TVET CURRICULUM DEVELOPMENT, ASSESSMENT AND CERTIFICATION

COUNCIL (TVET CDACC)

NATIONAL COMPETENCY BASED CURRICULUM

FOR

ICT TECHNICIAN
LEVEL 6

TVET CDACC
P.O BOX 15745-00100
NAIROBI
First published 2018
Copyright © 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]

©TVET CDACC 2018 i

 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, Vision 2030 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 of Kenya 2010 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 the 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 were developed for the purpose of developing a competency-based curriculum for ICT
Technician. These Occupational Standards will also be the bases for assessment of an individual
for competence certification.
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

©TVET CDACC 2018 ii

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 and Sessional Paper
No. 4 of 2016 on Reforming Education and Training in Kenya, emphasized the need to reform
curriculum development, assessment and certification. This called for a shift to CBET in order 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 ICT technicians. These standards will be the bases for development
of competency-based curriculum for ICT technician Level 6.
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.

Prof. CHARLES M. M. ONDIEKI, PhD, FIET (K), Con. EngTech.

CHAIRMAN, TVET CDACC

©TVET CDACC 2018 iii

 ACKNOWLEDGMENT

These Occupational Standards were developed through combined effort of various stakeholders
from private and public organizations. I am 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 Automotive
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.

Dr. LAWRENCE GUANTAI M’ITONGA, PhD

COUNCIL SECRETARY/CEO

©TVET CDACC 2018 iv

ACRONYMS
CAD Computer Aided Design
CCTV Closed Circuit Television
CDACC Curriculum Development, Assessment and Certification Council
DMA Direct Memory Access
DTP Desktop Publishing
DSS Decision Support System
EMS Environmental Management Systems
ERP Enterprise Resource Planning
FIFO First In First Out
HSE Health, safety and environment
HTTP Hypertext Transfer Protocol
ICT Information Communication Technology
IS Information system
ISP Information security policy
KCSE Kenya Certificate of Secondary Education
KNQA Kenya National Qualification Authority
KNQF Kenya National Qualification Framework
LAN Local Area Network
MIS Management Information System
OSH Occupational Health and Safety
PAN Personal Area Network
POST Power on Self-Test
PPE Personal Protective Equipment
RAM Random Access Memory
SDLC System Development life cycle
SSFT Shortest Seek Time First
TVET Technical and Vocational Education and Training
WAN Wide Area Network

©TVET CDACC 2018 v

KEY TO UNIT CODE

IT/CU/ICT/BC/01/6 A

Industry or sector
Occupational Standards
Occupational area
Type of competency
Competency number
Competency level
Version control

©TVET CDACC 2018 vi

 TABLE OF CONTENTS
FOREWORD ............................................................................................................................... II
PREFACE.................................................................................................................................... III
ACKNOWLEDGMENT ............................................................................................................ IV
ACRONYMS .................................................................................................................................V
COURSE OVERVIEW ........................................................................................................... VIII
BASIC UNITS OF LEARNING .................................................................................................. 1
COMMUNICATION SKILLS .........................................................................................................................................2
NUMERACY SKILLS ....................................................................................................................................................5
DIGITAL LITERACY....................................................................................................................................................10
ENTREPRENEURIAL SKILLS.......................................................................................................................................13
EMPLOYABILITY SKILLS ............................................................................................................................................17
ENVIRONMENTAL LITERACY....................................................................................................................................21
OCCUPATIONAL SAFETY AND HEALTH PRACTICES ..................................................................................................25

COMMON UNIT OF COMPETENCY ................................................................................... 27

APPLY BASIC ELECTRONICS .....................................................................................................................................28

CORE UNITS OF LEARNING................................................................................................. 32

NETWORKING .........................................................................................................................................................33
SOFTWARE INSTALLATION ......................................................................................................................................39
ICT SECURITY THREATS ............................................................................................................................................43
ICT SYSTEM SUPPORT .............................................................................................................................................47
WEBSITE DESIGN .....................................................................................................................................................51
COMPUTER REPAIR AND MAINTENANCE ................................................................................................................54
DATABASE MANAGEMENT SYSTEM .......................................................................................................................57
MANAGE INFORMATION SYSTEM ..........................................................................................................................60
GRAPHIC DESIGN .....................................................................................................................................................64
COMPUTER PROGRAMMING ..................................................................................................................................68
MOBILE APPLICATION DEVELOPMENT ....................................................................................................................73
SYSTEM ANALYSIS AND DESIGN ..............................................................................................................................77

©TVET CDACC 2018 vii

 COURSE OVERVIEW

1.DESCRIPTION OF THE COURSE

This course is designed to equip individuals with the competences required to practice as ICT
technicians in the modern Kenyan Technological sector. It reflects the employers’ demand
for qualified personnel, that would enable them to compete in an environment where the
technology is constantly evolving, and the expectations of clients are becoming ever more
demanding.

The course consists of:

 Basic units of learning to build the necessary skills and attitudes to enhance the
employability of ICT technicians, enabling them to make positive contributions to the
quickly growing technology Country;

 Core units of learning to develop high-end knowledge and skills to perform any
Information communication and technological services needed in the society.

2. Units of Learning

Basic Units of Learning

Duration in Credit Factor

Unit Code Unit Title
Hours
IT/CU/ICT/BC/1/6 Communication Skills 40 4
IT/CU/ICT/BC/2/6 Numeracy Skills 60 6
IT/CU/ICT/BC/3/6 Digital Literacy 60 6
IT/CU/ICT/BC/4/6 Entrepreneurial Skills 100 10
IT/CU/ICT/BC/5/6 Employability Skills 80 8
IT/CU/ICT/BC/6/6 Environmental Literacy 40 4
IT/CU/ICT/BC/7/6 Occupational Safety and Health 40 4
Practices
Total 420 42

©TVET CDACC 2018 viii

Common Unit of Learning

Unit Code Unit Title Duration in Hours Credit Factor

IT/CU/ICT/CC/1/6 Apply Basic 100 10
Electronics

Core Units of Learning

Unit Code Unit Title Duration in Hours Credit Factor

ICT/CU/IT/CR/1/6 Perform computer 180 18
Networking
ICT/CU/IT/CR/2/6 Install computer software 150 15
ICT/CU/IT/CR/3/6 Control ICT Security threats 200 20
ICT/CU/IT/CR/4/6 Provide ICT System Support 100 10
ICT/CU/IT/CR/5/6 Perform Website Design 200 20
ICT/CU/IT/CR/6/6 Perform computer repair and 100 10
maintenance
ICT/CU/IT/CR/7/6 Manage Database Systems 250 25
ICT/CU/IT/CR/8/6 Perform Management 150 15
Information System
ICT/CU/IT/CR/9/6 Perform Graphic Design 200 20
ICT/CU/IT/CR/10/6 Develop Computer Program 300 30
ICT/CU/IT/CR/11/6 Develop Mobile Application 350 35
ICT/CU/IT/CR/12/6 Perform System Analysis and 150 15
Design
Industrial Attachment 480 48
Total 2660 266
Gross total 3180 318

3. Entry Requirements
An individual entering this course should have any of the following minimum requirements:

a) Kenya Certificate of Secondary Education (K.C.S.E.) with a minimum mean grade of C-

(C minus)
Or
b) ICT Technician Level 5 certificate with one year of continuous work experience
Or

©TVET CDACC 2018 ix

 c) Equivalent qualifications as determined by Kenya National Qualifications Authority
(KNQA)

4. Provision for Industrial attachment

It is envisaged that the trainee will have undergone an industrial training and assessment
with a recognised ICT institution as a prerequisite for completion of this training course.

5. Assessment
The course will be assessed at two levels: internally and externally. Internal assessment is
continuous and is conducted by the trainer who is monitored by an internal accredited
verifier while external assessment is the responsibility of TVET CDACC.
As part of the continuous internal assessment process, trainees will maintain a portfolio of
evidence of their achievements.

6. Certification
On successful completion of a Unit of Learning, a trainee will be issued with a Certificate
that acknowledges the achievement of that competence. On successful completion of all
units of learning, a trainee will be awarded an ICT Diploma qualification. These certificates
will be issued by TVET CDACC in conjunction with training provider.

©TVET CDACC 2018 x

 BASIC UNITS OF LEARNING

©TVET CDACC 2018 1

 COMMUNICATION SKILLS

UNIT CODE: IT/CU/ICT/BC/1/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate communication skills

Duration of Unit: 40 hours

Unit Description
This unit covers the competencies required in meeting communication needs of clients and
colleagues and developing, establishing, maintaining communication pathways and strategies. It
also covers competencies for conducting interview, facilitating group discussion and
representing the organization in various forums.

