Level 5 Social Work O.S.

REPUBLIC OF KENYA
NATIONAL OCCUPATIONAL STANDARDS
FOR
SOCIAL WORKER
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]
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 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 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 have been developed.
It is my conviction that these occupational standards will play a great role towards
development of competent human resource for the Social Work and Community
Development Sector’s growth and development.
PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING
MINISTRY OF EDUCATION
©TVETCDACC 2018 i
PREFACE
The TVET Curriculum Development, Assessment and Certification Council (TVET
CDACC), in conjunction with Social Work and Community Development Sector Skills
Advisory Committee (SSAC) have developed these Occupational Standards for Social
Worker level 5. These standards will be the bases for development of a competency-
based curriculum for Social Work and Community Development 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, Community Development

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 Social Work and Community Development 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 COMMUNITY DEVELOPMENT SECTOR SKILLS ADVISORY

COMMITTEE
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TABLE OF CONTENTS
FOREWORD......................................................................................................................I
PREFACE.........................................................................................................................II
ACKNOWLEDGMENT................................................................................................III
TABLE OF CONTENTS................................................................................................IV
ACRONYMS...................................................................................................................IV
KEY TO UNIT CODE.....................................................................................................II
OVERVIEW....................................................................................................................III
BASIC UNITS OF COMPETENCY...............................................................................1
DEMONSTRATE COMMUNICATION SKILLS....................................................................2
DEMONSTRATE NUMERACY SKILLS..................................................................................6
DEMONSTRATE DIGITAL LITERACY.................................................................................12
DEMONSTRATE ENTREPRENEURIAL SKILLS...............................................................17
DEMONSTRATE EMPLOYABILITY SKILLS.....................................................................22
DEMONSTRATE ENVIRONMENTAL LITERACY...........................................................29
DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES...........37
CORE UNITS OF COMPETENCY..............................................................................45
CONDUCT SOCIAL RESEARCH WORKS............................................................................45
PERFORM PSYCHO SOCIAL SUPPORT...............................................................................49
CONDUCT SOCIAL POLICY IMPLEMENTATION..........................................................53
MANAGE PROJECT RESOURCES..........................................................................................58
CARRY OUT COMMUNITY AWARENESS ACTIVITIES..............................................62
CARRY OUT ADVOCACY AND LOBBYING ACTIVITIES..........................................67
UNDERTAKE CONFLICT RESOLUTION AND MANAGEMENT..............................71
PERFORM HOME BASED CARE AND SUPPORT............................................................75
CARRY OUT CHILD WELFARE PROGRAMMES............................................................78
MANAGE COMMUNITY-BASED GROUPS........................................................................82
CONDUCT COMMUNITY CRISIS AND DISASTER SENSITIZATION
PROGRAMS.......................................................................................................................................88
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ACRONYMS
CDACC Curriculum Development Assessment and Certification Council
CU Curriculum
BC Basic Competency
CC Core Competency
CO Common Units
KCSE Kenya Certificate of Secondary Education
KNQA Kenya National Qualifications Authority
OSHA Occupation Safety and Health Act
PPE Personal Protective Equipment
SSAC Sector Skills Advisory Committee
TVET Technical and Vocational Education and Training
©TVETCDACC 2018 v
KEY TO UNIT CODE
COD / OS/SW/ BC/ /01/ 5/ A
Industry or sector
Curriculum
Occupational area
Type of competency
Competency Number
Competency Level
Version control
OVERVIEW
Description
The Social work and Community Development Level Five (5) qualification consists of
competencies that a person must achieve to demonstrate to demonstrate conduct of social
research works, psycho social support, conduct of social policy formulation and public
administration, management of project resources, conduct of community awareness
activities, advocacy and lobbying activities, conflict resolution and management,
performance of home-based care and support, child welfare programmes, management of
community-based groups, conduct of community crisis and disaster sensitization
programmes.
Units of Learning
This course consists of basic, core competencies as indicated below:

Basic competencies
1. Demonstrate communication skills
2. Demonstrate occupational safety and health practices
3. Demonstrate numeracy skills
4. Demonstrate digital literacy
5. Demonstrate entrepreneurial skills
6. Demonstrate employability skills
7. Demonstrate environmental literacy
Core competencies
1. conduct of social research works
2. psycho social support
3. conduct of social policy formulation and public administration
4. management of project resources
5. conduct of community awareness activities
6. conflict resolution and management
7. performance of home-based care and support
8. child welfare programmes
9. management of community-based groups
10. Conduct of community crisis and disaster sensitization programmes
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BASIC UNITS OF COMPETENCY
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DEMONSTRATE COMMUNICATION SKILLS
UNIT CODE: COD/OS/SW/BC/01/5/A
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 which performance for each of the elements.
make up workplace
function Bold and italicized terms are elaborated in the Range
1. Meet 1 .1Specific communication needs of clients and colleagues are identified

communication and met
needs of clients 1 .2 Different approaches are used to meet communication needs of clients
and colleagues 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 the 2.1 Strategies for internal and external dissemination of information are
development of developed, promoted, implemented and reviewed as required
communication 2.2 Channels of communication are established and reviewed 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 in
interviews 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 4.1 Mechanisms which enhance effective group interaction is defined
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discussions and implemented
4.2 Strategies which encourage all group members to participate are used
routinely
4.3 Objectives and agenda for meetings and discussions are routinely set
and followed
4.4 Relevant information is provided to group to facilitate outcomes
4.5 Evaluation of group communication strategies is undertaken to
promote participation of all parties
4.6 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

 Comprehension check
include but not limited to:
 Repetition
 Asking confirmation
 Paraphrase
 Clarification request
 Translation
 Restructuring
 Approximation
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 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
 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 fulfil job roles as specified by the organization
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Required Knowledge
The individual needs to demonstrate knowledge of:
 Communication process
 Dynamics of groups and different styles of group leadership
 Communication skills relevant to client groups
 Flexibility in communication
 Communication skills relevant to client groups
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DEMONSTRATE NUMERACY SKILLS
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
These describe the key These are assessable statements which specify the required level of
outcomes which make up 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 interpreted
fractions, decimals and 1.2 Whole numbers and routine or familiar fractions, decimals and
percentages for work 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
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metric measurements for requirements
work 2.2 Appropriate routine measuring equipment are identified and
selected in accordance with workplace requirements
2.3 Measurements are estimated and made using correct units
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
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 shapes
construct 2D and 3D identified in everyday objects and in different orientations
shapes for work 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 tables, 5.1 Routine tables, graphs and charts identified in predominately
graphs and charts for familiar texts and contexts
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 and
interpreted
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5.5 Calculations are performed 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 tables 6.2 uses of different tables and graphs identified
and graphs for work 6.3 Data and variables to be collected are determined
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
and task
7.7 Formal and informal mathematical language and appropriate
symbolism and conventions used to communicate the result of
the task
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RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environments and situations that will affect
performance.
Variable Range
1. Simple fractions, May include but not limited to:
decimals and percentages 1.1 Fraction
1.2 Decimals
1.3 Percentages
2. Common 2D shapes and May include but not limited to:
common 3D shapes
2.1 Round
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
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5.7 Stem and Leaf Plot
5.8 Histogram
5.9 Dot Plot
5.10 Scatter plot
Required Skills
 Applying Fundamental operations (addition, subtraction, division, multiplication)

