REPUBLIC OF KENYA

COMPETENCY BASED CURRICULUM

FOR

COMPUTER SCIENCE

LEVEL 6

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

All rights reserved. No part of these curriculum 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]

©2019, TVET CDACC i

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

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION

©2019, TVET CDACC 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 to address the
mismatch between skills acquired through training and skills needed by industry as well
as increase the global competitiveness of Kenyan labour force.
The TVET Curriculum Development, Assessment and Certification Council (TVET
CDACC), in conjunction with ICT Sector Skills Advisory Committee (SSAC) have
developed Occupational Standards for Computer Scientist. These standards will be the
basis for development of competency-based curriculum for Computer Level 6.
This curriculum has been developed following the CBET framework policy; the CBETA
Standards and guidelines provided by the TVET Authority and the Kenya National
Qualification framework designed by the Kenya National Qualification Authority.
This curriculum is designed and organized with an outline of learning outcomes;
suggested delivery methods, training/learning resources and methods of assessing the
trainee’s achievement. The curriculum is competency-based and allows multiple entry
and exit to the course.
I am grateful to the Council Members, Council Secretariat, ICT SSAC, expert workers
and all those who participated in the development of this curriculum.

CHAIRPERSON, TVET CDACC

©2019, TVET CDACC iii

 ACKNOWLEDGMENT
This curriculum has been designed for competency-based training and has independent
units of learning that allow the trainee flexibility in entry and exit. In developing the
curriculum, significant involvement and support was received from various
organizations.
I recognize with appreciation the role of the ICT Sector Skills Advisory Committee
(SSAC) in ensuring that competencies required by the industry are addressed in the
curriculum. I also thank all stakeholders in the ICT sector for their valuable input and all
those who participated in the process of developing this curriculum.
I am convinced that this curriculum will go a long way in ensuring that workers in ICT
Sector acquire competencies that will enable them to perform their work more efficiently.

COUNCIL SECRETARY/CEO
TVET CDACC

©2019, TVET CDACC iv

 TABLE OF CONTENTS

FOREWORD.................................................................................................................................
PREFACE.....................................................................................................................................
ACKNOWLEDGMENT..............................................................................................................
TABLE OF CONTENTS..............................................................................................................
ABBREVIATIONS AND ACRONYMS...................................................................................
KEY TO UNIT CODE...............................................................................................................
COURSE OVERVIEW................................................................................................................
BASIC UNITS OF LEARNING...................................................................................................
COMMUNICATION SKILLS.....................................................................................................
NUMERACY SKILLS..................................................................................................................
DIGITAL LITERACY..................................................................................................................
ENTREPRENEURIAL SKILLS................................................................................................
EMPLOYABILITY SKILLS.....................................................................................................
ENVIRONMENTAL LITERACY.............................................................................................
OCCUPATIONAL SAFETY AND HEALTH PRACTICES..................................................
COMMON UNITS OF LEARNING.........................................................................................
BASIC ELECTRONICS.............................................................................................................
CORE UNITS OF LEARNING.................................................................................................
COMPUTER ORGANISATION AND ARCHITECTURE......................................................
OPERATING SYSTEMS..........................................................................................................
MATHEMATICS FOR COMPUTER SCIENCE.....................................................................
FUNDAMENTALS OF PROGRAMMING.............................................................................
DATABASE MANAGEMENT SKILLS..................................................................................
INFORMATION SYSTEMS.....................................................................................................
NETWORKING AND DISTRIBUTED SYSTEMS.................................................................
ALGORITHMS AND DATA STRUCTURES.........................................................................
WEB DESIGN SKILLS.............................................................................................................
GRAPHIC DESIGN..................................................................................................................

©2019, TVET CDACC v

©2019, TVET CDACC vi
 ABBREVIATIONS AND ACRONYMS
A Control version
AIDS Acquired Immunodeficiency Syndrome
BC Basic Unit
CBET Competency Based Education and Training
CC Common unit
CDACC Curriculum Development Assessment Certification Council
CEO Council Secretary
CR Core Unit
CU Curriculum
HIV Human Immuno-Deficiency Virus
KCSE Kenya Certificate of Secondary Education
KNQA Kenya National Qualifications Authority
LCD Liquid Crystal Display
OSH Occupational Safety and Health
PESTEL Political Environmental Social Technological Economic Legal
PPE Personal Protective Equipment
Q&A Questions and Answer
SSAC Sector Skills Advisory Committee
SWOT Strength Weakness Opportunity Threat
TVET Technical and Vocational Education and Training

©2019, TVET CDACC vii

 KEY TO UNIT CODE

ICT / CU/CS/ BC/ /01/ 6/ A

Industry or sector
Curriculum
Occupational area
Type of competency
Competency Number
Competency Level
Version control

©2019, TVET CDACC viii

 COURSE OVERVIEW
Description of The Course
Computer Science Level 6 qualification consists of competencies that a person must
achieve to understand computer organization and architecture, understand operating
systems, understand mathematics for computer science, understand fundamentals
programming, demonstrate database management skills, develop an information system,
understand networking and distributed systems, understand artificial intelligence,
understand algorithms and data structures, demonstrate web design skills and understand
graphic design.
This course consists of basic, common and core units of learning as indicated below:
Basic Units of Learning

Unit Code Unit Title Duration in Credit

Hours Factor

Communication Skills 40 4.0

ICT/CU/CS/BC/01/6/A

Numeracy Skills 60 6.0

ICT/CU/CS/BC/01/6/A

Digital Literacy 60 6.0

ICT/CU/CS/BC/01/6/A

Entrepreneurial Skills 100 10.0

ICT/CU/CS/BC/01/6/A

Employability Skills 80 8.0

ICT/CU/CS/BC/01/6/A

Environmental Literacy 40 4.0

ICT/CU/CS/BC/01/6/A

Occupational Safety and 40 4.0

ICT/CU/CS/BC/01/6/A Health Practices

Subtotal 1 420 42.0

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Common Unit of Learning

Unit Code Unit Title Duration in Credit

Hours Factor

ICT/CU/CS/CC/01/6/A Basic Electronic Skills 170 17.0

Subtotal 2 170 17.0

Core Units of Learning

Unit Code Unit Title Duration in Credit

Hours Factor

ICT/CU/CS/CR/01/6/A Computer organization and 140 14.0

architecture

ICT/CU/CS/CR/02/6/A Operating systems 130 13.0

ICT/CU/CS/CR/03/6/A Mathematics for computer 140 14.0

science

ICT/CU/CS/CR/04/6/A Fundamentals of programming 180 18.0

ICT/CU/CS/CR/05/6/A Database management skills 160 16.0

ICT/CU/CS/CR/06/6/A Information system 150 15.0

ICT/CU/CS/CR/07/6/A Networking and distributed 210 21.0

systems

ICT/CU/CS/CR/08/6/A Artificial intelligence 180 18.0

ICT/CU/CS/CR/09/6/A Algorithms and data structures 170 17.0

ICT/CU/CS/CR/10/6/A Web design skills 200 20.0

ICT/CU/CS/CR/11/6/A Graphic design 170 17.0

ICT/CU/CS/CR/12/6/A Industrial attachment 480 48.0

Subtotal 3 2310 231.0

Grand Total 2900 290.0

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The total duration of the course is 2900 hours.
Entry Requirements
An individual entering this course should have any of the following minimum
requirements:
a) Kenya Certificate of Secondary Education (KCSE C-)
Or
b) Equivalent qualifications as determined by Kenya National Qualifications
Authority (KNQA)
Industrial attachment
An individual enrolled in this course will be required to undergo an industrial attachment
in an ICT firm for a period of at least 480 hours. Attachment will be undertaken upon
completion of the course or the unit of learning.
Assessment
The course will be assessed at two levels:
a) Internal assessment: conducted continuously by the trainer (internal assessor)
who is monitored by an accredited internal verifier.
b) External assessment: conducted by an accredited external assessor who is
monitored by an accredited external verifier.
The assessors and verifiers are registered by TVET CDACC which also coordinates
external assessment.

Certification
A candidate will be issued with a Certificate of Competency for each Unit of
Competency. To attain the qualification in Computer Science Level 6, the candidate must
demonstrate competence in all the units of competency as given in qualification pack.
These certificates will be issued by TVET CDACC in conjunction with training provider.

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BASIC UNITS OF LEARNING
 COMMUNICATION SKILLS

UNIT CODE: ICT/CU/CS/BC/01/6/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Communication Skills

Duration of Unit: 40 hours

Unit Description
This unit covers the competencies required to demonstrate communication skills .It
involves, meeting communication needs of clients and colleagues; developing
communication strategies, establishing and maintaining communication pathways,
conducting interviews, facilitating group discussion and representing the organization.

