REPUBLIC OF KENYA

NATIONAL OCCUPATIONAL STANDARDS

FOR

COMPUTER SCIENTIST

LEVEL 6

TVET CDACC
P.O. BOX 15745-00100
NAIROBI
First published 2019
©2019, TVET CDACC

All rights reserved. No part of these occupational standards may be reproduced,

distributed, or transmitted in any form or by any means, including photocopying,
recording, or other electronic or mechanical methods without the prior written
permission of the TVET CDACC, except in the case of brief quotations embodied in
critical reviews and certain other non-commercial uses permitted by copyright law.
For permission requests, write to the Council Secretary/CEO, at the address below:

Council Secretary/CEO
TVET Curriculum Development, Assessment and Certification Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: [email protected]

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 FOREWORD
The provision of quality education and training is fundamental to the Government’s
overall strategy for social economic development. Quality education and training will
contribute to achievement of Kenya’s development blueprint and sustainable
development goals.
Reforms in the education sector are necessary for the achievement of Kenya Vision
2030 and meeting the provisions of the Constitution of Kenya 2010. The education
sector had to be aligned to the Constitution and this resulted to the formulation of the
Policy Framework for Reforming Education and Training (Sessional Paper No. 4 of
2016). A key feature of this policy is the radical change in the design and delivery of
TVET training. This policy document requires that training in TVET be competency
based, curriculum development be industry led, certification be based on
demonstration of competence and mode of delivery allows for multiple entry and exit
in TVET programmes.
These reforms demand that Industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background
that these occupational standards have been developed for purpose of developing
Competency Based curriculum for Computer Science level 6.
It is my conviction that these occupational standards will play a great role towards
development of competent human resource for the ICT Sector’s growth and
development.

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION

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 PREFACE
Kenya Vision 2030 aims to transform the country into a newly industrializing,
“middle-income country providing a high-quality life to all its citizens by the year
2030”. Kenya intends to create a globally competitive and adaptive human resource
base to meet the requirements of a rapidly industrializing economy through life-long
education and training. TVET has a responsibility of facilitating the process of
inculcating knowledge, skills and attitudes necessary for catapulting the nation to a
globally competitive country, hence the paradigm shift to embrace Competency Based
Education and Training (CBET).
The Technical and Vocational Education and Training Act No. 29 of 2013 on
Reforming Education and Training in Kenya, emphasized the need to reform
curriculum development, assessment and certification. This called for a shift to CBET
to address the mismatch between skills acquired through training and skills needed by
industry as well as increase the global competitiveness of Kenyan labour force.
The TVET Curriculum Development, Assessment and Certification Council (TVET
CDACC), in conjunction with ICT Sector Skills Advisory Committee (SSAC) have
developed these Occupational Standards for Computer Scientist level 6. These
standards will be the basis for development of a competency-based curriculum for
Computer Science level 6. These Standards will also be the basis for assessment of an
individual for competence certification.

The occupational standards are designed and organized with clear performance
criteria for each element of a unit of competency. These standards also outline the
required knowledge and skills as well as evidence guide.

I am grateful to the Council Members, Council Secretariat, ICT SSAC, expert

workers and all those who participated in the development of these occupational
standards.

CHAIRPERSON, TVET CDACC

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 ACKNOWLEDGMENT
These Occupational Standards were developed through combined effort of various
stakeholders from private and public organizations. I am sincerely thankful to the
management of these organizations for allowing their staff to participate in this
course. I wish to acknowledge the invaluable contribution of industry players who
provided inputs towards the development of these Standards.
I thank TVET Curriculum Development, Assessment and Certification Council
(TVET CDACC) for providing guidance on the development of these Standards. My
gratitude goes to the ICT Sector Skills Advisory Committee (SSAC) members for
their contribution to the development of these Standards. I thank all the individuals
and organizations who participated in the validation of these Standards.
I acknowledge all other institutions which in one way or another contributed to the
development of these Standards.

CHAIRPERSON ICT SECTOR SKILLS ADVISORY COMMITTEE

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 TABLE OF CONTENTS

FOREWORD.............................................................................................................................

PREFACE..................................................................................................................................
ACKNOWLEDGMENT..........................................................................................................

ACRONYMS.............................................................................................................................

KEY TO UNIT CODE..............................................................................................................

TABLE OF CONTENTS..........................................................................................................

COURSE OVERVIEW............................................................................................................

BASIC UNITS OF COMPETENCY......................................................................................

DEMONSTRATE COMMUNICATION SKILLS................................................................

DEMONSTRATE NUMERACY SKILLS............................................................................
DEMONSTRATE DIGITAL LITERACY............................................................................
DEMONSTRATE ENTREPRENEURIAL SKILLS.............................................................
DEMONSTRATE EMPLOYABILITY SKILLS..................................................................
DEMONSTRATE ENVIRONMENTAL LITERACY..........................................................
DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES.................
COMMON UNITS OF COMPETENCY...............................................................................

APPLY BASIC ELECTRONIC SKILLS..............................................................................

CORE UNITS OF COMPETENCY.......................................................................................

UNDERSTAND COMPUTER ORGANISATION AND ARCHITECTURE......................

UNDERSTAND OPERATING SYSTEMS..........................................................................
UNDERSTAND MATHEMATICS FOR COMPUTER SCIENCE.....................................
UNDERSTAND FUNDAMENTALS OF PROGRAMMING..............................................
DEMONSTRATE DATABASE MANAGEMENT SKILLS................................................
DEVELOP AN INFORMATION SYSTEM.........................................................................
UNDERSTAND NETWORKING AND DISTRIBUTED SYSTEMS.................................
UNDERSTAND ARTICICIAL INTELLIGENCE CONCEPTS..........................................
UNDERSTAND ALGORITHMS AND DATA STRUCTURES.........................................
DEMONSTRATE WEB DESIGN SKILLS..........................................................................
UNDERSTAND GRAPHIC DESIGN...................................................................................

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 ABBREVIATIONS AND ACRONYMS

A Control version
AIDS Acquired Immunodeficiency Syndrome
BC Basic Competency
CBET Competency Based Education and Training
CC Common Competency
CDACC Curriculum Development Assessment Certification Council
CEO Council Secretary
CPU Central Processing Unit
CR Core Unit
HIV Acquired Immunodeficiency Virus
ICT Information Communication Technology
OS Occupational Standard
OSH Occupational Safety and Health
PESTEL Political Environmental Social Technological Economic Legal
PPE Personal Protective Equipment
SOP Standard Operating Procedure
SSAC Sector Skills Advisory Committee
SWOT Strength Weakness Opportunity Threat
TVET Technical and Vocational Education and Training

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 KEY TO UNIT CODE

ICT / OS/CS/ BC/ /01/ 6/ A

Industry or sector
Occupational Standard
Occupational area
Type of competency
Competency Number
Competency Level
Version control

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 OVERVIEW

Computer Science Level 6 qualification consists of competencies that a person must

achieve to understand computer organization and architecture, understand operating
systems, understand mathematics for computer science, understand fundamentals
programming, demonstrate database management skills, develop an information
system, understand networking and distributed systems, understand artificial
intelligence, understand algorithms and data structures, demonstrate web design skills
and understand graphic design.
This course consists of basic, common and core units of competency as indicated
below:

Basic Units of Competency

Unit code Unit Title

ICT/OS/CS/BC/01/6/A Demonstrate Communication Skills
ICT/OS/CS/BC/02/6/A Demonstrate Numeracy Skills
ICT/OS/CS/BC/03/6/A Demonstrate Digital Literacy
ICT/OS/CS/BC/04/6/A Demonstrate Entrepreneurial Skills
ICT/OS/CS/BC/05/6/A Demonstrate Employability Skills
ICT/OS/CS/BC/06/6/A Demonstrate Environmental Literacy
ICT/OS/CS/BC/07/6/A Demonstrate Occupational Safety and
Health Practices

Common Unit of Competency

Unit code Unit Title

ICT/OS/CS/CC/01/6/A Demonstrate Basic Electronic Skills

Core Units of Competency

Unit code Unit Title

ICT/OS/CS/CR/01/6/A Understand Computer Organization and
Architecture
ICT/OS/CS/CR/02/6/A Understand Operating Systems
ICT/OS/CS/CR/03/6/A Understand Mathematics for Computer
Science
ICT/OS/CS/CR/04/6/A Understand Fundamentals Programming
ICT/OS/CS/CR/05/6/A Demonstrate Database Management

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 Skills
ICT/OS/CS/CR/06/6/A Develop An Information System
ICT/OS/CS/CR/07/6/A Understand Networking and Distributed
Systems
ICT/OS/CS/CR/08/6/A Understand Artificial Intelligence
ICT/OS/CS/CR/09/6/A Understand Algorithms and Data
Structures
ICT/OS/CS/CR/10/6/A Demonstrate Web Design Skills
ICT/OS/CS/CR/11/6/A Understand Graphic Design

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BASIC UNITS OF COMPETENCY

1
 DEMONSTRATE COMMUNICATION SKILLS

UNIT CODE: ICT/OS/CS/BC/01/6/A

UNIT DESCRIPTION
This unit covers the competencies required to demonstrate communication skills. It
involves meeting communication needs of clients and colleagues, developing
communication strategies, establishing and maintaining communication pathways,
conducting interviews, facilitating group discussion and representing the organization.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA
These describe the These are assessable statements which specify the required
key outcomes level of performance for each of the elements.
which make up Bold and italicized terms are elaborated in the Range
workplace
function
1. Meet 1.1 Specific communication needs of clients and colleagues
communication are identified and met based on workplace requirements
needs of clients 1.2 Different communication approaches are identified and
and colleagues applied according to clients’ needs
1.3 Conflict is identified and addressed as per the standards of
the organization
2. Develop 2.1 Strategies for effective internal and external dissemination
communication of information are developed as per organization’s
strategies requirements
2.2 Special communication needs are considered in developing
strategies according workplace procedures
2.3 Communication strategies are analyzed, evaluated and
revised based the workplace needs
3. Establish and 3.1 Pathways of communication are established as per
maintain organization policy
communication 3.2 Pathways are maintained and reviewed according to
pathways organization procedures
4. Promote use of 4.1 Information is provided to all areas of the organization as
communication per strategy requirements
strategies 4.2 Effective communication techniques are articulated and
modeled according work requirements
4.3 Personnel are given guidance about adapting
communication strategies as per organization procedures

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 5. Conduct 5.1 A range of appropriate communication strategies are
interview employed in interview situations based on the workplace
requirements
5.2 Records of interviews are made and maintained in
accordance with organizational procedures
5.3 Effective questioning, listening and nonverbal
communication techniques are used as per needs
6. Facilitate 6.1 Mechanisms to enhance effective group interaction are
group identified and implemented according to workplace
discussion requirements
6.2 Strategies to encourage group participation are identified
and used as per organizations’ procedures
6.3 Meetings objectives and agenda are set and followed based
on workplace requirements
6.4 Relevant information is provided and feedback obtained
according to set protocols
6.5 Evaluation of group communication strategies is
undertaken in accordance with workplace guidelines
6.6 Specific communication needs of individuals are identified
and addressed as per individual needs
7. Represent the 5.1 7Relevant presentation are researched and presented based
organization on internal or external communication forums
requirements
5.2 Presentation is delivered in a clear and sequential manner
as per the predetermined time
5.3 Presentation is made as per appropriate media
5.4 Difference views are respected based on workplace
procedures
5.5 Written communication is done as per organizational
standards
5.6 Inquiries are responded according to organizational
standard

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.

