ETHIOPIAN TECHNICAL UNIVERSITY

Course Title:- Institutional Supervision and Quality Assurance

Submitted to- Dr.Teramaje Mekonnen

Submitted by Wendimu Nigussie Jote
ID N0 MTR/774/13
Mobile N0: 0912497041
Email: nigusiewendimu@gmail.com

Dpt : Electronics Communication Technology

Junly-10-2021
 Acknowledgement
First and foremost my deepest and heart full thanks to God and next to The Department of TVET
Leadership and Management

For giving this chance to supervise the college found near of me and prepare this document and
for his assistance.
Second, I would like to say thank you to the Agarfa TVET College Dean Ato Muhamad
Mude, Industrial Extension and Technology transfer Mabratu Worku, Human Resource
Administration Ato Umar Aman, Electrical Electronics department Teachers and other staffs of
the College for their unlimited support in providing the necessary information on preparing this
document.
The main purpose of this study is to better understand the practice of instructional and
institutional supervision in the TVET by examining trainers and institution perspectives about
how they experienced and conceptualized instructional and institutional supervision. The
study also required to uncover aspects of instructional and institutional supervision that trainers
and institutional staffs think should be practiced. Instructional supervision is very vital in the
professional development of trainers.

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Abstract
This paper addresses Instructional and Institutional supervision checklist gaps in the
administration of Technical and Vocational Education Training (TVET) Colleges as a
solution for professional development highlighting the concepts of instructional supervision,
institutional supervision, and principles of supervision, supervision checklist for both
institutional and instructional supervision. Also the supervision checklist designed as a
viable tool for quality output in TVET education and the techniques of instructional
supervision were include activities like classroom observation, trainer visitation, demonstration,
workshop, micro-teaching, guided practice, campus observation, administration supervision
and enquiry. Since an unsupervised instruction may be the standard of education, it is
therefore suggested that principals as catalysts should facilitate the implementation of the
various sets of instructional activities that will improve the teaching learning situation in
the input-process-output framework. This is geared towards an effective, viable, vibrant and
qualitative educational system. The project therefore aims at investigating the perception of
Ethiopian technical and vocational training colleges, on institutional and instructional
supervision in relation to their professional development.

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List of Acronyms
1. COC (Center of competency)
2. DBA (database Administration)
3. EOS (Ethiopian Occupational Standard)
4. ICT (Information and Communication Technology)
5. OHS (Occupational Health Safety)
6. OS (Occupational standards)
7. TTLM (Teaching Training and Learning Material)
8. TVET (Technical and Vocational education and Training)
9. UC (Unit of Competency

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 Table o of Contents

Acknowledgement ......................................................................................................................................... I
Abstract ......................................................................................................................................................... II
List of Acronyms ......................................................................................................................................... III
Table o of Contents ...................................................................................................................................... IV
1. Introduction ............................................................................................................................................... 1
2. Background of the College ....................................................................................................................... 1
3. Objective of the study ............................................................................................................................... 2
3.1 General objective of the study ............................................................................................................ 2
3.2 Specific objective of the study ............................................................................................................ 2
3.3 Significances of the Study .................................................................................................................. 2
3.4 Scope of the study ............................................................................................................................... 2
4. Supervisory practice.................................................................................................................................. 3
4.1 Purpose of the study ............................................................................................................................ 3
4.2 Perception Towards supervision ......................................................................................................... 3
4.2.1 Outcome Based Training Delivery System................................................................................... 3
4.2.2. Formal and non-formal Training delivery................................................................................... 4
4.3 COC plan and implement for formal and non formal/short training trainees 2009 & 2010 E.C ........ 5
4.4 Industry extension and Technology Transfer 2012/2013 E.C ............................................................ 5
5. Outcome based training delivering system check list ............................................................................... 6
5.1 Industry Extension and Technology Transfer check list 2012 & 2013 E.C ........................................ 7
6. Specific aspects of supervisory areas ...................................................................................................... 10
1. Main function one: Develop session plan ....................................................................................... 10
2. Main function two: session presentation/delivery of session ......................................................... 10
3. Main function three: Evaluation ......................................................................................................... 10
4. Main function four: Professional and Ethical standard ................................................................... 11
5. Main function five: Cooperative ......................................................................................................... 11
6. Techniques employed in supervision and Frequency of supervision ............................................... 11
7. Problems facing the supervisory practice ......................................................................................... 11
8. Conclusion .............................................................................................................................................. 12
9. Suggested solutions/Recommendation ................................................................................................... 12

