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Measurement, Learning & Evaluation
AMAN Foundation
March 2017
Students’ Satisfaction Survey Report (2016)
Department of Measurement, Learning and Evaluation Page 1
1. Acknowledgements
The Measurement, Learning and Evaluation (MLE) team at Aman Foundation wishes to acknowledge the
support that it received from the management and colleagues at Aman Foundation, as well as the entire
team of AMANTECH, ranging from senior management, to middle management and line staff. This report
would not have been possible without their support and commitment to completing this assignment.
We would also like to extend our thanks to AIVT Academics and Computer Section, who assisted the MLE
department in obtaining baseline data regarding current, past and drop-out students from AMANTECH.
We hope that the findings of the assignment will help Aman Foundation and AMANTECH plan future
strategy for vocational training related interventions in the community.
Department of Measurement, Learning and Evaluation Page 2
2. Table of Contents
1. Acknowledgements ............................................................................................................................... 1
2. Table of Contents .................................................................................................................................. 2
3. ACRONYMS AND ABBREVIATIONS: ....................................................................................................... 4
4. Objective: .............................................................................................................................................. 5
5. Key Findings: ......................................................................................................................................... 5
Why AIVT:.................................................................................................................................................. 5
Academics: ................................................................................................................................................ 6
Other Students’ affairs and facilities: ....................................................................................................... 6
Travelling to AIVT: ..................................................................................................................................... 6
6. Background: .......................................................................................................................................... 7
7. Methodology: ........................................................................................................................................ 7
Study Design: ............................................................................................................................................ 7
Study setting and duration: ...................................................................................................................... 7
Population Sample: ................................................................................................................................... 7
Survey tools: .............................................................................................................................................. 7
8. Group demographics ............................................................................................................................ 8
8.1 Age-wise distribution: ................................................................................................................... 8
8.2 Town-wise distribution: ................................................................................................................ 8
8.3 Program-wise distribution: .......................................................................................................... 9
9. Study: .................................................................................................................................................... 9
9.1 Students’ Satisfaction Rates: ......................................................................................................... 9
9.1.1 Instructors: .......................................................................................................................... 10
9.1.2 Other Academic Indicators ................................................................................................. 13
9.1.3 Student Affairs: ................................................................................................................... 15
9.1.4 Facilities ............................................................................................................................... 16
9.1.5 Uniform ............................................................................................................................... 17
9.2 AIVT’s main factors of attraction: ............................................................................................... 18
9.2.1 Ranking the factors ............................................................................................................. 19
9.2.1 Choosing the reason to join AIVT ........................................................................................ 19
Department of Measurement, Learning and Evaluation Page 3
9.3 Ease of Access: ............................................................................................................................ 20
10. Recommendations .......................................................................................................................... 23
11. APPENDIX. ....................................................................................................................................... 25
Department of Measurement, Learning and Evaluation Page 4
3. ACRONYMS AND ABBREVIATIONS:
AIVT Aman Institute of Vocational Training
Auto Automotive
CAD Computer Aided Designing
CAM Computer Aided Manufacturing
DHA Defence Housing Authority
E&E Electrical & Electronics
FWP Fabrication, Welding & Piping
Mecl Mechanical
Mecx Mechatronics
MLE Measurement, Learning & Evaluation
NAVTTC National Vocational & Technical Training Commission
OP Offset Printing
RAC Refrigeration & Air Conditioning
Department of Measurement, Learning and Evaluation Page 5
4. Objective:
The measurement of student satisfaction can be useful to AIVT itself and other vocational and technical
institutions, to help them to pinpoint their strengths and identify areas for improvement. Satisfaction
ratings go beyond teaching assessments, which have a narrow focus, to include broader aspects of the
student learning experience. To grasp the complexity of that learning experience, it is not enough to know
the degree to which students are satisfied, it is important to understand the factors that contribute to
student satisfaction.
The alumni survey which is conducted after the graduation of the students, is one way to gauge the
soundness or short-comings of the programs, however it does not cover all the parameters that were
supporting and affecting the student life-cycle from application to graduation.
In order to understand the students’ satisfaction with Aman Tech vocational training, this survey was
introduced by MLE. The primary objective of survey is to gauge student opinion about Aman Tech and use
their responses to devise suggestions in order to improve quality of services at Tech, making it the first
choice institute for vocational training in Karachi. Additionally, the survey is also used to evaluate the
performance of different departments at Tech in terms of behavior, operations and administration.
5. Key Findings:
The operations that take place along with student life-cycle in Aman Institute of Vocational Training (AIVT)
have different effects on students’ satisfaction. Through our findings from the survey conducted from
students who have completed at least 3 months in the institute, we can conclude that AIVT is on its path
to provide quality education and related facilities. Different aspects like instructors’ behavior, skills and
motivation and Aman Staff’s counselling are having a positive effect on students’ satisfaction, while
behavior of guards and other administrative problems have been found to be demotivation for the
students.
