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Curriculum Ict Technician Level 5

The document outlines the National Competency Based Curriculum for ICT Technician Level 5 developed by the TVET Curriculum Development, Assessment and Certification Council (TVET CDACC) in Kenya. It emphasizes the importance of competency-based training aligned with industry needs to enhance the quality of education and meet the demands of a rapidly evolving technological sector. The curriculum includes basic and core units of learning, assessment methods, and certification processes to ensure that graduates possess the necessary skills for the ICT industry.

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0% found this document useful (0 votes)
114 views66 pages

Curriculum Ict Technician Level 5

The document outlines the National Competency Based Curriculum for ICT Technician Level 5 developed by the TVET Curriculum Development, Assessment and Certification Council (TVET CDACC) in Kenya. It emphasizes the importance of competency-based training aligned with industry needs to enhance the quality of education and meet the demands of a rapidly evolving technological sector. The curriculum includes basic and core units of learning, assessment methods, and certification processes to ensure that graduates possess the necessary skills for the ICT industry.

Uploaded by

mwetithuranira
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 66

TVET CURRICULUM DEVELOPMENT, ASSESSMENT AND CERTIFICATION

COUNCIL (TVET CDACC)

NATIONAL COMPETENCY BASED CURRICULUM


FOR

ICT TECHNICIAN
LEVEL 5

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 5.
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


TABLE OF CONTENTS
FOREWORD II
PREFACE III
ACKNOWLEDGMENT IV
ACRONYMS VI
COURSE OVERVIEW VII
BASIC UNITS OF LEARNING 1
COMMUNICATION SKILLS 2
DIGITAL LITERACY 5
ENTREPRENEURIAL SKILLS 8
EMPLOYABILITY SKILLS 12
ENVIRONMENTAL LITERACY 16
OCCUPATIONAL SAFETY AND HEALTH PRACTICES 20
CORE UNITS OF LEARNING 26
COMPUTER NETWORKING 27
INSTALL COMPUTER SOFTWARE 31
PERFORM COMPUTER REPAIR AND MAINTENANCE 35
MANAGE DATABASE SYSTEM 38
COMPUTER PROGRAM DEVELOPMENT 41
MANAGE OPERATING SYSTEM 45

©TVET CDACC 2018 v


ACRONYMS
CDACC Curriculum Development, Assessment and Certification Council
DSS Decision Support System
DMA Direct Memory Access
EMS Environmental Management System
ERP Enterprise Resource Planning
FIFO First In First Out
ICT Information and Communication Technology
KCSE Kenya Certificate of Secondary Education
KNQA Kenya National Qualification Authority
KNQF Kenya National Qualification Framework
LAN Large Area Network
OIS Operation Information System
OSH Occupational Safety Healthy
PAN Personal Area Network
PPE Personal protective equipment
RAM Random Access Memory
SSFT Shortest Seek Time First
TVET Technical and Vocational Education and Training
TPS Transaction Processing System
WAN Wide Area Network

©TVET CDACC 2018 vi


KEY TO UNIT CODE

IT/CU/ICT/BC/01/5 A

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

©TVET CDACC 2018 vii


COURSE OVERVIEW
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 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.

UNITS OF LEARNING

Basic Units of Learning

Duration in Credit Factor


Unit Code Unit Title
Hours
IT/CU/ICT/BC/1/5 Demonstrate Communication Skills 25 2.5
IT/CU/ICT/BC/2/5 Demonstrate Numeracy skills 40 4
IT/CU/ICT/BC/3/5 Demonstrate Digital Literacy 45 4.5
IT/CU/ICT/BC/4/5 Demonstrate Entrepreneurial Skills 70 7
IT/CU/ICT/BC/5/5 Demonstrate Employability Skills 50 5
IT/CU/ICT/BC/6/5 Demonstrate Environmental Literacy 25 2.5
IT/CU/ICT/BC/7/5 Demonstrate occupational Safety 25 3.5
and Health Practices
Total 210 21

©TVET CDACC 2018 viii


Common Units of Learning

Duration in Credit Factor


Unit Code Unit Title
Hours
IT/CU/ICT/CC/1/5 Demonstrate Basic Electronics 100 10

Core Units of Learning

Unit Code Unit Title Duration in Hours Credit Factor


ICT/CU/IT/CR/1/6 Perform Networking 300 30
ICT/CU/IT/CR/2/6 Install computer software 200 20
ICT/CU/IT/CR/3/6 Perform computer repair and 280 28
maintenance
ICT/CU/IT/CR/4/6 Manage Database System 310 31
ICT/CU/IT/CR/5/6 Develop Computer Program 340 34
ICT/CU/IT/CR/6/6 Manage Operating System 210 21

Industrial Attachment 360 36

Total 2000 200


Gross total 2280 228

Total number of hours 2280 inclusive of industrial attachment. These Units of Learning are
independent of each other and may be taken independently.

