetumal Road, from thence the boundary line will go along the north of River Lyari up to the Municipal boundary. On the east the boundary will start from the Karachi Health Association Building will go along the north of nullah up to the sea beach. In the north it will go right up to sea beach.
3. Employment Exchange, 41/526, Hyderabad and Khairpur Divisions. Miani Road, Near Ritz Hotel, Hyderabad Cantonment. 4. Employment Exchange, Barrack Quetta and Kalat Divisions. No. 20---21, Old Police line, Jail Road, Quetta. 5. Employment Exchange, Sindhu Bahawalpur Division and District of Hessam Road, Near Chowk Nawan Multan Shaher, Multan. 6. Employment Exchange, Station Road, District of 2(Sahiwal) Opposite General post Office 2(Sahiwal) 7. Regional Employment, Exchange, 34 Districts of Lahore and Sheikhupura. Lawrence Road, Lahore. 8. Employment Exchange, Sufaid Kothi, District of Sialkot. Parsi Road, Sialkot. 9. Employment Exchange, District Board District of 3(Faisalabad) and Jhang. Sarai, 3(Faisalabad)
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10. Employment Exchange, Road No.35, District of Gujranwala. Satellite Town, Gujranwala. 11. Employment Exchange, 8-A, New District of Sargodha and Mianwali. Civil Line, Haripur Road, Sargodha. 12. Employment Exchange, Lodhi building, Districts of Jhelum and Gujrat. Tallianwal Road, Jhelum. 13. Regional Employment Exchange, Districts of Rawalpindi and
145, Muree Road, Rawalpindi. Campbellpur. 14. Employment Exchange, 4, The Mall, Districts of Peshawar, Mardan and Peshawar. Hazara and adjoining Special Areas. 15. Employment Exchange, 1, Hangu Road, District of Kohat, Bannu and Dera Kohat. Ismail Khan and the adjoining
Special Areas.
ESSENTIAL PERSONNEL (REGISTRATION) ORDINANCE
SCHEDULE IV 1(Government of ……………………………
(Name of the Province) Department of ………………………………
(Name of the department concerned) Directorate of …………………………
(Name of directorate concerned)
EMPLOYMENT EXCHANGE
Essential Personnel Registration Certificate
(Vide Section 5 (1) of Ordinance No. X of 1948) It is hereby certified that Mr.……………………………… son of Mr., ………………………… residing at ……………………………………… Exchange on ……………………………… was registered at this Employment Exchange on ……………….. 2(in the category of essential personnel) and that his registration number is ……………………………………. Employment Exchange. Signature………………….
…………………… (Manager)
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Date…………..19.
SCHEDULE V 1(Government of ……………………………
(Name of the Province) Department of ………………………………
(Name of the department concerned) Directorate of …………………………
(Name of directorate concerned) No……………………
Employment Exchange, ……………………….
Dated………19. 1Subs. For the original words by P. O. 4 of 1975, s. 2(1) & Sch. 2Subs for “as an essential personnel”, Noti.EE (A0-81 (1), 27 Dec. 1954, Gaz. Of Pak. Pt. I, 31 Dec, 1954, p. 335.
ESSENTIAL PERSONNEL (REGISTRATION) ORDINANCE Memorandum
(Vide Section 5 (2) of Ordinance No. X of 1948) The receipt of your application dated ……. For registration at this office 1(in the category of essential personnel) in accordance with section 4(1) of Ordinance No. X of 1948, is hereby acknowledge. 2. You are requested to call at this office on………… at …………. For receiving your registration certificate. You should bring this memorandum with you.
Signature…………………. (Manager).
To Mr.…………………. ……………………..
SCHEDULE VI Ref... No…………………….
Office of the District Magistrate Deputy Commissioner………
Memorandum Dated…………….. 19 .
(Vide Section 5 (4) of Ordinance No. X of 1948) The receipt of your application dated…………….. For registration at an Employment Exchange as an essential personnel in accordance with section 4(1) of Ordinance No. X of 1948, is hereby acknowledge.
