BB&C Inc L-III - Revised 2016

Ethiopian TVET-System
Hawassa Poly Technic College
Outcome Based Curriculum
BAR BENDING AND CONCRETING

LEVEL III
Based on
Occupational Standard (OS)
[Adapted For Inclusive Training]

Ethiopian TVET System
Model Curriculum
October, 2016
Version and Year: Version 1 September/2016

BB & Concreting (Level III) Page No.
Copyright Info/Author:
Model Curriculum
Preface
The reformed TVET-System is an outcome-based system. It utilizes the needs of the

labor market and occupational requirements from the world of work as the benchmark
and standard for TVET delivery. The requirements from the world of work are analyzed
and documented – taking into account international benchmarking – as Occupational
Standards (OS).
In the reformed TVET-System, Curricula and Curriculum Development play an important

role with regard to quality driven TVET-Delivery. Curricula help to facilitate the learning
process in a way, that trainees acquire the set of occupational competences (skills,
knowledge and attitude) required at the working place and defined in the Occupational
Standards (OS). Responsibility for Curriculum Development will be given to the Regional
TVET-Authorities and TVET-Providers.
This curriculum has been developed by a group of trainers from Hawassa Poly technic
College based on the Occupational Standard for Bar Bending and concreting.
It has the character of a model curriculum and is an example on how to transform the
occupational requirements as defined in the respective Occupational Standard into an
adequate curriculum.
The curriculum development process has been actively supported and facilitated by the
Hawassa Poly Technic College Human resource office performers

Model Curriculum
1. TVET-Program Design
1.1 TVET-Program Title: Bar Bending and Concreting Level III
1.2 TVET-Program Description
The Program is designed to develop the necessary knowledge, skills and attitude of the
learners to the standard required by the OS. The contents of this program are in line
with the Occupational Standard (OS). Trainees who successfully completed the Program
will be qualified to work as a Bar bender and Concrete worker with competencies
elaborated in the respective OS. Graduates of the Program will have the required
qualification to work in the Construction Industry sector in the field of bar bending
and concreting.
The prime objective of this training program is to equip the learners with the identified
competences specified in the OS. Graduates are therefore expected to Prepare
Technical Drawing, Prepare Bill of Quantity, Monitor Excavation, Produce Pre-Cast
Concrete Structures and Components, Conduct Concrete and Ingredient Testing,
Improve Business Practice
Erect/Install Pre-Cast Concrete Structures units and Components, Monitor Demolition,
Monitor Implementation of Work plan/Activities, Apply Quality Control, Lead Small
Teams, Lead Workplace Communication, Carry-out Decorative Finishes to Concrete in
accordance with the performance criteria described in the OS.
1.3 TVET-Program Learning Outcomes

The expected outputs of this program are the acquisition and implementation of the
following units of competence –
CON BBC3 01 1211 Prepare Technical Drawing

CON BBC3 02 1211 Prepare Bill of Quantity
CON BBC3 03 1211 Monitor Excavation
CON BBC3 04 1211 Produce Pre-Cast Concrete Structures and Components
CON BBC3 05 1211 Conduct Concrete and Ingredient Testing
CON BBC3 06 1211 Carry-out Decorative Finishes to Concrete
CON BBC3 07 1211 Erect/Install Pre-Cast Concrete Structures units and
Components
CON BBC3 08 1211 Monitor Demolition
CON BBC3 09 1211 Monitor Implementation of Work plan/Activities
CON BBC3 10 1211 Apply Quality Control
CON BBC3 11 1211 Lead Small Teams
CON BBC3 12 1211 Lead Workplace Communication
CON BBC3 13 1211 Improve Business Practice

Model Curriculum
1.4 Duration of the TVET-Program

The Program will have duration of 534 hours including the on-the-job practice or
cooperative training time and Civic Education et al.
1.5 Qualification Level and Certification

Based on the descriptors elaborated on the Ethiopian TVET Qualification Framework
(ETQF) the qualification of this specific TVET Program is “Level III”.
The learner can exit after successfully completing the Modules in one level and will be
awarded the equivalent institutional certificate on the level completed. The learner can
also exit after completing any one learning module. However, only certificate of
attainment or attendance (this is institutional discretion) will be awarded.
1.6 Target Groups

Any citizen who meets the entry requirements under items 1.7 and capable of
participating in the learning activities is entitled to take part in the Program.
1.7 Entry Requirements

The prospective participants of this program are required to possess the requirements or
directive of the Ministry of Education.
Other requirements:
 ability to speak, read and understand English
 Ability to perform any required work
 Consent to work with others and ready to Entrepreneurial activity
1.8 Mode of Delivery

This TVET-Program is characterized as a formal Program on middle level technical
skills. The mode of delivery is co-operative training. The TVET-institution and identified
companies have forged an agreement to co-operate with regard to implementation of this
program. The time spent by the trainees in the industry will give them enough exposure
to the actual world of work and enable them to get hands-on experience.
The co-operative approach will be supported with lecture-discussion, simulation and

actual practice. These modalities will be utilized before the trainees are exposed to the
industry environment.

Model Curriculum
1.9 TVET-Program Structure

Unit of Competence Module Code & Title Learning Outcomes Hours
CON BBC3 Prepare Technical CON BBC3 Preparing Technical  Prepare for work 60
01 0910 Drawing M01 1016 Drawing  Create simple sketches,
 orthographic drawings and
sectional views
 Develop specifications
CON BBC3 Prepare Bill of CON BBC3 Preparing Bill of  Identify nature/ scope of work 50
02 0910 Quantity M02 1016 Quantity  Calculate resource
requirements
 Estimate approximate
quantities and cost
CON BBC3 Monitor Excavation CON BBC3 Monitoring Excavation  Plan and prepare 18
03 0910 M03 1016  Locate excavation site and
erect safety equipment
 Dig excavations
 Clean up
CON BBC3 Produce Pre-Cast CON BBC3 Producing Pre-Cast  Plan and prepare for work 90
04 0910 Concrete Structures M04 1016 Concrete Structures  Prepare concreting works
and Components and Components materials
 Set out for concrete work
 Construct and install
reinforcement
 Erect formwork
 Carry out concrete work
 Strip formwork
 Clean up
CON BBC3 Conduct Concrete and CON BBC3 Conducting Concrete  Plan and prepare 70

Model Curriculum
05 0910 Ingredient Testing M05 1016 and Ingredient Testing  Visual check ingredients
 Test concrete
 Test ingredients
 Clean up
CON BBC3 Carry-out Decorative CON BBC3 Carrying-out  Prepare for work 55
06 0910 Finishes to Concrete M06 1016 Decorative Finishes to  Carry out stencil finishes
Concrete  Carry out stamp finishes
 Carry out exposed aggregate
finishes
 Carry out textured finishes
 Clean up
CON BBC3 Erect/Install Pre-Cast CON BBC3 Erecting/Installing Pre-  Prepare for work 35
07 0910 Concrete Structures M07 1016 Cast Concrete  Erect pre-cast structure
units and Components Structures units and  Clean up
Components
CON BBC3 Monitor Demolition CON BBC3 Monitoring Demolition  Plan and prepare 16
08 0910 M08 1016  Demolish minor building
Structures
 Clean up
CON BBC3 Monitor CON BBC3 Monitoring  Monitor and improve workplace 25
09 0910 Implementation of M09 1016 Implementation of operations Maintain workplace
Work plan/Activities Work plan/Activities records
 Solve problems and make
 Plan and organize workflow
decisions
CON BBC3 Apply Quality Control CON BBC3 Applying Quality  Complete documentation 35
10 0910 M10 1016 Control  Assess quality of work
delivered

Model Curriculum
 Record information
 Study causes of quality
deviations
 Determine quality standards
CON BBC3 Lead Small Teams CON BBC3 Leading Small Teams  Provide team leadership Foster 20
11 0910 M11 1016 individual and organizational
growth
 Monitor and evaluate workplace
learning Develop team
commitment and cooperation
 Facilitate accomplishment of
organizational goals
CON BBC3 Lead Workplace CON BBC3 Leading Workplace  Communicate information about 20
12 0910 Communication M12 1016 Communication workplace Processes
 Lead workplace discussion
 Identify and communicate
issues arising in the workplace
CON BBC3 Improve Business CON BBC3 Improving Business  Diagnose the business 40
13 0910 Practice M13 1016 Practice  Benchmark the business
 Develop plans to improve
business performance
 Develop marketing and
promotional plans
 Develop business growth plans
 Implement and monitor plans

