It Support Service l1 Model Curriculum

OROMIA TVET BUREAU
Model Curriculum
IT support service level-I
Based on
Occupational Standard (OS)
Oromia T VET Bureau
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 experts/instructors from different

TVET Colleges in Oromia region based on the occupational standard for Information
Technology support service level I. 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
Oromia TVET Bureau – in line with one of its mandates to provide technical support
to the regions.
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IT support service level I Copyright Info/Author: Oromia TVET Bureau Page 2 of 115
Oromia T VET Bureau
Model Curriculum
TVET-Program Design
1.1. TVET-Program Title: IT support service Level I
1.2. TVET-Program Description

The Program is designed to develop the necessary knowledge, skills and attitude of
the trainees to the standard required by the occupation. The contents of this
program are in line with the occupational standard. Trainees who successfully
completed the Program will be qualified to work as an IT support service
technician with competencies elaborated in the respective OS. Graduates of the

program will have the required qualification to work in the Economic infrastructure
sector in the field of IT support service.
The prime objective of this training program is to equip the Trainees with the
identified competences specified in the OS. Graduates are therefore expected to
Connect Hardware Peripherals , Install Software Application, Record Client Support
Requirements, Protect Application or System Software, Maintain Equipment and
Software Inventory and Documentation ,Operate Personal Computer, Apply
Quality Standards,Work with Others, Receive and Respond to Workplace
Communication, Demonstrate Work Values, Develop Understanding of
Entrepreneurship, Apply 3S Procedures 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 –
EIS ITS1 01 0811 Connect Hardware Peripherals
EIS ITS1 02 0811 Install Software Application
EIS ITS1 03 0811 Record Client Support Requirements
EIS ITS1 04 0811 Protect Application or System Software
EIS ITS1 05 0811 Maintain Equipment and Software Inventory and
Documentation
EIS ITS1 06 0811 Operate Personal Computer
EIS ITS1 07 0811 Apply Quality Standards
EIS ITS1 08 0811 Work with Others
EIS ITS1 09 0811 Receive and Respond to Workplace Communication
EIS ITS1 10 0811 Demonstrate Work Values
EIS ITS1 11 0811 Develop Understanding of Entrepreneurship
EIS ITS1 12 0615 Apply 3S
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1.4. Duration of the TVET-Program
The Program will have duration of 430 hours including the on-the-job practice or
cooperative training time at all.
1.5. Qualification Level and Certification
Based on the descriptors elaborated on the Ethiopian National TVET Qualification

Framework (NTQF) the qualification of this specific TVET Program is “Level I”.
The Trainees can exit after successfully completing the Modules in one level and will
be awarded the equivalent institutional certificate on the level completed. The
trainees 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 with or without impairment who meets the entry requirements under
items 1.7 and capable of participating in the training 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 Federal TVET Agency.
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 school-based lecture-discussion,

simulation and actual practice. These modalities will be utilized before the trainees
are exposed to the industry environment.
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1.9 TVET-Program Structure
Duration
Unit of Competence Module Code & Title Learning Outcomes (In Hours)
EIS ITS1 06 0615 Apply 3S EIS ITS1 M01 1217 Apply 3S  Organize Junior Kaizen Promotion Team 25
(KPT)
 Prepare for work
 Sort items
 Set all items in order
 Perform Shine activities
EIS ITS1 09 0811 Receive and EIS ITS1 M02 1217 Receiving and  Develop effective workplace relationship 20
Respond to Responding to  Contribute to work group activities
Workplace Workplace
Communication
Communication
EIS ITS1 01 0811 Connect Hardware Connecting Hardware  Confirm requirements of client 40
Peripherals EIS ITS1 M03 1217 Peripherals  Obtain required peripherals
 Connect hardware peripherals
 Connect workstation to the internet
EIS ITS1 06 0811 Operate Personal EIS ITS1 M04 1217 Operating Personal  Start the computer 110
Computer Computer  Access basic system information
 Navigate and Manipulate desktop
environment
 Organize basic directory/ folder structure
and files
 Organize files for user and/or organization
requirements
 Print information
 Operate application software
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EIS ITS1 02 0811 Install Software EIS ITS1 M05 1217 Installing Software  Determine software and upgrade 40
Application Application requirements
 Obtain software or software upgrade
 Install or upgrade software
EIS ITS1 04 0811 Protecting EIS ITS1 M06 1217 Protecting Application  Ensure user accounts are controlled 40
Application or or System Software  Detect and remove destructive software
System Software  Identify and take action to stop spam
EIS ITS1 05 0811 Maintain Inventories EIS ITS1 M07 1217 Maintaining 30
 Document and update inventory
of Equipment, Inventories of
 Store technical documentation
Software and Equipment, Software
Documentation and Documentation
EIS ITS1 03 0811 Record Client EIS ITS1 M08 1217 Recording Client  Log requests for support 30
Support Support Requirements  Prioritize support requests with appropriate
Requirements personnel
EIS ITS1 07 0811 Apply Quality EIS ITS1 M09 1217 Applying Quality  Assess own work 20
Standards Standards  Assess quality of received articles
 Record information
 Study causes of quality deviations
 Complete documentation
EIS ITS1 08 0811 EIS ITS1 M10 1217 15

