TVET CURRICULUM DEVELOPMENT, ASSESSMENT AND

CERTIFICATION COUNCIL (TVET CDACC)

COMPETENCY BASED CURRICULUM

FOR

APPLIED STATISTICS

LEVEL 6

TVET CDACC

P.O BOX 15745-00100

NAIROBI
First published 2019
© 2019, TVET CDACC
All rights reserved. No part of this Curriculum 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]

© 2019 ,TVET CDACC II

 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 Kenya’s development blue print 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
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 this Curriculum has been developed.
It is my conviction that this Curriculum will play a great role towards development of
competent human resource for the Mathematics and Statistics sector’s growth and
sustainable development.

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION

© 2019 ,TVET CDACC III

 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 the
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 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.

TVET Curriculum Development, Assessment and Certification Council (TVET

CDACC) in conjunction with Applied Statistics Sector Skills Advisory Committee
(SSAC), have developed this Curriculum.

This Curriculum has been developed following the CBET framework policy; the
CBETA Standards and guidelines provided by the TVET Authority and the Kenya
National Qualification framework designed by the Kenya National Qualification
Authority.
This Curriculum is designed and organized with an outline of learning outcomes;
Suggested Methods Instructions, training/learning resources and methods of assessing
the trainee’s achievement. The Curriculum is competency-based and allows multiple
entry and exit to the course.
I am grateful to the Council Members, Council Secretariat, Applied Statistics SSAC,
expert workers and all those who participated in the development of this Curriculum.

CHAIRMAN, TVET CDACC

© 2019 ,TVET CDACC IV

 ACKNOWLEDGEMENT

This Curriculum has been designed for competency-based training and has independent
units of learning that allow the trainee flexibility in entry and exit. In developing the
Curriculum, significant involvement and support was received from various
organizations.

I recognize with appreciation the role of the Applied Statistics Sector Skills Advisory
Committee (SSAC) in ensuring that competencies required by the industry are
addressed in the Curriculum. I also thank all stakeholders in the Applied Statistics
sector for their valuable input and all those who participated in the process of
developing this Curriculum.

I am convinced that this Curriculum will go a long way in ensuring that workers in
business will acquire competencies that will enable them to perform their work more
efficiently.

COUNCIL SECRETARY/CEO
TVET CDACC

© 2019 ,TVET CDACC V

 Table of Contents
FOREWORD ........................................................................................................... iii
PREFACE ................................................................................................................ iv
ACKNOWLEDGEMENT ......................................................................................... v
ABBEVIATIONS AND ACRONYMS ................................................................... vii
KEY TO UNIT CODE ........................................................................................... viii
BASIC UNITS OF LEARNING ................................................................................ 1
COMMUNICATION SKILLS .............................................................................. 2
NUMERACY SKILLS .......................................................................................... 5
DIGITAL LITERACY ........................................................................................ 10
ENTREPRENEURIAL SKILLS.......................................................................... 13
EMPLOYABILITY SKILLS ............................................................................... 17
ENVIRONMENTAL LITERACY....................................................................... 23
OCCUPATIONAL SAFETY AND HEALTH PRACTICES ............................... 27
COMMON UNITS OF LEARNING ....................................................................... 29
MATHEMATICS FOR STATISTICS ................................................................. 30
STATISTICAL TECHNIQUES .......................................................................... 35
RESEARCH METHODS .................................................................................... 41
DATABASE MANAGEMENT SYSTEM .......................................................... 45
STATISTICAL DATA MANAGEMENT ........................................................... 48
CORE UNITS OF LEARNING ............................................................................... 54
RESEARCH CONCEPTS ................................................................................... 55
COLLECTION AND MANAGEMENT OF RESEARCH DATA ....................... 59
DESCRIPTIVE DATA ANALYSIS .................................................................... 62
INFERENTIAL DATA ANALYSIS ................................................................... 65
DESIGNING RESEARCH EXPERIMENTS ...................................................... 69
IMPROVEMENT OF PROCESS QUALITY ...................................................... 72

© 2019 ,TVET CDACC VI

ABBEVIATIONS AND ACRONYMS

BC Basic Competency

CR Core Competency
CU Curriculum

CC Common Competency
CBET Competency Based Education and Training

CDACC Curriculum Development Assessment and Certification Council

ICT Information Communication Technology
KCSE Kenya Certificate of Secondary Education

KNQA Kenya National Qualifications Authority

OS Occupational Standard
OSHS Occupation Safety and Health Standards
PPE Personal Protective Equipment

SSAC Sector Skills Advisory Committee

TVET Technical and Vocational Education and Training

SPSS Statistical packages in social statistics

ANOVA Analysis of variance
PAPI Paper and Pencil Interviewing

CAPI Computer Assisted Personal Interviewing

GDG Focused group discussions

SD standard deviation
DB database

SQL Structured Query Language

AIC Akaike information criterion

GLM’s Generalised linear models

GNP Gross National Products

ODK Open Data kit

© 2019 ,TVET CDACC VII

 KEY TO UNIT CODE

MATH/CU/AS/BC/01/6/A

Industry or sector

Curriculum
Occupational area

Type of competency
Competency number
Competency level

Version control

© 2019 ,TVET CDACC VIII

COURSE OVERVIEW
Applied Statistics Level 6 qualification consists of competencies that an individual
must achieve in order to prepare research concept, design and data collection tools,
collect and manage research data, carry out descriptive data analysis, carry out
inferential data analysis, design experiments and improve industrial process quality
The Units of Learning comprising applied statistics level 6 qualifications include the
following:

BASIC UNITS OF LEARNING

Unit Code Unit Title Duration Credit

in hours Factor

MATH/CU/AS/BC/01/6/A Communication Skills 40 4

MATH/CU/AS/BC/02/6/A Numeracy Skills 60 6

MATH/CU/AS/BC/03/6/A Digital literacy 60 6

MATH/CU/AS/BC/04/6/A Entrepreneurial Skills 100 10

MATH/CU/AS/BC/05/6/A Employability Skills 80 8

MATH/CU/AS/BC/06/6/A Environmental Literacy 40 4

MATH/CU/AS/BC/07/6/A Occupational Safety and 40 4

Health Practices
TOTAL 420 42

COMMON UNITS OF LEARNING

Unit Code Unit Title Duration Credit

in hours Factor

MATH/CU/AS/CC/01/6/A Mathematics for Statistics 200 20

MATH/CU/AS/CC/02/6/A Statistical Techniques 200 20

MATH/CU/AS/CC/03/6/A Research Methods 130 13

MATH/CU/AS/CC/04/6/A Database Management 150 15

Systems

© 2019 ,TVET CDACC IX

 MATH/CU/AS/CC/05/6/A Statistical Data 140 14
Management

TOTAL 820 82

CORE UNITS OF LEARNING

Unit Code Unit Title Duration Credit

in hours Factor

MATH/CU/AS/CR/01/6/A Research Concepts

160 16

MATH/CU/AS/CR/02/6/A Collection And

Management of Research 160 16
Data

MATH/CU/AS/CR/03/6/A Descriptive Data Analysis 200 20

MATH/CU/AS/CR/04/6/A Inferential Data Analysis 200 20

MATH/CU/AS/CR/05/6/A Designing Research

200 20
Experiments

MATH/CU/AS/CR/06/6/A Improvement Of Process

200 20
Quality

Industrial Attachment 480 48

Project/Term Paper

TOTAL 1600 160

GRAND TOTAL 2840 284.0

The core units of learning are independent of each other and may be taken
independently.
The total duration of the course is 2840 hours, which is equivalent to 95 weeks at 30
hours of learning per week including 480 hours (12 weeks) of field attachment.

Field Attachment
It is envisaged that the trainee will have undergone a field training and assessment with
a recognized statistics consultancy firm/industry. At least 480 hours (12 weeks) will be
spent on a supervised and assessed field attachment.

© 2019 ,TVET CDACC X

Research Project/Term paper
Its required that the trainee will carry out a research project in a field of his/her choice
and submit it to the institution for marking and marks awarded before issue of the final
certificate.

