While the vocational instructor can play a major role in assisting the transfer of technology from developed nations, there are some major hurdles involved in training vocational instructors in developing nations. Included among these are the organization of the education system, the political climate of the country, economics, practice teaching, and program development and continuity. While thse hurdles may be considerable, the alternative of long-term importation of instructors is usually not economically or politically palatable to developing nations. Therefore, many developing nations are looking to competency-based individualized instruction (CBII) as a method of enhancing vocational training programs and technology transfer. Some benefits of CBII are its flexibility, cost effectiveness, standardized format, objectivity, self-pacing, motivational factors, and direct relevance to job requirements. While there are major problems in implementing CBII, specific approaches do exist to solve these problems. These include translation of CBII terms to standardize language, inservice training, organization of workshops to guide the use of CBII materials, careful initial costing, development of advanced and alternate courses, and use of varied instructional equipment. (MN)