Variable Range
1. Communication  Language switch

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 strategies may  Comprehension check
include but not  Repetition
limited to:  Asking confirmation
 Paraphrase
 Clarification request
 Translation
 Restructuring
 Approximation
 Generalization
2. Effective group  Identifying and evaluating what is occurring
interaction may within an interaction in a nonjudgmental way
include but not  Using active listening
limited to:  Making decision about appropriate words,
behavior
 Putting together response which is culturally
appropriate
 Expressing an individual perspective
 Expressing own philosophy, ideology and
background and exploring impact with relevance
to communication
3. Situations may  Establishing rapport
include but not  Eliciting facts and information
limited to:  Facilitating resolution of issues
 Developing action plans
 Diffusing potentially difficult situations

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills

The individual needs to demonstrate the following skills:

 Communication
 Active listening
 Interpretation
 Negotiation
 Writing

Required Knowledge
The individual needs to demonstrate knowledge of:

 Communication process

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  Dynamics of groups
 Styles of group leadership
 Key elements of communications strategy

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical Assessment requires evidence that the candidate:
aspects of 1.1 Developed communication strategies to meet the
Competency organization requirements and applied in the workplace
1.2 Established and maintained communication pathways
for effective communication in the workplace
1.3 Used communication strategies involving exchanges of
complex oral information
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately
simulated environment where assessment can take place
2.2 Materials relevant to the proposed activity or tasks
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Direct observation
3.2 Oral questioning
3.3 Written texts
4. Context of Competency may be assessed:
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
5. Guidance Holistic assessment with other units relevant to the industry
information sector, workplace and job role is recommended.
for
assessment

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 DEMONSTRATE NUMERACY SKILLS

UNIT CODE: ICT/OS/CS/BC/02/6/A

UNIT DESCRIPTION
This unit describes the competencies required to demonstrate numeracy skills. It
involves; applying a wide range of mathematical calculations for work; applying
ratios, rates and proportions to solve problems; estimating, measuring and calculating
measurement for work; using detailed maps to plan travel routes for work; using
geometry to draw and construct 2D and 3D shapes for work; collecting, organizing
and interpreting statistical data; using routine formula and algebraic expressions for
work and using common functions of a scientific calculator.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function. Bold and italicized terms are elaborated in the Range.
1. Apply a wide 1.1 Mathematical information embedded in a range of
range of workplace tasks and texts is extracted as per
mathematical workplace procedures.
calculations for 1.2 Mathematical information is interpreted and
work comprehended as per job specifications
1.3 A range of mathematical and problem solving
processes are selected and used as per job
specification
1.4 Different forms of fractions, decimals and
percentages are flexibly used as per SOPs
1.5 Calculation performed with positive and negative
numbers as per SOPs
1.6 Numbers are expressed as powers and roots and are
used in calculations as per SOPs
1.7 Calculations done using routine formulas as per
SOPs
1.8 Estimation and assessment processes are used to
check outcome as per workplace procedures
1.9 Mathematical language is used to discuss and
explain the processes, results and implications of the
task as per workplace procedures
2. Use and apply 2.1 Information regarding ratios, rates and proportions

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 ratios, rates and extracted from a range of workplace tasks and texts
proportions for as per SOPs
work 2.2 Mathematical information related to ratios, rate and
proportions is analysed as per SOPs
2.3 Problem solving processes are used to undertake the
task as per workplace procedures
2.4 Equivalent ratios and rates are simplified as per
SOPs
2.5 Quantities are calculated using ratios, rates and
proportions as per SOPS
2.6 Graphs, charts or tables are constructed to represent
ratios, rates and proportions as per SOPs
2.7 The outcomes reviewed and checked as per job
specifications
2.8 Information is record using mathematical language
and symbols as per workplace procedures
3. Estimate, 3.1 Measurement information embedded in workplace
measure and texts and tasks are extracted and interpreted as per
calculate job specifications
measurement 3.2 Appropriate workplace measuring equipment are
for work identified and selected as per job specifications
3.3 Accurate measurements are estimated and made as
per SOPs
3.4 The area of 2D shapes including compound shapes
are calculated as per SOPs
3.5 The volume of 3D shapes is calculated using
relevant formulas as per SOPs
3.6 Sides of right angled triangles are calculated using
Pythagoras’ theorem as per SOPs
3.7 conversions are perform between units of
measurement as per job specification
3.8 Problem solving processes are used to undertake
the task as per workplace Procedures
3.9 The measurement outcomes are reviewed and
checked as per workplace procedures
3.10 Information is recorded using mathematical
language and symbols appropriate for the task as
per workplace procedures
4. Use detailed 4.1 Different types of maps are identified and
maps to plan interpreted as per job requirements
travel routes for 4.2 Key features of maps are identified as per job

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 work requirements
4.3 Scales are identified and interpreted as per job
requirements
4.4 Scales are applied to calculate actual distances
4.5 Positions or locations are determined using
directional information as per job requirements
4.6 Routes are planned by determining directions and
calculating distances, speeds and times as per job
requirements
4.7 Information is gathered and identified and relevant
factors related to planning a route checked as per
job requirements
4.8 Relevant equipment is select and checked for
accuracy and operational effectiveness as per job
requirements
4.9 Task is planned and recorded using specialized
mathematical language and symbols appropriate for
the task as per job requirements
5. Use geometry to 5.1 A range of 2D shapes and 3D shapes and their uses
draw 2D shapes in work contexts is identified as per job
and construct specifications
3D shapes for 5.2 Features of 2D and 3D shapes are named and
work described as per job specifications
5.3 Types of angles in 2D and 3D shapes are identified
as per job specifications
5.4 Angles are drawn, estimated and measured using
geometric instruments as per job requirements
5.5 Angle properties of 2D shapes are named and
identified as per SOPs
5.6 Angle properties are used to evaluate unknown
angles in shapes as per SOPs
5.7 Properties of perpendicular and parallel lines are
applied to shapes as per SOPs
5.8 Understanding and use of symmetry is
demonstrated as per SOPs
5.9 Understanding and use of similarity is
demonstrated as per SOPs
5.10 The workplace tasks and mathematical processes
required are identified as per workplace procedures
5.11 2D shapes is drawn for work as per job
specification

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 5.12 3D shapes is constructed for work as per job
specification
5.13 The outcomes are reviewed and checked as per
workplace procedures
5.14 Specialized mathematical language and symbols
appropriate for the task are used as per SOPs
6. Collect, 6.1 Workplace issue requiring investigation are
organize, and identified as per workplace procedures
interpret 6.2 Audience / population / sample unit is determined
statistical data as per workplace procedures as per workplace
for work procedures
6.3 Data to be collected is identified as per workplace
procedures
6.4 Data collection method is selected as per workplace
procedures
6.5 Appropriate statistical data is collected and
organized as per SOPs
6.6 Data is illustrated in appropriate formats as per
SOPs
6.7 The effectiveness of different types of graphs are
compared as per SOPs
6.8 The summary statistics for collected data is
calculated as per SOPs
6.9 The results / findings are interpreted as per SOPs
6.10 Data is checked to ensure that it meets the
expected results and content as per workplace
procedures
6.11 Information from the results including tables,
graphs and summary statistics is extracted and
interpreted as per workplace procedure
6.12 Mathematical language and symbols are used to
report results of investigation as per workplace
procedure
7. Use routine 7.1 Understanding of informal and symbolic notation,
formula and representation and conventions of algebraic
algebraic expressions is demonstrated as per SOPs
expressions for 7.2 Simple algebraic expressions and equations are
work developed as per job specification
7.3 Operate on algebraic expressions as per job
requirement
7.4 Algebraic expressions are simplified as per job

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 requirement
7.5 Substitution into simple routine equations is done
as per SOPs
7.6 Routine formulas used for work tasks are identified
and comprehended as per SOPs
7.7 Routine formulas are evaluate by substitution as per
SOPs
7.8 Routine formulas transposed as per SOPs
7.9 Appropriate formulas are identified and used for
work related tasks as per workplace procedures
7.10 Outcomes are checked and result of calculation
used as per workplace procedures
8. Use common 8.1 Required numerical information to perform tasks is
functions of a located as per job specification
scientific 8.2 The order of operations and function keys
calculator for necessary to solve mathematical calculation are
work determined as per job specification
8.3 Function keys on a scientific calculator are
identified and used as per SOPs
8.4 Estimations are referred to check reasonableness
of problem solving process as per workplace
procedures
8.5 Appropriate mathematical language, symbols and
conventions are used to report results as per
workplace procedures

RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environments and situations that will affect
performance.

Variable Range

1. 2D shapes may  Triangles

include but not  Square
limited may include Rectangle
but not limited to:  Triangle

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REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Measuring
 Logical thinking
 Computing
 Drawing of graphs
 Applying mathematical formulas
 Analytical

Required knowledge
The individual needs to demonstrate knowledge of:
 Types of common shapes
 Differentiation between two dimensional shapes / objects
 Formulae for calculating area and volume
 Types and purpose of measuring instruments
 Units of measurement and abbreviations
 Fundamental operations (addition, subtraction, division, multiplication)
 Rounding techniques
 Types of fractions
 Different types of tables and graphs
 Meaning of graphs, such as increasing, decreasing, and constant value
 Preparation of basic data, tables & graphs

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.

1. Critical aspects Assessment requires evidence that the candidate:

of Competency 1. 1 Developed communication strategies to meet
the organization requirements and applied in the
workplace
1. 2 Established and maintained communication
pathways for effective communication in the
workplace
1. 3 Used communication strategies involving
exchanges of complex oral information
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately
simulated environment where assessment can

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 take place
2.2 Materials relevant to the proposed activity or
tasks
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written test
3.4 Portfolio of Evidence
3.5 Interview
3.6 Third party report
4. Context of Competency may be assessed:
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
5. Guidance Holistic assessment with other units relevant to
information the industry sector, workplace and job role is
for recommended.
assessment

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 DEMONSTRATE DIGITAL LITERACY
UNIT CODE: ICT/OS/CS/BC/03/6/A
UNIT DESCRIPTION
This unit describes competencies required to demonstrate digital literacy. It involves,
identifying computer software and hardware, applying security measures to data,
hardware, and software in automated environment, applying computer software in
solving task, applying internet and email in communication at workplace, applying
desktop publishing in official assignments and preparing presentation packages.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

These describe the These are assessable statements which specify the required
key outcomes which level of performance for each of the elements.
make up workplace
Bold and italicized terms are elaborated in the Range
function

1. Identify 1.1 Concepts of ICT are determined in accordance with

appropriate computer equipment
computer 1.2 Classifications of computers are determined in
software and accordance with manufacturers specification
hardware 1.3 Appropriate computer software is identified according
to manufacturer’s specification
1.4 Appropriate computer hardware is identified according
to manufacturer’s specification
1.5 Functions and commands of operating system are
determined in accordance with manufacturer’s
specification
2. Apply security 2.1 Data security and privacy are classified in accordance
measures to with the prevailing technology
data, hardware, 2.2 Security threats reidentified and control measures are
software in applied in accordance with laws governing protection of
automated ICT
environment 2.3 Computer threats and crimes are detected in accordance
to Information Management security guidelines
2.4 Protection against computer crimes is undertaken in
accordance with laws governing protection of ICT
3. Apply 3.1 Word processing concepts are applied in resolving
computer workplace tasks, report writing and documentation as
software in per the job requirements
solving tasks 3.2 Word processing utilities are applied in accordance

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 with workplace procedures
3.3 Worksheet layout is prepared in accordance with work
procedures
3.4 Worksheet is built and data manipulated in the
worksheet in accordance with workplace procedures
3.5 Continuous data manipulated on worksheet is
undertaken in accordance with work requirements
3.6 Database design and manipulation is undertaken in
accordance with office procedures
3.7 Data sorting, indexing, storage, retrieval and security is
provided in accordance with workplace procedures
4. Apply internet 4.1 Electronic mail addresses are opened and applied in
and email in workplace communication in accordance with office
communication policy
at workplace 4.2 Office internet functions are defined and executed in
accordance with office procedures
4.3 Network configuration is determined in accordance
with office operations procedures
4.4 Official World Wide Web is installed and managed
according to workplace procedures
5. Apply Desktop 5.1 Desktop publishing functions and tools are identified in
publishing in accordance with manufactures specifications
official 5.2 Desktop publishing tools are developed in accordance
assignments with work requirements
5.3 Desktop publishing tools are applied in accordance with
workplace requirements
5.4 Typeset work is enhanced in accordance with workplace
standards
6. Prepare 6.1 Types of presentation packages are identified in
presentation accordance with office requirements
packages 6.2 Slides are created and formulated in accordance with
workplace procedures
6.3 Slides are edited and run-in accordance with work
procedures
6.4 Slides and handouts are printed according to work
requirements

RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environments and situations that will affect
performance.