Entry Requirements
An individual entering this course should have any of the following minimum
requirements:
a) Attained KCSE Mean Grade C- (minus)
Or
b) National Applied Statistics Certificate Qualification (Level 5)
Or
c) Equivalent qualifications as determined by Kenya National Qualifications
Authority (KNQA)
Trainer qualification- to be added
A trainer for this course should have a higher qualification than the level of this course
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 accredited internal
verifier while external assessment is conducted by accredited external assessors
appointed by TVET CDACC.

Certification
A candidate will be issued with a Certificate of Competency on demonstration of
competence in a unit of competency. To attain the National Applied Statistics Level 6
Certificate, the candidate must demonstrate competence in all the units of competency
as given in qualification pack. These certificates will be issued by TVET CDACC in
conjunction with training provider.

© 2019 ,TVET CDACC XI

 BASIC UNITS OF LEARNING

© 2019 ,TVET CDACC 1

 COMMUNICATION SKILLS

UNIT CODE: MATH/CU/AS/BC/01/6/A

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 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.

Summary of Learning Outcomes

1. Meet communication needs of clients and colleagues
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. Meet  Communication process  Interview
communication  Modes of communication  Written texts
needs of clients  Medium of communication
and colleagues  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 (clarifying and
probing)

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  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  Interview
communication  Styles of group leadership  Written texts
strategies  Openness and flexibility in
communication
 Communication skills
relevant to client groups
3. Establish and  Types of communication  Interview
maintain pathways  Written texts
communication
pathways
4. Promote use of  Application of elements of  Interview
communication communication strategies  Written texts
strategies  Effective communication
techniques
5. Conduct interview  Types of interview  Interview
 Establishing rapport  Written texts
 Facilitating resolution of
issues
 Developing action plans
6. Facilitate group  Identification of  Interview
discussion communication needs  Written texts
 Dynamics of groups
 Styles of group leadership
 Presentation of information
 Encouraging group
members participation
 Evaluating group
communication strategies

© 2019 ,TVET CDACC 3

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

Suggested Methods of Instruction

 Discussion
 Role playing
 Simulation
 Direct instruction
Recommended Resources
 Desktop computers/laptops
 Internet connection
 Projectors
 Telephone

© 2019 ,TVET CDACC 4

 NUMERACY SKILLS

UNIT CODE: MATH/CU/AS/BC/02/6/A

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 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.

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  Written tests
range of mathematics  Assignments
mathematical  Addition, subtraction,  Supervised
calculations multiplication and exercises
for work division of positive and
negative numbers
 Algebraic expressions
manipulation
 Forms of fractions, decimals
and percentages
 Expression of numbers as

© 2019 ,TVET CDACC 5

 powers and roots
2. Apply ratios,  Rates, ratios and proportions  Written tests
rates and  Meaning  Assignments
proportions to  Conversions into  Supervised
solve percentages exercises
problems  Direct and inverse
proportions
determination
 Performing calculations
 Construction of graphs,
charts and tables
 Recording of
information
3. Estimate,  Units of measurements and  Assignments
measure and their symbols  Supervised
calculate  Identification and selection exercises
measurement of measuring equipment  Written tests
for work  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  Identification of features in
maps to plan routine maps and plans  Written
travel routes  Symbols and keys used in  Practical test
for work routine maps and plans
 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

© 2019 ,TVET CDACC 6

  Planning of routes
 Calculation of distance,
speed and time
5. Use geometry  Identify two dimensional 
to draw and shapes and routine three
construct 2D dimensional shapes in
and 3D shapes everyday objects and in
for work different orientations
 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,  Classification of data  Assignments
organize and  Grouped data  Supervised
interpret  Ungrouped data exercises
statistical data  Data collection  Written tests
 Observation
 Recording
 Distinguishing between
sampling and census
 Importance of sampling

© 2019 ,TVET CDACC 7

  Errors in sampling
 Types of sampling and their
limitations e.g.
 Stratified random
 Cluster
 Judgmental
 Tabulation of data
 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  Interpretation  Written tests
for work  Applications of linear graphs
 Curves of first and second
degree
 Plotting
 Interpretation
8. Use common  Identify and use keys for 
functions of a common functions on a  Written
scientific calculator calculator  Practical test
 Calculate using whole
numbers, money and
routine decimals and
percentages
 Calculate with routine
fractions and percentages
 Apply order of operations to
solve multi-step
calculations

© 2019 ,TVET CDACC 8

  Interpret display and record
result

Suggested Methods of Instruction

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

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

© 2019 ,TVET CDACC 9

 DIGITAL LITERACY

UNIT CODE: MATH/CU/AS/BC/03/6/A

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 demonstrate digital literacy. It involves in
identifying computer software and hardware, applying security measures to data,
hardware, software in automated environment, computer software in solving task,
internet and email in communication at workplace, desktop publishing in official
assignments and preparing presentation packages.

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  Functions of ICT  Oral
software  History of computers presentation
 Components of a computer
 Classification of
computers
2. Apply security  Data security and control  Written tests
measures to data,  Security threats and  Oral
hardware, software control measures presentation
in automated  Types of computer crimes  Project
environment  Detection and protection
against computer crimes
 Laws governing protection
of ICT

© 2019 ,TVET CDACC 10

3. Apply computer  Operating system  Oral
software in solving  Word processing questioning
tasks  Spread sheets  Project
 Data base design and
manipulation
 Data manipulation, storage
and retrieval
4. Apply internet and  Computer networks  Oral
email in  Network configurations questioning
communication at  Uses of internet  Written
workplace  Electronic mail (e-mail) report
concept
5. Apply desktop  Concept of desktop  Oral
publishing in publishing questioning
official  Opening publication  Written
assignments window report
 Identifying different tools  Project
and tool bars
 Determining page layout
 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  Types of presentation  Oral
presentation packages questioning
packages  Procedure of creating  Written
slides report
 Formatting slides  Project
 Presentation of slides

© 2019 ,TVET CDACC 11

  Procedure for editing
objects

Suggested Methods of Instruction

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

Recommended Resources
 Computers
 Printers
 Storage devices
 Internet access

© 2019 ,TVET CDACC 12

 ENTREPRENEURIAL SKILLS

UNIT CODE: MATH/CU/AS/BC/04/6/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Entrepreneurial Skills

Duration of unit: 100 hours

Unit Description
This unit covers the competencies required to demonstrate understanding of
entrepreneurship. It involves demonstrating understanding of an entrepreneur,
entrepreneurship and self-employment. It also involves identifying entrepreneurship
opportunities, creating entrepreneurial awareness, applying entrepreneurial motivation and
developing business innovative strategies.

Summary of Learning Outcomes

1. Demonstrate understanding of who an entrepreneur
2. Demonstrate knowledge of entrepreneurship and self-employment
3. Identify entrepreneurship opportunities
4. Create entrepreneurial awareness
5. Apply entrepreneurial motivation
6. Develop business innovative strategies
7. Develop Business plan

Suggested Assessment
Learning Outcome Content Methods

© 2019 ,TVET CDACC 13

1. Demonstrate  Importance of self-  Individual/group
knowledge of employment assignments
entrepreneurship and  Requirements for entry into
self-employment  Projects
self-employment
 Role of an Entrepreneur in  Written tests
business  Oral questions
 Contributions of
 Third party report
Entrepreneurs to National
development
 Entrepreneurship culture in
Kenya
 Born or made entrepreneurs

2. Identify  Business ideas and  Individual/group

entrepreneurship opportunities assignments
opportunities  Sources of business ideas
 Projects
 Business life cycle
 Legal aspects of business  Written tests
 Assessment of product  Oral questions
demand  Third party report
 Business environment
 Interviews
 Factors to consider when
evaluating business
environment
 Technology in business

3. Create  Forms of businesses  Individual/group

entrepreneurial  Sources of business finance assignments
awareness  Factors in selecting source of
 Projects
business finance
 Governing policies on Small  Written tests
Scale Enterprises (SSEs)  Oral questions
 Problems of starting and  Third party report
operating SSEs
 Interviews