Model Curriculum

Model Curriculum
1.10 Institutional Assessment

Two types of evaluation will be used in determining the extent to which learning
outcomes are achieved. The specific learning outcomes are stated in the modules.
In assessing them, verifiable and observable indicators and standards shall be used.
The formative assessment is incorporated in the learning modules and form part of
the learning process. Formative evaluation provides the trainee with feedback
regarding success or failure in attaining learning outcomes. It identifies the specific
learning errors that need to be corrected, and provides reinforcement for successful
performance as well. For the teacher, formative evaluation provides information for
making instruction and remedial work more effective.
Summative Evaluation the other form of evaluation is given when all the modules in
the unit of competence have been accomplished. It determines the extent to which
competence have been achieved. And, the result of this assessment decision shall
be expressed in the term ‘competent or not yet competent’.
Techniques or tools for obtaining information about trainees’ achievement include

oral or written test, demonstration and on-site observation.
1.11 TVET Teachers Profile

The teachers conducting this particular TVET Program are A Level and have
satisfactory practical experiences or equivalent qualifications.
Other requirements –
1. have attended relevant training and seminars
1.12. Learning Modules

(see succeeding pages)
Model Curriculum
LEARNING MODULE 1 Logo of TVET Provider

TVET PROGRAM TITLE: Bar Bending and Concreting (Level III)
MODULE TITLE: Preparing Technical drawings
MODULE CODE: CON BBC3 M01 1016
NOMINAL DURATION: 60 Hours
MODULE DESCRIPTION:
The module aims to provide the learners with the required knowledge and skill to read and interpret plans
and specifications and produce sketches, orthographic and sectional view drawings relevant to general
construction projects.
LEARNING OUT COMES
At the end of the module the trainee will be able to:
LO1 Prepare for work
LO2 Create simple sketches, orthographic drawings and sectional views
LO3 Develop specifications
MODULE CONTENTS:

1.1. Drawing OHS requirements
1.2. Drawing quality requirement
1.3. Tools and equipment
1.4. Types of drawing
1.5. site dimensions and orientation, proposed building, roads, easements, existing building structures,
dimension, layout, service requirements, location of plant & machinery, vertical & horizontal
measurements
1.6. Sourcing Required information
1.7. Planning Scope of drawing and layout
LO2. Create simple sketches, orthographic drawings and sectional views

2.1. Types and uses of drawing instruments, equipment and materials
2.3. Lettering & numbering
2.4. Two dimensional Drawing (2D)
2.5. Orthographic projection
2.5. Three dimensional drawing (3D) (perspective views, isometric views,
2.6. Prepare building drawing (site plan, elevations, sectional detail, structural detail)
2.8. Prepare title panels dimensions and notations
2.Creating Simple geometric shapes, Sections and Elevations of Building drawing elements,
Orthographic projection, Building plane, section, and structural drawings
2.6 Framing complex drawings
2.7 Common symbols and abbreviations
2.8 Mathematical operations and Metric conversion
2.9 Applying Codes of conduct & practices;
2.10 Structural, design and construction principles
Lo3. Develop specifications
3.1 Purpose of specifications

Model Curriculum
3.2 Elements of specifications

3.3 Format and convention of specification
3.4 Different drawing scales and symbols
3.5 Common symbols and abbreviations
3.6 Drawing title panels
LEARNING METHODS:
Reasonable Adjustment for Trainees with Disability
(TWD)
Low Vision Deaf Hard – of – Physical
hearing impairment
Lecture-discussion - Organize - Arrange - Facilitate - organize
Class room seating set trainees to class room
setting for Eye to seat in the seating
arrangement eye contact front line arrangement
- Writing -assign sign row of to be
main points language trainees accessible
in large text interpreter seating for them
- Speak in a - Use video - Provide - Facilitate
normal tone recorded clear & and support
of voice information short the trainees
- Use short lecture having
and clear - Speak severe
sentences loudly upper limbs
and - Ensure impairment
summarize the to take
- Introduce attention of notes.
new and the trainee - Writing
relevant - Present main points
vocabulary the lecture briefly
- Follow the in video
attention of format
the trainees
Demonstration - use Sign - Show & - Facilitate
- Use verbal language use clear & and support
description interpreter short the trainees
- Provide - Use video/ method having
special film- Follow - Use Video severe
attention in attention of recorded upper limbs
the process the trainees material impairment
of guidance - Provide - Ensure to operate
structured the equipments/
training attention of machines
- Tutorial the trainee - Assign
support (if - Tutorial peer
necessary) support (if trainees
necessary) -

Model Curriculum
Individual assignment - prepare - Provide - Provide

assignment briefing on briefing on
questions in the the
large text assignment assignment
- Encourage - Provide - Provide
the trainees visual visual
to prepare recorded recorded
and submit material material
assignment - Tutorial - Tutorial
in large texts support (if support (if
necessary) necessary)
ASSESSMENT METHODS:
Interview - use sign - speak - Use written
language loudly response as
interpreter - Time an option for
- Use extension the trainees
written having
response speech
as an challenges
option to
give answer
Written test - Prepare - Time - Use oral
the exam in extension response as
large texts an option to
- use give answer
interview as for trainees
an option having
- prepare the severe
exam in upper limb
audio format impairment
- Assign - Time
human extension for
reader (if trainees
necessary) having
- Time severe
extension upper limb
impairment
Demonstration/Observation - briefing - Sign - provide - Time
the language activity extension
instruction or interpreter based
providing - provide assessment
them in activity- - Briefing on
large text based/ the
- Time practical instruction
extension assessment of the exam
- Time
extension
LEARNING STRATEGIES:

Model Curriculum
 Lecture-discussion
 Demonstration
 Individual assignment/practical exercises
ASSESSMENT METHODS:
 Actual demonstration / Direct observation
 Written test/interview
 Project Work
ASSESSMENT CRITERIA:
 OHS requirements associated with preparing basic construction drawings,
documentation tasks and the workplace environment are adhered to
 Quality requirements of the company operations are determined / recognized and
adhered throughout the process
 Tools and equipment selected are consistent with preparing construction
drawings and documentation and checked for serviceability and any faults
reported to supervisor
 Drawing type is selected and made sure to suit job requirements
 Key features, site dimensions and orientation, buildings, services and features
are identified for inclusion in the drawings
LO2 Create simple sketches, orthographic drawings and sectional views
 Drawing medium is selected to suit job requirements
 Drawing instruments, equipment and materials are used to produce scaled line
work, simple geometric shapes, lettering, numbering and the correct setting out
of drawings
 Line work is applied in a range of different types and media in accordance with
standard industry drawing practice
 Hand letter text is formed in a variety of formats
 Simple two dimensional drawings and sketches are prepared using standard
drawing conventions
 Simple three dimensional drawings and sketches are prepared using standard
drawing conventions
 Sectional details of simple building elements and elevations are prepared using
standard drawing conventions
 Orthographic projection in metal frames drafting applications are drawn
accurately to scale
 Notations, dimensions and title panels are added to complete drawing
LO3 Develop specifications

 Purpose of specifications are identified as they relate to Frame complex

Model Curriculum
drawings
 Elements are identified as suitable for use in specifications
 Specification for a construction project is drafted using correct format and
conventions.
 Different drawing scales and symbols are identified and used
 Title panels are prepared to enable verification that drawing used is the latest
version
 Common symbols and abbreviations are included using correct format and
conventions
Resources Requirements
CON BBC3 M01 0111 Preparing Technical Drawing

Recommended
Item
Category/Item Description/ Specifications Quantity Ratio
No.
(Item: Trainee)
A. Learning Materials
1.Technical drawing (by
French svecen)
1. Reference books 25pcs 1:1
2 .technical drawing ( by
Frederick E.Giesecke)
Ethiopian sign language book
2. 1:1
3. Audio books 1:5
Learning Facilities &
B.
Infrastructure
1. Class room ,drawing room Adequate to drawing works 1 1:25
2. Wheel chair
3. worker
4. digital Braille display
5 Long site eye glass 1:1
6 Short sight eye glass 1:1
7 Ear device 1:1
C. Consumable Materials
1. Pencil HP ,fixer (0.5 and 0.7) 25pcs 1:1
2. Drawing paper( A4 & A3) 80gm 10pack 2:5
3. Scotch tape 10pcs 2:5
4. Pen and writing pad 1:1
5. Devices with picture symbols 1:1
D. Tools and Equipment
1. Set squares Medium size (30x60̊ & 45̊) 25set 1:1
2. T square 80cm long 25pcs 1:1
3. Triangular scale 25 pcs 1:1
4. Protractor 25 pcs 1:1

Model Curriculum
LEARNING MODULE Logo of TVET Provider

TVET PROGRAM TITLE: Bar Bending and Concreting Level III
MODULE TITLE: Preparing Bill of Quantity
MODULE DESCRIPTION:
The module aims to provide the learners with the required knowledge, skill and attitude in preparing the
needed labor, materials and supplies required for the job.
LEARNING OUT COMES:
LO1 Identify nature/ scope of work