Work with Others Working with Others  Develop effective workplace relationship
 Contribute to work group activities
EIS ITS1 10 0811 Demonstrate Work EIS ITS1 M11 1217 Demonstrating Work  Define the purpose of work 25
Values Values  Apply work values/ethics
 Deal with ethical problems
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 Maintain integrity of conduct in the

workplace
EIS ITS1 11 0811 Develop EIS ITS1 M12 1217 Developing  Describe and explain the principles, concept 35
Understanding of Understanding of and scope of entrepreneurship
Entrepreneurship Entrepreneurship  Discuss how to become entrepreneur
 Discuss how to organize an enterprise
 Discuss how to operate an enterprise
 Develop one’s own business plan
*The time duration (Hours) indicated for the module should include all activities in and out of the TVET institution.
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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.
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 program 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 Trainers Profile
The teachers/Trainers conducting this particular TVET Program are C Level and
have satisfactory practical experiences or equivalent qualifications.
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Logo of TVET
LEARNING MODULE 01 Provider
TVET PROGRAM TITLE: IT SUPPORT SERVICE LEVEL I
MODULE TITLE: Applying 3S
MODULE CODE: 1 M01 1217
NOMINAL DURATION: 20 Hours
MODULE DESCRIPTION: This module aims to cover the knowledge, skills and attitudes required by
an employee or worker to apply 3S technique to their own job and work area.
LEARNING OUTCOMES:
At the end of this module the trainees will be able to
LO1 Organize Junior Kaizen Promotion Team (KPT)
LO2 Prepare for work
LO3 Sort items
LO4 Set all items in order
LO5 Perform Shine activities
MODULE CONTENTS:
1.1 Kaizen basics
1.1.1. The meaning of Kaizen and its concept
1.1.2 The origin of Kaizen
1.1.3 The dissemination of Kaizen in Ethiopia
1.1.4 The three pillars of Kaizen
1.1.4.1 Kaizen as a Philosophy
1.1.4.2 Kaizen Systems
1.1.4.3 Kaizen Tools
1.1.5 Kaizen principles
1.1.6 The key characteristics of Kaizen
1.1.6.1 Continuity
1.1.6.2 Participatory approach
1.1.6.3 Accumulation of small Improvement
1.1.6.4 Needs small investment
1.1.7 Kaizen targets or elements
1.1.7.1 Productivity
1.1.7.2 Quality
1.1.7.3 Cost
1.1.7.4 Delivery time
1.1.7.5 Moral
1.1.7.6 Safety
1.1.7.7 Environment
1.1.7.8 Gender equality
1.1.8 Wastes/‘Muda’
1.1.8.1 Definition of Waste/ Muda
1.1.8.2 Muda identified by TOYOTA Company
1.1.8.2.1 Over production
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1.1.8.2.2 Inventory
1.1.8.2.3 Motion
1.1.8.2.4 Transportation
1.1.8.2.5 Waiting
1.1.8.2.6 Over-processing
1.1.8.2.7 Defect making
1.2 5S basics
1.2.1 Definition of 5S
1.2.2 The five pillars of 5S
1.2.1.1 Sort
1.2.1.2 Set in order
1.2.1.3 Shine
1.2.1.4 Standardize
1.2.1.5 Sustain
1.2.3 Benefits of 5S
1.2.4 Three stages of 5S implementation
1.2.4.1 Planning
1.2.4.2 Implementation
1.2.4.3 Sustaining
1.3 Junior Kaizen Promotion Team (KPT)
1.3.3 Basics of KPT
1.3.4 Aims and benefits of KPT
1.3.5 The principles of KPT
1.3.6 The structure and role of the components of KPT
1.3.7 Stages of KPT
1.3.7.1 Junior KPT
1.3.7.2 Middle KPT
1.3.7.3 Higher KPT
1.3.8 Establish Junior KPT
1.3.9 Method of communication in a team
1.3.10 Concept and parts of Kaizen board (Visual Management board)
2.1 Job requirements
2.1.1 Work instructions
2.1.2 Job specification
2.1.3 Working manual
2.2 OHS requirements
2.2.1 Legislation/ regulations/codes
2.2.2 Safety equipment and tools
2.2.3 Safe operating procedures
2.2.4 Emergency procedures
2.3 Material preparation and selection for work
LO3 Sort items
3.1 Definition of the first pillar of 5S
3.2 Benefits of sort activity
3.3 Sort activity
3.4.1 Plan and procedures for sort activity
3.4.2 Record and quantify all items in the work area
3.4.3 Red tag strategy for unnecessary items
3.4.3.1 Overview of red tagging
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3.4.3.2 Red-tag Holding areas