Summary of Learning Outcomes

1. Meet communication needs of clients and colleagues
2. Develop communication strategies
3. Establish and maintain communication pathways
4. Promote use of communication strategies
5. Conduct interview
6. Facilitate group discussion
7. Represent the organization
Learning Outcomes, Content and Suggested Assessment Methods
Learning Outcome Content Suggested
Assessment Methods
1. Meet  Communication process  Interview
communication  Modes of communication  Written texts
needs of clients and  Medium of communication
colleagues  Effective communication
 Barriers to communication
 Flow of communication
 Sources of information
 Organizational policies
 Organization requirements for
written and electronic

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 communication methods
 Report writing
 Effective questioning
techniques (clarifying and
probing)
 Workplace etiquette
 Ethical work practices in
handling communication
 Active listening
 Feedback
 Interpretation
 Flexibility in communication
 Types of communication
strategies
 Elements of communication
strategy
2. Develop  Dynamics of groups  Interview
communication  Styles of group leadership  Written texts
strategies  Openness and flexibility in
communication
 Communication skills
relevant to client groups
3. Establish and  Types of communication  Interview
maintain pathways  Written texts
communication
pathways
4. Promote use of  Application of elements of  Interview
communication communication strategies  Written texts
strategies  Effective communication
techniques
5. Conduct interview  Types of interview  Interview
 Establishing rapport  Written texts
 Facilitating resolution of
issues
 Developing action plans
6. Facilitate group  Identification of  Interview
discussion communication needs  Written texts
 Dynamics of groups
 Styles of group leadership

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  Presentation of information
 Encouraging group members
participation
 Evaluating group
communication strategies
7. Represent the  Presentation techniques  Interview
organization  Development of a  Written texts
presentation
 Multi-media utilization in
presentation
 Communication skills
relevant to client groups

Suggested Methods of Instruction

 Discussion
 Role playing
 Simulation
 Direct instruction
Recommended Resources
 Desktop computers/laptops
 Internet connection
 Projectors
 Telephone

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 NUMERACY SKILLS

UNIT CODE: ICT/CU/CS/BC/02/6/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Numeracy Skills.

Duration of Unit: 60 hours

Unit Description
This unit describes the competencies required to demonstrate numeracy skills. It involves
applying a wide range of mathematical calculations for work; applying ratios, rates and
proportions to solve problems; estimating, measuring and calculating measurement for
work; using detailed maps to plan travel routes for work; using geometry to draw and
construct 2D and 3D shapes for work; collecting, organizing and interpreting statistical
data; using routine formula and algebraic expressions for work and using common
functions of a scientific calculator.

Summary of Learning Outcomes

1. Apply a wide range of mathematical calculations for work
2. Apply ratios, rates and proportions to solve problems
3. Estimate, measure and calculate measurement for work
4. Use detailed maps to plan travel routes for work
5. Use geometry to draw and construct 2D and 3D shapes for work
6. Collect, organize and interpret statistical data
7. Use routine formula and algebraic expressions for work
8. Use common functions of a scientific calculator

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment
Methods
1. Apply a wide  Fundamentals of  Written tests
range of mathematics  Assignments
mathematical  Addition, subtraction,  Supervised
calculations for multiplication and exercises
work division of positive and
negative numbers

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  Algebraic expressions
manipulation
 Forms of fractions, decimals and
percentages
 Expression of numbers as powers
and roots
2. Apply ratios,  Rates, ratios and proportions  Written tests
rates and  Meaning  Assignments
proportions to  Conversions into  Supervised
solve problems percentages exercises
 Direct and inverse
proportions determination
 Performing calculations
 Construction of graphs,
charts and tables
 Recording of information
3. Estimate,  Units of measurements and  Assignments
measure and their symbols  Supervised
calculate  Identification and selection of exercises
measurement measuring equipment  Written tests
for work  Conversion of units of
measurement
 Perimeters of regular figures
 Areas of regular figures
 Volumes of regular figures
 Carrying out measurements
 Recording of information
4. Use detailed  Identification of features in
maps to plan routine maps and plans  Written
travel routes for  Symbols and keys used in  Practical test
work routine maps and plans
 Identification and
interpretation of orientation
of map to North
 Demonstrate understanding
of direction and location
 Apply simple scale to
estimate length of objects, or
distance to location or object
 Give and receive directions

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 using both formal and
informal language
 Planning of routes
 Calculation of distance, speed
and time
5. Use geometry  Identify two dimensional
to draw and shapes and routine three
construct 2D dimensional shapes in
and 3D shapes everyday objects and in
for work different orientations
 Explain the use and
application of shapes
 Use formal and informal
mathematical language and
symbols to describe and
compare the features of two
dimensional shapes and
routine three dimensional
shapes
 Identify common angles
 Estimate common angles in
everyday objects
 Evaluation of unknown
angles
 Use formal and informal
mathematical language to
describe and compare
common angles
 Symmetry and similarity
 Use common geometric
instruments to draw two
dimensional shapes
 Construct routine three
dimensional objects from
given nets
6. Collect,  Classification of data  Assignments
organize and  Grouped data  Supervised
interpret  Ungrouped data exercises
statistical data  Data collection  Written tests

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  Observation
 Recording
 Distinguishing between sampling
and census
 Importance of sampling
 Errors in sampling
 Types of sampling and their
limitations e.g.
 Stratified random
 Cluster
 Judgmental
 Tabulation of data
 Class intervals
 Class boundaries
 Frequency tables
 Cumulative frequency
 Diagrammatic and graphical
presentation of data e.g.
 Histograms
 Frequency polygons
 Bar charts
 Pie charts
 Cumulative frequency
curves
 Interpretation of data
7. Use routine  Solving linear equations  Assignments
formula and  Linear graphs  Supervised
algebraic  Plotting exercises
expressions for  Interpretation  Written tests
work  Applications of linear graphs
 Curves of first and second
degree
 Plotting
 Interpretation
8. Use common  Identify and use keys for 
functions of a common functions on a  Written
scientific calculator calculator  Practical test
 Calculate using whole
numbers, money and routine

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 decimals and percentages
 Calculate with routine
fractions and percentages
 Apply order of operations to
solve multi-step calculations
 Interpret display and record
result

Suggested Methods of Instruction

 Group discussions
 Demonstration by trainer
 Practical work by trainee
 Exercises

Recommended Resources
 Calculators
 Rulers, pencils, erasers
 Charts with presentations of data
 Graph books
 Dice

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 DIGITAL LITERACY

UNIT CODE:ICT/CU/CS/BC/03/6/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Digital Literacy

Duration of Unit: 60 hours

Unit Description
This unit describes competencies required to demonstrate digital literacy. It involves in
identifying computer software and hardware, applying security measures to data,
hardware, software in automated environment, computer software in solving task,
internet and email in communication at workplace, desktop publishing in official
assignments and preparing presentation packages.

Summary of Learning Outcomes

1. Identify computer software and hardware
2. Apply security measures to data, hardware, software in automated environment
3. Apply computer software in solving tasks
4. Apply internet and email in communication at workplace
5. Apply desktop publishing in official assignments
6. Prepare presentation packages

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment Methods
1. Identify computer  Concepts of ICT  Written tests
hardware and  Functions of ICT  Oral
software  History of computers presentation
 Components of a computer
 Classification of computers
2. Apply security  Data security and control  Written tests
measures to data,  Security threats and control  Oral
hardware, software measures presentation
in automated  Types of computer crimes  Project
environment  Detection and protection
against computer crimes
 Laws governing protection

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 of ICT
3. Apply computer  Operating system  Oral
software in solving  Word processing questioning
tasks  Spread sheets  Project
 Data base design and
manipulation
 Data manipulation, storage
and retrieval
4. Apply internet and  Computer networks  Oral
email in  Network configurations questioning
communication at  Uses of internet  Written report
workplace  Electronic mail (e-mail)
concept
5. Apply desktop  Concept of desktop  Oral
publishing in publishing questioning
official assignments  Opening publication  Written report
window  Project
 Identifying different tools
and tool bars
 Determining page layout
 Opening, saving and closing
files
 Drawing various shapes
using DTP
 Using colour pellets to
enhance a document
 Inserting text frames
 Importing and exporting text
 Object linking and
embedding
 Designing of various
publications
 Printing of various
publications
6. Prepare  Types of presentation  Oral
presentation packages questioning
packages  Procedure of creating slides  Written report
 Formatting slides  Project
 Presentation of slides

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  Procedure for editing
objects

Suggested Methods of Instruction

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

Recommended Resources
 Computers
 Printers
 Storage devices
 Internet access

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 ENTREPRENEURIAL SKILLS

UNIT CODE: ICT/CU/CS/BC/04/6/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Entrepreneurial Skills

Duration of unit: 100 hours

Unit Description
This unit covers the competencies required to demonstrate understanding of
entrepreneurship. It involves demonstrating understanding of an entrepreneur,
entrepreneurship and self-employment. It also involves identifying entrepreneurship
opportunities, creating entrepreneurial awareness, applying entrepreneurial motivation and
developing business innovative strategies.

