SKY PROJECTNAGOYA UNIVERSITY

Summary report

Initial findings of
the Training Need
Assessment:
Employable Capacity
Development for Women
project in Punjab
Submitted to:
Human Development Division, Japan International Cooperation Agency
Punjab Vocational Training Council (PVTC)
Punjab-Technical Education and Vocational Training Authority (PTEVTA)

Pimmada Charoensilp, Nagoya University, Japan
Prof. Dr. Shoko Yamada, Nagoya University, Japan (SKY project leader)
Dr. Yuki Shimazu, Aichi Shukutoku University Japan
Emmanuel Estrellado, Nagoya University, Japan© Skills and Knowledge for Youths ProjectGraduate School of International Development, Nagoya University
Furo-cho, Chikusa, Nagoya 464-8601, Japan
https://skills-for-development.com/

CONTENTS

Table of Contents

01.
Participants

01

1.1 Workers
1.2 Stakeholders and institutions

01
02

02.
Overall results of cognitive skills and04

personality traits
2.1 Overall results of the written and practical tests
2.2 Overall results of personality traits
2.3 Relationship between different types of skills

04
06
07

03.
Gaps in the perceived importance of skills

08

3.1 Gaps between production managers and
TVET instructors

08

3.1.1 Stakeholders’ perceived importance of general skills
3.1.2 Stakeholders’ perceived importance of garmentsrelated skills
3.1.3 Stakeholders’ perceived desirable personality traits

3.2 Gaps between workers and managers
3.2.1 Confidence of factory workers in essential general skills
3.2.2 Confidence of workers in essential garment-related skills

08
10
12

13

13
14

04.
Stakeholders’ perception of women’s employment

16

4.1 Types of work perceived to be suitable for women
4.2 Perceived characteristics of women
4.3 Perception of stakeholders regarding women and work
4.4 What causes women not to work?

16
18
20
21

TABLESTABLE 1.

01

TABLE 2.

02

TABLE 3.

02

Background information about participants by affiliation

Participants' percentage of attained education level by affiliation

Background information of managers and TVET instructors byaffiliation

TABLE 4.

03

TABLE 5.

08

TABLE 6.

10

Characteristics of participating institutions

Top 10 general skills that production managers regard as important

Top 10 garment-related skills that production managers regard asimportant

TABLE 7.

12TABLE 8.

14TABLE 9.

15

TABLE 10.

17

Personality traits that production managers regard as important

Confidence of factory workers in essential general skills

Confidence of factory workers in essential garment-related skills

The gap between stakeholders’ perception on suitable works for
women

TABLE 11.

20

Comparison between perceptions of female and male stakeholders
regarding women and work

TABLE 12.

Comparison of reasons to leave the job between home-based andfactory workers

21

FIGURE 1.

04

FIGURE 2.

05

FIGURE 3.

05

FIGURE 4.

06

FIGURE 5.

07

FIGURE 6.

09

Average and variance of written test score, by affiliation

Average and variance of practical test score, by affiliation

Average and variance of practical test score, by activity and affiliation

Average and variance of personality traits, by affiliation

Relationship between practical skills and cognitive skills, by subject

Gap between TVET instructors’ and production managers’ perceived
importance of general skills

FIGURE 7.

11

FIGURESGap between trainees’ and production managers’ perceived
importance of garment-related skills

FIGURE 8.

12

Gap between TVET instructors and production managers perceived
desirable workers' personality traits

FIGURE 9.

13

FIGURE 10.

15

FIGURE 11.

16

FIGURE 12.

17

FIGURE 13.

18

FIGURE 14.

19

FIGURE 15.

19

FIGURE 16.

20

FIGURE 17.

21

Confidence of factory workers in essential general skills

Confidence of factory workers in essential garment-related skills

Top 3 types of work stakeholders perceived to be suitable for women

Stakeholders’ perception of suitable works for women

Stakeholders' perception of women's characteristics

Stakeholders' perception of women's strengths

Stakeholders' perception of women's shortcomings

Perception of stakeholders regarding women and work

Top 3 reasons why female factory workers chose to work in thecurrent factory

FIGURE 18.

21

FIGURE 19.

22

FIGURE 20.

