Professional Documents
Culture Documents
CONTENTS
Page
2. Production 18-27
3. Construction 28-38
4. Electrical/Electronics 39-52
6. English 63 - 64
7. Pedagogy 65 - 80
1|Page
Framework NEW “Technology & Education” Level 5 Diploma
Structure of Course:
presenting experiences
exchanging experience and best-practices with peers in activating group settings
drawing conclusions and
preparing entries for learning portfolio
2|Page
General Information:
3|Page
Automobile
Technical Modules
Year 1
National Diploma
4
National Diploma in Technology & Education
Automobile
02 Tune Up Engine 20
03 Overhaul Clutch 30
5
Automobile Sector
Module Title and Code: Module 1: Overhaul petrol and diesel engines
Time Frame: 60 Hours
Reference to NCS: See Competency Profile of DTET(2016)and
Bridging Program SLGTI
Competencies (job functions and soft skills) and descriptions:
The trainees remove the engine from the vehicle following safety measurement. They also remove
necessary external parts of the engine. Trainees dismantle the engine and keep the items safely, following
the workshop manual.
They clean and dismantle parts /components, and label and store.
The trainees inspect and measure the necessary engine parts and do the necessary calculations.
The trainees repair or select and replace the necessary engine parts as well as assemble the engine and set
the valve timing and other adjustments.
They fix external systems and parts to the engine and check performance of the engine.
The trainees dispose of waste according to health, safety and environmental regulations.
Trainees cooperate with peers and handle the entire work safely and with cleanness.
Trainees prepare a presentation about the work conducted in that module, and explain the background to
their peers.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
6
Automobile Sector
Engine tune-up usually done in routine servicing of the engine to meet the manufacturer's specifications. Tune-
ups are needed periodically according to the manufacturer's recommendations to ensure an automobile runs as
expected.
When engine performance are out in order.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
7
Automobile Sector
After a superior has made the decision to overhaul the clutch, the trainees prepare safety measures with tools
and equipments for overhaul clutch and remove clutch from the vehicle.
They dismantle, using necessary tools and equipment, inspect, check and identify the faulty parts of
- the coil spring clutch
- clutch master pump
- clutch slave cylinder.
They repair or replace the parts as necessary.
The trainees inspect and measure the diaphragm clutch as well as repair or replace. Trainees remove and repair
the clutch fork.
They remove and identify faults of the release bearing and pilot bearing. Then they assemble the clutch and
necessary parts, align the clutch and mount the clutch to the vehicle.
They bleed the clutch oil line, adjust the clutch free-play and check the performance of the clutch.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
8
Automobile Sector
Module Title and Code: Module 4: Repair and maintain Ignition System
Time Frame: 20 Hours
Reference to NCS: See Competency Profile of DTET(2016)
Consequently, they service, repair and make the wiring to the primary and secondary circuits, working with
tension wires into consideration according to manufacturers’ specifications. They dismantle and service the
distributer and the condenser.
Trainees clean the spark plugs, adjust the gap and check the performance of the ignition coil as well as the
all parts of the ignition system. They set the final adjustments in ignition using a stroboscope, such as
adjusting timing. Generally, they check the performance of entire ignition system in the end.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
If there is any problem starting the vehicle or if there is no functioning in ignition system.
Probable faults
Video tutorials
Demonstration / Practice
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
9
Automobile Sector
Module Title and Code: Module 5: Overhaul Fuel System (Petrol& Diesel) – Part
1, Year 1
Time Frame: 40 hrs
Reference to NCS: See Competency Profile of DTET(2016)
The trainees prepare safety measures with tools and equipment for overhauling the fuel system. They remove
and service the fuel tank, also they change the fuel filter.
Trainees repair the fuel feed pump and service the carburetors, including SU carburetor.
Trainees repair potential leakages in fuel system. They check and service and clean petrol injectors.
Trainees check the sensors related to the fuel system and the performance of the fuel system after repairing.
Trainees make the arrangement for identifying faults of feed pumps and their repairs in diesel engines.(If not
seal units)
Trainees dismantle, faults identifying, repair and assemble the diesel injectors.
• Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
10
Automobile Sector
Module Title and Code: Module 6: Overhaul Braking System (Hydraulic)
Time Frame: 50 Hours
Reference to NCS: See Competency Profile of DTET(2016)
The trainees visually inspect the brake system for oil leakages and faulty components. Trainees repair and
assemble the single and tandem master cylinders and repair wheel cylinders, if necessary.
They dismantle and repair brake wheel assembly unit and do the adjustment as necessary.
They identify the faults of and leakages of hydraulic brake lines and repair those faults, bleed the hydraulic
brake system after the repair and take necessary precautions.
They repair the brake power assisted unit and identified their faults.
They adjust the brake system and ask for the brake test to be done. They understand the background,
procedure and importance of the brake test.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
When there some faults or poor brake application in the brake system.
Wheel cylinder
Air Bleeding
Brake valves
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
11
Automobile Sector.
The trainees identify steering linkage systems, being aware of various types, and find out defects. They
diagnose the steering system and check the performance of steering system
They repair various types of steering gear boxes and dismantle, assemble and adjust.
They also repair power steering systems and dismantle, repair and assemble steering oil pump use in the power
steering system.
Ball joints
Video
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
12
Automobile Sector
Module Title and Code: Module 8: Repair and maintain suspension system
Time Frame: 30 Hours
Reference to NCS: See Competency Profile of DTET(2016)
The trainees inspect components of the suspension systems. They check and repair or replace the various types
of shock absorbers.
They identify the faults of leaf spring sets and dismantle, repair or remove these sets.
They also replace the coil springs and repair, replace wishbone arms and torsion bar.
Trainees repair the hydraulic suspension system and understand the background of diagnosing the faults in
suspension system using scanners.
The trainee check the performance of the suspension system.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
13
Automobile Sector
Module Title and Code: Module 9: Repair/maintain starting and charging systems
Time Frame: 40hrs
Reference to NCS: See Competency Profile of DTET(2016)
The trainee communicates with customer to get information, e. g. regarding the battery lifetime and usage. They
also communicate with superiors to obtain relevant instructions.
Within the progress of work, the trainee checks the condition of the battery using hydrometer and high rate
discharge tester. They top up and charge the battery, if required; in dry batteries they check the voltage. The
trainees replace storage batteries by providing back-up batteries according to manufacturers’ instructions.
The trainees identify the faults in the starting system, repair or replace worn parts for proper functioning of
starting motor, starting switch, solenoid switch and starting wiring circuit.
The trainees repair alternator and charging circuit, including warning lamps.