Summary of Learning Outcomes

1. Demonstrate understanding of who an entrepreneur
2. Demonstrate knowledge of entrepreneurship and self-employment
3. Identify entrepreneurship opportunities
4. Create entrepreneurial awareness
5. Apply entrepreneurial motivation
6. Develop business innovative strategies
7. Develop Business plan

Suggested Assessment
Learning Outcome Content Methods

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1. Demonstrate  Importance of self-  Individual/group
knowledge of employment assignments
entrepreneurship and  Requirements for entry into
 Projects
self-employment self-employment
 Role of an Entrepreneur in  Written tests
business  Oral questions
 Contributions of  Third party report
Entrepreneurs to National
development
 Entrepreneurship culture in
Kenya
 Born or made entrepreneurs

2. Identify  Business ideas and  Individual/group

entrepreneurship opportunities assignments
opportunities  Sources of business ideas
 Projects
 Business life cycle
 Legal aspects of business  Written tests
 Assessment of product  Oral questions
demand  Third party report
 Business environment
 Factors to consider when  Interviews
evaluating business
environment
 Technology in business

3. Create  Forms of businesses  Individual/group

entrepreneurial  Sources of business finance assignments
awareness  Factors in selecting source of
 Projects
business finance
 Governing policies on Small  Written tests
Scale Enterprises (SSEs)  Oral questions
 Problems of starting and  Third party report
operating SSEs
 Interviews

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4. Apply  Internal and external  Case studies
entrepreneurial motivation
 Individual/group
motivation  Motivational theories
assignments
 Self-assessment
 Projects
 Entrepreneurial orientation
 Written tests
 Effective communications in
 Oral questions
entrepreneurship
 Third party report
 Principles of communication
 Interviews
 Entrepreneurial motivation

5. Develop business  Innovation in business  Case studies

innovative strategies  Small business Strategic Plan
 Individual/group
 Creativity in business
assignments
development
 Projects
 Linkages with other
 Written tests
entrepreneurs
 Oral questions
 ICT in business growth and
 Third party report
development
 Interviews

6. Develop Business  Business description  Case studies

Plan  Marketing plan
 Individual/group
 Organizational/Management
assignments
 plan
 Projects
 Production/operation plan
 Written tests
 Financial plan
 Oral questions
 Executive summary
 Third party report
 Presentation of Business Plan
 Interviews

Suggested Methods of Instruction

 Direct instruction
 Project
 Case studies
 Field trips
 Discussions
 Demonstration
 Question and answer

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  Problem solving
 Experiential
 Team training

Recommended Resources
 Case studies
 Business plan templates
 Computers
 Overhead projectors
 Internet
 Mobile phone
 Video clips
 Films
 Newspapers and Handouts
 Business Journals
 Writing materials

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 EMPLOYABILITY SKILLS
UNIT CODE: ICT/CU/CS/BC/05/6/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Employability Skills

Duration of Unit: 80 hours

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

Summary of Learning Outcomes

1. Conduct self-management
2. Demonstrate interpersonal communication
3. Demonstrate critical safe work habits
4. Lead a workplace team
5. Plan and organize work
6. Maintain professional growth and development
7. Demonstrate workplace learning
8. Demonstrate problem solving skills
9. Manage ethical performance

Learning Outcomes, Content and Suggested Assessment Methods

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

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  Expressing personal
thoughts, feelings and
beliefs
 Developing and
maintaining high self-
esteem
 Developing and
maintaining positive self-
image
 Setting performance
targets
 Monitoring and
evaluating performance
 Articulating ideas and
aspirations
 Accountability and
responsibility
 Good work habits
 Self-awareness
 Values and beliefs
 Self-development
 Financial literacy
 Healthy lifestyle practices
 Adopting safety practices
2. Demonstrate  Meaning of interpersonal  Written tests
interpersonal communication  Oral questioning
communication  Listening skills  Interviewing
 Types of audience  Portfolio of
 Public speaking evidence
 Writing skills  Third party report
 Negotiation skills
 Reading skills
 Meaning of empathy
 Understanding
customers’ needs
 Establishing
communication networks
 Assertiveness
 Sharing information
3. Demonstrate  Stress and stress  Written tests

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 critical safe management  Oral questioning
work habits  Time concept  Interviewing
 Punctuality and time  Portfolio of
consciousness evidence
 Leisure  Third party report
 Integrating personal
objectives into
organizational objectives
 Resources mobilization
 Resources utilization
 Setting work priorities
 Developing healthy
relationships
 HIV and AIDS
 Drug and substance abuse
 Managing emerging
issues
4. Lead a  Leadership qualities  Written tests
workplace  Power and authority  Oral questioning
team  Team building  Interviewing
 Determination of team  Portfolio of
roles and objectives evidence
 Team parameters and  Third party report
relationships
 Individual responsibilities
in a team
 Forms of communication
 Complementing team
activities
 Gender and gender
mainstreaming
 Human rights
 Developing healthy
relationships
 Maintaining relationships
 Conflicts and conflict
resolution
 Coaching and mentoring
skills
5. Plan and  Functions of management  Written tests

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 organize work  Planning  Oral questioning
 Organizing  Interviewing
 Time management  Portfolio of
 Decision making concept evidence
 Task allocation  Third party report
 Developing work plans
 Developing work
goals/objectives and
deliverables
 Monitoring work
activities
 Evaluating work
activities
 Resource mobilization
 Resource allocation
 Resource utilization
 Proactive planning
 Risk evaluation
 Problem solving
 Collecting, analysing and
organising information
 Negotiation
6. Maintain  Avenues for professional  Written tests
professional growth  Oral questioning
growth and  Training and career  Interviewing
development opportunities  Portfolio of
 Assessing training needs evidence
 Mobilizing training  Third party report
resources
 Licenses and
certifications for
professional growth and
development
 Pursuing personal and
organizational goals
 Managing work priorities
and commitments
 Recognizing career
advancement
7. Demonstrate  Managing own learning  Written tests

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 workplace  Mentoring  Oral questioning
learning  Coaching  Interviewing
 Contributing to the  Portfolio of
learning community at evidence
the workplace  Third party report
 Cultural aspects of work
 Networking
 Variety of learning
context
 Application of learning
 Safe use of technology
 Taking
initiative/proactivity
 Flexibility
 Identifying opportunities
 Generating new ideas
 Workplace innovation
 Performance
improvement
 Managing emerging
issues
 Future trends and
concerns in learning
8. Demonstrate  Critical thinking process  Written tests
problem  Data analysis tools  Oral questioning
solving skills  Decision making  Interviewing
 Creative thinking  Portfolio of
 Development of creative, evidence
innovative and practical  Third party report
solutions
 Independence in
identifying and solving
problems
 Solving problems in
teams
 Application of problem-
solving strategies
 Testing assumptions
 Resolving customer
concerns

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 9. Manage ethical  Meaning of ethics  Written tests
performance  Ethical perspectives  Oral questioning
 Principles of ethics  Interviewing
 Ethical standards  Portfolio of
 Organization code of evidence
ethics  Third party report
 Common ethical
dilemmas
 Organization culture
 Corruption, bribery and
conflict of interest
 Privacy and data
protection
 Diversity, harassment and
mutual respect
 Financial
responsibility/accountabil
ity
 Etiquette
 Personal and professional
integrity
 Commitment to
jurisdictional laws
 Emerging issues in ethics

Suggested Methods of Instruction

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

Recommended Resources
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes

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  Radio sets
 TV sets
 LCD projectors

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 ENVIRONMENTAL LITERACY

UNIT CODE: ICT/CU/CS/BC/06/6/A

Relationship to Occupational Standards:

This unit addresses the Unit of Competency: Demonstrate Environmental Literacy

Duration of Unit: 40 hours

Unit Description
This unit describes the competencies required demonstrate environmental literacy.it
involves controlling environmental hazard, controlling environmental pollution,
complying with workplace sustainable resource use, evaluating current practices in
relation to resource usage, identifying environmental legislations/conventions for
environmental concerns, implementing specific environmental programs, monitoring
activities on environmental protection/programs, analysing resource use and developing
resource conservation plans.

Summary of Learning Outcomes

1. Control environmental hazard
2. Control environmental Pollution
3. Demonstrate sustainable resource use
4. Evaluate current practices in relation to resource usage
5. Identify Environmental legislations/conventions for environmental concerns
6. Implement specific environmental programs
7. Monitor activities on Environmental protection/Programs
8. Analyze resource use
9. Develop resource conservation plans

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content Assessment
Methods
1. Control  Purposes and content of  Written
environmental hazard Environmental Management questions
and Coordination Act 1999  Oral questions
 Storage methods for
environmentally hazardous

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 materials
 Disposal methods of
hazardous wastes
 Types and uses of PPE in
line with environmental
regulations
 Occupational Safety and
Health Standards (OSHS)
2. Control  Types of pollution  Written
environmental  Environmental pollution questions
Pollution control control measures  Oral questions
 Types of solid wastes  Role play
 Procedures for solid waste
management
 Different types of noise
pollution
 Methods for minimizing
noise pollution
3. Demonstrate  Types of resources  Written
sustainable resource  Techniques in measuring questions
use current usage of resources  Oral questions
 Calculating current usage of  Role play
resources
 Methods for minimizing
wastage
 Waste management
procedures
 Principles of 3Rs (Reduce,
Reuse, Recycle)
 Methods for economizing or
reducing resource
consumption
4. Evaluate current  Collection of information on  Written
practices in relation to environmental and resource questions
resource usage efficiency systems and  Oral questions
procedures,  Role play
 Measurement and recording
of current resource usage
 Analysis and recording of
current purchasing strategies.

