POLICY INITIATIVES FOR IMPROVING THE ADMINISTRATION OF TECHNICAL TEACHER TRAINING PROGRAMME (TTTP) IN NIGERIA

ABSTRACT

The purpose  of this study was to identify policy initiatives for improving the administration  of the  Technical  Teacher  Training  Programme  (TTTP)  in Nigeria. Nine research questions were developed and three hypotheses formulated to guide the study.  Survey research design was adopted for the study.  A structured questionnaire was used to obtain data from130 respondents. The population comprised eight middle level  and  senior  officials  of the  Federal  Ministry  of Education  involved  in  the administration  of the  TTTP;  48  academics  made  up  of Coordinators,  Deans  and Heads of relevant Departments of participating institutions and 74 Directors and their Deputies  from  State’s Ministries  of Education.  The questionnaire  was validated  by experts, from NUC and NBTE and tested for reliability with a coefficient of 0.87.  The

130  respondents  were  given the questionnaire  and  126  copies  of the questionnaire were retrieved.   The data collected were analyzed using Mean and Standard Deviation to answer the research questions.  The Analysis  of Variance  (ANOVA) was used to test the hypotheses at 0.05 level of significance and relevant degree of freedom. The findings showed that: the 20 existing policy guidelines  for the administration  of the TTTP were ascertained as still relevant and appropriate. The study also identified  11 policy  gaps  in  planning,  five  in  coordinating,   15  in  implementing,  and  five  in evaluating TTTP. It was found out by the study that 16 policy initiatives for planning, seven for coordinating,  13  for implementing and eight for evaluating could be put in place for improving the administration of TTTP.  It was found that the three groups of respondents  did  not  differ  significantly  in  their  opinions  on  all  the  items  on  the existing policies  for administration  of TTTP.   It  was  also found  out that the three groups of respondents did not differ significantly on 32 out of 36 items on policy gaps but differed  significantly on three in planning  and one on implementing.   The study also found out that the three groups of respondents did not differ significantly in their opinions on 34 out of 38 policy initiatives that could be put in place to improve the administration of TTTP,  but differed  significantly on two in planning and two in co• ordinating.  The  findings  of no  significant  difference   among  the  three  groups  of respondents  indicated that their professional  characteristics  and experiences  did not influence their responses  significantly, while the reverse was true for those items on which  they  differed  significantly.  The  study recommended  that the existing  policy guidelines that were found to be still relevant and appropriate  should continue to be utilized,  while those initiatives  on the improvement  of the programme  be accepted and developed to full policy guidelines for improving the administration of  TTTP in Nigeria.

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CHAPTER I

Background of the Study

INTRODUCTION

The Federal  Government  of Nigeria  implements  her programmes  and obtains feedback   on  them  for  purposes   of development   and  progress   as  well  as  needed adjustments  through the relevant  ministries.  The means of doing this is through well• developed  policy  guidelines.  The  Federal   Ministry   of Education   is  one  of such ministries  that  implement  Federal  Government   programmes   in  Education   through well formulated policies.

A policy  therefore,  is  an  all-embracing   operational   guideline  that  helps  to control  and direct  the activities  of an individual,  organization  or a programme.   A policy  contains  the general principles  of operations,  designed  to be applicable  over a considerable  period of time. It specifies the objectives,  responsibilities and division of authority  that promote  continuity  and consistency  in the programme  of government, institution  or an organization    (Famiwole,  1997).  Policy  has also been  defined  as a prepared   guide   that   specifies   the  philosophy,  goals,   aims,  objectives,   contents, scheduled  and  directed  activities  towards  the  realization  of set  objectives   (Ekong,

2000).  It is therefore,  an articulated  plan that incorporates  the details and operational strategies  for implementing  a programme  or scheme.  Deriving  from the explanations

15 of policy  above,   it  therefore,  means  that  the  success  of the  administration of a

programme   or  scheme  depends  on  the  policies   initiated  to  serve  as  guides  in  the activities  of such  programme   or  scheme.  This  is relevant  to  the  Technical  Teacher Training   Programme    (TTTP)   of  the   Federal   Ministry   of  Education   which   was initiated by government  to meet felt needs in the school system.

