NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

ZIMBABWE

MINISTRY OF HIGHER AND TERTIARY EDUCATION, innovation, SCIENCE AND

TECHNOLOGY DEVELOPMENT

HIGHER EDUCATION EXAMINATIONS COUNCIL

2023

REGULATIONS AND MODULES FOR THE

NATIONAL CERTIFICATE

IN

ELECTRONIC ENGINEERING COMMUNICATION SYSTEMS

Course Code: 323/22/CR/0

Implementation date: January 2023

HERITAGE-BASED EDUCATION 5.0

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

PREAMBLE

The course is designed to develop an artisan with knowledge, skills and attitudes to competently
practice Electronic Engineering: Communication Systems in the Electrical industry. The total duration
of the course is 1680 notional hours spread over a period of two (2) semesters and one (1) year On-
the- Job Education and Training (OJET). The minimum entry requirements into this course are English
Language, relevant Science and Mathematics passed at Ordinary Level with grade C or better and any
other two subjects or relevant National Foundation Certificate (NFC) subjects or equivalent. The course
is offered on a full time, part time, Block release or Open Distance e-Learning (ODL) or Part
Qualification on a Single Modular basis (The single modular basis is exempted from 5 O’ levels
requirement). Assessment is through field based assignments, continuous assessment, written
examination and On- the- Job Education and Training (OJET). The course will consider gender
mainstreaming, sustainable development, physical challenges, health dispositions, and the intersections
between race, class and culture and, shall embrace innovative heritage-based education and training
philosophy to solve national problems and to produce goods and services for industrialization and
modernization.

CONSULTATION YEAR

1. Net-One 2022

2. Telcel Pvt Ltd 2022

3. Commaf Holdings 2022

4. Tel-One 2022

5. Zimbabwe 2022

6. Air Force of Zimbabwe 2022

7. Econet Wireless 2022

8. Zimbabwe Republic Police 2022

9. World Radio Systems 2022

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

PART I: REGULATION

1.0 TITLE AND LEVEL OF AWARD

National Certificate in Electronic Engineering: Communication Systems.

2.0 AIM

The aim of the course is to produce a Communication Systems artisan with knowledge, skills
and attitudes to satisfy the needs of the Communication Industry and other related areas.

3.0 LEARNING OUTCOMES

At the end of the course student should be able to:

3.1 demonstrate knowledge of safety, health, environmental and quality management to

the Electronic Communication field

3.2 develop Electronic Communication principles skills through designed projects

3.3 employ Electronic Communication principles to produce designed project

3.4 apply knowledge of principles of Electronic Communication Systems in equipment

installation

3.5 apply knowledge of principles of Electronic Communication Systems in equipment

wiring;

3.6 apply Electronic Communication Systems concepts in Electrical and Electronics in

equipment testing;

3.7 apply Electronic Communication Systems concepts in Electrical and Electronics in

equipment maintenance;

3.8 demonstrate knowledge of electrical principles in troubleshooting and fault finding;

3.9 demonstrate effective communication skills using standard communication symbols

and information technologies;

3.10 acquire business concepts to apply in the Electronic communication systems field

3.11 relate with the nation by being patriotic and participating in national development

3.12 demonstrate the practical application of Communication Systems field concepts in a

working environment.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

4.0 COURSE STRUCTURE

MODULE TITLE CODE DURATION

(HOURS)
SEMESTER 1
1 Safety, Health and Environment Management 323/22/M01 80
2 National Studies 401/22/M01 80
3 Workshop Practice (Skills Proficiency) 323/22/M07
4 Communication and Computer Skills 321/22/M04 150
5 Electrical & Electronics Principles 1 321/22/M05/1 150
6 Engineering Mathematics 1 321/22/M06/1 100
7 Fundamentals of Electronic Communications 323/22/M02 200
SEMESTER 2
8 Entrepreneurial Skills Development 402/22/M01 80
9 Drawing, Electrical Circuit Designing 321/22/M03 150
10 Telecommunication Systems 323/22/M03 200
11 Communication Systems Installation, 323/22/M04 200
Maintenance & Repair
12 Engineering Mathematics 2 321/22/M06/2 100
13 Electrical & Electronics Principles 2 321/22/M05/2 150
14 Workshop Practice (Skills Proficiency) 323/22/M07
SEMESTER 3 & 4
15 Project 323/22/M05 40 *
16 On The Job Education & Training 323/22/MO6 1 year
TOTAL 1680 Hours

5.0 COURSE DURATION

The course duration is 1680 notional hours spread over two (2) semesters and one (1) year
On -the Job Education and Training (OJET).

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

6.0 ENTRY REQUIREMENTS

6.1 English Language, relevant Science and Mathematics passed at Ordinary Level with grade
C or better and any other three Ordinary Level subjects or relevant National Foundation
Certificate subjects.

6.2 The single module part Qualification pathway is exempted from 5 O’ levels requirement

6.3 The single module part qualification should be taken one (1) module at a time by those
without 5 Ordinary levels

7.0 MODE OF STUDY

Full time : 1680 notional hours

Part time : 1680 notional hours

Block Release : 1680 notional hours

ODL : 1680notional hours

8 ASSESSMENT SCHEMES

EXAMINABLE MODE OF ASSESSMENT

SUBJECTS WRITTEN CONTINUOUS ASSESSMENT TOTAL
EXAMINATION WEIGHTING
WEIGHTING 40% 60%
Safety, Health and 3-hour paper A minimum of: 100%
Environment  2 Assignments 20%
Management  2 Practical Assignments 20%
323/22/M01  2 Tests 20%

Workshop Practice Continuous Assessment Submit Marks 100%

(Skills Proficiency)
323/22/M07

Project * Submit Prototype Submit Marks 100%

323/22/M05 Project
& write up
Fundamentals of 3-hour paper A minimum of: 100%
Electronic  2 Assignments 20%
Communication  2 Practical Assignments 20%
323/22/M02  2 Tests 20%

Communication 3-hour paper A minimum of: 100%

Systems Installation,  2 Assignments 20%
Maintenance & Repair  2 Practical Assignments 20%

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

323/22/M04  2 Tests 20%

Drawing Electrical 3-hour paper A minimum of: 100%

Circuit Designing  2 Assignments 20%
321/22/M03  2 Practical Assignments 20%
 2 Tests 20%

Electrical & 3-hour paper A minimum of: 100%

Electronics Principles  2 Assignments 20%
321/22/M05/1/2  2 Practical Assignments 20%
 2 Tests 20%

Engineering 3 hour written paper A minimum of: 100%

Mathematics  2 Assignments 20%
321/22/M06/1/2  2 Practical Assignments 20%
 2 Tests 20%

Telecommunication 3 hour written paper A minimum of: 100%

Systems  2 Assignments 20%
323/22/M03  2 Practical Assignments 20%
 2 Tests 20%

Communication and 3 hour written paper A minimum of: 100%

Computer Skills  2 Assignments 20%
321/22/M04  2 Practical Assignments 20%
 2 Tests 20%

Entrepreneurial Skills 3 hour written paper A minimum of: 100%

Development  2 Assignments 20%
402/22/M01  2 Practical Assignments 20%
 2 Tests 20%

National Studies 3 hour written paper A minimum of: 100%

401/22/M01  2 Assignments 20%
 2 Practical Assignments 20%
 2 Tests 20%

On The Job Education Submit Marks As per log book 100%

& Training
323/22/M06

9.0 CONDITIONS OF GRADING

0% to 49% - Fail

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

50% to 59% - Pass

60% to 79% - Credit
80% and above - Distinction

10.0 CONDITIONS OF AWARD

10.1 A candidate should attend at least 100% of learning sessions to qualify for
examinations. (An approved absent is shall be considered as a present)

10.2 Approved absenteeism shall not exceed 15% learning sessions

10.3 The final mark should be obtained through aggregation provided the candidate scores
at least 50 % in each of Continuous Assessment, Skills Proficiency and Examinations.

10.5 The pass mark shall be 50 %.

10.5 Candidates should pass all modules to be awarded a National Certificate.

10. 6 Single module candidates will be awarded part certificates in single module

11.0 RE-WRITES

11.1 Re-write(s) should conform to current course structure.

11.2 Candidates should pass at least two thirds of the course to qualify for a
referral.

11.3 Any candidate who fails to pass at least two thirds of the course should repeat the
whole course, including the subjects they would have passed.

11.4 There is no time limit for which to re-write a failed examination.

11.5 There is no aggregation for re-writes.

11.6 All re-writes should pass on performance in the examination.

11.7 If a candidate fails continuous assessment, he/she repeats the subject

12.0 EXEMPTIONS AND TRANSFER OF CREDITS

12.1 Exemptions are only granted in subjects already attained from a completed accredited
qualification provided an exemption certificate specifying subjects of exemption is
produced.
12.2 Transfer of credits are ONLY granted in modules passed from accredited course
programmes

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

12.3 Exemption or Transfer of credits Certificate should be applied for at enrolment and
produced before registration of examinations.

13.0 IRREGULAR PRACTICES

13.1 Cheating in examinations will result in disqualification from the whole course and all
other HEXCO courses. The candidate will be suspended for two years.
13.2 Plagiarisms in any of the assessments will result in automatic disqualification in the
course and any other HEXCO courses and the penalty as in 13.1 will apply.

14.0 RESOURCES

13.1 Lecturer’s Qualifications

The minimum qualification for a lecturer is at least a National Diploma in a relevant

area or equivalent.

13.2 Tools and Equipment

Refer to Appendix I

13.3 Suggested Reference Books

Refer to Appendix II

LIST OF EQUIPMENT

The following are the minimum equipment requirements for the course per class

MICROPHONES:

1. Several carbon microphones

All equipment in (a) for dismantling and assembling as part of training in construction
and operation.

1.1 Audio generator

1.2 Audio oscilloscopes and spectrum analyser

Space components to be included in each item above

RECEIVER KITS

Loud Speakers:

2. Several loud speakers as follows:

2.1 4 ohms loud speakers

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

2.2 8 ohms loud speakers

2.3 16 ohms loud speakers

Bits and pieces of each type of loud speakers to be provided for students’ use in an effort
to make them understand the construction and operation of the equipment
Power Units

3. 3.1 Several power meters with appropriate ranges for example 10W, 20W, 25W,
50W etc.

3.2 Several units of known loss for example filters me & II networks etc. and several
amplifiers (units) of known gain.

These items usable to demonstrate the concept of power gain singly and in
cascade; hence the need to use dB.

SIGNALS:

1. 1.1 as above, audio generators and frequency Spectrum analysers

1.2 microphones

1.3 tape recorders/playback (audio) with accessories.

2. TV Signals:

2.1 Several Band I and Band III and Band IV Signal generators.

2.2 Several oscilloscopes and freq. Spectrum analysers in Band I, III and IV.

2.3 Several TV monitoring units (colour O#).

2.4 Several TV cameras (colour).

2.5 Relative coaxial cables and aerials.

3. Telegraphy and Telephony

Several demonstration units for:

3.1 telex signals

3.2 fax telegraphy

3.3 telephony

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

4 Radio Waves

4.1 Signal generators in band II, FM and HF.

4.2 Oscilloscopes in Band II, FM and HF.

4.3 Spectrum analysers in Band II, FM and HF.

4.4 Demonstration unit for propagation modes.

4.5 Field strength measuring equipment and relevant calibrating equipment.

4.6 Different types of aerials

for example dipole (single and folded), Yagi, Whip, log-periodic etc

Transmission Lines: Several demonstration kits with accessories

Radio Frequency Communication

1. 1.1 Signal generators, oscilloscopes, spectrum analysers in the HF, MF and VHF
Radio Bands.

1.2 Modulation demonstration kits for AM, FM, PcM and DSBSc, 55B, 15B, VSB

1.3 De-modulation demonstration kits as in 1.2 above

1.4 An FM, AM, PM spectrum analyser

1.5 Several high frequency pulse counters for example for FM detection.

RF Transmitters and Receivers

Several demonstration kits for AM and FM transmitters and receivers. For transmitters,
demonstration kit should be able to show

- high level transmitter

- low level transmitter

Several low to very high frequency oscillators

Several demonstration kits/units on multiplexing that is f.d.m. and t.d.m.; modulations,

de-modulation, radio receiver etc.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

15 SUGGESTED REFERENCES

1. Renton R.N. (1994) Line Transmission Theory Pitman U.K.

2. Yemini Y. (1995) Distributed Networks McGraw-Hill

3. Horowitz and Hill (1980) The Art of Electronics Cambridge

University Press
UK

4. John G. Proakis (1980) Communication Systems Eng: Prentice Hall USA

5. Wayne Tomasi (1986) Advanced Electronic Comm. Systems Prentice Hall

6. Bruce A. (1986) Communication Systems Longman UK

7. Loveday G.C. (1982) Electronics Fault Diagnosis Longman

8. Kennedy (1986) Electronic Comm. Systems Prentice-Hall

9. Leon W (1990) Digital and Analog. Comm. Systems McMillan

10. Rodger L Peterson (1986) Digital Comm. & Spread Spectrum Systems McMillan

11. Pasahow E.J. (1981) Microprocessors and Microcomputers McGraw-Hill

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Module Code: 323/22/M01

Module Title: SAFETY, HEALTH, ENVIRONMENTAL AND QUALITY

MANAGEMENT

ZNQF Level: 1

Credits: 08
Duration: 80 hours
Relationship with Based on Unit Standard SAFETY, HEALTH, ENVIRONMENTAL
Qualification AND QUALITY MANAGEMENT
Standards: of Qualification Standard for an communication systems artisan

Pre-requisite NONE
modules:

Purpose of Module: This module describes the skills, knowledge and attitudes required by a
communication artisan to observe and apply occupational and
environmental health and safety rules, regulations and procedures. This
includes awareness of the duties and obligations of employers and
employees with respect to workplace safety and health, the identification,
selection and wearing of appropriate protective equipment and clothing,
following of emergency and evacuation procedures, proper grooming and
housekeeping, interpretation of safety signs and symbols, safe use,
handling and storage of tools, equipment and materials, the management
of waste, application of the different methods of verifying and securing
circuit isolation, following precautions and procedures for the prevention
of electric shock, following requirements for the use of circuit
identification, notices and labelling, observation of safe work practices
including procedures for working at heights and on roofs, and the
handling, moving and storing of electrical accessories & equipment. It
also covers awareness of the impact of their activities on the environment,
the importance of improving environmental performance within their
specific occupational areas, the application of environmental practices
and policies, and the identification of areas for improvement.

In the workplace, health and safety regulations are paramount to the well-
being of the employees and the employer. Employers and employees have
an obligation to prevent occupational and environmental hazards by
observing national and workplace occupational safety standards and
regulations. Access to this module is open to all target groups including
unemployed youths, women and men wishing to establish or improve
SMEs in the installation and maintenance of Electronic Communication
Equipment.
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

List of Learning 1.1 Use of appropriate personal protective equipment

Outcomes: 1.2 Adhere to work permits
1.3 Adhere to local and International SHE standards
1.4 Use equipment safely
Learning Outcome 01 1.1 Use appropriate personal protective equipment

Assessment Criteria: 1.1.1 Observe personal health and safety

1.1.2 Demonstrate First Aid Procedures

Content: 1.1.1 Observe personal health and safety

- carry out risk assessment
- put on appropriate personal protective gear
- interpret safety warning signs
- use safety regulation rules
- use correct tool for the right job

Demonstrate the selection, wearing and storage of Personal

Protective Equipment according to job requirements and
workplace procedures.
 Meaning of the term PPE
Personal protective equipment

Outline what personal protective equipment is

 Personal protective equipment, popularly referred to as "PPE",
is any piece of equipment
worn to minimize exposure to hazards that cause serious
workplace injuries and illnesses.
 These injuries and illnesses may result from contact with
chemical, radiological, physical,
electrical, mechanical, or other workplace hazards.

Selection of appropriate PPE to use for the given

situation/Hazard
 Eye protection
 Head & Neck
 Ears
 Hand & arms
 Feet & Legs
 Lungs
 Whole Body
 Importance of the wearing and using PPE
 Different types of PPE and their uses

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Headgear
 Gloves
 Safety glasses and goggles
 Worksuits,Overalls and other body protective gear
 Ear plugs and ear muffs
 Safety boots
 Respirator/Mask
 Safety Belts
 Safe and correct handling, use, maintenance and storage of
different types of PPE.

1.1.2 Demonstrate First Aid Procedures

o Ensure personal safety

o Call for nearby assistance
o remove victim from danger following laid down
procedure
o introduce yourself to the victim
o state your intention to the victim
o assess victim condition
o communicate with victim (where necessary)
o render appropriate first aid action as required
o call for medical assistance
o document incident
o identify and implement safe manual handling procedures
in line with workplace procedures
o Different safe manual handling procedures
o Correct methods of manually lifting and moving loads
 Apply the safety procedures for the use, handling and storage of
potentially hazardous substances in accordance with instructions
and legislation
 Identify materials common to the electrical industry which can
be hazardous to the workers’ health
 Solvents
 Hydrogen and other gases
 Paints. Lead, isocyanides, polymers
 Coolants, PCBs. etc.
 Thermal laggings such as asbestos safety procedures for the
use, handling and storage of potentially hazardous
substances
 Safe and correct handling, use, and storage of different types
of hazardous substances
 Hazardous substances regulations
 Safe and correct disposal of hazardous substances

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 relevant legislation relating to the health and safety of

employees at work
 SHEQ rules and regulations
 Factories ACT
 Relevant sections of Occupational Health and Safety
Regulations
 IEE Regulations
 Zimbabwe Institute of Electrical Engineers regulations
 Standards Associations of Zimbabwe (SAZ)

 Identify key features of relevant legislation relating to the

health and safety of employees at work and apply them in line
with workplace procedures
 relevant legislation relating to the health and safety of
employees at work
- SHEQ rules and regulations
- Factories ACT
 Relevant sections of Occupational Health and Safety Regulations
 IEE Regulations
 Zimbabwe Institute of Electrical Engineers regulations
 Standards Associations of Zimbabwe (SAZ)
o Demonstrate awareness of the rights, duties and
obligations of employers and employees
o rights, duties and obligations of employers and
employees
o Relevant sections of the Constitution
o Relevant sections of the Labour ACT and regulations

 Company safety policy and procedures

 Demonstrate the usage, handling, maintenance and storage of
safely tools, equipment and materials according to
manufacturer’s specifications and relevant legislation.
 usage, handling, maintenance and storage of safely tools,
equipment and materials
 Appropriate tools and equipment user manuals
 Relevant safety manuals
 Safe and correct handling, use, maintenance and storage of
different types of safely tools, equipment and materials
 Demonstrate adherence to safe work procedures in line with
workplace procedures.
 good housekeeping practices
 safe work procedures
 Emergency and evacuation procedures
 Administering First aid to cuts, burns, abrasions etc.
o Carry out tasks in a safe manner and in accordance with
workplace requirements, policies and procedures
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Importance of workplace occupational and environmental health

and safety policies and procedures
 Provisions of workplace occupational and environmental health
and safety policies and procedures
o Identify and follow safety signs and symbols in line with
workplace procedures.
 Purpose of safety signs and symbols
 Key features of safety signs and symbols
o shape
o colour
o graphics
 Types of signs
o prohibitive signs and symbols
o cautionary signs and symbols
o mandatory signs and symbols
 Meaning of safety signs and symbols
o hazard identification
o facility or location signs
o directional
o traffic warning signs and symbols
o Identify and demonstrate use of communication systems
equipment guards in accordance with manufacturer’s
specifications
 use of communication systems equipment guards in accordance
with manufacturer’s specifications
 Communication systems equipment manufacturers specifications
 Communication systems equipment user manuals
 Identify and implement safe manual handling procedures in line
with workplace procedures
 Different safe manual handling procedures
 Correct methods of manually lifting and moving loads
 Apply the safety procedures for the use, handling and storage of
potentially hazardous substances in accordance with instructions
and legislation
 Identify materials common to the electrical industry which can
be hazardous to the workers’ health
 Soldering irons and hand drills
 Hydrogen and other gases
 Hydrochloric acid for etching
 Coolants, PCBs. etc.
 Thermal laggings such as asbestos
 safety procedures for the use, handling and storage of potentially
hazardous substances
 Safe and correct handling, use, and storage of different types of
hazardous substances
 Hazardous substances regulations
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Safe and correct disposal of hazardous substances

 Manage waste in accordance with instructions and relevant legal
requirements
 Manage waste according to instructions and relevant legal
requirements
 Different types of solid, liquid and gas waste
 Waste management regulations
 Safe and correct handling of waste
 Safe and correct disposal of waste

Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to conduct appropriate Safety, Health, Environmental and quality
management

1 As outlined in the assessment criteria and content above.

Practical assessment on the conducting the following of SHEQ
requirements, the consideration of environmental factors which affect
Safety, Health, Environmental and quality management

Conditions/Context of 2 Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.

3 The practical assessment will be conducted in the plant or

simulated work environment in the training institution.
4 The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Basic Communication artisan tool kit: Safety manuals
 Reference materials
 Emergency and evacuation procedures
 Labour Act
 Relevant sections of Occupational Health and Safety
Regulations
 Personal protective equipment and clothing
 Common signs and symbol
 Common chemicals
 Fire fighting equipment
 Different types of scaffolding and work platforms
 Different types of ladders

Learning Outcome Adhere to work permits

02

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Assessment Criteria 1.2.1 Issue /wear appropriate PPE

1.2.2 Inspect suitability of PPE
1.2.3 Identify training needs
1.2.4 Do appropriate training
1.2.5 Monitor SHEQ Regulations adherence

Content: 1.2.1 Issue /wear appropriate PPE

Demonstrate the selection, wearing and storage of Personal
Protective Equipment according to job requirements and workplace
procedures.
 Meaning of the term PPE
 Importance of the wearing and using PPE
 Safe and correct handling, use, maintenance and storage of
different types of PPE

1.2.2 Inspect suitability of PPE

 Different types of PPE and their uses
 Headgear
 Gloves
 Safety glasses and goggles
 Worksuits, Coveralls and other body protective gear
 Ear plugs and ear muffs
 Safety boots
 Respirator/Mask
 Safety Belts

1.2.3 Identify training needs

 SHEQ Requirements regarding
- workplace safety
-Housekeeping
-Protection of Equipment

1.2.4 Do appropriate training

 SHEQ Training
1.2.5 Monitor SHEQ Regulations adherence
 Monitor SHEQ Regulations adherence
- house keeping
-usage of appropriate PPE
-Protection of Equipment in accordance with set standards
-Usage of Signs and Symbols
-Availability of First Aid Equipment
Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to conduct appropriate Safety, Health, Environmental and quality
management
1. As outlined in the assessment criteria and content above.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

2. Practical assessment on the conducting the following of SHEQ

requirements, the consideration of environmental factors which
affect the electronics workshop.
Conditions/Context of Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
3. The practical assessment will be conducted in the plant or
simulated work environment in the training institution.
4. The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Basic Communication artisan tool kit: Safety manuals
 Reference materials
 Emergency and evacuation procedures
 Labour Act
 Relevant sections of Occupational Health and Safety
Regulations
 Personal protective equipment and clothing
 Common signs and symbol
 Common chemicals
 Fire fighting equipment
 Different types of scaffolding and work platforms
 Different types of ladders

Materials:
Multimeters, Oscilloscope, Signal generator, Hot air stations, Frequency
counters, Wattmeters Insulation tape, Written and/or oral assessment
can be conducted in a classroom environment.
Oral assessment can also be conducted by the assessor during the
performance of the practical assessment by the trainees.

5. The practical assessment will be conducted in the plant or

simulated work environment in the training institution.
6. The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Basic Electrician tool kit: Safety manuals
 Reference materials
 Emergency and evacuation procedures
 Labour Act
 Relevant sections of Occupational Health and Safety
Regulations
 Personal protective equipment and clothing
 Common signs and symbol
 Common chemicals
 Fire fighting equipment
 Different types of scaffolding and work platforms
 Different types of ladders
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Learning Outcome 03 Adhere to Local and International SHE standards

Assessment Criteria: 1.3.1 Classify materials to be sorted

1.3.2 Apply the 5 –S (sorting, setting, shining, standardize, sustain)
as per procedure.
1.3.3 Carry out appropriate waste disposal procedures

Content: 1.3.1 Classify materials to be sorted

Apply the safety procedures for the use, handling and storage of
potentially hazardous substances in accordance with instructions and
legislation
 Identify materials common to the electrical industry which can
be hazardous to the workers’ health
 Solvents
 Hydrogen and other gases
 Paints. Lead, isocyanides, polymers
 Coolants, PCBs. etc.
 Thermal laggings such as asbestos
 safety procedures for the use, handling and storage of
potentially hazardous substances
 Safe and correct handling, use, and storage of different
types of hazardous substances
 Hazardous substances regulations
 Safe and correct disposal of hazardous substances

1.3.2 Apply the 5 –S (sorting, setting, shining, standardize, sustain)

as per procedure.
1.1 Manage waste in accordance with instructions and relevant legal
requirements
 Manage waste according to instructions and relevant legal
requirements
 Different types of solid, liquid and gas waste
 Waste management regulations
 Safe and correct handling of waste
Safe and correct disposal of waste

1.3.3 Carry out appropriate waste disposal procedures

 Identify appropriate waste disposal procedure.

 Implement plans for the disposal of waste

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Importance of implementing plans for storage and disposal of

waste
 Importance of establishing working methods for the
management of waste
 Identify and complete records or documentation relating to the
storage, transport or disposal of waste.
 Importance of identifying and completing records or
documentation relating to the storage, transport or disposal of
waste.

Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to conduct appropriate Safety, Health, Environmental and quality
management
1. As outlined in the assessment criteria and content above.
2. Practical assessment on the conducting the following of SHEQ
requirements, the consideration of environmental factors
which affect the plant.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the plant or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below:

Basic Communication artisan tool kit: Safety manuals

 Reference materials
 Emergency and evacuation procedures
 Labour Act
 Relevant sections of Occupational Health and Safety
Regulations
 Personal protective equipment and clothing
 Common signs and symbol
 Common chemicals
 Fire fighting equipment
 Different types of scaffolding and work platforms
Learning Outcome 04 Use equipment safely

Assessment Criteria: 1.4.1 Carryout pre -induction

1.4.2 Identify workplace dangers and appropriate mitigatory
measures.
1.4.3 Adhere to emergency alarms

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Content: 1.4.1 Carryout pre -induction

 Emergency and evacuation procedures
-Identify appropriate personnel in line with communication
channels in the event of an emergency
-Demonstrate safe workplace procedures for dealing with
accidents, fires and emergencies within scope of responsibility.
- Carry out emergency and evacuation procedures in line with
workplace procedures.
1.4.2 Identify workplace dangers and appropriate mitigatory
measures.
 Identify workplace dangers
-Identify the causes and effects of the hazards associated with
the use of electrical equipment
-Demonstrate the application of safety rules of checking cables,
leads plugs and earthing.
- Demonstrate the application of safety rules of working with
portable and reduced voltage.
-Demonstrate the application of measures for avoiding
contact with live connections.
-Demonstrate Administration of First Aid victim of electric
shock, treat burns.
1.4.3 Adhere to emergency alarms

Identify appropriate personnel in line with communication

channels in the event of an emergency
 Demonstrate safe workplace procedures for dealing with
accidents, fires and emergencies within scope of responsibility.
-Importance of the application of safe workplace procedures
for dealing with accidents, fires and emergencies within
scope of responsibility.
 Use various types of fire extinguishers
 Fire fighting methods and types of fire
fighting equipment.
 Carry out emergency and evacuation procedures in line with
workplace procedures.
 Importance of different workplace emergency and evacuation
procedures.

