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Curriculum ICT Level 4

diploma in information communication technology (Eldoret National Polytechnic)

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REPUBLIC OF KENYA

NATIONAL COMPETENCY BASED CURRICULUM

FOR

ICT LEVEL 4

TVET CDACC
P.O BOX 15745-00100
NAIROBI

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First published 2019

©2019, TVET CDACC

All rights reserved. No part of these occupational standards may be reproduced,

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

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

©TVETCDACC 2019 I

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FOREWORD

The provision of quality education and training is fundamental to the Government’s

overall strategy for social economic development. Quality education and training will
contribute to achievement of Kenya’s development blueprint, Vision 2030 and sustainable
development goals.
Reforms in the education sector are necessary for the achievement of Kenya Vision 2030
and meeting the provisions of the Constitution of Kenya 2010. The education sector had
to be aligned to the Constitution of Kenya 2010 and this resulted to the formulation of the
Policy Framework for Reforming Education and Training (Sessional Paper No. 4 of
2016). A key feature of this policy is the radical change in the design and delivery of the
TVET training. This policy document requires that training in TVET be competency
based, curriculum development be industry led, certification be based on demonstration
of competence and mode of delivery allows for multiple entry and exit in TVET
programmes.
These reforms demand that Industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background that
these Occupational Standards were developed for the purpose of developing a
competency-based curriculum for ICT Technician. These Occupational Standards will
also be the bases for assessment of an individual for competence certification.
It is my conviction that these Occupational Standards will play a great role towards
development of competent human resource for the ICT sector’s growth and development.

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION

©TVETCDACC 2019 II

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PREFACE

Kenya Vision 2030 aims to transform the country into a newly industrializing, “middle-
income country providing a high-quality life to all its citizens by the year 2030”. Kenya
intends to create a globally competitive and adaptive human resource base to meet the
requirements of a rapidly industrializing economy through life-long education and
training. TVET has a responsibility of facilitating the process of inculcating knowledge,
skills and attitudes necessary for catapulting the nation to a globally competitive country,
hence the paradigm shift to embrace Competency Based Education and Training (CBET).
The Technical and Vocational Education and Training Act No. 29 of 2013 and Sessional
Paper No. 4 of 2016 on Reforming Education and Training in Kenya, emphasized the
need to reform curriculum development, assessment and certification. This called for a
shift to CBET in order to address the mismatch between skills acquired through training
and skills needed by industry as well as increase the global competitiveness of Kenyan
labour force.
The TVET Curriculum Development, Assessment and Certification Council (TVET
CDACC), in conjunction with ICT Sector Skills Advisory Committee (SSAC have
developed these Occupational Standards for ICT technicians. These standards will be the
bases for development of competency based curriculum for ICT technician Level 4.
This curriculum has been developed following the CBET framework policy; the CBETA
Standards and guidelines provided by the TVET Authority and the Kenya National
Qualification framework designed by the Kenya National Qualification Authority.
The curriculum is designed and organized with an outline of learning outcomes;
suggested delivery methods, training/learning resources and methods of assessing the
trainee’s achievement. The curriculum is competency-based and allows multiple entry
and exit to the course.
I am grateful to the Council Members, Council Secretariat, ICT SSAC, expert workers
and all those who participated in the development of these Occupational Standards.

CHAIRMAN, TVET CDACC

©TVETCDACC 2019 III

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ACKNOWLEDGMENT

These Curriculum was developed through combined effort of various stakeholders from
private and public organizations. I am thankful to the management of these organizations
for allowing their staff to participate in this course. I wish to acknowledge the invaluable
contribution of industry players who provided inputs towards the development of these
Standards.
I thank TVET Curriculum Development, Assessment and Certification Council (TVET
CDACC) for providing guidance on the development of these Standards. My gratitude
goes to Automotive Sector Skills Advisory Committee (SSAC) members for their
contribution to the development of these Standards. I thank all the individuals and
organizations who participated in the validation of these Standards.
I acknowledge all other institutions which in one way or another contributed to the
development of these Standards.

COUNCIL SECRETARY/CEO

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KEY TO UNIT CODE

IT/CU/ICTA/BC/01/4/A

Industry or sector
Curriculum
Occupational area
Type of competency
Competency number
Unit Level
Version Control

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ABBREVIATIONS AND ACRONYMS

BC : Basic Competency
CDACC : Curriculum Development, Assessment and Certification Council
CR : Core Competency
ICT : Information Communication Technology
KNQA : Kenya National Qualifications Authority
OS : Occupational Standards
OSHA : Occupation Safety and Health Act
OSHS : Occupation Safety and Health Standards
PPE : Personal Protective Equipment
SSAC : Sector Skills Advisory Committee
TVET : Technical and Vocational Education and Training