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 1. Introduction
Supervision is basically directed towards maintaining and improving the teaching learning
process of the institution. Its main function is the evaluation and improvement of factors
affecting learning and the ways which Learning facilities are being managed. More especially a
vital learning aspect in education such as Technical and Vocational Education and Training
encourage sustainable development of the society by equipping citizens with relevant skills
and Knowledge to fit in the workforce.
Institutional supervision in TVET brings improvement in the institution by analytical the
Administrative responsibilities of day to day operation of training programs. Also the aim is to
ensure that departments, administrators and trainers are doing their jobs for the benefits of the
students. It is viewed as the process of motivating growth and a means of helping trainers to help
them. It is an instrument for the improvement of the educational enterprise and highlighted that
the roles and purpose of supervision include deciding the nature and content of the occupational
standard and curriculum, providing a guide for staff development, determining the tone of the
institution, ensuring that trainers perform their duties as scheduled, stimulating good institutional
practice and stop undesired ones, enlighten and stimulate the economic sector on the value of the
program, advice individual on the concept of job satisfaction through encouraging result.
To offer technical and procedural advice or recommendation, obtain assurance the program has
been completed in reasonable close conformity with plans and specification, acquire information
on problem and construction changes, provide opportunities for timely corrective action where
applicable and provide documentation for solution to problems or awareness of problems to
avoid future reoccurrence.

2. Background of the College

Agarfa TVETI (Technical and Vocational Education and Training institution was established
in 2001 EC. by the name of Damto Kebede which was later changed to Agarfa TVET College
starting from 2008 up to know. It provides Educational service for 12 years consecutive
years from 2001 up to 2013. It was one of the previous and historical TVETI from top listed
Ethiopian TVETI. Currently the college has a total of 50 trainers and 21 supporting staff
members. The program was started by 2 departments and now the number of department is
increased to 7.
The College offer training from level I to level IV(4) technical educations and some of the major
occupations are Constriction Technology, Electro Technology, Wood Technology,
Manufacturing Technology, Installation construction work, Agriculture and Information

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Technology, in addition to this the college changes the occupations accordingly as the demand
forces.
Many of the college candidates became technical teachers for TVET colleges/Schools and
governmental workers across the country. Currently this TVET has planned to expand training in
different occupations. To give efficient and effective training the participation of all stake
holders is necessary.

3. Objective of the study

3.1 General objective of the study
The general objective of this study is to asses and discovers the current statues and scenario of
Agarfa TVET College in the Training Delivery and management system in terms of Institutional
and Instructional supervision.

3.2 Specific objective of the study

The specific objective of this study is to find the gaps in the institution in terms of institutional
supervision and instructional practice.
To give improvement for the institution based on the gap findings.
To work cooperatively with the trainers related to the instructional practice.
To identify the extent to which instructional supervision identify the strength and limitation of
trainers in the classroom give recommendations.
To assess the professional support trainers in order to improve their instructional

3.3 Significances of the Study

The study is expected to have the following significances;
It may help trainers, supervisors and other responsible officers to be aware of the extent to
which institutional and instructional supervision is being implemented.
It may help all College leaders and trainers to identify the strengths and weaknesses of
institutional and instructional supervision activities to take remedial measures against that
challenge that TVET College faced in implementing institutional and instructional supervision.
It helps us to understand, to apply our knowledge and skill in which institutional and
instructional supervision will conduct.

3.4 Scope of the study

The Scope of the study was focus in the college outcome based training delivery method and
strategy like the preparation of session plan, the delivery method , the evaluation criteria, the
cooperative training. The study was delimited in the College Dean office; outcome based
training, industrial extension and Technology transfer.

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 4. Supervisory practice
4.1 Purpose of the study
Supervision can be viewed as a process of managing functions intended to promote the
Achievement of institutional goals and to enhance the personal and professional capabilities of
staff. Supervision interprets the institutional mission and focuses human and monetary resources
on the promotion of individual and organizational competence. This supervision attends to the
accomplishment of the institution and unit's goals and to the personal and professional benefit of
the Agarfa TVET College staff members.
The purpose of the study is to check the understanding of supervision of institution and
instruction in Agarfa TVET College. Uniformly, it is to allow light on how instructional
supervision is practiced in Agarfa TVET College. Trainers, who are being supervised, may have
different views and expectations about supervisory programs and practices. The Institution
supervision also performed by preparing a checklist that performs all TVET institutions. Based
on the supervision findings, the study will be positioned to make recommendations about how to
improve the quality of teaching learning activities in the college , how to improve the institution
overall Administration and academic practices and also suggests possible changes in supervisory
practices.

