Degrees without direction and the lifeline of TVET in Pakistan
The education system of Pakistan is in a state of crisis, demanding immediate and transformative action. For graduates stepping into the professional world, the stark realization often dawns that years of academic pursuit have left them ill-prepared to meet the demands of modern industries. This disconnect is not merely a personal challenge but a glaring systemic failure that reflects how deeply misaligned the nation’s formal education is with the realities of the job market.
With over 244 public and private universities producing approximately 500,000 graduates annually, the expectation is for a steady influx of skilled professionals into the workforce. However, the reality is starkly different: around 31% of educated youth remain unemployed, with graduates aged 21-29 years facing the highest unemployment rates at nearly 30%. This gap is not due to a lack of jobs alone but highlights a deeper issue – a skills mismatch between what the education system imparts and what the market demands.
Moreover, data shows that only 27% of Pakistan’s youth complete secondary education, leaving a significant portion without even basic employable skills. The focus of educational institutions on rote learning and theoretical knowledge, rather than critical thinking and practical application, further exacerbates the problem.
Recognizing the shortfall of its formal education system, Pakistan has leaned on Technical and Vocational Education and Training (TVET) programs. Supported by international donors like the EU, GIZ, and the Netherlands, reforms in TVET are aimed at equipping the youth with market-relevant skills. Through initiatives like Competency-Based Training (CBT) and Recognition of Prior Learning (RPL) , TVET programs strive to align skill development with industry standards, offering hands-on training and vocational certifications.Previous data shows that from 2017 till 2022, CBTA shows that 53,625 men and women gained qualifications through the CBT methodology using new qualifications and issued national certificates to 48,036 skilled persons from the informal sector through Recognition of Prior Learning (RPL), demonstrating a significant impact.
By implementing such interventions, Pakistan could improve its Human Capital Index ranking and boost overall economic productivity. Integrating skilled individuals from the informal sector through TVET programs is highly advantageous, especially considering that Pakistan’s informal economy is estimated to be around $457 billion – significantly larger than the formal economy, valued at approximately $340 billion as per the 2023 reported statistics. By bringing these individuals into the formal market, TVET not only promotes their inclusion but also enhances overall economic productivity.
Despite these efforts, challenges persist. With only 500,000 formal training slots available annually against 3.5 million youth entering the job market, the sector struggles to meet demand. Additionally, socioeconomic biases and a lack of awareness paint TVET as a “second class” option, relegated to those without access to traditional higher education. Women, in particular, face barriers such as limited institutes, poor transportation, and societal constraints, further diminishing their participation.
The need for TVET to compensate for the inadequacies of formal education exposes the systemic flaws in Pakistan’s academic framework. The introduction of competency-based learning and skill enhancement initiatives is laudable, but why should graduates who have spent millions on higher education still need additional vocational training to meet market demands? This dependency underscores the failure of our education system to produce market-ready individuals.
If the foundational education system were improved, the burden on TVET could be significantly reduced. For instance, a curriculum overhaul in formal education to integrate practical skills, critical thinking, and industry linkages would prepare graduates better for the job market, decreasing reliance on TVET as a remedial measure.
The education system in Pakistan needs a paradigm shift to bridge the gap between theoretical knowledge and practical skills essential for today’s job market. This can be achieved by integrating skill-based and market-driven modules into formal education and fostering partnerships between academia and industries to ensure curricula reflect real-world demands. Addressing gender disparities in Technical and Vocational Education and Training (TVET) is equally important, with more female-focused centers and safe environments to encourage participation. Public awareness campaigns can challenge the stigma around TVET, highlighting its role in economic progress. Holistic reform of both formal education and TVET will alleviate systemic pressures, ensuring graduates are market-ready and empowered to contribute meaningfully to the economy.
While TVET plays a crucial role in bridging the skills gap, it cannot serve as a Band-Aid for the systemic shortcomings of Pakistan’s education system. To truly harness the potential of the country’s youth and reduce unemployment, the focus must shift to overhauling formal education. By aligning academic curricula with market demands and fostering a culture of practical learning, Pakistan can create a generation of graduates who are not just educated but empowered to contribute meaningfully to the economy. This transformation requires collective effort, but the long-term benefits for individuals and the nation are immeasurable.