22

Top 3 reasons women would leave their current job

Stakeholders’ perception of factors causing women not to work

Differences between stakeholders’ perception of factors preventing
women from working

ACRONYMS

List of Acronyms
CAD

Computer Aided Design

IT

Information Technology

JICA

Japan International Cooperation Agency

N/A

Not available

OJT

On-the-Job Training

SKY

Skills and Knowledge for Youths Project

SME

Small and Medium Enterprises

TVET

Technical and Vocational Education and Training

1

PARTICIPANTS
1.1 Workers"

Home-based worker:
are five years older than factory workers on averageearn 40% of the average monthly income of the factory workers

Tips

work 2.5 hours less than factory workers

Educational background of workers:
Both home-based and factory workers have mixed educational backgrounds.
While about 1/4 did not go to school, more than 30% have more than ten years ofeducation.
There is no clear difference between home-based and factory workers regarding
education.

Table 1 Background information about participants by affiliation
Home-based worker(n=220)

Factory worker(n=205)

Gender (Female = 1)

1.000

1.000

Age

33.85328.532

Household size

6.384

6.483

Family member in garment industry

3.170

2.710

Community type

2.752

2.639

Education attainment

3.028

2.921

Economic level of household

3.205

3.200

Age at first work

18.93119.813Work experience before current job

0.314

0.461

8277.778

20679.350

Work hours/day

5.440

8.055

Work days/week

5.399

5.972

OJT experience (Yes =1)

.338

.371

Variable

Average monthly income

Source: Data from Skills and Knowledge for Youth Program assessmenta. 0 = male, 1 = female.
b. Aggregate factor scores of DVD/CD player, TV, cell phone, computer, car, motor, andrefrigerator/freezer.

01

Table 2 Participants' percentage of attained education level by affiliation
Home-based
worker (%)

Education level

Factory worker(%)

No formal schooling

23%

28%

Primary education (Grade 1 - 5)

23%

16%

Lower secondary education(Grade 6 - 8)

16%

16%

High school/Matric (Grade 9 - 10)

20%

27%

Intermediate/ F.A./ F.Sc

10%

9%

TVET

1%

0%

Tertiary (Diploma, BA/BSC,
MA/MC, Ph.D.)

4%

3%

Other

2%

0%

Source: Data from Skills and Knowledge for Youth Program assessment

1.2 Stakeholders and institutions
Most of the participating companies (88%) provide On-the-job training(OJT).
Few companies (35%) collaborate with TVET in hiring new workers.
The proportion of female workers in the total number of employees
varies greatly from 4% to 100%.
SKY project’s detailed analysis will reveal the relationships between theTipsvarious skills of workers and- Size of the company- Types of business- Proportion of female workers- Conditions for skills formation and work

Table 3 Background information of managers and TVET instructors by affiliation
Production managers(n=18)

TVET instructors (n=8)

Age36.05640.750Gender (F=1)

0.389

0.875

5.111

6.250

Working experience in the current
company (in years)

7.000

-

Teaching experience in the current
instruction (in years)-

10.688

Variable

Education attainment

Source: Data from Skills and Knowledge for Youth Program assessment

02

Table 4 Characteristics of participating institutions
Company Type of business

Total
employees

Ratio offemaleworkers (%)

OJTprovision

TVET
University
collaboration collaboration
for hiringfor hiring

A

Both export
and domestic

12

67%

Yes

No

No

B

Export

200

N/A

Yes

No

No

C

N/A

70

43%

Yes

Yes

Yes

D

Both export
and domestic

10

63%

Yes

No

No

E

N/A

7

100%

Yes

No

No

F

Domestic

111

N/A

N/A

N/A

N/A

G

Domestic

18

100%

Yes

No

No

H

Domestic

10

N/A

Yes

No

No

I

Domestic

6

N/A

Yes

Yes

No

J

Both export
and domestic

5

N/A

Yes

No

Yes

K

Domestic

93

14%

No

No

Yes

L

Export

450

4%

Yes

No

Yes

M

Export

2200

N/A

Yes

Yes

Yes

N

Export

2650

13%

Yes

Yes

Yes

O

Domestic

120

17%

Yes

Yes

Yes

P

Domestic

300

N/A

Yes

No

No

Q

Export

28

57%

Yes

Yes

Yes

03

2

OVERALL RESULTS OF
SKILLS ASSESSENT

2.1 Overall results of the written and practical
tests
Tips
Written test:
There is no significant difference between the two groups.
The variation of the home-based worker’s math score is slightly larger than that offactory workers. This means some home-based workers have higher mathematics
abilities (Figure 1).
Practical test:
Factory workers' scores are significantly higher than home-based workers in activity
and final product sections. The assessors evaluated the following things in eachsection (Figure 2).
- Activity section: preparation and process of pocket making.
- Final product section: quality of the pocket.
However, home-based workers tend to perform better than factory workers in the“iron the margin of the cut-out pieces” part of the activity section (Figure 3).