© 2019 ,TVET CDACC 14

4. Apply  Internal and external  Case studies
entrepreneurial motivation
 Individual/group
motivation  Motivational theories
assignments
 Self-assessment
 Projects
 Entrepreneurial orientation
 Written tests
 Effective communications in
 Oral questions
entrepreneurship
 Third party report
 Principles of communication
 Interviews
 Entrepreneurial motivation
5. Develop business  Innovation in business  Case studies
innovative strategies  Small business Strategic Plan
 Individual/group
 Creativity in business
assignments
development
 Projects
 Linkages with other
 Written tests
entrepreneurs
 Oral questions
 ICT in business growth and
 Third party report
development
 Interviews

6. Develop Business  Business description  Case studies

Plan  Marketing plan
 Individual/group
 Organizational/Management
assignments
 plan
 Projects
 Production/operation plan
 Written tests
 Financial plan
 Oral questions
 Executive summary
 Third party report
 Presentation of Business Plan
 Interviews

Suggested Methods of Instruction

 Direct instruction
 Project
 Case studies
 Field trips
 Discussions
 Demonstration
 Question and answer
 Problem solving
 Experiential
 Team training

© 2019 ,TVET CDACC 15

Recommended Resources
 Case studies
 Business plan templates
 Computers
 Overhead projectors
 Internet
 Mobile phone
 Video clips
 Films
 Newspapers and
Handouts
 Business Journals
 Writing materials

© 2019 ,TVET CDACC 16

 EMPLOYABILITY SKILLS
UNIT CODE: MATH/CU/AS/BC/05/6/A

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
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.

Summary of Learning Outcomes

1. Conduct self-management
2. Demonstrate interpersonal communication
3. Demonstrate critical safe work habits
4. Lead a workplace team
5. Plan and organize work
6. Maintain professional growth and development
7. Demonstrate workplace learning
8. Demonstrate problem solving skills
9. Manage ethical performance

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Conduct self-  Self-awareness  Written tests
management  Formulating personal  Oral questioning
vision, mission and goals  Interviewing
 Strategies for overcoming  Portfolio of evidence
life challenges  Third party report
 Managing emotions
 Emotional intelligence
 Assertiveness versus
aggressiveness
 Expressing personal
thoughts, feelings and
beliefs

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  Developing and maintaining
high self-esteem
 Developing and maintaining
positive self-image
 Setting performance targets
 Monitoring and evaluating
performance
 Articulating ideas and
aspirations
 Accountability and
responsibility
 Good work habits
 Self-awareness
 Values and beliefs
 Self-development
 Financial literacy
 Healthy lifestyle practices
 Adopting safety practices
2. Demonstrate  Meaning of interpersonal  Written tests
interpersonal communication  Oral questioning
communication  Listening skills  Interviewing
 Types of audience  Portfolio of evidence
 Public speaking  Third party report
 Writing skills
 Negotiation skills
 Reading skills
 Meaning of empathy
 Understanding customers’
needs
 Establishing
communication networks
 Assertiveness
 Sharing information
3. Demonstrate  Stress and stress  Written tests
critical safe management  Oral questioning
work habits  Time concept  Interviewing
 Punctuality and time  Portfolio of evidence
consciousness  Third party report
 Leisure

© 2019 ,TVET CDACC 18

  Integrating personal
objectives into
organizational objectives
 Resources mobilization
 Resources utilization
 Setting work priorities
 Developing healthy
relationships
 HIV and AIDS
 Drug and substance abuse
 Managing emerging issues
4. Lead a  Leadership qualities  Written tests
workplace team  Power and authority  Oral questioning
 Team building  Interviewing
 Determination of team roles  Portfolio of evidence
and objectives  Third party report
 Team parameters and
relationships
 Individual responsibilities
in a team
 Forms of communication
 Complementing team
activities
 Gender and gender
mainstreaming
 Human rights
 Developing healthy
relationships
 Maintaining relationships
 Conflicts and conflict
resolution
 Coaching and mentoring
skills
5. Plan and  Functions of management  Written tests
organize work  Planning  Oral questioning
 Organizing  Interviewing
 Time management  Portfolio of evidence
 Decision making concept  Third party report
 Task allocation
 Developing work plans

© 2019 ,TVET CDACC 19

  Developing work
goals/objectives and
deliverables
 Monitoring work activities
 Evaluating work activities
 Resource mobilization
 Resource allocation
 Resource utilization
 Proactive planning
 Risk evaluation
 Problem solving
 Collecting, analysing and
organising information
 Negotiation
6. Maintain  Avenues for professional  Written tests
professional growth  Oral questioning
growth and  Training and career  Interviewing
development opportunities  Portfolio of evidence
 Assessing training needs  Third party report
 Mobilizing training
resources
 Licenses and certifications
for professional growth and
development
 Pursuing personal and
organizational goals
 Managing work priorities
and commitments
 Recognizing career
advancement
7. Demonstrate  Managing own learning  Written tests
workplace  Mentoring  Oral questioning
learning  Coaching  Interviewing
 Contributing to the learning  Portfolio of evidence
community at the  Third party report
workplace
 Cultural aspects of work
 Networking
 Variety of learning context
 Application of learning
 Safe use of technology

© 2019 ,TVET CDACC 20

  Taking initiative/proactivity
 Flexibility
 Identifying opportunities
 Generating new ideas
 Workplace innovation
 Performance improvement
 Managing emerging issues
 Future trends and concerns
in learning
8. Demonstrate  Critical thinking process  Written tests
problem solving  Data analysis tools  Oral questioning
skills  Decision making  Interviewing
 Creative thinking  Portfolio of evidence
 Development of creative,  Third party report
innovative and practical
solutions
 Independence in identifying
and solving problems
 Solving problems in teams
 Application of problem-
solving strategies
 Testing assumptions
 Resolving customer
concerns
9. Manage ethical  Meaning of ethics  Written tests
performance  Ethical perspectives  Oral questioning
 Principles of ethics  Interviewing
 Ethical standards  Portfolio of evidence
 Organization code of ethics  Third party report
 Common ethical dilemmas
 Organization culture
 Corruption, bribery and
conflict of interest
 Privacy and data protection
 Diversity, harassment and
mutual respect
 Financial
responsibility/accountability
 Etiquette
 Personal and professional
integrity

© 2019 ,TVET CDACC 21

  Commitment to
jurisdictional laws
 Emerging issues in ethics

Suggested Methods of Instruction

 Demonstrations
 Simulation/Role play
 Group Discussion
 Presentations
 Assignments
 Q&A

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

© 2019 ,TVET CDACC 22

 ENVIRONMENTAL LITERACY

UNIT CODE: MATH/CU/AS/BC/06/6/A

Relationship to Occupational Standards:

This unit addresses the Unit of Competency : Demonstrate Environmental Literacy

Duration of Unit: 40 hours

Unit Description
This unit describes the competencies required demonstrate environmental literacy.it
involves controlling environmental hazard, controlling environmental pollution,
complying with workplace 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, analysing resource use and
developing 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  Purposes and content of  Written
hazard Environmental Management questions
and Coordination Act 1999  Oral questions
 Storage methods for
environmentally hazardous
materials
 Disposal methods of hazardous
wastes

© 2019 ,TVET CDACC 23

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

© 2019 ,TVET CDACC 24

 for environmental  Environmental legislations
concerns /conventions and local
ordinances
 Industrial standard
/environmental practices
 International Environmental
Protocols (Montreal, Kyoto)
 Features of an environmental
strategy
6. Implement specific  Community needs and  Written questions
environmental expectations  Oral questions
programs  Resource availability  Role play
 5s of good housekeeping
 Identification of
programs/Activities
 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
 Analyzing 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
 Analysis of resource flow
through different parts of
the process.

