NATIONAL COMPETENCY BASED CURRICULUM

FOR
ARTIFICIAL INTELLIGENCE

KNQF LEVEL 6
ISCED PROGRAM CODE: 0619 554B

@ 2025, (QAI) I
First published ……
First Revision ……
Second Revision 2025

All rights reserved. No part of this 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 …... 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/Chief Principal, at the address below:

Council Secretary/CEO/Chief Principal

………………………………….
P.O. Box …….
……………
Email: ………..

@ 2025, (QAI) II
 FOREWORD

Provision of quality education and training is fundamental to the Government’s overall strategy
for socio-economic development. Quality education and training contribute to achievement
focused on Kenya’s development blueprint and sustainable development goals.

Reforms in the education and training sector are necessary for achievement of Kenya Vision
2030 and meeting the provisions the Constitution of Kenya. The education sector had to be
aligned to the Constitution and this resulted in formulation of the Policy Framework for
Reforming Education and Training (Sessional Paper No. 1 of 2019). A key feature of this policy
is the change in the design and delivery of TVET training. The reforms include making TVET
competency-based, developing the curriculum in collaboration with industry, certifying learners
based on demonstrated competence, and allowing multiple entry and exit points in TVET
programmes.

These reforms emphasize the role of industry as key collaborators in curriculum development to
ensure it aligns with their 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 sustainable development.

………………………………………………………………………
STATE DEPARTMENT FOR TVET
MINISTRY OF EDUCATION
 PREFACE

Kenya Vision 2030 aims to transform the country into a newly industrializing, middle-income
country providing 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 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 worker behaviour 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 and the Sessional
Paper No. 1 of 2019 on Reforming Education and Training in Kenya, emphasized the need to
reform curriculum development, assessment and certification. This called for a shift to CBET to
address the mismatch between skills acquired through training and skills needed by industry as
well as increase the global competitiveness of Kenyan labour force.

This curriculum has been developed in adherence to the Kenya National Qualification
Framework and CBETA standards and guidelines. The curriculum is designed and organized
into Units of Learning with 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 NSSC, expert workers and all
those who participated in the development of this curriculum.

CHAIRPERSON
…………………………………………….

ii
 ACKNOWLEDGEMENT

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 industry and various organizations.

I appreciate National ……..Sector Skills Committee who enabled the development of this
curriculum. I recognize with appreciation the role of the SSC in ensuring that competencies
required by the industry are addressed in this curriculum.

I also thank all stakeholders in the Construction 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 construction
sector will acquire competencies that will enable them perform their work more efficiently.

COUNCIL SECRETARY/CEO
………………………………………………….

iii
 Table of Contents
FOREWORD..................................................................................................................................I
ACKNOWLEDGEMENT..........................................................................................................III
ABBREVIATIONS AND ACRONYMS......................................................................................5
KEY TO UNIT CODE..................................................................................................................6
COURSE OVERVIEW.................................................................................................................7
MODULE I...................................................................................................................................10
PROFICIENCY IN COMPUTER SKILLS......................................................................................................................10
ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING CONCEPTS..........................................................................16

MODULE II.................................................................................................................................20
PROGRAMING SKILLS USING PYTHON...................................................................................................................20
MATHEMATICAL CONCEPTS IN ARTIFICIAL INTELLIGENCE......................................................................................1

MODULE III..................................................................................................................................6
SOLVING MACHINE LEARNING PROBLEMS..............................................................................................................6
IMAGE RECOGNITION AND PROCESSING..............................................................................................................10

MODULE IV..................................................................................................................................2
I.T COMMUNICATION SKILLS...................................................................................................................................2
INFRASTRUCTURE FOR AI........................................................................................................................................6
DEEP LEARNING TECHNIQUES...............................................................................................................................11

MODULE V.................................................................................................................................17
ENTREPRENEURIAL SKILLS.....................................................................................................................................17
BASIC ELECTRONICS.............................................................................................................................................. 20
NATURAL LANGUAGE PROCESSING.......................................................................................................................24

MODULE VI................................................................................................................................30
WORK ETHICS AND PRACTICES..............................................................................................................................30
ROBOTICS SENSING AND MANIPULATION............................................................................................................34

4
 ABBREVIATIONS AND ACRONYMS
CNN Convolution Neural Network
CDACC Curriculum Development, Assessment and Certification Council
RNN Recurrent Neural Network
DBMS Database Management System
LSTM Long Short Term Memory
EMS Environmental Management Systems
ICT Information Communication Technology
IEEE Institute of Electrical and Electronics Engineers
IT Information Technology
LAN Local Area Network
MAN Metropolitan Area Network
AI Artificial Intelligence
AIP Artificial Intelligence Programmer
OSH Occupational Health and Safety
PAN Personal Area Network
RAM Random Access Memory
NLP Natural Language Processing
POS Parts of Speech
SAAS Software as a Service
5
ROM Read Only Memory
SQL Structured Query Language
TVET Technical and Vocational Education and Training
UML Unified Modelling Language
WAN Wide Area Network
KNQA Kenya National Qualification Authority
KNQF Kenya National Qualification Framework

KEY TO UNIT CODE

IT/CU /AIP /BC /01/6 A

Industry or sector

Occupational Standards

Occupational area

Type of competency

Competency number

Competency level
Version control

6
 COURSE OVERVIEW

This course is designed to equip an Artificial Intelligence Programmer with the competencies
required to perform various types of artificial intelligence programming and other duties in the
ICT sector as elaborated in the various units of learning in this curriculum. The course consists
of basic, common and core units of learning as indicated below:

MODULE UNITS
UNIT CODE UNIT NAME DURATION(
UNIT Hours)
CATEGORY
CORE IT/CU/AIP/CR/01/6/B COMPUTER SKILLS 140
ONE (I) CORE IT/CU/AIP/CR/02/6/B ARTIFICIAL INTELLIGENCE AND MACHINE 150
LEARNING CONCEPTS
290
TWO (II) CORE IT/CU/AIP/CR/04/6/B PROGRAMMING SKILLS USING PYTHON 200
CORE IT/CU/AIP/CR/03/6/B MATHEMATICAL CONCEPTS IN ARTIFICIAL 200
INTELLIGENCE
400
THREE (III) CORE IT/CU/AIP/CR/05/6/B SOLVE MACHINE LEARNING PROBLEMS 175
CORE IT/CU/AIP/CR/07/6/B IMAGE RECOGNITION AND PROCESSING 175
350
FOUR (IV) BASIC IT/CU/AIP/BC/01/6/B I.T COMMUNICATION SKILLS 60

CORE IT/CU/AIP/CR/10/6/B INFRASTRUCTURE FOR ARTIFICIAL INTELLIGENCE 150

CORE IT/CU/AIP/CR/06/6/B DEEP LEARNING TECHNIQUES 200
410
FIVE (V) BASIC IT/CU/AIP/BC/03/6/B ENTREPRENEURIAL SKILLS 60
COMMON IT/CU/CP/CC/01/6/B BASIC ELECTRONICS AND EQUIPMENT 170
MAINTENANCE
CORE IT/CU/AIP/CR/08/6/B NATURAL LANGUAGE RECOGNITION 175
405
SIX (VI) BASIC IT/CU/AIP/BC/02/6/B WORKPLACE ETHICS AND PRACTICES 50
IT/CU/AIP/CR/09/6/B ROBOTICS SENSING AND MANIPULATION 175
INDUSTRIAL ATTATCHMENT 480
705
GRAND TOTAL 2560
Entry Requirements
An individual entering this course should have any of the following minimum requirements:
a) Kenya Certificate of Secondary Education (K.C.S.E.) with a minimum mean grade of C-
(C minus)
Or
b) Level 5 certificate in Artificial Intelligence or a related course with one year of
continuous work experience
7
 Or

c) Equivalent qualifications as determined by Kenya National Qualifications Authority

(KNQA)
And/or
d) As may be guided by relevant regulatory body
Trainers Qualification
Qualifications of a trainer for this course include:

a) Possession of a higher qualification than Artificial Intelligence level 6 or in related trade

area; and
b) License by TVETA.
Industry Training
An individual enrolled in this course will be required to undergo clinical placement for a
minimum period of 480 hours in a recognized hospital with orthopaedic, accident and emergency
units.

