This document provides guidance on preparing teaching and learning materials (TTLM) for technical and vocational education and training (TVET) programs. It discusses that TTLM should include a teachers' guide, learning guide, and assessment packet. The teachers' guide outlines the competencies, session plans, assessments and reference materials. The learning guide tells trainees what to learn, activities, and the teachers' expectations. It can be self-contained or resource-based. The assessment packet includes demonstration checklists, formative and summative evaluations to check trainees' mastery of the competencies. Trainers should have relevant qualifications and experience to effectively impart the required skills and knowledge to trainees.

2.  Teacher-made printed instructional aid that
supplements the teacher’s oral and visual
instructions
 Well-designed and carefully developed learning aid
that provides detailed learning instructions to the
trainee/learner
 Self-instructions to guide the trainee/learner in
learning and progressing at a rate comfortable to
them

3.  Provides all the necessary information needed
to understand and acquire the identified
learning outcome
 It is a support in acquiring the level of
competence required of the particular
occupation addressed by the program
curriculum
 Instructional media that facilitates
individualized learning

4.  Directly related to the occupational standards and
the curriculum
 An instructional media that is individualized, self-
faced instruction allowing the trainee to learn and
move along independently without much or constant
direction, correction and instruction from the teacher
 Designed by the teacher to fit local condition and
appropriate to intended trainees

5.  Designed in a way that addresses the learning for
the learning outcome within the learning module
 Provide structure to the learning process by giving
detailed instructions about what to do and when to
do it
 Ensure that trainees/learners receive the same
instructions and information with the rest of the
class
 Provide a system of learning that the trainee have
more active involvement

6.  Useful when contents are not available in textbooks,
manuals, etc.
 Helpful in ensuring that the trainee/learner remember
the required information
 Useful in providing a permanent record of the content
of the training program
 Useful as a critical component of an individualized
instructional system
 Helpful when trainee/learner missed a lesson

7.  Resource-Based Learning Materials
◦ Structured materials designed to direct the
learner to experience learning through a
series of learning activities, and to a range
of external resources, to achieve specified
competences or learning outcomes.

8.  Self-Contained Learning Materials
◦ Integrated resources which are packaged
into one complete unit of planned learning
activities and instructions designed to
assist the learner to accomplish well
defined competences or outcomes.
◦ Series of planned activities

9. Teachers Guide it includes cover page
matrixes of competence, learning methods
 Session plan, assessment context , list of
support/reference materials
 Annexes: ( it contains trainees practical test guide
and knowledge test for summative assessment )
 progressive chart


10. Trident computer institute
Clerical work support level II assessment progressive chart
No Name of
the
trainees
Formative evaluation Summative
evaluationLO1 Lo2 Lo3 Lo4…..
Deliver a
Service to
Customers
Process and
Maintain
Workplace
Information
Handling Mail Contribute to
Workplace
Innovation
All occupational
standards
Satisfactory
/NYS
Satisfactory
/NYS
Satisfactory /
NYS
Satisfactory
/NYS
Competent
/NYCO
1 Kebede
Abebe
Satisfactory Satisfactory Satisfactory Satisfactory Competent
2 Abera
belaye
Satisfactory Satisfactory Satisfactory NYS
?
3 Belete
Akelilu
NYS Satisfactory Satisfactory NYS
?
4 Hirute
Asmelash
Satisfactory NYS NYS NYS
?

11. Learning Materials
Learning Guide
The Learning Guide is either a self-contained or
resource-based packet of information and learning
activities. It tells the trainee what need to do, when and
how to do it and what the teacher expects from him/her to
know and be able to do once the learning activities are
completed. It informs the trainee what is to be learned and
mastered; motivates trainee to want to learn; recalls the
trainee of any pre-requisite learning or background
knowledge or skills needed to master the required learning
outcomes or tasks; presents instructions appropriate for
the tasks for each learning outcome; and lastly, provide
appropriate application or practice of what was presented.

