THE REPUBLIC OF KENYA

COMPETENCY BASED CURRICULUM

FOR

BUILDING TECHNOLOGY

KNQF LEVEL: 5

ISCED PROGRAMME CODE: 0732454A

TVET CDACC
P.O. BOX 15745-00100
NAIROBI

TVET CDACC 2024 I

First published 2023
Copyright © TVET CDACC 2024

All rights reserved. No part of these Occupational Standards may be reproduced, distributed,
or transmitted in any form or by any means, including photocopying, recording, or other
electronic or mechanical methods without the prior written permission of the TVET CDACC,
except in the case of brief quotations embodied in critical reviews and certain other non-
commercial uses permitted by copyright law. For permission requests, write to the Council
Secretary/CEO, at the address below:

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

TVET CDACC 2024 II

 FOREWORD

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

Reforms in the education sector are necessary for the achievement of Kenya Vision 2030 and
meeting the provisions of the Constitution of Kenya 2010. The education sector had to be
aligned to the 2010 Kenya’s Constitution and this resulted in formulation of the Policy
Framework for Reforming Education and Training. A key feature of this policy is the radical
change in the design and delivery of the TVET training. The reforms require 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 also demand that Industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background that
TVET CDACC has adopted and adapted this curriculum from the Nyeri National Polytechnic
to address skill gaps in the industry.

It is my conviction that this curriculum will play a great role towards development of
competent human resource for sustainable growth and development in the Building industry.

Dr. Esther Thaara Mworia, PhD

Principal Secretary,
Ministry of Education,
State Department for Vocational and Technical Training

TVET CDACC 2024 III

 PREFACE

Kenya Vision 2030 aims to transform the country into a newly industrializing, “middle-
income country providing a high-quality life to all its citizens by the year 2030”. Kenya
intends to create a globally competitive and adaptive human resource base to meet the
requirements of a rapidly industrializing economy through life-long education and training.
Technical, Vocational Education and Training (TVET) institutions have a responsibility of
facilitating the process of inculcating knowledge, skills and attitudes necessary for
catapulting the nation to a globally competitive country, hence the paradigm shift to embrace
Competency Based Education and Training (CBET).

The Technical and Vocational Education and Training Act No. 29 of 2013 on Reforming
Education and Training in Kenya, emphasized the need to reform curriculum development,
assessment and certification. This called for a shift to CBET to address the mismatch between
skills acquired through training and skills needed by industry as well as increase the global
competitiveness of Kenyan labour force.

This curriculum is designed and organized with an outline of learning outcomes; suggested
delivery methods, training/learning resources and methods of assessing the trainee’s
achievement..

I am grateful to the Council Members Council Secretary, of Nyeri National Polytechnic and
all those who participated in the development of the original Curriculum, from which TVET
CDACC adopted and adapted this curriculum.

CHAIRMAN, TVET CDACC

TVET CDACC 2024 IV

 ACKNOWLEDGEMENT

This curriculum was adopted and adapted from the Nyeri National Polytechnic . I am
thankful to the Council and management of the Nyeri National Polytechnic for developing
the original curriculum.

My gratitude and appreciation also goes to all the individuals and organizations who
participated in adding value to this curriculum.

I am convinced that this curriculum will go a long way in ensuring that workers in Building
Sector acquire competencies that will enable them to perform their work more efficiently.

CEO/COUNCIL SECRETARY
TVET CDACC

TVET CDACC 2024 V

 ABBREVIATIONS AND ACRONYMS
CAD Computer Aided Design
CCTV Closed-Circuit Television (surveillance)
EMS Environmental Management System
ICT Information Computer Technology
KCSE Kenya Certificate of Secondary Education
KEBS Kenya Bureau of Standards
KNQA Kenya National Qualification Authority
NCA National Construction Authority
NEMA National Environment Management Authority
NOS National Occupational Standards
PPE Personal Protective Equipment
QA Quality Assurance
QC Quality Control
TES Teach Elite’s Shop
TVET Technical and vocational education and training
TVETA Technical and Vocational Education and Training Authority
BRC British reinforcement concrete
ASTM American society for testing and materials
PPR Polypropylene pipes
DPM Damp proof membrane
DPC Damp proof course
IEE Institute of electrical engineers
ISCED International Standard Classification of Education

TVET CDACC 2024 VI

 KEY TO UNIT CODE

TVET CDACC 2024 VII

 TABLE OF CONTENTS
FOREWORD ........................................................................................................................... iii
PREFACE ................................................................................................................................. iv
ACKNOWLEDGEMENT ......................................................................................................... v
ABBREVIATIONS AND ACRONYMS ................................................................................. vi
KEY TO UNIT CODE.............................................................................................................vii
OVERVIEW ............................................................................................................................. ix
BASIC UNITS OF COMPETENCY ......................................................................................... 1
COMMUNICATION SKILLS .................................................................................................. 2
DIGITAL LITERACY............................................................................................................... 5
ENTREPRENEURIAL SKILLS ............................................................................................. 12
EMPLOYABILITY SKILLS................................................................................................... 16
ENVIRONMENTAL LITERACY .......................................................................................... 21
OCCUPATIONAL SAFETY AND HEALTH PRACTICES ................................................. 25
COMMON UNITS OF COMPETENCY ................................................................................ 28
BASIC MATHEMATICS ....................................................................................................... 29
TECHNICAL DRAWING....................................................................................................... 35
CORE UNITS OF COMPETENCY ........................................................................................ 38
EXECUTING SITE PRELIMINARY WORKS ..................................................................... 39
EXECUTING SUBSTRUCTURE WORKS ........................................................................... 42
EXECUTING SUPERSTRUCTURE WORKS ...................................................................... 45
ROOF CONSTRUCTION ....................................................................................................... 48
INSTALLATION OF DOORS AND WINDOWS ................................................................. 50
EXECUTING EXTERNAL WORKS ..................................................................................... 55

TVET CDACC 2024 VIII

 OVERVIEW

Building Technology Level 5 qualification constis of competencies that a person must

acquire to enable him/her to be certified as a Building Technology Craftsperson. The
competencies include performing construction site preliminary works, executing building
substructure, superstructure and external works, constructing roof structure, installing doors
and windows and perform building finishes.

The units of Learning comprising Building Technology Level 5 include the following basic,
common and core units:

SUMMARY OF UNITS OF COMPENTENCY

BASIC UNITS OF COMPETENCY
Unit Code Units Title Duration (Hours) Credit
Factor
CON/CU/BUT/BC/01/5 Communication skills 70 7
CON/CU/BUT/BC/02/5 Digital literacy 110 11
CON/CU/BUT/BC/03/5 Entrepreneurial skills 70 7
CON/CU/BUT/BC/04/5 Employability skills 60 6
CON/CU/BUT/BC/05/5 Environmental literacy 70 7
CON/CU/BUT/BC/06/5 Safety and health practices 70 7
Sub Total 450 45
COMMON UNITS OF COMPETENCY
Unit Code Units Title Duration (Hours) Credit
Factor
CON/CU/BUT/CU/01/5 Basic Mathematics 120 12
CON/CU/BUT/CU/02/5 Technical Drawing 120 12
CON/CU/BUT/CU/03/5 Scientific principles 75 7.5
Sub Total 315 31.5
CORE UNITS OF COMPETENCY
Unit Code Units Title Duration (Hours) Credit
Factor
CON/CU/BUT/CR/01/5 Executing Site preliminary 40 4
works
CON/CU/BUT/CR/02/5 Executing Substructure works 80 8
CON/CU/BUT/CR/03/5 Super structure works 120 12
CON/CU/BUT/CR/04/5 Roof Construction 40 4
CON/CU/BUT/CR/05/5 Installation of Doors and 40 4
windows
CON/CU/BUT/CR/06/5 Performing Building finishes 60 6
CON/CU/BUT/CR/07/5 Executing External works 60 6
Sub-Total 440 44

TVET CDACC 2024 IX

 CON/CU/BUT/CR/08/5 Industrial Attachment 480 48
Sub Total 920 92
GRAND TOTAL 1685 16.85
Entry Requirements
An individual entering this course should have any of the following minimum requirements:
a) Kenya Certificate of Secondary Education (KCSE) KCE DIV 3.