LO2 Calculate resource requirements
LO3 Estimate approximate quantities and cost
MODULE CONTENTS:
LO1. Identify nature/ scope of work
1.1 Scope and nature of Bar bending & concreting works
1.2 Preparing Program of Work
1.3 Resource requirements
1.4 Project quality requirements and organization procedures
1.5 Communication devices and processes
LO2. Calculate resource requirements
2.1 Types and qualities of supplies, materials
2.4 Quantity surveying
2.3 Trade mathematics: Volume, angle, area, percentage, ratio & proportion, length
LO3. Estimate approximate quantities and cost

3.1 .Unit cost
3.2 Labor cost
3.3 Material cost
3.4 Equipment cost/deprecation cost
3.5 Contingency
3.6 Overhead
3.7 Profit/Mark up
LEARNING METHODS:
(TWD)
hearing impairment
Model Curriculum

attention of format
the trainees
necessary) -

ASSESSMENT METHODS:
Model Curriculum

written having
response speech
as an challenges
option to
give answer
- use give answer
an option having
exam in upper limb
- Assign - Time
human extension for
reader (if trainees
necessary) having
- Time severe
impairment
- Time
extension
 Application of methods and process
ASSESSMENT METHODS:
 Project work
 Written test
LO1 Identify nature/ scope of work
 Effective communication skills are applied to determine the nature and scope of work to be
undertaken
 Extent of service to be rendered is determined and documented in line with standard operating
procedures
 Nature and extent of work are confirmed from appropriate personnel
LO2 Calculate resource requirements

Model Curriculum
 Type and quantity of supplies, materials and labor required to perform work are identified in line with
job requirements/ specifications
 Cost of supplies, materials are obtained from suppliers
 Material quantities for the job are correctly calculated using appropriate factors/formula
 Results are confirmed and recorded
LO3 Estimate approximate quantities and cost
 Calculations for determining resource requirements are taken
 Quantities are estimated from calculations taken
 Total cost of required services is calculated in line with organization standards
 Resource quantities for the job are calculated, confirmed and recorded within organization
tolerances
Resources
CON BBC3 M02 0111 Preparing bill of quantities

Item Recommended Ratio
Category/Item Description/ Specifications Quantity
No. (Item: Trainee)
-Concrete Technology
1. 1:5
-Building Construction
2. Ethiopian sign language book 1:1
3. Audio books 1:5
B. Learning Facilities & Infrastructure
1. Demonstration site 1:25
2 Library 1:25
3 Lecture Room 1:25
4 Work shop 1:25
5 Store 1:25
6. Wheel chair 1:1
7. Worker 1:1
8. Digital Braille display 1:25
9. Speech-to-text jaws computer software 1:5
10. Desk top computer Dell 1:2
11 Slant boards 1:25
14 Ear device 1:1
1. Pen Any 1:1
2. Pencil Any 1:1
3. Paper 80gram/Ream 1:1

Model Curriculum

MODULE TITLE: Monitoring Excavation
MODULE DESCRIPTION:
The module aims to cover the required skills; attitudes and knowledge in monitoring excavations for
footings and the provisions of services.
LEARNING OUT COMES;
LO1 Plan and prepare work
LO2 Locate excavation site and erect safety equipment
LO3 Check excavations
LO4 Check Clean-up activities
MODULE CONTENTS:
LO1: Plan and prepare for work
1.1. Plan/working drawing interpretation
1.2. Safety requirements
1.3. Quality requirements
1.4. Types, characteristics and uses of Excavation tools and equipment
1.5. Trade mathematics: Volume, angle, area, percentage, length
1.6. Materials handling and storage
1.7. Regulatory requirements
1.8. Environmental protection
LO2: Locate excavation site erect safety equipment
2.1 Setting out service points and excavation limits
2.2 Temporary drainage systems establishment
2.3.Underground services:
 Plumbing lines (Sewerage and supply)
 Electrical and telephone lines
2.4 Erecting safety barricades and signs
LO3: Check excavation
3.1 Excavation techniques
3.3 Installing Trench support
LO4: Check Clean-up activities

4.1 Legislation on waste recycling and disposal
4.2 Cleaning/maintenance techniques for tools and equipment
4.3 Principle of good housekeeping/5S
LEARNING METHODS:
(TWD)
Model Curriculum

hearing impairment
attention of format
the trainees
necessary) -

Model Curriculum
ASSESSMENT METHODS:
written having
response speech
as an challenges
option to
give answer
- use give answer
an option having
exam in upper limb
- Assign - Time
human extension for
reader (if trainees
necessary) having
- Time severe
impairment
- Time
extension
 Demonstration
 Practical application
ASSESSMENT METHODS:
 Oral questioning
 Written test
 Observation

Model Curriculum
LO1 Plan and prepare
 Work instructions and operational details are obtained, confirmed and applied
 Safety requirements are followed in accordance with safety plans and policies
 Signage/barricade requirements are identified and implemented
 Tools and equipment selected to carry out tasks are consistent with the requirements of the job,
checked for serviceability and any faults are rectified or reported prior to commencement
 Material quantity requirements are calculated in accordance with plans and/or specifications
 Materials appropriate to the work application are identified, obtained, prepared, safely handled and
located ready for use
 Environmental protection requirements are identified for the project in accordance with
environmental plans and regulatory obligations and applied.
LO2 Locate excavation site and erect safety equipment
 Excavation route is located, and line and depth established from site plans and instructions
 Site pegs/profiles are used to identify service markers and to set out service points and the
excavation limits are marked
 Safety barricades and signs appropriate to the project are erected in positions as required by
site safety plan
 Temporary drainage system is established to divert surface and sub-surface water from
Excavation
 Service markers or taped areas are identified and damage or interference with underground
services avoided.
LO3 Dig excavations
 Excavations safely dug with hand tools to ensure correct route, line and depth and procedures
are used to minimize risk to self and others
 Machine operator is assisted with excavation to ensure correct route, line and depth and that
correct procedures are used to minimize risk to self and others
 Trench/excavation support is installed where specified by job specifications and/or regulations
 Excavation is cleaned free from loose material with hand tools
LO4 Clean up
 Work area is cleared and materials disposed of, reused or recycled in accordance with
legislation/regulations/codes of practice and job specification
 Tools and equipment are cleaned, checked, maintained and stored in accordance with
manufacturers' recommendations and standard work practices
CON BBC3 M03 0111 Monitoring Excavation

Model Curriculum
Recommended
Item Description/
Category/Item Quantity Ratio
No. Specifications
(Item: Trainee)
1. 1:5
3. Audio books 1:5
1. Demonstration site
2 Library
3 Lecture Room
4 Work shop
5 Store
6. Wheel chair 1:1
7. Worker 1:1
jaws computer
9. Speech-to-text
software
1:5
14 Ear device 1:1
2. Pencil Any 1:1
3. Paper 80gram/Ream 1:1
D. Tools and Equipments
1 Hammers 2,4Kg 1:1
2 Measuring tapes/rules 3M,5M 1:1
3 Shovels 1:3
4 String lines 1:5
5 Wheelbarrows 1:5
6 Straight edges 1:10
7 Brooms 1:10
8 Buckets 1:10
9 Hoses 1:5
10 Saws 1:5
11 Profiles
12 Set out pegs
13 Picks 1:5
14 Crow bars 1:5
15 Automatic levels 1:25
16 Laser levels 1:25
17 Staff 1:25

Model Curriculum

MODULE TITLE: Producing Pre-Cast Concrete Structures and Components
MODULE DESCRIPTION:
The module covers the required skills, attitudes and knowledge in producing pre-cast concrete units.
LEARNING OUT COMES:

LO1 Plan and prepare for work
LO2 Prepare concreting works materials
LO3 Set out for concrete work
LO4 Construct and install reinforcement
LO5 Erect formwork
LO6 Carry out concrete work
LO7 Strip formwork
LO8 Clean up
MODULE CONTENTS:
LO1: Plan and prepare for work
1.1. Site & equipment safety requirements
1.2. Types, characteristics and uses of bar bending & concreting tools and equipment
1.3. Steel reinforcement characteristics
1.4. Concreting principles
1.5. Structural technology and formwork
1.7. Operational, maintenance and basic diagnostic procedures
1.8. Trade mathematics: Volume, angle, area, percentage, circumference, distance
1.10. Crane operation
LO2: Prepare concreting work materials
2.1 Plan/working drawing interpretation: location of steel reinforcement &reinforcement
Schedule

Model Curriculum
2.2 Formwork components & fixing/fastener materials selection
LO3: Setting out for concrete work