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2. On receipt of the registration certificate from the Employment Exchange it will be forwarded to you by registered (acknowledgment due) post. 3. Please quote the above reference number in future correspondence.
Signature………………. Designation………………
To Mr.………………. …………………. …………………. 1Subs. For “as an essential personnel”, by Noti. EE-(A)-81 (I) of Dec. 1954, Gaz, of Pak. Pt. I, 31 Dec. 1954, P. 335.
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ANNEXURE - ( I & J )
DISABLED PERSONS ORDINANCE DISABLED PERSONS (EMPLOYMENT AND REHABILITATION)
ORDINANCE, 1981* ORDINANCE NO XL OF 1981 (24th December, 1981)
An Ordinance to provide for the employment, rehabilitation and welfare of disabled persons. WHEREAS it is expedient to provide for the employment, rehabilitation and welfare of disabled persons and for matters connected therewith. AND WHEREAS the President is satisfied that circumstances exist which render it necessary to make immediate action: Now, therefore, IN PURSUANCE OF THE Proclamation of the fifth day of July, 1977, read with the Provisional Constitution Order, 1981 (CM.L.A. Order No. 1 OF 1981), and in exercise of all powers enabling him in that behalf, the President is pleased to make and promulgate the following Ordinance. :-
1. Short title, extent and commencement. ----- (1) This Ordinance may be called the Disabled Persons (Employment and Rehabilitation) Ordinance. 1981.
2. It extends to the whole of Pakistan. 3. It shall come into force on such day as the Federal Government may,
by notification in the official Gazette, appoint.. 2. Definitions. ---- In this Ordinance, unless there is anything repugnant in the subject or context, ---
(a) “Chairman” means the Chairman of the National Council or, as the case may be, the Provincial Council ;
(b) “Commercial establishment” and “industrial establishment” shall have the same meaning as in the West Pakistan Industrial and Commercial Employment (Standing Orders) Ordinance. 1968 (W.P. Ordinance No. VI of 1968).
(c) “disabled person” means a person who, on account of injury, disease or congenital deformity, is handicapped for undertaking any gainful profession or employment in order to earn his livelihood, and includes a person who is blind, deaf, physically handicapped or mentally retarded ;
(d) “disease” includes the physical or mental condition arising from the imperfect development of any organ ;
(e) “employee” means a regular or whole-time employee whether employed on daily, weekly or monthly basis, and included an apprentice ;
(f) “establishment” means a Government establishment, a commercial establishment or an industrial establishment, in which the number of workers employed at any time during a year is not less than one hundred ;
(g) “Fund” means the Rehabilitation of Disabled Persons Fund established under section 17 ;
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*Gaz. Of Pak. Extra. Pt. I, Dec.29, 1981- 1982 PLS 17. 1Ordinance notified from April 28, 1982, Noti. Sro 149 (I) 82, April 28, 1982, Gaz. Of Pak. Extr. Pt. II, Aug, 4, 1982- 1983 PLS II. “Government establishment” includes any autonomous or semi-autonomous body, university, college, professional school and any organization controlled or managed by the Federal Government or a Provincial Government; (i) “National Council” means the National Council established under section 3; (j) “prescribed” means prescribed by rules made by the Federal Government or, as the case may be, the Provincial Government; (k) “Provincial Council” means a Provincial Council established under section 5; (l) “Secretary” means the Secretary of the National Council or, as the case may be, the provincial Council. 3. National Council.---- The Federal Government shall, by notification in the official Gazette, establish a Council to be called the National Council for the Rehabilitation of Disabled Persons consisting of the following members, namely :-----
(a) the Secretary, Ministry of Health and Social Welfare, who shall also be its Chairman ;
(b) One representative each of the three Armed Forces ; (c) One representative of the Manpower Division ; (d) One representative of the Labour Division ; (e) One representative of the Health Division ; (f) One representative of the Education Division ; (g) One representative of the Communications Division ; (h) One representative of the Ministry of Water and Power ; (i) One representative of the Ministry of Petroleum and Natural
Resources ; (j) One representative of the Industries Division ; (k) One representative of the Planning Division ; (l) A nominee of the Administrator-General, Zakat ;
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(m) Four persons to be nominated by the Federal Government from amongst the persons engaged in the welfare of disabled persons ;
(n) One representative of the National Council of Social Welfare ;
(o) One representative of the registered trade unions, to be nominated by the Labour Division ; and
(p) The Deputy Secretary, Health and Social Welfare Division, dealing with social welfare, who shall also be the Secretary of the National Council.