 Using calculator
 Using different measuring tools
Required knowledge
 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
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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 Assessment Competency may be assessed in an off the job setting
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job role is recommended.
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DEMONSTRATE DIGITAL LITERACY
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.
workplace function Bold and italicized terms are elaborated in the Range
1. Identify appropriate 1.1 Concepts of ICT are determined in accordance with computer
computer software equipment
and hardware 1.2 Classifications of computers are determined in accordance with
manufacturers specification
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 the
measures to data, prevailing technology
hardware, software 2.2 Security threats are identified, and control measures are applied in
in automated accordance with laws governing protection of ICT
environment 2.3 Computer threats and crimes are detected.
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 tasks,
software in solving report writing and documentation
tasks 3.2 Word processing utilities are applied in accordance with workplace
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procedures
3.3 Worksheet layout is prepared in accordance with work procedures
3.4 Worksheet is build and data manipulated in the worksheet in
accordance with workplace procedures
3.5 Continuous data manipulated on worksheet is undertaken in
accordance with work requirements
3.6 Database design and manipulation is undertaken in accordance with
office procedures
3.7 Data sorting, indexing, storage, retrieval and security is provided in
accordance with workplace procedures
4. Apply internet and 4.1 Electronic mail addresses are opened and applied in workplace
email in communication in accordance with office policy
communication at 4.2 Office internet functions are defined and executed in accordance with
workplace 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 accordance
publishing in official with manufactures specifications
assignments 5.2 Desktop publishing tools are developed in accordance with work
requirements
5.3 Desktop publishing tools are applied in accordance with workplace
requirements
5.4 Typeset work is enhanced in accordance with workplace standards
6. Prepare presentation 6.1 Types of presentation packages are identified in accordance with
packages office requirements
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
performance.
Variable Range
Appropriate computer A collection of instructions or computer tools that enable the user
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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
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
 Analytical skills
 Interpretation
 Typing
 Communication
 Computing (applying fundamental operations such as addition, subtraction,
division and multiplication)
 Using calculator
 Basic ICT skills
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Required Knowledge
 Software concept
 Functions of computer software and hardware
 Data security and privacy
 Computer security threats and control measures
 Technology underlying cyber-attacks and networks
 Cyber terrorism
 Computer crimes
 Detection and protection of computer crimes
 Laws governing protection of ICT
 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
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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
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
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DEMONSTRATE ENTREPRENEURIAL SKILLS
UNIT CODE : COD/OS/SW/BC/04/5/A
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.
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

markets and 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
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product lines responsiveness to market demands and the regulatory
environment.
3.2 Competitive advantage of existing products and
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 5.1 Capital employed in business is continuously
capital base reviewed 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
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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
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
 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
©TVETCDACC 2018 19
 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
 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
 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
©TVETCDACC 2018 20
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 3.1 Case problems
Assessment 3.2 Interview
3.3 Portfolio
3.4 Third part reports
4. Context of 4.1 Competency may be assessed in workplace or in a
Assessment 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 sector, workplace and job role is recommended.
assessment
©TVETCDACC 2018 21
DEMONSTRATE EMPLOYABILITY SKILLS
UNIT DESCRIPTION
This unit covers competencies required to demonstrate employability skills. It involves

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

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-man 1.1 Personal vision, mission and goals are formulated based
agement 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 acc
ording 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 de
monstrated.
1.6 Self-esteem and a positive self-image are developed an
d 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 inter 2.1 Listening and understanding is demonstrated as per
personal commun communication policy
ication 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
communication policy
©TVETCDACC 2018 22
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 criti 3.1 Stress is managed in accordance with workplace procedu
cal safe work habi res.
ts 3.2 Punctuality and time consciousness is demonstrated in lin
e 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 proce
dures.
3.5 Leisure time is recognized in line with organization polic
y.
3.6 Abstinence from drug and substance abuse is observed a
s per workplace policy.
3.7 Awareness of HIV and AIDS is demonstrated in line wit
h workplace requirements.
3.8 Safety consciousness is demonstrated in the workplace b
ased on organization safety policy.
3.9 Emerging issues are dealt with in accordance with organi
zation 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 poli
cy 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
©TVETCDACC 2018 23
5.2 Task is interpreted in accordance with safety (OHS ), en
vironmental requirements and quality requirements
5.3 Work activity is organized with other involved personnel
as per the SOPs
5.4 Resources are mobilized, allocated and utilized to meet p
roject 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 workplac
e requirements.
5.7 Time is managed achieve workplace set goals and objecti
ves.
6. Maintain 6.1 Personal training needs are identified and assessed in
professional line 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 7.2 Learning opportunities are sought and allocated based on
learning 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
©TVETCDACC 2018 24
is demonstrated.
8. Demonstrate prob 8.1 Problems are identified as per the context of data and
lem solving skills circumstances
8.2 Problem solutions are sought based on the problem
8.3 Independence and initiative in identifying and solving
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
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
©TVETCDACC 2018 25
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
communication  Visual
include but not limited  Verbal
to:  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  Career mobility
limited to:  Gains and exposure the job gives
 Net workings
 Benefits that accrue to the individual as a result of note
worthy 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 work
shops
Resource include but  Human
not limited to:  Financial
 Technology
o Hardware
o Software
Innovation include  New ideas
 Original ideas
©TVETCDACC 2018 26
but not limited to:  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

Required Skills
 Personal hygiene practices
 Intra and Interpersonal 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
 Work values and ethics
 Company policies
 Company operations, procedures and standards
©TVETCDACC 2018 27
 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
 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
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
©TVETCDACC 2018 28
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 Im The following resources should be provided:
plications
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 simulate
Assessment d workplace setting
8.2 Assessment shall be observed while tasks are being underta
ken whether individually or in-group
9. Guidance infor Holistic assessment with other units relevant to the industry
mation for asse sector, workplace and job role is recommended.
ssment
©TVETCDACC 2018 29
DEMONSTRATE ENVIRONMENTAL LITERACY
UNIT DESCRIPTION
This unit specifies the competencies required to follow procedures for environmental
hazard control, follow procedures for environmental pollution control, comply with
workplace sustainable resource use, evaluate current practices in relation to resource
usage, develop and adhere to environmental protection principles/strategies/guidelines.
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 materials

hazard 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 compiled
Pollution control 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 group
©TVETCDACC 2018 30
usage 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 for ordinances are identified according to the different
environmental concerns environmental aspects/impact
5.2 Industrial standard/environmental practices are described
according to the different environmental concerns
6. Implement specific 6.1 Programs/Activities are identified 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 Program
protection/Programs 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
performance.
©TVETCDACC 2018 31
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
3. Waste management 3.1 Sorting
procedures may include
but are not limited to: 3.2 Storing of items
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 environmental 5.1Biological hazards

hazards may include but
are not limited to: 5.2 Chemical and dust hazards
5.3 Physical hazards
©TVETCDACC 2018 32
6. Organizational systems 6.1 Supply chain, procurement and purchasing
and procedures may
include but are not limited 6.2 Quality assurance
to: 6.3 Making recommendations and seeking approvals
EVIDENCE GUIDE