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


D+(Plus)
Or
b) ICT Technician Level 4 certificate with one year of continuous work experience
Or
c) Equivalent qualifications as determined by Kenya National Qualifications Authority
(KNQA)

©TVET CDACC 2018 ix


Provision for Industrial attachment
It is envisaged that the trainee will have undergo 360 hours industrial training and
assessment with a recognised ICT industry as a prerequisite for completion of this training
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 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.
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 Technician Certificate 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 11


COMMUNICATION SKILLS

UNIT CODE: IT/CU/ICT/BC/1/5

Relationship to Occupational Standards


This unit addresses the unit of competency: Demonstrate communication skills

Duration of Unit: 25 hours

Unit Description
This unit describes the competencies required to use specialized communication skills to meet
specific needs of internal and external clients, conduct interviews, facilitate discussion with
groups and contribute to the development of communication strategies.
Summary of Learning Outcomes
1. Meet communication needs of clients and colleagues
2. Contribute to the development of communication strategies
3. Conduct interviews
4. Facilitate group discussions
5. Represent the organization

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment


Methods
1. Meet communication  Communication process  Observation
needs of clients and  Modes of communication  Oral
colleagues  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

©TVET CDACC 2018 12


techniques (clarifying and
probing)
 Workplace etiquette
 Ethical work practices in
handling communication
 Active listening
 Feedback
 Interpretation
 Flexibility in communication
2. Contribute to the  Dynamics of groups  Written
development of  Styles of group leadership  Observation
communication  Openness and flexibility in
strategies communication
 Communication skills relevant
to client groups
3. Conduct interviews  Types of interview  Written
 Establishing rapport  Observation
 Facilitating resolution of issues
 Developing action plans
4. Facilitate group  Identification of  Written
discussions communication needs  Observation
 Dynamics of groups
 Styles of group leadership
 Presentation of information
 Encouraging group members
participation
 Evaluating group
communication strategies
5. 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

©TVET CDACC 2018 13


 Interview
 Role playing
 Observation
 Viewing of related videos

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

©TVET CDACC 2018 14


NUMERACY SKILLS
UNIT CODE: IT/CU/ICT/BC/2/5
Relationship to Occupational Standards:
This unit addresses the unit of competency: Demonstrate numeracy skills

Duration of Unit: 40 hours

Unit Description
This unit covers the competencies required to perform numerical functions. The person who is
competent in this unit shall be able to: Calculate with whole numbers and familiar fractions,
decimals and percentages for work; Estimate, measure, and calculate with routine metric
measurements for work; Use routine maps and plans for work; Interpret, draw and construct 2D
and 3D shapes for work; Interpret routine tables, graphs and charts for work; Collect data and
construct routine tables and graphs for work; and Use basic functions of calculator

Summary of Learning Outcomes


1. Calculate with whole numbers and familiar fractions, decimals and percentages for work
2. Estimate, measure and calculate with routine metric measurements for work
3. Use routine maps and plans for work
4. Interpret, draw and construct 2D and 3D shapes for work
5. Interpret routine tables, graphs and charts for work
6. Collect data and construct routine tables and graphs for work
7. Use basic functions of calculator

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment


Methods
1. Calculate with  Interpretation of whole numbers,  Oral
whole numbers and fractions, decimals, percentages and  Written
familiar fractions, rates  Practical test
decimals and  Calculations involving several steps  Observation
percentages for work  Calculation with whole numbers and
routine or familiar fractions, decimals
and percentages
 Conversion between equivalent forms
©TVET CDACC 2018 15
of fractions, decimals and percentages
 Application of order of operations to
solve multi-step calculations
 Application of problem solving
strategies
 Making estimations to check
reasonableness of problem solving
process, outcome and its
appropriateness to the context and
task
 Use of formal and informal
mathematical language and
symbolism to communicate the result
of a task
2. Estimate, measure  Selection and interpretation of  Oral
and calculate with measurement information in  Written
routine metric workplace tasks and texts  Practical test
measurements for work  Identification and selection of  Observation
routine measuring equipment
 Estimation and making
measurements using correct units
 Estimation and calculation using
routine measurements
 Performing conversions between
routinely used metric units
 Using problem solving processes to
undertake tasks
 Recording information using
mathematical language and symbols
3. Use routine  Identification of features in routine  Oral
maps and plans for maps and plans  Written
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