Assessment Tasks: 1 Written and/or oral assessment on the skills and knowledge
required to conduct appropriate Safety, Health, Environmental
and quality management
2. As outlined in the assessment criteria and content above.
Practical assessment on the conducting the following of SHEQ
requirements, the consideration of environmental factors which
affect the plant.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Conditions/Context of 3. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
4. The practical assessment will be conducted in the plant or
simulated work environment in the training institution.
5. The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Basic Communication Artisan tool kit: Safety manuals
 Reference materials
 Emergency and evacuation procedures
 Labour Act
 Relevant sections of Occupational Health and Safety
Regulations
 Personal protective equipment and clothing
 Common signs and symbol
 Common chemicals
 Fire fighting equipment
 Different types of scaffolding and work platforms

1. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
2. Reference Materials (recommended textbooks, recommended readings)
Pedro Arezes et al. (2019). Occupational and Environmental, Safety and Health. Springer
Nature, Switzerland: Cham, Switzerland.
Ronald Burke et al. (2011). Occupational Health and Safety, Gower Publishing: Aldershot
United Kingdom.
John Wiley (2010). Handbook of International Electrical Safety Practices, Scrivener
Publishing: Amazon Princeton Energy Resources International

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Module Code: 323/22/M02

Module Title: FUNDAMENTALS OF ELECTRONIC COMMUNICATION 1

ZNQF Level: 4

Credits: 20
Duration: 200 hours
Relationship with Based on Unit Standard FUNDAMENTALS OF ELECTRONIC
Qualification COMMUNICATION Qualification Standard for an communication
Standards: systems artisan

Pre-requisite modules:
NONE

Purpose of Module: This module describes the skills, knowledge and attitudes required by a
communication artisan To provide the student with the knowledge and
skills to install, maintain and repair communication equipment in the
field of Electronic Communication Systems

List of Learning 01 Demonstrate knowledge on signals

Outcomes: 02 describe the construction of an input and output transducers
03 attenuation noise and power
04 to state the application of passive filters.
05 state the application of amplifiers
06Explain the need for modulation describe different types of
modulation;

Learning LO1 Demonstrate knowledge on signals

Outcome 01
Assessment Criteria: 1.1.1 Identify different types of signals and their application

Content: 1.1 Demonstrate knowledge on signals

1.1.2Define A.C and D.C signals. And State applications of each

1..1.3For AC waveforms define: - Periodic Time T - Frequency f -
Amplitude (peak to peak value) - Wavelength – Phase
1.1.4 State relationship of frequency, wavelength and velocity.
1.1.5 For D.C. waveforms define: - Steady D.C - Varying D.C - Bit -
Byte - Bit-rate
1.1.6 Define a complex wave (composition of complex waves) and give
examples as square and triangular.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

1.1.6Define a square wave as one mode of sinewave (fundamental) and

its odd harmonics.
1.1.7Differentiate analogue and digital signals.
State the advantages of Digital systems over Analogue systems
.1.1.8Explain the sound frequency range and power content of: -
Commercial speech - Music - Human voice

Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to conduct appropriate Safety, Health, Environmental and quality
management

1 As outlined in the assessment criteria and content above.

Practical assessment on the identifying signals and the equipment
that generate the different types of signals
Conditions/Context of 5 Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.

6 The practical assessment will be conducted in the plant or

simulated work environment in the training institution.
7 The context of assessment should include the facilities, tools,
equipment and materials listed below:
 audio generators and frequency Spectrum analyser
 oscilloscope
 dc supply

Learning Outcome 02 LO2 Describe the construction of an input and output transducers

Assessment Criteria 2.1 identify input transducers

2.2 select suitability of input and output transducers
2.3 identify output transducers

Content: 2.1 identify input and output transducers

Explain the construction and principle of operation of:
- Carbon microphone
- Crystal microphone
- Moving coil microphone
- Beyer dynamic microphone /Capacitor microphone
- Charged Coupled Device CCD –
CRT - Plasma display
- LCD
– LED

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

2.2 select suitability of input and output transducers

2.2 1. Determine Usability
.2.2 2. Understand Microphone Frequency Response

large-diaphragm microphones that pick up lower frequencies The small

diaphragm, or small capsule microphone, is designed to pick up

.2.2 3. Test the Vocal Mic’s Directionality

You should decide which type of directional pattern (also known as a

microphone’s polar pattern) best suits your needs This polar pattern is
designed to pick up sounds near the microphone’s front. It will reduce
ambient noise and room tone.

2.2. 4. Choose a Pop Filter

A pop filter is a standard accessory for voice-over artists. Pop filters act
as screens that reduce the impact of air from your mouth onto
microphone capsules. This helps minimize sibilance, plosives, and other
noises.

This article will explain the benefits of pop filters and provide
information about their use.

2.2 5.Shock Mount

A shock mount is a mechanical attachment that holds your microphone
in position and suspends them with elastics. A shock mount isolates the
microphone from vibrations.

2.2 .6 Application
choosing a microphone based on The environment will used in, and the
gear it will be used with should be considered
2.2.7 Frequency Response
A microphone’s frequency response refers to the frequency range it can
pick up. The frequency response is measured in hertz and refers to the
lowest and highest frequencies.

2.3 identify output transducers

describe the construction and operation of a loudspeaker

Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to describe the construction of an input and output transducers
7. As outlined in the assessment criteria and content above.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

8. Practical assessment on describe the construction and selection of

an input and output transducers.
Conditions/Context of Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
9. The practical assessment will be conducted in the plant or
simulated work environment in the training institution.
10. The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Carbon microphone
 - Crystal microphone
 - Moving coil microphone
 - Beyer dynamic microphone /Capacitor microphone -
Charged Coupled Device CCD
 - CRT
 - Plasma display
 - LCD
 - LED
 Loud Speakers: 2. Several loud speakers 4 ohms loud
speakers 8 ohms loud speakers
 16 ohms loud speaker

Learning Outcome 03 LO3 State the application of filters

Assessment Criteria: 3.1 Classify filters

3.2 Explain types of passive filters
3.3 Demonstrate the process of filtering.

Content: 3.1 Classify filters

Filters can classified as active and passive filter

3.2.1 Explain types of passive filters.

Learners to explain the operation of the following filters using

resistors and capacitors
-High pass filter
– Low pass filter
- Band pass filter
- Band stop filter
3.2.2 Define
- cut off frequency
- band width
3.2.3 Explain the following terms giving their mathematical
relationship:
- Resonance
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

- Q-factor
- Bandwidth
3.2.4 Identify differentiating and integrating circuits using passive
components (capacitors and resistors) and determine their time constant.
3.3 demonstrate the process of filtering.

 Identify the appropriate filter for a particular application

Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to construct and state the application of filters.
6. As outlined in the assessment criteria and content above.
7. Practical assessment on the conducting the following of
Identify components required in a filter circuit
Construct filter circuit using passive components
.
Conditions/Context of 4. Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
5. The practical assessment will be conducted in the workshop in
the training institution.
6. The context of assessment should include the facilities, tools,
equipment and materials listed below:
. Basic Communication artisan tool kit: Safety manuals
 Reference materials
 Passive components
 Bread board
 Signal generator
 oscilloscope
 multism for simulation / or any relevant software

Learning Outcome 04 LO4 Explain attenuation noise and power

Assessment Criteria: 4.1 explain attenuation and causes of attenuation

4.2 identify different types of noise in electronic communication
systems
4.3 define gain and make calculations

Content: 4.1 Explain attenuation and causes of attenuation

4.1.1 Define attenuation.

Identify L,T and π attenuators and perform calculations
4.1.2 State the causes of attenuation.
4.2 identify different types of noise in electronic communication
systems
4.2.1define noise in electronic communication system.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

4.2.2State the types of Noise in Communication Systems

e.g natural and manmade noise
4.3 define gain and make calculations
4.3.1Define gain
4.3.2define power gain, voltage gain, current gain in communication
system and calculate power gains voltage gain and current gain
4.3.3Explain unsuitability of gain expressed as simple power ratios.
4.3.4 State the response of the ear to sound intensity.
4.3.5 Describe sensitivity of human ear to various frequencies
4.3.6 Define a decibel
.4.3.7 Calculate gain and express it in dBs.
4.3.8Explain negative gain

Assessment Tasks: 2 Written and/or oral assessment on the skills and knowledge
required to explain attenuation noise and power
8. As outlined in the assessment criteria and content above.
Practical assessment on attenuators can carried out .

Conditions/Context of 9. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
10. The practical assessment will be conducted in workshop or
simulated on computers in the training institution.
11. The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Basic Communication Artisan tool kit:
 Reference materials
 resistors
 bread board
 multi meter

Learning Outcome 05 LO5 State the application of amplifiers

Assessment Criteria: 4.1classify amplifiers

4.2 state application of different amplifier configurations
4.3 Name different methods of coupling amplifier stages
4.4 explain amplifier classes

Content: 4.1classify amplifiers

4.1.1State the basic functions of an amplifier
4.1.2 Different ways of classifying amplifiers.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

-Small signal amplifiers or voltage amplifiers

-Large signal amplifiers or Power amplifiers

-classified according to their circuit configuration

-method of operation.

4.2 state application of different amplifier configurations

CEC, CCC, CBC

CGC, CDC, CSC

4.3.1 Name different methods of coupling amplifier stages

-Direct Coupling
-RC Coupling.
-Transformer Coupling

4.3.2 State the effect on the overall gain and bandwidth.

4.3.3State advantages and disadvantages for each coupling method.
4.3.4State and explain negative feedback and its effects of gain,
bandwidth and stability of multistage amplifiers

4.4 explain amplifier classes

A, B, AB and C
state their advantages and
disadvantages (A, B, AB and C)
Assessment Tasks: 1.Written and/or oral assessment on the skills and knowledge required to
explain the function of amplifiers and their application
2. As outlined in the assessment criteria and content above.
Practical assessment on the application of amplifiers

Conditions/Context of 5 Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.
6 The practical assessment will be conducted in workshop or
simulated on computers in the training institution.
7 The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Basic Communication Artisan tool kit:
 Reference materials
 Resistors
Bipolar junction transistors/ field effect transistors
capacitors
 bread board
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 multi meter

Learning Outcome 06 LO6 Explain the need for modulation and describe different types
of modulation
Assessment Criteria: 6.1 Explain modulation and the need for modulation in an RF
channel.
6.2 explain AM Modulation and make calculations
6.3 explain FM Modulation and make calculations
6.4 explain pulse Modulation and make calculations
6.5 identify Modes of propagation of digital signal
6.1 Explain modulation the need for modulation in an RF channel

6.2 explain AM Modulation and make calculations

6.2.1Define AM
6.2.2Sketch - Sinusoidal carrier - Modulating sinusoidal signal -
Modulated signal
6.2.3 Compare an AM Signal bandwidth to the information bandwidth.
6.2.4 Define modulating factor “m”. Show that for sinusoidal signal m
𝑣𝑐
= 𝑣𝑚

6.2.5State the relationship between m and modulating depth.

𝑚𝑉𝐶
6.2.6 State that VSLB = 2
6.2.7 Explain over modulation.
6.2.8 Explain the use of filters to remove sidebands
𝑉𝑐 1+𝑚2
6.2.9 State that total power Pt = 2 ( 2 )
6.2.10 perform calculation in AM modulation
6.2.11 Describe the production of USB and LSB using the triangular
method.
6.5.15Explain how each frequency component in a modulating signal
gives rise to frequencies in an AM signal

6.3 explain FM Modulation and make calculation

6.3.1defineFrequency Modulation
6.3.2Sketch: - Modulating signal - Carrier - FM Signal
6.3.3Define modulation index mf
6.3.4 Define deviation ratio
6.3.5Sketch spectrum of carrier modulated by sinusoidal signal 4.7.19
6.3.6Differentiate between narrow and wideband FM.
6.3.7 perform calculations in FM

6.4 explain pulse Modulation and make calculations

6.4.1 Define pulse modulation
6.4.2 Define pulse code modulation

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

6.4.3Sketch signals to illustrate: - PAM (Pulse Amplitude Modulation) -

PWM (Pulse Width Modulation) - PPM (Pulse Position Modulation)
6.4.4 Explain the following processes of pulse modulation: - Sampling -
Quantisation - Encoding Digital Modulation
6.4.5Define: - Frequency Shift Keying (FSK) - Phase Shift Keying
(PSK) - Quadrature Amplitude Modulation (QAM) - Quadrature Phase
Shift Keying (QPSK)

6.5 identify Modes of propagation of digital signal

6.5 Define geosynchronous orbit of satellite in terms of altitude,
direction, speed.
6.5.2Distinguish between uplink and downlink frequency.
6.5.3 State the frequency range of the following- C band - Ku band -
KA band
6.5.4 State the purpose of a transponder.
6.5.5 Explain the basic operation of fibre optic communication.
6.5.6 Draw the basic structural design of fibre optic
6.5.7 Distinguish between multimode fibre and single mode fibre 6.5.8
Explain the advantages and disadvantages of fibre compared to copper
transmission lines.
6.5.9 Define multiplexing and State the importance of multiplexing in
electronic communication
6.5.10 Explain with the aid of a sketch: - Time division multiplex. -
Frequency Division Multiplex
Assessment Tasks: Written and/or oral assessment on the skills and knowledge
required to explain modulation and different types of modulation.

ASSESSMENT SPECIFICATION GRID

TOPIC TOPIC WEIGHTING

NO. %

01 SIGNALS 20

02 TRANSDUCER 10

03 PASSIVE FILTERS 10

04 ATTENUATION , NOISE AND POWER 20

05 AMPLIFIERS 10

06 MODULATION 30

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

TOTAL
100%

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
4. Reference Materials (recommended textbooks, recommended readings)

1. Smile P. H. (1990) Introduction to Telecommunication Systems Pitman London

2. Langley G. (1987) Telecommunication primer Pitman
3. Green D. C. Transmission Systems Longman
4. Green D. C. Radio Systems for Technicians Longman
5. Flood Transmission Systems 4th edition
6. Miller Gary Modern Electronic Communication 7 th edition
7. Green D. C. Data Communication Longman
8. Loverjoy Fault and diagnosis in electronic circuits
9. Butterson David Audio; Video and Data Telecommunication
10. K. F. Ibraham Television Receivers
11. Roger L. Freeman Telecommunication Systems
12. J Schiller (2003) Mobile Communication Wesley
13. Lathi P. B. (1998) Modern Digital and Analogue Communication System Oxford
14. Klarr B. S. (2001) Digital Communication Fundamentals and applications Prentice Hall
15. Johnson J. J. (1997) Introductory Radio & TV electronics MacMillan Smith Africa

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Module Code: 323/22/M03

Module Title: TELECOMUNICATIONS SYSTEMS

ZNQF Level: 4

Credits: 20
Duration: 200 hours
Relationship with Based on Unit Standard TELECOMMUNICATION Qualification
Qualification Standard for an communication systems artisan
Standards:

Pre-requisite modules: FUNDAMENTALS OF ELECTRONIC COMMUNICATION

Purpose of Module: This module describes the skills, knowledge and attitudes required by a
communication artisan To provide the student with the knowledge and
skills to install, maintain and repair communication equipment in the
field of Electronic Communication Systems
List of Learning 01 Describe how oscillation is generated and name different types
Outcomes: oscillators
02 Describe the operation of RF Transmitters
03 Describe different types of transmission lines, aerials and
radiation properties
04 Explain principle of reception of radio and television signals
05 describe the process applied in the drone technologies
06 explain the technology involved in remote sensing process

Learning Outcome 01 LO1 Describe how oscillation is generated and name different types
oscillators
Assessment Criteria: 1.1.dentify and Describe different types oscillators

Content: 1.2 State the basic function of an oscillator and the conditions for
oscillation
1.3 Describe the basic operation of each of the following oscillators and
give typical areas of application.
- RC phase oscillator
- LC oscillator
- Hartley oscillator
- Colpitts oscillator
- Crystal oscillator
1.4 State the formula for frequency of oscillation for:
- RC phase oscillator
- LC oscillator

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

1.5 Describe the basic operation of each of the following multivibators

and give examples of applications for each type.
- Astable
- Monostable
- Bistable
Use both the transistor and 555 timer IC.

Assessment Tasks: Written and/or oral assessment on the skills and knowledge required to
describe how oscillation is generated and naming different types
oscillators
1 As outlined in the assessment criteria and content above.
Practical assessment on the identification of oscillators and their
application
Conditions/Context of 8 Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.

9 The practical assessment will be conducted in the workshop or

simulated work environment in the training institution.
10 The context of assessment should include the facilities, tools,
equipment and materials listed below:

 oscilloscope
 dc supply
 transistors
 resistors
 capacitor
 inductor

Learning Outcome 02 LO2 Describe the operation of Transmitters

Assessment Criteria 2.1 RF transmitters

2.2 AM transmitters
2.3 FM transmitters
2.4 Cellular Radio Systems
2.5 IP Telephone systems

Content: 2.1.1 Explain the function of a radio transmitter.

2.1.2 State the need for narrow band transmission.
2.1.3Describe various carrier sources and their frequency
stability. 2.1.4 Explain the use of frequency multipliers/dividers
in transmission i.e. PLL and frequency synthesis.

2.2 AM Transmitters
2.2.1 Sketch the block diagram of AM transmitters.
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

2.2.2 Explain the function of each block.

2.2.3 Compare the high level and low-level modulation.
2.2.4 Sketch functional block diagram of:
- High level transmitter
- Low level transmitter
2.2.5 Explain why modulation comes after frequency
multiplication/division.
2.2.6 State the use and explain class A, B, AB and C in RF
stages.

2.3 FM Transmitters
2.3 .1 Draw a block diagram of FM transmitter.
2.3.2 Explain the function of each stage.
2.3.3 Explain scintillation and need for a usable centre
frequency. 2.3.4 Explain the function of a controlled master
oscillator.
2.3.5 Explain the use of Class C amplification in RF stages

2.4 Cellular Radio Systems

2.4.1 State the limitations of a conventional radio – telephone
system.
2.4.2 Define a cell.
2.4.3 Sketch the cell structure.
2.4.4Describe the basic characteristics of the 1stgeneration
cellular systems
2.4.5 Describe the structure of a cellular radio network.
2.4.6 State transmission model as: - Base station to base station
GSM transmission - Land line to cell transmission
2.4.7 State the basic switching mechanism.
2.4.8 State why allocated frequencies within a cellular radio
system are re-usable in different cells.

2.5 IP Telephone systems

2.5.1 Explain IP telephone system
2.5.2 Sate the advantages and disadvantages of IP telephone
systems 1st and 2nd generation telephone systems

Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to describe the construction transmitters as outlined in the assessment
criteria and content above.
11. Practical assessment on describing the AM transmitters, FM
transmitters and operation of cellular system and IP telephone system

Conditions/Context of
assessment Written and/or oral assessment can be conducted in a classroom
environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

12. The practical assessment will be conducted in the workshop or

simulated work environment in the training institution.
13. The context of assessment should include the facilities, tools,
equipment and materials listed below:

IP radio systems(IP100H/ IP1000C/ IP100FS

Learning Outcome 03 LO3 Describe different types of transmission lines, aerials and
radiation properties
Assessment Criteria: 3.1 Describe construction of different transmission line
3.2 Demonstrate knowledge on radiation of electromagnetic waves
3.3 Describe the construction and use of different types of aerial.

Content: 3.1 Describe construction of different transmission

3.1.1State different types of transmission lines and their basic

construction
-coaxial
-fibre optic
Ethernet
-Twisted wire
-Twin line
3.1.2 State the fundamental line parameters of a line (primary and
secondary).
3.1.3 Define a matched line.
3.1.4 Explain causes of mismatch in transmission lines.
3.1.5Explain skin effect and reflection coefficients.

3.2 Demonstrate knowledge on radiation of electromagnetic waves

3.2.1Describe the construction, concept and use of a simple aerial.

3.2.2 Explain radiation of waves from a simple aerial.
3.2.3 Sketch and explain radiation patterns.
3.2.4 Explain current and voltage distribution in aerials.

3.3 Describe the construction and use of different types of aerial

3.3.1 Explain earthing methods in aerial
3.3.2Explain:
- Aerial directivity
- Aerial gain
- Effective radiated and received power
3.3.3 Explain:
- Radiation resistance
- Matching
- Aerial efficiency
3.3.4 Explain with the aid of sketches;
- Monopole
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

- Dipole
3.3.5 Explain the use and construction of Yagi:
- Reflectors
- Directors
3.3.6 State the relationship between frequency, wavelength and speed.
3.3.7 Explain the following terms:
- Fading
- Maximum usable frequency
- Skip distance
- Critical frequency
- Multi hope transmission
Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to describe different types of transmission lines, aerials and their
radiation properties.
12. As outlined in the assessment criteria and content above.
13. Practical assessment on the conducting the following of
Identify components required in a filter circuit
Construct filter circuit using passive components
.
Conditions/Context of 7. Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
8. The practical assessment will be conducted in the workshop in
the training institution.
9. The context of assessment should include the facilities, tools,
equipment and materials listed below:
Types of transmission lines
-coaxial
-fibre optic
Ethernet
-Twisted wire
-Twin line
-Simple wire to construct an aerial
Learning Outcome 04 LO4 Explain principle of reception of radio and television signals

Assessment Criteria: 4.1 Explain AM and FM receivers

4.2Explain IP radio system
4.3 Describe the operation of tape recorders
4.4 Television Transmission
4.5 IP Television systems

Content: 4.1 Explain AM and FM receivers

4.1.1Sketch labelled block diagrams and explain the function of each
block for the following super heterodyne receivers:
- FM receivers
- AM receivers
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

4.1.2 Describe the principle of super heterodyne receivers in 4.1.1 4.1.3

State the advantages and disadvantages of receivers in 4.1.1. 4.1.4 State
the function and identify basic AM/FM circuits for each of the
following:
- Aerial circuit
- Tuner circuit
- IF circuit
- Demodulator
- AF pre-amplifier
- AF Power amplifier
4.1.5 State the purpose of AGC and AFC in the receivers in 4.1.1.

4.2 Explain IP radio system

4.2.1 Explain IP radio system
4.2.2 Sate the advantages and disadvantages of IP radio systems over
RF

4.3 Describe the operation of tape recorders

4.5.1 Draw a labelled block diagram and state the function of each
block in each tape recorder system.
4.3.2 Explain the principle of operation of tape recorders.
4.3.3 Explain how video and audio is recorded on magnetic disk.
4.3.4 Define the following terms in connection with tape recorders:
- Drop out
- Crosstalk
- Print through
4.3.5 State the advantages and disadvantages of ac bias over dc bias in
tape recorders.
4.3.6 Describe the concept of compact disc players.
4.3.7 Draw a simple block diagram of a CD player.
4.3.8 Explain the principle of operation of a CD player.
4.3.9 State the function of each of the following in video cassette
recorder:
- Head drum
- Pinch roller
- Capstan motor
- Take up real
- Supply reel
- Control track head
4.3.10 Draw labelled diagrams and state function of each block:
- Regulated Power Supply
- Phase locked loop
- Speed control System (DC Motors)
- Digital clock

4.4 Television Transmission

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

4.4.1 Draw a simple monochrome TV transmitter block diagram and

state the functions.
4.4.2 Describe fundamental construction and principle of a mono-
chrome camera (vidicon).
4.4.3 Explain the following terms:
- Picture elements
- Sequential transmission
- Synchronisation
- Persistence of vision
4.4.4 Draw waveform diagram of a composite video signal and define
negative modulation.
4.4.5 State the basic relationship between frequency picture resolution
and bandwidth.
4.4.6 State television bands and channel allocation according to CCIR
standard
4.4.7 State the characteristics of colours, and describe additive and
subtractive mixing of colours. IP Television systems

4.5 IP Television systems

4.5.1 Explain IP TV system

4.5.2 State the advantages and disadvantages of IP TV over VHF

Assessment Tasks: 3 Written and/or oral assessment on the skills and knowledge
required to explain principle of reception of radio and television
signals
14. As outlined in the assessment criteria and content above.
Practical assessment on radio receivers, TV receivers and tape
recorders can carried out to identify the blocks that make up the
sets.

Conditions/Context of 15. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
16. The practical assessment will be conducted in workshop or
simulated on computers in the training institution.
17. The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Basic Communication Artisan tool kit:
 Radio receiver set
 Television receiver set
 VCR
 Tape recorders

Learning Outcome 05 LO5 Describe the process applied in the drone technologies

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Assessment Criteria: 5.1 Appreciate drone technology

5.2 Explain the operation of Unmanned Aerial System (UAS)
5.3 explain the principles involved in UAS flights
5.4 Demonstrate knowledge on Drone regulations

Content: 5.1 Appreciate Drone technology

5.1 Overview and background history of UAVs

5.1.2 Classifications of UAVs:

Scale

Lift generation method

5.1.3 Applications

-military

Government

. Civil

5.1.4 Societal impact and future outlook

5.1.5 Operational considerations

Liability / legal issues

Insurance

Ethical implications

Human factors

LOS / BLOS

5.2 Explain the operation of Unmanned Aerial System (UAS)

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

5.2.1 Unmanned Aerial System (UAS) components

5.2.2. Platforms

-Configurations

-Characteristics

-Applications

5.2.3 Propulsion

Internal combustion engines

Turbine engines

Electric systems 5.2.4 on-board flight control

5.2.6 Payloads

-Sensing / surveillance

-Weaponized

-Delivery

5.2.7 Communications

-Command/control

-Telemetry

5.2.8 Launch / recovery systems

5.2.9 Ground control stations

5.3 Explain the principles involved in UAS flights

5.2.1 Aerodynamics

-lift

-weight

-thrust

-drag

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

5.2.2 Flight performance

-climbing vs. gliding flight

-range / endurance c. stability and control

-flight axes

-flight controls

-Autopilots

5.4 Demonstrate knowledge on Drone Regulatories regulations

5.4.1 Homeland regulatories

- FCC

-FAA

5.4.2 Foreign regulatories

5.4.3 Regulations

-FCC compliance

-UAS registration

-Federal Aircraft Regulations (FARs)

5.4.4 Licensure

5.4.5 Safety considerations

Assessment Tasks: 1.Written and/or oral assessment on the skills and knowledge required
to describe the process applied in the drone technologies

Learning Outcome 06 6 Explain the technology involved in remote sensing process

Assessment Criteria: 6.1 Define remote sensing

6.2 describe the brief history of remote sensing for earth
observation
6.3 Explain the Remote Sensing Basics
6.4 distinguish Frame Captured Sensors and Line Scanners, giving
examples i. Frame Capture 1. Photographic
6.5 State the applications of Remote Sensing

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

CONTENT 6.1 Define remote sensing

6.1.1 Define remote sensing as gathering information about the earth's
surface remotely, and generally encompasses acquiring this data from
aircraft or satellites.

6.2 describe the brief history of remote sensing for earth

observation
- History of photography
-Digital images
- Evolution of platforms.
-Sensor Characteristics

6.3 Explain the following Remote Sensing Basics

- Remote Sensing Data Collection
-Remote Sensing Process
- Earth Observations
- Electromagnetic Radiation
-Atmospheric Energy-Matter Interactions
6.4 distinguish Frame Captured Sensors and Line Scanners, giving
examples
6.4.1 Frame Capture
Photographic Cameras
Digital Cameras
-Video graph
6.4.2 scanners
-Across-track Scanners
-Along-track Scanners
-Hyperspectral Scanners

6.5 State the applications of Remote Sensing

-. Agriculture
Forestry
Geology
Oceanography
Archaeology
Military
Urban Infrastructure
Assessment Tasks: Written and/or oral assessment on the skills and knowledge required
to explain the technology involved in remote sensing process

ASSESSMENT SPECIFICATION GRID

TOPIC TOPIC WEIGHTING%

NO.
01 OSCILLATORS 10

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

02 TRANSMITTERS 20

03 LINE, AERIALS & RADIATION 20

04 RADIO AND TELEVISION RECEPTION 20

05 UNMANNED AERIAL SYSTEM UAS (DRONES 20

06 REMOTE SENSING 10

TOTAL 100%

1 Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
2. Reference Materials (recommended textbooks, recommended readings)

1. Smile P. H. (1990) Introduction to Telecommunication Systems Pitman London

2. Langley G. (1987) Telecommunication primer Pitman
3. Green D. C. Transmission Systems Longman
4. Green D. C. Radio Systems for Technicians Longman
5. Flood Transmission Systems 4th edition
6. Miller Gary Modern Electronic Communication 7 th edition
7. Green D. C. Data Communication Longman
8. Loverjoy Fault and diagnosis in electronic circuits
9. Butters on David Audio; Video and Data Telecommunication
10. K. F. Ibraham Television Receivers
11. Roger L. Freeman Telecommunication Systems
12. J Schiller (2003) Mobile Communication Wesley
13. Lathi P. B. (1998) Modern Digital and Analogue Communication System Oxford
14. Klarr B. S. (2001) Digital Communication Fundamentals and applications Prentice Hall
15. Johnson J. J. (1997) Introductory Radio & TV electronics MacMillan Smith Africa
16 Jha A,R (2016) Theory, Design and applications of Unmanned Aerial Vehicles, CRC press

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Module Code: 323/22/M04

Module Title: COMMUNICATION SYSTEMS INSTALLATION,

MAINTENANCE & REPAIR
ZNQF Level: 4

Credits: 20

Duration: 200 hours

Relationship with Based on Unit Title 5: COMMUNICATION SYSTEMS

Qualification INSTALLATION of the Qualification Standard for a
Standards: communication systems artisan

Pre-requisite modules:  Safety, Health, Environmental and Quality Management

 Communication Systems Wiring
 Communication System Maintenance
 Basic Fault Finding 38

Purpose of Module: This module describes the skills, knowledge and attitudes required by a
communication systems artisan to install communication system
equipment. This includes conducting an installation site survey,
inspection, monitoring, testing and commissioning of the installation.
Access to this module is open to all target groups including unemployed
youths, women and men wishing to establish or improve SMEs in the
installation and maintenance of communication systems equipment.

List of Learning LO1: Conduct installation site survey for communication systems
Outcomes: installations.
LO2: Select installation equipment for communication systems
installations.

LO3: Conduct communication systems installations.

LO4: Test and commission the installed communication system
equipment.

Learning Outcome 01 LO1 Conduct installation site survey for communication systems
installations.

