NATIONAL COMPETENCY BASED CURRICULUM

FOR

COMPUTER PROGRAMMING

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: info@tvetcdacc.go.ke

©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, Vision 2030 and sustainable development goals.
Reforms in the education sector are necessary for the achievement of Kenya Vision 2030 and
meeting the provisions of the Constitution of Kenya 2010. The education sector had to be aligned
to the Constitution of Kenya 2010 and this resulted in the formulation of the Policy Framework
for Reforming Education and Training. A key feature of this policy is the radical change in the
design and delivery of the TVET training. This policy document requires that training in TVET
be competency based, curriculum development be industry led, certification be based on
demonstration of competence and mode of delivery allows for multiple entry and exit in TVET
programmes.
These reforms demand that Industry takes a leading role in curriculum development to ensure the
curriculum addresses its competence needs. It is against this background that this curriculum for
Computer Programming level 6 has been developed.
It is my conviction that this curriculum will play a great role towards development of competent
human resource for ICT sector growth and sustainable 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, emphasized the need
to reform curriculum development, assessment and certification. This called for a shift to CBET
in order to address the mismatch between skills acquired through training and skills needed by
industry as well as increase the global competitiveness of Kenyan labour force.
The TVET Curriculum Development, Assessment and Certification Council (TVET CDACC), in
conjunction with ICT Sector Skills Advisory Committee (SSAC) have developed Occupational
Standards for Computer Programmer. These standards will be the basis for development of
competency-based curriculum for Computer Programming 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 these Occupational Standards.

CHAIRPERSON, TVET CDACC

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 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 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................................................................................................................................II
PREFACE....................................................................................................................................III
ACKNOWLEDGMENT.............................................................................................................IV
TABLE OF CONTENTS.............................................................................................................V
ABBREVIATIONS AND ACRONYMS..................................................................................VII
KEY TO UNIT CODE................................................................................................................IX
OVERVIEW..................................................................................................................................X
BASIC UNITS OF LEARNING...................................................................................................2
COMMUNICATION SKILLS.....................................................................................................3
NUMERACY SKILLS..................................................................................................................6
DIGITAL LITERACY................................................................................................................11
ENTREPRENEURIAL SKILLS................................................................................................14
EMPLOYABILITY SKILLS.....................................................................................................18
ENVIRONMENTAL LITERACY.............................................................................................24
OCCUPATIONAL SAFETY AND HEALTH PRACTICES..................................................28
COMMON UNIT OF LEARNING............................................................................................30
BASIC ELECTRONICS.............................................................................................................31
CORE UNITS OF LEARNING.................................................................................................35
COMPUTING BASICS...............................................................................................................36
DISCRETE MATHEMATICAL CONCEPTS.........................................................................40
PROGRAMMING CONCEPTS................................................................................................45
DATABASE DESIGN AND DEVELOPMENT.......................................................................49
ALGORITHMS AND DATA STRUCTURES.........................................................................53
OBJECT ORIENTED CONCEPTS USING JAVA.................................................................58
EVENT DRIVEN PROGRAMMING CONCEPTS USING VB.NET...................................61

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CLIENT-SIDE WEB APPLICATIONS....................................................................................68
DEVELOP SERVER-SIDE WEB APPLICATIONS USING PHP........................................72
MOBILE APPLICATIONS DEVELOPMENT.......................................................................77
AGILE DEVELOPMENT CONCEPTS...................................................................................81

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 ABBREVIATIONS AND ACRONYMS
A Control version
AIDS Acquired Immunodeficiency Syndrome
APK Android Package Kit
BC Basic Unit
CBET Competency Based Education and Training
CC Common unit
CDACC Curriculum Development, Assessment and Certification Council
CEO Council Secretary
CR Core Unit
CRUD Create, Retrieve, Update, Delete
CU Curriculum
DBMS Database Management System
DSDM Dynamic Systems Development Methodology
EMS Environmental Management Systems
HIV Acquired Immunodeficiency Virus
ICT Information Communication Technology
IEEE Institute of Electrical and Electronics Engineers
ISO International Organisation for Standardisation
JDK Java Development Kit
KCSE Kenya Certificate of Secondary Education
KNQA Kenya National Qualification Authority
KNQF Kenya National Qualification Framework
LAN Local Area Network
LCD Liquid Crystal Display
MAN Metropolitan Area Network
MIS Management Information System
OOP Object Oriented Programming

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OSH Occupational Health and Safety
PAN Personal Area Network
PESTEL Political Environmental Social Technological Economic Legal
PPE Personal Protective Equipment
Q&A Questions and Answer
RAM Random Access Memory
ROM Read Only Memory
SDK Software Development Kit
SQL Structured Query Language
SSAC Sector Skills Advisory Committee
SWOT Strength Weakness Opportunity Threat
TVET Technical and Vocational Education and Training
UML Unified Modeling Language
WAN Wide Area Network

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 KEY TO UNIT CODE

ICT/CU /CP /BC /01/6 A

Industry or sector

Curriculum

Occupational area

Type of competency

Competency number

Competency level
Version control

©2019, TVET CDACC ix

 OVERVIEW
Computer Programming Level 6 qualification consists of competencies that a person must
achieve to enable him/her to understand computing basics, apply discrete mathematical concepts,
demonstrate programming concepts , design and use a database, data structures and algorithms,
apply object oriented programming concepts using JAVA, event driven programming concepts
using VB.net, develop client side web applications, develop server side web applications,
develop mobile applications and understand agile development concepts.

These qualifications consist of the following basic, common and core units of learning:
Basic Units of Learning
Unit Code Unit Title Duration Credit
in Hours Factors
ICT/CU/CP/BC/01/6/A Communication Skills 40 4.0
ICT/CU/CP/BC/02/6/A Digital Literacy 60 6.0
ICT/CU/CP/BC/03/6/A Numeracy Skills 60 6.0
ICT/CU/CP/BC/04/6/A Entrepreneurial Skills 100 10.0
ICT/CU/CP/BC/05/6/A Employability Skills 80 8.0
ICT/CU/CP/BC/06/6/A Environmental Literacy 40 4.0
ICT/CU/CP/BC/07/6/A Occupational Safety and Health 40 4.0
Practices
Subtotal 1 420 42.0

Common Units of Learning

Unit Code Unit Title Duration Credit

in Hours Factors
ICT/CU/CP/CC/01/6/A Basic Electronics and Equipment 170 17.0
Maintenance
Subtotal 2

