Disaster Struck AJ;K; And NWFP


The undertakings focuses on helping the hapless & A ; needy communities and their people present in a NWFP who have non been accommodated by Government and International Humanitarian organisations since temblor 2005.

The map of the temblor hit country is reflected in Annexure-A.

Our group will be working on the undertaking of “Establishment of vocational and proficient preparation centres at NWFP” which is outsourced by an NGO called Dimension. This chance would supply us with a apprehension and practical experience of different procedures and procedure groups involved in executing of a undertaking.

Furthermore this undertaking is aimed wholly on giving accomplishments along with hope to the hapless to assist themselves and live a better life. The undertaking is wholly non-profit-making.

Problem Statement

“Aid is non a long term solution to the discord of hapless and needy” .

Research Aims

Concentrating on vocational preparation we seek the undermentioned replies:

  1. Vocational Training the construct?
  2. Vocational preparation vs conventional instruction?
  3. Vocational Training and its hereafter?
  4. Vocational Training in developing universe?
  5. Vocational Training its advantages?
  6. Contemporary Research


Vocational instruction and Training ( VET ) , besides called Career and Technical Education ( CTE ) , prepares scholars for occupations that are based in manual or practical activities, traditionally non-academic and wholly related to a specific trade, business or career, therefore the term, in which the scholar participates. It is sometimes referred to as proficient instruction, as the scholar straight develops expertness in a peculiar group of techniques or engineering.

By and large, career and calling are used interchangeably. Vocational instruction might be classified as learning procedural cognition. This may be contrasted with declaratory cognition, as used in instruction in a normally broader scientific field, which might concentrate on theory and abstract conceptual cognition, feature of third instruction. Vocational instruction can be at the secondary or post-secondary degree and can interact with the apprenticeship system. Increasingly, vocational instruction can be recognised in footings of acknowledgment of anterior acquisition and partial academic recognition towards third instruction ( e.g. , at a university ) as recognition ; nevertheless, it is seldom considered in its ain signifier to fall under the traditional definition of a higher instruction.

Up until the terminal of the 20th century, vocational instruction focused on specific trades such as for illustration, an car machinist or welder, and was hence associated with the activities of lower societal categories. As a effect, it attracted a degree of stigma. Vocational instruction is related to the antique apprenticeship system of acquisition.

Vocational vs Conventional instruction

Vocational instruction was a widespread array of thoughts and patterns designed to inspire instruction and acquisition. As with other formless concepts, the significance of Progressivism varied from individual to individual, topographic point to topographic point, and epoch to era. At its most diffuse, the word was synonymous with “new” or “good” instruction. Even so, there were several nucleus thoughts in this heterogenous and influential motion that took form in the late 19th century, spread quickly and widely in the early 20th century, and receded by the fiftiess.

About all Vocationals knew what they opposed and therefore identified themselves by what they were non. Traditional instruction was the enemy. Students were required to memorise eternal facts and expressions from a drab academic course of study remote from their ain youthful involvements. Most instructors defined good teaching method as drill and pattern ; their occupation was to hear recitations, non lead treatments. Classroom life was austere. Teachers established one-sidedly the regulations and ordinances, and they punished misconduct harshly. Administrators deferred to school boards frequently enmeshed in factionalism and political backing.

In contrast to that uncomplimentary study of traditional instruction, Vocationals juxtaposed their vision of a more pleasant and practical instruction. They frequently said that instruction should be “child centered” instead than grounded on the authorization of a heavy text edition or a austere instructor. Children were non wilful, obstreperous animals that had to be tamed ; they were by nature funny and originative, with a broad scope of worthwhile involvements. A broader course of study and a humane teaching method would honour those involvements.

Education of the “whole child” steadily expanded the range of the school course of study during the first half of the 20th century. For the really immature, chances multiplied for music, art, play, and diversion. For the early stripling, there were JUNIOR HIGH SCHOOLS for the alone demands of that phase of life. For older teens, the HIGH SCHOOL offered more “tracks, ” or plans of survey such as vocational, commercial, academic, and general. At all degrees of schooling there was growing in extracurricular activities as nines and squads proliferated. Another country of rapid enlargement was wellness attention and societal services for the physical and emotional demands of the whole kid.

