THE

REPUBLIC OF KENYA

NATIONAL OCCUPATIONAL STANDARDS

FOR

LAND SURVEYOR

LEVEL 5

TVET CDACC
P.O BOX 15745-00100
NAIROBI
First published 2019
Copyright TVET CDACC

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

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

Council Secretary/CEO
TVET Curriculum Development, Assessment and Certification Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: [email protected]
 FOREWORD
The provision of quality education and training is fundamental to the Government’s
overall strategy for social economic development. Quality education and training will
contribute to achievement of Kenya’s development blueprint, Vision 2030 and
sustainable development goals.

Reforms in the education sector are necessary for the achievement of Kenya Vision
2030 and meeting the provisions of the Constitution of Kenya 2010. The education
sector had to be aligned to the Constitution of Kenya 2010 and this resulted to the
formulation of the Policy Framework for Reforming Education and Training. A key
feature of this policy is the radical change in the design and delivery of the TVET
training. This policy document requires that training in TVET be competency based,
curriculum development be industry led, certification be based on demonstration of
competence and mode of delivery allows for multiple entry and exit in TVET
programmes.

These reforms demand that Industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background
that these Occupational Standards were developed for the purpose of developing a
competency-based curriculum for Land survey and mapping. These Occupational
Standards will also be the bases for assessment of an individual for competence
certification.

It is my conviction that these Occupational Standards will play a great role towards
development of competent human resource for the land survey and mapping sector’s
growth and sustainable development.

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION

©TVET CDACC 2019 II

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

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

The TVET Curriculum Development, Assessment and Certification Council (TVET

CDACC), in conjunction with Land survey and mapping Sector Skills Advisory
Committee (SSAC) have developed these Occupational Standards for a surveyor.
These standards will be the bases for development of competency-based curriculum
for Land survey Level 5.

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

I am grateful to the Council Members, Council Secretariat, Land survey and mapping
SSAC, expert workers and all those who participated in the development of these
Occupational Standards.

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

CHAIRMAN, TVET CDACC

©TVET CDACC 2019 III

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

I thank TVET Curriculum Development, Assessment and Certification Council

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

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

CHAIRMAN
LAND SURVEY AND MAPPING SECTOR SKILLS ADVISORY
COMMITTEE

©TVET CDACC 2019 IV

 TABLE OF CONTENTS
FOREWORD....................................................................ii
PREFACE.......................................................................iii
ACKNOWLEDGMENT......................................................iv
ACRONYMS...................................................................vi
KEY TO UNIT CODE.......................................................vii
OVERVIEW..................................................................viii
BASIC UNITS OF COMPETENCY........................................1
DEMONSTRATE COMMUNICATION SKILLS..............................2
DEMONSTRATE NUMERACY SKILLS.........................................6
DEMONSTRATE DIGITAL LITERACY........................................12
DEMONSTRATE ENTREPRENEURIAL SKILLS.........................17
DEMONSTRATE EMPLOYABILITY SKILLS..............................22
DEMONSTRATE ENVIRONMENTAL LITERACY.......................30
DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH
PRACTICES................................................................................37
COMMON UNITS OF COMPETENCY.................................43
APPLY ENGINEERING MATHEMATICS.....................................................44
OPERATE SURVEY INSTRUMENTS............................................................48
APPLY PRINCIPLES OF CARTOGRAPHY...................................................51
CORE UNITS OF COMPETENCIES....................................54
CONDUCT TOPOGRAPHICAL SURVEY.....................................................55
CONDUCT ENGINEERING SURVEY............................................................58

©TVET CDACC 2019 V

 ACRONYMS
ICT : Information Communication Technology
MoE : Ministry of Education
OS : Occupational Standards
OSH : Occupation Safety and Health
OSHA : Occupation Safety and Health Act
OSHS : Occupational Safety and Health Standards
PPE : Personal Protective Equipment
SSAC : Sector Skills Advisory Committee
TVET : Technical and Vocational Education and Training
TVET CDACC: TVET Curriculum Development Assessment and Certification
Council

©TVET CDACC 2019 VI

 KEY TO UNIT CODE
LSM /OS /LM /BC /01/ 5/A

Industry or sector
Occupational Standards
Occupational area
Type of competency
Competency number
Competency level

©TVET CDACC 2019 VII

 OVERVIEW
This course consists of competencies required by a surveyor to conduct
Topographical and Engineering Survey.

It consists of the following units of competencies:

BASIC UNITS OF COMPETENCY

UNIT OF COMPETENCY CODE UNIT OF COMPETENCY TITLE
LSM/OS/LM/BC/01/5/A Demonstrate communication skills
LSM/OS/LM/BC/02/5/A Demonstrate numeracy skills
LSM/OS/LM/BC/03/5/A Demonstrate digital literacy
LSM/OS/LM/BC/04/5/A Demonstrate entrepreneurial skills
LSM/OS/LM/BC/05/5/A Demonstrate employability skills
LSM/OS/LM/BC/06/5/A Demonstrate environmental literacy
LSM/OS/LM/BC/07/5/A Demonstrate occupational safety and health
practices

COMMON UNITS OF COMPETENCY

UNIT OF COMPETENCY CODE UNIT OF COMPETENCY TITLE
LSM/OS/LM/CC/01/5/A Apply Engineering Mathematics
LSM/OS/LM/CC/02/5/A Operate Survey Instruments
LSM/OS/LM/CC/03/5/A Apply Principles of Cartography

CORE UNITS OF COMPETENCIES

UNIT OF COMPETENCY CODE UNIT OF COMPETENCY TITLE

LSM/CU/LM/CR/01/5/A Conduct Topographical Survey
LSM/CU/LM/CR/02/5/A Conduct Engineering Survey

©TVET CDACC 2019 VIII

BASIC UNITS OF COMPETENCY
 DEMONSTRATE COMMUNICATION SKILLS

UNIT CODE: LSM/OS/LM/BC/01/5/A

UNIT DESCRIPTION
This unit covers the competencies required to use specialized communication skills to
meet specific needs of internal and external clients, conduct interviews, facilitate
discussion with groups and contribute to the development of communication
strategies.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

©TVET CDACC 2019 2

 message is communicated
4. Facilitate 5.1 Mechanisms which enhance effective group interaction is
group defined and implemented
discussions 5.2 Strategies which encourage all group members to
participate are used routinely
5.3 Objectives and agenda for meetings and discussions are
routinely set and followed
5.4 Relevant information is provided to group to facilitate
outcomes
5.5 Evaluation of group communication strategies is
undertaken to promote participation of all parties
5.6 Specific communication needs of individuals are identified
and addressed
5. Represent the 5.1 When participating in internal or external forums,
organization presentation is relevant, appropriately researched and
presented in a manner to promote the organization
5.2 Presentation is clear and sequential and delivered within a
predetermined time
5.3 Utilize appropriate media to enhance presentation
5.4 Differences in views are respected
5.5 Written communication is consistent with organizational
standards
5.6 Inquiries are responded in a manner consistent with
organizational standard

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

Variable Range
Communication strategies  Language switch
include but not limited to:  Comprehension check
 Repetition
 Asking confirmation
 Paraphrase
 Clarification request
 Translation
 Restructuring
 Approximation
 Generalization
Effective group  Identifying and evaluating what is occurring

©TVET CDACC 2019 3

interaction includes but within an interaction in a non-judgmental way
not limited to:  Using active listening
 Making decision about appropriate words,
behavior
 Putting together response which is culturally
appropriate
 Expressing an individual perspective
 Expressing own philosophy, ideology and
background and exploring impact with relevance
to communication
 Openness and flexibility in communication
Situations include but not  Establishing rapport
limited to:  Eliciting facts and information
 Facilitating resolution of issues
 Developing action plans
 Diffusing potentially difficult situations

