This document summarizes a study on the availability and use of instructional materials for modular competency-based education and training programmes in Malawi technical colleges. The study found an inadequate supply and lack of availability of instructional materials for technical programs. It also found a lack of skills among teachers for effectively designing, developing, and using competency-based instructional materials. The study recommends teacher professional development to improve these skills and ensuring an adequate supply of instructional materials to achieve the goals of competency-based education and enhancing apprentice competencies.

1. An analysis of Instructional materials for Modular
Competency Based Education and Training
Programmes in Technical Colleges
Rabson Killion Mgawi and Vanwyk K.M. Chikasanda
Technical Education Department, Malawi Polytechnic
ABSTRACT
The paper reports on a study that was conducted to analyse teachers’ and students’
views on the availability and use of instructional materials for modular competency
based education and training programmes in Technical Colleges. Data was generated
using unstructured face to face interviews with 14 instructors (ten male and four female).
A structured questionnaire was administered to 66 students (41 male, and 25 female).
The data was analysed using descriptive statistics. The study revealed inadequate supply
and non availability of instructional materials for the Technical, Entrepreneurial and
Vocational Education and Training Authority (TEVETA) programmes. The study also
revealed a lack of creativity, design and pedagogical skills for effective use of available
instructional materials. The study therefore recommended for teacher professional
development to enhance their skills for designing, developing and using modular
competency based education and training (MCBET) instructional materials. TEVETA
should also ensure an adequate supply of instructional materials in order to attain the
MCBET goals of enhancing apprentices’ competences. Further research is needed to
understand the principles and best practices towards implementing competency based
systems.
Key words: Instructional material, Competency based education, Technical and
Vocational Education and Training

2. An analysis of Instructional materials for modular competency based
education and training programmes in Technical Colleges
Talking, listening are but some of the activities that take place during a teaching and
learning process. However, Mills (1982) argues that talking is not teaching and neither is
listening learning. For effective learning, the teacher, subject matter, know-how, nature of
the learner and pedagogy form a critical interface. Teaching takes place only when
learning has occurred. The teacher performs the teaching activity with the purpose of
helping learners of diverse personalities and backgrounds to assimilate planned content.
Therefore, the teacher has to select appropriate content and activities, synthesize the
desired conduct of the learner, decide on methods to use, emphasis to make, values to
prefer, conditions to strive for, changes to advocate, and make efforts to accomplish the
purposes of education.
Good teaching or instruction is basically good communication between people, no
matter at what level or on what subject (Mills, 1982). In a learning situation,
communication is an essential feature of the relationship between instructors and trainees.
According to Hango (2004) instructional materials play an important role in the
communication process for effective learning. Therefore, systematically prepared
instructional materials enhance communication leading to effective teaching and learning.
The Technical Colleges were offering Technical Vocational Education and Training
(TVET) programmes using Traditional Instruction (TI). Instruction in this mode is often
teacher centred where the trainer overall authority of all classroom activities while the
learners are mere passive listeners. Further, the content is loaded with chapters of theory
and less practice. The model resulted in high failure rates and also poor performance of
trainees in industry. Following complaints from industry and after an understanding of
the quality of college product, it was found necessary for TEVET programmes to adopt
learner centred modular competency-based education and training (MCBET). It was
believed that with MCBET learners would master both theory and practice and hence
enhance their expected work performance. Colleges have adopted the MCBET
programmes since 2001. To date some Technical Colleges have graduated students in, for
example, Carpentry, Joinery, Brick-laying, Automobile Mechanics and Fabrication and

