TVET CURRICULUM DEVELOPMENT, ASSESSMENT AND CERTIFICATION

COUNCIL (TVET CDACC)

NATIONAL OCCUPATIONAL STANDARDS

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 1

 FOREWORD
The provision of quality education and training is fundamental to the Government’s overall
strategy for social economic development. Quality education and training will contribute to
achievement Kenya’s development blue print and sustainable development goals.

Reforms in the education sector are necessary for the achievement of Kenya Vision 2030
and meeting the provisions of the Constitution of Kenya 2010. The education sector had to
be aligned to the Constitution and this resulted to the formulation of the Policy Framework
for Reforming Education and Training (Sessional Paper No. 4 of 2016). A key feature of
this policy is the radical change in the design and delivery of the TVET training. This
policy document requires that training in TVET be competency based, curriculum
development be industry led, certification be based on demonstration of competence and
mode of delivery allows for multiple entry and exit in TVET programmes.

These reforms demand that Industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background that
these Occupational Standards were developed for the purpose of developing a competency-
based curriculum for ICT Technician 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 Technology sector’s growth and
sustainable development.

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION

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 PREFACE
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 an ICT Technician. These standards will be the
bases for development of a competency-based curriculum for ICT Technician Level 5.
These Standards will also be the bases for assessment of an individual for competence
certification.

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

I am grateful to the Council Members, Council Secretariat, ICT SSAC, expert workers and
all those who participated in the development of these occupational standards.

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

CHAIRMAN, TVET CDACC

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 ACKNOWLEDGMENT
These Occupational Standards were developed through combined effort of various
stakeholders from private and public organizations. I am sincerely thankful to the
management of these organizations for allowing their staff to participate in this course. I
wish to acknowledge the invaluable contribution of industry players who provided inputs
towards the development of these Standards.

I thank TVET Curriculum Development, Assessment and Certification Council (TVET

CDACC) for providing guidance on the development of these Standards. My gratitude goes
to the ICT Sector Skills Advisory Committee (SSAC) members for their contribution to the
development of these Standards. I thank all the individuals and organizations who
participated in the validation of these Standards.

I acknowledge all other institutions which in one way or another contributed to the
development of these Standards.

CHAIRMAN ICT SECTOR SKILLS ADVISORY COMMITTEE

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 TABLE OF CONTENTS
FOREWORD............................................................................................................................2
PREFACE.................................................................................................................................3
ACKNOWLEDGMENT..........................................................................................................4
ACRONYMS............................................................................................................................6
COURSE OVERVIEW...........................................................................................................9
BASIC UNITS OF COMPETENCY....................................................................................10
DEMONSTRATE COMMUNICATION SKILLS.............................................................11
DEMONSTRATE NUMERACY SKILLS..........................................................................15
DEMONSTRATE DIGITAL LITERACY..........................................................................20
DEMONSTRATE ENTREPRENEURIAL SKILLS..........................................................25
DEMONSTRATE EMPLOYABILITY SKILLS................................................................30
DEMONSTRATE ENVIRONMENTAL LITERACY.......................................................38
DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES............44
COMMON UNIT OF COMPETENCY...............................................................................50
APPLY BASIC ELECTRONIC...........................................................................................51
CORE UNITS OF COMPETENCY.....................................................................................56
PERFORM COMPUTER NETWORKING.........................................................................57
INSTALL COMPUTER SOFTWARE................................................................................61
PERFORM COMPUTER REPAIR AND MAINTENANCE.............................................66
MANAGE DATABASE SYSTEMS (MS ACCESS).............................................................70
DEVELOP COMPUTER PROGRAM................................................................................74
MANAGE OPERATING SYSTEM....................................................................................78

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

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WAN Wide Area Network
PAN Personal Area Network
TPS Transaction Processing System
OIS Operation Information System
DSS Decision Support System
ERP Enterprise Resource Planning

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 KEY TO UNIT CODE

IT/OS/ICT/BC/01/5 A

Industry or sector

Occupational Standards

Occupational area

Type of competency

Competency number

Competency level
Version control

© TVET CDACC 2018 8

 COURSE OVERVIEW

ICT Technician Level 5 qualification consists of competencies that a person must achieve to
enable him/her to be certified as an ICT technician.
ICT Technician is a person who can demonstrate underpinning knowledge and competence in
Supporting or enabling the use of ICT equipment and applications, selecting appropriate ICT
resources, techniques, configurations, procedures and methods, Installing, operating, and
maintaining ICT systems.

Therefore, an ICT technician is a well-trained person who can carry out these responsibilities.
These responsibilities comprise the units of competency of an ICT Technician certificate
level 5 which include the following basic and core competencies:

BASIC COMPETENCIES
1. Demonstrate communication skills
2. Demonstrate Numeracy Skills
3. Demonstrate digital literacy
4. Demonstrate entrepreneurial skills
5. Demonstrate employability skills
6. Demonstrate environmental literacy
7. Demonstrate occupational safety and health practices

CORE COMPETENCIES
1. Perform Computer Networking
2. Install Computer software
3. Perform Computer Repair and Maintenance
4. Manage Database System
5. Develop Computer Program
6. Manage Operating System

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 BASIC UNITS OF COMPETENCY

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 DEMONSTRATE COMMUNICATION SKILLS

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

UNIT DESCRIPTION
This unit covers 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.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

These describe the These are assessable statements which specify the required level of
key outcomes performance for each of the elements.
which make up Bold and italicized terms are elaborated in the Range
workplace function
1. Meet 1 .1Specific communication needs of clients and colleagues are
communication identified and met
needs of clients 1 .2 Different approaches are used to meet communication needs of
and colleagues clients and colleagues
1 .3 Conflict is addressed promptly and in a timely way and in a
manner which does not compromise the standing of the
organization
2. Contribute to 2.1 Strategies for internal and external dissemination of information
the development are developed, promoted, implemented and reviewed as required
of 2.2 Channels of communication are established and reviewed
communication regularly
strategies 2.3 Coaching ineffective communication is provided
2.4 Work related network and relationship are maintained as
necessary
2.5 Negotiation and conflict resolution strategies are used where
required
2.6 Communication with clients and colleagues is appropriate to
individual needs and organizational objectives
3. Conduct 3.1 A range of appropriate communication strategies are employed
interviews in interview situations
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 to ensure that required message is
communicated
4. Facilitate group 5.1 Mechanisms which enhance effective group interaction is
discussions defined and implemented

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 5.2 Strategies which encourage all group members to participate are
used routinely
5.3 Objectives and agenda for meetings and discussions are routinely
set and followed
5.4 Relevant information is provided to group to facilitate outcomes
5.5 Evaluation of group communication strategies is undertaken to
promote participation of all parties
5.6 Specific communication needs of individuals are identified and
addressed
5. Represent the 5.1 When participating in internal or external forums, presentation is
organization relevant, appropriately researched and presented in a manner to
promote the organization
5.2 Presentation is clear and sequential and delivered within a
predetermined time
5.3 Utilize appropriate media to enhance presentation
5.4 Differences in views are respected
5.5 Written communication is consistent with organizational
standards
5.6 Inquiries are responded in a manner consistent with
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
Communication strategies  Language switch
include but not limited to:  Comprehension check
 Repetition
 Asking confirmation
 Paraphrase
 Clarification request
 Translation
 Restructuring
 Approximation
 Generalization
Effective group interaction  Identifying and evaluating what is occurring within an
includes but not limited to: interaction in a non-judgmental way
 Using active listening
 Making decision about appropriate words, behavior
 Putting together response which is culturally
appropriate
 Expressing an individual perspective

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  Expressing own philosophy, ideology and background
and exploring impact with relevance to communication
 Openness and flexibility in communication
Situations include but not  Establishing rapport
limited to:  Eliciting facts and information
 Facilitating resolution of issues
 Developing action plans
 Diffusing potentially difficult situations

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills
The individual needs to demonstrate the following skills:
 Effective communication process
 Active listening
 Giving/receiving feedback
 Interpretation of information
 Role boundaries setting
 Negotiation
 Establishing empathy
 Openness and flexibility in communication
 Communication skills required to fulfill job roles as specified by the organization

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
 Communication skills relevant to client groups
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 Met communication needs of clients and colleagues
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

