J 1 CAJ

.!t

Project for Development of Center of Excellence for Technical Education

TMCManual
For

TEVTA in Punjab
DAE Course

(2"d Draft)
December tO , 2012
th

JICAExpert

CONTENTS

Preface (I)

..................................... . ..................................................................................................

Approach to Curriculum Development- CBTICBC and TMC

........................ ........ ...... . ..

.. . I

(2) (3) (4)

Chapter

Training System in Punjab Region ............................................................................ ............ 2 About this Manual ................................................... . .............................. . ................... ............ 3

Current Situation of TEVTA's Curriculum Revision .............................................................. I

1.

Three Works before TNA

.................. ............ .......... ................ . .. . .. .... ..

. .............. . ...... 4

( 1)

(2) (3)

Labor Market Analysis .................. . ........................................................................................ 4 Job Analysis

................. ............................................. ..... .............. ............ . . . ........................

(4)

Training Needs Assessment (TNA)

Skill Standard . . ............. ... . ....................................................................... . . . ............................ 5

'

4 5

Chapter

2.

Development I Revision of Competency based Curricula .............................................. 9

(I) (2) (3)

Chapter

Syllabus .............................. .................................................................. .................................. 9 Annual Training Schedule .. . . . . ............................................................ . .............. ........ ........... 10 Forn1ulation of Cunicula ..... . . .............................................................................. ...... . . . . ...... . .. 9

3.

Implementation of Curricula

.................... .............................................

. ..................... 11

(1) (2) (3)

Teaching Learning Resources Materials (TLMs)

................ ...................... ....................... . . .

Equipment ................................................................................ . ..... . . . . . ................................. TOT . . . . . . ..

Facilities .................... .......................................................................................................... 1 2 Recruitment of Teachers ........................................................................... . . . ................. .... . ...

. .............. . ........ ............................. ................ ... ...... ............... ................... ... . .....

11

(6)
(7)

(4) (5)

Effective Teaching Learning Process.......................... ........ .............. ...................... . . . . ... . .... .. Examination . . . . .

.....

12 l3 l5

..... . . . . ........ .................................................... ............................ ......... ..........

(8)
Chapter

Career Counseling for Job Placement Support ..................................................................... 1 7

16 18 18 18

16

4.

Monitoring & Evaluation .............................................................................................

(I)

(2)

M&E Report .........................................................................................................................

Monitoring Method ..............................................................................................................

Appendix I: Members of CRC and CEC Appendix Appendix Appendix Appendix

...................... .............................................

................... ... 19

2: 3: 4: 5:

Meeting Record of CRC and CEC

...

................................................. ............................ 25

TLM 's List of Mechanical and Architecture......................... .... . .. . . . ............................... 39 TOT Implementation ............................................... . . . . .................................................. 41 Repair I Improvement Works for Facilities
...... .... ............ ..... ....... . ... ..

. ............. ......... 45

Appendix 7. Questionnaire of M&E (afterward) .. . ......................................................... . .......... ........ 60

Appendix 6: Main List of Equipment ...................... . .................. ......................... . ............................. 4 7

curriculum. In practice, however, the established skill standards were neglected for more than one decade. NA VTTC needs to develop new skill standards for each course, but it has just started to study these with GIZ's project. Before the JICA project (December 2008 - December 2013), the British Council implemented 5 projects, that is light engineering in Azad Jammu Kashmir (AJK) and Khyber Pakhtunkhwa respectively, electronics in Punjab, tourism & hotel, textile & fashion in Sindh to revise the curricula and the skill standards through alternative missions. It extended the project period to complete the remaining tasks relating skill standards by two years since April 20 1 1 to March
2013. Unfmtunately, the new curricula for electronics have not been adopted by other institutes

due to absence of equipment and training teachers in the field of electronics. Now GIZ funded by the EU is taking a challenging task to revise 58 curricula (mainly vocational training) by mid-2013 and 60 curricula (mainly agriculture and service for DAE, and energy in industry) for technical trades including teacher's training between 20 13 and 2015. The project is expected to reinforce TEVTA in broad respects.

(3) Training System in Punjab Region

TEVTA Punjab was established in 1999, and started activity in 2000. In 20 1 1, it is managing the following 484 institutes that have a total of 1 17,103 students. The administration of commerce was transferred to Education Department, Punjab Government from TEVTA in June
2012.
No. of No. of No.

a) b) c) d)

institute 31 Technical Institutes 317 Vocational Training 1 18 Commerce education 18 Service Centers I Specialized Institutions 484 Total

trades 69 156 7 20 252

employment

of

37,496 36,672 42,055 880 1 17, 103

TEVTA provides three year programs for Diploma of Associate Engineers, which is granted upon the passing of an examination.