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  Analysis of current work
processes to access
information and data
 Identification of areas for
improvement
5. Identify  Environmental  Written
Environmental issues/concerns questions
legislations/conventio  Environmental legislations  Oral questions
ns for environmental /conventions and local
concerns ordinances
 Industrial standard
/environmental practices
 International Environmental
Protocols (Montreal, Kyoto)
 Features of an environmental
strategy
6. Implement specific  Community needs and  Written
environmental expectations questions
programs  Resource availability  Oral questions
 5s of good housekeeping  Role play
 Identification of
programs/Activities
 Setting of individual roles
/responsibilities
 Resolving problems
/constraints encountered
 Consultation with
stakeholders
7. Monitor activities on  Periodic monitoring and  Oral questions
Environmental Evaluation of activities  Written tests
protection/Programs  Gathering feedback from  Practical test
stakeholders
 Analyzing data gathered
 Documentation of
recommendations and
submission
 Setting of management
support systems to sustain
and enhance the program
 Monitoring and reporting of

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 environmental incidents to
concerned /proper authorities
8. Analyze resource use  Identification of resource  Written tests
consuming processes  Oral questions
 Determination of quantity  Practical test
and nature of resource
consumed
 Analysis of resource flow
through different parts of
the process.
 Classification of wastes for
possible source of resources.
9. Develop resource  Determination of efficiency  Written tests
Conservation plans of use/conversion of  Oral questions
resources  Practical test
 Causes of low efficiency of
use of resources
 Plans for increasing the
efficiency of resource use

Suggested Methods of Instruction

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

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Environmental Management and Coordination Act 1999
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE)
 ISO standards
 Company environmental management systems (EMS)
 Montreal Protocol
 Kyoto Protocol

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 OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE: ICT/CU/CS/BC/07/6/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Occupational Safety and
Health Practices

Duration of Unit: 40 hours

Unit Description
This unit specifies the competencies required to demonstrate occupational health and
safety practices. It involves identifying workplace hazards and risk, identifying and
implementing appropriate control measures to hazards and risks and implementing OSH
programs, procedures and policies/guidelines.

Summary of Learning Outcomes

1. Identify workplace hazards and risk
2. Control OSH hazards
3. Implement OSH programs

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment
Methods
1. Identify  Identification of hazards in the  Oral
workplace workplace and/or the indicators questions
hazards and risks of their presence  Written tests
 Evaluation and/or work  Portfolio of
environment measurements of evidence
OSH hazards/risk existing in the  Third party
workplace report
 Gathering of OSH issues and/or
concerns
2. Control OSH  Prevention and control  Oral
hazards measures e.g. use of PPE questions
 Risk assessment  Written tests
 Contingency measures  Portfolio of

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 evidence
 Third party
report

3. Implement OSH  Company OSH program,  Oral

programs evaluation and review questions
 Implementation of OSH  Written tests
programs  Portfolio of
 Training of team members and evidence
advice on OSH standards and  Third party
procedures report
 Implementation of procedures
for maintaining OSH-related
records

Suggested Methods of Instruction

 Assigments
 Discussion
 Q&A
 Role play
 Viewing of related videos

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

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©2019, TVET CDACC 30
 COMMON UNITS OF LEARNING

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 BASIC ELECTRONICS

UNIT CODE: ICT/CU/CS/CC/01/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply Basic Electronic Skills

Duration of Unit: 170 hours

Unit description
This unit specifies the competencies required to apply basic electronics skills. It involves
identifying electric circuits and electronic components, understanding semi-conductor
theory, identifying and classifying memories, applying number systems and binary
coding and identifying emerging trends in electronics.
Summary of Learning Outcomes
1. Identify electric circuits
2. Identify Electronic components
3. Understand Semi-conductor theory
4. Identify and classify memory
5. Apply number systems and binary coding
6. Identify emerging trends in electronics

Learning outcomes Content Suggested Assessment

Methods
1. Identify electrical  Definition of electrical circuit.  Practical exercises
circuits  Basic electrical quantities and their units  Written
 E.m.f in volts  Observation
 Current in Amperes  Oral
 Power in watts
 Energy in joules
 Resistance in ohms
 Types of electrical circuits
 Simple a.c circuits
 Simple d.c circuits
2. Identify electronic  Identification of electronic components  Practical exercises
components  Resistor  Written
 Capacitor  Observation
 Diode  Oral

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  Inductor
 Characteristic of electronic components.
 Application of electronic components.
 Identification of integrated circuit
characteristics
3. Understand semi-  Definition of semiconductor and related  Practical exercises
conductor theory terms  Written
 Atom  Observation
 Atomic structure  Oral
 Description of the structure of matter

 Explanation of electrons in conductors
and semiconductors
 Types of semiconductors materials
 Silicon
 germanium
 Explanation of P-type and N-types
materials
 P-type
 N-type
 Description of P-N junction diodes
operations
 Forward biasing
 Reverse biasing
 Operations of transistors
 PNP type
 NPN type

4. Identify and classify  Definition of memory  Written

memory  Classification of memories  Observation
 RAM  Oral
 ROM
 DAM
 Types of memories
 Semiconductor memories
 Magnetic memories

5. Apply number  Definition of number system and binary  Written

systems and binary code  Observation
coding  Types of number systems  Oral

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  Decimal
 Binary
 Octal
 Hexadecimal
 Base conversion
 Binary arithmetic
 Addition
 Subtraction
 Multiplication
 Division
 Binary codes
 8421 BCD
 Excess-3
 Represent decimal numbers in BCD
 BCD arithmetic
 Addition
 Subtraction
 Multiplication
 Division

6. Emerging trends in  Description of emerging trends  Written

Electronics  Explanation of challenges of emerging  Observation
trends  Oral
 Coping with the emerging trends

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources

Tools
 Screw Drivers
 Pliers
 Wire cutters
 Wire Strippers

©2019, TVET CDACC 34

  Clamps
 Vises

Equipment
 Voltmeter
 Ohmmeter
 Ammeter
 Multimeter
 Power supplies
 LCR meter
Materials and supplies
• Circuits
• Semiconductor materials
• Conductors e.g. copper, gold, silver
• Insulators e.g. rubber, glass, mica

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 CORE UNITS OF LEARNING

©2019, TVET CDACC 36

 COMPUTER ORGANISATION AND ARCHITECTURE

UNIT CODE: ICT/CU/CS/CR/01/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Understand Computer Organization and
Architecture

Duration of Unit: 140 hours

Unit description
This unit covers the competencies required to understand computer organisation and
architecture. It involves understanding principles of computer organisation and design,
understanding central processing unit functions, understanding computer memory
organization, understanding input-output functions and understanding computer
arithmetic and logic.

Summary of Learning Outcomes

1. Understand principles of Computer Organisation and Design
2. Understand Central Processing Unit functions
3. Understand computer memory organization
4. Understand Input-Output functions
5. Understand computer arithmetic and logic

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Understand  Definition of Computer  Practical tests
principles of Organisation  Observation
computer  Description of Computer  Oral tests
organisation and Architecture  Written tests
design  Computer Memory
Organization
 Structure and function of
computer components
 Basic components
 Functions of

©2019, TVET CDACC 37

 components
 Identification of computer
hardware components
 Input – Output Organization
2. Understand input-  Peripheral devices  Practical tests
output organization  Categories of peripheral  Observation
devices  Oral tests
 Standard I/O devices  Written tests
specification factors
 Input-output processing
 Role of Bus interface in I/O
 Modes of data transfer
 Programmed I/O
 Interrupt initiated I/O
 Direct memory
access(DMA)
 I/O devices’ specifications as
per user needs
 Verification of computer I/O
devices’ specifications
 Computer Memory  Practical tests
3. Understand
Organization  Observation
computer memory
 Functions  Oral tests
organization
 Categories of internal  Written tests
memory
 Standard memory
specification factors
 Storage technologies
 Solid state storage
devices
 Optical storage devices
 Magnetic storage
devices
 Cache and Virtual memory
 Definitions
 Operations of cache and
virtual memory
 Prescription of memory
specifications as per user needs
 Verification of memory

