REPUBLIC OF KENYA

NATIONAL OCCUPATIONAL STANDARDS

FOR

COUNSELLING PSYCHOLOGIST

LEVEL 5

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

All rights reserved. No part of these Occupational Standards may be reproduced,

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

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

© 2019, TVET CDACC 2

 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 in 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 shall be competency based, curriculum development shall be
industry led, certification shall be based on demonstration of competence and mode of
delivery shall allow 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 developing a competency-
based curriculum for Counselling Psychology Level 5. These Occupational Standards
will also be the basis 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 Health sector’s growth and
sustainable development.

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION

© 2019, TVET CDACC 3

 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. 14 of 2012 on Reforming Education and Training in Kenya,
emphasized the need to reform curriculum development, assessment and certification
in TVET. This called for shift to CBET to address the mismatch between skills
acquired through training and skills needed by industry as well as increase the global
competitiveness of Kenyan labour force.

The TVET Curriculum Development, Assessment and Certification Council (TVET

CDACC), in conjunction with Counselling Psychology Sector Skills Advisory
Committee (SSAC) and the sector experts have developed these Occupational
Standards for Counselling Psychology. These standards will be the basis for
development of curriculum for Counselling Psychology 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 Council Members, Council Secretariat, Counselling Psychology

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

CHAIRPERSON, TVET CDACC

© 2019, TVET CDACC 4

 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 Counselling Psychology 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 also acknowledge all other institutions which in one way or another contributed to
the success of development of these standards.

CHAIRPERSON
COUNSELLING PSYCHOLOGY SECTOR SKILLS ADVISORY
COMMITTEE

© 2019, TVET CDACC 5

 TABLE OF CONTENTS

FOREWORD.................................................................................................................ii
PREFACE.....................................................................................................................iii
ACKNOWLEDGMENT...............................................................................................iv
ABBREVIATIONS AND ACRONYMS.....................................................................vi
OVERVIEW...............................................................................................................viii
BASIC UNITS OF COMPETENCY.............................................................................1
DEMONSTRATE COMMUNICATION SKILLS........................................................2
DEMONSTRATE NUMERACY SKILLS....................................................................6
DEMONSTRATE DIGITAL LITERACY..................................................................13
DEMONSTRATE ENTREPRENEURIAL SKILLS...................................................18
DEMONSTRATE EMPLOYABILITY SKILLS........................................................25
DEMONSTRATE ENVIRONMENTAL LITERACY................................................33
DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES.......40
CORE UNITS OF COMPETENCY............................................................................46
ASSESS THE CLIENT................................................................................................47
PROVIDE BASIC COUNSELLING SERVICES.......................................................51
PROVIDE PSYCHOLOGICAL FIRST AID (PFA) SERVICES...............................55
PERFORM ADMINISTRATIVE DUTIES FOR COUNSELLING SERVICES.......59

© 2019, TVET CDACC 6

 ABBREVIATIONS AND ACRONYMS
A Control version
AIDS Acquired Immunodeficiency Syndrome
BC Basic Competency

CBET Competency Based Education and Training

CDACC Curriculum Development Assessment Certification Council

CEO Council Secretary

CO Counselling

CPSY Counselling Psychology

CPU Central Processing Unit

CR Core Unit

HE Health

HIV Acquired Immunodeficiency Virus

ICT Information Communication Technology

OS Occupational Standard

OSH Occupational Safety and Health

PD Personal Development

PESTEL Political Environmental Social Technological Economic Legal

PFA Psychological First Aid

PPE Personal Protective Equipment

PSY Psychology

SOP Standard Operating Procedure

SSAC Sector Skills Advisory Committee

PTSD Post Traumatic Stress Disorder

SWOT Strength Weakness Opportunity Threat

TVET Technical and Vocational Education and Training

© 2019, TVET CDACC 7

 KEY TO UNIT CODE

HE /OS /CPSY /BC /01/ 5/A

Industry or sector

Occupational Standards

Occupational area

Type of competency

Competency number

Competency level

Control version

© 2019, TVET CDACC 8

 OVERVIEW
Counselling Psychology Level 5 qualification consists of competencies that a
counsellor must achieve to enable him/her to assess the client, provide basic
counselling services, provide psychological first aid services, and perform
administrative duties for counselling services.

Counselling Psychology Level 5 qualification consists of the following basic and core
units of competency.

BASIC UNITS OF COMPETENCY

Unit Code Unit Title

HE/OS/CPSY/BC/01/5/A Demonstrate Communication Skills

HE/OS/CPSY/BC/02/5/A Demonstrate Numeracy Skills
HE/OS/CPSY/BC/03/5/A Demonstrate Digital Literacy
HE/OS/CPSY/BC/04/5/A Demonstrate Entrepreneurial Skills

HE/OS/CPSY/BC/05/5/A Demonstrate Employability Skills

HE/OS/CPSY/BC/06/5/A Demonstrate Environmental Literacy
HE/OS/CPSY/BC/07/5/A Demonstrate Occupational Safety and
Health Practices

CORE UNITS OF COMPETENCY

Unit Code Unit Title

HE/OS/CPSY/BC/01/5/A Assess the Client

HE/OS/CPSY/BC/02/5/A Provision of Basic Counselling Services

HE/OS/CPSY/BC/03/5/A Provision of Psychological First Aid

Services

HE/OS/CPSY/BC/04/5/A Perform Administrative Duties for

Counselling Services

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© 2019, TVET CDACC 10
 BASIC UNITS OF COMPETENCY

© 2019, TVET CDACC 1

 DEMONSTRATE COMMUNICATION SKILLS

UNIT CODE: HE/OS/CPSY/BC/01/5/A

UNIT DESCRIPTION

This unit covers the competencies required to demonstrate communication skills. It

involves meeting communication needs of clients and colleagues, contributing to the
development of communication strategies, conducting workplace interviews,
facilitating group discussions and representing the organisation

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

1. Meet 1.1 Specific communication needs of clients and

communicatio colleagues are identified and met based on
n needs of workplace requirements
clients and 1.2 Different communication approaches are
colleagues identified and applied according to clients’
needs
1.3 Conflict is identified and addressed as per the
standards of the organization
2. Contribute to 2.1 Strategies for internal and external
the dissemination of information are developed,
development promoted, implemented and reviewed as per
of organizations’ strategic plan
communicatio 2.2 Channels of communication are established and
n strategies reviewed based on the workplace needs
2.3 Communication training needs are identified and
provided according to SOPs
2.4 Work related network and relationship are
maintained based on workplace requirements
2.5 Negotiation and conflict resolution strategies are
maintained as per the workplace procedures
3. Conduct 3.1 Communication strategies are identified and
workplace employed in interview situations based on
interviews workplace requirements

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 3.2 Records of interviews are made and maintained
in accordance with organizational procedures
3.3 Effective questioning, listening and nonverbal
communication techniques are used based on
needs
4. Facilitate 4.1 Mechanisms to enhance effective group
group interaction are identified and implemented
discussions according to workplace requirements
4.2 Strategies to encourage group participation are
identified and used as per organizations’
procedures
4.3 Meetings objectives and agenda are set and
followed based on workplace requirements
4.4 Relevant information is provided and feedback
obtained according to set protocols
4.5 Evaluation of group communication strategies is
undertaken in accordance with workplace
guidelines
4.6 Specific communication needs of individuals are
identified and addressed as per individual needs
5. Represent the 5.1 Relevant presentation are researched and
organization presented based on internal or external
communication forums requirements
Presentation is delivered in a clear and
sequential manner as per the predetermined time
5.2 Presentation is made as per appropriate media
5.3 Difference views are respected based on
workplace procedures
5.4 Written communication is done as per
organizational standards
5.5 Inquiries are responded according to
organizational standard

RANGE

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

Variable Range

1. Communication  Language switch

© 2019, TVET CDACC 3

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

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

 Active listening
 Giving/receiving feedback
 Interpretation of information
 Role boundaries setting
 Negotiation
 Ccommunication