Trainees collect technical information via manuals and online tutorial in a self-directed way in English.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
14
Automobile Sector
The trainees communicate with customers and superiors to obtain relevant information and instructions as to
what is needed. The trainees identify the faults in the lighting systems (head lights, parking lights,
indicator/signal lights hazards lights, warning indicator lights, reading lights).
They replace electrical bulbs, repair or replace switches, wires in circuits according to manufacturers’
specifications.
Trainees collect relevant technical information via manuals and online tutorial in a self-directed way in English.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Potentially useful teaching methods Role play with customer/superior (changing positions)
(optional): Task-based learning
MOOCs, including videos
Self-directed learning via tutorials and manuals
Finding presentations from manuals
Entries into learning portfolio
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
15
Automobile Sector
Important pertinent content Types, functions and probable faults of auxiliary systems
(knowledge): Components and specifications of auxiliary systems
New trends
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
16
Automobile Sector
Module Title and Code: Module 12: Servicing and maintenance of the Vehicle
Time Frame: 20 Hours
Reference to NCS: See Competency Profile of DTET(2016)
The trainees prepare the vehicle for servicing by applying safety measures with tools and equipment.
The check the service record and make entries into service records book / liability certificate.
They inspect visually the body for defects (e. g. dents, scratches, corrosion etc.), wash the body, check tire
pressure and profile, decrease the engine compartment, check and replace air filter, check AC and vacuum-
clean the vehicle.
They inspect the brake system, indicators, wiper blades and bulbs working.
Trainees change the appropriate engine oil and filter, refill correct oil level and change the gear oil in manual
gear boxes or automatic gear box. They check and top-up power steering oil.
They check, top-up and change the engine coolant and brake fluid as well as grease where necessary.
Trainees check and adjust the tension of the belt use in the engine.
• Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
17
Production Technology
National Diploma
18
National Diploma in Technology & Education
Production Technology
Module Duration
Hrs.
01 Identify engineering material 30
02 Basic Bench Fitting 60
Total 380
19
Production Technology
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
20
Production Technology
The trainees learn about the importance of health and safety, what is an accident, causes of accidents, types of
injuries, types of accidents hazards situations such as fire, electrical, chemical, careless behavior, working
environment, control and minimize the accidents, types of fires and fire-fighting equipment.
They practice and maintain safety rules and procedures, use PPE, good housekeeping, good environment
practice, placing sign board, handling of the fire extinguishers,
Trainees learn basic measuring equipment and their application such as steel reel, tape, calipers, try square,
combination squares gangs etc.
They measure the given jobs using following measuring equipment:
Venire measuring equipment
Micro scale
Micro meter equipment’s
Thereby the trainees get to know advance and special measuring equipment and coordinate measuring
machines, optical equipment, lager equipment etc. They work with precision equipment and relating
applications such slip gangs, surface finish equipment and “no go gangs” etc.
The trainees select required tools and equipment for marking work pieces according to given drawing and
handle tools and equipment properly.
The trainees use cutting tools to cut metal pieces.
They select the files according to the job: filing flat, angular, concave, convex surfaces and etc.
The trainees select scrapers to make finishing metal surfaces according to given surface quality. They fit the
various shapes of metal parts to assemble according to given limits.
The trainees identify metal bending methods and bend the metal pieces according to the given drawing.
Trainees find out types of threads and their applications to cut threads using taps and dies.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
21
Production Technology
The Trainees learn about types of drilling machines operation and their applications, tool materials for
drill bits, Specifications & their elements, sharpening drill bits, grinding of drill bits, marking out work
pieces for drilling, work holding and arrange the machine for drilling. Select correct machine speed
and feeds for efficient drilling
Use drill machine for following operations:
Drilling
Counter Sinking
Counter Boring
Spot Facing
Reaming
Tapping.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
22
Production Technology Sector
The trainees get to know types of lathe machines, applications and their operations via self-
exploration, as well as major parts of the lathe, types of cutting tools, tool materials /cutting angles
of lathe, tails and shaping
They perform the following machine operations: parallel turning, facing, parting off, knurling,
growing, profile turning, thread cutting, taper turning (turning between centers/ eccentric turning).
The trainees do the necessary adjustments for accurate performance of the machine.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in
a center. (This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
23
Production Technology
The trainees explore in a project the Milling Machine and its applications. Thereby they get to know the
cutting process, types of milling machines, main parts and accessories, various types of cutting tools and
their applications.
They work with holding devices and holding methods, calculate machine speed (rpm) and feed rates and
realize the differences between “Up Cutting” and “Down Cutting” as well as their applications.
The trainees perform the following milling operations: flat and angular milling, slot milling and key way
cutting, mill holes, profile milling such as gear cutting, gear rack, warm milling etc.
During the project, the trainees find out about the principal of dividing method, using dividing head and
rotary table. Also, they perform gear cutting / helical cutting etc. using following dividing methods for a
given job: direct indexing, simple indexing, differential indexing and compound indexing, angular
indexing.
The trainees perform helical milling with relevant calculations and become aware of necessary
adjustment maintenance for the accuracy of the machine.
They also work out a set of safety precautions.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
24
Production Technology
The trainees experience the principles of grinding process, select grinding wheel according to the given job,
construction and structure of grinding and realize important safety measures.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
25
Production Technology
Module Title and Code: Module 7: Maintain tools, equipment and machinery
Time Frame: 20 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees practice maintenance of the relevant machines in the production field.
They take necessary action for corrective and preventive maintenance for machine alignments, adjustment and
dismantle and assemble machine components according to manufacturer’s manual such as
gears
pulleys
belts
sliders etc.
The trainees come up with and adhere to the maintenance schedule.
They check surface performance by using suitable gauges and select and apply suitable lubricant according to the
manufacturer’s specification.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Machine, tool and equipment maintenance is done on a regular basis in any production company.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
26
Production Technology
The trainees present soft soldering and hard soldering and welding as a fastening method, the kinds of
welding processes, related machines accessories and equipment, welding joints, symbols, welding
consumables such as welding electrodes flux, gases etc. and welding defects as well as testing methods.
They also prove to have understood necessary safety precautions by explaining them.
The trainees perform the following welding practice:
Gas welding
Arc welding: 1F, 2F, 1G and 2 G positions (fill and but welds in horizontal and flat positions)
In order to attend to identified welding defects and control, the trainees read machine manuals, work with it is
a prerequisite. They also set/assemble welding equipment.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
27
Construction
Revised Technical Modules
Year 1
National Diploma
28
National Diploma in Technology & Education
Construction
Module Notional
Hours
01 Getting to know the Construction Sector 30
380
Total
29
Construction Sector (General)
Module Title and Code: Module 1: Getting to know the Civil Sector (Wood work,
Aluminium, Masonry, Plumbing)
Time Frame: 30 Teaching Hours
Getting to know the different realms of the Civil Sector by checking companies and their
functions doing business in the sector.