Besides above, there are following institutes in Punjab. a) b) PVTC (Punjab Vocational Training Council) Private Institutes 150 479 enrollment 34,763 68,035

TEVTA, continues to use the curricula developed by ADB since 2000. TEVTA has added new curricula for vocational training, but no revision or addition has been made for the DAE courses up to British Council, JICA and GIZ.
2

Preface
(1) Approach to Curriculum Development- CBT/CBC and TMC
General l y speaking, t h e curriculum formation and revision procedure is called CST or CSC

(Competency based Training or Competency based Curricula) including the foll owing six
stages.

CBT/CBC has being introduced by GIZ here, but it will still take considerable time to CBT/CBC emphasizes preparation for suitabl e curricul a on ( l) to

implement curricula. Because

(4) rather than implementation I M&E on (5) and (6).

JICA has developed a more pragmatic approach called TMC (Training Management Cycle) in

1994 for a Philippine project applied to RDCA form (Plan-Do-Check-Action) to e nsure the
improvement in a repetitive cycle of implementation. TMC consists of the same components as

CBTICBC. However, while CBT/CBC is static, TMC is dynamic in a sense that it can improve
the curriculum through actual implementation and feedback.

TMC Training Assessment Needs

CBT/CBC (1) Labor Market Research

(2) Job Analysis

Monitoring & Evaluation

cr>

..[}

Equipment, Faci/ity, TLMs, TOT;

Teaching& Learning Process

Curriculum Development! Revision

(3) Skill Standard

..[} ..[}

(4) Curricula Development/Revision

(5) Facility, Equipment, TLMs, TOT, Teaching & Learning Process

..[}

(6) Monitoring & Evaluation

..[}

(2) Current Situation of TEVTA's Curriculum Revision

In Pakistan, GTZ, Sweden and Switzerland have contributed to the development of vocational training in all the regions, with an emphasis on teachers training and provision of equipment & facilities for selected institutions on a project basis, for more than 15 years up to

1999.

As for TEVTA, there is Curriculum Implementation Management Planning (CIMP) which was introduced by an ADB project in 2000 to transplant Sri Lanka's training program for technical training in a newly establi shed TEVTA, and TEVTA has implemented these curricula in the past 12 years and has developed new curricula for various kinds of vocational training by modifying GCT' s curricula. Usually, skill standards need to be established before the formation of the
1

(4) About this Manual

TEVTA has the mission to educate students so that they become employable in the job market. To accomplish it, they need to understand the needs of companies and graduates. The needs survey gives a general direction, suggesting that they need to incorporate appropriate technologies in the curricula, in a more detailed form. While a periodical revision of the curricula such as every five years is very important, effective training is more important for teachers and a principal in terms of both daily teaching and overall school management.

In India, the curricula are revised every five years. TEVTA should follow this model because technology is advancing rapidly. TEVTA should reinforce the capacity to revise the curricula by themselves once the donor's support has ended. This TMC manual is intended for a worldwide range of users especially for the benefit of Departments on Academics, Human Resource Management, Implementation and Research and Development at TEVTA.

ChapterI. Three Works before TNA

TMC is composed of the following four steps:

1)

Understanding of training needs and design of a training program to satisfy the training needs;

2)

Development of a curriculum; Implementation of training by trained teachers using developed training materials (TLMs) & equipment besides facilities; and Monitoring and evaluation of actual training.

3)
4)

Note that the above four steps do not end in a single cycle. They should be repeated every year to ensure development and implementation of the curricula and training that best suit the changing needs. Following three works and TNA would be the 1sT step in the TMC.

(1) Labor Market Analysis

To improve vocational/technical training, the first they have to conduct this analysis in the concerned region or the entire country. Training does not automatically lead to job creation unless the vocational/technical training program meets the needs of the labor market. The starting point is to check relevant statistics published by the Ministry of Labor, provincial statistics, ILO and other donor organizations. If there is the lack of data and information in a specific sector and/or region, consider to conduct your own survey under supervision of the related committees.

Note that, if you have already implemented a job training program designed according to a specific scheme, skip some procedures and contact job specialists, entrepreneurs, and graduates seeking for the actual needs.

(2) Job Analysis

After the sector analysis, identify job types expected to be suitable for your graduates. There are I 0-100 jobs for each sector. Then select the most promising jobs for which you will train students. Again, if there is relevant data and information available from the Ministry of Labor, provincial government, ILO and other donors, use it. Their data usually cover all the sectors, but lacking detailed information on specific job categories. Then, visit factories, farms, fishing companies, hotels, restaurants, hospitals, and other employers for detailed information and analyze job prospects for each category.