Core Units of Learning

Unit Code Unit Title Duration Credit

in Hours Factors
ICT/CU/CP/CR/01/6/A Computing Basics 100 10.0

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 ICT/CU/CP/CR/02/6/A Discrete Mathematical Concepts 150 15.0
ICT/CU/CP/CR/03/6/A Programming Concepts Using 170 17.0
ICT/CU/CP/CR/04/6/A Design And Use a Database 170 17.0
ICT/CU/CP/CR/05/6/A Data Structures and Algorithms 170 17.0
ICT/CU/CP/CR/06/6/A Object Oriented Programming Concepts 170 17.0
using JAVA
ICT/CU/CP/CR/07/6/A Event Driven Programming Concepts 170 17.0
using VB.NET
ICT/CU/CP/CR/08/6/A Client-Side Web Applications 170 17.0
ICT/CU/CP/CR/09/6/A Server-Side Web Applications 170 17.0
ICT/CU/CP/CR/10/6/A Mobile Applications 170 17.0
ICT/CU/CP/CR/11/6/A Agile Development Concepts 150 15.0
ICT/CU/CP/CR/12/6/A Industrial Attachment 480 48.0
Subtotal 3 2240 224.0
Grand Total 2830 283.0

The core units of learning are independent of each other and may be taken independently.
The total duration of the course is 2,830 hours (94weeks at 30 hours per week) inclusive of
industrial attachment.

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) Craft certificate (Level 5) in ICT or a related course
Or

c) Equivalent qualifications as determined by Kenya National Qualifications Authority

(KNQA)
And/or
d) As may be guided by relevant regulatory body

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Industrial attachment
An individual enrolled in this course will be required to undergo an industrial attachment in a
Programming 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: internally and externally. Internal assessment is
continuous and is conducted by the trainer who is monitored by an internal accredited verifier
while external assessment is the responsibility of TVET/CDACC.

Certification
A candidate will be issued with a Certificate of Competency on demonstration of competence in
a unit of competency. To attain National qualification in Computer Programming 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

a.

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 COMMUNICATION SKILLS

UNIT CODE: ICT/CU/CP/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  Communication process  Interview
needs of clients and  Modes of communication  Written texts
colleagues  Medium of communication
 Effective communication
 Barriers to communication
 Flow of communication
 Sources of information
 Organizational policies
 Organization requirements for
written and electronic
communication methods
 Report writing
 Effective questioning techniques

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 (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 maintain  Types of communication  Interview
communication pathways  Written texts
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 communication  Interview
discussion needs  Written texts
 Dynamics of groups
 Styles of group leadership
 Presentation of information
 Encouraging group members
participation
 Evaluating group communication
strategies
7. Represent the  Presentation techniques  Interview
organization  Development of a presentation

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  Multi-media utilization in  Written texts
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/CP/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 mathematics  Written tests
range of  Addition, subtraction,  Assignments
mathematical multiplication and division  Supervised
calculations for of positive and negative exercises
work numbers
 Algebraic expressions
manipulation
 Forms of fractions, decimals and
percentages

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  Expression of numbers as powers
and roots
2. Apply ratios,  Rates, ratios and proportions  Written tests
rates and  Meaning  Assignments
proportions to  Conversions into percentages  Supervised
solve problems  Direct and inverse exercises
proportions determination
 Performing calculations
 Construction of graphs,
charts and tables
 Recording of information
3. Estimate,  Units of measurements and their  Assignments
measure and symbols  Supervised
calculate  Identification and selection of exercises
measurement for measuring equipment  Written tests
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
using both formal and informal
language
 Planning of routes
 Calculation of distance, speed
and time

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5. Use geometry to  Identify two dimensional shapes
draw and and routine three dimensional
construct 2D and shapes in everyday objects and
3D shapes for in different orientations
work  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, organize  Classification of data  Assignments

and interpret  Grouped data  Supervised
statistical data  Ungrouped data exercises
 Data collection  Written tests
 Observation
 Recording
 Distinguishing between sampling
and census
 Importance of sampling
 Errors in sampling
 Types of sampling and their
limitations e.g.

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  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 scientific common functions on a  Written
calculator calculator  Practical test
 Calculate using whole numbers,
money and routine 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

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  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/CP/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 software  Functions of ICT  Oral
 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 in measures presentation
automated  Types of computer crimes  Project
environment  Detection and protection
against computer crimes
 Laws governing protection of

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 ICT
3. Apply computer  Operating system  Oral questioning
software in solving  Word processing  Project
tasks  Spread sheets
 Data base design and
manipulation
 Data manipulation, storage and
retrieval
4. Apply internet and  Computer networks  Oral questioning
email in  Network configurations  Written report
communication at  Uses of internet
workplace  Electronic mail (e-mail)
concept
5. Apply desktop  Concept of desktop publishing  Oral questioning
publishing in official  Opening publication window  Written report
assignments  Identifying different tools and  Project
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 presentation  Types of presentation packages  Oral questioning
packages  Procedure of creating slides  Written report
 Formatting slides  Project
 Presentation of slides
 Procedure for editing objects

Suggested Methods of Instruction

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

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

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

3. Create entrepreneurial  Forms of businesses  Individual/group

awareness  Sources of business finance assignments
 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

4. Apply entrepreneurial  Internal and external motivation  Case studies

motivation  Motivational theories
 Individual/group
 Self-assessment
assignments
 Entrepreneurial orientation
 Projects
 Effective communications in
 Written tests
entrepreneurship
 Oral questions
 Principles of communication
 Third party report
 Entrepreneurial motivation
 Interviews

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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 entrepreneurs
 Written tests
 ICT in business growth and
 Oral questions
development
 Third party report
 Interviews

6. Develop Business Plan  Business description  Case studies

 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
 Problem solving
 Experiential
 Team training

Recommended Resources
 Case studies
 Business plan templates
 Computers
 Overhead projectors
 Internet

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  Mobile phone
 Video clips
 Films
 Newspapers and Handouts
 Business Journals
 Writing materials

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 EMPLOYABILITY SKILLS
UNIT CODE: ICT/CU/CP/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 vision,  Oral questioning
mission and goals  Interviewing
 Strategies for overcoming  Portfolio of evidence
life challenges  Third party report
 Managing emotions
 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 evidence
 Public speaking  Third party report
 Writing skills
 Negotiation skills
 Reading skills
 Meaning of empathy
 Understanding customers’
needs
 Establishing communication
networks
 Assertiveness
 Sharing information
3. Demonstrate  Stress and stress  Written tests
critical safe work management  Oral questioning
habits  Time concept  Interviewing
 Punctuality and time  Portfolio of evidence