©TVET CDACC 2018 16


location or object
 Give and receive directions using
both formal and informal language
4. Interpret, draw  Identify two dimensional shapes and
and construct 2D and routine three dimensional shapes in
3D shapes for work everyday objects and in 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
 Use formal and informal
mathematical language to describe
and compare common angles
 Use common geometric instruments
to draw two dimensional shapes
 Construct routine three dimensional
objects from given nets
5. Interpret  Identify routine tables, graphs and  Oral
routine tables, graphs charts in predominately familiar  Written
and charts for work texts and contexts  Practical test
 Identify common types of graphs  Observation
and their different uses
 Identify features of tables, graphs
and charts
 Locate specific information
 Perform calculations to interpret
information
 Explain how statistics can inform
and persuade
 Identify misleading statistical
information
 Discuss information relevant to the

©TVET CDACC 2018 17


workplace
6. Collect data  Identify features of common tables  Oral
and construct routine and graphs  Written
tables and graphs for  Identify uses of different tables and  Practical test
work graphs  Observation
 Determine data and variables to be
collected
 Determine audience
 Select a method to collect data
 Collect data
 Collate information in a table
 Determine suitable scale and axes
 Draft and draw graph to present
information
 Check that data meets the expected
results and context
 Report or discuss information using
formal and informal mathematical
language
7. Use basic  Identify and use keys for basic  Oral
functions of calculator functions on a calculator  Written
 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
 Make estimations to check
reasonableness of problem solving
process, outcome and its
appropriateness to the context and
task
 Use formal and informal
mathematical language and
appropriate symbolism and
conventions to communicate the
result of the task

©TVET CDACC 2018 18


©TVET CDACC 2018 19
DIGITAL LITERACY

UNIT CODE: IT/CU/ICT/BC/3/5

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate digital literacy

Duration of Unit: 45 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  Oral presentation
hardware and software measures  Observation
 Types of computer crimes  Project
 Detection and protection against
computer crimes
 Laws governing protection of ICT
3. Apply computer  Operating system  Oral questioning
software in solving  Word processing  Observation

©TVET CDACC 2018 20


tasks  Spread sheets  Project
 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 21


Recommended Resources
 Desk top computers
 Laptop computers
 Other digital devices
 Printers
 Storage devices
 Internet access
 Computer software

©TVET CDACC 2018 22


ENTREPRENEURIAL SKILLS

UNIT CODE:
Relationship to occupational standards

This unit addresses the unit of competency: Demonstrate entrepreneurial skills

Duration of unit: 70 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
 Creativity for business development  Individual/group
assignments
 New technologies in
Projects
entrepreneurship  Written
 Linkages with other entrepreneurs  Oral
 Setting strategic directions
 New ideas and approaches
 Entrepreneurial skills development
 Market trends
 Monitoring and anticipating market
trends
 Products and processes in
©TVET CDACC 2018 23
entrepreneurship
 Business conventions ad
exhibitions
 Business growth refocus
2. Develop new products/  Feasibility study for new products  Observation
markets  Identifying new sources of raw  Case studies
material and resources  Individual/group
assignments
 New target markets/customers
 Projects
 Increasing products and services  Written
 Marketing improvement  Oral
 Intrapreneurship and business
growth
3. Expand customers and  Market demand  Oral
product lines  Regulatory environment  Observation
 Creating product and services  Case studies
 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
motivation purpose  Individual/group
assignments
 Problem solving
 Projects
 Conflict resolution at place of work  Written
 Good staff/workers relation
 Team building and team work
 Staff development and
enhancement
 Culture of continuous improvement
©TVET CDACC 2018 24
5. Expand employed  Employed capital in business  Observation
capital base  Business share holdings  Case studies
 Types of shares  Individual/group
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
expansion  Regional/ county laws and  Individual/group
assignments
regulation
 Projects
 Business regional/county expansion  Written
 Regional/ County business  Oral
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