3.1 Locating pegs
3.2 Setting out string lines
3.2 Checking grades
LO4: Construct and install reinforcement
4.1 Measuring, cutting, and bending reinforcement
4.2 Fixing and placing reinforcement
LO5: Erecting formwork
5.1 Work area and surface clearing & preparation
5.2 Measuring, cutting, and assembling formwork components
5.3 Formwork assembly and erection
LO6: Carry out concrete work

6.1 Concrete mix preparation
6.2 Transporting and placing concrete mix
6.3 Compacting and curing concrete
6.4 Positioning and installing joints and dowels
LO7: Strip formwork
7.1 Removing braces and timbers
7.2 Recycling formwork and steel components
LO8: Clean up
8.4 Report preparation:
 Repair/Maintenance schedule
 Inventory of tools & equipment: good condition and damaged equipment
LEARNING METHODS:
(TWD)
hearing impairment
normal tone recorded clear & short and support
of voice information lecture the trainees
- Use short - Speak having
and clear loudly severe
sentences - Ensure the upper limbs
and attention of impairment
Model Curriculum
summarize the trainee to take

- Introduce - Present notes.
new and the lecture - Writing
relevant in video main points
vocabulary format briefly
- Follow the
attention of
the trainees
of guidance - Provide - Ensure the to operate
structured attention of equipments/
training the trainee machines
- Tutorial - Tutorial - Assign
support (if support (if peer
necessary) necessary) trainees
-
ASSESSMENT METHODS:
- Use written extension the trainees
response as having
an option to speech
give answer challenges
Written test - Prepare the - Time - Use oral
exam in large extension response as
texts an option to
- use give answer
an option having
exam in upper limb
Model Curriculum

- Assign - Time
human extension for
reader (if trainees
necessary) having
- Time severe
impairment
Demonstration/Observati - briefing the - Sign - provide - Time
on instruction or language activity extension
providing interpreter based
them in large - provide assessment
text activity- - Briefing on
- Time based/ the
extension practical instruction of
assessment the exam
- Time
extension
 Demonstration
ASSESSMENT METHODS:
 Written test
 Observation
 Project based
LO1 Plan and prepare for work

 Work instructions, including plans, specifications, quality requirements and operational details
are obtained, confirmed and applied
 Plant, tools and equipment selected to carry out tasks are consistent with the requirements of
the job, checked for serviceability and any faults are rectified or reported prior to commencement
 Materials appropriate to the work application are identified, obtained, prepared, safely handled
and located ready for use
environmental plans and regulatory obligations and applied
LO2 Prepare concreting works materials

 Location of steel reinforcement and formwork is determined from drawings and reinforcement
Schedule
 Reinforcement is checked against reinforcement drawings and specifications

Model Curriculum
 Formwork components/materials are selected consistent with job

 Fixing/fasteners are selected and used consistent with requirements of the job
LO3 Set out for concrete work
 String lines are set accurately from existing pegs

 Grades are checked to ensure correct fall
 Services are identified and protected to prevent damage
LO4 Construct and install reinforcement

 Reinforcing fabric and bars are cut and bent as required to project drawings and specifications
 Fabric and bars are tied/fixed to configuration from project drawings and specifications
 Stiffening rods are attached to panels as required to facilitate handling
 Reinforcement material is located in formwork and placed on bar chairs/spacers as determined
from drawings, noting clearance from formwork
 Cast-ins are located and secured
LO5 Erect formwork

 Work area is cleared and surface prepared for safe erection of formwork
 Formwork is set out to requirements of drawings and specifications
 Formwork is assembled/erected to specifications
 Debris, sawdust and other waste material are safely removed from formwork
 Form release agent is applied to manufacturers’ specifications
LO6 Carry out concrete work
 Concrete is transported correctly with wheelbarrow and discharged into formwork, using correct
manual handling techniques
 Discharge of concrete from the concrete pump line and/or chute into the formwork is controlled
correctly
 Concrete is placed correctly as per instructions and screed to specified levels and grades
 Concrete is compacted to specification using immersion vibrator or other specified method
 Concrete is finished and curing process applied to specifications
 Control joints are positioned and installed to specification and to current standards
 Dowel joints are positioned to specification
 Concrete surface is adequately covered and protected
LO7 Strip formwork
 Edge boxing and braces are removed carefully, safely and sequentially
 Timber components are de-nailed, cleaned and stored or stacked
 Steel components are cleaned, oiled and stored or stacked
 Damaged formwork components are discarded after stripping
 Screens are safely cleaned before movement where applicable

Model Curriculum
LO8 Clean up
 Plant, tools and equipment are cleaned, checked, maintained and stored in accordance with
manufacturers’ recommendations and standard work practices
 Appropriate reports are accomplished in accordance with work procedures and standards
CON BBC3 M04 0111 Produce pre-cast concrete structures & components
Item Description/ Recommended Ratio
Category/Item Quantity
No. Specifications (Item: Trainee)
1. 1:5
3. Audio books 1:5
2 Library
3 Lecture Room
4 Work shop
5 Store
6. Wheel chair 1:1
7. Worker 1:1
jaws computer
9. Speech-to-text
software
1:5
14 Ear device 1:1
4 Concrete blend Crashed 02 Agg 16m3
5 Cement Portland 10 bags
6 Formwork components 2.5x20x400(cm) 8
7 Timber 2.5x20x400(cm) 12
8 Form release agents Oil 20 liters
9 Steel reinforcement 6,8,10,12(mm) 20 berga
1. Floats Any 1:1
2 Trowels Any 1:1
3 Edging tools Any 1:1
4 Screeds Any 1:5
5 Wheelbarrows Any 1:5
6 Chutes Any 1:5
7 Vibrator 1:10
8 Rakes Any 1:5
Model Curriculum
9 Short handle shovels Any 1:5

10 Rods Any 1:5
11 Hammers 2kg 1:3
12 Hoses Any 1:5
13 Buckets Any 1:3
14 Nips Any 1:5
15 Bolt cutters Any 1:5
16 Reinforcement benders Any 1:5
17 Mesh guillotine Any
18 Steam generator Any 1:25
19 Shutters Any 1:5

Model Curriculum

MODULE TITLE: Conduct Concrete and Ingredient Testing
MODULE DESCRIPTION:
The module aims to covers the required skills, attitudes and knowledge of testing fresh and hardened
concrete and their components (aggregates) to ensure workability.
LEARNING OUT COMES:
LO2 Visual check ingredients
LO3 Test concrete
LO4 Test ingredients
LO5 Clean up
MODULE CONTENTS:
LO1: Plan and prepare
1.1. Work instruction (specification, operation)
1.2. Site & equipment safety requirements, safety signs
1.3. Types, characteristics, uses and limitations of Testing tools & equipment
1.4. Properties of concrete
1.7. Acts, regulations and codes of practice
LO2: Visual check ingredients
2.1 Types and Characteristics of Materials
2.2 Properties of concrete, sand and aggregate
LO3: Test Concrete

3.1 Methods of concrete testing
3.2 Methods of water and aggregates testing
3.3 Slump testing techniques
3.4 workability testing & analysis
3.5 OHs procedures and environmental policies
LO4: Test ingredient

4.1 Sampling Methods
4.2 Core testing
LO5: Clean up
5.1 Test result documentation
5.4 Site safety plan & legal requirements
Model Curriculum
5.5 Work completion procedures
LEARNING METHODS:
(TWD)
hearing impairment
arrangemen eye contact front line arrangement
t -assign sign row of to be
- Writing language trainees accessible
main points interpreter seating for them
in large text - Use video - Provide - Facilitate
- Speak in a recorded clear & and support
normal tone information short the trainees
of voice - Use short lecture having
attention of format
the trainees
necessary) -


Model Curriculum

ASSESSMENT METHODS:
written having
response speech
as an challenges
option to
give answer
- use give answer
an option having
- prepare severe
the exam in upper limb
- Assign - Time
human extension
reader (if for trainees
necessary) having
- Time severe
impairment
instruction interpreter based
or providing - provide assessment
them in activity- - Briefing
large text based/ on the
- Time
extension
 Group assignment

Model Curriculum
 Demonstration
 Lab work/real work/practical application
ASSESSMENT METHODS:
 Written test
 Observation
 Project based
 Materials to be used are prepared in accordance with job requirements
 Environmental protection requirements are identified and applied for the project in accordance
with environmental plans and regulatory obligations
LO2 Visual check ingredients
 Visual characteristics of materials are identified and recorded
 Sand and aggregate are inspected for conformity with the approved lab test report.
 Compatibility between materials and their performance are identified and documented
LO3 Test concrete
 Methods of sampling fresh concrete are described in terms of the workability test used
 Fresh concrete is tested and analyzed to determine proportions of a concrete mix
 Methods of testing hardened concrete are described in terms of testing for saturated density,
compressive strength and tensile splitting strength and flexural strength
 Hardened concrete is tested to determine density, strength and flexibility
Fresh concrete is tested to determine air content and yield
LO4 Test ingredients
 Methods of sampling aggregates in concrete are described in terms of determining aggregates
properties
 Non-destructive test for hardened concrete are described in terms of methods and purposes
 Core testing is described in terms of procedures for drilling, preparing and compression testing
of cores
 Methodology for specified test is selected and carried out in accordance with standard and
workplace procedures
LO5 Clean up
 Methodology results are recorded and reported in accordance with workplace procedures
 Tools and equipment are cleaned, checked, maintained and stored in accordance with
 Work completion procedures are applied and relevant personnel notified that work is finished