Get familiar with safety regulations and actions essential in the sector.
Apply measurement and conversion to typical situations in the construction industry.
Identify and properly handle tools and machines used in construction.
Make use of marking and measuring in simulated everyday construction situations.
Apply basic joints and understand where and when to use them in day-to-day work.
Sharpen tools for usage.
Get to know the wide range of materials in construction and work out which ones to use in
different construction tasks.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees
in a center. (This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
30
Construction Sector (Masonry)
Module Title and Code: Module 2: Setting out Buildings and Structures
The trainees prepare site or land while having a professional interaction with both superior and
colleagues according to the lay out site plan. They should read and interpret the drawing.
Trainees mark out the main building line, using basic tools, equipment and techniques other than
theodelite and Engineers Level. And they mark out the center line by applying Pythagoras’
theorem (3,4,5-method). Furthermore, they check the diagonal lines of the land to clear out the
margins.
The trainees lay lines for walls which are not parallel, according to the site plan. They use this to
mark out excavation trenches referring to baseline and building drawing/s.
Then they lay lines for sloping sites and circular structures, by applying basic arithmetic while
checking the accuracy. Errors are to be identified and rectified according to the building plan.
The trainees constantly cooperate with co-workers and check back with superior about the work
they have performed. They keep the necessary records needed for their future reference.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees
in a center. (This can be done at home too.) The result goes into a learning portfolio.
Typical related work situations to master:
In a simple building or structure, the entire setting out of the building or structure, including single
storied and two-storied building, retaining walls, culverts, curbs and footpaths, needs to be done—
usually on a building site.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
31
Construction Sector (Masonry)
The trainees prepare for the brick masonry work by selecting and arranging the appropriate tools,
equipment and materials according to the identified requirement as outlines in the drawing, while
checking the quality of the materials following the standard quality checking techniques.
The trainees make necessary arrangement to place materials at convenient position to ease
retrieval.
Then they are in a position to prepare cement mortar according to the type of the brick work.
Brick length should be calculated according to the drawing for the purpose of marking out the
wall.
The trainees construct a ½ brick straight wall in stretcher bond, 1 brick straight wall in header
bond, 1 brick straight wall in English bond, 1 brick straight wall in French bond, 1 ½ brick
straight wall in English bond, 2 brick straight wall in English bond, ½ brick right angled quoin in
stretcher bond, 1 brick right angled quoin in English bond, 1 brick right angled quoin in Flemish
bond, ½ B x ½ B T junction in stretcher bond, 1 B x 1 B T junction in English bond, 1 B x 1 B T
junction in Flemish bond, 1 B x ½ B T junction in English bond, ½ B x 1 B T junction in
English bond-- using Engineering or Wire cut bricks to project the given shapes according to the
drawing.
Finally, the trainees construct 1B x 1B detached / isolated column / peer, 1½ B x 1½ B detached /
isolated column, 1B attached pier to ½ B wall, 1 ½ B attached pier to 1 B wall, 4 ½”thick arch,
9” thick arch according to the drawing.
The trainees should keep records of the work they have done with all technical details, including
time taken for the job.
This leads to a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
Typical related work situations to master:
In a simple building / structure; constructing brick walls, foundations and columns as load
bearing structures, partitions of the buildings and other structures.
Such things can be done in a workshop or work site.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
33
Construction Sector (Plumbing)
Module Title and Code: Module 4: Installing sanitary, sewerage and waste water
system
The trainees lay soil drainage pipes and fix sanitary fittings.
Trainees distinguish various types of soil pipes, fittings and the gradient of laying soil pipes for
application in laying and fixing pipes and fittings.
The trainees apply various types of manholes by constructing such manholes for practical use in
different situations.
Trainees get to know the different types of water pumps by judging application for different
situations. They also install such water pumps under different circumstances.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees
in a center. (This can be done at home too.) The result goes into a learning portfolio
Laying of soil and drainage pipes according to the standard procedures while adhering to safety
procedures and practices.
Installation of common sanitary fittings as per standard practices while adhering to industry
specific safety procedures
Installation of rainwater system and water pump system as per standard practices while adhering to
industry specific safety procedure.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
34
Construction Sector (Wood Work)
Module Title and Code: Module 5: Constructing staircase, platform and hand
railing of staircase
The trainees discuss the wishes and demands regarding wood work with the customer. The trainees also do
the estimating of costs involved.
The trainees check and select the place and prepare the working drawing, as discussed with the customer.
Then they put together the material list as per drawing.
The trainees select the timber, dress the posts and fix the corner post and center post for railings. They fix
the two rest beams for constructing entire stair cases.
The trainees mark and fix gong & rise at the proper place according to the drawing and do the estimating.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
35
Construction Sector (Wood Work)
Module Title and Code: Module 6: Carrying out the flooring, paneling and ceiling
work
The trainees check the work place and prepare a working drawing or sketch out the job after having
obtained the customer’s wishes and coordination with the superior.
The trainees estimate potential costs for the customer and prepare the material list as per drawing or
sketch.
They select the timber and make sure it comes without timber defects. Then they prepare the timber as
per drawing.
The trainees fix beams and joists to the floor or wall. And for fixing the planks, they use the lengthening
joints. They prepare the planks with widening joints (rebate / tongued and grove).
They take great care and accuracy in fixing planks and use brass nails or brass screws for that purpose.
The trainees sand the area using the sanding machine.
When doing ceiling work, they take the height of the ceiling level and mark the holes of the beams. They
assemble the ceiling beam according to the drawing.
Then the trainees fix the joists, prepare the ceiling planks / ceiling plants according to the measurements
and cover the ceiling. At last, they fix the bandings and moldings.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
Work situations with different types of floors/ walls/ ceiling and the repairing of damage to
paneling, flooring or ceiling
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
36
Construction Sector (Aluminium)
Module Title and Code: Module 7: Fabricating& Partitioning
The trainees discuss with the customer the aluminium work wanted, estimate costs and check back
with the superior to get the exact work task.
The trainees then take measurement of the location and prepare a drawing according to clients’
requirements.
Consequently, they prepare cutting list, select the material and set out the measurements.
The trainees cut material, fix brackets to the members and make the G.I. frame according to the
drawing.