4.2 Perception Towards supervision

I have identified the benchmarks that perform in most TVET colleges for accomplishing the
institutional supervision of Agarfa TVET College in regarding to the perspective core and
supportive processes of the college Analysis. Outcome based Training delivery system, and
Industry Extension and technology transfer are the core processes. I have identified in the
institution supervision practice. Based on this analysis of the supervision, I classified the core
processes and the sub Main function can be categorized in to the following order. These are:-

4.2.1 Outcome Based Training Delivery System

A. Trainer Development
C-level trainers’ development :- In developing a C-level a candidate Trainer the College
carried out the following duties and responsibilities such Deliver training methodology for new
employee candidate trainers, Recruitment candidate trainers based on their skill gap and
occupational area, Select and Prepare candidate trainers to fulfill their gap and Development
their skill gap by B levels trainers. Based on this, Agarfa TVET College has been achieved for
all C –Level trainer (15) in different sectors continuously until to this report preparation.
Development of B level trainers in different sector: - In developing B- level candidate
Trainers the College carried out the following duties and responsibilities such as identifying and
upgrading trainers from C to B level and from B to A level into Ethiopian Technical University
Effectively and efficiently use of the potential of local experts in identified skill gap areas in all
occupation. Based on this, Agarfa TVET College has to achieve 35 candidates in total B Level

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 and A-level trainers from different sectors achieve their training in Ethiopian Technical
University from 2006 E.C up to know.

B. Institutional capacity development

In developing an Institutional capacity College carried out the following duties and
responsibilities such as Prepare institutional capacity development plan , Properly Use of
institutional tools, materials and equipment ,Implementation of kaizen, Expanding infrastructure
and facilities based on the need assessment of the market and Implementation of the plan
Based on this, Agarfa TVET college.

4.2.2. Formal and non-formal Training delivery

A. Formal Training Delivery
In delivering formal educational training the College carried out the following duties and
responsibilities such as Perform Mobilizing Activities /Tasks towards in different sectors ,
Preparing curriculum based on Ethiopia Occupation Standard(EOS), Identify ,select and prepare
enterprises and industries for cooperative training, and give orientation about cooperative
training, Prepare cooperative training plan and implement accordingly, Conduct Cooperative
training ,Prepare trainees for national assessment and Conduct study Based on assessment result.
Based on this, the College has planned and accomplished the following:-
Regular and Extension Program Plan Implement Current No 100%
New Regular & Trainees 2013 1000 678 678 67.8
Existing 2012Trainees 600 300 300 50
Total 1600 978 978 61.13
New Extension Trainees 2013 650 500 500 76.9
Existing Extension Trainees 2012 300 300 300 100
Total 950 800 800 84.2
Cooperative training from total 2550 1778 1778 69.73

Table 4.2.1.1 A formal training plan and Implement

At the beginning of 2013 E.C the college planed to train formal trainees including the 2012 E.C
trainees but up to this report the college has total of 1778 regular and extension trainees. This
data shows the accomplishment is 69.73%
In delivering Cooperative training the college has planned to facilitate for all trainees to take
cooperative training with collaborative effort of the enterprises and industries which is achieved
100%.
B. Non formal Training (Short term training) 2012 & 2013

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 In delivering Non formal educational training the College carried out these duties and
responsibilities such as Delivering market oriented short term training and prepare for
assessment, retooling skills of university and college graduates and prepare the competent
trainees to the industry job linkage .Based on this, the College has planned and accomplished

No Trainees Sectors Plan Implement 100 %

1 Metal and wood 100 90 90
2 Electronics communication Technology 81 65 80.25
3 Wood Technology 120 102 85
4 Information Technology 68 58 85.29
Total 369 265 71.82
Table 4.2.1.1 B Short term training

4.3 COC plan and implement for formal and non formal/short training trainees 2009 &
2010 E.C
Trainees/industries Plan Implement Certified 100% Remark
Formal trainees 1000 799 755 75.5
Short trainees 1000 800 700 70
Table 4.3 COC plan and implement of formal and none formal/short training trainees
This table shows national Competence of Assessment of the college has planned to provide
assessment for 2550 formal trainees and 369 short trainees. But this data shows the
implementation is very low for both formal and short trainees until we conducted the
supervision.