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 Variable Range
1. Appropriate Collection of physical parts of a computer system such
computer as:
hardware may  Computer case, monitor, keyboard, and mouse
include but not  All the parts inside the computer case, such as the
limited to: hard disk drive, motherboard and video card

2. Data security and  Confidentiality of data

privacy may  Cloud computing
include but not  Integrity -but-curious data surfing
limited to:
3. Security and  Counter measures against cyber terrorism
control measures  Risk reduction
may include but  Cyber threat issues
not limited to:  Risk management
 Pass-wording
4. Security threats  Cyber terrorism
may include but  Hacking
not limited to:

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills

The individual needs to demonstrate the following skills:

 Analytical skills
 Interpretation
 Typing
 Communication
 Computing (applying fundamental operations such as addition, subtraction,
division and multiplication)
 Using calculator
 Basic ICT skills

Required Knowledge
The individual needs to demonstrate knowledge of:
 Software concept
 Functions of computer software and hardware

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 
Data security and privacy

Computer security threats and control measures

Technology underlying cyber-attacks and networks

Cyber terrorism

Computer crimes

Detection and protection of computer crimes

Laws governing protection of ICT

Word processing;
 Functions and concepts of word processing.
 Documents and tables creation and manipulations
 Mail merging
 Word processing utilities
 Spread sheets;
 Meaning, formulae, function and charts, uses and layout
 Data formulation, manipulation and application to cells

 Database;
 Database design, data manipulation, sorting, indexing,
storage retrieval and security
 Desktop publishing;
 Designing and developing desktop publishing tools
 Manipulation of desktop publishing tools
 Enhancement of typeset work and printing documents
 Presentation Packages;
 Types of presentation Packages
 Creating, formulating, running, editing, printing and
presenting slides and handouts
 Networking and Internet;
 Computer networking and internet.
 Electronic mail and world wide web
 Emerging trends and issues in ICT;
 Identify and integrate emerging trends and issues in
ICT
 Challenges posed by emerging trends and issues
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.

1. Critical Assessment requires evidence that the candidate:

Aspects of 1.1 Identified and controlled security threats
Competency 1.2 Detected and protected computer crimes

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 1.3 Applied word processing in office tasks
1.4 Designed, prepared work sheet and applied data to the
cells in accordance to workplace procedures
1.5 Opened electronic mail for office communication as per
workplace procedure
1.6 Installed internet and World Wide Web for office tasks
in accordance with office procedures
1.7 Integrated emerging issues in computer ICT
applications
1.8 Applied laws governing protection of ICT
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace where assessment can
take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written test
3.4 Portfolio of Evidence
3.5 Interview
3.6 Third party report
4. Context of Competency may be assessed:
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment

5. Guidance Holistic assessment with other units relevant to the industry

information sector, workplace and job role is recommended.
for
assessment

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 DEMONSTRATE ENTREPRENEURIAL SKILLS

UNIT CODE : ICT/OS/CS/BC/04/6/A

UNIT DESCRIPTION
This unit covers the competencies required to demonstrate understanding of
entrepreneurship. It involves demonstrating understanding of an entrepreneur,
entrepreneurship, and self-employment, identifying entrepreneurship opportunities,
creating entrepreneurial awareness, applying entrepreneurial motivation, developing
business innovative strategies and developing business plan.
ELEMENTS AND PERFORMANCE CRITERIA
ELEMENT PERFORMANCE CRITERIA
1. Demonstrate 1. 1 Entrepreneurs and Business persons are
understanding of an distinguished as per principles of
Entrepreneur entrepreneurship
1. 2 Types of entrepreneurs are identified as
per principles of entrepreneurship
1. 3 Ways of becoming an Entrepreneur are
identified as per principles of
Entrepreneurship
1. 4 Characteristics of Entrepreneurs are
identified as per principles of
Entrepreneurship
1. 5 Factors affecting Entrepreneurship
development are explored as per principles
of Entrepreneurship
2. Demonstrate 2. 1 Entrepreneurship and self-employment are
understanding of distinguished as per principles of
Entrepreneurship and entrepreneurship
self-employment 2. 2 Importance of self-employment is analysed
based on business procedures and
strategies
2. 3 Requirements for entry into self-
employment are identified according to
business procedures and strategies
2. 4 Role of an Entrepreneur in business is
determined according to business
procedures and strategies
2. 5 Contributions of Entrepreneurs to National
development are identified as per business
procedures and strategies

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 2. 6 Entrepreneurship culture in Kenya is
explored as per business procedures and
strategies
2. 7 Born or made Entrepreneurs are
distinguished as per entrepreneurial traits
3. Identify 3.1 Sources of business ideas are identified as
Entrepreneurship per business procedures and strategies
opportunities 3.2 Business ideas and opportunities are
generated as per business procedures and
strategies
3.3 Business life cycle is analysed as per
business procedures and strategies
3.4 Legal aspects of business are identified as
per procedures and strategies
3.5 Product demand is assessed as per market
strategies
3.6 Types of business environment are
identified and evaluated as per business
procedures
3.7 Factors to consider when evaluating
business environment are explored based
on business procedure and strategies
3.8 Technology in business is incorporated as
per best practice
4. Create entrepreneurial 4.1 Forms of businesses are explored as per
awareness business procedures and strategies
4.2 Sources of business finance are identified
as per business procedures and strategies
4.3 Factors in selecting source of business
finance are identified as per business
procedures and strategies
4.4 Governing policies on Small Scale
Enterprises (SSEs) are determined as per
business procedures and strategies
4.5 Problems of starting and operating SSEs
are explored as per business procedures
and strategies
5.1 Internal and external motivation factors
5. Apply entrepreneurial are determined in accordance with
motivation motivational theories
5.2 Self-assessment is carried out as per

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 entrepreneurial orientation
5.3 Effective communications are carried out
in accordance with communication
principles
5.4 Entrepreneurial motivation is applied as
per motivational theories

6. Develop innovative 6.1 Business innovation strategies are

business strategies determined in accordance with the
organization strategies
6.2 Creativity in business development
is demonstrated in accordance with
business strategies
6.3 Innovative business strategies are
developed as per business principles
6.4 Linkages with other entrepreneurs
are created as per best practice
6.5 ICT is incorporated in business
growth and development as per best
practice

7. Develop Business Plan 7.1 Identified Business is described as per

business procedures and strategies
7.2 Marketing plan is developed as per
business plan format
7.3 Organizational/Management plan is
prepared in accordance with business plan
format
7.4 Production/operation plan in accordance
with business plan format
7.5 Financial plan is prepared in accordance
with the business plan format
7.6 Executive summary is prepared in
accordance with business plan format
7.7 Business plan is presented as per best
practice

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.

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Variable Range
1. Types of entrepreneurs may  Innovators
include but not limited to:  Imitators
 Craft
 Opportunistic
 Speculators
2. Characteristics of Entrepreneurs  Creative
may include but not limited to:  Innovative
 Planner
 Risk taker
 Networker
 Confident
 Flexible
 Persistent
 Patient
 Independent
 Future oriented
 Goal oriented

3. Requirements for entry into self-  Technical skills

employment may include but not  Management skills
limited to  Entrepreneurial skills
 Resources
 Infrastructure

4. Internal and external motivation  Interest

may include but not limited to:  Passion
 Freedom
 Prestige
 Rewards
 Punishment
 Enabling environment
 Government policies

5. Business environment may  External

include but not limited to:  Internal
 Intermediate

6. Forms of businesses may include  Sole proprietorship

but not limited to:  Partnership
 Limited companies

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  Cooperatives

7. Governing policies may include  Increasing scope for finance

but not limited to:  Promoting cooperation between
entrepreneurs and private sector
 Reducing regulatory burden on
entrepreneurs
 Developing IT tools for
entrepreneurs

8. Innovative business strategies  New products

may include but not limited to:  New methods of production
 New markets
 New sources of supplies
 Change in industrialization

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:

 Analytical
 Management
 Problem-solving
 Root-cause analysis
 Communication

Required Knowledge
The individual needs to demonstrate knowledge of:
 Decision making
 Business communication
 Change management
 Competition
 Risk
 Net working
 Time management
 Leadership
 Factors affecting entrepreneurship development
 Principles of Entrepreneurship

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 Features and benefits of common operational practices, e. g., continuous
improvement (kaizen), waste elimination,
 Conflict resolution
 Health, safety and environment (HSE) principles and requirements
 Customer care strategies
 Basic financial management
 Business strategic planning
 Impact of change on individuals, groups and industries
 Government and regulatory processes
 Local and international market trends
 Product promotion strategies
 Market and feasibility studies
 Government and regulatory processes
 Local and international business environment
 Relevant developments in other industries
 Regional/ County business expansion strategies

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.

1. Critical Aspects of 1. 1 Assessment requires evidence that the

Competency candidate:
1. 2 Distinguished entrepreneurs and
businesspersons correctly
1. 3 Identified ways of becoming an entrepreneur
appropriately
1. 4 Explored factors affecting entrepreneurship
development appropriately
1. 5 Analysed importance of self-employment
accurately
1. 6 Identified requirements for entry into self-
employment correctly
1. 7 Identified sources of business ideas correctly
1. 8 Generated Business ideas and opportunities
correctly
1. 9 Analysed business life cycle accurately
1. 10 Identified legal aspects of business correctly
1. 11 Assessed product demand accurately
1. 12 Determined Internal and external motivation
factors appropriately

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 1. 13 Carried out communications effectively
1. 14 Identified sources of business finance correctly
1. 15 Determined Governing policy on small scale
enterprise appropriately
1. 16 Explored problems of starting and operating
SSEs effectively
1. 17 Developed Marketing,
Organizational/Management,
Production/Operation and Financial plans
correctly
1. 18 Prepared executive summary correctly
1. 19 Determined business innovative strategies
appropriately
1. 20 Presented business plan effectively
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace where assessment
can take place
2.2 Appropriately simulated environment where
assessment can take place

3. Methods of 3.1 Written tests

Assessment 3.2 Oral questions
3.3 Third party report
3.4 Interviews
3.5 Portfolio of Evidence

4. Context of Competency may be assessed

Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is
assessment recommended.

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 DEMONSTRATE EMPLOYABILITY SKILLS

UNIT CODE: ICT/OS/CS/BC/05/6/A

UNIT DESCRIPTON
This unit covers competencies required to demonstrate employability skills. It
involves conducting self-management, demonstrating interpersonal communication,
critical safe work habits, leading a workplace team, planning and organizing work,
maintaining professional growth and development, demonstrating workplace learning,
problem solving skills and managing ethical performance.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function.
Bold and italicized terms are elaborated in the Range

1. Conduct self- 1.1 Personal vision, mission and goals are formulated
management based on potential and in relation to organization
objectives
1.2 Emotional intelligence is demonstrated as per
workplace requirements.
1.3 Individual performance is evaluated and monitored
according to the agreed targets.
1.4 Assertiveness is developed and maintained based on
the requirements of the job.
1.5 Accountability and responsibility for own actions
are demonstrated based on workplace instructions.
1.6 Self-esteem and a positive self-image are developed
and maintained based on values.
1.7 Time management, attendance and punctuality are
observed as per the organization policy.
1.8 Goals are managed as per the organization’s
objective
1.9 Self-strengths and weaknesses are identified based
on personal objectives
2. Demonstrate 2.1 Writing skills are demonstrated as per communication
interpersonal policy
communication 2.2 Negotiation and persuasion skills are demonstrated as
per communication policy

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 2.3 Internal and external stakeholders’ needs are
identified and interpreted as per the communication
policy
2.4 Communication networks are established based on
workplace policy
2.5 Information is shared as per communication policy
3. Demonstrate 3.1 Stress is managed in accordance with workplace
critical safe work policy.
habits 3.2 Punctuality and time consciousness is demonstrated
in line with workplace policy.
3.3 Personal objectives are integrated with organization
goals based on organization’s strategic plan.
3.4 Resources are utilized in accordance with workplace
policy.
3.5 Work priorities are set in accordance to workplace
goals and objectives.
3.6 Leisure time is recognized and utilized in line with
personal objectives.
3.7 Drugs and substances of abuse are identified and
avoided based on workplace policy.
3.8 HIV and AIDS prevention awareness is demonstrated
in line with workplace policy.
3.9 Safety consciousness is demonstrated in the
workplace based on organization safety policy.
3.10 Emerging issues are identified and dealt with in
accordance with organization policy.
4. Lead a workplace 4.1 Performance targets for the team are set based on
team organization’s objectives
4.2 Duties are assigned in accordance with the
organization policy.
4.3 Forms of communication in a team are established
according to organization’s policy.
4.4 Team performance is evaluated based on set targets
as per workplace policy.
4.5 Conflicts are resolved between team members in line
with organization policy.
4.6 Gender related issues are identified and mainstreamed
in accordance workplace policy.
4.7 Human rights and fundamental freedoms are
identified and respected as Constitution of Kenya
2010.