12. Cont’d
Self-contained complete all knowledge, skills and
attitude expected from trainees, or having all that is
needed, in itself. Trainees expected to make product, service
and Project preparation and making correction If any error
during and after training. Develop and built self confidence for
trainees not depending on or influenced by others. It is
important increase self-confidence for trainees as strong feeling
of trust as possible in one's abilities, qualities, and judgment
during and after training.
When trainees starts the occupational standards and the unit
competency trainees shall be describes the performance
outcomes, skills and knowledge required to deliver all aspects
of customer service at an introductory level. It includes creating
a relationship with customers, identifying their needs, delivering
services or products and processing customer feedback.

13. Cont’d
When we prepare learning guide, we can developed
to provide trainees the necessary information
regarding the following content coverage and topics
… learning guide we can start starting from clear
and concise introduction, each learning outcomes
to end of … annexes. Entire sheets it includes
a.Information sheet
b.Self-check sheet … learning activity performance
test (LAP test)
c.Operation sheet (lessens instruction step by step
project or product procedures)
d.List of reference materials

14. Cont’d
LEARNING GUIDE it INCLUDES SUCH MATERIAL
AS
a. INFORMATION SHEET of Basic clerical works
Level II,
b. OPRATION SHEET Basic clerical works Level II,
c. JOB SHEET Basic clerical works Level II,
d. SELF CHECK AND LAP TEST Basic clerical works
Level II)

15. Assessment packet
Assessment guide applied on all projects
which provided by the unite of competencies
and occupational standards' in the training.
Assessment packet it include
a.Demonstrate checklist,
b.Formative assessment,
c.Evidence plan,
d.summative assessment knowledge test
All guides must be usable to trainees, high
quality excellence, effectiveness, efficiencies
at international standards

16. Methods of Provision of the Training
The Ethiopia Occupational Standard (EOS) is the
core element of the Ethiopian National TVET-
Strategy and an important factor within the context
of the National TVET-Qualification Framework
(NTQF).There are national Ethiopian standards,
which define the occupational requirements and
expected outcome related to a specific occupation
without taking TVET delivery into account. The
provision of TVET training for trainees 70%
focused on practical 30% of theoretical the number
70% also serve for cooperative, apprenticeship or in
company training.

17. Training Methods

18. Cont’d
Training Modules hold; Unit of Competence describes
a distinct work activity. It is documented in a standard
format that comprises:
•Occupational title, NTQF level
•Unit code
•Unit title
•Unit descriptor
•Elements and Performance criteria
•Variables and Range statement
•Evidence guide

19. •Con’t
•By using standardized Training Modules
•Exercises
•Project Work / model exam
•Exam
Together all the parts of a Unit of Competence
guide the assessor in determining whether the
candidate is competent. For teaching learning
process the donors are responsible to cover
entire tuition fee.

20. The Standards of Trainers in the TVET
Institution
Teaching is a form of interpersonal influence,
stimulation, guidance, direction and
encouragement of learning aiming at
changing the attitudes and behaviour of
another person.The teacher must know teach
another person properly, hence, teaching and
learning process (pedagogical knowledge) for
the purpose of transferring the skills,
knowledge, and attitudes to their student is
mandatory , Professional Development

21. Cont’d
Professional code of conduct, Teacher
profession shall be known, what is teaching
for you? How do you perceive the concept
of learning? Basic questions in the process
of education despite, education have
numbers of questions some of thus, are as
follows, Why to teach? What to teach?
“How” to teach? Whom to teach? Who
teaches? When to teach? Where to teach?

22. Cont’d
According to Federal TVET Agency decree in
May, 2015 trainers at C level at list level 4
completers only teach in TVET rather than level
3 and level 2. Level 4 graduate take hold of pass
mark of National Centre of Competency
Assessment and Certification Centre
(NCOCAC) for the purpose of improve the
quality, efficiency and effectiveness of TVET
institutes trainers.

23. Information about the how to prepare TTLM
Name OF trainer: Berhanu Tadesse Taye
Addis Ababa Ethiopia
Tel:+251911086066/+25192430741
Email:berhanutat@yahoo.com,
berhanutaye17@ gmail.com
berhanutat_18@outlook.com,
LinkedIn and
Slidshare.net
berhanu.tadesse.90@faceboook.com
ብብብብ ብብብ ብብ ብብ G.S.C. TVET office
institutional appraise and quality audit
berhanutadesse1@twitter Google talk hi
website:www.bertat.bright.light.wordpress.com