Why AIVT: The main reason for students to join AIVT was the vocational academics. It included the
instructors, teaching methodology and technical trainings. The economical tuition expenditure
was also regarded to have significance.
Through the study, the duration of the course is found to have an insignificant effect on
perspective while taking decision to join AIVT
The main objective of the students to enroll in the courses was to improve their skills rather than
to acquire better employment
Department of Measurement, Learning and Evaluation Page 6
Academics: Instructors were considered to be the most important component for understanding level of
satisfaction among the students. In all trades, instructors’ performance were responded to be
adequately satisfactory
Response to the questions and curiosity of the students was rated to be less among all the
indicators related to instructors
The data shows that the average class strength contributed to minimal variation in the instructors’
performance
Instructors’ efficiency has been noted to be less on the weekends, during which the upper
management is on leave
In July-2016, the duration of courses was decreased from one year to six months, keeping the
course syllabus constant. That is the reason that they have less time to perform practical and
experiments in workshops. The students of Mechatronics, Electrical & Electronics and Automotive
are least satisfied with the workshop and their equipment
Other Students’ affairs and facilities: The operational processes taking place in support of the regular vocational training are not
considered to be satisfactory by the students. They showed 56% satisfaction rate in this area of
survey
Even before this survey study, the students submitted feedback and complains by themselves,
however only 46% of the students satisfied on the actions taken on them
Regardless of shifts and number of students, guards are found to be disrespectful in dealing with
the students
Students are only 48% satisfied with the facilities provided to them by AIVT. Condition of lockers
and sitting area outside the tuck shop, the satisfaction rate of 37% only
In June-16 batch, students are not allotted with the time for sports and library which has
significantly affected the student satisfaction with regard to AIVT facilities and students affairs
With regards to uniform, Polo-shirts are admired more than overall kit, as far as design, comfort
and color are concerned
Travelling to AIVT:
Students residing in the towns neighboring to the campus are satisfied with the travel time and
effort, while the students living in other areas have responded to have difficulties in reaching
Aman
The distance and unavailability of transport have been the main issues while traveling to
AmanTECH
Department of Measurement, Learning and Evaluation Page 7
6. Background:
Aman Tech was founded in 2010 with the aim of transforming lives of Pakistanis by training young talent
in the field of vocational training. Over the years, the program has been revamped multiple times to
improve the experience for students and ensure they meet market expectations. However, almost all
policies to improve the service delivery at Aman Tech have not yet taken into account the very opinion of
students who are using the facility. In an attempt to empower the students, MLE decided to give them a
platform, through a feedback survey, to voice their concerns which could then be conveyed to the relevant
department so that the gap between student expectations/opinion and the service delivery of Tech can
be minimized.
7. Methodology:
Study Design: The survey was designed to extensively cover student opinion regarding all aspects of Aman Tech, such as
behavior of staff, feedback on instructors, courses, equipment etc. It also included questions to identify
the factors which students have considered while preferring Aman Tech over any other vocational training
institutes.
Study setting and duration: MLE conducted the survey in computer labs at AMAN Tech institute. Data collection was initiated from
October 1st, 2016. Every day five sessions were conducted, three in morning hours and two in the
afternoon. For the weekend shifts, four to five sessions were held back-to-back. The time of each session
was 30 minutes.
Population Sample: The data of all active students (2104), who were admitted from Jan 2016 to June 2016 were retrieved
from SIS, by MLE. A representative sample (n=550, i.e. 25% of total active students) was drawn then by
using simple random sampling technique in two stages, by trade and then by shifts using proportionate
to size methodology.
All randomly selected students were included from the pool of active students, across all trades, shifts
and admission sessions, according to their respective proportions.
Survey tools: A standardized questionnaire was developed to collect information from the students. An on-line version
of this form was developed on Google-form, in which students directly entered the data themselves. Each
session consisted of 25 students and was supervised by three trained facilitators. Before starting the
Department of Measurement, Learning and Evaluation Page 8
session a five minutes introductory note was delivered regarding instructions, purpose and importance of
the feedback survey. The facilitators ensured that all students were able to complete the online survey
before the session ends.
8. Group demographics
8.1 Age-wise distribution: Out of the 580 students who participated in
the survey, majority, that is, 51.8% (n=299)
belonged to the age group of 20-29 years,
followed by 40% (n=248) who were in the
range of 17 to 19 years of age. The
remaining 5.2% (n=30) were over 30 years
old.
