Perceptions of Students toward Technical and Vocational Education in Pakistan: A Case Study on Curriculum through Trainees' Eyes

Abstract

Technical and vocational education and training (TVET) provides the groundwork for worldwide career progression, particularly in fabric and textile fashion technology and other fields where international textile and garment firms are quickly expanding. Despite the curriculum courses, trainees at Pakistan’s Technical and Vocational Training Institute (TVTI) struggle to apply their abilities in professional contexts. This paper investigates learners' self-perceived English competency, skill issue, availabilities of material, and curriculum changes to better connect education with industry-specific demands. A mixed-methods approach was used to collect data from trainees at TVTI in Karachi and Sindh. The study used descriptive statistics and thematic analysis to analyze interview data on macro-skill and technical instructions, highlighting the gap between skill issues and technical language abilities in various industries, suggesting the need for improved skills and vocabulary. This study emphasizes the need for curriculum change at Pakistan TVT Institute to meet trainees' particular language and skills issues and increase their competitiveness in the global workforce.