Orientation on NVQs Development

Under Project-
Master Training Program on Productivity under Project " Improving
Competitiveness Through Sustainable National Productivity(SNP)
collaboration with NAVTTC

Shahzad Ahmad
Director, NAVTTC HQs 9th & 10th June, 2023
 Pakistan
 Population dynamics
(5th 100/3 3.1 22k 60%≥30 125M)
 Europe (-ve Iceland, Lebanon, Latvia)
 Aging population (Japan, Italy)
 Low job opportunities
 Security Issues
 Political Instability
 Economic Challenges
 Environmental Issues
 Aggression and Violence
 Water pollution / 1out of 6 (Clean Water)
 Air pollution / CO2
 Food shortage / poverty / Hunger
 TVET Sector of Pakistan

Policy, NVQF, QA, CS,

NAVTTC (2005) Curricula, PPP, NSIS

TEVTA - Punjab (1999)

TEVTA – Sindh (2007)

Undertake, Manage
TEVTA – KPK (2011) & Regulate
TVET Sector
TVET TEVTA
in Public
- AJK (2009)
Sector
of Pakistan
TEVTA – Balochistan (2012)
SKILL For all - Roadmap
• The National Skill Strategy explains that
the system for producing skilled people in
Pakistan is producing the wrong products.
 There are not enough people being trained
(Access)

 The ones that are being trained do not have

the skills that the Pakistan national
economy is demanding (Relevance)

 The international labour market is

changing with increasing demand for
middle and higher level skills while most
Pakistani migrant labour fills low skilled
jobs. (Quality)
PROBLEM DIAGNOSED
• The present skills development system in Pakistan follows
a curriculum-based, time-bound approach.

• Certification is based on completion of courses and passing

exams rather than demonstration of competency.

• The focus on how learners have progressed through a

curriculum rather than assessing how well they are able to
demonstrate the competencies required in the workplace.
NSS - GOAL OF TVET SYSTEM IN PAKISTAN
Goals:
 Shift from time bound, curriculum based training to
flexible, competency-based training
 From supply led training to demand driven skill
development by promoting the role of industry in
both the design and delivery of TVET
 CBT Approach as Productivity based out put in
TVET Sector
 We can equip Trainees with the skills, knowledge,
and mindset required to succeed in the workplace
and contribute to economic growth and
development through productivity-focused
strategies in TVET Sector
National Productivity Organization(NPO)
Relevant Functions and Goals:
• Capacity Building and Training:
To provides training programs, workshops, and seminars to
enhance the skills and knowledge of individuals and
organizations in areas related to productivity improvement.
These programs aim to build capacity and equip participants with
tools and techniques for enhancing efficiency and effectiveness.
• Collaboration and Partnerships:
To collaborates with various stakeholders, including government
agencies, industry associations, and academic institutions, to
promote productivity enhancement initiatives. By fostering
partnerships, the NPO seeks to create a conducive environment
for productivity improvement and facilitate the implementation of
productivity-related programs and projects.
NATIONAL TVET POLICY
Skills for all strategy
• 2018…Approved by
federal cabinet and
parliament

• National Skills for all Strategy

• TVET Roadmap for

skills development in
Pakistan
Hunarmand Pakistan:
“Skills for all” Strategy
Transforming Skills Training in Pakistan

 Increasing capacity
 Improving Quality/Setting Standards
 Enhancing Access
 International Linkages
 Ensuring Employability
 NVQF IS A GLOBAL PHENOMENA

GREENLAND

ALASKA (USA) SWEDEN

ICELAND

FINLAND RUSSIA
NORWAY

CANADA ESTONIA

LATVIA
DENMARK
LITHUANIA

REPULIC OF
IRELAND UNITED BELARUS
KINGDOM NETHERLANDS
GERMANY POLAND
BELGIUM

CZECH
REPUBLIC UKRAINE
KAZAKHSTAN
SLOVAKIA

AUSTRIA

FRANCE
SWITZ.
HUNGARY
MONGOLIA
ROMANIA
ITALY

BULGARIA UZBEKISTAN
GEORGIA KYRGYZSTAN

SPAIN NORTH

PORTUGAL
KOREA

UNITED STATES of AMERICA

GREECE
TURKEY TURKMENISTAN TAHKISTAN

SOUTH

SYRIA CHINA KOREA JAPAN

AFGHANISTAN
IRAN
MOROCCO
TUNISIA
IRAQ

ALGERIA PAKISTAN
NEPAL
LIBYA
WESTERN SAHARA EGYPT

SAUDI
MEXICO ARABIA UAE
INDIA
TAIWAN

OMAN VIETNAM
CUBA
MYANMAR
MAURITANIA LAOS

MALI
NIGER CHAD
GUATEMALA SUDAN YEMEN THAILAND
HONDURAS
SENEGAL

NICARAGUA CAMBODIA
PHILIPPINES
BURKINA
GUINEA
COSTA RICA
NIGERIA
GHANA
ETHIOPIA
VENEZUELA
PANAMA
SRI
COTE
LANKA
LIBERIA
D’IVOIRE CENTRAL
GUYANA
AFRICAN REPUBLIC
FRENCH CAMEROON
MALAYSIA
COLOMBIA SURINAME GUIANA