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 consciousness  Third party report
 Leisure
 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 team  Power and authority  Oral questioning
 Team building  Interviewing
 Determination of team roles  Portfolio of evidence
and objectives  Third party report
 Team parameters and
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
organize work  Planning  Oral questioning
 Organizing  Interviewing
 Time management  Portfolio of evidence
 Decision making concept  Third party report

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  Task allocation
 Developing work plans
 Developing work
goals/objectives and
deliverables
 Monitoring work activities
 Evaluating work activities
 Resource mobilization
 Resource allocation
 Resource utilization
 Proactive planning
 Risk evaluation
 Problem solving
 Collecting, analysing and
organising information
 Negotiation
6. Maintain  Avenues for professional  Written tests
professional growth  Oral questioning
growth and  Training and career  Interviewing
development opportunities  Portfolio of evidence
 Assessing training needs  Third party report
 Mobilizing training
resources
 Licenses and certifications
for professional growth and
development
 Pursuing personal and
organizational goals
 Managing work priorities
and commitments
 Recognizing career
advancement
7. Demonstrate  Managing own learning  Written tests
workplace  Mentoring  Oral questioning
learning  Coaching  Interviewing
 Contributing to the learning  Portfolio of evidence
community at the workplace  Third party report
 Cultural aspects of work
 Networking
 Variety of learning context

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  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 solving  Data analysis tools  Oral questioning
skills  Decision making  Interviewing
 Creative thinking  Portfolio of evidence
 Development of creative,  Third party report
innovative and practical
solutions
 Independence in identifying
and solving problems
 Solving problems in teams
 Application of problem-
solving strategies
 Testing assumptions
 Resolving customer
concerns
9. Manage ethical  Meaning of ethics  Written tests
performance  Ethical perspectives  Oral questioning
 Principles of ethics  Interviewing
 Ethical standards  Portfolio of evidence
 Organization code of 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/accountability

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  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
 Radio sets
 TV sets
 LCD projectors

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 ENVIRONMENTAL LITERACY

UNIT CODE: ICT/CU/CP/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 environmental  Purposes and content of  Written questions
hazard Environmental Management and  Oral questions
Coordination Act 1999
 Storage methods for
environmentally hazardous
materials

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  Disposal methods of hazardous
wastes
 Types and uses of PPE in line
with environmental regulations
 Occupational Safety and Health
Standards (OSHS)
2. Control environmental  Types of pollution  Written questions
Pollution control  Environmental pollution control  Oral questions
measures  Role play
 Types of solid wastes
 Procedures for solid waste
management
 Different types of noise
pollution
 Methods for minimizing noise
pollution

3. Demonstrate sustainable  Types of resources  Written questions

resource use  Techniques in measuring current  Oral questions
usage of resources  Role play
 Calculating current usage of
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 questions
practices in relation to environmental and resource  Oral questions
resource usage efficiency systems and  Role play
procedures,
 Measurement and recording of
current resource usage
 Analysis and recording of
current purchasing strategies.
 Analysis of current work
processes to access information
and data

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  Identification of areas for
improvement

5. Identify Environmental  Environmental issues/concerns  Written questions

legislations/conventions  Environmental legislations  Oral questions
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 questions
environmental programs expectations  Oral questions
 Resource availability  Role play
 5s of good housekeeping
 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
environmental incidents to
concerned /proper authorities
8. Analyze resource use  Identification of resource  Written tests
consuming processes  Oral questions

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  Practical test
 Determination of quantity 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 of  Written tests

Conservation plans use/conversion of resources  Oral questions
 Causes of low efficiency of use  Practical test
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/CP/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 workplace  Identification of hazards in the  Oral questions
hazards and risks workplace and/or the indicators of  Written tests
their presence  Portfolio of
 Evaluation and/or work evidence
environment measurements of OSH  Third party
hazards/risk existing in the report
workplace
 Gathering of OSH issues and/or
concerns
2. Control OSH  Prevention and control measures  Oral questions
hazards e.g. use of PPE  Written tests
 Risk assessment  Portfolio of
 Contingency measures evidence
 Third party

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 report
3. Implement OSH  Company OSH program,  Oral questions
programs evaluation and review  Written tests
 Implementation of OSH 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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 COMMON UNIT OF LEARNING

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 BASIC ELECTRONICS

UNIT CODE: ICT/CU/CP/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
 Oral

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  Diode
 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

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 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
 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

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

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 COMPUTING BASICS
UNIT CODE:ICT/CU/CP/CR/01/6/A
Relationship to Occupational Standards
This unit addresses the unit of competency: Understand Computing Basics
Duration of Unit: 100 hours

Unit description
This unit covers the competence to understand computing basics. It involves understanding
computer system models, outlining computer components, demonstrating data representation
techniques, understanding basic network concepts, recognizing ethical, legal and social issues in
computing
Summary of Learning Outcomes
1. Understand computer system models
2. Outline computer components
3. Demonstrate data representation techniques
4. Understand basic network concepts.
5. Recognise ethical, social and legal issues in computing
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Understand Computer  Definition of computer system  Written tests
system models  Classification of computer systems  Oral tests
 General purpose
 Desktops
 Notebooks
 Smart phones
 Tablets
 Special purpose
 Security
 Medical equipment
 Manufacturing
 Home Appliances
 Wearables
 Internet of Things
(IOT)
 Features of general purpose

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 computers
 Features of special purpose
computers
2. Outline computer  Definition of hardware and software  Written tests
components  Types of software  Oral tests
 Application software  Practical tests
 System software
 Utility software
 Language translators
 Functions of hardware
 Functions of software
 Troubleshooting
 Troubleshooting hardware
components
 Windows OS
troubleshooting
 Definition of terms  Written tests
3. Demonstrate data
 Data  Oral tests
representation
 Data representation
techniques
 Digitization
 Data formats
 Text
 Audio
 Video
 Image
 Methods of data representation
 Bit
 Byte
 Qubit
 Definition of terms  Written tests
4. Understand basic
 Network  Oral tests
network concepts
 Nodes  Practical tests
 Host
 Network Interface Card
 Packets
 Network components
 Hub
 Network interface card
 Switch
 Connecting media

©2019, TVET CDACC 37

  Network Operating System
 Types of networks
 LAN
 WAN
 MAN
 PAN
 Network topologies
 Star
 Bus
 Ring
 Mesh
 Advantages of networks
 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
 Definition of computing ethics  Written tests (Case
5. Recognize ethical,
 Legal and ethical issues in Studies)
social and legal issues
computing  Oral tests
in computing
 Legal issues
 Digital ownership
 Data gathering
 Security
 Ethical issues
 Privacy
 Communication
 Computer crimes
 Social issues and emerging trends in
computing