Policy  initiative  on the other hand, describes  an articulated  idea that provides guidelines   or  directions   as  preconditions  for  starting   a  programme   or  a  scheme. Initiative  means  a plan  or process  that has been  started in order to achieve  a particular aim  or to  solve  a particular  problem.   An  example  is government   initiative  to  train technical  teachers  for the implementation of the 6-3-3-4  system  of education  through the   Technical   Teacher   Training   Programme    (TTTP).   Also   another   example   of initiative   is  NEPAD   (2004)   as  a  project   intended   to  link   schools   to  website   to facilitate  learning  for  students  in  their  various  subjects.    This  initiative  is useful  to learners  in African  environment  to help  them  make  use of information  technology  to learn  more  about  their  societies.    Policy  initiatives  could  be  developed   into  policy guidelines  by  somebody  in authority  for use  in administering  programme  or scheme. Policy  guideline, according  to Homby  (2001)  is a device  developed  from  articulated initiative into functional rule or instructions by somebody in authority to guide the implementation  of a  programme.  This  idea  could  be  used   for  articulating   policy formulation  or for making  decisions  on policy  issues.  In the context  of this study,  the understanding of policy  initiative  is that guidelines  in form  of rules or instruction  and directions   can  be  developed   from  the  initiatives   generated   by  this  study  to  help

16 improve the administration  of TTTP in Nigeria.

Administration  on the other hand, as practiced by governments  or institutions connotes  the  management   of  the  affairs   of  an  initiated  programme,  such  as  the Technical  Teacher  Training  Programme  (TTTP)  to  ensure  steady  growth, sustainability  and  achievement  of set objectives.  Administration  according  to Jordan (1970), is a process involving planning, organizing, supervising, decision making, programme  coordinating,  controlling,  appraising  and  stimulating  a programme.  The National   Policy   on  Education   of  the  Federal   Republic   of  Nigeria   (FRN,  2004) expressed  administration  in the context  of the function  of an organization,  structure, proprietorship and control, inspection and supervision.  Olaitan, Nwachukwu, Igbo, Onyemachi  and    Ekong  (1999)  described  administration  as  the  process  of making decisions, planning,  organizing, communicating, influencing,  coordinating  and evaluating a programme.  It involves the role perform ance of administrators  in leading and  managing  of human  and  material  resources  towards  the  accomplishment  of set objectives of a programme. Administration  of the Technical Teacher Training Programme (TTTP) could therefore, be considered as the planning, implementing, coordinating and evaluating the programme activities based on an all-embracing operational stipulations  that would be regarded as policy.

The Technical Teacher Training Programme  (TTTP) is a Federal Government sponsored  initiative  through  the  Federal  Ministry  of Education.  The  goal  is to  train and update professional  kn owledge  and skills of  Technical  and Science teachers  for effective role performance  in the field.   The philosophy  of the programme  is based on

17 the  need  for  an  enduring  industrial  development  of the  country  predicated  on

technological   skill      acquisition   and   development   of  the   citizens   through   the contributions  of competent  technical  teachers.  The  development  of the  Technical Teacher Education programme in Nigeria can in the 1960s can be associated with the establishment of the department of Vocational Teacher Education at the University of Nigeria, Nsukka; Ahmadu Bello University, Zaria; the National  Technical  Teachers College (NTTC) at Yaba and Gombe.   There are technical education programmes  in some  polytechnics   such  as  the  Yaba  College  of Technology,  Yaba;  Institute  of Management and Technology, Enugu; and the Kaduna Polytechnic, Kaduna. The Polytechnic,  Ibadan also developed the Technical Teacher Training  Programme  but was non-functional due to constraints on the administration.   The  implementation  of the  6-3-3-4  system  of  education   in  1977  has  the  credit  of  initiating  technical components  into  the  curricula  of secondary  school  system  in  the  country.    This implementation  required  large numbers  of relevant  and qualified technical  teachers for the achievement of the objectives and their sustenance.

The Federal Government then in its determination to implement the technical content of the Policy, took the initial step of procuring  technical  equipment  for the nation’s secondary schools.  The action necessitated the immediate and long-term need for  technical  teachers.  The  shortage  of qualified  and  skilled  technical  teachers  to handle   and   manipulate   the   equipment   and   machines   became   apparent.   The government   then  took  the  initiative   of  signing  a  bilateral   agreement  with  the government of the United  States of America  in 1981  to train 500 technical teachers

18 yearly for 10 years (Taylor,  1986).  The focus of the programme was the production

of  technical   teachers   who  can  effectively   teach  pre-vocational,   vocational   and technical subjects to meet up with the increasing demands in the schools and colleges.