They prepare the outline of the partition according to measurement marked on the floor and fix the
G.I. Channel frame to the floor. They erect the partition erected according to the drawing and members
are fixed in position with bracket and other fixing materials, using the plumb line and level.
Then they fix glass or board with glazing or gaskets and check the accuracy.
The trainees prepare an entry into their reflection report about how they would teach the skills learned
to trainees in a center. (This can be done at home too.) The result goes into a learning portfolio.
Work situations where the fabrication of different types of partition, the removal and replacement of
partitions as well as the removal of glass and board is needed
Potentially useful teaching methods Role Plays with customers and superiors
(optional): Customer communication strategies
Real or simulated partition work
Pictures and (online) videos
Manual group discovery learning
Student Demonstration
Group Discussion
Learning Portfolio Entries
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
37
Construction Sector (Aluminium)
Module Title and Code: Module 8:Fabricating & Installing Casement and
sliding window
The trainees find out the customer’s demands from himself of herself or directly from a
superior. They may estimate the costs as well.
Then they take measurement of the place, identify faults and get in touch with customer or
superior again regarding problems.
After having clarified the job, the trainees prepare a drawing and cutting list, select the
profiles and string out the measurement.
They cut the material, join the members with proper corner cheats and other fixed materials
to the window unit.
They install the window in place, fix glass and locks and seal the perimeter.
The trainees prepare an entry into their reflection report about how they would teach the
skills learned to trainees in a center. (This can be done at home too.) The result goes into a
learning portfolio.
Fabrication and installation of different types of casement and sliding window, according to
customer’s order and wishes
Important pertinent content (knowledge): Methods of communication as practiced at construction
sites and with customers
Ironmongeries
Cost estimate
Potentially useful teaching methods Role Plays with focus on communicative behavior and
(optional): strategies
Pictures and (online) tutorials
Material and construction site study in company
Simulation of work situation or real work situation
Project work
Learning Portfolio entries
Group Discussions about Learning Effects in this module
and similarities to wood work sector
Plenary discussion about teaching potentials for future
trainers in wood work and aluminium and results being
reported in minutes for everybody
38
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
39
Electrical and Electronics
Revised Technical Modules
Year 1
National Diploma
40
Electrical Sector
Number of
Contact
Module Title
hours
proposed
1 Domestic electrical installations 60
41
Electrical Sector
The trainees prepare an estimate after having professionally communicated with customer and/or
superiors to obtain customer wishes. Consequently, they come up with a layout diagram.
Within the progress of work, they lay conduits or casings and cables for the final sub- and main circuit. In
the process, they perform continuity tests, fix and terminate electrical accessories, assemble and install
single/three- phase distribution boards and erect earth electrodes.
Trainees conduct visual inspections to verify whether the installations comply with relevant code of
practices( CEB/LECO) and IEE regulations,
The trainees carry out testing in electrical installations to verify whether the installations comply with
relevant code of practices( CEB/LECO) and IEE regulations,
The trainees refer relevant code of practice documents and IEE regulations,
Trainees carry out continuity tests, insulation tests and earth electrode tests using relevant test instruments,
Trainees record measuring data and compare them with relevant code of practices and IEE regulations,
Finally, they lay the electrical installation for water pumps, install water level controllers and test the
operation of the water pumping system.
The trainees cooperate with colleagues and check back with superiors as well as converse with customers
along the way. They obtain technical information via manuals and' online tutorials in a self-directed
fashion and master that in English.
They take notes of the work performed, regarding technical details and the time needed to complete the
job. They keep a worker's diary in an orderly fashion.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at
home too) The results go to a learning portfolio.
Typical related work situations to master:
A new building is being constructed; the entire interior electrical installation of a private family house
needs to be done.
A room is being renovated and the older electrical installations removed; the task at hand is to lay the
new installations as well as equipping the room with a ceiling fan. For a small enterprise, a water
pumping system is to be installed.
Such things can be modeled in a lab, a workshop or in a training building!
Important pertinent Estimates
content(knowledge): Layout diagrams
Circuits
Testing
Accessories
Distribution Board
Earth electrode
Fans
Potentially useful teaching Water Pumping Systems Custo
methods(optional): mer Role Plays
Project Work
Task-Based Learning
Case-studies
Self-directed learning via tutorials and manuals
Diary-based presentations
42
Assessment: continuous assessment/case studies/assignments/projects/practice performance/portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
43
Electrical and Electronic Sector
Module Title and Code: Module 2: Installation of Security and Communication systems
Time Frame: 30 hours
Reference to NCS: See Competency Profile of DTET(2016)
The trainees prepare estimates after having discussed with the customer and /or superiors to obtain
customer wishes. Consequently they come up with a layout diagram.
Trainees lay conduits and casing and lay low voltage cables for master and slave points. In the process they
conduct continuity tests, fix and terminate accessories, input and output devices.
Trainees fix and terminate central control unit, power supply unit,
Finally they configure the system and conduct performance tests by simulation,
The trainees cooperate with colleagues and check back with superiors as well as converse with customers
along the way.
They obtain technical information from installation manuals and online tutorials in a self-directed fashion.
Trainees take notes of the work performed, technical details and the time needed to complete the job. They
maintain a worker’s diary.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at home
too) The results go to a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
44
Electrical and Electronic Sector
The trainees discus with the customer to select the most suitable system according to his requirements,
Trainees prepare estimates for single/three phase systems after conducting a survey at premises,
They prepare a layout diagram and lay conduits/casing according to the layout diagrams,
Trainees lay LV cables and perform continuity tests,
Trainees fix and terminate input and output devices, AC to DC power converters, standby batteries,
They cooperate with colleagues and check back with superiors as well as communicate with customers,
Trainees refer technical manuals, online tutorials in a self-directed manner,
They set parameters, record data related to the work performed, technical details, test results and time needed
to complete the job.
The trainees cooperate with colleagues and check back with superiors as well as converse with customers
along the way.
They obtain technical information from installation manuals and online tutorials in a self-directed fashion.
Trainees take notes of the work performed, technical details and the time needed to complete the job. They
maintain a worker’s diary.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at home
too) The results go to a learning portfolio.