Summary of Learning Outcomes

1. Utilize specialized communication skills processes
2. Develop communication strategies
3. Establish and maintain communication pathways
4. Promote use of communication strategies
5. Conduct interview
6. Facilitate group discussion
7. Represent the organization

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Utilize specialized  Communication process  Written
communication skills  Modes of communication  Oral
processes  Medium of communication
 Effective communication
 Barriers to communication
 Flow of communication
 Sources of information
 Organizational policies
 Organization requirements for
written and electronic
communication methods
 Report writing
 Effective questioning techniques
©TVET CDACC 2018 2
 (clarifying and probing)
 Workplace etiquette
 Ethical work practices in handling
communication
 Active listening
 Feedback
 Interpretation
 Flexibility in communication
 Types of communication strategies
 Elements of communication
strategy
2. Develop  Dynamics of groups  Observation
communication  Styles of group leadership  Written
strategies  Openness and flexibility in
communication
 Communication skills relevant to
client groups
3. Establish and maintain  Types of communication pathways  Written
communication  Observation
pathways
4. Promote use of  Application of elements of  Written
communication communication strategies  Observation
strategies  Effective communication
techniques
5. Conduct interview  Types of interview  Written
 Establishing rapport  Observation
 Facilitating resolution of issues
 Developing action plans
6. Facilitate group  Identification of communication  Written
discussion needs  Observation
 Dynamics of groups
 Styles of group leadership
 Presentation of information
 Encouraging group members
participation
 Evaluating group communication
strategies

©TVET CDACC 2018 3

7. Represent the  Presentation techniques  Observation
organization  Development of a presentation  Written
 Multi-media utilization in
presentation
 Communication skills relevant to
client groups

Suggested Delivery Methods

 Interview
 Role playing
 Observation

Recommended Resources
 Desktop computers/laptops
 Internet connection
 Projectors
 Telephone

©TVET CDACC 2018 4

 NUMERACY SKILLS
UNIT CODE: IT/CU/ICT/BC/2/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate numeracy skills
Duration of Unit: 60 hours
Unit Description
This unit describes the competencies required by a worker in order to apply a wide range of
mathematical calculations for work; apply ratios, rates and proportions to solve problems;
estimate, measure and calculate measurement for work; Use detailed maps to plan travel routes
for work; Use geometry to draw and construct 2D and 3D shapes for work; Collect, organize and
interpret statistical data; Use routine formula and algebraic expressions for work and use
common functions of a scientific calculator.

Summary of Learning Outcomes

1. Apply a wide range of mathematical calculations for work
2. Apply ratios, rates and proportions to solve problems
3. Estimate, measure and calculate measurement for work
4. Use detailed maps to plan travel routes for work
5. Use geometry to draw and construct 2D and 3D shapes for work
6. Collect, organize and interpret statistical data
7. Use routine formula and algebraic expressions for work
8. Use common functions of a scientific calculator

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Apply a wide  Fundamentals of mathematics  Written tests
range of  Addition, subtraction, multiplication  Assignments
mathematical and division of positive and negative  Supervised
calculations for numbers exercises
work  Algebraic expressions manipulation
 Forms of fractions, decimals and
percentages
 Expression of numbers as powers and
roots

2. Apply ratios, rates  Rates, ratios and proportions  Written tests

©TVET CDACC 2018 5

 and proportions to  Meaning  Oral questioning
solve problems  Conversions into percentages  Assignments
 Direct and inverse proportions  Supervised
determination exercises
 Performing calculations
 Construction of graphs, charts
and tables
 Recording of information
3. Estimate, measure  Units of measurements and their  Assignments
and calculate symbols  Supervised
measurement for  Identification and selection of exercises
work measuring equipment  Written tests
 Conversion of units of
measurement
 Perimeters of regular figures
 Areas of regular figures
 Volumes of regular figures
 Carrying out measurements
 Recording of information
4. Use detailed maps  Identification of features in  Oral
to plan travel routine maps and plans  Written
routes for work  Symbols and keys used in routine  Practical test
maps and plans  Observation
 Identification and interpretation
of orientation of map to North
 Demonstrate understanding of
direction and location
 Apply simple scale to estimate
length of objects, or distance to
location or object
 Give and receive directions using
both formal and informal
language
 Planning of routes
 Calculation of distance, speed and
time
5. Use geometry to  Identify two dimensional shapes  Oral
draw and and routine three dimensional  Written
construct 2D and shapes in everyday objects and in  Practical test
3D shapes for
©TVET CDACC 2018 6
 work different orientations  Observation
 Explain the use and application of
shapes
 Use formal and informal
mathematical language and
symbols to describe and compare
the features of two dimensional
shapes and routine three
dimensional shapes
 Identify common angles
 Estimate common angles in
everyday objects
 Evaluation of unknown angles
 Use formal and informal
mathematical language to
describe and compare common
angles
 Symmetry and similarity
 Use common geometric
instruments to draw two
dimensional shapes
 Construct routine three
dimensional objects from given
nets
6. Collect, organize  Classification of data  Assignments
and interpret  Grouped data  Supervised
statistical data  Ungrouped data exercises
 Data collection  Written tests
 Observation
 Recording
 Distinguishing between sampling and
census
 Importance of sampling
 Errors in sampling
 Types of sampling and their
limitations e.g.
 Stratified random
 Cluster
 Judgmental
 Tabulation of data
©TVET CDACC 2018 7
  Class intervals
 Class boundaries
 Frequency tables
 Cumulative frequency
 Diagrammatic and graphical
presentation of data e.g.
 Histograms
 Frequency polygons
 Bar charts
 Pie charts
 Cumulative frequency curves
 Interpretation of data
7. Use routine  Solving linear equations  Assignments
formula and  Linear graphs  Supervised
algebraic  Plotting exercises
expressions for  Interpretation  Written tests
work  Applications of linear graphs
 Curves of first and second degree
 Plotting
 Interpretation
8. Use common  Identify and use keys for common  Oral
functions of a scientific functions on a calculator  Written
calculator  Calculate using whole numbers,  Practical test
money and routine decimals and  Observation
percentages
 Calculate with routine fractions and
percentages
 Apply order of operations to solve
multi-step calculations
 Interpret display and record result

Suggested Delivery Methods

 Group discussions
 Demonstration by trainer
 Practical work by trainee
 Exercises

©TVET CDACC 2018 8

Recommended Resources
 Calculators
 Rulers, pencils, erasers
 Charts with presentations of data
 Graph books
 Dice
 Internet

©TVET CDACC 2018 9

 DIGITAL LITERACY

UNIT CODE:IT/CU/ICT/BC/3/6

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate digital literacy

Duration of Unit: 60 hours

Unit Description
This unit describes competencies required to use a computer and other digital devices for the
purposes of communication, work performance and management at the workplace.

Summary of Learning Outcomes

1. Identify computer software and hardware
2. Apply security measures to data, hardware, software in automated environment
3. Apply computer software in solving tasks
4. Apply internet and email in communication at workplace
5. Apply desktop publishing in official assignments
6. Prepare presentation packages

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Identify computer  Concepts of ICT  Written tests
hardware and software  Functions of ICT  Oral presentation
 History of computers  Observation
 Components of a computer
 Classification of computers
2. Apply security  Data security and control  Written tests
measures to data,  Security threats and control measures  Oral presentation
hardware and software  Types of computer crimes  Observation
 Detection and protection against  Project
computer crimes
 Laws governing protection of ICT
3. Apply computer  Operating system  Oral questioning
software in solving  Word processing  Observation
tasks  Spread sheets  Project
©TVET CDACC 2018 10
  Data base design and manipulation
 Data manipulation, storage and
retrieval
4. Apply internet and  Computer networks  Oral questioning
email in  Network configurations  Observation
communication at  Uses of internet  Oral presentation
workplace  Electronic mail (e-mail) concept  Written report

5. Apply desktop  Concept of desktop publishing  Oral questioning

publishing in official  Opening publication window  Observation
assignments  Identifying different tools and tool  Oral presentation
bars  Written report
 Determining page layout  Project
 Opening, saving and closing files
 Drawing various shapes using DTP
 Using colour pellets to enhance a
document
 Inserting text frames
 Importing and exporting text
 Object linking and embedding
 Designing of various publications
 Printing of various publications
6. Prepare presentation  Types of presentation packages  Oral questioning
packages  Procedure of creating slides  Observation
 Formatting slides  Oral presentation
 Presentation of slides  Written report
 Procedure for editing objects  Project

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practical work by trainee
 Viewing of related videos
 Project
 Group discussions

©TVET CDACC 2018 11

Recommended Resources

 Desk top computers

 Laptop computers
 Other digital devices
 Printers
 Storage devices
 Internet access
 Computer software

©TVET CDACC 2018 12

 ENTREPRENEURIAL SKILLS

UNIT CODE: IT/CU/ICT/BC/4/6

Relationship to occupational standards

This unit addresses the unit of competency: Demonstrate entrepreneurial skills

Duration of unit: 100 hours

Unit description
This unit describes the competencies critical to demonstration of entrepreneurial aptitudes. It
involves, developing business innovation strategies, developing new markets, customer base,
expanding employed capital and undertaking regional/county expansion while retaining
motivated staff.