Recommended Resources
 Case studies for small businesses
 Business plan templates
 Laptop/ desktop computers
 Internet
 Telephone
 Writing materials

©TVET CDACC 2018 25


EMPLOYABILITY SKILLS
UNIT CODE: IT/CU/ICT/BC/5/5

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate employability skills

Duration of Unit: 50 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 small teams
5. Plan and organize work
6. Maintain professional growth and development
7. Demonstrate workplace learning
8. Demonstrate problem solving skills
9. Demonstrate workplace ethics

Learning Outcomes, Content and Suggested Assessment Methods


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

©TVET CDACC 2018 26


 Developing and maintaining high
self-esteem
 Developing and maintaining
positive self-image
 Articulating ideas and aspirations
 Accountability and responsibility
 Good work habits
 Self-awareness
 Self-development
 Financial literacy
 Healthy lifestyle practices
2. Demonstrate  Meaning of interpersonal  Observation
interpersonal communication  Written
communication  Listening skills  Oral interview
 Types of audience  Third party report
 Writing skills
 Reading skills
 Meaning of empathy
 Understanding customers’ needs
 Establishing communication
networks
 Sharing information
3. Demonstrate critical  Stress and stress management  Observation
safe work habits  Punctuality and time  Written
consciousness  Oral interview
 Leisure  Third party report
 Integrating personal objectives
into organizational objectives
 Resources utilization
 Setting work priorities
 HIV and AIDS
 Drug and substance abuse
 Handling emerging issues
4. Lead a small team  Leadership qualities  Observation
 Team building  Oral interview
 Determination of team roles and  Written
objectives  Third party report
 Team performance indicators
 Responsibilities in a team
 Forms of communication
©TVET CDACC 2018 27
 Complementing team activities
 Gender and gender mainstreaming
 Human rights
 Maintaining relationships
 Conflicts and conflict resolution
5. Plan and organize  Functions of management  Observation
work  Planning  Oral interview
 Organizing  Written
 Time management  Third party report
 Decision making process
 Task allocation
 Evaluating work activities
 Resource utilization
 Problem solving
 Collecting and organising
information
6. Maintain  Opportunities for professional  Observation
professional growth growth  Oral interview
and development  Assessing training needs  Written
 Licenses and certifications for  Third party report
professional growth and
development
 Pursuing personal and
organizational goals
 Identifying work priorities
 Recognizing career advancement
7. Demonstrate  Managing own learning  Observation
workplace learning  Contributing to the learning  Oral interview
community at the workplace  Written
 Cultural aspects of work  Third party report
 Variety of learning context
 Application of learning
 Safe use of technology
 Identifying opportunities
 Generating new ideas
 Workplace innovation
 Performance improvement
 Handling emerging issues
 Future trends and concerns in
learning
©TVET CDACC 2018 28
8. Demonstrate  Problem identification  Observation
problem solving  Problem solving  Oral interview
skills  Application of problem-solving  Written
strategies  Third party report
 Resolving customer concerns
9. Demonstrate  Meaning of ethics  Observation
workplace ethics  Ethical perspectives  Oral interview
 Principles of ethics  Written
 Values and beliefs  Third party report
 Ethical standards
 Organization code of ethics
 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
 Commitment to jurisdictional laws
 Emerging issues in ethics

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

©TVET CDACC 2018 29


 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors

©TVET CDACC 2018 30


ENVIRONMENTAL LITERACY

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

Relationship to Occupational Standards


This unit addresses the unit of competency: Demonstrate environmental literacy

Duration of Unit: 25 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 and monitor activities on
environmental protection/programs.