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Required Knowledge

The individual needs to demonstrate knowledge of:

 Communication process
 Dynamics of groups and different styles of group leadership
 Communication skills relevant to client groups
 Flexibility in communication
EVIDENCE GUIDE

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

1. Critical Assessment requires evidence that the candidate:

aspects of 1.1 Met communication needs of clients and colleagues
Competency 1.2 Contributed to the development of communication
strategies
1.3 Conducted interviews
1.4 Facilitated group discussions
1.5 Represented the organization
2. Resource The following resources should be provided:
Implications
2.1 Access to relevant workplace or appropriately
simulated environment where assessment can take
place
2.2 Materials relevant to the proposed activity or tasks
3. Methods of Competency in this unit may be assessed through:
Assessment
3.1 Observation
3.2 Oral questioning
3.3 Written test
3.4 Portfolio of Evidence
3.5 Interview
3.6 Third party report
4. Context of Competency may be assessed
Assessment 4.1 On the job
4.2 Off the job
4.3 During industrial attachment
5. Guidance Holistic assessment with other units relevant to the industry
information sector, workplace and job role is recommended.
for
assessment

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 DEMONSTRATE NUMERACY SKILLS
UNIT CODE: HE/OS/CPSY/BC/02/5/A

UNIT DESCRIPTION

This unit covers the competencies required to demonstrate numeracy skills. it involves
calculating with whole numbers and familiar fractions, decimals, and percentages for
work estimating, measuring, and calculating with routine metric measurements for
work, using routine maps and plans for work, interpreting, drawing and constructing
2D and 3D shapes for work, interpreting routine tables, graphs and charts for work,
collecting data and constructing routine tables and graphs for work and using basic
functions of calculator.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

1. Calculate with 1.1 Mathematical information that may be partly

whole numbers and embedded in routine workplace tasks and texts is
familiar fractions, selected and interpreted as per SOPs
decimals and 1.2 Whole numbers and routine or familiar fractions,
percentages for work decimals and percentages including familiar rates
are interpreted and comprehended as per SOPs
1.3 Calculations which may involve a number of steps
are performed as per SOPs
1.4 Calculations done with whole numbers and
routine or familiar fractions, decimals and
percentages as per SOPs
1.5 Conversion between equivalent forms of fractions,
decimals and percentages is done as per SOPs
1.6 Order of operations is applied to solve multi-step
calculations as per SOPs
1.7 Problem solving strategies are appropriately
applied as per SOPs
1.8 Estimations are made to check reasonableness of
problem solving process, outcome and its
appropriateness to the context and task as per
SOPs
1.9 Formal and informal mathematical language and
symbolism are used to communicate the result of

© 2019, TVET CDACC 6

 the task as per SOPs.
2. Estimate, measure, 2.1 Measurement information in workplace tasks and
and calculate with texts are selected and interpreted in accordance
routine metric with workplace requirements
measurements for work 2.2 Appropriate routine measuring equipment are
identified and selected in accordance with
workplace requirements
2.3 Measurements are estimated and made using
correct units as per measurement manuals.
2.4 Estimations and calculations done as per routine
measurements
2.5 Conversions performed routinely as per metric
units
2.6 Problem solving processes are used to undertake
the tasks as per workplace procedures.
2.7 Estimations are made to check reasonableness of
problem solving process, outcome and its
appropriateness to the context and task as per
workplace procedures
2.8 Information is recorded using mathematical
language and symbols appropriate to discuss the
task as per workplace procedures.
3. Use routine 3.1 Features are identified in routine maps and plans
maps and plans for as per SOPs
work 3.2 Symbols and keys in routine maps and plans are
clearly explained as per SOPs
3.3 Orientation of map to North is identified and
interpreted as per SOPs
3.4 Understanding of direction and location is clearly
demonstrated as per SOPs
3.5 Simple scale is applied to estimate length of
objects, or distance to location or object as per
SOPs
3.6 Directions are given and received using both
formal and informal language as per SOPs
4. Interpret, draw 4.1 Two dimensional shapes and routine three
and construct 2D and dimensional shapes identified in everyday objects
3D shapes for work and in different orientations in accordance with
job specifications
4.2 The use and application of shapes elaborately
explained as per SOPs
4.3 Formal and informal mathematical language and
symbols used to describe and compare the features

© 2019, TVET CDACC 7

 of two dimensional shapes and routine three
dimensional shapes as per workplace procedures.
4.4 Common angles identified in accordance with
SOPs
4.5 Common angles in everyday objects are
appropriately estimated as per SOPs
4.6 Formal and informal mathematical language are
used to describe and compare common angles as
per workplace procedures.
4.7 Common geometric instruments used to draw two
dimensional shapes as per SOPs
4.8 Routine three dimensional objects constructed
from given nets as per SOPs.
5. Interpret routine 5.1 Routine tables, graphs and charts identified in
tables, graphs and predominately familiar texts and contexts as per
charts for work tables and graph manuals
5.2 Common types of graphs and their different uses
identified as per SOPs
5.3 Features of tables, graphs and charts identified as
per workplace procedures
5.4 Information in routine tables, graphs and charts
located and interpreted as per workplace
procedures
5.5 Calculations are perform to interpret information
as per SOPs
5.6 How statistics can inform and persuade
interpretations is explained as per SOPs
5.7 Misleading statistical information is identified as
per workplace procedures.
5.8 Information relevant to the workplace is discussed
as per workplace procedures.
6. Collect data and 6.1 Features of common tables and graphs identified
construct routine tables as per SOPs
and graphs for work 6.2 Uses of different tables and graphs identified as
per job specifications
6.3 Data and variables to be collected are determined
as per workplace procedures.
6.4 The audience is determined as per the workplace
procedures
6.5 Method of data collection is select as per job
requirement
6.6 Data is collected as per SOPs
6.7 Information is collated in a table as per SOPs

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 6.8 Suitable scale and axes determined as per job
specifications
6.9 Graph to present information is drafted and drawn
as per SOPs
6.10 Data checked to ensure that it meets the expected
results and context as per workplace procedures
6.11 Information is reported or discussed using formal
and informal mathematical language as per
workplace procedures
7. Use basic 7.1 Keys are identified and used for basic functions
functions of calculator on a calculator as per SOPs
7.2 Calculation is done using whole numbers, money
and routine decimals and percentages as per SOPs
7.3 Calculation done with routine fractions and
percentages as per SOPs
7.4 Order of operations is applied to solve multi-step
calculations as per SOPs
7.5 Results are interpreted, displayed and recorded as
per workplace procedures
7.6 Estimations are made to check reasonableness of
problem solving process, outcome and its
appropriateness to the context and task as per
workplace procedures
7.7 Formal and informal mathematical language and
appropriate symbolism and conventions used to
communicate the result of the task as per
workplace procedures.

RANGE

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

Variable Range

1. Use basic  Addition

functions of  Multiplication
calculator may  Calculate ratios
include but not  Conversion of ratios into percentages

© 2019, TVET CDACC 9

 limited to:

2. Different tables  Bar Graphs

and graphs may  Flow Charts
include but not  Pie Charts
limited to:  Pictograph
 Line Graphs
 Time Series Graphs
 Stem and Leaf Plot
 Histogram
 Dot Plot
 Scatter plot

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

 Measuring
 Logical thinking
 Computing
 Drawing of graphs
 Applying mathematical formulas
 Analytical
Required knowledge

The individual needs to demonstrate knowledge of:

 Types of common shapes

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

© 2019, TVET CDACC 10

EVIDENCE GUIDE

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

1. Critical aspects Assessment requires evidence that the candidate:

of Competency
1.1 Calculated correctly with whole numbers and
routine or familiar fractions, decimals and
percentages
1.2 Estimated, measured and calculated with routine
metric measurements
1.3 Applied simple scale to estimate length of
objects or distance to location or object
1.4 Used formal and informal mathematical
language to describe and compare common
angles
1.5 Used common geometric instruments to draw
two dimensional shapes
1.6 Collected data and constructed routine tables and
graphs
1.7 Used basic functions of calculator correctly
2. Resource The following resources should be provided:
Implications
2.1 Access to relevant workplace or appropriately
simulated environment where assessment can
take place
2.2 Materials relevant to the proposed activity or
tasks
3. Methods of Competency may be assessed through:
Assessment
3.1 Observation
3.2 Oral questioning
3.3 Written test
3.4 Portfolio of Evidence
3.5 Interview
3.6 Third party report
4. Context of Competency may be assessed in:
Assessment
4.1 On the job
4.2 Off the job
4.3 Industrial attachment