8.2 Town-wise distribution:
From the sample data, the highest proportion of students, 16.7% (n=93) come from Korangi town,
followed by Malir (11.3%, n=63), Landhi Town, (10.8%, n=60), Gulshan Town (6.5%, n=36).
1
2
2
2
4
8
8
18
22
24
26
28
29
30
36
47
55
60
63
93
0 10 20 30 40 50 60 70 80 90 100
Out of Karachi
D.H.A
Gadap Town
North Nazimabad
S.I.T.E
Bin Qasim
Liyari Town
Kiamari Town
Saddar Town
Gulberg Town
Baldia Town
Liaquatabad
Shah Faisal
Orangi
Gulshan Town
New Karachi
Jamshed Town
Landhi
Malir
Korangi
248299
30 <=19 years
20-29 years
>= 30 years
Department of Measurement, Learning and Evaluation Page 9
8.3 Program-wise distribution: In order to have maximum analytical results, the sample is divided into 9 trades, 3 shifts and 4 batches.
The distribution is given as follows:
Auto CAD CAM
CAD Civil
E&E FWP Mecl Mecx OP RAC Total
January-2016 32 0 0 64 15 41 6 0 61 219
Afternoon 9 0 0 12 0 7 0 0 12 40
Morning 11 0 0 24 9 21 6 0 21 92
Weekend 12 0 0 28 6 13 0 0 28 87
June-2016 88 5 18 78 0 50 0 3 67 309
Morning 53 0 11 45 0 32 0 3 34 178
Weekend 35 5 7 33 0 18 0 0 33 131
March-2016 0 0 0 6 5 6 0 0 0 17
Weekend 0 0 0 6 5 6 0 0 0 17
May-2016 (NAVTTC)
6 4 0 3 0 0 0 0 0 13
Afternoon 6 4 0 3 0 0 0 0 0 13
Grand Total 126 9 18 151 20 97 6 3 128 558
9. Study:
The survey was designed to gauge specific parameters which directly affects application numbers and may
impact students’ retention. The survey is divided into following sections which cover all the aspects
required to gather appropriate feedback data:
9.1 Students’ satisfaction Rates
9.2 AIVT’s main factors of attraction
9.3 Ease of Access
9.1 Students’ Satisfaction Rates: In the first part of the survey, students were asked to rate total 30 indicators. The indicators were covering
aspects like academics, students’ affairs, extra-curricular activities which affects the students’ interest and
may impact retention. These measures were rated on a 5-point scale given as:
Response Satisfaction Rate
Very poor 0%
Poor 25%
Neutral 50%
Good 75%
Very good 100%
Department of Measurement, Learning and Evaluation Page 10
In order to have better insight, the indicators have been divided into separate classes as follows:
9.1.1 Instructors
9.1.2 Other Academic Indicators
9.1.3 Student Affairs
9.1.4 Facilities
9.1.5 Uniform
9.1.1 Instructors: According to the students’ response, majority of them are content with the instructors’ overall
performance. In the survey, the sample of the students have shown an average satisfaction rate of 82.6%.
The instructors were evaluated on multiple indicators that are most relevant to students’ interaction and
overall satisfaction within the class. The indicators upon which the instructors were evaluated along with
the students’ satisfaction rate for them are as follows:
It can be determined from the graph above, instructors have received a reasonably high response for
overall satisfaction with the students. The students are highly content with the respect, attention, and
teaching methodology. However for time utilization, answering students’ queries, motivating students
and preparation of daily lectures, instructors have received comparatively lower scores.
Overall students showed a high satisfaction with the instructors’ performance. However, it is important
to note that instructors differ across the trades. Additionally the average class strength also varies trade
wise. Therefore in order to gain a better understanding of this category, the data has been divided in order
to have better insights. The division has been made considering following aspects:
79%
80%
81%
82%
87%
87%
75% 80% 85% 90%
Instructor’s Support for student’s curiosity and questioning
Proper utilization of teaching time by the instructor
Preparation of instructor for daily lectures
Instructor’s ability to motivate students
Respect and attention shown by teachers to students
Instructor’s teaching skills and methodology
Satisfaction Rates for Instructors
Department of Measurement, Learning and Evaluation Page 11
9.1.1.1 Trade-wise
9.1.1.2 Shift-wise
9.1.1.3 Batch-wise
9.1.1.1 Trade-wise:
The distribution across the trades are given as:
E&E RAC Mecl Auto Mecx
CAD Civil
CAD CAM
FWP OP
Average class size 27.1 26.1 25.3 24.9 23.0 17.8 17.5 15.4 13.0
Indicators
Respect and attention shown by instructors to students
86% 89% 87% 83% 88% 92% 86% 91% 100%
Instructor’s teaching skills and methodology
85% 90% 88% 83% 83% 90% 92% 91% 100%
Preparation of instructor for daily lectures
79% 86% 84% 74% 83% 86% 83% 88% 83%
Instructor’s ability to motivate students
79% 85% 82% 80% 88% 75% 83% 89% 92%
Instructor’s Support for student’s curiosity and questioning
78% 82% 80% 75% 96% 83% 69% 85% 83%
Proper utilization of teaching time by the instructor
80% 84% 81% 76% 79% 82% 78% 80% 92%
Overall Instructor performance 81% 86% 84% 79% 86% 85% 82% 87% 92%
According to the table above, the highest overall satisfaction rate i.e. 92% is exhibited by the students of
Offset Printing with the smallest average class size (i.e. 13 students). The trade responded to attention
and teaching methodology up to 100%. The Automotive trade rated the instructor’s performance with
least satisfactory score (i.e. 79%). The main concerns of the students of this trade are Course preparation,
time utilization and response to students’ curiosity. In RAC and Mechanical trades, despite having a large
class size, instructors were able to attain relatively higher satisfaction rates.