3. Welding. In the new model, the trainer guides or facilitates learning and the students are
responsible for their own learning. Instructional materials assist teachers or instructors to
teach effectively and assist learners to grasp content and practice easily. As effective
implementation of MCBET depends on instructional materials, it was especially
necessary to investigate their availability and usage in order to inform teaching practices
and management of the programmes.
Instructional Media
Instructional media are carriers of information that are selected to help learners
achieve their objectives (Hango, 2004). These can include film, printed matter, television,
and computers. This group of media can be called instructional materials in broader
terms. Trainers use instructional materials during instruction to help them teach more
effectively and help learners to understand what they are being taught more easily.
Teaching and learning aids help both the trainer and the trainee in the process of teaching
and learning (Mtunda & Safuli, 1998). However, the aids must be carefully designed,
selected and skilfully used in order to bring about effective teaching and learning.
There are several types of teaching and learning aids categorized as projected and
non-projected (Hango, 2004). Projected aids are media formats where still images are
enlarged and displayed on a screen. Examples would be overhead projectors, cinema
projector, opaque projector, slide projector and LCD projector (Brown, 1982). Projected
aids are said to be more effective because they assist in clarifying meanings, which words
cannot portray (Hango, 2004). Mills (1982) asserts that one picture is worth a thousand
words. With projected aids past and far away events can be studied more meaningfully;
tiny things, and fast events can be enlarged or slowed down respectively for scrutiny or in
depth study; they are flexible as they can be repeated/enlarged accordingly. Students can
use them on their own too; one large group to study individual pictures for as long as
possible. The atmosphere surrounding such pictures aids interest and anticipation, and
this reduces distractions. While we appreciate these many merits, projected aids are very
expensive in capital out lay and maintenance; they also need some training for
development and correct use. With the above factors, for these materials to be available,

4. would require planning and huge investments on the part of the administrators and the
users too.
Non-projected aids are the back bone of the whole range of classroom visual aids.
They are very useful and effective and instructors would have to generally appreciate
their value. Some examples of non projected aids would be boards, display materials,
printed and duplicated materials, Audio aids such as radios, record players and tape
recorders, Electronic aids such as television, video and computers. The aids do not
require power or electricity; they can be prepared in infinite sizes, shapes and colour.
They are cheap in capital outlay and maintenance and they give the learner a chance to
participate in their creation (Hango, 2004).
Competency Based Education and Training.
Competency based education and training (CBET) sounds new concept in education
(Blank, 1982), but its practice dates long way ago. Blank cites an example of the way
skills were transmitted from a master to a novice, as was done with apprentices long ago.
Other terms used in this kind of training, include: Competence Based Education (CBE),
Competence Based Instruction (CBI), Performance Based Education (PBE), Modular
Competency Education and Training (MCBET), Mastery Learning (ML), Criterion
Referenced Instruction (CRI), Learning for Mastery (LM), Individualised Instruction (II),
Programmed Instruction (PI). The list is exhaustive, and this serves to indicate that, there
are a lot of perspectives in the subject matter.
The key term in the above terminology is “Competence”. It has in it, some kind of
demonstration of performance, and this means that knowledge alone is inadequate: but
that it must be translated into overt action. As with many terms, the varying definitions of
competence indicate how wide the topic is. Inspite of the frequent use of the term
“competency” it is not always easy to describe it. Blank (1982) alludes that competences
are those worthy accomplishments that make the employee valuable to the employer and
those that make the employer valuable to the customer. Further, Burke (1989) says,
“Competence pertains to the ability to perform the activities within a function or an
occupational area to the levels of performance expected in employment.” Whatever the
description, the underlying thought is that acquired knowledge should be applied in the

5. hands and the heart for the benefit of the employee and the employer. What is important
is the fact that there is no stone cast definition for the term “Competency” and that any
definition should provide room for change.
The learner, assumes responsibility of their own learning, manage their own time
for learning, evaluate their own progress, assume responsibility for obtaining, caring, and
replacing instructional materials and work with peers if necessary. Therefore, it can be
said that CBET is learner centered, as the individuals are responsible and accountable for
their own learning. Content for the CBET training programme is developed through a
dynamic process that involves all stakeholders in the concerned programmes. As a
process it includes policy and direction, subject experts, the employer and all those
concerned with the occupation.
Traditional Instruction
Traditional approach to training is also called Common Programme (CP), or
Teacher Centred Instruction (TCI). In this mode of delivery, learners are not sure what
will be learnt, and usually concentrate on chapters and a lot of theory that is not directly
related to the work situation. The trainers usually, tend to deliver materials using lecture
methods and therefore the learners have little or no control in the teaching and learning
process as they receive little or no feedback of their performance. The class or group
proceeds to the next topic or chapter at the same time, and when the trainer decides to do
so. This situation creates a problem in that slow learners are left behind and fast learners
tend to get bored and loose interest. In this training approach, learners usually write tests
and individual student performance is compared to the rest of the class. Learners often
move on when only partially competent and sometimes even after failing (the “may try”
syndrome). One of the worse characteristics of TI is that practical field experiences are
limited especially for technical skills. In conclusion it will be seen that TI and MCBET
are different in what the person learns, how the person learns, when learners proceed
from module to module, section to section, and finally how decisions are arrived at, on
learners’ achievement.
Critiques of Competency Based Education and Training