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 4. 1 Access to relevant workplace or appropriately simulated
environment where assessment can take place
4. 2 Materials relevant to the proposed activity or tasks
3. Methods of Competency in this unit may be assessed through:
Assessment
3.1 Direct Observation/Demonstration with Oral Questioning
3.2 Written Examination
4. Context of Competency may be assessed individually in the actual workplace
Assessment or through accredited institution
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: IT/OS/ICT/BC/2/5

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

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the required
outcomes which make up level of performance for each of the elements.
workplace function. Bold and italicized terms are elaborated in the Range.
1. Calculate with whole 1.1 Mathematical information that may be partly embedded in
numbers and familiar routine workplace tasks and texts is selected and
fractions, decimals interpreted
and percentages for 1.2 Whole numbers and routine or familiar fractions, decimals
work and percentages including familiar rates are interpreted and
comprehended
1.3 Calculations which may involve a number of steps are
perform
1.4 Calculations done with whole numbers and routine or
familiar fractions, decimals and percentages
1.5 Conversion between equivalent forms of fractions,
decimals and percentages is done
1.6 Order of operations is applied to solve multi-step
calculations
1.7 Problem solving strategies are appropriately applied
1.8 Estimations are made to check reasonableness of problem
solving process, outcome and its appropriateness to the
context and task
1.9 Formal and informal mathematical language and
symbolism are used to communicate the result of the task
2. Estimate, measure, and 2.1 Measurement information in workplace tasks and texts are
calculate with routine selected and interpreted in accordance with workplace
metric measurements requirements
for work 2.2 Appropriate routine measuring equipment are identified

© TVET CDACC 2018 15

 and selected in accordance with workplace requirements
2.3 Measurements are estimated and made using correct units
2.4 Estimations and calculations done using routine
measurements
2.5 Conversions performed between routinely used metric
units
2.6 Problem solving processes are used to undertake the tasks
2.7 Estimations are made to check reasonableness of problem
solving process, outcome and its appropriateness to the
context and task
2.8 Information is recorded using mathematical language and
symbols appropriate to discuss the task
3. Use routine maps and 3.1 Features are identified in routine maps and plans
plans for work 3.2 Symbols and keys in routine maps and plans are clearly
explained
3.3 Orientation of map to North is identified and interpreted
3.4 Understanding of direction and location is clearly
demonstrated
3.5 Simple scale is applied to estimate length of objects, or
distance to location or object
3.6 Directions are given and received using both formal and
informal language
4. Interpret, draw and 4.1 Two dimensional shapes and routine three dimensional
construct 2D and 3D shapes identified in everyday objects and in different
shapes for work orientations
4.2 The use and application of shapes elaborately explained
4.3 Formal and informal mathematical language and symbols
used to describe and compare the features of two
dimensional shapes and routine three dimensional shapes
4.4 Common angles identified
4.5 Common angles in everyday objects are appropriately
estimated
4.6 Formal and informal mathematical language are used to
describe and compare common angles
4.7 Common geometric instruments used to draw two
dimensional shapes
4.8 Routine three dimensional objects constructed from given
nets
5. Interpret routine 5.1 Routine tables, graphs and charts identified in
tables, graphs and predominately familiar texts and contexts
charts for work 5.2 common types of graphs and their different uses identified
5.3 features of tables, graphs and charts identified
5.4 Information in routine tables, graphs and charts located

© TVET CDACC 2018 16

 and interpreted
5.5 Calculations are perform to interpret information
5.6 How statistics can inform and persuade interpretations is
explained
5.7 misleading statistical information is identified
5.8 Information relevant to the workplace is discussed
6. Collect data and 6.1 Features of common tables and graphs identified
construct routine 6.2 uses of different tables and graphs identified
tables and graphs for 6.3 Data and variables to be collected are determined
work 6.4 The audience is determined
6.5 Method of data collection is select
6.6 Data is collected
6.7 Information is collated in a table
6.8 Suitable scale and axes determined
6.9 Graph to present information is drafted and drawn
6.10 Data checked to ensure that it meets the expected results
and context
6.11Information is reported or discussed using formal and
informal mathematical language
7. Use basic functions of 7.1 Keys are identified and used for basic functions on a
calculator calculator
7.2 Calculation done using whole numbers, money and routine
decimals and percentages
7.3 Calculation done with routine fractions and percentages
7.4 Order of operations is applied to solve multi-step
calculations
7.5 Results are interpreted, displayed and recorded
7.6 Estimations are made to check reasonableness of problem
solving process, outcome and its appropriateness to the
context and task
7.7 Formal and informal mathematical language and
appropriate symbolism and conventions used to
communicate the result of the task

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. Simple fractions, May include but not limited to:
decimals and 1.1 Fraction

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 percentages 1.2 Decimals
1.3 Percentages
2. Common 2D shapes May include but not limited to:
and common 3D 2.1 Round
shapes 2.2 Square
2.3 Rectangular
2.4 Triangle
2.5 Sphere
2.6 Cylinder
2.7 Cube
2.8 Polygons
2.9 Cuboids
3. Symbols and keys in May include but not limited to:
routine maps and plans 3.1 Charts
3.2 Maps
3.3 Graphs
4. Use basic functions of May include but not limited to:
calculator 4.1 Addition
4.2 Multiplication
4.3 Calculate ratios
4.4 Conversion of ratios into percentages

5. Routine tables, graphs May include but not limited to:

and charts for work 5.1 Bar Graphs
5.2 Flow Charts
5.3 Pie Charts
5.4 Pictograph
5.5 Line Graphs
5.6 Time Series Graphs
5.7 Stem and Leaf Plot
5.8 Histogram
5.9 Dot Plot
5.10 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:
 Applying Fundamental operations (addition, subtraction, division, multiplication)
 Using calculator
 Using different measuring tools

© TVET CDACC 2018 18

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

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

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

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 Implications 2.1 Calculator
2.2 Basic measuring instruments

3. Methods of Assessment Competency may be assessed through:

3.1 Written Test

3.2 Interview/Oral Questioning
3.3 Demonstration
4. Context of Competency may be assessed in an off the job setting
Assessment
5. Guidance information Holistic assessment with other units relevant to the industry

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for assessment sector, workplace and job role is recommended.

DEMONSTRATE DIGITAL LITERACY

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

UNIT DESCRIPTION
This unit covers the competencies required to effectively use digital devices such as
smartphones, tablets, laptops and desktop PCs. It entails identifying and using digital devices
such as smartphones, tablets, laptops and desktop computers for purposes of communication,
work performance and management at the work place.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

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

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

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 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 in
and email in workplace communication in accordance with office policy
communication at 4.2 Office internet functions are defined and executed in
workplace accordance with office procedures
4.3 Network configuration is determined in accordance with
office operations procedures
4.4 Official World Wide Web is installed and managed
according to workplace procedures
5. Apply desktop 5.1 Desktop publishing functions and tools are identified in
publishing in accordance with manufactures specifications
official 5.2 Desktop publishing tools are developed in accordance with
assignments 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 accordance
presentation with office requirements
packages 6.2 Slides are created and formulated in accordance with
workplace procedures
6.3 Slides are edited and run in accordance with work procedures
6.4 Slides and handouts are printed according to work
requirements

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

Variable Range
Appropriate computer A collection of instructions or computer tools that enable the user
software may include but not to interact with a computer, its hardware, or perform tasks.
limited to:
Appropriate computer Collection of physical parts of a computer system such as;
hardware may include but not  Computer case, monitor, keyboard, and mouse

© TVET CDACC 2018 21

limited to:  All the parts inside the computer case, such as the hard disk
drive, motherboard and video card
Data security and privacy  Confidentiality of data
may include but not limited  Cloud computing
to:  Integrity -but-curious data surfing
Security and control  Counter measures against cyber terrorism
measures may include but not  Risk reduction
limited to:  Cyber threat issues
 Risk management
 Pass wording
Security threats may include  Cyber terrorism
but not limited to:  Hacking
Word processing concepts Using a special program to create, edit and print documents
may include but not limited
to:
Network configuration may Organizing and maintaining information on the components of a
include but not limited to: computer network

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

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

Required Knowledge
The individual needs to demonstrate knowledge of:
 Software concept
 Functions of computer software and hardware
 Data security and privacy
 Computer security threats and control measures
 Technology underlying cyber-attacks and networks
 Cyber terrorism
 Computer crimes

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  Detection and protection of computer crimes
 Laws governing protection of ICT
 Word processing;
 Functions and concepts of word processing.
 Documents and tables creation and manipulations
 Mail merging
 Word processing utilities
 Spread sheets;
 Meaning, formulae, function and charts, uses and layout
 Data formulation, manipulation and application to cells