9.1.1.2 Shift-wise:
The attention of the instructors can also vary by the number of working hours and the timings during
which they teach. In order to have a better insight, the responses have also been distributed into shifts
and given as follows:
Department of Measurement, Learning and Evaluation Page 12
Morning Afternoon Weekend
Average Class population 26.7 20.2 23.6
Indicators
Respect and attention shown by instructors to students 88% 87% 85%
Instructor’s teaching skills and methodology 89% 88% 84%
Preparation of instructor for daily lectures 84% 79% 78%
Instructor’s ability to motivate students 83% 78% 80%
Instructor’s Support for student’s curiosity and questioning 82% 79% 76%
Proper utilization of teaching time by the instructor 83% 78% 78%
Overall Instructors Performance 85% 82% 80%
The data shows that in each of the measures, the students belonging to morning shift have scored their
instructors with higher scores as compared to the students of the other two shifts; even though the
morning shift has the highest average class population. It is important to note that the instructors across
all three shifts are same. The factors effecting this variation may include the decrease in effectiveness
with the passage of working hours and less inspection especially in weekend shifts, since the weekend
shift has the lowest staff count as all management staff is off.
9.1.1.3 Course-wise:
From the batch of June-16 intake, all courses of 1 year duration have been converted into 6 months
courses in accordance to management strategic directions. However during our survey, the batch of Jan-
16 intake was still experiencing the course length of one complete year. Similarly in batches of March-16
and May-16, there are comparatively less number of students which could affect students’ satisfaction
rate with the instructors. Therefore in order to have an insight of the impact caused by difference in
number of students and course duration, the responses are also analyzed with respect to the batches.
The resulting satisfaction rates are given as follows:
Department of Measurement, Learning and Evaluation Page 13
January-2016 June-2016 March-2016
May-2016 (NAVTTC)
Majority Courses Duration 12 6 9 6
Indicators
Respect and attention shown by instructors to students
87% 86% 88% 90%
Instructor’s teaching skills and methodology
87% 86% 93% 88%
Preparation of instructor for daily lectures 82% 80% 93% 83%
Instructor’s ability to motivate students 82% 81% 88% 90%
Instructor’s Support for student’s curiosity and questioning
80% 78% 87% 85%
Proper utilization of teaching time by the instructor
81% 79% 87% 81%
Overall Instructors Performance 83% 82% 89% 86%
Examining the overall instructors’ performance, the students of March-2016 and May-2016 (NAVTTC) are
comparatively more satisfied than the students of regular batches i.e. January-2016 and June-2016. The
average class population of March-16 and May-16 batches is comparatively less, so the student’s
satisfaction for instructors is evidently greater. On contrary, satisfaction rate for instructors in Jan-16 and
June-16 batches are comparatively low. This shows that average class population is has a direct impact on
the instructors’ performance.
9.1.2 Other Academic Indicators Other Academic Indicators include workshop indicators like duration and equipment and Soft skills
Course. Overall students are content with the academic measures other than instructors. The sample has
responded with 76% satisfaction rate. The distribution of satisfaction rate for other academic parameters
are given as:
The response given by the students shows that the course content for soft skills is found to be satisfactory
(i.e. 83% satisfaction rate) for the students but they responded with low scores for workshop indicator
68%
83%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Workshop
Soft skills class
Satisfaction Rate for Other Academic Indicators
Department of Measurement, Learning and Evaluation Page 14
(68%). This response is the result of many factors which include course duration, class population,
equipment conditions and the instructor providing instructions to the students for practical. In order to
identify these factors the responses are studied across trades, sessions and shifts.