©2019, TVET CDACC 38

 specifications for a given
computer
4. Understand central  Central Processing Unit  Practical tests
processing unit  Types of processors  Observation
functions  Processor generations  Oral tests
 Standard CPU  Written tests
specification factors
 CPU architecture
 Arithmetic and Logic
Unit
 Control Unit
 Buses
 Register
 Definition
 Types of registers
 Instruction representation and
execution
 Instruction set
 Fetch Execute Cycle
 Prescription of CPU
specifications as per user needs
 Verification of computer CPU
specifications
5. Understand  Number systems  Practical tests
computer arithmetic  Types  Observation
and logic  Operations  Oral tests
 Conversion  Written tests
 IEEE-based Integer and
Floating point representations
 Integer and Floating point
arithmetic
 Addition
 Subtraction
 Multiplication
 Logic operators
 OR
 AND
 NAND
 NOR
 NOT

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  Logic operations
 Addition
 Multiplication
 Subtraction
 Division
 Demonstrating methods of
representing logic operations
 Truth table
 Karnaugh maps
 Logic gates

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop
 Simulation
 Visiting lecturer/specialist from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
Internet
Equipment
 Computer
 Separate/disassembled hardware components, including
 CPUs
 Memory modules
 Disks
 Peripheral device
Materials and supplies
 Instructional material
 Stationery
Reference materials
 Hardware vendor specifications
 Trainer – recommended resources including web resources
OPERATING SYSTEMS

UNIT CODE: ICT/CU/CS/CR/02/6/A

Relationship to Occupational Standards

©2019, TVET CDACC 40

This unit addresses the unit of competency: Understand Operating Systems

Duration of Unit: 130 hours

Unit Description:
This unit covers the competencies required to understand operating systems. It involves
understanding fundamentals of operating systems, understanding process management,
understanding memory management, understanding input-output management and
understanding file management.

Summary of Learning Outcomes:

1. Understand fundamentals of operating systems
2. Understand process management
3. Understand memory management
4. Understand Input and Output management
5. Understand file management

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content Assessment
Methods
1. Understand  Computer software  Practical
fundamentals of  Definition exercises
operating  Classification  Oral tests
systems  Operating system  Written tests
 Definition  Observation
 Concepts
 Functions of operating
system are identified.
 Operating system structures
 Monolithic
 Layered
 Virtual
 Client-server model
 Types of operating systems
 Requirements for Windows OS
installation
 Demonstration of Windows
installation
 Specify hardware

©2019, TVET CDACC 41

 requirements
 Back up data in target
machine
 Partition creation and/or
formatting
 Installation as per vendor
instructions
 Testing installation
2. Understand  Process management  Practical
process  Definitions: Process, exercises
management Thread, Process Control  Oral tests
Block  Written tests
 Functions of the Process  Observation
Manager
 Computer Resources
 Process states and their
transition
 States: Ready, Waiting,
Complete, Running
 Transitions: Dispatch,
Suspend, Exit, Resume
 Process scheduling
 Features of scheduling
algorithms
 Types of schedulers
 Scheduling algorithms
 Demonstration of Task
Manager
 Observing CPU queue
 Stopping CPU intensive
processes.
 Performance monitor tools in
process management
3. Understand  Memory Management  Practical
memory  Definition exercises
management  Objectives of Memory  Oral tests
management  Written tests
 Components of the  Observation
Memory Management

©2019, TVET CDACC 42

 unit
 Memory management
techniques
 Partitioning
 Virtual memory:
 Paging, Segmentation
 Demonstration of virtual
memory settings – Increasing
the Windows page file size
4. Understand  Input - output management  Practical
input and output  Definition exercises
management  Objectives of I/O  Oral tests
management  Written tests
 I/O hardware  Observation
 I/O software
 Polling Vs Interrupt drive
I/O
 Disk operations
 Access time factors
 Techniques for resolving
slow disk I/O
 Computer clock system
 Virtual Input Output
 Definition of Virtual I/O
 Types of virtual I/O:
Buffering, Spooling,
Caching
 Disk selection criteria
 Size
 Speed
 Disk properties in Windows
 Demonstration of disk storage
management operations
 Formatting volume
 Partitioning volume
 Shrinking volume
 Extending volume
 Optimising and
defragmenting disk
 Changing drive security

©2019, TVET CDACC 43

 permissions
 Backing up
 Copying data to optical
disks
 Handling removable media
 Demonstration of device
management operations using
Windows Device Manager
 Verifying installed drivers
 Resolving driver conflicts

5. Understand file  File management  Practical

management  Definition exercises
 Objectives of file manager  Oral tests
 File naming concepts  Written tests
 File access methods  Observation
 Sequential access
 Direct/Random access
 Indexed sequential access
 File allocation techniques
 Contiguous
 File Allocation
 Indexed
 File protection and security
 Importance
 Access control
 Audit trial
 Demonstration of file and
directory operations
 Creating folders and files
 Renaming folders and files
 Deleting folders and files
 Copying and Moving folders
and files
 Setting file attributes
 Local security policy settings
 Password policy
 Account lockout policy
 Audit policy
 Security options

©2019, TVET CDACC 44

Suggested Methods of Instruction
 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
 Windows Operating system
Equipment
 Computers
Materials and supplies
 Instructional materials
 Stationery
Reference materials
 Trainer-recommended resources including web resources

©2019, TVET CDACC 45

 MATHEMATICS FOR COMPUTER SCIENCE

UNIT CODE: ICT/CU/CS/CR/03/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Understand Mathematics for Computer
Science

Duration of Unit: 140 hours

Unit description

This unit specifies the competencies required to understanding linear algebra,

understanding Boolean algebra, understanding set theory, understanding calculus and
understanding probability and statistics.

Summary of Learning Outcomes

1. Understand Linear Algebra
2. Understand Boolean Algebra
3. Understand Set Theory
4. Understand Calculus
5. Understand Probability and Statistics
Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment Methods
1. Understand Linear  Linear Equations  Practical tests
Algebra   Oral tests
 Definition  Written tests
 Types
 Solving linear equations
 Methods of solving
 Formation
 Vectors
 Definition
 Types
 Vector operations
 Addition
 Subtraction
 Multiplication
 Scalar

©2019, TVET CDACC 46

  Dot product
 Matrices
 Definition
 Types
 Determinant
 Application
 Matrix operations
 Addition
 Scalar multiplication
 Transposition
 Inverse of square matrix
2. Understand Boolean  Boolean algebra  Practical tests
Algebra  Definition of  Oral tests
Boolean algebra  Written tests
 Uses of Boolean
algebra
 Key Terminology
 Boolean value
 Boolean function
 Digital logic
 Basic Boolean operations
 AND
 OR
 NOT
 Secondary operations
 NAND
 NOR
 EX-OR
 EX-NOR
 Writing Boolean
Expressions
 Order of basic
operations
 Symbols
 Simplification of Boolean
expressions
 Using algebraic
functions
 Using Truth tables
 Using Karnaugh

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 Maps
 Boolean Laws and
Theorems
 AND law
 OR law
 Inversion law
 Commutative
 Associative
 Distributive
 De-Morgan’s
Theorems
 Simplification (Reduction)
Rules for Boolean
expressions
3. Understand Set  Sets Theory  Practical tests
Theory  Definition of a Set  Oral tests
 Characteristics of sets  Written tests
 Methods of Set
representation
 Statement form
 Tabular form
 Set builder notation
 Cardinality of a set
 Types of sets
 Finite
 Infinite
 Subset
 Universal
 Proper
 Singleton set
 Venn Diagrams
 Set Operations
 Set Union
 Set Intersection
 Set Difference
 Complement of Set
 Cartesian Product
4. Understand Calculus  Functions  Oral
 Definition of  Observation

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 function  Written
 Domain
 Range
 Linear functions
 Power functions
 Evaluation
 Graphing of functions
 Intercepts
 Limits
 Differential calculus
 Rate of change
 Rules of derivatives
 Optimization
 First and second order
differential equations
 Integral calculus
 Definite
 Indefinite
 Techniques of integration
 By parts
 Reserve chain rule
 u-substitution
5. Understand  Key terminologies in  Practical tests
Probability and probability  Oral tests
Statistics  Samples spaces  Written tests
 events
 sets
 outcomes
 Probability axioms and
counting problems
 Permutations and
combinations
 Conditional probability and
multiplication rule
 Data representation
techniques
 Histogram
 Pie charts
 Scatter plot

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  Bar graph
 Measures of central
tendency
 Mean
 Mode
 Median
 Measures of spread
 Variance
 Standard deviation
 Measure of Location
 Quartile
 Percentile

Suggested Methods of Instruction

 Presentations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Visiting lecturer/trainer from the Mathematics field.
 Industrial visits

Recommended Resources
Tools
 Internet
Equipment
 Calculator
 Computer
Materials and supplies
 Instructional material
 Stationery
Reference materials
Trainer-recommended reference material including text books and web resources

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 FUNDAMENTALS OF PROGRAMMING

UNIT CODE: ICT/CU/CS/CR/04/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Understand Fundamentals of Programming