Note that, if you have already implemented a job training program designed according to a specific scheme, skip some procedures and contact job specialists, entrepreneurs, and graduates according to the actual needs.

(3) Skill Standard

Upon completion of the above procedures, develop skill standards, which set the first goals for job training and are the most important element for curriculum development. 1) First, identify and define skills according to currently available certifications.
2)

Then, define training contents and estimate hours at class room and/or at laboratories required for students to obtain the respective certifications.

3)

Design training materials to be developed, and training facilities and equipment required to provide training to meet the above requirements.

Finally, relate a competent government certification to pass-out graduates from each program trade. It is expected to take more than one year to develop the skill standards. It is not desirable to pick up one or two trades, because you need to check coverage and course delineation when you find any duplications in a trade. Unfortunately the JICA project did not cover this element due to time constraint before the implementation of training of teachers. JICA has started the curriculum revision work at TNA.

If you have already implemented job training at training institutes according a specific standard, replace the above procedures with field survey of companies and meeting with job training specialists.

(4) Training Needs Assessment (TNA)

It takes considerable time to implement the above procedure, usually more than two years. If you have already implemented job training under a specific scheme, conduct Training Needs
Assessment (TNA) in lieu of the above procedure. It requires surveys of entrepreneurs,

graduates, and specialists. Usually, it takes 5-6 months. In the first step, determine the following elements.

It is remarkable that TEVTA had compiled, before the start of the JICA project in December
2008, a report "TNA Study Report for Revision of Curriculum of DAE Mechanical Technology

Regarding Establishment of Center of Excellence" by Dr. Syed Iftikhar Hussain Sha, Director of R & D wing, and Engr. Muhammad Arslan Anwer, Deputy Director/Sector Specialist (Tech),

TEVTA. This report includes the following content, and the GCT Principal/Project manager compiled two reports of TNA Mechanical Technology and TNA Architecture Technology in April 2009, supported by a JICA short-term expert. TEVTA holds competent staff in R&D Wing. Chapter I: Chapter 2: Chapter 3: Chapter 4: Chapter 5: Chapter 6: Background of the Project Mechanical Technology Research Methodology Data Analysis Skill Gap Conclusion and Recommendation

A) Identification of Needs
There are 4 types of training needs.

I)
2)
3)

Country needs Regional needs Enterprise needs Individual needs

4)

JICA has focused on 2) Regional needs especially the Lahore area.

B) Selection of Surveyors
1)
2)
Companies and entrepreneurs Graduates Listing of qualified surveyors

Research and Development Wing (R&D) of TEVTA conducted Training Need Assessment (TNA) Survey for the purpose of revising the curriculum, which was completed in December

3)

2008, after the selection of above 1) and 2). JICA set up a working group at GCT RR in January 2009, for above 3) which composed of two department heads and two instructors in each course.

C) Implementation of Surveys
The needs survey is to be conducted in the following sequences:

1) To prepare the questionnaires.

This is the most important part. Delineate questionnaire design, including questions, in the committee composed of specialists.

2) To deliver the questionnaire to prospective respondents.

3) To recover and compile responses.

& D Wing in TEVTA supervised TNA for the survey for revision of curriculum of DAE

mechanical Technology September 27, 2008. After this report, GCT mobilized teachers/instructors for mechanical and architecture courses to hold a workshop for curriculum revision on January 21st, 2012. Main topics and discussions are summarized as follows. 1) They have little knowledge as to where graduates are currently working.

2) Key points discussed and agreed

a. Industrial trends and national & regional labor market on the official reports

b. To conduct TNA survey jointly with the two department in GCT and R&D, TEVTA c. To involve GCT teachers/instructors in TNA survey to communicate with industries On January 23rd, 2009, the WG was comprised of the following members. 1) The heads of mechanical and architecture departments

2) Two teachers/instructors from mechanical and architecture departments respectively

The WG has decided on the following action.

1) Development of action plans on logistics of transportation, listing of enterprises,

assignment of researchers.

2) Targets are manager of enterprises and DAE graduates and related business associations.
Up to 100, they try to seek for suitable companies in the field of mechanical engineering and architecture respectively.

3) Preparation of questionnaire and its survey manual 4) Teachers/instructors of WG will work during their off-duty hours. 5) The survey duration is one month.
The questionnaires were prepared by Pre-survey meeting on February 8-91h, 2009.

As of April 11 ,2009 the survey ended as following results. 1) Mechanical: 44 enterprises, 44 business executives, and 104 DAE graduates

2) Architecture: 22 enterprises and 25 DAE graduates

D) Analysis
This is. the most important element. The committee should include some specialists. The objective is to determine ways to improve the current curriculum on the basis of the above survey. JICA has conducted curriculum revision on the basis of the following TNA reports.