In AIVT, all batches have different course duration but the course content is same across all the sessions,
which might affect the students’ satisfaction rate for the indicators. The distribution is given below:
January-2016 March-2016 June-2016 May-2016
Duration (Months) 12 9 6 6
Indicators
Workshop 71% 68% 67% 68%
Soft skills class 84% 88% 82% 61%
Overall other academic indicators 78% 78% 75% 65%
The above data shows that low score for the workshop varies with the course duration, which means that
same content which is being taught in different durations is affecting the students’ response and
satisfaction. Further in Soft Skills class, all sessions are positive about the course except the May-2016
(NAVTTC) batch. These students have a very low academic backgrounds, since the eligibility criteria for
the admissions was at least Middle pass, so it can be assumed that the understanding to the same soft
skill training level might be difficult for them.
The content covered in soft skills class was is similar in all the trades. But the response for workshop may
vary trade to trade. The reason includes the different workshops and number of equipment available for
students for practical use. In order to have further insight, the satisfaction rates for workshop equipment
have been distributed according to the trades as follows:
Trades Workshop Equipment
Content covered in soft skills class
Overall other academic indicators
Automobile 65.6% 81.0% 73.3%
CAD-CAM 84.4% 90.6% 87.5%
CAD-Civil 77.8% 83.3% 80.6%
Electrical & Electronics 61.1% 85.9% 73.5%
Fabrication, Welding & Pipework 68.5% 87.0% 77.8%
Mechanical 73.7% 80.4% 77.1%
Mechatronics 55.0% 65.0% 60.0%
Off Set Printing Technician 87.5% 100.0% 93.8%
Refrigeration & AC 73.6% 81.0% 77.3%
The data for the satisfaction rate shows that the Mechatronics course with the largest duration of 2 years,
has least satisfaction (i.e. 60%) for other academic indicators. In contrast, the Offset Printing course scored
with high positive response (i.e. 93.8%). Studying specifically into the workshop indicator, students of
Department of Measurement, Learning and Evaluation Page 15
Offset Printing, CAD-CAM and CAD-Civil are relatively more satisfied, however the students from
Mechatronics, Electrical & Electronics and Automobile have shown relatively lower levels of satisfaction.
9.1.3 Student Affairs: In support of academics, other student matters also take place. Student Relations Department is generally
responsible for most of the day to day students’ related operations and logistics. In comparison to all the
academic activities, including academics and facilities, students have responded the Student Affairs with
a low satisfaction of 59%. In the survey, the student affairs component includes multiple indicators as
given follows:
As it is shown in the graph that all the indicators received less than 70% satisfaction rate. The leave signing
process, guards’ response and the resolving of complaints were found to be very critical. The same
processes take place for all the students irrespective of trades, batches and shifts. However, there can be
a variation in efficiency, responsiveness and the number of students to be dealt in the shifts. So having an
overview of the responses shift-wise, the data shows the following satisfaction rates:
Morning Afternoon Weekend
Total number of Students 1066 202 895
Indicators
Respect and attention shown by Student Relations to students 66% 67% 70%
Respect shown by guards 53% 57% 50%
Leave/short-leave signing process 57% 59% 58%
Main gate entrance rules for late comers 62% 60% 66%
Pre-admission counselling/guidance regarding trades 69% 70% 68%
Resolving of complaints 50% 40% 43%
Overall Student Affairs 60% 59% 59%
46%
52%
57%
63%
68%
69%
0% 20% 40% 60% 80%
Resolving of complaints
Respect shown by guards
Leave/short-leave signing process
Main gate entrance rules for late comers
Respect and attention shown by Student Relations tostudents
Pre-admission counselling/guidance regarding trades
Students' satisfaction Rate for Student Affairs
Department of Measurement, Learning and Evaluation Page 16
From the graph above, it can be seen that overall the morning shift proved to be slightly better than other
shifts. But taking a deep insight leave signing processes, since there are less number of students therefore
they are responded in a better way. Respect shown by guards in morning and weekend shift, and resolving
of complaints in all the shifts have been rated comparatively lowest by the students.
9.1.4 Facilities Students are provided with all the facilities like tuck shop, lockers, washroom, library and sports.
According to students’ response either the facilities are unavailable or are in an inappropriate conditions.