REQUIRED SKILLS AND KNOWLEDGE

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

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

Required Knowledge
The individual needs to demonstrate knowledge of:
 Communication process
 Dynamics of groups and different styles of group leadership
 Communication skills relevant to client groups
 Flexibility in communication
 Communication skills relevant to client groups
EVIDENCE GUIDE

©TVET CDACC 2019 4

This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical Assessment requires evidence that the candidate:
aspects of 1.1 Met communication needs of clients and colleagues
Competency 1.2 Contributed to the development of communication
strategies
1.3 Conducted interviews
1.4 Facilitated group discussions
1.5 Represented the organization
2. Resource The following resources should be provided:
Implication
s 4. 1 Access to relevant workplace or appropriately
simulated environment where assessment can take place
4. 2 Materials relevant to the proposed activity or tasks
3. Methods Competency in this unit may be assessed through:
of
Assessme 3.1 Direct Observation/Demonstration with Oral
nt Questioning
3.2 Written Examination
4. Context of Competency may be assessed individually in the actual
Assessme workplace or through accredited institution
nt
5. Guidance Holistic assessment with other units relevant to the industry
informatio sector, workplace and job role is recommended.
n for
assessmen
t

©TVET CDACC 2019 5

 DEMONSTRATE NUMERACY SKILLS

UNIT CODE: LSM/OS/LM/BC/02/5/A

UNIT DESCRIPTION
This unit covers the competencies required to perform numerical functions. The
person who is competent in this unit shall be able to: Calculate with whole numbers
and familiar fractions, decimals and percentages for work; Estimate, measure, and
calculate with routine metric measurements for work; Use routine maps and plans for
work; Interpret, draw and construct 2D and 3D shapes for work; Interpret routine
tables, graphs and charts for work; Collect data and construct routine tables and
graphs for work; and Use basic functions of calculator

ELEMENTS AND PERFORMANCE CRITERIA

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

©TVET CDACC 2019 6

 routine metric with workplace requirements
measurements for 2.2 Appropriate routine measuring equipment are
work identified and selected in accordance with workplace
requirements
2.3 Measurements are estimated and made using
correct units
2.4 Estimations and calculations done using routine
measurements
2.5 Conversions performed between routinely used
metric units
2.6 Problem solving processes are used to undertake the
tasks
2.7 Estimations are made to check reasonableness of
problem solving process, outcome and its
appropriateness to the context and task
2.8 Information is recorded using mathematical
language and symbols appropriate to discuss the
task
3. Use routine maps 3.1 Features are identified in routine maps and plans
and plans for work 3.2 Symbols and keys in routine maps and plans are
clearly explained
3.3 Orientation of map to North is identified and
interpreted
3.4 Understanding of direction and location is clearly
demonstrated
3.5 Simple scale is applied to estimate length of objects,
or distance to location or object
3.6 Directions are given and received using both formal
and informal language
4. Interpret, draw and 4.1 Two dimensional shapes and routine three
construct 2D and dimensional shapes identified in everyday objects
3D shapes for work and in different orientations
4.2 The use and application of shapes elaborately
explained
4.3 Formal and informal mathematical language and
symbols used to describe and compare the features
of two dimensional shapes and routine three
dimensional shapes
4.4 Common angles identified
4.5 Common angles in everyday objects are

©TVET CDACC 2019 7

 appropriately estimated
4.6 Formal and informal mathematical language are
used to describe and compare common angles
4.7 Common geometric instruments used to draw two
dimensional shapes
4.8 Routine three dimensional objects constructed from
given nets
5. Interpret routine 5.1 Routine tables, graphs and charts identified in
tables, graphs and predominately familiar texts and contexts
charts for work 5.2 common types of graphs and their different uses
identified
5.3 features of tables, graphs and charts identified
5.4 Information in routine tables, graphs and charts
located and interpreted
5.5 Calculations are perform to interpret information
5.6 How statistics can inform and persuade
interpretations is explained
5.7 misleading statistical information is identified
5.8 Information relevant to the workplace is discussed
6. Collect data and 6.1 Features of common tables and graphs identified
construct routine 6.2 uses of different tables and graphs identified
tables and graphs 6.3 Data and variables to be collected are determined
for work 6.4 The audience is determined
6.5 Method of data collection is select
6.6 Data is collected
6.7 Information is collated in a table
6.8 Suitable scale and axes determined
6.9 Graph to present information is drafted and drawn
6.10 Data checked to ensure that it meets the expected
results and context
6.11Information is reported or discussed using formal
and informal mathematical language
7. Use basic functions 7.1 Keys are identified and used for basic functions on a
of calculator calculator
7.2 Calculation done using whole numbers, money and
routine decimals and percentages
7.3 Calculation done with routine fractions and
percentages
7.4 Order of operations is applied to solve multi-step
calculations

©TVET CDACC 2019 8

 7.5 Results are interpreted, displayed and recorded
7.6 Estimations are made to check reasonableness of
problem solving process, outcome and its
appropriateness to the context and task
7.7 Formal and informal mathematical language and
appropriate symbolism and conventions used to
communicate the result of the task

RANGE

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

Variable Range
1. Simple fractions, May include but not limited to:
decimals and 1.1 Fraction
percentages 1.2 Decimals
1.3 Percentages
2. Common 2D shapes May include but not limited to:
and common 3D 2.1 Round
shapes 2.2 Square
2.3 Rectangular
2.4 Triangle
2.5 Sphere
2.6 Cylinder
2.7 Cube
2.8 Polygons
2.9 Cuboids
3. Symbols and keys in May include but not limited to:
routine maps and 3.1 Charts
plans 3.2 Maps
3.3 Graphs
4. Use basic functions May include but not limited to:
of calculator 4.1 Addition
4.2 Multiplication
4.3 Calculate ratios
4.4 Conversion of ratios into percentages

©TVET CDACC 2019 9

5. Routine tables, May include but not limited to:
graphs and charts 5.1 Bar Graphs
for work 5.2 Flow Charts
5.3 Pie Charts
5.4 Pictograph
5.5 Line Graphs
5.6 Time Series Graphs
5.7 Stem and Leaf Plot
5.8 Histogram
5.9 Dot Plot
5.10 Scatter plot

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required Skills
The individual needs to demonstrate the following skills:
 Applying Fundamental operations (addition, subtraction, division,
multiplication)
 Using calculator
 Using different measuring tools

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

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

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

Competency 1.1 Calculated correctly with whole numbers and routine
or familiar fractions, decimals and percentages

©TVET CDACC 2019 10

 1.2 Estimated, measured and calculated with routine
metric measurements
1.3 Applied simple scale to estimate length of objects or
distance to location or object
1.4 Used formal and informal mathematical language to
describe and compare common angles
1.5 Used common geometric instruments to draw two
dimensional shapes
1.6 Collected data and constructed routine tables and
graphs
1.7 Used basic functions of calculator correctly
2. Resource 2.1 Calculator
Implications 2.2 Basic measuring instruments