Assessment Criteria: 1.1 Identify suitable Site

1.2 Inspect the site
1.3 Collect necessary measurement requirements
1.4 Produce Bill of Quantities
1.5 Generate detailed site survey report

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Content: LO1: Conduct installation site survey for communication systems

installations.
1.1 Identify suitable site
 State the elements of a good site.
 Identify the specific requirements for the system according to
the work to be done.
 Interpret preliminary layout of the tools and equipment
 Identify procedures to be taken
1.2 Inspect the site
 Interpret site facility diagrams
 Visually inspect the facility
 Assess existing infrastructure
 Identify coverage areas
 Determine preliminary access point locations
 Verify access point locations
 Document findings
1.3 Collect necessary measurement requirements
 Properly identify measuring equipment
according to their role
 Identify and select correct PPE according to their types
1.4 Produce Bill of Quantities
 Quantify all the equipment and components according to the
work to be done.
 Calculate and produce a detailed bill of materials in the correct
format
1.5 Generate detailed site survey report
 Document already installed infrastructure
 Produce a site survey report in the correct format

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to conduct an installation survey for communication
system installation as outlined in the assessment criteria and
content above.
2. Practical assessment on the conducting of an installation survey
for a given communication system installation including the
following of SHEQ requirements, the consideration of
environmental factors which affect the installation, the
identification of the positions of main parts, connectors, cables,
accessories and the production of an installation survey report
based on the performance criteria of the relevant unit standard.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

2. The practical assessment will be conducted in the workplace or

simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.

Learning Outcome 02 LO2 Select installation equipment for communication systems

installations
Assessment Criteria: 2.1 Equipment visual inspection carried out

2.2 Pack list is checked in line with equipment required

2.3 Equipment specific tests performed

Content: LO2: Select installation equipment for communication systems

installations
2.1 Equipment visual inspection carried out

 Identify main parts of different types of communication systems

 Raise materials requisition vouchers

 Collect requested material and verify

 Visually check tools and equipment for possible

2.2 Pack list is checked in line with equipment required

 Generate tools and equipment checklist

 Identify different types of equipment used in communication

systems

 Collect appropriate tools and equipment

 Pack the equipment properly observing good care practices for

the equipment.

2.3 Equipment specific tests performed

 Identify testing procedures for different types of equipment

 Apply electrical safety precautions according to the standards

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Test functionality of relevant equipment

 Document test results

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required for proper selection and testing of equipment for
communication system installations outlined in the assessment
criteria and content above.
2. Practical assessment on the selection of correct tools and
equipment for a given communication system installation
including the resources listed, tools and equipment checklist
availed, specifications tests conducted on the selected equipment
following SHEQ requirements and test report produced.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Signal analyser
 Signal generator
 Network management system
 Power meter
 Multi-meter
 Network maintenance kit
 Rigger Fusion
 Splicer Computer
 Campus
 Range finder
 Set finder
 Drill machine
 Clippers
 Laptop with diagnosis software
 Connector set and light testing
 Earth tester
 Splicing tools
 Standard communication tools box
 Safety belt
 Glue gun
 Ladder
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Learning Outcome 03 LO3 Conduct communication systems installations.

Assessment Criteria 3.1 Site identified and positions marked according to project scope
3.2 Marked positions prepared in line with organisational
requirements
3.3 Equipment assembled in line with project plan
3.4 Equipment mounted in proper positions according to project
plan

Content LO3: Conduct communication systems installations.

3.1 Site identified and positions marked according to project scope
 Observe SHEQ procedures
 Interpret diagrams
 Select appropriate tools and equipment
 Mark mounting positions in line with drawings
 Select proper trunking materials for cable installation
 Measure cables according to specifications
 Mark separate trunking units for power and data.

3.2 Marked positions prepared in line with organisational

requirements
 Drill marked positions/mounting holes to specifications
 Secure the trunking units as per procedure

 Run separate trunking units for power and data

 Label trunking units

3.3 Equipment assembled in line with project plan

 Layout components in sequential order of assembling

 Join components following laid down procedure
 Verify the assembled equipment against the manual diagram
 Test the assembled equipment
 Terminate the cables as per procedure
3.4 Equipment mounted in proper positions according to project
plan
 Mount cabinets/ supporters and units
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Earth metallic frames/ cabinets

 Lay / insert appropriate equipment according to
specifications
 Label mounted cabinets
 Fix rack into position
 Run the cables into the trunking units
 Connect the whole system set up together
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
for interpretation of diagrams, assembling and testing of equipment
for communication system installations outlined in the assessment
criteria and content above.
2. Practical assessment on the correct procedure in assembling and
installation of equipment for a given installation work including
selecting appropriate tools and equipment, mounting position marked
according to specifications, mounting holes drilled according to
specifications, equipment securely fixed into position as per
specification, positioning of racks, and labelling of cabinets following
SHEQ requirements
Conditions/Context of
assessment  Written and/or oral assessment can be conducted in a classroom
environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
 The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
 The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Signal analyser
 Signal generator
 Network management system
 Power meter
 Multi-meter
 Network maintenance kit
 Rigger Fusion
 Splicer
 Computer
 Campus
 Range finder
 Set finder
 Drill machine
 Clippers
 Laptop with diagnosis software
 Connector set and light testing
 Earth tester
 Splicing tools

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Standard communication tools box

 Safety belt
 Glue gun
 Ladder

Learning Outcome 04 LO4 Commission installed equipment

Assessment Criteria 4.1 Necessary test performed in line with system requirements
4.2 Physical site inspection carried out in line with set standards
4.3 Preliminary Acceptance Tests (PAT) documents signed and site
handed over

Content LO4: Test and commission the installed communication system

equipment.
4.1 Necessary tests performed in line with system requirements
 Select appropriate tools and equipment
 Observe SHEQ procedures
 Verify the earth is properly connected
 Test cable for continuity
 Measure the power output
 Connect installed equipment to the power source
 Switch on / power the equipment sequentially according to
procedure
 Switch off the equipment

4.2 Physical site inspection carried out in line with set standards
 Check the site for obstacles to proper signal propagation
 Physically inspect the status of installed equipment
 Check for depth of signal coverage
 Locate power backups in case of power outage

4.3 Preliminary Acceptance Tests (PAT) documents signed and site

handed over
 Select appropriate tools and
 equipment
 Observe SHEQ procedures
 Verify the earth is properly connected
 Test cable for continuity
 Measure the power output
 Connect installed equipment to the power source

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Switch on / power the equipment sequentially according to

procedure
 Switch of the equipment
 Document site acceptance testing as per AT specified format
 Hand over site following set procedures

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
for testing and commissioning of equipment for communication
system installations outlined in the assessment criteria and content
above.
2. Practical assessment on the testing and commissioning of installed
equipment for a given installation work including selection of
appropriate tools and equipment, producing functionality test report
in the correct format, observation of waste management disposal
procedure and site hand over procedure
Conditions/Context of
assessment  Written and/or oral assessment can be conducted in a classroom
environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
 The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
 The context of assessment should include the facilities, tools,
equipment and materials listed below:
• Signal analyser
• Signal generator
• Network management system
• Power meter
• Multi-meter
• Network maintenance kit
• Rigger Fusion
• Splicer Computer
• Campus
• Range finder
• Set finder
• Drill machine
• Clippers
• Laptop with diagnosis software
• Connector set and light testing
• Earth tester
• Splicing tools
• Standard communication tools box
• Safety belt
• Glue gun
• Ladder
 Conduits
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Bolts and nuts

 Cable ties
 Glue sticks
 Insulation tapes
 Drill bits
 Sprague tubes
 Soldering wires

List of Learning LO5: Conduct site Survey.

Outcomes: LO6: Generate network diagram

LO7: Lay wiring cables

LO8: Terminate cables
LO9: Perform testing

Learning Outcome 05 LO5 Conduct site Survey.

Assessment Criteria: 1.1 Carryout site Survey

1.2 Present Equipment Diagram
1.3 Produce Equipment survey report
1.4 Mobilise Resources

Content:
 Carryout site Survey.
( write knowledge required to carryout the above)
 Identify different cables
 Identify different cable connectors
 Interpret the circuit diagrams
 Produce Equipment survey report.
 Produce wiring diagrams
 List of Bill of quantities

 Mobilise Resources Computations of areas

Outline cable specifications
 Collect appropriate tools and equipment
 Test functionality of tools and equipment

Assessment Tasks: 3. Written and/or oral assessment on the skills and knowledge
required to obtain

 Conduct a work survey

 List resources required
 Mobilize resources
 Checklist of tools and equipment
 Conduct functionality test on tools and equipment
 Produce a test report

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Conditions/Context of 4. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
5. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
6. The context of assessment should include the facilities, tools,
equipment and materials listed below.

Learning Outcome 06 LO6 Generate network diagram

Assessment Criteria 2.1 identify the start and completion point (block diagrams)
2.2 produce network wiring diagrams
2.3 Produce a site visit report in accordance with set standards

Content  Identify the logic of sequences in the project at hand

 interpret network diagrams
 Draw a network diagram
 Produce a site report in accordance with the set standard

Assessment Tasks Written and/or oral assessment on the skills and knowledge
required.

 Conduct a work survey

 Draw block diagrams diagram
 Draw a network wiring diagram
 Produce accurate measurements for cables

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
The context of assessment should include the facilities, tools, equipment
and materials listed.

Learning Outcome 07 LO7 Lay wiring cables

Assessment Criteria 3.1 interpret the wiring diagrams

3.2 lay tools and cables in sequential order of assembly
3.3 join components following the wiring diagram
3.4 label the cables

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Assessment Tasks Written and/or oral assessment on the skills and knowledge required :

 Select appropriate cables

 Measure cables according to specifications
 Connect cables as required by the wiring diagram
 Run cables in trunking
 Terminate cables as per procedure
 Produce a test report

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the work place or
simulated work environment in the training institution.
The context of assessment should include the facilities, tools, equipment
and materials listed
Learning Outcome 08 LO8 Terminate cables

Assessment Criteria 4.1 select appropriate skilled team in relation to project work
4.2 Identify and select appropriate tools and equipment
4.3 join the necessary equipment to the layout cables
4.4 test functionality and terminate cables
Assessment Tasks Written and/or oral assessment on the skills and knowledge required :

 Select appropriate tools , equipment and materials

 Select proper trunking materials
 Mobilize resources
 Run separate trunking for power and data cables
 Properly secure and label trunking units
 Terminate cables as per procedure

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the work place or
simulated work environment in the training institution.
The context of assessment should include the facilities, tools, equipment
and materials listed

Learning Outcome 09 LO9 Perform testing

Assessment Criteria 4.1 select appropriate skilled team in relation to project work
4.2 Identify and select appropriate tools and equipment
4.3 Test the cables for continuity

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

4.4 connect the wired system to power source and test for functionality
Assessment Tasks Written and/or oral assessment on the skills and knowledge required :

 Select appropriate tools , equipment and materials

 Observe SHEQ procedures
 Test the cables for continuity
 Connect installed equipment to power source
 Connect the whole system set up together.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the work place or
simulated work environment in the training institution.
The context of assessment should include the facilities, tools, equipment
and materials listed

List of Learning LOCATE FAULTY SECTION

Outcomes:
4.1.1. Safety health environment and quality requirements are
established
4.1.2. Understanding of the overall system and circuit operation.
4.1.3. A good understanding of system fault location methods.
4.1.4. Appropriate tools, test equipment and service manual or at
least a circuit diagram.
4.1.5. Carry out function test which involves,
- The measurement of AC and DC voltages at specified test points.
- Continuity and component measurement.
- Measurement and observation of signal waveforms.
- Visual observation and listening for any audio malfunction.
4.1.6. Fault repair. The faulty component is replaced or repaired and
a final functional test is run to ensure that the equipment/ system is
once again working normally.
4.1.7. Cleaning may be carried out.

Learning Outcome 10 LO10 Locate faulty section

Assessment Criteria: 1.1 Work permit is obtained

1.2 Identify potential hazards faced at work and to the environment
1.3 Observe health and safety regulations
1.4 Dispose waste in line with local regulations
1.5 Practice safe working procedures

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Content: 1.1 Work permit is obtained

 Obtain work permit and job card from the authorities

1.2 Identify potential hazards faced at work and to the environment

 Assess safety, health and environment.
 Identify and demonstrate the knowledge of the factors
relating to industrial safety
 State the safety requirements regarding the use of ladders
and scaffolding.
 Demonstrate the knowledge of the limitation of the above
protective gear
 Demonstrate the ability to effectively isolate a circuit and
any process system before working on it
 Demonstrate the correct methods of manually lifting and
moving loads and importance of clear ways and non-slippery
floors
1.3 Observe health and safety regulations
 Perform basic first aid
Keep a first aid kit in the workshop
Perform staff development on first aid
 Give illustrated examples of conditions under which electric
shock can occur
 Explain and demonstrate the procedures to be used in an
event of an accident to include
Disconnection from supply
Resuscitation methods
Administering First aid- to cuts, burns, abrasions, etc
Fire-fighting methods and fire-fighting equipment.
 Demonstrate the knowledge of the danger associated with
the use of pressurized air and steam carrying pipework
 Identify and recognize plant areas designated as ‘DANGER
WORKING AREAS’
 Comply with danger warning signs in a process plant
 Identify loose connections/terminations and the associated
dangers.

1.4 Dispose waste in line with local regulations

 Identify the places for disposal of waste in a plant using
colour coding or labels and follow laid down pr

Assessment Tasks: 14. Written and/or oral assessment on the skills and knowledge
required to demonstrate Safety, Health, Environment and Quality
(SHEQ) skills grasped as outlined in the assessment criteria and
content above.
15. Practical assessment on the conducting the following of SHEQ
requirements, the consideration of environmental factors which
affect the plant.
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Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the plant or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below:
Firefighting equipment, First Aid Kit, Stretcher beds, Ladder,

Learning Outcome 11 LO11 Establish cause of faults

Assessment Criteria: 4.2.1. Short circuits.

) 4.2.2. Open circuits.
4.2.3. Careless handling during transportation and storage.
4.2.4. Defective design.
4.2.5. Aging of the equipment.

4.2.6. Lack of proper maintenance and care.

4.2.7. Fluctuations in mains voltage.
4.2.8. Excessive current and voltage.
4.2.9. Poor environmental conditions like hostile weather, humidity and
dust atmosphere.

Content: 2.1 Carry out routine tests, checks and inspections of machines and
tools according to specific standards
 Consult planned maintenance schedule
 Obtain work permit
 Isolate work area
 Test for dead on work area
 Earth/barricade/lockout work area
 Carry out maintenance work as scheduled
 Carry out necessary repairs
 Close work permit/order
 Preform-/*/ continuity tests on all

15.2 Identify deteriorations

 Verify terminations
 Check for loose connections
 Verify segregation
 Check for labels and colour coding
 Verify installation specifications and regulation compliance
 Check for rusting and oil all moving parts
 Check for all machine parts that collect water and rid of it all
 Check for wear and tear, rectify all faults

15.3 Label all machines capacity and colour codes

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 Identify and apply relevant IEE regulations to colour coding

 Earthling requirements

2.4 Isolate machine when working on it

 Obtain work permit to carry out repairs
 Carry out risk assessment
 Isolate power and isolate switch gear
 Using appropriate instruments verify whether the correct circuit
has been isolated
 Earth all equipment being isolated
 Post danger warning tags at point of isolation.
 Demonstrate knowledge of the ‘Fail safe’ mode of control
devices
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to demonstrate safe working loads and capacity skills
grasped as outlined in the assessment criteria and content
above.
2. Practical assessment on the conducting the following of load
management factors which affect the plant.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
) conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the plant or
simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:
Safety shower, Chain block, Telephone

Learning Outcome 12 LO12 Rectify /mitgate fault

Assessment Criteria: 4.3.1 Quality audio and picture are established.

4.3.2 Appropriate safety precautions are practiced.
4.3.3 Tools and equipment set according to standards
4.3.4 Gadget is assembled.

Content: 3.1

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Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge required
to demonstrate safety awareness skills grasped as outlined in the
assessment criteria and content above.
2. Practical assessment on the conducting of Safety awareness in the
plant

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the plant or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below:
Firefighting equipment, First Aid Kit, safety awareness
campaigns, regalia, signs and symbols

Learning Outcome 12 LO13 Practise good housekeeping

Assessment Criteria: 4.1 Materials to be sorted and classified

4.2 The 5-S (sorting, setting, shining, standardise, sustain) principle is
applied as per procedure
4.3 Appropriate waste disposal procedures are carried out

Content: 4.1 Materials to be sorted and classified

 Clean work area after use
 Clear gangway of obstacles
 Put back equipment in the rightful places of storage
 Clean and store tools and equipment after use

4.2 The 5-S (sorting, setting, shining, standardise, sustain) principle is

applied as per procedure
 SORT
Sort involves going through all tools, furniture, materials,
equipment in a work area to determine what needs to be
present and what can be removed ie
What is the purpose of the item?
When was it last used?
How frequently is it used?
Who uses it?
Does it need to be there?
 SET IN ORDER
Which people use the item
When are the items used
Which items are used most frequently
Should the items be grouped by type
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Would some placements be more ergonomic for workers than

others
Are more storage containers necessary to keep things
organised
 SHINE
Sweeping
Mopping
Dusting
Wiping down surfaces
Putting materials and tools away etc.
Regular maintenance on equipment and machinery
Planning for maintenance ahead of time
 STANDARDIZE
Assign regular checks
Create schedules
Post instructions so that activities become routines
 SUSTAIN
Keep the 5-S running smoothly
Everyone should be involved
A custom is developed

4.3 Appropriate waste disposal procedures are carried out

 Demonstrate knowledge of the methods of waste disposal
Landfill
Incineration
Waste compaction
Composting
Vermicomposting
 Identify the places for disposal of waste in a plant using colour
coding or labels and follow laid down procedures to dispose
of the following;
Paper
Bottles
Sharp objects
Electronic gadgets
Solvent
Hydrogen and other gases
Paints, lead, is ocyanite, polymers
Coolants, PCB’s etc
Thermal laggings such as asbestos
Mercury and mercury poisonings
 Follow disposal procedure as indicated on the care labels of
electronic equipment

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Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge required
( to demonstrate Housekeeping skills grasped as outlined in the
assessment criteria and content above.
2. Practical assessment on the conducting the following of SHEQ
requirements, the consideration of environmental factors which
affect the plant.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the plant or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below:
Use of cleaning equipment and tools, brooms, brushes, dusters, hoovers,
floor polishers, etc

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of practical and theory assessment: 70% theory and 30% practical.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

Resources:
5. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe National
Qualifications Authority (ZNQA).

6. Facilities, Tools, Equipment and Materials

 Standard communication tools box
 Ladder
 PPE
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 Drilling machine
 Insulation tape
 Cables
 Cable enclosures
 Set finder
 Drill machine
 Clippers
 Connector set and light testing
 Earth tester
 Splicing tools
 Safety belt
 Glue gun
 Multimeter
 Campus
 Range finder
 Conduits Bolts and nuts
 Cable ties
 Glue sticks
 Drill bits
 Sprague tubes
 Soldering wires
o Cutter
o Soldering iron
o Wig
o Soldering wire
o Pliers
o Long nose
o Jumpers
o Various components
o Wrist strap
o Oscilloscope
o Wattmeter
o Signal generator
o Frequency meter

1. Learning resources
Relevant training manual (learner’s guide) - and facilitator’s guide
Library
2. Reference Materials ( recommended textbooks, recommended readings)
List of suitable reference materials using appropriate referencing system which includes:
Author, year of publication, title, publisher, town and country of publication

7. Reference Materials (recommended textbooks, recommended readings)

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SUGGESTED REFERENCES

1. Smile P. H. (1990) Introduction to Telecommunication Systems Pitman London

2. Langley G. (1987) Telecommunication primer Pitman
3. Green D. C. Transmission Systems Longman
4. Green D. C. Radio Systems for Technicians Longman
5. Flood Transmission Systems 4th edition
6. Miller Gary Modern Electronic Communication 7th edition
7. Green D. C. Data Communication Longman
8. Loverjoy Fault and diagnosis in electronic circuits
9. Butterson David Audio; Video and Data Telecommunication
10. K. F. Ibraham Television Receivers
11. Roger L. Freeman Telecommunication Systems
12. J Schiller (2003) Mobile Communication Wesley
13. Lathi P. B. (1998) Modern Digital and Analogue Communication System Oxford
14. Klarr B. S. (2001) Digital Communication Fundamentals and applications Prentice Hall
15. Johnson J. J. (1997) Introductory Radio & TV electronics

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Module Code: 321/22/M03

Module Title: DRAWING, ELECTRICAL CIRCUIT DESIGNING

ZNQF Level: 4

Credits: 15
Duration: 150 hours
Relationship with Based on Unit Standard of Qualification Standard for electrical artisans
Qualification
Standards:

Pre-requisite none
modules:

Purpose of Module: This module describes the skills, knowledge and attitudes required by
an Instrumentation and Control Mechanic, electrical power artisan,
computer services artisan and electronic communication artisan to
understand engineering drawing and electrical circuit design
principles. This unit will enable an individual to design electrical
circuit that meets the IEE, SAZ, and CAS, wiring Regulations,
BS3939 Standards and Electricity Supply Regulations.

List of Learning 6.1 explain and apply the basics of engineering drawing
Outcomes: equipment, types of lines, lettering, the relevant
conventional standards, etc.
6.2 convert orthographic projection drawings to pictorial
views and vice-versa.
6.3 Apply dimensions to orthographic sketches drawings
6.4 produce and interpret section drawings.
6.5 design and interpret Electrical circuit in electrical
power, computer, electronic and Instrumentation and
control engineering.
6.6 use AutoCAD concepts to draw all diagram done on the
drawing board.
6.7 use standard drawing software/CAD to design and
interpret electrical circuits.

Learning Outcome 01 LO1 Explain and apply the basics of engineering drawing
equipment, types of lines, lettering, the relevant conventional
standards, etc.
Assessment Criteria:

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Content: 6.1.1 Explain and apply the basics of engineering:

- drawing equipment

- types of lines

- lettering

- the relevant conventional standards

- numbering and dimensioning

6.1.2 State the importance of presenting drawings to standard.

6.1.3 State the advantages of using drawings as means of technical

communication.

6.1.4 Identify and state the different pencil grades used for drawing
particular lines, arcs and circles.

6.1.5 Identify and state the standard paper sizes used in Engineering
Drawing.

6.1.6 Copy to a given scale.

6.1.7 Identify, use and list drawing instruments and equipment as e.g.
compass, set square, T rule, drawing board.

6.1.8 Identify the different types of lines.

6.1.9 State the use of the different types of lines.

6.1.10 Draw the different types of lines using the appropriate pencil
grades.

6.1.11 Produce clear and uniform freehand letters and numerals in

accordance with BS308.

6.1.12 Draw border lines.

6.1.13 Draw title, blocks and print required information.

6.1.14 Show a working knowledge of BS308: 1972 to Publication PD

7308: 1978.

6.1.15 Bisect a line.

- Construct a perpendicular from a given point to a line.

- Divide a line into proportional parts.

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6.1.16 Define an angle.

- Identify the different types of angle.

- Bisect and angle.

- Construct specific angles without a protractor.

- Copy an angle.

6.1.17 Define a circle.

- Identify parts of a circle.

- Find the centre of a given arc or circle.

- Draw a circle through any three point.

- Join straight lines with arcs.

- Join two or more arcs and circles.

6.1.18 Identify types of triangles.

- Construct a triangle given

- The sides.

- Two angles and sides.

- Perpendicular height and the base.

- Construct the following triangle:

- Inscribed

- Circumscribed

- Escribed

6.1.19 Define a tangent.

- Construct internal and external tangents to any two circles.

6.1.19 Name the regular polygons up to eight sided.

- Construct the above polygons using common and particular

methods

6.1.2 Describe an ellipse and state its parts.

-Construct an ellipse given major and minor axes using:

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- Trammel methods

- Auxiliary circle method

- Rectangular method

- Approximate method

- Focal point method

Assessment Tasks: 4. Written assessment on the skills and knowledge required the of
engineering drawing equipment.

Conditions/Context of 7. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 02 LO2 Convert orthographic projection drawings to pictorial views

and vice-versa.

Assessment Criteria 2.1 Identify types of pictorial drawings.

2.2 Identify types of orthographic drawings.
2.3 Sketch isometric and oblique drawings.
2.4 Draw to a given scale isometric drawing.
2.5 Draw to a given scale oblique drawing.
2.6 Draw to a given scale 1st angle orthographic drawing.
2.7 Draw to a given scale 3st angle orthographic drawing.
2.8 Convert pictorial diagram to orthographic diagram.
2.9 Convert orthographic to pictorial diagram.
2.10 Draw isometric and oblique drawings using AutoCAD.

Content 6.2.1 PICTORAL DRAWING

- State the advantages of pictorial drawings.
- State the two types of pictorial views i.e. isometric and oblique.
- Identify isometric and oblique drawings and sketches.
- Sketch and draw simple engineering components in oblique
and isometric views.
- use AutoCAD concepts to draw pictorial drawings.

6.2.2 ORTHOGRAPHIC PROJECTION

- Define projection.
- Describe how to obtain views in orthographic projection, i.e.
first angle and third angle.
- Explain the difference between first and third angle
orthographic projection.
- Select the side most suitable to be the front view.

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- Appreciate the possibilities of various numbers of views to

completely describe objects.
- Illustrate the positioning (layout) of the views on paper.
- Sketch and draw objects in first and third angle projection,
including hidden details .
- Sketch and draw objects in first and third angle projection
using AutoCAD.
- Convert or orthographic draws (first and third angle) to
pictorial views (isometric and oblique) and vice versa.

Assessment Tasks Written and/or practical assessment on the skills and knowledge
required draw pictorial and orthographic drawings.
Conditions/Context of 1. Written and/or practical assessment can be conducted in a classroom
assessment or computer laboratory environment.

Learning Outcome 03 LO3 Apply dimensions to orthographic sketches drawings

Assessment Criteria

Content - State and illustrate the different methods of dimensioning.

- State and illustrate the basic rules of dimensioning.
- Illustrate the acceptable layout of dimensions.
- Interpret all relevant information from given first and third angle
orthographic views.
- Dimension the sketches and drawings according to standard
conventions.
- Dimension the sketches and drawings using AutoCAD

Assessment Tasks Written and/or practical assessment on the skills and knowledge
required for dimensioning orthographic drawings and sketches.

Conditions/Context of Written and/or practical assessment can be conducted in a classroom

assessment environment.

Learning Outcome 04 LO4 Produce and interpret section drawings.

Assessment Criteria:

Content: - State the reasons for sectioning.

- State the general rules to be observed when sectioning.
- Identify and state the different types of sections.
- List features which are not sectioned.
- Illustrate the correct methods of hatching.
- Interpret relevant information from given section drawings.
- Sketch and draw sectional views of simple engineering
components.
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Assessment Tasks: Written and/or practical assessment on the skills and knowledge
required for sectioning orthographic drawings and sketches.

Conditions/Context of Written and/or practical assessment can be conducted in a classroom

assessment environment.

Learning Outcome 05 LO5 Produce and interpret block and schematic diagrams of
electronic, electrical and instrumentation drawings.
Assessment Criteria:

Content: - Identify BS3939 symbols and state the meaning of each symbol.
- Draw the relevant symbols for all relevant components.
- Identify block and schematic diagrams.
- Interpret all relevant information from given block and schematic
diagrams.

Assessment Tasks: 1. Written assessment on the skills and knowledge required to Identify
BS3939 symbols
2. Written and/or practical assessment on the skills and knowledge
required to drawn electric circuit using BS 3939 symbols.
3. Written and/or oral assessment on the skills and knowledge required
identify and interpret all relevant information from block and
schematic diagrams.

Conditions/Context of 8. Written and/or oral assessment can be conducted in a classroom

assessment environment.