 Database;
 Database design, data manipulation, sorting, indexing, storage
retrieval and security
 Desktop publishing;
 Designing and developing desktop publishing tools
 Manipulation of desktop publishing tools
 Enhancement of typeset work and printing documents
 Presentation Packages;
 Types of presentation Packages
 Creating, formulating, running, editing, printing and presenting
slides and handouts
 Networking and Internet;
 Computer networking and internet.
 Electronic mail and world wide web
 Emerging trends and issues in ICT;
 Identify and integrate emerging trends and issues in ICT
 Challenges posed by emerging trends and issues

EVIDENCE GUIDE

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

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Identified and controlled security threats
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

© TVET CDACC 2018 23

 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 3.1 Written Test
3.2 Demonstration
3.3 Practical assignment
3.4 Interview/Oral Questioning
3.5 Demonstration
4. Context of Competency may be assessed in an off and on the job setting
Assessment
5. Guidance Holistic assessment with other units relevant to the industry sector,
information for workplace and job role is recommended.
assessment

© TVET CDACC 2018 24

 DEMONSTRATE ENTREPRENEURIAL SKILLS

UNIT CODE : IT/OS/ICT/BC/4/5

UNIT DESCRIPTION

This unit covers the outcomes required to build and develop the enterprise to be more
competitive within a changing business environment, specifically responding to consumer
demands while maintaining product quality and accessibility, building a customer base and
employee motivation.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

1. Develop business 1.1 Business innovation strategies are determined in

Innovative strategies accordance with the organization strategies
1.2 Business innovative strategies are implemented for the
purpose of business growth
1.3 Track record and normative capability profile of
enterprise and similar businesses are reviewed and
considered in setting strategic directions.
1.4 Strengths, weaknesses, opportunities and threats are
considered when developing new ideas, approaches,
goals and directions
1.5 Decisions about enterprise strategies/directions are
made after careful consideration of all relevant
information
1.6 Business/corporate plan is developed that sets out
tactics, resource implications, timeframes, production
and sales target

2. Develop new products/ 2.1 Alternative product/service offerings are canvassed and
markets studied for feasibility

2.2 Potential and new sources/sellers of supplies and raw

materials are identified and canvassed.

2.3 Target markets and buyers are identified and surveyed

as to their preferences and brand loyalties.

3. Expand customers and 3.1 Enterprise is built up and sustained through

product lines responsiveness to market demands and the regulatory
environment.
3.2 Competitive advantage of existing products and

© TVET CDACC 2018 25

 services is maintained/enhanced through responsive
advocacies and strategies.
3.3 Constant listening to stakeholder/client feedback is
ensured to maintain loyal client base.
4. Motivate staff/workers 4.1 Regular dialogue is established and maintained in all
levels and relevant sections of the enterprise
4.2 Flow of communications in both directions is
encouraged
4.3 Helpful mechanisms and benefits are implemented
4.4 Issues/problems are proactively resolved through win-
win solutions wherever practicable
5. Expand employed capital 5.1 Capital employed in business is continuously reviewed
base as per the strategic plan
5.2 Business share holdings are reviewed in accordance
with the type of business
5.3 Capital employed is expanded according to
organization procedures
5.3 Types of shares are determined according to strategic
plan
5.4 Shares diversification process is undertaken as per
office procedures
5.5 Role of shareholders is determined and implemented in
accordance organization procedures
6. Undertake county/ 6.1 Regions for expansion are continuously reviewed in
regional business accordance with strategic plan and company’s expansion
expansion plan
6.2 County business regulations are reviewed and adhered
to in accordance with set procedures
6.3 Regional laws and regulations are adhered to in
accordance with set procedures
6.4 County/regional business expansion is undertaken in
accordance with organization’s growth/ expansion plan

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. Strategic directions 1.1 Business continuity and succession

include but not limited to: 1.2 Resource access security
1.3 Core competencies development
1.4 New developments e.g. technological change, new

© TVET CDACC 2018 26

 products
2. Business/Corporate plan 2.1 Action steps and responsibilities of departments and
include but not limited to: individual workers
2.2 Resource requirements and budget
2.3 Tactics and strategies to achieve objectives
3. Helpful mechanisms 3.1 Wage and non-wage benefits
include but not limited to: 3.2 Employee awards and recognition systems
3.3 Employee rights and welfare policies
3.4 Full-disclosure/transparency policies

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:
 Assessing a range of alternative products and strategies
 Critically analyzing information, summarizing and making sense of previous and
current market trends
 Identifying changing consumer preferences and demographics
 Thinking “outside the box”
 Ensuring quality consistency
 Reducing lead time to product/service delivery
 Managing operations/ production
 Using formal problem-solving procedures, e. g., root-cause analysis, six sigmas
 Communication skills
 Applying motivational principles, e. g., positive stroking, behavior modification
 Assessing range of alternatives rather than choosing the easiest option
 Achieving ownership and credibility for the enterprise vision
 Critically analyzing information, summarizing and making sense of previous and
current market trends
 Developing solutions and practical strategies which are “outside the box”

Required Knowledge
The individual needs to demonstrate knowledge of:
 Features and benefits of common operational practices, e. g., continuous improvement
(kaizen), waste elimination,
 Conflict resolution
 Health, safety and environment (HSE) principles and requirements
 Public-relations strategies
 Basic cost-benefit analysis
 Basic financial management
 Business strategic planning
 Impact of change on individuals, groups and industries

© TVET CDACC 2018 27

  Employee assistance
 Government and regulatory processes
 Local and international market trends
 Product promotion strategies
 Mechanisms in the enterprise
 Market and feasibility studies
 Local and global supply chains Business models and strategies
 Government and regulatory processes
 Local and international business environment
 Concepts of change management
 Relevant developments in other industries
 Capital employed
 Regional/ County business expansion
 Innovation in business

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

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

Competency
1.1 Demonstrated ability to maintain a profitable and stable
enterprise as shown by stakeholder feedback, employee
testimonies and company financial statements
1.2 Demonstrated ability to conceptualize and plan a
micro/small enterprise
1.3 Demonstrated ability to manage/operate a micro/small-
scale business
1.4 Demonstrated basic marketing skills
2. Resource Implications The following resources should be provided:
2.1 Interview guide for entrepreneurs
2.2 Enterprise workers and third parties
2.3 Materials and location relevant to the proposed activity
and tasks
3. Methods of Assessment 3.1 Case problems
3.2 Interview
3.3 Portfolio
3.4 Third part reports
4. Context of Assessment 4.1 Competency may be assessed in workplace or in a
simulated workplace setting
4.2 Assessment shall be observed while tasks are being
undertaken whether individually or in-group
5. Guidance Holistic assessment with other units relevant to the industry
information for

© TVET CDACC 2018 28

assessment sector, workplace and job role is recommended.

© TVET CDACC 2018 29

 DEMONSTRATE EMPLOYABILITY SKILLS

UNIT CODE: IT/OS/ICT/BC/5/5

UNIT DESCRIPTON
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 workplace
ethics.

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. Conduct self- 1.1 Personal vision, mission and goals are formulated based
management on potential and in relation to organization objectives
1.2 Emotions are managed 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.
1.6 Self-esteem and a positive self-image are developed and
maintained.
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 as per
personal objectives
1.10 Critics are managed as per personal objectives
2. Demonstrate 2.1 Listening and understanding is demonstrated as per
interpersonal communication policy
communication 2.2 Writing to the needs of the audience is demonstrated as per
communication policy
2.3 Speaking, reading and writing is demonstrated as per

© TVET CDACC 2018 30

 communication policy
2.4 Empathising is demonstrated as per the communication
policy
2.5 Internal and external customers’ needs are identified and
interpreted as per the communication policy
2.6 Persuasion is demonstrated as per the communication policy
2.7 Communication nnetworks are established as per the SOPs
2.8 Information is shared as per communication structure
3. Demonstrate 3.1 Stress is managed in accordance with workplace
critical safe work procedures.
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 Work priorities are set in accordance to workplace
procedures.
3.5 Leisure time is recognized in line with organization policy.
3.6 Abstinence from drug and substance abuse is observed as
per workplace policy.
3.7 Awareness of HIV and AIDS is demonstrated in line with
workplace requirements.
3.8 Safety consciousness is demonstrated in the workplace
based on organization safety policy.
3.9 Emerging issues are dealt with in accordance with
organization policy.
4. Lead small teams 4.1 Performance expectations for the team are set as per the
organization objectives
4.2 Tasks are assigned in accordance with the organization
policy.
4.3 Team performance indicators are identified according to set
rules and regulations.
4.4 Forms of communication in a team are established
according to office policy.
4.5 Communication is carried out as per workplace place policy
and requirements of the job.
4.6 Feedback on performance is collected and analyzed based
on established team learning process
4.7 Gender mainstreaming is undertaken in accordance with
set regulations.
5. Plan and organize 5.1 Task requirements are identified as per the workplace
work 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