6. Like all systems, innovations and/or change have their pros and cons. Any choice
of training approaches will also have its own pros and cons. A chosen approach is a
compromise after careful consideration of prevailing conditions, such that, what may be
the best approach in training for Malawi today may not be the best approach in ten years
to come. Inspite of the advocating of CBET approach in TEVET, it has its weaknesses
too. Houston (1979) argues that CBET requires more work and more management than
non-CBET programmes. The CBET curriculum development and implementation is
rigorous and requires change of policy, heavy capital outlay, coordination and efficient
educational systems, change of attitudes in training institutions by trainers and students
and the involvement of industry (TEVETA, 1999). Comparatively, traditional
instruction, which advocates norm-referenced classes, would for example have a mid
term and a final exam once a term. This means the student would only get busy few days
before the exam. Unfortunately, this is regardless of how good or bad the previous
performance was. But self management courses or learner centred approach is seen to be
difficult because the learner must ensure that they attend all learning experiences as this
input will improve their rate of learning and achievement of competencies. It was
discussed above that in CBET; the learner must coordinate all activities and manage their
time too: this scenario takes the student from a passive recipient to someone who must
become involved in decision making. This can only work well if the student is highly
motivated and very objective. In CBET, the student is not allowed to choose the degree
of achievement in those courses they are not interested in. The learner must or is
supposed to achieve all competencies required, if they fail, they will recycle the teaching
and encounter the assessments again. This calls for the trainer to be more creative and
innovative so that instructional methods and materials are alternated to make learning
interesting and participative. The grading system of CBET is non-discriminating in that
all learners are expected to perform to the same standard or level. If a number of
graduates of the same qualification applied for the same job, what criteria would the
recruiters use? Further, if students from another college with non-CBET grading criteria
e.g. 70%, 90% or ‘distinction, credit’ were called for the same interview, would not the
panel likely favour those students with As’or Bs’ as they know these criteria better than
CBET? CBET assumes that students are motivated, interested and open minded.

7. However, careful designing and developing of instructional materials and offering of
quality instruction can improve this aspect (Houston, 1979).
Inspite of the criticisms leveled against CBET, the approach when applied in
TEVET ensures graduates that are capable of performing work according to standards at
their level. It can also be seen that CBET other than giving the student skills and
knowledge, builds the personality of the student in terms of responsibility and habits that
enrich performance. Therefore the adoption of this mode of training is envisaged to
benefit both the student in training and the graduate at work.
Background of Technical and Vocational Education in Malawi
Technical education was introduced in Malawi by various missionary organizations
in the late 19th
century as it is said in the Holy Bible (1983) that faith without works is
worthless (James 2 verse 17). So in their process of spreading the Gospel, the
missionaries had to establish mission stations thereby creating the need for some learning
situations that were job oriented. The technical work available in the local communities
required skills and so to meet this demand formal basic and technical schools and
colleges were instituted mostly within mission stations. In these schools and colleges the
mode of delivery was traditional; it did provide training to trades like Building, Carpentry
and Joinery, Electrical Installations, Printing, Plumbing and Motor Vehicle Mechanics.
Later in the 1950’s the Ministry of Works and Malawi Railways maintained
departmental trade test services. In 1956 the first trade school was opened in the country,
and in the same year Soche Trade School was opened in Blantyre (MoG, 2005). Six years
later, Lilongwe Trade School opened as the first trade school in the central region. The
Trade schools at Namitete and Livingstonia were opened and run by the missionaries
earlier than the Soche and Lilongwe trade schools. After independence in 1966 the trade
testing services were incorporated into the apprenticeship scheme. By 1985 Trade test
services were managing thirty vocational education-training trades from Trade Testing
programmes, Technician programmes and Craft and Advanced Craft programmes.
Currently, Technical and Vocational Colleges in Malawi admit about 600
candidates annually Training centres of parastatals, private organizations and Ministries
take in 400 of these. The majority of these candidates participate in the apprenticeship