Duration of Unit: 180 hours

Unit Description:
This unit covers the competencies required to understand fundamentals of programming.
It involves understanding programming concepts, understanding the Java environment,
performing data operations, using control structures, using methods and understanding
Object Oriented programming.
Summary of Learning Outcomes:
1. Understand Programming Concepts
2. Understand the Java environment
3. Perform Data Operations
4. Use Control Structures
5. Use Methods
6. Understand Object Oriented Programming

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning
Content Assessment
Outcome
Methods
1. Understand  Definition of programming  Practical
Programming  Phases of program development tests
Concepts  Establish program  Oral tests
requirements  Written tests
 Design a program
 Coding
 Code test and debug
 Document
 Maintain
 Key terms used in programming
 Algorithm
 Source code
 Executable

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  Compiling
 Debugging
 Types of code
 Source code
 Object code
 Machine code
 Translators used in programming
 Compiler
 Interpreter
 Assembler

 OOP fundamental concepts

2. Understand the  Installation of Java  Practical

Java  Download Java for tests
Environment Windows  Oral tests
 Install JDK  Written tests
 Set the Environment
variables
 Java Programming environment
 Downloading Eclipse IDE
 Setting up Eclipse IDE
 Launching Eclipse IDE
 Features of Java
 Java syntax
 Case Sensitivity
 Class names
 Method names
 Program file name
 Public static void main
 Identifiers
 Modifiers
 Variables
 Java Arrays
 Java Enums
 Java Keywords

3. Perform Data  Java Data Types  Practical

Operations  Integer tests

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  Float  Oral tests
 Strings  Written tests
 Boolean
 Java statements
 Expression Statements
 Declaration Statements
 Control-flow statements
 Variables and Constants
 Local Variables
 Class Variables
 Instance Variables
 Integer constants
 Real Constants
 Single character constants
 String constants
 Java Data operations
 Variable assignment
 Variable reading
 Variable arithmetic
 Object Instantiation
 Java Program to perform an operation
 Area of a circle
 Solve Quadratic equations
 Calculate compound
interest

4. Use Control  Java Control Statements  Practical

structure  Decision making tests
statements  Oral tests
 Looping statements  Written tests
 Branching statements
 Uses of different control statements in
Java
Decision making statements

 If then
 If then else
 Switch

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 Looping statements

 for
 while
 do while
Branching statements

 break
 Continue
 Creation of programs using control
statements

5. Use Methods  Java Methods  Practical

 Definition tests
 Structure  Oral tests
 Demonstration of methods  Written tests
 Creating Methods
 Method calling
 Void keyword
 Passing parameters by
value
 Method overloading
 Using command line
arguments
 The this keyword
 Variable arguments
 The finalize () method
 Creation programs to implement
methods

6. Understand  Object oriented programming concepts  Practical

Object  Inheritance tests
Oriented  Encapsulation  Oral tests
Programming  Abstraction  Written tests
 Polymorphism
 Classes
 Declaring attributes
 Creating Methods
 Objects

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  Creating objects
 Calling methods
 Creation of programs to implement
inheritance

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised practical assignments and projects;
 Visiting lecturer/expert from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
 JDK
Equipment
 Computers
Materials and supplies
 Instructional materials
 Stationery
Reference materials
 Trainer-recommended resources including web resources

©2019, TVET CDACC 55

 DATABASE MANAGEMENT SKILLS

UNIT CODE: ICT/CU/CS/CR/05/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Understand Database Management Skills

Duration of Unit: 160 hours

Unit Description:
This unit covers the competencies required to demonstrate database management skills. It
involves understanding database fundamentals, designing a database, using Structured
Query Language, understanding design of object oriented databases, understanding
indexing and hashing and understanding database applications.
Summary of Learning Outcomes:
By the end of the unit, the trainee should be able to:
1. Understand Database fundamentals
2. Design a database
3. Use Structured Query Language
4. Understand the design of object oriented databases
5. Understand indexing and hashing
6. Understand database applications

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Understand  Definition of database  Oral tests
database  Database terminologies  Written tests
fundamentals  Table  Practical tests
 Database engine
 Records
 Field
 Reasons of using databases
 Definition of relational model
 Relational Modelling Concepts
 Relations/tables
 Attributes/Columns
 Domain
 Tuples/Rows
 Primary Key

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  Foreign Key
 Properties of a relation/table
 Comparison of RDBMS
products
 Oracle
 MS SQL server
 My SQL
 Ms Access
 Installation of MS SQL server
 MS SQL server interface
 Properties of MS SQL server
Database
 Prescribe RDBMS product for a
simulated environment
 Database security
 Definition
 Access control
 Authentication
 Integrity control
 Backup
2. Design a database  Phases of database Design  Oral tests
 Conceptual database  Written tests
design (ERM Modeling)  Practical tests
 Logical database design
 Physical database design
 Entity modelling
 Components
 Designing Entity Model
using UML (Unified
Modelling Language)
 Normalisation
 Definition
 Demonstration of
normalisation
 Validating model according to
the requirements / specified
transactions (CRUD matrix)
3. Use Structured  SQL  Practical tests
Query Language  Definition  Oral tests
(SQL)  Characteristics  Written tests

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  Components
 Data definition queries
 CREATE
 DROP
 ALTER
 Demonstration of CREATE
TABLE statement
 Demonstration of CREATE
TABLE constraints:
 PRIMARY KEY
 FOREIGN KEY
 NOT NULL
 CHECK
 UNIQUE
 DEFAULT
 Editing table schema using SQL
ALTER statement
 Adding an attribute
 Dropping an attribute
 Modifying attribute
domain
 Dropping table using SQL
DROP TABLE statement
 Data manipulation query
statements
 INSERT
 SELECT
 UPDATE
 DELETE
 Data Manipulation Query
Statements
 Retrieving records using
SELECT statement
 Insertion of records using
INSERT INTO
statements
 Deleting records using
DELETE statement
 Updating records using
UPDATE. SET statement

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  SQL Joins
 Definition of a join
 Types of joins
 Create and query a database
from a validated ER model.
 Creating a simple join
4. Understand design  Object oriented database  Practical tests
of object oriented  Definition  Oral
databases  Comparison with other  Written tests
types of databases
 Object oriented database
concepts
 Classes
 Objects
 Attributes
 Inheritance
 Implementation of Object
Oriented Database Concepts
from a set of requirements
 Creation of views and triggers.
5. Understand  Indexing and hashing  Practical tests
indexing and Definition of indexing and  Oral
hashing hashing  Written tests
Types of indexing
Types of hashing
 Demonstration of indexing
 Dense index
 Sparse index
 Demonstration of hashing
 Static hashing
 Dynamic hashing
 Implementation of indexing and
hashing in an existing database
6. Understand  Decision support system  Practical tests
database  Data mining  Oral
applications  Features of Distributed  Written tests
Databases
 Features of Data warehouses
 Features of Spatial and
geographical databases

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  Features of Multi-media
databases
 Mobility and personal databases
 Design and implementation of
data warehouses

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised practical database design and SQL projects
 Visiting expert from the ICT sector;
 Industrial visits
Recommended Resources
Tools
Microsoft Office with MS Visio Modelling tool
MS SQL server software
Equipment
 Computers
Materials and supplies
 Instructional material
 Stationery
Reference materials
 Trainer – recommended resources including web resources
 SQL Server technical documentation

©2019, TVET CDACC 60

 INFORMATION SYSTEMS

UNIT CODE: ICT/CU/CS/CR/06/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Develop an Information System

Duration of Unit:150 hours

Unit Description
This unit covers the competencies required to develop an information system. It involves
understanding fundamentals of information systems, understanding the software
development process, demonstrating human computer interaction principles,
understanding the VB.net programming environment and developing and testing a
VB.NET application.
Summary of Learning Outcomes
1. Understand fundamentals of Information Systems
2. Understand the Software Development Process
3. Demonstrate Human Computer Interaction Principles
4. Understand the VB.NET programming environment
5. Develop and test a VB.NET application

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
 Information systems  Oral questioning
1. Understand
 Definition  Written tests
fundamentals of
 Components  Practical tests
Information
 Types of information systems
Systems
 Transaction Processing
Systems
 Management Information
Systems
 Decision Support Systems
 Executive Information
Systems
 Office Automation Systems
 Emerging trends in information
systems

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  Recommendation of
information systems for
different scenarios
 Information system security
 Definition
 Information security
management system
 Tools for information
system security
 Firewalls
 Virtual private networks
 Mobile security
 Geolocation software
 Remote data removal
software
 Web security
 Cyber security
 Technologies
 Web threats
 Defence strategies
 Software Development Life  Written tests
2. Understand the
Cycle  Oral questioning
Software
 Software Development  Practical tests
Development
Methodologies
Process
 Waterfall
 Spiral
 Rapid Application
Development
 Agile Development
 Modeling techniques
 Data Flow Diagrams
 Entity Relation Diagrams
 UML diagrams
 Creation of models for given
scenarios
 Human Computer Interaction  Practical
3. Demonstrate
 Definition  Oral questioning
Human Computer
 Role of interaction design  Observation
Interaction
 Interaction styles  Written tests
Principles
 Interaction elements

