Samenvatting

This study was based on Instructional Skills (IS) training module which was imparted by Training Institute for Technical Instruction (TITI) Nepal to improve the performance of vocational instructors. Instructional skill training is a three months training course split in to three modules; each module is for one month. TITI as a training institute has a great confident on Instructional skill training to enhance instructor’s capacity but instructors were seen less effective in acquiring skill and knowledge from Instructional skill training. Testing this hypothesis was important to find out the hindering factors in real world situation, which would be useful for future improvement of this training. 16 instructors from four technical schools, eight class observations and three TITI trainers were selected for interviewed for primary data collection. Five issues such as organizational issues, individual motivation, adult learning strategies, group learning issue and issues related to course content were found influencing factors for learning in IS training. These factors are analyzed in details for the discussion. In the organizational level, termination of Swiss support from TITI was an important factor. Decreased financial resources trim down the incentives and staffs found unmotivated for quality training. Many experience trainers left the organization during this period. It was found that 66% instructors have learning plus other secondary interests in the training. It is because there is no any scope of this training for further development of their career. There is no difference between trained and untrained colleague in terms of promotion, incentives, recognition and placement. These were the personal issues that instructors were not found much keen and motivated for the training. TITI adult learning strategy is also found less problem solving and less learners centered rather formal and controlled by Trainers. Similarly heterogeneity of participant’s educational level, faculty, experience, age differences, working areas were other hindering factors of group learning. Learning goals of Instructional skills training which are more practical and useful in daily work were selected to test the relevancy of training content and transfer of learning. It was found more theoretical, some concepts were difficult to learn and many of them were unrealistic to use in their schools. So, the instructors pass over to learn. Teaching materials being in English, and the course being too general were some other constraints for effective learning. Lower rate of transfer was also other indication of less learning in IS training. In contrary to the TITI's claim of outstanding performance of its training, it was found that, the quality of IS training to be decreasing each year. The pre-training knowledge of instructors was found to be very good because they learned by sharing with trained colleague, own experience, observation and self study. Adults should get chance to analyze and realize their problem themselves and should find out the solutions as well. IS training attempted to prove its competencies by using sophisticated methods and media, where as experiential learning was overlooked in real practice.