A survey is being conducted at a site to decide the capacity of the system to be installed
A single phase or three phase system is being installed in a domestic/industrial /commercial premises
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
45
Electrical and Electronic Sector
Module Title and Code: Module4: Repair and maintain electrical installations
Time Frame: 20 hours
Reference to NCS: See Competency Profile of DTET(2016)
The trainees discuss with the customer to gather information related to the symptoms of faults,
They perform visual inspections to verify whether there are any physical damages to switchgears and
accessories,
Trainees carry out tests using appropriate test instruments and tools without energizing the installation and in
energized situation depending on the type of faults,
Trainees may refer to the recorded data on previous fault finding tasks they have carried out which will help
them
for quick fault finding,
Trainees estimate the cost of repair work based on the current prices of electrical switchgears, accessories and
related materials and labour cost,
Trainees conducts performance tests with the presence of customer,
The trainees may have to negotiate with the customer on the charges for the repair work,
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at home
too) The results go to a learning portfolio.
An electrical installation has been completed but there can be some faults due to mistakes and that has to be
corrected,
Faults have developed in an old installation and the trainees have to engage in fault finding tasks and repair.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
46
Electrical and Electronic Sector
The trainees discuss with the customer to gather information related to the symptoms of faults,
They perform visual inspections to verify whether there are any physical damages,
Trainees carry out tests using appropriate test instruments and tools without energizing the appliance and
energized situation depending on the type of faults,
Trainees may refer to the recorded data on previous fault finding tasks they have carried out which will help
themfor quick fault finding,
Trainees estimate the cost of repair work based on the current prices of electrical spare parts and related
materials and labor cost,
Trainees conducts performance tests in the presence of customer,
The trainees may have to negotiate with the customer on the charges for the repair work,
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at home
too) The results go to a learning portfolio.
Repair work to be performed in a service center where relevant service manuals, test instruments and
appropriate tools are available
Trainees visit premises to repair household appliances at site where facilities such as services manuals are
avaiable,
Test instruments are not available. Accordingly the trainees should deal with such situations,
Household appliances fall into two main types as heating appliances and motor powered appliances.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
47
Electrical and Electronic Sector
The Trainees familiarize themselves with application and usage of hand tools, the trainees are familiarized
with the structure and action of active and passive devices in electronic circuits. The trainees should
assemble by soldering given simple circuit on strip board; test and measure relevant values for better
performance.
Design a PCB for given simple circuit manually, according to the standard measurement prepare PCB using
relevant etching process. Solder the prepaid PCB selecting suitable components. Trainees are familiarized
with electrical cable joints, basic wire standard. Finally, trainees write a report about how they teach the
skills to trainees in a center. (This can be done at home too) The results go to a learning portfolio.
Typical related work situations to master:
1. Monitoring and preparing of etching process has been installed
2. Soldering testing and measuring process is organized
Important pertinent Basic structure and principle of active and passive devices
content(knowledge): The working principle of electro machineries and electronic
multimeters
Chemical action of relevant chemicals
Chemical properties of soldering materials
Basic bench work and basic plastic work
The theories and standers of volts
Potentially useful teaching Demonstration
methods(optional): Task based Learning
Model building
Case studies (OHS)
Oral test /Practical test
Student record book
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
48
Electrical and Electronic Sector
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
49
Electrical and Electronic Sector
Module Title and Code: Module 8: Repairing / servicing of audio equipment and
systems
Time Frame: 30 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
Trainees conduct visual inspection after having professionally communicated with customer and/or
superiors to obtain customer wishes. Consequently identify faulty section by following the service /
technical manual, experience or according to superior advice. Then isolate the faulty section.
T
he trainees measure wave forms using oscilloscope and analyzers according to the service manuals
T
he trainees measure voltage, current and other standard testing according to the service / technical
manual. Within the progress of work identify faulty section or component.
T
he trainees estimate cost for repair communicating with superiors and comparing current market
price
T
he trainees rectify the fault and replace faulty components.
T
he trainees conduct audio performance test and prepare test report.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be
done at home too) The results go to a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
50
Electrical and Electronic Sector
Module Title and Code: Module 9: Repairing / servicing video equipment and systems
Time Frame: 30 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
Trainees conduct visual inspection after having professionally communicated with customer and/or superiors
to obtain customer wishes. Consequently they identify faulty section by following the service / technical
manual, experience or according to superior advice. Then isolate the faulty section.
The trainees measure wave forms using oscilloscope and logic analyzers according to the service manuals.
The trainees measure voltage, current and other standard testing according to the service / technical manual.
Within the progress of work identify faulty section or component.
The trainees estimate cost for repair communicating with superiors and comparing current market price
The trainees rectify the fault and replace faulty components.
The trainees conduct video performance test and prepare test report.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at
home too) The results go to a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
51
Electrical and Electronic Sector
Module Title and Code: Module 10: Maintenance of audio / radio / video equipment and
systems
Time Frame: 30 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
Trainees conduct visual inspection after having professionally communicated with customer and/or superiors
to obtain customer wishes.
The trainees conduct the corrective and preventive maintenance according to the given service manual.
The trainees perform standard testing regularly for preventive maintenance.
The trainees conduct performance test and maintain the check list.
Within the progress of work identify faulty section or component for the corrective maintenance.
The trainees estimate cost for maintenance communicating with superiors.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at
home too) The results go to a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
52
Electrical and Electronic Sector
Module Title and Code: Module 11: Repair/maintain security and communication
system
Time Frame: 30 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
trainees conduct visual inspection after having professionally communicated with customer and/or
superiors to obtain customer wishes. Consequently identify faulty section by following the service /
technical manual, experience or according to the superior advice.
Conduct standard software/Hardware test for better performance.
During the progress of work the trainees conduct power module testing, control board testing and
communication system tests according to the given service manual.
More over the trainees conduct the remote control testing.
Identify the malfunctions of the systems. Then locate the faulty area, faulty equipment.
The trainees estimate cost for repair communicating with superiors and comparing current market prices
The trainees rectify the fault and replace faulty components or equipment.
The trainees conducts preventive and corrective maintenance according to the service / technical
manuals.
The trainees conduct standard performance test and prepare test reports.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done
at home too) The results go to a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
53
Refrigeration &
Air Conditioning
(1stYear)
53
National Diploma in Technology & Education
Refrigeration & Air Condition
Total 380
54
Refrigeration & Air Conditioning Technology
Module Title and Code: Module 1: Perform basic workshop practices and flaring,
brazing & swaging practices
Time Frame: 50 hours
Reference to NCS: See Competency Profile of DTET (2016)
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
55
Refrigeration & Air Conditioning Technology
Module Title and Code: Module 2: Repair domestic refrigerators &deep freezers.
Time Frame: 90 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees…
Identify the possible fault of the domestic refrigerator/freezer, initially by asking relevant
technical questions from the customer and do small talk with him / in conversation with the
superior.
Carry out visual inspection and decide possible faults of the system.