3. Methods of Competency may be assessed through:

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

©TVET CDACC 2019 11

 DEMONSTRATE DIGITAL LITERACY
UNIT CODE:LSM/OS/LM/BC/03/5/A

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

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

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

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

©TVET CDACC 2019 12

 worksheet in accordance with workplace procedures
3.5 Continuous data manipulated on worksheet is
undertaken in accordance with work requirements
3.6 Database design and manipulation is undertaken in
accordance with office procedures
3.7 Data sorting, indexing, storage, retrieval and security is
provided in accordance with workplace procedures
4. Apply internet 4.1 Electronic mail addresses are opened and applied in
and email in workplace communication in accordance with office
communication policy
at workplace 4.2 Office internet functions are defined and executed in
accordance with office procedures
4.3 Network configuration is determined in accordance
with office operations procedures
4.4 Official World Wide Web is installed and managed
according to workplace procedures
5. Apply desktop 5.1 Desktop publishing functions and tools are identified in
publishing in accordance with manufactures specifications
official 5.2 Desktop publishing tools are developed in accordance
assignments with work requirements
5.3 Desktop publishing tools are applied in accordance with
workplace requirements
5.4 Typeset work is enhanced in accordance with workplace
standards
6. Prepare 6.1 Types of presentation packages are identified in
presentation accordance with office requirements
packages 6.2 Slides are created and formulated in accordance with
workplace procedures
6.3 Slides are edited and run in accordance with work
procedures
6.4 Slides and handouts are printed according to work
requirements

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

Variable Range
Appropriate computer A collection of instructions or computer tools that
software may include but enable the user to interact with a computer, its
not limited to:

©TVET CDACC 2019 13

 hardware, or perform tasks.

Appropriate computer Collection of physical parts of a computer system such

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

Network configuration Organizing and maintaining information on the

may include but not components of a computer network
limited to:

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills

The individual needs to demonstrate the following skills:

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

Required Knowledge
The individual needs to demonstrate knowledge of:

©TVET CDACC 2019 14

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

EVIDENCE GUIDE

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

1. Critical Assessment requires evidence that the candidate:

©TVET CDACC 2019 15

 Aspects of 1.1 Identified and controlled security threats
Competency 1.2 Detected and protected computer crimes
1.3 Applied word processing in office tasks
1.4 Designed, prepared work sheet and applied data to the
cells in accordance to workplace procedures
1.5 Opened electronic mail for office communication as per
workplace procedure
1.6 Installed internet and World Wide Web for office tasks
in accordance with office procedures
1.7 Integrated emerging issues in computer ICT
applications
1.8 Applied laws governing protection of ICT
2. Resource 2.1 Tablets
Implications 2.2 Laptops
2.3 Desktop computers
2.4 Calculators
2.5 Internet
2.6 Smart phones
2.7 Operation Manuals
3. Methods of Competency may be assessed through:
Assessment 3.1 Written Test
3.2 Demonstration
3.3 Practical assignment
3.4 Interview/Oral Questioning
3.5 Demonstration
4. Context of Competency may be assessed in an off and on the job
Assessment setting
5. Guidance Holistic assessment with other units relevant to the industry
information sector, workplace and job role is recommended.
for
assessment

©TVET CDACC 2019 16

 DEMONSTRATE ENTREPRENEURIAL SKILLS

UNIT CODE : LSM/OS/LM/BC/04/5/A

UNIT DESCRIPTION

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

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

1. Develop business 1.1 Business innovation strategies are determined in

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

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

markets canvassed and studied for feasibility

2.2 Potential and new sources/sellers of supplies and

raw materials are identified and canvassed.

2.3 Target markets and buyers are identified and

surveyed as to their preferences and brand loyalties.

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

product lines responsiveness to market demands and the regulatory
environment.
3.2 Competitive advantage of existing products and
services is maintained/enhanced through responsive

©TVET CDACC 2019 17

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

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

Variable Range

©TVET CDACC 2019 18

1. Strategic directions 1.1 Business continuity and succession
include but not limited to: 1.2 Resource access security
1.3 Core competencies development
1.4 New developments e.g. technological change, new
products
2. Business/Corporate
plan 2.1 Action steps and responsibilities of departments and
include but not limited to: individual workers
2.2 Resource requirements and budget
2.3 Tactics and strategies to achieve objectives

3. Helpful mechanisms 3.1 Wage and non-wage benefits

include but not limited to: 3.2 Employee awards and recognition systems
3.3 Employee rights and welfare policies
3.4 Full-disclosure/transparency policies

REQUIRED SKILLS AND KNOWLEDGE

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

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

Required Knowledge
The individual needs to demonstrate knowledge of:

©TVET CDACC 2019 19

  Features and benefits of common operational practices, e. g., continuous
improvement (kaizen), waste elimination,
 Conflict resolution
 Health, safety and environment (HSE) principles and requirements
 Public-relations strategies
 Basic cost-benefit analysis
 Basic financial management
 Business strategic planning
 Impact of change on individuals, groups and industries
 Employee assistance
 Government and regulatory processes
 Local and international market trends
 Product promotion strategies
 Mechanisms in the enterprise
 Market and feasibility studies
 Local and global supply chains Business models and strategies
 Government and regulatory processes
 Local and international business environment
 Concepts of change management
 Relevant developments in other industries
 Capital employed
 Regional/ County business expansion
 Innovation in business

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

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

Competency
1.1 Demonstrated ability to maintain a profitable and
stable enterprise as shown by stakeholder feedback,
employee testimonies and company financial statements
1.2 Demonstrated ability to conceptualize and plan a
micro/small enterprise
1.3 Demonstrated ability to manage/operate a
micro/small-scale business
1.4 Demonstrated basic marketing skills
2. Resource The following resources should be provided:
Implications 2.1 Interview guide for entrepreneurs
2.2 Enterprise workers and third parties
2.3 Materials and location relevant to the proposed
activity and tasks
3. Methods of 3.1 Case problems

©TVET CDACC 2019 20

Assessment
3.2 Interview
3.3 Portfolio
3.4 Third part reports
4. Context of 4.1 Competency may be assessed in workplace or in a
Assessment simulated workplace setting
4.2 Assessment shall be observed while tasks are being
undertaken whether individually or in-group
5. Guidance Holistic assessment with other units relevant to the
information for industry sector, workplace and job role is recommended.
assessment

©TVET CDACC 2019 21

 DEMONSTRATE EMPLOYABILITY SKILLS

UNIT CODE: LSM/OS/LM/BC/05/5/A

UNIT DESCRIPTON
This unit covers competencies required to demonstrate employability skills. It
involves conducting self-management, demonstrating interpersonal communication,
critical safe work habits, leading small teams, planning and organizing work,
maintaining professional growth and development, demonstrating workplace learning,
problem solving skills and workplace ethics.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

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

1. Conduct self- 1.1 Personal vision, mission and goals are formulated
management based on potential and in relation to organization
objectives
1.2 Emotions are managed as per workplace
requirements
1.3 Individual performance is evaluated and monitored
according to the agreed targets.
1.4 Assertiveness is developed and maintained based on
the requirements of the job.
1.5 Accountability and responsibility for own actions are
demonstrated.
1.6 Self-esteem and a positive self-image are developed
and maintained.
1.7 Time management, attendance and punctuality are
observed as per the organization policy.
1.8 Goals are managed as per the organization’s
objective
1.9 Self-strengths and weaknesses are identified as per
personal objectives
1.10 Critics are managed as per personal objectives
2. Demonstrate 2.1 Listening and understanding is demonstrated as per
interpersonal communication policy
communication 2.2 Writing to the needs of the audience is demonstrated