© 2019, TVET CDACC 11

 5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is recommended.
assessment

© 2019, TVET CDACC 12

 DEMONSTRATE DIGITAL LITERACY

UNIT CODE:HE/OS/CPSY/BC/03/5/A

UNIT DESCRIPTION

This unit covers the competencies required to demonstrate digital literacy. It involves
identifying appropriate computer software and hardware, applying security measures
to data, hardware, software in automated environment, applying computer software in
solving tasks, applying internet and email in communication at workplace, applying
desktop publishing in official assignment and preparing presentation packages.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

1. Identify 1.1 Concepts of ICT are determined in accordance

appropriate with computer equipment
computer 1.2 Classifications of computers are determined in
software and accordance with manufacturers specification
hardware 1.3 Appropriate computer software is identified
according to manufacturer’s specification
1.4 Appropriate computer hardware is identified
according to manufacturer’s specification
1.5 Functions and commands of operating system are
determined in accordance with manufacturer’s
specification
2. Apply security 2.1 Data security and privacy are classified in
measures to accordance with the prevailing technology
data, hardware, 2.2 Security threats are identified, and control
software in measures are applied in accordance with laws
automated governing protection of ICT
environment 2.3 Computer threats and crimes are detected in
accordance with Information security management
guidelines
2.4 Protection against computer crimes is undertaken
in accordance with laws governing protection of
ICT

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 3. Apply 3.1 Word processing concepts are applied in resolving
computer workplace tasks, report writing and documentation
software in as per job requirements
solving tasks 3.2 Word processing utilities are applied in
accordance with workplace procedures
3.3 Worksheet layout is prepared in accordance with
work procedures
3.4 Worksheet is build and data manipulated in the
worksheet in accordance with workplace
procedures
3.5 Continuous data manipulated on worksheet is
undertaken in accordance with work requirements
3.6 Database design and manipulation is undertaken in
accordance with office procedures
3.7 Data sorting, indexing, storage, retrieval and
security is provided in accordance with workplace
procedures
4. Apply internet 4.1 Electronic mail addresses are opened and applied
and email in in workplace communication in accordance with
communication office policy
at workplace 4.2 Office internet functions are defined and executed
in accordance with office procedures
4.3 Network configuration is determined in
accordance with office operations procedures
4.4 Official World Wide Web is installed and managed
according to workplace procedures
5. Apply desktop 5.1 Desktop publishing functions and tools are
publishing in identified in accordance with manufactures
official specifications
assignments 5.2 Desktop publishing tools are developed in
accordance with work requirements
5.3 Desktop publishing tools are applied in accordance
with workplace requirements
5.4 Typeset work is enhanced in accordance with
workplace standards
6. Prepare 6.1 Types of presentation packages are identified in
presentation accordance with office requirements
packages 6.2 Slides are created and formulated in accordance
with workplace procedures
6.3 Slides are edited and run in accordance with work
procedures
6.4 Slides and handouts are printed according to work
requirements

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RANGE

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

Variable Range

1. Appropriate computer  Computer case

hardware may include  Monitor
but not limited to:
 keyboard
 mouse

2. Data security and  Confidentiality of data

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

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

 Analytical skills
 Interpretation
 Typing
 Communication
 Basic ICT skills

© 2019, TVET CDACC 15

Required Knowledge

The individual needs to demonstrate knowledge of:

 Software concept
 Functions of computer software and hardware
 Data security and privacy
 Computer security threats and control measures
 Technology underlying cyber-attacks and networks
 Cyber terrorism
 Computer crimes
 Detection and protection of computer crimes
 Laws governing protection of ICT
 Microsoft suite

EVIDENCE GUIDE

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

1. Critical Assessment requires evidence that the candidate:

Aspects of 1.1 Identified and controlled security threats
Competency 1.2 Detected and protected computer crimes
1.3 Applied word processing in office tasks
1.4 Designed, prepared work sheet and applied data to the
cells in accordance to workplace procedures
1.5 Opened electronic mail for office communication as
per workplace procedure
1.6 Installed internet and World Wide Web for office
tasks in accordance with office procedures
1.7 Integrated emerging issues in computer ICT
applications
1.8 Applied laws governing protection of ICT
2. Resource 2.1 Tablets
Implications 2.2 Laptops
2.3 Desktop computers
2.4 Calculators
2.5 Internet
2.6 Smart phones
2.7 Operation Manuals
3. Methods of Competency may be assessed through:
Assessment

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 3.1 Written Test
3.2 Observation
3.3 Practical assignment
3.4 Interview/Oral Questioning
4. Context of Competency may be assessed in:
Assessment 4.1 Off the job
4.2 On the job setting
4.3 Industrial attachment
5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

© 2019, TVET CDACC 17

 DEMONSTRATE ENTREPRENEURIAL SKILLS
UNIT CODE : HE/OS/CPSY/BC/04/5/A

UNIT DESCRIPTION

This unit covers the competencies required to demonstrate entrepreneurial skills. It

involves demonstrating understanding of an entrepreneur, entrepreneurship, and self-
employment, identifying entrepreneurship opportunities, creating entrepreneurial
awareness, applying entrepreneurial motivation, developing business innovative
strategies and developing business plan.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

1. Demonstrate 1.1 Entrepreneurs and Businesspersons are

understanding of an distinguished as per principles of
Entrepreneur entrepreneurship
1.2 Types of entrepreneurs are identified as
per principles of entrepreneurship
1.3 Ways of becoming an Entrepreneur are
identified as per principles of
Entrepreneurship
1.4 Characteristics of Entrepreneurs are
identified as per principles of
Entrepreneurship
1.5 Factors affecting Entrepreneurship
development are explored as per principles
of Entrepreneurship
2. Demonstrate 2.1 Entrepreneurship and self-employment are
understanding of distinguished as per principles of
Entrepreneurship and entrepreneurship
self-employment 2.2 Importance of self-employment is analysed
based on business procedures and
strategies
2.3 Requirements for entry into self-
employment are identified according to
business procedures and strategies
2.4 Role of an Entrepreneur in business is
determined according to business
procedures and strategies
2.5 Contributions of Entrepreneurs to National
development are identified as per business

© 2019, TVET CDACC 18

 procedures and strategies
2.6 Entrepreneurship culture in Kenya is
explored as per business procedures and
strategies
2.7 Born or made Entrepreneurs are
distinguished as per entrepreneurial traits
3. Identify 3.1 Sources of business ideas are identified as
Entrepreneurship per business procedures and strategies
opportunities 3.2 Business ideas and opportunities are
generated as per business procedures and
strategies
3.3 Business life cycle is analysed as per
business procedures and strategies
3.4 Legal aspects of business are identified as
per procedures and strategies
3.5 Product demand is assessed as per market
strategies
3.6 Types of business environment are
identified and evaluated as per business
procedures
3.7 Factors to consider when evaluating
business environment are explored based
on business procedure and strategies
3.8 Technology in business is incorporated as
per best practice

4. Create entrepreneurial 4.1 Forms of businesses are explored as per

awareness business procedures and strategies
4.2 Sources of business finance are identified
as per business procedures and strategies
4.3 Factors in selecting source of business
finance are identified as per business
procedures and strategies
4.4 Governing policies on Small Scale
Enterprises (SSEs) are determined as per
business procedures and strategies
4.5 Problems of starting and operating SSEs
are explored as per business procedures
and strategies
5. Apply entrepreneurial 5.1 Internal and external motivation factors
motivation are determined in accordance with
motivational theories