After  some  of trainees  had  commenced  their  training  abroad,  the  Federal Ministry of Education empanelled a team of experts in 1983  to visit all the institutions that were involved in the TTTP training,  to appraise as well as evaluate the quality and   appropriateness   of  the   programme   abroad.   On   return,   the   team   made   a comprehensive report to government and one of  its recommendations was that government  should  consider  starting  the  TTTP  training  locally  in  Nigeria.     In considering the Panel’s recommendation, the then Hon. Minister of Education  Prof. Jibril Aminu, directed that the TTTP Abroad  should continue but that arrangements should be made for its rapid phasing out and   be taken over by local training establishments.

The agreement was terminated after ten years  when the cost and the benefits were  not  commensurate,  and  as  noted  by  lkwuagwu   (1992),  the  cost  became unbearable  for the government.   Also commenting  on the termination  of the United States based Technical Teacher Training Programme, Olaitan (1996) stressed that as a result of the introduction  of the Second Tier Foreign Exchange Market as a strategy for the deregulation of the economy,  the value of the Naira declined sharply.  To lay credence  to  this  assertion,  the  report  of the  Commission  on the  review  of higher education   (1999)   observed   that   the   Structural   Adjustment    Programme   (SAP) introduced by government in 1986,  had the most serious blow to the real value of the

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Naira  impacting  on  both  capital  and  recurrent  grants  to  all  higher  educational

institutions, resulting in low real value of the money actually spent and by implication low level of achievement of goals programmed  for specific time framed. This phenomenon  was  true  in the  case  of the  TTTP  abroad.  The  incessant  downward reduction in the value of the naira gingered the need to look into ways and means of conserving the nation’s  foreign exchange resources to be utilized  for the training of the needed technical teachers  and for other capital needs within the country.  Records from  the  Federal  Ministry  of Education  indicated  that  a  total  of  1,892  technical teachers  were trained  during the  10 year period,  and an amount of $45,357,444.60 (USD) was expended on the TTTP programme abroad.  (see Appendix E).

The training of technical teachers under the TTTP span through such levels as:

1.            The  Technical  Teachers  Certificate  (TTC)  in  the  participating  Colleges  of

Education (Technical); and

2.         The  Bachelor’s,  Master’s   and  Doctoral  Degree  levels  in  the  co-operating

Universities.

Despite  the  continued  government  sponsorship  of the  training  programme abroad  at  the  vanous  levels,  the  realization  of the  goals  and  objectives  of the programme were yet to be actualized.  In view of the negative feelers being received by  government  on the  production  of technical  teachers  abroad  and  the  dwindling resources,  government  in 1986,  set up a study panel on the production  of technical teachers locally.   The Panel,  in its report recommended that the TTTP abroad should be reviewed and that such training should be commenced locally in selected Nigerian

20 institutions to conserve resources as well as produce teachers that would be readily

adaptable to local conditions in Nigeria.

This view was expressed by Fafunwa (1990) who remarked that 10 years after the take-off of the Technical Teacher Training Programme (TTTP) abroad,  it became obvious that only Nigerians  can bring about technological  revolution  in Nigeria and that only “made in Nigeria” technical teachers can foster the desired development into technical  education.  Fafunwa’s  observation  and remarks,  initiated the domestication of TTTP in Nigeria which took off in 1991/92  academic session and has continued since then.

The   programme    started   with   the   initial   identification    of  participating institutions, and working out the running cost. Advertisement was made for interested candidates and selection interviews were organized. Five hundred (500) students were placed  in four Nigerian  institutions  as the  foundation  students  of the domesticated TTTP  students  in  their  choices  of disciplines.  The  four  initial  institutions  were University  of Nigeria,  Nsukka;  Ahmadu Bello University,  Zaria;  Federal University of Technology,  Yola and Kaduna Polytechnic, Kaduna.   These four institutions were to,  and are still providing,  the teacher  training  programme  leading to the award of postgraduate  diploma  in technical  education  (PGDTE), the Bachelor’s,  Master’s and Doctoral  Degrees  in Vocational  Technical  Education  disciplines  as well  as  in the sciences.  There had since been yearly selections and awards for qualified candidates who were sent to institutions through the coordinators. The coordinators  most times relate  government  intentions  to  the  institutional  policies.  Institutional  and  students

21 allowances  are being  provided  on  yearly  basis,  but  the  institutions  running  the

programmes have varying coordinating strategies.