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
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
©TVETCDACC 2018 33
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,
assessment
Required 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
©TVETCDACC 2018 34
 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
 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
©TVETCDACC 2018 35
 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.
 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
©TVETCDACC 2018 36
DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES
UNIT DESCRIPTION
This unit specifies the competencies required to lead the implementation of workplace’s
safety and health program, procedures and policies/guidelines.
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
measures safety gears / PPE (personal protective equipment)
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
©TVETCDACC 2018 37
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
©TVETCDACC 2018 38
RANGE
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
©TVETCDACC 2018 39
3. Evaluation and/or work 3.1 Health Audit
environment
3.2 Safety Audit
measurements may
include but are not limited 3.3 Work Safety and Health Evaluation
to:
3.4 Work Environment Measurements of Physical and
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
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
©TVETCDACC 2018 40
6. Safety gears /PPE 6.1 Arm/Hand guard, gloves
(Personal Protective
6.2 Eye protection (goggles, shield)
Equipment’s) may
include but are not limited 6.3 Hearing protection (ear muffs, ear plugs)
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)
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
©TVETCDACC 2018 41
9. Emergency procedures 9.1 Fire drill
limited to: 9.2 Earthquake drill
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
include but are not 10.2 Equipment/vehicle accidents
limited to: 10.3 Explosion
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

limited to: 11.2 Incident/accident reports
11.3 Sickness notifications/sick leave application
11.4 OSH-related trainings obtained
©TVETCDACC 2018 42
Required Skills
 Skills on preliminary identification of workplace hazards/risks

 Knowledge management
 Critical thinking skills
 Observation skills
 Coordinating skills
 Interpersonal skills
 Troubleshooting skills
 Presentation skills
 Training skills
Required Knowledge
 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 counselling methodologies and strategies
©TVETCDACC 2018 43
EVIDENCE GUIDE

of 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

Implications
2.1 Workplace or assessment location
2.2 OSH personal records
2.3 PPE
2.4 Health records

Assessment 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
©TVETCDACC 2018 44
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,
assessment
CORE UNITS OF COMPETENCY
©TVETCDACC 2018 45
CONDUCT SOCIAL RESEARCH WORKS
UNIT CODE: COD/OS/SW/CR/01/5/A
UNIT DESCRIPTION
This unit cover the competencies required to identify research problem, formulate
research plan, develop research tools, carry out data collection, analyze collected data and
prepare research report.

These describe the key
outcomes which make up These are assessable statements which specify the required
workplace function. level of performance for each of the elements.
1. Identify Research 1.1 Literature review is conducted as per SOPs

Problem 1.2 Literature review analysis is conducted as per SOPs
1.3 Research problem is identified based on the analysis
2. Formulate research plan 2.1 Scope of study is established as per the set objectives
2.2 Timeframe is established as per the scope of the study
2.3 Budget is prepared as per organization policy
2.4 Samples size is established as per the scope of the study
3. Develop research tools 3.1 Required tools are identified as per SOPs
3.2 Required tools are designed as per SOPs
3.3 Selected tools are tested as per SOPs
3.4 Research tools are validated as per SOPs
4. Carry out data collection 4.1 Data collection team is established as per organization
policy
4.2 Data collection team is trained as per organization policy
4.3 Research tools are administered as per organization policy
5. Analyse collected data 5.1 Data analysis tool is prepared as per organization policy
5.2 Data analysis is conducted as per organization policy
6. Prepare research report 6.1 Report is compiled as per organization policy

6.2 Report is shared or disseminated as per organization policy
6.3 Research findings are implemented as per organization
policy
©TVETCDACC 2018 46
RANGE OF VARIABLES
performance.
RANGE
VARIABLE
1. Literature review  Project reports.
 Government agencies reports.
 Past research reports.
 Development partners reports.
2. Data analysis tool  Excel spreadsheets
 Graphs
 Charts

Required Skills
 Presentation
 Interpersonal relation
 Boundary setting
 Facilitation
 Planning and prioritization
 Empathy
 Self-awareness
 Report writing
 Critical thinking
 Persuasion
 Team work
 People management
 Coordination
 Organizational
 Decision making
 Emotional intelligence

©TVETCDACC 2018 47
Required knowledge
 Social welfare policies
 Human behaviour and social environment
 Social work practices and interventions
 Social research
 Legal aspects in child welfare
 Human growth and development
 Child welfare programmes
 Nutrition and food supply
 Statistics
 Economics
 Basic accounting
 Digital literacy
EVIDENCE GUIDE
1. Critical aspects Assessment requires evidences that the candidate:

of competency 1.1 Demonstrated ability to conduct literature review
1.2 Demonstrated ability to identify research problem
1.3 Demonstrated ability to establish scope of the study
1.4 Demonstrated ability to establish time frame of the study
1.5 Demonstrated ability to prepare a budget
1.6 Demonstrated ability to establish research sample size
1.7 Demonstrated ability to identify, design, test, validate and
administer research tools
1.8 Demonstrated ability to establish and train data collection
team
1.9 Demonstrated ability to conduct data analysis
1.10 Demonstrated ability to prepare a report and share the
findings
1.11 Demonstrated ability to implement the
recommendations
2. Resource The following resources MUST be provided:

Implications 2.1 A functional office
©TVETCDACC 2018 48
2.2 Fully equipped simulated operations training office
2.3 stationery
2.4 maps
2.5 cameras/ video recorders
Assessment 3.1 Written tests
3.2 interview
3.4 Observation
3.5 Third party report
4. Context of Competency may be assessed individually:
Assessment 4.1 on-the-job
4.2 off-the-job
4.3 combination of both
assessment
©TVETCDACC 2018 49
PERFORM PSYCHO SOCIAL SUPPORT
UNIT DESCRIPTION
This unit cover the competencies required to conduct psycho social support in take
session, conduct psycho social support problem exploration, analyze psycho social
support problem, carry out referral and document psycho social support activities

1. Conduct Psycho social 1.1 Healthy working relationship is established as per

support intake session. organization policy
1.2 The psychosocial support contract is prepared as per
organization policy
2. Psycho social support 2.1 Clients experiences are explored as per SOPs
problem exploration 2.2 Challenges facing the client are identified based on the
experience
2.3 Session notes are taken based on the client experience
3. Analyze psychosocial 3.1 Problems facing the client are explored as per SOPs
support problem. 3.2 Presenting and underlying psychosocial support issues
are identified based on the problems facing the client
3.3 Session notes are taken based on real and underlying
issues
4. Referral 4.1 Client is prepared as per SOPs

