SWOT analysis of institutional framework for engineering diplomas in technical and vocational education and training system in Pakistan

Abstract

The theoretical underpinnings of SWOT analysis for institutional framework of engineering diplomas is used to highlight its components of strength, weaknesses, opportunities, and threats. The technical and vocational education and training (TVET) system disseminates approximately 29 associate engineering diplomas in one, three, and four years of duration in Pakistan. Strength includes the establishment of provincial TEVTAs as apex TVET authorities, TVET system, technical education and vocational training in private and public sectors, trade testing boards, and signatory of ILO and UNESCO. Weaknesses capture TVET deficiency, administrative and legal issues, highly skewed technical education, inadequate number of technical colleges, traditional engineering technologies, trade quality compromises, and non-collaboration among TVET institutions and authorities. Opportunities lie in demand is driven market diplomas, local and international markets for earnings and employment, national skill policies, and economic fortunes of mega projects. The threats are present in low skill formation, technical skill deficiency for females and rural areas, international in-competitiveness in labor markets, Chinese skilled immigrants, expansion of TVET trades to modern and emerging fields, imbalanced technical education in TVET set-ups, and low socio-economic standards of common Pakistanis for the development of TVET system in Pakistan. Policy recommendations are devised to develop TVET system for human resource development in Pakistan.