Summary of Learning Outcomes

1. Develop business innovation strategies
2. Develop new products/ markets
3. Expand customers and product lines
4. Motivate all staff/workers
5. Expand employed capital base
6. Undertake regional/county business expansion

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Develop business  Innovation in business  Observation
Innovation strategies  Business innovation strategies  Case studies
 Individual/group
 Creativity for business
assignments
development  projects
 New technologies in  Written
entrepreneurship  Oral
 Linkages with other
entrepreneurs
 Setting strategic directions
 New ideas and approaches
 Entrepreneurial skills
development
 Market trends
©TVET CDACC 2018 13
  Monitoring and anticipating
market trends
 Products and processes in
entrepreneurship
 Business conventions ad
exhibitions
 Business growth refocus
2. Develop new products/  Feasibility study for new  Observation
markets products  Case studies
 Identifying new sources of raw  Individual/group
assignments
material and resources  projects
 New target markets/customers  Written
 Increasing products and services  Oral
 Marketing improvement
 Intrapreneurship and business
growth
3. Expand customers and  Market demand  Oral
product lines  Regulatory environment  Observation
 Case studies
 Creating product and services
 Individual/group
competitive advantages assignments
 Creating royal client base  projects
 Identifying and maintain new  Written
customers and markets
 Advance product/ service
promotions
 Advance market expansion
 Small business records
management
 Book keeping and auditing for
small businesses
 Computer application software
and programmes
 ICT in customer and product
diversification
4. Motivate staff/workers  Motivation of workers  Observation
 Communication at workplace for  Case studies
 Individual/group
motivation purpose
assignments
 Problem solving  projects
©TVET CDACC 2018 14
  Conflict resolution at place of  Written
work
 Good staff/workers relation
 Team building and team work
 Staff development and
enhancement
 Culture of continuous
improvement
5. Expand employed  Employed capital in business  Observation
capital base  Business share holdings  Case studies
 Individual/group
 Types of shares
assignments
 Shares diversification  projects
 Role of shareholders  Written
 Entrepreneurship  Oral
 Increasing products and services
6. Undertake county/  Region/ county identification  Observation
regional business process  Case studies
 Individual/group
expansion  Regional/ county laws and
assignments
regulation  projects
 Business regional/county  Written
expansion  Oral
 Regional/ County business
expansion
 Innovation in business
 Business expansion and
diversification
 Resources for regional/county
expansion
 Small business Strategic Plan
 Computer software in business
development
 ICT and business growth

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practice by trainee
 Role play
 Case study
©TVET CDACC 2018 15
Recommended Resources
 Case studies for small businesses
 Business plan templates
 Laptop/ desktop computers
 Internet
 Telephone
 Writing materials

©TVET CDACC 2018 16

 EMPLOYABILITY SKILLS

UNIT CODE: IT/CU/ICT/BC/5/6

Relationship to Occupational Standards
This unit addresses the Unit of Competency: Demonstrate employability skills

Duration of Unit: 80 hours

Unit Description
This unit covers competencies required to demonstrate employability skills. It involves
competencies for exuding self-awareness and ability to deal with everyday life challenges;
demonstrating critical safe work habits and leading a workplace team; planning and organizing
work activities; applying learning, creativity and innovativeness in workplace functions;
pursuing professional growth and managing time effectively in the workplace.

Summary of Learning Outcomes

1. Develop self-awareness and ability to deal with life challenges
2. Demonstrate critical safe work habits for employees
3. Lead a workplace team
4. Plan and organize work
5. Maintain professional growth and development in the workplace.
6. Demonstrate learning, creativity and innovativeness in the workplace.

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Develop self-  Self-awareness  Observation
awareness and ability  Formulating personal vision,  Written
to deal with life mission and goals  Oral interview
challenges  Strategies for overcoming life  Third party report
challenges
 Managing emotions
 Emotional intelligence
 Asserting one-self
 Assertiveness versus
aggressiveness
©TVET CDACC 2018 17
  Expressing personal thoughts,
feelings and beliefs
 Self esteem
 Developing and maintaining high
self-esteem
 Developing and maintaining
positive self-image
 Sharing personal feelings
 Setting performance targets
 Monitoring and evaluating
performance
 Articulating ideas and aspirations
 Accountability and responsibility
2. Demonstrate critical  Stress and stress management  Observation
safe work habits for  Time concept  Written
employees  Punctuality and time consciousness  Oral interview
 Leisure  Third party report
 Integrating personal objectives into
organizational objectives
 Resources mobilization
 Resources utilization
 Setting work priorities
 Developing healthy relationships
 HIV and AIDS
 Drug and substance abuse
 Dealing with emerging issues
3. Lead a workplace  Leadership  Observation
team  Influence  Oral interview
 Team building  Written
 Determination of team roles and  Third party report
objectives
 Team parameters and relationships
 Individual responsibilities in a team
 Forms of communication
 Business communication
 Complementing team activities
 Gender and gender mainstreaming
 Human rights protocols
©TVET CDACC 2018 18
  Developing healthy relationships
 Maintaining relationships
 Conflicts and conflict resolution
4. Plan and organize  Planning  Observation
work  Organizing  Oral interview
 Schedules of activities  Written
 Developing work plans  Third party report
 Developing work goals/objectives
and deliverables
 Monitoring work activities
 Evaluating work activities
 Resource mobilization
 Resource allocation
 Resource utilization
 Decision making
 Problem solving
 Negotiation
5. Maintain professional  Avenues for professional growth  Observation
growth and  Training and career opportunities  Oral interview
development in the  Assessing training needs  Written
workplace  Mobilizing training resources  Third party report
 Licenses and certifications for
professional growth and
development
 Pursuing personal and
organizational goals
 Managing work priorities and
commitments
 Recognizing career advancement
6. Demonstrate learning,  Managing own learning  Observation
creativity and  Mentoring  Oral interview
innovativeness in the  Coaching  Written
workplace  Networking  Third party report
 Variety of learning context
 Application of learning
 Safe use of technology
 Taking initiative/proactivity
 Flexibility
©TVET CDACC 2018 19
  Identifying opportunities
 Generating new ideas
 Workplace innovation
 Performance improvement

Suggested Methods of Delivery

 Instructor lead facilitation of theory
 Demonstrations
 Simulation/Role play
 Group Discussion
 Presentations
 Projects
 Case studies
 Assignments

Recommended Resources
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors

©TVET CDACC 2018 20

 ENVIRONMENTAL LITERACY

UNIT CODE: IT/CU/ICT/BC/6/6

Relationship to Occupational Standards:
This unit addresses the unit standard: Demonstrate environmental literacy
Duration of Unit: 40 hours

Unit Description
This unit describes the competencies required to control environmental hazard, control
environmental pollution, comply with workplace sustainable resource use, evaluate current
practices in relation to resource usage, identify environmental legislations/conventions for
environmental concerns, implement specific environmental programs, monitor activities on
environmental protection/programs, analyze resource use and develop resource conservation
plans.