Credit Accumulation, Transfer and Exemptions

TVET CDACC and Regulatory body guidelines on credit accumulation transfer and exemptions
shall apply.

Assessment
The course shall be assessed formatively and summative:
a) During formative assessment all performance criteria shall be assessed based on
performance criteria weighting.
b) Summative assessment shall focus more on critical aspects of the Unit of
competency.
c) During summative assessment basic and common units shall be integrated or
assessed concurrently with the core units.
d) Formative and summative assessment weights shall constitute 60% and 40% of the
overall score respectively.
e) Theory and practical weight shall be 40:60 respectively for each unit of learning;
f) For a candidate to be declared competent in a unit of competency, the candidate must
meet the following conditions:
i) Obtained at least 40% in theory assessment in formative and summative
assessments.
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 ii) Obtained at least 50% in practical assessment in formative and summative
assessment where applicable.
iii) Obtained at least 50% in the weighted results between formative assessment and
summative assessment where the former constitutes 60% and the latter 40% of the
overall score.
g) Assessment performance rating for each unit of competency shall be as follows:
MARKS COMPETENCE RATING
80 -100 Mastery
65 - 79 Proficiency
50 - 64 Competent
49 and below Not Yet Competent
Y Assessment Malpractice/irregularities

h) Assessment for Recognition of Prior Learning (RPL) shall be applicable in this

course

Certification
A candidate will be issued with a Certificate of Competency upon demonstration of competence
in a core Unit of Competency. To attain the Full Artificial Intelligence Level 6 certificate, the
candidate must demonstrate competence in all the Units of Competency as given in the
qualification pack.

These certificates will be awarded by TVET CDACC

MODULE I

9
 PROFICIENCY IN COMPUTER SKILLS
UNIT CODE:IT/CU/AIP/CR/01/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply proficiency in computer skills

Duration of Unit: 135 hours

Unit description
This unit covers the competencies required to apply proficient computer skills. It involves
identifying computer components, performing computer arithmetic, applying basic networking
skills, applying proficiency in computer applications and recognizing ethical, social and legal
issues in computing and AI.

Summary of Learning Outcomes

1. Identify computer components
2. Perform Computer Arithmetic
3. Apply basic networking skills
4. Apply proficiency in computer applications
5. Recognise Ethical, Social and Legal issues in computing and AI
Learning Outcomes, Content and Suggested Assessment Methods
Suggested Assessment
Learning Outcome Content
Methods
1. Identify computer  Definition of hardware and  Written tests
components software  Oral tests
 Types of software  Practical tests
 Application software
 System software
 Utility software
 Language translators
 Functions of hardware
 Functions of software
 Troubleshooting
 Troubleshooting hardware
components
 Windows OS
troubleshooting

10
  Number systems  Written tests
2. Perform Computer
 Decimal  Oral tests
Arithmetic
 Binary
 Hexadecimal
 Positional
 Integer representation
 Unsigned integers
 Signed integers
 1’s compliment
representation
 2’s compliment
representation
 Floating point representation
 Single precision
 Double precision
 Integer operations
 Number systems
conversions
 Decimal
 Binary
 Hexadecimal
 Floating point operations
 Unsigned
 Signed
 Sign-magnitude
representation
 1’s compliment
representation
 2’s compliment
representation
 Network components  Written tests
3. Apply basic
 Hub  Oral tests
networking skills
 Network interface card  Practical tests
 Switch
 Connecting media
 Network Operating System
 Types of networks
 LAN
 WAN
 MAN
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  PAN
 Network topologies
 Star
 Bus
 Ring
 Mesh
 Requirements for internet
connection
 IP Address Types
 Static IP Addressing
 Dynamic IP addressing
using DHCP
 Definition of network
troubleshooting
 Demonstration of basic network
troubleshooting tools
 Ping
 Pathping
 Ipconfig
 Tracert
 Nslookup
 Create, store, process and produce  Written tests
4. Apply proficiency in
Word document  Oral tests
computer applications
 Open Word processor  Practical tests
document
 Use toolbar and toolbar
buttons
 Document formatting
 Save Ms word document
 Produce Ms word
document
 Develop spreadsheets, organize,
analyse and store data using
Spreadsheet software
 Open a worksheet
 Select cells
 Enter data
 Use toolbar and toolbar
buttons
 Use formulas and
12
 functions
 Visualize data using
charts
 Store data
 Design, animate and store
presentations
 Create slides
 Insert various slide
elements (text, pictures,
tables, charts, video,
audio clips, hyperlinks)
 Create a presentation
using master slide
 Add presenter notes
 Use animation and
transition effects
 Store the presentation
 Present presentation
handouts
 Create databases, store, analyse
and present information using a
DBMS
 Launch DBMS
 Create a database
 Create a table
 Create a form
 Create a Query
 Create a report
 Manipulate the database
objects
 Save the database

 Computing ethics  Written tests (Case

5. Recognise Ethical,
 Legal and ethical issues in Studies)
Social and Legal
computing  Oral tests
issues in computing
 Legal issues
and AI
 Digital ownership
 Data gathering
 Security
 Data protection
13
  Data management
 Ethical issues
 Privacy
 Communication
 Computer crimes
 Artificial intelligence ethics
concerns
 Threat to human dignity
 Transparency,
accountability and open
source
 Biases in AI systems
 Liability for partial or fully
automated cars
 Weaponization of artificial
intelligence

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;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the ICT sector;
 Industrial visits.

14
Recommended Resources
Tools
 Internet
Equipment
 Computer
 Network devices
Materials and supplies
 Stationery
 Instructional materials

Reference materials
 Manufacturer manuals for troubleshooting
 Trainer-recommended resources including web resources

15
 ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING CONCEPTS
UNIT CODE:IT/CU/AIP/CR/02/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: apply artificial intelligence and machine learning
concepts

Duration of Unit: 150 hours

Unit description
This unit specifies the competencies required to apply artificial intelligence and machine
learning. It involves understanding artificial intelligence concepts, identifying real life use cases
in artificial intelligence, demonstrating knowledge of machine learning concepts, demonstrating
supervised and unsupervised learning concepts and understanding reinforcement learning.