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  Mistakes in interaction
design
 Interface design principles
 Prescribing interaction choices
and recognition of interaction
flaws
 The .Net framework  Practical tests
4. Understand the
 Applications supported  Oral tests
VB.NET
 Components of the .Net  Written tests
programming
framework
environment
 Installation of Visual Studio
 Features of VB.Net
 The Integrated Development
Environment (IDE)
 Definition of IDE
 Parts of VB.Net IDE
 VB.Net program structure
 VB.NET syntax
 Namespace declaration
 Class or module
 Procedures
 Data types, variables,
constants
 The Main procedure
 Statements and Expressions
(Variable declarations,
operations, control
statements)
 Comments
 Creating aVB.Net project
 Saving Forms and Project
 Compiling a Project

 Basic VB.Net Controls  Practical tests

5. Develop and test a
 Controls and their purpose  Oral tests
VB.NET
 Standard naming  Written tests
application
conventions for controls
 Elements of a control
 Properties
 Methods
 Events

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  Demonstrating Properties,
Methods and Events
 Properties for basic controls
 Setting properties at design
time and run time
 Methods for basic controls
 Events for basic controls
 Demonstrating event handling
 Mouse events
 Keyboard events
 Designing VB.NET form using
HCI principles
 Connection of VB.Net
applications to a database
 ADO.Net object model
 Demonstrating Database
connection using the Data
Provider
 Demonstrating creation of
tables using Dataset
components
 Deployment of VB.NET
VB.Net applications
 Purpose deployment
 Demonstrating deployment
steps

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised practical assignments and projects;
 Visiting expert from the ICT sector;
 Industrial visits

©2019, TVET CDACC 64

Recommended Resources
Tools
 Visual Studio, CASE software, UX/UI software
Equipment
 Computer
Materials and supplies
 Instructional materials
 Stationery
Reference materials
 Trainer-recommended resources including web resources
 Visual Studio Documentation

©2019, TVET CDACC 65

 NETWORKING AND DISTRIBUTED SYSTEMS

UNIT CODE:ICT/CU/CS/CR/07/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Understand Networking and Distributed
Systems

Duration of Unit: 210 hours

Unit description:
This unit specifies the competencies required to understanding networking and
distributed systems concept. It involves understanding networking and distributed
systems, distributed system architectures, distributed processing and file management,
setting up a network in a distributed environment understanding data communication
standards and IP addressing and troubleshooting a network.
Summary of Learning Outcomes
1. Understand networking and distributed systems
2. Understand distributed systems architectures
3. Understand distributed processing and file management
4. Set up a network in a distributed environment
5. Understand Data Communication Standards and IP addressing
6. Troubleshoot a network
Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Understand  Fundamentals of networking  Written tests
networking and  Definition of network  Observation
distributed systems  Definition of network  Oral tests
concepts terminologies  Practical tests
 Identified network
components
 Application and
benefits of networking
 Types of networks
 LAN
 MAN

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  WAN
 PAN
 Network topologies
 Star
 Ring
 Mesh
 Bus
 Transmission media
 Wired media
 Wireless media
 Distributed system
 Definition
 Application
 Types of distributed systems
 Computing
 Information
 Pervasive
 Client server
 Peer to peer
 Distributed systems models
 Architectural
 Interaction
 Fault
 Specifying network
requirements for a site
 Type of network
 Type of topology
 Devices
 Network security
 Definition
 Types of network
attacks
o Active
o Passive
 Components of network
security
 Network access control
 Firewall
 Intrusion prevention
 Security information

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 and event management
 Wireless security
2. Understand  Distributed architecture  Written tests
distributed systems  Definition  Observation
architectures  Application  Oral tests
 Architecture styles  Practical tests
 Layered Architecture
 Object Based
Architecture
 Data-centred
Architecture
 Types of distributed system
architectures
 Centralized
 Decentralized
 Hybrid

 Specifying distributed system

architecture requirements for a
simulated site
 Architecture style
 Type of distributed
system architectures
 Types of distributed processing  Written tests
3. Understand
 Distributed processing  Observation
distributed
 Parallel processing  Oral tests
processing and file
 Types of file systems  Practical tests
management
 File sharing and accessing
methods
 Remote access
 Data caching
 Demonstration of distributed
file sharing and access
4. Set up a network in  Selection of tools, materials and  Written tests
a distributed devices  Observation
environment  Connection and configuration of  Oral tests
network devices  Practical tests
 Installation and configuration of
network software
 Testing the network

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 5. Understand Data  OSI model
Communication  Definition
standards and IP  Functions of different
addressing OSI model layers
 OSI layer Protocols are
illustrated
 Data communication
components
 Message
 Sender
 Receiver
 Medium
 Protocol
 Network IP Address classes
 Class A, B, C
 Public and Private IP
Address
 Automatic Private IP
Address
6. Troubleshoot a  Troubleshooting  Written tests
network  Definition  Observation
 Techniques  Oral tests
 Procedures  Practical tests
 Troubleshooting tools
 Ping
 Tracert/traceroute
 Nslookup
 Netstat
 Pathping/mtr
 Demonstration of network
troubleshooting as per IEEE
standard

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a site;
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

©2019, TVET CDACC 69

Recommended Resources
Tools
 Network tool kit
 Signal testers
 Spam Blacklists
 URL Encode
 Header checker
 LanTEK III cable certifier
 Crimpers (RJ45, Hex Coax)
 Punch Down Tools.
 Wire Strippers & Cutters.
 Network Testers.
 Tone & Probes.
 Cable Installation Tools.
 Coaxial & RG6 Tools.

Equipment
 Computer
 Switches
 Routers
 Modem
 Bridges
 Repeaters
 Fibre modules
 Gateways

Materials and supplies

 Hand cleaner.

Reference materials
 Manufacturers service manuals for Network equipment
 Trainer-recommended resources including web resources

©2019, TVET CDACC 70

 ARTIFICIAL INTELLIGENCE

UNIT CODE: ICT/CU/CS/CR/08/6/A

Relationship to Occupational Standards
This unit addresses the unit of competency: Understand Artificial Intelligence

Duration of Unit: 180 hours

Unit Description
This unit covers the competencies required to understand artificial intelligence. It
involves understanding fundamentals of Artificial Intelligence, understanding problem
solving techniques, understanding Python programming environment and developing
Artificial Intelligence programs using Python.
Summary of Learning Outcomes
1. Understand Artificial Intelligence fundamentals.
2. Understand problem solving techniques.
3. Understand Python programming environment.
4. Develop Artificial Intelligence programs using Python.

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Understand  Definition of Artificial  Oral tests
concepts of Intelligence  Written tests
Artificial  History of Artificial  Practical tests
Intelligence Intelligence
 Foundations of Artificial
Intelligence
 Mathematics
 Economics
 Decision Theory
 Neurology
 Engineering
 Psychology
 Computer Networking
 Applications of Artificial
Intelligence
 Expert systems
 Machine Learning
 Natural Language

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 Processing
 Gaming
 Artificial Neural
Networks
 Computer Vison
 Intelligence agents
 Recognising Artificial
Intelligence applications in
real life
2. Understand problem  Logical operators  Oral tests
solving techniques  AND  Written tests
 OR  Practical tests
 NOT
 Prepositional Logic and
Predicate logic
 Types of inferencing
 Single Inferencing
 Multiple inferencing
 Case based reasoning
 Definition of Machine Learning
 Types of Machine Learning
 Supervised Machine
Learning
 Unsupervised Machine
Learning
 Recognising applications of
different types of inferencing
3. Understand Python  Installation of Python  Oral tests
programming  Downloading Python Set  Written tests
environment Up  Practical tests
 Running Python Set Up
 Python syntax
 The Zen of Python
 Python Enhancement
Proposals 8 (PEP 8)
 Variable declaration.
 Commenting
 Python data types
 Integer
 Float

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  Boolean
 Set
 Dictionary
 Tuple
 List
 String
 Control structures in Python
 Selection
 Looping
 Functions in Python
 Built-in functions
 User defined functions
 Lambda functions
 Object Oriented Python
 Creation of classes
 Class variables
 Class methods
 Scientific Modules in Python
 Pandas
 Numpy
 Matplotlib
 Creation of programs using
Scientific Modules
4. Develop Artificial  Sci-Kit Learn  Oral tests
Intelligence  Machine Learning with K-  Written tests
programs using Nearest Neighbours  Practical tests
python  Mathematics behind K-
Nearest Neighbours
 Making Predictions with
K-Nearest Neighbours
 Machine Learning with Naïve
Bayes Algorithm
 Mathematics behind
Naïve Bayes Algorithm
 Making predictions with
Naïve Bayes Algorithm
 Creation of AI programs using
Machine learning
Suggested Methods of Instruction
 Presentations and practical demonstrations by trainer;

©2019, TVET CDACC 73

  Guided learner activities and research to develop underpinning knowledge;
 Supervised practical assignments and projects
 Visiting lecturer/trainer from the Computer Science sector;
 Industrial visits.

