A case for appropriate education

Have you ever wondered that the plumbers who fix your leaky taps or electricians who mend faltering appliances, too, must need proper training and education in their trades? Do you ever consider that the vast workforce of paramedics who manage X-ray machines or other diagnostic equipment cannot perform without an appropriate learning interface? And does it cross the minds of our education planners that the spread out array of vocational and technical functions cannot be well executed in the absence of an effective training and educational platform? These and many related questions require a thorough appraisal.

The need for technical manpower exists in almost all the domains of our practical life. For example, architects and engineers cannot implement their building designs without the assistance of masons, welders, carpenters, electricians, concrete mixing technicians, landscape workers, site supervisors, quality surveying clerks, draughtsmen, data entry operators, excavation labourers, fabricators and many other tradesmen. Similarly, the idols in the fashion design industry are dependent upon an army of vocational personnel and technicians. Cutting masters, jockey machine operators, embroidery machine foremen, tailors, block print technicians, dyers, draughtsmen, catwalk technicians and stage show managers are only a small cross section in the overall realm of this glamorous context.
Despite the established importance of these well-known domains of technical education, there are enormous problems experienced in the training and proper placement of technical manpower. Absence of compatible training facilities and options is one of the foremost mentions. But many emerging trades and vocations do not have any training modules to provide theoretical education and practical training.
It is normally believed that the personnel would learn the required techniques on the job, which is not correct. No trade
practitioner can become a master of his trade without a solid educational background in the relevant field. Such educational programmes are essentially designed to provide knowledge in key theoretical concepts and their applications.
The focus is normally tilted to equip the pupil in the tricks and traits of the applications side of his or her work. For example, a building painter is taught the basic typologies of paints, and accessories; their chemical, physical and applicational properties; understanding of surfaces and the peculiarities associated with it as well as a broad range of dos and don’ts. With vocational qualification under his belt, the prospects for a technician are enhanced by manifolds. He can become a self-employed entrepreneur after sufficient experience. These technical hands are also in good demand in lucrative labour markets overseas. Besides, the trained technical personnel can become contractors and service providers in order to enhance their social and economic status.
Interfaces between the vocational and technical training institutes with potential target groups are a core issue. The country has a well-laid structure of polytechnics, monotechnics, vocational schools and skill-building centres. Punjab and Sindh have specific authorities to manage technical and vocational training. Many federal programmes also augment this sub sector. But it is found that the linkup between the needed fields relevant to society and development of training modules is lacking. For instance, a majority of the drivers in our country learn the skill without attending a proper driving school. They may learn the basics of operating a vehicle but possess no comprehension about road signs, highway codes, speed limit regimes and road safety measures. As a result, the unsafe operation of passenger and freight vehicles along the highways or cars and vans in the city streets render our mobility patterns entirely unsafe.
These half-skilled workers are also unable to venture in the overseas job market due to illiteracy, lack of proper certificates and absence of networking with better prospects. The image given to vocational and technical education is another handicap. Occupations in our society are graded according to strict social taboos and stigmas. The janitorial and sanitary workers are considered as social untouchables. No one would even allow them to share home utensils or drinking glasses within the working environment. Health care technicians, too,  face similar social tribulations in everyday life.
Society does not give a respectable status to practitioners of vocational and technical trades in general. It is for this reason that many talented souls hailing from white collar middleclass households are prevented by their family elders from joining technical trades. They end up obtaining conventional education with mediocre attainment and continue to suffer for the rest of their lives.
Few prerequisites must be addressed in this respect. An objective need analysis should be carried out to bolster those desirable trades and occupations with a large application. Motorcycle mechanics, computer hardware technicians, refrigeration mechanics, beauticians, media/production support staff, mobile phone repair technicians and paramedics are some probable categories.
Existing training facilities should be re-modeled to transform their performance according to the prevailing demands of local and overseas markets. There should be collaborative arrangements with counterpart institutions of other countries.
And media support may be sought to build up positive images of all kinds of occupations. It must be remembered that Pakistan possesses an unmatchable wealth of willing human resource. The country will be able to ward away much economic and social suffering if we plan to divert it to the most productive uses.
The writer is professor and chairman, Department of Architecture and Planning, NED University, Karachi.