©TVET CDACC 2019 22

 as per communication policy
2.3 Speaking, reading and writing is demonstrated as per
communication policy
2.4 Empathising is demonstrated as per the
communication policy
2.5 Internal and external customers’ needs are identified
and interpreted as per the communication policy
2.6 Persuasion is demonstrated as per the communication
policy
2.7 Communication nnetworks are established as per the
SOPs
2.8 Information is shared as per communication structure
3. Demonstrate 3.1 Stress is managed in accordance with workplace
critical safe procedures.
work habits 3.2 Punctuality and time consciousness is demonstrated in
line with workplace policy.
3.3 Personal objectives are integrated with organization
goals based on organization’s strategic plan.
3.4 Work priorities are set in accordance to workplace
procedures.
3.5 Leisure time is recognized in line with organization
policy.
3.6 Abstinence from drug and substance abuse is
observed as per workplace policy.
3.7 Awareness of HIV and AIDS is demonstrated in line
with workplace requirements.
3.8 Safety consciousness is demonstrated in the workplace
based on organization safety policy.
3.9 Emerging issues are dealt with in accordance with
organization policy.
4. Lead small 4.1 Performance expectations for the team are set as per
teams the organization objectives
4.2 Tasks are assigned in accordance with the organization
policy.
4.3 Team performance indicators are identified according
to set rules and regulations.
4.4 Forms of communication in a team are established
according to office policy.
4.5 Communication is carried out as per workplace place
policy and requirements of the job.
4.6 Feedback on performance is collected and analyzed
based on established team learning process
4.7 Gender mainstreaming is undertaken in accordance

©TVET CDACC 2019 23

 with set regulations.
5. Plan and 5.1 Task requirements are identified as per the workplace
organize work objectives
5.2 Task is interpreted in accordance with safety (OHS ),
environmental requirements and quality requirements
5.3 Work activity is organized with other involved
personnel as per the SOPs
5.4 Resources are mobilized, allocated and utilized to meet
project goals and deliverables.
5.5 Work activities are monitored and evaluated in line
with organization procedures.
5.6 Job planning is documented in accordance with
workplace requirements.
5.7 Time is managed achieve workplace set goals and
objectives.
6. Maintain 6.1 Personal training needs are identified and assessed in
professional line with the requirements of the job.
growth and 6.2 Training and career opportunities are identified and
development availed based on job requirements.
6.3 Licensees and certifications relevant to job and career
are obtained and renewed.
6.4 Personal growth is pursued towards improving the
qualifications set for the profession.
6.5 Work priorities are identified based on requirement of
the job and workplace policy.
6.6 Recognitions are sought as proof of career
advancement in line with professional requirements.
7. Demonstrate 7.1 Own learning is managed as per workplace policy.
workplace 7.2 Learning opportunities are sought and allocated based
learning on job requirement and in line with organization
policy.
7.3 Contribution to the learning community at the
workplace is carried out.
7.4 Range of media for learning are identified as per the
training need
7.5 Application of learning is demonstrated in both
technical and non-technical aspects based on
requirements of the job
7.6 Enthusiasm for ongoing learning is demonstrated
7.7 Time and effort is invested in learning new skills-
based job requirements
7.8 Willingness to learn in different context is
demonstrated based on available learning opportunities

©TVET CDACC 2019 24

 arising in the workplace.
7.9 Opportunities for performance improvement are
identified proactively in area of work.
7.10 Awareness of personal role in workplace
innovation is demonstrated.
8. Demonstrate 8.1 Problems are identified as per the context of data and
problem solving circumstances
skills 8.2 Problem solutions are sought based on the problem
8.3 Independence and initiative in identifying and solving
problems is demonstrated.
8.4 Team problems are solved as per the workplace
guidelines
8.5 Problem solving strategies are applied as per the
workplace guidelines
9. Demonstrate 9.1 Policies and guidelines are observed as per the
workplace ethics workplace requirements
9.2 Self-worth and profession is exercised in line with
personal goals and organizational policies
9.3 Code of conduct is observed as per the workplace
requirements
9.4 Personal and professional integrity is demonstrated as
per the personal goals
9.5 Commitment to jurisdictional laws is demonstrated as
per the workplace requirements

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

Range Variable

Drug and substance Commonly abused

abuse include but not  Alcohol
limited to:  Tobacco
 Miraa
 Over-the-counter drugs
 Cocaine
 Bhang
 Glue
Feedback includes  Verbal
but not limited to:  Written

©TVET CDACC 2019 25

  Informal
 Formal
Relationships  Man/Woman
includes but not  Trainer/trainee
limited to:  Employee/employer
 Client/service provider
 Husband/wife
 Boy/girl
 Parent/child
 Sibling relationships

Forms of  Written
communication  Visual
include but not  Verbal
limited to:  Non verbal
 Formal and informal
Team includes but  Small work group
not limited to:  Staff in a section/department
 Inter-agency group
Personal growth  Growth in the job
includes but not  Career mobility
limited to:  Gains and exposure the job gives
 Net workings
 Benefits that accrue to the individual as a result of
noteworthy performance
Personal objectives  Long term
include but not  Short term
limited to:  Broad
 Specific
Trainings and career  Participation in training programs
opportunities o Technical
includes but not o Supervisory
limited to o Managerial
o Continuing Education
 Serving as Resource Persons in conferences and
workshops
Resource include but  Human
not limited to:  Financial
 Technology
o Hardware
o Software
Innovation include  New ideas
 Original ideas

©TVET CDACC 2019 26

but not limited to:  Different ideas
 Methods/procedures
 Processes
 New tools
Emerging issues  Terrorism
include but not  Social media
limited to:  National cohesion
 Open offices
Range of media for  Mentoring
learning include but  peer support and networking
not limited to:  IT and courses

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills
The individual needs to demonstrate the following skills:
 Personal hygiene practices
 Intra and Interpersonal skills
 Communication skills
 Knowledge management
 Interpersonal skills
 Critical thinking skills
 Observation skills
 Organizing skills
 Negotiation skills
 Monitoring skills
 Evaluation skills
 Record keeping skills
 Problem solving skills
 Decision Making skills
 Resource utilization skills
 Resource mobilization skills

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

©TVET CDACC 2019 27

  Personal hygiene practices
 Workplace communication
 Concept of time
 Time management
 Decision making
 Types of resources
 Work planning
 Resources and allocating resources
 Organizing work
 Monitoring and evaluation
 Record keeping
 Workplace problems and how to deal with them
 Negotiation
 Assertiveness
 Team work
 Gender mainstreaming
 HIV and AIDS
 Drug and substance abuse
0. Leadership
1. Safe work habits
2. Professional growth and development
3. Technology in the workplace
4. Learning
5. Creativity
6. Innovation
7. Emerging issues
o Social media
o Terrorism
o National cohesion

EVIDENCE GUIDE

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

1. Critical Assessment requires evidence that the candidate:

aspects of 1.1 Conducted self-management
Competency 1.2 Demonstrated interpersonal communication
1.3 Demonstrated critical safe work habits
1.4 Led small teams
1.5 Planned and organized work
1.6 Maintained professional growth and development

©TVET CDACC 2019 28

 1.7 Demonstrated workplace learning
1.8 Demonstrated problem solving skills
1.9 Demonstrated workplace ethics
2. Resource The following resources should be provided:
Implications
2.1 Case studies/scenarios
3. Methods of Competency in this unit may be assessed through:
Assessment
 Oral Interview
 Observation
 Third Party Reports
 Written
4. Context of 4.1 Competency may be assessed in workplace or in a
Assessment simulated workplace setting
4.2 Assessment shall be observed while tasks are being
undertaken whether individually or in-group
5. Guidance Holistic assessment with other units relevant to the industry
information sector, workplace and job role is recommended.
for assessment

©TVET CDACC 2019 29

 DEMONSTRATE ENVIRONMENTAL LITERACY

UNIT CODE: LSM/OS/LM/BC/06/5/A

UNIT DESCRIPTION
This unit specifies the competencies required to follow procedures for environmental
hazard control, follow procedures for environmental pollution control, comply with
workplace sustainable resource use, evaluate current practices in relation to resource
usage, develop and adhere to environmental protection
principles/strategies/guidelines.