Summary of Learning Outcomes

1. Control environmental hazard
2. Control environmental Pollution
3. Demonstrate sustainable resource use
4. Evaluate current practices in relation to resource usage
5. Identify Environmental legislations/conventions for environmental concerns
6. Implement specific environmental programs
7. Monitor activities on Environmental protection/Programs
8. Analyze resource use
9. Develop resource conservation plans

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content Assessment
Methods

1. Control environmental hazard  Purposes and content of  Written

Environmental Management and questions
Coordination Act 1999  Oral questions
 Storage methods for  Observation of
environmentally hazardous work procedures
materials
 Disposal methods of hazardous

©TVET CDACC 2018 21

 wastes
 Types and uses of PPE in line
with environmental regulations
 Occupational Safety and Health
Standards (OSHS)
2. Control environmental Pollution  Types of pollution  Written
control  Environmental pollution control questions
measures  Oral questions
 Types of solid wastes  Observation of
 Procedures for solid waste work procedures
management  Role play
 Different types of noise pollution
 Methods for minimizing noise
pollution
3. Demonstrate sustainable  Types of resources  Written
resource use  Techniques in measuring current questions
usage of resources  Oral questions
 Calculating current usage of  Observation of
resources work procedures
 Methods for minimizing wastage  Role play
 Waste management procedures
 Principles of 3Rs (Reduce,
Reuse, Recycle)
 Methods for economizing or
reducing resource consumption
4. Evaluate current practices in  Collection of information on  Written
relation to resource usage environmental and resource questions
efficiency systems and  Oral questions
procedures,  Observation of
 Measurement and recording of work procedures
current resource usage  Role play
 Analysis and recording of current
purchasing strategies.
 Analysis of current work
processes to access information
and data
 Identification of areas for
improvement

©TVET CDACC 2018 22

5. Identify Environmental  Environmental issues/concerns  Written
legislations/conventions for  Environmental legislations questions
environmental concerns /conventions and local ordinances  Oral questions
 Industrial standard /environmental  Observation of
practices work procedures
 International Environmental
Protocols (Montreal, Kyoto)
 Features of an environmental
strategy
6. Implement specific  Community needs and  Written
environmental programs expectations questions
 Resource availability  Oral questions
 5s of good housekeeping  Observation of
 Identification of work procedures
programs/Activities  Role play
 Setting of individual roles
/responsibilities
 Resolving problems /constraints
encountered
 Consultation with stakeholders
7. Monitor activities on  Periodic monitoring and  Oral questions
Environmental Evaluation of activities  Written tests
protection/Programs  Gathering feedback from  Practical test
stakeholders  Observation
 Analysing data gathered
 Documentation of
recommendations and submission
 Setting of management support
systems to sustain and enhance
the program
 Monitoring and reporting of
environmental incidents to
concerned /proper authorities
8. Analyze resource use  Identification of resource  Written tests
consuming processes  Oral questions
 Determination of quantity and  Practical test
nature of resource consumed  Observation
 Analysis of resource flow

©TVET CDACC 2018 23

 through different parts of the
process.
 Classification of wastes for
possible source of resources.
9. Develop resource  Determination of efficiency of  Written tests
Conservation plans use/conversion of resources  Oral questions
 Causes of low efficiency of use of  Practical test
resources  Observation
 Plans for increasing the efficiency
of resource use

Suggested Delivery Methods

 Instructor led facilitation of theory
 Practical demonstration of tasks by trainer
 Practice by trainees
 Observations and comments and corrections by trainers

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Environmental Management and Coordination Act 1999
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE)
 ISO standards
 Company environmental management systems (EMS)
 Montreal Protocol
 Kyoto Protocol

©TVET CDACC 2018 24

 OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE:IT/CU/ICT/BC/7/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate occupational safety and health practices

Duration of Unit: 40 hours

Unit Description
This unit describes the competencies required to comply with regulatory and organizational
requirements for occupational safety and health.

Summary of Learning Outcomes

1. Identify workplace hazards and risk
2. Identify and implement appropriate control measures to hazards and risks
3. Implement OSH programs, procedures and policies/guidelines

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Identify workplace  Identification of hazards in the  Oral questions
hazards and risks workplace and/or the indicators of  Written tests
their presence  Observation of
 Evaluation and/or work trainees identify
environment measurements of OSH hazards and risks
hazards/risk existing in the
workplace
 Gathering of OSH issues and/or
concerns
2. Identify and implement  Prevention and control measures  Oral questions
appropriate control e.g. use of PPE  Written tests
measure to hazards and  Contingency measures  Practical tests
risks  Observation of
implementation of
control measures
3. Implement OSH  Company OSH program,  Oral questions
programs, procedures procedures and policies/guidelines  Written tests
and policies/guidelines  Implementation of OSH  Practical test
procedures and policies/ guidelines  Observation
©TVET CDACC 2018 25
  Training of team members and
advice on OSH standards and
procedures
 Implementation of procedures for
maintaining OSH-related records

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practical work by trainee
 Viewing of related videos

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE) e.g.
 Mask
 Face mask/shield
 Safety boots
 Safety harness
 Arm/Hand guard, gloves
 Eye protection (goggles, shield)
 Hearing protection (ear muffs, ear plugs)
 Hair Net/cap/bonnet
 Hard hat
 Face protection (mask, shield)
 Apron/Gown/coverall/jump suit
 Anti-static suits
 High-visibility reflective vest

©TVET CDACC 2018 26

 COMMON UNIT OF COMPETENCY

©TVET CDACC 2018 27

 APPLY BASIC ELECTRONICS
UNIT CODE:IT/CU/ICT/CC/1/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstration of basic electronic skills

Duration of Unit: 100 Hours

Unit description
This unit specifies the competencies required to demonstrate basic skills of electronics. It
involves identification of electric circuits, electronic components, understand semi-conductor
theory, identify and classify memories, apply number systems and identify emerging trends in
electronics.
Summary of Learning Outcomes
1. Identify electric circuits
2. Identify Electronic components
3. Understand Semi-conductor theory
4. Identify and classify memory
5. Apply Number Systems
6. Emerging trends in Electronics

Learning outcomes Content Suggested Assessment

Methods
1. Identify electrical  Definition of electrical circuit.  Practical exercises
circuits  Basic electrical quantities and their units  Written
 E.m.f in volts  Observation
 Current in Amperes
 Oral
 Power in watts
 Energy in joules
 Resistance in ohms
 Types of electrical circuits
 Simple a.c circuits
 Simple d.c circuits
2. Identify  Identification of electronic components  Practical exercises
Electronic  Resistor  Written
components  Capacitor  Observation
 Diode
 Oral
 Inductor
 Characteristic of electronic components.
 Application of electronic components.
©TVET CDACC 2018 28
  Identification of integrated circuit
characteristics
3. Understand Semi-  Definition of semiconductor and related  Practical exercises
conductor theory terms  Written
 Atom  Observation
 Atomic structure
 Oral
 Description of the structure of matter

 Explanation of electrons in conductors
and semiconductors
 Types of semiconductors materials
 Silicon
 germanium
 Explanation of P-type and N-types
materials
 P-type
 N-type
 Description of P-N junction diodes
operations
 Forward biasing
 Reverse biasing
 Operations of transistors
 PNP type
 NPN type

4. Identify and  Definition of memory  Written

classify memory  Classification of memories  Observation
 RAM  Oral
 ROM
 DAM
 Types of memories
 Semiconductor memories
 Magnetic memories

5. Apply Number  Definition of number system and binary  Written

Systems and code  Observation
binary coding  Types of number systems  Oral
 Decimal
 Binary
 Octal
 Hexadecimal

©TVET CDACC 2018 29

  Base conversion
 Binary arithmetic
 Addition
 Subtraction
 Multiplication
 Division
 Binary codes
 8421 BCD
 Excess-3
 Represent decimal numbers in BCD
 BCD arithmetic
 Addition
 Subtraction
 Multiplication
 Division

6. Emerging trends  Description of emerging trends  Written

in Electronics  Explanation of challenges of emerging  Observation
trends  Oral
 Coping with the emerging trends

Suggested Methods of Delivery

• Presentations and practical demonstrations by trainer;
• Guided learner activities and research to develop underpinning knowledge;
• Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
• Visiting lecturer/trainer from the ICT sector;
• Industrial visits.

Recommended Resources
Tools
1. Screw Drivers
2. Pliers
3. Wire cutters
4. Wire Strippers
5. Clamps
6. Vises

©TVET CDACC 2018 30

Equipment
 Voltmeter
 Ohmmeter
 Ammeter
 Multimeter
 Power supplies
 LCR meter

Materials and supplies

 Circuits
 Semiconductor materials
 Conductors e.g. copper, gold, silver
 Insulators e.g. rubber, glass, mica

©TVET CDACC 2018 31

 CORE UNITS OF LEARNING

©TVET CDACC 2018 32

 NETWORKING

UNIT CODE: IT/CU/ICT/CR/1/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Performing Computer Networking

Duration of Unit:180hours

Unit description
This unit specifies the competencies required to perform computer Networking. It involves
Identification of network types and Components, Connection of networking devices,
configuration of network devices, network testing, configuration of network types, perform
network security, monitor network connectivity and maintain network.