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 5.2 Self-assessment is carried out as per
entrepreneurial orientation
5.3 Effective communications are carried out
in accordance with communication
principles
5.4 Entrepreneurial motivation is applied as
per motivational theories
6. Develop innovative 6.1 Business innovation strategies are
business strategies determined in accordance with the
organization strategies
6.2 Creativity in business development is
demonstrated in accordance with business
strategies
6.3 Innovative business strategies are
developed as per business principles
6.4 Linkages with other entrepreneurs are
created as per best practice
6.5 ICT is incorporated in business growth and
development as per best practice
7. Develop Business Plan 7.1 Identified Business is described as per
business procedures and strategies
7.2 Marketing plan is developed as per
business plan format
7.3 Organizational/Management plan is
prepared in accordance with business plan
format
7.4 Production/operation plan in accordance
with business plan format
7.5 Financial plan is prepared in accordance
with the business plan format
7.6 Executive summary is prepared in
accordance with business plan format
7.7 Business plan is presented as per best
practice

RANGE

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

1. Variable Range

2. Types of entrepreneurs may  Innovators

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 include but not limited to:
 Imitators
 Craft
 Opportunistic
 Speculators
3. Characteristics of Entrepreneurs  Creative
may include but not limited to:  Innovative
 Planner
 Risk taker
 Networker
 Confident
 Flexible
 Persistent
 Patient
 Independent
 Future oriented
 Goal oriented
4. Requirements for entry into self-  Technical skills
employment may include but not  Management skills
limited to  Entrepreneurial skills
 Resources
 Infrastructure
5. Internal and external motivation  Interest
may include but not limited to:  Passion
 Freedom
 Prestige
 Rewards
 Punishment
 Enabling environment
 Government policies
6. Business environment may  External
include but not limited to:  Internal
 Intermediate
7. Forms of businesses may include  Sole proprietorship
but not limited to:  Partnership
 Limited companies
 Cooperatives
8. Governing policies may include  Increasing scope for finance
but not limited to:  Promoting cooperation between
entrepreneurs and private sector
 Reducing regulatory burden on
entrepreneurs
 Developing IT tools for

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 entrepreneurs
9. Innovative business strategies  New products
may include but not limited to:  New methods of production
 New markets
 New sources of supplies
 Change in industrialization

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

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

Required Knowledge

The individual needs to demonstrate knowledge of:

 Decision making
 Business communication
 Change management
 Competition
 Risk
 Net working
 Time management
 Leadership
 Factors affecting entrepreneurship development
 Principles of Entrepreneurship
 Features and benefits of common operational practices, e. g., continuous
improvement (kaizen), waste elimination,
 Conflict resolution
 Health, safety and environment (HSE) principles and requirements
 Customer care strategies
 Basic financial management

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  Business strategic planning
 Impact of change on individuals, groups and industries
 Government and regulatory processes
 Local and international market trends
 Product promotion strategies
 Market and feasibility studies
 Government and regulatory processes
 Local and international business environment
 Relevant developments in other industries
 Regional/ County business expansion strategies

EVIDENCE GUIDE

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

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency
1.1 Distinguished entrepreneurs and business
persons correctly
1.2 Identified ways of becoming an entrepreneur
appropriately
1.3 Explored factors affecting entrepreneurship
development appropriately
1.4 Analysed importance of self-employment
accurately
1.5 Identified requirements for entry into self-
employment correctly
1.6 Identified sources of business ideas correctly
1.7 Generated Business ideas and opportunities
correctly
1.8 Analysed business life cycle accurately
1.9 Identified legal aspects of business correctly
1.10 Assessed product demand accurately
1.11 Determined Internal and external motivation
factors appropriately
1.12 Carried out communications effectively
1.13 Identified sources of business finance
correctly
1.14 Determined Governing policy on small scale
enterprise appropriately
1.15 Explored problems of starting and operating
SSEs effectively
1.16 Developed Marketing,

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 Organizational/Management,
Production/Operation and Financial plans
correctly
1.17 Prepared executive summary correctly
1.18 Determined business innovative strategies
appropriately
1.19 Presented business plan effectively
2. Resource 2.1 The following resources should be provided:
Implications 2.2 Access to relevant workplace where assessment
can take place
2.3 Appropriately simulated environment where
assessment can take place
3. Methods of 3.1 Written tests
Assessment 3.2 Oral questions
3.3 Third party report
3.4 Interviews
3.5 Portfolio
4. Context of Competency may be assessed
Assessment
4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is
assessment recommended.

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 DEMONSTRATE EMPLOYABILITY SKILLS

UNIT CODE:HE/OS/CPSY/BC/05/5/A

Unit Description

This unit covers competencies required to demonstrate employability skills. It

involves conducting self-management, demonstrating interpersonal communication,
critical safe work habits, leading small teams, planning and organizing work,
maintaining professional growth and development, demonstrating workplace learning,
problem solving skills and managing workplace ethics.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

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

© 2019, TVET CDACC 25

 interpersonal communication policy
communication 2.2 Negotiation and persuasion skills are
demonstrated as per communication policy
2.3 Internal and external stakeholders’ needs are
identified and interpreted as per the
communication policy
2.4 Communication networks are established based
on workplace policy
2.5 Information is shared as per communication
policy
3. Demonstrate 3.1 Stress is managed in accordance with workplace
critical safe policy.
work habits 3.2 Punctuality and time consciousness is
demonstrated in line with workplace policy.
3.3 Personal objectives are integrated with
organization goals based on organization’s
strategic plan.
3.4 Resources are utilized in accordance with
workplace policy.
3.5 Work priorities are set in accordance to
workplace goals and objectives.
3.6 Leisure time is recognized and utilized in line
with personal objectives.
3.7 Drugs and substances of abuse are identified and
avoided based on workplace policy.
3.8 HIV and AIDS prevention awareness is
demonstrated in line with workplace policy.
3.9 Safety consciousness is demonstrated in the
workplace based on organization safety policy.
3.10 Emerging issues are identified and dealt
with in accordance with organization policy.
4. Lead small 4.1 Performance targets for the team are set based on
teams organization’s objectives
4.2 Duties are assigned in accordance with the
organization policy.
4.3 Forms of communication in a team are
established according to organization’s policy.
4.4 Team performance is evaluated based on set
targets as per workplace policy.
4.5 Conflicts are resolved between team members in
line with organization policy.
4.6 Gender related issues are identified and
mainstreamed in accordance workplace policy.

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 4.7 Human rights and fundamental freedoms are
identified and respected as Constitution of Kenya
2010.
4.8 Healthy relationships are developed and
maintained in line with workplace.
5. Plan and 5.1 Task requirements are identified as per the
organize work workplace objectives
5.2 Task is interpreted in accordance with safety
(OHS ), environmental requirements and quality
requirements
5.3 Work activity is organized with other involved
personnel as per the SOPs
5.4 Resources are mobilized, allocated and utilized to
meet project goals and deliverables.
5.5 Work activities are monitored and evaluated in
line with organization procedures.
5.6 Job planning is documented in accordance with
workplace requirements.
5.7 Time is managed achieve workplace set goals and
objectives.
6. Maintain 6.1 Personal training needs are identified and
professional assessed in line with the requirements of the job.
growth and 6.2 Training and career opportunities are identified
development and utilized based on job requirements.
6.3 Resources for training are mobilized and allocated
based organizations and individual skills needs.
6.4 Licensees and certifications relevant to job and
career are obtained and renewed as per policy.
6.5 Work priorities and personal commitments are
balanced and managed based on requirements of
the job and personal objectives.
6.6 Recognitions are sought as proof of career
advancement in line with professional
requirements.
7. Demonstrate 7.1 Learning opportunities are sought and managed
workplace based on job requirement and organization policy.
learning 7.2 Improvement in performance is demonstrated
based on courses attended.
7.3 Application of learning is demonstrated in both
technical and non-technical aspects based on
requirements of the job
7.4 Time and effort is invested in learning new skills
based on job requirements