ELEMENTS AND PERFORMANCE CRITERIA

PERFORMANCE CRITERIA
ELEMENT
These are assessable statements which specify the
These describe the key
required level of performance for each of the
outcomes which make up
elements.
workplace function.
Bold and italicized terms are elaborated in the Range
1. Control environmental 1.1 Storage methods for environmentally hazardous
hazard materials are strictly followed according to
environmental regulations and OSHS.
1.2 Disposal methods of hazardous wastes are
followed always according to environmental
regulations and OSHS.
1.3 PPE is used according to OSHS.
2. Control environmental 2.1 Environmental pollution control measures are
Pollution control compiled following standard protocol.
2.2 Procedures for solid waste management are
observed according to Environmental Management
and Coordination Act 1999
2.3 Methods for minimizing noise pollution complied
following environmental regulations.
3. Demonstrate 3.1 Methods for minimizing wastage are complied
sustainable resource with.
use 3.2 Waste management procedures are employed
following principles of 3Rs (Reduce, Reuse,
Recycle)
3.3 Methods for economizing or reducing resource
consumption are practiced.
4. Evaluate current 4.1 Information on resource efficiency systems and
practices in relation to procedures are collected and provided to the work
resource usage group where appropriate.
4.2 Current resource usage is measured and recorded

©TVET CDACC 2019 30

 by members of the work group.
4.3 Current purchasing strategies are analyzed and
recorded according to industry procedures.
4.4 Current work processes to access information and
data is analyzed following enterprise protocol.
5. Identify Environmental 5.1 Environmental legislations/conventions and local
legislations/convention ordinances are identified according to the different
s for environmental environmental aspects/impact
concerns 5.2 Industrial standard/environmental practices are
described according to the different environmental
concerns
6. Implement specific 6.1 Programs/Activities are identified according to
environmental organizations policies and guidelines.
programs 6.2 Individual roles/responsibilities are determined
and performed based on the activities identified.
6.3 Problems/constraints encountered are resolved in
accordance with organizations’ policies and
guidelines
6.4 Stakeholders are consulted based on company
guidelines
7. Monitor activities on 7.1 Activities are periodically monitored and evaluated
Environmental according to the objectives of the environmental
protection/Programs Program
7.2 Feedback from stakeholders are gathered and
considered in proposing enhancements to the
program based on consultations
7.3 Data gathered are analyzed based on evaluation
requirements
7.4 Recommendations are submitted based on the
findings
7.5 Management support systems are set/established to
sustain and enhance the program
7.6 Environmental incidents are monitored and
reported to concerned/proper authorities

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

©TVET CDACC 2019 31

Variable Range

1. PPE may include but 1.1 Mask

are not limited to: 1.2 Gloves
1.3 Goggles
1.4 Safety hat
1.5 Overall
1.6 Hearing protector
1.7 Safety boots
2. Environmental 2.1 Methods for minimizing or stopping spread and
pollution control ingestion of airborne particles
measures may include 2.2 Methods for minimizing or stopping spread and
but are not limited to: ingestion of gases and fumes
2.3 Methods for minimizing or stopping spread and
ingestion of liquid wastes
3. Waste management 3.1 Sorting
procedures may 3.2 Storing of items
include but are not 3.2 Recycling of items
limited to: 3.3 Disposal of items
4. Resources may include 4.1 Electric
but are not limited to: 4.2 Water
4.3 Fuel
4.3 Telecommunications
4.4 Supplies
4.5 Materials
5. Workplace 5.1Biological hazards
environmental hazards 5.2 Chemical and dust hazards
may include but are not 5.3 Physical hazards
limited to:
6. Organizational systems 6.1 Supply chain, procurement and purchasing
and procedures may 6.2 Quality assurance
include but are not 6.3 Making recommendations and seeking approvals
limited to:

REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills
The individual needs to demonstrate the following skills:
 Following storage methods of environmentally hazardous materials
 Following disposal methods of hazardous wastes

©TVET CDACC 2019 32

  Using PPE
 Practicing OSHS
 Complying environmental pollution control
 Observing solid waste management
 Complying methods of minimizing noise Pollution
 Complying methods of minimizing wastage
 Employing waste management procedures
 Economizing resource consumption
 Listing of resources used
 Measuring current usage of resources
 Identifying and reporting workplace environmental hazards
 Conveying all environmental issues
 Following environmental regulations
 Identifying environmental regulations
 Assessing procedures for assessing compliance
 Collecting information on environmental and resource efficiency systems and
procedures, and Providing information to the work group
 Measuring and recording current resource usage
 Analysing and recording current purchasing strategies.
 Analysing current work processes to access information and data and
Assisting identifying areas for improvement
 Analysing resource flow
 Determining efficiency of use/conversion of resources
 Determining causes of low efficiency of use
 Developing plans for increasing the efficiency of resource use
 Checking resource use plans
 Complying to regulations/licensing requirements
 Determining benefit/cost of plans
 Ranking proposals based on benefit/cost compared to limited resources
 Checking proposals meet regulatory requirements
 Monitoring implementation
 Adjusting plan and implementation
 checking new resource usage

Required Knowledge
The individual needs to demonstrate knowledge of:
 Storage methods of environmentally hazardous materials
 Disposal methods of hazardous wastes
 Usage of PPE Environmental regulations
 OSHS
 Types of pollution
 Environmental pollution control measures
 Different solid wastes

©TVET CDACC 2019 33

  Solid waste management
 Different noise pollution
 Methods of minimizing noise pollution
 Solid Waste Act
 Methods of minimizing wastage
 Waste management procedures
 Economizing of resource consumption
 3Rs principle
 Types of resources
 Techniques in measuring current usage of resources
 Calculating current usage of resources
 Types of workplace environmental hazards
 Environmental regulations
 Environmental regulations applying to the enterprise.
 Procedures for assessing compliance with environmental regulations.
 Collection of information on environmental and resource efficiency systems
and procedures,
 Measurement and recording of current resource usage
 Analysis and recording of current purchasing strategies.
 Analysis current work processes to access information and data Analysis of
data and information
 Identification of areas for improvement
 Resource consuming processes
 Determination of quantity and nature of resource consumed
 Analysis of resource flow of different parts of the resource flow process
 Use/conversion of resources
 Causes of low efficiency of use
 Increasing the efficiency of resource use
 Inspection of resource use plans
 Regulations/licensing requirements
 Determine benefit/cost for alternative resource sources
 Benefit/costs for different alternatives
 Components of proposals
 Criteria on ranking proposals
 Regulatory requirements
 Proposals for improving resource efficiency
 Implementation of resource efficiency plans
 Procedures in monitor implementation
 Adjustments of implementation plan
 Inspection of new resource usage
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.