Summary of Learning Outcomes

1. Identify network type and components
2. Connection network devices
3. Configuration of network devices
4. Network testing
5. Configuration of Network types
6. Perform Network security
7. Monitor Network connectivity and performance
8. Maintain Network

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify network type  Definition of Network  Practical exercises
and components  Definition of network terms  Observation
 Network topologies  Oral
 Star
 Ring
 Mesh
 Hybrid
 Point to Point
 Network types
 WAN

©TVET CDACC 2018 33

  LAN
 PAN
 MAN
 Components of a network
 switches/hubs
 routers
 ports
 media
 computers

 Categories of computer network

 peer
 client server

2. Connect network  Definition of network devices 

devices  Identification of Network  Practical
connection Media  Observation
 Wired  Written
 Wireless  Oral
 Characteristics of connection  Practical
medium
 Network devices
 switches/hubs
 routers
 ports
 computers
 connect network devices

3 Configure network  Definition of configuration  Practical

 Network Architecture  Oral
devices
 OSI  Observation
 TCP/IP Protocol Suite  Written
 Ethernet
 Network protocols
 TCP/IP
 UDP
 HTTP
 FTP
 DCIP
©TVET CDACC 2018 34
  DHCP
 Network Operating system
 Connect and configure network
devices
4 Perform Network  Outline network test plan  Practical exercises
 Network testing tools with observation
testing
 Clamp meter checklists conducted
.  Voltmeter by trainer.
 Cable tester
 Signal tester  Oral questioning
 Test network components with checklist
 Test the network conducted by trainer
 Test report to assess
underpinning
knowledge.

 Short tests to assess

underpinning
knowledge.

 Learner to perform
project
5 Configure network  Determine appropriate Network  Practical
types e.g. LAN, type  Oral
WAN  Types of Network types  Observation
 Assemble prerequisite components  Written
and medium
 Network Components Configuration
procedures
 Network protocols Configuration
procedures

6 Perform Network  Definition of network security  Practical

 Network threats  Observations
Security
 Internal
 External
 Prevention measures

 Firewalls
 User accounts

©TVET CDACC 2018 35

 control
 Security policies
 Anti-viruses
 Encryption
 Enforce network security
measures
 Network Security Policy
7 Monitor Network  Monitoring tools and software  Practical exercises
 Ping with observation
connectivity and
 Tracert checklists conducted
Performance
 NSLookup by trainer.
 Ipconfig
 Speed test  Oral questioning with
checklist conducted by
trainer to assess.
Underpinning
knowledge.

8 Maintain Network  Maintenance schedule plan  Practical

 maintenance tools  Oral
 Console  Observation
 Wireshark  Written
 Nmap

 corrective/preventive measures

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

©TVET CDACC 2018 36

Recommended Resources
Tools
1. Network tool kit
2. Signal testers
3. Spam Blacklists
4. URL Encode
5. Header checker
6. LanTEK III cable certifier
7. Crimpers (RJ45, Hex Coax)
8. Punch Down Tools.
9. Wire Strippers & Cutters.
10. Network Testers.
11. Tone & Probes.
12. Cable Installation Tools.
13. Coaxial & RG6 Tools.

Equipment
 Computer
 Cables
 Switches
 Routers/modem
 Bridges
 Repeaters
 Fibre modules
 Antistatic gloves
 Ports
 RJ45
 NIC
 Gateways
 Microwave dishes

Materials and supplies

Consumables for maintaining Network including:
 RJ45
 Fibre Modules
©TVET CDACC 2018 37
  Cables
Replacement parts including:
 Points
 Switches
 Routers
 NIC
 Modem
 Cables
Cleaning materials;
Hand cleaner.

Reference materials
Manufacturers service manuals for Network equipment

©TVET CDACC 2018 38

 SOFTWARE INSTALLATION

UNIT CODE: IT/CU/ICT/CR/2/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Installation of Computer Software

Duration of Unit: 150 hours

Unit Description:
This unit describes the competencies required in Installing computer software. It involves
Identification of software to be installed, installation of the software, configuration of the
software, software testing, user training and software maintenance.

Summary of Learning Outcomes:

1. Identify software to be installed

2. Install the software
3. Configure the software
4. Test software functionality
5. Perform user training
6. Perform Software Maintenance

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Identification of  Definition of software  Practical
software to be
 Classification of software  Oral questioning
installed  Written test
 System
 Application
 Criteria for selection
 Operating systems
 Types of operating systems
 Single and multi-user
 Single and multitasking
 Real time
 Distributed

©TVET CDACC 2018 39

  Batch

 Functions of operating systems

 Device management
 Memory management
 Storage management
 Process control
 Security Management

 Types
of operating system interfaces
 Command-line/character user
 Menu driven
 Graphical user Interface

2. Install the  Define software installation  Practical

software
 Acquisition of software  Observation
 Installation media  Written tests
 Software installation legal requirements  Writing reports
 Existing data protection
 Types of software installation
 Attended
 Unattended
 Headless
 Schedule/Automated
 Clean/Updating
 Network
 Software and installation and registration
 Software configuration
 Importance of registration
3. Software  Software configuration components  Practical
configuration  software configuration  Observation
management identification  Written tests
 software configuration control
 Writing reports
 software configuration status
accounting and auditing
 Reasons for software configuration
 Tracking
 Controlling
 Importance of software configuration
management
©TVET CDACC 2018 40
  Identification
 Management
 Auditing and accounting
4. Test software  Define software installation testing  Practical
functionality
 Installation checklist  Oral
 Functional Testing  Short tests
 Mainline functions  Learner portfolio of
 Basic Usability evidence.
 Accessibility
 Error Conditions

5. Perform user  Keys to Developing an End User Training  Practical

training Plan  Oral
 Determine user skill set  Short tests
 Creating a training program
 Setting training goals
 Training delivery methods
 Assessing end-user needs
 Training feedback
6. Perform software  Develop software maintenance schedule  Practical
Maintenance  Evaluate the software  Oral
 Perform maintenance procedures  Short tests
 Software maintenance report generated

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
Diagnostic tools
Utility programs
Processor and memory optimizers
©TVET CDACC 2018 41
Wise Installer
CruiseControl.Net
Deploy Master
Install Aware

Equipment
External Hard disk
Flash disk
CD/DVD
Computers

Materials and supplies

 Digital instructional material including DVDs and CDs;
 Operating system
 Machines
 Power
 Application software

Reference materials
Manufacturers manuals

©TVET CDACC 2018 42

 ICT SECURITY THREATS

UNIT CODE: IT/CU/ICT/CR/3/6

Relationship to Occupational Standards

This unit addresses the unit of competency: CONTROL ICT SECURITY THREATS

Duration of Unit:200hours

Unit Description
This unit specifies competencies required to control ICT security threats. It involves
identification of security threats, establishing and installing security measures, deployment of
security measures, system vulnerability testing and monitoring.

Summary of Learning Outcomes

1. Identify security threats
2. Establish and Install security measures
3. Deploy security measures
4. Test system vulnerability
5. Monitor security system

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify security  Definition of security threats  Practical
threats  Categories of security threats  Oral questioning
 Internal  Written tests
 external
 Importance of Computer Security
to an Organization
 Identification of Common threats
 Fraud and theft
 Employee sabotage
 Loss of physical and
infrastructure support
 Malicious hackers and code
 Industrial espionage
 Threats to personal privacy

©TVET CDACC 2018 43

  Natural Calamities
 Cyber crime
Constraints to computer security
 Cost
 User responsibility
 Integration challenges
 Inadequate
Assessment

2. Establish and Install  Definition of security risk  Written tests

security measures management  Observation
 Benefits of Risk management  Report writing
 Risk management procedures  Practical
 Risk assessment
 Risk mitigation Uncertainty
analysis
 interdependencies
 cost considerations
 Benefits of security measures
 Types of Security measures
 Firewalls
 User accounts control
 Security policies
 Antivirus
 Encryption
 Secure Socket Layer protocol
(SSL)
 Multi-factor authentication
 Malware detection
 Site monitoring
 Daily or weekly backups

 Application of security measures

3. Deploy security  Implement security measures  Practical

measures contained in the ICT security policy  Oral questioning
 Apply physical and logical risk  Short tests to assess
mitigation measures underpinning
 Take corrective action knowledge.

©TVET CDACC 2018 44

  Security audit to identify security
gaps
 Generate system audit report

4. Test system  Definition of vulnerability  Practical exercises

vulnerability  System testing schedule  Oral questioning
 Levels of system vulnerability
 Ethical penetration
 System vulnerability test report

5. Monitor security  Define monitoring criteria  Practical exercises

system  Evaluation of system security  Oral questioning
performance based on defined  Short tests to assess
criteria underpinned
 updating and overhauling of knowledge.
Security systems
 Generate monitoring report

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
1. Monitoring tools
2. CCTV
3. Maintenance tools
4. firewalls
5. antivirus
6. anti-spy ware
7. password management software

©TVET CDACC 2018 45

Equipment
screw driver
sensors
cctv
Computer

Materials and supplies

 Digital instructional material including DVDs and CDs

Reference materials
Manufacturers manuals

©TVET CDACC 2018 46

 ICT SYSTEM SUPPORT

UNIT CODE: IT/CU/ICT/CR/4/6

Relationship to Occupational Standards

This unit addresses the unit of competency: PERFORM ICT INFRASTRUCTURE

SUPPORT

Duration of Unit:150hours

Unit Description:
This unit describes the competencies required to perform ICT infrastructure support. It involves
identification and documentation of ICT infrastructure, evaluation of the state of performance
and possible causes of failure, diagnosing and fixing of the problems, testing of performance
and user training.