1)
2)

Training Need Assessment (TNA) Survey, Mechanical, April 29, 2009 Training Need Assessment (TNA) Survey, Architecture, April 29, 2009.

The working group for Mechanical visited and interviewed 44 enterprises, and collected 104 responses from DAE graduates of GCT RR in April 2009.1 The working group for Architecture visited and interviewed 22 enterprises and collected 25 responses from DAE graduates of GCT RR in April 2009.2

communication skills: 47%, f. Work ethics: 44% 44 companies replied necessary knowledge and skills at DAE training as follows.

a. Basic skills: 32%, b. Latest skills: 5 9%, c. Basic technical knowledge: 35%, d. Latest technological skills: 79%, e. Business

34

companies did not

satisfy the ability of pass out students.

They requested to strengthen the following skills in the curriculum.

a. Knowledge of personal and plant safety: 68%, b. Measurement and in inspection skills: 84%, c. Ability of supervise production process: 79%, d. Computer skills for office management: 17%, e. Nontraditional machining method: 52%, 48% modeling using Auto CAD: 64%, g. Ability for oral communication and report writing: 70%, h. Ability to make CNC program:

f. Skill for 2D/3d

services ofGCTand workshop equipment.

104 DAE pass out graduates responded summary as follows by 5

stages. Each item is bellow than the average of

3, especially

a. Infrastructure/pedagogic matter: 2.8, b. Class/workshop environment: 2.9, c. Workshop equipment/tools: 2.6, Curriculum: 2.9, e. Services ofGCT: 2.3 2

d. Syllabus/

22 companies responded specialists' shortage in

They also provided employment plans for electrical and IT staff besides architect. They did not

a. architect, b. architect assistance/site surveyors, c. draftsmen, d architects.

students. They requested to strengthen following aspect for DAE course

a. drawing, b. building construction design, g. Wood work etc.

more than

& its materials, c. specification skill. d. Auto CAD. e. 3D. f. surveying & leveling, interior 10
employees,

satisfy the ability of pass out

52-100, 4

In 25 Pass-outs, 4 were working at small business, less than

a. human relations, b. building construction

500.

Skills and knowledge are not enough in

12 at 1/-30,

and 3 at

in 101-300, and 3 at

interior design, g. landscaping, h. wood working, i. site supervision, j. report writing,

& materials. c. cost estimation skills, d. skill of auto CAD, e. structure software, f. k. website knowledge.

Chapter 2. Development/Revision of Competency based Curricula

(1) Syllabus
The syllabus is prepared for three years according trade codes in each course. Tools, equipment and materials should be listed. They are expected to serve as instructor's references once the training program is to be conducted.

I) 2) 3) 4) 5)

Subject code Subject name Total contact hours Related subjects Course objective s and table a. No. b. Credit/weeks c. Title d. Objectives/description

6)
7)

Recommended books List of equipment

(2) Formulation of Curricula

The special committee should be established for curriculum development/revision, including drafting and finalization.

TEVTA has established two committees under the JICA project. Curriculum Review Committee (CRC) drafted the curricula under participation of specialists from companies and

OCT teachers. More experts were involved in the process of curricula formation to reflect the
need for teaching specific technologies in each subject for a long period of time. The committee members totaled 20 for Mechanical and 12 for Architecture. After the CRC meeting, TEVTA created Curricula Evaluation Committee (CEC) organized by curricula experts and professors of University of Engineering & Technology Lahore (UET) etc. The CEC conducted final check by a small number of experts. There are 4 common subjects in the process of curricula formation as bellow.

2) Objectives analysis in each subject

I) Job analysis and identification of required ability

3) Comparison of similar curricula for the same age to equalize the levels

4) Adaptation

The JICA project has concentrated on professional subjects according to The TEVTA's request. However, related subjects other than the professional subjects need to be also reviewed in future, considering that most students were found to have problems in mathematics and English as a result of examinations and covering computer software and work places in relation to professional subjects.3 The JICA team recommended that CRC (Curricula Revision Committee) of GCT and CEC (Curricula Evaluation Committee) of TEVTA discuss in more details by the specialists. It took three years to develop new curricula year by year, and implemented them by newly developed training materials including newly employed teachers. The committees of CRC and CEC were operated in each trade under the JICA project. Their members and outlines of their meetings are shown in Appendices 1 and 2. Curriculum revision is expected to take 5 years because TNA would not change in a short period. It will be a heavy burden for TEVTA and institutes, because TEVTA manages 252 curricula for many trades among GCTs, vocational training and commerce over 483 institutes. For formal curricula revision efforts, they can start from the TNA.