©TVET CDACC 2019 34

1. Critical Aspects Assessment requires evidence that the candidate:
of Competency 1.1 Controlled environmental hazard
1.2 Controlled environmental pollution
1.3 Demonstrated sustainable resource use
1.4 Evaluated current practices in relation to resource usage
1.5 Demonstrated knowledge of environmental legislations
and local ordinances according to the different
environmental issues /concerns.
1.6 Described industrial standard environmental practices
according to the different environmental
issues/concerns.
2.4 Resolved problems/ constraints encountered based on
management standard procedures
2.5 Implemented and monitored environmental practices on a
periodic basis as per company guidelines
2.6 Recommended solutions for the improvement of the
Program
2.7 Monitored and reported to proper authorities any
environmental incidents
2. Resource The following resources should be provided:
Implications 2.1 Workplace with storage facilities
2.2 Tools, materials and equipment relevant to the tasks (ex.
Cleaning tools, cleaning materials, trash bags, etc.)
2.3 PPE
2.4 Manuals and references
2.5 Legislation, policies, procedures, protocols and local
ordinances relating to environmental protection
2.6 Case studies/scenarios relating to environmental Protection
3 Methods of Competency in this unit may be assessed through:
Assessment 3.1 Demonstration
3.2 Oral questioning
3.3 Written examination
3.4 Interview/Third Party Reports
3.5 Portfolio (citations/awards from GOs and NGOs,
certificate of training – local and abroad)
3.6 Simulations and role-plays
4 Context of Competency may be assessed on the job, off the job or a
Assessment combination of these. Off the job assessment must be
undertaken in a closely simulated workplace environment.
5 Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

©TVET CDACC 2019 35

©TVET CDACC 2019 36
 DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE: LSM/OS/LM/BC/07/5/A

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

ELEMENTS AND PERFORMANCE CRITERIA

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

©TVET CDACC 2019 37

 3.4 Procedures for maintaining OSH-related records
are implemented

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

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

©TVET CDACC 2019 38

4. OSH issues and/or 4.1 Workers’ experience/observance on presence of
concerns may include work hazards
but are not limited to: 4.2 Unsafe/unhealthy administrative arrangements
(prolonged work hours, no break time, constant
overtime, scheduling of tasks)
4.3 Reasons for compliance/non-compliance to use of
PPEs or other OSH
procedures/policies/guidelines
5. Prevention and control 5.1 Eliminate the hazard (i.e., get rid of the dangerous
measures may include machine
but are not limited to: 5.2 Isolate the hazard (i.e. keep the machine in a
closed room and operate it remotely; barricade an
unsafe area off)
5.3 Substitute the hazard with a safer alternative (i.e.,
replace the machine with a safer one)
5.4 Use administrative controls to reduce the risk (i.e.
give trainings on how to use equipment safely;
OSH-related topics, issue warning signages,
rotation/shifting work schedule)
5.5 Use engineering controls to reduce the risk (i.e.
use safety guards to machine)
5.6 Use personal protective equipment
5.7 Safety, Health and Work Environment Evaluation
5.8 Periodic and/or special medical examinations of
workers
6. Safety gears /PPE 6.1 Arm/Hand guard, gloves
(Personal Protective 6.2 Eye protection (goggles, shield)
Equipment’s) may 6.3 Hearing protection (ear muffs, ear plugs)
include but are not 6.4 Hair Net/cap/bonnet
limited to: 6.5 Hard hat
6.6 Face protection (mask, shield)
6.7 Apron/Gown/coverall/jump suit
6.8 Anti-static suits
6.9 High-visibility reflective vest

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7. Appropriate risk Appropriate risk controls in order of impact are as
controls follows:
7.1 Eliminate the hazard altogether (i.e., get rid of the
dangerous machine)
7.2 Isolate the hazard from anyone who could be
harmed (i.e., keep the machine in a closed room
and operate it remotely; barricade an unsafe area
off)
7.3 Substitute the hazard with a safer alternative (i.e.,
replace the machine with a safer one)
7.4 Use administrative controls to reduce the risk (i.e.,
train workers how to use equipment safely; train
workers about the risks of harassment; issue
signage)
7.5 Use engineering controls to reduce the risk (i.e.,
attach guards to the machine to protect users)
7.6 Use personal protective equipment (i.e., wear
gloves and goggles when using the machine)
8. Contingency measures 8.1 Evacuation
may include but are not 8.2 Isolation
limited to: 8.3 Decontamination
8.4 (Calling designed) emergency personnel
9. Emergency procedures 9.1 Fire drill
may include but are not 9.2 Earthquake drill
limited to: 9.3 Basic life support/CPR
9.4 First aid
9.5 Spillage control
9.6 Decontamination of chemical and toxic
9.7 Disaster preparedness/management
9.8 se of fire-extinguisher
10. Incidents and 10.1 Chemical spills
emergencies may 10.2 Equipment/vehicle accidents
include but are not 10.3 Explosion
limited to: 10.4 Fire
10.5 Gas leak
10.6 Injury to personnel
10.7 Structural collapse
10.8 Toxic and/or flammable vapors emission.
11. OSH-related Records 11.1 Medical/Health records
may include but are 11.2 Incident/accident reports
not limited to: 11.3 Sickness notifications/sick leave application
11.4 OSH-related trainings obtained
REQUIRED SKILLS AND KNOWLEDGE

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

Required Skills
The individual needs to demonstrate the following skills:
 Skills on preliminary identification of workplace hazards/risks
 Knowledge management
 Critical thinking skills
 Observation skills
 Coordinating skills
 Communication skills
 Interpersonal skills
 Troubleshooting skills
 Presentation skills
 Training skills

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

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

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Identifies hazards/risks in the workplace and/or its
indicators
1.2 Requests for evaluation and/or work environment
measurements of OSH hazards/risk in the workplace
1.3 Gathers OSH issues and/or concerns raised by workers
1.4 Identifies and implements prevention and control
measures, including use of PPE (personal protective
equipment) for specific hazards
1.5 Recommends appropriate risk controls based on result of
OSH hazard evaluation and OSH issues gathered

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 1.6 Establish contingency measures, including emergency
procedures in accordance with organization procedures
1.7 Provides information to work team about company OSH
program, procedures and policies/guidelines
1.8 Participates in the implementation of OSH procedures
and policies/guidelines
1.9 Trains and advises team members on OSH standards and
procedures
1.10 Implements procedures for maintaining OSH-related
records
2. Resource The following resources should be provided:
Implications 2.1 Workplace or assessment location
2.2 OSH personal records
2.3 PPE
2.4 Health records
3. Methods of Competency may be assessed through:
Assessment 3.1 Portfolio Assessment
3.2 Interview
3.3 Case Study/Situation
3.4 Observation/Demonstration and oral questioning
4. Context of Competency may be assessed on the job, off the job or a
Assessment combination of these. Off the job assessment must be
undertaken in a closely simulated workplace environment.
5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

©TVET CDACC 2019 42

 COMMON UNITS OF COMPETENCY

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 APPLY ENGINEERING MATHEMATICS

UNIT CODE:LSM/OS/LM/CC/01/5/A

UNIT DESCRIPTION
This unit describes the competencies required by a technician in order to apply
algebra apply trigonometry, apply coordinate geometry, carry out binomial expansion,
carry out mensuration, apply power series, apply statistics, apply vector theory and
apply matrix.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

These describe the key These are assessable statements which specify the required
outcomes which make level of performance for each of the elements.
up workplace function. Bold and italicized terms are elaborated in the Range.
1. Apply Algebra 1.1 Calculations involving Indices are performed as per
the concept
1.2 Calculations involving Logarithms are performed as
per the concept
1.3 Scientific calculator is used in solving mathematical
problems in line with manufacturer’s manual
1.4 Simultaneous equations are performed as per the rules
1.5 Quadratic equations are calculated as per the concept

2. Apply 2.1 Calculations are performed using trigonometric rules

Trigonometry 2.2 Sine and cosine rules are applied

3. Apply 3.1 Polar equations are calculated using coordinate

Coordinate geometry
Geometry 3.2 Graphs of given polar equations are drawn using the
Cartesian plane
3.3 Normal and tangents are determined using coordinate
geometry
4. Carry out 4.1 Roots of numbers are determined using binomial
Binomial theorem
Expansion 4.2 Errors of small changes are determined using binomial
theorem