© 2019, TVET CDACC 27

 7.5 Initiative is taken to create more effective and
efficient processes and procedures in line with
workplace policy.
7.6 New systems are developed and maintained in
accordance with the requirements of the job.
7.7 Awareness of personal role in workplace
innovation is demonstrated based on
requirements of the job.
8. Demonstrate 8.1 Creative, innovative and practical solutions are
problem solving developed based on the problem
skills 8.2 Independence and initiative in identifying and
solving problems is demonstrated based on
requirements of the job.
8.3 Team problems are solved as per the workplace
guidelines
8.4 Problem solving strategies are applied as per the
workplace guidelines
8.5 Problems are analyzed and assumptions tested as
per the context of data and circumstances
9. Demonstrate 9.1 Policies and guidelines are observed as per the
workplace workplace requirements
ethics 9.2 Self-worth and professionalism is exercised in
line with personal goals and organizational
policies
9.3 Code of conduct is observed as per the workplace
requirements
9.4 Integrity is demonstrated as per legal requirement

RANGE

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

Range Variable

1. Drug and  Commonly abused

substance abuse  Alcohol
may include but  Tobacco
not limited to:  Miraa
 Over-the-counter drugs
 Cocaine

© 2019, TVET CDACC 28

  Bhang
 Glue
2. Feedback may  Verbal
include but not  Written
limited to:  Informal
 Formal
3. Relationships  Man/Woman
may include but  Trainer/trainee
not limited to:  Employee/employer
 Client/service provider
 Husband/wife
 Boy/girl
 Parent/child
 Sibling relationships

4. Forms of  Written
communication  Visual
may include but  Verbal
not limited to:  Non verbal
 Formal and informal
5. Team may  Small work group
include but not  Staff in a section/department
limited to:  Inter-agency group
6. Personal growth  Growth in the job
may include but  Career mobility
not limited to:  Gains and exposure the job gives
 Net workings
 Benefits that accrue to the individual as a result of
noteworthy performance
7. Personal  Long term
objectives may  Short term
include but not  Broad
limited to:  Specific
8. Trainings and  Participation in training programs
career  Technical
opportunities  Supervisory
may include but  Managerial
not limited to  Continuing Education
 Serving as Resource Persons in conferences and workshops
9. Resource may  Human
include but not  Financial
limited to:  Hardware
 Software

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 10. Innovation may  New ideas
include but not  Original ideas
limited to:  Different ideas
 Methods/procedures
 Processes
 New tools
11. Emerging issues  Terrorism
may include but  Social media
not limited to:  National cohesion
 Open offices
12. Range of media  Mentoring
for learning may  peer support and networking
include but not  IT and courses
limited to:

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

 Communication
 Critical thinking
 Observation
 Organizing
 Negotiation
 Monitoring
 Evaluation
 Record keeping
 Problem solving
 Decision Making
 Resource utilization
 Resource mobilization

Required Knowledge

The individual needs to demonstrate knowledge of:

 Work values and ethics

 Company policies

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  Company operations, procedures and standards
 Occupational Health and safety procedures
 Fundamental rights at work
 Personal hygiene practices
 Workplace communication
 Concept of time
 Time management
 Decision making
 Types of resources
 Work planning
 Resources and allocating resources
 Organizing work
 Monitoring and evaluation
 Record keeping
 Workplace problems and how to deal with them
 Gender mainstreaming
 HIV and AIDS
 Drug and substance abuse
 Leadership
 Safe work habits
 Professional growth and development
 Technology in the workplace
 Emerging issues
 Social media
 Terrorism
 National cohesion

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

2. Critical Assessment requires evidence that the candidate:

aspects of 1.1 Conducted self-management
Competency 1.2 Demonstrated interpersonal communication
1.3 Demonstrated critical safe work habits
1.4 Led small teams
1.5 Planned and organized work
1.6 Maintained professional growth and development
1.7 Demonstrated workplace learning
1.8 Demonstrated problem solving skills
1.9 Demonstrated workplace ethics
4. Resource The following resources should be provided:

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 Implications 2.1 Access to relevant workplace where
assessment can take place
2.2 Appropriately simulated environment
where assessment can take place
6. Methods of Competency in this unit may be assessed through:
Assessment
3.1 Oral questioning
3.2 Portfolio of evidence
3.3 Third Party Reports
3.4 Written tests
8. Context of Competency may be assessed
Assessment
4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
9. Guidance Holistic assessment with other units relevant to the industry sector,
information workplace and job role is recommended.
for assessment

© 2019, TVET CDACC 32

 DEMONSTRATE ENVIRONMENTAL LITERACY
UNIT CODE: HE/OS/CPSY/BC/06/5/A

UNIT DESCRIPTION

This unit describes the competencies required to demonstrate understanding of

environmental literacy. It involves controlling environmental hazard, controlling
control 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 and monitoring activities on environmental
protection/programs.

ELEMENTS AND PERFORMANCE CRITERIA

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

1. Control environmental 1.1 Storage methods for environmentally

hazard hazardous materials are strictly followed
according to environmental regulations
and OSHS.
1.2 Disposal methods of hazardous wastes are
followed always according to
environmental regulations and OSHS.
1.3 PPE is used according to OSHS.
2. Control environmental 2.1 Environmental pollution control
Pollution control measures are compiled following standard
protocol.
2.2 Procedures for solid waste management
are observed according to Environmental
Management and Coordination Act 1999
2.3 Methods for minimizing noise pollution is
complied with based on Noise and
Excessive Vibration Pollution and
Control Regulations, 2009
3. Demonstrate 3.1 Methods for minimizing wastage are
sustainable resource use complied with.

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 3.2 Waste management procedures are
employed following principles of 3Rs
(Reduce, Reuse, Recycle)
3.3 Methods for economizing and reducing
resource consumption are practiced as per
the Environmental Management and
Coordination Act 1999
4. Evaluate current 4.1 Information on resource efficiency
practices in relation to systems and procedures are collected
resource usage and provided to the work group where
appropriate.
4.2 Current resource usage is measured and
recorded by members of the work group.

4.3 Current purchasing strategies are analyzed

and recorded according to industry
procedures.
4.4 Current work processes to access
information and data is analyzed
following enterprise protocol.
5. Identify Environmental 5.1 Environmental legislations/conventions
legislations/conventions and local ordinances are identified
for environmental according to the different environmental
concerns aspects/impact
5.2 Industrial standard/environmental
practices are described according to the
different environmental concerns
6. Implement specific 6.1 Programs/Activities are identified
environmental according to organizations policies and
programs guidelines.
6.2 Individual roles/responsibilities are
determined and performed based on the
activities identified.
6.3 Problems/constraints encountered are
resolved in accordance with
organizations’ policies and guidelines
6.4 Stakeholders are consulted based on
company guidelines
7. Monitor activities on 7.1 Activities are periodically monitored and
Environmental evaluated according to the objectives of
protection/Programs the environmental Program
7.2 Feedback from stakeholders are gathered
and considered in proposing

© 2019, TVET CDACC 34

 enhancements to the program based on
consultations
7.3 Data gathered are analyzed based on
evaluation requirements
7.4 Recommendations are submitted based on
the findings
7.5 Management support systems are
set/established to sustain and enhance the
program
7.6 Environmental incidents are monitored
and reported to concerned/proper
authorities
RANGE

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

Variable Range

1. PPE may include 1.1 Mask

but not limited to: 1.2 Gloves
1.3 Goggles
1.4 Safety hat
1.5 Overall
1.6 Hearing protector
1.7 Safety boots
2. Environmental 2.1 Methods for minimizing or stopping spread
pollution control and ingestion of airborne particles
measures may 2.2 Methods for minimizing or stopping spread
include but not and ingestion of gases and fumes
limited to: 2.3 Methods for minimizing or stopping spread
and ingestion of liquid wastes
3. Waste management 3.1 Sorting
procedures may 3.2 Storing of items
include but not 3.3 Recycling of items
limited to: 3.4 Disposal of items

