[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596202-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-596202-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","evaluation-of-diploma-of-associate-engineers-dae-program-working-under-tevta-abstract-study","Evaluation of Diploma of Associate Engineers (DAE) Program Working under TEVTA - Abstract - Study","","The present study evaluated the Diploma of Associate Engineers (DAE) program working under TEVTA in Punjab using seven parameters: curriculum, physical facilities, academic facilities, administrative facilities, teaching methods, assessment and evaluation, and social factors. A concurrent mixed-methods design collected quantitative and qualitative data for comprehensive analysis. The study included 360 prospective associate engineers, 120 teachers, and seven technical experts. Quantitative survey data used a questionnaire with reliability 0.91, and qualitative insights used in-depth interviews analyzed thematically.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/evaluation-of-diploma-of-associate-engineers-dae-program-working-under-tevta-abstract-study/596202/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/evaluation-of-diploma-of-associate-engineers-dae-program-working-under-tevta-abstract-study/596202.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the main aim of the study about the DAE program under TEVTA?","Question",{"text":62,"@type":63},"The study aimed to evaluate the DAE program under TEVTA in Punjab using seven parameters, including curriculum, facilities, teaching methods, assessment, and social factors.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What research approach and data sources were used?",{"text":67,"@type":63},"The study used a concurrent mixed-methods design, combining quantitative surveys and qualitative in-depth interviews. Teachers and students provided survey responses, while TEVTA technical experts participated in interviews.",{"name":69,"@type":60,"acceptedAnswer":70},"How were the qualitative and quantitative data analyzed?",{"text":71,"@type":63},"Quantitative data were analyzed using descriptive statistics such as percentages, means, and SD. Interview responses were analyzed using a thematic analysis approach.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596202,1792191314,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Evaluation of Diploma of Associate Engineers (DAE) Program Working under TEVTA  \nMehwish Gull* and Abid Hussain Chaudhary**  \nAbstract  \nThe present study aimed to evaluate the Diploma of Associate Engineers (DAE) program working under TEVTA by using seven parameters (curriculum, physical facilities, academic facilities, administrative facilities, method of teaching, assessment and evaluation and social factors) in province Punjab. The research design chosen for this study was concurrent mixed-methods because qualitative and quantitative data were collected to provide complete analysis of the research problem. Population of the study comprised all teachers, students and experts working in the respective field. Sample of the study consisted of 360 prospective Associate Engineers along with 120 teachers and seven experts. For quantitative data survey questionnaire was adopted to collect data from teachers and students. Reliability of the questionnaire was 0.91. Qualitative part was explored through in-depth interview. Purposive sampling technique was employed to conduct interviews from seven technical experts from TEVTA. Data were analyzed by using descriptive statistics (percentages, means and SD) . Thematic analysis approach was used to analyze interviews. Findings of the study revealed that curriculum, academic facilities, administrative facilities, assessment and monitoring system, were adequate in all College of Technologies (GCTs) of Punjab. However, they required updated methods of teaching and sufficient equipment in labs to cope with the industry in future. It is recommended that effective planning and monitoring system needs to be done to produce skilled manpower for the development of industry in Punjab, Pakistan.  \nKeywords: Technical Education, Curriculum, Physical Facilities, Academic Facilities, Administrative Facilities, Method of Teaching, Assessment and Evaluation, Social Factors  \n*  \nPh.D Scholar, IER, University of the Punjab, Lahore ** Professor, IER, University of the Punjab, Lahore  \nIntroduction  \nTechnical and vocational education is prepared to develop people for the specified abilities, capacities, capability, occupations, business, farming entrepreneurships and it is usually associated physical and hands-on skills and this mostly do not involve educational competencies (Ozioma, 2011) . Vocational training usually is subjected towards instructions and development that is emphasized on more practical skills and made person eligible to work and execute errands in a specific field. Technical education is also alike, but the main emphasis is on technology and enhancements made in the field of computers and digital information.  \nThe main advantage of the system of TEVTA is that it helps in lessening the rate of unemployment as it supports the young generation to develop the skills necessary for the need of the today’s business. The main objective of TEVTA is to help and made available the human power in diverse areas, to make available technical information and vocational abilities. Proficient and capable individuals have major part in the development of economic, industrial development, personal development and to entice foreign ventures. Non employment and underemployment are the two considerate matters that are faced by numerous countries that include Pakistan and these matters are the hindrances in the path of economic development. The enrolment and accomplishment rate in the institutions of TEVTA are becoming less everyday that are consequently declining in proficient human power (Al-sad, 2007) .  \nLiterature Review  \nEconomic growth of any country is dependent upon the skills possessed by entrepreneurs for producing goods and services of better quality at competitive prices. Khan (2005) propounded that the developing countries including Pakistan needs to work on technical education. For excelling in social and economic sector, knowledge and understanding of general education, study of technologies, ","cbCaiseDrq6SpOdc","https://ap.wps.com/l/cbCaiseDrq6SpOdc","pdf",717010,21,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What was the main aim of the study about the DAE program under TEVTA?\",\"answer\":\"The study aimed to evaluate the DAE program under TEVTA in Punjab using seven parameters, including curriculum, facilities, teaching methods, assessment, and social factors.\"},{\"question\":\"What research approach and data sources were used?\",\"answer\":\"The study used a concurrent mixed-methods design, combining quantitative surveys and qualitative in-depth interviews. Teachers and students provided survey responses, while TEVTA technical experts participated in interviews.\"},{\"question\":\"How were the qualitative and quantitative data analyzed?\",\"answer\":\"Quantitative data were analyzed using descriptive statistics such as percentages, means, and SD. Interview responses were analyzed using a thematic analysis approach.\"}]","Evaluation of Diploma of Associate Engineers (DAE) Program Working under TEVTA - Abstract - Study | PDF",1792082631,53]