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TABLE OF CONTENTS
FOREWORD.....................................................................................................................ii
PREFACE.........................................................................................................................iii
ACKNOWLEDGMENT..................................................................................................iv
KEY TO UNIT CODE.......................................................................................................v
ACRONYMS.....................................................................................................................vi
COURSE OVERVIEW..................................................................................................viii
BASIC UNITS OF LEARNING.......................................................................................1
COMMUNICATION SKILLS............................................................................................2
NUMERACY SKILLS........................................................................................................5
DIGITAL LITERACY.........................................................................................................9
ENTREPRENEURIAL SKILLS.......................................................................................11
EMPLOYABILITY SKILLS.............................................................................................15
ENVIRONMENTAL LITERACY....................................................................................18
OCCUPATIONAL SAFETY AND HEALTH PRACTICES.............................................21
CORE UNITS OF LEARNING......................................................................................23
USAGE OF ICT DEVICES...........................................................................................24
COMPUTER SOFTWARE INSTALLATION..............................................................30
COMPUTER REPAIR AND MAINTENANCE...........................................................33
MICROSOFT OFFICE TOOLS....................................................................................36
INTERNET SKILLS.....................................................................................................41

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COURSE OVERVIEW
ICT Level 4 consists of competencies that an individual must achieve to ICT sector in an
effective manner and cost saving. It entails usage of ICT devices, installation of software,
repairing and maintaining of a computer, application of Microsoft Office tools and usage
of the Internet.

This qualification consists of the following basic and core competencies:

BASIC UNITS OF LEARNING

Unit of Learning Unit of Learning Title Duratio Credi

Code n in t
Hours Facto
r
IT/CU/ICTA/BC/01/4/ Communication skills 20 2
A
IT/CU/ICTA/BC/02/4/ Numeracy skills 30 3
A
IT/CU/ICTA/BC/03/4/ Digital literacy 30 3
A
IT/CU/ICTA/BC/04/4/ Entrepreneurial skills 60 6
A
IT/CU/ICTA/BC/05/4/ Employability skills 30 3
A
IT/CU/ICTA/BC/06/4/ Environmental literacy 20 2
A
IT/CU/ICTA/BC/07/4/ Occupational safety and health practices 20 2
A
TOTAL 210 21

CORE UNITS OF LEARNING

Unit Code Unit Title Duration Credit

in Hours Factor

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IT/CU/ICTA/CR/01/4/ Usage of ICT devices 80 8

A
IT/CU/ICTA/CR/02/4/ Software Installation 80 8
A
IT/CU/ICTA/CR/03/4/ Repair and Maintenance 100 10
A
IT/CU/ICTA/CR/04/4/ Application of Microsoft Office tools 80 8
A
IT/CU/ICTA/CR/05/4/ Usage of the Internet 80 8
A
Industrial Attachment 300 30
TOTAL 720 72
GRAND TOTAL 930 93

The core units of learning are independent of each other and may be taken independently.
The total duration of the course is 930 hours including industrial attachment.
Industrial Attachment
It is envisaged that the trainee will have undergone a field training and assessment with a
recognized ICT firm as a prerequisite for completion of this training course. At least 300
hours (8 weeks) should be spent on a supervised and assessed field attachment.

Entry Requirements
An individual entering this course should have any of the following minimum
requirements:
a) Attained KCSE with mean grade of E
Or
b) Information Communication Technology (ICT) National Certificate Qualification
Level 3
Or
c) Equivalent qualifications in a related field as determined by Kenya National
Qualifications Authority (KNQA)
And/or
d) As may be guided by relevant regulatory body

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Trainers Qualification
A trainer for this course should have a higher qualification than the level of this course

Assessment
The course will be assessed at two levels: internally and externally. Internal assessment is
continuous and is conducted by the trainer who is monitored by an accredited internal
verifier while external assessment is conducted by accredited external assessors
appointed by TVET CDACC.

Certification
A candidate will be issued with a national certificate of competency on demonstration of
competence in a unit of competency. To attain the national qualification ICT Assistant
level 4, the candidate must demonstrate competence in all the units of competency as
given in qualification pack. These certificates will be issued by TVET CDACC in
conjunction with training provider.

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BASIC UNITS OF LEARNING

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COMMUNICATION SKILLS

UNIT CODE: ICT/CU/ICTA/BC/01/4/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate communication skills

Duration of Unit: 20 Hours

Unit Description
This unit describes the competencies required to lead in the dissemination and discussion of
ideas, information and issues in the workplace.

Summary of Learning Outcomes

1. Obtain and convey workplace information
2. Complete relevant work-related documents
3. Communicate information about workplace processes
4. Lead workplace discussion
5. Identify and communicate issues arising in the workplace

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Obtain and convey  Communication process  Observation
workplace information  Modes of communication  Interview
 Medium of communication  Third party reports
 Effective communication
 Barriers to communication
 Flow of communication
 Sources of information
 Types of questions
 Organizational policies
 Workplace etiquette
 Ethical work practices in handling
communication
2. Complete relevant  Types and purposes of workplace  Observation
work-related documents and forms  Interview
documents  Methods used in filling forms and  Third party reports
documents

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 Recording workplace data

 Process of distributing workplace
forms and documents
 Report writing
 Types of workplace reports
3. Communicate  Communication process  Observation
information about  Modes of communication  Interview
workplace processes  Medium of communication  Portfolio
 Effective communication
 Barriers to communication
 Flow of communication
 Sources of information
 Organizational policies
 Organization requirements for
written and electronic
communication methods
 Report writing
 Effective questioning techniques
(clarifying and probing)
 Workplace etiquette
 Ethical work practices in handling
communication