Prepare gas charging port as appropriate to carry out leak testing and gas charging
Perform relevant tests to find faults using appropriate tools and equipment
Use high pressure nitrogen gas to find leaks
Refer manufactures catalogues and operational manuals.
Find faults and the defective component/s, and replace the defective component/s with new ones
with correct specifications.
Dissemble compressor, condenser, evaporator, capillary tubes and filter drier as required and
assemble them back using basic processes of tube cutting, brazing, swaging for tube
connections.
Replace electrical components such as thermostat switch, door switches, bulbs, and evaporator
fan motor, defrost timer, heater coil, and defrost-thermostat switch and bi-metallic switch
according to the manufacturer’s specifications.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can
be done at home too) The results go to a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
56
Refrigeration & Air Conditioning Technology
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
57
Refrigeration & Air Conditioning Technology.
Module Title and Code: Module 4: Install Air Conditioners
Time Frame: 20 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees…
Obtain instructions from superior.
Select AC units with suitable capacity according to the given instruction
Possibly select most suitable places to install Air conditioner (if not decided before).
Read and interpret manufacturer’s instructional manuals, online too.
Select and use tools and equipment such as manifold gauge, hand drill, hammer drill,
Electrician tool kits, mason tool kits, flaring and swaging tool set, vacuum pump, Nitrogen
gas, Insulation materials and relevant refrigerants as appropriately
Level and fix wall plates and/or brackets firmly
Make drain lines with appropriate angle
Insulate refrigerant pipes as per the manufacturer’s instructions.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can
be done at home too) The results go to a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
58
Refrigeration & Air Conditioning Technology.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
59
Refrigeration & Air Conditioning Technology.
Module Title and Code: Module 6: Repair Electrical Circuit of Auto A/C system
Time Frame: 30 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees…
Identify possible faults of the Auto Air Conditioners, initially by asking relevant technical
questions from the customer/ in conversation with the superior.
Carry out visual inspection and decide possible faults of the system.
Use Electrical Measuring instruments to find fault
Check and replace Thermostat switch, Condenser Fan motor, A/C Oxygen sensor, Relays,
Fuses, Magnetic Clutch coil, Blower motor, Blower Speed control Units, Pressure Control
switch, A/C Idle-up Solenoid valve, Temperature Sensors.
Finally, trainees write a report about how they teach the skills to trainees in a center. (This can
be done at home too) The results go to a learning portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
60
Refrigeration & Air Conditioning Technology
Module Title and Code: Module 7: Service and Repair Auto A/C
Cooling & Heating systems
Time Frame: 60 hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees…
Identify possible faults of the Auto Air Conditioners, initially by asking relevant technical
questions from the customer/ in conversation with the superior.
Carry out visual inspection and decide possible faults of the system.
Recover refrigerant before performing repair
Service Evaporator, Condenser, Blower & Blower motor & flow control devices
Replace Compressor belt, Bearings, Expansion Valves.
Clean Radiator Cooling fins
Change oil in the compressor
Service & repair drain line
Replace Evaporator, Condenser, Expansion Valve, Compressor, “O” rings, and receiver drier.
Flush the system & pipe lines.
Refill refrigerant to the system
Finally, trainees write a report about how they teach the skills to trainees in a center. (This
can be done at home too) The results go to a learning portfolio.
Typical related work situations to master:
Perform leak testing of refrigerant system if fault reported by customer or during
maintenance
Vacuum refrigerant system after fault reporting by customer
Important pertinent content Types of refrigerant oils
(knowledge): Cleaning solvents
Types of bearings
Expansion Valves
Oil Charging methods
Components in the system (Compressor,
Condenser, Evaporator, Expansion valve, receiver
drier, sight glass)
Leak detectors & detecting methods
Pipe repair methods
Types of “O” rings
Flushing Liquids & Flushing methods
Type of refrigerant charging methods
Vehicle interior heating & control systems
Vehicle heating water lines/valves/thermostat etc.
Safety Instructions
Potentially useful teaching methods Task - Based Learning
(optional): Self-directed learning via tutorials and manuals
Group Discussions
Diary based presentations
Customer role plays
Demonstration
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
61
Refrigeration & Air Conditioning Technology
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
62
English
National Diploma
63
English
Module Title and Code: Module : AppliedEnglish
Time Frame:
Reference to NCS: See Competency Profile of TVEC
Competencies (job functions and soft skills) and descriptions:
These competencies build on those that should have been developed earlier through lower level NVQ courses. Revision and
remedial learning may be necessary to move on to the levels given below
Oral skills The trainees communicate effectively through understanding and practice of the most effective way of
expressing opinions, agreeing and disagreeing, listening productively and focusing attention. They engage in making
effective presentations including through power point, and interactive means and software and they conduct discussion
with active participation
Read with understanding and write effectively at appropriate levels and in particular effectively.
The trainees write CVs and read advertisements and inquires. They reply to advertisements and inquires, prepare an
itinerary, fill forms, take notes and keep minutes and records
Cognitive abilities and skills with regard to effective work, with strengthening of capabilities develop at previous
levels.
The trainees identify appropriate skills for particular tasks and understand and are able to practice categorization with
appreciation of differences. They work with maps and graphic information, in particular digital information streamed via
the internet and in digital fashion.
Assessment: An example could be 20% project report and presentation, 10 % performance in role play/mini drama, 20 % in
group and poster presentation and 50 % written exam with an oral component as well as text interpretation (and
applied grammar).
Continuous assessment: Discussion and project participation at each session and assessment made by peers and teacher
64
Pedagogy
National Diploma
65
General Information about handling this curriculum:
66
Module Title and Code: Module A:
Design a training program
Time Frame: 40 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees determine what is needed in terms of learning requirements and how to start a new program. To find
out what is needed in industry, they develop information collecting methods and tools (such as questionnaires for
employers, parents and the relevant Industry Sector Skills Council) and conduct a survey. Then they analyze their
information collected using appropriate software and statistical tools.
Ultimately, they come up with competencies and contents required to be imparted in such a program, i. e. they
develop the program outcomes. They separate their findings into modules and and/or subjects.
Organizationally, they develop a structure and a timetable for the program and decide on learning situations in
which the new program will be taught.
In the end, the trainees prepare an estimate for the program cost, again using appropriate software such as MS
Excel.
Important pertinent content (knowledge): Learning requirements (tools, rooms etc.) of a program
Survey tools and methods
Key Payers of the Demand Side
Statistical Tools
Spreadsheet Software
Program Outcome
Competencies
Contents of Program
Modules and Subjects
Structure and Timetable of a Program
Cost Estimate of Program
…
Potentially useful teaching methods (optional): - Project Work
- Team-based Work
- Project Presentations
-
Continuous assessment: Progress Discussions with Project Groups and Intermediate Short Status-
Quo presentation.