Summary of Learning Outcomes

1. Understand artificial intelligence concepts
2. Identify real life use cases in Artificial Intelligence
3. Apply machine learning concepts
4. Demonstrate supervised and unsupervised learning concepts
5. Understand reinforcement learning
Learning Outcomes, Content and Suggested Assessment Methods
Suggested Assessment
Learning Outcome Content
Methods
1. Understand artificial  Fundamentals of artificial  Written tests
intelligence concepts intelligence  Oral tests
Definition of artificial intelligence  Observation
Need for artificial intelligence
History of artificial intelligence
Future trends in AI
Types of AI
 Weak AI
 Strong AI
 Artificial general intelligence
 Super intelligence
 Artificial Intelligence applications
in real life
 Health care
16
  Business
 Education
 Autonomous vehicles
 Social media
 Significance of Artificial
Intelligence
 Intelligent agents
 Simple reflex agents
 Model based reflex agents
 Goal-based agents
 Utility-Based agents
 Learning agent
 Artificial intelligence as a tool for  Written tests
2. Identify real life use
big data  Oral tests
cases in Artificial
 Expert systems in Artificial  Observation
Intelligence
Intelligence
 MYCIN
 DENDRAL
 PXDES
 CaDET
 Artificial Neural Networks
 Convolution Neural Networks
(CNN)
 Recurrent Neural Networks
(RNN)
 Artificial Intelligence robots
 Manufacturing robots
 Smart assistants
 Proactive healthcare
management
 Disease mapping
 Social media monitoring
 Conversational marketing bot
 Automated Financial Investing
 Machine learning  Written tests
3. Apply Machine
 Key elements of machine learning  Oral tests
learning concepts
 Representation  Observation
 Evaluation
 Optimization

17
  Machine learning algorithms
 Supervised learning algorithms
 Unsupervised learning
algorithms
 Semi-supervised learning
algorithms
 Reinforcement learning
algorithms
 Applications of machine learning
 Social media
 Marketing and sales
 Transport
 Healthcare
 Smart phones
 Fundamentals of supervised and  Written tests
4. Demonstrate
unsupervised learning  Oral tests
supervised and
 Definition  Observation
unsupervised learning
 Key differences between
concepts
supervised and unsupervised
learning

 Categories of supervised learning
 Classification
 Regression
 Categories of unsupervised
learning
 Clustering
 Association

 Reinforcement learning  Written tests

5. Understand
 Definitions  Oral tests
reinforcement
 Basic components  Observation
learning
 Environment and states
 Agents
 Rewards
 State action pairs
 Markov decision process
 Applications of reinforcement
learning
 Traffic lights control

18
  Gaming
 Recommendations
 Netflix
 Making bots

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;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the relevant field;
 Industrial visits.

Recommended Resources
Tools
 Internet
Equipment
 Computer

Materials and supplies
 Stationery
 Instructional materials

Reference materials
 Trainer-recommended resources including web resources
 Open AI gym

19
MODULE II

20
 PROGRAMING SKILLS USING PYTHON
UNIT CODE:IT/CU/AIP/CR/04/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply programming skills using python

Duration of Unit: 200 hours

Unit description
This unit specifies the competencies required to apply programming skills using python. It
involves applying programming concepts, demonstrating understanding of the python
environment, performing data structure operations, using control structures, using procedures
and applying object oriented concepts.

Summary of Learning Outcomes

1. Apply programming concepts
2. Demonstrate understanding of the python environment
3. Perform data structure operations
4. Use control structures
5. Use procedures
6. Apply object-oriented concepts
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Apply programming  Definition of programming  Written tests
concepts  Phases of program development  Oral tests
 Establish program requirements  Observation
 Design a program
 Coding
 Test and debug
 Document
 Maintain
 Key terms used in programming
 Algorithm
 Source code

21
  Compiling
 Executable
 Debugging
 Different programming languages
 C
 C++
 Java
 Python
 Types of code
 Source code
 Object code
 Machine code
 Python installation  Written tests
2. Demonstrate
 Download  Oral tests
understanding of the
 Run the install  Observation
python environment
 Python syntax  Practical tests
 Execute python syntax
 Indentation
 Python variables
 Python comments
 Data types in python
 Strings
 Numeric
 Sequence types
 List
 Tuple
 Range
 Mapping type
 Set
 Dictionary
 Scientific modules in python
 NumPy
 Pandas
 Matplotlib
 Create virtual environment in
python
 Data structure  Written tests
3. Perform data structure
 Definition  Oral tests
operations
 Types  Observation
 List  Practical tests
22
  Definition
 Create a list
 Add elements to a list
 Access elements from the list
 Remove elements from the list
 Slicing of a list
 List methods
 Tuple
 Definition
 Create a tuple
 Concatenation of tuples
 Slicing of a tuple
 Deleting a tuple
 Dictionary
 Definition
 Create a dictionary
 Nested dictionary
 Adding elements to a
dictionary
 Accessing elements from a
dictionary
 Removing elements from a
dictionary
 Dictionary methods
 String
 Definition
 Creating a string
 Accessing characters in
python
 String slicing
 Deleting / updating from a
string
 Escape sequencing in
python
 Formatting of strings
 String constants
 Sets
 Definition
 Create a set
 Adding elements to a set
23
  Accessing a set
 Removing elements from a
set
 Set methods
 Develop program to demonstrate
data structures
 List
 Tuple
 Dictionary
 String
 Set
 Control structure  Written tests
4. Use control structures
 Definition  Oral tests
 Types  Observation
 While loop  Practical tests
 For in loop
 Nested loops
 Loop control statements
 Decision control structures
 Elif
 Else
 Short Hand if
 Short Hand if…Else
 And
 Sequential control structures
 Selection control structures
 If
 If…else
 Switch
 Repetition control structures
 while loop
 do..while loop
 for loop
 Develop a program to implement
control structures
 Decision
 Sequential selection
 Repetition

 Procedures and functions  Written tests

5. Use procedures
24
  Definition  Oral tests
 Role of procedures and  Observation
functions  Practical tests
 Variables
 Parameters and arguments
 Definitions
 Types of arguments
 Passing arguments
 Recursion

 Develop program to implement
functions
 Functions
 Terms used in object oriented  Written tests
6. Apply object oriented
programming  Oral tests
programming concepts
 Definition  Observation
 Terms  Practical tests
 Class
 Object
 Method
 Concept of OOP
 Inheritance
 Polymorphism
 Encapsulation
 Data abstraction
 Develop a program to implement
OOP concepts
 Inheritance
 Polymorphism
 Encapsulation
 Data abstraction

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;

25
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the relevant field
 Industrial visits.

Recommended Resources
Tools
 Internet
 Python
Equipment
 Computer

Materials and supplies
 Stationery
 Instructional materials

Reference materials
 Trainer-recommended resources including web resources
 Python libraries’ documentation

26
 MATHEMATICAL CONCEPTS IN ARTIFICIAL INTELLIGENCE
UNIT CODE:IT/CU/AIP/CR/03/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply mathematical concepts in artificial
intelligence

Duration of Unit: 200 hours

Unit description
This unit specifies the competencies required to apply mathematical concepts in artificial
intelligence. It involves demonstrating set theory operations, applying Boolean algebra
techniques, solving linear algebra problems, applying probability and statistics techniques and
illustrating derivatives and functions using calculus.