4.4 Industry extension and Technology Transfer 2012/2013 E.C

Activities Existing 2012 E.C New 2013 E.C Total Remark
Industry (Owner) 21 45 66
Employees 113 --- 113
Table 4.4 Industry extension and Technology Transfer
Based on this analysis of the supervision, I classified the core processes Industry extension and
technology transfer in to different sub Main function can be categorized in to the following
Order. These are:-
 Prepare plan on industry extension and technology transfer tasks with enterprises and
industry
 Deliver project based training and capacitate trainers
 Train and capacitate trainers and enterprises by using a lead kaizen trainers
 Train and capacitate trainers and enterprises by using a lead entrepreneurship trainers
 Provide technical support for Enterprise
 Conduct assessment for enterprise experts
 Recruit and select competent industry(enterprise) assessor
 Apply sustainable kaizen implementation in enterprise

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  Making core Centers for Technology copying, adaptation, Accumulation and Transfer.
Based on this the planned and accomplishments of the college are listed in the following
pattern:-
Tasks Plan Implement 100% Remark
Technical support 1550 1280 82.58
Technology Transfer 45 36 80 produced wealth (6,000)
Kaizen 2000 1000 50%
Entrepreneurship 1000 500 50%
kaizen trainers 10 5 50
entrepreneurship 100 30 30%
trainers
Table 4.4.1 Industry extension and Technology Transfer of plan and implementation 2012 &
2013 E.C

5. Outcome based training delivering system check list

Main function 1. Trainer development

N0 Activities /Tasks Plan Implement 100% Remark
1.1 C-level trainers’ development 15 15
1.1.1 Deliver training methodology for new It’s mandatory take
employee candidate trainers teaching methodology
new trainee’s 1
1.1.2 Selection candidate trainers’ based on 100 30 30
their skill gap and fulfill their gap
1.1.3 Development of skill gap C level 100 50 50
trainers by B and A levels trainers
1.2 Development of B level and A level trainers in different sector
1.2.1 Identifying and upgrading trainers from - 50 - based on quota of
C to B level and from B to A level 0romia TVET bureau
into Ethiopian Technical University and
other satellite University
1.2.2 Effectively and efficiently use of the - - - Based on demand
potential of local experts in identified
skill gap areas for all occupation.
1.3 Institutional capacity development
1.3.1 Prepare institutional capacity - - - Al ways
development plan
1.3.2 Properly Use of institutional tools, Al ways
materials and equipment
1.3.3 Implementation of kaizen Al ways
1.3.4 Expanding infrastructure and facilities 1 1 100 In building
based on the need assessment of the

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 market
Main function 2:Formal and non-formal Training delivery
2.1 Formal Training Delivery

2.1.1 Perform Mobilizing Activities /Tasks 3 3 100

towards Institute
2.1.3 Preparing curriculum based on Ethiopia 12 6 50 For each dep’t and for
Occupation Standard(EOS) each level 2
2.1.4 Delivering outcome based training in 2500 2500 100
institution (30%)
2.1.5 Identify ,select and prepare enterprises 50 50 100
and industries for cooperative training
2.1.6 Prepare cooperative training plan and 100 50 50
implement accordingly
2.1.7 Conduct Cooperative training (70%) 1000 1000 100
2.1.8 Prepare trainees for national assessment 1250 840 67.2%
2.1.9 Conduct tracer study 6 4 66
2.2 Non formal Training (Short term training)
2.2.1 Delivering market oriented short term 2500 2000 75%
training and prepare for assessment
2.1.2 Prepare trainees that has been taken 500 500 100%
training to industry job linkage
Table 5.0 Outcome based training delivering system check list