4. Functions of the National Council. ----- (1) Subject to any directions given by the Federal Government, the National Council shall------- (a) formulate policy for the employment, rehabilitation and welfare of the disabled persons; (b) evaluate, assess and co-ordinate the execution of its policy by the Provincial Councils; and © have overall responsibility for the achievement of the purposes of this Ordinance.
(2) without prejudice to the generality of the provisions of sub-section (1) the policy may relate to ----
(a) the survey of the disabled persons in the country who are desirous of being rehabilitated ;
(b) the medical examination and treatment of the disabled persons ; (c) the providing of training to the disabled persons ; (d) the taking of such other measures as are necessary for carrying out the
purposes of this Ordinance. 5.Provincial Councils.----- Each Provincial Government shall, by notification in the official Gazette, establish a Council to be called the Provincial Council for the Rehabilitation of Disabled persons consisting of the following members , namely :-
(a) the Secretary, Social Welfare Department, who shall also be its Chairman ; (b) the Secretary, Labour Department; (c) one representative of the Planning and Development Department ; (d) one representative of the Manpower Department ; (e) one representative of the Health Department ; (f) one representative of the Education Department ; (g) one representative of the Communications Department ; (h) one representative of the Water and Power Department ; (i) one representative of the Chamber of Commerce ; (j) Chief Administrator of Zakat ; (k) One representative of the Social Welfare Council ; (l) One representative of the Social Services Board ; (m) One representative of the registered Trade Unions to be nominated by the
Labour Department ; (n) Four persons nominated by the Provincial Government from amongst the
persons engaged in the welfare work of disabled persons ; and
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(o) Director, Social Welfare Department, who shall also be the Secretary of the Provincial Council.
6. Functions of the Provincial Councils. ---- Subject to any directions given by the National Council the Provincial Council shall------ (a) execute the policy made by the National Council for the employment
rehabilitation and welfare of the disabled persons ; (b) undertake appropriate projects for these purposes ; (c) issue directions to the Employment exchanges and other bodies for the
implementation of the projects ; and (d) from time to time take stock of the extent of functional disabilities of disabled
persons.
7. Meetings of the Councils.---- (1) The meetings of the National Council or a Provincial Council shall be held at such times and at such places as the Chairman thereof may direct and shall be presided over by such Chairman.
(2) The meetings of the National Council or a Provincial Council shall be conducted in accordance with such procedure as may be prescribed, and until such procedure is prescribed, in such manner as the Chairman thereof may direct.
(3) The powers and functions of the Chairman shall, in his absence, be exercised and performed by such member of the National Council or the Provincial Council as the Chairman thereof may appoint.
(4) The quorum to constitute a meeting of the National Council or a Provincial Council shall be four.
(5) All orders and decisions of the National Council or a Provincial Council shall be authenticated by the signature of the Chairman thereof or the persons authorized by him.
8. Duties of Secretary. --- The Secretary shall exercise such powers and perform
such functions as may be assigned to him by the Chairman. 9. Appointment of Committee.--- The National Council such Provincial Council
may appoint such Committee consisting of such of its members as it thinks fit, and may refer to them any matter for consideration and report ; Provided that the Council may, if it considers necessary, co-opt any person to a Committee.
10. Establishments to employ disabled persons. --- (1) Not less than one percent of the total number of persons employed by an establishment at any time shall disabled persons whose names have been registered with the EMPLOYMENT Exchange of the area in which such establishment is located and against whose names in the register maintained under section 12 and endorsement exist to the effect that they are fit to work.
(2) The disabled persons employed against any post in pursuance of sub-section (1) shall be entitled to the terms and conditions which are not less favourable than those of the other persons employed by the establishment against similar posts.