Or

a) Equivalent qualifications as determined by TVET Authority.

Trainer Qualifications
Qualifications of a trainer for this course include:
a) Possession of a higher qualification than Building Technology level 5 or in related
trade area; and
b) License by TVETA.

Industrial attachment
An individual enrolled in this course will be required to undergo Industrial attachment for a
minimum period of 480 hours in a building sector.

Assessment
The course will be assessed formatively and summatively:
a) During formative assessment all performance criteria shall be assessed based on
performance criteria weighting.
b) Summative assessment shall focus on critical aspects of the Unit of competency.
c) During summative assessment basic and common units shall be integrated or
assessed concurrently with the core units.
d) Formative and summative assessment weights shall constitute 60% and 40% of
the overall score respectively.
e) Theory and practical weight shall be 40:60 respectively for each unit of learning;
f) For a candidate to be declared competent in a unit of competency, the candidate
must meet the following conditions:

i) Obtained at least 40% in theory assessment in formative and summative

TVET CDACC 2024 X

 assessments.
ii) Obtained at least 50% in practical assessment in formative and summative
assessment where applicable.
iii) Obtained at least 50% in the weighted results between formative assessment
and summative assessment where the former constitutes 60% and the latter
40% of the overall score.
g) Assessment performance rating for each unit of competency shall be as follows:

MARKS COMPETENCE RATING

80 -100 Mastery
65 - 79 Proficiency
50 - 64 Competent
49 and below Not Yet Competent
Y Assessment Malpractice/irregularities
h) Assessment for Recognition of Prior Learning (RPL) may lead to award of
Certificate of Competency

Certification
A candidate will be issued with a Certificate of Competency upon demonstration of
competence in a core Unit of Competency. To attain the Full Building Technology Level 5
certificate, the candidate must demonstrate competence in all the Units of Competency as
given in the qualification pack.

These certificates will be issued by TVET CDACC .

TVET CDACC 2024 XI

BASIC UNITS OF COMPETENCY

1
 COMMUNICATION SKILLS
UNIT CODE: CON/CU/BUT/BC/01/5

UNIT DURATION: 70 Hours

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Apply Communication Skills

Unit Description
This unit describes knowledge, skills and attitudes required to apply general aspects of
communication, communicate through verbal, written, on-verbal and visual and audio-visual
media, conduct interviews and conduct technology in communication.

Summary of Learning Outcomes

1. To Apply general aspects of communication
2. To Communicate through verbal medium
3. To Communicate through written medium
4. To Communicate through non-verbal medium
5. To Communicate through visual and audio-visual media
6. To Conduct interviews
7. To Apply technology in communications

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
 Meaning of communication  Observation
 Objectives of communication  Oral questioning
1. Apply general
aspects of  Communication process  Portfolio of evidence
communication  Principles of communication  Interviews
 Effective communication  Third party report
 Barriers to communication  Written tests
 Channels of communication
 Workplace etiquette
 Ethical work practices in
handling communication

2
2. Communicate  Meetings  Observation
through verbal  Speeches  Oral questioning
medium  Briefings  Portfolio of evidence
 Interviews  Interviews
 Discussions  Third party report
 Conversations  Written tests
3. Communicate  Business letters  Observation
through written  Minutes  Oral questioning
medium  Memos  Portfolio of evidence
 CV  Interviews
 Circulars  Third party report
 Reports  Written tests
 Notices
 Speeches
 Advertisements
 Press releases
 Memorandum of
Understandings (M.O.Us)
 Quotations
 Client contracts
 Resource requisitions and
checklist forms
 Invoices
4. Communicate  Body language  Observation
through non-verbal  Dressing code  Oral questioning
medium  Signs, symbols and signals  Portfolio of evidence
 Colour codes  Interviews
 Third party report
 Written tests

5. Communicate  Pictures and posters  Observation

through visual and  Demonstrations  Oral questioning
audio-visual media  Graphical presentations  Portfolio of evidence
 Interviews
 Third party report
 Written tests
6. Conduct interviews  Preparation for interview  Observation
 interview techniques  Oral questioning

3
  Records of interviews  Portfolio of evidence
 Interviews
 Third party report
 Written tests
7. Apply technology  Emails  Observation
in communication  Online meetings  Oral questioning
 Social media platforms.  Portfolio of evidence
 Text messages  Interviews
 Digital presentations.  Third party report
 Written tests

Suggested Methods of Instruction

 Role playing
 Viewing of related videos
 Discussion
 Direct Instruction

Recommended Resources for 25 Trainees

 25 Desktop computers/laptops
 Internet connection
 2 Projectors
 5 Telephone
 5 boxes Assorted Flash Cards
 5 Whiteboards
 5 rolls Flip Charts
 Assorted colour of whiteboard markers
 1 invoice book

4
 DIGITAL LITERACY
UNIT CODE: CON/CU/BUT/BC/02/5

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Apply digital literacy

Duration of Unit: 110 Hours

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.

Summary of Learning Outcomes

1. To identify appropriate computer software and hardware
2. To apply basic security measures
3. To perform word-processing operations
4. To perform spread sheet operations
5. To perform database operations
6. To apply internet and email in communication
7. To perform desktop publishing
8. To prepare PowerPoint presentation
9. To perform Online Collaboration

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Identify computer  Concepts of ICT  Oral presentation
software and hardware  Functions of ICT  Observation
 Introduction to computers  Practical
 Computer peripherals  Simulations
 History of computers  Written tests
 Classification of computers

5
  Components of a computer system
 Classification of software
 Operating system functions and
commands
2. Apply basic data  Data security and control  Oral presentation
security measures  Security threats and control measures  Observation
 Types of computer crimes  Practical
 Detection and protection against  Simulations
computer crimes  Written tests
 Laws governing protection of ICT
3. Perform word-  Working with documents  Oral presentation
processing operations - Open and close word processor  Observation
- Create a new document  Practical
- Save a document  Simulations
- Switch between open documents  Project
 Enhancing productivity  Written tests
- Set basic options/
preferences
- Help resources
- Use magnification/zoom
tools
- Display, hide built-in tool
bar
- Using navigation tools
 Enter text
 Select, edit
 Formatting text
 Formatting paragraph
 Formatting styles
 Creating table
 Formatting tables
 Graphical objects
- Insert object (picture, drawn
object)
- Select an object
- Edit an object
- Format an object
 Mail merge preparation
 Mail merge output