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

Learning Outcomes, Content and Suggested Assessment Methods


Suggested Assessment
Learning Outcome Content
Methods

1. Control  Purposes and content of Environmental  Written questions


environmental Management and Coordination Act 1999  Oral questions
hazard  Purposes and content of Solid Waste Act  Observation of
 Storage methods for environmentally work procedures
hazardous materials
 Disposal methods of hazardous wastes
 Types and uses of PPE in line with
environmental regulations
 Occupational Safety and Health
Standards (OSHS)
©TVET CDACC 2018 31
2. Control  Types of pollution  Written questions
environmental  Environmental pollution control  Oral questions
Pollution control measures  Observation of
 Types of solid wastes work procedures
 Procedures for solid waste management  Role play
 Different types of noise pollution
 Methods for minimizing noise pollution
3. Demonstrate  Types of resources  Written questions
sustainable resource  Techniques in measuring current usage  Oral questions
use of resources  Observation of
 Calculating current usage 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  Collection of information on  Written questions
practices in relation environmental and resource efficiency  Oral questions
to resource usage systems and procedures,  Observation of
 Measurement and recording of current work procedures
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

5. Identify  Environmental issues/concerns  Written questions


Environmental  Environmental legislations /conventions  Oral questions
legislations/convent and local ordinances  Observation of
ions for  Industrial standard /environmental work procedures
environmental practices
concerns  International Environmental Protocols
(Montreal, Kyoto)
 Features of an environmental strategy
6. Implement specific  Community needs and expectations  Written questions
environmental  Resource availability  Oral questions
programs  5 s of good housekeeping  Observation of
 Identification of programs/Activities work procedures

©TVET CDACC 2018 32


 Setting of individual roles  Role play
/responsibilities
 Resolving problems /constraints
encountered
 Consultation with stakeholders
7. Monitor activities  Periodic monitoring and Evaluation of  Oral questions
on Environmental activities  Written tests
protection/Programs  Gathering feedback from stakeholders  Practical test
 Analysing data gathered  Observation
 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

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
 Environmental Management and Coordination Act 1999
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE)
 ISO standards
 Ccompany environmental management systems (EMS)
 Montreal Protocol
 Kyoto Protocol

©TVET CDACC 2018 33


OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE: IT/CU/ICT/BC/7/5

Relationship to Occupational Standards


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

Duration of Unit: 25 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 hazards and risks
OSH hazards/risk existing in the
workplace is conducted by
 Authorized personnel or agency
 Gathering of OHS issues and/or
concerns raised
2. Identify and  Prevention and control measures,  Oral questions
implement appropriate including use of PPE (personal  Written tests
control measure to protective equipment) for specific  Practical test
hazards and risks hazards are identified and  Observation of
implemented implementation of
 Appropriate risk controls based on control measures
result of OSH hazard evaluation is

©TVET CDACC 2018 34


recommended
 Contingency measures, including
emergency procedures during
workplace incidents and
emergencies are recognized and
established in accordance with
organization procedures
3. Implement OSH  Providing information to work  Oral questions
programs, procedures team about company OHS  Written tests
and program, procedures and  Practical test
policies/guidelines policies/guidelines  Observation
 Participating in implementation of
OSH procedures and policies/
guidelines
 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
©TVET CDACC 2018 35
 Face protection (mask, shield)
 Apron/Gown/coverall/jump suit
 Anti-static suits
 High-visibility reflective

©TVET CDACC 2018 36


COMMON UNITS OF LEARNING

©TVET CDACC 2018 37


BASIC ELECTRONIC SKILLS

UNIT CODE:IT/CU/ICT/CC/1/5

Relationship to Occupational Standards


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

Duration of Unit:

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

©TVET CDACC 2018 38


 Inductor
 Characteristic of electronic components.
 Application of electronic components.
 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


©TVET CDACC 2018 39
Systems and code  Observation
binary coding  Types of number systems  Oral
 Decimal
 Binary
 Octal
 Hexadecimal
 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
©TVET CDACC 2018 40
Tools
1. Screw Drivers
2. Pliers
3. Wire cutters
4. Wire Strippers
5. Clamps
6. Vises

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 41


CORE UNITS OF LEARNING

©TVET CDACC 2018 42


COMPUTER NETWORKING

UNIT CODE: IT/CU/ICT/CR/1/5

Relationship to Occupational Standards


This unit addresses the unit of competency: Performing Computer Networking

Duration of Unit: 300 hours

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

Summary of Learning Outcomes


1. Identify network type and components
2. Connect network devices
3. Configure network devices
4. Configure LAN Network type
5. Perform Network testing

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
 LAN
 WAN
 PAN
 MAN
©TVET CDACC 2018 43
 components of a network
 switches/hubs
 routers
 ports
 media
 computers