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(3) When calculating the percentage of the posts in an establishment for the purposes of employment of disabled persons, the fraction of 0.5 and above shall count as a whole number.
11. Establishment to pay to the Fund.--- An establishment which does not employ a disabled person as required by section 10 shall pay in to the Funds each month the sum of money it would have paid as salary or wages to a disabled person had he been employed.
12. Registration of disabled persons. ----(!) Any disabled persons desirous of being employed or otherwise rehabilitated may have his name registered in the register maintained by an Employment Exchange in such form and in such manner as may be prescribed by the Federal Government ; and the Employment Exchange shall refer all names so registered to the Provincial Council .
(2) The Provincial Council shall, if it thinks necessary, cause each disabled person
registered under sub-section (1) to be assessed as to the nature of his functional disability and also as to his aptitude and the nature of work he is fit to do by a medical officer authorized by it in his behalf or by such assessing board consisting of not less than one medical officer as it may appoint, and the medical officer or, as the case may be, the assessing board shall submit its report to the Provincial Council in such form as may be prescribed by the Provincial Government.
(3) If the disabled person is considered by the Provincial Council fit to work, it shall so inform the Employment Exchange, indicating the nature of work for which he may be employed or the trade or vocation in which he may be trained, and an endorsement to that effect shall be made against his name in the register.
(4) If the disabled person is not considered by the Provincial Council fit to work, the Provincial Council shall inform the Employment Exchange accordingly for an endorsement to that effect being made against his name in the register, and the Provincial Council shall take such measures for his rehabilitation as it thinks fit.
(5) If a person is declared by the Provincial Council not to be disabled person, his name shall be struck off the register.
13. Establishment of training centres. – The Provincial Council shall arrange for the training of disabled persons in such trades or vocations as it thinks fit, and shall establish training centres in such trades or vocations and in such manner as may be prescribed by the Provincial Government.
14. Establishments to furnish information.---Every Establishment shall furnish to such person or authority such information required for the implementation of the provisions of this Ordinance in such form and in such manner as the National Council may, by notification in the official Gazette, specify.
15. Power to debar further employment. --- (1) The Provincial Council may debar from further employment or training for such period as may be specified by it any disabled person who, without valid reason, refuses to accept or abandons his employment or training under this Ordinance or otherwise acts in a manner detrimental to the interests of the trade or profession in which he is employed or undergoing.
(2) No disabled person shall be debarred under sub-section (1) unless he has been given an opportunity of being heard.
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16. Appeal. ---- (1) Any person aggrieved by an order under section 15 may prefer an
appeal to the National Council within thirty days of the date of the order. (2) The National Council may call for the record of the case and may, after giving the
parties an opportunity of being heard or after making such further enquiry as it thinks fit, stay or suspend the operation of the order or may pass such order as it thinks fit.
17. Fund--- There shall be established by the Federal Government a Fund to be known as the Disabled Persons Rehabilitation Fund which shall comprise--- (a) all sums paid by the establishment under section II; (B) all grant if any made by the Federal Government, Provincial Government or local bodies; and (c) donations, if any, made by private individuals. (2) The Fund shall be administered by the National Council which shall, in
consultation with the Federal Government, make such allocations to the Provincial Councils as it thinks necessary.
(3) The Fund shall be utilized for--- (a) the establishment of training centres for disabled persons ; (b) financial assistance to disabled persons who are not fit to undertake any
employment ; (c) disbursement of stipends or scholarships to disabled persons receiving raining. (d) The welfare of disabled persons ; and (e) Providing artificial limbs, surgical therapy and medical treatment to disabled
person. 18. Power to exempt. ---- The Federal Government may, by notification in the official Gazette, exempt any establishment or class of establishments from the operation of all or any of the provisions of this Ordinance. 19. Delegation of power. --- (1) The National Council may delegate all or any of its powers under this Ordinance to any of its members or to a Provincial Council, subject to such conditions as it may specify. (2) The Provincial Council may delegate all or any of its powers under this Ordinance, including any of the powers delegated to it under sub-section (1) to any of its member’s subject of such conditions as it may specify. 20. Panalty. --- Any establishment which fails to pay into the Fund any sum it is
required to pay under section II shall be punishable with fine which may extend to one thousand rupees and, in the case of non-payment of fine, with an additional fine which may extend to ten rupees for every day during which the payment of fine is not made.