Learning Outcome 06 LO6 Design and interpret Electrical circuit in electrical power,
computer, electronic and instrumentation and control engineering.
Assessment Criteria: 6.1 Obtain circuit application
6.2 Implement the designed circuit
6.3 Modify circuit diagram

Content: 6.6.1 Obtain circuit application

o Obtain oral, written and circuit application
o Draft control/power circuits
o Simulate designed draft circuits

6.6.2 Implement the designed circuit

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o Apply standard drawing software/ CAD.

o Gather drawing instruments/tools/paper.
o Draw drafted circuits to required standards
o Get approval for drawn circuits
o File/Shelf approved drawn circuits

6.6.3 Modify circuit diagram

o Retrieve existing copy of circuit diagram
o Analyse copy of circuit diagram
o Incorporate changes
o Simulate modified circuit diagram
o Adopt modified circuit diagram
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge required to
conduct appropriate Electrical Circuit Designing as outlined in the
assessment criteria and content above.
2. Practical assessment on the conducting the following of SHEQ
requirements, the consideration of environmental factors which affect the
plant.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the plant or
simulated work environment in the training institution.
3. The context of assessment should be as follows for different
courses.

a) Electrical Power Engineering:

- Design and draw AC and DC motor control diagrams (face-plate
starter, thyristor control for DC motors only, DOL and Star-Delta
starters including sequential starting, auto-transformer and rotor
resistance starter)
- Design and draw, using given data and floor plan, simple electrical
installation plans.
- Identify, read, design and interpret power distribution diagrams of
one line and three lines.

b) Electronic Engineering: Instrumentation and Control Systems:

- Identify BS3939 symbols on given circuit diagrams/process loops
and interpret all relevant information from circuit diagrams.
- Design and draw, from given data, circuit diagrams/process loops
using BS3939 symbols (temperature, pressure, level, pH and flow
rate).
- Interpret and draw block diagrams of PLC monitoring systems.
- Design and draw ladder diagrams of a PLC monitoring system using
given data.
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c) Electronic Engineering: Communication Systems

- Interpret and draw circuit symbols for input and output transducers,
for example, microphones and loudspeakers.
- Interpret and draw circuit symbols for filters, amplifiers, Op-amps.
- Interpret symbols for power and signal lines and ground.
- Interpret and draw functional and block diagrams of receivers and
transmitters, for example, radio receiver and T.V.
- Interpret and draw digital symbols and circuits (British and
American), for example, multiplexers, coders, decoders and
demultiplexers.

d) Electronic Engineering: Computer Systems:

- Draw the symbols of various electronic components
- Detailed block diagram of a computer
- Drawing and component layout of motherboard, display card,
Ethernet card, etc

ASSESSMENT SPECIFICATION GRID

TOPIC TOPIC WEIGHTING

NO. %
1 BASICS OF ENGINEERING DRAWING & AUTOCAD 20
2 PICTORIAL DRAWINGS 15
3 ORTHOGRAPHIC 15
4 SECTIONING 10
5 CIRCUIT DESIGN & DIAGRAMS 40
TOTAL 100

Approach to Teaching and Learning:

8. Observation of adult learning principles.
9. Both institution-based and work-based learning to facilitate the integration of theory and practice.
10. Face-to-face education and learning.
11. Problem-based learning.
12. Online/distance education and learning.
13. Blended/hybrid education and learning.
14. Use of social media.

Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited training programmes
and should have qualifications and experience recognised by the Zimbabwe National Qualifications
Authority (ZNQA).
The lecturer should have a minimum of National Diploma in Electrical Power Engineering
8. Facilities, Tools, Equipment and Materials
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Drawing sets
 Computer
 Printer
 AutoCAD
 Multism/Eagle etc

9. Learning Resources

Relevant training manual (learners’ guide) and facilitators’ guide

10. Reference Materials (recommended textbooks, recommended readings)

1. Yarwood (2013) Geometrical & Technical Drawing Book 1 & 2, Thomas Nelson Son Hong Kong
2. Blackie, B. (2018) Technical Drawing Blakie & Son Harare
3. French, Svensen, Helsen & Urbanick (2016) Mechanical Drawing, 8th ed McGrawHill
4. Michael N. (2012) Basic Electrical Installation, 3rd ed. Macmillan Press
5. Morling, K. (2013) Geometric & Engineering Drawing Macmillan Press
6. Panchal V.M. (2014) Engineering Drawing 53rd Ed Chorotar Publishing House
7. Bhatt N.D. (2014) Machine Drawing Chorotar Publishing House
8. Bland, S. (2016) Graded Exercises in Technical Drawing. Macmillan Press
9. Verma, G. (2016) AutoCAD Electrical 2016 Black Book

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Module Code: 321/22/M04

Module Title: COMMUNICATION AND COMPUTER SKILLS

ZNQF Level: 4

Credits: 10

Duration: 150 hours

Relationship with Based on Unit Standard 321/22/M10 Communication and Computer

Qualification Skills of Qualification Standard for Electrical Engineering Discipline
Standards:

Pre-requisite modules: N/A

Purpose of Module: This module describes the skills, knowledge and attitudes required by an
Electrical Engineering Artisan to Communicate and use Computer skills.
The advantages of Communication and Computer skills include. The
ability of students to communicate in different forms of communication,
increased computer literacy and ability to execute roles as competent
employees with basic managerial skills. Access to this module is open to
all target groups including unemployed youths, women and men wishing
to establish or improve SMEs in Maintaining Engines.

List of Learning L01: COMPUTER SKILLS

Outcomes: L02: COMMUNICATION

Learning Outcome 01 COMPUTER SKILLS

Assessment Criteria: 1.1 INTRODUCTION TO COMPUTERS.

1.2 COMPUTER EQUIPMENT AND COMPUTER SYSTEM
ARCHITECTURE
1.3.COMPUTER SECURITY
1.4. COMPUTER SOFTWARE
1.5: APPLICATION PACKAGES SOFTWARE
1.6: COMPUTER NETWORKING

Content: 1.1 INTRODUCTION TO COMPUTERS.

 define a computer and draw the basic structure of a computer

systems
 explain the functions of a computer in terms of the following:
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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

- Receiving (and storing) data

- Processing data
- Outputting data
 list and describe input, output and storage devices of a
computer
 describe and differentiate Random Access Memory and Read
Only Memory
 Describe the evolution of computers from first generation to date
 Describe the following types of computers
 Mini computers
 Micro computers
 Mainframe computers
 Super computers
 Describe the impact of computers in our everyday life.

1.2 COMPUTER EQUIPMENT AND COMPUTER SYSTEM

ARCHITECTURE
 Define computer systems architecture
 state the main functions of each of the under-listed internal
components of a computer system unit:
- Motherboard (ROM, RAM, Processor, Chipsets, Expansion slots)
- Power supply unit (AT & ATX)
- hard disk drive
- CD/DVD -ROM drive
- Processor
 Distinguish between internal and external data storage media
used with computers.
 Care and handling of computer equipment and components
 State the necessary conditions for an ideal computer room
environment .

1.3.COMPUTER SECURITY
 Define the following terms
 computer security
 Data integrity
 Describe the measures to ensure data security
 Describe the major threats to Information Systems/ Computers
 Define computer crime / fraud and describe the different types of
computer crime/fraud
 Describe the measures to compat computer crime
 Describe a Disaster Recovery Plan (DRP)
 Define computer virus and give examples
 Describe the types of computer viruses
 Describe how computers are infected by computer viruses
 State and describe the types of anti virus packages

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1.4. COMPUTER SOFTWARE

 define software.
 explain the following types of software:
 system software
 application software
 define and explain operating system software:
 explain the functions of an operating system
 State and explain the main differences between DOS and
Windows operating system.
 Describe the following user interfaces
 Command Line Interface
 Graphical User Interface
 Perform basic DOS operations
 Navigate a Windows User interface
 Describe the following
- multiprogramming
- Distributed systems
- real time systems
- Online systems
- batch processing systems
 Install an operating system

1.5: APPLICATION PACKAGES SOFTWARE

 Define and explain the functions of an application software
 Describe the following sources of application software giving
advantages and disadvantages
- Customised/In house software
- Off the shelf software
- Open source software
- Shareware
- Freeware
 Describe software piracy and its implications
 Describe software copyright and software licenses
 State and describe the following application packages giving
examples
 Word processing software
 Spreadsheet software
 Database software
 Presentation software
 Navigate and perform basic operations of the above listed
application packages
 Install application packages

1.6: COMPUTER NETWORKING

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

 Define computer network

 State the advantages and disadvantages of networking
 Describe the following networks
 LAN (Local Area Network)
 MAN( Metropolitan Area Network )
 WAN ( Wide Area Network)
 Describe the following types of network topologies
 Bus
 Star
 Ring
 Mesh
 Hybrid
 Describe Network Operating System (NOS) and state its features
 Describe the following transmission media
 Guided/wired
 Twisted pair
 Coaxial cable
 Fibre optic
 Unguided/Wireless media
 WIFI
 Bluetooth
 Infrared
 Microwave
 Describe the Internet and state advantages and disadvantages of
the internet

5. Written and/or oral assessment on the skills and knowledge

required for Communication and Computer skills as outlined in
the assessment criteria and content above.
6. Practical assessment on Communication and Computer skills
include installation of operating systems, application packages,
antivirus software software including SHEQ requirements based
on the performance criteria of the Communication and Computer
skills.

Conditions/Context of 9. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
10. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
11. The context of assessment should include the facilities, tools,
equipment and materials listed below.

Learning Outcome 02 LO2 COMMUNICATION

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Assessment Criteria 2.1 INTRODUCTION TO COMMUNICATION

2.2 LANGUAGE
2.3 SPOKEN COMMUNICATION
2.4 MEETINGS
2.5 BUSINESS LETTERS
2.6 REPORTS
2.7 BUSINESS ORGANISATIONS
2.8 LEGISLATION AFFECTING EMPLOYERS AND
EMPLOYEES.
2.9 BASIC STORES MANAGEMENT

Content 2.1 INTRODUCTION TO COMMUNICATION

 Define and explain the importance of communication
 Describe the different forms of communication
 Describe the following types of communication
 Inter personal communication
 Intra personal communication
 Extra personal communication
 Describe mass communication
 Explain communication theories
 Explain the models of communication
 Linear model
 Interactive model
 Transactional model
 Define the following
- transmitter
- receiver
- decoder
-feedback
 Explain communication breakdown
 Define communication barrier
 Describe the common causes to effective communication
 Describe the different methods of overcoming barriers to
communication

2.2 LANGUAGE
 Define linguistic language
 Identify and describe style and tone
 Construct sentences and paragraphs
 Use appropriate business terms
2.3 SPOKEN COMMUNICATION
 Describe verbal and non-verbal communication
 Appreciate use of verbal communication in
- interviews
- appraisal
- reward
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- counselling
- grievances
-reprimands
-dismissal
- termination
 Describe the advantages and disadvantages of verbal
communication
 Describe oral and written communication stating advantages and
disadvantages of each
 Describe the following
- horizontal communication
- vertical communication
 Describe non-verbal communication stating advantages and
disadvantages
 Describe the different ways/methods of non-verbal
communication
2.4 MEETINGS
 Describe and state the advantages and disadvantages of meetings
 Explain and describe the following:
- Formal (private/public) meetings.
- Committee meetings
- Command meetings
- Annual general meetings
- Extra ordinary meetings
- Board meetings
- Shareholders meetings
 Practice to convene the meetings stated above
 Explain and describe the following terms
- Notice
- Agenda
- minute
 Write notices, agenda and minutes.
 Explain the procedures of meetings.
 define the role of the following in a meeting:
- Chairperson
- Secretary
- Treasurer

2.5 BUSINESS LETTERS

 Define a business letter
 State and classify business letters.
 Describe, write and outline the format of the following:
 Inquiry letter
-describe the following different types of inquiry letters
i. trade inquiry
ii. status inquiry
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iii. general purpose inquiry

 Quotation letter
 Order letter
 Delivery letter
 Collection letter
- Define a collection letter
- Describe features of a collection letter
 Memorandum
 Complaint and adjustment letter.
 Curriculum vitae

2.6 REPORTS
 Define a report
 State the purpose for writing a report
 Describe and write the following different types of reports
- Progress/routine reports.
- Technical reports
- Recommendatory reports.
- Accident reports.
 Outline the format of a report

2.7 BUSINESS ORGANISATIONS

 Describe the contribution of the departments to the enterprise as
a whole.
 Describe the role of the division of labour.
 Appreciate the need for co-operation flow of information,
communication and feedback between departments.
 Describe the following leadership styles and give advantages and
disadvantages of each
- Autocratic
- Democratic
- Bureaucratic
 Appreciate the role of leadership styles, work ethics and human
relations to the success of the enterprise.
2.8 LEGISLATION AFFECTING EMPLOYERS AND
EMPLOYEES.
Appreciate and show understanding of the following :
 Health and Safety Act
 Factories Act
 Workman’s Compensation Act

2.8 BASIC STORES MANAGEMENT

 Differentiate between equipment, tools, consumables and
working capital.
 Explain the purpose of requisition and ordering procedures.

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 Describe the need for material, handling and storage

specifications.
 Understand the effect of depreciation on equipment, capital
equipment and the flow of production.
 Prepare workshop and log book records.
Interpretation of electrical circuit symbols and diagrams

Assessment Tasks 2.1 Written and/or oral assessment on the skills and knowledge required
for Communication and Computer skills as outlined in the
assessment criteria and content above.
2.2 Practical assessment on Communication and Computer skills
include installation of operating systems, application packages,
antivirus software software including SHEQ requirements based on
the performance criteria of the Communication and Computer skills.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.

ASSESSMENT SPECIFICATION GRID

TOPIC TOPIC WEIGHTING

NO %
1 INTRODUCTION TO COMPUTERS 10
2 COMPUTER EQUIPMENT AND COMPUTER SYSTEM 10
ARCHITECTURE
3 COMPUTER SECURITY 5
4 COMPUTER SOFTWARE 10
5 APPLICATION PACKAGES SOFTWARE 5
6 COMPUTER NETWORKING 10
7 INTRODUCTION TO COMMUNICATION 10
8 LANGUAGE 5
9 SPOKEN COMMUNICATION 5

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10 MEETINGS 5
11 BUSINESS LETTERS 10
12 REPORTS 5
12 BUSINESS ORGANISATIONS 5
14 LEGISLATION AFFECTING EMPLOYERS AND EMPLOYEES. 3
15 BASIC STORES MANAGEMENT 2
TOTAL 100

Approach to Teaching and Learning:

8. Observation of adult learning principles.
9. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
10. Face-to-face education and learning.
11. Problem-based learning.
12. Online/distance education and learning.
13. Blended/hybrid education and learning.
14. Use of social media.

Approach to Assessment:
7. Weighting of practical and theory assessment: 70% theory and 30% practical.
8. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.
9. Oral assessment to be conducted by a panel of two or more assessors.
10. RPL assessment.
11. Portfolio of evidence.
12. Assessment of work conducted by both individual learners and teams of learners.
Resources:
8. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe National
Qualifications Authority (ZNQA).

9. Facilities, Tools, Equipment and Materials

 Electrical tool box
 Computer unit
 Application packages software
 Windows operating system
 Computer network
 Mutton cloth
 Computer cleaning solutions
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10. Learning Resources

Relevant training manual (learners’ guide) and facilitators’ guide
11. Reference Materials (recommended textbooks, recommended readings)
1. Bishop, P.(2010) Computer Science Nelson United Kingdom
2 Bradley, R. (2014) Understanding Computer Science Stanley Thornes United Kingdom
3 Bryant R.E. (2016) Computer Systems: A Programmer’s Perspective Macmillan Press
4 Chapman, O. (2011) Data Processing and Information Technology Pearson
5. Giblin, L. (2010) Skill with people Embassy Books
6 Taylor, M. (2017) How To Analyze People Make Profits Easy LLC
7 Kernighan P. (2015) The UNIX Programming Environment Pearson
8 Markel M. (2015) Technical Communication 11th Ed Bufallo
9 Tebtauk E. (2015) Essentials of Technical Communication 3rd Ed Embassy Books

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Module Code: 321/22/M05/1

Module Title: ELECTRICAL AND ELECTRONIC PRINCIPLES 1

ZNQF Level: 4

Credits: 15
Duration: 150 hours
Relationship with Based on Unit Standard of Qualification Standard for electrical artisans
Qualification
Standards:
Pre-requisite modules: none

Purpose of Module: This module describes the skills, knowledge and attitudes required by an
Instrumentation and Control Mechanic, electrical power artisan,
computer services artisan and electronic communication artisan to
understand electrical and electronic principles. This includes defining
basic electrical quantities, solving DC circuit theory, demonstrating
knowledge of electro-magnetic, electric field, DC transients, construction
and operation of single phase transformers. The advantages of basic
electrical principles includes providing a foundation for the study of the
different electrical courses. Access to this module is open to all target
groups including the unemployed youths, women and men wishing to
establish or improve SMEs in electrical engineering.

List of Learning LO1: Units associated with basic electrical quantities

Outcomes: LO2: An introduction to electric circuits
LO3: Batteries and alternative sources of energy
LO4 Series and parallel networks
LO5 : Capacitors and capacitance
LO6: Magnetism
LO7: Electrical measuring instruments and measurements
LO8: Semiconductor diodes
LO9: Transistors

Assessment Criteria: 1.1Demonstrate knowledge of basic electrical units.

1.2 State the electrical quantities
1.3 Summary of terms, units and symbols

Content: LO1 Units associated with basic electrical quantities

 SI units

 current

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 Charge
 Force
 Work
 Power
 Electrical potential and e.m.f.

 Resistance and conductance

 Electrical power and energy

Assessment Tasks: 7. Written assessment on the skills and knowledge required to understand the
units associated with basic electrical.

Conditions/Context of 12. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 02 LO1 An introduction to electric circuits

Assessment Criteria 2.1 Demonstrate knowledge of SI units of charge, force, work and
power.
2.2 Differentiate between resistance and conductance.
2.3 Differentiate between electrical power and energy.
LO2: An introduction to electric circuits

Electrical/electronic system
block diagrams

Standard symbols for electrical components

 Electric current and quantity of electricity

Potential difference and resistance
Basic electrical measuring instruments

 Linear and non-linear devices

Ohm’s law
Multiples and sub-multiples
Conductors and insulators
Electrical power and energy

 Main effects of electric current

Fuses

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Resistance variation

 Resistance and resistivity

Temperature coefficient of resistance

 Resistor colour coding and ohmic values

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand an
introduction to electric circuits units.
Conditions/Context of 13. Written assessment can be conducted in a classroom environment.
assessment
Learning Outcome 03 LO2 Batteries and alternative sources of energy

Assessment Criteria: 3.1Demonstrate knowledge of batteries and alternative sources of

energy.
3.2 Differentiate between Primary and Secondary cells.
3.3 Demonstrate some knowledge associated with some terms used for
batteries e.g, corrosion, cell capacity.

Content LO3: Batteries and alternative sources of energy

 Introduction to batteries

 Some chemical effects of electricity

 The simple cell

 Corrosion

 E.m.f. and internal resistance of a cell

 Primary cells

 Secondary cells

 Cell capacity

 Safe disposal of batteries

 Fuel cells
 Alternative and renewable energy sources
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
on batteries and alternative sources of energy using content above.

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Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment.

Learning Outcome 04 LO4 Series and Parallel networks

Assessment Criteria 4.1 Demonstrate knowledge of series circuits.

4.2 Demonstrate knowledge of parallel circuits.
4.3 Differentiate between relative and absolute voltages.
4.4 Practically wire lamps in series and in parallel.
Content LO4: Series and parallel networks

 Series circuits

 Potential divider

 Parallel networks

 Current division

 Relative and absolute voltages

 Wiring lamps in series and in parallel
Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand series
and parallel circuits.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 05 LO5 Capacitors and capacitance

Assessment Criteria: 5.1Demonstrate knowledge of electrostatics

5.2 Calculate capacitance
5.3 Solve capacitor networks

Content: LO5: Capacitors and capacitance

 Introduction to capacitors

 Electrostatic field

 Electric field strength

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 Capacitance

 Capacitors

 Electric flux density

 Permittivity

 The parallel plate capacitor

 Capacitors connected in parallel and series

 Dielectric strength

 Energy stored in capacitors

 Practical types of capacitor
 Discharging capacitors
Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand the
fundamentals concepts of capacitors and capacitance.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 06 LO6 Magnetism

Assessment Criteria: 6.1Demonstrate knowledge of electromagnetism

6.2 Demonstrate knowledge of electromagnetic induction

Content: 6.1 Electromagnetism

 Magnetic field due to an electric current

 Electromagnets

 Force on a current-carrying conductor

 Principle of operation of a simple d.c. motor

 Principle of operation of a moving-coil instrument

 Force on a charge

6.2 Electromagnetic induction

 Introduction to electromagnetic induction

 Laws of electromagnetic induction

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 Rotation of a loop in a magnetic field

 Inductance
 Inductors
 Energy stored
 Inductance of a coil

 Mutual inductance
Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
magnetism as outlined in the assessment criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 07 LO7 Electrical measuring instruments and measurements

Assessment Criteria: 7.1 describe construction, principle of operation and application of

measuring instruments
7.2 State advantages and disadvantages of moving coil and moving iron
instruments

Content: LO7: Electrical measuring instruments and measurements

 Introduction

 Analogue instruments

 Moving-iron instrument

 The moving-coil rectifier

instrument

 Comparison of moving-coil, moving-iron and moving-coil

rectifier instruments
Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand the
basic fundamentals of electrical measuring instruments and measurements as
outlined in the assessment criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 08 LO8 Semiconductor diodes

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Assessment Criteria: 8.1Demonstrate knowledge of semiconductor material

8.2 Demonstrate knowledge of p-n junction in forward and reverse bias
mode
8.3 Differentiate between different kinds of diodes.
8.4 Describe the formation and structure of the Silicon Controlled
Rectifier.

Content: LO8: Semiconductor diodes

 Types of material

 Semiconductor materials

 Conduction in semiconductor materials

 The p-n junction

 Forward and reverse bias

 Semiconductor diodes

 Characteristics and maximum ratings

 Rectification

 Zener diodes

 Silicon controlled rectifiers

 Light emitting diodes

 Varactor diodes

 Schottky diodes
Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
semiconductor diodes as outlined in the assessment criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 09 LO9 Transistors

Assessment Criteria: 9.1Demonstrate knowledge of transistors.

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9.2 Demonstrate knowledge of Bipolar Junction Transistors and Field

Effect Transistors.
9.3 Draw typical transistor characteristics and maximum ratings.

Content: LO9: Transistors

 Transistor classification

 Bipolar junction transistors (BJT)

 Transistor action

 Leakage current

 Bias and current flow

 Transistor operating configurations

 Bipolar transistor characteristics

 Transistor parameters

 Current gain
 Typical BJT characteristics and maximum ratings

Field effect transistors

 Field effect transistor characteristics

 Typical FET characteristics and

maximum ratings
 Transistor amplifiers

 Load lines
Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
transistors as outlined in the assessment criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

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ASSESSMENT SPECIFICATION GRID

TOPIC TOPIC WEIGHTING

NO. %
1 UNITS ASSOCIATED WITH BASIC ELECTRICAL 10
QUANTITIES
2 AN INTRODUCTION TO ELECTRIC CIRCUITS 10
3 BATTERIES AND ALTERNATIVE SOURCES OF ENERGY 10
4 SERIES AND PARALLEL NETWORKS 15
5 CAPACITORS AND CAPACITANCE 10
6 MAGNETISM 10
7 ELECTRICAL MEASURING INSTRUMENTS AND 10
MEASUREMENTS
8 SEMICONDUCTOR DIODES 10
9 TRANSISTORS 15
TOTAL 100

Approach to Teaching and Learning:

15. Observation of adult learning principles.
16. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
17. Face-to-face education and learning.
18. Problem-based learning.
19. Online/distance education and learning.
20. Blended/hybrid education and learning.
21. Use of social media.
Approach to Assessment:
13. Weighting of practical and theory assessment: 70% theory and 30% practical.
14. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.
15. Oral assessment to be conducted by a panel of two or more assessors.
16. RPL assessment.
17. Portfolio of evidence.
18. Assessment of work conducted by both individual learners and teams of learners.
Resources:
12. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe National
Qualifications Authority (ZNQA).
13. Facilities, Tools, Equipment and Materials
 Electrical tool box
 Digital multi meter
 Ladder
 Laptop

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 Soldering kit
 PPE
 Drilling machine
 Insulation tape
 Mutton cloth
 Detergents
 Cables
 Cable enclosures
 Electrical accessories

14. Learning Resources

Relevant training manual (learners’ guide) and facilitators’ guide
15. Reference Materials (recommended textbooks, recommended readings)

J.O Bird (1997) Electrical circuit theory and technology Butterworth,Heinnman,Oxford

Boylestad Introduction to circuit analysis
S.A Knight (1994) Electrical and Electronic Principles 2
Ashfaq Hussan Electrical Engineering principles Butterworth, Heinnman, Oxford
Ashfaq Hussan Electrical Engineering principles Butterworth, Heinnman, Oxford

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NATIONAL CERTIFICATE IN ELECTRONIC ENGINEERING OMMUNICATION SYSTEMS323/22/CR/0

Module Code: 321/22/M05/2

Module Title: ELECTRICAL AND ELECTRONIC PRINCIPLES 2

ZNQF Level: 4

Credits: 20
Duration: 150 hours
Relationship with Based on Unit Standard of Qualification Standard for electrical artisans
Qualification
Standards:

Pre-requisite modules: none

Purpose of Module: This module describes the skills, knowledge and attitudes required by an
Instrumentation and Control Mechanic, electrical power artisan,
computer services artisan and electronic communication artisan to
understand electrical and electronic principles. This includes an
understanding of D.C. theory, alternating voltages and currents concepts,
single-phase series and parallel AC circuits, D.C. transients, operational
amplifiers and digital electronics fundamentals. The advantages of basic
electrical principles includes providing a foundation for the study of the
different electrical courses. Access to this module is open to all target
groups including the unemployed youths, women and men wishing to
establish or improve SMEs in electrical engineering.

List of Learning LO1: D.C. circuit theory

Outcomes: LO2: Alternating voltages and currents
LO3: Single-phase series a.c. circuits
LO4 Single-phase parallel a.c. circuits
LO5 : D.C. transients
LO6: Operational amplifiers
LO7: Digital electronics fundamentals
Learning Outcome 01 LO1: D.C. circuit theory

Assessment Criteria: 1.1Demonstrate knowledge of D.C. circuit theory.

1.2 State the different theorems
1.3 Perform simple calculations using the theorems.

Content: LO1 D.C. circuit theory

 Introduction

 Kirchhoff’s laws

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 The superposition theorem

 General d.c. circuit theory

 Thévenin’s theorem

 Constant-current source

 Norton’s theorem

 Thévenin and Norton

 equivalent networks
 Maximum power transfer theorem

Assessment Tasks: 8. Written assessment on the skills and knowledge required to understand D.C.
circuit theory.

Conditions/Context of 14. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 02 LO2 Alternating voltages and currents

Assessment Criteria 2.1 Demonstrate knowledge of Alternating Voltages and Currents.

2.2 Demonstrate an understanding of the equation of a sinusoidal.
2.3 Draw waveforms of rectification and smoothed rectification.
LO2: Alternating voltages and currents

 Introduction
The a.c. generator
Waveforms

 A.c. values

 The equation of a sinusoidal

 waveform
Combination of waveforms

 Rectification

 Smoothing of the rectified

 output waveform

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Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
Alternating voltages and currents.
Conditions/Context of 15. Written assessment can be conducted in a classroom environment.
assessment
Learning Outcome 03 LO3 Single-phase series a.c. circuits

Assessment Criteria: 3.1Demonstrate knowledge of single phase a.c. circuits.

3.2 Demonstrate knowledge of pure resistive, inductive and capacitive
a.c. circuits.
3.3 Demonstrate some knowledge of series resonance and Q-factor.

Content LO3: Single-phase series a.c. circuits

 Purely resistive a.c. circuit
 Purely inductive a.c. circuit
 Purely capacitive a.c. circuit

 R–L series a.c. circuit

 R–C series a.c. circuit
 R–L–C series a.c. circuit
 Series resonance
 Q-factor

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
on single phase a.c. series circuits using content above.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment environment.

Learning Outcome 04 LO4 Single-phase parallel a.c. circuits

Assessment Criteria 4.1 Demonstrate knowledge of R-L parallel a.c. circuits.

4.2 Demonstrate knowledge of R-C parallel a.c. circuits.
4.3 Demonstrate knowledge of L-R-C parallel a.c. circuits.
4.4 Demonstrate knowledge of parallel resonance and Q-factor.
Content LO4: Single-phase parallel a.c. circuits

 Introduction

 R–L parallel a.c. circuit

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 R–C parallel a.c. circuit

 L–C parallel circuit

 LR–C parallel a.c. circuit

 Parallel resonance and Q-factor

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
single-phase parallel a.c, circuits.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 05 LO5 D.C. transients

Assessment Criteria: 5.1Demonstrate knowledge of D.C. transients.

5.2 Draw transient curves.
5.3 Demonstrate knowledge of time constants.

Content: LO5: D.C. transients

 Introduction

 Charging a capacitor
 Time constant for a C–R circuit

 Transient curves for a C–R circuit

 Discharging a capacitor

 Current growth in an L–R circuit

 Time constant for an L–R circuit

 Transient curves for an L–R circuit

 Current decay in an L–R circuit

 Switching inductive circuits

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand D.C.
transients.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment
Learning Outcome 06 LO6 Operational amplifiers

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Assessment Criteria: 6.1Demonstrate knowledge of electromagnetism

6.2 Demonstrate knowledge of electromagnetic induction

Content: 6.1 Operational amplifiers

 Introduction to operational amplifiers

 Some op amp parameters

 Op amp inverting amplifier

 Op amp non-inverting amplifier
 Op amp voltage-follower

 Op amp summing amplifier

 Op amp voltage comparator

 Cascaded Op amp circuits

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand Op
amps as outlined in the assessment criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 07 LO7 Digital electronics fundamentals

Assessment Criteria: 7.1 understand the difference between analogue and digital signals.
7.2 Explain, using symbols and truth tables, the operation of logic gates.
7.3 Understand Boolean variables, operations and expressions.