Recommended Resources
Tools
 Python IDE
Equipment
 Computer
Materials and supplies
 Video tutorials
 Instructional materials
 Stationery
Reference materials
 Python Programming text books
 Official Python website

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 ALGORITHMS AND DATA STRUCTURES

UNIT CODE:ICT/CU/CS/CR/09/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Understand Algorithms and Data Structures

Duration of Unit: 140 hours

Unit Description
This unit covers the competencies required to understand algorithms and data structure. It
involves Understand fundamental principles of algorithms understanding fundamental
concepts of data structures, linked lists, stacks and queues, search techniques and sorting
techniques
Summary of Learning Outcomes
1. Understand fundamental principles of algorithms
2. Understand fundamental concepts of data structures
3. Understand linked lists
4. Understand stacks and queues
5. Understand search techniques
6. Understand sorting techniques
Learning Outcomes, Content and Suggested Assessment Methods
Suggested
Learning Outcome Content Assessment
Method
1. Understand  Definition of an Algorithm  Written tests
Fundamental  Characteristics of an Algorithm  Oral tests
principles of  Principles of algorithm writing  Practical tests
algorithms  Algorithm Analysis
 Complexities of algorithms
 Space
 Time
 Greedy algorithms are outlined
 Counting coins
 Divide and conquer algorithms
 Divide /break
 Conquer/solve
 Merge/combine
2. Understand  Key concepts in data structures  Written tests

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 fundamental  Data  Oral tests
concepts of data  Object  Practical tests
structures  Data type
 Explanation of Arrays
 Array insertion operations
 At the beginning
 At the given index
 After the given index
 Before the given index
 Array delete, search and update
 Demonstration of array
operations
3. Understand  Linked lists  Written tests
 Linked lists representation  Oral tests
Linked lists
 Types of linked lists  Practical tests
 Doubly linked lists
 Representation
 Basic operations
 Circular linked lists
 Representation
 Basic operations
 Demonstration of basic operations
for the various linked lists using
Java
 Insertion
 Deletion
 Reverse
 Display
 Definition of Stacks  Written tests
4. Understand Stacks
 Representation of stacks  Oral tests
and Queues
 Basic operations  Practical tests
 Pop
 Push
 Definition of queues
 Representation of queues
 Basic operations
 Enqueue
 Dequeue
 Demonstration of stack and
queues using Java

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  Definition of search  Written tests
5. Understand Search
 Explanation of Linear Search  Oral tests
Techniques
 Explanation of Binary Search  Practical tests
 Demonstration of linear search
and binary search using Java
 Definition of Sorting  Written tests
6. Understand
 Categories of sorting  Oral tests
Sorting
 Stable and not stable sorting  Practical tests
Techniques
 Adaptive and Non-Adaptive
Sorting Algorithm
 In place and not in place
 Types of Sorting algorithms
 Bubble sort
 Insertion sort
 Selection sort
 Demonstration of sorting
algorithms using Java

Suggested Methods of Instruction

 Presentations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised practical assignments
 Visiting expert from the ICT sector;
 Industrial visits
Recommended Resources
Tools
 JDK
Equipment
 Computers
Materials and supplies
 Instructional materials
 Stationery
Reference materials
 Trainer recommended resources including web resources

WEB DESIGN SKILLS

UNIT CODE:ICT/CU/CS/CR/10/6/A

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Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate Web Design Skills

Duration of Unit: 200 hours

Unit Description:
This unit covers the competencies required to demonstrate web design skills. It involves
understanding HTML basics, using HTML elements, demonstrating web page formatting,
applying styles, understanding JavaScript basics, using JavaScript data types, using
JavaScript functions and using JavaScript libraries.
Summary of Learning Outcomes:
1. Understand HTML basics
2. Use HTML elements
3. Demonstrate web page formatting
4. Apply styles
5. Understand JavaScript basics
6. Use JavaScript data types
7. Use JavaScript functions
8. Use JavaScript libraries

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Method
1. Understand HTML  Definition of HTML  Practical tests
basics  HTML terminologies  Written tests
 Document  Oral tests
 Stylesheet
 Element
 Attribute
 Creation of HTML file
 Document type
declaration
 Saving as .html file
 HTML core elements
 <head>
 <title>
 <body>
 <html>
 Addition of HTML core

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 elements to file
2. Use HTML  Basic HTML elements  Practical tests
elements  <p>  Written tests
 <br>  Oral tests
 <h1>
 Addition of basic HTML
elements to HTML document
 Definition of attributes
 src
 alt
 href
 Addition of attributes to
elements
3. Demonstrate web  Layout elements  Practical tests
page formatting  <header>  Written tests
 <nav>  Oral tests
 <section>
 <footer>
 Addition of layout elements to
HTML document
 Addition of layout element
attributes to HTML document
 class
 id
 name
4. Apply Styles  Style concepts  Practical tests
 background  Written tests
 padding  Oral tests
 alignment
 border
 Application of internal styles
 Creation of external CSS file
5. Understand  Purpose of JavaScript  Practical tests
JavaScript basics  JavaScript syntax  Written tests
 Accessing HTML element  Oral tests
attributes using the JavaScript
Document Object Model
(DOM)
 Changing HTML element
attributes using JavaScript

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 DOM model
6. Use JavaScript data  JavaScript data types  Practical tests
types  Strings  Written tests
 Numbers  Oral tests
 Booleans
 Demonstration of data type
operations
 Variables declarations
and scope
 Expressions
 Arithmetic
 Boolean
 String concatenation
 Demonstration on arrays
operations
 count ()
 pop ()
 push()
7. Use JavaScript  JavaScript function structure  Practical tests
functions  Creation of JavaScript function  Written tests
 Invoking of JavaScript function  Oral tests
 Returning values from functions
8. Use JavaScript  Libraries concept  Practical tests
libraries  JQuery framework  Written tests
 Installation of JQuery  Oral tests
 Referencing JQuery
 JQuery syntax
 JQuery events
 Keyboard
 Mouse
 Form
 Document Window
 DOM manipulation with
JQuery

Suggested Methods of Instruction

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

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Recommended Resources
Tools
 Text Editor
 Browser
Equipment
 Computer
Materials and supplies
 Instructional materials
 Stationery
Reference materials
 Trainer-recommended resources including web resources

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 GRAPHIC DESIGN

UNIT CODE:ICT/CU/CS/CR/11/6/A
Relationship to Occupational Standards
This unit addresses the unit of competency: Understand Graphic Design
Duration of Unit: 170 hours

Unit description:
This unit covers the competencies required to understand Graphic Design. It involves
understanding fundamentals of graphic design, understanding elements and principles of
graphic design, applying typography techniques, creating and editing of images,
performing layout design and printing the design.
Summary of Learning Outcomes
1. Understand graphic design fundamentals
2. Understand elements and principles of graphic design
3. Apply typography techniques
4. Create and edit images
5. Perform layout design
6. Print design.
Learning Outcomes, Content and Suggested Assessment Methods
Suggested
Learning Outcome Content Assessment
Methods
 Graphic Design  Written tests
1. Understand graphic
 Definition  Observation
design fundamentals
 Types of elements  Oral tests
 Principles  Practical tests
 Application areas
 Graphic design equipment
 Computer
 Scanner
 Printer
 Camera
 Digital Tablet
 Uses of graphic design
 Specified requirements as per
user requirements

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 2. Understand elements  Demonstration of elements  Written tests
and principles of  Colour  Observation
graphic design  Line  Oral tests
 Space  Practical tests
 Shape
 Texture
 Value
 Principles of graphic design
 Balance
 Contrast
 Emphasis
 Harmony
 Pattern
 Proportion
 Unity
 Selected appropriate elements
for graphic design project
 Typography techniques  Written tests
3. Apply typography
 Definition  Observation
techniques
 Types of techniques  Oral tests
 Typography guidelines  Practical tests
 Measurements and standards
 Selecting an appropriate
typography techniques for
graphic design project
 Identification of graphic design  Written tests
4. Create and edit
and photography Software and  Observation
images
tools  Oral tests
 Image file types  Practical tests
 Raster
 Vector
 Creation of letter forms, lines
of type and body copy
 Creation and manipulation of
images
 Proportion on layout design  Written tests
5. Perform layout design
 Creation of unified systems out  Observation
of dissimilar elements  Oral tests
 Creation of dynamic layouts  Practical tests
using typographic tools

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  Creation of Type and image
project
 Multi-page layout planning
 Printing tools and Equipment  Written tests
6. Print design
 Types of printing  Observation
 Paper classification  Oral tests
 Types  Practical tests
 Size
 Weight
 Selection of printing chemicals
 Demonstration of actual design
printing

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised practical activities and projects
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

Recommended Resources
Tools
Illustrator
Adobe InDesign
Adobe Photoshop
Paint.net
Corel Draw
Equipment
Computers
Printers
Scanners
Camera
Digital Tablet
Reference materials
 Digital instructional material including DVDs and CDs

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