© 2019, TVET CDACC 35

 4. Resources may 4.1 Electric
include but not 4.2 Water
limited to: 4.3 Fuel
4.4 Telecommunications
4.5 Supplies
4.6 Materials
5. Workplace 5.1 Biological hazards
environmental 5.2 Chemical and dust hazards
hazards may 5.3 Physical hazards
include but not
limited to:
6. Organizational 6.1 Supply chain, procurement and purchasing
systems and 6.2 Quality assurance
procedures may 6.3 Making recommendations and seeking
include but not approvals
limited to:

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

 Observation
 Measuring
 Writing
 Communication
 Analytical
 Monitoring
 Evaluation

Required Knowledge

The individual needs to demonstrate knowledge of:

 Storage methods of environmentally hazardous materials

 Disposal methods of hazardous wastes
 Usage of PPE Environmental regulations
 OSHS

© 2019, TVET CDACC 36

  Types of pollution
 Environmental pollution control measures
 Different solid wastes
 Solid waste management
 Different noise pollution
 Methods of minimizing noise pollution
 Solid Waste Act
 Methods of minimizing wastage
 Waste management procedures
 Economizing of resource consumption
 3Rs principle
 Types of resources
 Techniques in measuring current usage of resources
 Calculating current usage of resources
 Types of workplace environmental hazards
 Environmental regulations
 Environmental regulations applying to the enterprise.
 Measurement and recording of current resource usage
 Analysis current work processes to access information and data Analysis of
data and information
 Identification of areas for improvement
 Resource consuming processes
 Determination of quantity and nature of resource consumed
 Analysis of resource flow of different parts of the resource flow process
 Use/conversion of resources
 Causes of low efficiency of use
 Increasing the efficiency of resource use
 Inspection of resource use plans
 Regulations/licensing requirements
 Determine benefit/cost for alternative resource sources
 Benefit/costs for different alternatives
 Components of proposals
 Criteria on ranking proposals
 Regulatory requirements
 Proposals for improving resource efficiency
 Implementation of resource efficiency plans
 Procedures in monitor implementation
 Adjustments of implementation plan
 Inspection of new resource usage

EVIDENCE GUIDE

© 2019, TVET CDACC 37

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

1. Critical Assessment requires evidence that the candidate:

Aspects of
Competency 1.1 Controlled environmental hazard
1.2 Controlled environmental pollution
1.3 Demonstrated sustainable resource use
1.4 Evaluated current practices in relation to resource
usage
1.5 Demonstrated knowledge of environmental
legislations and local ordinances according to the
different environmental issues /concerns.
1.6 Described industrial standard environmental practices
according to the different environmental
issues/concerns.
1.7 Resolved problems/ constraints encountered based on
management standard procedures
1.8 Implemented and monitored environmental practices
on a periodic basis as per company guidelines
1.9 Recommended solutions for the improvement of the
Program
1.10 Monitored and reported to proper authorities any
environmental incidents
2. Resource The following resources should be provided:
Implications
2.1 Workplace with storage facilities
2.2 Tools, materials and equipment relevant to the tasks
(ex. Cleaning tools, cleaning materials, trash bags,
etc.)
2.3 PPE
2.4 Manuals and references
2.5 Legislation, policies, procedures, protocols and local
ordinances relating to environmental protection
2.6 Case studies/scenarios relating to environmental
Protection
3. Methods of Competency in this unit may be assessed through:
Assessment
3.1 Observation
3.2 Oral questioning
3.3 Written test
3.4 Interview/Third Party Reports
3.5 Portfolio of evidence

© 2019, TVET CDACC 38

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

© 2019, TVET CDACC 39

 DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES
UNIT CODE: HE/OS/CPSY/BC/07/5/A

UNIT DESCRIPTION

This unit specifies the competencies required to identify workplace hazards and risk,
identify and implement appropriate control measures and implement OSH programs,
procedures and policies/ guidelines

ELEMENTS AND PERFORMANCE CRITERIA

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

1. Identify workplace 1.1 Hazards in the workplace are identified based

hazards and risk their indicators

1.2 Risks and hazards are evaluated based on legal

requirements.

1.3 OSH concerns raised by workers are addressed as

per legal requirements.

2. Control OSH 2.1 Hazard prevention and control measures are

hazards implemented as per legal requirement.

2.2 Risk assessment is conducted and a risk matrix

developed based on likely impact.

2.3 Contingency measures, including emergency

procedures during workplace incidents and
emergencies are recognized and established in
accordance with organization procedures.

3. Implement OSH 3.1 Company OSH program are identified, evaluated

programs and reviewed based on legal requirements.

3.2 Company OSH programs are implemented as per

legal requirements.

3.3 Workers are capacity built on OSH standards and

© 2019, TVET CDACC 40

 procedures as per legal requirements

3.4 OSH-related records are maintained as per legal

requirements.

RANGE

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

Variable Range

1. Hazards may  Physical hazards

include but are not  Biological hazards
limited to:  Chemical hazards
 Ergonomics
 Psychological factors
 Physiological factors
 Safety hazards
 Unsafe workers’ act
2. Indicators may  Increased of incidents of accidents,
include but are not injuries
limited to:  Increased occurrence of sickness or health
complaints/ symptoms
 Common complaints of workers related to
OSH
 High absenteeism for work-related reasons
3. Evaluation and/or  Health Audit
work environment  Safety Audit
measurements may  Work Safety and Health Evaluation
include but are not  Work Environment Measurements of
limited to: Physical and Chemical Hazards
4. OSH issues and/or  Workers’ experience/observance on
concerns may presence of work hazards
include but are not  Unsafe/unhealthy administrative
limited to: arrangements (prolonged work hours, no
break time, constant overtime, scheduling
of tasks)
 Reasons for compliance/non-compliance
to use of PPEs or other OSH
procedures/policies/guidelines

© 2019, TVET CDACC 41

 5. Prevention and  Eliminate the hazard
control measures  Isolate the hazard
may include but are  Substitute the hazard with a safer
not limited to: alternative
 Use administrative controls to reduce the
risk
 Use engineering controls to reduce the risk
 Use personal protective equipment
 Safety, Health and Work Environment
Evaluation
 Periodic and/or special medical
examinations of workers
6. Safety gears /PPE  Arm/Hand guard, gloves
(Personal  Eye protection (goggles, shield)
Protective  Hearing protection (ear muffs, ear plugs)
Equipment’s) may  Hair Net/cap/bonnet
include but are not  Hard hat
limited to:  Face protection (mask, shield)
 Apron/Gown/coverall/jump suit
 Anti-static suits
 High-visibility reflective vest
7. Appropriate risk  Eliminate the hazard altogether
controls  Isolate the hazard from anyone who could
be harmed
 Substitute the hazard with a safer
alternative
 Use administrative controls to reduce the
risk
 Use engineering controls to reduce the risk
 Use personal protective equipment
8. Contingency  Evacuation
measures may  Isolation
include but are not  Decontamination
limited to:  Emergency personnel

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 9. Emergency  Fire drill
procedures may  Earthquake drill
include but are not  Basic life support/CPR
limited to:  First aid
 Spillage control
 Decontamination of chemical and toxic
 Disaster preparedness/management
 Set of fire-extinguisher
10. Incidents and  Chemical spills
emergencies may  Equipment/vehicle accidents
include but are not  Explosion
limited to:  Fire
 Gas leak
 Injury to personnel
 Structural collapse
 Toxic and/or flammable vapors emission.
11. OSH-related  Medical/Health records
Records may  Incident/accident reports
include but are not  Sickness notifications/sick leave application
limited to:  OSH-related trainings obtained

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

 Communication
 Interpersonal
 Presentation
 Risk assessment
 Evaluation
 Critical thinking
 Problem solving
 Negotiation

Required Knowledge

© 2019, TVET CDACC 43

The individual needs to demonstrate knowledge of:

 General OSH Principles

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

EVIDENCE GUIDE

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

1. Critical Assessment requires evidence that the candidate:

Aspects of
Competency 1.1 Identified hazards in the workplace based their
indicators
1.2 Evaluated workplace hazards based on legal
requirements.
1.3 Addressed OSH concerns raised by workers as per
legal requirements.
1.4 Implemented hazard prevention and control
measures as per legal requirement.
1.5 Conducted risk assessment as per legal requirement.
1.6 Developed risk matrix based on likely impact.
1.7 Recognized and established contingency measures in
accordance with organization procedures.
1.8 Identified, evaluated and reviewed company OSH
program based on legal requirements.
1.9 Implemented company OSH programs as per legal
requirements.
1.10 Capacity built workers on OSH standards and
procedures as per legal requirements
1.11 Maintained OSH-related records as per legal
requirements.
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace where assessment can

© 2019, TVET CDACC 44

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

© 2019, TVET CDACC 45

 CORE UNITS OF COMPETENCY

© 2019, TVET CDACC 46

 ASSESS THE CLIENT

UNIT CODE: HE/OS/CPSY/CR/01/5/A

UNIT DESCRIPTION

This unit describes the competencies required to assess a client. It involves preparing
to assess the client, assessing the client, evaluating client assessment and terminating
the client assessment.
ELEMENTS AND PERFORMANCE CRITERIA
PERFORMANCE CRITERIA
ELEMENT These are assessable statements which specify the
These describe the key required level of performance for each of the
outcomes which make up elements.
workplace function. Bold and italicized terms are elaborated in the
Range
1. Prepare to Assess the 1.1 Assessment venue is prepared according to
Client counselling standards
1.2 Assessment tools are identified according to
counselling standards
1.3 Client is oriented to assessment process according
to counselling standards
1.4 Contract for assessment is negotiated according to
counselling standards
2. Assess the client 2.1 Client bio-data is obtained according to
counselling standards
2.2 Assessment is conducted and a report generated
according to counselling standards
2.3 A counsellor is identified in accordance with
assessment report
2.4 Client referral is recommended according to
assessment report
3. Evaluate client 3.1 Assessment is evaluated according to counselling
Assessment standards
3.2 Personal therapy is undertaken in accordance with
counselling standards
3.3 Counsellor is supervised in accordance with
counselling standards
4. Terminate client 4.1 Assessment is terminated according to counselling
Assessment standards
4.2 Assessment report is prepared and shared in

© 2019, TVET CDACC 47

 accordance with counselling standards

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

Variable Range
1. Assessment tools  Personality tests
may include but  self-esteem assessment tools
not limited to:  Post-traumatic Stress Disorder (PTSD)
assessment tools
 anxiety inventories
 suicidal tests
 depression tools
2. Client bio-data  Name
include but not  Age
limited to:  education level
 occupation
 gender
 contacts
 position of birth
 significant contact

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills
The individual needs to demonstrate the following skills:
 Attending
 Communication
 Concreteness
 Confrontation
 Empathy
 Genuineness
 Immediacy
 Interpersonal
 Listening
 Minimal prompts
 Negotiation

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 Networking
 Observation
 Prioritizing
 Probing
 Reflecting
 Social
 Summarization
 Unconditional positive regard

Required Knowledge
The individual needs to demonstrate knowledge of:
 Types, purpose and use of assessment tools
 Psychological testing and assessment
 Assessment procedures
 Counselling planning
 Client diagnosis
 Human development
 Contextual issues
 Referrals
 Assessment documentation
 Ethical and legal standards
 Counsellor supervision

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

1. Critical aspects Assessment requires evidence that the candidate:

of competency 1.1 Prepared assessment venue in accordance with
counselling standards
1.2 Identified assessment tools according to presenting issues
1.3 Conducted client assessment in accordance with
counselling standards
1.4 Evaluated the assessment in accordance with counselling
standards
1.5 Recommended client referral according to assessment
report
1.6 Undertook personal therapy in accordance with
counselling standards
1.7 Undertook counselling supervision in accordance with
counselling standards
1.8 Terminated assessment in accordance with counselling
standards

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2. Resource The following resources must be provided:
Implications 2.1 Access to relevant workplace where assessment can take
place
2.2 Appropriately simulated environment where assessment
can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written tests
3.4 Audio-visual reviews
3.5 Role plays
3.6 Case studies
4. Context of Competency may be assessed
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
5. Guidance Holistic assessment with other units relevant to the industry
Information for sector, workplace and job role is recommended.
Assessment

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 PROVIDE BASIC COUNSELLING SERVICES

UNIT CODE: HE/OS/CPSY/CR/02/5/A

UNIT DESCRIPTION

This unit describes the competencies required to provide basic counselling services. It
involves preparing to provide basic counselling services, providing basic counselling
services, evaluating counselling services and terminating counselling services.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT
PERFORMANCE CRITERIA
These describe the
These are assessable statements which specify the required
key outcomes which
level of performance for each of the elements.
make up workplace
Bold and italicized terms are elaborated in the Range
function.
1. Prepare to provide 1.1 Counselling venue is prepared according to counselling
basic counselling standards
services 1.2 Assessment tools are identified according to
counselling standards
1.3 Client is oriented to basic counselling services
according to counselling standards
1.4 Assessment is conducted and a report prepared
according to counselling standards
2. Provide basic 2.1 Client’s bio-data is obtained according to counselling
counselling standards
services 2.2 Counselling plan is developed according to assessment
report
2.3 Counselling is provided according to presenting issues,
assessment report and counselling standards
2.4 Client follow up is provided according to counselling
standards
2.5 Client referral is recommended according to
counselling standards
3. Evaluate basic 3.1 Counselling is evaluated by the client according to
counselling counselling standards
services 3.2 Counsellor self-evaluation is conducted according to
counselling standards
3.3 Personal therapy is undertaken in accordance with
counselling standards
3.4 Counsellor is supervised in accordance with

© 2019, TVET CDACC 51

 counselling standards
4. Terminate 4.1 Counselling contract is terminated according to
provision of basic counselling standards
counselling 4.2 Counselling report is prepared and shared in
services accordance with counselling standards

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

Variable Range
1. Assessment tools  Personality tests
include may but  Self-esteem assessment tools
not limited to:  Post-traumatic Stress Disorder (PTSD) tests
 Anxiety inventories
 Suicidal tests
 Depression tests
2. Client bio-data  Name
may include but  Age
not limited to:  education level
 occupation
 gender
 contacts
 position of birth
 significant contact

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills
The individual needs to demonstrate the following skills:
 Attending
 Communication
 Confrontation
 Empathy
 Genuineness
 Immediacy
 Interpersonal
 Listening
 Minimal prompts
 Networking
 Observation

© 2019, TVET CDACC 52

 Prioritizing
 Probing
 Reflecting
 Reframing
 Responding
 Social
 Summarization
 Unconditional positive regard

Required Knowledge
The individual needs to demonstrate knowledge of:
 History of counselling
 Introduction to psychology
 Counselling procedures
 Human development
 Multicultural counselling
 Psychological testing and assessment
 Documentation and referral procedures
 Ethical and legal standards
 Relationship building
 Process of counselling
 Theories of counselling
 Group theories
 Counsellor supervision
 Personal development (PD)
o Personal therapy
o Journaling
o PD activities
 Contextual issues

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

1. Critical Assessment requires evidence that the candidate:

Aspects of 1.1 Prepared counselling venue according to counselling
Competency standards
1.2 Oriented clients to basic counselling services according
to counselling standards
1.3 Negotiated counselling contract according to counselling
standards
1.4 Developed counselling plan according to counselling
standards

© 2019, TVET CDACC 53

 1.5 Provided basic counselling services in accordance with
counselling standards
1.6 Provided follow up in accordance with counselling
standards
1.7 Undertook personal therapy in accordance with
counselling standards
1.8 Undertook counselling supervision in accordance with
counselling standards
1.9 Terminated provision of basic counselling services in
accordance with counselling standards
2. Resource The following resources must be provided:
Implications 2.1 Access to relevant workplace where assessment can
take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written tests
3.4 Audio-visual reviews
3.5 Role plays
3.6 Case studies
4. Context of Competency may be assessed
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment
5. Guidance Holistic assessment with other units relevant to the industry
Information sector, workplace and job role is recommended.
for
Assessment

© 2019, TVET CDACC 54

 PROVIDE PSYCHOLOGICAL FIRST AID (PFA) SERVICES

UNIT CODE: HE/OS/CPSY/CR/03/5/A

UNIT DESCRIPTION

This unit describes the competencies required to provide psychological first aid. It
involves preparing to provide psychological first aid services, providing psychological
first aid services, evaluating psychological first aid services and terminating
psychological first aid services.

ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT These are assessable statements which specify the
These describe the key required level of performance for each of the
outcomes which make up elements.
workplace function. Bold and italicized terms are elaborated in the
Range
1. Prepare to Provide 1.1 PFA venue is prepared according to counselling
Psychological First Aid standards
(PFA) Services 1.2 Assessment tools are identified according to
counselling standards
1.3 Client is oriented to PFA services according to
counselling standards
1.4 PFA assessment is conducted according to
counselling standards
2. Provide psychological 2.1 Client’s bio-data is obtained according to
first aid services counselling standards
2.2 PFA plan is developed according to assessment
report
2.3 PFA is provided according to presenting issues,
assessment report and counselling standards
2.4 Follow up is provided according to counselling
standards
2.5 Client referral is recommended according to
counselling standards
3. Evaluate psychological 3.1 PFA services are evaluated by the client according
first aid services to counselling standards
3.2 Counsellor self-evaluation is conducted according
to counselling standards
3.3 Personal therapy is undertaken in accordance with

© 2019, TVET CDACC 55

 counselling standards
3.4 Counsellor is supervised in accordance with
counselling standards
4. Terminate the 4.1 PFA contract is terminated according to
psychological first aid counselling standards
services 4.2 PFA report is prepared and shared in accordance
with counselling standards

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

Variable Range
1. Client bio-data  Name
may include but  Age
not limited to:  education level
 occupation
 gender
 contacts
 position of birth
 significant contact
2. Assessment tools  Intake tools
include may but  anxiety inventories
not limited to:  suicidal tests
 panic tests
 checklists

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills
The individual needs to demonstrate the following skills:
 Attending
 Communication
 Concreteness
 Confrontation
 Empathy
 Genuineness
 Immediacy
 Interpersonal
 Life skills
 Listening

© 2019, TVET CDACC 56

 Minimal prompts
 Negotiation
 Networking
 Observation
 Prioritizing
 Probing
 Reflecting
 Responding
 Social
 Summarization
 Unconditional positive regard

Required Knowledge
The individual needs to demonstrate knowledge of:
 History of PFA
 PFA assessment
 Relationship building
 Process of counselling
 Individual theories
 Group theories
 Trauma theories
 Crisis theories
 PFA intervention models
 Providing psycho-education
 Conflict resolution
 Counsellor supervision
 Personal development (PD)
o Personal therapy
o Journaling
o PD activities
 Ethical and legal standards

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

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Conducted assessment in accordance with counselling
standards
1.2 Negotiated PFA contract in accordance with counselling
standards
1.3 Developed PFA plan in accordance with counselling
standards

© 2019, TVET CDACC 57

 1.4 Provided PFA services in accordance with counselling
standards
1.5 Evaluated PFA services in accordance with counselling
standards
1.6 Undertook personal therapy in accordance with
counselling standards
1.7 Undertook PFA supervision in accordance with
counselling standards
1.8 Terminated PFA services in accordance with counselling
standards
2. Resource The following resources must be provided:
Implications 2.1 Access to relevant workplace where assessment can take
place
2.2 Appropriately simulated environment where assessment
can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written tests
3.4 Audio-visual reviews
3.5 Role plays
3.6 Case studies
4. Context of Competency may be assessed
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment.
5. Guidance Holistic assessment with other units relevant to the industry
Information for sector, workplace and job role is recommended.
Assessment

© 2019, TVET CDACC 58

 PERFORM ADMINISTRATIVE DUTIES FOR COUNSELLING SERVICES

UNIT CODE: HE/OS/CPSY/CR/04/5/A

UNIT DESCRIPTION

This Unit describes the competencies required to perform administrative duties in the
provision of counselling services. It involves competencies for adhering to
counselling services regulations, requisitioning for counselling operational resources,
advocating for counselling services, coordinating operational counselling resources,
undertaking counselling services documentation, and organizing counsellor
supervision services.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENTS PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the
outcomes which make up required level of performance for each of the
workplace function elements.
1. Prepare to perform 1.1 Counselling services plan and budgets are
administrative duties prepared according to counselling needs
1.2 Counselling services supplies are requisitioned
in with accordance counselling needs
1.3 Counselling resources are mobilized according
to counselling standards
2. Perform administrative 2.1 Supervising of day to day operations of
duties in counselling counselling services is conducted according to
services counselling standards
2.2 Counselling services policies are implemented
in accordance with counselling standards
2.3 Counselling services are advocated for in
accordance with counselling standards
2.4 Counselling services resources are managed in
accordance with organizational procedures

2. Evaluate performance of 3.1 Provision of counselling services is monitored

administrative duties according to counselling standards
3.2 Counselling services documentation is enforced
in accordance with counselling standards
3.3 Counselling services supervision is enforced in
accordance with counselling standards
3.4 Referral processes are implemented in
accordance with counselling standards

© 2019, TVET CDACC 59

 3.5 Follow up procedures are adhered to in
accordance with counselling standards
3.6 Reports are prepared and shared according to
organizational procedures and counselling
standards

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

Variable Range
1. Counselling resources  Material
may include but not  Financial
limited to:  Human resource
2. Counselling services  Procedures
policies may include  Guidelines
but not limited to:  Ethical codes
 Rules
3. Counselling services  Therapy rooms
supplies may include  Furniture
but not limited to:  Assessment tools
 First aid kits
 Counselling forms
 Stationery

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills
The individual needs to demonstrate the following skills:
 Attending
 Communication
 Concreteness
 Confrontation
 Diplomacy
 Empathy
 Genuineness
 Immediacy
 Listening
 Minimal prompts
 Negotiation

© 2019, TVET CDACC 60

 Networking
 Observation
 Prioritizing
 Probing
 Reflecting
 Social
 Social
 Summarization
 Team building
 Unconditional Positive Regard

Required Knowledge
The individual needs to demonstrate knowledge of:
 Strategic management
 Counselling services regulations
 Financial literacy and management
 Marketing, sales and advocacy
 Networking
 Human resource management
 Counselling services documentation
 Supplies and procurement
 Information, communication technology (ICT)
 Occupational safety and health
 Counsellor supervision
 Personal development (PD)
o Personal therapy
o Journaling
o PD activities
 Ethical and legal standards

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

1. Critical Assessment requires evidence that the candidate:

Aspects of 1.1 Prepared counselling services plan and budget in
Competency accordance with counselling needs
1.2 Implemented counselling services policies in accordance
with counselling standards
1.3 Requisitioned counselling services supplies in
accordance with the organizational procedures and
counselling needs
1.4 Managed counselling services resources in accordance

© 2019, TVET CDACC 61

 with organizational procedures
1.5 Advocated for counselling services in accordance with
counselling standards
1.6 Enforced counselling services supervision in accordance
with counselling standards
1.7 Prepared reports in accordance with organizational
procedures and counselling standards
2. Resource The following resources must be provided:
Implications 2.1 Access to relevant workplace where assessment can
take place
2.2 Appropriately simulated environment where
assessment can take place
3. Methods of Competency may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Written tests
3.4 Audio-visual reviews
3.5 Role plays
3.6 Case studies
4. Context of Competency may be assessed
Assessment 4.1 On-the-job
4.2 Off-the –job
4.3 During Industrial attachment.
5. Guidance Holistic assessment with other units relevant to the industry
Information sector, workplace and job role is recommended.
for Assessment

© 2019, TVET CDACC 62