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 4.8 Healthy relationships are developed and maintained
in line with workplace.
5. Plan and organize 5.1 Work plans are prepared based on activities and
work budget.
5.2 Assigned tasks are interpreted and expectations
identified as per the workplace instructions.
5.3 Task occupational safety and health requirements are
identified and observed regulations.
5.4 Work resources are identified, mobilized, allocated
and utilized based on organization work plans.
5.5 Work activities are monitored and evaluated in line
with work plans and workplace policy.
5.6 Work plans are reviewed based on target and
available resources.
6. Maintain 6.1 Personal training needs are identified and assessed in
professional line with the requirements of the job.
growth and 6.2 Training and career opportunities are identified and
development utilized based on job requirements.
6.3 Resources for training are mobilized and allocated
based organizations and individual skills needs.
6.4 Licensees and certifications relevant to job and
career are obtained and renewed as per policy.
6.5 Work priorities and personal commitments are
balanced and managed based on requirements of the
job and personal objectives.
6.6 Recognitions are sought as proof of career
advancement in line with professional requirements.
7. Demonstrate 7.1 Learning opportunities are sought and managed based
workplace on job requirement and organization policy.
learning 7.2 Improvement in performance is demonstrated based
on courses attended.
7.3 Application of learning is demonstrated in both
technical and non-technical aspects based on
requirements of the job
7.4 Time and effort is invested in learning new skills
based on job requirements
7.5 Initiative is taken to create more effective and
efficient processes and procedures in line with
workplace policy.
7.6 New systems are developed and maintained in
accordance with the requirements of the job.

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 7.7 Awareness of personal role in workplace innovation
is demonstrated based on requirements of the job.
8. Demonstrate 8.1 Creative, innovative and practical solutions are
problem solving developed based on the problem
skills 8.2 Independence and initiative in identifying and solving
problems is demonstrated based on requirements of
the job.
8.3 Team problems are solved as per the workplace
guidelines
8.4 Problem solving strategies are applied as per the
workplace guidelines
8.5 Problems are analyzed and assumptions tested as per
the context of data and circumstances
9. Manage ethical 9.1 Policies and guidelines are observed as per the
performance workplace requirements
9.2 Self-worth and professionalism is exercised in line
with personal goals and organizational policies
9.3 Code of conduct is observed as per the workplace
requirements
9.4 Integrity is demonstrated as per legal requirement

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.

Variable Range

1. Drug and substance abuse Commonly abused

may include but not  Alcohol
limited to:  Tobacco
 Miraa
 Over-the-counter drugs
 Cocaine
 Bhang
 Glue
2. Feedback may include but  Verbal
not limited to:  Written
 Informal
 Formal

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 3. Relationships may  Man/Woman
include but not limited to:  Trainer/trainee
 Employee/employer
 Client/service provider
 Husband/wife
 Boy/girl
 Parent/child
 Sibling relationships

4. Forms of communication  Written

may include but not  Visual
limited to:  Verbal
 Non verbal
 Formal and informal
5. Team may include but not  Small work group
limited to:  Staff in a section/department
 Inter-agency group
6. Personal growth may  Growth in the job
include but not limited to:  Career mobility
 Gains and exposure the job gives
 Net workings
 Benefits that accrue to the individual as a
result of noteworthy performance
7. Personal objectives may  Long term
include but not limited to:  Short term
 Broad
 Specific
8. Trainings and career  Participation in training programs
opportunities may  Serving as Resource Persons in
includes but not limited to conferences and workshops
9. Resource may include  Human
may but not limited to:  Financial
 Technology
10. Innovation may include  New ideas
but not limited to:  Original ideas
 Different ideas
 Methods/procedures
 Processes
 New tools
11. Emerging issues may  Terrorism
include but not limited to:  Social media

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  National cohesion
 Open offices
12. Range of media for  Mentoring
learning may include but  peer support and networking
not limited to:  IT and courses

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Interpersonal
 Communication
 Critical thinking
 Organizational
 Negotiation
 Monitoring
 Evaluation
 Record keeping
 Problem solving
 Decision Making
 Resource utilization
 Resource mobilization

Required Knowledge
The individual needs to demonstrate knowledge of:
 Work values and ethics
 Company policies
 Company operations, procedures and standards
 Occupational Health and safety procedures
 Fundamental rights at work
 Workplace communication
 Concept of time
 Time management
 Decision making
 Types of resources
 Work planning
 Organizing work
 Monitoring and evaluation
 Record keeping

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  Gender mainstreaming
 HIV and AIDS
 Drug and substance abuse
 Professional growth and development
 Technology in the workplace
 Innovation
 Emerging issues

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.

1. 2. Critical Assessment requires evidence that the candidate:

aspects of 1.1 Conducted self-management
Competency 1.2 Demonstrated interpersonal communication
1.3 Demonstrated critical safe work habits
1.4 Demonstrated the ability to lead a workplace team
1.5 Planned and organized work
1.6 Maintained professional growth and development
1.7 Demonstrated workplace learning
1.8 Demonstrated problem solving skills
1.9 Demonstrated the ability to manage performance ethically
3. 4. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace where assessment can
take place
2.2 Appropriately simulated environment where assessment
can take place
5. 6. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written test
3.4 Portfolio of Evidence
3.5 Interview
3.6 Third party report
7. 8. Context of Competency may be assessed:
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
9. Guidance Holistic assessment with other units relevant to the industry
information sector, workplace and job role is recommended.
for assessment

©2019, tvet cdacc 31

©2019, tvet cdacc 32
 DEMONSTRATE ENVIRONMENTAL LITERACY

UNIT CODE: ICT/OS/CS/BC/06/6/A

UNIT DESCRIPTION
This unit specifies the competencies required to demonstrate environmental literacy. It
involves, controlling environmental hazard and environmental pollution, demonstrating
sustainable resource use, evaluating current practices in relation to resource usage,
identifying environmental legislations/conventions for environmental concerns,
implementing specific environmental programs, monitoring activities on environmental
protection/Programs , analyzing resource use and developing resource conservation
plans
ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT These are assessable statements which specify the
These describe the key required level of performance for each of the
outcomes which make up elements.
workplace function. Bold and italicized terms are elaborated in the
Range

1. Control environmental 1. 1 Storage methods for environmentally hazardous

hazard materials are strictly followed according to
environmental regulations and OSHS.
1. 2 Disposal methods of hazardous wastes are
followed according to environmental regulations
and OSHS.
1. 3 PPE is used according to OSHS.
2. Control environmental 2.1 Environmental pollution control measures are
Pollution implemented in accordance with international
protocols.
2.2 Procedures for solid waste management are
observed according Environmental Management
and Coordination Act 1999
2.3 Methods for minimizing noise pollution is
complied with based on Noise and Excessive
Vibration Pollution and Control Regulations,
2009
3. Demonstrate 3.1 Methods for minimizing wastage are complied

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 sustainable resource use with based on organizational waste management
guide
3.2 Waste management procedures are employed
following principles of 3Rs (Reduce, Reuse,
Recycle)
3.3 Methods for economizing and reducing resource
consumption are practiced as per the
Constitution of Kenya 2010 Article 69 .
4. Evaluate current 4.1 Information on resource efficiency systems and
practices in relation to procedures are collected and provided as per
resource usage work groups/sector
4.2 Current resource usage is measured and recorded
as per work group
4.3 Current purchasing strategies are analyzed and
recorded according to industry procedures.
4.4 Current work processes to access information
and data is analyzed following enterprise
protocol.
5. Identify environmental 5.1 Environmental legislations/conventions and
legislations/conventions local ordinances are identified according to the
for environmental different environmental aspects/impact
concerns 5.2 Industrial standard/environmental practices are
described according to the different
environmental concerns
6. Implement specific 6.1 Programs/Activities are identified according to
environmental organizations policies and guidelines.
programs 6.2 Individual roles/responsibilities are
determined and performed based on the
activities identified.
6.3 Problems/constraints encountered are resolved in
accordance with organizations’ policies and
guidelines
6.4 Stakeholders are consulted based on company
guidelines
7. Monitor activities on 7.1 Activities are periodically monitored and
Environmental Evaluated according to the objectives of the
protection/Programs environmental program
7.2 Feedback from stakeholders are gathered and
considered in Proposing enhancements to the
program based on consultations
7.3 Data gathered are analyzed based on Evaluation

©2019, tvet cdacc 34

 requirements
7.4 Recommendations are submitted based on the
findings
7.5 Management support systems are set/established
to sustain and enhance the program
7.6 Environmental incidents are monitored and
reported to
7.7 concerned/proper authorities
8. Analyze resource use 8.1 All resource consuming processes are Identified
as per the organizational work plan
8.2 Quantity and nature of resource consumed is
determined based on processes
8.3 Resource flow is analyzed as per different parts
of the process.
8.4 Wastes are classified according to NEMA
regulations on waste management.
9. Develop resource 9.1. Efficiency of use/conversion of resources is
Conservation plans determined according to industry protocol.
9.2. Causes of low efficiency of use of resources are
Determined based on industry protocol.
9.3. Plans for increasing the efficiency of resource
use are developed based on findings.

RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environments and situations that will affect
performance.

Variable Range

1. PPE may include but  Mask

not limited to  Gloves
 Goggles
 Safety hat
 Overall
 Hearing protector

©2019, tvet cdacc 35

 2. Control measures  Methods for minimizing or stopping spread
may include but not and ingestion of airborne particles
limited to  Methods for minimizing or stopping spread
and ingestion of gases and fumes
 Methods for minimizing or stopping spread
and ingestion of liquid wastes

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Measuring
 Recording
 Analytical
 Monitoring
 Communication
 Writing

Required Knowledge
The individual needs to demonstrate knowledge of:
 PPEs
 Environmental regulations
 OSHS
 Pollution
 Waste management
 Principle of 3Rs
 Types of resources
 Techniques in measuring current usage of resources
 Environmental hazards
 Regulatory requirements

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.

1. Critical Assessment requires evidence that the candidate:

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 Aspects of 1.1 Controlled environmental hazard
Competency 1.2 Controlled environmental pollution
1.3 Demonstrated sustainable resource use
1.4 Evaluated current practices in relation to resource usage
1.5 Demonstrated knowledge of environmental legislations
and local ordinances according to the different
environmental issues /concerns.
1.6 Described industrial standard environmental practices
according to the different environmental issues/concerns.
1.7 Resolved problems/ constraints encountered based on
management standard procedures
1.8 Implemented and monitored environmental practices on a
periodic basis as per company guidelines
1.9 Recommended solutions for the improvement of the
program
1.10 Monitored and reported to proper authorities any
environmental incidents
2. Resource The following resources should be provided:
Implications
2.1 Workplace with storage facilities
2.2 Tools, materials and equipment relevant to the tasks (e.g.
Cleaning tools, cleaning materials, trash bags)
2.3 PPE, manuals and references
2.4 Legislation, policies, procedures, protocols and local
ordinances relating to environmental protection
2.5 Case studies/scenarios relating to environmental
Protection
3 Methods of Competency in this unit may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written test
3.4 Portfolio of Evidence
3.5 Interview
3.6 Third party report
4 Context of Competency may be assessed
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
5 Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

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©2019, tvet cdacc 38
 DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE: ICT/OS/CS/BC/07/6/A

UNIT DESCRIPTION
This unit specifies the competencies required to demonstrate occupational health and
safety practices. It involves identifying workplace hazards and risks, identifying and
implementing appropriate control measures to hazards and risks and implementing
OSH programs, procedures and policies/guidelines.

ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT These are assessable statements which specify the
These describe the key required level of performance for each of the
outcomes which make up elements.
workplace function. Bold and italicized terms are elaborated in the
Range
1. Identify workplace 1.1 Hazards in the workplace are identified based
hazards and risk their indicators
1.2 Risks and hazards are evaluated based on legal
requirements.
1.3 OSH concerns raised by workers are addressed as
per legal requirements.
2. Control OSH hazards 2.1 Hazard prevention and control measures are
implemented as per legal requirement.
2.2 Risk assessment is conducted and a risk matrix
developed based on likely impact.
2.3 Contingency measures, including emergency
procedures during workplace incidents and
emergencies are recognized and established in
accordance with organization procedures.
3. Implement OSH 3.1 Company OSH program are identified, evaluated
programs and reviewed based on legal requirements.
3.2 Company OSH programs are implemented as per
legal requirements.
3.3 Workers are capacity built on OSH standards and
procedures as per legal requirements

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 3.4 OSH-related records are maintained as per legal
requirements.

RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environments and situations that will affect
performance.