5. Carry out 2.1 Perimeter and areas of figures are obtained

Mensuration 2.2 Volume and of Surface area of solids are obtained
2.3 Area of irregular figures are obtained
2.4 Areas and volumes are obtained using Pappus theorem

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ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the required
outcomes which make level of performance for each of the elements.
up workplace function. Bold and italicized terms are elaborated in the Range.
6. Apply Power 1.1 Power series are obtained using Taylor’s Theorem
Series 1.2 Power series are obtained using McLaurin’s ‘s theorem

7. Apply Statistics 7.1 Mean, median mode and Standard deviation are
obtained from given data
7.2 Calculations are performed based on Laws of
probability
7.3 Calculation involving probability distributions,
mathematical expectation sampling distributions are
performed
7.4 Sampling distribution methods are applied in data
analysis
7.5 Calculations involving use of standard normal table,
sampling distribution, T-distribution and Estimation
are done
7.6 Confidence intervals are determined
8. Apply Vector 8.1 Vectors and scalar quantities are obtained in two and
theory three dimensions
8.2 Operations on vectors are performed
8.3 Position of vectors is obtained
8.4 Resolution of vectors is done
9. Apply Matrix 1.1 Determinant and inverse of 3x3 matrix are obtained
1.2 Solutions of simultaneous equations are obtained
1.3 Calculation involving Eigen values and Eigen vectors
are performed

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

Variable Range
May include but not limited to:
1. Operations  Addition
 Subtraction
2. Probability Distributions  Binomial
 Poisson

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  Normal
REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit of competency.
Required Skills
The individual needs to demonstrate the following skills:
 Applying fundamental operations (addition, subtraction, division, multiplication)
 Using and applying mathematical formulas
 Logical thinking
 Problem solving
 Applying statistics
 Drawing graphs
 Using different measuring tools
Required knowledge
The individual needs to demonstrate knowledge of:
 Fundamental operations (addition, subtraction, division, multiplication)
 Calculating area and volume
 Types and purpose of measuring instruments
 Units of measurement and abbreviations
 Rounding techniques
 Types of fractions
 Types of tables and graphs
 Presentation of data in tables and graphs
 Vector operations
 Matrix operations

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

1. Critical Assessment requires evidence that the candidate:

aspects of 1.1 Applied Trigonometry and hyperbolic functions
Competency 1.2 Carried out mensuration
1.3 Applied Power Series
1.4 Applied Vector theory
1.5 Applied Matrix
1 2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2 Measuring equipment
2.3 Materials relevant to the proposed activity or tasks

©TVET CDACC 2019 46

 3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Direct Observation
3.2 Demonstration with Oral Questioning
3.3 Written tests
2 Context of Competency may be assessed individually in the actual
Assessment workplace or
through accredited institution
3 Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

©TVET CDACC 2019 47

 OPERATE SURVEY INSTRUMENTS

UNIT CODE:LSM/OS/LM/CC/02/5/A

UNIT DESCRIPTION
This unit describes the competencies required by a surveyor to operate linear, angle
and linear-angle measuring survey instruments

ELEMENTS PERFORMANCE CRITERIA

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

1. Operate linear 1.1 Linear measuring instruments are identified as per

measuring survey procedures
instruments 1.2 Linear measuring instruments are operated as per
manufacturer’s manual
1.3 Linear measuring instruments are maintained as per
manufacturer’s instructions and survey procedures
2. Operate angle 2.1 Angle measuring instruments are identified as per
measuring survey procedures
instruments 2.2 Angle measuring instruments are operated as per
manufacturer’s instructions
2.3 Angle measuring instruments are maintained as per
manufacturer’s instructions and survey procedures
3. Operate height 3.1 Height measuring techniques are identified as per survey
measuring procedures
instruments 3.2 Height measuring instruments are operated as per
manufacturer’s instructions and survey procedure
3.3 Height measuring instrument are maintained as per
manufacturer’s instructions and survey procedure
4. Operate linear- 3.1 Linear and angle measuring instruments are identified
angle measuring as per survey procedures
instruments 3.2 Linear and angle measuring instruments are operated as
per manufacturer’s instructions
3.3 Linear and angle measuring instruments are maintained
as per manufacturer’s instructions and survey procedures

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

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 Variable Range

1. Linear measuring  Chains

instruments may include but  Laser distance measuring equipment
not limited to:  Cadastral tape
 Electronic distance measuring equipment
(EDM)
 Angle measuring  Theodolite
instruments may include but  Compass
not limited to:
 Linear-angle measuring  Total station
instruments may include but  GNSS receivers
not limited to:  Total Positioning System (TPS)

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required Skills
The individual needs to demonstrate the following skills:
 Operating survey equipment
 Interpretation skills
 Analytical skills
 Measuring skills
 Observation skills
 Planning and organizing skills
 ICT skills
 Computing skills
 Interpersonal skills
 Decision making skills

Required knowledge
The individual needs to demonstrate knowledge of:
 Survey instruments
 Record keeping
 Survey technologies

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

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

©TVET CDACC 2019 49

 Competency 1.1 Operated linear measuring instruments
1.2 Operated angle measuring instruments
1.3 Operated linear-angle measuring instruments
2 2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately
simulated environment where assessment can
take place
2.2 Materials relevant to the proposed activity or
tasks
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Direct Observation
3.2 Demonstration with Oral Questioning
3.3 Written tests
4 4. Context of Competency may be assessed individually in the actual
Assessment workplace or
through accredited institution
5 Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

©TVET CDACC 2019 50

 APPLY PRINCIPLES OF CARTOGRAPHY

UNIT CODE:LSM/OS/LM/CC/03/5/A

UNIT DESCRIPTION
This unit describes the competencies required by a surveyor to apply cartographic
techniques, communicate using maps, distinguish between maps and plans, determine
scale of maps and plans, compile and project maps, apply principles of reference
systems and represent relief

ELEMENTS PERFORMANCE CRITERIA

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

1. Apply cartographic 1.1 Drawing equipment, media and inks are

techniques identified
1.2 Drawing equipment and media are prepared
1.3 Mapping scale is applied
1.4 Rectangular grid is constructed
2. Communicate using 2.1 Map communication is demonstrated
maps 2.2 Cartographic symbols are designed
3. Distinguish between 3.1 Maps are identified
maps and plans 3.2 Plans are identified
4. Determine scale of 4.1 Scale of maps and plans are identified
maps and plans 4.2 Scales are determined
4.3 Scales are applied
5. Compile maps 5.1 Sources of mapping data are identified
5.2 Maps are compiled in phases
5.3 Maps are generalized
5.4 Maps are designed
6. Project maps 6.1 Map projections are selected
6.2 Map projections are applied
7. Apply principles of 7.1 Coordinate reference systems are selected
reference systems 7.2 Coordinate reference systems are applied

8. Represent relief 8.1 contours are generated from spot heights

8.2 ground profiles and sections are drawn

©TVET CDACC 2019 51

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

Variable Range
May include but not limited to:
1. Equipment  Set square
 Pantographs
 Compass
 Planimeter
 Scale rule
 Straight edge
 Technical pens
 Guillotine
2. Media  Plastic media
 Polyester
 PVC
 Paper and paper based
3. Coordinate reference  Geographical coordinates
systems  Rectangular coordinates (Cartesian)

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required Skills
The individual needs to demonstrate the following skills:
 Projecting maps
 Relief interpretation
 Operating cartographic equipment
 Scaling
 Scanning
 Digitizing
 Geo-referencing
 Editing skills
 Text placement

Required knowledge
The individual needs to demonstrate knowledge of:
 Cartographic techniques
 Cartographic symbols

©TVET CDACC 2019 52

 Map projections
 Coordinates conversion
 Cartographic rules
 Standard scales
 Map texts
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.