3.4.3.3 Steps/procedures in Red tagging
3.4.4 Types of unnecessary items
3.4.5 Places where unnecessary items accumulate
3.4.6 Reporting methods and formats for sort results
4.1 Definition of the second pillar of 5S
4.2 Benefits of set in order
4.3 Set in order
4.3.1 Plan and procedures for set in order
4.3.2 Set in order strategies
4.3.2.1 Motion Economy strategy
4.3.2.2 Visual control Strategy
4.3.2.2.1 Signboard strategy
4.3.2.2.2 Painting strategy
4.3.2.2.3 Color-code strategy
4.3.2.2.4 Outlining strategy
4.3.2.2.5 Visual Management Board (Kaizen board) Strategy
4.3.3 Reporting methods and formats for set in order results
5.1 Definition of the third pillar of 5S
5.2 Benefits of shine
5.3 Shine activity
5.3.1 Plan and procedures for shine activities
5.4 Inspection
5.4.1 The relationship of shine and inspection
5.4.2 The need for inspection
5.4.3 Inspection steps
5.4.4 Inspection methods
5.5 Reporting methods and formats for shine results
LEARNING STRATEGIES:
 Lecture/ discussion/ Presentation
 Demonstration / Practical exercises
 Group/Individual assignments
 Case studies
 Project work
 Mentoring / Coaching
 Demonstration / Simulations
 Site visits / Educational Trips
 Brainstorming
ASSESSMENT METHODS:
Competence may be assessed through:
 Interview / Written Test
 Observation / Demonstration with Oral Questioning
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LEARNING METHODS:
For None Reasonable Adjustment for Trainees with Disability (TWD)
Impaired Physical
Trainees Low Vision and Blind Deaf Hard of hearing
impairment
 Provide large print text  Assign sign language interpreter  Organize the class room  Organize the
 Prepare the lecture in Audio/video  Arrange the class room seating seating arrangement to be class room
& in Brail format to be conducive for eye to eye accessible to trainees seating
Lecture-  Organize the class room seating contact  Speak loudly arrangement to
discussion arrangement to be accessible to  Make sure the luminosity of the  Ensure the attention of the be accessible
trainees light of class room is kept trainees for wheelchairs
 Write short notes on the  Introduce new and relevant  Present the lecture in video users.
black/white board using large text vocabularies format  Facilitate and
 Make sure the luminosity of the  Use short and clear sentences  Ensure the attention of the support the
light of class room is kept  Give emphasis on visual lecture trainees trainees who
 Use normal tone of voice and ensure the attention of the have severe
 Encourage trainees to record the trainees impairments on
lecture in audio format  Avoid movement during lecture their upper
 Provide Orientation on the physical time limbs to take
feature of the work shop  Present the lecture in video note
 Summarize main points format  Provide
 Summarize main points Orientation on
the physical
feature of the
work shop
 Facilitate the integration of  Use sign language interpreters  Facilitate the integration of  Introduce the
trainees with group members  Facilitate the integration of trainees with group members trainees with
 Conduct close follow up trainees with group members  Conduct close follow up their peers
Group  Introduce the trainees with other  Conduct close follow up  Introduce the trainees with
discussion group member  Introduce the trainees with other other group member
 Brief the thematic issues of the group member  Inform the group members to
work speak loudly
 prepare the assignment questions  Use sign language interpreter  Provide briefing /orientation
Individual in large text/Brail  Provide briefing /orientation on on the assignment
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assignment  Encourage the trainees to prepare the assignment  Provide visual recorded
and submit the assignment in large  Provide visual recorded material material
texts/Brail
 Make available recorded
assignment questions
 Facilitate the trainees to prepare
and submit the assignment in soft
or hard copy
ASSESSMENT METHODS:
Interview  Use sign language interpreter  Speak loudly  Use written response
 Ensure or conform whether the  Using sign as an option for the
proper communication was language trainees having
conducted with the trainee through interpreter if speech challenges
the service of the sign language necessary
interpreter
 Use short and clear questioning
 Time extension
Written  Prepare the exam in large  Prepare the exam using short  Prepare the exam  Use oral response as
test texts/Brail sentences, multiple choices, True using short an option to give
 Use interview as an option if or False, matching and short sentences, multiple answer for trainees
answers choices, True or having severe upper
necessary
 Avoid essay writing False, matching limb impairment
 Prepare the exam in audio format  Time extension and short answers  Time extension for
 Assign human reader if necessary. trainees having
(if necessary) severe upper limb
 Time extension
impairment
ASSESSMENT CRITERIA:
 Basics, principles and stages of KPT are identified.
 Structure of Junior KPT is established in accordance with the organizational procedures.
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 Effective and appropriate contributions are made to complement team activities and objectives based on
individual skills and competencies.
 Contribute to the development of team work plans based on an understanding of KPT’s role and
objectives.
 Effective and appropriate forms of communications are used and interactions are undertaken with KPT
members who contribute to known KPT activities and objectives.
 Kaizen board (Visual Management board) is prepared and used in accordance with workplace situation.
 Work instructions are used to determine job requirements, including method, material and equipment.
 Job specifications are read and interpreted following working manual.
 OHS requirements, including dust and fume collection, breathing apparatus and eye and ear personal
protection needs are observed throughout the work.
 Material for work is selected appropriate to application.
 Safety equipment and tools are identified and checked for safe and effective operation
LO3 Sort items
 Plan for implementing sorting activities is prepared.
 In parallel cleaning activities are performed.
 All items in the work area are identified following procedures.
 Necessary and unnecessary items are listed using the appropriate format.
 Red tag strategy is used for unnecessary items.
 Unnecessary items are evaluated and placed in an appropriate place other than the workplace.
 Necessary items are recorded and quantified using appropriate format.
 Performance results are reported using appropriate formats.
 Necessary items are regularly checked in the work area.
 Plan for implementing set in order activities is prepared.
 In parallel general cleaning activities are performed.
 Location/layout, storage and indication methods for items are decided.
 Necessary tools and equipment for setting in order activities are prepared and used.
 Items are placed in their assigned location.
 After use the items are immediately returned to their assigned location.
 Performance results are reported using appropriate formats.
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 Each item is regularly checked in its assigned location and order.

 Plan for implementing shine activities is prepared.
 Necessary tools and equipment for shinning activities are prepared and used.
 Shine activity is implemented according to the prepared procedure.
 Reporting performance results using appropriate formats.
Annex: Resource Requirements
EIS ITS1 M01 1217 Apply 3S
Recommended
Item
Category/Item Description/ Specifications Quantity Ratio
No.
(Item: Trainee)
A. Learning Materials
Teachers Made
 Teacher’s Guide 5 copies for
1. TTLM 1:15
 Learning Guide each
 Assessment Packet
2. Reference Book 5S for operators (1995) 5 1:5
3. Journals/publications/magazines Recent 5 1:5
B. Learning Facilities and Infrastructure
1. Class room 1 1:25
2. Workshop 1 1:25
Visual training media (LCD,
Each class
3. laptops, blackboard, whiteboard, 1:25
room 1
flip chart)
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C. Consumable Materials
1. Paper A4 and A3
2. Paint
3 Sticker
4 Broom
5 Pencil
6 Sponge
Tools and Equipment
D.
1.1. Safety equipment’s and tools
1.2. (dust masks/ goggles, glove,
1.
working cloth, first aid, safety
shoes etc)
Materials for 3S activity
(hook, signboard, nails, shelves,
2.
chip wood, shadow board/ tools
board, measuring tape, ruler etc)
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Logo of TVET
LEARNING MODULE 2
Provider
TVET-PROGRAMME TITLE: IT SUPPORT SERVICE LEVEL I
MODULE TITLE:- Receiving and Responding to Workplace Communication
MODULE CODE: EIS ITS1 M02 1217
NOMINAL DURATION:20 Hours
MODULE DESCRIPTION: This module covers the knowledge, skills and attitudes
required to receive, respond and act on verbal and written communication.
LEARNING OUTCOMES
At the end of the module the trainees will be able to:
Lo1.Follow routine spoken messages
Lo2.Perform workplace duties following written notices
MODULE CONTENTS:
1.1. Gathering information
1.2. Recording information/instruction
1.3. Acting upon instruction immediately
1.4. Seeking Clarification of information in workplace
LO2. Perform workplace duties following written notices
2.1 Organizational guidelines

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2.1.1. Information documentation procedures