Variable Range
1. Hazards may include  Physical hazards – impact, illumination,
but not limited to: pressure, noise,
 vibration, extreme temperature, radiation
 Biological hazards- bacteria, viruses, plants,
parasites, mites, molds, fungi, insects
 Chemical hazards – dusts, fibers, mists, fumes,
smoke, gasses, vapors
 Ergonomics
 Psychological factors – over exertion/ excessive
force,
awkward/static positions, fatigue, direct
pressure,
 varying metabolic cycles
 Physiological factors – monotony, personal
relationship, work out cycle
 Safety hazards (unsafe workplace condition) –
confined space, excavations, falling objects, gas
leaks, electrical, poor storage of materials and
waste, spillage, waste and debris
 Unsafe workers’ act (Smoking in off-limited
areas, Substance and alcohol abuse at work)
2. Indicators may  Increased of incidents of accidents, injuries
include but not  Increased occurrence of sickness or health
limited to: complaints/ symptoms
 Common complaints of workers related to OSH
 High absenteeism for work-related reasons

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3. OSH concerns may  Workers’ experience/observance on presence of
include but not work hazards
limited to:  Unsafe/unhealthy administrative arrangements
(prolonged work hours, no break time, constant
overtime, scheduling of tasks)
 Reasons for compliance/non-compliance to use
of PPEs or other OSH
procedures/policies/guidelines
4. Safety gears /PPE  Arm/Hand guard, gloves
(Personal Protective  Eye protection (goggles, shield)
Equipment) may  Hearing protection (ear muffs, ear plugs)
include but not  Hair Net/cap/bonnet
limited to:  Hard hat
 Face protection (mask, shield)
 Apron/Gown/coverall/jump suit
 Anti-static suits
 High-visibility reflective vest
5. Appropriate risk  Appropriate risk controls in order of impact are
controls as follows:
may include but not  Eliminate the hazard altogether (i.e., get rid of
limited to: the dangerous machine)
 Isolate the hazard from anyone who could be
harmed (i.e., keep the machine in a closed room
and operate it remotely; barricade an unsafe
area off)
 Substitute the hazard with a safer alternative
(i.e., replace the machine with a safer one)
 Use administrative controls to reduce the risk
(i.e., train workers how to use equipment safely;
train workers about the risks of harassment;
issue signage)
 Use engineering controls to reduce the risk (i.e.,
attach guards to the machine to protect users)
 Use personal protective equipment (i.e., wear
 gloves and goggles when using the machine)
6. Contingency  Evacuation
measures may include  Isolation
but not limited to:  Decontamination
 (Calling designed) emergency personnel

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 7. Incidents and  Chemical spills
emergencies may  Equipment/vehicle accidents
include but not  Explosion
limited to:  Fire
 Gas leak
 Injury to personnel
 Structural collapse
 Toxic and/or flammable vapors emission.
8. OSH-related  Medical/Health records
Records may include  Incident/accident reports
but not limited to:  Sickness notifications/sick leave application
 OSH-related trainings obtained

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Communication
 Interpersonal
 Presentation
 Risk assessment
 Evaluation
 Critical thinking
 Problem solving
 Negotiation

Required Knowledge
The individual needs to demonstrate knowledge of:
 General OSH Principles
 Occupational hazards/risks recognition
 OSH organizations providing services on OSH evaluation and/or work
environment measurements (WEM)
 National OSH regulations; company OSH policies and protocols
 Systematic gathering of OSH issues and concerns
 General OSH principles
 National OSH regulations
 Company OSH and recording protocols, procedures and policies/guidelines
 Training and/or counseling methodologies and strategies

EVIDENCE GUIDE

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This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.

1. Critical Assessment requires evidence that the candidate:

Aspects of 1.1 Identified hazards in the workplace based their indicators
Competency 1.2 Evaluated workplace hazards based on legal requirements.
1.3 Addressed OSH concerns raised by workers as per legal
requirements.
1.4 Implemented hazard prevention and control measures as per
legal requirement.
1.5 Conducted risk assessment as per legal requirement.
1.6 Developed risk matrix based on likely impact.
1.7 Recognized and established contingency measures in
accordance with organization procedures.
1.8 Identified, evaluated and reviewed company OSH program
based on legal requirements.
1.9 Implemented company OSH programs as per legal
requirements.
1.10 Capacity built workers on OSH standards and
procedures as per legal requirements
1.11 Maintained OSH-related records as per legal
requirements.
2. Resource The following resources should be provided:
Implications 2.3 Access to relevant workplace where assessment can
take place
2.4 Appropriately simulated environment where assessment
can take place
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written test
3.4 Portfolio of Evidence
3.5 Interview
3.6 Third party report
4. Context of Competency may be assessed:
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
5. Guidance Holistic assessment with other units relevant to the industry
information sector, workplace and job role is recommended.
for assessment

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©2019, tvet cdacc 44
 COMMON UNITS OF COMPETENCY

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 APPLY BASIC ELECTRONIC SKILLS

UNIT CODE: ICT/OS/CS/CC/01/6/A

Unit description
This unit specifies the competencies required to apply basic electronics skills. It
involves identifying electric circuits and electronic components, understanding semi-
conductor theory, identifying and classifying memories, applying number systems and
binary coding and identifying emerging trends in electronics.
ELEMENTS AND PERFORMANCE CRETIRIA
ELEMENT PERFORMANCE CRITERIA
These describe the key outcomes These are assessable statements which specify
which make up workplace function. the required level of performance for each of the
elements.
Bold and italicized terms are elaborated in the
range.

1. Identify electrical circuits 1.1 Electrical circuit are identified

1.2 Electrical quantities and their units are
identified
1.3 Types of electrical circuits are identified

2. Identify electronic components 2.1 Identification of electrical components is

done
2.2 Characteristic of electronic components are
identified
2.3 Application of electronic components are
Identified
2.4 Characteristics of integrated circuit are
identified

3. Understand semi-conductor 3.1 Explanation of semiconductor theory is done

theory 3.2 Structure of matter is described
3.3 Electrons in conductors and semiconductors
are explained
3.4 Types of semiconductor materials are
identified
3.5 P-type and N-type materials are explained

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 3.6 Description of P-N junction diodes
operations is done
3.7 Types and operations of transistors are
identified
4. Identify and classify memory 4.1 Types of memories are identified
4.2 Memory hierarchy is identified
4.3 Levels of memory storage are identified
4.3 Classification of memories is done
5. Apply number systems and binary 5.1 Types of number systems are identified
coding 5.2 Base conversion is done
5.3 Binary arithmetic operations are done
5.4 Binary codes are identified
5.5 Representation of decimals in BCD is done
5.6 BCD arithmetic are performed

6. Identify emerging trends in 6.1 Description of emerging trends is done

Electronics 6.2 Challenges of emerging trends are explained
6.3 Explanation on coping with the emerging
trends is done

RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
E.M.F in volts
1. Electrical quantities and
their units may include but  Power in watts
 Energy in joules
is not limited to:
 Resistance in ohms
 Current in amperes
2. Types of electrical circuits  AC – Alternating Current
 DC – Direct Current
may include but is not
limited to:
3. Types and operations of  Types
transistors may include PNP
but is not limited to: NPN
 Operations
Forward biasing
Reverse Biasing

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 Variable Range
4. Types of memories may  Semi-conductor
include but is not limited  Magnetic
to:  Optical
5. Levels of memory storage  Internal
may include but is not  Main
limited to:  Online
 Offline bulk
6. Classification of  RAM
memories may include but  ROM
is not limited to:
7. Types of number systems  Decimal
may include but is not  Binary
limited to:  Octal
 Hexadecimal
 Binary Arithmetic’s
8. Binary codes may include  8421 BCD
but is not limited to:  Excess 3
 BCD arithmetic’s

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Proficient in ICT
 Time management
 Problem solving
 Decision making
 First aid
Required knowledge
The individual needs to demonstrate knowledge of:
 Electrical Components
 Electrical Quantities and units of measurement
 Electrical circuits
 Semiconductor theory
 Number systems
 Types of Computer memories
EVIDENCE GUIDE

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This provides advice on assessment and must be read in conjunction with the
performance criteria, required knowledge and understanding and range.

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Identified Electrical Components, quantities and their units
of measurement
1.2 Constructed a simple circuit
1.3 Identified types of transistors and their operations
1.4 Categorized the memories according to their levels, types
and hierarchy
1.5 Identified the number systems, binary codes and their
operations.
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace where assessment can take
place
2.2 Appropriately simulated environment where assessment
can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Practical demonstration
4. Context of Competency may be assessed
Assessment 4.1 Off the job
4.2 on the job
4.3 During industrial attachment
5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

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 CORE UNITS OF COMPETENCY

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 UNDERSTAND COMPUTER ORGANISATION AND ARCHITECTURE

UNIT CODE: ICT/OS/CS/CR/01/6/A

UNIT DESCRIPTION
This unit covers the competencies required to understand Computer Organisation and
Architecture. It involves understanding principles of computer organisation and
design, understanding central processing unit functions, understanding computer
memory functions, understanding input-output functions and understanding computer
arithmetic and logic.

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace (Bold and italicized terms are elaborated in the range.)
function.
1.1 Computer organisation is defined
1. Understand
1.2 Computer architecture is explained
principles of
1.3 Structure and function of computer components is
computer
explained
organization and
1.4 Hardware components of a computer are identified
design
2.1 The Central Processing Unit is explained.
2. Understand central
2.2 CPU architecture is explained
processing unit
2.3 Role of registers is explained
functions
2.4 Instruction representation and execution is explained
2.5 CPU specifications are prescribed for a user
2.6 CPU specifications are verified for a given computer
3. Understand 3.1 Memory organization is explained.
3.2 Various storage technologies are explained.
computer memory
3.3 Cache and Virtual memory are explained
functions
3.4 Memory specifications are prescribed for a user
3.5 Memory specifications are verified for a given
computer
4.1 Peripherals devices are explained
4. Understand input-
4.2 Input-output processing is explained
output functions
4.3 Bus interface is explained
4.4 Modes of data transfer are explained
4.5 Input-output device specifications are prescribed for
a user
4.6 Input-output device specifications are verified for a
given computer

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 ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace (Bold and italicized terms are elaborated in the range.)
function.
5.1 Number systems are explained
5. Understand
5.2 Integer and Floating point representations are
computer
demonstrated according to IEEE standard
arithmetic and
5.3 Integer and Floating point arithmetic is explained
logic
5.4 Logic operators are explained
5.5 Logic operations are explained
5.6 Methods of representing logic operations are
demonstrated
RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.

Variable Range

 Brand
1. CPU specifications
 Chipset
may include but is
 Speed
not limited to:
 Series
 Solid state
2. Storage
 Magnetic
Technologies may
 Optical
include but is not
limited to:
 Speed
2. Memory
 Size
specifications may
 Form factor
include but is not
 Type
limited to:
 Part Number
 Programmed I/O
3. Modes of data
 Direct Memory Access I/O
transfer may
 Interrupt initiated I/O
include but is not
limited to:
 Monitor: Size, Resolution, Brand
4. Input-output device
 Printer/Copier: Function, Speed, Resolution, Brand
specifications may
 Storage: Size, Brand, Data Transfer Rate
include but is not

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 Variable Range

limited to:
 Decimal
5． Number systems
 Positional
may include but is not
 Binary
limited to:
 Hexadecimal
 AND
6. Logic Operators may
 OR
include but is not limited
NOT
to:
 Karnaugh maps
7. Methods of
 Logic gates
representing logic
 Truth tables
operations may include
but is not limited to:

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;

Required knowledge
The individual needs to demonstrate knowledge of:
 Principles of computer organisation and design
 Central Processing Unit functions
 Computer memory functions
 Input-Output functions
 Computer arithmetic and logic

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects Assessment requires evidence that the candidate:

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 1.1 Explained ccomputer organization and architecture
of Competency
1.2 Explained structure and function of computer
components
1.3 Identified hardware components of a computer
1.4 Explained CPU architecture
1.5 Explained role of registers
1.6 Explained instruction representation and execution
1.7 Prescribed CPU specifications according to a user’s
needs
1.8 Verified CPU specifications for a given computer
1.9 Explained memory organization
1.10Explained various storage technologies
1.11Explained Cache and Virtual memory
1.12Prescribed memory specifications according to a
user’s needs
1.13Verified memory specifications for a given computer
1.14Explained input-output processing
1.15Explained the bus interface
1.16Explained modes of data transfer
1.17Prescribed input-output device specifications
according to a user’s needs
1.18Verified specifications of input/output devices for a
given computer
1.19Explained number systems
1.20Demonstrated integer and floating point
representations
1.21Explained integer and floating point arithmetic
1.22Explained logic operations
1.23Demonstrated methods of representing logic
operations
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral questioning
3.2 Practical tests
3.3 Observation
3.4 Written test
Competency may be assessed
4. Context of

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 4.1 Off the job
Assessment
4.2 on the job
4.3 During industrial attachment
5 Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is recommended.
assessment

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 UNDERSTAND OPERATING SYSTEMS

UNIT CODE: ICT/OS/CS/CR/02/6/A

UNIT DESCRIPTION
This unit covers the competencies required to understand operating systems. It
involves understanding fundamentals of operating systems, understanding process
management, understanding memory management, understanding input-output
management and understanding file management.
ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT (Bold and italicised terms are elaborated in the
Range)
1. Understand 1.1 Computer Software is explained
fundamentals of 1.2 Operating system is explained
operating 1.3 Structures of operating systems are described.
systems 1.4 Types of operating systems are explained.
1.5 Installation requirements for Windows are outline
1.6 Installation of Windows is demonstrated
2. Understand 2.1 Process management is explained
process 2.2 Manage computer resources
management 2.3 Process states and transitions are explained
2.4 Process scheduling is explained
2.5 Use of the Task Manager is demonstrated
2.6 Use of performance monitor tool is demonstrated
3. Understand 3.1 Memory management is explained.
memory 3.2 Memory management techniques are explained.
management 3.3 Virtual memory management settings are
demonstrated
4. Understand 4.1 Input - output management is explained
input and output 4.2 Disk operations are explained
management 4.3 Computer clock system is explained
4.4 Virtual Input Output is explained
4.5 Disk selection criteria are outlined
4.6 Verification of disk properties is demonstrated
4.7 Disk storage management operations are
demonstrated
4.8 Device management operations are demonstrated
5. Understand file 5.1 File management is explained.
management and 5.2 File access methods are explained.
local policy settings 5.3 File allocation techniques are explained.