Instructional methods and stuffs besides changed. Vocationals envisioned instructors as facilitators who should promote pupil engagement and activity through treatments and group undertakings. Learning could be fun: games, field trips, and movies blurred the lines between work and PLAY. Teachers should be sort and patient, non rigorous and aloof. The good schoolroom would be a democratic community where regulations were just, everyone had a say, and all felt comfy and successful. As a consequence, fewer pupils would neglect or drop out, an of import consideration in visible radiation of surging school registrations throughout the first two tierces of the 20th century. The hypertrophied and diverse pupil organic structure would acquire more from instruction and like it better, the Vocationals believed.

Future of Vocational Training

Changes in the administration of work are holding a dramatic consequence on vocational instruction in industrialized states. The new knowledge-intensive economic system airss challenges for systems antecedently seen as extremely successful. Employment is going progressively unstable, with occupational boundaries altering or fade outing. Administrations are seeking to advance acquisition and at the same clip cut down the cost of developing through ”on-line learning” ( Austere 1998 ) . In many ways, the new cognition economic system is built on a displacement in administrations off from top-down hierarchal constructions to blandish constructions such as webs and independent squads. Top-down hierarchies are peculiarly suited to bring forthing or supplying standardised goodsand services.

Knowledge production requires looser signifiers of administration that give greater acknowledgment to personal liberty and autonomy of the head ( Stiglitz 1998 ) . Knowledge is best acquired through the active engagement of the scholar and non through inactive rote memorization. Within enterprises, there is a strong accent on independency and teamwork, off from working conditions based on independency and autonomy.Cross-functional communicating and coordination is progressively seen as a important demand of people working in of all time more specialized work teams.Central bid constructions give manner to semi-autonomous squads horizontally organizing harmonizing to centrally given regulations. Work organised harmonizing to the externally determined “one best way” is replaced by participative experimentationleading to uninterrupted betterment. Within the house, the transportation of localised tacit cognition takes topographic point chiefly through horizontal apprentice-like dealingss, non perpendicular preparation from managersto workers ( Stiglitz, 1999 ) .

The tendency has profound deductions forvocational developing systems. Decentralised decision-making, affecting, in peculiar, employers and employees as the terminal users of the preparation are likely to be a major characteristic of developing systems in the hereafter Two types of flexibleness are likely to be required of the vocational preparation system of the hereafter ( Sweet and Curtain,1999 ) . One can be termed context flexibleness and the other temporal flexibleness.

Vocational Training in developing universe

From the reappraisal of developing states, a few of import lessons can be drawn for the development of Vocational Training in these states.

  • VET is of import for economic growing. But the relationship is non additive. So each state has to make up one’s mind the extent of VET that has to be developed, depending upon the degree of development and demand for accomplishments. As Foster ( 1965, p. 153 ) observed, “in the initial phases proficient and vocational direction is the cart instead than the Equus caballus in economic growing, and its development depends upon existent and sensed chances in the economic system. The proviso of vocational instruction must be straight related to those points at which some development is already evident and where demand for accomplishments is get downing to be manifested.” Plans for VET should be preceded by elaborate work force analyses and prognosiss. Though the importance of work force planning and prediction per Se, has declined, few uncertainty the importance of elaborate work force analysis.
  • Since both general and specific human capital contribute to economic growing, a balance has to be struck between size of general instruction and vocational instruction. Further, vocational instruction need non needfully be strictly vocational and proficient. It should besides include, like in Japan and Korea, general accomplishments and properties that are utile across a broad assortment of businesss. This is peculiarly of import in the quickly changing economic systems.
  • As specific human capital development can take topographic point both in formal schools and besides in the firm-based establishments, it may be of import to analyze which vocational and proficient accomplishments are to be provided in schools and which in the preparation establishments and enterprise-based administrations.
  • As vocational instruction is needfully expensive, the authorities should do equal allotment of resources for vocational instruction. Poor investings can non give attractive returns.
  • Vocational instruction should non advance inequalities within the educational system. This requires proviso of good quality vocational instruction and preparation, comparable, if non superior to, general secondary instruction that would avoid intuitions on the portion of the people on the purposes of the authorities in supplying VET. It besides requires efficaciously associating of vocational instruction with higher instruction, so that vocational instruction is non perceived as dead-end, with no chances to travel for higher instruction.
  • Given the experience of many states in Asia, except Japan, the authorities has to take a dominant function in advancing VET. Private sector may non be able to supply good quality VET.