4. Lead workplace  Methods of discussion e.g.  Observation

discussion  Coordination meetings  Interview
 Toolbox discussion  Third party reports
 Peer-to-peer discussion
 Solicitation of response
5. Identify and  Identification of problems and  Observation
communicate issues issues  Interview
arising in the  Organizing information on  Portfolio
workplace problems and issues
 Relating problems and issues
 Communication barriers affecting
workplace discussions

Suggested Delivery Methods

 Discussion
 Role play
 Brainstorming

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Recommended Resources
 Desktop computers/laptops
 Internet connection
 Projectors
 Telephone
 Report writing templates

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NUMERACY SKILLS

UNIT CODE: ICT/CU/ICTA/BC/02/4/A

Relationship to Occupational Standards:
This unit addresses the unit of competency: Demonstrate numeracy skills
Duration of Unit: 25 hours

Unit Description

This unit describes the competencies required by a worker in order to competently Identify and
use whole numbers and simple fractions, decimals and percentages; Identify, measure and
estimate familiar quantities for work, Read and use familiar maps, plans and diagrams for work,
Identify and describe common 2D and some 3D shapes for work, Construct simple tables and
graphs for work using familiar data, Identify and interpret information in familiar tables, graphs
and charts for work.

Summary of Learning Outcomes

1. Identify and use whole numbers and simple fractions, decimals and percentages for work
2. Identify, measure and estimate familiar quantities for work
3. Read and use familiar maps, plans and diagrams for work
4. Identify and describe common 2D and some 3D shapes for work
5. Construct simple tables and graphs for work using familiar data
6. Identify and interpret information in familiar tables, graphs and charts for work

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment Methods
1. Identify and use  Whole numbers  Oral
whole numbers and  Simple fractions  Written
simple fractions,  Decimals  Practical test
decimals and  Percentages  Observation
percentages for work  Sizes
 Problem solving methods
 calculations using the
4 operations
 Recording and communicating
numerical information

2. Identify, measure and  Measurement information  Oral

estimate familiar quantities  Units of measurement  Written

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for work  Estimate familiar and simple  Practical test

amounts  Observation
 Selection of appropriate
measuring equipment
 Calculate using familiar units
of measurement
 Check measurements and
results against estimates
 Using informal and some
formal mathematical and
general language
 Record or report results
3. Read and use familiar  Maps, plans and diagrams  Oral
maps, plans and diagrams  Locate items and places in  Written
for work familiar maps, plans and  Practical test
diagrams  Observation
 Recognize common symbols
and keys in familiar maps,
plans and diagrams
 Direction and location of
objects, or route or places
 Use of informal and some
formal oral mathematical
language and symbols
4. Identify and describe  Common 2D shapes and 3D  Oral
common 2D and some 3D shapes  Written
shapes for work  Classification of common 2D  Practical test
shapes and designs  Observation
 Description of Use informal
and some formal language to
describe common two-
dimensional shapes and some
common three-dimensional
shapes
 Construction of common 2D
shapes
 Match common 3D shapes to
their 2D sketches or nets
5. Construct simple tables  Types of graphs  Oral
and graphs for work using  Determination of data to be  Written
familiar data collected  Practical test

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 Selection of data collection  Observation

method
 Collection of data
 Determination of variables from
the data collected
 Order and collate data
 Construct a table and enter data
 Construct a graph using data from
table
 Check results
 Report or discuss graph
information related to work using
informal and some formal
mathematical and general
language
6. Identify and interpret  Tables construction and  Oral
information in familiar labeling  Written
tables, graphs and charts for  i.e. title, headings, rows and  Practical test
work columns  Observation
 Interpreting information and
data in simple tables
 Relaying information of
relevant workplace tasks on/in
a table
 Identify familiar graphs and
charts in familiar texts and
contexts
 Locate title, labels, axes, scale
and key from familiar graphs
and charts
 Identify and interpret
information and data in
familiar graphs and charts
 Relate information to relevant
workplace tasks

Suggested Delivery Methods

 Instructor led facilitation of theory
 Practical demonstration of tasks by trainer
 Practice by trainees/ role play
 Discussion

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 Observations and comments and corrections by trainers

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Mathematical tables

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DIGITAL LITERACY

UNIT CODE: ICT/CU/ICTA/BC/02/4/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate digital literacy

Duration of Unit: 35 hours

Unit Description
This unit covers the competencies required to effectively demonstrate digital literacy in a
working environment. It entails identifying and using digital devices such as smartphones,
tablets, laptops and desktop PCs for purposes of communication and performing work related
tasks at the work place.