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 PERFORMANCE CRITERIA
ELEMENT (Bold and italicised terms are elaborated in the
Range)
5.4 File protection and security are explained.
5.5 File and directory operations are demonstrated
5.6 Local policy settings are demonstrated

RANGE

Variable Range

1. Structures of  Monolithic
operating system may  Layered
include but is not  Virtual
limited to:  Client server model
2. Types of operating  Real time
system may include  Normal
but is not limited to:  Batch
 Time sharing
3. Computer Resources  Processor
may include but is not  Storage space
limited to:
4. Memory management  Partitions
techniques may  Virtual
include but is not
limited to:
5. Disk storage  Shrinking volume
management  Extending volume
operations may  Formatting volume
include but is not  Partitioning volume
limited to:  Disk Optimization and defragmentation

6. Device Management  Driver Installation

Operations may  Resolving driver conflicts
include but is not
limited to:
7. File access methods  Sequential
may include but is not  Random
limited to:  Indexed sequential

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 Variable Range

8. File and directory  Setting attributes

operations may  Share settings
include but is not  Security settings
limited to:  Customization of files and folders

9. Local policy settings  Password policy

may include but is not  Account lockout policy
limited to:  Audit policy
 Security options

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;

Required knowledge
The individual needs to demonstrate knowledge of:
 Concepts of operating systems
 Process management
 Memory management
 Input/output management
 File management and local security policy settings

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Identified types of operating systems
1.2 Explained structures of operating systems
1.3 Explained functions of operating systems
1.4 Installed Windows operating system

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 1.5 Explained process scheduling
1.6 Demonstrated process management using the task
manager
1.7 Demonstrated resource allocation using performance
monitor tool
1.8 Explained memory management techniques
1.9 Demonstrated disk storage management operations
1.10 Demonstrated device management using the Device
Manager
1.11 Demonstrated file and directory operations
1.12 Configured local policy security settings
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral test
3.2 Observation
3.3 Practical demonstration
3.4 Written tests
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is recommended.
assessment

©2019, tvet cdacc 59

 UNDERSTAND MATHEMATICS FOR COMPUTER SCIENCE

UNIT CODE: ICT/OS/CS/CR/03/6/A

UNIT DESCRIPTION
This unit covers the competencies required to understand mathematics for computer
science. It involves understanding Linear Algebra, understanding Boolean Algebra,
understanding Set Theory, understanding Calculus and understanding Probability and
Statistics.

PERFORMANCE CRITERIA
ELEMENT
These are assessable statements which specify the
These describe the key
required level of performance for each of the elements.
outcomes which make up
(Bold and italicized terms are elaborated in the
workplace function.
range.)
1. Understand Linear 1.1 Linear Equations are explained
Algebra 1.2 Linear equations are solved
1.3 Vectors are explained
1.4 Vector operations are illustrated
1.5 Matrices are explained
1.6 Matrix operations are illustrated
1.7 Inverse of a square matrix is illustrated
2. Understand Boolean 2.1 Boolean algebra is explained
Algebra 2.2 Basic Boolean operations are explained
2.3 Secondary operations are explained
2.4 Writing of Boolean Expressions is illustrated
2.5 Methods of simplifying Boolean expressions are
illustrated
2.6 Boolean Laws and Theorems are illustrated
2.7 Simplification rules for Boolean expressions are
illustrated
3. Understand Set 3.1 Sets Theory is explained
Theory 3.2 Methods of Set representation are illustrated
3.3 Cardinality of a set explained
3.4 Types of sets are illustrated
3.5 Venn Diagrams are illustrated
3.6 Set Operations are illustrated
4. Understand Calculus 4.1 Functions and graphs are explained
4.2 Differential calculus is illustrated
4.3 Integral calculus is illustrated
5. Understand 5.1 Key terminologies in Probability are explained
Probability and 5.3 Probability axioms and simple counting problems
Statistics are illustrated
5.4 Permutations and combinations are illustrated

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 PERFORMANCE CRITERIA
ELEMENT
These are assessable statements which specify the
These describe the key
required level of performance for each of the elements.
outcomes which make up
(Bold and italicized terms are elaborated in the
workplace function.
range.)
5.5 Conditional probability and the multiplication rule
are illustrated
5.6 Key terminologies in Probability are explained
5.7 Data representation techniques are illustrated
5.8. Measures of central tendency are illustrated
5.9 Measures of spread are illustrated
5.10 Measure of Location are illustrated

RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.
Variable Range

 Addition
1. Vector operations may
 Multiplication
include but not limited
 Dot product
to:
 Sum of two matrices
2. Matrix operations may
 Sum of a matrix and a scalar
include but not limited
 Matrix subtraction
to:
 Product of two matrices
 Product of a matrix and a vector
 AND
2. Basic Boolean
 OR
operations may
 NOT
include but not limited
to:
 NAND
3. Secondary operations
 NOR
may include but not
 EX-OR
limited to:
 EX-NOR
 Using algebraic functions
4. Methods of
 Using Truth tables
simplifying Boolean
 Using Karnaugh Maps
expressions may
include but not limited
to:

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Variable Range

 AND law
5. Boolean Laws and
 OR law
Theorems may include
 Inversion law
but not limited to:
 Commutative
 Associative
 Distributive
 De-Morgan’s Theorems
 Statement form
6. Methods of Set
 Tabular form
representation may
 Set builder notation
include but not limited
to:
 Finite Set
7. Types of sets may
 Infinite Set
include but not limited
 Subset
to:
 Proper Subset
 Universal Set
 Empty or Null
 Equal
 Equivalent Set
 Singleton Set or Unit Set
 Overlapping Set
 Disjoint Set
 Set Union and Set Intersection
8. Set Operations may
 Set Difference/Relative Complement
include but not limited
to:  Set Complement
 Cartesian Product
 Mean
9. Measures of central
 Median
tendency may include
 Mode
but not limited to:
 Variance
10. Measures of spread
 Standard deviation
may include but not
limited to:
 Percentile
11. Measures of location
 Quartiles
may include but not
limited to:

REQUIRED SKILLS AND KNOWLEDGE

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This section describes the skills and knowledge required for this unit of competency.
Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;
Required knowledge
 The individual needs to demonstrate knowledge of:
 Linear Algebra
 Boolean algebra
 Set Theory
 Calculus
 Probability and Statistics
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Solved Linear equations
1.2 Performed vector operations
1.3 Performed matrix operations
1.4 Performed Boolean algebra operations
1.5 Performed set operations
1.6 Explained samples spaces, events and sets
1.7 Solved problems using Probability axioms
1.8 Solved permutations and combinations
1.9 Solved problems using conditional probability
1.10 Represented data using statistical technique
1.11 Illustrated measures of central tendency
1.12 Illustrated measures of spread
1.13 Illustrated measures of location
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment

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 3.1 Oral questioning
3.2 Practical tests
3.3 Observation
3.4 Written test
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is recommended.
assessment

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 UNDERSTAND FUNDAMENTALS OF PROGRAMMING

UNIT CODE: ICT/OS/CS/CR/04/6/A

UNIT DESCRIPTION
This unit covers the competencies required to understand fundamentals of
programming. It involves understanding programming concepts, understanding the
Java environment, performing data operations, using control structures, using methods
and understanding Object Oriented programming.

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function. (Bold and italicized terms are elaborated in the range.)
1.1 Programming is defined
1. Understand
1.2 Phases of program development are explained
Programming
1.3 Key terms used in programming are defined
Concepts
1.4 Types of code are explained
1.5 Translators are explained
2. Understand the Java 2.1 Java is installed
environment 2.2 Java programming environment is demonstrated
2.3 Features of Java are explained
2.4 Java syntax is demonstrated
3. Perform data 3.1 Java data types are explained
operations 3.2 Types of statements are explained
3.3 Variables and constants are explained
3.4 Data operations are demonstrated
3.5 Program to perform specified operations is created.
4. Use Control 4.1 Control Structures are explained
Structures 4.2 Uses of different control statements are
demonstrated
4.3 Programs using control statements are created
5. Use methods 5.1 Procedures/Functions/Methods are explained
5.2 Methods are demonstrated
5.3 Programs using methods are created
6. Understand Object 6.1 Object oriented programming is explained
Oriented 6.2 Classes and objects are explained
Programming 6.3 Classes and objects are demonstrated.
6.4 Inheritance is demonstrated
6.5 Inheritance are developed

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RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.

Variable Range

 Establish program requirements

1. Phases of program
 Design a program
development may
 Coding
include but not limited
 Code test and debug
to:
 Document
 Maintain
 Algorithm
2. Key terms used in
 Source code
programming may
 Executable
include but not
 Compiling
limited to:
 Debugging
 Source code
3. Types of code may
 Object code
include but not
 Machine code
limited to:
 Integer
4. Java data types may
 Float
include but not
 Strings
limited to:
 Boolean
 Declaration
5. Types of statements
 Executable
may include but
not limited to:
 Number operations
6. Data Operations may
 String operations
include but not
limited to:
 Decision
7. Control Structures
 Looping
may include but not
limited to:

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);

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  Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research

Required knowledge
The individual needs to demonstrate knowledge of:
 Programming concepts
 Compiler operations
 The Java environment
 Data Operations
 Control Structures
 Procedures
 Object Oriented Programming

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1. Explained phases of program development
1.2. Installed Java
1.3. Demonstrated understanding of Java environment
1.4. Created a program to perform data operations
1.5. Explained different types of control statements
1.6. Created a program using control statements
1.7. Created a program using methods
1.8. Explained applications of Object Oriented
Programming
1.9. Demonstrated classes and objects
1.10. Demonstrated inheritance
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral questioning
3.2 Practical tests
3.3 Observation

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 3.4 Written test
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is recommended.
assessment

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 DEMONSTRATE DATABASE MANAGEMENT SKILLS

UNIT CODE: ICT/OS/CS/CR/05/6/A

UNIT DESCRIPTION
This unit covers the competencies required to demonstrate database management
skills. It involves understanding database fundamentals, designing a database, using
Structured Query Language, understanding design of object oriented databases,
understanding indexing and hashing and understanding database applications.
ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace Bold and italicized terms are elaborated in the range.)
function.
1.1 A database is defined
1. Understand
1.2 Terminologies used with databases are explained
Database
1.3 Reasons of using databases are explained
fundamentals
1.4 Relational Model is defined
1.5 Key concepts in relational modelling are explained
1.6 Properties of a table/relation are explained
1.7 Relational Database Management Systems
(RDBMSs) products are compared
1.8 Installation of MS SQL server is demonstrated
1.9 MS SQL server interface is explained
1.10 Properties of MS SQL server database are
explained
2.1 Phases of database design are explained
2. Design a database
2.2 Entity modeling is illustrated using UML notation
2.3 Normalisation is demonstrated
2.4 Validation of the ER model is done according to the
requirements
3.1 Structured Query Language (SQL) is explained
3. Use Structured
3.2 Data definition queries are explained
Query Language
3.3 Creation of tables using the SQL CREATE TABLE
statement is demonstrated
3.4 CREATE TABLE statement constraints are
demonstrated
3.5 The table schema is edited using the SQL ALTER
statement
3.6 A table is dropped using the SQL DROP TABLE

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 ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace Bold and italicized terms are elaborated in the range.)
function.
statement
3.7 Data manipulation query statements are
demonstrated.
3.8 SQL joins are explained
3.9 Database is created and queried from validated ER
model
3.10 Types of joins are demonstrated
4.1 An object oriented database is explained.
4. Understand design
4.2 Object oriented database concepts are explained.
of object oriented
4.3 Object Oriented database concepts are implemented
databases
from a set of requirements.
4.4 Creating of views and triggers in object oriented
databases is demonstrated.
5.1 Indexing and hashing are explained.
5. Understand
5.2 Indexing in databases is demonstrated.
indexing and
5.3 Hashing in databases is demonstrated.
hashing
5.4 Indexing and hashing is implemented in an existing
database
6.1 Decision support systems are explained.
6. Understand
6.2 Data mining is explained
Database
6.3 Distributed databases are demonstrated
applications
6.4 Data warehousing is illustrated
6.5 Spatial and geographical databases are explained
6.6 Multi-media databases are illustrated
6.7 Mobility and personal databases are explained.
6.8 Data warehouses are designed and implemented from
a given set of requirements.

RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.

Variable Range

 Table
1. Terminologies used

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Variable Range

 Records
with databases may
 Field
include but not
 DBMS
limited to:
 Deleting a database
2. Properties of MS
 Deleting data or log files
SQL server
 Increasing database size
database may
 Shrinking database
include but not
 Renaming database
limited to:
 Importing a database
 Exporting a database
 Conceptual design
3. Phases of database
 Logical design
design may include
 Physical design
but not limited to:
 CREATE
4. Data definition
 DROP
queries may
 ALTER
include but not
limited to:
 Primary key
5. CREATE TABLE
 Foreign key
statement
 UNIQUE
constraints may
 CHECK
include but not
 NOT NULL
limited to:
 DEFAULT
 INSERT
6. Data manipulation
 SELECT
query statements
 UPDATE
may include but
 DELETE
not limited to:
 Simple Join or Inner Join
7. Types of joins may
 Left Join
include but not
 Right Join
limited to:
 Outer Join

 Classes
8. Object oriented
 Objects
database concepts
 Attributes
may include but
 Inheritance
not limited to:
 Create a view
9. Views may include

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 Variable Range

 Rename a view
but not limited to:
 Drop a view
 Create a trigger
10. Triggers may
 Alter a trigger
include but not
 Drop a trigger
limited to:

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;

Required knowledge
The individual needs to demonstrate knowledge of:
 Database concepts
 Database design
 Structured Query Language
 Object oriented database design
 Applications of object oriented databases

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Installed MS SQL server
1.2 Explained reasons for using databases
1.3 Explained relational modeling concepts
1.4 Created an entity relationship model
1.5 Normalized database tables
1.6 Validated an ER model
1.7 Created, edited and dropped tables using SQL
1.8 Retrieved, added, removed and updated records

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 using SQL statements
1.9 Created and queried a database from a validated
ER model.
1.10 Retrieved data from several tables using
joins
1.11 Explained object oriented database concepts
1.12 Prescribed a database type based on user
requirements.
1.13 Demonstrated Object Oriented Concepts
1.14 Demonstrated designing of views and triggers
in object oriented databases.
1.15 Implemented Indexing and hashing
1.16 Explained the applications databases.
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral questioning
3.2 Practical demonstration
3.3 Observation
3.4 Written test
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is recommended.
assessment

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 DEVELOP AN INFORMATION SYSTEM

UNIT CODE: ICT/OS/CS/CR/06/6/A

UNIT DESCRIPTION
This unit covers the competencies required to develop an information system. It
involves understanding fundamentals of information systems, understanding the
software development process, demonstrating human computer interaction principles,
understanding the VB.net programming environment and developing and testing a
VB.NET application.

PERFORMANCE CRITERIA
ELEMENT
These are assessable statements which specify the
These describe the key
required level of performance for each of the elements.
outcomes which make
(Bold and italicized terms are elaborated in the
up workplace function.
range.)
1. Understand 1.1. Information system is explained
1.2. Types of information systems are outlined
fundamentals of
1.3. Emerging trends in information systems are
Information
explained
Systems
1.4. Information systems are recommended for different
scenarios
2.1. Software Development Life Cycle is explained
2. Understand the
2.2. Software Development Methodologies are
Software
explained
Development
2.3. Modeling techniques are demonstrated using
Process
CASE tools
3.1. Human Computer Interaction is explained
3. Demonstrate
3.2 Interface design principles are explained
Human Computer
3.3 Interface design is demonstrated using a design
Interaction
software
Principles
4.1. The .Net framework is explained
4. Understand the
4.2 Visual Studio is installed
VB.NET
4.3 Features of VB.Net are outlined
programming
4.4 The IDE environment is explained
environment
4.5 VB.Net program structure is explained
4.6. VB.Net project is created and compiled
5.1 Basic VB.Net Controls are outlined
5. Develop and test a
5.2 Elements of a control are explained
VB.NET
5.3 Basic VB.Net Controls’ Properties, Methods and
application
Events are demonstrated
5.4 Event handling is demonstrated

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 PERFORMANCE CRITERIA
ELEMENT
These are assessable statements which specify the
These describe the key
required level of performance for each of the elements.
outcomes which make
(Bold and italicized terms are elaborated in the
up workplace function.
range.)
5.5 Forms design using HCI principles is demonstrated
5.6 Connection of VB.Net applications to a database is
demonstrated
5.7 Deployment of VB.NET applications is
demonstrated

RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.

Variable Range

1.Types of information  Transaction Processing Systems

systems may include but  Management Information systems
not limited to:  Decision Support systems
 Executive Information Systems
 Office Automation Systems
 Knowledge based systems
 Expert Systems
 Waterfall
2. Software
 Spiral
development
 Rapid Application Development
methodologies may
 Agile
include but not
limited to:
 Data Flow Diagrams
3. Modeling techniques
 ER diagrams
may include but not
 Use Case Diagrams
limited to:
 Usability
4. Interface Design
 Learnability
Principles may
 Flexibility
include but not
limited to:
5. Basic VB.Net  Form
Controls may  Text Box
include but not  Label
limited to:  Button

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 Variable Range

 List Box
 Combo Box
 Radio Button
 Check Box
 Picture Box
 Progress Bar
 Scroll Bar
 Date Time Picker
 Tree View
 List View
6. Elements of a  Properties
control may include  Methods
but not limited to:  Events

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;
Required knowledge
 The individual needs to demonstrate knowledge of:
 Fundamentals of Information Systems
 Software Development Process
 Human Computer Interaction Principles
 VB.NET programming environment
 Developing and testing a VB.NET application

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EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Outlined Types of information systems
1.2 Explained Software Development Life Cycle
1.3 Described Software Development
Methodologies
1.4 Demonstrated Modelling techniques using
CASE tools
1.5 Created a VB.NET project demonstrating event
handling, form design and connection to the
database
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where
Implications
assessment can take place
2.2 Appropriately simulated environment
where assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral questioning
3.2 Practical tests
3.3 Observation
3.4 Written tests
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance information Holistic assessment with other units relevant to the
for assessment industry sector, workplace and job role is
recommended.

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 UNDERSTAND NETWORKING AND DISTRIBUTED SYSTEMS

UNIT CODE: ICT/OS/CS/CR/07/6/A

UNIT DESCRIPTION:
This unit specifies the competencies required to understanding networking and
distributed systems concept. It involves understanding networking and distributed
systems, distributed system architectures, distributed processing and file management,
setting up a network in a distributed environment understanding data communication
standards and IP addressing and troubleshooting a network.

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function. (Bold and italicized terms are elaborated in the range.)

1.1 Fundamentals of networking are explained

1. Understand
1.2 Types of networks are illustrated
networking and
1.3 Network topologies are illustrated
distributed systems
1.4 Transmission media are outlined
concepts
1.5 Distributed system is explained
1.6 Types of distributed systems are illustrated
1.7 Models in distributed systems are illustrated
1.8 Network requirements for a site are specified
2.1 Distributed architecture is illustrated
2. Understand
2.2 Architecture styles are illustrated
distributed systems
2.3 Types of distributed system architectures are
architectures
illustrated
2.4 Distributed system architecture requirements for a
simulated site are specified.
3. Understand 3.1 Types of distributed processing are illustrated
distributed 3.2 Types of file systems are illustrated
processing and file 3.3 File sharing and accessing methods are illustrated
management 3.4 Distributed file sharing and access is demonstrated

4. Set up a network in 4.1 Tools, materials and devices for network set up are
identified according to the network type
a distributed
4.2 The network devices are connected and configured
environment
according to local and international standards
4.3 Network software is installed and configured
according to the user manual
4.4 Network performance is tested

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 ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function. (Bold and italicized terms are elaborated in the range.)

5.1 OSI Model is outlined

5. Understand Data
5.2 Data communication components are explained
Communication
5.3 Network IP address classes are demonstrated
Standards and IP
addressing
6.1 Troubleshooting is explained.
6. Troubleshoot a
6.2 Troubleshooting tools are demonstrated.
network
6.3 Troubleshooting of a network is done as per IEEE
standards

RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.

Variable Range
 LAN
1. Types of networks
 WAN
may include but not
 MAN
limited to:
 PAN
 Bus
2. Network topologies
 Star
may include but not
 Delta
limited to:
 Ring
 mesh point-to-point
 Computing
3. Types of distributed
 Information
systems may
 Pervasive
include but not
limited to:
 Architecture
4. Models in
 Interaction
distributed
 Fault
systems may
include but not
limited to:
 Layered Architecture
6. Architecture
styles may include  Object Based Architecture
 Data-centered Architecture

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 Variable Range
 Event Based Architecture
but not limited to:
 Hybrid Architecture
 Centralized
6. Types of distributed
 Decentralized
system
 Hybrid
architecture may
include but not
limited to:
 Distributed
7. Types of distributed
 Parallel
processing
 Remote Access
8. File sharing and
 Data-Caching
access methods
may include but
not limited to:
 Ping
9. Troubleshooting
 Tracert / traceroute
tools may include
 Nslookup
but not limited to:
 Netstat
 Pathping/mtr

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research

Required knowledge
The individual needs to demonstrate knowledge of:
 Fundamentals of networking and distributed systems
 Distributed systems architectures
 Distributed processing and file management
 Setting up a network in a distributed environment
 Troubleshooting a network

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EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.
1. Critical Aspects of Assessment requires evidence that the candidate:
Competency 1.1 Illustrated different types of networks
1.2 Illustrated different types of topologies
1.3 Specified network requirements for a site
1.4 Illustrated different types of distributed systems
1.5 Illustrated different types of distributed system
architectures
1.6 Specified distributed system architecture
requirements for a simulated site
1.7 Illustrated different types of distributed processing
1.8 Illustrated different types of file systems
1.9 Illustrated file sharing and accessing methods
1.10 Set up a network as per site requirements
1.11 Troubleshot a network as per IEEE standard
1.12 Illustrated different functions of OSI layers
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral tests
3.2 Observation
3.3 Practical demonstration
3.4 Written tests
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
8. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is
assessment recommended.

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 UNDERSTAND ARTICICIAL INTELLIGENCE CONCEPTS
UNIT CODE: ICT/OS/CS/CR/08/6/A
UNIT DESCRIPTION
This unit covers the competencies required to understand artificial intelligence. It
involves understanding fundamentals of Artificial Intelligence, understanding
problem solving techniques, understanding Python programming environment and
developing Artificial Intelligence programs using Python.

PERFORMANCE CRITERIA
ELEMENT
These are assessable statements which specify the
These describe the key
required level of performance for each of the elements.
outcomes which make
(Bold and italicized terms are elaborated in the
up workplace function.
range.)
1.1 Artificial Intelligence is defined
1. Understand
1.2 The history of Artificial Intelligence is explained
fundamentals of
1.3 Foundations of Artificial Intelligence are explained
Artificial Intelligence
1.4 Applications of Artificial Intelligence are explained
1.5 Intelligence agents are explained
1.6 Artificial Intelligence applications in real life are
recognized
2.1 Logical operators are outlined.
2. Understand problem
2.2 Prepositional and Predicate logic are explained.
solving techniques
2.3 Types of inferencing are explained.
2.4 Machine Learning is defined.
2.5 Types of Machine Learning are explained.
2.6 Applications of different types of inferencing are
recognized
3.1 Installation of Python is demonstrated.
3. Understand Python
3.2 Python syntax is demonstrated.
programming
3.3 Data types in Python are demonstrated.
environment
3.4 Control structures in Python are demonstrated.
3.5 Functions in python are demonstrated
3.6 Object Oriented Python is demonstrated.
3.7 Scientific Modules in Python are demonstrated.
4.1 Sci-Kit Learn is explained.
4. Develop Artificial
4.2 Machine Learning with K-Nearest Neighbours is
Intelligence
demonstrated.
programs using
4.3 Machine Learning with Naïve Bayes Algorithm is
python
demonstrated.