6
  Print setup
 Printing
4. Perform spread sheet  Using spreadsheet application  Oral presentation
operations  Cells  Observation
- Inserting, selecting, editing,  Practical
sorting, moving, coping and  Simulations
deleting  Project
 Managing worksheets  Written tests
- Rows and columns
- Worksheets
 Formulas and functions
- Arithmetic functions
- Inbuilt functions
 Formatting
- Numbers/dates
- Contents
- Alignment, border effect
 Charts
- Create
- Edit
- Format
 Print setup
 Printing
5. Perform database  Understand database  Oral presentation
operations - Key concepts  Observation
- Database organisation  Practical
- Relationships  Simulations
- Operations  Project
 Using the application  Written tests
- Working with database
- Common tasks
 Tables
- Records
- Designs
 Retrieving information
- Main operations
- Queries
 Objects
- Using forms

7
  Outputs
- Reports
- Data exporting
- Importing
- Printing

6. Apply Internet and  Web browsing concepts  Oral presentation

email in - Key concepts  Observation
communication - Security and safety  Practical
 Web browsing  Simulations
- Using the web browser  Project
- Tools and settings  Written tests
- Bookmarks
- Web outputs
 Web based information
- Search
- Critical evaluation
- Copyright, data protection
 Communication concepts
- Online communities
- Communication tools
- Email concepts
 Using email
- Sending email
- Receiving email
- Tools and settings
- Organizing email
- Using calendars

 Emerging issues in Internet and

email communication

7. Perform desktop  Desktop publishing concepts  Oral presentation

publishing  Desktop publishing application  Observation
 Using the desktop publishing  Practical
application  Simulations
 Desktop publication design  Project
- Banners  Written tests
- Booklets

8
 - Brochures
- Flyers
- Posters
- Cards
- Certificates
- Magazines
 Print setup
 Printing
8. Prepare PowerPoint  Using application  Oral presentation
presentation - Working with presentations  Observation
- Open and close  Practical
presentations  Simulations
- Create a new  Project
presentation  Written tests
- Save a presentation
- Switch between open
presentations
- Enhancing productivity
- Set basic options/
preferences
- Help resources
- Use magnification/zoom
tools
- Display, hide built-in
tool bar
- Using navigation tools
 Developing a presentation
- Presentation views
- Slides
- Master slide
 Text
- Handling text
- Formatting
- Tables
 Charts
- Using charts
- Organisation charts
 Graphical objects
- Insert, manipulate

9
 - Drawing
 Prepare outputs
- Preparation
- Check and deliver
- Spell check a
presentation
- Slide orientation
- Slide shows, navigation
- Print presentation
9. Perform Online  Collaboration concepts  Oral presentation
Collaboration - Key concepts  Observation
- Cloud computing  Practical
 Preparation for online collaboration  Simulations
- Common setup features  Project
- Setup  Written tests
 Using online collaborative tools
- Online storage and
productivity
- Applications
- Online calendars
- Social media
- Online meetings
- Online learning
environment
 Mobile collaboration
- Key concepts
- Using mobile devices
- Applications
- Synchronization

Suggested Methods of Instruction

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

Recommended Resources for 25 Trainees

10
General Resources Materials and supplies
 25 Computers 25 Flash disks

 5 Printers 25 CDs/DVDs

 1 Projector
 Internet access 25 FLASH DISKS

 5 scanners 5 Modems
 2 Printing papers 25 External hard disk
 Assorted colour of Softwares
whiteboard markers  Operating system software
 Word processor
 Spread sheets
 Databases
 Presentation software
 publisher software
 browsers

11
 ENTREPRENEURIAL SKILLS

UNIT CODE: CON/CU/BUT/BC/03/5

Duration of unit: 70 HOURS

Relationship to occupational standards

This unit addresses the unit of competency: Apply entrepreneurial skills

Unit description
This unit describes competency required for a Building Technician to demonstrate
entrepreneurial aptitudes. It involves, developing business innovation strategies, developing new
markets, customer base, expanding employed capital and undertaking regional/county expansion
while retaining motivated staff.

Summary of Learning Outcomes

1. To develop business innovation strategies
2. To develop new products/ markets and Marketing techniques
3. To expand customers and product lines
4. To motivate all staff/workers
5. To expand employed capital base
6. To undertake regional/county business expansion

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Develop business  Innovation in business  Observation
Innovation strategies  Business innovation strategies  Case studies
 Creativity for business development  Individual/group
 New technologies in assignments
entrepreneurship  projects
 Linkages with other entrepreneurs  Written
 Setting strategic directions  Oral
 New ideas and approaches
 Entrepreneurial skills development
 Market trends
 Monitoring and anticipating market
trends
 Products and processes in

12
Learning Outcome Content Suggested Assessment
Methods
entrepreneurship
 Business conventions and
exhibitions
 Business growth refocus
2. Develop new products/  Feasibility study for new products  Observation
markets and Marketing  Identifying new sources of raw  Case studies
techniques material and resources  Individual/group
 New target markets/customers assignments
 Increasing products and services  projects
 Marketing improvement  Written
 Intrapreneurship and business  Oral
growth
3. Expand customers and  Market demand  Oral
product lines  Regulatory environment  Observation
 Creating product and services  Case studies
competitive advantages  Individual/group
 Creating loyal client base assignments
 Identifying and maintain new  projects
customers and markets  Written
 Advance product/ service
promotions
 Advance market expansion
 Small business records management
 Book keeping and auditing for
small businesses
 Computer application software and
programmes
 ICT in customer and product
diversification
4. Motivate staff/workers  Motivation of workers  Observation
 Communication at workplace for  Case studies
motivation purpose  Individual/group
 Problem solving assignments
 Conflict resolution at place of work  projects
 Good relation between staff or  Written
workers
 Team building and team work
 Staff development and

13
Learning Outcome Content Suggested Assessment
Methods
enhancement
 Culture of continuous improvement
5. Expand employed  Employed capital in business  Observation
capital base  Business share holdings  Case studies
 Types of shares  Individual/group
 Shares diversification assignments
 Role of shareholders  projects
 Intrapreneurship  Written
 Increasing products and services  Oral
6. Undertake county/  Region/ county identification  Observation
regional business process  Case studies
expansion  Regional/ county laws and  Individual/group
regulation assignments
 Business regional/county expansion  projects
 Regional/ County business  Written
expansion  Oral
 Innovation in business
 Business expansion and
diversification
 Resources for regional/county
expansion
 Small business Strategic Plan
 Computer software in business
development
 ICT and business growth

Suggested Methods of Instruction

 Theory sessions led by the Instructor in class
 Group and individual learning activities
 Practical demonstration of task by trainer
 Practical sessions for trainees
 Role play
 Site visits/benchmarks
 Simulation
 Project/research assignments
 Intervention of external speakers

14
Recommended Resources for 25 Trainees

 25 mobile phones
 25 Laptop/ desktop computers
 2 Projectors
 Writing materials
 25 Case studies for small businesses
 5 Business plan templates
 Internet
 Relevant textbooks and eBooks
 5 business Journals
 10 Magazines
 5 Training manuals
 5 Case studies

15
 EMPLOYABILITY SKILLS
UNIT CODE: CON/CU/BUT/BC/04/5

UNIT DURATION: 60 HOURS

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Apply Employability Skills

Unit Description
This unit covers competencies required to apply employability skills. It involves conducting self-
management, demonstrating interpersonal communication, critical safe work habits, leading a
workplace team, planning and organizing work, maintaining professional growth and
development, demonstrating workplace learning, problem solving skills and managing ethical
performance.

