From Training to Employment: Geographic Barriers to TVET Outcomes in Peshawar Division, Pakistan

Abstract

The present study looks at the geographic dimensions of access, quality and employment outcomes of Technical and Vocational Education and Training (TVET) for core districts as well as newly merged border districts in Peshawar Division, Pakistan. In context, the paper highlights the gaps between these two sets of districts. Based on a convergent mixed methods study, employing a sample of 260 TVET graduates, 14 principals, 24 teachers and 12 employers, as well as Employer Skill Survey and Skilling Pakistan district enrolment data (2024), the study found that there are noticeable disparities across geographic areas with respect to TVET participation, institutional quality, and graduates' employment outcomes. The graduates from the border districts (8.8%) are under-represented as compared to approximately 25% of residents of the division, graduates from Khyber and Mohmand districts face greater challenges in TVET institutions such as funding constraints (M=4.50, Extremely Severe), and outdated equipments (M=3.50, Severe) than their counterparts in Peshawar district (28.7%) and their unemployment rate is higher than their counterparts in Peshawar (28.7%) district. Data from the districts shows that Peshawar reflects 65% of the enrolments in the division and the data of Khyber and Mohmand are not a part of formal data system. Employer Skill Survey indicates that Employer need of skills is 3,077 in KP while the need of hospitality and tourism is 32,583 (28.2% of total need) and TVET graduates are only 5.3% in employment. Qualitative results reveal key challenges of Afghan refugees, including the burden of long-distance travel, the absence of local training facilities, and documentation and psychosocial issues. The study uses Human Capital Theory to show that the expected returns on human capital investment are affected by geographic marginalization and that this forms a geography of opportunity that influences educational and economic outcomes. The findings pertain to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), and recommend policy interventions such as mobile TVET units, community-based training camps, the creation of dedicated funding mechanisms, and building institutional capacity in border regions.