Source: Data from Skills and Knowledge for Youth Program assessment

Figure 1 Average and variance of written test score, by affiliation04

Source: Data from Skills and Knowledge for Youth Program assessment

Figure 2 Average and variance of practical test score, by affiliation

Source: Data from Skills and Knowledge for Youth Program assessment

Figure 3 Average and variance of practical test score, by activity and affiliation05

2.2 Overall results of personality traits
If the score is high in the personality traits, it means as follows.

"

Extraversion: they have sociability and dominance in social situations.
Conscientiousness: they follow socially prescribed norms and rules.
Openness: they enjoy learning and new ideas.

Tips

Emotional stability: they are good at coping with negative emotions.
Agreeableness: they have a cooperative orientation to others.
Grit: they have perseverance and passion for a long-term goal.
Decision making: they make decisions from a broad perspective.
Hostile bias: they tend to interpret the behavior of others as
threatening.

There is no huge difference between the personalities of home-based workers andfactory workers.
However, home-based workers’ internal variation of grit, decision-making, andopenness scores are slightly wider than those of factory workers. It means homebased workers are more diverse in personality.
The hostile bias score of factory workers is significantly lower than that of homebased workers. This suggests that factory workers tend to work easily with others.

Source: Data from Skills and Knowledge for Youth Program assessment

Figure 4 Average and variance of personality traits, by affiliation06

2.3 Relationship between different types of skills
The four written test subjects significantly correlate with each other.
This means, for instance, that somebody with good reading skills is
also good at calculations and reading tables/figures and has more
vocational knowledge.

Tips

Reading literacy and mathematical skills strongly correlate with thepractical test score. This means somebody who has more cognitive
skills (literacy and numeracy) performed better in the practical test.

Source: Data from Skills and Knowledge for Youth Program assessment
Note: The stars (*, **, and ***) indicate the p-value significance threshold of pairwise correlations by*p<.05, **p<.01, ***p<.001.

Figure 5 Relationship between practical skills and cognitive skills, by subject

07

3

GAPS IN THE PERCEIVED
IMPORTANCE OF SKILLS

3.1 Gaps between production managers and
TVET instructors
3.1.1 Stakeholders’ perceived importance of general skills"

Production managers and TVET instructors:
perceived literacy skills as visibly less critical than general skills.
perceived local language proficiency as more important for factory
workers than English proficiency.

Tips

The following themes were grouped based on the top ten skills the
managers assessed as most important:
1. Communication and collaboration with supervisors and teams
2. Compliance with workplace rules and directions
3. Cleanliness and tidiness of the workplaces, tools, and machines
4. Work accuracy
5. Openness to self-improvement
The perceptions of necessary general skills for factory workers between
the managers and the instructors are generally aligned with each other.
Also, the instructors rate most of the general skills’ importance higher
than the managers. However, the managers expect workers to work
independently without guidance more than the instructors.
On the other hand, the instructors significantly consider machine
maintenance-related skills more important than the managers.

Table 5 Top 10 general skills that production managers regard as important

General skills(1) Score by (2) Score by
instructors managers

Gap
between(1) and (2)To clean the machine and equipment regularly.

5.00

4.61

0.39*

To follow the rules of the work place and behave as
expected.

4.88

4.61

0.26

To organize tools and supplies tidily.

5.00

4.56

0.44

To do the work with accurate and good quality.

4.88

4.50

0.38

To be good at working in a team collaboratively.

4.75

4.50

0.25

To report the problem of the machine to the leader.

5.00

4.44

0.56*

To follow the direction given by the supervisor.

4.88

4.44

0.43

To identify problems with machine and fix them.

4.75

4.44

0.31

To try to learn new skills constantly to do the work
better.

4.75

4.44

0.31

To wash hands in returning from the break.

4.88

4.39

0.49

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group. A star (*) indicates that the mean difference is significant.