(3) Annual Training Schedule

Then, a training schedule should be prepared for every session according to the grade of each course at each GCT which is a weekly teaching work road schedule for teachers. If the 2
n
d

shift

has been implemented, additional schedules are necessary so that teachers can work according to the formal schedule for one year systematically. Also a "teaching plan" outlining daily teaching activities should be prepared by each teacher/instructor.4 Annual training schedule in GCT RR 2012-2013 is attached in Appendix 4.

JICA project formed two Committees on Curriculum Revision Committee CRC) on Architecture and Mechanical at GCT RR under the TEVTA's request besides Curriculum Evaluation Commitlee (CEC) at TEVTA. They have to check the burden in each subject, in each volume and hardness for teaching in a certain period. They discussed the tools. equipment and materials by subject. Mechanical Architecture

I" year (May2009 -Aug 2009) 7 times (9- 19) #

12 times ( 4-9) #

2"" year (Sep2010-Jun 2010)

7

times (9- 1 3 ) # 6 times (4-13) #

3'" year (Sep2011-Jun 2012)

6 times (9- II)#

8times(4-10)#

JICA's pilot course is implemented as follows. JICA project spend three years to compile the new curricula for 3 years. After the curricula, JICA implemented pilot course 1" year students 2009-2010, 2"" year students 2010-2011, and 3'" year students 2011-2012 after formation of new curricula. Self question through these pilot courses to be reflected in review of curricula in the session of curriculum Review by NA VTTC in January- February 2012.

#: The figures in parentheses mean number of members attended within this range.

10

Chapter 3. Implementation of Curricula

Check the student grouping method to ensure the accomplishment of the educational goal within a specific period. Based on the evaluation results, revise or update training materials. Finally, try to equalize the burdens for students over the three year curricula. Hold the meeting for the following purpose.

(1) Teaching Learning Resources Materials (TLMs)

The first two tools constitute the basic materials.

I) Lesson Plan You need to warrant uniform quality of training between the different institutions and between teachers/instructors. For this purpose, lesson plans should be created by TEVTA for each curriculum on behalf of individual teachers/instructors. Introduction in the theoretical part should include key points in training, including the development of motivation to study for students. In the ensuing application part, teachers should prepare many forms and documents, such as assignments to students each time and deliver and explain practical methods to students by using charts or drawings, and tools according to the actual needs.

2)

Operation sheet (Job Sheet)

Operation sheets describe how to implement practical training and should be prepared distributed to students during the practical training session. TEVT A have instructed each teacher to prepare operation sheets customized to their lessons, but most teachers fail to do so for various reasons. It is advised therefore that TEVTA prepares operation sheets to support teachers. In preparing operation sheets, attention should be paid to the following key factors. a. b. c. Training level intended for students Training content Order of teaching

In order to prepare the above documents, use the following methods. While work steps in training should be determined by each teacher/instructor, preparation of training materials should not be left to teacher's responsibility educational results under the same curriculum. because it cannot secure the similar

11

a. b. c.

To collect reference books and relevant data To conduct Field Work Research at the factory/construction site To refer to experimental study by individual teacher/instructor

3)

Handouts

Handouts that describe necessary preparations for practical training should be delivered to students before a training session. They usually vary widely among teachers according to their experience and teaching style and thus should be prepared by each teacher. JICA has prepared some for the Architecture course, but not for the Mechanical course due to heavy workloads involved.

JICA has prepared the above training materials JICA's TLMs list is presented in Appendix 3.

as

model to implement new curricula.

(2) Facilities To implement the new curriculum effectively, 5 it is important to improve facilities used by

students and teachers.

Under the JICA project, the principal of GCT RR, project director has

had many repairing works executed.

(3) Equipment
Most equipment is old and sometimes didn't work. According to the skill standard, syllabus and curriculum, new equipment is to be purchased for replacement and/or addition. For the

mechanical course, large scale equipment was introduced than the architecture course, because mechanical technology covers wide range of industries and has been developed and propagated

The building was old and did not repair timely. The facilities improved by resources of GCT RRffEVTA and JICA partly supported it only in an urgent necessity, newly establishment of construction lab, ceiling, wall, floor and grass fiver door in Jubilee Hall, windows in Jubilee Hall's two classrooms, name plates in each room, repair of training room in Jubilee Hall, repair and newly construction of toilet in Jubilee Hall, replacement of replacement of drinking water let. 2) preventing from dust at Jubilee Hall, ceiling, wall and floor in faculty room for architecture, Mechanical JICA paid Architecture JICA paid ceiling, wall and floor in computer room and in Jubilee Hall replaced fans in faculty room, teachers training room and multimedia room, girl's common room, girl's toilet

I) GCT RR paid'

6 doors

3)

12

rapidly.6 But in architecture course, the number of equipment is larger than mechanical.

