The master key|Translate into Urdu IDAWN Article 10-09-2024

AS both young and old hunt for better employment opportunities, it is worth reflecting on these wise words: “If education is the key, technical-vocational education is the master key.” Or, in today’s digital age, the master code, too. The job market is constantly in flux, with major changes in skills required for the jobs of today and tomorrow.

Understandably, there is an emphasis on IT skills. However, we must not overlook (a) the consistent demand for traditional trades and (b) the changing nature and skill set of traditional trades. Both domestic and international markets still rely heavily on skilled labour, such as masons, plumbers, carpenters, and electricians. These professions remain vital globally and have been evolving simultaneously. For example, plumbers no longer work exclusively with traditional systems; they must now be familiar with smart home technologies, which demand new skills. Similarly, the job descriptions for carpenters and electricians have expanded, integrating smart technology and energy-efficient practices.

The common perception is that a lot of experience is needed, particularly for overseas jobs. However, data indicates that mid-level experience is in highest demand internationally, with about 52 per cent of employers seeking mid-level experience. Fresh graduates and workers with limited experience follow at 30pc, while only 18pc of the international market demands highly experienced workers. Domestically, the pattern is similar, with 71pc seeking mid-level experience, 29pc entry-level, and less than 1pc high-level expertise.

Interestingly, vocational trades — certified through various trade programmes — are the most sought-after skill sets in both markets. In the national labour market, 65pc of jobs require trade certification, while internationally, this figure rises to 68pc. In contrast, diploma-level qualifications in health services have a smaller but notable demand: 7pc domestically and 16pc internationally. Engineering diplomas are more valued nationally (16pc) than internationally (5pc). Meanwhile, the demand for BTech degrees is 8pc internationally but only 1pc at home. These figures are from 2017, and work is underway to obtain current figures, but the indicative pattern remains the same.

Vocational training should be sensitive to regional demands.

Speaking of patterns, an unsurprising one is that males dominate demand in both domestic and global markets. Internationally, 98pc of skilled labour demand is for men. Domestically, the divide is slightly smaller but still substantial, with 89pc of the demand for male workers, 9pc for both genders and only 2pc specifically for women.

Despite these stark figures, the proportion of women in the annual supply of skilled workers is around 39pc. This raises critical questions about the underutilisation of female workers, especially considering the investments made in their technical and vocational education. Strategies for integrating women into the skilled labour market is a top reform need.

The demand for skilled labour also varies across different sectors. Internationally, the construction sector leads the way, accounting for 55pc of demand, followed by maintenance and repair (17pc), services (11pc), and manufacturing (8pc). Domestically, manufacturing is the dominant sector (33pc), followed by services (27pc) and construction (16pc). These discrepancies between national and international markets indicate a skills gap in local economies.

Understanding these trends can help us prioritise the right skills development programmes. For instan­­ce, driving and electricians’ work are among the most in-demand trades, yet the supply of qualified workers in these fields lags far behind. Take driving, for exa­mple, where there is a demand for 82,015 workers, yet only 5,785 individuals are available to meet this need. Similarly, there are considerable gaps in fields such as mechanics, masonry, welding, and machine operation, many of which are either underrepresented in current vocational training programmes or completely absent from Pakistan’s TVET system.

The National Vocational and Technical Training Commission has a critical role in addressing these imbalances and ensuring that the supply of skilled workers matches the demands of the national and international markets. The focus is currently on supply chain adjustments, gender inclusion and adaptation to economic transitions.

More importantly, we need provincial and district-level programmes tailored to meet the specific needs of local economies. The bottom line is to ensure that vocational training is not a one-size-fits-all approach, but is, instead, sensitive to regional demands.