Summary of Learning Outcomes

1. Identify computer hardware and software
2. Apply security measures to data, hardware and software
3. Apply computer software in solving tasks
4. Apply internet and email in communication at workplace

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Identify computer  Meaning of a computer  Written
hardware and software  Functions of a computer  Oral
 Components of a computer  Observation
 Classification of computers
2. Apply security  Data security and control  Written tests
measures to data,  Security threats and control  Oral presentation
hardware and software measures  Observation
 Types of computer crimes  Projects
 Detection and protection against
computer crimes
3. Apply computer  Operating system  Oral questioning
software in solving  Word processing  Observation
tasks  Spread sheets  Project
 Data base
4. Apply internet and  Computer networks  Oral questioning

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email in  Uses of internet  Observation

communication at  Electronic mail (e-mail) concept  Oral presentation
workplace  Written report

Suggested Delivery Methods

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

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

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ENTREPRENEURIAL SKILLS

UNIT CODE: ICT/CU/ICTA/BC/03/4/A

Relationship to occupational standards

This unit addresses the unit of competency: Demonstrate entrepreneurial skills

Duration of unit: 60 hours

Unit description
This unit describes the competencies critical to demonstration of entrepreneurial skills. It
includes creating and maintaining small scale business, establishing small scale business
customer base, managing and growing a small business.

Summary of Learning Outcomes

1. Create and maintain small scale business
2. Establish small scale business customer base
3. Manage small scale business
4. Grow/ expand small scale business

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Create and  Starting a small business  Observation
maintain small  Legal regulatory requirements  Case studies
scale business in starting a small business  Individual/group
 SWOT/ PESTEL analysis assignments
 Conducting market/industry  projects
survey  Written
 Generation and evaluation of  Oral
business ideas
 Matching competencies with
business opportunities
 Forms of business ownership
 Location of a small business
 Legal and regulatory
requirement
 Resources required to start a

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small business
 Common terminologies in
entrepreneurship
 Entrepreneurship in national
development
 Self-employment
 Formal and informal
employment
 Entrepreneurial culture
 Myths associated with
entrepreneurship
 Types, characteristics,
qualities & role of
entrepreneurs
 History, development and
importance of
entrepreneurship
 Theories of entrepreneurship
 Quality assurance for small
businesses
 Policies and procedures on
occupational safety and health
and environmental concerns
2. Establish small  Good staff/workers and  Observation
scale business customer relations  Case studies
customer base  Marketing strategy  Individual/group
 Identifying and maintain new assignments
customers and markets  projects
 Product/ service promotions  Written
 Products / services  Oral
diversification
 SWOT / PESTEL analysis
 Conducting a business survey
 Generating Business ideas
 Business opportunities
3. Manage small  Organization of a small  Oral
scale business business  Observation
 Small business’ business plan  Case studies
 Marketing for small  Individual/group
businesses assignments
 Managing finances for small  projects

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business  Written
 Production/ operation process
for goods/services
 Small business records
management
 Book keeping and auditing for
small businesses
 Business support services
 Small business resources
mobilization and utilization
 Basic business social
responsibility
 Management of small
business
 Word processing concepts in
small business management
 Computer application
software
 Monitoring and controlling
business operations
4. Grow/expand  Methods of growing small  Observation
small scale business  Case studies
business  Resources for growing small  Individual/group
business assignments
 Small business growth plan  projects
 Computer software in  Written
business development
 ICT and business growth

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practice by trainee
 Role play
 Case study

Recommended Resources
 Case studies for small businesses
 Business plan templates
 Lap top/ desk top computer
 Internet

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 Telephone
 Writing materials

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EMPLOYABILITY SKILLS
UNIT CODE: ICT/CU/ICTA/BC/04/4/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate employability skills
Duration of Unit: 30 hours
Unit Description
This unit covers competencies required to demonstrate employability skills. It involves
conducting self-management, demonstrating critical safe work habits, demonstrating workplace
learning and workplace ethics.

Summary of Learning Outcomes

1. Conduct self-management
2. Demonstrate critical safe work habits
3. Demonstrate workplace learning
4. Demonstrate workplace ethics

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Conduct self-  Self-awareness  Observation
management  Formulating personal vision,  Written
mission and goals  Oral interview
 Strategies for overcoming life  Third party report
challenges
 Emotional intelligence
 Assertiveness
 Expressing personal thoughts,
feelings and beliefs
 Developing and maintaining high
self-esteem
 Developing and maintaining
positive self-image
 Articulating ideas and aspirations
 Accountability and responsibility
 Good work habits
 Self-awareness

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 Self-development
 Financial literacy
 Healthy lifestyle practices
2. Demonstrate critical  Stress and stress management  Observation
safe work habits  Punctuality and time  Written
consciousness  Oral interview
 Interpersonal communication  Third party report
 Sharing information
 Leisure
 Integrating personal objectives
into organizational objectives
 Resources utilization
 Setting work priorities
 HIV and AIDS
 Drug and substance abuse
 Handling emerging issues
3. Demonstrate  Personal training needs  Observation
workplace learning identification and assessment  Oral interview
 Managing own learning  Written
 Contributing to the learning  Third party report
community at the workplace
 Cultural aspects of work
 Variety of learning context
 Application of learning
 Safe use of technology
 Identifying opportunities
 Workplace innovation
 Performance improvement
 Handling emerging issues
 Future trends and concerns in
learning
4. Demonstrate  Meaning of ethics  Observation
workplace ethics  Ethical perspectives  Oral interview
 Principles of ethics  Written
 Values and beliefs  Third party report
 Ethical standards
 Organization code of ethics
 Common ethical dilemmas
 Organization culture
 Corruption, bribery and conflict of
interest