(4) Recruitment of Teachers To improve technical and vocational training in Pakistan, the largest weaknesses are found in the area of teacher training, including the enhancement of their motivation. the GIZ needs to

address these weaknesses as highest priority. At present, teachers are very low. Enhancement of motivation

skill level and motivation of

relies

on periodical evaluation and

promotional chances and the rebuilding of the teacher population by employing younger teachers to reflect rapid changes in technology and market during the past 20 years.

Quality of classroom lecture and practical training at workshop, two key elements of vocational " training, is strongly influenced by ability and attitudes of individua! teachers. Attitudes are difficult to explain due to changed forms possess the following abilities by different situations. Teachers are required to

and skills, of which professional experience on the field of

production or construction constitutes critical elements. 1)

2)

Basic knowledge and skills Ability to apply skills to practical training Teaching skills and knowledge on students

3)

Teachers currently employed by GCTs. cannot be laid off teachers to different courses according to their ability

easily.

Instead, GCTs can reassign

and qualification. Whenever there is a

lack of qualified teachers, GCTs should make a request for hiring new teachers.

Equipment during the JICA project.

I ' Administration purpose JICA procured such as generators 64KVA 2, II OK VA 1, wiring among classes and photo copy

2- I) Mechanical before the JICA project: GCT RR has about I 00 kinds of tools, as follows.
a. Furniture and books, such as drawing tables, desks

machines, computers

&

printers, water dispenses

& chairs, carpet, black board, curtain, electric switching board,

b. Air-conditions and model set such as room air-conditions. ceiling fan

books

c. Tools and computers, such as hacksaw, drill machine. grinder, cutting machine, rolling machine, bending machine, anvil,

scriber, cutter, die, wrench, saw, lathe machine, drill machine, gauge, caliper, level, ruler, indicator, bar, visa, rrieasuring tape, comparator, sharper, reaction turbine, pump, cut off machine, polishing machine, microscope, turning center, machining center, computers (250) 2-2) Mechanical by JlCA procured: Mechanical expert introduced more than 300 equipment, as follows.
a. Furniture and books, such as foreign books 50

b. Air-conditions and model set such as room air-condition 10,

c. Tools and computers, such as TIG 2, Mig 2, CNC machine3, turning diameter 2, plasma cutting machine, air compressor, band saw, electric saw, band saw, computer d. Safety and emergency goods such as 3-1) Architecture before the JICA project: GCT

&

server 132, software 11, projector 3, video

&

video camera 2,

3-2) Architecture by JJCA project: Architecture expert has introduced more than 700 equipment, as follows. a. Furniture & books such as tables 162, chairs 298, photo frame 38, survey tools, white board, curtain, model set of
b. Air-conditions and model set such as room air-conditions II, ceiling fan25, blind/curtain 15 c. Computers and peripherals such as computer d. Safety and emergency goods such as helmet 16, fire extinguishing tools, emergency light system hosing, electric switching board, book shelves, books

RR had only 50 drawing desks and I 0 measurement equipment

&

servers 149, UPS40, projectors2, video cameral4,

13

Teacher's salary constitutes a major portion of school's current expenditures. Recruitment and hiring of new teacher, as well as salary payment, is the responsibility of TEVTA. The

recruitment process takes many steps.

l) A GCT applies to a zonal manager for recruitment. 2) The zonal manager checks the application and sends a request to District Manager.
3) District Manager checks the application and sends a request to TEVTA's Operation Department.

4) Operation Manager examines the application, and obtains a formal approval from the
TEVTA chairman.

5) Operation Manager informs the final result to District Manager. 6) District Manager informs the result to the zonal manager. 7) The zonal manager publishes an advertisement on recruitment in the newspaper. 8) The zonal mana

r examines t applicants by application statement.

9) Zonal manager interviews candidates and make decision, and inform it to District
manager

10) District manager examine the results and inform to TEVTA's Operation Department.
11) Operation manager examines the result, and obtains a formal approval from the TEVT A chairman ..

12) Operation manager informs the result to District manager and zonal manager.
13) The zonal manager informs the selection results to applicants and request the successful candidate to fill out necessary documents.

14) The candidate is formally employed by TEVTA and designated work place.
The above process takes
7

5-6 months.7 Many applicants dropped during such long period of

School management has been improved these years.

In JICA project, additional teachers and staff were employed by TEVTA. The number of teachers increased under the JICA project as follows. Architecture Mechanical

2009-2010 0 0

2010-2011 6

2011-2012 0 0

2012-2013 3 4

14

procedure to find another job in private sector In JICA

project.