08

Production managers
Instructors
To clean the machine and equipment regularly.
To follow the rules of the work place and behave as expected.
To organize tools and supplies tidily.
To do the work with accurate and good quality.
To be good at working in a team collaboratively.
To report the problem of the machine to the leader.
To follow the direction given by the supervisor.
To identify problems with machine and fix them.
To try to learn new skills constantly to do the work better.
To wash hands in returning from the break.
Average score
To keep time and do not delay.
To develop innovative ideas.
To make sure that the work environment safe.
To take initiative in the workplace.
To finish the task in time.
To assess the work situation and make decision.
To develop good relationship with customers.
To oversee the whole workplace.
To find solutions to the problems they face in the work.
To read the market trends.
Basic listening skills : Local language
Basic numeracy skills
To work independently without any guidance.
Basic reading skills : Local language
Basic speaking skills : Local language
Basic writing skills : Local language
Basic reading skills : English
Basic writing skills : English
Basic listening skills : English
Basic speaking skills : English
0

1

2

3

4

5

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 6 Gap between TVET instructors’ and production managers’ perceived importanceof general skills

093.1.2 Stakeholders’ perceived importance of garments-related skills"

The production managers tend to focus on the knowledge andskills to perform general tasks in the production lines.
On the other hand, advanced garment-related skills, such as using
designing software and knowing fashion trends, are least attractive
to managers.
Garment-related skills under the designing category are notincluded in the top 10 skills that the managers regard as important.

Tips

For the 10 skills the managers perceived as most important, theproduction managers and instructors mostly share similar
perceptions of the desirable garment-related skills for workers.
However, the managers expect factory workers to be able to create
patterns by applying advanced pattern-making principles relatively
more than the instructors.
The difference tends to be more visible among the least regarded
as important by the managers. For instance, the TVET instructors
emphasize the ability to perform machine embroidery, while themanagers do not regard it as highly critical.

Table 6 Top 10 garment-related skills that production managers regard as important

Garment-related skills(1) Score by (2) Score by
instructors managers

Gap
between(1) and (2)Know different types of customer labels, washinglabels, size labels, tags, etc.

4.86

4.78

0.08

Measure and cut custom-made garments

4.71

4.78

0.06

Improve the existing quality standards

4.86

4.72

0.13

Set machine controls appropriate for the materials
being stitched

4.71

4.72

0.01

Plan and organize operational processes

4.71

4.72

0.01

Lay-up, mark and cut complicated fabrics and lays

4.57

4.72

0.15

Create pattern applying advanced pattern making
principles

4.29

4.72

0.44

Maintain records and prepare reports on quality
assurance

4.86

4.67

0.19

Press, pack and label garments in accordance withstandards/procedures

4.71

4.67

0.05

Carryout preventive machine maintenance

4.86

4.61

0.25

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group. A star (*) indicates that the mean difference is significant.

10Know different types of customer labels, washing labels, size labels, tags, etc.

Measure and cut custom-made garments

Improve the existing quality standards

Set machine controls appropriate for the materials being stitched

Plan and organize operational processes

Lay-up, mark and cut complicated fabrics and lays.

Create pattern applying advanced pattern making principles

Maintain records and prepare reports on quality assurance

Press, pack and label garments in accordance with standards/procedures

Carryout preventive machine maintenance

Detect the faults of machines and fix

Construct complex blocks to be used for patterns of fashion garments withmplex blocks to be used for patterns of fashion garments with advanced styling requirements
advanced styling requirements

Undertake hand sewing with adequate quality when necessary

Have knowledge of fabrics and trims

Perform industrial sewing machine minor servicing

Research on fashion trend and identify emerging theme

Use electronic fashion design tools to create required designs, patterns or
ectronic fashion design tools to create required designs, patterns or production specifications
production specifications.

Produce pattern using CAD system

Grade flat or 2D patterns used for garment production

Perform machine embroidery
0

1

2

3

4

5

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 7 Gap between trainees’ and production managers’ perceived importance ofgarment-related skills (10 skills from top and 10 skills from bottom)

113.1.3 Stakeholders’ perceived desirable personality traits

The production managers and TVET instructors share similar
perceptions of the desirable personality traits for factory workers interms of ranking.

"Openness is rated the highest, while emotion stability is rated the least
important among the big five.

Tips

The instructors’ expectation for factory workers to follow sociallyprescribed norms and rules is higher than that of the managers.
On the other hand, the production managers appreciate workers who
are good at coping with negative emotions more than the instructors.