They have shown overall satisfaction rate to be 48%. The distribution of the indicators are given as below:
Overall, it can be seen in the data that except the cafeteria, availability of water in washrooms, time
duration of breaks, and quality of drinking water, all the indicators were responded below even 50%
satisfaction. To have a better understanding, the responses are divided according to the shifts as given
below:
37%
37%
42%
43%
44%
45%
46%
52%
53%
60%
67%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Sitting area outside Tuck Shop
Condition of Lockers
Condition of sports equipment
Time allotted for library
Time allotted to sports
Availability of Drinking water
Hygiene condition of washrooms
Quality of drinking water
Time duration of breaks
Availability of water in washrooms
Hygiene condition of cafeteria
Students' satisfaction Rate for Facilities
Department of Measurement, Learning and Evaluation Page 17
Morning Afternoon Weekend
Total number of Students 1066 202 895
Indicators
Condition of Lockers 35% 39% 39%
Availability of Drinking water 50% 29% 43%
Quality of drinking water 56% 43% 50%
Availability of water in washrooms 63% 56% 57%
Hygiene condition of washrooms 48% 53% 42%
Hygiene condition of cafeteria 67% 68% 67%
Sitting area outside Tuck Shop 38% 48% 33%
Condition of sports equipment 48% 45% 35%
Time duration of breaks 43% 39% 67%
Time allotted for library 45% 56% 38%
Time allotted to sports 48% 64% 36%
Overall students facilities 49% 49% 46%
The data above shows multiple types of variations depending upon many factors. Overall, the weekend
shift students responded to the facilities with comparatively low score, especially in the indicators of
hygiene, sports and library. The main possible factor is the lack of supervision as the management staff is
off on weekends. Condition of lockers were rated less (35%) in morning shift which can be the result of
lack of time available for use because the greater number of students (1066). In afternoon shift, students
are only 29% satisfied with the availability of drinking water, although the number of students are least in
this shift. The response for the time allotted for sports and library is very less overall, as some of the
batches like June-16 and May-16, have no option to avail sports and library facilities. Apart from that, the
students have responded the time allotted for library and sports to be 50% and 54% satisfactory
respectfully.
9.1.5 Uniform AIVT provides technical training to the students with the motive to provide the most appropriate
environment and experience. Students are provided uniforms which they would eventually use in their
professional career while performing technical jobs. The students are 57% satisfied with the uniforms.
The division of the indicators are given as below:
Department of Measurement, Learning and Evaluation Page 18
The data shows that the main concern of the students was the availability of uniform on time which was
shown with a 45% satisfaction rate. However, recently there has been a change in uniform. The students
of January-2016 and March-2016 used to wear overalls, however in June-2016 and May-2016 students
have been provided polo shirts and pants. The change has had a significant effect on students’ response.
The responses are given as follows:
January-2016 March-2016 June-2016
May-2016 (NAVTTC)
Uniform Type: Overall Overall Polo-shirt Polo-shirt
Timely Availability of Uniform 47% 51% 45% 31%
Comfort of Uniform 36% 29% 71% 62%
Design of Uniform 43% 34% 74% 71%
Color of Uniform 58% 60% 73% 67%
The responses in the table above shows that uniforms were not made available on time in any of the
batches. However, the comfort, design and color of the polo-shirt uniform has been responded to be
satisfactory as compared to the overalls.
9.2 AIVT’s main factors of attraction: In this section, students were provided two types of questions:
9.2.1 Ranking the factors
9.2.1 Choosing the reason to join AIVT
45%
56%
61%
67%
0% 10% 20% 30% 40% 50% 60% 70%
Timely Availability of Uniform
Comfort of Uniform
Design of Uniform
Colour of Uniform
Satisfaction Rate for Uniform
Department of Measurement, Learning and Evaluation Page 19
9.2.1 Ranking the factors Students were given seven factors which influenced them to choose AIVT over any other institute. The
factors were to be ranked according to their influencing capacity. The factors and their overall results are
given as follows:
Factors Ranking
Combination of practical and theory 1
Better Instructors 2
Aman Tech is cheaper than other institutes 3
Courses at Aman Tech are of reasonable duration 4
Better job opportunities 5
Brand name 6
Ease of Access 7
The responses shows that overall the academics’ factors like combination of practical and theory and
instructors were the main source of attraction. Followed by the economical fees, employment
opportunities and brand name. Ease of Access was ranked at last which shows that reaching AIVT has
been difficult for the students.
Duration of the courses has been ranked at 4th, however since there is a variance in it across the batches
due to management changes. In order to have a better insight, the responses are divided into the batches
as follows:
January-
2016 March-
2016 June-2016
May-2016 (NAVTTC)
Duration (Months) 12 9 6 6
Combination of practical and theory 1 1 1 3
Better Instructors 2 2 2 1
Aman Tech is cheaper than other institutes 3 4 3 4
Courses at Aman Tech are of reasonable duration 4 3 4 5
Better job opportunities 5 6 5 2
Brand name 6 5 6 6
Ease of Access 7 7 7 7
In the data above, students of main intakes (i.e. Jan-2016 and June-2016) have responded with the same
ranking as overall, regardless of the difference in course duration. But there are some minor variations in
the intakes of March-2016. However the students of May-2016 (NAVTTC) expect a better opportunities
to be their one of the top priority.