Model Curriculum
 All operations are carried out with hazard control procedures in accordance with site safety plan
and legal requirements
CON BBC3 M05 0111 Conduct concrete & ingredient testing

1. 1:5
3. Audio books 1:5
2 Library
3 Lecture Room
4 Work shop
5 Store
6. Wheel chair 1:1
7. Worker 1:1
jaws computer
9. Speech-to-text
software
1:5
14 Ear device 1:1
4 Concrete blend Crashed 02 Agg 16m3
5 Cement Portland 10 bags
6 Formwork components 2.5x20x400(cm) 8
7 Timber 2.5x20x400(cm) 12
8 Form release agents Oil 20 liters
9 Steel reinforcement 6,8,10,12(mm) 20 berga
1. Floats Any 1:1
2 Trowels Any 1:1
3 Edging tools Any 1:1
4 Screeds Any 1:5
6 Chutes Any 1:5
7 Vibrator 1:10
8 Rakes Any 1:5
9 Short handle shovels Any 1:5
10 Rods Any 1:5
11 Hammers 2kg 1:3
12 Hoses Any 1:5
Model Curriculum
13 Buckets Any 1:3

14 Nips Any 1:5
15 Bolt cutters Any 1:5
16 Reinforcement benders Any 1:5
17 Mesh guillotine Any
18 Steam generator Any 1:25
19 Shutters Any 1:5

Model Curriculum

MODULE TITLE: Carry-out Decorative Finishes to Concrete
MODULE DESCRIPTION:
The module aims to provide the learners with the required knowledge and skill , attitudes and knowledge in
carrying out decorative finishes to concrete.
LEARNING OUT COMES;
LO2 Carry out stencil finishes
LO3 Carry out stamp finishes
LO4 Carry out exposed aggregate finishes
LO5 Carry out textured finishes
LO6 Clean up
MODULE CONTENTS:
LO1: Prepare for work

1.1. Working drawing interpretation
1.3. Trade mathematics: volume, area, percentage, ratio, circumference and distance
1.5. Environmental protection requirements
1.6. Safe work methods
LO2: Carry out stencil finishes

2.1 Plan reading & interpretation
2.2 Stencil finishing materials, tools and equipment
2.3 Stencil finishing techniques
LO3: Carry out stamp finish

3.2 Stamp finishing materials, tools and equipment
3.3 Stamp finishing techniques
LO4: Carry out exposed aggregate finishes

4.2 Exposed aggregate finishing materials, tools and equipment
4.3 Exposed aggregate finishing techniques
5.1. Methods of texture
5.2. base color and topping dust

Model Curriculum
5.3. Floating base color

5.4. Coloring and finishing
5.5. jointing
LO6: Clean up
LEARNING METHODS:
(TWD)
hearing impairment
attention of format
the trainees
necessary) -

Model Curriculum

ASSESSMENT METHODS:
written having
response speech
as an challenges
option to
give answer
- use give answer
an option having
- prepare severe
- Assign - Time
human extension
necessary) having
- Time severe
impairment
- Time
extension

Model Curriculum
 Demonstration
ASSESSMENT METHODS:
 Written test
 Observation
 Project based

 Work instructions, including plans, specifications, quality requirements and operational details are
obtained, confirmed and applied
 Materials appropriate to the work application are identified, obtained, prepared, safely handled and
located ready for use
environmental plans and regulatory obligations and applied.
LO2 Carry out stencil finishes
 Stencil for pattern finish is prepared so that any lapping will maintain alignment and bond
 Stencil is laid carefully onto screened surface to specifications ensuring alignment, bond and flat
 Dry topping mix of color, stone dust and cement is prepared and applied to specifications
 Surface is finished with wood or steel float to a consistent texture in accordance with specifications
 Stencil is lifted in accordance with setting time to manufacturers’ recommendations
 Control joints are inserted during placement and/or cut into applied finish after setting, to
specifications
LO3 Carry out stamp finishes
 Method of applying pattern is determined in accordance with designed finish and specifications
 Stamped pattern equipment is checked for cleanliness and serviceability
 Design layout is planned and initial starting point determined to specifications and design
 Base color and topping dust is prepared and applied to specifications
 Base color is floated into surface to specifications
 Colors are randomly applied, where specified, onto surface at random locations to create decorative
Model Curriculum
type colorings
 Release agent is prepared and applied to specifications
 Stamp is used to create designed pattern and surface effect to specifications
specifications
LO4 Carry out exposed aggregate finishes
 Selected aggregates are incorporated in concrete mix to specifications

 Surface matrix is removed to expose aggregate
 Exposed aggregate is left clean and free to designed effect and specifications
specifications

 Method of applying texture is determined in accordance with designed finish and specifications
 Base color and topping dust are prepared and applied to specifications
 Base color is floated into surface to specifications
 Color(s) are randomly applied, where specified, onto surface at random locations to create
decorative type colorings
 Finish is applied with trowel to create designed pattern and surface effect to specifications
 Control joints are inserted during placement and/or cut into applied finish after setting to
specifications
LO6 Clean up
CON BBC3 M06 0111 Carry out decorative finishes to concrete

1. 1:5
3. Audio books 1:5
2 Library
3 Lecture Room
4 Work shop

Model Curriculum
5 Store
6. Wheel chair 1:1
7. Worker 1:1
jaws computer
9. Speech-to-text
software
1:5
14 Ear device 1:1
4 Mortar additives
5 River gravel
6 Aggregates
1. Shovels Any 1:3
2 Trowels Any 1:1
3 Floats Any 1:1
4 Hoses Any 1:10
5 Power trowels Any 1:10
6 Brooms Any 1:5
7 Stipple devices Any 1:10
8 Rollers Small size 1:25
9 Wheel barrows Any 1:10
10 Concrete mixers 250Litter capacity 1:25
11 Spray bottles Any 1:10

Model Curriculum

MODULE TITLE: Erecting /Installing Pre-Cast Concrete Structures
MODULE DESCRIPTION:
The module aims to provide the learners the required skills, attitudes and knowledge in installing pre-cast
concrete structural units.
LEARNING OUT COMES:

LO2 Erect pre-cast structure
LO3 Clean up
MODULE CONTENTS:
1.1. Locating, interpreting and applying relevant information standards & specification
LO2: Erect precast structures
2.1 Different pre-cast structures and components
2.2 Installation procedures and techniques
2.2 Proper and safe use of materials, tools & equipment
LO3: Clean up
3.3 Principles of good housekeeping/5S
LEARNING METHODS:
(TWD)
hearing impairment
Model Curriculum

attention of format
the trainees
necessary) -

ASSESSMENT METHODS:
written having
Model Curriculum
response speech
as an challenges
option to
give answer
- use give answer
an option having
- prepare severe
- Assign - Time
human extension
necessary) having
- Time severe
impairment
- Time
extension
 Demonstration/practical application
ASSESSMENT METHODS:
 Written test
 Observation
 Project work


Model Curriculum
LO2 Erect pre-cast structure

 Pre-cast structure is checked for defects and any variations are reported properly
 Structures are insured to be safe for erection
 Position of structures are set-out according to job drawing and specifications
 Structures are erected/installed to correct location according to specifications and safety
procedures
 Structures are joined, if required, according to specifications
 Structures are sealed against weather if necessary and finished according to specifications
LO3 Clean up
CON BBC3 M07 0111 Erect/install pre-cast concrete structures

1. 1:5
3. Audio books 1:5
2 Library
3 Lecture Room
4 Work shop
5 Store
6. Wheel chair 1:1
7. Worker 1:1
jaws computer
9. Speech-to-text
software
1:5
14 Ear device 1:1

Model Curriculum

1. Shovels Any 1:3
2 Trowels Any 1:1
3 Floats Any 1:1
4 Hoses Any 1:1
5 Try -square Mason 1:1
6 Brooms Any 1:5
7 Sprite Level 60,80,100cm 1:5
8 Water-Level 2m/4m length 1:10

Model Curriculum

MODULE TITLE: Monitoring demolition
MODULE DESCRIPTION:
The module aims to provide the learners the necessary skills, attitudes and knowledge in carrying out
general demolition work in minor building structures to facilitate alterations, extensions and expansion. It
also includes preparing work schedule, plans and specifications.
LEARNING OUT COMES:

LO1 Plan and Prepare
LO2 Demolish minor building structures
LO3 Clean up
MODULE CONTENTS:
1.1. Locating, interpreting and applying relevant information standards & specification
LO2: Demolish minor building structures
2.1 Planning demolition activities
2.2 Demolition procedures and techniques
2.4 Framing & roofing
2.5 Scaffolding
2.6 Sorting and handling recyclable materials
2.7 Proper and safe use of materials, tools & equipment
LO3: Clean up
3.3 Principles of good housekeeping/5S
LEARNING METHODS:
(TWD)
hearing impairment

Model Curriculum

attention of format
the trainees
necessary) -

ASSESSMENT METHODS:
Model Curriculum

written having
response speech
as an challenges
option to
give answer
- use give answer
an option having
- prepare severe
- Assign - Time
human extension
necessary) having
- Time severe
impairment
- Time
extension
 Demonstration/practical application
ASSESSMENT METHODS:
 Written test
 Observation


Model Curriculum

LO2 Demolish minor building structures

 Designated demolition area is assessed to determine scope of work in accordance with
legislation/regulations/codes of practice
 Risks are identified and managed following work guideline.
 Preparatory work is completed in line with given instruction.
 Demolition procedures are carried out consistent with safe and effective processes of
dismantling/demolishing and removing materials from location to designated storage area
 Materials and building component parts are safely and effectively handled using appropriate
material handling techniques consistent with the type of building materials and components
 Materials and components identified for salvaging are safely and effectively handled, stored and
stacked ready for transport in accordance with OH&S material handling practices and techniques
LO3 Clean up
CON BBC3 M08 0111 Monitoring demolition

Item Recommended Ratio
Category/Item Description/ Specifications Quantity
No. (Item: Trainee)
Concrete Technology
1. 1:5
Building Construction
3. Audio books 1:5
2 Library
3 Lecture Room
4 Work shop
5 Store
6. Wheel chair 1:1
7. Worker 1:1
9. Speech-to-text jaws computer software 1:1

Model Curriculum

14 Ear device 1:1
3 Crow bars Any 1:1
4 Picks Any 1:1
5 Shovels Any 1:1
6 Sledge hammers Any 1:5
8 Platforms Any 1:10
9 Brooms Any 1:10
10 Water hoses Any 1:10
11 Spray attachments Any 1:10
12 Air compressors Any 1:10
13 Power leads Any 1:10
14 Props Any 1:10
15 Saw stools and planks Any 1:10
16 Ladders Any 1:10
17 Power saws Any 1:25
18 Hand saws Any 1:10
19 Angle grinders Any 1:10
20 Chisels Any 1:1
21 Spanners Any 1:10
22 Allen keys set 1:10
23 Pliers Any 1:1
24 Pincers Any 1:1
25 Hack saws Any 1:1

Model Curriculum

TVET PROGRAM TITLE: Bar bending & concreting Level III
MODULE TITLE: Monitoring Implementation of Work plan/Activities
NOMINAL DURATION: 25 hours
MODULE DESCRIPTION:
These modules deals with the skills and knowledge required to oversee and monitor the quality of work
operations within an enterprise. This module may be carried out by team leaders, supervisors or managers.
LEARNING OUTCOMES:
LO1 Plan and organize workflow
LO2 Monitor & improve workplace operations
LO3 Maintain workplace records
LO4 Solve problems & make decisions
MODULE CONTENTS:
LO1: Planning and organizing workflow

1.1 Preparing work schedule
1.2 Implementing work schedule
1.3 Review and evaluate work schedule
1.4 Preparing report/recommendations
1.5 Time management
LO2: Monitor and improve workplace operations

2.1. Monitoring work operations
2.2. Understanding Enterprise goals and quality assurance, procedures and systems
2.3. Identifying quality problems and issues
2.4. SWOT analysis
LO3: Maintain workplace records.

3.1. Update Records
3.2 . File records/documents
3.3. Establish databank
3.4. Establish filing system
LO4:Solve problems and make decisions

4.4. Problem identification
4.5. Problem solving and decision making processes
4.3 Management of people
4.4 Leadership and management responsibilities
4.5 Measuring effectiveness
4.6 Industrial/legislative issues
LEARNING METHODS:

Model Curriculum
(TWD)
hearing impairment
attention of format
the trainees
necessary) -

Model Curriculum
ASSESSMENT METHODS:
written having
response speech
as an challenges
option to
give answer
- use give answer
an option having
- prepare severe
- Assign - Time
human extension
necessary) having
- Time severe
impairment
- Time
extension
 Group and individual assignment
 Practical exercise
ASSESSMENT METHODS:
 Written test
 Role playing
 Project based

Model Curriculum
LO1 Plan and organize workflow
 Current workload of colleagues is accurately assessed.
 Work is scheduled in a manner which enhances efficiency and customer quality service
 Work is delegated to appropriate people in accordance with principles of delegation.
 Workflow is assessed against agreed objectives and timelines.
 Colleagues are assisted in prioritisation of workload.
 Input is provided to appropriate management regarding staffing needs.
LO2 Monitor & improve workplace operations

 Efficiency and service levels are monitored on an ongoing basis.
 Operations in the workplace support overall enterprise goals and quality assurance initiatives.
 Quality problems and issues are promptly identified and adjustments are made accordingly.
 Procedures and systems are changed in consultation with colleagues to improve efficiency and
effectiveness.
 Colleagues are consulted about ways to improve efficiency and service levels.
LO3 Maintain workplace records

 Workplace records are accurately completed and submitted within required timeframes.
 Where appropriate completion of records is delegated and monitored prior to submission.
LO4 Solve problems & make decisions

 Workplace problems are promptly identified and considered from an operational and customer
service perspective.
 Short term action in initiated to resolve the immediate problem where appropriate.
 Problems are analysed for any long term impact and potential solutions are assessed and actioned in
consultation with relevant colleagues.
 Where problem is raised by a team member, they are encouraged to participate in solving the
problem.
 Follow up action is taken to monitor the effectiveness of solutions in the workplace.
CON BBC3 M09 0111 Monitoring implementation of workplan/activities
Recommended
Item Description/
No. Specifications
(Item: Trainee)
1. Trainees book 25
2. TTLM 25
3. Power point presentation For teacher’s use
4 Ethiopian sign language book 1:1
5 Audio books 1:5

Model Curriculum
1. Class room 15 x 15m 1 1:25

2 Wheel chair 1:1
3 Worker 1:1
4 Digital Braille display 1:25
jaws computer
5 Speech-to-text
software
1:1
6 Desk top computer Dell 1:2
7 Slant boards 1:25
10 Ear device 1:1

Model Curriculum

TVET PROGRAM TITLE: Bar Bending & Concreting Level III
MODULE TITLE:Applying Quality Control
MODULE DESCRIPTION:
This modules covers the knowledge, attitudes and skills required in applying quality control in masonry work.
LEARNING OUTCOMES:
LO1 Determine quality standards
LO2 Assess quality of work delivered
LO3 Record information
LO4 Study causes of quality deviations
LO5 Complete documentation
MODULE CONTENTS:
LO1. Determine quality standards
1.1 Developing and implementing quality standards, policies and procedures
1.2 Documenting quality standards, policies and procedures
1.3 Update quality standards, policies and procedures
LO2. Assess Quality of work delivery
2.1 Evaluation techniques
2.2 Quality checking procedures
2.3 Applying corrective actions
LO3. Record information
3.1 Recording quality performance
3.2 Maintain records”
LO4. Study causes of quality deviations
4.1 Identifying faulty or poor service
4.2 Identifying Causes of deviations
4.3 Identifying and applying corrective actions
LO5. Completing documentation
5.1. Recording information on quality and other indicators
5.2 Reporting procedures
LEARNING METHODS:
(TWD)
hearing impairment

Model Curriculum

attention of format
the trainees
necessary) -

ASSESSMENT METHODS:
Model Curriculum

written having
response speech
as an challenges
option to
give answer
- use give answer
an option having
- prepare severe
- Assign - Time
human extension
necessary) having
- Time severe
impairment
- Time
extension
 Group and individual assignment
 Practical exercise
 Role playing
ASSESSMENT METHODS:
 Written test
 Practical exercises

