The extent of quality delivery of the programs and services depends upon the demonstrated ability and willingness of the trainers and managers of training institution. Professional expertise does not just happen. It has to be developed. Commitment of the trainers determines the extent of success in providing training and job placement of the program-graduates. It is because the efficiency and effectiveness of TVET programs is measured by the extent of employment or self-employment of the graduates, quality of Technical Vocational Education and Training (TVET) programs and services depends upon the access, equity, efficiency and relevance of such programs and services.Training is a means to an end. It is not an end in itself. Prospects and challenges of preparing adequately skilled and motivated TVET educators for the present and also for the future are immense and need
attention. The purpose of skill-based TVET is to prepare individuals for livelihood with potentials of earning for their living by being engaged in specific occupation/s in the formal or informal sector of economy. This paper highlights efforts made and approaches followed by the Training Institute for Technical Instruction (TITI) Nepal with reference to training and development of TVET educators. It includes range of services, customer bases, program areas and contexts of institutional operation. Although programs and services as they currently exist illustrate good practices, they are still inadequate. The emergence of TITI in 1991 and the innovative training practices during the past two decades have gained momentum but more is yet to be done in this direction.