© TVET CDACC 2018 31

 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 assessed in line
professional with the requirements of the job.
growth and 6.2 Training and career opportunities are identified and
development availed based on job requirements.
6.3 Licensees and certifications relevant to job and career are
obtained and renewed.
6.4 Personal growth is pursued towards improving the
qualifications set for the profession.
6.5 Work priorities are identified based on requirement of the
job and workplace policy.
6.6 Recognitions are sought as proof of career advancement in
line with professional requirements.
7. Demonstrate 7.1 Own learning is managed as per workplace policy.
workplace learning 7.2 Learning opportunities are sought and allocated based on
job requirement and in line with organization policy.
7.3 Contribution to the learning community at the workplace is
carried out.
7.4 Range of media for learning are identified as per the
training need
7.5 Application of learning is demonstrated in both technical
and non-technical aspects based on requirements of the job
7.6 Enthusiasm for ongoing learning is demonstrated
7.7 Time and effort is invested in learning new skills-based job
requirements
7.8 Willingness to learn in different context is demonstrated
based on available learning opportunities arising in the
workplace.
7.9 Opportunities for performance improvement are identified
proactively in area of work.
7.10 Awareness of personal role in workplace innovation is
demonstrated.
8. Demonstrate 8.1 Problems are identified as per the context of data and
problem solving circumstances
skills 8.2 Problem solutions are sought based on the problem
8.3 Independence and initiative in identifying and solving

© TVET CDACC 2018 32

 problems is demonstrated.
8.4 Team problems are solved as per the workplace guidelines
8.5 Problem solving strategies are applied as per the workplace
guidelines
9. Demonstrate 9.1 Policies and guidelines are observed as per the workplace
workplace ethics requirements
9.2 Self-worth and profession is exercised in line with personal
goals and organizational policies
9.3 Code of conduct is observed as per the workplace
requirements
9.4 Personal and professional integrity is demonstrated as per
the personal goals
9.5 Commitment to jurisdictional laws is demonstrated as per
the workplace requirements

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

Drug and substance Commonly abused

abuse include but not  Alcohol
limited to:  Tobacco
 Miraa
 Over-the-counter drugs
 Cocaine
 Bhang
 Glue
Feedback includes but  Verbal
not limited to:  Written
 Informal
 Formal
Relationships includes  Man/Woman
but not limited to:  Trainer/trainee
 Employee/employer
 Client/service provider
 Husband/wife
 Boy/girl
 Parent/child
 Sibling relationships

Forms of  Written

© TVET CDACC 2018 33

communication include  Visual
but not limited to:  Verbal
 Non verbal
 Formal and informal
Team includes but not  Small work group
limited to:  Staff in a section/department
 Inter-agency group
Personal growth  Growth in the job
includes but not limited  Career mobility
to:  Gains and exposure the job gives
 Net workings
 Benefits that accrue to the individual as a result of
noteworthy performance
Personal objectives  Long term
include but not limited  Short term
to:  Broad
 Specific
Trainings and career  Participation in training programs
opportunities includes o Technical
but not limited to o Supervisory
o Managerial
o Continuing Education
 Serving as Resource Persons in conferences and
workshops
Resource include but  Human
not limited to:  Financial
 Technology
o Hardware
o Software
Innovation include but  New ideas
not limited to:  Original ideas
 Different ideas
 Methods/procedures
 Processes
 New tools
Emerging issues  Terrorism
include but not limited  Social media
to:  National cohesion
 Open offices
Range of media for  Mentoring
learning include but  peer support and networking
not limited to:  IT and courses

© TVET CDACC 2018 34

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:
 Personal hygiene practices
 Intra and Interpersonal skills
 Communication skills
 Knowledge management
 Interpersonal skills
 Critical thinking skills
 Observation skills
 Organizing skills
 Negotiation skills
 Monitoring skills
 Evaluation skills
 Record keeping skills
 Problem solving skills
 Decision Making skills
 Resource utilization skills
 Resource mobilization skills

Required Knowledge
The individual needs to demonstrate knowledge of:
 Work values and ethics
 Company policies
 Company operations, procedures and standards
 Occupational Health and safety procedures
 Fundamental rights at work
 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

© TVET CDACC 2018 35

  Negotiation
 Assertiveness
 Team work
 Gender mainstreaming
 HIV and AIDS
 Drug and substance abuse
 Leadership
 Safe work habits
 Professional growth and development
 Technology in the workplace
 Learning
 Creativity
 Innovation
 Emerging issues
o Social media
o Terrorism
o 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.

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

of Competency 1.1 Conducted self-management
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
3. 4. Resource The following resources should be provided:
Implications
2.1 Case studies/scenarios
5. 6. Methods of Competency in this unit may be assessed through:
Assessment
 Oral Interview
 Observation
 Third Party Reports
 Written
7. 8. Context of 8.1 Competency may be assessed in workplace or in a simulated
Assessment workplace setting

© TVET CDACC 2018 36

 8.2 Assessment shall be observed while tasks are being
undertaken whether individually or in-group
9. Guidance Holistic assessment with other units relevant to the industry sector,
information for workplace and job role is recommended.
assessment

DEMONSTRATE ENVIRONMENTAL LITERACY

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

UNIT DESCRIPTION
This unit specifies the competencies required to follow procedures for environmental hazard
control, follow procedures for environmental pollution control, comply with workplace

© TVET CDACC 2018 37

sustainable resource use, evaluate current practices in relation to resource usage, develop and
adhere to environmental protection principles/strategies/guidelines.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the required
outcomes which make up level of performance for each of the elements.
workplace function. Bold and italicized terms are elaborated in the Range
1. Control environmental 1.1 Storage methods for environmentally hazardous
hazard materials are strictly followed according to
environmental regulations and OSHS.
1.2 Disposal methods of hazardous wastes are followed
always according to environmental regulations and
OSHS.
1.3 PPE is used according to OSHS.
2. Control environmental 2.1 Environmental pollution control measures are
Pollution control 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 complied
following environmental regulations.
3. Demonstrate sustainable 3.1 Methods for minimizing wastage are complied with.
resource use 3.2 Waste management procedures are employed following
principles of 3Rs (Reduce, Reuse, Recycle)
3.3 Methods for economizing or reducing resource
consumption are practiced.
4. Evaluate current practices 4.1 Information on resource efficiency systems and
in relation to resource procedures are collected and provided to the work
usage 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 and local
legislations/conventions ordinances are identified according to the different
for environmental environmental aspects/impact
concerns 5.2 Industrial standard/environmental practices are
described according to the different environmental
concerns

© TVET CDACC 2018 38

6. Implement specific 6.1 Programs/Activities are identified according to
environmental programs organizations policies and 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 evaluated
Environmental according to the objectives of the environmental
protection/Programs Program
7.2 Feedback from stakeholders are gathered and
considered in proposing enhancements to the program
based on consultations
7.3 Data gathered are analyzed based on evaluation
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 but are 1.1 Mask

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 pollution 2.1 Methods for minimizing or stopping spread and
control measures may ingestion of airborne particles
include but are not limited 2.2 Methods for minimizing or stopping spread and
to: ingestion of gases and fumes
2.3 Methods for minimizing or stopping spread and
ingestion of liquid wastes

© TVET CDACC 2018 39

3. Waste management 3.1 Sorting
procedures may include 3.2 Storing of items
but are not limited to: 3.2 Recycling of items
3.3 Disposal of items
4. Resources may include 4.1 Electric
but are not limited to: 4.2 Water
4.3 Fuel
4.3 Telecommunications
4.4 Supplies
4.5 Materials
5. Workplace 5.1Biological hazards
environmental hazards 5.2 Chemical and dust hazards
may include but are not 5.3 Physical hazards
limited to:
6. Organizational systems 6.1 Supply chain, procurement and purchasing
and procedures may 6.2 Quality assurance
include but are not limited 6.3 Making recommendations and seeking approvals
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:
 Following storage methods of environmentally hazardous materials
 Following disposal methods of hazardous wastes
 Using PPE
 Practicing OSHS
 Complying environmental pollution control
 Observing solid waste management
 Complying methods of minimizing noise Pollution
 Complying methods of minimizing wastage
 Employing waste management procedures
 Economizing resource consumption
 Listing of resources used
 Measuring current usage of resources
 Identifying and reporting workplace environmental hazards
 Conveying all environmental issues
 Following environmental regulations
 Identifying environmental regulations
 Assessing procedures for assessing compliance