Summary of Learning Outcomes:

By the end of the unit, the trainee should be able to:
1. Identify and Document ICT infrastructure
2. Evaluate the state of performance and possible causes of failures
3. Diagnose and fix problems
4. Test component performance
5. Perform User training

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify and Document  Definition of ICT infrastructure  Practical exercises
ICT infrastructure  Components of ICT  Oral questioning
Infrastructure  Learner portfolio of
 ICT Infrastructure specifications evidence
 Types of ICT infrastructure
 Computer hardware
platforms
 Operating system
platforms
 Enterprise and other

©TVET CDACC 2018 47

 software applications
 Data management and
storage
 Networking and
 telecommunications
platforms
 Internet platforms
 End users
 Safety precautions of ICT
Infrastructure
 Documentation of Infrastructure
assets and their operational and
service status
2 Evaluate the state of  Define troubleshooting  Observation
performance and possible  Possible causes of failure  Practical
causes of failures  Unstable power  Projects
 Malfunctioning
 Mechanical faults
 Environmental factors
 Natural disasters
 Dust
 Ventilation
 User factors
 Malicious damage
 Accidents
 Lack of maintenance
3. Diagnose and fix  Define Diagnostic terms  Practical exercises
problems  Identify diagnostic and repair  Oral questioning
tools and their functions  Written tests
 Tools to diagnose and fix the  Learner portfolio of
problems. evidence.
 Hardware related problems
 Software related problems
 Internet/network related
problems
 User related problems
 Role of ICT Policies in
organizations

©TVET CDACC 2018 48

4.Test component  Test Hardware performance  Practical exercises
performance  Test Software performance  Oral questioning
 Test Internet/network
performance
 Performance analysis
 Recommendation from
performance analysis
 Performance test report
5. Perform User training
 Meaning of user training  Practical exercises
 Importance of user training  Oral questioning
 Implement end user training plan  Learner portfolio of
evidence.
 Observation

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
Comprehensive set of hand tools for the

Equipment
 Computers
 Printers
 Servers
 Scanners
 Network components

Materials and supplies

 Digital instructional material including DVDs and CDs;
 Trunking
 Cable ties
©TVET CDACC 2018 49
  Power
 Network cabinets

Reference materials
Manufacturers manuals

©TVET CDACC 2018 50

 WEBSITE DESIGN

UNIT CODE: IT/CU/ICT/CR/5/6

Relationship to Occupational Standards

This unit addresses the unit of competency: designing a website

Duration of Unit:200hours

Unit Description
This unit specifies competencies required Design a Website. It involves gathering data required,
determining website design tool, developing functional website, host website developed and
perform website routine maintenance.

Summary of Learning Outcomes

1. Gather data required
2. Determine Website design tool
3. Develop functional website
4. Host Website developed
5. Perform Website Routine Maintenance

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Suggested Assessment

Content
Method
1. Gather data  Meaning of web terms.  Observation
required for  Importance of website  Written
 Types of websites
web site  Oral
 Website requirements
development
 Web Programming languages

2. Determine  Types of website authoring tools  Observation

Website design  Criteria of choosing website  Written
authoring tools
tool  Oral
 Installation and configuration of
website authoring tools
 Use of website authoring tools
3. Develop  HTML CODING  Observation
functional  Formatting tags  Written
 hyperlinks tag
website  Oral
 tables tags
 frames tags
©TVET CDACC 2018 51
  forms tags
 list tags
 SCRIPTING
 functions of scripting
languages
 types of scripting languages
 Java scripting
 JS Statements
 JS Variables
 JS Operators
 JS Data Types
 JS Functions
 JS Objects
 JS Events
 JS Strings
 JS Numbers
 JS Arrays
PHP
 importance of PHP
 PHP Syntax
 PHP Variables
 PHP Data Types
 PHP Operators
 PHP control structures
 PHP Functions
 PHP Arrays
 PHP Forms
 Database creation
 Database Linkage

4. Host Website  Website hosting process  Observation

developed  Factors to consider when selecting a  Written
host
 Oral
 Legal and regulatory requirements
 Domain name
 Uploading web site
 Security measures

5. Perform  Importance of website testing  Observation

Website  Components of the website  Written
functionalities
Routine  Oral
 Creation, update and archiving of
Maintenance
contents
 Generate maintenance report as per

©TVET CDACC 2018 52

 internal policy

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer
 Guided learner activities
 Research project assignments
 Supervised activities and projects in a workshop
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting expert worker from the ICT sector
 Industrial visits.

Recommended Resources

Tools
Web development suite
 Dream weaver
 HTML
 CMS

Equipment
 Computer
 Software suite
 Hosting server
Materials and supplies
 Digital instructional material including DVDs and CDs;
 Internet connectivity
 Power

Reference materials
e-books
journals

©TVET CDACC 2018 53

 COMPUTER REPAIR AND MAINTENANCE

UNIT CODE: IT/CU/ICT/CR/6/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Perform Computer Repair And Maintenance
Duration of Unit:150hours

Unit Description:
This unit specifies competencies required to perform computer repair and Maintenance. It
involves performing troubleshooting, disassembling of faulty components, repairing/replacing
faulty components, testing of component functionality upgradation and testing of hardware and
software.

Summary of Learning Outcomes:

1. Perform troubleshooting
2. Disassemble faulty components
3. Repair/Replace and reassemble faulty components
4. Test computer functionality
5. Upgrade computer software/hardware

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Method
1. Perform  Computer parts  Practical exercises
troubleshooting  Assembling and disassembling  Oral questioning
process  Written test
 Theory of probable cause  Learner portfolio of
 Test of theory of probable cause evidence.
 problem identification
 appropriate solutions
 occupational safety and health
standards

2. Disassemble faulty  Tools for disassembling  Practical exercises

components  Procedures and techniques  Oral questioning
for disassembling  Written test
 Repair or replace and  Learner portfolio
©TVET CDACC 2018 54
 reassemble components of evidence.

3. Repair/Replace and  Determine components to  Practical exercises

reassemble replace or repair  Oral questioning
components  Procedures and Techniques for  Written test
reassembling  Learner portfolio of
 Component testing evidence.
 Repair/replace report
4. Test computer  Computer testing tools  Practical exercises
functionality  Testing techniques  Oral questioning
 Perform computer test  Written test
functionality  Learner portfolio of
 Status report evidence.
5. Upgrade computer  Determine Reasons of  Practical exercises
software/hardware upgrading  Oral questioning
 procedures and techniques for  Written test
upgrading  Learner portfolio
of evidence

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
Straight-head screwdriver, large and small.
Phillips-head screwdriver, large and small.
Tweezers or part retriever.
Needle-nosed pliers.
Wire cutters.
Chip extractor.
Hex wrench set.
Torx screwdriver
©TVET CDACC 2018 55
Equipment
 Computer
 Tool box
Materials and supplies
Digital instructional material including DVDs and CDs

Reference materials
Manufacturers manuals

©TVET CDACC 2018 56

 DATABASE MANAGEMENT SYSTEM

UNIT CODE: IT/CU/ICT/CR/7/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Manage database system

Duration of Unit: 250 hours

Unit Description:
This unit specifies competencies required to manage database system. They include
identification of database management systems, designing of database, Creation and
manipulation of database, database testing e.g. using dummy data, implementation of the
designed database, establishing transaction and concurrency mechanism and managing database
security

Summary of Learning Outcomes:

1. Identify database management system
2. Design database
3. Create and manipulate database
4. Perform database testing e.g. using dummy data
5. Implement designed database (roll out)
6. Establish transaction and concurrency mechanism
7. Manage database security

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Method
1. Identify database  Define database management  Practical exercises
management system system, components and  Oral questioning
terminologies  Written test
 Classification of databases  Learner portfolio of
 Understand various database evidence.
management system

2. Design database  Define data abstraction, instances  Practical exercises

and schemas  Oral questioning

©TVET CDACC 2018 57

  Types of Database structures  Written test
 Database operations  Learner portfolio
 INSERT of evidence.
 SELECT
 UPDATE
 DELETE
 Data models
 ER- Models
 Relational Models
 Hierarchical models
 Network Models

3. Create and manipulate  Creation of tables  Practical exercises

database  Primary and  Oral questioning
secondary key  Written test
 Linking of tables  Learner portfolio of
 Data variables evidence.
 Database integration
 Database Querying - SQL

