The following programs, courses and policies are currently available at TITI. If you require a program/course that you do not see listed, please provide us with your request. We will respond within three working days.

1. Modular Training Courses
2. Long-term training programs
3. Advanced Diploma programs
4. Short-term Training Packages

 

1. Modular Training Courses:

Course Title Course Type Course Code Duration Project Implementation Management PI 2 Weeks Community Facilitation Community Dev CF 2 week Distance Learning Course Instruction DLC 1 week Study Skills Instruction SS 1 week DACUM Curriculum DACUM 2 week DAG Sensitive TOT Instruction TOT-DAG 3 weeks Develop Creative Visuals for Impact Instruction Learners Assessment and Evaluation Instruction Training of Trainers (ToT, 5 days) Instruction Training of Trainers (ToT, 3 days) Instruction Presenting You Instruction Creative Training Techniques Instruction Proposal Writing Management Report Writing Management Leadership Development Management Intervention of Community Development Community Dev. ICD Community Based Need Assessment Community Dev. CBIA Foundation of Community Development Community Dev. FCD Technology Based Instructional Delivery Curriculum TBID 4 weeks Project Monitoring and Evaluation Management PME Training Monitoring and Evaluation Management TME Project Planning Management Study Skills Instruction SS Advanced Computer Application Instruction APA 2 Weeks Exam Documentation Instructon Learner's Assessment Evaluation Instruction LAE 3 Weeks Conflict Management and Peace Building Management CMPB 1 Week Training Institute Management Management TIM 1 Week Leadership Development Management LD 1 Week Presentation Skills for Managers Instruction PSM 4 Days Occupational Safety and Health Instruction OSH 2 Weeks Training Program Evaluation Management TPE N/A Entrepreneurship Development Management ED N/A Store Management Management SM N/A Intermediate Level English Skills Instruction ILES 4 Occupational Skill Upgrading Community Dev. OSU N/A Learner Assessment Evaluation Instruction LAE N/A Active Learners' Methodology Instruction ALM N/A Training of Trainers (V) Instruction ToT-V N/A Training of Trainers (A) Instruction ToT-A N/A Training of Trainers (K) Instruction ToT-K N/A Training of Trainers (S) Instruction ToT-S N/A Training Design and Development Curriculum TDD N/A Basic First Aid Instruction BFA N/A Instruction Skill (General) Instruction IS-G N/A Basic Computer Application Instruction BCA N/A Strategic and Operational Planning Management SOP 2 Weeks Analyzing Performance Problems Management APP 1 Week Supervision of Instruction Instruction SOI 3 Weeks Management Skills Management MS 4 Weeks Project Management Management PM 4 Weeks Finance Budget and Accounting Management FA 4 Weeks Facilitation and Moderation Management FM 4 Weeks Job and Task Analysis Curriculum JTA 2+2 Weeks Training Course Design Curriculum TCD 2+2 Weeks Dacum Facilitator Training Curriculum DACUM 3 Weeks Training Needs Analysis Curriculum TNA 2+2 Weeks Occupational Instructional Skill Community Dev. OIS 4 Weeks Rural Technology Instruction RT 4 Weeks Community Development-1 Instruction CD-1 4 Weeks Applied Science Physics and Mathematics Instruction PM 4 Weeks Applied Science Biology and Mathematics Instruction BM 4 Weeks Foundations of Education and Learning Instruction FEL 4 Weeks Training of Trainers Instruction ToT 4 Weeks Instructional Media Development (Non-Projected) Instruction IMD 4 Weeks Instructional Skills-3 Instruction IS-3 4 Weeks Instructional Skills-2 Instruction IS-2 4 Weeks Instructional Skills-1 Curriculum IS-1 4 Weeks

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2. Long-term training programs:

Purpose of the Programs:
The purpose of the series of Programs is to prepare individuals for careers in the public or private sector at the levels of:

Goals of the Programs:
The series of instructor training programs is designed to:

• Provide courses and content based on skills, identified through research, that are needed by instructors and trainers,
• Provide quality instructors and trainers at all program levels,
• Provide instructors and trainers that have a balance of occupational skills, the technological concepts underlying those skills, communications skills, and instructional skills,
• Provide maximum flexibility in meeting both individual and school or organization needs,
• Allow courses completed at any level to count towards higher program levels, thus encouraging the professional growth of teaching staff.

Research Basis for the Courses and Content:
Over the past thirty years, the skills required of a technical instructor have been analyzed many times over. For a listing and description of these studies, the reader is referred to Instructors, trainers, managers, mentors: A competency study review (Collum, 1994.) Among these studies, the tasks required by Nepalese technical instructors was analyzed using the DACUM process in 1990. An analysis of all of these studies has led to the selection of skills that are included in the design of our long-term Programs.

Conceptual Terms:
The following model has been useful to us in planning and designing our various programs. The model provides a way to examine and discuss the various skills required by an instructor or trainer. Built on a foundation of good attitudes, a technical instructor must have skills in the areas detailed below:

General Education Skills: Those skills provided by primary and secondary education in a wide variety of subject areas. For the purpose of a technical instructor, the main subject areas are communication skills (reading, writing and speaking), computational skills and science skills. This body of knowledge is well documented in the literature. Most examinations (SLC, college entrance) are designed to measure the attainment of the competencies.

General Education Instructional Skills: Those skills required to teach the general educational skills needed by students in technical subjects in the most efficient and effective way. This body of knowledge is well documented in the literature, is based on both research and clinical experiences, and is taught in teacher education institutions.

Occupational Skills: Those skills required by the curriculum of technical programs. This body of knowledge is only available if a recent analysis of the occupation has been conducted. The processes (job analysis, task analysis, instructional analysis) for determining this content has been refined for over 30 years. Techniques like DACUM can provide a framework of the competencies for an occupation in a short period of time.

Occupational Instructional Skills:
The ability to teach the subject matter skills required by the curriculum in an efficient and effective way. This body of knowledge is poorly documented and difficult to research. With few exceptions, little research is available and the existing clinical experiences are fragmented and hard to find.

Instructional Skills:
The ability to perform the various instructional skills required of a technical instructor. This body of knowledge is well defined for a technical instructor. The occupation has been analyzed by various techniques for over fifty years. Dozens of task lists have been generated.

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3. Advanced Diploma programs:

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4. Short-term Training Packages:

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