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 Privacy and data protection

 Diversity, harassment and mutual
respect
 Financial
responsibility/accountability
 Etiquette
 Personal and professional integrity
 Commitment to jurisdictional laws
 Emerging issues in ethics

Suggested Methods of Delivery

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

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

ENVIRONMENTAL LITERACY

UNIT CODE: ICT/CU/ICTA/BC/05/4/A

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Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate environmental literacy

Duration of Unit: 20 hours

Unit Description
This unit describes the competencies required to control environmental hazard, control
environmental pollution, comply with workplace sustainable resource use and evaluate current
practices in relation to resource usage.

Summary of Learning Outcomes

1. Control environmental hazard
2. Control environmental Pollution
3. Demonstrate sustainable resource use
4. Evaluate current practices in relation to resource usage

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content Assessment
Methods
1. Control environmental  Purposes and content of  Written
hazard Environmental Management and questions
Coordination Act 1999  Oral questions
 Purposes and content of Solid Waste  Observation of
Act work
 Storage methods for procedures
environmentally hazardous
materials
 Disposal methods of hazardous
wastes
 Types and uses of PPE in line with
environmental regulations
 Occupational Safety and Health
Standards (OSHS)
2. Control environmental  Types of pollution  Written
Pollution control  Environmental pollution control questions
measures  Oral questions
 Types of solid wastes  Observation of
 Procedures for solid waste work
management procedures
 Different types of noise pollution  Role play

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 Methods for minimizing noise

pollution
3. Demonstrate  Types of resources  Written
sustainable resource use  Techniques in measuring current questions
usage of resources  Oral questions
 Calculating current usage of  Observation of
resources work
 Methods for minimizing wastage procedures
 Waste management procedures  Role play
 Principles of 3Rs (Reduce, Reuse,
Recycle)
 Methods for economizing or
reducing resource consumption
4. Evaluate current  Collection of information on  Written
practices in relation to environmental and resource questions
resource usage efficiency systems and procedures,  Oral questions
 Measurement and recording of  Observation of
current resource usage work
 Analysis and recording of current procedures
purchasing strategies.  Role play
 Analysis of current work processes
to access information and data
 Identification of areas for
improvement
5. Identify Environmental  Environmental issues/concerns  Written
legislations/conventions  Environmental legislations questions
for environmental /conventions and local ordinances  Oral questions
concerns  Industrial standard /environmental  Observation of
practices work
 International Environmental procedures
Protocols (Montreal, Kyoto)
 Features of an environmental
strategy

Suggested Delivery Methods

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

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Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Solid Waste Act
 Environmental Management and Coordination Act 1999
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE)

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OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE: ICT/CU/ICTA/BC/06/4/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate Safety and Health Practices

Duration of Unit: 20 hours

Unit Description
This unit describes the competencies required to practice safety and health, and comply
with OSH requirements relevant to work.

Summary of Learning Outcomes

1. Observe workplace procedures for hazards and risk prevention
2. Participate in arrangements for workplace safety and health maintenance

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Observe workplace  Arrangement of work area and items  Oral questions
procedures for in accordance with Company  Written questions
hazards and risk housekeeping procedures  Observation of work
prevention  Adherence to work standards and procedures
procedures
 Application of preventive and control
measures, including use of safety
gears/PPE
 Study and apply standards and
procedures for incidents and
emergencies.
2. Participate in  Participating in orientations on OSH  Oral questions
arrangements for requirements/regulations of tasks  Written tests
workplace safety  Providing feedback on health, safety,  Practical test
and health and security concerns to appropriate  Observation of
maintenance personnel as required in a sufficiently practical work by
detailed manner trainees
 Practice workplace procedures for

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reporting hazards, incidents, injuries

and sickness
 OSH requirements/ regulations and
workplace safety and hazard control
procedures are reviewed, and
compliance reported to appropriate
personnel
 Identification of needed OSH-related
trainings are proposed to appropriate
personnel

Suggested Delivery Methods

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

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

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CORE UNITS OF LEARNING

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USAGE OF ICT DEVICES

UNIT CODE: ICT/CU/ICTA/CC/01/4/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Understanding basic concepts of ICT.

Duration of Unit: 80 hours

Unit Description:
This unit covers the competencies required to understand the concepts of Information
Communication Technology. They involve identifying computer components, operating a
computer, understand information networks, identifying applications of ICT, identifying healthy,
safety and environmental issues in ICT and identifying ICT security issues.

Summary of Learning Outcomes:

1. Identification of Computer components

2. Operating a computer
3. Understanding Computer Networks
4. Identification of Applications of ICT
5. Identification of healthy, safety and environmental issues in ICT
6. Identification of ICT security issues

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Identification of Computer  Practical
 Definition of a hardware device
components  Oral questioning
1.  Terminologies related to  Written test
hardware devices.