9.2.1 Choosing the reason to join AIVT This was a closed ended question in which students were provided with all the possible reasons that could
be the factor for taking decision to join AIVT. The choices and the results are as follows:
Department of Measurement, Learning and Evaluation Page 20
The data shows that opportunity for employment or attaining better employment was significantly less
important for the students as compared to the improvement of their technical skills. The main point to
note is least important option of the recommendations by friends or neighbors. This implies that our
alumni and network in communities are not contributing to spread good will in community.
9.3 Ease of Access: AIVT facility, with its location is near to most of the students who are residents of Landhi, Korangi and
Malir. But due to its location to a faraway area inside where, there is no access of public transport and the
construction of the bridge at main Korangi Crossing, students found difficult in reaching AIVT.
Overall students have answered that they face difficulty in reaching AmanTECH and data shows that only
37% responded with ease of access to AIVT. The percent ease of access is responded as 37% only. The
average distance from the residence of the students to AIVT, who responded with the difficulty in reaching
to campus is 12.2 miles, while for students answering the access to be easy is 8.1 miles. The division of
the response by towns is given as:
2%
5%
9%
14%
30%
41%
0% 10% 20% 30% 40% 50%
Friend's or Neighbour's recommendation
Hobby
Family's guidance
Higher Income
Employment
To improve skills
Department of Measurement, Learning and Evaluation Page 21
Town Ease of Access
Korangi 67%
Jamshed Town 53%
Shah Faisal 52%
Landhi 45%
Liyari Town 38%
Malir 33%
Kiamari Town 28%
Orangi 27%
S.I.T.E 25%
Saddar Town 23%
Gulshan Town 22%
Gulberg Town 21%
New Karachi 19%
Liaquatabad 18%
Baldia Town 8%
Bin Qasim 0%
D.H.A 0%
Gadap Town 0%
North Nazimabad 0%
Out of Karachi (Hyd)
0%
Grand Total 37%
The map shows that the students residing in the neighboring areas of AIVT like Korangi, Landhi, Shah Faisal
are satisfied with the ease of access. While in areas like Bin Qasim, DHA, Gadap and North Nazimabad, all
the students are facing difficulties in reaching Campus.
In order to gain a better understanding of difficulties related to commuting to AIVT, students were asked
to respond to a multiple-choice based question. The distribution of the difficulties faced by students are
given as follows:
1. Lyari Town
2. Saddar Town
3. Jamshed Town
4. Gadap Town
5. SITE Town
6. Kemari Town
7. Shah Faisal Town
8. Korangi Town
9. Landhi Town
10. Bin Qasim Town
11. Malir Town
12. Gulshan Town
13. Liaquatabad Town
14. North Nazimabad Town
15. Gulberg Town
16. New Karachi Town
17. Orangi Town
18. Baldia Town
AmanTECH
Department of Measurement, Learning and Evaluation Page 22
The data prominently shows that the distance is the major factor which is causing difficulty for students
in reaching to AmanTECH.
3%
27%
32%
70%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Others
It is too expensive
Infrequent availability of public transport
It is too far
Problems being faced by students in reaching Aman
Department of Measurement, Learning and Evaluation Page 23
10. Recommendations
1. Certain aspects of Aman Tech, especially in the administrative area, need immediate attention and
improvement. These include, condition of lockers, availability of drinking water, hygiene conditions
of washrooms and the covered sitting area for students next to the tuck shop which tends to get very
crowded. Given that students spend considerable hours at the Aman Tech facility, provision of these
basics are vital in providing a conducive environment to the students.
2. The complaints and feedbacks are the students’ contribution towards betterment of the institute.
These should be taken into account seriously and should be tracked properly.
3. Students need to be treated more respectfully, especially by guards at the main gate, and proactive
action needs to be taken to resolve student complaints or address them in the best possible way to
ensure student satisfaction.
4. Workshop equipment, especially for trades such as Automobile and Electrical & Electronics, need
some quality improvement. And also the number of equipment should be increased in order to
provide sufficient time to students to perform experiments.
5. To ensure a better overall experience for students coming to Aman Tech, designated time for sports
and library each should be introduced for the new 6-month courses (including the weekend shift) as
participating in sports and reading can help refresh students and make them more productive and
active in classes.
6. While students are briefly told about the trades being offered, no comprehensive counselling is given
to prospective students regarding trades and what the curriculum entails. Students feel that given
their age and qualification (most have only studied till Matric), they have very little idea about what
to do and therefore counselling by Aman Tech will play a large role in giving them a direction and the
guidance they need. This will also help contain the drop-out rate as a students who join a trade
without any prior knowledge of what it entails, often drop out as the course does not meet their
expectations.