Model Curriculum
LO1 Determine quality standards
 Quality standard procedures for masonry work are developed and agreed upon
 Quality standard procedures are documented in accordance with the organization policy
 Standard procedures are introduced to organizational staff / personnel
 Standard procedures are revised / updated when necessary
LO2 Assess quality of work delivered
 Services delivered are checked against organization quality standards and specifications
 Service delivered are evaluated using the appropriate evaluation parameters and in accordance
with organization standards
 Causes of any identified faults are identified and corrective actions are taken in accordance with
organization policies and procedures
LO3 Record information
 Basic information on the quality performance is recorded in accordance with organization
procedures
 Records of work quality are maintained according to the requirements of the organization
LO4 Study causes of quality deviations
 Causes of deviations from final outputs or services are investigated and reported in accordance with
organization procedures
 Suitable preventive action is recommended based on organization quality standards and identified
causes of deviation from specified quality standards of final service or output
LO5 Complete documentation
 Information on quality and other indicators of service performance is recorded
 All service processes and outcomes are recorded
CON BBC3 M10 0111 Applying quality control

Recommended
Item Description/
No. Specifications
(Item: Trainee)
1. TTLM 1:1
2. Textbooks 1:1
3. Reference Books
4. Journals/Publication/Magazines
5. Power point presentations For teacher’s use
7. Audio books 1:5
1. Lecture Room 15 x 15m 1 1:25
2. Library
3. Wheel chair 1:1
4. Worker 1:1

Model Curriculum

jaws computer
6. Speech-to-text software
1:1
8. Slant boards 1:25
9. Long site eye glass 1:1
10. Short sight eye glass 1:1
11. Ear device 1:1
1.
2.
1. Computer For teacher’s use
2. Printer For teacher’s use
LEARNING MODULE 11 Logo of TVET

Provider
TVET-PROGRAMME TITLE: Bar bending & Concreting Level III
MODULE TITLE: Leading small teams


MODULE DESCRIPTION: This module aims to provide knowledge, attitudes and skills required in
determining individual and team development needs and facilitate the development of the work group.
LEARNING OUTCOMES
At the end of the module the learner will be able to:
LO1 Provide team leadership
LO2 Foster individual and organizational growth
LO3 Monitor and evaluate workplace learning

Model Curriculum
LO4 Develop team commitment and cooperation

LO5 Facilitate accomplishment of organizational goals
MODULE CONTENTS
LO1: Provide team leadership
1.1 Identifying learning and development needs
1.2 Career planning/development
1.4 Workplace skills assessment
1.5 Self evaluation
1.6 Identifying areas for improvement
1.6 Establishing feedback mechanism
LO2: Foster individual and organizational growth
2.1 Program goals and objectives
2.2 Recognition of prior learning
2.3 Coaching, mentoring and supervising
2.4 Plan and implement learning activities
2.4 identifying resources and timelines
LO3: Monitor & evaluate workplace learning
3.1 Obtaining Feedback
3.2 Methods for identifying and prioritizing personal development & opportunities
3.3 Determining effectiveness of development programs
3.4 Upgrading learning plans
3.5 Establishing filing system
LO4: Develop team commitment & cooperation
4.1 Communication processes
4.2 Methods and techniques for eliciting and interpreting feedback
4.3 Developing mutual concern & camaraderie
LO5: Facilitate accomplishment of organizational goals

5.1 Facilitating active participation of members in team activities
5.2 Instilling accountability
5.3 Sustaining collaborative efforts
LEARNING METHODS:
(TWD)
hearing impairment

Model Curriculum

attention of format
the trainees
necessary) -

ASSESSMENT METHODS:
written having
response speech
as an challenges
option to
give answer
Model Curriculum

- use give answer
an option having
- prepare severe
- Assign - Time
human extension
necessary) having
- Time severe
impairment
- Time
extension
LEARNING METHODS
 Demonstration
 Role playing
MODULE ASSESSMENT
Assessment Method
 written exam
 oral questioning
 Observation
 Role playing
LO1. Provide team leadership

 Learning and development needs are systematically identified and implemented in line with
organizational requirements
 Learning plan to meet individual and group training and developmental needs is collaboratively
developed and implemented
 Individuals are encouraged to self evaluate performance and identify areas for improvement

Model Curriculum
 Feedback on performance of team members is collected from relevant sources and compared with
established team learning process
LO2.Foster individual and organizational growth
 Learning and development program goals and objectives are identified to match the specific
knowledge and skills requirements of competence standards
 Learning delivery methods are appropriate to the learning goals, the learning style of participants
and availability of equipment and resources
 Workplace learning opportunities and coaching/ mentoring assistance are provided to facilitate
individual and team achievement of competencies
 Resources and timelines required for learning activities are identified and approved in accordance
with organizational requirements
LO3. Monitor and evaluate workplace learning
 Feedback from individuals or teams is used to identify and implement improvements in future
learning arrangements
 Outcomes and performance of individuals/teams are assessed and recorded to determine the
effectiveness of development programs and the extent of additional support
 Modifications to learning plans are negotiated to improve the efficiency and effectiveness of
learning
 Records and reports of competence are maintained within organizational requirement
LO4. Develop team commitment and cooperation
 Open communication processes to obtain and share information is used by team
 Decisions are reached by the team in accordance with its agreed roles and responsibilities
 Mutual concern and camaraderie are developed in the team
LO5. Facilitate accomplishment of organizational goals
 Participating a team members in team activities and communication process
 Develop team members responsibility for their activities
 Collaborate efforts sustainability to attain organizational goal
CON BBC3 M11 0111 Leading Small teams

Recommended
Item Description/
No. Specifications
(Item: Trainee)
Model Curriculum
1. TTLM 1:1
2. Textbooks 1:1
3. Reference Books
7 Audio books 1:5

2. Library
3 Wheel chair 1:1
4 Worker 1:1
jaws computer
6 Speech-to-text software
1:1
8 Slant boards 1:25
11 Ear device 1:1

Model Curriculum

Model Curriculum
LEARNING MODULE 12 Logo of

TVET
Provider
TVET-PROGRAMME TITLE: Bar bending & concreting Level III
MODULE TITLE: Leading Workplace Communication


MODULE DESCRIPTION: This module aims to provide the learners with the knowledge, skills and right
attitudes required to exercise effective communication skills among staff and stake holders to support
the delivery of staff and stakeholders services within the construction industry
LEARNING OUTCOMES:
LO1 Communicate information about workplace processes
LO2 Lead workplace discussion
LO3 Identify and communicate issues arising in the workplace
MODULE CONTENTS:
LO1. Communicate information about workplace processes
1.1. Developing personal skills in communication
1.2. Communicating personal information
1.3. Sources of information
1.4. Organizing information
1.5. Preparing Verbal and written communication
1.6. Work place protocols and procedures
1.7. Recognizing individual and cultural differences
1.8. Conducting interpersonal communication
1.9. Resolving conflict and interpersonal differences
1.10.Identify organizational policies, procedures and guidelines
LO2: Lead workplace discussion
2.1. Responding to special needs of staffs and stakeholders
2.2. Communicating effectively
2.3. Understand individual difference
2.4. Solving communication difficulties
2.5. Addressing performance issues
2.6 Interpreting workplace instruction
2.7 Types and uses of communication tools and equipment
2.8 Carrying out instructions

Model Curriculum
LO3: Identify and communicate issues arising in the workplace

3.1. Evaluating service performance
3.2. Providing Customer’s satisfaction
3.3. Resolving issues with enquirers
3.4. Feed backing techniques
LEARNING METHODS:
(TWD)
hearing impairment
attention of format
the trainees
necessary) -

Model Curriculum

ASSESSMENT METHODS:
written having
response speech
as an challenges
option to
give answer
- use give answer
an option having
- prepare severe
- Assign - Time
human extension
necessary) having
- Time severe
impairment
- Time
extension

Model Curriculum
LEARNING METHODS
 Lecture
 Demonstration
 Discussion
 Role playing
ASSESSMENT METHODS:
 Written exam
 Observation
 Role playing
LO1 Communicate information about workplace processes

 Appropriate communication method is selected
 Multiple operations involving several topics areas are communicated
accordingly
 Questions are used to gain extra information
 Correct sources of information are identified
 Information is selected and organized correctly
 Verbal and written reporting is undertaken when required
 Communication skills are maintained in all situations
LO2 Lead workplace discussion

 Response to workplace issues are sought
 Response to workplace issues are provided immediately
 Constructive contributions are made to workplace discussions on such
issues as production, quality and safety
 Goals/objectives and action plan undertaken in the workplace are
communicated.
LO3 Identify and communicate issues arising in the workplace

 Issues and problems are identified as they arise
 Information regarding problems and issues are organized coherently to
ensure clear and effective communication
 Dialogue is initiated with appropriate staff/personnel
 Communication problems and issues are raised as they arise
Model Curriculum
CON BBC3 M12 0111 Leading Workplace communication
Recommended
Item Description/
No. Specifications
(Item: Trainee)
1. TTLM 1:1
2. Textbooks 1:1
3. Reference Books
For teacher’s
5. Power point presentations
use
7 Audio books 1:5
2. Library
3 Wheel chair 1:1
4 Worker 1:1
jaws computer
1:1
8 Slant boards 1:25
11 Ear device 1:1
1.
2.
For teacher’s
1. Computer
use
For teacher’s
2. Printer
use