4.2 Referral notes are prepared as per SOPS
4.3 Client consent is established.
4.4 Appropriate referral to personnel or institution is selected
as per the client’s needs
©TVETCDACC 2018 50
5. document 5.1 Client confidentiality of counselling records is
maintained as per SOPs
5.2 Documentation tools are prepared as per organization
policy
5.3 Documentation plan is identified as per the organization
policy.
5.4 Documentation procedures are identified as per SOPs
5.5 Documentation analysis is conducted as per the
organization policy
5.6 Documents are stored as per organisation policy
RANGE OF VARIABLES
performance.
RANGE
VARIABLE
1. Records  Client intake form
 Counselling notes
 Review report
 Referral notes
 Follow up plan

Required Skills
 Presentation
 Facilitation
 Empathy
 Self-awareness
 Report writing
 Persuasion
©TVETCDACC 2018 51
 Team work
 Coordination
 Organizational
 Decision making
 Interviewing skills
Required knowledge
 Social research
 Legal aspects in social work
 Basic counselling and psychology
 Rehabilitation programs
 Statistics
 Economics
EVIDENCE GUIDE

of competency 2.6 Demonstrated ability to establish healthy working
relationship with a client
2.7 Demonstrated ability to prepare a psycho social support
contract
2.8 Demonstrated ability to explore and identify challenges
facing a client
2.9 Demonstrated ability to take down session
2.10 Demonstrated ability to identify and implement
solutions to challenges in counselling
2.11 Demonstrated ability to review client’s needs
©TVETCDACC 2018 52
2.12 Demonstrated ability to prepare referral notes
2.13 Demonstrated ability to conduct referral
2.14 Demonstrated ability to maintain client’s confidentiality
2.15 Demonstrated ability to secure coded counselling
records

Implications 2.16 A functional counselling rooms
2.17 Stationery

3.2 Interview
3.4 Observation
3.6 project
4.2 off-the-job
assessment
©TVETCDACC 2018 53
CONDUCT SOCIAL POLICY IMPLEMENTATION
UNIT DESCRIPTION
This unit covers the competencies required to identify social policy problems, carry out
community mobilization, carry out social policy sensitization and document social policy
issues.

These describe the key outcomes These are assessable statements which specify the
which make the workplace required level of performances each of the elements.
function
(Bold and italicised terms are elaborated in the Range)
1. Identify social policy problems 1.1 Assessment tools are identified as per SOPs
1.2 Assessment tools are administered as per SOPs
1.3 Data is collected as per SOPs
1.4 Data is analysed as per organization policy
1.5 Report is prepared and shared as per organization
policy
2. Carry out community 2.1 Community mapping is carried out as per the
mobilization organization policy
2.2 Target group is identified based on the community
mapping
2.3 Resources are identified as per organization policy
2.4 Mobilization plan is identified as per organization
policy
2.5 Mobilization plan is implemented as per
organization policy
3. Carry out social policy 3.1 Community sensitization objectives are identified as
sensitization per organisation policy
3.2 Resources for community sensitization plan are
identified as per organisation policy
3.3 Time allocation for planned sensitization activities is
carried out as per organisation policy
3.4 Identification of the stakeholders is carried out as
per organization policy
©TVETCDACC 2018 54
which make the workplace required level of performances each of the elements.
function
3.5 Sensitization planning meetings are conducted as per
organization policy
3.6 Implementation of social policy sensitization
activities is carried out as per organization policy
4. Document social policy issues 4.1 Documentation procedures are identified as per
SOPs.
4.2 Documentation plan is identified as per organization
policy
4.3 Documentation tools are identified as per
organization policy
4.4 Documentation analysis is carried out as per
organization policy
4.5 Documents are stored as per the organization policy
Variable Range
May include but not limited to:
1. Assessment tools  Check list
 Questionnaire
 Interview guide
 Observation schedule
2. Resources  Human resource
 Infrastructure
 Technological resources
 Natural resources
 Financial resources

Required Skills
 Presentation
©TVETCDACC 2018 55
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
Required knowledge
 Social research
 Statistics
 Rehabilitation programmes
 Economics
EVIDENCE GUIDE
of Competency 1.1 Demonstrated ability to identify assessment tools in social
policy problems
1.2 Demonstrated ability to administer assessment tools
1.3 Demonstrated ability to collect and analyse data
1.4 Demonstrated ability to prepare a report on social policy
problems
1.5 Demonstrated ability to carry out community mapping in
©TVETCDACC 2018 56
order to carry out community mobilization
1.6 Demonstrated ability to identify target group in community
mobilization
1.7 Demonstrated ability to identify resources in community
mobilization
1.8 Demonstrated ability to implement a community
mobilization plan
1.9 Demonstrated ability identify stakeholders for a social policy
community mobilization activity
1.10 Demonstrated ability to implement social policy sensitization
activity
1.11 Demonstrated ability document social policy issues
2. Resource 2.1 A functional office
implications 2.2 A fully equipped simulated operations training office
2.3 Stationery
Assessment 3.1 Verbal questioning
3.2 Project
3.3 Observation
3.5 Interview
3.6 Written test
4. Context of Competency may be assessed individually
4.2 off-the-job
4.3 workplace experience
5. Guidance This unit may be assessed on an integrated basis with

information for others within this occupational sector
assessment
©TVETCDACC 2018 57
MANAGE PROJECT RESOURCES
UNIT DESCRIPTION:
This unit describes the competencies required to identify project resources, track
available resources, identify project resource gaps, and document project resources

outcomes which make the required level of performances each of the elements.
workplace function
1. Identify project resources 1.6 Community needs are identified as per the
organization policy
1.7 project needs are identified as per the organization
policy
1.8 Assessment tools are developed as per the SOPs
1.9 Data collection methods are devised as per the
organization policy
1.10 Community needs and resource register is
created as per SOPs
2. Track available resources 2.1 A community resources committee is established as

per SOPs
2.2 Resource mapping is carried out as per the
organization policy
2.3 A resource register is created as per organization
guidelines
2.4 A work plan is identified as per the project needs.
2.5 Work plan is implemented as per organisation
policy.
2.6 A reporting mechanism to the community is
established as per organisation policy.
3. Identify project resource 3.1 Available resources are matched to community
gaps needs as per the organisation policy.
©TVETCDACC 2018 58
outcomes which make the required level of performances each of the elements.
workplace function
3.2 Adequacy of the resources in meeting the
community needs is analysed as per the organisation
policy
3.3 Shortcomings of the resources in meeting the needs
is established as per the organisation policy.
3.4 Capacity gaps of the resources is addressed as per
the organization policy
4. Document community 4.6 Identification plan is developed as per SOPs.
resource management. 4.7 Best practices are identified as per SOPs.
4.8 The best practises are documented as per
organisation policy.
4.4 The best practises are shared as per o
Variable Range
1. Assessment tools  Check list
 Questionnaire
 Interview guide
 Observation schedule
2. Community resources  Human resource
 Infrastructure
 Technological resources
 Natural resources
 Financial resources
3. A resource register  Name of the community
 Name of the resource
 Resource gaps
 remarks
©TVETCDACC 2018 59
Required Skills
 Presentation
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
Required knowledge
 Social research
 Statistics
 Economics
©TVETCDACC 2018 60
EVIDENCE GUIDE
1. Critical Assessment requires evidence that the candidate:
Aspects of 1.12 Assessed community resources
Competency 1.13 Identified resource gaps
1.14 Track community resources
1.15 Created community needs and resource register.
1.16 Established community resources committee.
1.17 Identified a work plan
1.18 Identified best practices
2. Resource 2.4 A functional office
implications 2.5 A fully equipped simulated operations training office
2.6 Stationery
3.2 Project
3.3 Observation
3.5 Interview
3.6 Written test
4.5 off-the-job