8. scheme. In the Trade Testing programme training is based on self-learning focusing on
practical and on the job training, while those in TECs learn technologies, sciences,
communication and practicals in training colleges and at the industry as well. This was
done through Ministry of Labour and Vocational Training (MoLVT) providing a syllabus
for three stages and awarding Grade 3, Grade 2 and Grade 1 certificates.
The implementation of formal TVET was the responsibility of Ministry of
Education (MoEST) and Ministry of Labour and Vocational Training (MoLVT). Both
ministries were responsible for management and running of Soche, Lilongwe, Mzuzu,
Livingstonia, Namitete and Salima technical colleges
There are several Technical Colleges offering technical and vocational programmes
of study. Some are fully supported by Government and others are run by Missionary
organizations and partially Government supported. Soche and Chimwalira Technical
Colleges are both in the Southern Region of Malawi and located in Blantyre city and
Chiradzulu District respectively. Soche Technical College has been offering apprentice
programmes since 1963 while Nasawa Technical College, which was originally, called
Nasawa Training Base has been offering apprentice training from 1964 to date. Nasawa
Technical College was offering courses in technical skills in several trade areas,
agriculture and youth leadership courses for the Malawians who were not able to go for
further studies in colleges or the university.
Establishment of Technical, Entrepreneurial and Vocational Education and
Training Authority (TEVETA)
Due to poor funding and unavailability of attachments for learners the
apprenticeship scheme graduates lacked practical on-the-job skills, and hence an out cry
by industry for a better system to train the technical skills (TEVETA, 1999). Coupled
with less practical skills was the lack of business skills, so most of the graduates ended up
just staying at home or changing from technical skill areas to business or commercial
courses.
In 1999 the Government of Malawi, through the Vision 2020 Paper, enacted a new
TEVET system (GoM, 1999). This system of training is integrated, demand driven,
sustainable, independent and autonomous, which responds in a flexible way to personal
development needs as well as the labour market. The system is supposed to improve

9. Malawians’ knowledge, skills and attitudes through improved access to training,
improved quality of instruction and increased equity in terms of gender and inclusion of
vulnerable groups. Further, the training incorporates entrepreneurial skills towards self-
reliance after training. Technical Entrepreneurial Vocational Education and Training
Authority (TEVETA), was established and mandated to manage this new system (MoG,
1999). TEVETA is therefore mandate to promote an integrated demand driven
competency-based modular technical, entrepreneurial, vocational education and training;
to monitor the skills gap in the labour market and to support the adoption of appropriate
technologies
Research Design
The study adopted a mixed methods survey design (Creswell, 2003) and generated
both quantitative and qualitative data. Data was generated using unstructured face to face
interviews with 14 instructors (ten male and four female). A structured questionnaire was
administered to 66 students (41 male, and 25 female). The data were analysed using
grounded theory and descriptive statistics that were computed using the Statistical
Package for Social Scientists (SPSS) (Babbie, Halley, & Zaino, 2000; Strauss & Corbin,
1998).
Findings and Discussion
The instructors were asked to state their age, sex and the number of years they had
worked as instructors. Table 1 above illustrates the qualifications of the instructors at
both colleges. The table indicates that the population of instructors in colleges is
dominated by male counterparts {10 (72 %) men and 4 (28%) women}. This may
indicate that technical jobs are still male dominated, but the number of females is
increasing at a reasonable pace towards the government recommendations of 30 %
female representation in all circles of employment. The age and training experience
ranged from 24 – 42, and 1 – 15 years respectively. This indicates that currently there are
young instructors who are adequately qualified for training in the colleges. It can be
noted that about 8 (62 %) of the instructors hold a bachelors degree, therefore instructors
may have skills to design, develop and use instructional materials during delivery of the