 Hardware devices

 Input

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 Mouse

 Keyboard

 Scanner

 Digital camera

 Microphones

 Joysticks

 Output

 Monitor

 Printer

 Speakers

 Headsets

 Projector

 Desktop/Laptop

 Storage

 Memory

 Functions of hardware devices

 Input

 Output

 Processing

 Storage

 Configure hardware devices

 Document hardware devices

 Definition of operating system

and related terminologies
 Functions of application and

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system software
 Differences between application
and system software
 Types of application software
 Word processing
 Spreadsheet
 Database
 Multimedia
 Graphics
 Examples of Operating system
software
 Ms DOS
 LINUX
 Windows
 Mac OS
 Android

2. 2. Operating a Computer  Practical

 Booting procedures
 Observation
 Cold boot  Written tests
 Oral
 Warm boot

 Shut down procedures

 File Management Operations

 Cut

 Copy

 Paste

 Rename

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3. 3.Computer networks  Practical

 Define computer network
 Observation
 Terminologies used in a network  Written tests
 Oral
 Node
 Host
 Server
 Client
 Components of network
 Computer
 Network devices (switch,
hub, router etc)
 Communication channels
 Types of networks
 LAN
 WAN
 MAN
 WLAN
 Application areas of computer
networks
 Resource sharing
 Communication
 Work distribution.
4. 4. Applications of ICT  Written
 ICT Terminologies
 Oral
 Data
 Information
 ICT
 Definition of Components of

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ICT (People, Hardware,

Software, Procedures,
information and data)
 ICT applications areas
 Manufacturing
 Security
 Education
 Farming
 Hospitality
 Medicine
 Banking
 Transportation
 Tourism
 Government
 Benefits of ICT use
 Challenges and opportunities of
ICT use in society
 Emerging trends and their
causes
5. Identify health, safety and  Practical
• ICT Health related problems
environmental issues in ICT  Oral
• Workplace ergonomics  Observation
 Written
• Safety related problems
 Equipment safety issues
(Appropriateness and maintenance)
 Safe use and disposal of
electronic equipment and materials
• Environmental related problems
 Environmental factors

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affecting human health

and equipment
functionality: Dust,
temperature, humidity,
Noise
 Electronic Waste Management
• Standards and guidelines for
HSE care
• Internal
• Manufacturer
• Benefits of green
ICT/Computing
 Recycling electronics
 Limiting printing and recycling
paper
 Purchasing from
environmentally committed companies
• Customising computer power
management
6. Identify ICT security issues  Written
 Define ICT security
 Oral
 Terminologies used in ICT
 Goals of ICT security
Confidentiality
Integrity
Availability
 ICT assets to be secured
 Data
 Information

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 Media
 Hardware
 Software
 Advantages of ICT security
 Types of security threats
 Security control

Suggested Methods of Delivery

 Instructor led facilitation of theory
 Demonstration by trainer
 Practical work done by trainee
 Group discussions

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tool.
Software, internet

Equipment
Computer
Lcd projectors

Materials and supplies

Materials
 Digital instructional material including online resources, DVDs and CD, stationary
Supplies
 Power cable
 Personal protective materials
 Tonners and inks
 UPS

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Reference materials
Manufacturers manuals

COMPUTER SOFTWARE INSTALLATION

UNIT CODE: ICT/CU/ICTA/CC/02/4/A

Relationship to Occupational Standards

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

Duration of Unit: 80 hours

Unit Description:
This unit describes the competencies required in installing computer software. It involves
Identification of software to be installed, installation of the software, and configuration of the
software, software change management, performing user training.

Summary of Learning Outcomes:

1. Identification of software to be installed

2. Install the software
3. Software change management
4. Conduct user training

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify the  Practical
 Definition of software
Software to be  Oral questioning
installed.  Classification of software  Written test

Functionality

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 Software Acquisition Methods

Off the shelve

Tailor made

In-house development

2. Install the  Practical

 Define software installation
software  Observation
 Installation sources  Written tests
 External hard drives
 CD and DVD
 Flash disk
 Certified online sites
 Server based installation
 End user license agreement
 Software options
 Existing data backup and protection
 Software documentation
3. Software change  Types of user needs requirements  Practical
management  Observation
 Software upgrading needs  Written tests
Functionality
Skills
Control
 Software functionality testing
 Software documentation
4. Perform user  Practical
 Keys to Developing an End User Training
training  Oral
Plan
 Written tests
 Determine user skill set  Learner portfolio of

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evidence.
 Creating a training program

 Setting training goals

 Training delivery methods

 Assessing end-user needs

 Signing off

 Training feedback elements

 Time
 accuracy

Suggested Methods of Delivery

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

Recommended Resources
Tools
Software

Equipment
Computer, UPS

Materials and supplies

 Digital instructional material including DVDs and CDs;
 Stationery

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Reference materials
Manufacturers manuals

COMPUTER REPAIR AND MAINTENANCE

UNIT CODE: ICT/CU/ICTA/CC/03/4/A

Relationship to Occupational Standards

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

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Duration of Unit: 100hours

Unit Description:

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

Summary of Learning Outcomes:

1. Assemble and Disassemble Computer Components
2. Troubleshoot Computer Components
3. Repair/replace and reassemble components
4. Test computer/component functionality
5. Upgrade computer hardware

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Method
1. Disassemble faulty  Tools for disassembling  Practical exercises
components  Procedures and techniques for  Oral questioning
disassembling  Written test
 Repair or replace and  Learner portfolio
reassemble components of evidence.