Content: LO7: Digital electronics fundamentals

 Introduction
-Understand the difference between analogue and digital
signals.
-Give examples of digital systems
 LOGIC ELEMENTS
Explain, using symbols and truth tables, the operation of
logic elements.

- AND
- OR
- NOT
- NAND
- NOR
- EX-OR
- EX-NOR
 BOOLEAN

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- Understand the relation between Boolean Mathematics and

digital signals
- Introduce Boolean variables, operations and expressions.
- State Boolean laws and theorems:

- Boolean identities
- De Morgan’s theorems
- Prove the Boolean identities and theorems above using truth
tables.
- Simplify Boolean expressions using the identities and the
karnaugh map.
- Derive Boolean expressions from truth tables (Miniterms only)
and logic circuits.
- Draw the logic circuits to generate Boolean expression.

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand digital
electronics fundamentals.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

ASSESSMENT SPECIFICATION GRID

TOPIC TOPIC WEIGHTING
NO. %
1 D.C. CIRCUIT THEORY 15
2 ALTERNATING VOLTAGES AND CURRENTS 10
3 SINGLE-PHASE SERIES A.C. CIRCUITS 10
4 SINGLE-PHASE PARALLEL A.C. CIRCUITS 10
5 D.C. TRANSIENTS 15
6 OPERATIONAL AMPLIFIERS 15
7 DIGITAL ELECTRONICS FUNDAMENTALS 25
TOTAL 100

Approach to Teaching and Learning:

22. Observation of adult learning principles.
23. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
24. Face-to-face education and learning.
25. Problem-based learning.
26. Online/distance education and learning.
27. Blended/hybrid education and learning.
28. Use of social media.
Approach to Assessment:

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19. Weighting of practical and theory assessment: 70% theory and 30% practical.
20. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.
21. Oral assessment to be conducted by a panel of two or more assessors.
22. RPL assessment.
23. Portfolio of evidence.
24. Assessment of work conducted by both individual learners and teams of learners.
Resources:
16. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe National
Qualifications Authority (ZNQA).
17. Facilities, Tools, Equipment and Materials
 Electrical tool box
 Digital multi meter
 Ladder
 Laptop
 Soldering kit
 PPE
 Drilling machine
 Insulation tape
 Mutton cloth
 Detergents
 Cables
 Cable enclosures
 Electrical accessories

18. Learning Resources

Relevant training manual (learners’ guide) and facilitators’ guide
19. Reference Materials (recommended textbooks, recommended readings)

J.O Bird (1997) Electrical circuit theory and technology Butterworth,Heinnman,Oxford

Boylestad Introduction to circuit analysis
S.A Knight (1994) Electrical and Electronic Principles 2
Ashfaq Hussan Electrical Engineering principles Butterworth, Heinnman, Oxford

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Module Code: 321/22/M06/1

Module Title: ENGINEERING MATHEMATICS 1

ZNQF Level: 4

Credits: 10
Duration: 100 hours
Relationship with Based on Unit Standard of Qualification Standard for electrical artisans
Qualification
Standards:
Pre-requisite none
modules:

Purpose of Module: This module describes the skills, knowledge and attitudes required by an
Instrumentation and Control Mechanic, electrical power artisan,
computer services artisan and electronic communication artisan to
understand engineering mathematical principles. This includes to
identify, formulate, and solve typical electrical mathematical engineering
problems. Access to this module is open to all target groups including the
unemployed youths, women and men wishing to establish or improve
SMEs in electrical engineering.

List of Learning L01 Perform basic arithmetic, algebra calculations and illustrate the
Outcomes: relationship of algebraic equations and associated graphs.

L02 Define, evaluate and solve indices, logarithms , surds and

exponential functions

L03 Define trigonometric functions, describe their

properties and use them in calculating some basic
electrical engineering relationships.

L04 Define position and rotating vectors and illustrate

their applications in electrical engineering.

L05 Define the base of a number and perform basic

calculations in various number systems.

Learning Outcome 01 LO1 PERFORM BASIC ARITHMETIC AND ALGEBRA

CALCULATIONS
Assessment Criteria: 1.1 Demonstrate the knowledge of sketching and plotting of graph
1.2 Demonstrate the knowledge of formulating and solving linear
equations

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1.3 Demonstrate the knowledge of solving linear simultaneous and

quadratic equations by different methods
1.4 With the aid of graphs differentiate between direct and inversely
proportionality

Content: L01.1 Plot a graph of a linear function and determine the gradient and
intercept.

L01.2 Determine the equation of a straight line given:

- Two points on a graph.

- Gradient and one point on a line.

L01.3 Solve algebraically simple equations.

L01.4. Solve algebraically linear simultaneous equations up to two

unknowns by:

- Elimination
- Substitution
- Determinant
- Matrix
L01.5 Solve simple quadratic equations in one
unknown by:
- Factorization
- Quadratic formula
- Completing the square
L01.6 State the difference between direct and inverse
proportionality and solve related problems including joint and
partial variation.

L01.7 Sketch graphs to illustrate direct and inverse proportionality.

Assessment Tasks: 9. Written assessment on the skills and knowledge required to understand the
basic arithmetic and algebra calculations as outlined in the assessment
criteria and content above.

Conditions/Context of 16. Written assessment can be conducted in a classroom environment.

assessment
Learning Outcome 02 LO2 DEFINE, EVALUATE AND SOLVE INDICES,
LOGARITHMS , SURDS AND EXPONENTIAL FUNCTIONS
Assessment Criteria 2.1 Evaluate and simplify expressions involving real number indices
2.2 Define surds and rationalize denominators with surds.
2.3 express numbers in standard form
2.4 Define ,Evaluate and simplify expressions involving logarithms
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2.5 Define exponential functions and sketch graphs of exponential

functions
2.6 determine experimental laws by the use of straight line graphs

Content L02.1 Define indices and state the laws.

L02.2 Evaluate and simplify expressions involving real number indices.

L02.3 Define surds and rationalize denominators with surds.

L02.4 Express numbers in standard form.

L02.5 Define logarithms and state the laws of logarithms.

L02.6 Evaluate and simplify expressions involving logarithms.

L02.7 Define exponential functions and sketch graphs of exponential

functions.

L02.8 Define the natural number and establish it as a base for natural
logarithms.

L02.9 Sketch the graphs of ex and e-x.

L02.10 Solve logarithmic and exponential equations.

L02.11 Determine experimental laws by application of straight line

graphs in the form:

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
to define, solve and evaluate indices, exponential functions, logarithms
and surds as outlined in the assessment criteria and content above.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment environment.

Learning Outcome 03 LO3 DEFINE TRIGONOMETRIC FUNCTIONS, DESCRIBE

THEIR PROPERTIES AND USE THEM IN CALCULATING
SOME BASIC ELECTRICAL ENGINEERING
RELATIONSHIPS.
Assessment Criteria 3.1 define and sketch graphs of trigonometry ratios
3.2 convert radians to degrees and vice versa
3.3 determine amplitude, frequency, period , angular frequency and the
phase angle of a sine wave equation
3.4 state and apply the compound and double angle formulae
3.5 apply trigonometry to ac theory
Content L03.1 Define the six trigonometrical ratios of an angle.

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L03.2 Sketch graphs of sine, cosine and tangent.

L03.3 Convert radians to degrees and vice versa.

L03.4 Convert -axis to time-axis in waveforms leading to Y = Asin (wt

± ) L03.5 Determine frequency and periodic time of waveforms and
establish the relationship between angular frequency ( ), frequency (f)
and period (T) of a function.

L03.6 Derive and apply the fundamental trigonometrical identities:

-
-
-

L03.7 State and apply:

- Compound angle formulae.

- Double angle formulae.
L03.8 Basic application of trigonometry to A. C. theory

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
to calculate engineering relationships and apply trigonometric
functions and their properties as outlined in the assessment criteria
and content above.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment.

Learning Outcome 04 LO4 DEFINE POSITION AND ROTATING VECTORS , AND

ILLUSTRATE THEIR APPLICATIONS IN ELECTRICAL
ENGINEERING
Assessment Criteria: 4.1 distinguish between scalar and vector quantities
4. 2 determine scalar product of two vectors
4.3 add and subtract vectors
4.4 Determine the resultant of a number of phasors
Content: L07.1 Distinguish among free vector, position vector, unit
vector and component vector.

L07.2 Distinguish between scalar and vector quantities giving

examples.
L07.4 Determine the scalar product of two vectors.
L07.3 Add and subtract vectors by:

- Triangular rule
- Parallelogram rule
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- Polygon rule

L07.5 Construct a phasor from a sine wave.

L07.6 Determine the resultant of a number of phasors

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
vectors as outlined in the assessment criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 05 DEFINE THE BASE OF A NUMBER AND PERFORM BASIC

CALCULATIONS IN VARIOUS NUMBER SYSTEMS.
Assessment Criteria: 5.1 Define binary, octal, decimal and hexadecimal number systems
5.2 convert form base to the other

Content: L05.1 Define binary, octal, decimal and hexadecimal number systems
L05.2 Convert from binary to decimal and vice versa
L05.3 Convert from octal to decimal and vice versa
L05.4 Convert from hexadecimal to decimal and vice versa
L05.5Convert from binary to decimal and vice versa via octal
L05.6 Convert from binary to decimal and vice versa via hexadecimal

Assessment Tasks: 10. Written assessment on the skills and knowledge required to
understand number system as outlined in the assessment criteria and
content above.

Conditions/Context of 17. Written assessment can be conducted in a classroom environment.

assessment

Approach to Teaching and Learning:

29. Observation of adult learning principles.
30. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
31. Face-to-face education and learning.
32. Problem-based learning.
33. Online/distance education and learning.
34. Blended/hybrid education and learning.
35. Use of social media.
Approach to Assessment:
25. Weighting of practical and theory assessment: 70% theory and 30% practical.
26. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.

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27. Oral assessment to be conducted by a panel of two or more assessors.

28. RPL assessment.
29. Portfolio of evidence.
30. Assessment of work conducted by both individual learners and teams of learners.
Resources:
20. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe National
Qualifications Authority (ZNQA).
21. Facilities, Tools, Equipment and Materials
Scientific Calculator.
Mathematical Set
Ruler
Sharp pencil

3.0 ASSESSMENT SPECIFICATION GRID

TOPIC NO. TOTAL WEIGHTING%

1 ALGEBRA 25
2 INDICES AND LOGARITHMS 25
3 TRIGONOMETRY AND CIRCULAR 30
MEASURE
4 VECTORS 10
5 NUMBER SYSTEMS 10
TOTAL 100%
4 Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
5 Reference Materials (recommended textbooks, recommended readings)

J.O Bird Basic engineering mathematics 4th to 7th edition Ed Elsevier

Stroud, K.A. and Booth, D.J. (2013) Engineering Mathematics Prentice Hall

Stroud, K.A. (2017) Advanced Engineering Mathematics McMillan UK

Davison R. 2017) Engineering Mathematics Pearson Education Limited

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Module Code: 321/22/M06/2

Module Title: ENGINEERING MATHEMATICS 2

ZNQF Level: 4

Credits: 10
Duration: 100 hours
Relationship with Based on Unit Standard of Qualification Standard for electrical artisans
Qualification
Standards:
Pre-requisite Engineering Mathematics 1
modules:

Purpose of Module: This module describes the skills, knowledge and attitudes required by an
Instrumentation and Control Mechanic, electrical power artisan,
computer services artisan and electronic communication artisan to
understand engineering mathematical principles. This includes to
identify, formulate, and solve typical electrical mathematical engineering
problems. Access to this module is open to all target groups including the
unemployed youths, women and men wishing to establish or improve
SMEs in electrical engineering.

List of Learning L01 Define a function and its derivative and use the derivatives to find
Outcomes: extremes and rates of change, applying the techniques to problems in
electrical engineering.

L02 Define definite and indefinite integrals and perform

basic integration with applications, determination of areas
under curves.

L03 apply complex number arithmetic to periods

phenomenon

L04 explain motion in terms of time, displacement,

velocity and acceleration in a straight line as well as a
circle and perform basic relevant calculations.
L05 define angular velocity and constant angular
acceleration, relate angular to linear motion. Apply
equations of angular motion
Learning Outcome 01 LO1 DEFINE A FUNCTION AND ITS DERIVATIVE AND USE
THE DERIVATIVE AND RATES OF CHANGE, APPLYING
TECHNIQUES TO PROBLEMS IN ELECTRICAL
ENGINEERING

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Assessment Criteria: 1.1 demonstrate the knowledge of differentiation from first principles
1.2 demonstrate the knowledge of differentiation by the general rule
1.3 differentiate a function of a function, a product and a quotient
1.4 apply differential calculus to rates of change of electrical quantities
Content:
L01.1 Define and show that it is the gradient function of

- Apply the gradient

function to obtain gradients of
functions at particular points of the
function.

L01.2 Differentiate from first principles functions with

powers of x up to x3, sin x, cos x , 1n x and ex.

L01.3 Differentiate by the general rule, a function of the form

--------------

L01.4 Differentiate:

- Function of a function
- Product
Quotient

L01.5 Apply differentiation in rates of change of quantities in

the electrical engineering trade.

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
calculus as outlined in the assessment criteria and content above.

Conditions/Context of 18. Written assessment can be conducted in a classroom environment.

assessment
Learning Outcome 02 LO2 DEFINE DEFINITE AND INDEFINITE INTEGRALS AND
PERFORM BASIC INTEGRATION WITH APPLICATIONS,
DETERMINATION OF AREAS UNDER THE CURVE.
Assessment Criteria: 2.1 demonstrate the knowledge of integrating by the general rule
2.2 integrate by substitution
2.3 determine the area under a curve by integration
2.4 determine mean and root mean square values of a sine wave using
integration

Content:
LO2.1 State indefinite integrals of functions such as
.
L02.2 Integrate by substitution functions such as:

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- where n= 1 or n= 2

-
-
- -
-
-
L02.3 Determine the area under a curve.
L02.4 Determine the mean and root mean square value of
a sine wave.

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
calculus as outlined in the assessment criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 03 LO3 APPLY COMPLEX NUMBER ARITHMETIC TO PERIODS

PHENOMENON
Assessment Criteria: 3.1 evaluate the powers of the imaginary number up to j5
3.2 Add, subtract, multiply and divide complex numbers (include
powers and roots).
3.3 Represent complex numbers on an Argand diagram.
3.4 interconvert between Cartesian and polar forms
3.5 solve complex number equations

Content: L03.1 Define a complex number.

5
L03.2 Evaluate the powers of the imaging number up to

L03.3 Add, subtract, multiply and divide complex

numbers in Cartesian form (include powers and roots).
L03.4 Represent complex numbers on an Argand diagram.

L03.5 Interconvert between Cartesian and polar form.

L03.6 Divide, multiply, complex numbers in polar form.
L03.7 solve complex numbers equations
Assessment Tasks: 11. Written assessment on the skills and knowledge required to
understand complex numbers as outlined in the assessment criteria
and content above.

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Conditions/Context of 19. Written assessment can be conducted in a classroom environment.

assessment

Learning Outcome 04 EXPLAIN MOTION IN TERMS OF TIME, DISPLACEMENT,

VELOCITY AND ACCELERATION IN A STRAIGHT LINE.
PERFORM BASIC RELEVANT CALCULATIONS
Assessment Criteria: 4.1 demonstrate the knowledge of velocity/time graphs for solving
problems associated with linear motion
4.2 apply linear motion equations to solve linear motion problems

Content: L04.1 Define:

-Displacement
-Velocity
-Acceleration

L04.2 Construct the velocity/time graphs and apply them to

solve problems associated with linear motion.
L04.3 Apply the following equations in solving problems associated
with linear motion:

L04.4 Adapt equations in LO4.3 for vertical motion under

gravity.

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
displacement, velocity and acceleration as outlined in the assessment
criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment
Learning Outcome 05 DEFINE ANGULAR VELOCITY AND ANGULAR
ACCELERATION, RELATE ANGULAR AND LINEAR
MOTION. APPLY EQUATIONS OF ANGULAR MOTION
Assessment Criteria: 5.1 State and apply Newton’s 3 laws of motion
5.2 convert angular velocity to speed in revs per minute
5.3 relate angular motion to linear motion
5.4 apply angular motion equations to angular motion problems

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Content: L05.1 State and apply Newton’s three Laws of motion

L05.2 Define angular velocity and constant angular

acceleration.
L05.3 Convert angular velocity to speed in revs per minute.
L05.4 Connect frequency and period with angular velocity.
L05.5 Relate angular motion to linear motion.

L05.6 Apply the following equations of angular motion:

Assessment Tasks: 1. Written assessment on the skills and knowledge required to understand
circular motion as outlined in the assessment criteria and content above.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment

Approach to Teaching and Learning:

36. Observation of adult learning principles.
37. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
38. Face-to-face education and learning.
39. Problem-based learning.
40. Online/distance education and learning.
41. Blended/hybrid education and learning.
42. Use of social media.
Approach to Assessment:
31. Weighting of practical and theory assessment: 70% theory and 30% practical.
32. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.
33. Oral assessment to be conducted by a panel of two or more assessors.
34. RPL assessment.
35. Portfolio of evidence.
36. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1 Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe National
Qualifications Authority (ZNQA).
2 Facilities, Tools, Equipment and Materials
Scientific Calculator.

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Mathematical Set
Ruler
Sharp pencil

3 ASSESSMENT SPECIFICATION GRID

TOPIC TOTAL WEIGHTING%

NO.
1 DIFFERENTIAL CALCULUS 20
2 INTEGRAL CALCULUS 20
3 COMPLEX NUMBERS 20
4 LINEAR MOTION 20
5 ANGULAR MOTION 20
TOTAL 100%

4 Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
5 Reference Materials (recommended textbooks, recommended readings)

J.O Bird Basic engineering mathematics 4th to 7th edition Ed Elsevier

Stroud, K.A. and Booth, D.J. (2013) Engineering Mathematics Prentice Hall

Stroud, K.A. (2017) Advanced Engineering Mathematics McMillan UK

Davison R. (2017) Engineering Mathematics Pearson Education Limited

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Module Code: 402/22/M01

Module Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT

ZNQF Level: 4

Credits: 8
Duration: 80 HOURS
Relationship with Based on Unit Standard TBA ENTREPRENEURSHIP SKILLS
Qualification Standards: DEVELOPMENT OF UNIT STANDARD FOR AN
ENTREPRENEUR
Pre-requisite modules: NON

Purpose of Module: This module describes the skills, knowledge and attitudes required by an
entrepreneur to acquire leadership, business and time management,
creative thinking and problem-solving in a job role and industries. This
module will ensure that the entrepreneur will formulate a business plan,
register a company and operate a business. The advantages of
entrepreneurship skills development are that growth and development
are constant, beneficial network is developed and work life autonomy is
possible. Access to this module is open to all youth, man and woman
who want to own a business.

List of Learning LO1: Formulate a business

Outcomes: LO2: Register a company
LO3: Operate a business

Learning Outcome 01 LO1 Formulate a business

Assessment Criteria: 1.1 Formulate a business idea

1.2Produce business plan
1.3 Research on business market
1.4 Compile a financial plan
1.5 Position a product/service
1.6 Envelope survival strategies
1.7 Establish a business environment
1.8 Mobilise financial resources

Content: 1.1.Formulate a business idea

1.1.1Define an entrepreneur
1.1.2 Discuss the various concepts of entrepreneurship
1.1.3 Analyse the various forms of business ownership

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1.2. Produce business plan

1.2.1 Define a business plan
1.2.2Produce an executive summary of your business
1.2.3Describe the business
1.2.4 Provide the organisational structure of the business
1.2.5Describe product/services
1.2.6 Provide market analysis
1.2.7 Give marketing strategies
1.2.8 Provide a financial plan

1.3 Research on business market

1.3.1 Define business market
1.3.2 Study market trends
1.3.3 Analyse market segmentation
1.3.4 Analyse competitors in the market

1.4 Compile a financial plan

1.4.1Plan for staffing and employees
1.42 Forecast on profit and loss
1.4.3 Analysis of cashflow
1.4.5 Prepare a balance sheet

1.5 Position products/services

1.5.1 Define positioning of products and services
1.5.2 Describe the types of product and services positioning
1.5.3 Discuss the importance of product/service positioning

1.6 Envelope survival strategies

1.6.1 Define survival strategies
1.6.2Describe the types of survival strategies
1.6.3Discuss the importance of survival in business

1.7 Establish a business environment

1.7.1Conduct SWOT analysis
1.7.2Discuss price and position products/ services
1.7.3Conduct viable promotions

1.8 Mobilise Financial resources

1.8.1Provide a detailed account of how to bring revenue and funding to
get started
1.8.2Balancing financial statement

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Assessment Tasks: 12. Written and/or oral assessment on the skills and knowledge
required to formulate a business as outlined in the assessment
criteria and content above.
13. Practical assessment on the formulation of a business plan

Conditions/Context of 20. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
21. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
22. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation.

Learning Outcome 02 LO2 Register a company

Assessment Criteria 2.1Prepare company documents

2.2 Process business registration
2.3Secure a place of business operation
2.4Compile rules and regulations

Content
2.1Prepare company documents
2.1.1 Identify business documents
2.1.2 Explain the purpose of books of accounts (cashbooks,ledger,etc)
2.1.3 Explain the importance of business documents

2.2 Process business registration

2.2.1Define company registration
2.2.2Identify the types of companies that can be registered
2.2.3 Describe the requirements needed to register different companies
2.2.4 Discuss the procedures for company registration
2.2.5 Describe the documents that are received after company
registration

2.3 Secure a place of business operation

2.3.1 Identify factors that influence an entrepreneur in securing a place
of business operation
2.3.2 Discuss the macro and micro environmental factors affecting
entrepreneurship
2.3.3 Define SMEs( Small and Medium Enterprises)
2.3.4 Discuss the roles of SMEs

2.4Compile rules and regulations

2.4.1 Define rules and regulations in business
2.4.2 Compile guiding rules and regulations in business
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2.4.3 Explain the importance of rules and regulations in business

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
to registering a company as outlined in the assessment criteria and
content above.
2. Practical assessment on the registering of a business plan
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation
Learning Outcome 03 LO3 Operate a business

Assessment Criteria 3.1Manage a business according to organisation policy

3.2Allocate resources according to line of business
3.3 Cost products in line with procedues
3.4 Price products according to company procedures
3.5 Update and maintain records
3.6 Control stock in line with organisation requirements
3.7 Formulate market plans
3.8 Manage risks in line with organisation requirements
3.9 Adopt growth strategies
3.10 Observe business and give social responsibility
3.11 Practise customer care
3.12 Motivate employees in line with organisational requirements
Content 3.1Manage a business according to organisation policy
3.1.1Define business management
3.1.2 Explain the roles of management in a business
3.1. Discuss the importance of computers as a business management
tool

3.2 Allocate resources according to line of business

3,2.1 Define resource allocation
3.2.2 Explain the importance of properly allocating resources (human,
capital, material)

3.3 Cost products in line with procedures

3.3.1 Define various costing terms
3.3.2 Explain the importance of costing to a business
3.3.3 Describe the costing processes of a business
3.3.4 Calculate using the basic cost - pricing and profit methods in
relation to products/ services
3.4 Price products in line with business policy
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3.4.1 Define various pricing terms

3.4.2 Explain the importance of pricing to a business
3.4.3 Analyse the pricing processes of a business
3.4.4 Calculate prices of products
3.4.5 Describe pricing strategies

3.5 Update and maintain records

3.5.1Define record keeping in business
3.5.2 Identify source business documents
3.5.3 Explain the importance of record keeping
3.5.4 Describe the purposes of books of accounts

3.6 Control stock in line with organisation requirements

3.6.1Define stock control in business
3.6.2Describe the importance of stock control
3.6.3 Outline effective stock control procedures

3.7 Formulate market plans

3.7.1Define marketing
3.7.2 Devise a marketing plan for a business
3.7.3 Explain the Ps of marketing
3.7.4 Discuss the marketing mix strategies

3.8 Manage risks in line with organisation requirements

3.8.1 Define risk management
3.8.2 Discuss the importance of risk covers in entrepreneurship
3.8.3Explain the principles of risk management to a business
3.8.4 Analyse the steps involved in risk management process
3.8.4Identify the various risk management strategies in business

3.9 Adopt growth strategies

3.9.1 Define business growth strategies
3.9.2 Explain the four business growth strategies

3.10 Observe business ethics and give social responsibility

3.10.1 Define business ethics and social responsibility
3.10.2 Explain the imporatance of business ethics to entrepreneurs
3.10.3 Outline social responsibility principles
3.10.4 Explain the importance of social responsibility to the
entreptreneur
3.10.5 Illustrate acts of social responsibility by an entrepreneur in a
community

3.11 Practise customer care

3.11.1 Define customer care
3.11.2 Discuss ten tips of customer care
3.11.3 Explain benefits of customer care
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3.12 Motivate employees in line with organisational requirements

3.12.1 Define motivation
3.12.2 Outline theories of staff motivation in business
3.12.3 Discuss the importance of motivation

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
to operate a business as outlined in the assessment criteria and content
above.
2. Practical assessment on operating a business
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation

Approach to Teaching and Learning:

43. Observation of adult learning principles.
44. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
45. Face-to-face education and learning.
46. Problem-based learning.
47. Online/distance education and learning.
48. Blended/hybrid education and learning.
49. Use of social media.

Approach to Assessment:
37. Weighting of practical and theory assessment: 60% theory and 40% practical.
38. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.
39. Oral assessment to be conducted by a panel of two or more assessors.
40. Portfolio of evidence.
41. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1 Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualification and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).

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22. Facilities, Tools, Equipment and MaterialsFacilities, Tools, Equipment and Materials

 Computer
 Communication equipment
 Data storage devices
 Television
 DVD Recorder/playerGeneric which are relevant to the type of business

23. Learning Resources

Relevant training manual (learners’ guide) and facilitators’ guide

24. Reference Materials (recommended textbooks, recommended readings)

Alderman,P.,J.,(2011) Entrepreneurial Finance,Pearson Education LTD, London

Appleby R (1994) Modern Business Administration
Barringer,B.,R., &Ireland,D.,R.,(2006) Entrepreneurship:Successfully Launching New
Ventures, Pearson Education
Bridge, S., O’Neill , K. & Martin, F., (2009) Understanding Entrerprise: Entrepreneurship
&Small Business, Third Edition, Palgrave Macmillan, London
Burns, P. & Dewhurst, J., (eds)91990)Small Business and Entrepreneurship, Macmillan
Education LTD, Hampshire
City and Guilds, (2012) Hospitality supervision & Leadership, Heinemann, Essex,
Deakins, D., & Freel, M., (2012) Entrepreneurship and Small Firms, McGraw-Hill,Berkshire
Hisrich, R. D. & Peters, M. P. (2016) Entrepreneurship, Tatq McGraw Hill New Delphi Entre
Holt, D.T., (2017) Entrepreneurship, Prentice Hall, London
Jarskoy, H. & Stevenson, D., (2014) International Labour Organisation Start Your Business.
ILO, Harare
Justin Smith (2000) Business Management Trainer’s Guide
Kotler Philip & Armstrong G (2001) Principles of Marketing
Kuratiko, D., F., (2008) Introduction to Entrepreneurship, Cengage Learning , Hampshire
Lee, C.,L., &Melicher,W.,(2012) Entrepreneurial Finance,4th Edition, Cengage Learning,
South Western
Marcourse, I.(2016) Business Studies @nd Ed Hodder Arnold, London
McGuckin Frances (1988) Business for Beginners (A simple step by step Guide to Start Your
New Business)
Mullins L (1999) Management and Organisational Behaviour 5th edition
Need Harm, D, & Dransfield, R.(2000) Advanced Business and Dexel, Oxford
Rae, D., (2007) Entrepreneurship, From opportunity to action, Palgrave Macmillan, New
York
Rwegema , V., U., Entrepreneurship: theory in practice, 2nd edition, Oxford University Press,
Cape Town
Stokes, D., Wilson, N. & Mador, M.,(2010) Entrepreneurshp, Cengage Learning EMEA,
Hampshire
Stoner, J., A. F., Freeman, R., E. & Gilbert, D, R., J. R. (2017) Management 6th Edition,
Prentice Hall International Englenwood Cliffs, New Jersey.
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Van Der Wagen & Davies, C.(1998) Supervision and Leadership, Hospitality Press Pvt Ltd
Elsternwick Victoria
Zimmerer T.W, Scarborough M Norman – Essentials of Entrepreneurship and Small

UNIT 1

Unit Code 402/22/M01

Unit Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT

Level of Unit: Generic

Credits: 8

Occupation: ENTREPRENEUR

Date of Promulgation: TBA

Review Date: TBA AIM OF THE UNIT STANDARD

This unit enables an individual to acquire skills and knowledge in leadership, business and
time management, creative thinking and problem-solving in a job role and industries.