10. programmes. But 38 % of the instructors are under qualified and thus may not be able to
develop and use instructional materials effectively.
Induction of Instructors on CBET
The instructors were asked to indicate whether they were inducted in CBET
programmes. Table 3 below illustrates that 10 instructors went through an induction on
the CBET programmes. But 4 instructors did not go through the induction because they
were not included on the induction programme. However, some instructors complained
that the induction was not adequate as the induction programme was allocated less time
but had so much to be covered. A full orientation of instructors in MCBET would provide
a chance for the instructor to know their role in the process of teaching and learning. It
answers questions like who does what? Who provides what? All those involved in
delivering TEVETA programmes have a part to play in the availability and supply of
instructional materials.
Training Programmes
The instructors were asked to indicate their training area in TEVETA programmes.
Table 2 below illustrates the programmes of study and number of instructors in each
programme who responded to the questionnaires. The last item, entrepreneurship, is a
fundamental course which all students must study to complement their training with
business skills. There is one respondent each in Plumbing and Entrepreneurship because
these are new courses and the Colleges have no capacity yet.
Availability of Instructional Materials
The instructors were asked to tick from a list which instructional materials were
available for the TEVETA programmes. Table 3 below illustrates that only 3 instructors
agreed that instructional materials were available. While 11 instructors were of the view
that instructional materials were not available. However, individual results of items 1 and
3 {textbooks 8 (57 %) instructors and Modules 9 (64 %) instructors}, thus indicate that
there are few textbooks and modules which the instructors are using. This is an unhealthy
situation, as progress of student learning depends on the availability of such materials.

11. Instructional material in MCBET programmes are guides for both instructors and
students, therefore their unavailability has an adverse effect and puts the learning back to
the traditional instruction mode.
Adequate Supply of Instructional Materials
The instructors were asked to tick from a given list the instructional materials which
were supplied adequately. Table 4 below shows that, on average 12 (86%) instructors
agreed that instructional materials were inadequately supplied, while only 2 (14%)
instructors were of the view that instructional materials were adequately supplied. The
analysis reveals that instructors were of the view that instructional materials were in short
supply for delivery of the new programmes. This situation will cause stress on the
instructor and other resources. This may involve the trainer himself/herself using their
own personal resources to get few copies for distribution among learners. Certainly this
will have an effect on the progress, and defeat the purpose of modular competency based
training.
Skills for Design Development and usage of Instructional Materials
The instructors were asked to indicate whether they use instructional materials, how
often they use the materials and if they had skills for designing and developing the
materials. They were also asked to comment on the progress each student was making
and indicate if the instructors needed training. Table 5 below illustrates that 12 (86 %)
instructors indicated that they were able to use instructional materials while only 2 (14 %)
rarely used instructional materials. The table further revealed that 9 (64 %) instructors
were not trained in the designing, development and use of CBET instructional materials
and that 5 (36 %) were trained to design, develop and use instructional materials. Despite
these skills gaps the instructors were of the view that their students were making good
progress. The results revealed that 5 (36 %) instructors agreed that students were making
Very fast progress, 5 (36 %) instructors were of the view that the students were making
fast progress, 1 (7 %) instructor was of the view that the students were making moderate
progress while 4 (28 %) instructors were of the view that the students were making slow
progress. The Table further illustrates that all (100%) instructors were interested to

12. continue training and development. The instructors were of the view that the instructors
use whatever instructional materials are available, and that 9 (64%) instructors had never
had some kind of training. The analysis also reveals that all the instructors were
interested to go for further training. This is a healthy situation which needs to be
addressed as people’s needs are motivating factors to effective teaching and learning
(Hoy, W. K. & Miskel, C. G., 1996). This is also asserted by UNEVOC protocol that
technical instructors must be well qualified.
Further training for Instructors
The instructors were asked to indicate their interest area for further training. The
analysis in Table 6 below reveals that those without a first degree wanted to go for
Bachelors’ degree training while those with Bachelors’ degrees wanted to go for Masters’
degrees training. Among the many programmes, the analysis revealed that the highest
number of instructors would like to go for a Bachelors degree in Technical Education {4
{29 %)} while 3 (21 %) instructors would like to go for a Masters degree in Education. 7
(50%) instructors would like to go for a Bachelors Degree in their field of specialisation.
The Bachelors degree in Technical Education would certainly expose the instructors to
designing, development and usage of instructional materials since the curriculum
includes teaching methods and instructional media (Technical Education Curriculum,
2004). The Masters’ degree programme would give instructors a chance to refresh and
improve in certain aspects of skills and knowledge. This could assist the instructors to
recover and be able to design, development and use instructional materials.
Attitudes of Instructors towards TEVETA programmes
The instructors were asked to explain their attitude towards the TEVETA
programmes. Generally the attitude of instructors towards TEVETA programmes was
positive; as can be seen from the data, all (100 %) instructors responded positively. The
13 (93 %) instructors also felt that their students had a positive attitude towards TEVETA
CBET programmes. However, several observations and comments were made. For
example some instructors said:

13. “Good programme but seems TEVETA started the programme without enough
materials. The teachers are not well trained to handle CBET. There is need to train
Trainers and supervise them to check if they are really doing the right thing on the
ground. Otherwise this programme will flop.”(IR3)
The new programmes are very good and encouraging to the instructors and students. But,
they are being poorly managed by the stakeholders. As alluded to earlier, this training
mode is vigorous and very involving; there is therefore need for an efficient and effective
management system that will be able to monitor the training programmes and provide
supervision for the trainers. The trainers need to be motivated and adequately trained
(NICTVE, 2001) so that they can handle the programmes competently.
On instructional materials some trainers said:
“Fundamentals have been condensed. TEVETA should produce comprehensive
reference materials rather than leaving some topics open (range of variables is
sometimes left unbounded)” (IR6).
“TEVETA should also assist with the purchasing of equipment for training. Since
Technical Colleges do not have adequate training equipment. Otherwise CBET
programmes will be a pipedream.”(IR8)
The instructors indicated that instructional materials and equipment was not available and
this was affecting the teaching and learning process. Although the students were making
progress, the availability of instructional materials and equipment would improve the
communication process as asserted by Hango (2004).
Some instructors expressed fears that these new programmes were a flop. For
example they said:
“I wish more time was given to piloting and evaluation of the system. Better still
was not to introduce the system but rather improve on existing
structures/programmes.” (IR10)
While there were fears due to the teething problems, the programmes were on course and
the challenges along the way were stepping stones to success. The ideal competency
based education and training would not be the best for Malawi, but a modified
competency based education and training technical system will be ideal for Malawi.

14. Therefore, all concerned stakeholders should brace up and work towards the success of
the programmes.
Views of the Students
Availability of Instructional Materials
The students were asked to tick from a given list instructional materials. The
analysis in Table 7 below indicates that on average 8 (12 %) students were of the view
that the ticked instructional materials were available while 56 (84 %) instructors were of
the opinion that the ticked instructional materials were not available. With these results it
can be said that instructional materials are not available for delivery in the TEVETA
programmes. However, individual results for item 1 and 3 indicated that Textbooks and
Modules were available {(21 (32%) and 36 (36 %) students} in small quantities. This
situation poses a great challenge to both students and instructors during teaching and
learning process. If the process is affected, the progress of students in attaining
competencies is also affected. Therefore, there is need to know who and how
instructional materials will be made available for use at the colleges. This situation,
demands that some materials be designed and developed within the colleges. This idea,
therefore, brings in the need for in-house training.
Adequate Supply of Instructional Materials
The students were asked to tick on the available list which instructional materials
were adequately or inadequately supplied for use during the delivery of the TEVETA
programmes. The Table 8 below indicates that on average 6 (9%) students agreed that the
ticked instructional materials were adequately supplied. But 54 (82%) students disagreed
with the notion that the ticked instructional materials were adequately supplied. This
analysis reveals that there is a huge shortage of instructional materials for students.
Certainly, this calls for immediate action, as it will affect the progress of teaching and
learning. However individual results indicate that textbooks are available in small
quantities {20 (30 %) students agreed to this fact}. This analysis reveals that while there
were no instructional materials, whatever materials available were also in short supply.