© TVET CDACC 2018 40

  Collecting information on environmental and resource efficiency systems and
procedures, and Providing information to the work group
 Measuring and recording current resource usage
 Analysing and recording current purchasing strategies.
 Analysing current work processes to access information and data and Assisting
identifying areas for improvement
 Analysing resource flow
 Determining efficiency of use/conversion of resources
 Determining causes of low efficiency of use
 Developing plans for increasing the efficiency of resource use
 Checking resource use plans
 Complying to regulations/licensing requirements
 Determining benefit/cost of plans
 Ranking proposals based on benefit/cost compared to limited resources
 Checking proposals meet regulatory requirements
 Monitoring implementation
 Adjusting plan and implementation
 checking new resource usage

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
 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.
 Procedures for assessing compliance with environmental regulations.

© TVET CDACC 2018 41

  Collection of information on environmental and resource efficiency systems and
procedures,
 Measurement and recording of current resource usage
 Analysis and recording of current purchasing strategies.
 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
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 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.
2.4 Resolved problems/ constraints encountered based on
management standard procedures
2.5 Implemented and monitored environmental practices on a

© TVET CDACC 2018 42

 periodic basis as per company guidelines
2.6 Recommended solutions for the improvement of the Program
2.7 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 Demonstration
3.2 Oral questioning
3.3 Written examination
3.4 Interview/Third Party Reports
3.5 Portfolio (citations/awards from GOs and NGOs, certificate of
training – local and abroad)
3.6 Simulations and role-plays
4 Context of Competency may be assessed on the job, off the job or a
Assessment combination of these. Off the job assessment must be undertaken in
a closely simulated workplace environment.
5 Guidance Holistic assessment with other units relevant to the industry sector,
information for workplace and job role is recommended.
assessment

© TVET CDACC 2018 43

 DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES

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

UNIT DESCRIPTION
This unit specifies the competencies required to lead the implementation of workplace’s
safety and health program, procedures and policies/guidelines.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT 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 elements.
workplace function. Bold and italicized terms are elaborated in the Range
1. Identify workplace hazards 1.1 Hazards in the workplace and/or its indicators of its
and risk presence, are identified
1.2 Evaluation and/or work environment measurements
of OSH hazards/risk existing in the workplace is
conducted by
Authorized personnel or agency
1.3 OSH issues and/or concerns raised by workers are
Gathered
2. Identify and implement 2.1 Prevention and control measures, including use of
appropriate control safety gears / PPE (personal protective equipment)
measures for specific hazards
identified and implemented
2.2 Appropriate risk controls based on result of OSH
hazard evaluation is recommended.
2.3 Contingency measures, including emergency
procedures during workplace incidents and
emergencies are recognized and established in
accordance with organization procedures.
3. Implement OSH programs, 3.1 Information to work team about company OSH
procedures and policies/ program, procedures and policies/guidelines are
guidelines provided
3.2 Implementation of OSH procedures and policies/
guidelines are participated
3.3 Team members are trained and advised on OSH
standards and procedures
3.4 Procedures for maintaining OSH-related records are
implemented

© TVET CDACC 2018 44

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

Variable Range
1. Hazards may include but 1.1. Physical hazards – impact, illumination, pressure,
are not limited to: noise, vibration, extreme temperature, radiation
1.2 Biological hazards- bacteria, viruses, plants, parasites,
mites, molds, fungi, insects
1.3 Chemical hazards – dusts, fibers, mists, fumes, smoke,
gasses, vapors
1.4 Ergonomics
Psychological factors – over exertion/ excessive force,
awkward/static positions, fatigue, direct pressure,
varying metabolic cycles
Physiological factors – monotony, personal
relationship, work out cycle
1.6 Safety hazards (unsafe workplace condition) –
confined space, excavations, falling objects, gas
leaks, electrical, poor storage of materials and
waste, spillage, waste and debris
1.7 Unsafe workers’ act (Smoking in off-limited areas,
Substance and alcohol abuse at work)
2. Indicators may include 2.1 Increased of incidents of accidents, injuries
but are not limited to: 2.2 Increased occurrence of sickness or health complaints/
symptoms
2.3 Common complaints of workers related to OSH
2.4 High absenteeism for work-related reasons
3. Evaluation and/or work 3.1 Health Audit
environment 3.2 Safety Audit
measurements may 3.3 Work Safety and Health Evaluation
include but are not limited 3.4 Work Environment Measurements of Physical and
to: Chemical Hazards

4. OSH issues and/or 4.1 Workers’ experience/observance on presence of work

concerns may include but hazards
are not limited to: 4.2 Unsafe/unhealthy administrative arrangements
(prolonged work hours, no break time, constant
overtime, scheduling of tasks)
4.3 Reasons for compliance/non-compliance to use of
PPEs or other OSH procedures/policies/guidelines

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5. Prevention and control 5.1 Eliminate the hazard (i.e., get rid of the dangerous
measures may include but machine
are not limited to: 5.2 Isolate the hazard (i.e. keep the machine in a closed
room and operate it remotely; barricade an unsafe area
off)
5.3 Substitute the hazard with a safer alternative (i.e.,
replace the machine with a safer one)
5.4 Use administrative controls to reduce the risk (i.e. give
trainings on how to use equipment safely; OSH-related
topics, issue warning signages, rotation/shifting work
schedule)
5.5 Use engineering controls to reduce the risk (i.e. use
safety guards to machine)
5.6 Use personal protective equipment
5.7 Safety, Health and Work Environment Evaluation
5.8 Periodic and/or special medical examinations of
workers
6. Safety gears /PPE 6.1 Arm/Hand guard, gloves
(Personal Protective 6.2 Eye protection (goggles, shield)
Equipment’s) may include 6.3 Hearing protection (ear muffs, ear plugs)
but are not limited to: 6.4 Hair Net/cap/bonnet
6.5 Hard hat
6.6 Face protection (mask, shield)
6.7 Apron/Gown/coverall/jump suit
6.8 Anti-static suits
6.9 High-visibility reflective vest
7. Appropriate risk controls Appropriate risk controls in order of impact are as follows:
7.1 Eliminate the hazard altogether (i.e., get rid of the
dangerous machine)
7.2 Isolate the hazard from anyone who could be harmed
(i.e., keep the machine in a closed room and operate it
remotely; barricade an unsafe area off)
7.3 Substitute the hazard with a safer alternative (i.e.,
replace the machine with a safer one)
7.4 Use administrative controls to reduce the risk (i.e.,
train workers how to use equipment safely; train
workers about the risks of harassment; issue signage)
7.5 Use engineering controls to reduce the risk (i.e., attach
guards to the machine to protect users)
7.6 Use personal protective equipment (i.e., wear
gloves and goggles when using the machine)

© TVET CDACC 2018 46

8. Contingency measures 8.1 Evacuation
may include but are not 8.2 Isolation
limited to: 8.3 Decontamination
8.4 (Calling designed) emergency personnel
9. Emergency procedures 9.1 Fire drill
may include but are not 9.2 Earthquake drill
limited to: 9.3 Basic life support/CPR
9.4 First aid
9.5 Spillage control
9.6 Decontamination of chemical and toxic
9.7 Disaster preparedness/management
9.8 se of fire-extinguisher
10. Incidents and 10.1 Chemical spills
emergencies may 10.2 Equipment/vehicle accidents
include but are not 10.3 Explosion
limited to: 10.4 Fire
10.5 Gas leak
10.6 Injury to personnel
10.7 Structural collapse
10.8 Toxic and/or flammable vapors emission.
11. OSH-related Records 11.1 Medical/Health records
may include but are not 11.2 Incident/accident reports
limited to: 11.3 Sickness notifications/sick leave application
11.4 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:
 Skills on preliminary identification of workplace hazards/risks
 Knowledge management
 Critical thinking skills
 Observation skills
 Coordinating skills
 Communication skills
 Interpersonal skills
 Troubleshooting skills
 Presentation skills
 Training skills