© 2019 ,TVET CDACC 25

  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  Practical test
of resources
 Plans for increasing the
efficiency of resource use

Suggested Methods of Instruction

 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

© 2019 ,TVET CDACC 26

 OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE: MATH/CU/AS/BC/07/6/A

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

Summary of Learning Outcomes

1. Identify workplace hazards and risk
2. Control OSH hazards
3. Implement OSH programs

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  Portfolio of
 Evaluation and/or work evidence
environment measurements of  Third party
OSH hazards/risk existing in the report
workplace
 Gathering of OSH issues and/or
concerns
2. Control OSH  Prevention and control measures  Oral questions
hazards e.g. use of PPE  Written tests
 Risk assessment  Portfolio of
 Contingency measures evidence
 Third party
report
3. Implement OSH  Company OSH program,  Oral questions
programs evaluation and review  Written tests
 Implementation of OSH programs

© 2019 ,TVET CDACC 27

  Training of team members and  Portfolio of
advice on OSH standards and evidence
procedures  Third party
 Implementation of procedures for report
maintaining OSH-related records

Suggested Methods of Instruction

 Assigments
 Discussion
 Q&A
 Role play
 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

© 2019 ,TVET CDACC 28

 COMMON UNITS OF LEARNING

© 2019 ,TVET CDACC 29

 MATHEMATICS FOR STATISTICS

UNIT CODE: MATH/CU/AS/CC/01/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply mathematics for statistics

Duration of Unit: 200 hours

Unit Description

This unit describes the competencies required by a technician in order to apply algebra
apply trigonometry and hyperbolic functions, apply complex numbers, apply
coordinate geometry, carry out binomial expansion, apply calculus, solve ordinary
differential equations, apply power series, apply statistics, apply numerical methods,
apply vector theory, apply matrix and apply quantitative techniques

Summary of Learning Outcomes

1. Apply Algebra
2. Apply Trigonometry and hyperbolic functions
3. Apply complex numbers
4. Apply Coordinate Geometry
5. Carry out Binomial Expansion
6. Apply Calculus
7. Solve Ordinary differential equations
8. Apply Power Series
9. Apply Numerical methods
10. Apply Vector theory
11. Apply Matrix
12. Apply quantitative techniques

Learning Outcomes, Content and Suggested Assessment Methods

Learning outcome Content Suggested assessment

methods
1. Apply  Base and Index  Written tests
Algebra  Law of indices  Oral questioning
 Indicial equations  Assignments
 Laws of logarithm  Supervised
 Logarithmic equations exercises
 Conversion of bases
 Use of calculator
 Reduction of equations

© 2019 ,TVET CDACC 30

Learning outcome Content Suggested assessment
methods
 Solutions to quadratic equations
 Solution of equations reduced to
quadratic form
 Solutions of system of linear equations
in three unknowns
 Solutions of problems involving
sequence and series
2. Apply  Half -angle formula  Written tests
Trigonometry  Factor formula  Oral questioning
and  Trigonometric functions  Assignments
hyperbolic  Parametric equations  Supervised
functions  Relative and absolute measures exercises
 Measures calculation
 Definition of hyperbolic equations
 Properties of hyperbolic functions
 Evaluations of hyperbolic functions
 Hyperbolic identities
 Osborne’s Rule
 Ash + bush = C equation
 One-to-one relationship in functions
 Onto relationships in functions
 Inverse functions for one-to-one
relationship
 Inverse functions for onto
relationships
 Inverse functions for trigonometric
functions
 Graph of inverse functions
 Inverse hyperbolic functions
 Application of trigonometry to obtain
area and perimeter of shapes and
solids

© 2019 ,TVET CDACC 31

Learning outcome Content Suggested assessment
methods
3. Apply  Definition of complex numbers  Assignments
complex  Stating complex numbers in numbers
numbers  Oral questioning
in terms of conjugate argument and
Modulus  Supervised
 Representation of complex numbers exercises
on the Argand diagram
 Arithmetic operation of complex  Written tests
numbers Application of De Moiré’s
theorem
 Application of complex numbers to
applied statistics

4. Apply  Polar equations  Written tests

Coordinate  Cartesian equation  Oral questioning
Geometry  Graphs of polar equations  Assignments
 Normal and tangents  Supervised
 Definition of a point exercises
 Locus of a point in relation to a circle
 Loci of points for given conditions
5. Carry out  Binomial theorem  Written tests
Binomial  Power series using binomial theorem  Oral questioning
Expansion  Roots of numbers using binomial  Assignments
theorem.  Supervised
 Estimation of errors of small changes exercises
using binomial theorem.
6. Apply  Definition of derivatives of a function  Written tests
Calculus  Differentiation from fist principle  Oral questioning
 Tables of some common derivatives  Assignments
 Rules of differentiation  Supervised
 Introduction to second derivative and exercises
its application
 Rate of change and small change
 Stationery points of functions of two
variables and partial derivatives
 Definition of integration
 Indefinite and definite integral
 Methods of integration application of
integration.
 Integrals of hyperbolic and inverse
functions

© 2019 ,TVET CDACC 32

Learning outcome Content Suggested assessment
methods
7. Solve  Types of first order differential  Written tests
Ordinary equations  Oral questioning
differential  Formation of first order differential  Assignments
equations equation  Supervised
 Solution of first order differential exercises
equations
 Application of first order differential
equations
 Formation of second order differential
equations for various systems
 Solution of second order differential
equations
 Application of second order
differential equations
8. Apply Power  Definition of the term power series  Written tests
Series  Taylor’s theorem  Oral questioning
 Deduction of McLaurin’s theorem to  Assignments
obtain power series  Supervised
 Application of Taylor’s theorem and exercises
McLaurin’s theorems in numerical
work
9. Apply  Definition of interpolation and  Assignments
Numerical extrapolation  Oral questioning
methods  Application of interpolation  Supervised
 Application of interactive methods to exercises
solve equations  Written tests
 Application of interactive methods to
areas and volumes
10. Apply Vector  Vectors and scalar in two and three  Assignments
theory dimensions  Oral questioning
 Operations on vectors: Addition and  Supervised
Subtraction exercises
 Position vectors  Written tests
 Resolution of vectors
11. Apply Matrix  Matrix operation  Assignments
methods  Determinant of 3x3 matrix  Oral questioning
 Inverse of 3x3 matrix  Supervised
 Solution of linear simultaneous exercises
equations in 3 unknowns  Written tests

© 2019 ,TVET CDACC 33

 Learning outcome Content Suggested assessment
methods
 Application of matrices
12. Apply  solving linear programming models  Assignments
quantitative  graphical methods
 Oral questioning
techniques  simplex method
 row reduction  Supervised exercises
 profit maximisation and cost
 Written tests
minimisation

Suggested Methods Instructions

 Group discussions
 Demonstration by trainer
 Exercises by trainee

Recommended Resources
 Scientific Calculators
 Rulers, pencils, erasers
 Charts with presentations of data
 Graph books
 Dice
 Computers with internet connection

© 2019 ,TVET CDACC 34

 STATISTICAL TECHNIQUES

UNIT CODE: MATH/CU/AS/CC/02/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply Statistical Techniques

Duration of Unit: 200 hours

Unit Description

This unit describes the competencies required by a statistician in order to apply

statistical concepts, apply statistical methods, apply statistical methods 2 and apply
statistics for business in a work place environment.