Once

hired teachers

are

evaluated every year by the principal and many teachers work with the same GCT up to the age of retirement. There is rare case for them to work at another phice for a certain interval. There is rare cases for young teachers to be promoted beyond their seniors.

There is no one large room for teachers at GCT, and there are smaller rooms for teachers in related fields. Teachers, including HoD (Head of the Department) are assigned to several small rooms >with 2-3 tables being place in each room. This results in poor communication among teachers and lack of technology transfer from senior to junior teachers. The principal frequently summons teachers to his room in short notice but many teachers have to wait for a relatively long period of time to meet the principal, causing an inefficient chain of command at GCT.

(5) TOT
There are two kinds of trainers. Master trainers teach trainers in any institute, i.e., professional leader as teachers for teachers. On the other hand, trainers are teachers who can teach students, but not qualified as master trainers in terms of knowledge, skills and/or teaching technique. It usually takes several months to start a new curriculum at the training institutes. The master trainers is responsible for conducting TOT for others teachers, but it is often the case that one master t1ainer is expected to cover all the fields in a specific trade but is unable to do so due to so wide range of fields in any trades.M

JICA project brought up 5 master trainers in Mechanical and

2009-2010 expert
Auto

in Architecture .. JJCA project implemented TOT as follows.

20 1 1-20 12 20 12-20 13

There are plural master trainers in each trade because one cannot cover all the field of trade
Mechanical Oct-Nuv 9 tlacher for
by Japanese

1)

CAD.

1.)

lun-lul, DeeJ a n

5 te-achers for

20 10-20 1 1

loR,Ir:

1}
CAD,

Jul.

2) M a r, 'l
J)

wr.ldmg by upplicr
J<Jrl lal,

teachers

for TIG/MIG

r.onrrol by Japr.mee e)(pert

2)

2 teachers for Auto

for

1.) 3)

Japanpse e )( p ert

4 teachers. for CNC basic. by

reb 4 tenchr.n.. for CNC machining C.f"ntc:r by Jap.n e.sc

cxpert
MarApr,

Ja.>i'H"IC<;C CX p Nt .INl, 1

10 l.!Ol<JC,hl"lr1; for 30 CAD by

3)
4)

Mar, 2. tr.-nchcn,

plasma 6
tP-ar.hers,

supplementary, by supplier

teachers for CAM

cutting by !>uppllr

f-P-b-Aor. 3D CAD, fnr by

Architecture

4)

tc;chN

2} Mew, 3 teachers for on5truct10n practice lraining by Japanese 3) Jun, 4 tP.r:r.lur:<; for 3D by u p pliP.r
by '>UppliN

main1f'1.ancr.<

by up.p!ier

for b;;.ic

Jdpanse e)( pert 9

S)

Jul,

teacher> for teaching

methnd by

1.0 teach e rs for

UET proff!'s.,or and

basic by

Japa ne<>P. expert

6)

Aug,

practice and

J teru:her for wno;trurtion building

by

3) 4j 5) &)

Japanese expert

Nov, 2 teachers. ffH

m;lll

ho use

De, 3 tc;)chers for itc Japaneo;e expert May. 4

by Jap.)OC:$C expert

laym1t by

Mar, 4 teachers for small house by Japanese expert mbdnF.:.

teachers

for concrete 30

air condition,,

maintenance by Japanese

7)

J11n,

a u to CAD tnd small

2-4

teacht>rs fnr compuhr,

hous e

by

uppliers dOd JapnnesP. evpert

15

(6) Effective Teaching Learning Process

Have received required training, teachers start training students in an assigned subject. The

head of department (HoD) holds periodical meetings with teachers. In addition to class teaching, teachers are mobilized frequently for sport activities and business related activities, such as business lectures, exhibition, skill competition, career day, internship, and industrial visit by teachers. Under the new curriculum, the teachers have to work more than before and

GCT

and

TEVTA have to expend more than before. In the past, TEVTA and GCTs have reconciled education by poor training with cheaper cost. They have to change such past customs in order to get more jobs for the youth. JICA conducted a one-year

pilot coursefor each 1st

school year in the curricula implementation

process, i.e., it was carried out three times,

year

2009-20 1 0 , 2nd

year

2010 -2011, 3rd

year

20 11-20 12.

Technical training can be strengthened by developing and maintaining close relationship with private companies.

GCT RR

since

201 1-2012

by mobilizing Institute Management Committee

(IMC). TEVTA also mobilized Board of Management (BOM) in

21

districts. For this purpose,

GCTs initiate extra curricula activities and events outside the school, including sports, excursions and factory visits. The JICA project has included the following special activities with the intent to reinforce relations with private companies.