© TVET CDACC 2018 47

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

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

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

Competency 1.1 Identifies hazards/risks in the workplace and/or its indicators
1.2 Requests for evaluation and/or work environment
measurements of OSH hazards/risk in the workplace
1.3 Gathers OSH issues and/or concerns raised by workers
1.4 Identifies and implements prevention and control measures,
including use of PPE (personal protective equipment) for
specific hazards
1.5 Recommends appropriate risk controls based on result of OSH
hazard evaluation and OSH issues gathered
1.6 Establish contingency measures, including emergency
procedures in accordance with organization procedures
1.7 Provides information to work team about company OSH
program, procedures and policies/guidelines
1.8 Participates in the implementation of OSH procedures and
policies/guidelines
1.9 Trains and advises team members on OSH standards and
procedures
1.10 Implements procedures for maintaining OSH-related
records
2. Resource The following resources should be provided:
Implications 2.1 Workplace or assessment location
2.2 OSH personal records
2.3 PPE
2.4 Health records
3. Methods of Competency may be assessed through:
Assessment

© TVET CDACC 2018 48

 3.1 Portfolio Assessment
3.2 Interview
3.3 Case Study/Situation
3.4 Observation/Demonstration and oral questioning
4. Context of Competency may be assessed on the job, off the job or a
Assessment combination of these. Off the job assessment must be undertaken
in a closely simulated workplace environment.
5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

© TVET CDACC 2018 49

 COMMON UNIT OF COMPETENCY

© TVET CDACC 2018 50

 APPLY BASIC ELECTRONIC

UNIT CODE:IT/OS/ICT/CC/01/5

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.

ELEMENTS AND PERFORMANCE CRETIRIA

ELEMENT PERFORMANCE CRITERIA
(Bold and italicised terms are elaborated in the Range)

1. Identify electrical circuits 1.1 Electrical circuit are identified

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

2. Identify Electronic components 2.1 Identification of electrical components is done

2.2 Characteristic of electronic components are identified
2.3 Application of electronic components are Identified
2.4 Characteristics of integrated circuit are identified
3. Understand Semi-conductor 3.1 Explanation of semiconductor theory is done
theory 3.2 Structure of matter is described
3.3 Electrons in conductors and semiconductors are explained
3.4 Types of semiconductor materials are identified
3.5 P-type and N-type materials are explained
3.6 Description of P-N junction diodes operations is done
3.7 Types and operations of transistors are identified
4. Identify and classify memory 4.1 Types of memories are identified
4.2 Memory hierarchy is identified
4.3 Levels of memory storage are identified
4.3 Classification of memories is done
5. Apply Number Systems and 2.1 Types of number systems are identified
binary coding 2.2 Base conversion is done
2.3 Binary arithmetic operations are done
2.4 Binary codes are identified
2.5 Representation of decimals in BCD is done
2.6 BCD arithmetic are performed

6. Emerging trends in Electronics 1.1 Description of emerging trends is done

1.2 Challenges of emerging trends are explained

© TVET CDACC 2018 51

 1.3 Explanation on coping with the emerging trends is done

© TVET CDACC 2018 52

 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
May include but is not limited to:
1.1 E.M.F in volts
1. Electrical quantities and
1.2 Power in watts
their units
1.3 Energy in joules
1.4 Resistance in ohms
1.5 Current in amperes
2.1 AC – Alternating Current
2. Types of electrical circuits
2.2 DC – Direct Current
3. Types and operations of 3.1 Types
transistors PNP
NPN
3.2 Operations
Forward biasing
Reverse Biasing
4. Types of memories 4.1 Semi-conductor
4.2 Magnetic
4.3 optical
5. Classification of 5.1 RAM
memories 5.2 ROM
6. Levels of memory storage 6.1 Internal
6.2 Main
6.3 Online
6.4 Offline bulk
7. Types of number systems 7.1 Decimal
7.2 Binary
7.3 Octal
7.4 Hexadecimal
7.5 Binary Arithmetic’s
8. Binary codes 8.1 8421 BCD
8.2 Excess 3
8.3 BCD arithmetic’s

© TVET CDACC 2018 53

REQUIRED KNOWLEDGE AND UNDERSTANDING

The individual needs to demonstrate knowledge and understanding of:

1. Electrical Components
2. Electrical Quantities and units of measurement
3. Electrical circuits
4. Semiconductor theory
5. Number systems
6. Types of Computer memories

FOUNDATION SKILLS
The individual needs to demonstrate the following foundation skills:
1. Communications (verbal and written);
2. Proficient in ICT
3. Time management
4. Problem solving
5. Decision making
6. First aid

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

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Identified Electrical Components, quantities and their units
of measurement
1.2 Constructed a simple circuit
1.3 Identified types of transistors and their operations
1.4 Categorized the memories according to their levels, types
and hierarchy
1.5 Identified the number systems, binary codes and their
operations.
2. Resource The following resources must be provided:
Implications Resources same as that of workplace are advised to be applied
Including resistors,Transisitors, soldering wire, soldering Iron,
printed circuit board, ammeter,volt meter, connecting wires, wire
stripper,pliers, wire cutter, screw driver, driller,clamps,vise

© TVET CDACC 2018 54

3. Methods of Competency may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Practical demonstration
4. Context of Competency may be assessed individually in the actual
Assessment workplace and simulated setting of the actual work place
5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

© TVET CDACC 2018 55

 CORE UNITS OF COMPETENCY

© TVET CDACC 2018 56

 PERFORM COMPUTER NETWORKING

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

UNIT DESCRIPTION

This unit covers the competencies required to perform computer networking activities. It
involves identifying network types, connecting network devices, configuring network
components and workstations, networking testing, monitoring and maintaining.

ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
1. Identify network type and 1.1. Types of computer networks are identified
components 1.2. Network components are identified
1.3. Network topologies are identified
1.4. Transmission media is identified
1.5. Benefits of computer Networking are identified
2. Connect Network devices 2.1. Tools, materials and devices for network are
identified
2.2. Network devices connection is done according
National and international communication
standards
2.3. Strength and connectivity tests of cables and
equipment are done.

3. Configure network devices 3.1. Network software is installed and configured

according to user manuals.
3.2. IP addressing scheme configuration is done
3.3. Types of subnet masks are identified.

© TVET CDACC 2018 57

 PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
5.1. Devices for LAN network configuration are
5. Configure LAN network type
identified
5.2. Connection of the devices in LAN is done
5.3. Configuration of the LAN network is done.

4. Perform Network testing 4.1. Testing tools are assembled

4.2. Network components are tested
4.3. Testing of connectivity medium between
components is done
4.4. Network testing is done
4.5. Testing report is generated

© TVET CDACC 2018 58

RANGE
Variable Range
May include but is not limited to:
 Routers
1. Network components
 Switches
 Hub
 RJ 45 cables
 Ports
 Computers
 printers

 Star
2. Network topology
 Ring
 Mesh
 Hybrid
 Point to point

3. Network types
 LAN
 WAN
 MAN

4. Network software  Operating system

5. Testing tools  Cable tester

 Volt meter
 Tester
 LAN tornado

REQUIRED KNOWLEDGE AND UNDERSTANDING

The individual needs to demonstrate knowledge and understanding of:

 Network Types
 Network topologies
 Network components
 LAN Configuration Techniques
 Transmission Media in Network

FOUNDATION SKILLS

© TVET CDACC 2018 59

The individual needs to demonstrate the following foundation skills:
 Communications (verbal and written);  Decision making;
 Proficient in ICT;  First aid;
 Time management;
 Problem solving;

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

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Identified network components, topologies and types
1.2 Identified Network Transmission media
1.3 Identified Tools, materials and devices for network
connection
1.4 Connected Network devices according to the National and
international communication standards
1.5 Installed and configured Network software according to user
manuals.
1.6 Configured The Network Using IP addressing scheme
1.7 Configured the LAN network
1.8 Assembled Testing tools
1.9 Performed Network testing
1.10Performed Network monitoring using Appropriate tools

2. Resource The following resources must be provided:

Implications Resources same as that of workplace are advised to be applied
Including computers, media, routers, switches, ports etc
3. Methods of Competency may be assessed through:
Assessment 3.1 Observation
3.2 Oral questioning
3.3 Practical demonstration
4. Context of Competency may be assessed individually in the actual
Assessment workplace and simulated setting of the actual work place
5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

© TVET CDACC 2018 60

 INSTALL COMPUTER SOFTWARE

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

UNIT DESCRIPTION

This unit covers the competencies required to perform computer software installation work.
Installation activities includes identification of the software to be installed, actual installation
of the software, software functionality test and user training.

ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
1. Identify software to be 1.1 Software are classified according to the
installed functionality, resource requirement and use.
1.2 Selection of software to be installed is identified
based on usage and system requirements
1.3 Acquisition methods of the selected software are
established.

2. Install the software 2.1 Software specifications and computer resource

requirements are identified
2.2 Source of software installation files is determined
2.3 Existing data is backed up
2.4 User vendor agreements are identified
2.5 Software installation is done as per the installation
manual provided.

3. Software Configuration 3.1 Software configuration management components

Management are identified.
3.2 Importance and reasons for software configuration
management are identified

4. Test software functionality 4.1 Software Techniques are identified

4.2 Software test is performed
4.3 Software functionality is determined according to
the test performed
4.4 Test report is generated

5. Perform User training 5.1 Determine user skill set

© TVET CDACC 2018 61

 PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
5.2 User training is conducted according to system
functionality

© TVET CDACC 2018 62

RANGE

Variable Range
May include but is not limited to:
1. software acquisition 1.1 In – house developed
methods 1.2 Tailor made
1.3 Outsourced/Off-the-shelf

2. Software specifications 2.1 Detailed description of a software system to be

installed with its functional and non-functional
requirements.
Usually has the following characteristics:
 Complete.
 Consistent.
 Feasible.
 Modifiable.
 Unambiguous.
 Testable
3. software parameters 3.1 Characteristic that can help in defining or classifying
a software.

REQUIRED KNOWLEDGE AND UNDERSTANDING

1. Different types of Software
2. System requirements for software Installation
3. Software Acquisition Methods
4. Types of software Testing
5. Software parameter setting techniques
6. Software Installation procedures

© TVET CDACC 2018 63

FOUNDATION SKILLS
The individual needs to demonstrate the following foundation skills:
 Communications (verbal and written);
 Time management;
 Problem solving;
 Decision making;
 Planning;
 First aid;
 Report writing;
 Creativity

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

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Classified and selected software to be installed according to
the functionality, resource requirement and usage
1.2 Identified computer requirements based on Software
specifications for Installation
1.3 Determined the Source of software to be installed
1.4 Performed Software configuration and Installation
1.5 performed Software testing
2. Resource Resources the same as that of workplace are advised to be
Implications applied.
Including Device drivers, operating system, utilities

3. Methods of Competency may be assessed through:

Assessment 3.1 Observation with the help of check list
3.2 Practical demonstrations
3.3 Oral Questioning

4. Context of Competency may be assessed individually in the actual

Assessment workplace or a simulated work place setting

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

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

© TVET CDACC 2018 64

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

© TVET CDACC 2018 65

 PERFORM COMPUTER REPAIR AND MAINTENANCE

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

UNIT DESCRIPTION
This unit covers the competencies required for performing computer repair and maintenance
using diagnosing, repairing and maintenance tools. It involves performing troubleshooting,
dismantling of faulty components, repairing/replacing faulty components, up gradation and
testing of computer functionality.

ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
1.1 Identification of computer parts is done
1. Perform troubleshooting
1.2 Assembling of appropriate computer maintenance
tools and maintenance techniques is done
1.3 Theory of probable cause is established
1.4 Testing of the theory to determine cause is done
1.5 Identification of the problem is established
1.6 Appropriate solution to the problem is performed

2.1 Tools for disassembling are assembled

2. Disassemble faulty
2.2 Faulty components are disassembled
components
2.3 Disassembling is performed according to provide
instruction manuals.

3.1 Faulty parts to be repaired or replaced are identified

3. Repair/replace and
3.2 Acquisition of new parts is done as per the
reassemble components
specifications of the components in the case of
replacement and repair is done on faulty
components.
3.3 Reassemble the repaired or replaced components.

4.1 Switch on the computer for POST test

4. Test computer/component
4.2 Perform specific component test
functionality
4.3 Evaluate test results
4.4 Generate component and system report

5.1 Run diagnostic program

5. Upgrade computer

© TVET CDACC 2018 66

 PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
5.2 Install update if any.
software/hardware
5.3

RANGE

Variable Range
May include but is not limited to:
 Straight-head screwdriver, large and small.
1. Appropriate computer
 Phillips-head screwdriver, large and small.
maintenance tools
 Tweezers or part retriever.
 Needle-nosed pliers.
 Wire cutters.
 Chip extractor.
 Hex wrench set.
 Torx screwdriver

3.1 Refers to an instructional book or booklet that is

2. Instruction manuals.
supplied with almost all technologically advanced
consumer product to be used during inspection
4.1 Process performed by firmware or software routines
3. POST test
immediately after a computer or other digital
electronic device is powered on.
4.2 Software tool used to diagnose problems with a
4. Diagnostic program
particular set of hardware devices.

© TVET CDACC 2018 67

REQUIRED KNOWLEDGE AND UNDERSTANDING
The individual needs to demonstrate knowledge and understanding of:
1. Troubleshooting techniques
2. Procedures and techniques for reassembling
3. Component testing techniques
4. Computer systems and their components
5. The manufacturer's warranty requirements relating to activities for the
computer and related components.
6. Types of Computer/component testing
7. Types of Maintenance techniques

FOUNDATION SKILLS

The individual needs to demonstrate the following additional skills:

 Communications (verbal and  Decision making;

written);  First aid;
 Proficient in ICT;  Report writing;
 Time management;
 Analytical
 Faults troubleshooting
 Problem solving;
 Planning;

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

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1. Assembled appropriate computer repair and maintenance
tools and performed troubleshooting
2. Identified different maintenance techniques
3. Identified and disassembled Faulty components
4. Performed specific component test
5. Repaired or replaced faulty components
6. Was able to perform software and hardware upgrade

© TVET CDACC 2018 68

2. Resource Resources the same as that of workplace are advised to be applied
Implications Including computer, printers etc

3. Methods of Competency may be assessed through:

Assessment 3.1 Oral questioning
3.2 Practical demonstration
3.3 Observation
4. Context of 4.1 Competency may be assessed individually in the actual
Assessment workplace or through simulated work environment

5. Guidance 5.1 Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

© TVET CDACC 2018 69

 MANAGE DATABASE SYSTEMS (Ms Access)

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

UNIT DESCRIPTION
This unit covers the competencies required to carry out management of Basic databases
systems. It involves identification of database concepts, designing of database, Creation and
manipulation of database, database testing e.g. using dummy data, implementation of the
designed database, establishing transaction and concurrency mechanism and managing
database security.

ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
1. Identify database concepts 1.1 Database concepts are defined
1.2 Database models are identified
1.3 Identification of merits and demerits of database is
done
2. Design Basic database 2.1 Database design concepts are identified
2.2 Appropriate database structures are determined
2.3 Database design is implemented
2.4 Database operations are performed

3. Create and manipulate 3.1 Database objects are identified

database objects 3.2 Appropriate data Attributes are applied
3.3 Data relationships are established as per the tables
created
3.4 Data is extracted from database using Access.