2. Perform  Identification of Computer parts  Practical exercises

troubleshooting  Assembling of computer  Oral questioning
maintenance tools  Written test
 Theory of probable cause  Learner portfolio of
 Assembling and disassembling evidence.
process
 Test of theory of probable cause
 Problem identification
 Appropriate solutions
3. Repair/Replace and  Determine components to  Practical exercises
reassemble replace or repair  Oral questioning
components  Procedures and Techniques for  Written test

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reassembling  Learner portfolio of

 Component testing evidence.
 Repair/replace report
4. Test computer  Identify computer testing tools  Practical exercises
functionality  Testing techniques are identified  Oral questioning
 Perform computer test  Written test
functionality  Learner portfolio of
 status report evidence.
5. Upgrade computer  Determine Reasons of  Practical exercises
software/hardware upgrading  Oral questioning
 Identify procedures and  Written test
techniques for upgrading  Learner portfolio
 Test functionality of the of evidence
upgraded software/hardware

Suggested Methods of Delivery

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

Recommended Resources
Tools
 Straight-head screwdriver, large and small.
 Phillips-head screwdriver, large and small.
 Tweezers or part retriever.
 Needle-nosed pliers.
 Wire cutters.
 Chip extractor.
 Hex wrench set.
 Torx screwdriver

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

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MICROSOFT OFFICE TOOLS

UNIT CODE: ICT/CU/ICTA/CC/04/4/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Applying Microsoft Office tools.

Duration of Unit: 80 hours

Unit Description:
This unit describes the competencies required in applying word processing using Ms Word,
applying spreadsheet using Ms Excel, applying database management using Ms Access, applying
graphic presentation using Ms PowerPoint and managing personal information using Ms
Outlook.

Summary of Learning Outcomes:

1. Apply word processing using Ms Word

2. Apply spreadsheet using Ms Excel
3. Apply database management using Ms Access
4. Apply graphic presentation using Ms PowerPoint
5. Manage personal information using Ms Outlook

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Apply word  Practical exercises
 Definition of a word Processor
processing using  Oral questioning
Ms Word  Features of a word processor  Written test

 Creating documents

 Editing documents

 Formatting text

 Creating and editing tables

 Grammar and spell checking

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 Mail merging

 Saving documents

 Printing documents

 Features of Ms Word Interface

 Ribbon

 Tabs

 Commands

 Command groups

 Shortcut menu

 Quick access toolbar

 Editing window

 Document views

 Creating, formatting and saving a

document

 Create a new document

 Modifying text

 Different views in word

 Set up a document

 Layout

 Adjust margins

 Header and footer

 Add graphics to an Ms Word document

 Insert ClipArt Images

 Insert File images

 Move images

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 Delete images

 Text wrapping

 Alignment

 Shapes and effects

 Create lines and arrows

 Insert shapes

 Add text boxes

 Insert WordArt

 Shadow effects

 Add Borders to a picture

 Shape fill

 Add and format table of contents

 Proofing tools

 Spell check

 Thesaurus

 Inserting and modifying tables

 Previewing and printing a document

2. Apply  Practical
 Definition of a spreadsheet
Spreadsheets exercises
using Ms Excel  Features of a spreadsheet  Oral questioning
 Written test
 Data formatting
.
 Data analysis
 Visualising using Graphs
and charts
 Processing data

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 Features of Ms Excel Interface

 Ribbon

 Tabs

 Commands

 Command groups

 Shortcut menu
 Worksheet
 Formula bar
 Worksheet creation
 Worksheet formatting
 Processing data
 Simple formulas
 Functions
 Data organization
 Sorting data
 Filtering data
 Working with charts
 Types of charts
 Column
 Line
 Pie
 Bar
 Formatting and editing charts
 Print workbooks
 Choose a print area
 Fitting and scaling content

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3. Apply Database  Practical exercises

 Definition of a Database Management
management  Oral questioning
System
using Ms Access  Written test
 Features of a Database Management .
System
 Data storage
 Querying
 Reporting
 Features of Ms Access interface
 Tabs
 Ribbon layout
 Navigation pane
 Workspace
 Quick access
 Toolbar
 Creating a database
 Create a table
 Create a form
 Creating a Query
 Creating a report
 Manipulating database objects
 Print reports
4. Apply  Practical exercises
 Definition of a presentation software
Presentation  Oral questioning
using Ms  Features of a presentation software  Written test
PowerPoint
 ICTides
 Handouts
 Multimedia
 Transition effects

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 Features of Ms PowerPoint Interface

 Ribbon
 Quick access toolbar
 Tab
 ICTide pane
 Notes pane
 ICTides thumbnail
 ICTides view section
 Creating ICTides
 Insert various ICTide elements
(text, pictures, tables, charts,
video, audio clips, hyperlinks)
 Create PowerPoint presentation using
master ICTide
 Adding presenter notes
 Using animation and transition effects
 Printing presentation handouts