2. Connect network  Definition of network devices  Practical


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

 Definition of configuration  Practical


3 Configure network
 Network Architecture  Oral
devices
 TCP/IP Protocol Suite  Observation
 Ethernet  Written
 Network protocols
 TCP/IP
 Network Operating system
 Connect and configure network
devices
Assemble prerequisite  Practical
4 Configure LAN
components and medium  Oral
network types
Connect to establish the network  Observation
Configure individual network  Written
components
Configure network protocols

Outline network test plan  Practical exercises


5 Perform Network
Network testing tools with observation
©TVET CDACC 2018 44
 Clamp meter checklists conducted
testing
 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

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. Network tool kit
2. Signal testers
3. URL Encode
4. Header checker
5. Crimping tools
6. Cable tester
7. Punch Downs

©TVET CDACC 2018 45


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
 Cables
Replacement parts including:
 Points
 Switches
 Routers
 NIC
 Modem
 Cables
Cleaning materials;
Hand cleaner.

©TVET CDACC 2018 46


INSTALL COMPUTER SOFTWARE

UNIT CODE: IT/CU/ICT/CR/2/5

Relationship to Occupational Standards


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

Duration of Unit: 260 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, and configuration of the
software, software testing, user training and software maintenance.

Summary of Learning Outcomes:

1. Identification of software to be installed


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

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Identify software  Practical
 Definition of software
to be installed  Oral questioning
 Classification of software
 Written test
 System
 Application
 Criteria for selection
 Software Acquisition Methods
 Off the shelf
 Open source
 Operating systems
 Types of operating systems
 Single and multi-user

©TVET CDACC 2018 47


 Single and multitasking
 Real time
 Distributed
 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  Practical


 Define software installation
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 installation and registration
 Software configuration
 Importance of registration

3. Software  Practical
 Software configuration components
configuration  Observation
 software configuration
management  Written tests
identification
 Writing reports
 software configuration control

 software configuration status
accounting and auditing

©TVET CDACC 2018 48


 Reasons for software configuration
 Tracking
 Controlling

 Importance of software configuration


management
 Identification
 Management
 Auditing and accounting

4. Test software  Practical


 Define software installation testing
functionality  Oral
 Techniques Of Software Testing
 Short tests
 Boundary value analysis
 Learner portfolio of
 Equivalence class partitioning
evidence.
 Error Guessing
 Installation checklist
 Functional Testing
 Mainline functions
 Basic Usability
 Accessibility
 Error Conditions
 Generate test report

Perform user  Practical


 Keys to Developing an End User Training
training  Oral
Plan
 Short tests
 Determine user skill set
 Learner portfolio of
 Creating a training program
evidence.
 Setting training goals
 Training delivery methods
 Assessing end-user needs
 Training feedback

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;

©TVET CDACC 2018 49


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
Wise Installer
CruiseControl.Net
Install Aware

Equipment
Computer
Software
External Hard disk
Flash disk
CD/DVD

Materials and supplies


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

Reference materials
Manufacturers manuals

©TVET CDACC 2018 50


PERFORM COMPUTER REPAIR AND MAINTENANCE

UNIT CODE: IT/CU/ICT/CR/3/5

Relationship to Occupational Standards

This unit addresses the unit of competency: Perform Computer Repair and Maintenance

Duration of Unit: 280hours

Unit Description:

This unit specifies competencies required to perform computer repair and Maintenance. It
includes performing troubleshooting, disassembling faulty components, repair/replace and
reassembling components, testing computer, component functionality and upgrading computer
software/hardware.

Summary of Learning Outcomes:


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

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Method
1. Perform  Identification of Computer parts  Practical exercises
troubleshooting  Hardware  Oral questioning
 Software  Written test
 Assembling of computer  Learner portfolio of
maintenance tools evidence.
 Theory of probable cause
©TVET CDACC 2018 51
 Assembling and disassembling
process
 Test of theory of probable cause
 Problem identification
 Appropriate solutions
2. Disassemble faulty  Tools for disassembling  Practical exercises
components  Procedures and techniques for  Oral questioning
disassembling  Written test
 Repair or replace and  Learner portfolio
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  Identify computer testing tools  Practical exercises
functionality  Testing techniques are identified  Oral questioning
 Perform computer test  Written test
functionality  Learner portfolio of
 Generate status report evidence.
5. Upgrade computer  Determine Reasons of  Practical exercises
software/hardware upgrading  Oral questioning
 Identify procedures and  Written test
techniques for upgrading  Learner portfolio
 Test functionality of the of evidence
upgraded software/hardware