5.1 Industry Extension and Technology Transfer check list 2012 & 2013 E.C

No Activities /Tasks Plan Implement 100%

1 Prepare plan on industry extension and 1774 1282 72.3
technology transfer to deliver the four main
packages to enterprises and industry
2 Train and capacitate trainers by using a lead 10 5 50
kaizen trainers
3 Train and capacitate trainers by using a lead 12 6 50%
entrepreneurship trainers
4 Provide technical support for Enterprise 1774 1282 72.3
5 Conduct assessment for enterprise experts 945 548 58
6 Recruit and select competent 45 10 22.2
industry(enterprise) assessor
7 Apply sustainable kaizen implementation in 1774 1282 72.3
enterprise
8 Making core Centers for Technology 40 36 90
copying, adaptation , Accumulation and
Transfer

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 Table 5.1 Industry Extension and Technology Transfer check list
5.2 Supervisory personne
Name of Trainer’s Lenco Galgalu
supervised
Name of supervisor Wendimu Nigussie
Level
level-III
Unit of Competency Assembling and Erecting Reception Antennae and Signal Distribution Equipment
Module Code EEL CMS3M03 0911
Main functoin1. Develop session plan
No Activity/Tasks Evidence Required value/point
1 2 3 4 5 Remarks
1 Prepares session plan based Observation the session plan X
on OS /curriculum prepared
Observation before& after

2 Clearly identified objective Observation of the session plan X

of the lesson prepared
3 Appropriateness and  Observe the prepared X
relevance learning teaching TTLM, curriculum
materials to the session plan  Observation before and
after class
4 Appropriateness of training  observation of the training X
methodology and delivery rooms
modes to trainees  Check Documentation
5 Apply and organizes  Observation of training X
resource relevant to the aids
session plan  Document observation
6 Selection of Evaluation X
methods  Evaluate the prepared
Evaluate the prepared curriculum
curriculum  Document observation
Document observation
7 Prepared of reference  Check the reference X
materials in session plan materials with the
curriculum
Main functoin2: session presentation/delivery of session
N0 Activities /Tasks Evidence
1 Explain the objectives of  Observation and X
Learning outcome hearing
2 Explain the introduction to the  Observation and X
lesson to hearing
3 Organize the appropriate  Observation and X
training materials before and check material
after the session

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4 Prepare and check the  Observation
training area and equipment
before and after session
5 Trainer’s language, voice of  Observation and X
quality, clarity of explanation listen.
6 Trainer’s language, voice of  Observation and X
quality, clarity of explanation listen
7 Trainer’s knowledge of  Observation and X
subject matter listen

8 Deliver training based on the  Observing the session X

session plan structure plan prepared
9 Trainer’s Willingness to  Observation X
accept trainees questions and
feedback
10 Trainees class room managing  Observation X
11 Prepare the supplies, tools and  Observation and see X
equipment , OHS materials materials
for the session

Main functoin3: Evaluation

N0 Activities /Tasks  Evidence
1 Prepare formative and X
Summative Assessment  Document
Format observation and
interview
2 Evaluate the trainees based on X Checked
the session plan and TTLM  Document trainees
evidence observation and result
interview
3 discuss on the given  Document X Checked
assignments ,projects and Lab observation and trainees
exercise on time interview Assignm
ent
Main functoin4: Professional and Ethical standard
N0 Activities /Tasks Evidence
1 Treat trainees equally and X
fairly  Observation

2 Respects and effectively use  Observation X

the schedule
3 Post suitable consultation  Observation X
times and find solution if any
to trainees academic problems
4 Ability to follow professional  Observation X
standards and ethical conduct

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 for the supervision,
assessment
5 Maintain self-discipline and  Observation X
personality and be a role
model to the trainees
6 Awareness of the human, 
civil, and legal rights of all
trainees and the responsibility
Main functoin5 : Cooperative Training
No Activities /Tasks  Evidence
1 Giving awareness about  X
cooperative training to
trainees
2 Prepare the direction and  Checking prepared X
manual for cooperative documents
training and change it into
practice
3 Prepare cooperative training  Checking prepared X
schedule with enterprise documents
Table 5.2 instructional supervision for trainer check list in supervisory personnel

6. Specific aspects of supervisory areas

Before going to the main function we are analyzing the overall activates and willingness of the
members of the institution. Based on that analysis most members willing and accept and support
us that what we want especially the Electronics trainers helps in accepting and responding our
ideas during the supervision conduct. When we evaluate the instructional supervision that was
conducted the check list we summarized us based on each main functions as below

1. Main function one: Develop session plan

The trainer was prepared session plan , objective are identifying as we have observed the
session plan but the training methodology recourse relevant to the session plan , the
evaluation method are not properly settled and organized based on the curriculum and
occupational standard.
2. Main function two: session presentation/delivery of session
As we were observed most of the rating scales are very good and excellent because
trainer`s explanation was clear, he introduced the lesson objectives, deliver of training
and classroom managing was attractive and master of his subject.
3. Main function three: Evaluation
Again on this function the trainer has gotten very good because he prepared and
conducted both summative and formative assessment and he has given assignment and
project as well as documented very evidences.