Summary of Learning Outcomes

1. Demonstrate set theory operations
2. Apply Boolean algebra techniques
3. Solve linear algebra problems
4. Apply probability and statistics techniques
5. Illustrate derivatives and functions using calculus
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Demonstrate set theory  Sets  Written tests
operations Definition of a set  Oral tests
Characteristics of sets  Practical tests
 Methods of set representation  Observation
 Statement form
 Tabular form
 Set builder
 Cardinality of a set
 Types of sets
 Finite
 Infinite
 Subset
 Universal
 Proper
  Singleton set
 Venn diagrams
 Set operations
 Set union
 Set intersection
 Set difference
 Compliment of set
 Cartesian
 Boolean algebra  Written tests
2. Apply Boolean algebra
 Definition  Oral tests
techniques
 Uses of Boolean algebra  Observation
 Key terminologies
 Boolean value
 Boolean function
 Digital logic
 Basic Boolean operations
 AND
 OR
 NOT
 Secondary operations
 NAND
 NOR
 X-OR
 X-NOR
 Writing of Boolean expressions
 Order of basic operations
 Symbols
 Simplification of Boolean
expressions
 Using algebraic functions
 Use truth tables
 Use Karnaugh maps
 Boolean laws and theorems
 AND law
 OR law
 Conversion law
 Commutative law
 Associative law
 Distributing law
 De-morgans Theorems
2
  Simplification rules for Boolean
expressions
 Linear equations  Written tests
3. Solve Linear Algebra
 Definition  Oral tests
problems
 Types  Observation
 Solving linear equations
 Methods of solving
 formation
 Vectors
 Definition
 Types
 Vector operations
 Addition
 Subtraction
 Multiplication
 Scalar
 Dot-product
 Matrices
 Definition
 Types
 Determinant
 Application
 Matrix operations
 Addition
 Scalar multiplication
 Transposition
 Inverse of a matrix
 Key terminologies in probability  Written tests
4. Apply probability and
 Sample spaces  Oral tests
statistics techniques
 Events  Observation
 Sets
 Outcomes
 Probability axioms and counting
problems
 Permutations and combinations
 Conditional probability and
multiplication rule
 Data representation techniques
 Histogram

3
  Pie charts
 Scatter plots
 Bar graphs
 Measures of central tendency
 Mean
 Mode
 Median
 Measures of spread
Variance
Standard deviation
 Measures of location
 Quartile
 Percentile

 Functions  Written tests

6. Illustrate derivatives
 Definition of functions  Oral tests
and functions using
 Domain  Observation
calculus
 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
 Preserve chain rule
 Use substitution

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
4
  Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the relevant field;
 Industrial visits.

Recommended Resources
Tools
 Internet
Equipment
 Computer
 Calculator
Materials and supplies
 Stationery
 Instructional materials

Reference materials
 Trainer-recommended resources including web resources

MODULE III

5
 SOLVING MACHINE LEARNING PROBLEMS
UNIT CODE:IT/CU/AIP/CR/05/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: Solve machine learning problems

Duration of Unit: 175 hours

Unit description
This unit specifies the competencies required to solve machine learning problems using NumPy
and pandas’ libraries. It involves identifying basic concepts of NumPy and pandas, implementing
arrays using NumPy, applying data structures in pandas and applying functions in pandas.

Summary of Learning Outcomes

1. Identify basic concepts of NumPy and pandas
2. Implement arrays using NumPy
3. Apply data structures in pandas
4. Apply functions in pandas
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify basic concepts ● Libraries in Python ● Written tests
of NumPy and pandas’ ✔ Definition ● Oral tests
✔ Examples ● Observation
✔ NumPy ● Practical tests
✔ Scipy
✔ Scikit-learn
✔ Theano
✔ TensorFlow
✔ Keras
✔ PyTorch
✔ Pandas
✔ Matplotlib

● Install anaconda
✔ Download
✔ Run the installer
6
 ✔ Open the anaconda prompt
● Launch Jupiter notebook
✔ Create notebook
✔ Run notebook
● Basics of NumPy and Pandas’
✔ Series
✔ Data Frames
✔ Kernel
● NumPy arrays ● Written tests
2. Implement arrays
using NumPy ✔ Definition ● Oral tests
✔ Types ● Observation
✔ One dimensional ● Practical tests
✔ Multidimensional
● One dimensional arrays
✔ Definition
✔ Create a NumPy array
✔ Access the array index
✔ Basic array operations
✔ Arrange
✔ Linspace
✔ Reshaping
✔ Flatten
✔ Array indexing
✔ Slicing
✔ Integer array indexing
✔ Boolean array indexing
✔ Sorting arrays
● Multidimensional arrays
✔ Definition
✔ Access the array index
✔ Basic array operations
✔ Arrange
✔ Linspace
✔ Reshaping
✔ Flatten
✔ Array indexing
✔ Slicing
✔ Integer array indexing
✔ Boolean array indexing
7
 ✔ Sorting arrays
● Develop program to implement
n-arrays
✔ One dimensional arrays
✔ Two dimensional arrays
● Pandas’ Data structure ● Written tests
3. Apply data structures
in pandas ✔ Definition ● Oral tests
✔ Types ● Observation
✔ Data Frames ● Practical tests
✔ Series
● Pandas’ functionalities
✔ Data Frames functionalities
✔ Series functionalities
● Develop program to implement
pandas’ data structures
✔ Data Frames
✔ Series
● Functions in Pandas’ ● Written tests
4. Apply functions in
pandas ● Create Data Frame from NumPy ● Oral tests
array ● Observation
✔ Definition ● Practical tests
✔ Data Frame using a list
✔ Data Frame from dict of
ndarray/lists
✔ Series functionalities
✔ Definition
✔ Operations
✔ Parameters
● Boolean selection techniques
✔ AND operation
✔ OR operation
● Plot Data Frames using
matplotlib
✔ Install
✔ Line plot
✔ Bar plot
✔ Histogram
✔ Scatter

8
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;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
● Visiting lecturer/trainer from the relevant field;
● Industrial visits.

Recommended Resources
Tools
● Internet
● Python
● Anaconda
● Jupiter Notebook
● Matplotlib
Equipment
● Computer
Materials and supplies
● Stationery
● Instructional materials

Reference materials
● Trainer-recommended resources including web resources
● Python libraries’ documentation

9
 IMAGE RECOGNITION AND PROCESSING
UNIT CODE:IT/CU/AIP/CR/07/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: Perform image recognition and processing

Duration of Unit: 175 hours

Unit description
This unit specifies the competencies required to perform image recognition and processing. It
involves identifying computer vision techniques, performing image segmentation, performing
object motion detection and performing digital image processing.