4. Perform database  Integration testing  Practical exercises

testing e.g. using dummy  DB Query testing  Oral questioning
data  Database test techniques  Written test
 Schema testing  Learner portfolio of
 Stored procedure evidence.
 Trigger
 Stress
 views
 Benchmarking e.t.c

 Perform database testing

 Generate test report
5. Implement designed  Run the designed database  Practical exercises
database (roll out)  Test the design and Database  Oral questioning
functionality  Written test
 Learner portfolio
of evidence

©TVET CDACC 2018 58

6. Establish transaction  Transaction mechanisms  Practical exercises
and concurrency  Concurrency mechanisms  Oral questioning
mechanism  Management of multiple  Written test
transactions  Learner portfolio of
evidence
7.Manage database  Restriction of access as per  Practical exercises
security Internal policy  Oral questioning
 Types of restrictions  Written test
 Backup and recovery methods

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
 DB Comparer
 Ad miner
 Firebird
 DBeaver
 phpMyAdmin
 Navicat for MySQL
 Test Data Generator
 Visual Query Designer
Equipment
 computers
 Servers

©TVET CDACC 2018 59

 MANAGE INFORMATION SYSTEM

UNIT CODE: IT/CU/ICT/CR/8/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Management information system

Duration of Unit: 150 hours

Unit Description:
This unit specifies competencies required to Manage information system. It involves
identification of information system concepts, classification of information systems,
management of information resources, Planning of information system, identification of impact
of information system in an organization

Summary of Learning Outcomes:

1. Identify information system concepts
2. Classify information systems
3. Manage information resources
4. Information system planning
5. Impact of information system in organization

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
Identify information  Define IS terms  Practical exercises
system concepts  components of an IS with observation
 roles of IS checklist
 Qualities of an IS  Oral questioning
 Types of systems  Written test
 Open
 Closed
 Probabilistic
 Cybernetic etc

©TVET CDACC 2018 60

Classify information  Strategic levels of an organization  Practical
systems  Operational level  Observation
 Knowledge level  Written test
 Tactical level
 Strategic level
 Classification of IS
 TPS( transaction processing )
 MIS( management
 KWS( knowledge work S)
 DSS (Decision support system)
 ESS (Executive support system)
 IS processing requirements
 functional areas of MIS
Manage information  Information resource management  Practical exercises
resources concepts  Oral questioning
 IS resources  Written test
 hardware
 software
 databases
 networks
 procedures
 security facilities
 Physical buildings.
 Classification of IS Resources
 Importance of managing
information resources

Information system  Definition of IS planning  Practical exercises

planning  Importance of planning  Oral questioning
 IS planning process
 IS planning techniques
 Project planning
 Causes of project failure
and success
 Types of IS Acquisition methods
 In house
 Off the shelf

©TVET CDACC 2018 61

  Hire, outsource

Impact of information  Trends of IS  Practical exercises

system in organization  Negative impacts  Oral questioning
 Positive impacts  Written test
 Ethical  Learner portfolio of
 Non disclosure NDA evidence.
 Privacy
 Data integrity
 code of conduct
 legal issues
 warrants
 bridge of contracts
 computer crimes
 IS maintenance

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
Transaction Processing Systems (TPS)
Operation Information System (OIS
Decision Support Systems (DSS)
Enterprise resource planning (ERP)
Equipment
 Computers
 Operating System

©TVET CDACC 2018 62

Materials and supplies
Digital instructional material including DVDs and CDs

©TVET CDACC 2018 63

 GRAPHIC DESIGN

UNIT CODE: IT/CU/ICT/CR/9/6

Relationship to Occupational Standards

This unit addresses the unit of competency: Perform graphic design

Duration of Unit: 200 hours

Unit Description:
This unit specifies competencies required to Perform Graphic Design. It involves Identification
of graphic design concepts, identification of elements and principles of graphic design,
application of typography techniques, creation and editing of images, perform of layout design
and printing of the layout design.

Summary of Learning Outcomes:

1. Identify Graphic Design Concepts
2. Identify Elements and Principles of Graphic Design
3. Apply Typography Techniques
4. Create and Edit Images
5. Perform Layout Design
6. Print and Post the Design created

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
Identify Graphic Design  Definition of graphic design  Practical exercises
Concepts  Graphic Design Equipment with observation
 Computer checklist
 Scanner  Oral questioning
 Printer
 Written test
 Camera
 Digital Tablet  Learner portfolio of
 Application areas evidence.
 Corporate branding
 Packaging
 Printed materials
 Online art

©TVET CDACC 2018 64

Identify Elements and  Definition of Elements  Practical
Principles of Graphic  Colour  Project
Design  Line  Observation
 Shape  Written test
 Space
 Texture
 Value
 Principles of Graphic design
 Balance
 Contrast
 Emphasis
 Harmony
 Proportion
 Pattern
 Unity

Apply Typography  Definition of Typography  Practical exercises

Techniques  Definition and application of  Oral questioning
Anatomy  Written test
 Types of Typography
 Old style
 Transitional
 Modern
 Slab serif
 Gothic etc.
 Typography Techniques
 Kern upside down
 Blur it
 Kern with balloons
 Rough our headlines etc.

Create and Edit Images  Types of Graphic design software  Practical exercises
 Adobe Photoshop  Oral questioning
 Adobe InDesign  Learner portfolio of
 Corel Draw evidence.
 Paint.net
 Types of Image file types
©TVET CDACC 2018 65
  Raster
 Vector
 Creation of :
 Letterforms
 lines of type
 body copy
 Techniques of image manipulation
 Colour blending
 Image merging
 Texture use
 Proportion etc.
 Creation of Images using Adobe
Photoshop
Perform Layout Design  Proportion and its application areas  Practical exercises
 Types of Unified systems  Oral questioning
 Typographic tools  Written test
 Learner portfolio of
evidence.
Print the Design created  Tools and equipment for printing 
 Types of printing
 Printing papers classification

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
 Illustrator
 Adobe InDesign
 Adobe Photoshop
 Paint.net
 Corel Draw

©TVET CDACC 2018 66

Equipment
 Computers
 Printers
 Scanners
 Camera
 Digital Tablet

Materials and supplies

Digital instructional material including DVDs and CDs

©TVET CDACC 2018 67

 COMPUTER PROGRAMMING

UNIT CODE: IT/CU/ICT/CR/10/6

Relationship to Occupational Standards

This unit addresses the competency: Develop computer program

Duration of Unit: 300 hours

Unit Description:
This unit specifies competencies required to develop computer program. It involves Identifying
program and programming concepts, identifying phases of program development, perform
program design and Analysis, develop a Computer program, Perform Program testing and
debugging, Perform User training and Program Maintenance.

Summary of Learning Outcomes:

1. Identify program and programming concepts
2. Identify Phases of Program development
3. Perform program design and Analysis
4. Develop a Computer program
5. Perform Program testing and debugging
6. Perform User training and Program Maintenance

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify program and  Definition of program and  Practical exercises
programming programming with observation
concepts  Programming concepts checklist
 Program structure
 Variable declaration  Oral questioning
 Looping structures  Written test
 Control structures  Learner portfolio of
 Syntax evidence.
 Programming languages
 Object oriented
 Functional
 Imperative
 Declarative
©TVET CDACC 2018 68
  Approaches of program
development
 Waterfall
 Agile
 Spiral etc
2. Identify Phases of  Phases of program development  Practical
Program  Planning  Project
 System analysis and design  Observation
development
 System development
 Testing  Written test
 Implementation
3. Perform program  Definition of program design and  Practical exercises
design and analysis  Oral questioning
Analysis  Program design and analysis tools  Written test
 Dataflow diagram
 Pseudocode
 HIPO Diagram
 Structure charts
 Software design levels
 High level design
 Detailed design
 Architectural design
 Types of system design
 Form design
 File organization design
 Database design
4. Develop a Computer  Format of a computer program  Practical exercises
program  Source code  Oral questioning
 Components of the program:
 Learner portfolio of
Program header,
evidence.
declarations, main body
 Interrelationships between
components
 Data structures
 Fundamentals of structured
programming using C language
 Special features
 Structure of C language
 Variables and constants
 Input/output functions
 Literal reserved words
 Identifiers
 Data types and their sizes
 Conditional statements

©TVET CDACC 2018 69

  Loop control
 C functions
 Library functions
 User defined functions
 Arguments and parameters

 Fundamentals of Object Oriented

programming using Java
 Object oriented
programming
 Java language
 Java Virtual Machine
 Java Libraries
 Program structure
 Java Output
 Variables and expressions
 Classes and objects
 Input in java
 Data types and operators
 Boolean statements
 Loops and program flow
 Arrays
 Exception handling