2.1.2. Company policies and procedures
2.1.3. Organization manuals
2.1.4. Service manual
2.2 Reading and interpreting notices and instructions
2.3 following routine instruction

2.4 giving feedback
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Learning Methods:
For None Reasonable Adjustment For Trainees With Disability (Twd)
Impaired
Trainees Low Vision And Blind Deaf Hard Of Hearing Physical Impairment
 Provide Large Print Text  Assign Sign Language  Organize The Class Room  Organize The
 Prepare The Lecture In Interpreter Seating Arrangement To Be Class Room
Audio/Video & In Brail Format  Arrange The Class Room Accessible To Trainees Seating
Lecture-  Organize The Class Room Seating To Be Conducive For  Speak Loudly Arrangement To
Discussion Seating Arrangement To Be Eye To Eye Contact  Ensure The Attention Of The Be Accessible For
Accessible To Trainees  Make Sure The Luminosity Of Trainees Wheelchairs
 Write Short Notes On The The Light Of Class Room Is  Present The Lecture In Video Users.
Black/White Board Using Large Kept Format  Facilitate And
Text  Introduce New And Relevant  Ensure The Attention Of The Support The
 Make Sure The Luminosity Of Vocabularies Trainees Trainees Who
The Light Of Class Room Is Kept  Use Short And Clear Sentences Have Severe
 Use Normal Tone Of Voice  Give Emphasis On Visual Impairments On
 Encourage Trainees To Record Lecture And Ensure The Their Upper Limbs
The Lecture In Audio Format Attention Of The Trainees To Take Note
 Provide Orientation On The  Avoid Movement During Lecture  Provide
Physical Feature Of The Work Time Orientation On
Shop  Present The Lecture In Video The Physical
 Summarize Main Points Format Feature Of The
 Summarize Main Points Work Shop
 Facilitate The Integration Of  Use Sign Language Interpreters  Facilitate The Integration Of  Introduce The
Trainees With Group Members  Facilitate The Integration Of Trainees With Group Trainees With
 Conduct Close Follow Up Trainees With Group Members Members Their Peers
Group  Introduce The Trainees With  Conduct Close Follow Up  Conduct Close Follow Up
Discussion Other Group Member  Introduce The Trainees With  Introduce The Trainees With
 Brief The Thematic Issues Of The Other Group Member Other Group Member
Work  Inform The Group Members To
Speak Loudly
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 Prepare The Assignment  Use Sign Language Interpreter  Provide Briefing /Orientation
Individual Questions In Large Text/Brail  Provide Briefing /Orientation On On The Assignment
Assignme  Encourage The Trainees To The Assignment  Provide Visual Recorded
nt Prepare And Submit The  Provide Visual Recorded Material Material
Assignment In Large Texts/Brail
 Make Available Recorded
Assignment Questions
 Facilitate The Trainees To
Prepare And Submit The
Assignment In Soft Or Hard Copy
Assessment Methods:
Interview  Use Sign Language Interpreter  Speak Loudly  Use Written Response As
 Ensure Or Conform Whether The  Using Sign An Option For The
Proper Communication Was Language Trainees Having Speech
Conducted With The Trainee Through Interpreter If Challenges
The Service Of The Sign Language Necessary
Interpreter
 Use Short And Clear Questioning
 Time Extension
Written  Prepare The Exam In Large  Prepare The Exam Using Short  Prepare The  Use Oral Response As An
Test Texts/Brail Sentences, Multiple Choices, True Or Exam Using Option To Give Answer For
 Use Interview As An Option If False, Matching And Short Answers Short Sentences, Trainees Having Severe
Necessary  Avoid Essay Writing Multiple Choices, Upper Limb Impairment
 Prepare The Exam In Audio  Time Extension True Or False,  Time Extension For
Format Matching And Trainees Having Severe
 Assign Human Reader Short Answers If Upper Limb Impairment
(If Necessary) Necessary.
 Time Extension
Assessment criteria
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 Required information is gathered by listening attentively and correctly interpreting or
understanding information/ instructions
 Instructions/information are properly recorded
 Instructions are acted upon immediately in accordance with information received
 Clarification is sought from workplace supervisor on all occasions when any
instruction/information is not clear
Lo2.Perform workplace duties following written notices
 Written notices and instructions are read and interpreted correctly in accordance with
organizational guidelines
 Routine written instruction are followed in sequence
 Feedback is given to workplace supervisor based on the instructions/information
received
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EIS ITS1 M02 1217 Receiving and Responding to Workplace Communication
Recommende
Description/ d Ratio
Item No. Category/Item Quantity
Specifications (Item:
Trainee)
Teachers Made
 Teacher’s Guide
1. TTLM 5 copies for each 1:5
 Learning Guide
Any Relevant Books
2. Textbooks 25 1:1
If available
3. Reference Books  Success in 5 1:5
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communication
(Stuart Sillars)
 A guide to
customer user
support help desk
and support
specialist 5th
edition (Fred
Beisse)
Learning Facilities &
B.
Infrastructure
1. Lecture Room - Standard 1:25
2. Library -Standard
3. Shelves Wooden or Metal
3. White board 1.5 * 1.5
4. Braille equipment Standard
5. White board marker Any
- Whiteboard marker,
printing paper, printer
1. Stationery
ink
4 GB,8GB or 16GB(any of
2 Flash Disk one)
D Tools and Equipment
1 Laptop Any 1
2 UPS Any 1
3 Divider Any 1
4 Multimedia Projector LCD 1
5 Printer Any 1
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LEARNING MODULE 3 Logo of TVET

Provider
MODULE TITLE:- Connecting Hardware Peripherals
NOMINAL DURATION:40 Hours
MODULE DESCRIPTION: This Module defines the competence required to connect hardware
peripherals according to instructions and a workstation or networked computer to the internet.
LEARNING OUTCOMES
Lo1. Confirm requirements of client
Lo2. Obtain required peripherals
Lo3. Connect hardware peripherals
Lo4. Connect workstation to the internet
MODULE CONTENTS:
Lo1. Confirm Requirements Of Client
1.1. Organizational Standards
1.1.1 personal use of emails and internet access, content of emails, downloading
information and accessing particular websites, opening mail with attachments, virus risk
(MS windows OS and Mac OS only), dispute resolution, document procedures and
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templates, communication methods and financial control mechanisms