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RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.

Variable Range

 Single
1. Types of inferencing
 Multiple
may include but not
 Case based
limited to:
 Supervised
2. Types of Machine
 Unsupervised
Learning may include
but not limited to:
 Integers
3. Data types may
 Floats
include but not limited
 Strings
to:
 Lists
 Tuple
 Sets
 Dictionaries
 Numpy
4. Scientific Modules
 Pandas
may include but not
 Matplotlib
limited to:

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;

Required knowledge
The individual needs to demonstrate knowledge of:
 Concepts of Artificial Intelligence
 Problem solving techniques
 Python programming environment

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  Development of Artificial Intelligence programs using python
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Explained applications of artificial intelligence
1.2 Explained the role of intelligence agents
1.3 Explained types of inferencing
1.4 Explained types of machine learning
1.5 Demonstrated installation of Python
1.6 Demonstrated Python syntax
1.7 Demonstrate data types in Python
1.8 Demonstrated use of control structures in Python
1.9 Demonstrated use of functions in Python
1.10Demonstrated use of Object Oriented Python
1.11Demonstrated use of scientific modules
1.12Demonstrated machine learning
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral questioning
3.2 Practical tests
3.3 Observation
3.4 Written tests
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance information Holistic assessment with other units relevant to the
for assessment industry sector, workplace and job role is recommended.

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 UNDERSTAND ALGORITHMS AND DATA STRUCTURES

UNIT CODE: ICT/OS/CS/CR/08/6/A

UNIT DESCRIPTION
This unit covers the competencies required to understand algorithms and data
structure. It involves Understand fundamental principles of algorithms understanding
fundamental concepts of data structures, linked lists, stacks and queues, search
techniques and sorting techniques
ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function. (Bold and italicized terms are elaborated in the range.)
1.1 Algorithm is defined
1. Understand
1.2 Characteristics of an Algorithm are explained
fundamental principles
1.3 Algorithm writing is demonstrated
of algorithms
1.4 Algorithm Analysis is explained
1.5 Complexities of algorithms are explained
1.6 Greedy algorithms are outlined
1.7 Divide and conquer is demonstrated
2.1 Key concepts in data structures are explained
2. Understand
2.2 Arrays are explained
fundamental
2.3 Array insertion operations are explained
concepts of data
2.4 Array delete, search and update are explained
structures
2.5 Array operations are demonstrated using C++
3.1 Linked lists are explained
3. Understand Linked
3.2 Doubly linked lists are explained.
lists
3.3 Circular linked lists are explained.
3.4 Basic operations for the various linked lists are
demonstrated using C++
4.1 Stacks and queues are defined
4. Understand Stacks
4.2 Stack and queue representation are outlined
and Queues
4.3 Basic operations in stacks are explained
4.4 Basic operations in Queue are explained
4.5 Basic operations in stacks and queue are
demonstrated using C++
5.1 Search is defined
5. Understand Search
5.2 Linear Search is explained
Techniques
5.3 Binary Search is explained
5.4 Search techniques are demonstrated using C++
6.1 Sorting is defined
6. Understand Sorting

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 ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function. (Bold and italicized terms are elaborated in the range.)
6.2 Categories of sorting techniques are outlined
Techniques
6.3 Types of Sorting algorithms are explained
6.4 Sorting algorithms are demonstrated using C++

RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.

Variable Range
 Space
1. Complexities may
 Time
include but is not
limited to:
 Counting coins
2. Greedy algorithms
may include but is
not limited to:
 Data
3. Key concepts in
 Object
data structures may
 Type
include but is not
limited to:
 Insertion
4. Basic operations
 Deletion
for various linked
lists may include  Reverse
 Display
but is not limited
to:
 Push
5. Basic operations in
 Pop
stacks may include
but is not limited
to:
 Enqueue
6. Basic operations in
 Dequeue
queues may
include but is not
limited to:
 In place
7. Categories of
 Not in place
sorting techniques

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 Variable Range
 Stable
may include but is
 Not stable
not limited to:
 Adaptive
 Non-adaptive
 Bubble sort
9. Types of Sorting
 Insertion sort
algorithms may
 Selection sort
include but is not
limited to:

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;

Required knowledge
The individual needs to demonstrate knowledge of:
 Fundamental principles of algorithms
 Fundamental concepts of data structures
 Linked lists
 Stacks and queues
 Search techniques
 Sorting techniques

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Wrote an algorithm
1.2 Demonstrated array operations
1.3 Demonstrated basic operations for the various linked
lists

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 1.4 Demonstrated basic operations in stacks and queues
1.5 Demonstrated search techniques
1.6 Demonstrated sorting algorithms
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral questioning
3.2 Practical tests
3.3 Observation
3.4 Written tests
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is recommended.
assessment

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 DEMONSTRATE WEB DESIGN SKILLS
UNIT CODE: ICT/OS/CS/CR/10/6/A
UNIT DESCRIPTION
This unit covers the competencies required to demonstrate web design skills. It
involves understanding HTML basics, using HTML elements, demonstrating web
page formatting, applying styles, understanding JavaScript basics, using JavaScript
data types, using JavaScript functions and using JavaScript libraries.
ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function. (Bold and italicized terms are elaborated in the range.)
1.1 HTML is defined
1. Understand HTML
1.2 Terminologies used in HTML are defined
basics
1.3 A HTML file is created
1.4 HTML core elements are explained
1.5 HTML core elements are added to the file
2.1 Basic HTML elements are explained
2. Use HTML
2.2 Basic HTML elements are added to a HTML
elements
document
2.3 Attributes are defined
2.4 Attributes are added to elements
3.1 Layout elements are explained
3. Demonstrate web
3.2 Layout elements are added to the HTML document
page formatting
3.3 Layout element attributes are added to the HTML
document
4.1 Style concepts are explained
4. Apply styles
4.2 Internal styles are applied
4.3 External CSS file is created
5.1 Purpose of JavaScript is highlighted
5. Understand
5.2 JavaScript syntax is outlined
JavaScript basics
5.3 Access to HTML element attributes is demonstrated
using JavaScript Document Object Model (DOM)
5.4 Changing HTML element attributes is demonstrated
using DOM
6.1 JavaScript data types are explained
6. Use JavaScript data
6.2 Operations on the data types are demonstrated
types
6.3 Operations on arrays are demonstrated

7.1 Structure of a JavaScript function is explained

7. Use JavaScript

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 ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the
outcomes which make required level of performance for each of the elements.
up workplace function. (Bold and italicized terms are elaborated in the range.)
7.2 A JavaScript function is created
functions
7.3 A JavaScript function is invoked
7.4 Values are returned using functions
8.1 Concept of libraries is explained
8. Use JavaScript
8.2 JQuery framework is explained
libraries
8.3 Installation of JQuery is demonstrated
8.4 Referencing of JQuery is demonstrated
8.5 JQuery syntax is demonstrated
8.6 JQuery events are explained
8.7 DOM Manipulation with JQuery is demonstrated

RANGE
This section provides work conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect performance.

Variable Range
 Document
1. Terminologies used
 Stylesheet
in HTML may
 Element
include but not
 Attribute
limited to:
 <head>
2. HTML core elements
 <title>
may include but not
 <body>
limited to:
 <html>
 <p>
3. Basic HTML
 <br>
elements may include
 <h1>
but not limited to:
 src
4. Attributes may
 alt
include but not
 href
limited to:
 <header>
5. Layout elements may
 <nav>
include but not
 <section>
limited to:
 <footer>
 Class
6. Layout element

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 Variable Range
 Id
attributes may
 name
include but not
limited to:
 Background
7. Style concepts may
 Padding
include but not
 Alignment
limited to:
 Border
 Strings
8. JavaScript data types
 Numbers
may include but not
 Booleans
limited to:
 count ()
9. Operations on arrays
 pop()
may include but not
 push ()
limited to:
 Mouse events
10. JQuery events may
 Keyboard events
include but not
 Form events
limited to:
 Document / window events

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;
Required knowledge
The individual needs to demonstrate knowledge of:
 HTML basics
 HTML elements
 Web page formatting
 Styling
 JavaScript basics
 JavaScript data types
 JavaScript functions
 JavaScript libraries

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EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Created a HTML document
1.2 Added attributes to HTML documents
1.3 Formatted a web page
1.4 Added styles to a web page
1.5 Explained the importance of JavaScript
1.6 Use JavaScript to change HTML elements
1.7 Demonstrated event handling in JQuery
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment
Implications
can take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Oral questioning
3.2 Practical demonstration
3.3 Observation
3.4 Written test
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is
assessment recommended.

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 UNDERSTAND GRAPHIC DESIGN

UNIT CODE: ICT/OS/CS/CR/11/6/A

UNIT DESCRIPTION
This unit covers the competencies required to understand Graphic Design. It involves
understanding fundamentals of graphic design, understanding elements and principles
of graphic design, applying typography techniques, creating and editing of images,
performing layout design and printing the design.
ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
1. Understand 1.1 Graphic Design is explained
fundamentals of 1.2 Graphic design equipment is identified based on the
graphic design design.
1.3 Applications areas of Graphic design are explained.
1.4 Specification of requirements as per the user
2. Understand 2.1 Elements of graphic design are explained
elements and 2.2 Principles of graphic design are explained
principles of graphic 2.3 Elements of graphic design project as per user
design requirements are selected

3. Apply typography 3.1 Typography is explained

techniques 3.2 Typography guidelines are explained
3.3 Measurements and standards of typography are
demonstrated
3.4 Typography technique for a graphic design project
as per user requirements is selected
4. Create and edit 4.1 Software and tools for graphic design and
images photography are identified
4.2 Image file types are explained.
4.3 Letter forms, lines of type and body copy are
created using appropriate software
4.4 Images are created and manipulated using
appropriate software.
5. Perform layout 5.1 Proportion on layout design is explained
design 5.2 Creation of unified systems out of dissimilar
elements is done.
5.3 Dynamic layouts are created by using typographic
tools
5.4 Type and image project is created.

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 PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
6. Print design 6.1 Tools and Equipment for printing are identified.
6.2 Types of printing are identified based on the design.
6.3 Paper is classificatied according to types, size and
weight.
6.4 Chemicals used in Printing are selected.
6.5 Printing of the actual design is demonstrated

RANGE
This section provides work environment and conditions to which the performance
Criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range

1. Graphic design  Computer

equipment may  Scanner
include but not limited  Printer
to:  Camera
 Digital Tablet
 Raster
2. Image file types may
include but not limited  Vector
to:
 Illustrator
3. Typographical tools
 Adobe InDesign
may include but not
limited to:  Adobe Photoshop
 Paint.net
 Corel Draw

4. Types of printing may  Digital

include but not limited  Flexography
 Letterpress
to:
 Off set
 Rotogravure
 Screen

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

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Required skills
The individual needs to demonstrate the following skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Planning;
 Decision Making;
 Research;

Required knowledge
The individual needs to demonstrate knowledge of:
 Fundamentals of graphic design
 Elements and principles of graphic design
 Typography techniques
 Creating and editing Images
 Layout Design
 Printing graphics

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and understanding and range.

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Identified graphic design equipment as per user
requirements
1.2 Selected graphic design elements as per design
requirements
1.3 Explained Measurements, standards and guidelines
of typography.
1.4 Selected software and tools for graphic design and
photography.
1.5 Created and manipulated images using appropriate
software.
1.6 Used typographic tools to create dynamic layout
1.7 Selected and used appropriate printing tools and
equipment
The following resources should be provided:
2. Resource
2.1 Access to relevant workplace where assessment can
Implications
take place
2.2 Appropriately simulated environment where
assessment can take place

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 3. Methods of Competency may be assessed through:
Assessment 3.1 Oral questioning
3.2 Practical tests
3.3 Observation
3.4 Written tests
Competency may be assessed
4. Context of
4.1 Off the job
Assessment 4.2 on the job
4.3 During industrial attachment
5. Guidance information Holistic assessment with other units relevant to the
for assessment industry sector, workplace and job role is recommended.

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