Summary of Learning Outcomes

1. Identify computer vision techniques
2. Perform image segmentation
3. Perform object motion detection
4. Perform digital image processing
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify computer ● Fundamentals of computer ● Written tests
vision techniques vision ● Oral tests
✔ Definition of computer vision ● Observation
✔ Fields related to computer ● Practical tests
vision
✔ History and milestones
● Computer vision technologies
✔ Image classification
✔ Object detection
✔ Object tracking
✔ Instance segmentation
● Applications of computer vision
✔ Solving capture
✔ Autonomous drones
✔ Visual question answering
● Terms used ● Written tests
2. Perform image
✔ Region-based segmentation ● Oral tests

10
 ✔ Edge detection ● Observation
segmentation
✔ Image segmentation based on ● Practical tests
clustering
● Download TensorFlow dataset
✔ Open images dataset
✔ Zindi
● Perform instance segmentation
✔ Classification
✔ Semantic segmentation
✔ Object detection
● Apply region based CNN
✔ Generate initial sub
segmentation
✔ Use a greedy algorithm
✔ Combine similar regions
✔ Use generated regions to
produce the final region
● Fundamentals of object motion ● Written tests
3. Perform object motion
detection detection ● Oral tests
✔ Definition ● Observation
✔ Motion detection methods ● Practical tests
✔ Motion detection devices
● Object motion detection
✔ Background subtraction
✔ Frame differencing
✔ Temporal differencing
✔ Optical flow
● Object motion recognition
✔ Image classification
✔ Single object localization
● Detect motion using OpenCV
libraries
✔ Setup
✔ OpenCV environment
✔ GUI environment
✔ Image processing
✔ Object detection
✔ Video analysis
● Fundamentals of digital image ● Written tests
4. Perform digital image
processing ● Oral tests

11
 ✔ Definition ● Observation
processing
✔ Types of an image ● Practical tests
✔ Image as a matrix
● Sampling and quantization
✔ Spatial
✔ Grey level resolution
✔ quantization
● Image resizing
✔ Zooming
✔ Shrinking
✔ Interpolation techniques
✔ Nearest neighbour
✔ Bi-linear
✔ Bi-cubic
● Anti-aliasing and image
enhancement
✔ Spatial - aliasing
✔ Anti-aliasing
✔ TAA
✔ FXAA
✔ MSAA
● Categories of image
enhancement
✔ Point process
✔ Neighbour process
● Contrast
✔ Linear transformation
✔ Non-linear transformation
● Arithmetic and logic operations
✔ Arithmetic operations
✔ Subtraction
✔ Averaging
✔ Logic operations
✔ AND
✔ OR
✔ NOT
✔ Remove noise using image
averaging
● Spatial and domain filtering
✔ Mask

12
 ✔ Filters
✔ Process of convolution
✔ Process of correlation
✔ Box and weighted average
filters

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;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
● Visiting lecturer/trainer from the relevant field;
● Industrial visits.

Recommended Resources
Tools
● Internet
● Python
● Zindi
● Anaconda
● TensorFlow
● Matplotlib
Equipment
● Computer

Materials and supplies

● Stationery
● Instructional materials

Reference materials
● Trainer-recommended resources including web resources

13
 MODULE IV
I.T COMMUNICATION SKILLS
TVET CDACC UNIT CODE: IT/CU/AIP/BC/01/6/B
UNIT CODE: 0031 541 02B

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Apply I.T Communication Skills

Duration of Unit: 60 hours

Unit Description
This unit covers the competencies required to apply I.T communication skills. It involves
applying communication channels, written, non-verbal, oral, and group communication skills. It
also involves applying for job techniques.

Summary of Learning Outcomes

1. Apply communication channels.
2. Apply written communication skills.
3. Apply non-verbal skills.
4. Apply oral communication skills.
5. Apply group communication skills.
6. Apply job entry techniques.

Learning Outcomes, Content, and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods

1. Apply  Communication process  Oral questions

communication  Principles of effective  Written assessment
channels communication  Observation
 Channels/medium/modes of  Portfolio of Evidence
communication  Practical assessment

2
Learning Outcome Content Suggested Assessment
Methods

 Factors to consider when  Third party report

selecting a channel of
communication
 Barriers to effective
communication
 Flow/patterns of
communication
 Sources of information
 Organizational policies

2. Apply written  Types of written  Oral assessment

communication skills communication  Written assessment
 Elements of communication  Observation
 Organization requirements  Portfolio of Evidence
for written communication  Practical assessment
 Third party report

3. Apply non-verbal  Utilize body language and  Oral assessment

communication skills  gestures  Written assessment
 Apply body posture  Observation
 Apply workplace dressing  Portfolio of Evidence
code  Practical assessment
 Third party report

4. Apply oral  Types of oral  Oral assessment

communication skills communication pathways  Written assessment
 Effective questioning  Observation
techniques  Portfolio of Evidence
 Workplace etiquette  Practical assessment
 Active listening  Third party report
5. Apply group  Establishing rapport  Oral assessment

3
 Learning Outcome Content Suggested Assessment
Methods

discussion skills  Facilitating resolution of  Written assessment

issues  Observation
 Developing action plans  Portfolio of Evidence
 Group organization  Practical assessment
techniques
 Turn-taking techniques
 Conflict resolution
techniques
 Team-work
6. Perform Online Jobs  Introduction to online  Observation
working  Portfolio of Evidence
 Types of online Jobs
 Project
 Online job platforms
 Written assessment
 Remotask
 Practical assessment
 Data annotation tech
 Oral assessment
 Cloud worker

 Upwork
 Oneforma
 Appen
 Online account and profile
management
 Identifying online jobs/job
bidding
 Online digital identity
 Executing online tasks
 Management of online
payment accounts.

Suggested Methods of Instruction

 Discussion
 Role play
 Simulation
 Direct instruction
 Demonstration
 Field trips

4
Recommended Resources for 25 trainees
General Resources Tools & Equipment Materials and Supplies
 25 Desktop computers/laptops Mobile phones Flashcards
 Internet connection Flip charts
 1 Projector 2 packets of assorted colors of
 1 Printer whiteboard marker pens
 1 Whiteboard Printing papers
 Report writing templates

5
 INFRASTRUCTURE FOR AI
UNIT CODE:IT/CU/AIP/CR/10/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply proficiency in infrastructure for AI

Duration of Unit: 150 hours

Unit description
This unit specifies the competencies required to understand infrastructure for AI. It involves
demonstrating data organization, identifying distributed system technologies, applying cloud
computing technologies and demonstrating knowledge data security and privacy.

Summary of Learning Outcomes

1. Demonstrate data organization
2. Identify distributed system technologies
3. Apply cloud computing technologies
4. Demonstrate knowledge of data security and privacy

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Demonstrate data  Data modelling  Written tests
organization Data objects  Oral tests
Association  Observation
Rules  Practical tests
 Conceptual database design
Definition
Entity
Attribute
Relationship
Implement conceptual data model
Characteristics
 Logical database design
Definition
Data element structure
Relationships
Characteristics
 Physical database design

6
  Definition
 Column keys
 Constraints
 Indexes
 Triggers
 Generate Schema
 Characteristics

 Data warehouse design

 Definition
 Characteristics of data
warehouse
 Subject oriented
 Time variant
 integrated
 Data warehouse architectures
 Single tier
 Two tie
 Three tier
 Data warehouse components
 Database
 ETL tools
 Meta data
 Query tools
 Bus Architecture
 Data marts
 Best practices

 Distributed systems  Written tests

2. Identify distributed
 Definition  Oral tests
system technologies
 Distributed systems categories  Observation
 Distributed data stores  Practical tests
 Cassandra
 Distributed file systems
 Distributed computing
architectures
 Client server
 Peer to peer
 N-tier
 Telecommunication networks
 Definition

7
  Benefits
 Network devices
 Network types
 Network topologies
 Network structure
 Data plane
 Control plane
 Management plane
 TCP/IP data networks
 Explanation
 IP addresses
 Real time process control systems
 Definition
 General Aspects
 Real time operating systems
 Real time scheduling
 Inter-task communication and
synchronization
 Computer implementation of
control systems
 Controller design
 Digital implementation
 Parallel computation systems
 Definition
 Types of parallel
 Bit level
 Instruction level
 Task level
 Von Neumann computer
architecture
 Parallel computer memory
architectures
 Shared memory
 Distributed memory
 Hybrid
 Applications of parallel
computing
 Cloud computing  Written tests
3. Apply cloud
 Definition  Oral tests
computing
 Uses  Observation
technologies
 Types  Practical tests