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 52


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

Equipment
 Computer
 Tool box
Materials and supplies
Digital instructional material including DVDs and CDs
Consumables for service and repair of suspension and steering systems including:
 Cleaning materials
 Hand cleaner
 Dusters
Reference materials
Manufacturers manuals

©TVET CDACC 2018 53


MANAGE DATABASE SYSTEM

UNIT CODE: IT/CU/ICT/CR/4/5

Relationship to Occupational Standards

This unit addresses the unit of competency: Manage database system

Duration of Unit: 310 hours

Unit Description:
This unit specifies competencies required to manage database system. Which involve identifying
database concepts, designing a basic database, creation and manipulation of database objects,
database testing and printing of database objects.

Summary of Learning Outcomes:


1. Identify database concepts
2. Design basic database
3. Create and manipulate database objects
4. Perform database testing
5. Print database objects

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Method
1. Identify database  Define database  Practical exercises
concepts  Database models are identified  Oral questioning
 ER- Models  Written test
 Relational Models  Learner portfolio of
 Hierarchical models evidence.
 Network Models

 Merits and demerits of database


are defined
2. Design basic database  Database design concepts are  Practical exercises
identified  Oral questioning
 Entry integrity  Written test
 Referential integrity  Learner portfolio
©TVET CDACC 2018 54
 Relationships of evidence.
3. Create and manipulate  Database objects are  Practical exercises
database objects identified  Oral questioning
 Tables  Written test
 Queries  Learner portfolio of
 Reports evidence.
 Forms
 Creation of tables
 Primary and
secondary key
 Linking of tables
 Data variables
 Database integration
 Database Querying

4. Perform database  Integration testing  Practical exercises


testing  DB Query testing  Oral questioning
 Perform database testing  Written test
 Generate test report  Learner portfolio of
evidence.
5. Print database objects  Procedure of printing database  Practical exercises
objects is identified  Oral questioning
 Print  Written test
 Tables  Learner portfolio
 Queries of evidence
 Reports
 Forms

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;
©TVET CDACC 2018 55
 Industrial visits.

Recommended Resources
Tools
Microsoft Access
MYSQL
SQL Server

Equipment
 Computer
 Printer
 Stationery

Materials and supplies


Digital instructional material including DVDs and CDs

Reference materials
Manuals

©TVET CDACC 2018 56


COMPUTER PROGRAM DEVELOPMENT

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

Relationship to Occupational Standards


This unit addresses the competency: Develop computer program

Duration of Unit: 340 hours

Unit Description:
This unit specifies competencies required to develop computer program. It involves identifying
of programming concepts and approaches, identifying program development methodologies,
identifying program design, identifying of programming languages, performing of basic
structured programming and performing basic internet programming.

Summary of Learning Outcomes:


1. Identify Programming concepts and approaches
2. Identify program development methodologies
3. Identify Program design
4. Identify computer programming languages
5. Perform Basic structured Programming using C language
6. Perform Basic Internet programming

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify  Definition of program and  Oral questioning
Programming concepts programming  Written test
and approaches  Language translators  Learner portfolio of
 Compiler evidence.
 Interpreter
 Editors
 Linker
 Loader
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 Types of programming approaches

2. Identify program  Description of program  Observation


Development specifications  Written test
methodologies  Types of development
methodologies
 Agile
 Cystal
 Rapid Application
Development

 Program development cycle


 Styles of programming
 Functional
 Modular
 Object oriented

3. Identify Program  Define program design  Oral questioning


design  Program Design Approaches  Written test
 Top – Down
 Bottom – Up
 Data-Driven
 Program Design Tools
 Pseudo code
 Decision Tree and tables
 flow charts

4. Identify computer Define computer programming  Oral questioning


programming language
languages Computer programming languages
 High level
 Low level
 4GL
 Object Oriented
 Visual
Factors to consider when choosing a
programming language
 Language domain match
 Popularity
 Project size
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 Tool support
 Efficiency
Tools for program development
 Pseudo code
 flow charts
 Data flow Diagrams
5. Perform Basic  C Concepts  Oral questioning
structured  Characteristics  Written test
Programming using  Pre-processor directives
C language  C headers
 Fundamentals of C programming
language
 Input and output statements
 C key words
 Variables
 C operators
 C Expressions
 Control Structures
 Sequence
 Selection
 Iteration
 Sub-programs
 Types
 Scope of variables
 Parameter passing
 C program format