Table 7 Personality traits that production managers regard as important(1) Score by
instructors

Personality traits(2) Score by Gap between
managers(1) and (2)Openness

3.00

2.80

0.20

Extraversion

2.00

2.31

0.31

Agreeableness

2.00

1.71

0.29

Consciousness

2.00

1.40

0.60

Emotion stability

1.00

1.40

0.40

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group. A star (*) indicates that the mean difference is significant.

Production managers

Instructors

Openness

Extraversion

Consciousness

AgreeablenessEmotion stability
0

1

2

3

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 8 Gap between TVET instructors and production managers perceived desirable
workers' personality traits123.2 Gaps between workers and managers
3.2.1 Confidence of factory workers in essential general skills"

Workers’ confidence in the top 10 essential general skills is lower
than the level the managers expected.

The mismatches between the managers’ expectations andworkers’ self-evaluation are likely to be significant in skills related
to machine maintenance and workplace rules.
- The widest gap is the ability to identify problems withmachines and fix them.
- The factory workers need to improve their ability to maintaincleanliness and tidiness of tools, supplies, equipment, andmachines to match the managers' expectations.

Tips- The ability to behave according to the workplace's rules isperceived as extremely important by the managers, while theconfidence level is rated at a moderate level by the workers.

On the other hand, the managers and workers hold the samelevel of perception regarding the work’s accuracy and quality.
The result indicates the need for noncognitive skills training
among workers, particularly in the areas related to machine
maintenance, behaviours in the workplace, tidiness andcleanliness.

Managers

Workers

To clean the machine and equipment regularly.
To follow the rules of the work place and behave as expected.
To organize tools and supplies tidily.
To do the work with accurate and good quality.
To be good at working in a team collaboratively.
To report the problem of the machine to the leader.
To follow the direction given by the supervisor.
To identify problems with machine and fix them.
To try to learn new skills constantly to do the work better.
To wash hands in returning from the break.
To follow the rules of the work place and behave as expected.
0

1

2

3

4

5

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 9 Confidence of factory workers in essential general skills

13

Table 8 Confidence of factory workers in essential general skills

General skills(1) Score by (2) Score by
Gap
production
factory between
managers
workers (1) and (2)To clean the machine and equipment regularly.

4.61

4.24

0.37*

To follow the rules of the work place and behave as
expected.

4.61

4.26

0.35*

To organize tools and supplies tidily.

4.56

4.17

0.39*

To do the work with accurate and good quality.

4.50

4.43

0.07

To be good at working in a team collaboratively.

4.50

4.30

0.20

To report the problem of the machine to the leader.

4.44

4.13

0.32

To follow the direction given by the supervisor.

4.44

4.31

0.13

To identify problems with machine and fix them.

4.44

3.78

0.66*

To try to learn new skills constantly to do the work
better.

4.44

4.09

0.35

To wash hands in returning from the break.

4.39

4.24

0.14

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group. A star (*) indicates that the mean difference is significant.

3.2.2 Confidence of workers in essential garment-related skills

Factory workers’ confidence in essential garment-related skills issignificantly lower than their managers’ expectations, especially theskills considered a little bit advanced.
Managers highly expect factory workers to be able to create
advanced patterns while the workers’ confidence is relatively low.
The gaps between workers’ confidence and managers’ perceptionof quality assurance records and production operational processplanning are also outstanding.

Tips

The findings indicate a need to improve factory workers’ garmentrelated skills to match the expectations of managers.
SKY project’s detailed analysis of the mismatch of garment-related
skills between production managers and factory workers will
discuss the following:- The potential of garment-related skills training needs.
- The implication of differing skills expectations on workplace
and OJT policies of garment companies in Pakistan.

14

Managers

Workers

Know different types of customer labels, washing labels, size labels, tags, etc.
Measure and cut custom-made garments
Improve the existing quality standards
Set machine controls appropriate for the materials being stitched
Plan and organize operational processes
Lay-up, mark and cut complicated fabrics and lays.
Create pattern applying advanced pattern making principles
Maintain records and prepare reports on quality assurance
Press, pack and label garments in accordance with standards/procedures
Carryout preventive machine maintenance01

Source: Data from Skills and Knowledge for Youth Program assessment

2

3

4

5

Note: Unit is the mean by respondents’ group.

Figure 10 Confidence of factory workers in essential garment-related skills
Table 9 Confidence of factory workers in essential garment-related skills
General skills(1) Score by (2) Score by
Gap
production
factory between
managers
workers (1) and (2)Know different types of customer labels, washinglabels, size labels, tags, etc.