©2019, TVET CDACC 38

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
• Internet
Equipment
• Computer
• Network devices
Materials and supplies
• Stationery
• Instructional materials
Reference materials
• Manufacturer manuals for troubleshooting
• Trainer-recommended resources including web resources

©2019, TVET CDACC 39

 DISCRETE MATHEMATICAL CONCEPTS

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

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply Discrete Mathematical Concepts

Duration of Unit: 150 hours

Unit Description:
This unit describes the competencies required to apply discrete mathematical concepts. It
involves illustrating Boolean Algebra expression, carrying out Set Theory operations, performing
Matrix operations, illustrating Relations and Functions, carrying out Recursion, performing
Sequences and Series and demonstrating Graph theory.
Summary of Learning Outcomes:
1. Illustrate Boolean Algebra Expressions
2. Carry Out Set Theory Operations
3. Perform Matrix Operations
4. Illustrate Relations and Functions
5. Carry Out Recursion
6. Perform Sequences and Series
7. Demonstrate Graph Theory
Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Illustrate  Written tests
 Definition of Boolean algebra
Boolean Algebra  Oral tests
 Uses of Boolean algebra
expressions  Key Terminology
 Boolean value
 Boolean function
 Truth table
 Logic gate
 Digital logic
 Basic Operations

©2019, TVET CDACC 40

  AND
 OR
 NOT
 Secondary Operations
 NAND
 NOR
 X-OR
 X-NOR
 Writing Boolean Expressions
 Order of basic operations
 Symbols
 Simplification of Boolean expressions
 Using algebraic functions
 Using Truth tables
 Using Karnaugh Maps
 Boolean Laws and Theorems
 AND law
 OR law
 Inversion law
 Commutative
 Associative
 Distributive
 De-Morgan’s Theorems
 Simplification (Reduction) Rules for
Boolean expressions

2. Carry out Set  Written tests

 Definition of a Set
Theory  Characteristics of sets  Oral tests
operations  Elements
 Size
 Set representation
 Statement form
 Tabular form
 Set builder notation
 Cardinality of a set
 Types of sets
 Finite Set

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  Infinite Set
 Subset
 Proper Subset
 Universal Set
 Empty or Null
 Equal
 Equivalent Set
 Singleton Set or Unit Set
 Overlapping Set
 Disjoint Set
 Venn Diagrams
 Set Operations
 Set Union and Set Intersection
 Properties of Union and
Intersection
 Set Difference/Relative Complement
 Set Complement
 Cartesian Product

3. Perform Matrix  Written tests

 Definition of Matrix
operations  Matrix order  Oral tests
 Types of matrices
 Square
 Symmetric
 Skew-symmetric
 Diagonal
 Identity
 Orthogonal
 Idemponent
 Involutary
 Singular and non-singular matrices
 Matrix operations
 Sum of two matrices
 Sum of a matrix and a scalar
 Matrix subtraction
 Product of two matrices
 Product of a matrix and a vector

©2019, TVET CDACC 42

  Transpose of a matrix
 Properties of transpose of a matrix
 Adjoint of a square matrix
 Inverse of a square matrix
 Trace of a matrix
 Application of matrices

4. Illustrate  Written tests

 Definition of Relation
Relations and  Domain and range of a relation  Oral tests
Functions  Types of relations
 Empty
 Full
 Identity
 Reflexive
 Irreflexive
 Symmetric
 Anti-symmetric
 Transitive
 Equivalence
 Definition of Functions
 Types of functions
 One to one
 Many to one
5. Carry out  Written tests
 Definition of recursion
Recursion  Recursion in exponents  Oral tests
 Recurrence Relations
 Types of Recursion Relations
 Linear
 Binary
 Multiple
6. Perform  Written tests
 Explanation of key terms
Sequence and  Sequence  Oral tests
Series  Arithmetic Progression
 Geometric Progression
 Summation of a sequence
 Arithmetic series (Summation)
 Geometric series (Summation)

©2019, TVET CDACC 43

 7. Demonstrate  Written tests
 Definition of Graph
Graph Theory  Key Graph Terminologies  Oral tests
 Node
 Edge
 Adjacency
 Vertex
 Types and subtypes of graphs
 Null
 Simple
 Multigraph
 Directed graphs
 Directed Acyclic
 Tree
 Undirected
 Connected
 Complete
 Biconnected
 Representation of graphs
 Adjacency Matrix
 Adjacency List
 Applications of graphs

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

©2019, TVET CDACC 44

• Instructional material
• Stationery

©2019, TVET CDACC 45

 PROGRAMMING CONCEPTS

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

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate Programming Concepts
Duration of Unit: 170 hours

Unit Description
This unit specifies competencies required to demonstrate programming concepts. It involves
understanding programming basics, understanding the C# environment, performing data
operations and using control statements.

Summary of Learning Outcomes

1. Understand programming basics
2. Understand the C# environment
3. Perform data operations
4. Use control statements
Learning Outcomes, Content and Suggested Assessment Methods
Suggested Assessment
Learning Outcome Content
Methods
1. Understand  Definition of Programming  Practical tests
programming basics  Phases of program development  Oral tests
 Establish program requirements  Written tests
 Design a program
 Coding
 Code test and debug
 Document
 Maintain
 Key terms in programming
 Algorithm
 Source code
 Executable
 Compiling
 Debugging

©2019, TVET CDACC 46

  Examples of programming
languages
 C++
 C#
 Java
 Types of code
 Source code
 Object code
 Machine code
2. Understand the C#  C# installation  Practical tests
environment  Available compilers  Oral tests
 Microsoft  Written tests
 Borland
 Installation requirements
 Hardware
 Operating system
 C# Environment
 Launching C#
 Customising the environment
 Syntax and Common Errors
 Demonstration of C# syntax
3. Perform data  C# data types  Practical tests
operations  char  Oral tests
 float  Written tests
 integer
 double
 String
 Types of C# statements
 Declaration statements
 Executable statements
 Variables and Constants
 Declaring variables
 Accepting user input
 Displaying output
 Initialising variables
 Declaring constants
 Enumerated constants

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  Data operations
 Number operations
 Arithmetic operators and
their precedence
 Comparison Operators
 Logic Operators
 String operations
 Creating strings
 Concatenation
 Copying
 Creation of a C# program for
specified operations
4. Use control statements  Types of Control Statements  Practical tests
 Decision  Oral tests
 if statement  Written tests
 if-else statement
 nested if statements
 switch statement
 Looping
 do..while loop
 for loop
 while loop
 Demonstration of different control
statements
 Creation of C# program using
control statements

Suggested Methods of Instruction

 Presentations and practical demonstrations 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
• Visual studio
Equipment
• Computer

©2019, TVET CDACC 48

Materials and supplies
• Instructional materials
• Stationery

©2019, TVET CDACC 49

 DATABASE DESIGN AND DEVELOPMENT

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

Relationship to Occupational Standards

This unit addresses the unit of competency: Design and Develop Databases
Duration of Unit: 170 hours

Unit Description:
This unit describes the competencies required to design and develop a database. It involves
understanding database concepts, designing a database, performing data definition language
operations, performing data manipulation language operations and using views.