8
  Public cloud
 Private cloud
 Hybrid cloud
 Cloud computing technology
elements
 Service oriented architecture
 Cloud virtualization
 Demonstrate Virtualization
 Definition of a virtual machine
 Demonstrate VMware
 Types of virtualization
 Desktop
 Network
 Server
 Cloud computing models
 Software as service (SAAS)
 Infrastructure as a service
 Platform as a service
 Data security and privacy  Written tests
4. Demonstrate
 Difference between data  Oral tests
knowledge of data
security and data privacy  Case study
security and privacy
 Data security and privacy  Practical tests
policies  Observation
 Identify Data security threats
 Malware on the basis of
infection
 Malware on the basis of actions
 Technology with security
 Social media attacks
 Apply Data protection measures
 Physical
 Human
 Operating systems
 Networking system
 Manage security threats
 End to end security
 Compliance
 Application overload

Suggested Methods of Instruction

9
  Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and projects in a workshop;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the relevant field;
 Industrial visits.

Recommended Resources
Tools
 Internet
 SQL server
 VMware
Equipment
 Computer
Materials and supplies
 Stationery
 Instructional materials

Reference materials
 Trainer-recommended resources including web resources
 Kenya Data Protection Act 2019

10
 DEEP LEARNING TECHNIQUES
UNIT CODE:IT/CU/AIP/CR/06/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply deep learning techniques

Duration of Unit: 200 hours

Unit description
This unit specifies the competencies required to apply deep learning techniques. It involves
outlining fundamentals of artificial neural networks, building neural networks using TensorFlow,
building a convolution neural network and building a recurrent neural network.

Summary of Learning Outcomes

1. Outline fundamentals of artificial neural networks
2. Build neural networks using TensorFlow
3. Build a convolution neural network
4. Build a recurrent neural network
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Outline fundamentals  Deep learning  Written tests
of artificial neural  Definition  Oral tests
networks  Role  Observation
 Applications  Practical tests
 Driving
 Social media
 Health

 Deep learning architectures

 Deep neural network
 Deep belief network
 Recurrent neural network
 Perform anomaly detection
 Isolation forest
 SVM
 PCA
 Local Outlier Factory
 Demonstrate Dimensionality

11
 Reduction algorithms using
deep learning algorithms
 Singular value decomposition
 Forward feature selection
 Backward feature elimination
 Subset selection
 PCA
 Partial Least Squares
Regression
 Independent Component
Analysis
 AutoEncoder
 Ensemble algorithms
 Random forest
 Bagging
 AdaBoost
 Gradient Boosting
 Gradient Boosted Regression
Trees
 Boosted Decision Tree
 Clustering algorithms
 K-Means clustering
 Fuzzy K-Modes
 Fuzzy C-Means
 Expectation Maximization
 Regularization algorithms
 Ridge
 Elastic Net
 Association rule learning
algorithms
 Apriori
 Eclat
 Fundamentals of TensorFlow  Written tests
2. Build neural networks
libraries  Oral tests
using TensorFlow
 Definition of Tensor  Observation
 Definition of TensorFlow  Practical tests
 Use of TensorFlow
 TensorFlow hierarchy
 TensorFlow installation
 Anaconda
 pip install

12
 TensorFlow environment
 Create environment
 Activate
 Import data set using Scikit learn
 Scikit learn
 Training and testing sets
 Standard data sets
 Iris
 Digit
 Load example data set
 Load external data set
 Learn and predict
 Transform data using MinMax
Scalar
 Definition of MinMax Scalar
 Parameters
 Attributes
 Methods
 fit
 fit transform
 get_params
 inverse_transform
 partial_fit
 set_params
 transform
 Construct Tensor
 Representation of a Tensor
 Types of Tensor
 Create a Tensor of n-dimension
 Create TensorFlow operator
 Create a variable
 Create a placeholder
 Open a session
 Computational graphs
 Build TensorFlow models
 Official models
 Research models
 Sample folders
 Tutorial folders
 Train and evaluate TensorFlow
models

13
  Graphical Processing Units
(GPUs)
 Define the model
 Define a loss function
 Obtain training data
 Adjust the variables to fit the
data
 Fundamentals of Convolution  Written tests
3. Build a convolution
Neural Networks (CNN)  Oral tests
neural network
 Definition  Observation
 Input layer  Practical tests
 Convolution layer
 Activation function layer
 Pooling layer
 Fully connected layer
 Architecture
 LeNet
 AlexNet
 GoogLeNet
 Import TensorFlow
 Anaconda
 pip install
 Download and prepare a dataset
 Zindi
 Open images dataset
 Create convolution base
 Set up the input shape of the
data
 Initialize weight and bias
 Create the convolution layer
using tf.nnconv2d function
 Apply ReLU activation
function
 Add dense layers on top of the
base
 Flatten the output of the
convolution layer
 Set up weights and biases
 Create two densely
connected layers
 Use softmax activation

14
  Cross-entropy loss function
 Compile and train the model
 Define parameters
 Initialize variables
 Train the network
 Fundamentals of RNN  Written tests
4. Build a recurrent
 Definition  Oral tests
neural network
 Architectures  Observation
 Fully recurrent  Practical tests
 Recursive RNN
 Long Short Term Memory
Networks (LSTMN)
 Download and prepare dataset
using RNN
 Modified National Institute of
Standards and Technology
(MNIST)
 Label datasets and select features
 Define feature selection
 Importance
 Algorithms for feature
selection
 Filter
 Wrapper
 Embedded
 Define dataset labelling
 Importance
 Image annotation
 Bounding box
 Cuboid
 Key point
 Build RNN using Keras
 Import required libraries
 Load the data into a string
 Create a mapping from each
unique character
 Pre-process the data
 Build the LSTM network
 Train and evaluate the model
using Keras
 Define some activation

15
 functions
 Fit the model on training
dataset
 Train the LSTM model
 Evaluate the model

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;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the relevant field;
 Industrial visits.

Recommended Resources
Tools
 Internet
Equipment
 Computer
 TensorFlow
 Keras
 MNIST dataset
 Open images dataset
Materials and supplies
 Stationery
 Instructional materials

Reference materials
 Trainer-recommended resources including web resources
 Python libraries’ documentation

MODULE V

16
 ENTREPRENEURIAL SKILLS

TVET CDACC UNIT CODE: IT/CU/AIP/BC/04/6/B

UNIT CODE: 0413 541 04B

Relationship to occupational standards
This unit addresses the unit of competency: Apply Entrepreneurial skills.
Duration of unit: 60 hours
Unit Description:
This unit covers the competencies required to Apply Entrepreneurial Skills. It involves
demonstrating an understanding of financial literacy, applying entrepreneurial concepts
identifying entrepreneurship opportunities, applying business legal aspects, and developing
business innovative strategies and business plans.
Summary of Learning Outcomes

1. Apply Financial Literacy

2. Apply the Entrepreneurial Concept
3. Identify Entrepreneurship Opportunities
4. Apply Business Legal Aspects
5. Innovate Business Strategies
6. Develop A Business Plan
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content Methods
1. Apply Financial  Personal finance management  Observation
Literacy  Balancing between needs and wants  Project
 Budget Preparation  Written assessment
 Saving management  Oral assessment
 Factors to consider when deciding  Third party report
where to save  Interviews
 Debt management
 Factors to consider before taking a
loan
 Investment decisions
 Types of investments
 Factors to consider when investing
money
 Insurance services
 insurance products available in the