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 4. Main function four: Professional and Ethical standard
During the supervision was going on we have given very good; because of trainer`s
respects and the way he treat his trainees and also he has given awareness for the
trainee`s on their rights and responsibilities.
5. Main function five: Cooperative
Training we have given excellent for the trainer because he has helped trainees to get
exposure to the world of work by employee the trainees to have access to the industry and
giving awareness on the importance of cooperative training to trainees.
6. Techniques employed in supervision and Frequency of supervision
According to my supervision program at Agarfa TVET College, I identified the following
techniques of institutional supervision
 Develop Institutional Development Plan and based on this they try to accomplish their
plan
 By using supervised methods for internal and external ways, based on this method
internal way: - Agarfa TVET college academic team three (3) times within one year
where as external way:- from Bale Zone TVET Bureau, from Oromia Administration
Bureu and Ethiopian Technical University supervise sometimes one or two within one
year. Those Supervisors supervise the fulfillment of College resources, shop organize,
trainers’ knowledge, skill and attitudes, etc.
 Proper implementation the roles and responsibilities administrative and academic staffs.
 For industry extension some industries select from sub-city town Administration Bureau
then identify the gaps and improve solutions by kaizen, Entrepreneurship, Technical skill
and Technological transfer.
 In delivering Cooperative training the college has planned to facilitate with collaborative
effort of the enterprises and industries, and achieving 100% of the plan.
 Higher employment rate of trainees in the extension programs.
 Prepare and implement TTLM and relevant instructional materials to the session plan.
 Prepare and check the training area and equipment before and after session

 Deliver training based on the session plan and make adjustments on the training delivery.

 Willingness to incorporate and accept the trainees feedback and improve his
shortcomings at the end of lesson delivery

 Perform the trainees assessment

 Evaluate the trainees based on the session plan and curriculum evidence

7. Problems facing the supervisory practice

 Also we identify gaps in the existing instructional and institutional practice and
that should be improved and practiced in the college:-

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  Higher Turnover rate of Administrative Staffs and Academic Trainer due to
different reasons
 Outdated usage of instructional materials such as teachers guide, learning guide
(Information sheet, operation sheet, lap test), Assessment guide and the like
 They use out of standard progress chart
 In the National Competence of Assessment, is not given based on time but the
assessment method of formal trainees is specific ( level by level) and the short
term trainees should be UC assessment method only.
 There is no adequate class room.
 Most of the training delivered is not based on market demand instead of trainees
self interest. Most of the trainers are not use the government working hours
properly
 The technology to be copied, created, modified and transferred is not based on
value chain and some of them have no prototype.
 Does not keep consistent and continuous kaizen Implementation. Therefore
based our institutional and instructional supervision program held we conclude
that the college has keep ahead their strong working experience and should fulfill
their gaps and improve the practice that is not implemented yet

8. Conclusion
These supervision practices has a purpose of improving the quality of TVET
institutions and the achievement of students; teaching learning outcomes mainly on
the quality of education being offered, and promote economic growth and
development. But quality education partly depends on how well teachers are trained
and supervised since they are one of the key inputs to education delivery. Supervision
has the potential to improve classroom practices, and contribute to student success
through the professional growth and improvement of teachers.

9. Suggested solutions/Recommendation
As the result of institutional supervision practice carried out at Agarfa TVET College
i recommend the following points
 Higher Turnover rate of Administrative Staffs and Academic Trainer payable
different reasons should be stabled and minimized by encouraging employees.
 The content of instructional materials such as teachers guide, learning guide
(Information sheet, operation sheet, lap test), Assessment guide should be
updated
 Facilitate and create good atmosphere in the industry for delivering and
providing Cooperative training.
 Effective and high team working in different staffs
 The training delivered should be based on market demand
 The concerned body should control trainers to use the working hours properly

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  The technology to be copied, created, modified and transferred should be
based on value chain and needs to have prototyping
 keep consistent and continuous kaizen Implementation

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