Summary of Learning Outcomes:

1. Understand Database concepts
2. Design a database
3. Perform data definition language operations
4. Perform data manipulation language operations
5. Use Views

Learning Outcomes, Content and Suggested Assessment Methods

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

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  Tuples/Rows
 Primary Key
 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
2. Design a database  Phases of database Design  Oral tests
 Conceptual database design  Written tests
(ERM Modeling)
 Logical database design
 Physical database design
 Entity modelling concepts
 Entities
 Attributes
 Relationships
 Designing an Entity Model using
UML (Unified Modelling
Language)
 Definition of normalisation
 Demonstration of normalisation
 Validating model according to the
requirements / specified
transactions (CRUDmatrix)
3. Perform data  Definition of SQL  Practical tests
definition language  Data definition queries  Oral tests
operations  CREATE  Written tests
 DROP
 ALTER
 Demonstration of CREATE
TABLE statement
 Demonstration of CREATE

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 TABLE constraints:
 PRIMARY KEY
 FOREIGN KEY
 NOT NULL
 CHECK
 UNIQUE
 DEFAULT
 Editing table schema using
SQLALTER statement
 Adding an attribute
 Dropping an attribute
 Modifying attribute domain
 Dropping table using SQL DROP
TABLE statement
4. Perform data  Data manipulation query statements  Practical tests
manipulation  INSERT  Oral tests
language operations  SELECT  Written tests
 UPDATE
 DELETE
 Retrieving records using SELECT
statement
 Components of a SELECT
statement
 WHERE clause Options
 SQL Aggregate functions
 Insertion of records using INSERT
INTO statements
 Inserting a single record
 Inserting several records
 Delete records using DELETE
statement
 Update records using UPDATE.
SET statement
 SQL Joins
 Definition of a join
 Types of joins
 Creating a simple join
5. Using views  Define a view  Practical tests

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  Creating a view using CREATE  Oral
VIEW statement  Written tests
 Updating a view using REPLACE
VIEW statement
 Dropping a view using the DROP
VIEW statement

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 MSVisio Modelling tool
• MS SQL server software
Equipment
• Computers

Materials and supplies

• Instructional material
• Stationery

©2019, TVET CDACC 53

 ALGORITHMS AND DATA STRUCTURES

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

Relationship to Occupational Standards

This unit addresses the unit of competency: Design Algorithms and Data Structures
Duration of Unit: 170 hours
Unit Description
This unit covers the competencies required to design algorithms and data structures. It involves
understanding fundamental principles of algorithms and principles of data structures,
demonstrating linked lists, representing stacks and queues, demonstrating search techniques,
performing sorting techniques, illustrating graph data structure and tree data structure and
performing recursion.
Summary of Learning Outcomes
1. Understand fundamental principles of algorithms
2. Understand fundamental principles of data structures
3. Demonstrate linked lists
4. Represent stacks and queues
5. Demonstrate search techniques
6. Perform sorting techniques
7. Illustrate graph data structure
8. Illustrate tree data structure
9. Perform recursion

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Suggested
Content
Assessment Method
1. Understand  Definition of an Algorithm  Written tests
fundamental principles  Characteristics of an Algorithm  Oral tests
of algorithms  Principles of algorithm writing  Practical tests
 Algorithm Analysis
 Complexities of algorithms
 Space
 Time
 Greedy algorithms are outlined
 Counting coins
 Divide and conquer algorithms

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  Divide /break
 Conquer/solve
 Merge/combine
2. Understand  Key concepts in data structures  Written tests
fundamental concepts  Data  Oral tests
of data structures  Object  Practical tests
 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
 Linked lists  Written tests
3. Demonstrate linked
 Linked lists representation  Oral tests
lists
 Types of linked lists  Practical tests
• Basic operations
 Doubly linked lists
 Representation
 Basic operations
 Circular linked lists
 Representation
 Basic operations
 Demonstration of basic operations for
the various linked lists using C#
 Insertion
 Deletion
 Reverse
 Display
 Definition of Stacks  Written tests
4. Represent stacks and
 Representation of stacks  Oral tests
queues
 Basic operations  Practical tests
 Pop
 Push
 Definition of queues
 Representation of queues

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  Basic operations
 Enqueue
 Dequeue
 Demonstration of stack and queues
using C#

 Definition of search  Written tests
5. Demonstrate search
 Explanation of Linear Search  Oral tests
techniques
 Explanation of Binary Search  Practical tests
 Demonstration of linear search and
binary search using C#
 Definition of Sorting  Written tests
6. Perform sorting
 Categories of sorting  Oral tests
techniques
 Stable and not stable sorting  Practical tests
 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 C#
 Graph Data Structure  Written tests
7. Illustrate graph data
 Vertex  Oral tests
structure
 Edge  Practical tests
 Adjacency
 Path
 Graph Operations
 AddNode
 RemoveNode
 AddEdge
 DisplayNode
 Graph Traversals
 Breadth first
 Depth first
 Explanation of Shortest paths
 Demonstration of shortest paths using
C#

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  Trees Data Structure  Written tests
8. Illustrate trees data
 Root Node  Oral tests
structure
 Path  Practical tests
 Parent Node
 Child Node
 Leaf Node
 Subtree
 Siblings
 Traversing
 Levels
 Visiting
 Tree Traversal
 In-order
 Pre-order
 Post-order
 Binary Search Tree
 Representation
 Operations
 Spanning trees
 Properties
 Applications
 Minimum spanning tree
 Kruskal spanning tree
 Prim spanning tree
 Demonstration of binary search tree
operations using C#
 Definition of recursion  Written tests
9. Perform recursion
 Properties of a recursive function  Oral tests
 Base criteria  Practical tests
 Progressive approach
 Demonstration of recursion using C#

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

©2019, TVET CDACC 57

Recommended Resources
Tools
• Visual Studio
Equipment
• Computers

Materials and supplies

• Instructional materials
• Stationery

©2019, TVET CDACC 58

 OBJECT ORIENTED CONCEPTS USING JAVA

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

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply Object Oriented Programming Concepts using
Java
Duration of Unit: 170 hours