67
Module Title and Code: Module B: Plan Teaching and Learning Activities
Time Frame: 100 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees sight the learning outcomes listed in technical curricula and develop them further into a more
detailed planning phase. In doing so, they also look at the content to be included and decide what is needed to
promote the envisaged competencies.
In the process, they plan student-centered learner activities like small group work, case studies, brainstorming
plus mindmapping methods, practicals, role plays, assignments and games. Moreover, the trainees schedule and
plan workshop and laboratory activities, field trips and expert meetings. Consequently, they plan for large-scale
simulation and project work.
Trainees work out icebreaker and introductory as well as energizer and brainer teaser teaching situations,
teacher instructions and supporting media for announcing work tasks. They plan short phases of demonstrations
and lectures as well as debriefing and homework phases. Trainees come up with a positive teaching
methodology for oral learner questioning and written assessments, formative (including journals and portfolios)
and summative style.
Altogether, they turn their planning activities into meaningful lesson sequences, summed up in complete written
lesson plans and review the planning.
These situations should be conjured up for teaching such competencies as given above
Important pertinent content (knowledge): Student-centered teaching methods
Simulation and project work
Formative and summative assessment
Learning diaries, journal and portfolios
Types of teacher questions
Form of Lesson Plans
Typical Phases (Sequences) of a Lesson
Potentially useful teaching methods (optional): e. g.
- Planning Simulation
- Project Work
- Task-Based Learning
- Authentic planning
- Self-directed learning via tutorials and
manuals
- Input lecture (e. g. about assessment)
- Station learning (e .g about teaching
methods)
Continuous assessment: Progress Discussions with Project Groups and Intermediate Short Status-
Quo presentation.
68
Module Title and Code: Module C: Develop Teaching Aids
Time Frame: 40 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees recognize the importance of visual aids in the teaching-learning process by way of self-experience
(e. g. try to re-capture a lecture with no aids in comparison with studying an online tutorial with aids).
Consequently, they create and style a multitude of visual aids that support learning regarding a certain module
picked as examples, in particular:
White board/chalk board layout and usage for student products, flip charts, pin board wallpapers, presentation slides and transparencies,
wallcharts, computer presentations and e-learning material, video clips, podcasts, photographs, downloaded images (including copyright
infringement considerations), handouts, written assignments and work instructions, specimens or samples, product exhibits, diagrams and
graphs, flashcards, real objects from (work) life, e-based aids such as short comics etc, mockup exam papers for training, performance guides
etc.
In the end, they present their visual aids in an exhibition and discuss, supported by the teacher, the usefulness and
style of the final visual aid products.
These situations should be conjured up for teaching such competencies as given above
Important pertinent content (knowledge): Research-based need for visual support in learning
Types of visual aids
Students’ and teacher-created visual aids
Method of exhibition of products
Potentially useful teaching methods (optional): e. g.
- Online research for need of visual support of
learning
- Group Discussion of need of visual aids
- Simulation of visual-aid creation for teaching-
learning process
- Presentation via wall exhibition and
discussion of created visual aids
Assessment: An example could be 80 % finalized sample visual aids, 20 % exhibition booth style.
69
Module Title and Code: Module D: Develop Learning Activities,
including material
Time Frame: 45 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees understand the basics of student-centered learning via online research and plenary group discussion
and that students need assignments, work-based tasks and problems to work on independently. These backdrop
situations of student-centered learning need to be designed.
As a consequence, the trainees develop guidelines and example content for:
small group activities and large group activities
role play activities
educational game activities
brainstorming plenary and group work
technical case studies
individual assignments
independent self-study activities
work simulations in workshops
practice activities
laboratory work
field trips and exploration
learning journals, learning diaries and portfolio work
work instructions and rules for projects and simulations
etc.
Finally, the trainees present examples of their designed learning instructions and material via Powerpoint
presentation to a CRITICAL audience.
In the end, they exchange their new material and get a habit of cooperating and sharing.
These situations should be conjured up for teaching such competencies as given above
Important pertinent content (knowledge): Typical written teacher instructions and language used
Binding character of teacher language
Design of assignments
Design a work-based situation in tasks, problems etc.
Types of learning activities
Small groups, large groups and plenary session
(advantages and drawbacks of each)
Exchange of learning material
Criteria for good student-centered learning material
Potentially useful teaching methods (optional): e.g .
- Simulation of situation to create learning
material and tasks for a certain technical
module
- Group Discussion of need of teaching
instructions and learning material
- Presentation via visual powerpoint of results
- Exchange “bourse” of learning material, being
displayed on tables (stands) and to be acquired
for free
Assessment: An example could be 75 % of learning material created, according to criteria, 25 %
presentation of products.
70
Module Title and Code: Module E: Organize learning environment
Time Frame: 25 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees organize their own physical arrangement of their classroom/workshop and discuss the pros and cons
of certain sitting arrangement (e. g. with the teacher up front and rows of students often a bad example).
Moreover, they ensure and style an esthetic, culturally and linguistically integrating and clean teaching
environment, enable differentiation (arranging of facilities for learners with differing abilities) in the teaching
facility, have needed resources ready and set up things so as to minimize potential teaching disturbances und
interruptions (e. g. people walking in and out, calling and texting etc.). They make alternative and open teaching
settings possible (e. g. all chairs out or sitting circles) and create an appealing learning atmosphere (e. g. posters,
students’ products on display etc.).
Evidently, they ensure safety in workshops, laboratories, work sites, on field trips and in classrooms and make
student stick to rules being introduced that avoid accidents.
For reflection purposes, all trainees discuss various layouts of workshops and classrooms as products of styling
them.
These situations should be conjured up for teaching such competencies as given above
Important pertinent content (knowledge): Safety rules and regulations
Different sitting and teaching arrangements
Style options of workshops and classrooms
Sense of aesthetics and cleanliness
Avoidance of teaching disturbances
Optimum teaching environment
Assessment: An example could be 60 % written plan and drawing, 40 % styled physical classroom.
71
Module Title and Code: Module F:
Conduct training
Time Frame: 2 x 50 Teaching Hours
(50 second year, 50 third year)
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees conduct entire classes of training and reflect on their effectiveness with peers and teacher afterwards,
according to criteria for good teaching in TVET (see Boehner/MSDVT 2017).