15. Instructors also said that this situation adversely affect the teaching and learning process.
For the learners it means delayed progress, reducing motivation and quest to seek for
more knowledge.
Use of Instructional Materials by Instructors during delivery
The students were asked to indicate whether their instructors used instructional
materials during delivery of TEVETA programmes. The analysis in Figure 2 below
indicates that 57 (86 %) students were of the view that the instructors used the few
instructional materials during delivery of CBET programmes while 9 (14 %) students
indicated that their instructors did not use instructional materials during delivery of
CBET programmes.
The usage of instructional materials will have contributed to the progress that students
have made so far as Hango (2004) asserts that use of instructional materials enhances
communication. This shows commitment by the instructors that, despite the challenges
they have been facing, they continued to teach.
Degree of use and Effect of Instructional Materials on student learning
The students were asked to specify how often instructional materials were used
during lesson delivery. Figure 3 below indicates only 6 (9 %) students agreed that
instructional materials were often used during lesson delivery. And 16 (24 %) students
were of the view that instructional materials were rarely used during lesson presentations
and that 17 (26 %) students were of the view that instructional materials are not used at
all during lesson presentations. From the analysis it can be seen that 33 (50%) students
were of the view that instructional materials were not being used at all during delivery of
lessons. This could be attributed to the shortage and unavailability of the materials. This
situation certainly affected the quality of the teaching and learning process and progress
of the students. But 27 (41%) students did not respond to this question may be because
they feared that this would affect the jobs of their instructors.
Suggested Instructional Materials

16. Students were asked to list any other instructional materials their instructors should
use to improve their learning. The analysis indicates that 4 (6 %) students responded that
they did not know other instructional materials, while 62 (94 %) students responded as
listed below: Textbooks, Workbooks, Tools/equipment, Handouts, Computers, News
Paper Clippings, Wall Charts, Television, Modules, Radio, CD ROMs, Projectors,,
Floppy Diskettes, Slide presentations, Models, Technical Drawing, Equipment,
Specialised Computer, Software/ Internet, Video/Audio Tapes.
The list above includes materials that can be designed and developed at institution
level. Therefore all those concerned with progress and quality of delivery during lessons
would have to consult and see the way forward so that students do not suffer much. In the
analysis above the students were of the view that if their instructors used these
instructional materials, it would improve their understanding and hence progress in their
studies.
Attitude of students towards TEVETA programmes
The students were asked to state their opinion towards TEVETA programmes. Data
from random sample of 22 students (33 %) was analysed. The Table 10 below reveals
that the TEVETA programmes have generally been positively accepted as 17 (77 %)
students’ sampled indicated positive response. However, 3 (28 %) students of the sample
had a negative attitude towards the programmes. Although the programmes received a
positive response, the new system has several areas that need to be addressed by all the
stakeholders to ensure progress for students and success of the programmes.
The students had differing views on competency based education and training.
Some students said:
“TEVETA MCBET has an advantage because when we finish an outcome we write
exams, so it is good for a student to write exams before we forget it. And it helps us
to work hard to get 100 %.”(SR1)
From the above, it can be said that the new training system is good in that students are
continuously assessed and that both theory and practice are fully covered. However, it
was being affected by the lack of instructional materials. As earlier alluded, retention of
knowledge is increased when people read, hear and see. So the absence of instructional

17. materials does affect the teaching and learning of the skills, knowledge and attitudes. But
some students felt that the programmes were a waste time, for example one student said:
“It is a waste of time because the student will not find jobs which will require levels
because there is no company which will need levels.” (SR7)
Conclusion
From the results and discussions above it can be seen that the colleges generally
have instructors who are well qualified to train in the CBET programmes. Secondly, there
is a serious lack of instructional materials, and that textbooks and modules are available
in short supply. The instructors at colleges are not involved with the designing and
development of other instructional materials because they were not trained to design and
develop instructional materials. Generally the instructors use whatever instructional
material is available. The lack and short supply of instructional materials affects the
quality of the teaching and learning process. Finally, the attitude of both instructors and
students towards CBET programmes is positive, although others still have reservations. It
has been observed that management, instructors and students are all in the learning
process and that these programmes require a lot of resources. Therefore TEVETA, the
training institutions and instructors should all own these programmes and play a part in
trying to provide the students with quality training which will enhance achievement of
competencies and progress.
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