Summary of Learning Outcomes

1. Apply statistical concepts

2. Apply statistical methods 1
3. Apply statistical methods 2
4. Apply statistics for business

Learning Outcomes, Content and Suggested Assessment Methods

Learning outcome Content Suggested

assessment methods
1. Apply statistical  Definitions  Written tests
concepts  Branches  Oral questioning
 Types of statistics  Assignments
 Importance of  Supervised
statistics exercises
 Limitation of
statistics
 Terms and symbols in statistics
 Levels of measurements
 Nominal
 Ordinal
 Likert
 Ratio
 Data collection
 Sources of data
 Methods of data
collection
 Data organisation

© 2019 ,TVET CDACC 35

  Classification
 Tabulation
 Data presentation
 Histogram
 Frequency tables
 Pie charts
 Bar charts
 Line graphs
 Polygons
 Data compilation
 Data clean-up
 Checking response
level
 Editing raw data
 Disseminating raw
data
 Measures of central tendency
 Mean
 Mode
 Median
 Measures of dispersion
 Range
 Quartiles
 Percentiles
 Variance
 SD
 Skewness
 Kurtosis
2. Apply statistical  Elementary probability theory  Written tests
methods 1  Definition of probability  Oral questioning
 Laws of probability  Assignments
 Permutation and  Supervised
Combination exercises
 Expectation variance and
S.D
 Population and sample
 Statistics
 Parameter
 Sampling procedures
 Techniques
 Types

© 2019 ,TVET CDACC 36

  Central limit theorem
 Sampling distribution
 Distribution of sample mean
 Probability distributions
 Discrete
 Binomial
 Poisson
 Continuous
 Normal
 Exponential
 Mathematical expectation
 Moments
 Moments generating
functions
3. Apply statistical  Theory of estimation  Assignments
methods 2  Statistical inference
 Oral questioning
 Introduction
 Normality test  Supervised
 Test for heteroscedasticity exercises
 One sample mean
 n < 30  Written tests
 n is greater
than or equal
to 30
 Comparing two variances
 Comparing two
independent group means

 Wedge
sample test
 Pooled
variance

 Comparing two dependent

sample means
 One sample proportion
 Two sample proportion
 Contingency tables
Chi-square statistics
 Non-parametric

 One sample
Wilcoxon test

© 2019 ,TVET CDACC 37

  Two sample
Wilcoxon test
(Man
Whitney test)

 Confidence intervals and

hypothesis testing (reference to
statistical tables)
 Correlation
 Pearson’s
 Spearman’s
 Regression analysis
 Simple linear regression
 Scatter plots
 Regression Parameter
Estimates
 Test of hypothesis on the
regression parameters
 Confidence intervals on
regression parameters
 ANOVA for simple linear
regression
 Goodness of fit
 Coefficient of
determination
 Alternative measures for
the goodness of fit e.g.
AIC
 Prediction of response
variable
 Model validation
 Multiple linear
regression
 Variable selection
 Introduction to
regression with
binary or count
response variable
(GLMs)
 Logistic
 Experimental design
 One way

© 2019 ,TVET CDACC 38

  Two way

4. Apply statistics  Index numbers  Written tests

for business  Introduction  Oral questioning
 What are index number s?  Assignments
 Uses of index numbers  Supervised
 Types of index numbers exercises
 Simple index numbers
 Composite index numbers
 Simple aggregative
price/quantity index
 Index of average
price/quantity relatives
 Weighted aggregative
price/quantity
 Index of weighted average
of price/quantity relatives
 Test of adequacy of index
numbers
 Special issues in the
construction of index numbers
 Problems of constructing index
numbers
 Time series
 time series data
 Components of time
series
 Application of time
series
 Introduction to economic
statistics
 Definitions
 GDP

© 2019 ,TVET CDACC 39

  GNP
 National income
equation
 Demand and supply
 Quantity demanded
 Quantity supplied
 Applications
 Matrix

 Statistical quality control

Control charts
Control limits
Sampling plans
 Statistical consulting
Professional ethics
Customer service

Suggested Methods Instructions

 Group discussions
 Demonstration by trainer
 Exercises by trainee

Recommended Resources
 Scientific Calculators
 Rulers, pencils, erasers
 Graph books
 Teaching aids (Dice, coins, cards etc.)
 Computers with internet connection
 Datasets
 Projector
 Statistical Software
 White board
 White board marker

© 2019 ,TVET CDACC 40

 RESEARCH METHODS

UNIT CODE: MATH/CU/AS/CC/03/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply Research methods

Duration of Unit: 130 hours

Unit Description

This unit covers the competencies required to carry out statistical data management. It
involves formulating the research problem, carry out literature review, develop research
objectives, develop research design and sample design, develop research budget
proposal & time plan, collect research data, analyse collected research data, interpret
findings and present findings

Summary of Learning Outcomes

1. Formulating the Research Problem

2. Carry out Extensive Literature Review
3. Develop research objectives
4. Develop Research Design and Sample Design
5. Develop research budget proposal & Time plan
6. Collecting research Data
7. Analysis of collected research Data
8. Interpretation, Research Findings
9. Present research findings

Learning Outcomes, Content and Suggested Assessment Methods

Learning outcome Content Suggested assessment

methods
1. Formulating the Research  Sources of research  Written tests
Problem problems  Oral questioning
 Definition of research  Assignments
Philosophies  Supervised
 validity and reliability exercises
 Characteristics of
research
 Types of research
 The research processes

© 2019 ,TVET CDACC 41

  Sources of research
problems
 Formulation of
research problems
2. Carry out Literature  Reviewing the  Written tests
review literature  Oral questioning
 Sources of literature  Assignments
review  Supervised
 Theoretical exercises
framework
 Conceptual
framework
 Referencing and
citations
 Introduction to
Google scholar,
research gate
 Internet search
engines
3. Develop research  Formulation of  Assignments
objectives/hypothesis or objectives
 Oral questioning
research questions  main objectives
 sub-objectives  Supervised
 characteristics of exercises
objectives
 characteristics of  Written tests
research hypothesis
 formulation of
research hypothesis
4. Develop Research Design  Preparing the research  Written tests
and Sample Design design  Oral questioning
 Identifying Variables  Assignments
 Measurement scales  Supervised
 Study research design exercises
 observational
 interventional
 Types of Sampling
techniques
 Probability
and non-
probability

© 2019 ,TVET CDACC 42

  Sample size
determination
5. Develop research budget  Budget and Costing  Written test
proposal & Time plan Development  Observation
 Direct costs  Third party report
 Indirect costs  Oral questioning
 Factors to consider  Interviews
when costing
 Materials and
equipment
 Logistics
 Administrative
 Development of Time
plan
 Gant charts
6. Collect research Data  Methods of Data  Written tests
Collection and their  Oral questioning
limitations  Assignments
 Research instruments/  Supervised
data collection tools exercises
 Types of
questionnaires
 Design of
questionnaires
 Constructing
questionnaires
 Digitising
questionnaires
 Mobile
technology
(ODK)
 Piloting the
Questionnaire
 Ethical issues
concerning research
participants
 Ethical issues relating
to the researcher
7. Analyse collected  Data Processing  Written tests
research data  Data management.  Oral questioning
 Data Analysis  Assignments
Methods

© 2019 ,TVET CDACC 43

  Supervised
exercises
8. Interpret research  Interpretations of  Written tests
findings parameters  Oral questioning
 Predicting of values  Assignments
 Supervised
exercises
9. Present of findings  reporting of findings  Written tests
 Research Project  Oral questioning
Report Format  Assignments
 List of References  Supervised exercise
/Bibliography

Suggested Methods Instructions

 Group discussions
 Demonstration by trainer
 Exercises by trainee
 Use of teaching aids

Recommended Resources
 Charts with presentations of data
 Dice
 Computers with internet connection
 Datasets
 Projector
 Statistical Software
 Notes

© 2019 ,TVET CDACC 44

 DATABASE MANAGEMENT SYSTEM

UNIT CODE: MATH/CU/AS/CC/04/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Develop database Management System
Duration of Unit: 150 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

Learning Outcome Content Suggested Assessment 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 evidence.
 Understand various database
management system
 Introduction to database
management systems
 Excel
 Access
 SQL

© 2019 ,TVET CDACC 45

2. Design database  Define data abstraction, instances  Practical exercises
system and schemas  Oral questioning
 Types of Database structures  Written test
 Database operations  Learner portfolio of
 INSERT evidence.
 SELECT
 UPDATE
 DELETE
 Data models
 ER- Models
 Relational Models
 Hierarchical models
 Network Models
3. Create and  Creation of tables  Practical exercises
manipulate  Primary and  Oral questioning
database system secondary key  Written test
 Linking of tables  Learner portfolio of evidence.
 Data variables
 Database integration
 Database Querying - SQL
4. Perform database  Integration testing  Practical exercises
testing e.g. using  DB Query testing  Oral questioning
dummy data  Database test techniques  Written test
 Schema testing  Learner portfolio of evidence.
 Stored procedure
 Trigger
 Stress
 views
 Benchmarking etc.
 Perform database testing
 Generate test report
5. Implement  Run the designed database 
Practical exercises
designed database  Test the design and Database 
Oral questioning
(roll out) functionality 
Written test