At the inception of the domesticated  TTTP programme  in the various Institutions  in Nigeria,  government  did not put in place any hard and fast rules in terms of policies on the institutions for running of the programme.  Rather,  each institution was allowed a wide administrative  latitude of operation to be used, that will not be in conflict with institutional  rules and regulations. This varying  administrative  freedom has however resulted in difficulties in the co-ordination of the programme.

Furthermore,  there was no clear stipulation by government  for the provision of the  training  expenses   in  terms  of  equipment,  workshops,   tools  and  training materials  that were  so much needed  by these  institutions.  These  situations  resulted into myriads of problems in the various cooperating Institutions, the Federal Ministry of Education, the State Governments as well as for the trainees.

There  seem  to  be  little  or  no  policy  for  providing  training  facilities  and equipment, monitoring and supervision to ascertain progress, and problems.  All these deficiencies have made the administration  of TTTP become rather clumsy,  inefficient and  difficult  to  manage.     The  effectiveness   of the  Technical   Teacher  Training Programme  (TTTP)  is expected  to hinge  on  an  efficient  administration  guided  by well-articulated policy guidelines.   The present administration  of the programme calls for clear and detailed policy as a condition to ensure effectiveness  and improvement in the administration,  continuity  and sustenance  of the programme.  Such policy will go a long way  to provide  operational  strategies  and directions,  in-built  assessment

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strategies   and   structures,   relevant   provisions    for   training   of  beneficiaries,

remuneration,  funding,  accommodation,  and trainees  retention  at their  employment after training.  It  is  therefore,  hoped  that  if policy  initiatives  are  put  in place  for improving the administration of the TTTP, then its realization of the desired goals and objectives and the philosophy as well as its sustainability would be assured.

Statement of the Problem

Successive    governments    in   Nigeria    have   realized    that   the   level   of technological  acquisition  and  development  is  a precursor  to  social,  economic  and industrial development  of the country through technical education.  The actualization of such vision of the government would be to the extent of producing  and ensuring high quality and quantity of technical teachers in the education system. The Federal Government  therefore,  emphasizes  the  need  for  the  success  of Technical  Teacher Training  Programme   (TTTP)  under  the  supervision  of  the  Federal  Ministry  of Education. It has been observed that participating institutions device independent administrative structures and strategies to run the programme.

There are many observable experiences militating against the effectiveness  of the administration  of the programme.  They include:  (a) re-postings  of TTTP award beneficiaries by cooperating institutions to other institutions at will with no clearance whatsoever  from  the Federal  Ministry  of Education;  (b)  variations  in demands  by cooperating  institutions  for inputs  in terms  of equipment  and materials  for similar courses by the institutions  and participants  (see Appendices  F and G);  (c) incessant

23 requests by the beneficiaries  for improved  allowances  and other motivations  (see

Appendix   H).   In  some  cases  beneficiaries   suffer  the  problem   of  regularizing admissions  and registrations  due to deficiencies  in qualifications.  There  have been some administrative inconsistencies at the governmental sponsorship and institutional administrative levels.  They include:  (a)reluctance to  release awardees or beneficiaries for the programme by the employers;  (b) irregular payment of salaries of awardees or beneficiaries by employers while on the programme  as against the conditions of the in-service agreement;  (c) abrupt withdrawal of beneficiaries by employers before the expiration of the agreed years of absence;  (d) transfer of beneficiaries to new stations by employers while still on the programme and so on.

There are controversies and inconsistencies in the functions of the Federal and state governments on the TTTP with regard to responsibility for meeting the needs of the  students  while  on the programme  which  had  not been  clearly delineated.  Also there were inconsistencies by states on the utilization of TTTP graduates to improve technical education in their states.  There are observations of lack of understanding by students   of  their   roles   and   commitments   to   the   technical   teacher   education programmes and their states institutions. Different participating institutions developed and used their own guidelines for running the TTTP,  some of which clearly brought about conflicts between governments, students and the institutions at the detriment of the objectives  of the Programme. Furthermore, the relationship between the Federal Government  as an awardee and the benefitting  states as co-sponsors  of students for the programme  in terms of students  employment  and benefits  such as salary,  study

24 leave with pay and replacement  of the benefitting  trainees while on study leave all

require further clarification and sustained policy.  In addition, the needs of the states in terms of type and categories  of programmes  are not clearly defined and articulated. Also,  students  appeared  not to have guiding policies  on their mode of study in the training institutions,  for example movement  when there are problems  such as strikes in  the  co-operating  institutions  and  limits  of their  demands  from  institutions  and governments and reporting back to their duty posts after completion.