7. Aman Tech can expand its target market by provision of transport services and ensure higher
enrollment in the future through more specific marketing. Hence, provision of both, point services
and pick & drop services from Korangi crossing, need to be implemented across all shifts at a
subsidized rate. This will help make Aman Tech more accessible to students living in different parts of
Karachi and may result in higher enrollment rate in the future.
Department of Measurement, Learning and Evaluation Page 24
8. Marketing can make use of the information on the factors that attract students to Aman Tech, both
individual and compared to other institutes, to make more customized campaigns for different trades.
9. According to students’ responses, improvement of skills was more important for the students,
compared to the employment. Hence the marketing department can amend its strategies accordingly
by strengthening their focus on employment opportunities and also by gaining a new direction to
market the skill enhancing part of AIVT.
10. New trades and courses should be introduced at Aman Tech, based on demand analysis of not just industry but also of students. Given the importance of technology in today’s world and the high demand for IT operators, courses such as Information Technology should be introduced to make students more computer literate and relevant in today’s world.
Department of Measurement, Learning and Evaluation Page 25
11. APPENDIX.
AMANTech Student Feedback Survey Please respond to all questions below freely and honestly.
Disclaimer: This is a confidential document and participant’s name will not be mentioned
anywhere.
Application ID: ________________
Trade:
1. Automobile
2. Electrical and Electronics
3. Mechanical
4. Refrigeration and AC
5. CAD-CAM
6. CAD-Civil
7. Off-set Printing
8. Fabrication, Welding and Pipework
9. Mechatronics
Shift:
1. Morning
2. Afternoon
3. Weekend
Session:
1. Jan 2016
2. June 2016
Department of Measurement, Learning and Evaluation Page 26
Q1. How do you rate the following at Aman Tech?(Following are the rating criteria from very poor to very
good, please rate each point according to your point of view)
Very poor (-2) Poor (-1) Neutral (0) Good (1) Very good (2)
A – Attitude of AMAN Staff
Respect and attention shown by instructors to students
Respect and attention shown by Student Relations to students
Respect shown by guards
B – Learning Environment and Methodology
Choice of available trades
Workshop Equipment
Content covered in soft skills class
Instructor’s teaching skills and methodology
Preparation of instructor for daily lectures
Instructor’s ability to motivate students
Instructor’s Support for student’s curiosity and questioning
C – Administration
Condition of Lockers
Availability of Drinking water
Quality of drinking water
Availability of water in washrooms
Hygiene condition of washrooms
Hygiene condition of cafeteria
Sitting area outside Tuck Shop
Condition of sports equipment
D – Time-keeping
Time duration of breaks
Time allotted for library
Time allotted to sports
Proper utilization of teaching time by the instructor
Leave/short-leave signing process
E – Communication
Main gate entrance rules for late comers
Pre-admission counselling
Resolving of complaints
F – Uniforms
Timely Availability
Comfort
Design
Colour
Department of Measurement, Learning and Evaluation Page 27
Q2. Why did you join AMANTech?
1. Employment
2. Higher Income
3. To improve skills
4. Hobby
5. Family’s guidance
6. Friend’s/Neighbour’s recommendation
Q3a. Have you applied to any other vocational training Institute previously?
1. Yes
2. No
Q3b. If yes, please provide name of the institute.
Ans. ______________________________
Q3c. Did you complete any trade from the institute mentioned above?
1. Yes
2. No
3. N/A
Q3d. If yes, name the trade.
Ans. ____________________
Q4. Why do you prefer AmanTech over other vocational training institutes? (Hunar foundation, Memon
Foundation, APTECH etc.) RANK OPTIONS according to preference from 1 to 7, with 1 being the most
important reason and 7 being the least important.
1. Good combination of practical and theory
2. Aman Tech is cheaper than other institutes
3. Courses at Aman Tech are of reasonable duration
4. Better instructor
5. Brand Name
6. Better Job opportunities
7. Ease of access
Department of Measurement, Learning and Evaluation Page 28
Q5a. Are you currently facing issues commuting to Aman Tech?
1. Yes
2. No
Q5b. If yes, what is the issue?
1. It is too far
2. It is too expensive
3. Infrequent availability of public transport
4. Other, please explain. ___________________
Q6. If you come from Korangi crossing, what mode of transportation do you use nowadays?
1. Own transport
2. Rickshaw
3. Walk
4. AT Transport
5. Take lift
6. I do not come from Korangi crossing
Q7. In your opinion, which new TRADE should be introduced at AMANTech?
1. Information Technology
2. Chinese Language
3. Arabic Language
4. English Language
5. Other, please specify. ____________________