The trainees teach the session according to phases of teaching, i. e. introduce the lesson/workshop appropriately
and yourself, provide instructions properly and in the right tone, manage the time professionally and apply mostly
student-centered methodology, while demonstration, lecturing and illustrating parts only where truly needed. They
include energizers and brain teasers when deemed necessary. They make use of different activating teaching
methods during one practical/lesson and make use of several visual teachings aids.
They include a student result presentation phase and give feedback.
Finally, the trainees conduct a meaningful debriefing phase and give an outlook.
Overall, they create a human und productive learning environment and make sure documentation is being carried
out, by student and teacher alike.
After each mock training/lesson, trainees reflect upon usefulness of teaching and provided critical feedback with
room for improvement, with notes being taken in trainee development portfolio after each session.
Continuous assessment: Discussion of each session and adaptions made by peers and teacher
72
Module Title and Code: Module G: Develop and Conduct Appropriate
Assessments 1
Time Frame: 30 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees identify the context of assessment (i. e. what is being done and learned in the module they teach),
and come up with the criteria and standard solution or benchmark against which to appraise the student
performance. They decide which assessment instruments and/or tools to use and design them.
Before conducting the assessment, they arrange the facilities and have potentially needed resources ready. Then
they conduct the assessment(s) and observe the process, maybe with relevant grading notes already.
The trainees conduct potential corrections, make an unbiased, fair and transparent assessment decision, which
needs to be documented according to a system of documentation.
73
Module Title and Code: Module H: Develop and Conduct Appropriate
Assessments 2
Time Frame: 50 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees identify and get to know manifold assessment instruments, including alternative and modern
assessment tools such as development portfolios, assessed group presentations via observation sheets, logbook
entries, formative counseling sessions, competence rubrics etc. They differentiate between assessment that
measures only knowledge or skills or attitudes and recognize that the best assessments measure competencies (i.
e. knowledge and skills combined, to be applied in real-life situations). They create and style own assessment
tools and put peers to use them.
The trainees make an unbiased, fair and transparent assessment decision based on previously laid down
performance expectations, which needs to be documented according to a meaningful system of documentation,
using spreadsheet software as well.
Finally, they create feedback situations for trainees and communicate results as well as potentials how to move
on.
74
Module Title and Code: Module I: Ensure Quality of Training
Time Frame: 80 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees obtain feedback from learners, orally and anonymously via questionnaire or online. The also obtain
written feedback from parents and employers. They analyze these feedbacks and come up with a written entry
into their learning portfolio how to adapt accordingly. Foremost, they make suggestions how to change their own
delivery of teaching, following their personal feedback.
They also look into the quality of assessment, as evaluated by students, and make improvement plans.
The also get results from the their training center’s internal audit and evaluation program, and in teams determine
weaknesses of programs as well as review all training activities. Depending upon criticism, they adapt
competencies taught and update programs as well as improve the quality of learning environments and
maintenance. Moreover, they will make an analysis what to improve in the training center with regard to
administration and processes.
Finally, make a written suggestion where to take action and what to maintain (and why). (quality plan)
They will make a suggestion what they can do to improve quality in their workplace (see MSDVT/Boehner 2016:
“Quality-is-Fun Program”) and set a goal for themselves—that results into a goal-entry into their portfolio.
75
Module Title and Code: Module J:
Apply different e-based teaching methods
Time Frame: 40 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees use an e-learning platform to design a course for students (such as Web.Ct, Moodle, Blackboard etc.).
They digitally record television or radio transmissions or obtain copies, and make them available to their students.
They arrange personal contact lessons and workshops, which support and supplement their e-based material in a
blended-learning fashion.
They develop simple e-material themselves (presentations, summaries, hand-outs etc.) and assist in creating high-
level e-material (such as films, tutorials, podcasts etc.) or know where to find and download them on the net.
However, they are aware of potentially costly copyright infringements.
They know how to handle, download and save podcasts and tutorials from sources such as Youtube or online
universities such as Coursera etc.
They work in trainer teams to support one another, share e-material, e-courses and know how. They can deal with
e-material in English as well.
They present a final product: an e-based course for their students.
76
Module Title and Code: Module K:
Develop professionalism
Time Frame: 30 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees plan and participate in continuous education programs, taking part and looking for relevant
workshops and training programs. They actively get in touch with industry and organize their further industry
training through NAITA and their Industry Skills Council.
They analyze their weaknesses and improve the technical and soft skill competencies accordingly. They become
members of professional bodies and organizations to stay up-to-date and to network. They visit sector-relevant
industry exhibitions and fairs.
They participate in practitioner-based research and publish papers or articles and present findings at conferences.
The trainees reflect why this is necessary for further development and job satisfaction.
77
Module Title and Code: Module L:
Coordinate workplace training
Time Frame: 40 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees identify workplaces in industry for training. In that respect, they cooperate with professional bodies,
NAITA and especially with the Sector Skills Council in their sector.
They negotiate terms with employers, steer activities of preparation with students to be placed and guide the
workplace training with assignment and portfolio reflection jobs.
They monitor progress at the workplace by visiting the placed students and having a formative discussion with
student and workplace supervisor alike.
The trainees maintain proper records of workplace training.
In the end, they collect feedback from placement participants and company supervisors alike, turn it into a
coherent evaluation and turn it into a report, to be made available for companies, parents and the training center
alike.
78
Module Title and Code: Module M:
Perform administrative and financial
activities
Time Frame: 35 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees prepare action plans for certain activities to be conducted at work (e. g. a new year festival or sports
event). They ensure and check attendance in such events.
The trainees assist in enrolment and maintain inventories and assets. They request training material needed, write
proposals and maintain tools and machinery.
The trainees work with spreadsheets using appropriate software for inventories and material as well as
maintenance records, also for preparing cost estimates and maintaining budget limits.
They assist to arrange payments and student welfare. They release assessment results on time, handle student
grievances and consultations and give recommendations. They coordinate subordinate staff and participate in staff
management.
79
Module Title and Code: Module N:
Engage in Public Relations and Social
Marketing
Time Frame: 25 Teaching Hours
Reference to NCS: See Competency Profile of DTET (2016)
Competencies (job functions and soft skills) and descriptions:
The trainees assist in awareness programs for schools, parents and potential employers about the courses being
offered. They arrange for media coverage and appropriate content and prepare leaflets for schools, public buildings
and other places. They identify organizations to work with and build up a network.
They engage in networking with sector-specific bodies, industry and other identified key players.
Assessment: An example could be 70 % project report and created products (press releases, leaflets
etc.), 30 % project presentation.
80