ELEMENT AND
PERFORMANCE CRITERIA

Element 1.1 Formulate a Business

Performance Criteria:

1.1.1 Business idea formulated according to requirements

1.1.2 Business plan produced
1.1.3 Business market researched in line with policy
1.1.4 Financial plan compiled
1.1.5 Product or service positioned in line with specifications
1.1.6 Survival strategies enveloped
1.1.7 Business environment established according to requirements
1.1.8 Financial resources Mobilised

Element 1.2 Register a company

Performance Criteria:
1.2.1 Company documents prepared in line with procedures
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1.2.2 Business registration processed according to policies

1.2.3 Place of business operation secured
1.2.4 Rules and regulations compiled according to business requirements
Element 1.3 Operate a business

Performance Criteria:

1.3.1 Business managed according to organisation policies

1.3.2 Resources allocated according to line of business
1.3.3 Products costed in line with procedures
1.3.4 Products priced according to company procedures
1.3.5 Records updated and maintained
1.3.6 Stock controlled in line with organisation requirements
1.3.7 Marketing plan formulated
1.3.8 Risks managed in line with organisation requirements
1.3.9 Growth strategies adopted
1.3.10 Business ethics observed and social responsibility given
1.3.11 Customer care practised
1.3.12 Employees motivated in line with organisational requirements

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Accounting skills
Record keeping
Customer care skills
Management skills (decision making, planning, organising)
Technological awareness
Marketing skills
Business conduct
Legal awareness
Mobilisation skills
Self-Supervision
Patriotism
Environmental awareness (PESTEL)

GENERIC Resources
SKILLS:
Practical Technological knowledge
skills Communication
Calculations Planning
Skills Organization
Creativity Controlling
Sense of Human relation skills
initiative Interpersonal skills
Ability to Analytical skills
Marshall
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RANGE STATEMENT:

Tools and Equipment

Generic which are relevant to the type of business
Materials
Generic which are relevant to the type of business

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Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and
demonstrate competency in all the elements and performance criteria of this
unit standard.

Accredited assessors will conduct assessment. The results of the assessment

will be submitted to ZIMEQA. A candidate can apply to ZIMEQA for
documentary evidence of their achievements.

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Module Code: 401/22/M01

Module Title: NATIONAL STUDIES

ZNQF Level: Generic

Credits: 8
Duration: 80 hours
Relationship with Based on Unit Standard TBA
Qualification Standards: NATIONAL STUDIES UNIT STANDARD FOR PATRIOTIC
CITIZEN
Pre-requisite modules: NON

Purpose of Module: This module describes the skills, knowledge and attitudes required by
a patriotic citizen to develop values that make them proud to be
Zimbabweans. This includes maintaining a Zimbabwean culture,
preserving Zimbabwean History, assembling components of colonial
effects, analysing post-independence socio-economic and political
developments, assembling components of legal and parliamentary
affairs, carrying out a feasibility study on peace, conflict and
resolution as well as participating in civic responsibilities. This is
important in producing an informed and responsible citizen prepared
to defend and develop the country. Access to this module is open to
all target groups, which include the unemployed youth, men and
women willing to develop their country.
List of Learning LO1: Maintain a Zimbabwean culture
Outcomes: LO2: Preserve Zimbabwean History
LO3: Assemble components of colonial effects
LO4: Analyse post-independence socio-economic and political
developments
LO5: Carry out a feasibility study on peace, conflict and resolution
LO6: Participate in civic responsibilities
LO7 Assemble components of legal and parliamentary affairs
Learning Outcome 01 Maintain a Zimbabwean culture

Assessment Criteria: 1.1. Preserve cultural heritage

1.2. Conserve cultural artefacts
1.3. Demonstrate knowledge of Zimbabwean culture
1.4. Capture records of maintaining natural resources of Zimbabwe
1.5. Preserve indigenous knowledge systems

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Content: 1.1.Preserve cultural heritage

1.1.1. Definition of cultural heritage
1.1.2. Types of cultural heritage
1.1.3. Importance of cultural heritage
1.1.4. Indigenous methods of preserving and conserving cultural heritage
1.1.5. Modern ways of preserving and conserving cultural heritage
1.1.6. Role of national and international organisations in protecting
cultural heritage

1.2. Conserve cultural artefacts

1.2.1. Identification of cultural artefacts
1.2.2. Threats to cultural artefacts
1.2.3. Importance of cultural artefacts
1.2.4. Ways of protecting cultural artefacts

1.3. Demonstrate knowledge of Zimbabwean culture

1.3.1. Components of Zimbabwean culture
1.3.2. Significance of components of the Zimbabwean Culture
1.3.3. Threats to various components of the Zimbabwean Culture
1.3.4. Ways of upholding the Zimbabwean Culture

1.4. Capture records of maintaining natural resources of Zimbabwe

1.4.1. Types of natural resources
1.4.2. Importance of natural resources
1.4.3. Indigenous and modern methods of protecting natural
Resources
1.4.4. National and international statutes that protect national
Resources

1.5. Preserve indigenous knowledge systems

1.5.1. Definition of indigenous knowledge systems
1.5.2. Components of indigenous knowledge systems
1.5.3. Meanings and significance of indigenous knowledge systems
1.5.4. Insights gained from indigenous knowledge systems
Assessment Tasks: 14. Written assessment on the skills and knowledge required maintain a
Zimbabwean Culture as highlighted above.
15. Practical based assignment on ways of preserving cultural heritage
sites within their communities.

Conditions/Context of 23. Written assessment can be conducted in a classroom environment.

assessment 24. The practical based assignment assessment will be conducted based
on observations in their communities

Learning Outcome 02 Preserve Zimbabwean History

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Assessment Criteria 2.1 Identify pre-colonial states

2.2 Analyse precolonial political structure
2.3 Record achievements of precolonial history
2.4 Record colonial history
2.5 Record role of Christian missionaries
2.6 Record occupation of Zimbabwe
2.7 Trace causes of first /second Chimurenga
Content 2.1 Identify pre-colonial states
2.1.1 Defining term pre-colonial
2.1.2. Identifying precolonial states
2.1.3 Pre- colonial socio-economic organisation
2.1.4. Causes of decline of pre-colonial states
2.1.5. Influence of pre-colonial civilisation on contemporary society

2.2 Analyse precolonial political structure

2.2.1 System of governance of pre-colonial states
2.2.2 Features of the pre-colonial system
2.2.3. Influence of precolonial governance on contemporary society

2.3 Record achievements of precolonial history

2.3.1 Impact of precolonial achievements and
political development

2.4 Record colonial history

2.4.1 Partition and colonisation of Africa
2.4.2 Berlin conference
2.4.3 Causes/ reasons for the colonisation/occupation of Zimbabwe
2.4.4 Colonisation steps/processes in Zimbabwe

2.5. Record role of Christian missionaries

2.5.1 Socio-economic and political impact of Christian
missionaries in
Zimbabwe

2.6. Record occupation of Zimbabwe

2.6.1 Colonial Administration from 1894 to 1923
1.2.6.2 Socio-economic and political impact of colonisation in Zimbabwe

2.7 Trace causes of first /Second Chimurenga

2.7.1 Causes and results of the Anglo-Ndebele war
1.7.2 Causes and results of the 1st Chimurenga/Umvukela
2.7.3. African reaction to socio-economic and political colonial
administration
2.7.4. Causes and results of the 2nd Chimurenga
2.7.5. Socio-economic and political impact of the 1st and 2nd Chimurenga
2.7.6. Prosecution of the war of liberation
2.7.6 Social and political impact of heroes/heroines
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Assessment Tasks: 1. Written or oral assessment on the skills and knowledge required to
assess the understanding of Zimbabwean History.
2. Practical activities based on observations within and outside the
institution that demonstrate understanding of Zimbabwean history.
Conditions/Context of 1. Written assessment can be conducted in a classroom environment or
assessment practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based
on participation/observations in their communities

Learning Outcome 03 Assemble components of colonial effects

Assessment Criteria 3.1 Demarcate administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water
Vegetation, etc.)
3.3. Change traditional religion
3.4. Introduce foreign food crops and livestock
3.5. Change forms of trade
3.6. Change education systems
3.7. Introduce new legal systems
3.8. Introduce Capitalistic relations
3.9. Violate Human rights
3.10. Analyse results of colonisation
Content 3.1 Demarcate administrative boundaries
3.1.1. Factors that led to demarcation of boundaries
3.1.2. Distribution of land and uses
3.1.3. Consequences of establishing administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water

Vegetation etc.)
3.2.1. Geographical distribution of available resources
3.2.2. Measures enacted to exploit the resources
3.2.3. Consequences of exploiting the resources (Social, political,
economic)
3.3. Change traditional religion
3.3.1. The nature of African traditional religion prior to colonisation
3.3.2. The role of religion in the African societies
3.3.3. The introduction of foreign religion
3.3.4. The effect of foreign religion on African societies
3.3.5. The place of African Traditional religion in contemporary
society

3.4. Introduce foreign food crops and livestock

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3.4.1. Nature and significance of African food crops and livestock

3.4.2. Types of foreign crops introduced
3.4.3. Consequences of the foreign crops and livestock on African
Societies
3.4.4. The sustainability of traditional versus foreign crops and
livestock in contemporary Zimbabwean society

3.5. Change forms of trade

3.5.1. Nature and benefits of trade prior to colonisation
3.5.2. Nature of trade during colonisation
3.5.3. Effects of trade during colonial era on African societies.
3.5.4. Influence of trade patterns to contemporary society

3.6. Change education systems

3.6.1. Nature and purpose of Traditional African Education system
3.6.2. Nature and purpose of Colonial education
3.6.3. Consequences of Colonial education on African Societies
3.6.4. Influence of colonial education to contemporary society

3.7. Introduce new legal systems

3.7.1. Nature of African legal system prior to colonisation.
3.7.2. Nature of colonial legislation (social, political and economic)
3.7.3. Purpose of colonial legal system
3.7.5. Consequences of colonial legal system to colonial and
contemporary African societies

3.8. Introduce Capitalistic relations

3.8.1. Nature of African relations before colonisation
3.8.2. Introduction of capitalist relations
3.8.3. Effects of capitalist relations during the colonial era and the
contemporary society

3.9. Violate Human rights

3.9.1. Definition of human rights
3.9.2. Nature of human rights violations in the colonial era
3.9.3. Response to human rights violations during the colonial era

3.10. Analyse results of colonisation

3.10.1. Social effects of colonisation on African Societies
3.10.2. Economic effects of colonisation on African Societies
3.10.3. Political effects of colonisation on African societies
3.10.4. Benefits and non-benefits of colonisation
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
consequences of colonisation on the African Societies.

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2. Practical based assignment on observable socio-politico and

economic effects of colonisation within their communities.
Conditions/Context of 1. Written assessment can be conducted in a classroom environment.
assessment 2. The practical based assignment assessment will be conducted based
on observations in their communities
Learning outcome O4 Analyse post-independence socio-economic and political
developments
Assessment Criteria 4.1 Analyse socio-economic, political developments
4.2 Formulate Policies
4.3 Adopt measures to address colonial injustices

Content 4.1 Examine socio-economic and political developments

4.1.1 Social-economic and political post-independence developments
4.1.2 Critique of post-independent development

4.2 Formulate Policies

4.2.1 Legislation that addressed colonial injustices
4.2.2 Impact of post-independent legislation
4.2.3 Comparison of colonial and post-independence legislation

4.3 Adopt measures to address colonial injustices

4.3.1 Socio-economic and political measures to address colonial
injustices
4.3.2 Impact of measures to address colonial injustices
4.3.3 Colonial vestiges
4.3.4 Strategies to address colonial vestiges

Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
achievements and challenges of post-independent in Zimbabwe.
2. Practical based assignment on observable socio-economic and
political developments in their communities.
Conditions/Context of 1. Written assessment can be conducted in a classroom environment.
assessment 2. The practical based assignment assessment will be conducted based
on observations in their communities
Learning Outcome 05 Carry out a feasibility study on peace, conflict and resolution

Assessment Criteria 5.1. Demonstrate Conflict and resolution styles

5.2. Demonstrate 3Cs between Zimbabwe and the global
community
5.3. Analyse Strategies for sustaining peace
5.4. Analyse the influence of multi-national companies in developing
countries
5.5. Examine the benefits of International capital to developing countries
Content 5.1. Demonstrate Conflict and resolution styles
5.1.1 Defining conflict and conflict resolution
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5.1.2 Identifying and explaining conflict resolution styles

5.1.3 Impact of conflict resolution to socio-economic
development
5.1.5 Traditional African conflict resolution methods.

5.2. Demonstrate 3Cs between Zimbabwe and the global community

5.2.1 Defining terms Conflict, competition and co-operation
5.2.2 Impact of 3Cs to economic development
5.2.3 Approaches/Theories to International Relations
5.2.4 Global power balance
5.2.5 Zimbabwean foreign policy
5.2.6 Zimbabwean regional and international interventions

5.3. Analyse Strategies for sustainable peace

5.3.1 Defining peace and sustainable peace
5.3.2 Importance of peace to socio-economic and political
Development
5.3.3. Impact of sanctions on development
5.3.4 Strategies for sustainable peace
5.3.5 Role of NGOs in the development of sustainable peace
5.3.6 Role of media in promoting and maintaining peace

5.4. Analyse the influence of multi-national companies in

developing countries
5.4.1 Role of multi-national companies in developing countries
5.4.2 International capital and imperialism
5.4.3 The IMF/WB Institutions
5.4.4 Impact of Non-Governmental Organisations in developing
countries

5.5 Examine the benefits of International capital to developing

countries
5.5.1 Characteristics of finance capital
5.5.2 International economic relations
5.5.3 Features of Globalisation
5.5.4 Benefits and non-benefits of globalisation
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
importance of understanding the importance of peace, conflict and
resolution on socio-economic developments in Zimbabwe.
2. Practical based assignment on observable socio-economic and
political developments in their communities.
Conditions/Context of 1. Written assessment can be conducted in a classroom environment.
assessment 2. The practical based assignment assessment will be conducted based
on observations in their communities
Learning Outcome 06 Participate in civic responsibilities

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Assessment Criteria 6.1 Undertake Civic responsibilities

6.2 Observe participation in Disaster Management
6.3 Adopt Citizen duties

Content 6.1 Undertake Civic responsibilities

6.1.1. Definition of civic responsibilities
6.1.2. Civic responsibility activities
6.1.3. Justification for civic responsibilities

6.2. Observe participation in Disaster Management

6.2.1. Definition of disaster management
6.2.2. Justification for participation in disaster management
6.2.3. Sustainable disaster management practices

6.3 Adopt Citizen duties

6.3.1. Definition of terms: citizen and citizen duties
6.3.2. Identification and explanation of citizen duties(Socio-
economic & political)
6.3.3. Citizen rights
6.3.4. Importance of citizen duties
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to
assess the understanding of citizen duties and responsibilities.
2. Practical activities within and outside the institution that
demonstrate civic duties and responsibilities by community
participation
Conditions/Context of 1. Written assessment can be conducted in a classroom environment or
assessment practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based
on participation/observations in their communities
Learning outcome 07: Assemble components of legal and parliamentary affairs

Assessment Criteria 7.1 Identify and explain origins of law

7.2 Observe constitutional provisions
7.3 Identify and explain arms of the state
7.4 Explain Law making process
Content 7.1 Identify and explain the origins of law
7.1.1 Definition of legal terms
7.1.2 Purpose of the law to the community
7.1.3 Classification of the law
7.1.4 Sources of law in Zimbabwe

7.2 Observe constitutional provisions

7.2.1 Justification of a Zimbabwean constitution
7.2.2 Constitutional Rights as enshrined in the Zimbabwean constitution
7.2.3 Benefits of constitutional rights to the community
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7.2.3 Enforcement of rights

7.2.4 Role played by stakeholders in upholding constitutional rights
(NGO, Civil Societies and victim friendly units)
7.2.5. Impediments to exercising human rights
7.2.6. Role of constitution in the community

7.3 Observe arms of the state

7.3.1 Identification of the three arms of state
7.3.2 Duties and functions of the three arms of the state
7.3.3 Importance of separation of powers to Zimbabwe

7.4 Explain Law making process

7.4.1 Steps in the Law making
7.4.2 Role of community in law making process
Assessment Tasks 1.Written or oral assessment on the skills and knowledge required to
assess the understanding of legal and parliamentary affairs.
2. Practical activities within and outside the institution that
demonstrate the importance of participating in legal and
parliamentary activities.
Conditions/Context of 1. Written assessment can be conducted in a classroom environment or
assessment practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based on
participation/observations in their communities.

Approach to Teaching and Learning:

50. Observation of adult learning principles; both institution-based and work-based learning to
facilitate the integration of theory and practice.
51. Face-to-face education and learning.
52. Problem-based learning.
53. Online/distance education and learning.
54. Blended/hybrid education and learning.
55. Use of social media.

Approach to Assessment:
42. Weighting of institution-based and examination -based assessment: 60% institution-based
assessment and 40% examination.
43. Portfolio of evidence.

Resources:
25. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone a Bachelor’s Degree in History
or equivalent.

26. Facilities, Tools, Equipment and Materials

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 Computer
 Communication equipment
 Data storage devices
 Television
 DVD Recorder/player

27. Learning Resources
- Artefacts
- Resource persons
- Museums and heritage sites
- Videos and audio materials

28. Reference Materials (recommended textbooks, recommended readings)

American Heritage Dictionary of the English Language, Fifth Edition (2011), Houghton Mifflin.
Astrow, A., 1983. Zimbabwe: A Revolution That Lost Its. Way, pp.1980-1986.
Banana, C. ed., 1989. Turmoil and tenacity: Zimbabwe 1890-1990. College Press.

Batchelor, P., Kingma, K. and Lamb, G. eds., 2004. Demilitarisation and Peace-building in Southern
Africa: Concepts and processes (Vol. 1). Gower Publishing, Ltd.

Birmingham, D. and Martin, P. eds., 1983. History of Central Africa (Vol. 2). Addison-Wesley
Longman Limited.
Centre for Peace Initiatives in Africa, 2005. Zimbabwe: The Next 25 Years. Benaby
Printing and Publishing.
Change African Indigenous Knowledge and Disciplines
Chirimuuta, C., Gudhlanga, E. and Bhukuvhani, C., 2012. Indigenous knowledge systems: a panacea
in education for development?
Chitiyo, T.K., 2000. Land violence and compensation: reconceptualising Zimbabwe's land and war
veterans' debate. Track Two: Constructive Approaches to Community and Political Conflict, 9(1).

Chitsike, F., 2003, December. A critical analysis of the land reform programme in Zimbabwe. In 2nd
FIG Regional Conference (pp. 2-5).

Collins English Dictionary – Complete and Unabridged, 12th Edition (2014) HarperCollins.

De Villiers, B., 2003. Land reform: issues and challenges: a comparative overview of experiences in
Zimbabwe. Namibia, South Africa and Australia, Johannesburg: Konrad Adenauer Publications.
Emeagwali and Dei, G, J.S (Eds) (2014), Anti-Colonial Educational Perspectives for Transformative
Government of Zimbabwe, 2013. The Constitution of the Republic of Zimbabwe Amendment
(No.20).
Hammar, A., Jensen, S. and Raftopoulos, B. eds., 2003. Zimbabwe's unfinished business: Rethinking
land, state and nation in the context of crisis. Weaver Press.
Hayes, D., 1980. Human Rights, Sussex, Wayland Publishers.

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Kriger, N., 1995. The politics of creating national heroes: The search for political legitimacy and
national identity. Soldiers in Zimbabwe’s liberation war, 1, pp.139-162.

Lalonde, A., 1991. African indigenous knowledge and its relevance to environment and development
activities. Canadian International Development Agency.
Madhuku, L. 2004. Law, Politics and the Land Reform Process. In Masiyiwa, S. 2004. Post-
Independence Land Reform in Zimbabwe: Controversies and Impact on the Economy.

Mkabela, Q., 2005. Using the Afrocentric method in researching indigenous African culture. The
qualitative report, 10(1), pp.178-190.
Mlambo, A.S., 2014. A history of Zimbabwe. Cambridge University Press.
Moyo, S., 2004. Overall impacts of the fast track land reform programme. African Institute for
Agrarian Studies.
Moyo, S., 2006. The evolution of Zimbabwe’s land acquisition. University of Zimbabwe (UZ)
Publications/Michigan State University (MSU).
Ogunbanjo, M.B., Human Rights in Africa in the new Global Order: A Dilemma?

Raftopoulos, B. and Mlambo, A. eds., 2009. Becoming Zimbabwe. A History from the Pre-colonial
Period to 2008: A History from the Pre-colonial Period to 2008. African Books Collective.

Ranger, T., 1985. Peasant Consciousness and Guerrilla Warfare in Zimbabwe: A Comparative
Study. Harare: McMillan.

Ranger, T.O. ed., 1968. Aspects of Central African History. Northwestern University Press.
Richardson, C., 2004. The collapse of Zimbabwe in the wake of the 2000-2003 land reforms.
Schmidt, E.S., 1992. Peasants, traders and wives: Shona women in the history of Zimbabwe, 1870-
1939.
Shaw, W.H., 2003. ‘They Stole Our Land’: debating the expropriation of white farms in
Zimbabwe. The Journal of Modern African Studies, 41(1), pp.75-89.
Shamuyarira, N.M., 1966. Crisis in Rhodesia.
Warren, D.M., 1989. Linking scientific and indigenous agricultural systems.
Zikhali, P., 2008. Fast track land reform, tenure security, and investments in Zimbabwe (No. dp-08-
23-efd).

UNIT 1

Unit Code 401/22/M01

Unit Title: National Studies

Level of Unit: Generic

Credits: 8

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Occupation:Patriotic Citizen

Date of Promulgation: TBA

Review Date: TBA AIM OF THE UNIT STANDARD

This unit helps people to develop values that make them proud to be Zimbabweans.

ELEMENT AND
PERFORMANCE CRITERIA

Element 1.1 Maintain a Zimbabwean culture

Performance Criteria:
1.1.9 Cultural heritage preserved
1.1.10 Cultural artefacts conserved
1.1.11 Knowledge of Zimbabwe culture demonstrated
1.1.12 Records of maintaining natural resources of Zimbabwe captured
1.1.13 Indigenous knowledge systems preserved

Element 1.2 Preserve Zimbabwean History

Performance Criteria:
1.2.1 Pre-colonial states identified
1.2.2 Precolonial political structure analysed
1.2.3 Achievements of precolonial history recorded
1.2.4 Colonial history recorded
1.2.5 Role of Christian missionaries recorded
1.2.6 Occupation of Zimbabwe recorded
1.2.7 Causes of First /Second Chimurenga traced

Element 1.3 Assemble components of colonial effects

Performance Criteria:
1.3.1 New administrative boundaries demarcated
1.3.2 Natural resources exploited (minerals, wildlife, land, water, vegetation etc)
1.3.3 Traditional religion changed
1.3.4 Foreign food crops and livestock introduced
1.3.5 Education systems changed
1.3.6 Capitalistic relations introduced
1.3.7 New legal systems introduced
1.3.8. Forms of trade changed
1.3.9 Human rights violated
1.3.10 Results of colonisation analysed

Element 1.4 Analyse post-independence socio-economic and political

developments
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Performance Criteria:
1.4.1 Socio-economic and political developments examined
1.4.2 Policies formulated
1.4.3 Measures to address colonial injustices adopted

Element 1.5 Carry out a feasibility study on peace, conflict and resolution

Performance Criteria:
1.5.1 Conflict and resolution styles demonstrated
1.5.2 3Cs between Zimbabwe and the global community demonstrated
1.5.3 Strategies for sustaining peace analysed
15.4 Influence of multi-national companies in developing countries analysed
1.5.5 Benefits of International capital to developing countries examined.

Element 1.6 Participate in civic responsibilities

Performance Criteria:
1.6.1 Civic responsibilities undertaken
1.6.2 Participation in disaster management observed
1.6.3 Citizen duties adopted

Element 1.7 Assemble components of legal and parliamentary affairs

Performance Criteria:
1.7.1 Origins of law identified and explained
1.7.2 Constitutional provisions observed
1.7.3 Arms of the state identified and explained
1.7.4 Law making process explained

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Record keeping skills
Customer care skills
Management skills (decision making, planning, organising)
Technological awareness
Problem-solving skills
Interpersonal skills
Legal awareness
Mobilisation skills
Upholding norms, values and social aspects of Zimbabwean culture.
Patriotism
Environmental awareness skills
Legal awareness
Critical thinking skills
Research skills
Problem-solving skills
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Maintaining Zimbabwean culture

Social responsible
Abreast with global current events
Tool handling skills

GENERIC Communication
SKILLS: Positive regard
Patriotic Planning
Practical Organisation
skills Controlling
Tolerance Human relation skills
skills Interpersonal skills
Technologica Critical thinking skills
l knowledge Analytical skills
Good attitude
Good morals
Acceptance of others
Servant hood
Committed cadre to National Agenda
Quest for more knowledge
Social skills

RANGE STATEMENT:

TOOLS AND EQUIPMENT:

Generic which are relevant to the type of business.

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MATERIALS:
Generic which are relevant to the type of business.

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and
demonstrate competency in all the elements and performance criteria of this
unit standard.

Accredited assessors will conduct assessment. The results of the assessment will be submitted to
ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence

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MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, SCIENCE AND

TECHNOLOGY DEVELOPMENT

HIGHER EXAMINATIONS COUNCIL (HEXCO)

QUALIFICATION STANDARD

FOR

COMMUNICATION SYSTEMS ARTISAN

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SECTOR: ELECTRICAL & ELECTRONICS ENGINEERING

QUALIFICATION FOR A COMMUNICATION SYSTEMS ARTISAN

QUALIFICATION CODE: TBA

LEVEL: NATIONAL CERTIFICATE

DATE OF PROMULGATION: TBA

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DEFINITION OF TERMS

Assessment A process of collecting evidence of a learner’s work to measure and make

judgements about the achievement or non-achievement of the specified
National Qualifications Framework standards or qualifications.

Certification Awarding of approved documentary evidence of a qualification.

Competences Critical relevant knowledge, skills and attitudes a learner requires in order
required in to achieve specified outcomes before assessment.
readiness for
assessment

Credit The value assigned to a unit completed or a value assigned to a unit

standard which reflects the relative time and effort required to complete
the outcomes.

Date of Date when standard and qualification have been approved, registered and
promulgation gazetted.

Duration The minimum notional hours required by a learner to attain all the
competences in a unit standard.

Element The smallest component of a unit with a meaningful outcome.

Generic skills Universal skills which apply to more than one occupation.

Level descriptor A specific indicator of competence level on the ZQF.

Occupation A group of related economically beneficial work activities performed by a

person.

Performance A statement of competence or achievement against which the attainment

criteria of outcomes is measured.

Qualification Formal award of recognition of the achievement of the required

competency and/or capability level of the Zimbabwe Qualifications
Framework as may be determined by the relevant bodies registered for
such purpose by the Authority.

Range statement The context or conditions within which a competence is performed and
assessed that include tools, equipment, materials and duration.

Review Date Date of revision of qualification standard as and when necessary but not
later than three years from date of issue.

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Sector A section of the economy in which operators produce or provide similar

products or services.

Standard Registered statement of desired education and training outcomes and their
assessment criteria.

Unit The smallest combination of work activities capable of being a full-time

economically beneficial occupation.

Unit Standard Registered statement(s) of desired education and training outcomes, their
associated assessment criteria together with administrative information as
specified.

ZQF National qualifications framework approved by the minister for

registration of national standards and qualifications.

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UNIT TITLES

NO. UNIT CREDITS

1 Safety, Health, Environmental and Quality Management 20

2 Communication Systems Wiring 20

3 Communication System Maintenance 20
4 Basic Fault Finding 20
5 Communication Systems Installation 20
6 Communication Systems Quality Testing 20

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SUMMARY OF STANDARD

UNIT UNIT TITLE CREDITS ELEMENTS

NO.
1 Safety, Health, 20 1.1 Use appropriate personal protective
Environmental and equipment
Quality Management 1.2 Adhere to work permits
1.3 Adhere to local and international SHE
standards
1.4 Use equipment safely

2 Communication 20 2.1 Conduct site survey

Systems Wiring 2.2 Generate network diagram
2.3 Lay wiring cables
2.4 Terminate cables
2.5 Perform testing

3 Communication 20 3.1 Prepare maintenance schedule

System Maintenance 3.2 Implement work schedule
3.3 Measure/test performance
3.4 Complete log-sheet

4 Basic Fault Finding 38 4.1 Locate fault section

4.2 Establish cause of fault
4.3 Rectify/mitigate fault

5 Communication 20 5.1 Carryout site survey

Systems Installation 5.2 Select installation equipment
5.3 Install equipment
5.4 Commission installed equipment

6 Communication 20 6.1 Establish systems requirements

Systems Quality parameters
Testing 6.2 Run system
6.3 Analyse results

UNIT 1
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Unit Title 1 SAFETY, HEALTH, ENVIRONMENTAL AND QUALITY

MANAGEMENT
Unit Code

ZQF Level: NATIONAL CERTIFICATE

Credits: 40

Occupation: COMMUNICATION SYSTEMS ARTISAN

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

This unit will enable an individual to maintain safe working environment and exercise safety
precautions.