Summary of Learning Outcomes

1. To conduct self-management
2. To apply critical safe work habits
3. To Apply leadership skills in workplace
4. To Plan and organize workplace activities.
5. To maintain professional growth and development
6. To apply learning, creativity and innovativeness in the workplace

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Conduct self-  Self-awareness  Written tests
management  Formulating personal vision,  Oral questioning
mission and goals  Interviewing
 Strategies for overcoming life  Portfolio of evidence
challenges  Third party report
 Managing emotions
 Emotional intelligence
 Assertiveness versus
aggressiveness
 Expressing personal
thoughts, feelings and beliefs
 Developing and maintaining

16
 high self-esteem
 Developing and maintaining
positive self-image
 Setting performance targets
 Monitoring and evaluating
performance
 Articulating ideas and
aspirations
 Accountability and
responsibility
 Good work habits
 Self-awareness
 Values and beliefs
 Self-development
 Financial literacy
 Healthy lifestyle practices
 Adopting safety practices
2. Applying critical  Stress and stress management  Written tests
safe work habits  Time concept  Oral questioning
in the workplace.  Punctuality and time  Interviewing
consciousness  Portfolio of evidence
 Leisure  Third party report
 Integrating personal
objectives into organizational
objectives
 Resources mobilization
 Resources utilization
 Setting work priorities
 Developing healthy
relationships
 HIV and AIDS
 Drug and substance abuse
 Managing emerging issues
3.Applying  Leadership qualities  Written tests
leadership skills  Power and authority  Oral questioning
in workplace  Team building  Interviewing
 Determination of team roles  Portfolio of evidence
and objectives  Third party report
 Team parameters and

17
 relationships
 Individual responsibilities in
a team
 Forms of communication
 Complementing team
activities
 Gender and gender
mainstreaming
 Human rights
 Developing healthy
relationships
 Maintaining relationships
 Conflicts and conflict
resolution
 Coaching and mentoring
skills
4. Planning and  Functions of management  Written tests
organizing  Planning  Oral questioning
workplace  Organizing  Interviewing
activities.  Time management  Portfolio of evidence
 Decision making concept  Third party report
 Task allocation
 Developing work plans
 Developing work
goals/objectives and
deliverables
 Monitoring work activities
 Evaluating work activities
 Resource mobilization
 Resource allocation
 Resource utilization
 Proactive planning
 Risk evaluation
 Problem solving
 Collecting, analysing and
organising information
 Negotiation

18
5.Maintaining  Avenues for professional  Written tests
professional growth growth  Oral questioning
and development  Training and career  Interviewing
opportunities  Portfolio of evidence
 Assessing training needs  Third party report
 Mobilizing training resources
 Licenses and certifications
for professional growth and
development
 Pursuing personal and
organizational goals
 Managing work priorities and
commitments
 Recognizing career
advancement
5.Applying  Managing own learning  Written tests
workplace  Mentoring  Oral questioning
learning  Coaching  Interviewing
 Contributing to the learning  Portfolio of evidence
community at the workplace  Third party report
 Cultural aspects of work
 Networking
 Variety of learning context
 Application of learning
 Safe use of technology
 Taking initiative/proactivity
 Flexibility
 Identifying opportunities
 Generating new ideas
 Workplace innovation
 Performance improvement
 Managing emerging issues
 Future trends and concerns in
learning
6.Apply learning,  Meaning of ethics  Written tests
creativity and  Ethical perspectives  Oral questioning
innovativeness in the  Principles of ethics  Interviewing
workplace  Ethical standards  Portfolio of evidence
 Organization code of ethics  Third party report

19
  Common ethical dilemmas
 Organization culture
 Corruption, bribery and
conflict of interest
 Privacy and data protection
 Diversity, harassment and
mutual respect
 Financial
responsibility/accountability
 Etiquette
 Personal and professional
integrity
 Commitment to jurisdictional
laws
 Emerging issues in ethics

Suggested Methods of Instruction

 Demonstrations
 Simulation/Role play
 Group Discussion
 Presentations
 Assignments
 Q&A

Recommended Resources for 25 Trainees

General Resources Tools and Equipment Materials and Supplies
 class room  25 Computers  Newspapers (old and
 Writing boards  25 sets of Stationery new) based on need
 10 flip Charts  Journals (old and
 Various Video clips current) based on need
relevant to content
 25 Audio tapes
 1 Radio sets
 1 TV sets
 Tools and Equipment
 1 LCD projectors

20
 ENVIRONMENTAL LITERACY
UNIT CODE: CON/CU/BUT/BC/05/5

Duration of Unit: 70 HOURS

Relationship to Occupational Standards:

This unit addresses the unit standard: Apply environmental literacy

Unit Description
This unit describes competency required for a Building Technician to comply with
environmental protection and hazard control procedures as per environmental legislations and
conventions.

Summary of Learning Outcomes

1. To control environmental hazard
2. To control environmental Pollution
3. To demonstrate sustainable resource use
4. To evaluate current practices in relation to resource usage
5. To identify Environmental legislations/conventions for environmental concerns
6. To implement specific environmental programs
7. To monitor activities on Environmental protection/Programs
8. To analyze resource use
9. To develop resource conservation plans

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Control  Purposes and content of  Written
environmental hazard Environmental Management and questions
Coordination Act 1999  Oral questions
 Storage methods for  Observation of
environmentally hazardous work
materials procedures
 Disposal methods of hazardous
wastes
 Types and uses of PPE in line with
environmental regulations
 Occupational Safety and Health
Standards (OSHS)

21
 Suggested
Learning Outcome Content
Assessment Methods
2. Control  Types of pollution  Written
environmental  Environmental pollution control questions
Pollution measures  Oral questions
 Types of solid wastes  Observation of
 Procedures for solid waste work
management procedures
 Different types of noise  Role play
 Methods for minimizing noise
3. Demonstrate  Types of resources  Written
sustainable resource  Techniques in measuring current questions
use usage of resources  Oral questions
 Calculating current usage of  Observation of
resources work
 Methods for minimizing wastage procedures
 Waste management procedures  Role play
 Principles of 3Rs (Reduce, Reuse,
Recycle)
 Methods for economizing or
reducing resource consumption
4. Evaluate current  Collection of information on  Written
practices in relation to environmental and resource questions
resource usage efficiency systems and procedures  Oral questions
(NEMA)  Observation of
 Measurement and recording of work
current resource usage (EIA, IEE) procedures
 Analysis and recording of current  Role play
purchasing strategies.
 Analysis of current work processes
to access information and data
 Identification of areas for
improvement

5. Identify  Environmental issues/concerns  Written

Environmental  Environmental legislations questions
legislations/conventio /conventions and local ordinances  Oral questions
ns for environmental  Industrial standard /environmental  Observation of
concerns (NEMA, practices work
procedures

22
 Suggested
Learning Outcome Content
Assessment Methods
EIA, IEE)  International Environmental
Protocols (Montreal, Kyoto)
 Features of an environmental
strategy
6. Implement specific  Community needs and expectations  Written
environmental  Resource availability questions
programs  5s of good housekeeping  Oral questions
 Identification of  Observation of
programs/Activities work
 Setting of individual roles procedures
/responsibilities  Role play
 Resolving problems /constraints
encountered
 Consultation with stakeholders
7. Monitor activities on  Periodic monitoring and  Oral questions
Environmental Evaluation of activities  Written tests
protection/Programs  Gathering feedback from  Practical test
stakeholders  Observation
 Analysing data gathered
 Documentation of
recommendations and submission
 Setting of management support
systems to sustain and enhance the
program
 Monitoring and reporting of
environmental incidents to
concerned /proper authorities
8. Analyze resource use  Identification of resource  Written tests
consuming processes  Oral questions
 Determination of quantity and  Practical test
nature of resource consumed  Observation
 Analysis of resource flow through
different parts of the process.
 Classification of wastes for
possible source of resources.