4. Perform database testing 4.1 Test data is prepared

4.2 Run the test data
4.3 Check the test results
4.4 Validate the results
4.5 Report the findings
5. Print Database Objects 5.1 Database tables are printed
5.2 Database queries are printed

© TVET CDACC 2018 70

 PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
5.3 Database forms and reports are printed

RANGE

Variable Range
May include but is not limited to:
1. Database Models  Relational
 Referential
 Entity Integrity
 Network
 Star schema
2. Database structures Refers to a collection of record type and field type
definitions that comprise your database:
 Record Types. These define the type of entities
or research objects you wish to capture (e.g.
Person).
 Fields. These are the properties or attributes that
describe your record types (e.g. Gender, Age,
Height etc.)
3. Database operations  INSERT
 SELECT
 UPDATE
 DELETE
4. data Attributes  Atomic Attribute
 Composite Attribute
 Single Valued Attribute
 Multi Valued Attribute
 Stored Attribute
 Derived Attribute
 Null Valued Attribute

© TVET CDACC 2018 71

REQUIRED KNOWLEDGE AND UNDERSTANDING
The individual needs to demonstrate knowledge and understanding of:
Database concepts
Database design concepts
Database objects
Procedures of printing database objects

FOUNDATION SKILLS
The individual needs to demonstrate the following foundation skills:
 Communications (verbal and written);
 Proficient in ICT;
 Time management;
 Analytical
 Faults troubleshooting;
 Problem solving;
 Planning;
 Decision making;
 Report writing;

EVIDENCE GUIDE
This provides advice on assessment and must be in conjunction with the performance criteria,
required knowledge and understanding and range.
1. Critical Aspects Assessment requires evidence that the candidate:
of Competency 1.1 Identified database components
1.2 Performed Database operations
1.3 Applied Appropriate Data Attributes
1.4 Extracted data from database using Access
1.5 Performed test data and validated the results
1.6 Performed printing of database objects

2. Resource The following resources must be provided:

Implications 1. Computer
2. Database software
3. Printer

© TVET CDACC 2018 72

 4. Stationery

3. Methods of Competency may be assessed through:

Assessment 3.1 Oral questioning
3.2 Practical demonstration
3.3 Observation

4. Context of Competency may be assessed individually in the actual

Assessment workplace or through a simulated work place
environment
5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

© TVET CDACC 2018 73

 DEVELOP COMPUTER PROGRAM

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

UNIT DESCRIPTION
This unit covers the competencies required to develop computer program

ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
1. Identify Programming 1.1 Identification of program and programming is done
concepts and approaches 1.2 Language translators are identified
1.3 Description of programming approaches is done

2. Identify program 2.1 Description of program specifications is done

development 2.2 Application of program development cycle is done
methodologies 2.3 Types of development methodologies are identified
2.4 Styles of programming are identified
3. Identify Program design 3.1 Description of Program design is done
3.2 Program design approaches are identified
3.3 Program design tools are identified
4. Identify computer 4.1 Generations of programming languages are
programming languages Identified
4.2 Factors for choosing a programming language are
determined
4.3 Basic tools for program development are identified

5. Perform Basic structured 5.1 Fundamentals of C programming are identified

Programming using C 5.2 Control structures in C programming are identified
language 5.3 Sub programs of C language are explained
5.4 C language concepts are identified
5.5 C programming environment is identified
5.6 Description of sub programming
5.7 C program format is explained
6. Perform Basic Internet 6.1 Internet based programming concepts are identified
programming 6.2 Web programming approaches are identified
6.3 Web programming languages are identified
6.4 Web programming interfaces are identified
6.5 HTML coding is done

© TVET CDACC 2018 74

 PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)

RANGE

Variable Range
May include but is not limited to:
1. Language translators  Linkers
 Loader
 Interpreters
 Compilers
 Editors

2. Programming approaches  Procedural

 Event driven
 Object oriented
 Internet based

3. Program design tools  Flow charts

 Pseudo codes
 Decision trees and tables

4. Styles of programming  Functional

 Modular
 Visual
5. Control structures  Sequence
 Selection
 Iteration

6. Web programming  Html

languages  Php
 JavaScript

7. Web programming  Common client Interface(CCI)
Interfaces  Common Gateway Interface (CGI)

© TVET CDACC 2018 75

REQUIRED KNOWLEDGE AND UNDERSTANDING
The individual needs to demonstrate knowledge and understanding of:
1.1 Programming Generations
Program development cycle
Program Design and Approach
Program design tools
Application of C language techniques
Program Documentation
Developing a Simple program

FOUNDATION SKILLS
The individual needs to demonstrate the following foundation skills:
 Communications (verbal and written);
 Proficient in ICT;
 Time management;
 Analytical
 Faults troubleshooting;
 Problem solving;
 Planning;
 Decision making;
 First aid;
 Report writing;

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

 Critical Assessment requires evidence that the candidate:

Aspects of 1. Identified Language translators and programming approaches
Competency 2. Identified program development cycle and styles of
programming.
3. Identified Program design approaches and program design tools.
4. Identified generations of programming languages.
5. Identified factors for choosing programming language.
6. Identified basic tools for program development
7. Demonstrate language program format
8. Demonstrate control structures usage in a program.

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 9. Develop a basic program
 Resource The following resources must be provided:
Implications Resources the same as that of workplace are advised to be applied
Computers, software etc
 Methods of Competency may be assessed through:
Assessment 1. Oral test
2. Observation
3. Practical demonstration
 Context of Competency may be assessed individually in the actual workplace
Assessment or through a simulated work place setting
 Guidance Holistic assessment with other units relevant to the industry sector,
information workplace and job role is recommended.
for
assessment

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 MANAGE OPERATING SYSTEM

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

UNIT DESCRIPTION
This unit covers the competencies required to select, install and usage of manage operating
system
ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
1. Identify fundamentals of 1.1 Definition of Operating system is done
Operating system 1.2 Concepts of operating system are identified.
1.3 Structures of operating system are described.
1.4 Types of operating system are identified.
1.5 Functions of operating system are identified.

2. Identify process 2.1 Concepts of processing are identified and explained

management concepts 2.2 Process states are described
2.3 Definition of Concurrency control and types is
done.
2.4 Explanation of Process scheduling and types of
schedulers is done.
2.5 Definition of Deadlocks.
3. Identify concepts of 3.1 Definition of memory management is done.
memory management 3.2 Objectives of memory management are identified.
3.3 Memory management techniques are identified.
3.4 Memory management policies are identified.

4. Identify concepts of Input 4.1 Definition of input and output devices is done.
and Output devices 4.2 Objectives of input/output device management are
management. identified.
4.3 Concepts of input and output devices are identified.
4.4 Input/output devices software are explained.
4.5 Description of disk and disk operations are done.
4.6 Explanation of computer clock system is done.
4.7 Computer terminals are identified.
4.8 Virtual devices are defined.
5. Identify concepts of file 5.1 Definition of file system management is done.
management 5.2 File system concepts are identified.

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 PERFORMANCE CRITERIA
ELEMENT
(Bold and italicised terms are elaborated in the Range)
5.3 Objectives of file management are identified.
5.4 File access methods are identified.
5.5 Description of directory implementation is done
5.6 File allocation techniques are identified.
5.7 File protection and security are identified.

6. Identify Emerging trends in 6.1 Explanation of emerging trends is done.

Operating system 6.2 Challenges of emerging trends are identified.
6.3 Ways of coping with emerging trends are
identified.

RANGE

Variable Range
May include but is not limited to:
1. Concepts of operating  Characteristics
system  Objectives
 Kernel
 System code
 shell
2. Structures of operating  Monolithic
system  Layered
 Virtual
 Client server model
 Real time
3. Types of operating system
 Normal
 Batch
 Time sharing
 Inter-process communication
4. Concurrency control
 Synchronization

 Partitions
5. Memory management
 Virtual
techniques

 Fetch
6. Memory management
 Placement
policies
 Replacement

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Variable Range
May include but is not limited to:
 cleaning
 Sequential
7. File access methods
 Random
 Indexed sequential

REQUIRED KNOWLEDGE AND UNDERSTANDING

The individual needs to demonstrate knowledge and understanding of:
1.1 Types of operating systems
Roles of operating system
Objectives of memory management
Input/output devices software
Computer clock system
Objectives of file management
File allocation techniques
File access methods
Challenges of emerging trends in operating systems.

FOUNDATION SKILLS
The individual needs to demonstrate the following foundation skills:
 Communications (verbal and written);  Decision making;
 Proficient in ICT;  Report writing;
 Time management;
 Analytical
 Problem solving;
 Planning;

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

 Critical Assessment requires evidence that the candidate:

Aspects of 1. Defined operating system

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 2. Identified Types of operating systems
Competency
3. Explained structures of operating systems
4. Identified functions of operating systems
5. Installed operating system.
6. Defined memory management
7. Identified memory management and allocation techniques.
8. Differentiated the input and output devices.
9. Defined computer clock system.
10. Explained the hardware concept of input/output device
11. Identified file management objectives
12. Identified file allocation techniques, access and protection
methods.
13. Identified emerging trends in operating system, challenges
and how to cope with them.

 Resource The following resources must be provided:

Implications Resources the same as that of workplace are advised to be applied
Computers, Software, Data and People
 Methods of Competency may be assessed through:
Assessment 1. Oral test
2. Observation
3. Practical demonstration

 Context of Competency may be assessed individually in the actual

Assessment workplace or through a simulated work place setting
 Guidance Holistic assessment with other units relevant to the industry
information sector, workplace and job role is recommended.
for
assessment

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