information others within this occupational sector
for
assessment
©TVETCDACC 2018 61
CARRY OUT COMMUNITY AWARENESS ACTIVITIES
UNIT DESCRIPTION
This unit specifies the competencies required to familiarize with the community
awareness plan, identify resources required, carry out community awareness activities
and document community awareness activities
which make up workplace function. required level of performance for each of the elements.
1. Familiarize with the community 1.1 An assessment tool for knowledge, attitude and
awareness plan practices is prepared as per SOPs
1.2 Identification of the community awareness plan is
carried out as per the organization policy
1.3 Review of the awareness plan is carried out as per
the organization policy
2. Identify resources required 2.1 community awareness planning meetings are

conducted as per organization policy
2.2 An inventory of community resources is compiled as
per the awareness plan
2.3 Dissemination of information on resources is carried
out as per organization policy
3. Carry out community awareness 3.1 Identification of community awareness activities is

activities carried out as per organization policy
3.2 Identification of the community awareness messages
is carried out as per organization policy
3.3 Identification of the channels of communication is
carried out as per the planned activities
3.4 Conduct community awareness meetings
3.5 Feedback mechanisms are identified as per the
©TVETCDACC 2018 62
planned activities
4. Document community awareness 4.1 Documentation procedures are identified as per

activities SOPs.
4.2 Documentation plan is familiarized with as per
organization policy
4.3 Documentation tools are identified as per
organization policy
4.4 Documentation analysis is carried out as per
organization policy
4.5 Documents are stored as per the organization policy
RANGE
performance.
Variable Range
1. Awareness plan  Community name
 Sketch map
 Timelines
 Resource persons
 Calendar of events
2. channels of  local barazas
communication  ceremonies
 harambee meetings
 rallies
3. Documentation tools  Cameras
 Pens
 Chalk/charcoal
 Video recorders
 notebooks
©TVETCDACC 2018 63
Required Skills
 Presentation
 Facilitation
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
 Public speaking
Required knowledge
 Social research
 Statistics
 Economics
©TVETCDACC 2018 64
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidences that the candidate:
Competency 1.1 demonstrated ability to prepare assessment tools for

knowledge, attitude and practices
1.2 demonstrated ability to identify community awareness plan
1.3 demonstrated ability to review community awareness plan
1.4 demonstrated ability to conduct community awareness
meetings
1.5 demonstrated ability to take inventory of community resources
1.6 demonstrated ability to disseminate information on community
awareness activities
1.7 demonstrated ability to identify and use channels of
communication in carrying out community awareness activities
1.8 demonstrated ability to document community awareness
procedures
1.9 demonstrated ability to identify documentation tools
1.10 demonstrated ability to analyse documentation of
community awareness activities
2. Resource Implications The following resources MUST be provided:
2.1 Work plans

2.2 Meeting equipment and materials
2.3 Organisation policies
2.4 board room/meeting room
2.5 Fully equipped simulated meeting room
2.6 Censors reports
2.7 Maps
3. Method of Assessment Competency may be assessed through:
3.1 Written or oral questions

3.2 Observation
3.4 Project
3.5 Interview
3.6 Review of portfolios
©TVETCDACC 2018 65
4. Context for Assessment Competency may be assessed individually:
4.1 On- the -job

4.2 Off -the –job
4.3 Combination of both
4.4 simulated work environment
5. Guidance information Holistic assessment with other units relevant to the industry sector,
for assessment workplace and job role is recommended.
©TVETCDACC 2018 66
CARRY OUT ADVOCACY AND LOBBYING ACTIVITIES
UNIT CODE: COD/OS/CR/06/5/A
UNIT DESCRIPTION:
This unit describes the competencies required to identify community socio economic
issues, identify target groups, carry out problem analysis, in partnership with
stakeholder’s support implementation of lobbying activities, document the lobbying and
advocacy activities.

the workplace function
1. Identify community 1.1 Project Boundaries Are Established as per organisation
socio economic policy
issues 1.2 Local leadership is informed as per organisation policy
1.3 Beneficiaries are identified adhering to gender
mainstreaming, human rights-based programming and
disability mainstreaming as per legislations
1.4 The process is documented as per organisation policy
1.5 Report is prepared as per SOPs.
2. Identify target 2.1 Assessment tools are developed as per organisation

groups policy
2.2 Assessment team is identified and trained as per
2.3 Assessment is conducted as per the SOPs
2.4 Findings are analysed as per SOPs.
2.5 Report is prepared and disseminated as per organisation
policy
3. In partnership with 3.1 advocacy objectives are identified as per organisation

stakeholders support policy
implementation of 3.2 Activities are identified as per organisation policy.
lobbying and 3.3 Work plan is prepared as per the activities identified.
advocacy activities 3.4 Budget is prepared as per the work plan
3.5 Resources are determined as per the budget.
3.6 Timeframe is developed as per organisation policy.
©TVETCDACC 2018 67
the workplace function
4. Document advocacy 4.1 Documentation procedures are identified as per SOPs.
and lobbying 4.2 Documentation plan is prepared as per organization
activities policy
4.3 Documentation tools are prepared as per organization
policy
4.4 Documentation analysis is conducted as per organization
policy
4.5 Documents are stored as per SOPs
RANGE
performance.
Variable Range
1. Advocacy activities  Community mobilisation
 Community empowerment programmes
 Advocacy forums at various levels of governance
 Social accountability mechanisms
2. Local leadership  Religious leaders
 Opinion leaders
 Political leaders

Required Skills
 Presentation
 Facilitation
 Audience mapping
©TVETCDACC 2018 68
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
Required knowledge
 Social research
 Legal aspects in social development work
 Statistics
 Economics
EVIDENCE GUIDE
of Competency
1.1 Demonstrated ability to establish project boundaries
1.2 Demonstrated ability to identify beneficiaries of a project
1.3 Demonstrated ability to carry out documentation process.
1.4 Demonstrated ability to develop assessment tools
1.5 Demonstrated ability to analyse findings on problem
analysis.
1.6 Demonstrated ability to identify relevant and advocacy
partners
1.7 Demonstrated ability to strengthen advocacy partnerships
1.8 Demonstrated ability to design appropriate message for
©TVETCDACC 2018 69
advocacy
1.9 Demonstrated ability to identify advocacy objectives
1.10 Demonstrated ability to implement advocacy plans

1.11 Demonstrated ability to document advocacy and
lobbying activities
2. Resource 2.1 A functional operations office

implications 2.2 Work plans
2.3 Maps
2.4 Transport means
2.5 Computer
2.6 Internet connectivity
3.2 Project
3.3 Observation
3.5 Interview
3.6 Written test