1.2. Identifying And Confirming Client Peripherals
1.3. Documenting And Reporting Client Requirements And Peripheral
1.4. Verifying Client Requirements
1.5. Taking Action To Ensure Client Support Expectations
1.5.1. Vendor Warranty
1.5.2. Support Services
Lo2. Obtain Required Peripherals
2.1. Obtaining Peripherals
2.2. Entering Peripherals Into Equipment Inventory
2.3. Delivering Components And Validating The Contents That Match The Packing List
2.4. Storing Peripherals
Lo3. Connect Hardware Peripherals

3.1. Verifying Timeframe For Installation
3.2. Environmental Consideration And OHS Standard
3.2.1. correct posture, lighting, type of desk
3.3. Removing And Replacing Old Peripheral
3.4. Connecting New Peripherals
3.4.1. Considering Minimum Disruption To Clients
3.4.2. Considering Operating System Procedures
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3.5. Configuring Computer To Accept The New Peripherals

3.6. Testing And Confirming Hardware Peripherals
Lo4. Connect Workstation To The Internet
4.1. Connecting Workstations To The Internet And Confirming Its Functionality
4.1.1. personal computers, networked computers, laptops
4.2. Launching Internet Browser Software To Access The Internet
LEARNING METHODS:
Impaired
Trainees Low Vision and Blind Deaf Hard of hearing Physical impairment
Lecture-  Provide large print text  Assign sign language interpreter  Organize the class  Organize the class
discussion  Prepare the lecture in Audio/video  Arrange the class room seating room seating room seating
& in Brail format to be conducive for eye to eye arrangement to be arrangement to be
 Organize the class room seating contact accessible to trainees accessible for
arrangement to be accessible to  Make sure the luminosity of the  Speak loudly wheelchairs users.
trainees light of class room is kept  Ensure the attention  Facilitate and support
 Write short notes on the black/white  Introduce new and relevant of the trainees the trainees who have
board using large text vocabularies  Present the lecture in severe impairments on
 Make sure the luminosity of the  Use short and clear sentences video format their upper limbs to
light of class room is kept  Give emphasis on visual lecture  Ensure the attention take note
 Use normal tone of voice and ensure the attention of the of the trainees  Provide Orientation on
 Encourage trainees to record the trainees the physical feature of
lecture in audio format  Avoid movement during lecture the work shop
 Provide Orientation on the physical time
feature of the work shop  Present the lecture in video
 Summarize main points format
 Summarize main points
Demonstra  Conduct close follow up  Facilitate and support
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tion  Use verbal description  use Sign language interpreter  Illustrate in clear & the trainees having
 Provide special attention in the  Use video recorded material short method severe upper limbs
process of guidance  Ensure attention of the trainees  Use Video recorded impairment to operate
 facilitate the support of peer trainees  Provide structured training material equipment’s / machines
 Prepare & use simulation  Show clear and short method  Ensure the attention  Assign peer trainees to
 Use gesture of the trainees assist
 provide tutorial support  provide tutorial  Conduct close follow up
(if necessary) support  provide tutorial
(if necessary) support(if necessary)
 Facilitate the integration of trainees  Use sign language interpreters  Facilitate the  Introduce the trainees
Group with group members  Facilitate the integration of integration of with their peers
discussion  Conduct close follow up trainees with group members trainees with group
 Introduce the trainees with other  Conduct close follow up members
group member  Introduce the trainees with other  Conduct close follow
 Brief the thematic issues of the work group member up
 Introduce the
trainees with other
group member
 Inform the group
members to speak
loudly
Exercise  Conduct close follow up and  Conduct close follow up and  Conduct close follow  Assign peer trainees
guidance guidance up and guidance  Use additional nominal
 Provide tutorial support if necessary  Provide tutorial support if  Provide tutorial hours if necessary
 provide special attention in the necessary support if necessary
process  provide special attention in the  provide special
process/practical training attention in the
 Introduce new and relevant process/ practical
vocabularies training
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 prepare the assignment questions in  Use sign language interpreter  Provide briefing
Individual large text/Brail  Provide briefing /orientation on /orientation on the
assignmen  Encourage the trainees to prepare the assignment assignment
t and submit the assignment in large  Provide visual recorded material  Provide visual
texts/Brail recorded material
 Facilitate the trainees to prepare and
submit the assignment in soft or hard
copy
ASSESSMENT METHODS:
conducted with the trainee through interpreter if speech challenges
the service of the sign language necessary
interpreter
 Use short and clear questioning
 Time extension
test texts/Brail sentences, multiple choices, True using short an option to give
 Use interview as an option if or False, matching and short sentences, multiple answer for trainees
necessary answers choices, True or having severe upper
 Prepare the exam in audio format  Avoid essay writing False, matching limb impairment
 Assign human reader  Time extension and short answers  Time extension for
(if necessary) if necessary. trainees having
 Time extension severe upper limb
impairment
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Demonstrat  Brief the instruction or provide  Use sign language interpreter  Provide activity  Provide activity based
ion/ them in large text/Brail  Brief on the instruction of the exam based assessment assessment
Observatio  Time extension  Provide activity-based/ practical  Brief on the  Conduct close follow
n assessment method instruction of the up
 Time extension exam  Time extension
 Use loud voice
 Time extension
Assessment criteria
Lo1. Confirm requirements of client
 Client peripherals are identified requirements and confirmed in accordance with
organizational standards
 Client requirements and peripherals needed are documented in line with
organizational standards and findings are reported to the appropriate person
 Client requirements are verified with appropriate person in line with organizational
standards and reporting procedures
 Action must be taken to ensure client support expectations are covered by vendor
warranty and support services
Lo2. Obtain required peripherals
 Peripherals are obtained under instruction from appropriate person
 Peripherals are entered into equipment inventory according to organizational
standards
 Validate that contents of delivered components and physical contents match the
packing list and resolve discrepancies, if necessary
 Peripherals are stored according to vendor/manual guidelines
Lo3. Connect hardware peripherals
 Timeframe for installation schedule is verified with the client in accordance with the
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organization requirements
 Old peripherals are removed and/or replaced with minimum disruption to clients taking
into account environmental considerations and OHS standards
 New peripherals are connected with minimum disruption to clients and taking into
account the operating system procedures
 The computer is configured to accept the new peripherals
 Hardware peripherals are tested and confirm client satisfaction, particular attention
must be paid to possible impact on other systems and adjustments are made as
required
Lo4. Connect workstation to the internet
 Workstations are connected to the internet through the existing internet connection
and functionality confirmed
 Internet browser software is launched to enable access to the internet and
functionality confirmed
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EIS ITS1 M03 1217 Connecting hardware peripheral
Recommended
Item Description/
Category/Item Quantity Ratio
No. Specifications (Item: Trainee)
Teachers Made
1. TTLM 1:5
Any Relevant Books
2. Textbooks 25 1:1
If available
3. Reference Books The Winn L. Rosch 5 1:5
Hardware Bible (6th
Edition)
Winn L Rosch
The A+ Certification
& PC Repair
Handbook
(Networking Series)
Christopher A.
Crayton Joel Z.
Rosenthal Kevin J.
Irwin
Maintenance
Planning and
Scheduling
Handbook, 2nd
Edition (McGraw-
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Hill Handbooks)
Richard Palmer
Hardware
4. Manuals and procedures 1:1
connectivity manual
5 Internet and virtual library 25 1:1
B.
Infrastructure
- 8x12m; equipped
1 Workshop 1 1:25
with IT
2. Library - Multipurpose
3. Shelves - wooden or metal 5
4 White Board 1.50 X 1.50 1
5 Cabinet - metal 1
High speed Internet
Connection
6 Internet and Virtual library 1 1:25
Recommended
E-VDO, Broad Band
1 Blank CD - CD-R/RW 5 1:5
- Whiteboard
2 Stationery marker, printing
paper, printer ink
San disk or similar
3 Flash disk 5 1:5
4GB or any
Terminals, converters,
splitters
4 Connectors 13 1:2
e.g SATA to IDE,
USB splitter
D. Tools and Equipments
1 Samples  Hardware 5 1:5
installation
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procedure
publications
 At least 80 GB,
3.4Ghz, P IV
2 Computer 25 1:1
 With
Expandability
3 UPS  750 Volt Ampere 2
 American socket
4 Divider 14
supporter
5 Multimedia projector - LCD 1 1:25
6 Printer Laser Jet 1
7 Network Tool Kit Full set 5 1:5
8 Maintenance Tool Kit Full set 12 1:2
9 Desk jet Printer Color 1 1:25
10 Video Camera Digital 1 1:25
11 Web Camera Desk top fixable 5 1:5
Video card, Modem
12 Expansion Cards Card, Network 5 1:5
Card, TV Card
Internal HDD of any
capacity 5
13 Hard Disk 1:5
SATA 5
IDE
Image and Text
14 Scanner 1 1:25
support
15 RAM Different types 13 1:2
16 Network Switch 24 port 2 1:13
17 Network Hub 12 port 5 1:5
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Logo of TVET
LEARNING MODULE 4
Provider
MODULE TITLE:- Operating Personal Computer
MODULE DESCRIPTION: This module defines the competence required to
operate a personal computer, including starting the PC, logging in, using and
understanding desktop icons and their links to underlying programs, navigating a
directory structure, saving work, printing, closing down the PC and word
processing.
LEARNING OUTCOMES
Lo1. Start the computer
Lo2. Access basic system information
Lo3. Navigate and Manipulate desktop environment
Lo4. Organize basic directory/ folder structure and files
Lo5. Organize files for user and/or organization requirements
Lo6. Print information
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Lo7. Operate application software
MODULE CONTENTS:
1.1 Checking Peripheral device connections
1.1.1 mouse, keyboard, visual display unit, monitor and printer
1.2 OHS standards