Learner portfolio of
evidence
6. Establish  Transaction mechanisms  Practical exercises
transaction and  Concurrency mechanisms  Oral questioning
concurrency  Management of multiple  Written test
mechanism transactions  Learner portfolio of evidence

© 2019 ,TVET CDACC 46

 7.Manage database  Restriction of access as per  Practical exercises
security Internal policy  Oral questioning
 Types of restrictions  Written test
 Backup and recovery methods
 Statement sanitisation to remove
SQL injections

Suggested Methods of Instructions

 Presentations
 practical demonstrations by trainer;
 Guided learner activities
 research to develop underpinning knowledge;
 Supervised activities a
 projects in a workshop;
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

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

© 2019 ,TVET CDACC 47

 STATISTICAL DATA MANAGEMENT

UNIT CODE: MATH/CU/AS/CC/05/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Manage Statistical Data

Duration of Unit: 140 hours

Unit Description:
This unit specifies competencies required to manage database system. They include
data management using excel, R, SPSS and Python.

Summary of Learning Outcomes:

1. Data management using excel
2. Data management using R
3. Data management using SPSS
4. Manage statistical data on Python
Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Method
1. Manage statistical  Excel Environment  Practical exercises
data on excel  Worksheets  Oral questioning
spreadsheet  Workbooks  Written test
 Data labelling, coding and  Learner portfolio of
entry evidence.
 validation
 Multiple-key sorting
 Sorting of data based on
custom lists
 creating single- and multi-
level subtotals
 Filtering of data using text,
numeric, date
 Filtering of tables using
slicers
 Advanced Filter
 eliminating duplicate

© 2019 ,TVET CDACC 48

  Use of SUMIF and related
functions for quick data
analysis
 of Index & Match
 Conditional Formatting
 Filtering & Sorting
 Find & Replace

 Data Analysis in Excel

 Descriptive statistics
 Correlation & Covariance
 ANOVA
 Regression
 T-test & Z-test
 Random numbers
 Data Presentation
 Pivot Table & Charts
 CSV conversion
2. Manage statistical  Installing R and R studio  Practical
data on R  Getting started with R exercises
 Data structures in R  Oral
 Data entry in R questioning
 Arrays  Written test
 Data frames  Learner
 Lists portfolio of
 Vectors evidence.
 Matrices
 Creating R projects
 Importing data into R
 Installing R packages
 Data manipulation in R
 Sorting
 Merging
 Aggregating
 Creating new variables
 Indexing
 Sub setting
 Exporting
 Exploratory data analysis
 Scatter plot
 Line graphs

© 2019 ,TVET CDACC 49

  Histogram
 Density plot
 Pie charts
 Bar charts
 Box plot etc.
 Descriptive statistics
 Mean
 Mode
 Median
 Dispersion
 Statistical inference
 Regression analysis
 Time series analysis in R
 Probability distribution in
R
 Random numbers
 R commander
 Built-in functions in R
3. Manage statistical  Installing SPSS  Practical exercises
data on SPSS  SPSS Environment  Oral questioning
 Data views  Written test
 Variable views  Learner portfolio
 Output Window of evidence.
 Data transformations
 Creation of variable & data
coding
 Data entry
 SPSS syntax

 Data Analysis in SPSS

 Descriptive statistics
 Mean
 Frequencies
 Cumulative
Frequencies
 Pearson Correlation &
Covariance
 ANOVA
 Regression
 T-test & Z-test
 Random numbers

© 2019 ,TVET CDACC 50

  Data Presentation
 Table & Charts

4. Manage statistical  Python Basics  Practical

data on Python  Running Python exercises
 Literals  Oral
 Python Comments questioning
 Data Types  Written test
 Variables  Learner
 Writing a Python Module portfolio of
 print () Function evidence.
 Named Arguments
 Collecting User Input
 Getting Help
 Functions and Modules
 Defining Functions
 Variable Scope
 Global Variables
 Function Parameters
 Returning Values
 Importing Modules
 Math
 Arithmetic Operators
 Modulus and Floor
Division
 Assignment Operators
 Built-in Math Functions
 The math Module
 The random Module
 Seeding
 Python Strings
 Quotation Marks and
Special Characters
 String Indexing
 Slicing Strings
 Concatenation and
Repetition
 Common String Methods
 String Formatting
 Built-in String Functions

© 2019 ,TVET CDACC 51

  Sequences, Dictionaries, and
Sets
 Definitions
 Sequences
 Unpacking Sequences
 Dictionaries
 The Len () Function
 Sets
 *args and **kwargs
 Flow Control
 Conditional Statements
 The is and is not Operators
 Python's Ternary Operator
 Loops in Python
 The enumerate() Function
 Generators
 List Comprehensions
 File Processing
 Opening Files
 The os and os.path
Modules
 Exception Handling
 Wildcard except Clauses
 Getting Information on
Exceptions
 The else Clause
 The finally Clause
 Using Exceptions for Flow
Control
 Exception Hierarchy
 Dates and Times
 Understanding Time
 The time Module
 The date-time Module
 Running Python Scripts from
the Command Line
 The sys Module
 sys.argv

© 2019 ,TVET CDACC 52

Suggested Methods of Instructions
 Projects
 Demonstration by trainer
 Practice by the trainee
 Discussions
 Direct instruction

Recommended Resources and equipment

 Computer
 Internet connection
 Stationary
 Printer
 Internet
 Notes
 Data sets
 SPSS
 R
 Python
 Projector

© 2019 ,TVET CDACC 53

 CORE UNITS OF LEARNING

© 2019 ,TVET CDACC 54

 RESEARCH CONCEPTS

UNIT CODE: MATH/CU/AS/CR/01/6/A

Relationship to Occupational Standards
This unit addresses the unit of competency: Develop Research Concepts .
Duration of Unit: 160 hours

Unit Description
This unit describes the skills, knowledge and competences required to: Formulate a
research problem, objectives/hypothesis, develop research proposal/literature review,
develop sampling procedures, develop data collection tools, develop data analysis
framework, develop research budget proposal & time plan, pilot data collection tools,
analyse pilot data and validate data collection tools
It applies to leaders or managers using applied research to ensure learning can enhance
individual, team and organisational performance. The intended purpose and approach
to applied research may vary across a range of contexts and organisations. In this unit,
the focus is on applied research to attain improved organisational outcomes.
Summary of Learning Outcomes
1. Formulate a research problem, objectives/hypothesis
2. Develop research Proposal/literature review
3. Develop sampling procedures
4. Develop data collection tools
5. Develop data analysis framework/matrix
6. Develop research budget proposal & Time plan
7. Pilot data collection tools
8. Analyse pilot data and validate data collection tools

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment
Methods
1. Formulate a  Proposal development  Written test
research problem,  Research problem  Observation
objectives, research  Definitions of terms  Third party
question/hypothesis  Problem identification report
 Examples of research problems  Oral
 Research Objectives/hypothesis questioning
 Formulation of objectives/hypothesis  Interviews
 Characteristics of objectives/hypothesis
 Sampling and sampling techniques
 Importance of sampling