Advantages of Vacational Training

Education, of all sorts, has been a dependable engine for success by making chances and seting the “impossible” within range. And the sort of instruction most straight relevant to acquiring occupations and making callings is vocational-technical developing – preparation that upgrades or offers occupation accomplishments in a peculiar trade, business or profession. Vocational-technical preparation offers the fastest turnaround from schoolroom to workplace, from new accomplishments to payroll checks. There are 100s of promising businesss out at that place that you may non hold thought of for people of every involvement and aptitude. Vocational schools offer the high school alumnus – every bit good as people who have n’t yet finished high school – practical, occupation-specific preparation. The scene is community colleges, trade schools, proficient institutes, and junior colleges, some of them public, some private. And, of class, your ain life room through on-line vocational preparation.

Undertaking Summary

A Local NGO known as DIMENSION which has earlier worked for publicity of Education sector in Sindh is opening its vocational and proficient preparation Centres in NWFP. The chief intent is to increase the gaining potency of the local people. They would larn new accomplishments like auto machinist, welding, run uping, carpentering, knitting, rug run uping etc. This would assist the locals to gain their life and better their life manner.

Dimension is good placed to put to death this undertaking through its wide-ranging experience of work in societal sector.

This Report outlines our methodological analysis for execution of the vocational preparation centres and includes a comprehensive WBS. The estimated cost for the undertaking is 8,300,000 PKR OR 100,000 USD @ 83 about. We expect to rollout this undertaking in approx. 18 months ‘ clip.


To promote poorness and unfairness nationally and internationally through dedication, altruism and societal duty.


To educate the underprivileged people turning their accomplishments, consciousness, cognition, understanding and abilities to assist them accomplish autonomy and discourage begging.


DIMENSION aims to teach preparation on vocational and proficient accomplishments at territory and brotherhood council degree. This will let the local communities increase gaining prospective and later accomplish autonomy. DIMENSION will supply all instruction free of cost on human-centered footing.


TO PROVIDE VOCATIONAL AND TECHNICAL Training TO THE POOR OF THREE DISTRICTS OF NWFP, viz. Battagram, Mansehra and Balakot, to promote poorness, extinguish unemployment and discourage beggary conveying hope to the community.

Undertaking OBJECTIVES

The followers are the ends and aims for Dimension:

  • To promote people to larn new accomplishments and educate their kids.
  • To help the disadvantaged and meriting people.
  • To present instruction services free.
  • To help the Government in instruction sector.
  • To decrease poorness.
  • To eliminate unemployment.
  • To eliminate the construct of beggary.

Company Info

Dimension is a local NGO working since 1996 in Sindh and other countries of Pakistan in instruction, poverty lift and human rights sectors. It has built a batch of schools and imparted preparation to instructors at minimum charge. Serving humanity has ever been the cardinal aim of DIMENSION.

Now DIMENSION is explicating a program to get down constitution of Vocational Training centres in NWFP for the hapless who lack accomplishments and resources to gain a support.

Servicess and Training

Vocational and proficient Training Centers that will be established by DIMENSION are designed to present instruction services to the hapless populace on vocational accomplishments for heightening their earning potency.

DIMENSION will leave vocational and proficient preparation to the community by undertaking professionals with relevant learning experience.

Analysis of the affected country

DIMENSION will ease hapless communities shacking in and around three territories of NWFP viz. Battagram, Mansehra and Balakot. At present, the part is in desperate demand of such skill developing instruction which can prolong the local people in long tally when International assistance dries up. The state of affairs in this hapless part of the state was worsened after temblor of 2005.

Pictures of the people after the temblor can be seen in Annexure-B.

Detail of Union Councils is given in Annexure-C.

Technical Skills imparted

Following proficient and vocational accomplishments that will be imparted to the hapless are:

  1. Welding
  2. Tailoring
  3. Kniting
  4. Carpenting
  5. Electrician
  6. Mechanicss
  7. Embellishment
  8. Human-centered Needs

Human-centered sector may hold changing demands rendering to predominating state of affairs and geographic parts. Peoples strive to last and return to normalcy after the injury triggered by the natural catastrophe. Such state of affairs in a hapless state like ours adds to the desperation and hopelessness of the affectees. Affected require facilitation that is touchable like nutrient, medical specialty, collapsible shelters etc and intangible conveyance accomplishments to people so that they can assist themselves out of the calamity on a long term footing.


Pakistan ‘s NGO scene is full of organisations who have no vision and planning. Maximum NGOs are focused on gaining net incomes and increasing their bank balances The deprived are thrown down the ditch of hopelessness by these sort of people. Fortunately there are some sincere and humanity loving people who are working altruistically for the cause of the hapless.