1.2.1. correct posture, lighting, type of desk, type of monitor, style of chair,
typing position, repetitive strain injury prevention, ventilation, light position, correct
lifting method, and length of time in front of computer may also include physical
safety considerations such as general electrical safety and cabling, power supply
and leads as they apply to computer and peripheral installations
1.3 Checking Input voltage

1.4 Switching on Power at both the power point and computer
1.4.1. laptops, workstations, servers or other devices
2.1. Inserting username and password on introductory screen
2.1 Navigating operating system to access system information
2.1.1.Linux 7.0 or above, Windows 2000 or above, Apple OS X or above
2.2 Using On-line help functions
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2.2.1. Instruction manual or a portion of the manual, integrated into the
program.
3.1 creating and customizing Desktop icons
3.2 selecting, opening and closing desktop icons to access application
programs
3.2.1. database programs, word processors, email programs, internet
browsers, system browsers and spreadsheets

3.3 Manipulating Application windows to return original conditions
4.1 creating and naming Directories and subdirectories
4.2 identifying Attributes of directories
4.2.1. Indicates several properties of the directory, for example, they

indicate whether the directory is read-only, whether it needs to be backed up,
and whether it is visible or hidden
4.3 moving Subdirectories between directories
4.4 renaming Directories

4.5 Accessing Directories and subdirectories via different paths
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5.1. using System browser to search derives
5.1.1. May include but is not limited to Windows explorer
5.2. Accessing Most common types of files in the directories
5.3. selecting, opening and renaming Groups of files
5.4. moving Files between directories
5.6. coping Files to disks
5.6.1. floppy disks, CDs, CD-RW (compact disks-read write), DVD RW,
zip disks, flash drives, solid state hard drives
5.7. restoring Deleted files

5.8. erasing and formatting Disks
6.1. Adding Printers and ensuring correct printer setting
6.1.1. layout, paper size, paper tray, cartridge type, number of copies,
orientation
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6.2. changing Default printer