21. Cognizance of offences, etc. ---- (1) No court inferior to that of a Magistrate of the first class shall try an offence punishable under this Ordinance.
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(2) No court shall take cognizance of an offence punishable under this Ordinance except upon a complaint in writing made by, or under the authority of, the National Council or the Provincial Council.
22. Power to make rules. ---- (1) The Federal Government may, by notification in official Gazette, make rules for carrying out the purposes of this Ordinance.
(2) The Provincial Government may, by notification in the official Gazette, make rules not inconsistent with the rules made under sub-section (1) for carrying out the purposes of this Ordinance.
_ _ _ _ : o : _ _ _ _
EXPORT PROCESSING ZONE (CONTROL OF EMPLOYMENT)
RULES, 1982*
S.R.O.1003 (I)/82,-- Islamabad, the 10th October, 1982,--- In exercise of the powers conferred by section 26 of the Export Processing Zones Authority Ordinance, 1980 (IV of 1980), the Federal Government is pleased to make the following rules, namely :- 1. Short title and commencement.- (1) These rules may be called the Export Processing Zone (Control of Employment) Rules, 1982. (2) They shall come into force at once. 2. Definitions. ---- In these rules, unless there is anything repugnant in the subject or context, --- (i) “Employee” means a person employed or engaged for hire for any pecuniary consideration to work within a Zone and includes a worker and workman; (ii) “Ordinance” means the Export Processing Zones Authority Ordinance, 1980 (IV of1980): and (iii) “all other words and expressions used but not defined in these rules shall have the meaning assigned to them in the Ordinance. 3. Terms and conditions of service.--- (1) The service of an employee shall be governed by the terms and conditions as laid down in his litter of appointment issued under sub-rule 92) by the employer under his signature and accepted by the employee. (2) The employer shall issue a letter of appointment in duplicate containing the agreed terms and conditions of employment in detail to every employee except to a person engaged on day-to-day basis. (3) The employee shall put his signature our thumb impression the supplicate copy of his letter of appointment in token of his acceptance and return the same to the employer. (4) The employer shall be responsible to make payments of all contributions which would have been required to be paid by the employer under section 20 of the Provincial Employee’s Social Security Ordinance, 1965 (West Pakistan Ordinance No. X of 1965), and section 9 of Employees’ Old-Age Benefits Act, 1976 (XIV of 1976), had the Zones not been exempted from the provisions thereof. (5) The Authority may from time to time issue instructions to employees.
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COMPULSORY SERVICE IN THE ARMED FORCES ORDINANCE, 1971
(3rd December, 1971) ORDINACE NO.XXXI OF 1971 EXTRACTS An ordinance to provide for compulsory service in the Armed Forces of essential persons and ex-servicemen. 3. Liability to called up, etc.--- (1) Every person to whom this Ordinance applies shall be liable to be called up for service under this Ordinance if he is not over the age of sixty years. (2) Persons so called up shall be liable to serve with any of the Armed Forces for so long as their 2(service) are required 2(:) 2(Provided that, in the case of a medical practitioner, such liability shall cease after he has served with the Armed Forces for a period of two years. 9. reinstatement of persons released under the orders of the Board. --- 3(1) Subject to the other provisions of this section, every employer----
(a) by whom a person was released in pursuance of a notice served on such employer under sub-section (4) of section 4 for joining service under this Ordinance, or
(b) whose employment was left by a person in pursuance of direction under the said section for joining such service, whether upon a formal release from such employment or otherwise, shall, on the termination of such service, reinstate such person in the employment or the assignment from which he was released or which he left and, if such reinstatement is less favorable to such person than that to which he would, in the ordinary course, have been entitled, give him such employment or assignment as is not less favorable ;
Provided that the employer shall not be required to so reinstate or employ any person if such person does not apply or report to him for the purpose within three months of his release from service under this Ordinance.
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