SOMALIA
UGANDA

KENYA
ECUADOR GABON CONGO
DEMOCRATIC
REPUBLIC OF
CONGO
TANZANIA PAPUA
NEW GUINEA
INDONESIA

BRAZIL
PERU ANGOLA

ZAMBIA

BOLIVIA
UE
BIQ
AM

MADAGASCAR
OZ

ZIMBABWE
M

NAMIBIA

PARAGUAY BOTSWANA

AUSTRALIA

REPUBLIC
OF SOUTH
AFRICA
URUGUAY

CHILE

ARGENTINA

NEW
ZEALAND
MANAGEMENT OF NVQF
Private Sector/IAGs/Sector Skill Councils/BIAs/Employers

• Identification of priority skill demands; development of competency-standards and curricula,

conduct assessment with QABs and job placement.

National Vocational & Technical Training Commission (NAVTTC)

• Coordination, Quality Assurance, regulation, policy direction, standards setting, National pool
of Assessors, Accreditation of Institutes and QABs and NSIS

Provincial Technical Education & Vocational Training Authorities (TEVTAs), PVTC,

TUSDEC, PSDF and Private TVET providers (Institutes to be accredited by NAVTTC)

• Managing Institutes, Implementation of National Vocational Qualifications, M&E, formative

assessment, Capacity Building of Principals and Teachers, career counseling and NSIS

Qualification Awarding Bodies (BTE), (TTB) and PVTC (To be accredited by NAVTTC)

• Conduct Competency based assessments, conduct RPL assessment, Managing Assessment

Centers, Assessors Trainings and Certification, equivalencies (CCDTE) and NSIS.
Process for Development of NVQ
 Step 6:
Development of teaching/
learning materials

Step 5:
Development of Assessment
materials

Step 4:
Development of curricula Teachers’
Manual
Step 3: Learners
Standardisation of Manuals
Steps and activities

competences
Step 2: Worksheets
Summative and
Job analysis/
DACUM Formative
Assessment
Step 1: Packages
Labour market CBT
demand analysis
Curriculum

Competency
Standards
DACUM
Charts

TNA Report

Products
 TNA
One WS
8-10 Industrial
Workers

Teaching
Occupation
Learning
al Profiling
Materials

One WS
15-20 Experts Two WS
15-20 Industrial
People
Curriculum CS
Developme Developme
nt nt
Assessment
Packages Two WS
Two WS
15-20 Assessment
15-20 Academicians Development Experts
DEVELOPING A NVQF QUALIFICATION?
Labour Market Analysis

Occupational Analysis

Competency Standards
 Define structure
 Level
 Credits
 Requirements for progress &
achievement
 Equivalences & pathways Develop
TLMs
Videos
Assessment Packages CBT Curriculum
Digital
Define CB assessment Develop curricula Material
requirements and evidence & training
guidelines programmes &
courses
CBA Packages
STEP 1 Training Needs Analysis

Step 1:
Labour market
demand analysis/Training
Steps and activities

need analysis

Products
TNA Report

Components
Skills trends
Job titles

Information sources: LMIs, Skilled workers,

Statistics, Employers

19/12/2023
STEP 2: Occupational Analysis / DACUM

Step 2:
Occupational
analysis /
DACUM Products
Steps and activities

Task list/
DACUM chart

Components
Duties and Tasks
Competencies
General knowledge
and skills
Work behaviour

Information sources: Industry Skilled workers,

DACUM facilitators

19/12/2023
STEP 3: Competency Standards Development

Step 3:
Standardisation of
Steps and activities

competencies
Products
Competency
standards for
specific jobs

Components
Entry requirements
Competency standards &
assessment criteria
Exit qualifications
Certification

Information sources: Industry

Skilled workers, Curricula
&
standards experts

19/12/2023
STEP 4: Curriculum Development

Step 4:
Development of curricula &
Steps and activities

training programmes/courses
Products
CBT-oriented curricula
Programme/course
guidelines

Components
Learning objectives/outcomes
Learning elements
Modules
Contact hours
Assessment indicators
and guidelines

Information sources: Industry

Curricula experts/
trainers, Skilled
workers

19/12/2023
STEP 5: Assessment Packages Development

Step 5:
Development of Assessment
material
Steps and activities

Products
Guidelines for
Assessment

Formative
and
Summative

Information sources: Industry

Assessment Experts
Assessors

19/12/2023
STEP 6: Teaching and Learning Material

Step 6:
Development of teaching/
learning material
Videos digital material
Steps and activities

Products
Guidelines for
teaching and
learning

Components
Examples for lesson and
project material

Information sources: Curricula experts/

trainers

19/12/2023