GCT RR

has implemented the

following activities at these additional workloads for teachers as well as the principal. Their burdens are doubled than before, but the students are more vivid for expectation to jobs or promotion. The report on these activities is available at a.

GCT RR.

Business lecture by professional engineers (more than and Architecture trade.

times a year) for Mechanical

b. c. d. e.

Skill competition (one or two times a year) Exhibition (one time a year) Career Day (one time a year) Internship and industrial visit by teachers (once a year)

(7) Examination
All the students are required to take a unified examination administered by the Punjab Board of Technical Education (PBTC) in June every year, which covers

35

categories in three year

courses at GCT. This examination is held only once a year, which is likely to cause students to forget much of what they have learned, despite some review and preparation at home. In fact, the pass rate is low less than

50%

in all the three grades in the past years. To encourage students

16

by preparatory test, mid-term examination is conducted in January, and send-up examination in 9 April before the fi nal exami nati on. In 2012, mechanical recorded a great progress.

(8) Career Counseling for Job Placement Support

The ultimate purpose of commerce, vocational and technical train ing is to help students to find an appropriate job. For thi s purpose each institute needs to set up a section in charge of career support and to provide advices or counseling to students. A career counsel or should be appointed and responsible for preparation and maintenance of lists of students, graduates and companies as potential employers.
10

The pass out ratio was remarkably improved in Technical in

2011-2012.
2011/2012 73 75 73 201012011 44 49 88 RAe) 2007/2008 71 49 64 2011/2012 54 65 68 201112012 48 71 65

(Architectural) :.007/2008 1st year 2nd year 3rd year

-

2008/2009
32 42 43

2009/2010 40 56 60

201012011 55 37 69

2011/2012 40 55 58

38 24 _n

1st year

200812009
37

2009/2010
40 55

2010/2011 52 40 87

2nd year 3rd vear

22

_7_8 _

66

Sources: Punjtlb Board of Technical Education, R 1iult Gazette: Diploma of Associate Engineer Third Year, First Annual Examination etc ... Note: The figues are percentages of Pass out over appeared students. 10

In JICA project, the principal of GCT RR set up career section in June

provided neighboring students section. The first work was input data into computer in past record. Many students visit this career stction to do the survey by the compiled books and individual questions. The counselor has to contact by telephone and e-mail with private companies and graduates every day. Within one year and haJf, the career section compiled three books on courses of Mechanical, Architecture, Auto
a.

2011.

One teacher was nominated and special room

The students visit this

&

Diesel and RAC for placement work, supported by one additional staff by JICA.

Students and PASS OUTS Teachers

b. c.

List of the Companies (Manufacturing, Automotive, Food, Chemical and Constructionffelecom

&

Staff List on administration, General Studies and Technical Stream

(2004-2011) on Mechanical, Architecture, Auto$ Diesel and RAC & Energy)

17

Chapter4. Monitoring & Evaluation

(1) Monitoring Method

Monitoring is emphasized recently in any project. The progress of a project is usually reported to a committee or HQ directly in order due to strict time scheduling. to confirm its current status and problems that have

occurred in the process and to take next actions as necessary. The need for periodical reporting Now monitoring is conducted for any project in the form of

periodical reporting.

While there are newly started projects, many of them are ramifications of the previous ones. At present, the following monitoring activities are undertaken.

1) 2) 3)

Baseline survey in the beginning will be conducted to confirm the project progress by comparison. Numerical figures are selected rather than qualitative explanation. Periodical survey is necessary for ease of comparison.

You need to prepare a form of questionnaire, which can be changed each time, while the same questions should be included in order to allow comparison wi'h the previous survey results.

The questionnaire used for the JICA project is attached as Appendix 5.

(2) M&E Report

The results of the monitoring survey need to be analyzed by an M & E report. For this purpose, it is necessary to establish the M&E committee at TEVTA.

These monitoring and evaluation results should be reflected in each stage to improve efficiency of project implementation.
11

End
11

There is R &

member of working group of M&E. JICA project implemented "M&E report for

implementation. In order to compensate above shortage, JICA team implemented and compiled "Baseline Survey on Students November September

D wing in TEVTA. JICA cannot use this wing every day, due to their daily works, but JICA project included it in a 1" year in August 201 0", and "2"d M&E Report for 2"" year in July 20 12" , but did not implement the baseline survey, then it was not clear before the project 2011" and "Baseline Survey on Teachers March 2012. JICA team also implemented M&E report for 3"1 year in 2012, and try one more time in 2013 targeting at employers and under the new curriculum. 18