4.2 off-the-job

assessment
©TVETCDACC 2018 70
UNDERTAKE CONFLICT RESOLUTION AND MANAGEMENT

UNIT DESCRIPTION:
This unit describes the competencies required to identify community conflict issues,
establish the conflict causes, identify conflict resolution measures, support
implementation of conflict resolution measures and document conflict resolution
activities

outcomes which make the required level of performance for each of the elements.
workplace function (Bold and italicised terms are elaborated in the
Range)
1. Identify community 1.1 Inception and introductory meetings are

conflict issues conducted as per organisation policy
1.2 Selection criteria for target population is
developed as per organisation policy
1.3 Selection criteria is applied as per organisation
policy
1.4 Mobilization of the target group is done as per the
selection criteria
2. Establish conflict causes 2.1 Assessment tools for both primary and secondary
data sources is developed as per SOPs
2.2 Assessment Tools are administered as per SOPs
2.3 Findings are documented as per organisation
policy
2.4 Findings are analysed as per SOPs
2.5 Report is prepared as per SOPs.
2.6 Information is disseminated as per organisation
policy
3. Identify conflict 3.1 Relevant stakeholders mobilised as per
resolution measures organisation policy
3.2 Conflict resolution program formulation meeting
conducted as per organisation policy
©TVETCDACC 2018 71
outcomes which make the required level of performance for each of the elements.
workplace function (Bold and italicised terms are elaborated in the
Range)
3.3 The conflict resolution program is formulated as

per SOPs.
3.4 Implementation plan for conflict resolution is
identified as per the programme
3.5 Conflict resolution implementation plan is shared
as per organisation policy
3.6 Resources are shared as per organisation policy
3.7 Plan is Implemented as per organisation policy
4. Support conflict 4.1 Monitoring tools are identified as per SOPs
resolution process 4.2 Monitoring tools are implemented as per
organisation policy
4.3 Review of conflict resolution measures/ peace
building programmes is done as per organisation
policy
5. Document conflict 5.1 Documentation procedures are identified as per
resolution and SOPs
management activities 5.2 Documentation plan is identified as per the
organization policy.
5.3 Documentation tools are prepared based on the
documentation plan
organization policy
5.5 Documents are stored as per organization policy
RANGE
performance.
Variable
Range
Peace building programs  School based peace education programmes

 Community peace programmes
©TVETCDACC 2018 72
Variable
Range
 Peace building meetings

 Healing and reconciliation process
Conflict resolution programs  Mediation
 Arbitration
 reconciliation

Required Skills
 Presentation
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
 Conflict resolution skills
 Problem solving skills
Required knowledge
 Social research
©TVETCDACC 2018 73
 Statistics
 Economics
EVIDENCE GUIDE
of Competency 1.1 Demonstrated ability to mobilize target group
1.2 Demonstrated ability to identify selection criteria to
identify target group
1.3 Demonstrated ability to apply selection criteria
1.4 Demonstrated ability to identify assessment tools for both
primary and secondary data sources
1.5 Demonstrated ability to administer assessment tools
1.6 Demonstrated ability to disseminate information
1.7 Demonstrated ability to implement conflict resolution
programmes
1.8 Demonstrated ability to identify monitoring tools
1.9 Demonstrated ability to review conflict resolution
measures
1.10 Demonstrated ability to document conflict resolution
and management activities.
implications 2.1 A functional office
2.2 A fully equipped simulated training office
3.2 Project
3.3 Observation
3.5 Interview
3.6 Written test
4.2 off-the-job
©TVETCDACC 2018 74
5 Guidance This unit may be assessed on an integrated basis with
assessment
PERFORM HOME BASED CARE AND SUPPORT
UNIT DESCRIPTION
This unit covers competencies required to identify community needs, assess community
needs, analyse stakeholders, identify individual needs, develop an individual care plan,
implement individual care plan, monitor and document home based care activities

workplace function. Bold and italicized terms are elaborated in the Range.
1. Identify community 1.1 Community leadership structures are identified as per SOPs
needs 1.2 Introductory meetings with the community are conducted as
1.3 A needs assessment tools are identified and implemented as per
organization policy
1.4 A needs assessment is carried out as per the organization policy
1.5 Report is prepared as per the needs assessment
2. Assess community needs 2.1 Assessment tools are developed in collaboration with the
ministry of health as per SOPs.
2.2 Targeting of the beneficiaries is done as per organization policy
2.3 Assessment tools are administered as per SOPs
2.4 Data collected is analyzed as per SOPs.
2.5 Assessment report is prepared as per organization policy
2.6 Dissemination of report findings is carried out as per
organization policy
3. Analyze stakeholders 3.1 Local and external stakeholders mapping and analysis is done
3.2 Stakeholders directory is prepared as per organisation policy
3.3 Mobilization of resources in collaboration with the
stakeholders is done as per organisation policy
4. Identify individual needs 4.1 Assessment team is identified as per organization policy
4.2 Identification and engagement of community partners is carried
©TVETCDACC 2018 75
out as per organization policy
4.3 Assessment tools are identified and implemented with the
partners
4.4 Data collected is analysed as per organization policy
4.5 Setting of health priorities is carried out based on the
assessment findings
5. Develop an individual 5.1 Data collected is analysed as per organization policy

care plan 5.2 Setting of health priorities is carried out based on the
assessment findings
5.3 Individual care plans are developed in collaboration with
ministry of health as per SOPs,
6. Implement an individual 6.1 Resources are allocated based on the care plan
care plan 6.2 Individual Plan is implemented based on the allocated
resources
7. Monitor home based 7.1 Indicators aligned to the individual care plan are identified as
care and support per SOPs,
activities. 7.2 Indicators are tracked based on the care plan
7.3 Indicators are analysed based on the care plan
7.4 Report is prepared as per organisation policy
7.5 Necessary referrals are executed as per SOPs
8. Document home based 8.1 Documentation procedures are identified as per SOPs
care and support 8.2 Documents are stored as per organisation policy
activities 8.3 Documentation plan prepared as per the organization policy.
8.4 Documentation tools are prepared as per the documentation
plan.
8.5 Documentation analysis is conducted as per the organization
policy.
RANGE OF VARIABLES
performance.
VARIABLE RANGE
1. Individual care May include but not limited to:

plans (ICP)  Assessment of the client/patient’s needs
 Identification of effective interventions
©TVETCDACC 2018 76
 Identification of resources
 Resource allocation
 Review of ICP

Required Skills
 Presentation
 Facilitation
 Training
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
Required knowledge
 Social research
©TVETCDACC 2018 77
 Statistics
 Economics
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the candidate:
Competency 1.1 Demonstrated ability to identify community health
structures
1.2 Demonstrated ability to map relevant partners
1.3 Demonstrated ability to establish collaborative partners
1.4 Demonstrated ability to develop assessment tools for
home based care needs assessment
1.5 Demonstrated ability to collect data and prepare reports
1.6 Demonstrated ability to identify and mobilise resources
required for home based care
1.7 Demonstrated ability to develop and implement
individual care plan
1.8 Demonstrated ability to develop, implement and
monitor advocacy plan
1.9 Demonstrated ability to identify indicators aligned to
the individual care plan
1.10 Demonstrated ability to execute referrals
1.11 Demonstrated ability to document home based care
and support activities
2. Assessment Resource The following resources should be provided:

2.2 A fully equipped simulated operations training office
3. Methods of Competency in this unit must be assessed through
3.2 Observation
3.3 Oral tests
4.2 off-the-job
5. Guidance information Holistic assessment with other units relevant to the industry
©TVETCDACC 2018 78
for assessment sector, workplace and job role is recommended.
©TVETCDACC 2018 79
CARRY OUT CHILD WELFARE PROGRAMMES
UNIT DESCRIPTION
This unit cover the competencies required to identify child

1. Identify child welfare 1.1 Tools are developed as per organization policy
problem. 1.2 Tools to analyze child abuse preference are administered
as per work place procedures.
1.3 Report findings are analyzed as per SOPs
1.4 Report is shared with the host ministry and partners as per
SOPs
2. Assess child welfare 2.1 Assessment tools are developed as per SOPs
problem 2.2 The number of children affected is assessed as per the
tools developed
2.3 Impact of the problem is determined based on the
assessment
2.4 Prevention services available and responses are established
2.5 Report is prepared as per organisation policy
2.6 Report is disseminated as per organisation policy
3. Create awareness on child 3.1 Mapping of existing child protection networks is carried
protection among out as per organization policy
community members 3.2 Directory is developed as per organization policy
3.3 Referrals are established based on the directory
3.4 Management and coordination of child protection
networks is determined as per SOPs
3.5 Planning and review meetings is done as per organization
policy.
©TVETCDACC 2018 80
4. Carry out reporting and 4.1 Child protection policy is identified as per SOPs
referral of child abuse 4.2 Child abuse protection programme is identified as per
cases organisation policy
4.3 Child abuse response program is identified as per SOPs
4.4 Reporting mechanism is done in line with the response
program
4.5 Resource mobilization strategies are established as per
organization policy
4.6 Monitoring and evaluation framework is established as
per organization policy.
5. Document child abuse 5.1 Documentation procedures are identified as per SOPs
cases 5.2 Documents are stored.
5.3 Documentation plan prepared as per the organization
policy.
5.4 Documentation tools are prepared as per organisation
policy
organization policy.
RANGE OF VARIABLES
performance.
RANGE
VARIABLE
1. Child welfare problem.  Sexual abuse
 Child labour
 Neglect

Required Skills
 Presentation
©TVETCDACC 2018 81
 Facilitation
 Training
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
Required knowledge
 Social research
 Statistics
 Economics
©TVETCDACC 2018 82
EVIDENCE GUIDE

of competency 1.1 Demonstrated ability to develop and administer tools to
identify child welfare problem
1.2 Demonstrated ability to prepare, analyse and share reports
1.3 Demonstrated ability to identify and administer tools to
assess child welfare problems
1.4 Demonstrated ability to map existing child protection
networks and create their directory
1.5 Demonstrated ability to establish referrals
1.6 Demonstrated ability to manage and coordinate child
protection networks
1.7 Demonstrated ability to identify child protection policy
1.8 Demonstrated ability to strengthen child protection systems
1.9 Demonstrated ability to establish referrals and reporting
pathways
1.10 Demonstrated ability to document child welfare
programmes

2..3 Resource persons
3.2 interview
3.4 Observation
4.2 off-the-job
assessment
©TVETCDACC 2018 83
©TVETCDACC 2018 84
MANAGE COMMUNITY-BASED GROUPS
UNIT DESCRIPTION
This unit cover the competencies required to identify target group, mobilize target group,
plan group meetings, plan group activities, carry out group activities, monitor group
activities and document group activities

1. Identify target group 1.1 Contact with social development officer is established as
per SOPs.
1.2 Assessment tools are developed as per organization policy
1.3 Assessment tools are administered as per organization
policy.
1.4 Assessment report is prepared as per the organization
policy.
1.5 Target group is identified as per organization policy
1.6 Project area for a new group is identified as per
organization policy
1.7 Gender assessment is done as per SOPs
1.8 Problem analysis is done as per organization policy
1.9 Recruitment of new members is carried out as per
organization policy
2. Mobilize target group 2.1 Key contact person are identified as per organization
policy
2.2 Sensitization of most key important person is conducted as
2.3 Mobilization plan is implemented as per organization
policy
2.4 Registration of members is done as per organization policy
©TVETCDACC 2018 85
3. Plan group meetings 3.1 Agenda is prepared as per SOPs
3.2 Date of the meetings is set as per the group regulations
3.3 Venue of the meeting is identified and confirmed based on
availability
3.4 Meeting notice and invitations are issued to members as
3.5 Group guidelines are established as per objectives
3.6 Meeting is conducted as per group guidelines
3.7 Minutes of the meeting are compiled as per SOPs
3.8 Meeting minutes are shared as per organization policy
4. Organize group 4.1 Group leadership positions are established by members as

leadership per organization policy
4.2 Roles of each position are defined as per organization
policy
4.3 Tenure of office is determined as the group rules
4.4 Elections are conducted as per the group by laws
4.5 Orientation of elected leaders is done as per the set group
rules
4.6 Assumption of office is done as per the group rules
5. Develop group 5.1 Problem analysis is conducted as per organization policy

objectives 5.2 Objectives are developed in line with identified problem
5.3 Objectives are documented as per organization policy
6. Plan group activities 6.1 Activities are developed in line with set objectives.
6.2 Resources required for each activity are identified as per
the set objectives
6.3 Activity implementation plan is developed as per
organization policy
6.4 Implementation task force is established as per
organization policy
7. Carryout group 7.1 Resources needed are mobilized as per organization

activities 7.2 Resources are allocated as per organization policy
7.3 Activity plan is executed/ implemented as per organization
policy
7.4 Activity progress report is prepared as per organization
policy
©TVETCDACC 2018 86
8. Monitor group 8.1 Monitoring tools are developed as per SOPs
activities 8.2 Monitoring team is established as per organization policy
8.3 Monitoring is conducted based on the tools developed
8.4 Monitoring report is prepared and shared as per
organization policy
8.5 Activity review is done when necessary
9. Document group 9.1 Documentation tools are prepared as per organization

activities policy
policy.
9.3 Documentation procedures are identified as per SOPs
organization policy
RANGE OF VARIABLES
performance.
RANGE
VARIABLE
1. Assessment tools  Activities of the group
 Contact of the group
 Year of registration
 Type of the group
 Name of the group.
 Group membership
2. Key contact person  Community leaders
 Community workers
 Religious leaders
 Political leaders
3. Capacity assessment  Organization capacity
tools  PESTEL
 SWOT
 By laws
4. Meeting notice and  Dates
invitations  Venue
©TVETCDACC 2018 87
 Time
 Agenda
5. Objectives  Specific
 Measurable
 Achievable
 Realistic
 Time bound

