Gauging the Gap: Student Perceptions of Skill Proficiency in Skill-Based Education within Schools of Punjab, Pakistan

Abstract

This study investigates student-perceived proficiency in soft and practical skills acquired through skill-based education (SBE) in schools. A quantitative approach was employed, utilizing a structured questionnaire administered to 384 twelfth grade students (158 males and 226 females) across 50% public higher secondary schools of three other than divisional headquarters cities of Punjab province, namely Jehlum, Chiniot, and Bahawalnagar. The survey assessed students’ self-reported proficiency in 20 soft skills (e.g., data analysis, communication, critical thinking) and 20 practical skills (e.g., welding, IT skills, cooking), using a five-point Likert scale. Data analysis, involving frequency distributions, weighted scores, mean values, standard deviations, and rank ordering, revealed significant disparities in perceived proficiency. Students reported the lowest levels of proficiency in foundational areas such as data analysis, research skills and critical thinking skills among soft skills, and welding and woodwork among practical skills. While skills such as cultural sensitivity, self-awareness, and sports were rated higher, most skills were only perceived as moderately proficient. From all over soft and practical skills, mostly were slightly proficient.  These findings underscore a significant gap between the intended outcomes of SBE and students’ perceived skill acquisition. The study highlights the need for a reevaluation and refinement of SBE implementation strategies. This research contributes valuable student-centered insights for educators and policymakers seeking to enhance SBE programs in schools. The study's limitations include its reliance on self-reported data, cross-sectional design and limited geographic scope.