© 2019 ,TVET CDACC 55

Learning Outcome Content Suggested
Assessment
Methods
 Errors in sampling
 Types of sampling and their limitations e.g.
 Simple random
 Multistage
 Stratified random
 Cluster
 Judgmental
 Referencing and citation
 Laws relating to Copywriting and plagiarism
2. Develop research  Format in Proposal writing  Written test
Proposal/literature  Difference between Concept paper and  Observation
review proposal  Third party
 Literature review report
 Library searches  Oral
 Internet searches questioning
 Google scholar  Interviews
 Research gates
 Wikipedia
 Citation and referencing
 Plagiarism
3. Develop sampling  Definitions of terms  Written test
procedures  Population  Observation
 Sample  Third party
 Sample size determination report
 Means  Oral
 Proportions questioning
 Sampling techniques  Interviews
 Probability and Non-Probability
4. Develop data  Questionnaire development  Written test
collection tools  Open and closed ended questions  Observation
 Other data collection tools  Third party
 Interviews guides report
 Audio  Oral
 Document analysis guide questioning
 ODK (mobile based data collection  Interviews
tools)
 Google forms
 Other emerging techniques e.g. internet adds

© 2019 ,TVET CDACC 56

 Learning Outcome Content Suggested
Assessment
Methods
5. Develop data  Data analysis tools  Written test
analysis  Statistical software  Observation
framework/matrix  Calculators  Third party
 Description of statistical methods/models report
 Correlation  Oral
 Regression questioning
 Interviews
6. Develop research  Budget and Costing Development  Written test
budget proposal &  Direct costs  Observation
Time plan  Indirect costs  Third party
 Factors to consider when costing report
 Materials and equipment  Oral
 Logistics questioning
 Administrative  Interviews
 Development of Time plan
 Gant charts
7. Pilot data collection  Pretesting for reliability  Written test
tools  Validation of data collection tools  Observation
 Research assistants  Third party
report
 Oral
questioning
 Interviews
8. Analyse pilot data  Data entry  Written test
and validate data  Coding  Observation
collection tools  Cleaning  Third party
report
 Oral
questioning
 Interviews

Suggested Methods of Instructions

 Projects
 Demonstration by trainer
 Practice by the trainee
 Discussions
 Direct instruction
Recommended Resources

© 2019 ,TVET CDACC 57

 1 Computer
2 Internet connection
3 Workstation
4 Stationary
5 Printer

© 2019 ,TVET CDACC 58

 COLLECTION AND MANAGEMENT OF RESEARCH DATA

UNIT CODE: MATH/CU/AS/CR/02/6/A

Relationship to Occupational Standards
This unit addresses the unit of competency: Collect and manage research data

Duration of Unit: 160 hours

Unit Description
This unit specifies the competencies required to collect and manage research data. It
involves, preparing data collection tools and equipment, selecting a representative
sample, carrying out data collection, preparing code book, entering research
data/merging to servers, performing data clean-up, developing, and storing data source
files.
Summary of Learning Outcomes
1. Prepare data collection tools and equipment
2. Select a representative sample
3. Carry out data collection
4. Prepare code book
5. Enter research data/Upload to servers
6. Perform data clean-up
7. Store data source files

Learning Outcomes, Content and Suggested Assessment Methods

Learning Content Suggested

Outcome Assessment
Methods
1. Prepare data  Printing  Written test
collection  Sorting  Observation
tools and  Serializing and recording  Third party
equipment report
 Oral
questioning
 Interviews
2. Select a  Sampling procedures  Written test
representative  Types of sampling  Observation
sample  Random numbers  Third party
 Lottery report
 Calculator/Excel  Oral
 Systematic questioning

© 2019 ,TVET CDACC 59

Learning Content Suggested
Outcome Assessment
Methods
 Strata  Interviews

3. Carry out data  Types of data collection techniques  Written test

collection  Skills of Interviewing  Observation
 Focused group discussions  Third party
 Experimentation report
 Ethics and consenting  Oral
 Reconnaissance questioning
 Google forms/docs  Interviews
4. Prepare code  Coding of variables  Written test
book  Template preparation  Observation
 Manual (PAPI)  Third party
 Electronic (CAPI) report
 Oral
questioning
 Interviews
5. Enter  Data capture  Written test
research  Data capture methods  Observation
data/Upload  Offline and online  Third party
to servers  Merging/Integration report
 ODK  Oral
questioning
 Interviews
6. Perform data  Editing of outliers  Written test
clean-up  Missing variables  Observation
 Verification of data entries  Third party
 Inconsistencies report
 Removing duplicates  Oral
questioning
 Interviews
7. Store data  Archiving  Written test
source files  CD writing  Observation
 Cloud computing  Third party
 Filling report
 Coordinate system  Oral
questioning
 Interviews

© 2019 ,TVET CDACC 60

Suggested Methods of Instructions
 Projects
 Demonstration by trainer
 Practice by the trainee
 Discussions
 Direct instruction

Recommended Resources
1. Printer
2. Stationary
3. Software
4. Computer
5. Internet
6. Telephone
7. Site
8. Treatments

© 2019 ,TVET CDACC 61

 DESCRIPTIVE DATA ANALYSIS

UNIT CODE: MATH/CU/AS/CR/03/6/A

Relationship to Occupational Standards
This unit addresses the unit of competency: Perform descriptive data analysis

Duration of Unit: 200 hours

Unit Description
This unit specifies the competencies required to perform descriptive data analysis. The
analysis describes the basic features of the data in a study. They provide simple
summaries about the sample and the measures used in the data. The unit involves,
receive data from primary or secondary source, perform further clean up if from
secondary source, apply descriptive statistical tools, record descriptive statistics output,
interpret output and prepare report, prepared presentation tools
Summary of Learning Outcomes
1. Receive data from primary or secondary source
2. Perform further clean up if from secondary source
3. Apply descriptive statistical tools
4. Record descriptive statistics output
5. Interpret output and prepare report.
6. Prepared presentation tools

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment
Methods
1. Receive data from  Preparation for data capture  Written test
primary or secondary  Indexing  Observation
source  Sorting  Third party
 Transformation report
 Data entry  Oral
 Keying questioning
 Scanning  Interviews
 Transcription
 Downloading
2. Perform further clean  Editing, deletion of  Written test
up  Inconsistencies in data  Observation
 Missing data  Third party
report

© 2019 ,TVET CDACC 62

Learning Outcome Content Suggested
Assessment
Methods
 Any other, e.g. leading  Oral
responses questioning
 Interviews
3. Apply descriptive  Data summaries  Written test
statistical tools  Measures of central  Observation
tendency  Third party
 Mode, Median and report
Mean  Oral
 Grouped questioning
 Interval data  Interviews
 Class
boundaries
 Class limits
 Estimation
formulae
 Measures of variations
 Range, Variance &
standard deviation
 Coefficient of variation
(CV)
 Presentation of Results
 Tables
 Ordinary/Simple
tables
 Cross tabulation
 Custom tables
 Charts/Graphs
 Histograms/stem
& leaf displays
 Frequency
polygons
 Bar and Pie charts
 Cumulative
frequency curves
 Percentiles/Box &
Whisker plots
 Pivot tables

© 2019 ,TVET CDACC 63

 Learning Outcome Content Suggested
Assessment
Methods
4. Record descriptive  Saving outputs of Analysis  Written test
statistics output  Exporting outputs to other  Observation
applications, e.g. spread sheets,  Third party
word processors etc. report
 Further Analysis/Presentation  Oral
questioning
 Interviews
5. Interpret output and  Interpretation of data  Written test
prepare report.  Deductive  Observation
 Logical  Third party
 Report writing report
 Types of reports  Oral
 Informational questioning
 Analytical  Interviews
 Report formats
 Terms of reference
 Grammar rules & Usage
6. Prepared presentation  PowerPoint preparation  Written test
tools  Observation
 Third party
report
 Oral
questioning
 Interviews

Suggested Methods of Instructions

 Projects
 Demonstration by trainer
 Practice by the trainee
 Discussions
 Direct instruction

Recommended Resources
1. Computer
2. Software
3. Stationary
4. Printer
5. Data sets

© 2019 ,TVET CDACC 64

 INFERENTIAL DATA ANALYSIS

UNIT CODE: MATH/CU/AS/CR/04/6/A

Relationship to Occupational Standards
This unit addresses the unit of competency: Perform inferential data analysis