There exists tough competition in NGO sector both nationally and internationally. DIMENSION steadfastly believes that its earnestness to human agony makes it better than its rivals. Besides the grass roots substructure, cognition and resourcefulness acquired by dimension over the old ages is felt missing in others.

Competition and their services

The potency of vocational and proficient instruction is plentiful in Pakistan. Each NGO has a specific set of expertness and capablenesss. Lack of support and mobilisation of resources seasonably are the biggest jobs that plague NGOs. However, DIMENSION with old ages of experience supplying excellence in the field of instruction services and human-centered alleviation feel comfy in acquiring the occupation done.

An extended and elaborate consciousness run led by undertaking director and his squad will keep little briefings about DIMENSION and its vocational and proficient preparation plan. The squad will do people aware on how they can larn new accomplishments and turn them into a net income devising concern which can prolong them and their households. These educational services will be offered free of cost on a human-centered footing.

Competitive Advantage

Following properties differentiate DIMENSION from its rivals.

  • Vocational Skills preparation imparted is alone to DIMENSION with no other NGO supplying similar preparation.
  • Highly experient professional preparation staff is employed.
  • Strict quality criterions are set and met during the class of preparation.
  • Undertaking will be monitored and choice criterion ensured by Advisers.
  • Monthly Reports foregrounding advancement and accomplishments will be forwarded to ActionAid, Pakistan.

Scheme and Implementation Summary

DIMENSION will hold a cardinal office of the undertaking director at Mansehra with three field territory offices each with one VTC executive and 4 teachers running the orbiter VTCs. A sum of four vocational preparation plans will be offered in each territory numbering 12 in 3 three territories. Training will be imparted in different periods from 0800hrs to 1300hrs in order to educate maximal possible figure of villagers in 6 months continuance.

Critical Path Method ( CPM ) :

As none of the stages in the undertaking overlap so Critical Path method ( CPM ) is non applicable and therefore non calculated. Detailed WBS and clip agenda are deemed sufficient for the undertaking.

Management Summary

DIMENSION is get downing a short continuance undertaking projected to last 18 months. The NGO will mobilise forces and equipment after it receives support. The followers is our program for direction, gross revenues staff, and extra employees

Forces Plan

Forces or human resource program is the anchor of DIMENSION ‘s vocational preparation enterprise. Having right people for the right occupation at the right clip is critical for success of any organisation.

Following forces are required at induction and planning of the undertaking:

  1. Adviser: will guarantee quality and aid in undertaking with reappraisal, analysis, records and program
  2. Undertaking Manager. Will be overall incharge of all facets of the undertaking.
  3. VTC Executive: Responsible for preparation agenda and operational efficiency.
  4. Liaison Officer: Responsible for affair with local authorities and ActionAid, Pakistan.
  5. Teachers: Will supply accomplishments developing relevant to their topic.

Undertaking Agenda

Undertaking agenda detailing the clip program is attached as Annexure-D at the terminal of the study.


2005 the twelvemonth that catastrophe struck AJ & A ; K and NWFP at a magnitude of 7 on the curate graduated table, ensuing in ruinous harm to decently and a large daze and injury to the public. Peoples had lost everything including hope. A great sum of International assistance through Governments and NGOs flooded the country supplying hope and alleviation to a immense figure of affectees. Now after Five old ages as the assistance and drift of deliverance attempt has dried down people every bit good as Government realize the gravitation of the calamity and its long term effects.

Dimension believes that it can do a difference by giving people accomplishments through vocational instruction which can in bend help them prolong themselves and their households for a old ages to come. Preliminary estimations suggest that between 2500 to 3000 people could profit from the undertaking which can do a immense difference.


  • Article on Vocational Training
  • hypertext transfer protocol: //www.norrog.com
  • Project Management: Managerial Approach, 2nd Edition by Coral Trisko, Common wealth of larning
  • Wikipedia www.en.wikipedia.org/wiki/Vocational_education
  • World Bank website www.web.worldbank.org
  • Introduction to Project Management, 2006 Edition by Kathy Schwalbe.
  • Project Management: Body of Knowledge, 2003 by PMI
  • Navtec website hypertext transfer protocol: //www.navtec.gov.pk
  • Class notes Project direction Mr Muhammad Naveed
  • Sadia Lakhani, Executive Director, DIMENSION, Management program
  • Ms Reema Aftab, Manager Resource Mobilization, ActionAid, Pakistan.

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