6.3. printing Information
7.1. Creating Documents and customizing basic settings
7.2 formatting document and creating tables
7.3 Adding Images and using mail merge
7.4 selecting basic print settings and printing documents
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LEARNING METHODS:
Impaired
Lecture-  Provide large print text  Assign sign language  Organize the class  Organize the class room
discussion  Prepare the lecture in interpreter room seating seating arrangement to
Audio/video & in Brail  Arrange the class room arrangement to be be accessible for
format seating to be conducive for accessible to trainees wheelchairs users.
 Organize the class room eye to eye contact  Speak loudly  Facilitate and support
seating arrangement to be  Make sure the luminosity of  Ensure the attention the trainees who have
accessible to trainees the light of class room is kept of the trainees severe impairments on
 Write short notes on the  Introduce new and relevant  Present the lecture in their upper limbs to
black/white board using vocabularies video format take note
large text  Use short and clear sentences  Ensure the attention  Provide Orientation on
 Make sure the luminosity  Give emphasis on visual of the trainees the physical feature of
of the light of class room is lecture and ensure the the work shop
kept attention of the trainees
 Use normal tone of voice  Avoid movement during
 Encourage trainees to lecture time
record the lecture in audio  Present the lecture in video
format format
 Provide Orientation on the  Summarize main points
physical feature of the
work shop
Demonstrat  use Sign language interpreter  Illustrate in clear &  Facilitate and support the
ion  Conduct close follow up  Use video recorded material short method trainees having severe
 Use verbal description  Ensure attention of the  Use Video recorded upper limbs impairment
 Provide special attention in trainees material to operate equipments/
the process of guidance  Provide structured training  Ensure the attention machines
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 facilitate the support of  Show clear and short method of the trainees  Assign peer trainees to
peer trainees  Use gesture  provide tutorial assist
 Prepare & use simulation  provide tutorial support support  Conduct close follow up
(if necessary) (if necessary)  provide tutorial support
(if necessary)
 Facilitate the integration of  Use sign language interpreters  Facilitate the  Introduce the trainees
Group trainees with group  Facilitate the integration of integration of trainees with their peers
discussion members trainees with group members with group members
 Conduct close follow up  Conduct close follow up  Conduct close follow
 Introduce the trainees with  Introduce the trainees with up
other group member other group member  Introduce the trainees
 Brief the thematic issues of with other group
the work member
members to speak
loudly
Exercise  Conduct close follow up  Conduct close follow up and  Conduct close follow  Assign peer trainees
and guidance guidance up and guidance  Use additional nominal
 Provide tutorial support if  Provide tutorial support if  Provide tutorial hours if necessary
necessary necessary support if necessary
 provide special attention  provide special attention in  provide special
in the process the process/practical training attention in the
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 prepare the assignment  Use sign language interpreter  Provide briefing

Individual questions in large  Provide briefing /orientation /orientation on the
assignment text/Brail on the assignment assignment
 Encourage the trainees to  Provide visual recorded  Provide visual
prepare and submit the material recorded material
assignment in large
texts/Brail
 Facilitate the trainees to
prepare and submit the
assignment in soft or hard
copy
ASSESSMENT METHODS:
conducted with the trainee interpreter if speech challenges
through the service of the sign necessary
language interpreter
 Use short and clear
questioning
 Time extension
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test texts/Brail sentences, multiple choices, using short an option to give
 Use interview as an option if True or False, matching and sentences, answer for trainees
short answers multiple choices, having severe upper
necessary
 Avoid essay writing True or False, limb impairment
 Prepare the exam in audio  Time extension matching and  Time extension for
format short answers if trainees having
 Assign human reader necessary. severe upper limb
(if necessary) impairment
 Time extension
Demonstrati  Brief the instruction or provide  Use sign language interpreter  Provide activity  Provide activity based
on/ them in large text/Brail  Brief on the instruction of the based assessment
Observation  Time extension exam assessment  Conduct close follow
 Provide activity-based/  Brief on the up
practical assessment method instruction of the  Time extension
 Time extension exam
 Use loud voice
 Time extension
Assessment criteria
 Peripheral device connections for correct position are checked
 Input voltage for the device based on the OHS standards are checked
 Power at both the power point and computer are switched on
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 User name and password are inserted as prompted and noted access, privacy,
security and related conditions of use displayed on introductory screens
 Operating system are navigated to access system information to identify system

configuration and application versions in operation
 On-line help functions are used as required
 Desktop icons are created and customized
 Desktop icons are selected, opened and closed to access application programs
 Application windows are manipulated and desktop returned to original conditions
 Directories and subdirectories are created and named
 Attributes of directories are identified
 Subdirectories between directories are moved
 Directories as required are renamed

 Directories and subdirectories are accessed via different paths
 System browser are used to search drives for specific files
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 Most commonly used types of files in the directories are accessed
 Groups of files are selected, opened and renamed as required
 Files between directories are moved
 Files to disks are copied
 Deleted files are restored as necessary

 Disks are erased and formatted as necessary
 Printers are added if required and ensured to have correct printer settings
 Default printer are changed if appropriate

 Information is printed from an installed printer
 Documents and customize basic settings are created to meet page layout
conventions
 Document and create tables are formatted
 Images and use mail merge are added

 Basic print settings and print documents are selected
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EIS ITS1 M04 1217 Operating Personal Computer
Item No. Category/Item Description/ Quantity Recommended
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Ratio
Specifications (Item: Trainee)
Teachers Made
1. TTLM 1:5
Any Relevant Books
2. Textbooks 25 1:1
If available
 micro soft
Office step by
step guide
3. Reference Books  Fundamentals 1:10
of Computing
 Introduction to
computer
Journals/Publication/ - ICT
4. 1:25
Magazines journals(Monthly)
B.
Infrastructure
- 8x12m; equipped with
1 Lecture Room IT equipment and 1:25
internet
4. Locker - wooden or metal 2
5. Cabinet - metal 1
- CD-R/RW
1. Blank Disk 5 1:4
- DVD/CDRW
2. Stationery - Whiteboard marker,
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printing paper, printer