4.78

3.71

1.07*

Measure and cut custom-made garments

4.78

3.63

1.15*

Improve the existing quality standards

4.72

3.66

1.06*

Set machine controls appropriate for the materials
being stitched

4.72

4.00

0.73*

Plan and organize operational processes

4.72

3.18

1.55*

Lay-up, mark and cut complicated fabrics and lays.

4.72

3.61

1.11*

Create pattern applying advanced pattern making
principles

4.72

2.46

2.27*

Maintain records and prepare reports on quality
assurance

4.67

2.87

1.80*

Press, pack and label garments in accordance withstandards/procedures

4.67

4.05

0.62*

Carryout preventive machine maintenance

4.61

4.02

0.59*

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group. A star (*) indicates that the mean difference is significant.

15

4

STAKEHOLDERS’ PERCEPTIONOF WOMEN’S EMPLOYMENT

4.1 Types of work perceived to be suitable for
women

"

Managers:

perceive that housework and office clerical work are more suited for
women than men.

are least likely to perceive women to hold engineering and IT-related
work.
Instructors:
perceive that handicrafts and housework are more suited for women.
are least likely to perceive women to hold engineering andmarketing-related jobs.

Tips

Consensus between managers and instructors:
Both managers and instructors agree that housework is more suited
for women than men. This reflects the traditional stereotype of
women as being responsible for domestic tasks.
Both managers and instructors also agree that women are less suited
to engineering and IT-related work. A view that is consistent with thecurrent gender gap in these fields, not just in Pakistan but in otherparts of the world as well.

SKY project’s detailed analysis of the perspectives of managers and instructors ofsuitable jobs for women will elaborate on the following:
Women stereotypes and gender bias.
Consistent views on domestic roles.
Differing opinions on technical roles.
Impact on education and career opportunities for women.
MeanHousework
Handicraft
Office clerk
Management
0

0.2

0.4

0.6

0.8

Source: Data from Skills and Knowledge for Youth Program assessment

Figure 11 Top 3 types of work stakeholders perceived to be suitable for women16

Production manager

Instructors

Housework
Office clerk
Management
Handicraft
Marketing
IT related
Engineering
0

0.25

0.5

0.75

1

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 12 Stakeholders’ perception of suitable works for women
Table 10 The gap between stakeholders’ perception on suitable works for womenTypes of work

(1) Score by (2) Score by
instructors managers

Gap
between(1) and (2)Housework

0.778

0.750

0.028

Handicraft

0.444

0.875

0.431*

Office clerk

0.556

0.125

0.431*

Management work

0.444

0.375

0.069

Marketing work

0.444

0.000

0.444*

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group. A star (*) indicates that the mean difference is significant.

174.2 Perceived characteristics of women
General Perception:
The top four positive characteristics of women perceived by the"

stakeholders are that women are responsible, patient, compassionate,
and confident.
The top three negative characteristics of women perceived by the
stakeholders are that women are impulsive, cowardly, and arrogant.
Managers:
value Patience, Responsibility, Respect for authority, and Compassion

Tips

among their female workers.
do not value women who are impulsive, cowardly, and narrow-minded.
Instructors:
value Honesty, Responsibility, Persistence, and Confidence the most in
their female students.
do not value women who are impulsive, impatient, cowardly, andarrogant.

The mismatch reflects the disconnect between what is valued at the workplace andwhat is taught in TVET/training institutions. Managers value traits that promote
workplace harmony and good interpersonal relationships among workers.
Instructors value traits like honesty, persistence, and confidence, which are more
related to how workers perform individually and develop their skills.

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 13 Stakeholders' perception of women's characteristics

18

Production manager

Instructors

HonestRoyal
Compassionate
Generous
HumbleCourageous
Confident
Patient
Respectful
Responsible
SelflessThoughtful
Reliable
Persistent
Creative
00.25
0.5
Source: Data from Skills and Knowledge for Youth Program assessment

0.75

Note: Unit is the mean by respondents’ group.