Unit Description
This unit covers the competencies required to apply object-oriented programming concepts using
Java. It involves understanding the concepts of object-oriented programming, creating classes
and objects, implementing inheritance and polymorphism.
Summary of Learning Outcomes
1. Understand concepts of Object Oriented Programming
2. Create classes and objects
3. Implement inheritance
4. Implement polymorphism
Learning Outcomes, Content and Suggested Assessment Methods
Learning Outcome Suggested
Content
Assessment Method
1. Understand concepts of  Definition of Object Oriented  Written tests
object-oriented Programming (OOP)  Oral tests
programming  Key OOP terminologies  Practical tests
 Object
 Class
 Inheritance
 Polymorphism
 Abstraction
 Data Encapsulation
 Applications of object oriented
programming
 Benefits of OOP
 Install JDK
 Java programming environment
 Features of JAVA

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  Java syntax
 Data operations
 Control structures
 Functions
2. Create classes and  Class components  Written tests
objects  Attributes  Oral tests
 Methods  Practical tests
 Destructors
 Constructors
 Access modifiers
 Private
 Public
 Protected
 Class design
 Definition of a class diagram
 Designing a UML class
diagram
 Creating classes
 Creation of relevant objects from
classes
 Performing proposed operations using
class methods
3. Implement inheritance  The Inheritance concept  Written tests
 Key terminologies in inheritance  Oral tests
 Base class  Practical tests
 Derived class
 Types of inheritance
 Single inheritance
 Hybrid
 Hierarchical
 Multilevel inheritance
 Designing of inheritance –based
classes using a UML class diagram
 Implementation of program solution
according to design
4. Implement  Polymorphism concept  Written tests
polymorphism  Key terminologies in polymorphism  Oral tests
 Polymorphic class  Practical tests

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  Abstract class
 Virtual Method
 Method overriding
 Method overloading
 Types of polymorphism
 Run time Polymorphism
 Compile Time Polymorphism
 Demonstration of Method overriding
and Method overloading
 Designing of polymorphic classes
according to requirements
 Implementation of program solution
according design

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised practical UML based design and coding assignments
 Visiting expert from the ICT sector;
 Industrial visits
Recommended Resources
Tools
• JDK
• UML software
Equipment
• Computers

Materials and supplies

• Instructional materials
• Stationery

©2019, TVET CDACC 61

 EVENT DRIVEN PROGRAMMING CONCEPTS USING VB.Net

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

Relationship to Occupational Standards

This unit addresses the unit of competency: Apply Event Driven Programming Concepts using
VB.Net
Duration of Unit: 170 hours

Unit Description
This unit covers the competencies required to apply event driven programming concepts using
VB.Net. It involves understanding event driven programming concepts, understanding the
VB.Net environment, demonstrating VB.Net Syntax elements, using VB.Net basic controls,
using events, using VB.Net dialogs, using advanced forms, understanding exception handling,
connecting VB.NET applications to a database and deploying VB.Net applications.

Summary of Learning Outcomes

1. Understand event driven programming concepts
2. Understand the VB.Net environment
3. Demonstrate VB.Net Syntax elements
4. Use VB.Net basic controls
5. Use events
6. Use VB.Net dialogs Boxes
7. Use advanced forms
8. Understand exception handling
9. Connect VB.NET applications to a database
10. DeployVB.Net applications

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Understand event  Event Driven Programming (EDP)  Oral tests
driven programming  Definition of EDP  Written tests
concepts  Comparison of EDP with
procedural programming
 Key terminology in event driven
programming
 Application
 Event

©2019, TVET CDACC 62

  Method
 Object Property
 Object
 Control
 Form
 Design time
 Run time
 Phases of event driven programming
 Human Computer Interaction (HCI)
concepts
 Definition of HCI
 Common mistakes in design
 Interface design principals
2. Understand the  The .Net framework  Practical tests
VB.Net environment  Applications supported  Oral tests
 Windows applications  Written tests
 Web applications
 Web services
 Components of the .Net framework
 Common Language Runtime
 .Net Framework Class Library
 Common Language Specification
 Common Type System
 Windows Forms
 ASP.Net and ASP.Net Ajax
 ADO.Net
 Metadata and Assemblies
 Installation of Visual Studio
 Features of VB.Net
 The Integrated Development
Environment (IDE)
 Definition of IDE
 Parts of VB.Net IDE
 Title bar
 Menu bar
 Tool bar
 Layout Toolbar
 Initial Form window
 Properties Window
 Toolbox

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  Solutions Explorer
 Form Layout Window
 VB.Net program structure
 Namespace declaration
 Class or module
 One or more procedures
 Variables
 The Main procedure
 Statements and Expressions
 Comments
 Creating aVB.Net project
 Basic VB.Net syntax
 Rules for identifiers
 Keywords
 Simple input and output in
VB.Net
 Saving Forms and Project
 Compiling a Project
3. Demonstrate VB.Net  Basic VB.Net data types  Practical tests
Syntax elements  Strings  Oral tests
 Floats  Written tests
 Integer
 Boolean
 Date
 Byte
 Character
 Type Conversion functions
 CDbl()
 CDec()
 Cint()
 CDate()
 CBool()
 Variables and Constants
 Declaring variables
 Initialising variables
 Declaring constants
 Accepting user input
 Displaying output from variables
 Operators and expressions
 Decision making control structures

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  If.. Then statement
 If..The..Else statement
 If.. Else If.. Else statement
 Nested If statements
 Select Case statement
 Nested Select Case statement
 Looping control structures
 Do..Loop
 For..Next loop
 Each..Next loop
 While..End While Loop
 With..End With loop
 Nested Loop
 Exit and Continue statement
 Definition of a VB.NET Procedure
 Types of Procedures
 Sub Procedures
 Functions
 Demonstration of Sub Procedures
 Demonstration of Functions
 Demonstration of String properties and
methods

4. Use VB.Net basic  Basic VB.Net Controls  Practical tests

controls  Controls and their purpose  Oral tests
 Form  Written tests
 TextBox
 Label
 Button
 ListBox
 ComboBox
 RadioButton
 CheckBox
 PictureBox
 ProgressBar
 ScrollBar
 DateTimePicker
 TreeView
 ListView
 Standard naming conventions for

©2019, TVET CDACC 65

 controls
 Elements of a control
 Properties
 Methods
 Events
 Interface design principles
 Demonstrating Properties, Methods
and Events
 VB.Net properties for basic controls
 Setting properties at design time
and run time
 VB.Net methods for basic controls
 VB.Net Events for basic controls

