From the World of Skills…!
Training of Trainers (ToT): The Backbone of Pakistan’s TVET Reforms
In the rapidly evolving landscape of workforce development, the capacity and quality of trainers is a decisive factor in shaping the future of technical and vocational education. To meet the dynamic demands of industries, global standards, and learners themselves, Pakistan has embraced the concept of Training of Trainers (ToT) as a structured and strategic intervention.
Training of Trainers is not merely a workshop or a course. It is a comprehensive system designed to enhance the professional capacity of technical instructors, master trainers, institutional heads, and management staff across the TVET landscape. The program focuses on both pedagogical competencies—how to teach—and technical mastery—what to teach—while aligning training delivery with the Competency-Based Training (CBT) and Competency-Based Training and Assessment (CBTA) frameworks. CBT and CBTA approaches shift focus from theoretical input to practical competence. Trainers learn to deliver modules according to National Vocational Qualifications (NVQs), with measurable outcomes that match industry expectations. This ensures that learners graduate with not just knowledge, but demonstrable skill and job readiness.
In Pakistan, the ToT ecosystem has matured significantly, particularly under the Human Resource Development (HRD) component of the TVET Sector Support Programme (TVET SSP), jointly implemented by NAVTTC and GIZ. These programs span across different levels, trades and focused regions (EU & BMZ)—Thematic areas have included gender mainstreaming, digitalization, climate change (greening) with industry linkages. ToT programs in Pakistan are conducted across multiple levels, structured under a cascade training model that ensures progressive learning, standardization, and sustainability. These levels—Level 1 to Level 5—follow internationally aligned frameworks.
ToT framework follows a structured five-level cascade model progressively developing skills, pedagogy, and leadership capacity within the TVET system. At Level 1, Trainee Instructors—usually recent graduates or industry professionals—receive orientation in instructional practices and classroom dynamics, trained under the supervision of Level 3 or 4 trainers. Level 2 includes Instructors who begin teaching with partial alignment to CBT&A, trained by Level 4 Master Trainers or NAVTTC-certified instructors. Level 3 comprises Certified Trainers, fully equipped to deliver CBT&A in accredited institutes and assess trainees against NVQs. They are trained by Level 4 Master Trainers using standardized ToT curricula. At Level 4, Master Trainers are authorized to train and certify Level 3 instructors and develop curriculum and training content, having themselves been trained by Level 5 experts. Chief Master Trainers, at Level 5, represent the apex of ToT in Pakistan. They not only lead national ToT initiatives, develop pedagogy and curricula, and mentor trainers across all levels, but are also often trained by international experts under programs supported by development partners such as GIZ and ILO, in collaboration with NAVTTC.
Progression from one level to the next is based on performance evaluations, field experience, and successful assessments at each stage, creating a robust and scalable model of professional trainer development within the TVET sector. This cascade model ensures a self-sustaining system where national Master Trainers, certified through international benchmarks, can deliver training at national and regional levels. This structure not only expands reach but also ensures uniformity in quality and content delivery across provinces and trades. Progression from one level to the next is based on a set of predefined criteria: successful completion of the previous level, assessment scores, practical teaching evaluations, and performance in supervised teaching practice. Trainers are expected to maintain a professional portfolio and are assessed by certified assessors before being promoted to the next level.
The results of this systemic approach are visible. Thousands of trainers have been capacitated across Pakistan, many of whom are now delivering cutting-edge training in both traditional and non-traditional trades. These include mechatronics, e-commerce, digital marketing, cyber security, renewable energy, hospitality management, and many more.
ToT framework are strategically designed for upskilling—enhancing the pedagogical, technical, and leadership capacities of individuals who already possess subject expertise or industry experience. These programs build on existing competencies and elevate trainers to deliver training aligned with CBT&A model. This upskilling approach ensures that trainers stay current with evolving technologies, modern instructional methodologies, and industry demands, enabling them to transfer high-quality, demand-driven skills to learners. As Pakistan’s TVET sector realigns with international standards, this shift towards upskilling under ToT is vital to building a robust and globally competitive workforce.
As Pakistan positions itself in a globalized labor market, the Training of Trainers model will remain a strategic backbone—empowering institutions, enriching learners, and enhancing national productivity through a competent and confident training workforce.
