Abstract:
The theoretical underpinnings ofSWOTanalysis for institutional framework of engineering diplomas is used tohighlight its components of strength, weaknesses, opportunities, and threats.Thetechnical and vocational education and training(TVET)system disseminatesapproximately29associate engineering diplomas inone,three,and four yearsof durationin Pakistan. Strength includes the establishmentof provincial TEVTAs asapex TVET authorities, TVET system, technical education and vocational traininginprivate and public sectors, trade testing boards, and signatory ofILO and UNESCO.Weaknesses captureTVET 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 liein demand is drivenmarket diplomas, local and international marketsforearnings 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-competitivenessin labor markets, Chinese skilled immigrants, expansion of TVET trades to modern and emerging fields,imbalanced technical education inTVET set-ups, andlow socio-economic standards of common Pakistanis for the development of TVET system in Pakistan. Policy recommendations are devisedto develop TVET system for human resource development in Pakistan.