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

Competency 1.1 Apply cartographic techniques
1.2 Communicate using maps
1.3 Distinguish between maps and plans
1.4 Determine scale of maps and plans
1.5 Project maps
1.6 Apply principles of reference systems
1.7 Represent relief
3 2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2 Materials relevant to the proposed activity or tasks
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Direct Observation
3.2 Demonstration with Oral Questioning
3.3 Written tests
6 4. Context of Competency may be assessed individually in the actual
Assessment workplace or
through accredited institution
7 Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

©TVET CDACC 2019 53

 CORE UNITS OF COMPETENCIES

©TVET CDACC 2019 54

 CONDUCT TOPOGRAPHICAL SURVEY
UNIT CODE:LSM/OS/LM/CR/01/5/A

UNIT DESCRIPTION
This unit describes the competencies required by a surveyor to conduct a
reconnaissance, monument control points, determine position of control point,
determine position of detail points, and prepare topographical map
ELEMENTS PERFORMANCE CRITERIA
These describe the These are assessable statements which specify the
key outcomes which required level of performance for each of the elements.
make up workplace Bold and italicized terms are elaborated in the Range.
function.
1. Conduct a 1.1 Site is visited as per workplace procedures
reconnaissance 1.2 General observation of the area is made.

1.3 Location of new control points are identified as per

existing control points
1.4 Control points are established based on the type of
monument and technique used
1.5 Decisions are made based on the observations
2. Monument control 2.1 Types of monuments are identified
points 2.2 Points are monumented as per the type of monument.

3. Determine 3.1 Horizontal control points are established as per the

position of control preferred method
points 3.2 Vertical control points are established as per the
preferred method
4. Determine position 4.1 Co-ordinates of the features are determined
of detail points 4.2 Co-ordinates of spot heights are determined based on
the survey instrument and method

5 Prepare 5.1 Co-ordinates of detail points are plotted based on the

topographical map scale
5.2 Contours are generated from spot heights
5.3 Map is designed as per Cartographic standards

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

©TVET CDACC 2019 55

 Variable Range

1. General observations may  Existence of control points

include but not limited to:  Status of monuments
 Topography of the area
 Detail points
2. Decisions May include but  Number of personnel required
not limited to:  Time schedule for the Task.
 distance between staff stations
3. Type of monument May  Wooden pegs
include but not limited to:  Iron pins (IP)
 Iron pin in concrete (IPC)
 Iron pin in concrete underground (IPCU)
4. Method May include but not  Traverse (horizontal control)
limited to:  Levelling (vertical control)
 Trigonometric heighting (vertical control)
5. Survey instrument May  Theodolite
include but not limited to:  Total station
 GNSS

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required Skills
The individual needs to demonstrate the following skills:
 Handling of the survey equipment
 Setting up of survey equipment
 Operating survey instruments
 Planning and organizing skills
 ICT skills
 Design skills.
 Computing skills
 Excellent communication and presentation skills
 Interpersonal skills
 Decision making skills
 Analytical skills
 Measuring skills

Required knowledge
The individual needs to demonstrate knowledge of:
 Personal Protective Equipment (PPEs)
 Safety measures
 Survey instruments
 Map projection

©TVET CDACC 2019 56

 Map designs
 Types of monuments
 Levelling
 Traversing
 Triangulateration

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

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

Competency 1.1 Conducted a reconnaissance
1.2 Monumented control points
1.3 Determined position of control points
1.4 Determined position of detail points
1.5 Prepared topographical map
6 2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2 Materials relevant to the proposed activity or tasks
3.Methods of Competency in this unit may be assessed through:
Assessment 3.1 Direct Observation
3.2 Demonstration with Oral Questioning
3.3 Written tests
3.4 Practical
2 4. Context of Competency may be assessed individually in the actual
Assessment workplace or
through accredited institution
3 5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

©TVET CDACC 2019 57

 CONDUCT ENGINEERING SURVEY
UNIT CODE:LSM/OS/LM/CR/02/5/A

UNIT DESCRIPTION
This unit describes the competencies required by a surveyor to conduct a
reconnaissance, conduct control survey, set out engineering works, compute
earthworks and prepare as built survey map.
ELEMENTS PERFORMANCE CRITERIA
These describe the These are assessable statements which specify the
key outcomes which required level of performance for each of the elements.
make up workplace Bold and italicized terms are elaborated in the Range.
function.
1. Conduct a 1.1 Site is visited as per workplace procedures
reconnaissance 1.2 General observation is made and recorded as per
workplace procedures
1.3 Decisions are made based on the observations
2. Conduct control 2.1 Monumentation of control points is performed as per
survey techniques and survey manual
2.2 Horizontal and vertical controls are established as per
the method
3. Set out 3.1 Setting out method is determined as per structure to be
engineering works set out
3.2 Curves are set out as per their type and design
3.3 Buildings are set out as per their design
3.4 Trenches are set out as per their design
3.5 Slope stakes are set out as per their design
4. Compute 4.1 Profiles and cross sections are plotted based on profile
earthworks levelling
4.2 Mass haul diagram is drawn as per the design
4.3 Amount of cut and fill is determined based on the mass
haul diagram
5. Prepare as built 5.1 Initial design plans are revised based on actual location
survey map of the structure on the ground
5.2 As built survey map is produced as per map design
standards

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

Variable Range

©TVET CDACC 2019 58

 1. General observations may  Existence of control points
include but not limited to:  Status of monuments
 Topography of the area
 Detail points
2. Decisions May include but  Number of personnel required
not limited to:  Time schedule for the Task.
 distance between staff stations
2. method May include but not  Traverse
limited to:  Levelling
3. curves May include but not  horizontal curves
limited to:  vertical curves
4. Setting out method May  By coordinates
include but not limited to:  By theodolite and level
 By off set
5. Amount may include but not  Areas
limited to:  Volumes

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required Skills
The individual needs to demonstrate the following skills:
 Handling of the survey equipment
 Setting up of survey equipment
 Operating survey instruments
 Planning and organizing skills
 ICT skills
 Design skills.
 Computing skills
 Excellent communication and presentation skills
 Interpersonal skills
 Decision making skills
 Analytical skills
 Measuring skills

Required knowledge
The individual needs to demonstrate knowledge of:
 Personal Protective Equipment (PPEs)
 Setting out methods
 Profiles and cross sections
 Safety measures

©TVET CDACC 2019 59

 Survey instruments
 Map projection
 Map designs
 Computation procedures
 Levelling
 Traversing
 Triangulateration

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

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

Competency 1.1 Conducted a reconnaissance
1.2 Conducted control survey
1.3 Determined setting out method
1.4 Set out curves
1.5 Set out buildings
1.6 Set out trenches
1.7 Set out slope stakes
1.8 Plotted profiles and cross sections
1.9 Drew mass haul diagram
1.10 Determined amount of cut and fill
1.11 Prepared as built survey map
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2 Materials relevant to the proposed activity or tasks
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Direct Observation
3.2 Demonstration with Oral Questioning
3.3 Written tests
3.4 Practical’s
3 4. Context of Competency may be assessed individually in the actual
Assessment workplace or
through accredited institution
4 5. Guidance Holistic assessment with other units relevant to the industry
information for sector, workplace and job role is recommended.
assessment

©TVET CDACC 2019 60