Figure 14 Stakeholders' perception of women's strengths

Production manager

Instructors

Aggressive
Arrogant
Careless
Cowardly
Harsh
Impatient
Impulsive
Jealous
Moody
Narrow-minded
Rude
Selfish
0

0.25

0.5

0.75

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 15 Stakeholders' perception of women's shortcomings
19

4.3 Perception of stakeholders regarding
women and work
Tips

General Consensus:

Both managers and instructors want women to work full-time in the company.
Instructors and managers also think that women can be entrepreneurs and selfemployed.
However, both factory managers and instructors believe women should stay home tosupport their husbands and families.
Female Stakeholders:Female and male stakeholders show a significant difference in agreement on
separating women’s income from their husbands. Female stakeholders highly agree that a woman should gain income separately from her husband.
However, female stakeholders agree with male stakeholders that women should stayhome to support the family as the first priority.
A woman gains income separately from her husband.
A woman receives pieces of work from small business units (SMEs...
A woman is an entrepreneur and self-employed.
A woman stays at home to support her husband and family.
A woman works full-time at a company.
A woman decides how the income will be used.

Production manager

Instructors
0

1

2

3

4

5

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 16 Perception of stakeholders regarding women and work
Table 11 Comparison between perceptions of female and male stakeholders regarding
women and workGap(2) Female between(n=13)(1) and (2)(1)Male(n=12)
A woman gains income separately from her husband.

2.67

4.23

1.56*

A woman receives pieces of work from small business
units (SMEs) and makes income per piece.

3.58

3.77

0.19

A woman is an entrepreneur and self-employed.

3.92

4.38

0.47

A woman stays at home to support her husband andfamily.

4.08

4.38

0.30

A woman works full-time at a company.

4.17

4.77

0.60

A woman decides how the income will be used.

3.08

3.77

0.69

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group. A star (*) indicates that the mean difference is significant.

20

4.4 What causes women not to work?
Tips
Female workers:
are most likely to leave work due to health reasons, to get better income from othersources, and family pressure.
Factory workers are more likely to leave the company due to poor working
relationships with their superiors and to get better income than home-based workers.
Home-based workers are more likely to leave work due to health reasons than factory
workers.

Managers and Instructors agree that the primary reason women leave their work is
the lack of family support.
Instructors also believe that women leave work because they have difficulty travellingto work and a lack of companions to work with.
Managers believe women leave work due to difficulty coming to the workplace, lackof childcare support, and lack of access to job information.
Both of them do not believe that women leave work to find better income.

0.6

Health reasonsGetting better income from other sources
Family pressure

Face financial needs
It is close to my home
The income is good
0.6

0.4

0.4

0.2

0.2

0

Mean of factory workers

0Home-based worker
Data

from

Skills

Factory worker

Source: Data from Skills and Knowledge

Source:for Youth Program assessment

assessment

andKnowledge

for

Youth

ProgramFigure 17 Top 3 reasons why

Note: Unit is the mean by respondents’ group.

female factory workers chose

Figure 18 Top 3 reasons women would leave their

to work in the current factory

current job

Table 12 Comparison of reasons to leave the job between home-based and factory workers(1) Score by (2) Score by
instructors managers

Gap
between(1) and (2)Relationship with Supervisor ex. harassment

0.005

0.049

0.044*

Getting better income from other sources

0.409

0.507

0.098*

Health reasons

0.432

0.337

0.095*

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group. A star (*) indicates that the mean difference is significant.

21

The findings highlight the multifaceted nature of why women leave theworkplace in Pakistan. It is thus essential to analyse these factors todevelop strategies to help retain and support women in the workforce.
SKY project’s detailed analysis of the multifaceted views of why womenleave the workplace will discuss the following:- Differing views between workers and stakeholders on why womenTips

leave.
- Consensus of female workers and stakeholders on the role of family
support in keeping women at work.
- Possible reasons for managers' and instructors’ perceptions.
- The implication of the differing views and findings on workplacepolicies.
Managers and instructors
Lack of family support

The difficulty of travelling to the workplace
Not having companions to work together
Child careHousehold work
Availability of facilities for women in the workplace
00.2
Source: Data from Skills and Knowledge for Youth Program assessment

0.4

0.6

0.8

Note: Unit is the mean by respondents’ group.

Figure 19 Stakeholders’ perception of factors causing women not to work
Production manager
Instructors
Household work
Lack of family support
The difficulty of travelling to the workplace
Child care
Having already enough income
Not interested
Not having enough skills
Not having companions to work together
Gender-based violence in the workplace (e.g., harassment)
Availability of facilities for women in the workplace
Disparity in wages
Lack of access to job information
0

0.25

0.5

0.75

1

Source: Data from Skills and Knowledge for Youth Program assessment
Note: Unit is the mean by respondents’ group.

Figure 20 Differences between stakeholders’ perception of factors preventing womenfrom working

22