23
 Suggested
Learning Outcome Content
Assessment Methods
9. Develop resource  Determination of efficiency of  Written tests
Conservation plans use/conversion of resources  Oral questions
 Causes of low efficiency of use of  Practical test
resources  Observation
 Plans for increasing the efficiency
of resource use

Suggested Methods of Instruction

 Theory sessions led by the Instructor in class
 Group and individual learning activities
 Practical demonstration of task by trainer
 Practical sessions for trainees
 Role play
 Site visits/benchmarks
 Simulation

Recommended Resources for 25 Trainees:

General Resources Tools and Equipment Materials and
supplies
 Standard operating and/or other  25 Computers, 1Projector  Laboratory
workplace procedures manuals  25 Microscopes specimen
(Safe working procedure  5 pH Metres  Laboratory
manuals, waste management  1 Turbid metre Chemicals
manual, manual handling  1 Secchi Disc  Filter papers
procedures, risk assessment  1 Sample prep equipment  Dust Bins
manuals)  1 Refract meters  Cleaning
 Specific job procedures manuals  1 Equipment biofuel analysers materials,
 Environmental Management and  5 Balances trash bags
Coordination Act  5 Evaporators, and stability Chambers
(Amendment)2015  5 GC-systems/Spectrometry
 Machine/equipment  1 HPLC systems for carbamate and
manufacturer’s specifications explosives analysis.
and instructions  25 GPS
 5 Soil and Water Kit
 1 Decibel Meter
 5 Soil auger
 1 Radiometer/Geiger counters
 25 Android phones/Digital cameras
 Internet

24
 OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE:CON/CU/BUT/BC/06/5

Duration of Unit: 70 HOURS

Relationship to Occupational Standards

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

Unit Description
This unit describes the competencies required to comply with regulatory and organizational
requirements for occupational safety and health.

Summary of Learning Outcomes

1. To identify workplace hazards and risk
2. To identify and implement appropriate control measures to hazards and risks
3. To implement OSH programs, procedures and policies/guidelines

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Identify workplace  Identification of hazards in the  Oral questions
hazards and risks workplace and/or the indicators of  Written tests
their presence  Observation of
 Evaluation and/or work trainees identify
environment measurements of OSH hazards and risks
hazards/risk existing in the
workplace
 Gathering of OSH issues and/or
concerns
2. Identify and implement  Prevention and control measures  Oral questions
appropriate control e.g. use of PPE  Written tests
measure to hazards and  Contingency measures  Practical tests
risks  Observation of
implementation of
control measures
3. Implement OSH  Company OSH program,  Oral questions
programs, procedures procedures and policies/guidelines  Written tests

25
 and policies/guidelines  Implementation of OSH  Practical test
procedures and policies/ guidelines  Observation
 Training of team members and
advice on OSH standards and
procedures
 Implementation of procedures for
maintaining OSH-related records

Suggested Delivery Methods

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

Recommended Resources for 25 Trainees

General Resources Tools and Equipment Materials and
supplies
 Standard operating and/or other  Mask -25  Standard
workplace procedures manuals-5  Face mask/shield-25 operating
 Specific job procedures manuals-5  Safety boots-25 and/or other
 Machine/equipment manufacturer’s  Safety harness-access workplace
specifications and instructions-5  Arm/Hand guard, gloves-25 procedures
 Personal Protective Equipment  Eye protection (goggles, manuals-5
(PPE) e.g. shield)-25  Specific job
 Mask-25  Hearing protection (ear procedures
 Face mask/shield-25 muffs, ear plugs)-25 manuals-5
 Safety boots-25  Hair Net/cap/bonnet-25  Machine/equip
 Safety harness-25  Helmet-25 ment
 Arm/Hand guard, manufacturer’s
 Face protection (mask,
gloves-25 specifications
shield)-25
and
 Eye protection (goggles,  Apron/Gown/coverall/jump
instructions-5
shield)-25 suit-25
 Hearing protection (ear  Anti-static suits-25
muffs, ear plugs)-25  High-visibility reflective
 Hair Net/cap/bonnet-25 vest-25
 Helmet-25  First aid kits-5
 Face protection (mask,
 Fire fighting equipment-2
shield)-25
 Apron/Gown/coverall/ju  Physical infrastructures-2
mp suit-25

26
  Anti-static suits-25  Computers-25
 High-visibility reflective
vest-25
 Fire assembly points-2

 Social amenities eg 5,000L of

water,100kv of electricity and 5
latrines

 Internet connectivity-200GB

 Physical infrastructures-5

 Periodicals-2

27
COMMON UNITS OF COMPETENCY

28
 BASIC MATHEMATICS
UNIT CODE: CON/CU/BUT/CU/01/5

UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply engineering mathematics

Unit Description
This unit describes the competencies required by a technician in order to apply algebra apply
trigonometry and hyperbolic functions, apply complex numbers, apply coordinate geometry,
carry out binomial expansion, apply calculus, solve ordinary differential equations, carry out
mensuration, apply power series, apply statistics, apply numerical methods, apply vector theory
and apply matrix.

Summary of Learning Outcomes

1. To apply Algebra
2. To apply Trigonometry and hyperbolic functions
3. To apply complex numbers
4. To apply Coordinate Geometry
5. To carry out Binomial Expansion
6. To apply Calculus
7. To solve Ordinary differential equations
8. To carry out Mensuration
9. To apply Power Series
10. To apply Statistics
11. To apply Numerical methods
12. To apply Vector theory
13. To apply Matrix

29
Learning Outcomes, Content and Suggested Assessment Methods
Learning Outcome Content Suggested
Assessment Methods
1. Apply Algebra  Base and Index  Written
 Law of indices assessment
 Indicial equations  Oral
 Laws of logarithm assessment
 Logarithmic equations  Observation
 Conversion of bases  Portfolio of
 Use of calculator Evidence
 Reduction of equations  Third party
 Solution of equations reduced to report
quadratic form
 Solutions of simultaneous linear
equations in three unknowns
 Solutions of problems involving AP
and GP
2. Apply  Half -angle formula  Written
Trigonometry  Factor formula assessment
and hyperbolic  Trigonometric functions  Oral
functions  Parametric equations assessment
 Relative and absolute measures  Observation
 Measures calculation  Portfolio of
 Definition of hyperbolic equations Evidence
 Properties of hyperbolic functions  Third party
 Evaluations of hyperbolic functions report
Hyperbolic identities
 Osborne’s Rule
 Ashx+bshx=C equation
 One-to-one relationship in functions
 Inverse functions for one-to-one
relationship
 Inverse functions for trigonometric
functions
 Graph of inverse functions
 Inverse hyperbolic functions