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 market
 Insurable risks

2.Apply Entrepreneurial Concept  Difference between  Observation

Entrepreneurs and Business  Project
 Written assessment
persons.
 Oral assessment
 Types of entrepreneurs  Third party report
 Ways of becoming an
entrepreneur
 Characteristics of
Entrepreneurs
 salaried employment and self-
employment
 Requirements for entry into
self-employment
 Roles of an Entrepreneur in an
enterprise
 Contributions of
Entrepreneurship
3.Identify Entrepreneurship  Sources of business ideas  Observation
Opportunities  Factors to consider when  Project
 Written assessment
evaluating business opportunity
 Oral assessment
 Business life cycle  Third party report
4.Apply Business Legal Aspects  Forms of business ownership  Observation
 Business registration and licensing  Project
processing  Written assessment
 Types of contracts and agreements  Oral assessment
 Employment laws  Third party report
 Taxation laws
5.Innovate Business Strategies  Creativity in business  Observation
 Innovative business strategies  Project
 Written assessment
 Entrepreneurial Linkages
 Oral assessment
 ICT in business growth and  Third party report
development
6.Develop Business Plan  Business description  Observation
 Marketing plan  Written assessment
 Organizational/Management  Project
 plan  Oral assessment
 Production/operation plan  Third party report
 Financial plan
 Executive summary
 Business plan presentation
 Business idea incubation

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Suggested Methods of Instruction
 Direct instruction with active learning strategies
 Project (Business plan)
 Case studies
 Field trips
 Group Discussions
 Demonstration
 Question and answer
 Problem solving
 Experiential
 Team training
 Guest speakers

Recommended Resources for 25 Trainees

 5 Case studies
 5 Business plan templates
 10 Computers
 1 Overhead projectors
 Internet
 Video clips
 5 Newspapers and Handouts
 5 Business Journals
 25 sets of Writing materials

19
 BASIC ELECTRONICS
UNIT CODE: IT/CU/AIP/CC/01/6/B
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 skills of electronics. It involves
identification of electric circuits, electronic components, understand semi-conductor theory,
identify and classify memories, apply number systems and identify 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
6. 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
 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

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  Observation
 Atom  Oral
 Atomic structure
 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
 Decimal
 Binary
 Octal
 Hexadecimal
 Base conversion
 Binary arithmetic
 Addition
 Subtraction
 Multiplication

21
  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;
The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:

 Visiting lecturer/trainer from the ICT sector;

 Industrial visits.
Recommended Resources
Tools

1. Screw Drivers
2. Pliers
3. Wire cutters
4. Wire Strippers
5. Clamps
6. Vices
Equipment

 Voltmeter
 Ohmmeter
 Ammeter
 Multimeter
 Power supplies

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  LCR meter
Materials and supplies

 Circuits
 Semiconductor materials
 Conductors e.g. copper, gold, silver
 Insulators e.g. rubber, glass, mica

NATURAL LANGUAGE PROCESSING

UNIT CODE:IT/CU/AIP/CR/08/6/B
Relationship to Occupational Standards
This unit addresses the unit of competency: Perform natural language processing
Duration of Unit: 175 hours
Unit description

23
This unit specifies the competencies required to perform natural language processing. It involves
understanding nature of text data, applying text pre-processing techniques, performing parts of
speech tagging and named entity recognition, applying techniques for feature extraction from
text and applying deep learning to solve complex tasks in NLP.

Summary of Learning Outcomes

1. Understand nature of text data

2. Apply text pre-processing techniques
3. Perform parts of speech tagging and named entity recognition
4. Apply techniques for feature extraction from text
5. Apply deep learning to solve complex tasks in Natural Language Processing (NLP)
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Understand nature of  Fundamentals of natural language  Written tests
text data processing  Oral tests
 Definition of natural language  Observation
processing  Practical tests
 Natural language understanding
 Natural language generations
 Natural language processing
libraries
 Semantics and sentiment analysis
 Definition of semantics
 Semantic analyser
 Semantic errors
 Functions of semantic analysis
 Static
 Dynamic
 Definition of sentiments
 Choose the model type
 Select the classification type
 Upload data
 Train the model
 Test the model
 Word vectors
 Definition
 Word vector generation
 Counts of word

24
  Predictions
 Continuous Bag of Word
architecture
 Natural language toolkit  Written tests
2. Apply text pre-
 Download  Oral tests
processing techniques
 Install  Observation
 Setup spacy  Practical tests
 Tokenization
 Definition
 Word tokenization method
 Sentence tokenization method
 Stemming
 Definition
 Porter stemmer algorithm
 Snowball stemmer
 Lemmatization
 Definition
 Morphological analysis of
words
 Stop words
 Definition
 The
 Is
 In
 For
 Where
 When
 To
 At
 Phrase matching
 Definition
 Spacy matcher tool
 Rule based matching
 Create matcher object
 Define patterns
 Apply matcher to the
document
 Phrase based matching
 Create phrase matcher
object
 Create phrase list
 Apply matcher to the

25
 document
 Parts of speech tagging  Written tests
3. Perform parts of
 Definition  Oral tests
speech (POS) tagging
 Tagging sentences  Observation
and named entity
 Types of POS taggers  Practical tests
recognition
 Rule based
 Stochastic
 Visualize parts of speech
 Definition
 PosTag visualize
 Named entity recognition
 Definition
 Data description
 Import libraries
 Read data
 Create word and tag dictionary
 Sentence segmentation
 Definition
 Obtain data
 Generate scripts
 Decide on the model
 Sequence tagging
 Perform parts of speech
assessment
 Definition
 Get raw text
 Sentence segmentation
 Tokenization
 Part of speech tagging
 Entity detection
 Relation detection
 Text classification  Written tests
4. Apply techniques for
 Definition  Oral tests
feature extraction from
 Text cleaning  Observation
text
 Text Stacking  Practical tests
 Hyper parameter tuning
 Ensemble the models
 Scikit learn
 Import a dataset
 Kaggle
 Zindi

26
  Data exploration
 Data visualization
 Data pre-processing
 Training set and test set
 Build the model
 Naïve Bayes algorithm
 Code text feature extraction
 Definition of feature extraction
 Tokenizing
 Counting
 Normalising

 Basic perceptron model  Written tests

5. Apply deep learning to
 Definition  Oral tests
solve complex tasks in
 Perceptron elements  Observation
Natural Language
 Inputs  Practical tests
Processing (NLP)
 Bias
 Combination function
 Activation function
 Output
 Parameters
 Keras basics
 Install Keras
 Import dataset
 Make predictions
 Train the network weights
 Model the dataset
 Extract database
 Kaggle
 Zindi
 Recurrent Neural Networks
 Import the required libraries
 Load the data into a string
 Create a mapping from each
unique character
 Pre-process the data
 Build the LSTM network
 Text generation with Long Short
Term Memory (LSTM) with
Keras
 Download Shakespeare dataset
 Read data

27
  Process text
 Create training datasets
 Test dataset
 Build the model
 Train the model
 Generate text

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;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:

 Visiting lecturer/trainer from the AI sector;

 Industrial visits.