It  is  not  also  clear  to  students  beneficiaries,   training  institutions  and  co• operating states, as to how long individual trainees  could stay after an award before changing  objectives  or re-applying  for another  benefit  of the award  without  much consequences. The above issues and practices have created some gaps in the effective administration   of  TTTP  by  the   stakeholders   such  as  the  Federal   Ministry   of Education, state governments, participating institutions, students, co-ordinators. It therefore,  becomes   necessary   that  effort  be  made  to  put  in  place  some  policy guidelines  that  could  help  improve  the  administration   of the  Technical  Teacher Training Programme  (TTTP) in Nigeria  towards  the full realization  of the aims and objectives  of technical  teacher  education  as  contained  in  the  National  Policy  on Education.

Purpose of the Study

The general purpose of this study was to identify policy gaps in the administration  of TTTP in planning,  implementing,  co-ordinating,  evaluating  and to

25 articulate policy

initiatives  that  could  be  put  in  place  to  help  improve  the  administration  of the Technical  Teacher  Training  Programme  (TTTP)  in Nigeria.  Specifically,  the study sort to achieve the following:

1.            ascertain  the relevance  and appropriateness  of existing policy  guidelines  for the administration of the Technical Teacher Training Programme (TTTP);

2.         determine the policy gaps in the planning of the TTTP;

3.         determine the policy gaps in coordinating the TTTP;

4.         determine the policy gaps in the implementation of TTTP;

5.          find out the policy gaps in the evaluation of the TTTP;

6.          identify  the policy  initiatives  that  could  be  put  in place  for  improving  the planning ofTTTP;

7.         identify the policy initiatives that could be put in place for improving the co- ordination of TTTP;

8.          find out  the policy  initiatives  that  could  be put  in place  for  improving  the implementation of TTTP;

9.         identify   the  policy   initiatives  that  could  be  put  in  place   for  improving evaluation of TTTP.

Significance of the Study

The issue of great concern to the Federal Government of Nigeria is solving the problem  of acute shortage  of technical  teachers  through  effective  administration  of the Training  Programme  initiative.  It is believed  that the individuals  or groups that

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served as targets  for this study will benefit  from the results  in a number  of ways.

Primarily, this study would be of benefit to the TTTP officials in the Federal Ministry of Education, co-sponsoring  states, participating  institutions, administrators  of states school boards and the coordinators  from participating  institutions.  Through the results of the study  they will become  aware  of the policy  guidelines  for administering  the Technical Teacher Training Programme  (TTTP).

The  officials   of  the   state  Ministries   of  Education   and  the  co-operating institutions  will have  a better  knowledge  of how  the programme  should be run for effectiveness  and to the benefit of all the stakeholders.  The co-operating  states would have   a  better   knowledge    of  their   functions   and   responsibilities    towards   the programme  and the awardees while on the programme.

The  findings  of the  study of policy  gaps would  highlight  the  administrative areas that have not been catered for by the existing policy guidelines.  This would help the  officials  of the  Federal  Ministry  of Education  in  identifying  relevant  areas  of policy needs for policy restructuring  to ensure uniformity  in the administration  of the TTTP  in the country.  The findings  would  specify clearly  the roles  of governments, participating  institutions  and state governments.  It would also help awardees to adjust to   the   TTTP   policies    with   reference    to   their   entitlements    from   and   their responsibilities   to  the  Federal   Ministry   of  Education,  their  employers   and  co• operating institutions.

