Unveiling Critical Success Factors for Skill-Based Education Programs: A Student-Centred Analysis in Pakistani Schools

Authors

  • Muhammad Rafiq-uz-Zaman Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan
  • Dr. Muhammad Asif Nadeem Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan

DOI:

https://doi.org/10.63544/ijss.v4i3.139

Keywords:

Skill-based education, organizational factors, administration factors, community support, Pakistani schools, education reforms

Abstract

Skill-based education is a key driver of economic development and empowerment in developing countries like Pakistan. This study examines crucial determinants enabling the practical application of skill-based educational programs in Pakistani schools from the perspective of 384 students, purposively sampled across diverse geographic, institutional, and socioeconomic backgrounds to capture comprehensive insights. Quantitative research was conducted via structured surveys, with data analyzed through weighted scores, mean values, and standard deviations. Three analytical tables reveal critical patterns: (1) demographic distributions showing urban dominance and public-private imbalances, (2) strong correlations between institutional planning and employment outcomes, and (3) significant performance gaps between school types in resource allocation and industry linkages. Organizational, administrative, and community-based factors were prioritized, with strategic planning, student counselling, and local job opportunities emerging as most impactful.

The study proposes the "Motivation-Opportunity-Structure (MOS)" model, which aligns institutional frameworks with labor market needs through three pillars: motivated administration, community-created opportunities, and robust structural support. By addressing prior gaps through student-centered analysis, this research provides actionable strategies for policymakers, emphasizing equitable funding, teacher training, and public-private collaboration. The inclusion of comparative and correlational data tables strengthens evidence-based recommendations for systemic reform. Future research should employ longitudinal methods to assess the MOS model's long-term effectiveness in reducing skill gaps and unemployment.

References

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Author Biographies

Muhammad Rafiq-uz-Zaman, Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan

Doctor of Philosophy in Education,

Department of Education,

The Islamia University of Bahawalpur, Punjab, Pakistan

Email: mrzmuslah@gmail.com

ORCID ID: https://orcid.org/0009-0002-4853-045X

Dr. Muhammad Asif Nadeem, Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan

Associate Professor,

Department of Education,

The Islamia University of Bahawalpur, Punjab, Pakistan

Email: asif.nadeem@iub.edu.pk

Downloads

Published

14-07-2025

How to Cite

Rafiq-uz-Zaman, M., & Asif Nadeem, D. M. (2025). Unveiling Critical Success Factors for Skill-Based Education Programs: A Student-Centred Analysis in Pakistani Schools. Inverge Journal of Social Sciences, 4(3), 11–19. https://doi.org/10.63544/ijss.v4i3.139

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