30
3. Apply complex  Definition of complex numbers  Written
numbers  Stating complex numbers in numbers assessment
in terms of conjugate argument and  Oral
 Modulus assessment
 Representation of complex numbers  Observation
on the Argand diagram  Portfolio of
 Arithmetic operation of complex Evidence
numbers Application of De Moivre’s  Third party
theorem report
 Application of complex numbers to
engineering

4. Apply  Polar equations  Written assessment

Coordinate  Cartesian equation  Oral assessment
Geometry  Graphs of polar equations  Observation
 Normal and tangents  Portfolio of
 Definition of a point Evidence
 Locus of a point in relation to a circle  Third party report
 Loci of points for given mechanism
5. Carry out  Binomial theorem Power series using  Written assessment
Binomial binomial theorem Roots of numbers using  Oral assessment
Expansion binomial theorem.  Observation
 Estimation of errors of small changes  Portfolio of
using binomial theorem. Evidence
 Third party report
6. Apply Calculus  Definition of derivatives of a function  Written assessment
 Differentiation from fist principle  Oral assessment
 Tables of some common derivatives  Observation
 Rules of differentiation  Portfolio of
 Rate of change and small change Evidence
 Stationery points of functions of two  Third party report
variables
 Definition of integration
 Indefinite and definite integral
 Methods of integration application of
integration.
 Integrals of hyperbolic and inverse
functions

31
7. Solve Ordinary  Types of first order differential  Written assessment
differential equations  Oral assessment
equations  Formation of first order differential  Observation
equation  Portfolio of
 Solution of first order differential Evidence
equations  Third party report
 Application of first order differential
equations
 Formation of second order differential
equations for various systems
 Solution of second order differential
equations
 Application of second order
differential equations

8. Carry out  Units of measurements  Written

Mensuration  Perimeter and areas of regular figures assessment
 Volume of regular solids  Oral
 Surface area of regular solids assessment
 Area of irregular figures  Observation
 Areas and volumes using Pappus  Portfolio of
theorem Evidence
 Third party
report

9. Apply Power  Definition of the term power series  Written assessment

Series  Taylor’s theorem  Oral assessment
 Deduction of McLaurin’s theorem to  Observation
obtain power series  Portfolio of
 Application of Taylor’s theorem and Evidence
McLaurin’s theorems in numerical work  Third party report
10. Apply Statistics  Measures of central tendency mean,  Written assessment
mode and median  Oral assessment
 Observation
 Measures of dispersion
 Portfolio of
Variance and standard deviation Evidence
 Third party report
 Definition of probability
 Laws of probability

32
  Expectation variance and S.D.
 Types of distributions
 Mean, variance and SD of probability
distributions
 Application of probability
distributions
11. Apply Numerical  Definition of interpolation and  Written
methods extrapolation assessment
 Application of interpolation  Oral
 Application of interactive methods to assessment
solve equations  Observation
 Application of interactive methods to  Portfolio of
areas and volumes Evidence
 Third party
report
12. Apply Vector  Vectors and scalar in two and three  Written
theory dimensions assessment
 Operations on vectors: Addition and  Oral
Subtraction assessment
 Position vectors  Observation
 Resolution of vectors  Portfolio of
Evidence
 Third party
report
13. Apply Matrix  Matrix operation  Written
methods  Determinant of 3x3 matrix assessment
 Inverse of 3x3 matrix  Oral
 Solution of linear simultaneous assessment
equations in 3 unknown  Observation
 Application of matrices  Portfolio of
Evidence
 Third party
report

Suggested Methods of Instruction

 Group discussions
 Demonstration by trainer
 Exercises by trainee

33
Recommended Resources for 25 Trainees
 25 Scientific Calculators
 25 Rulers, pencils, erasers
 25 Charts with presentations of data
 25 Graph books
 25 Dice
 25 Computers with internet connection

34
 TECHNICAL DRAWING
UNIT CODE: CON/CU/BUT/CU/02/5

Duration of Unit: 120 HOURS

Relationship to Occupational Standards

This unit addresses the unit of competency: Prepare and interpret technical drawings

Unit Description
This unit covers the competencies required to prepare and interpret technical drawings. It
involves competencies to select, use and maintain drawing equipment and materials. It also
involves producing plain geometry drawings, solid geometry drawings, pictorial and
orthographic drawings of components and application of Computer Aided Design (CAD)
packages.

Summary of Learning Outcomes

1. To use and maintain drawing equipment and materials
2. To produce plane geometry drawings
3. To produce solid geometry drawings
4. To produce pictorial and orthographic drawings of components
5. To apply CAD packages
Learning Outcomes, Content and Suggested Assessment Methods:
Learning Outcome Content Suggested Assessment
Methods
1. Use and maintain  Identification and care of drawing  Observation
drawing equipment  Oral assessment
equipment and  Identification and care of drawing  Practical
materials materials  Portfolio of
 Reference to manufacturer’s Evidence
instructions and work place  Written
procedures on use and maintenance assessment
of drawing equipment and materials
 Reference to relevant environmental
legislations
 Use of Personal Protective
Equipment (PPEs)
2. Produce plane  Types of lines in drawings  Observation
geometry  Construction of geometric forms e.g.  Oral assessment

35
 drawings squares, circles  Practical
 Construction of different angles  Project
 Measurement of different angles  Portfolio of
 Bisection of different angles and Evidence
lines  Written assessment
 Standard drawing conventions  Observation

3. Produce solid  Interpretation of sketches and  Observation

geometry drawings of patterns e.g. cylinders,  Oral assessment
drawings prisms and pyramids  Practical
 Sectioning of solids e.g. prisms,  Project
cones  Portfolio of
 Development and interpenetrations Evidence
of solids e.g. cylinder to cylinder  Written
and cylinder to triangular, prism assessment

4. Produce  Meaning of pictorial and  Observation

orthographic orthographic drawings  Oral assessment
drawings  Meaning of sectioning  Practical
 Meaning of symbols and  Project
abbreviations  Portfolio of
 Drawing and interpretation of Evidence
orthographic elevations  Written assessment
 Dimensioning of orthographic
elevations
 Sectioning of views
5. Produce pictorial  Meaning of pictorial drawings  Observation
drawings  Drawing objects in isometric view  Oral assessment
 Drawing objects in oblique view  Practical
 Project
 Portfolio of
Evidence
 Written assessment
6. Apply CAD  Identification of CAD packages e.g.  Observation
packages AutoCAD, circuit maker  Oral assessment
 Use of CAD packages in drawing  Practical
of:  Project
- Plane geometry  Portfolio of
- Solid Evidence

36
 - Orthographic  Written assessment
- Pictorial

Suggested Methods of Instruction

 Projects
 Demonstration by trainer
 Practice by the trainee
 Discussions
 Simulation


Recommended Resources for 25 Trainees

 2 Drawing rooms
 25 sets Drawing instruments e.g. T-squares, set squares, drawing sets
 25 Drawing tables
 Assorted Pencils, papers, erasers
 Assorted Masking tapes
 10 Computers installed with relevant CAD packages

37
CORE UNITS OF COMPETENCY

38
 EXECUTING SITE PRELIMINARY WORKS

UNIT CODE: CON/CU/BUT/CR/01/5

UNIT DURATION: 40Hours

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Execute site preliminary works

Unit Description
This Unit describes the competencies required to perform site preliminary works. It involves
Interpret building drawings, prepare construction site, execute earthworks and Install site
utilities.