Recommended Resources
Tools

 Internet
 TensorFlow
 Spacy
 NLTK
 Keras
 Scikit learn
 Zindi
 Kaggle
 CVonline
 Image Base
 Cambridge Spark datasets
Equipment

 Computer
Materials and supplies

 Stationery
 Instructional materials

Reference materials

28
 Trainer-recommended resources including web resources

MODULE VI

29
 WORK ETHICS AND PRACTICES

TVET CDACC UNIT CODE: IT/CU/AIP/BC/03/6/B

UNIT CODE: 0417 541 03B

Relationship to Occupational Standards

This unit addresses the Unit of Competency: apply work ethics and practices.
Duration of Unit: 50 hours

Unit Description
This unit covers competencies required to apply work ethics and practices. It involves the ability
to: conduct self-management, promote ethical work practices and values, promote teamwork,
manage workplace conflicts, maintain professional and personal development, apply problem-
solving, and promote customer care.

Summary of Learning Outcomes

1. Apply Self-Management Skills
2. Promote Ethical Practices and Values
3. Promote Teamwork
4. Maintain Professional and Personal Development
5. Apply Problem-Solving Skills
6. Promote Customer Care.

Learning Outcomes, Content, and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods

1. Apply Self- ● Self-awareness ● Observation

Management Skills ● Formulating personal vision, ● Written assessment
mission, and goals ● Oral assessment
● Healthy lifestyle practices ● Third party reports
● Strategies for overcoming work ● Portfolio of evidence

30
Learning Outcome Content Suggested Assessment
Methods

challenges ● Project
● Emotional intelligence ● Practical
● Coping with Work Stress.
● Assertiveness versus
aggressiveness and passiveness
● Developing and maintaining
high self-esteem
● Developing and maintaining
positive self-image
● Time management
● Setting performance targets
● Monitoring and evaluating
performance targets
2. Promote Ethical Work ● Integrity ● Observation
Practices And Values ● Core Values, ethics and beliefs ● Written assessment
● Patriotism ● Oral assessment
● Professionalism ● Third party reports
● Organizational codes of ● Portfolio of evidence
conduct ● Project
● Industry policies and ● Practical
procedures

3. Promote Teamwork ● Types of teams ● Observation

● Team building ● Written assessment
● Individual responsibilities in a ● Oral assessment
team ● Third party reports
● Determination of team roles ● Portfolio of evidence
and objectives ● Project
● Team parameters and ● Practical
relationships
● Benefits of teamwork
● Qualities of a team player
● Leading a team
● Team performance and
evaluation
● Conflicts and conflict
resolution

31
Learning Outcome Content Suggested Assessment
Methods

● Gender and diversity

mainstreaming
● Developing Healthy workplace
relationships
● Adaptability and flexibility
● Coaching and mentoring skills
4. Maintain Professional ● Personal vs. professional ● Observation
and Personal development and growth ● Written assessment
Development ● Avenues for professional ● Oral assessment
growth ● Third party reports
● Recognizing career ● Portfolio of evidence
advancement ● Project
● Training and career ● Practical
opportunities
● Assessing training needs
● Mobilizing training resources
● Licenses and certifications for
professional growth and
development
● Pursuing personal and
organizational goals
● Managing work priorities and
commitments
● Dynamism and on-the-job
learning
5. Apply Problem- ● Causes of problems ● Observation
Solving Skills ● Methods of solving problems ● Written assessment
● Problem-solving process ● Oral assessment
● Decision making ● Third party reports
● Creative thinking and critical ● Portfolio of evidence
thinking process in ● Project
development of innovative and ● Practical
practical solutions
6. Promote Customer ● Identifying customer needs ● Observation
Care ● Qualities of good customer ● Written assessment
service ● Oral assessment
● Customer feedback methods ● Third party reports
● Resolving customer

32
 Learning Outcome Content Suggested Assessment
Methods

concerns ● Portfolio of evidence

● Customer outreach programs ● Project
● Customer retention ● Practical

Suggested Methods of Instruction

● Instructor lead facilitation of theory using active learning strategies.
● Demonstrations
● Simulation/Role play
● Group Discussion
● Presentations
● Projects
● Case studies
● Assignments

Recommended Resources for 25 Trainees

● Computers
● Stationery
● Charts
● Video clips
● Audio tapes
● Radio sets
● TV sets
● LCD projectors

33
 ROBOTICS SENSING AND MANIPULATION
UNIT CODE:IT/CU/AIP/CR/09/6/B

Relationship to Occupational Standards

This unit addresses the unit of competency: Perform robotics sensing and manipulation

Duration of Unit: 175 hours

Unit description
This unit specifies the competencies required to perform robotics sensing and manipulation. It
involves identifying robotics fundamentals, demonstrating robotics sensing, demonstrating
robotic manipulation and applying robotics locomotion.

Summary of Learning Outcomes

1. Identify robotics fundamentals
2. Apply robotics sensing
3. Apply robotic manipulation
4. Apply robotics locomotion

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Identify robotics  Definition of artificial intelligence  Written tests
fundamentals robotics  Oral tests
 Aspects of Robotics  Observation
 Types  Practical tests
 Characteristics of robots
 Scope and limitations
 Application areas
 Industrial robots
 Domestic or household
robots
 Medical robots
 Service robots
 Military robots
 Entertainment robots
 Space robots
 Hobby and competition
robots

34
  Components of robots
 Power supply
 Actuators
 Electric motors
 Muscle wires
 Pneumatic air muscles
 Sensors
 Robotic sensing dimensions  Written tests
2. Apply robotic sensing
 Definition  Oral tests
 Robotic sensing dimensions  Observation
 Vision  Practical tests
 Touch
 Hearing
 Robot sensors perception
technologies
 LIDAR
 Part detection
 3D vision
 Develop program to implement
contact sensors
 Plug in LED to Arduino board
 Access IDE
 Program to light LED
 Deploy to Arduino
 Human robot interaction  Written tests
3. Apply robotic
 Situational awareness  Oral tests
manipulation
 Robot control and movement  Observation
 Controller/user interface  Practical tests
 Communications
 Feedback control of steering and
speed in robots
 Balance
 Temperature
 Damping oscillation
 Robotic estimation and learning
 Definition of robotic estimation
and learning
 Bayesian estimation
 Target tracking
 localization
 Mapping

35
  Gaussian learning model
 Explain mathematical modelling
for robots
 Definition
 Robotic manipulation
 Robotic taxonomy
 Configuration
 Degree of freedom
 State
 State space
 Types of robots locomotion  Written tests
4. Apply robotics
 Definition of robots’  Oral tests
manipulation
locomotion  Observation
 Types  Practical tests
 Legged
 Wheeled
 Combination
 Skid
 Application mobile robots
 Space exploration
 Military
 Medicine
 Service robots
 Automotive
 Robot simulations
 Definition
 Install and configure Webots
robotics simulation software
 Perform robotics simulations

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;

The delivery may also be supplemented and enhanced by the following, if the opportunity
allows:
 Visiting lecturer/trainer from the AI sector;
 Industrial visits.

36
Recommended Resources
Tools
 Internet
 Python
 Arduino
 Actuator
 Sensor
 Webots
Equipment
 Computer

Materials and supplies

 Stationery
 Instructional materials

Reference materials
 Trainer-recommended resources including web resources

37