From instruction to impact: Unpacking the role of institutions and skills in youth livelihoods

This study develops and empirically tests a dual-path mediation model within Pakistan’s Technical Vocational Education and Training (TVET) context, drawing on Human Capital Theory and the Capability Approach to examine how Training Quality (TQ) and Institutional Policies (PIP) shape outcomes. Using structured survey data from 396 TVET graduates and applying structural equation modelling, the analysis identifies two distinct pathways. TQ improves Livelihood Outcomes mainly through Skill Acquisition, confirming that the quality of instruction directly strengthens learning gains. In contrast, PIP shape outcomes through the creation of Support Networks such as mentoring and peer guidance systems, and close to one-third of their overall effect flows through these supports. This highlights their often-neglected role in linking training with employment. The findings move beyond standard input–output models by showing that technical instruction alone is not sufficient, and that career advice, social support, and institutional backing are equally vital. Theoretically, the study contributes to TVET literature by bringing individual learning processes and systemic enablers into a single framework. Practically, it offers clear policy directions aligned with Sustainable Development Goal (SDG) 4 and 8, stressing the need to institutionalise mentorship structures within TEVTAs while modernising training delivery and design.