Model Curriculum
LEARNING MODULE 13 Logo of TVET

Provider
TVET-PROGRAMME TITLE: Bar bending & Concreting Level III
MODULE TITLE: Improving Business Practice


MODULE DESCRIPTION:
This module covers the skills, knowledge and attitudes required in promoting, improving and growing
business operations
LEARNING OUTCOMES
LO1. Diagnose the business
LO2. Benchmark the business
LO3. Develop plans to improve business performance
LO4. Develop marketing and promotional plans
LO5. Develop business growth plans
LO6. Implement and monitor plans
Model Curriculum
MODULE CONTENTS
LO1: Diagnose the business
1.1 Acquiring/determining data required
1.2 Data analysis
1.3 Determining competitive advantage
1.4 Undertaking SWOT analysis
LO2: Benchmark the business
2.1. Benchmarking
2.2 Comparing own practice and benchmarked indicators
2.3. Identifying areas of improvement
LO3: Develop plans to improve business performance
3.1. Listing required improvement
3.2 Determining cost-benefits ratios
3.3. Determining work flow changes
3.4 Ranking proposed improvements
3.5 Developing action plan
3.6 Organizational structures
LO4: Develop marketing and promotional plans
4.1.Developing practice objectives
4.2 Identifying target markets
4.3 Obtaining market research data
4.4 Obtaining competitor analysis
4.5 Developing market position
4.6 Practice brand
4.7 Identifying benefits of practice
4.8 Selecting/developing promotion tools
LO5: Develop business growth plans
5.1. Increasing productivity
5.2. Developing/implementing expansion plans
5.3. Reviewing work practices
LO6: Implement and monitor plans
6.1. Developing implementation plan
6.2 Identifying indicators of success
6.3 Monitoring implementation plan
LEARNING METHODS:
(TWD)
hearing impairment

Model Curriculum

attention of format
the trainees
necessary) -

ASSESSMENT METHODS:
written having
Model Curriculum
response speech
as an challenges
option to
give answer
- use give answer
an option having
- prepare severe
- Assign - Time
human extension
necessary) having
- Time severe
impairment
- Time
extension
LEARNING METHODS:
 Lecture-Discussion
 Group work/role playing
 Individual assignment
MODULE ASSESSMENT:
 Oral questioning
 written test
 Observation
 Role playing
LO1 Diagnose the business
 Data required for diagnosis is determined and acquired
 Competitive advantage of the business is determined from the data
 SWOT analysis of the data is undertaken

Model Curriculum
LO2 Benchmark the business

 Sources of relevant benchmarking data are identified
 Key indicators for benchmarking are selected in consultation with key stakeholders
 Like indicators of own practice are compared with benchmark indicators
 Areas for improvement are identified
LO3 Develop plans to improve business performance
 A consolidated list of required improvements is developed
 Cost-benefit ratios for required improvements are determined
 Work flow changes resulting from proposed improvements are determined
 Proposed improvements are ranked according to agreed criteria
 An action plan to implement the top ranked improvements is developed and agreed
 Organizational structures are checked to ensure they are suitable
LO4 Develop marketing and promotional plans

 The practice vision statement is reviewed
 Practice objectives are developed/reviewed
 Target markets are identified/refined
 Market research data is obtained
 Competitor analysis is obtained
 Market position is developed/reviewed
 Practice brand is developed
 Benefits of practice/practice products/services are identified
 Promotion tools are selected/developed
LO5 Develop business growth plans
 Plans to increase yield per existing client are developed
 Plans to add new clients are developed
 Proposed plans are ranked according to agreed criteria
 An action plan to implement the top ranked plans is developed and agreed
 Practice work practices are reviewed to ensure they support growth plans
LO6 Implement and monitor plans
 Implementation plan is developed in consultation with all relevant stakeholders
 Indicators of success of the plan are agreed
 Implementation is monitored against agreed indicators
 Implementation is adjusted as required

Resource Requirements
CON BBC3 M11 0111 Improving Business practice

Recommended
Item Description/
No. Specifications
(Item: Trainee)
1. TTLM 1:1
2. Textbooks 1:1
3. Reference Books

Model Curriculum
7 Audio books 1:5
1. Lecture Room 15 X 15M 1 1:25
2. Library
3 Wheel chair 1:1
4 Worker 1:1
jaws computer
1:1
8 Slant boards 1:25
11 Ear device 1:1

Model Curriculum
Sample of Module Coding
Module Title: Preparing Technical Drawing
Module Code: CON BBC3 M01 1016
Fourth group of four characters

signify the month and year of
development e.g. October 2016
Third group, the letter M stand for Module

and two numbers signify the numerical
order of the specific Module
Four characters in the second group signify the

acronym of the occupational title and
qualification level written in numerical form e.g.
BAR BENDING AND CONCRETING Level III
First three characters signify the industry/sector

acronym e.g. CONSTRUCTION

Model Curriculum
2.3 OCCUPATIONAL MAP
CONSTRUCTION SECTOR
BUILDING CONSTRUCTION SUB-SECTOR
Level V Construction Management
Level IV On-Site Building Construction Management
Building Electrical Sanitary Bar Bending

Installation Masonry and Carpentry Plastering and Tiling
Level III Installation Painting
Concreting
Building Electrical Sanitary Bar Bending

Level II Masonry Carpentry Finishing Construction
Installation Installation and
Concreting Works
Level I
Installation Construction Works Structural Construction Works Finishing Construction Works

Irrigation and Drainage Water Supply System Water
Water Well
Well Drilling
Drilling
Designing and Construction Structure Construction and
and
Construction
Construction
Level II
I
Model Curriculum
Acknowledgment
The trainers (who developed the curriculum)

s.no Name Proffession Mob.no
1 Birhanu Muluken construction 0913983573
2 Agizew Alemayehu construction 0924442127
3
4
This model curriculum was developed on the July ,2004 at Hawassa.


BB&C Inc L-III - Revised 2016

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Ethiopian TVET-System

Hawassa Poly Technic College

Outcome Based Curriculum

BAR BENDING AND CONCRETING

[Adapted For Inclusive Training]

Version and Year: Version 1 September/2016

The reformed TVET-System is an outcome-based system. It utilizes the needs of the

In the reformed TVET-System, Curricula and Curriculum Development play an important

Version and Year: Version 1 September/2016

1.3 TVET-Program Learning Outcomes

CON BBC3 01 1211 Prepare Technical Drawing

Version and Year: Version 1 September/2016

1.4 Duration of the TVET-Program

1.5 Qualification Level and Certification

1.6 Target Groups

1.7 Entry Requirements

1.8 Mode of Delivery

The co-operative approach will be supported with lecture-discussion, simulation and

Version and Year: Version 1 September/2016

1.9 TVET-Program Structure

Version and Year: Version 1 September/2016

Version and Year: Version 1 September/2016

Version and Year: Version 1 September/2016

Version and Year: Version 1 September/2016

1.10 Institutional Assessment

Techniques or tools for obtaining information about trainees’ achievement include

1.11 TVET Teachers Profile

1.12. Learning Modules

LEARNING MODULE 1 Logo of TVET Provider

LO1 Prepare for work

LO2. Create simple sketches, orthographic drawings and sectional views

Version and Year: Version 1 September/2016

3.2 Elements of specifications

Version and Year: Version 1 September/2016

Individual assignment - prepare - Provide - Provide

Version and Year: Version 1 September/2016

LO3 Develop specifications

Version and Year: Version 1 September/2016

CON BBC3 M01 0111 Preparing Technical Drawing

Version and Year: Version 1 September/2016

LEARNING MODULE Logo of TVET Provider

LO1 Identify nature/ scope of work

LO3. Estimate approximate quantities and cost

arrangement eye contact front line arrangement

Individual assignment - prepare - Provide - Provide

- Use extension the trainees

LO2 Calculate resource requirements

CON BBC3 M02 0111 Preparing bill of quantities

Version and Year: Version 1 September/2016

LEARNING MODULE 3 Logo of TVET Provider

LO4: Check Clean-up activities

Low Vision Deaf Hard – of – Physical

Individual assignment - prepare - Provide - Provide

Version and Year: Version 1 September/2016

CON BBC3 M03 0111 Monitoring Excavation

Version and Year: Version 1 September/2016

LEARNING MODULE 4 Logo of TVET Provider

LEARNING OUT COMES:

At the end of the module the trainee will be able to:

Version and Year: Version 1 September/2016

2.2 Formwork components & fixing/fastener materials selection

LO3: Setting out for concrete work

LO6: Carry out concrete work