On a quiet morning in the suburbs of Rahim Yar Khan city of Punjab, Rashid Mahmood Matela pushes open the creaking gate of the vocational training institute where he once dreamed of building his future. Inside, rows of outdated electrical panels gather dust. A lathe machine sits idle in the corner, its parts worn out from years of use and little maintenance. Rashid, now 22, completed his diploma months ago. He had imagined stepping straight into a job. Instead, he returns here occasionally, not as a trainee — but as someone still searching for work.
“I thought I would be earning by now,” he says quietly. “But the skills we learned… they don’t match what companies want.”
His story echoes across Pakistan, where technical and vocational education and training (TVET) remains a neglected yet critically important sector. In a country with a rapidly growing youth population and rising unemployment, the need for skilled labour has never been greater. Yet only about 6 per cent of country’s workforce possesses formal technical skills, a figure that underscores the scale of the problem.
The foundations of technical education in Pakistan were laid soon after independence in 1947, when the government established polytechnic institutes to support industrial development. Over the decades, the system expanded under bodies such as the Technical Education and Vocational Training Authority and the National Vocational and Technical Training Commission. Today, the country has around 3,700 to 3,800 technical and vocational institutes, with approximately 56pc in the private sector and 44pc in the public sector.
Despite this seemingly extensive network, the sector has failed to deliver meaningful outcomes. The problem begins inside the institutes themselves. Many training centres operate with outdated equipment that no longer reflects modern industrial practices. Workshops often lack functioning machinery, while laboratories — if they exist — are poorly equipped. In rural areas, the situation is even more challenging, with limited funding and basic infrastructure gaps.
Instructors, too, are in short supply. Those available frequently lack exposure to current industry environments, meaning students are taught theory or outdated techniques rather than practical, market-relevant skills. This disconnect between training and industry needs has become one of the most persistent weaknesses of the system.
Experts point out that curricula in many institutes have not kept pace with technological advancements. As industries adopt automation, digital tools, and specialised processes, training programmes often remain stuck in the past. The result is a widening gap between what students learn and what employers require.
This gap becomes painfully evident after graduation. Many TVET graduates struggle to secure employment, not because there is no demand for skilled workers, but because their skills do not align with market needs. Employers frequently hesitate to hire directly from training institutes, citing concerns over quality and relevance.
“There is a clear mismatch,” admits an official associated with the National Vocational and Technical Training Commission. “Industries are evolving, but our training systems are not evolving at the same pace.”
Compounding these structural issues is a societal mindset that places little value on technical education. For many families, vocational training is seen as a last option—something pursued only when academic pathways fail. University degrees, even in oversaturated fields, are still considered more prestigious.
This perception has contributed to low enrolment levels and a persistent gender imbalance. Women remain underrepresented in technical fields, particularly in rural areas where access to training facilities is already limited.
Historically, enrolment in technical education has remained low. Data shows that even at its peak before 2000, enrolment in TVET institutions reached just over 120,000, reflecting limited demand and capacity. While numbers have improved since then, the sector still struggles to attract students at the scale required to meet national needs.
Governance issues further complicate the picture. The TVET sector operates under a fragmented system, with overlapping responsibilities between federal and provincial bodies. While NAVTTC sets national policies, implementation largely falls to provincial TEVTAs. This division often results in inconsistent policies, duplication of efforts, and a lack of long-term planning.