Duration of Unit: 200 hours

Unit Description
This unit specifies the competencies required to perform inferential data analysis. It
involves, apply data transformation techniques, create new variables, perform statistical
model selection, obtain parameter estimates, interpret analysis results, prepare analysis
report and Prepare findings presentation

Summary of Learning Outcomes

1. Apply data transformation techniques
2. Create new variables.
3. Perform statistical model selection
4. Obtain parameter estimates.
5. Interpret analysis results.
6. Prepare analysis report.
7. Prepare findings presentation

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Apply data  Transformation formulas &  Written test
transformation Procedures  Observation
techniques  Number assignment  Third party report
(coding)  Oral questioning
 Logarithmic  Interviews
 Reciprocals
 Powers
 Grouping
 Exponents
 Likelihood functions
2. Create new variables.  Creating new variables  Written test
 Recording into new variables  Observation
 Third party report
 Oral questioning
 Interviews

© 2019 ,TVET CDACC 65

Learning Outcome Content Suggested Assessment
Methods
3. Perform statistical  Statistical Modelling  Written test
model selection  Definition of terms  Observation
 Theory  Third party report
 Independent  Oral questioning
& dependent  Interviews
variables
 Type of
variables
 Practice
 Practical
examples &
illustrations
 Simulations
 Statistical models
 Generalized linear
models (GLM)
 Simple and
 Multiple
regression
 Non-linear models
 Logistic regressions
 Choice of statistical models
4. Obtain parameter  Estimation of Model  Written test
estimates. Parameters and Its Inferences  Observation
 Mean (µ)  Third party report
 Standard deviation  Oral questioning
(δ)  Interviews
 Proportion (ƿ) in
Binomial
distribution
 Difference of Mean
(µ1 - µ2)
 Confidence Intervals (CI)
 95% CI
 99% CI
 Coefficients for simple linear
and multiple linear regression
 OLS

© 2019 ,TVET CDACC 66

 Learning Outcome Content Suggested Assessment
Methods
5. Interpret analysis  Interpretation of analysed data  Written test
results. based on  Observation
 Parameter estimates -  Third party report
decision making  Oral questioning
 Statistical method (e.g.  Interviews
Correlation, Student t-
test, ANOVA
 Regression Model
estimates
 Prediction
 Forecasting
6. Prepare analysis report.  Report writing  Written test
 Types of reports  Observation
 Informational  Third party report
 Analytical  Oral questioning
 Report formats  Interviews
 Terms of reference
7. Prepare findings  Presentation of Results  Written test
presentation  Tables  Observation
 Ordinary/Simple  Third party report
tables  Oral questioning
 Cross tabulation  Interviews
 Custom tables
 Charts/Graphs
 Histograms/stem
& leaf displays
 Frequency
polygons
 Bar and Pie
charts
 Cumulative
frequency
curves
 Percentiles/Box
& Whisker plots
 PowerPoint

Suggested Methods of Instructions

 Projects
 Demonstration by trainer

© 2019 ,TVET CDACC 67

  Practice by the trainee
 Discussions
 Direct instruction

Recommended Resources
1. Computer
2. Software
3. Stationary
4. Printer
5. Data sets
6. Projector

© 2019 ,TVET CDACC 68

 DESIGNING RESEARCH EXPERIMENTS

UNIT CODE: MATH/CU/AS/CR/05/6/A

Relationship to Occupational Standards
This unit addresses the unit of competency: Design research experiments

Duration of Unit: 200 hours

Unit Description
This unit specifies the competencies required to design experiments. It involves
recognise and develop statement of the problem, Determine the treatments and outcome
variables, Design research experiments, Conduct the experiment, analyse experimental
data, write report, draw conclusions and make recommendation sand making
recommendations.

Summary of Learning Outcomes

1. Recognise and develop statement of the problem
2. Determine the treatments and outcome variables
3. Design research experiments
4. Conduct the experiment
5. Analyse experimental data
6. Write report, draw conclusions and make recommendations

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment Methods

1. Recognise and  Problem identification  Written test
develop  Application of  Observation
statement of the Experimental designs  Third party report
problem  Improve process  Oral questioning
yields  Interviews
 Improving
product yields
 Reduction of
manufacturing
costs
 Introduction & definition of
terms
 Experimentation
 Objective
 Hypothesis
 Research Problem

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Learning Outcome Content Suggested Assessment Methods
 Formulation of hypothesis

2. Determine the  Choice of variable  Written test

treatments and  Independent variables  Observation
outcome  Factors  Third party report
variables  Levels  Oral questioning
 Ranges  Interviews
 Response variables
3. Design research  History of statistical  Written test
experiments designs  Observation
 Principles of experimental  Third party report
design  Oral questioning
 Randomization  Interviews
 Replication
 Blocking
 Designing clinical trials
 Experimental designs
 Simple
Comparative
designs
 Small samples,
n<30(t-test)
4. Conduct the  Strategy of  Written test
experiment Experimentation  Observation
 Best guess  Third party report
approach  Oral questioning
 One factor at a  Interviews
time approach
without
replication
 One factor at a
time approach
with replication
 Factorial
approach
 Data observation &
recording
 Data capture
 Data storage
 Upload /Archiving

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 Learning Outcome Content Suggested Assessment Methods
5. Analyse and  Choice of statistical  Written test
interpret technique  Observation
experimental data  Reasons  Third party report
 Assumptions of  Oral questioning
technique  Interviews
 Statistical data Analysis
 T-test Analysis
 ANOVA
 ANOVA as a special case of
regression
 Interpretation
6. Write report,  Report format of  Written test
draw conclusions  T-test Analysis  Observation
and make  Analysis of  Third party report
recommendations Variance  Oral questioning
(ANOVA)  Interviews
 Conclusion &
Recommendations

Suggested Methods of Instructions

 Projects
 Demonstration by trainer
 Practice by the trainee
 Discussions
 Direct instruction

Recommended Resources
1. Statistical software
2. Computer
3. Stationary
4. Workstation
5. Data sets

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 IMPROVEMENT OF PROCESS QUALITY

UNIT CODE: MATH/CU/AS/CR/06/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Improve Process Quality

Duration of Unit: 200 hours

Unit Description
This unit specifies the competencies required to improve industrial process quality. It
involves determining process quality characteristics (attributes and/or variables),
developing sampling plans, collecting quality-control data, performing Statistical
Process Control (SPC), Preparing and interpreting control charts.
Summary of Learning Outcomes
1. Determine process quality characteristics (attributes and/or variables
2. Develop sampling plans
3. Collect quality-control data
4. Perform Statistical Process Control (SPC)
5. Prepare and interpret control charts

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Determine process  Process Capability  Written test
quality characteristics  Normality  Observation
(attributes and/or  Stability  Third party report
variables)  Performance  Oral questioning
 Centrality  Interviews
 Capability

2. Develop sampling  Acceptance Sampling  Written test

plans  Sampling plans  Observation
 Sampling plan  Third party report
calculations  Oral questioning
 Outgoing quality  Interviews
 Double sampling plans

3. Collect quality-control  Measurements quality  Written test

data validation  Observation

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 Learning Outcome Content Suggested Assessment
Methods
 Data collection methods  Third party report
 Oral questioning
 Interviews
4. Perform Statistical  Statistical Process Control  Written test
Process Control (SPC)  Control limits  Observation
 Individual charts  Third party report
 Xbar charts  Oral questioning
 Np charts  Interviews
 C-charts
 R-charts
 setting up an SPC system
5. Prepare and interpret  Basic quality tools  Written test
quality tools and  Control charts  Observation
decision making  Fishbone diagram  Third party report
 Check sheets  Oral questioning
 Histogram  Interviews
 Pareto chart
 Scatter plot
 Run chart

Suggested Methods of Instructions

 Projects
 Demonstration by trainer
 Practice by the trainee
 Discussions
 Direct instruction

Recommended Resources
1. Computer
2. Software
3. Stationary
4. Printer
5. Measurement tools
6. Datasets

© 2019 ,TVET CDACC 73