6. Perform Basic  Concepts of Internet programming 


Internet  Web programming approaches
programming  Server side
 Client side
 Web programming languages
 HTML
 Web Programming Interfaces
 Common client interface
 Common gateway interface
 HTML
Tags
parcelling

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Coding

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
 Decision tree
 Web Authoring tools
 Notepad

Equipment
 Computer
 Software

Materials and supplies


Digital instructional material including DVDs and CDs

MANAGE OPERATING SYSTEM

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

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Relationship to Occupational Standards
This unit addresses the unit of competency: manage operating system

Duration of Unit: 210 hours

Unit Description:
This unit specifies competencies required to Manage operating system. It involves Identifying
fundamentals of operating system, identifying concepts of Process management concepts,
identifying concepts of Memory management, identifying concepts of Input and Output devices,
identifying concepts of file management, identifying Emerging trends in Operating system

Summary of Learning Outcomes:

1. Identifying Fundamentals of operating system


2. Identifying concepts of Process management concepts
3. Identifying concepts of Memory management
4. Identifying concepts of Input and Output devices
5. Identifying concepts of file management
6. Identifying Emerging trends in Operating system

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify fundamentals  Definition of operating system  Practical exercises
of Operating system  Concepts of operating system with observation
 Characteristics checklist
 Objectives/goals  Oral questioning
 Kernel  Written test
 System call  Learner portfolio of
 Shell evidence.
 Evolution of operating systems
 Operating system structures
 Monolithic
 Layered
 Virtual
 Client-server model
 Types of operating systems
 Functions of operating systems

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 Installation of operating systems

2. Identify process  Concepts of processing are  Practical


management concepts identified  Project
 Process  Observation
 Threads  Written test
 Process control block
 Description of process states
 Definition of concurrency control
 Types of concurrency control
 Inter-process
communication
 Synchronisation
 Semaphores
 Monitors
 Message passing
 Explanation of process scheduling
 Features of scheduling
algorithms
 Types of schedulers
 Scheduling algorithms
 Non-preemptive
 Preemptive
 Priority
 Definition of Deadlocks
 Conditions for deadlock
 Detection and recovery of
deadlock
 Avoidance and prevention of
deadlocks
 Resource allocation graphs.
3. Identify concepts of  Definition of memory management  Practical exercises
memory management  Objectives of memory management  Oral questioning
 Memory management techniques  Written test
 Partitions
 Fixed partitioning
 Dynamic partitioning
 Virtual memory
 Thrashing
 Overlays
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 Paging
 Segmentation
 Memory management policies
 Fetch
 Placement
 Replacement
 Cleaning
4. Identify concepts of  Definition of input and output  Practical exercises
Input and Output devices  Oral questioning
devices management  Input  Learner portfolio of
 Output evidence.
 Objective of input and output
device management
 Input and output concepts
 Input and output categories
 Device controllers
 Interrupt-driven
input/output
 Direct Memory
Access(DMA input/output)
 Explanation of input and output
software
 Principles of input and
output software
 Input and output software
layers
 Description of disks
 Structure
 Operations
 Disk arm scheduling
algorithms
 First In First Out
(FIFO)
 Shortest Seek Time
First (SSFT)
 SCAN
 Circular-SCAN (C-
SCAN)
 LOOK
 Circular LOOK (C-
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LOOK)
 RAM disk
 RAID
 Computer clock system
 Hardware
 Software
 Computer terminals
 Terminal hardware
 Terminal software
 Definition of virtual device
 Objectives of virtual device
 Spooling
 Buffering
 Caching
5. Identify concepts of  Definition of file system  Practical exercises
file management management  Oral questioning
 File system concepts  Written test
 Naming  Learner portfolio of
 Structure evidence.
 Types
 Attributes
 Operations
 File access methods
 Directory implementation
 File allocation techniques
 File protection and security
 Importance
 Access control
 Audit trial
6. Identify Emerging  Explain the emerging trends in  Practical exercises
trends in Operating operating systems  Oral questioning
system  Challenges of emerging trends  Written test
 Coping with the emerging trends  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;
©TVET CDACC 2018 64
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

Materials and supplies


Digital instructional material including DVDs and CDs

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