The policy  initiatives  to be put in place,  it is believed,  would be useful  to the

TTTP officials  in the Federal  Ministry  of Education  and participating  institutions  in

27 terms  of ensuring  uniform  programme   implementation  standards,  monitoring  and

evaluation  of the TTTP programme.  It will help to provide means of streamlining  the monitoring  and supervision of the programme  in participating  institutions.   The policy initiatives  will be useful  to the co-ordinators  and the Administrators  in participating Institutions  in terms of having definite instructions  on how to operate the programme towards  the achievement  of set goals  and objectives  of the TTTP.  Furthermore,  the Co sponsoring  states, Federal   Ministry  of Education  officials  and the administrators of states schools boards  will find the policy  initiatives  beneficial, as it is hoped that through  the results, they will be better  informed  of their roles and responsibilities  in sponsoring  the benefitting  trainees  as regards  the fulfillment  of their  obligations  of releasing,  payment  of salaries  and protection  of the teachers  and their jobs  while  on the in-service  training by helping to re-absorb  them after the training  as provided  by the policy.

The findings  of this study will be of significance  to benefitting  awardees  in understanding  their role expectations,  responsibilities  and their relationship with other stakeholders  while they are on the programme.  It is also believed  that the findings of the study will serve as a guide for improving  the confidence  and harmony  existing between  the Federal  Ministry  of Education  as the  initiator  of the  TTTP  and  other stakeholders  since the existing gaps could have been bridged by this initiative.

Hopefully,  the  results  of this  study will  go  a long  way  to help  in bridging information  gaps between the actual practice on the ground and future expectations  in terms  of data  and  literature  that  might  have  existed  in  relation  to  the  Technical

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Teacher Training Programme (TTTP) which are presently obscure.

Research Questions

The following research questions guided the study:

1.            How  relevant  and  appropriate   are  the  existing  policy  guidelines  for  the administration of Technical Teacher Training Programme (TTTP) in Nigeria?

2.         What are the policy gaps in the planning of the TTTP?

3.         What are the policy gaps in the co-ordination of the TTTP?

4.         What are the policy gaps in the implementation of the TTTP?

5.          What are the policy gaps in the evaluation of the TTTP

6.         What  are the policy  initiatives  that could be put  in place  for improving  the planning ofTTTP?

7.         What are the policy initiatives that could be put in place for improving the co•

ordination of TTTP?

8.          What  are  the  policy  initiatives  that  could  be  put  in  place  for  improving implementation of TTTP

9.         What  are the policy  initiatives  that could be put  in place  for improving  the evaluation of TTTP?

Hypotheses

The  following  hypotheses   were  tested  by  the  study  at  P:S0.05   levels  of significance:

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Ho,    There is no significant  difference in the mean ratings  of responses  of TTTP officials  in the Federal  Ministry  of Education,  co-ordinators  in co-operating institutions,  and Ministry of Education  officials of co-sponsoring  states on the relevance  and appropriateness  of the existing  policies  for implementing  the TTTP.

Ho,   There is no significant  difference in the mean ratings  of responses  of TTTP officials  in the Federal  Ministry  of Education,  co-ordinators  in co-operating institutions,  and Ministry of Education  officials of co-sponsoring  states on the policy  gaps  in the planning,  implementing,  co-ordinating  and  evaluating  of the TTTP.

Ho,    There is no significant  difference  in the mean ratings  of responses  of  TTTP officials  in the Federal  Ministry  of Education,  co-ordinators  in co-operating institutions,  and Ministry of Education  officials of co-sponsoring  states on the policy  initiatives  that co      uld be put  in place  for improving  the planning, implementing, co-ordinating  and evaluating the TTTP.

Scope of the Study

The   study  was   restricted   to  the   identification   of  policy   initiatives   for improving  the administration  of the Technical  Teacher  Training  Programme  (TTTP) in Nigeria.    It  involved  the  TTTP  officials  of the  Federal  Ministry  of Education, Ministry of Education  officials of the co-sponsoring  states, co-ordinators and heads of relevant departments  of participating  institutions.

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Questionnaire  was  used  to  collect  data  for  the  study.  The  study  involved

ascertaining  the relevance  and appropriateness  of existing  policies  for implementing the TTTP;  identification  of policy  gaps  in the planning,  implementing,  coordinating and evaluating as well as the policy initiatives that could help in improving the administration  of the programme  in Nigeria.

Assumptions of the Study

1.            The  Federal   and  States  Ministry   of  Education   officials  were  considered competent  in supplying  reliable  information  on the  administration  of TTTP through   the   questionnaire   because   of  their   long   term   experience   and participation  in the implementation  of the TTTP.

2.        The  coordinators  of TTTP  from  participating   institutions  were  considered competent  in supplying dependable  information  because  of their involvement and institutional experience in the administration  of the programme.

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