ELEMENTS AND PERFORMANCE CRITERIA

Element 1.1 Conduct Hazard Identification Risk Assessment (HIRA)

Performance Criteria:

1.1.1 Hazards and risks associated with a task are identified

1.1.2 Relevant regulations and permits are adhered to
1.1.3 Possible mitigatory measures are instigated.

Element 1.2 Guarantee SHEQ at workplace

Performance Criteria:

1.2.1 Appropriate PPE is issued/ worn.

1.2.2 PPE is inspected for suitability
1.2.3 Training needs are identified
1.2.4 Appropriate training is done
1.2.5 Adherence to SHEQ regulations is monitored

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Element 1.3 Perform Housekeeping

Performance Criteria:

1.3.1 Materials to be sorted are classified

1.3.2 The 5-S (sorting, setting, shining, standardise, sustain) principle is applied as per procedure
1.3.3 Appropriate waste disposal procedures are carried out.

Element 1.4 Adhere to emergency preparedness procedures

Performance Criteria:

1.4.1 Pre- induction is carried out

1.4.2 Workplace dangers and appropriate mitigatory measures are identified
1.4.3 Emergency alarms are adhered to

Competences required for assessment

First Aid techniques

Personal protective equipment
Firefighting methods
Local and international SHEQ standards

Generic Skills:

Literacy
Communication
Planning
Team work

Range Statement:

Tools and Equipment

First Aid Kit

Personal Protective Equipment

Materials

Tablets
Bandages

Duration: 200 hours

Assessment and Certification:

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In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their
achievements.

UNIT 2

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Title 2: COMMUNICATION SYSTEMS WIRING

Unit Code

ZQF Level: NATIONAL CERTIFICATE

Credits: 34

Occupation: COMMUNICATION SYSTEMS ARTISAN

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to lay communication systems cables as per required standards.

ELEMENTS AND PERFORMANCE CRITERIA

Element 2.1 Conduct site survey

Performance Criteria:

2.1.1 Network coverage predictions established

2.1.2 Site identified in line with predictions
2.1.3 Site assessed and inspected
2.1.4 Necessary measurements taken in line with materials and equipment to be used
2.1.5 Bill of Quantities generated
2.1.6 Site survey report produced and all pictorial evidence attached

Element 2.2 Generate network diagram

Performance Criteria:

2.2.1 Appropriate tools and equipment selected

2.2.2 Flow of work events scheduled
2.2.3 Scale ratio drawn in line with site survey results
2.2.4 Cable paths identified
2.2.5 Network diagram produced

Element 2.3 Lay wiring cables

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Performance Criteria:

2.3.1 Site is prepared in line with requirements

2.3.2 Cables are cut according to measurements
2.3.3 Cables secured for protection
2.3.4 Cables installed in line with Standards Operating Procedures

Element 2.4 Terminate cables

Performance Criteria:

2.4.1 Equipment termination points and connectors identified

2.4.2 Network cable connectors mounted
2.4.3 Network cables with connectors inserted in specific termination points
2.4.4 Short network cables used to reduce/minimise signal losses

Element 2.5 Perform testing

Performance Criteria:

2.5.1 Cable connectors tested in line with cable losses requirements

2.5.2 Link between end points tested
2.5.3 Network connection hubs tested to ensure communication between network elements is
established
2.5.4 Test run results collected and analysed
2.5.5 Recommendation report generated and submitted to relevant offices
2.5.6 Preliminary Acceptance Tests (PAT) document signed

Competences required in readiness for assessment.

Knowledge of communication systems cables

Standard cable colour coding
Cable terminating
Laying procedure
soldiering

Generic Skills

Health and safety

Communication
Planning
Computer literacy
Accuracy
Team work
Research
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Problem solving
Innovativeness
Troubleshooting

Range Statement:

Tools and equipment

Standard communication systems tool box

Crimping tools
Krone tools
Cable tester
Ladder
Safety belts
Glue gun
Drilling machine

Materials

Screws
Bolts and nuts
Glue sticks
Insulation tapes
Cable clips/ties
RJ plugs
Conduits
Trunking
Hacksaw blades

Duration 340 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their
achievements.

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UNIT 3

Title 3: COMMUNICATION SYSTEMS MAINTANANCE

Unit Code

ZQF Level: NATIONAL CERTIFICATE

Credits:

Occupation: COMMUNICATION SYSTEMS ARTISAN

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual monitor and control communication systems variances to required
standards.

ELEMENTS AND PERFORMANCE CRITERIA

Element 3.1 Prepare maintenance schedule

Performance Criteria:

3.1.1 Maintenance schedules classified according to level of faults

3.1.2 Maintenance priorities set according to degree of fault
3.1.3 Maintenance charts/cards prepared

Element 3.2 Implement work schedule

Performance Criteria:

3.2.1 Periodic work schedules done in line with set time lines
3.2.2 Routine checks carried out according to organisational rules of practice
3.2.3 Irregularities noted and corrected

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Element 3.3 Measure /test performance

Performance Criteria:

3.3.1 Machine/communication system to be tested is identified

3.3.2 Relevant tools and equipment selected
3.3.3 Power is induced into the system in line with systems power requirements
3.3.4 Variances to the expected results noted
3.3.5 Variances analysed and corrective action taken

Element 3.4 Complete log sheet

Performance Criteria:

3.4.1 Daily routine checks and duties performed according to organisation rules and regulations
3.4.2 Systems operation logs are collected from system
3.4.3 Log-sheet is updated

Competences required in readiness for assessment.

Standards Operating Procedures

Knowledge of communication systems
Splicings
Soldering
Alignment
Cable terminating
Innovativeness
Programming
Configuration

Generic Skills

Health and safety

Communication
Planning
Computer literacy
Accuracy
Team work
Research
Problem solving
Innovativeness
Troubleshooting

Range Statement:
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Tools and equipment

Site master
Software Based Graphical User Interface (GUI)
Splicing tools
Whats meter
Campus
Frequency counter
Range finder
Temtms pocket
Oscilloscope
Testphone
Tone generator

Materials

Soldering wire
Contact cleaner
Insulation tape
Test equipment batteries
Mutton cloth
Methylated spirit
Alcohol
Ear plugs
Respirators

Duration 380 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their
achievements.

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UNIT 4

Title 4: BASIC FAULT FINDING

Unit Code

ZQF Level: NATIONAL CERTIFICATE

Credits: 38

Occupation: COMMUNICATION SYSTEMS ARTISAN

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to to rectify communication systems faults and its cause.

ELEMENTS AND PERFORMANCE CRITERIA

Element 4.1 Locate fault section

Performance Criteria:

4.1.1 Faults reports received from users of the systems

4.1.2 Physical inspection is carried out
4.1.3 Sectional diagnosis is carried out
4.1.4 Fault section is isolated

Element 4.2 Establish cause of fault

Performance Criteria:

4.2.1 Common causes of faults are listed

4.2.2 Fault lined to common causes
4.2.3 Common cause of faults is verified and noted
4.2.4 Machine performance history analysed

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Element 4.3 Rectify/mitigate fault

Performance Criteria:

4.3.1 Fault or alarm removed/cleared from system

4.3.2 Fault unit replaced or configuration changes implements
4.3.3 Equipment tested according to set standards
4.3.4 Mitigatory measures taken

Competences required in readiness for assessment.

Programming
Configuration
Electronic circuits troubleshooting
Knowledge of circuit diagrams
Innovativeness
Problem solving

Generic Skills

Health and safety

Communication
Planning
Computer literacy
Accuracy
Team work
Research
Problem solving
Innovativeness
Troubleshooting

Range Statement:

Tools and equipment

Digital multimetre
Site master
Software Based Graphical User Interface (GUI)
Splicing tools
Whats meter
Campus
Frequency counter
Range finder
Temtms pocket
Oscilloscope
Testphone
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Tone generator

Materials

Stay wire
Sprage tube
Cable ties
Insulation tape
Cable connectors
Soldering wire
Flux

Duration 200 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their
achievements.

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UNIT 5

Title 5: COMMUNICATION SYSTEMS INSTALLATION

Unit Code

ZQF Level: NATIONAL CERTIFICATE

Credits: 32

Occupation: COMMUNICATION SYSTEMS ARTISAN

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to identify suitable site for installation.

ELEMENTS AND PERFORMANCE CRITERIA

Element 5.1 Carryout site survey

Performance Criteria:

5.1.1 Site is identified

5.1.2 Site is inspected
5.1.3 Necessary measurements requir4ments collected
5.1.4 Bill of Quantities produced
5.1.5 Detailed site survey report generated

Element 5.2 Select installation equipment

Performance Criteria:

5.2.1 Equipment visual inspection carried out

5.2.2 Pack list is checked in line with equipment required
5.2.3 Equipment specific tests performed

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Element 5.3 Install equipment

Performance Criteria:

5.3.1 Site identified and positions marked according to project scope

5.3.2 Marked positions prepared in line with organisational requirements
5.3.3 Equipment assembled in line with project plan
5.3.4 Equipment mounted in proper positions according to project plan

Element 5.4 Commission installed equipment

Performance Criteria:

5.4.1 Necessary test performed in line with system requirements

5.4.2 Physical site inspection carried out in line with set standards
5.4.3 Preliminary Acceptance Tests (PAT) documents signed and site handed over

Competences required in readiness for assessment.

Splicing
Table terminating
Soldering
Alignment
Standard installation procedures
Knowledge of engineering materials
Innovativeness

Generic Skills

Health and safety

Communication
Planning
Computer literacy
Accuracy
Team work
Research
Problem solving
Innovativeness
Troubleshooting

Range Statement:

Tools and equipment

Campus
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Range finder
Set finder
Drill machine
Crippers
Laptop with diagnosis’s software
Connector set and light testing
Earth tester
Splicing tools
Standard communication tools box
Safety belt
Glue gun
Ladder
multimeter

Materials

Conduits
Bolts and nuts
Cable ties
Glue sticks
Insulation tapes
Drill bits
Sprage tubes
Soldering wires

Duration 320 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their
achievements.

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UNIT 6

Title 6: COMMUNICATION SYSTEMS QUALITY TESTING

Unit Code

ZQF Level: NATIONAL CERTIFICATE

Credits: 46

Occupation: COMMUNICATION SYSTEMS ARTISAN

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to analyse communication systems results according to set
standards

ELEMENTS AND PERFORMANCE CRITERIA

Element 6.1 Establish systems requirement parameters

Performance Criteria:

6.1.1 Systems requirements listed

6.1.2 Equipment specifications compiled in line with requirements
6.1.3 System requirements compared with equipment specifications

Element 6.2 Run system

Performance Criteria:

6.2.1 Test and optimisation equipment selected

6.2.2 Specific run/operational conditions set according to required standards
6.2.3 Equipment tested in accordance with specified working conditions
6.2.4 Output results noted

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Element 6.3 Analyse results

Performance Criteria:

6.3.1 Results collected from system

6.3.2 Results compared with standards specifications
6.3.3 Variances noted
6.3.4 Recommendation report for acquisitions or site acceptance generated

Competences required in readiness for assessment.

Knowledge of test tools and equipment

Knowledge if circuit diagrams
Accuracy
Innovativeness
Communication systems standards
Control systems

Generic Skills

Health and safety

Communication
Planning
Computer literacy
Accuracy
Team work
Research
Problem solving
Innovativeness
Troubleshooting

Range Statement:

Tools and equipment

Oscilloscope
Digital multimeter
Site master
Software based GUI
Laptop
Campus
Range finder
TEMS Pocket
Test phone

Materials
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Batteries
Mutton cloth
Masking tape
Terminal lugs
Respirator
Ear plugs

Duration 200 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their
achievements.

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Module Code: 402/22/M01

Module Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT

ZNQF Level: 4

Credits: 8
Duration: 80 HOURS
Relationship with Based on Unit Standard TBA ENTREPRENEURSHIP SKILLS
Qualification DEVELOPMENT OF UNIT STANDARD FOR AN
Standards: ENTREPRENEUR
Pre-requisite modules: NON

Purpose of Module: This module describes the skills, knowledge and attitudes required by
an entrepreneur to acquire leadership, business and time management,
creative thinking and problem-solving in a job role and industries. This
module will ensure that the entrepreneur will formulate a business plan,
register a company and operate a business. The advantages of
entrepreneurship skills development are that growth and development
are constant, beneficial network is developed and work life autonomy
is possible. Access to this module is open to all youth, man and woman
who want to own a business.
List of Learning LO1: Formulate a business
Outcomes: LO2: Register a company
LO3: Operate a business

Learning Outcome 01 Formulate a business

Assessment Criteria: 1.1 Formulate a business idea

1.2Produce business plan
1.3 Research on business market
1.4 Compile a financial plan
1.5 Position a product/service
1.6 Envelope survival strategies
1.7 Establish a business environment
1.8 Mobilise financial resources

Content: 1.1.Formulate a business idea

1.1.1Define an entrepreneur
1.1.2 Discuss the various concepts of entrepreneurship
1.1.3 Analyse the various forms of business ownership

1.2. Produce business plan

1.2.1 Define a business plan
1.2.2Produce an executive summary of your business
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1.2.3Describe the business

1.2.4 Provide the organisational structure of the business
1.2.5Describe product/services
1.2.6 Provide market analysis
1.2.7 Give marketing strategies
1.2.8 Provide a financial plan

1.3 Research on business market

1.3.1 Define business market
1.3.2 Study market trends
1.3.3 Analyse market segmentation
1.3.4 Analyse competitors in the market

1.4 Compile a financial plan

1.4.1Plan for staffing and employees
1.42 Forecast on profit and loss
1.4.3 Analysis of cashflow
1.4.5 Prepare a balance sheet

1.5 Position products/services

1.5.1 Define positioning of products and services
1.5.2 Describe the types of product and services positioning
1.5.3 Discuss the importance of product/service positioning

1.6 Envelope survival strategies

1.6.1 Define survival strategies
1.6.2Describe the types of survival strategies
1.6.3Discuss the importance of survival in business

1.7 Establish a business environment

1.7.1Conduct SWOT analysis
1.7.2Discuss price and position products/ services
1.7.3Conduct viable promotions

1.8 Mobilise Financial resources

1.8.1Provide a detailed account of how to bring revenue and funding
to get started
1.8.2Balancing financial statement

Assessment Tasks: 16. Written and/or oral assessment on the skills and knowledge
required to formulate a business as outlined in the assessment
criteria and content above.
17. Practical assessment on the formulation of a business plan

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Conditions/Context of 25. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
26. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
27. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation.

Learning Outcome 02 Register a company

Assessment Criteria 2.1Prepare company documents

2.2 Process business registration
2.3Secure a place of business operation
2.4Compile rules and regulations
Content 2.1Prepare company documents
2.1.1 Identify business documents
2.1.2 Explain the purpose of books of accounts (cashbooks, ledger,
etc)
2.1.3 Explain the importance of business documents

2.2 Process business registration

2.2.1Define company registration
2.2.2Identify the types of companies that can be registered
2.2.3 Describe the requirements needed to register different companies
2.2.4 Discuss the procedures for company registration
2.2.5 Describe the documents that are received after company
registration

2.3 Secure a place of business operation

2.3.1 Identify factors that influence an entrepreneur in securing a
place of business operation
2.3.2 Discuss the macro and micro environmental factors affecting
entrepreneurship
2.3.3 Define SMEs( Small and Medium Enterprises)
2.3.4 Discuss the roles of SMEs

2.4Compile rules and regulations

2.4.1 Define rules and regulations in business
2.4.2 Compile guiding rules and regulations in business
2.4.3 Explain the importance of rules and regulations in business
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
to registering a company as outlined in the assessment criteria and
content above.
2. Practical assessment on the registering of a business plan

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Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation
Learning Outcome 03 Operate a business

Assessment Criteria 3.1Manage a business according to organisation policy

3.2Allocate resources according to line of business
3.3 Cost products in line with procedures
3.4 Price products according to company procedures
3.5 Update and maintain records
3.6 Control stock in line with organisation requirements
3.7 Formulate market plans
3.8 Manage risks in line with organisation requirements
3.9 Adopt growth strategies
3.10 Observe business and give social responsibility
3.11 Practise customer care
3.12 Motivate employees in line with organisational requirements
Content 3.1Manage a business according to organisation policy
3.1.1Define business management
3.1.2 Explain the roles of management in a business
3.1. Discuss the importance of computers as a business management
tool

3.2 Allocate resources according to line of business

3,2.1 Define resource allocation
3.2.2 Explain the importance of properly allocating resources (human,
capital, material)

3.3 Cost products in line with procedures

3.3.1 Define various costing terms
3.3.2 Explain the importance of costing to a business
3.3.3 Describe the costing processes of a business
3.3.4 Calculate using the basic cost - pricing and profit methods in
relation to products/ services
3.4 Price products in line with business policy
3.4.1 Define various pricing terms
3.4.2 Explain the importance of pricing to a business
3.4.3 Analyse the pricing processes of a business
3.4.4 Calculate prices of products
3.4.5 Describe pricing strategies

3.5 Update and maintain records

3.5.1Define record keeping in business
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3.5.2 Identify source business documents

3.5.3 Explain the importance of record keeping
3.5.4 Describe the purposes of books of accounts

3.6 Control stock in line with organisation requirements

3.6.1Define stock control in business
3.6.2Describe the importance of stock control
3.6.3 Outline effective stock control procedures

3.7 Formulate market plans

3.7.1Define marketing
3.7.2 Devise a marketing plan for a business
3.7.3 Explain the Ps of marketing
3.7.4 Discuss the marketing mix strategies

3.8 Manage risks in line with organisation requirements

3.8.1 Define risk management
3.8.2 Discuss the importance of risk covers in entrepreneurship
3.8.3Explain the principles of risk management to a business
3.8.4 Analyse the steps involved in risk management process
3.8.4Identify the various risk management strategies in business

3.9 Adopt growth strategies

3.9.1 Define business growth strategies
3.9.2 Explain the four business growth strategies

3.10 Observe business ethics and give social responsibility

3.10.1 Define business ethics and social responsibility
3.10.2 Explain the importance of business ethics to entrepreneurs
3.10.3 Outline social responsibility principles
3.10.4 Explain the importance of social responsibility to the
entreptreneur
3.10.5 Illustrate acts of social responsibility by an entrepreneur in a
community

3.11 Practise customer care

3.11.1 Define customer care
3.11.2 Discuss ten tips of customer care
3.11.3 Explain benefits of customer care

3.12 Motivate employees in line with organisational requirements

3.12.1 Define motivation
3.12.2 Outline theories of staff motivation in business
3.12.3 Discuss the importance of motivation

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Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required
to operate a business as outlined in the assessment criteria and content
above.
2. Practical assessment on operating a business
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation

Approach to Teaching and Learning:

56. Observation of adult learning principles.
57. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
58. Face-to-face education and learning.
59. Problem-based learning.
60. Online/distance education and learning.
61. Blended/hybrid education and learning.
62. Use of social media.

Approach to Assessment:
44. Weighting of practical and theory assessment: 60% theory and 40% practical.
45. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.
46. Oral assessment to be conducted by a panel of two or more assessors.
47. Portfolio of evidence.
48. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1 Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualification and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).

29. Facilities, Tools, Equipment and Materials Facilities, Tools, Equipment and Materials

 Computer
 Communication equipment
 Data storage devices
 Television
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 DVD Recorder/player Generic which are relevant to the type of business

30. Learning Resources

Relevant training manual (learners’ guide) and facilitators’ guide

31. Reference Materials (recommended textbooks, recommended readings)

Alderman,P.,J.,(2011) Entrepreneurial Finance,Pearson Education LTD, London

Appleby R (1994) Modern Business Administration
Barringer,B.,R., &Ireland,D.,R.,(2006) Entrepreneurship:Successfully Launching New
Ventures, Pearson Education
Bridge, S., O’Neill , K. & Martin, F., (2009) Understanding Entrerprise: Entrepreneurship
&Small Business, Third Edition, Palgrave Macmillan, London
Burns, P. & Dewhurst, J., (eds) 91990)Small Business and Entrepreneurship, Macmillan
Education LTD,Hampshire
City and Guilds, (2012) Hospitality supervision & Leadership,Heinemann,Essex,
Deakins, D., & Freel, M., (2012) Entrepreneurship and Small Firms,McGraw-Hill,Berkshire
Hisrich, R. D. & Peters, M. P. (2016) Entrepreneurship, Tatq McGraw Hill New Delphi Entre
Holt, D.T., (2017) Entrepreneurship, Prentice Hall, London
Jarskoy, H. & Stevenson, D., (2014) International Labour Organisation Start Your Business.
ILO, Harare
Justin Smith (2000) Business Management Trainer’s Guide
Kotler Philip & Armstrong G (2001) Principles of Marketing
Kuratiko, D., F., (2008) Introduction to Entrepreneurship, Cengage Learning, Hampshire
Lee, C.,L., &Melicher,W.,(2012) Entrepreneurial Finance,4th Edition,Cengage Learning,
South Western
Marcourse, I.(2016) Business Studies @nd Ed Hodder Arnold, London
McGuckin Frances (1988) Business for Beginners (A simple step by step Guide to Start Your
New Business)
Mullins L (1999) Management and Organisational Behaviour 5th edition
Need Harm, D, & Dransfield, R.(2000) Advanced Business and Dexel, Oxford
Rae, D., (2007) Entrepreneurship,From opportunity to action,Palgrave Macmillan, New York
Rwegema , V., U., Entrepreneurship:theory in practice, 2nd edition,Oxford University Press,
Cape Town
Stokes, D., Wilson, N. & Mador, M.(2010) Entrepreneurshp,Cengage Learning EMEA,
Hampshire
Stoner, J., A. F., Freeman, R., E. & Gilbert, D, R., J. R. (2017) Management 6th Edition,
Prentice Hall International Englenwood Cliffs, New Jersey.
Van Der Wagen & Davies, C.(1998) Supervision and Leadership, Hospitality PressPty
LtdElsternwick Victoria
Zimmerer T.W, Scarborough M Norman – Essentials of Entrepreneurship and Small
UNIT 1

Unit Code 402/22/M01

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Unit Title: Entrepreneurship skills development

Level of Unit: Generic

Credits: 8

Occupation:

ENTREPREN

EUR

Date of Promulgation: TBA

Review Date: TBA AIM OF THE UNIT STANDARD

This unit enables an individual to acquire skills and knowledge in leadership, business and
time management, creative thinking and problem-solving in a job role and industries.

ELEMENT AND
PERFORMANCE CRITERIA

Element 1.1 Formulate a Business

Performance Criteria:

1.1.14 Business idea formulated according to requirements

1.1.15 Business plan produced
1.1.16 Business market researched in line with policy
1.1.17 Financial plan compiled
1.1.18 Product or service positioned in line with specifications
1.1.19 Survival strategies enveloped
1.1.20 Business environment established according to requirements
1.1.21 Financial resources Mobilised

Element 1.2 Register a company

Performance Criteria:
1.2.1 Company documents prepared in line with procedures
1.2.2 Business registration processed according to policies
1.2.3 Place of business operation secured
1.2.4 Rules and regulations compiled according to business requirements
Element 1.3 Operate a business

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Performance Criteria:

1.3.1 Business managed according to organisation policies

1.3.2 Resources allocated according to line of business
1.3.3 Products costed in line with procedures
1.3.4 Products priced according to company procedures
1.3.5 Records updated and maintained
1.3.6 Stock controlled in line with organisation requirements
1.3.7 Marketing plan formulated
1.3.8 Risks managed in line with organisation requirements
1.3.9 Growth strategies adopted
1.3.10 Business ethics observed and social responsibility given
1.3.11 Customer care practised
1.3.12 Employees motivated in line with organisational requirements

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Accounting skills
Record keeping
Customer care skills
Management skills (decision making, planning, organising)
Technological awareness
Marketing skills
Business conduct
Legal awareness
Mobilisation skills
Self-Supervision
Patriotism
Environmental awareness (PESTEL)

GENERIC Resources
SKILLS:
Practical Technological knowledge
skills Communication
Calculations Planning
Skills Organization
Creativity Controlling
Sense of Human relation skills
initiative Interpersonal skills
Ability to Analytical skills
Marshall

RANGE STATEMENT:

Tools and Equipment

Generic which are relevant to the type of business
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Materials
Generic which are relevant to the type of business

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Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and
demonstrate competency in all the elements and performance criteria of this
unit standard.

Accredited assessors will conduct assessment. The results of the assessment

will be submitted to ZIMEQA. A candidate can apply to ZIMEQA for
documentary evidence of their achievements.

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Module Code: 401/22/M01

Module Title: NATIONAL STUDIES

ZNQF Level: Generic

Credits: 8
Duration: 80 hours
Relationship with Based on Unit Standard TBA
Qualification Standards: NATIONAL STUDIES UNIT STANDARD FOR PATRIOTIC
CITIZEN
Pre-requisite modules: NON

Purpose of Module: This module describes the skills, knowledge and attitudes required by a
patriotic citizen to develop values that make them proud to be Zimbabweans.
This includes maintaining a Zimbabwean culture, preserving Zimbabwean
History, assembling components of colonial effects, analysing post-
independence socio-economic and political developments, assembling
components of legal and parliamentary affairs, carrying out a feasibility
study on peace, conflict and resolution as well as participating in civic
responsibilities. This is important in producing an informed and responsible
citizen prepared to defend and develop the country. Access to this module is
open to all target groups, which include the unemployed youth, men and
women willing to develop their country.
List of Learning LO1: Maintain a Zimbabwean culture
Outcomes: LO2: Preserve Zimbabwean History
LO3: Assemble components of colonial effects
LO4: Analyse post-independence socio-economic and political
developments
LO5: Carry out a feasibility study on peace, conflict and resolution
LO6: Participate in civic responsibilities
LO7 Assemble components of legal and parliamentary affairs
Learning Outcome 01 Maintain a Zimbabwean culture
Assessment Criteria: 1.6. Preserve cultural heritage
1.7. Conserve cultural artefacts
1.8. Demonstrate knowledge of Zimbabwean culture
1.9. Capture records of maintaining natural resources of Zimbabwe
1.10. Preserve indigenous knowledge systems

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Content: 1.2.Preserve cultural heritage

1.2.1. Definition of cultural heritage
1.1.2. Types of cultural heritage
1.1.3. Importance of cultural heritage
1.5.4.Indigenous methods of preserving and conserving cultural heritage
1.5.5.Modern ways of preserving and conserving cultural heritage
1.5.6.Role of national and international organisations in protecting cultural
heritage

1.6. Conserve cultural artefacts

1.2.1. Identification of cultural artefacts
1.2.2. Threats to cultural artefacts
1.2.3. Importance of cultural artefacts
1.2.4. Ways of protecting cultural artefacts

1.7. Demonstrate knowledge of Zimbabwean culture

1.3.1. Components of Zimbabwean culture
1.3.2. Significance of components of the Zimbabwean Culture
1.3.3. Threats to various components of the Zimbabwean Culture
1.3.4. Ways of upholding the Zimbabwean Culture

1.8. Capture records of maintaining natural resources of Zimbabwe

1.4.1. Types of natural resources
1.4.2. Importance of natural resources
1.4.3. Indigenous and modern methods of protecting natural
Resources
1.4.4. National and international statutes that protect national
Resources

1.9. Preserve indigenous knowledge systems

1.5.1. Definition of indigenous knowledge systems
1.5.2. Components of indigenous knowledge systems
1.5.3. Meanings and significance of indigenous knowledge systems
1.5.4. Insights gained from indigenous knowledge systems
Assessment Tasks: 18. Written assessment on the skills and knowledge required maintain a
Zimbabwean Culture as highlighted above.
19. Practical based assignment on ways of preserving cultural heritage sites
within their communities.