Summary of Learning Outcomes

1. To clear building site
2. To erect Hoard/Fence construction
3. To lay out the building site
4. To interpret building drawing
5. To set out a building structure

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Clearing building site  Site clearance:  Written
- Demarcation assessment
- Demolition  Practical
- Grabbing of  Projects
shrubs  Oral assessment
- Diversion of  Portfolio of
water channels Evidence
and services
- Site stripping
- Trim hedges
 Tools and equipment
 Site plan layout

39
Erect Hoard/Fence  Site hoarding  Written
construction  Tools and equipment assessment
 Materials for  Practical
fencing/hoarding  Projects
- Iron sheets  Oral assessment
- Timber  Portfolio of
- Chain link Evidence
- Steel
- Concrete
Lay out the building site  Site utilities  Written
- Site office assessment
- Material store  Practical
- Offices  Projects
- Wash rooms  Oral assessment
- Access roads  Portfolio of
 Services Evidence
- Water point
- Power station
- Health services
Interpret building drawing  Components of building  Written
drawing assessment
- Plan  Practical
- Sections  Projects
- Elevations  Oral assessment
 Portfolio of
Evidence
set out a building structure  Setting out methods  Written
- 3-4-5 Method assessment
- Builders square  Practical
- Theodolite  Projects
 Oral assessment
 Portfolio of
Evidence

Suggested Methods of Instruction

 Discussion
 Direct Instruction
 Lecture
 Question and answer

40
 Site visits
 Practicals

Recommended Resources for 25 Trainees

 Drawing instruments
 10 Desktop computers/laptops
 25 Tape measures
 1 Projector
 1 Whiteboard
 1 roll Flip Chart
 5 Assorted color of whiteboard markers

41
 EXECUTING SUBSTRUCTURE WORKS
UNIT CODE: CON/CU/BUT/CR/02/5

UNIT DURATION: 80 Hours

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Execute substructure works

Unit Description
This Unit describes the competencies required to execute substructure works. It involves
excavating, levelling and concreting foundation trenches, constructing foundation wall and solid
ground floor.
Summary of Learning Outcomes
1. To excavate Foundation trenches
2. To level foundation trenches
3. To concrete foundation trenches
4. To construct foundation wall
5. To construct solid ground floor

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Excavate  Types of soil  Written
foundation trenches  Excavation depths assessment
 Methods of Excavation  Practical
 Excavation plant, tools and  Projects
equipment  Oral assessment
 Foundation trenches  Portfolio of
 Safety barriers Evidence
2. Level foundation  Leveling foundation trench  Written
trenches  Planking and strutting assessment
materials  Practical
 Methods of planking and  Projects
strutting  Oral assessment
 Dewatering methods  Portfolio of
Evidence

42
 3. Concrete  Mixing materials  Written
foundation trenches - Cement assessment
- Aggregates  Practical
 Concrete mixing tools and  Projects
equipment  Oral assessment
 Preparation method of  Portfolio of
concrete mix Evidence
 Methods of placing concrete
 Curing of concrete
4. Construct  Service pipes  Written
foundation wall  Setting out of foundation assessment
walls  Practical
 Construction of foundation  Projects
wall  Oral assessment
 Foundation back filling  Portfolio of
Evidence
5. Construct solid  Ground floor and termite  Written
ground floor treatment assessment
 Levelling and compaction of  Practical
floor base  Projects
 Ground floor components  Oral assessment
 Hardcore  Portfolio of
 Damp proofing materials Evidence
 BRC mesh
 Service receptors
 Formwork to edges
 Ground floor slab
construction

Suggested Methods of Instruction

 Discussion
 Direct Instruction
 Lecture
 Question and answer
 Site visits
 Practicals

Recommended Resources for 25 Trainees

 10 Desktop computers/laptops
 50 Wooden pegs

43
 25 Builder’s square
 25 Tape measures
 Assorted Hand Tools and implements
 2 Projector
 5 Whiteboard
 10 roll Flip Chart
 Assorted colour of whiteboard markers
 White lime
 Building stones
 Timber

44
 EXECUTING SUPERSTRUCTURE WORKS

UNIT CODE: CON/CU/BUT/CR/03/5

UNIT DURATION: 120Hours

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Execute superstructure works.

Unit Description
This Unit describes the competencies required to execute superstructure works. It involves
setting out and constructing superstructure walls and columns, setting out and casting
superstructure beams and suspended slabs, and constructing stair structure.

Summary of Learning Outcomes

1. To set out walls and columns
2. To construct superstructure wall and columns
3. To set out superstructure beams and suspended slabs
4. To construct stair structure
5. To cast suspended slab and beams

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Set out walls and  Methods of setting out  Written assessment
columns  Tools for setting out  Practical
 Kickers  Projects
 Oral assessment
 Portfolio of Evidence
2. Construct  Construction of columns and  Written assessment
superstructure wall walls  Practical
and columns  DPC  Projects
 Wall openings  Oral assessment
 Props  Portfolio of Evidence
 Concrete materials
 Placing and compaction of
concrete
 Curing of concrete
3. Set out  Levels  Written assessment
superstructure  Formwork construction  Practical
beams and  Projects
suspended slabs  Oral assessment
 Portfolio of Evidence

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 4. Construct stair  Types of stairs  Written assessment
structure  Construction of stairs  Practical
 Curing of stair  Projects
 Oral assessment
 Portfolio of Evidence
5. Cast suspended  Reinforcement bars  Written assessment
slab and beams  Concrete material  Practical
- Cement  Projects
- Aggregates  Oral assessment
 Cast beams and slabs  Portfolio of Evidence

Suggested Methods of Instruction

 Discussion
 Direct Instruction
 Project
 Practical
 Question and answer
 Visits to construction site
 Simulations

Recommended Resources for 25 Trainees
 10 Desktop computers/laptops
 25 Builder’s square
 25 Tape measures
 Hand Tools and implements
 Marine boards
 2 Projector
 5 Whiteboards
 10 roll Flip Chart
 Assorted colour of whiteboard markers
 Building stones
 Timber
 Reinforcement bars
 Tools and equipment
- 10 Spade
- 5 Wheelbarrows
- 25 sets of Painting brushes
- 25 Trowels
- 25 Spririt levels
- 25 assorted Screw drivers
- 25 Hammers

46
- 25 Plumb bobs
- 25 Wooden float
- 25 Steel float
- 25 Head pans

47
 ROOF CONSTRUCTION

UNIT CODE: CON/CU/BUT/CR/04/5

UNIT DURATION: 40 Hours

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Construct roof structure

Unit Description
This Unit describes the competencies required to execute roof construction. It involves:
Identifying type of roof, interpreting roof plan, performing setting out, constructing trusses and
executing roof finishes.