5. Perform Program  Difference between testing and  Practical exercises

testing and debugging.  Oral questioning
debugging  Types of testing  Written test
 Smoke
 Learner portfolio of
 Functional
 Usability evidence.
 Security
 Performance
 Regression
 Compliance
 Levels of testing
 Unit
 Integration
 System
 Acceptance
 Methods of testing
 Black box
 White box
 Gray box
 Agile
©TVET CDACC 2018 70
  Adhoc
 Debugging steps
 Debugging requirements
 Debugging principles
 Debugging techniques

6. Perform User  Identification of user training needs 

training and  Methods of user training
Program  User training manuals
Maintenance  Maintenance schedule
 System maintenance tools and
techniques.
 Monitoring of system performance
 Rectification of bugs
 Handling requested changes

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
Comprehensive set of tools.
 Flow charts
 Data flow diagram
 Decision table
 Data dictionary
 Decision tree

Equipment
 Computer
 Software

©TVET CDACC 2018 71

Materials and supplies
Digital instructional material including DVDs and CDs

©TVET CDACC 2018 72

 MOBILE APPLICATION DEVELOPMENT

UNIT CODE: IT/CU/ICT/CR/11/6

Relationship to Occupational Standards

This unit addresses the competency: Develop Mobile Application

Duration of Unit: 350 Hours

Unit Description:
This unit specifies competencies required to develop computer program. It involves
Identifying Mobile application concepts, identifying mobile application development
environment, identifying Application Design Issues, actual Development of mobile
application, testing of the developed mobile application and Publishing and Commercializing
the developed Application.

Summary of Learning Outcomes:

1. Identify Mobile application concepts
2. Identify mobile application development environment
3. Identify Application Design Issues
4. Develop mobile application
5. Test the developed mobile application
6. Publish and Commercialize the developed Application

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify Mobile 1.1.Definition of Mobile application  Practical exercises
application concepts 1.2.Types of Mobile applications with observation
 Hybrid
checklist
 Native
1.3.Mobile application development  Oral questioning
approaches  Written test
 Native 
 Hybrid Native
 Hybrid web
 Progressive web
1.4.Reasons for mobile application

©TVET CDACC 2018 73

 development

2. Identify mobile  Definition of Mobile Application  Practical

application Development Architecture  Project
 Mobile Application Development
development  Observation
Architecture
environment
 Stack  Written test
 Linux Kernel
 DVM – Dalvik virtual
Machine
 SDK
 Reference Architecture
 Model view presenter
 Wildlife
 Mobile development frameworks
 Native script
 Flutter
 React Native
 Mobile application development
tools
 Integrated Development
Environment (IDE)
 Graphic User Interface
(GUI)
 Emulator
 Android SDK

3. Identify Application  Mobile development lifecycle  Practical exercises

Design Issues  Setup  Oral questioning
 Develop  Written test
 Test and Debug
 Publish
 Overarching Design principles and
Guidelines
 Platform
 Customer Benefit
 Device
 Scalability etc
 Mobile application Navigation
Patterns
 Hamburger Menu
 Tab bar
 Gesture based

©TVET CDACC 2018 74

4. Develop mobile  Mobile Application development  Practical exercises
application software  Oral questioning
 Integrated Development
Environment (IDE)
 Android SDK
 Androidmanifest.XML
Configuration
 Resources defined in XML
 Res/Layout
 Res/Menu
 Res/Value
 Res/Drawable
 Framework components
 Activity
 Services
 Broadcast receiver
 Content provider
 SDK Configuration
 Building and setting up of the
Application
5. Test the developed  Testing techniques and procedures  Practical exercises
mobile application  Usability testing  Oral questioning
 Installation testing  Written test
 Cloud testing etc

 Definition of Debugging
 Debugging techniques

6. Publish and  Application distribution through 

Commercialize the application stores
developed Application  Monetizing applications through
mobile money APIs
 upgrading and patching of the
application

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
©TVET CDACC 2018 75
  Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
Integrated Development Environment (IDE)
Graphic User Interface (GUI)
Emulator
Android SDK

Equipment
 Computer
 Software
 Mobile device

Materials and supplies

Digital instructional material including DVDs and CDs

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 SYSTEM ANALYSIS AND DESIGN

UNIT CODE: IT/CU/ICT/CR/12/6

Relationship to Occupational Standards

This unit addresses the competency: System Analysis And Design

Duration of Unit: 180 Hours

Unit Description:
This unit specifies competencies required to develop computer program. It involves
understanding of System Analysis and Design fundamentals, understanding approaches to
system Development and Project planning, Performing System Analysis, identify Essentials of
System Design, understand advanced Design Concepts, Perform System implementation and
Understand Current Trends in System Development.
Summary of Learning Outcomes:
1. Understand System Analysis and Design Fundamentals
2. Understand Approaches to system Development and Project planning.
3. Perform System Analysis
4. Identify Essentials of System Design
5. Understand advanced Design Concepts
6. Perform System Implementation
7. Understand Current Trends in System Development

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
Understand System  Define system, system design and  Practical exercises
Analysis and Design system analysis with observation
Fundamentals  Constrains of system checklist
 Interconnectivity
 Objectives of organization  Oral questioning
 Properties of a system  Written test
 Organization 
 Interaction
 Interdependence
 Integration

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  Elements of a system
 Control
 Input
 Process
 Output
 Classification of systems

 Types of Information system

 Physical
 Open or closed
 Adaptive and non-adaptive
 Permanent and temporary
 System models
 Schematic
 Flow system
 Static system
 Dynamic system
 Categories of Information
 Strategic
 Management
 Operational
Understand Approaches to  System development Approaches  Practical
system Development and  System development methodologies  Project
Project planning.  System development life cycle  Observation
models
 Written test
 Activities involved in SDLC
 SDLC phases
 Project planning concepts

Perform System Analysis  Overview of system Analysis  Practical exercises

 Role of a system Analyst  Oral questioning
 Attributes of structured analysis  Written test
 Graphic
 Logical
 Process division
 High level to lower level
approach
 Tools for system analysis
 Data Flow Diagrams
 Data Dictionary
 Decision Trees
 Decision Tables

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  Structured English
 Pseudocode

Activities performed during System

analysis
 Gather detailed Information
 Define requirements
 Prioritize requirements
 Develop user-interface dialogs
 Evaluate requirement with users
 Define functional requirements

Identify Essentials of  Design with Software specification  Practical exercises

System Design requirements (SRS) document  Oral questioning
 Components of system design
 Quality
 Timeliness
 Cost-Effectiveness
 Inputs
 Statement of work
 Requirement determination
plan
 Current situation analysis
 Proposed system
requirements including a
conceptual data model,
modified DFDs, and
Metadata (data about data)
 Outputs
 Infrastructure and
organizational changes for
the proposed system.
 A data schema, often a
relational schema.
 Metadata to define the
tables/files and
columns/data-items.
 A function hierarchy
diagram or web page map
that graphically describes
the program structure.
 Actual or pseudocode for
each module in the program.

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  A prototype for the proposed
system
 Stages of system design
 Requirements determination
 Requirements specifications
 Feasibility Analysis
 Final Specifications
 Hardware study
 System Design
 Types of system design
 Logical
 Physical
 Architectural
 Detailed
 Data Modelling techniques
 Conceptual
 Relational
 Object Oriented
Understand advanced  Types of Advance Design  Practical exercises
Design Concepts modelling  Oral questioning
 File Organization Methods  Written test
 Serial

 Sequential
 Direct
 Indexed
 File access methods
 Sequential
 Direct
 System security Control
 Privacy
 Integrity
 System Control Measures
 Backup
 Physical Access
 Logical
 Structured Design Concepts
 Input
 Output
 User interface
 Modularization

Perform System  System implementation procedures 

Implementation  Program Development

©TVET CDACC 2018 80

  Quality Assurance
 Data Conversion
 Types of the system testing
 Software
 Unit
 Integration
 Usability
 Deployment procedures of the
system
 Installation
 Documentation
 Training
 Maintenance
Understand Current Trends  Frameworks, components and 
in System Development services are identified
 Object Frameworks
 Component standards and
infrastructure
 Service Standards
 Model driven architecture is
understood
 MDA Approach
 MDA tools
 Adaptive methodologies to
development are understood
 Agile Software
Development
 Software principles and practices
are identified
 Abstraction
 Models and Modelling
 Patterns
 Reuse
 Methodologies

©TVET CDACC 2018 81

 Suggested Methods of Delivery
 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
 Data Flow Diagrams
 Data Dictionary
 Decision Trees
 Decision Tables
 Structured English

Equipment
 Computer
 Software
 Mobile phones
 Tablets


Materials and supplies

Digital instructional material including DVDs and CDs

Reference materials
Appropriate Mobile Application Development text books

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©TVET CDACC 2018 83