5. Use Events  Definition of Event handler  Practical tests

 Types of events  Oral tests
 VB.Net Mouse events  Written tests
 VB.Net Keyboard events
 Demonstration of mouse event
handling
 VB.Net MouseEventargs
properties are explained
 Mouse Event handlers are
created
 Demonstration of keyboard event
handling
 VB.Net KeyEventargs
properties are explained
 Keyboard Event handlers are
created
6. Use VB.Net Dialog  Uses of dialog boxes  Practical tests
Boxes  Key dialog classes, functions and  Oral tests
methods  Written tests
 CommonDialog class
 RunDialog() function
 ShowDialog() method
 CommonDialog Classes
 ColorDialog
 FontDialog
 FileDialog: OpenFileDialog,

©2019, TVET CDACC 66

 SaveFileDialog
 PrintDialog
 PageSetUpDialog
 Demonstration of Common Dialog
classes’ properties and methods
7. Use Advanced Forms  Demonstration of VB.Net Menu and  Practical tests
Sub Menu controls  Oral tests
 Creating Menu and Sub Menu  Written tests
Controls
 MenuStrip
 StripMenuItem
 ContextMenuStrip
 Adding Properties and events to
Menus and Sub Menus
 Demonstration of Cutting, Copying
and Pasting
 Creating a ClipBoardclass
object
 Using Clipboard Methods
 Demonstration of modal forms
 Purpose of modal forms
 Adding a modal form
 Calling a modal form
8. Understand exception  Exception handling concept  Practical tests
handling  Exception handling keywords  Oral tests
 Try  Written tests
 Catch
 Finally
 Throw
 Demonstration of Exception classes in
the .Net framework
 Demonstration of user defined
exceptions
9. Connect VB.NET  ADO.Net object model  Practical tests
applications to a  Database connection using the  Oral tests
database DataProvider  Written tests
 Creation of tables using Dataset
components
10. Deploy a VB.NET  Purpose of Deployment  Practical tests
application  Deployment Steps  Oral tests

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  Deployment of a VB.Net project  Written tests

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

Recommended Resources
Tools
• Visual Studio
Equipment
• Computer
Materials and supplies
• Instructional materials
• Stationery

©2019, TVET CDACC 68

 CLIENT-SIDE WEB APPLICATIONS
UNIT CODE:ICT/CU/CP/CR/08/6/A
Relationship to Occupational Standards
This unit addresses the unit of competency: Develop Client-side Web Applications
Duration of Unit: 170 hours

Unit Description:
This unit specifies competencies required to develop client side web applications. It involves
understanding HTML basics, using HTML elements, demonstrating web page formatting,
applying styles, understanding JavaScript basics, using JavaScript datatypes, 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 datatypes
7. Use JavaScript functions
8. Use JavaScript libraries

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
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>

©2019, TVET CDACC 69

  Addition of HTML core elements to
file
2. Use HTML elements  Basic HTML elements  Practical tests
 <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 page  Layout elements  Practical tests
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 JavaScript  Purpose of JavaScript  Practical tests
basics  JavaScript syntax  Written tests
 Accessing HTML element attributes  Oral tests
using the JavaScript Document
Object Model (DOM)
 Changing HTML element attributes
using JavaScript DOM model
6. Use JavaScript  JavaScript datatypes  Practical tests

©2019, TVET CDACC 70

 datatypes  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
 Referencing JQuery  Oral tests
 JQuery syntax
 JQuery events
 Keyboard
 Mouse
 Form
 Document Window

Suggested Methods of Instruction

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

Tools
• Text Editor
• Browser
Equipment

©2019, TVET CDACC 71

 • Computer
Materials and supplies
• Instructional materials
• Stationery

©2019, TVET CDACC 72

 DEVELOP SERVER-SIDE WEB APPLICATIONS USING PHP

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

Relationship to Occupational Standards

This unit addresses the unit of competency: Develop Server-side Web Applications
Duration of Unit: 170 hours

Unit Description:
This unit specifies competencies required to develop serve side web applications. It involves
understanding server-side development concepts, understanding PHP basics, using PHP
datatypes and their operators, using control statements, using arrays, using PHP Superglobals,
developing forms, testing and debugging applications

Summary of Learning Outcomes:

1. Understand server side development concepts
2. Understand PHP basics
3. Use PHP datatypes and their operators
4. Use control statements
5. Use arrays
6. Use PHP Superglobals
7. Develop forms
8. Test and debug applications

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Method
 Server Side Development Concept  Written tests
1. Understand server
 Key terminologies in server side  Oral tests
side development
development
concepts
 Server side development languages
 Definition of PHP  Written tests
2. Understand PHP
 Purpose of PHP  Oral tests
basics
 Installation of Apache distribution  Practical tests
 PHP syntax
 PHP main tags

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  Case sensitivity
 Comments
 Creation of a PHP file
 Using PHP tag
 Displaying simple output
 Saving in the appropriate
directory
 PHP data types  Written tests
3. Use PHP data types
 String  Oral tests
and their operators
 Integer  Practical tests
 Float
 Boolean
 Array
 Object
 Null
 Resource
 Variable declaration
 Using Operators
 Arithmetic
 Assignment
 Comparison
 Increment/Decrement
 Logical
 String
 Array
 Conditional assignment
 Creation of PHP application using
data types
 Types of Control Statements  Written tests
4. Use control
 Decision  Oral tests
statements
 If..else  Practical tests
 If..else..If
 Switch statement
 Looping
 While loop
 For loop
 Demonstration of different control
statements
 Creation of PHP application using
control statements

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  Definition of Arrays  Written tests
5. Use arrays
 Types of arrays  Oral tests
 Indexed  Practical tests
 Associative
 Multidimensional
 Array functions
 Adding elements (push)
 Removing elements (pop)
 Rearranging elements (shift)
 Sorting elements
 Array data processing operations
 Arithmetic
 Calculation of array totals
 Calculation of array average
 Finding a value
 Finding largest and smallest
values
 Creation of PHP applications using
arrays
 Definition of PHP Superglobals  Written tests
6. Use PHP
 Uses of Superglobals  Oral tests
Superglobals
 $_GET  Practical tests
 $_POST
 $_SERVER
 $_ENV
 $_COOKIE
 GLOBALS
 $_REQUEST
 $_FILES
 Demonstration of the $_SESSION
variable
 Creation of PHP applications using
superglobals
 Definition of PHP forms  Written tests
7. Develop forms
 Requirements of form creation  Oral tests
 Method  Practical tests
 Action
 Using form methods
 POST
 GET