Conditions/Context of 28. Written assessment can be conducted in a classroom environment.

assessment 29. The practical based assignment assessment will be conducted based on
observations in their communities

Learning Outcome 02 Preserve Zimbabwean History

Assessment Criteria 2.1 Identify pre-colonial states
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2.2 Analyse precolonial political structure

2.3 Record achievements of precolonial history
2.4 Record colonial history
2.5 Record role of Christian missionaries
2.6 Record occupation of Zimbabwe
2.7 Trace causes of first /second Chimurenga
Content 2.1 Identify pre-colonial states
2.1.1 Defining term pre-colonial
2.1.2. Identifying precolonial states
2.1.3 Pre- colonial socio-economic organisation
2.1.4. Causes of decline of pre-colonial states
2.1.5. Influence of pre-colonial civilisation on contemporary society

2.2 Analyse precolonial political structure

2.2.1 System of governance of pre-colonial states
2.2.2 Features of the pre-colonial system
2.2.3. Influence of precolonial governance on contemporary society

2.3 Record achievements of precolonial history

2.3.1 Impact of precolonial achievements and
political development

2.4 Record colonial history

2.4.1 Partition and colonisation of Africa
2.4.2 Berlin conference
2.4.3 Causes/ reasons for the colonisation/occupation of Zimbabwe
2.4.4 Colonisation steps/processes in Zimbabwe

2.5. Record role of Christian missionaries

2.5.1 Socio-economic and political impact of Christian missionaries in
Zimbabwe

2.6. Record occupation of Zimbabwe

2.6.1 Colonial Administration from 1894 to 1923
1.2.6.2 Socio-economic and political impact of colonisation in Zimbabwe

2.7 Trace causes of first /Second Chimurenga

2.7.1 Causes and results of the Anglo-Ndebele war
1.7.2 Causes and results of the 1st Chimurenga/Umvukela
2.7.3. African reaction to socio-economic and political colonial
administration
2.7.4. Causes and results of the 2nd Chimurenga
2.7.5. Socio-economic and political impact of the 1st and 2nd Chimurenga
2.7.6. Prosecution of the war of liberation
2.7.6 Social and political impact of heroes/heroines

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Assessment Tasks: 3. Written or oral assessment on the skills and knowledge required to
assess the understanding of Zimbabwean History.
4. Practical activities based on observations within and outside the
institution that demonstrate understanding of Zimbabwean history.
Conditions/Context of 3. Written assessment can be conducted in a classroom environment or
assessment practical activities conducted within or outside the institution.
4. The practical based assignment/activities will be conducted based on
participation/observations in their communities

Learning Outcome 03 Assemble components of colonial effects

Assessment Criteria 3.1 Demarcate administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water
Vegetation, etc.)
3.3. Change traditional religion
3.4. Introduce foreign food crops and livestock
3.5. Change forms of trade
3.6. Change education systems
3.7. Introduce new legal systems
3.8. Introduce Capitalistic relations
3.9. Violate Human rights
3.10. Analyse results of colonisation
Content 3.1 Demarcate administrative boundaries
3.1.1. Factors that led to demarcation of boundaries
3.1.2. Distribution of land and uses
3.1.3. Consequences of establishing administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water

Vegetation etc.)
3.2.1. Geographical distribution of available resources
3.2.2. Measures enacted to exploit the resources
3.2.3. Consequences of exploiting the resources (Social, political,
economic)
3.3. Change traditional religion
3.3.1. The nature of African traditional religion prior to colonisation
3.3.2. The role of religion in the African societies
3.3.3. The introduction of foreign religion
3.3.4. The effect of foreign religion on African societies
3.3.5. The place of African Traditional religion in contemporary society

3.4. Introduce foreign food crops and livestock

3.4.1. Nature and significance of African food crops and livestock
3.4.2. Types of foreign crops introduced
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3.4.3. Consequences of the foreign crops and livestock on African

Societies
3.4.4. The sustainability of traditional versus foreign crops and
livestock in contemporary Zimbabwean society

3.5. Change forms of trade

3.5.1. Nature and benefits of trade prior to colonisation
3.5.2. Nature of trade during colonisation
3.5.3. Effects of trade during colonial era on African societies.
3.5.4. Influence of trade patterns to contemporary society

3.6. Change education systems

3.6.1. Nature and purpose of Traditional African Education system
3.6.2. Nature and purpose of Colonial education
3.6.3. Consequences of Colonial education on African Societies
3.6.4. Influence of colonial education to contemporary society

3.7. Introduce new legal systems

3.7.1. Nature of African legal system prior to colonisation.
3.7.2. Nature of colonial legislation (social, political and economic)
3.7.3. Purpose of colonial legal system
3.7.5. Consequences of colonial legal system to colonial and
contemporary African societies

3.8. Introduce Capitalistic relations

3.8.1. Nature of African relations before colonisation
3.8.2. Introduction of capitalist relations
3.8.3. Effects of capitalist relations during the colonial era and the
contemporary society

3.9. Violate Human rights

3.9.1. Definition of human rights
3.9.2. Nature of human rights violations in the colonial era
3.9.3. Response to human rights violations during the colonial era

3.10. Analyse results of colonisation

3.10.1. Social effects of colonisation on African Societies
3.10.2. Economic effects of colonisation on African Societies
3.10.3. Political effects of colonisation on African societies
3.10.4. Benefits and non-benefits of colonisation
Assessment Tasks 3. Written assessment on the skills and knowledge required to assess the
consequences of colonisation on the African Societies.
4. Practical based assignment on observable socio-politico and economic
effects of colonisation within their communities.

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Conditions/Context of 3. Written assessment can be conducted in a classroom environment.

assessment 4. The practical based assignment assessment will be conducted based on
observations in their communities
Learning outcome O4 Analyse post-independence socio-economic and political developments

Assessment Criteria 4.1 Analyse socio-economic, political developments

4.2 Formulate Policies
4.3 Adopt measures to address colonial injustices

Content 4.1 Examine socio-economic and political developments

4.1.1 Social-economic and political post-independence developments
4.1.2 Critique of post-independent development

4.2 Formulate Policies

4.2.1 Legislation that addressed colonial injustices
4.2.2 Impact of post-independent legislation
4.2.3 Comparison of colonial and post-independence legislation

4.3 Adopt measures to address colonial injustices

4.3.1 Socio-economic and political measures to address colonial
injustices
4.3.2 Impact of measures to address colonial injustices
4.3.3 Colonial vestiges
4.3.4 Strategies to address colonial vestiges

Assessment Tasks 3. Written assessment on the skills and knowledge required to assess the
achievements and challenges of post-independent in Zimbabwe.
4. Practical based assignment on observable socio-economic and political
developments in their communities.
Conditions/Context of 3. Written assessment can be conducted in a classroom environment.
assessment 4. The practical based assignment assessment will be conducted based on
observations in their communities
Learning Outcome 05 Carry out a feasibility study on peace, conflict and resolution

Assessment Criteria 5.1. Demonstrate Conflict and resolution styles

5.2. Demonstrate 3Cs between Zimbabwe and the global
community
5.3. Analyse Strategies for sustaining peace
5.4. Analyse the influence of multi-national companies in developing
countries
5.5. Examine the benefits of International capital to developing
countries
Content 5.1. Demonstrate Conflict and resolution styles
5.1.1 Defining conflict and conflict resolution
5.1.2 Identifying and explaining conflict resolution styles

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5.1.3 Impact of conflict resolution to socio-economic development

5.1.5 Traditional African conflict resolution methods.

5.2. Demonstrate 3Cs between Zimbabwe and the global community

5.2.1 Defining terms Conflict, competition and co-operation
5.2.2 Impact of 3Cs to economic development
5.2.3 Approaches/Theories to International Relations
5.2.4 Global power balance
5.2.5 Zimbabwean foreign policy
5.2.6 Zimbabwean regional and international interventions

5.3. Analyse Strategies for sustainable peace

5.3.1 Defining peace and sustainable peace
5.3.2 Importance of peace to socio-economic and political
Development
5.3.3. Impact of sanctions on development
5.3.4 Strategies for sustainable peace
5.3.5 Role of NGOs in the development of sustainable peace
5.3.6 Role of media in promoting and maintaining peace

5.4. Analyse the influence of multi-national companies in

developing countries
5.4.1 Role of multi-national companies in developing countries
5.4.2 International capital and imperialism
5.4.3 The IMF/WB Institutions
5.4.4 Impact of Non-Governmental Organisations in developing
countries

5.5 Examine the benefits of International capital to developing

countries
5.5.1 Characteristics of finance capital
5.5.2 International economic relations
5.5.3 Features of Globalisation
5.5.5 Benefits and non-benefits of globalisation
Assessment Tasks 3. Written assessment on the skills and knowledge required to assess the
importance of understanding the importance of peace, conflict and
resolution on socio-economic developments in Zimbabwe.
4. Practical based assignment on observable socio-economic and political
developments in their communities.
Conditions/Context of 3. Written assessment can be conducted in a classroom environment.
assessment 4. The practical based assignment assessment will be conducted based on
observations in their communities
Learning Outcome 06 Participate in civic responsibilities

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Assessment Criteria 6.1 Undertake Civic responsibilities

6.2 Observe participation in Disaster Management
6.3 Adopt Citizen duties

Content 6.1 Undertake Civic responsibilities

6.1.1. Definition of civic responsibilities
6.1.2. Civic responsibility activities
6.1.3. Justification for civic responsibilities

6.2. Observe participation in Disaster Management

6.2.1. Definition of disaster management
6.2.2. Justification for participation in disaster management
6.2.3. Sustainable disaster management practices

6.3 Adopt Citizen duties

6.3.1. Definition of terms: citizen and citizen duties
6.3.2. Identification and explanation of citizen duties(Socio-economic &
political)
6.3.3. Citizen rights
6.3.4. Importance of citizen duties
Assessment Tasks 3. Written or oral assessment on the skills and knowledge required to assess
the understanding of citizen duties and responsibilities.
4. Practical activities within and outside the institution that demonstrate
civic duties and responsibilities by community participation
Conditions/Context of 3. Written assessment can be conducted in a classroom environment or
assessment practical activities conducted within or outside the institution.
4. The practical based assignment/activities will be conducted based on
participation/observations in their communities
Learning outcome 07: Assemble components of legal and parliamentary affairs
Assessment Criteria 7.1 Identify and explain origins of law
7.2 Observe constitutional provisions
7.3 Identify and explain arms of the state
7.4 Explain Law making process
Content 7.1 Identify and explain the origins of law
7.1.1 Definition of legal terms
7.1.2 Purpose of the law to the community
7.1.3 Classification of the law
7.1.4 Sources of law in Zimbabwe

7.2 Observe constitutional provisions

7.2.1 Justification of a Zimbabwean constitution
7.2.2 Constitutional Rights as enshrined in the Zimbabwean constitution
7.2.3 Benefits of constitutional rights to the community
7.2.3 Enforcement of rights
7.2.4 Role played by stakeholders in upholding constitutional rights
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(NGO, Civil Societies and victim friendly units)

7.2.5. Impediments to exercising human rights
7.2.6. Role of constitution in the community

7.3 Observe arms of the state

7.3.1 Identification of the three arms of state
7.3.2 Duties and functions of the three arms of the state
7.3.3 Importance of separation of powers to Zimbabwe

7.4 Explain Law making process

7.4.1 Steps in the Law making
7.4.2 Role of community in law making process
Assessment Tasks 3. Written or oral assessment on the skills and knowledge required to assess
the understanding of legal and parliamentary affairs.
4. Practical activities within and outside the institution that demonstrate
the importance of participating in legal and parliamentary activities.
Conditions/Context of 3. Written assessment can be conducted in a classroom environment or
assessment practical activities conducted within or outside the institution.
4. The practical based assignment/activities will be conducted based on
participation/observations in their communities.

Approach to Teaching and Learning:

63. Observation of adult learning principles; both institution-based and work-based learning to
facilitate the integration of theory and practice.
64. Face-to-face education and learning.
65. Problem-based learning.
66. Online/distance education and learning.
67. Blended/hybrid education and learning.
68. Use of social media.

Approach to Assessment:
49. Weighting of institution-based and examination -based assessment: 60% institution-based
assessment and 40% examination.
50. Portfolio of evidence.

Resources:
32. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone a Bachelor’s Degree in History
or equivalent.

33. Facilities, Tools, Equipment and Materials

 Computer
 Communication equipment

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 Data storage devices

 Television
 DVD Recorder/player

34. Learning Resources
- Artefacts
- Resource persons
- Museums and heritage sites
- Videos and audio materials

35. Reference Materials (recommended textbooks, recommended readings)

American Heritage Dictionary of the English Language, Fifth Edition (2011), Houghton Mifflin.
Astrow, A., 1983. Zimbabwe: A Revolution That Lost Its. Way, pp.1980-1986.
Banana, C. ed., 1989. Turmoil and tenacity: Zimbabwe 1890-1990. College Press.

Batchelor, P., Kingma, K. and Lamb, G. eds., 2004. Demilitarisation and Peace-building in Southern
Africa: Concepts and processes (Vol. 1). Gower Publishing, Ltd.

Birmingham, D. and Martin, P. eds., 1983. History of Central Africa (Vol. 2). Addison-Wesley
Longman Limited.
Centre for Peace Initiatives in Africa, 2005. Zimbabwe: The Next 25 Years. Benaby
Printing and Publishing.
Change African Indigenous Knowledge and Disciplines
Chirimuuta, C., Gudhlanga, E. and Bhukuvhani, C., 2012. Indigenous knowledge systems: a panacea
in education for development?
Chitiyo, T.K., 2000. Land violence and compensation: reconceptualising Zimbabwe's land and war
veterans' debate. Track Two: Constructive Approaches to Community and Political Conflict, 9(1).

Chitsike, F., 2003, December. A critical analysis of the land reform programme in Zimbabwe. In 2nd
FIG Regional Conference (pp. 2-5).

Collins English Dictionary – Complete and Unabridged, 12th Edition (2014) HarperCollins.

De Villiers, B., 2003. Land reform: issues and challenges: a comparative overview of experiences in
Zimbabwe. Namibia, South Africa and Australia, Johannesburg: Konrad Adenauer Publications.
Emeagwali and Dei, G, J.S (Eds) (2014), Anti-Colonial Educational Perspectives for Transformative
Government of Zimbabwe, 2013. The Constitution of the Republic of Zimbabwe Amendment
(No.20).
Hammar, A., Jensen, S. and Raftopoulos, B. eds., 2003. Zimbabwe's unfinished business: Rethinking
land, state and nation in the context of crisis. Weaver Press.
Hayes, D., 1980. Human Rights, Sussex, Wayland Publishers.

Kriger, N., 1995. The politics of creating national heroes: The search for political legitimacy and
national identity. Soldiers in Zimbabwe’s liberation war, 1, pp.139-162.
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Lalonde, A., 1991. African indigenous knowledge and its relevance to environment and development
activities. Canadian International Development Agency.
Madhuku, L. 2004. Law, Politics and the Land Reform Process. In Masiyiwa, S. 2004. Post-
Independence Land Reform in Zimbabwe: Controversies and Impact on the Economy.

Mkabela, Q., 2005. Using the Afrocentric method in researching indigenous African culture. The
qualitative report, 10(1), pp.178-190.
Mlambo, A.S., 2014. A history of Zimbabwe. Cambridge University Press.
Moyo, S., 2004. Overall impacts of the fast track land reform programme. African Institute for
Agrarian Studies.
Moyo, S., 2006. The evolution of Zimbabwe’s land acquisition. University of Zimbabwe (UZ)
Publications/Michigan State University (MSU).
Ogunbanjo, M.B., Human Rights in Africa in the new Global Order: A Dilemma?

Raftopoulos, B. and Mlambo, A. eds., 2009. Becoming Zimbabwe. A History from the Pre-colonial
Period to 2008: A History from the Pre-colonial Period to 2008. African Books Collective.

Ranger, T., 1985. Peasant Consciousness and Guerrilla Warfare in Zimbabwe: A Comparative
Study. Harare: McMillan.

Ranger, T.O. ed., 1968. Aspects of Central African History. Northwestern University Press.
Richardson, C., 2004. The collapse of Zimbabwe in the wake of the 2000-2003 land reforms.
Schmidt, E.S., 1992. Peasants, traders and wives: Shona women in the history of Zimbabwe, 1870-
1939.
Shaw, W.H., 2003. ‘They Stole Our Land’: debating the expropriation of white farms in
Zimbabwe. The Journal of Modern African Studies, 41(1), pp.75-89.
Shamuyarira, N.M., 1966. Crisis in Rhodesia.
Warren, D.M., 1989. Linking scientific and indigenous agricultural systems.
Zikhali, P., 2008. Fast track land reform, tenure security, and investments in Zimbabwe (No. dp-08-
23-efd).

UNIT 1

Unit Code 401/22/M01

Unit Title: National Studies

Level of Unit: Generic

Credits: 8

Occupation: Patriotic

Citizen
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Date of Promulgation: TBA

Review Date: TBA AIM OF THE UNIT STANDARD

This unit helps people to develop values that make them proud to be Zimbabweans.

ELEMENT AND
PERFORMANCE CRITERIA

Element 1.1 Maintain a Zimbabwean culture

Performance Criteria:
1.1.22 Cultural heritage preserved
1.1.23 Cultural artefacts conserved
1.1.24 Knowledge of Zimbabwe culture demonstrated
1.1.25 Records of maintaining natural resources of Zimbabwe captured
1.1.26 Indigenous knowledge systems preserved

Element 1.2 Preserve Zimbabwean History

Performance Criteria:
1.2.1 Pre-colonial states identified
1.2.2 Precolonial political structure analysed
1.2.3 Achievements of precolonial history recorded
1.2.4 Colonial history recorded
1.2.5 Role of Christian missionaries recorded
1.2.6 Occupation of Zimbabwe recorded
1.2.7 Causes of First /Second Chimurenga traced

Element 1.3 Assemble components of colonial effects

Performance Criteria:
1.3.1 New administrative boundaries demarcated
1.3.2 Natural resources exploited (minerals, wildlife, land, water, vegetation etc)
1.3.3 Traditional religion changed
1.3.4 Foreign food crops and livestock introduced
1.3.5 Education systems changed
1.3.6 Capitalistic relations introduced
1.3.7 New legal systems introduced
1.3.8. Forms of trade changed
1.3.9 Human rights violated
1.3.10 Results of colonisation analysed

Element 1.4 Analyse post-independence socio-economic and political

developments
Performance Criteria:
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1.4.1 Socio-economic and political developments examined

1.4.2 Policies formulated
1.4.3 Measures to address colonial injustices adopted

Element 1.5 Carry out a feasibility study on peace, conflict and resolution

Performance Criteria:
1.5.1 Conflict and resolution styles demonstrated
1.5.2 3Cs between Zimbabwe and the global community demonstrated
1.5.3 Strategies for sustaining peace analysed
15.4 Influence of multi-national companies in developing countries analysed
1.5.5 Benefits of International capital to developing countries examined.

Element 1.6 Participate in civic responsibilities

Performance Criteria:
1.6.1 Civic responsibilities undertaken
1.6.2 Participation in disaster management observed
1.6.3 Citizen duties adopted

Element 1.7 Assemble components of legal and parliamentary affairs

Performance Criteria:
1.7.1 Origins of law identified and explained
1.7.2 Constitutional provisions observed
1.7.3 Arms of the state identified and explained
1.7.4 Law making process explained
COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:
Record keeping skills
Customer care skills
Management skills (decision making, planning, organising)
Technological awareness
Problem-solving skills
Interpersonal skills
Legal awareness
Mobilisation skills
Upholding norms, values and social aspects of Zimbabwean culture.
Patriotism
Environmental awareness skills
Legal awareness
Critical thinking skills
Research skills
Problem-solving skills
Maintaining Zimbabwean culture
Social responsible
Abreast with global current events
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Tool handling skills

GENERIC Communication
SKILLS: Positive regard
Patriotic Planning
Practical Organisation
skills Controlling
Tolerance Human relation skills
skills Interpersonal skills
Technologica Critical thinking skills
l knowledge Analytical skills
Good attitude
Good morals
Acceptance of others
Servant hood
Committed cadre to National Agenda
Quest for more knowledge
Social skills

RANGE STATEMENT:

TOOLS AND EQUIPMENT:

Generic which are relevant to the type of business.

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MATERIALS:
Generic which are relevant to the type of business.

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and
demonstrate competency in all the elements and performance criteria of this
unit standard.

Accredited assessors will conduct assessment. The results of the assessment will be submitted to
ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence

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MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, CODE

SCIENCE AND TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE

INDUSTRY TRADE/ OCCUPATION CLASS/ LEVEL

ELECTRICAL COMMUNICATION SYSTEMS ARTISAN NC
DUTY A: MAINTAIN SAFETY, HEATH AND ENVIRONMENTAL & QUALITY 10
Pre-requisites: Approval Date: Review Date:
TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE
KNOWLEDGE ESSENTIAL SKILLS
A 1: Observe  Carry out risk assessment  Risk assessment report
personal  Put on appropriate personal produced  Work shop practice o Numeracy
health and protective gear.  Warning signs observed  Electronics o Reading text
safety  Interpret safety warning signs  Personal protective gear worn.  First aid. o Communication skill.
 Use safety regulation rules  Correct tool used for job and  Tool handling
 Use correct tool for the right job properly handled techniques
 Handle tools and equipment  Accident register maintained.
appropriately
 Maintain accident report
register.
A2:  Ensure personal safety.  Personal safety ensured.
Demonstrate  Call for nearby assistance.  Victim removed from danger
First Aid  Remove victim from danger  Assistance from nearby
Procedures following laid down procedure. obtained.
 Introduce yourself to the  Appropriate first aid rendered.
victim.
 State your intention to the
victim
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 Assess victim condition

 Communicate with victim
(where necessary)
 Render appropriate first aid
action as required
 Call for medical assistance
 Document incident

A3: Maintain  Put on appropriate PPE.  Appropriate PPE worn

Safe working  Barricade the working area.  Barricades installed
Environment  Practice safe working  Safety precautions observed.
environment  Tools and equipment well
 Place tools and equipment in placed.
appropriate positions.  Appropriate tools used for
 Tidy up the places as per right job.
procedure  Tolls and equipment checklist
 Segregate the waste availed
 Dispose waste following laid  Waste management disposal
down procedure procedures observed.
 Store tools and equipment as
per standard.

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

 First aid kit.
 Safety signs and symbols.
 Awareness campaigns material.

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

 Personal protective gear
 Use of proper insulated tools
 Use of calibrated instruments incompliance to ISO standards
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 Free gang ways at the worksite

 Floors free of slippery conditions
 Safety insignia post at all relevant areas.

SPECIFIC WORKER TRAITS REQUIRED COMPLETING THIS DUTY:

 Team work
 Sober minded
 Communication
 Honest
 Punctual
 Target orientated.

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MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, CODE

SCIENCE AND TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE
INDUSTRY: TELECOMMUNICATIONS TRADE/OCCUPATION:TELECOMUNICATIONS CLASS/LEVEL:NC
ASSISTANT
DUTY B: INSTALL COMMUNICATION SYSTEM EQUIPMENT 35
Pre-requisites: Ordinary Level Approval Date: Review Date:

TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE

KNOWLEDGE ESSENTIAL SKILLS
B1:Analyse  Collect job card  Job card availed  Interpretation of o Communication
work order  Interpret the circuit  Procedure identified engineering drawing
o Measuring
 Interpret preliminary layout of  Cabling
the tools and equipment  Cable layout o Computer
 Identify procedures to be taken specifications
o Time management
 Basic electrical power
B2 Mobilise  Outline resource specifications  Resources listed systems o Cable trenching
Resources  Communicate with relevant  Tools and equipment checklist  Cable jointing
authorities availed  Cable termination
 Collect appropriate tools and  Test report produced  Component assembling
equipment  Mounting racks
 Test functionality of relevant  Cable layout procedures
equipment  Measurement systems
 Measurement
B3:Mount  Observe SHEQ procedures  Appropriate tools and instruments/tools
Equipment  Interpret diagrams equipment selected  Operation of machinery
 Select appropriate tools and  Components in sequential order
equipment  Equipment assembled
 Test report produced
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 Layout components in sequential

order of assembling
 Join components following laid
down procedure
 Verify the assembled equipment
against the manual diagram
 Test the assembled equipment

B4:Mount  Observe SHEQ procedures  Appropriate tools and

equipment  Interpret diagrams equipment selected
 Select appropriate tools and  Mounting position marked
equipment according to specifications
 Mark mounting positions in line  Mounting holes drilled
with drawings according to specifications
 Drill marked positions/mounting  Equipment securely fixed into
holes position as per specification.
 Mount cabinets/ supporters and  Rack positioned
units  Labelled cabinets
 Earth metallic frames/ cabinets
 Lay / insert appropriate
equipment according to
specifications
 Label mounted cabinets
 Fix rack into position

B 5:Install  Select appropriate tools,  Appropriate tools, equipment

cable equipment and materials and materials selected
enclosures  Select proper trunking materials  Trunking layout produced
 Measure according to  Trunking units labelled
specifications
 Run separate trunking units for
power and data where necessary
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 Secure the trunking units as per

procedure
 Label trunking units
B6:  Select appropriate tools,  Appropriate tools and
Lay/draw/run equipment and materials equipment selected
necessary  Measure cables according to  Cables inside the trunking
cables specifications system
 Secure cables using cable tiers  Cables terminated
where necessary  System connected
 Run the cables into the trunking
units
 Terminate the cables as per
procedure
 Connect the whole system set up
together

B7:Conduct  Select appropriate tools and  Appropriate tools and

functionality equipment equipment selected
test  Observe SHEQ procedures  Functionality test report
 Verify the earth is properly produced
connected  Waste management disposal
 Test cable for continuity procedure observed
 Measure the power output
 Connect installed equipment to
the power source
 Switch on / power the equipment
sequentially according to
procedure
 Switch of the equipment

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TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Signal analyser
Signal generator
Network management system
Power meter
Multi-meter
Network maintenance kit
Rigger
Fusion Splicer
Computer

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Personal Protective equipment
Procedure manuals
SHE policies and regulations
First aid

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Honesty
Responsible
Accountable
Initiative
Innovative
Integrity

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MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, CODE

SCIENCE AND TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE
INDUSTRY:TELECOMMUNICATION TRADE/OCCUPATION: CLASS/LEVEL:NC

DUTY C: MAINTAIN COMMUNICATION SYSTEMS EQUIPMENT 35

Pre-requisites: Ordinary Level Approval Date: Review Date:

TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE

KNOWLEDGE ESSENTIAL SKILLS
C1:Interpret  Analyse maintenance schedule  Work activities scheduled  Tools and accessories o Problem solving
maintenance  List appropriate tools and  Tools and equipment listed  Cabling
o Communication
schedule equipment  Quantity estimation
 Schedule work activities  Engineering drawing o Measuring
according to priorities  Troubleshooting
o Computer
C2: Mobilise  Determine required materials  Resources listed  Principles of electricity
necessary  Select relevant human resources  Bill of quantities produced  Measurement systems o Time management
resources  Calculate the bill of quantities  Material voucher produced  Communication system
 Raise materials requisition  Material checklist signed theory
vouchers  Equipment functionality test done
 Collect requested material and
verify
 Test for functionality where
applicable

C3. Perform  Observe SHEQ procedures  Appropriate tools and equipment

routine  Consult/ notify stakeholders selected
maintenance  Conduct visual inspection  Routine maintenance checklist
updated

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 Conduct housekeeping as per

standard
 Measure the current readings/
values as per procedure
 Compare the current values
against the expected
 Note down variances and rectify
where necessary
 Restore service as per standard
 Log out as per procedure

C4: Perform  Observe SHEQ  Appropriate tools and equipment

breakdown  Obtain trouble ticket/job card selected
maintenance  Mobilise necessary resources  Resources listed
 Conduct physical inspection  Breakdown report produced
 Carryout trouble shooting as per
specifications
 Rectify the causative problem
 Conduct the necessary tests
 Log out as per procedure
 Produce a breakdown report

C5: Conduct  Observe SHEQ procedures  Appropriate testing tools and

functionality  Select appropriate tools and equipment selected
test equipment  Partial Acceptance tests updated
 Test for interference
 Test for Test for loop back
 Test for voltage, Standing wave
ratio(VSWR)

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TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Network management system
Signal analyser
Signal generator
Network management system
Power meter
Multi-meter
Network maintenance kit
Rigger
Splicer
Computer

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Personal Protective equipment

Procedure manuals
SHE regulations and policies
First aid

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Honesty
Responsible
Accountable
Initiative
Innovative
Integrity

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MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, CODE

SCIENCE AND TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE
INDUSTRY: TRADE/OCCUPATION: CLASS/LEVEL:NC

DUTY D: AUDIT COMMUNICATION SYSTEM EQUIPMENT 20

Pre-requisites: Ordinary Level Approval Date: Review Date:

TASK STEPS PROFICIENCY INDICATORS RELATED KNOWLEDGE WORKPLACE

ESSENTIAL
SKILLS
D1: Maintain  Obtain entry authority  Reference number produced o
assess logging  Produce work reference number  Onsite logbook/ website updated
 Enter relevant information into
onsite logbook/ into the website
 Log out as per standard

D2: Identify /  Consult installation report/  Equipment labelled or marked  Records Management o Data capturing
tag diagrams  Serial numbers in asset register  Data capturing
o Computer
equipment  Observe SHEQ procedures  Tracking devices inserted on
 Label, mark equipment to equipment o Time management
distinguish different operators
o Data capturing
 Record all equipment serial
numbers
 Insert tracking devices on
equipment

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D3:Maintain  Keep asset register/ record book  Asset register availed

equipment  Update asset movement record  Updated asset movement record
record  Update equipment database produced
 Equipment database updated

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Computer
Storage media

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Personal Protective equipment
Procedure manuals
Statues
First aid
Ergonomics

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Honesty
Responsible
Accountable
Initiative
Innovative
Integrity

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