5. Manage Personal  Practical

 Definition of an email client
Information exercises
using Ms  Features of an email client  Oral questioning
Outlook  Written test
 Composing messages
 Managing messages
 Managing calendar
 Managing Contacts
 Managing tasks, meetings and
appointments
 Features of Ms Outlook Interface
 Quick access tool bar

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 Tabs
 Ribbon layout
 Navigation pane
 Active window.
 Composing, Retrieving and Responding
to messages
 Creating an email message
 Spelling and grammar
 Content formatting
 File attachments
 Customising reading options
 Downloading attachments
 Organisation of personal information
 Managing appointments
 Managing meetings
 Customising Outlook environment
 Customising the interface
 Creating quick steps
 Creating rules
 Printing
 Calendars
 Emails

Suggested Methods of Delivery

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;

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The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
 MS Outlook

Equipment
 Computer
 Printer
 LCD Projector
Materials and supplies
 Digital instructional material including DVDs and CDs;
 Stationery

Reference materials
Software manuals

INTERNET SKILLS

UNIT CODE: ICT/CU/ICTA/CC/05/4/A

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Relationship to Occupational Standards

This unit addresses the unit of competency: Understand the Internet

Duration of Unit: 80 Hours

Unit Description
This unit covers the competencies required to understand how internet communication and
browsing is done. It involves defining internet terminologies, identifying requirements for
internet connectivity, identifying internet access and web browsing techniques and identifying
application areas for the internet.

Summary of Learning Outcomes

1. Explain fundamental concepts of Internet connectivity and application
2. Demonstrate ability to use a web browser to provide and customize access to preference
3. Select a suitable search engine to find information
4. Conduct online communication effectively and safely
Learning Outcomes, Content and Suggested Assessment Methods
Learning Outcome Content Suggested Assessment
Methods
1. Explain fundamental  Definition of Internet o Oral questioning
concepts of Internet terminologies. o Observation
connectivity and  How the internet works o Written test
application  Uses of the Internet
 Internet connectivity
requirements.
 Impacts of using the Internet
 The world wide web concept  Oral questioning
2. Demonstrate ability to
use a web browser to  Universal Resource Locators  Observation
provide and customise (URLs)  Written test
access to preference  Internet Domains  Practical test
 Parts of a domain
 Choosing a domain
extension
(.com, .net, .org, .ac,
.edu,.co,.gov)
 Purpose of a web browser
 Comparison of various web
browsers
 Google Chrome

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 Mozilla Firefox
 Opera
 Safari
 Internet Explorer
 Common web browser features
Navigation, Stop button,
Refresh button, Home button,
Book mark button, History
Address bar
Tabbed browsing
 Using a browser
 Opening/closing a browser
 Entering a URL in the
address bar
 Refreshing a web page,
stopping a web page
downloading.
 Activating a hyperlink.
 Opening a web page in a
new tab, new window.
 Opening, closing tabs,
windows. Switching
between tabs, windows.
 Navigating between pages
 Completing, submitting and
resetting a web-based form
 Using the browser history
 Customization of web browser
 Appearance settings:
Display/hide built in
toolbars, fonts
 Deleting history/temporary
files
 Setting the default home
page
 Synching email accounts
with browser activities
 Start-up options
 Allowing and blocking
popups and cookies

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 Adding, deleting and

showing
favourites/bookmarks
 Privacy settings
 Download location settings
 Language options
 Web outputs
 Download/save files to a
location
 Copy web page contents,
URLS to a document, email
 Previewing and printing a
webpage
.
3. Demonstrate ability to  Purpose of search engines  Oral questioning
effectively search and  Comparisons of various search  Observation
evaluate web content. engines  Written test
 Google  Practical test
 Bing
 Yahoo
 Ask.com
 Duckduckgo
 AOL
 Tips for effective use of a search
engine
 Unique, specific terms
 Narrowing and
expanding search using minus
and addition operator
 Exact phrases using
quotation marks
 Use non common words
and pictures
 Boolean expressions
(AND, OR)
 Maximising
autocomplete
 Using browser history
 Factors that determine the
credibility of a web content
 SICT

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 Author
 Up-to-dateness
 References
 Downloading and uploading files
 File format
 File size
 Inter-operability
4. Conduct online  Communication tools  Oral questioning
communication  Email  Observation
effectively and safely  Social media  Written test
 Instant Messaging (IM)  Practical test
(WhatsApp, Skype)
 Short Message Services
(SMS)
 Multimedia Message
Service (MMS)
 Creation and customization of
User accounts in social online
Communication platforms.
 Accounts and password
 Profile setting
 Best practice when using
electronic communication
 Clarity
 Non circulation of
inappropriate content
 Accuracy of grammar
and spellings
 Courtesy
 Non disclose of
personal details
 Verifying recipient list
 Non circulation of

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practical work by trainee
 Group discussions

Recommended Resources

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Tools
 Internet
 Browser
Equipment
 Computer
 LCD projectors
 Printer

Materials and supplies

 Materials
 Stationery
 Digital instructional material including online resources, DVDs and CDs

Reference materials
 Software manuals

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