Required Skills
 Presentation
 Facilitation
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
Required knowledge
©TVETCDACC 2018 88
 Social research methods
 Statistics
 Economics
EVIDENCE GUIDE

of competency 1.1 Demonstrated ability to establish contacts with the social
development officer
1.2 Demonstrated ability to develop and administer assessment
tools
1.3 Demonstrated ability to prepare reports
1.4 Demonstrated ability to identify target group for a project
1.5 Demonstrated ability to carry out gender assessment
1.6 Demonstrated ability to identify key contact persons in a
group project
1.7 Demonstrated ability to carry out sensitization, mobilization
and registration of new group members
1.8 Demonstrated ability to conduct meetings
1.9 Demonstrated ability to establish group leadership positions
and roles
1.10 Demonstrated ability to conduct group elections
1.11 Demonstrated ability to develop group objectives
1.12 Demonstrated ability plan group activities
1.13 Demonstrated ability to implement group activities
1.14 Demonstrated ability to monitor group activities
1.15 Demonstrated ability to document group activities

2.3 Stationery
3.2 Interview
©TVETCDACC 2018 89
3.4 Observation
4 Context of Competency may be assessed individually:
4.2 off-the-job
5 Guidance Holistic assessment with other units relevant to the industry
assessment
©TVETCDACC 2018 90
CONDUCT COMMUNITY CRISIS AND DISASTER SENSITIZATION
PROGRAMS
UNIT DESCRIPTION
This unit specifies the competencies required to identify prevalent community crisis and
disasters, create awareness on the community crisis and disasters, support implementation
of community disaster prevention and response plan, monitor community crisis and
disasters and document community crisis and document community crisis and disasters.
which make up workplace function. required level of performance for each of the elements.
1. Identify prevalent community 1.1 Existing disasters are profiled as per SOPs.
crisis and disasters 1.2 Existing disasters are categorised as per the profile
1.3 Early warning signs are identified and documented
1.4 Preference of disaster is determined as per the
documentation
2. Create awareness on the 2.1 Crisis and disaster partnership partners are
community crisis and disasters identified as per organisation policy
2.2 collaborative crisis and disaster partnership are
strengthened and established as per organisation
policy
2.3 Planning and review meetings are conducted as per
the SOPs
3. Support implementation of 3.1 An audit on the community disaster prevention and

community disaster prevention response is carried out as per SOPs
and response plan 3.2 Disaster prevention and response plan is identified
as per organization policy
3.3 Resources to implement the plan are mobilised as
per organisation policy
©TVETCDACC 2018 91
3.4 Potential resource providers are identified as per
resource gaps’
4. Monitor community crisis and 4.1 Disaster risk reduction measures implemented as per
disasters organisation policy.
4.2 Disaster response measures are implemented as per
organisation policy
4.3 Disaster risk measures are implemented as per
4.4 Monitoring and review of response and reduction
plan is carried out as per organisation policy
5. Document community crisis and 5.1 Documentation procedures are identified as per
disasters SOPs.
policy.
5.4 Documentation tools are prepared as per organisation
policy
organization policy
RANGE
performance.
VARIABLE RANGE
1. Disaster prevention and May include but not limited to:

response plan
1.1 Profiling of potential risks/disasters
1.2 Prevention measures
1.3 Response measures
1.4 Rapid assessment tools
1.5 Safeguarding policies
2. Disaster risk measures 2.1 Assessment of prevention and response measures
©TVETCDACC 2018 92
2.2 Capacity building
2.3 Contingency planning

Required Skills
 Presentation
 Empathy
 Self-awareness
 Report writing
 Persuasion
 Team work
 Coordination
 Organizational
 Decision making
Required knowledge
 Social research
 Statistics
 Economics
 Environmental management
©TVETCDACC 2018 93
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidences that the candidate:
Competency 1.1 Demonstrated ability to profile existing disasters

1.2 Demonstrated ability to categorise existing disasters
1.3 Demonstrated ability to identify and document early warning
signs
1.4 Demonstrated ability to determine preference of disaster
1.5 Demonstrated ability to identify crisis and disaster partnerships
1.6 Demonstrated ability to conduct review meetings
1.7 Demonstrated ability to carry out an audit of the community
disaster prevention and response
1.8 Demonstrated ability to prepare a prevention and response plan
1.9 Demonstrated ability to mobilise resources
1.10 Demonstrated ability to monitor the implementation of a
crisis and disaster prevention and response plan
1.11 Demonstrated ability to document disaster/crisis
management
2. Resource implications The following resources should be provided:

2.1 A functional office
2.2 A fully equipped simulated operations training office
2.3 First aid kit
2.4 Disaster management equipment
3.2 Project
3.3 Observation
3.5 Interview
3.6 Written test
4.2 off-the-job
5. Guidance information Holistic assessment with other units relevant to the industry sector,
for assessment workplace and job role is recommended.
©TVETCDACC 2018 94
©TVETCDACC 2018 95

Level 5 Social Work O.S.

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REPUBLIC OF KENYA

NATIONAL OCCUPATIONAL STANDARDS

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

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

I am grateful to the Council Members, Council Secretariat, Community Development

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

CHAIRMAN, TVET CDACC

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

CHAIRMAN COMMUNITY DEVELOPMENT SECTOR SKILLS ADVISORY

©TVETCDACC 2018 iii

KCSE Kenya Certificate of Secondary Education

KNQA Kenya National Qualifications Authority

OSHA Occupation Safety and Health Act

PPE Personal Protective Equipment

SSAC Sector Skills Advisory Committee

TVET Technical and Vocational Education and Training

COD / OS/SW/ BC/ /01/ 5/ A

This course consists of basic, core competencies as indicated below:

©TVETCDACC 2018 vii

UNIT CODE: COD/OS/SW/BC/01/5/A

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

1. Meet 1 .1Specific communication needs of clients and colleagues are identified

Communication strategies  Language switch

REQUIRED SKILLS AND KNOWLEDGE

The individual needs to demonstrate the following skills:

 Effective communication process

The individual needs to demonstrate knowledge of:

UNIT CODE: COD/OS/SW/BC/02/5/A

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

REQUIRED SKILLS AND KNOWLEDGE

The individual needs to demonstrate the following skills:

 Applying Fundamental operations (addition, subtraction, division, multiplication)

The individual needs to demonstrate knowledge of:

 Types of common shapes

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

2.2 Basic measuring instruments

3. Methods of Assessment Competency may be assessed through:

3.1 Written Test

3.2 Interview/Oral Questioning

UNIT CODE: COD/OS/SW/BC/03/5/A

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

REQUIRED SKILLS AND KNOWLEDGE

The individual needs to demonstrate the following skills:

The individual needs to demonstrate knowledge of:

1. Critical Aspects Assessment requires evidence that the candidate:

UNIT CODE : COD/OS/SW/BC/04/5/A

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

1. Develop business 1.1 Business innovation strategies are determined in

2. Develop new products/ 2.1 Alternative product/service offerings are canvassed

2.2 Potential and new sources/sellers of supplies and raw

2.3 Target markets and buyers are identified and

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

1. Strategic directions 1.1 Business continuity and succession

REQUIRED SKILLS AND KNOWLEDGE