Assessing the role of LACAS school system in skill development and career readiness of students in Pakistan

Abstract

This thesis explored the role of the LACAS School System in fostering skill development and enhancing career readiness among secondary-level students in Pakistan. The study aimed to examine how initiatives such as leadership programs, extracurricular activities, internships, and career counselling contribute to preparing students for the demands of the 21st-century workforce. The thesis was anchored in the theoretical frameworks of skills and career development at school level, with a particular focus on talent development, career guidance, and future workforce preparedness. The context of Pakistan’s evolving educational landscape was considered, particularly the growing need for educational institutions to align with market-driven skill requirements.

A quantitative research approach was employed using a structured questionnaire survey. The survey targeted faculty members at the LACAS Gujranwala campus, with 40 teachers participating in this research. The data collected provided insights into educators’ perceptions of career development initiatives and their impact on students' professional growth. Data analysis was conducted using descriptive statistics, and the results were presented to identify prevailing patterns and key areas of strength and improvement.

The study found that most teachers at LACAS are actively engaged in initiatives supporting student career development, with over 56% participating in such efforts and 70% affirming the inclusion of skill-building programs like leadership and public speaking. Teachers widely recognized the value of internships, non-academic platforms, and mentorship in enhancing students’ career readiness, while also noting that the curriculum effectively integrates real-world competencies. However, career counselling systems were seen as an area needing improvement, with only 63% of respondents rating them positively. Overall, the findings highlight a strong institutional commitment to holistic, career-focused education.