Summary of Learning Outcomes

1. To identify and interpret type of roof
2. To perform setting out
3. To construct trusses
4. To execute roof finishes

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Identify and  Type of roof  Written
interpret type of  Members of roof assessment
roof  Roof covering materials  Practical
 Projects
 Oral assessment
2. Perform setting out  Method of setting out  Written
 Tools and equipment assessment
 Practical
 Projects
 Oral assessment
3. Construct trusses  Joints of truss  Written
 Members of truss assessment
 Practical
 Projects
 Oral assessment
4. Execute roof  Fascia boards  Written
finishes  Roof coverings assessment
 Rain water goods  Practical
 Projects
 Oral assessment

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Suggested Methods of Instruction
 Discussion
 Direct Instruction
 Lecture
 Question and answer
 Site visits
 Practicals

Recommended Resources for 25 Trainees

 10 Desktop computers/laptops
 2 Projector
 5 Whiteboard
 10 roll Flip Chart
 Assorted color of whiteboard markers
 Assorted Tools and equipment
 Timber
 Hoop iron
 10 Iron sheets
 25 Tape measures

49
 INSTALLATION OF DOORS AND WINDOWS

UNIT CODE: CON/CU/BUT/CR/05/5

UNIT DURATION: 40 Hours

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Install doors and windows

Unit Description
This unit describes the competencies required to install doors and windows. It involves installing
door and window frames, constructing and fixing door and windows.

Summary of Learning Outcomes

1. Install door and window frames
2. To construct and fix door and window

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Install door and  Preparation of window  Written
window frames schedule assessment
 Preparation of openings  Practical
 Windows, doors and grilled  Project
openings dimensions  Portfolio of
 Fixing door and window Evidence
frames  Oral assessment

2. Construct and fix  Types of doors  Written
door and window - Battened assessment
shutters - Pannel  Practical
- Sliding  Projects
- Battened framed &  Oral assessment
ledged  Portfolio of
- Flush Evidence
- Louvered 

 Types of windows
- Steel casement
- Louvered
- Sliding
- Sash
 Fixing doors and window
3. Fix iron mongery  Types of iron mongary 

50
  Interior door mongary
 Front door
ironmongery
 Fire door ironmongery
 Casement
ironmongery
 Sash window
ironmongary

 Testing iron mongaries
 Fastening iron mongaries

Suggested Methods of Instruction

- Viewing of related videos
- Discussion
- Direct Instruction
- Lecture
- Question and answer
- Site visits
- Practical

Recommended Resources for 25 Trainees

- Drawing room
- 10 Desktop computers/laptops
- 25 Drawing tables
- Drawing papers
- Internet connection
- 2 Projector
- 1
- 5 Whiteboards
- 10 roll Flip Chart
- Assorted colour of whiteboard markers
- 2 Blueprinter
- Assorted Drawing instruments
- Assorted Hand tools
- Functional Carpentry workshop
- 5 boxes of Tiles
- 5 pieces Lining boards
- 5 bags Lime

51
 PERFORMING BUILDING FINISHES

UNIT CODE: CON/CU/BUT/CR/06/5

UNIT DURATION: 60 Hours

Relationship to Occupational Standards

This unit addresses the Unit of Competency: perform building finishes

Unit Description
This unit describes the competencies required to perform building finishes. It involves
performing wall plastering and rendering, applying floor finishes, executing ceiling finishes,
applying paint finishes and installing fixtures and fittings.

Summary of Learning Outcomes

1. To perform wall plastering and rendering
2. To apply floor finishes
3. To execute ceiling finishes
4. To apply paint finishes
5. To install fixtures and fittings

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Perform wall  Finishing materials  Written
plastering and  Finishing tools and assessment
rendering equipment  Practical
 wall finishes  Projects
 Oral assessment
2. Apply floor  Finishing materials  Written
finishes  Finishing tools and assessment
equipment  Practical
 Floor finishes  Projects
 Oral assessment
3. Execute ceiling  Ceiling finishes.  Written
finishes  Application of Ceiling assessment
finishes  Practical
 Projects
 Oral assessment

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 4. Apply paint  Painting materials  Written
finishes  Painting method. assessment
 Preparation of painting  Practical
surface  Projects
 Application of paint  Oral assessment
 Protection of painted
surfaces
5. Install fixtures and  Types of fixtures and  Written
fittings fittings assessment
 Material schedule  Practical
 Types of iron mongeries  Projects
 Oral assessment

Suggested Methods of Instruction

 Discussion
 Direct Instruction
 Lecture
 Question and answer
 Site visits
 Practicals

Recommended Resources for 25 Trainees

 10 Desktop computers/laptops
 2 Projector
 5 Whiteboard
 10 roll Flip Chart
 Assorted colour of whiteboard markers
 Tools and equipment
 10 Spade
 5 Wheelbarrows
 25 assorted Painting brushes
 25 Trowels
 25 Spririt levels
 25 assorted Screw drivers
 25 Hammers
 25 Plumb bobs
 25 Wooden float
 25 Steel float
 25 Head pans
 Materials and supplies
- 10 bags Cement

53
- Water
- 100 Bricks
- Wooden blocks
- 5 boxes Tiles
- 5 pieces Lining boards
- 5 bags Lime

54
 EXECUTING EXTERNAL WORKS

UNIT CODE: CON/CU/BUT/CR/07/5

UNIT DURATION: 60 Hours

Relationship to Occupational Standards

This unit addresses the Unit of Competency: execute external works

UNIT DESCRIPTION
This unit describes the competencies required to execute external works. It involves performing
landscaping, constructing drainage system, laying external paving, and constructing gates and
fences.

Summary of Learning Outcomes

1. To perform landscaping
2. To construct drainage system
3. To lay external paving
4. To construct gates and fences

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Perform  Preparation of landscaping  Written texts
landscaping ground  Practical
 Landscape gardening  Projects
 Irrigation method  Oral
 Beautification
2. Construct drainage  Drainage channels  Written
system  Backfilling leveling and assessment
compacting  Practical
 Drainage pipes  Projects
 Gulley traps  Oral
3. Lay external paving  Ground survey  Written
 Ground excavation assessment
 Base preparation  Practical
 Projects
 Levelling
 Oral
 Kerbs stones, surface
drainage
 Laying external paving
 Marking

55
 4. Construct gates and  Gate location and  Written
fences orientation assessment
 Gate measurements  Practical
 Projects
 Gate supporting systems
 Oral
- RC columns
- Stanchions
- Stone Piers
 Procurement and installation
of the gate
 Perimeter fence
 Essential services
- CCTVS cameras
- security lighting
- razor wire
- Electric fence.

Suggested Methods of Instruction

 Viewing of related videos
 Discussions
 Direct Instruction
 Lecture
 Question and answer
 Site visits
 Practicals
 Project

Recommended Resources for 25 Trainees

 10 Desktop computers/laptops
 Internet connection
 2 Projector
 5 Whiteboard
 10 roll Flip Chart
 Assorted colour of whiteboard markers
 Precast concrete kerbs
 Precast concrete paving units
 Quarry dust
 Sand
 Cement
 Ballast
 Construction tools
 10 Spade
 5 Wheelbarrows

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 25 assorted Painting brushes
 25 Trowels
 25 Spririt levels
 25 assorted Screw drivers
 25 Hammers
 25 Plumb bobs
 25 Wooden float
 25 Steel float
 25 Head pans

57