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  Define form validation
 Form validation functions
 stripslashes()
 htmlspecialchars()
 isset()
 isempty()
 preg_match()
 filter_var()
 Creation of a contact form with
attachment
 Database storage
 Connecting to a database
 Saving to a database
 Retrieving, parsing and
displaying data
 Identification of test parameters  Written tests
8. Test and debug
 Acquisition of test data  Oral tests
applications
 Types of errors  Practical tests
 Syntax
 Logic
 Semantic
 Demonstration of error handling
methods
 Simple “die()” statements
 Custom errors and error
triggers
 Error reporting
 Code profilers
 Standard profilers
 Tracing profiles
 Application Performance
Monitoring (APM) tools

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

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Recommended Resources

Tools
• Apache Distribution
• Browser
• Text Editor
Equipment
• Computers
Materials and supplies
• Instructional materials
• Stationery

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 MOBILE APPLICATIONS DEVELOPMENT

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

Relationship to Occupational Standards

This unit addresses the competency: Develop Mobile Applications

Duration of Unit: 170 hours

Unit Description:
This unit specifies competencies required to develop mobile applications. It involves
understanding mobile application concepts, understanding the mobile application development
environment, identify application design issues, developing a mobile application, testing the
developed mobile applications, publishing and commercializing the developed application.

Summary of Learning Outcomes:

1. Understand mobile application concepts
2. Understand mobile application development environment
3. Identify Application Design Issues
4. Develop mobile application
5. Test the developed mobile application
6. Publish and Commercialize the developed Application
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Understand mobile  Definition of Mobile application  Written tests
application concepts  Mobile application development  Oral tests
platforms
 iOS
 Android
 Mobile application development
approaches
 Native
 Hybrid Native
 Hybrid web
 Progressive web
 Reasons for development of mobile

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 applications

2. Understand mobile  Mobile application architecture and  Written tests

application design  Oral tests
development  Mobile application development
environment frameworks and tools
 Xamarin
 Flutter
 Nativescript
 Mobile application development
Techniques and methodologies
 Waterfall
 Agile
3. Identify application  Mobile development lifecycle  Written tests
design issues  Setup  Oral tests
 Develop
 Test and Debug
 Publish
 Key design principles and
guidelines
 Mobile application navigation
patterns
 Tabbed
 Carousel
 Modal
 MasterDetail
 User interface design principles
4. Develop mobile  Creating design specification  Written tests
application according to client needs  Oral tests
 Installation of appropriate mobile  Practical tests
development software
 Configuration of Google play SDK
 Creation of project structure
according to design specification
 Configuration of the
AndroidManifest.XML file
 Definition of Resources in XML.
 Images
 Audio files
 Video

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  Definition of Framework
components
 Activity
 Services
 Broadcast receiver
 Content provider
 Creation of project prototype
according to design specification.
 Building project prototype into a
debug APK
5. Test the developed  Testing techniques and procedures  Written tests
mobile application  Installation testing  Oral tests
 Usability testing  Practical tests
 Debugging techniques
 Logging
 Breakpoints
 Memory profiling
 Testing and debugging of mobile
application according to design
specification
6. Publish and  Application distribution through  Written tests
commercialize the application stores  Oral tests
developed application  Monetizing applications according  Practical tests
to store terms
 Routine upgrading and patching of
the application

Suggested Methods of Instruction

 Presentations and practical demonstrations by trainer;
 Guided learner activities and research to develop underpinning knowledge;
 Supervised activities and mobile application development projects;
 Visiting expert from the ICT sector;
 Industrial visits
Recommended Resources
Tools
 Integrated Development Environment (IDE)
 Graphic User Interface (GUI)
 Android SDK
Equipment
 Computer

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  Mobile device
Materials and supplies
 Instructional materials
Stationery

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 AGILE DEVELOPMENT CONCEPTS

UNIT CODE:ICT/CU/CP/CR/11/6/A

Relationship to Occupational Standards

This unit addresses the competency: Understand Agile Development Concepts

Duration of Unit: 150 hours

Unit Description:
This unit specifies competencies required to understand agile development concepts. It involves
outlining agile concepts, outlining DSDM Atern concepts, identifying team roles and
responsibilities and exploring risk and quality control techniques.
Summary of Learning Outcomes:
1. Outline agile concepts
2. Outline DSDM Atern concepts
3. Identify team roles and responsibilities
4. Explore risk and quality control techniques
Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Outline agile  Definition of Agile Software  Oral tests
concepts Development  Written tests (Case
 Underpinning themes of Agile Studies)
Development
 User involvement
 Iterative Development
 Incremental Development
 Flexibility to embrace
change
 Prioritisation of
requirements
 Collaborative working
 The Agile Manifesto
 Agile Development benefits
 Agile methodologies
 Dynamic Systems

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 Development Methodology
(DSDM)
 eXtreme Programming
(XP)
 SCRUM
 Feature Driven
Development (FDD)
 Lean Development
2. Outline DSDM Atern  Definition of DSDM  Oral tests
concepts  DSDM Eight Principles  Written tests (Case
 Focus on business need Studies)
 Deliver on time
 Collaborate
 Never Compromise
Quality
 Build incrementally firm
foundations
 Develop iteratively
 Communicate continuously
and clearly
 Demonstrate control
 Benefits of using DSDM
 DSDM key Techniques
 MoSCoW Prioritisation (of
Requirements)
 Modeling
 Facilitated Workshops
 Time Boxing
 Iterative Development
3. Identify team roles  Characteristics of agile teams  Oral tests
and responsibilities  Self-directed and  Written tests (Case
motivated Studies)
 Small
 Composed of users and
client
 Structure flexibility
 Team oriented success
 Team role types
 Business
 Management

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  Solution (Technical)
 Roles and their responsibilities
 Business Sponsor
 Business Ambassador
 Business Analyst
 Project Manager
 Technical Coordinator
 Solution Developer
 Solution Tester
 Workshop Facilitator
4. Explore risk and  Definition of Risk  Oral tests
quality control  DSDM’s risk management  Written tests (Case
techniques approach Studies)
 Definition of Quality
 Role of testing in quality assurance
 DSDM’s testing concepts
 Fail fast
 Collaborative testing
 Independent testing
 Prioritized testing
 Test driven testing
 Risk based testing

Suggested Methods of Instruction

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

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

Recommended Resources
Tools
• MS Office, Internet
Equipment
• Computer
Materials and supplies

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 • Instructional materials
• Stationery

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