ink
D. Tools and equipment
1 Samples  Inventory Record
-window 7,8, 10
Operating systems - -
2 - Ubuntu
 EV-DO
3 ISP Service
 Broadband
4 UPS  750 Volt Am per 25
 American socket
5 Divider 13
supporter
- w/15 inch flat monitor
Desktop Computer including and 120 GB Hard disk;
6 25 1:1
its peripherals RAM size 1GB; 3Gz or
above
7 Multimedia projector - LCD 1 Per section
- Capability of A3
printing
8 Printer 1 1:25
- color printing
capability
9 Network toolkit - set/case 5 1:5
10 Maintenance toolkit - set/case 5 1:5
11 Scanner - HP 2055 2 1:13
12 Web cam -8piexel and above 2 1:13
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Provider
TVET-PROGRAMME TITLE: IT Support Service Level I
MODULE TITLE:- Installing Software Application
NOMINAL DURATION:40Hours
MODULE DESCRIPTION: This module defines the competence required to install or

upgrade basic software applications using a commercial applications program.
LEARNING OUTCOMES
Lo1. Determine software and upgrade requirements
Lo2. Obtain software or software upgrade
LO3. Install or upgrade software
MODULE CONTENTS:
1.1. Documenting and reporting Client requirements
1.1.1. internal departments, external organizations, individual people and

internal employees
1.2. Acting on instruction to meet clients requirement
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2.1. Investigating and selecting Application program
2.1.1. database programs, word processors, email programs, internet

browsers ,system browsers and spreadsheets
2.2. Obtaining Application program using prescribed instruction
2.3. Determining Licensing requirements and record
2.3.1. type of license, cost of license, support provided, and number

of licenses required
2.4. Ensuring minimum hardware and operating system requirement
2.4.1. laptops, workstations and servers
2.4.2. workstations, personal computers
2.4.3. modem other connectivity device, including dsl modems
2.4.4. networks
2.4.5. remote sites
2.4.6. servers
2.4.7. Linux 7.0 or above, Windows 2000 or above, Apple OS X or
above.
Lo3. Install or upgrade software
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3.1. Installing or upgrading software
3.1.1. commercial software applications; organization-specific

software
3.2. Completing Installation process with minimal disruption
3.3. Carrying out Testing and acceptance
3.1.1. May be in relation to installation time, effect on normal business,
problems and data entry.
3.4. paying attention to possible impact on other systems
3.4.1. guidelines, corporate purchasing, licensing arrangements and

budget
3.5. Ensuring client requirements in line with the organizational standard
3.6. Referring Outstanding client issues
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LEARNING METHODS:
Impaired
 Provide large print text  Assign sign language  Organize the  Organize the class
 Prepare the lecture in interpreter class room room seating
Audio/video & in Brail  Arrange the class room seating arrangement to be
Lecture- format seating to be conducive for arrangement to accessible for
discussion  Organize the class room eye to eye contact be accessible to wheelchairs users.
seating arrangement to be  Make sure the luminosity of trainees  Facilitate and
accessible to trainees the light of class room is kept  Speak loudly support the trainees
 Write short notes on the  Introduce new and relevant  Ensure the who have severe
black/white board using large vocabularies attention of the impairments on
text  Use short and clear sentences trainees their upper limbs
 Make sure the luminosity of  Give emphasis on visual  Present the to take note
the light of class room is kept lecture and ensure the lecture in video  Provide Orientation
 Use normal tone of voice attention of the trainees format on the physical
 Encourage trainees to record  Avoid movement during  Ensure the feature of the work
the lecture in audio format lecture time attention of the shop
 Provide Orientation on the  Present the lecture in video trainees
physical feature of the work format
shop  Summarize main points
 Facilitate the integration of  Use sign language  Facilitate the  Introduce the
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trainees with group members interpreters integration of trainees with their

 Conduct close follow up  Facilitate the integration of trainees with peers
Group  Introduce the trainees with trainees with group members group members
discussion other group member  Conduct close follow up  Conduct close
 Brief the thematic issues of  Introduce the trainees with follow up
the work other group member  Introduce the
trainees with
other group
member
members to
speak loudly
 prepare the assignment  Use sign language interpreter  Provide

Individual questions in large text/Brail  Provide briefing /orientation briefing
assignment  Encourage the trainees to on the assignment /orientation on
prepare and submit the  Provide visual recorded the assignment
assignment in large material  Provide visual
texts/Brail recorded
 Make available recorded material
copy
ASSESSMENT METHODS:
Interview  Use sign language interpreter  Speak loudly  Use written
 Ensure or conform whether the  Using sign response as an
proper communication was language option for the
conducted with the trainee interpreter if trainees having
through the service of the sign necessary speech
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language interpreter challenges

questioning
 Time extension
Written  Prepare the exam in large  Prepare the exam using short  Prepare the exam  Use oral response
test texts/Brail sentences, multiple choices, using short as an option to
 Use interview as an option if True or False, matching and sentences, give answer for
short answers multiple choices, trainees having
necessary
 Avoid essay writing True or False, severe upper limb
 Prepare the exam in audio  Time extension matching and impairment
format short answers if  Time extension
 Assign human reader necessary. for trainees
(if necessary) having severe
 Time extension upper limb
impairment
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Assessment criteria
 Client requirements are documented and reported to appropriate person in

accordance with the workplace standard
 Act on instructions to meet client requirements in line with organizational
requirements
 Application program that best conforms to requirements and organizational policies

are investigated and selected
 Application program under instruction is obtained from appropriate person
 Licensing requirements and record are determined in line with organizational

guidelines
 Target computer is ensured to conform with the minimum hardware and operating
system requirements of the application program
Lo3. Install or upgrade software
 New or upgraded software are installed in accordance with appropriate person or

organizational instructions
 Installation process is completed efficiently and effectively with minimal disruption
 Testing and acceptance are carried out in line with corporate guidelines, paying
particular attention to possible impact on other systems
 Ensure client requirements are satisfied in accordance with the organizational

standard
 Outstanding client issues are referred to appropriate person as necessary
Version: 20117
Oromia T VET Bureau
Model Curriculum

EIS ITS1 M05 1217 Installing Software Application
Recommen
ded
Item
No.
(Item:
Trainee)
Teachers Made
1. TTLM 1:5
Any Relevant Books
2 Reference Books 25 1:5
If available
B.
Infrastructure
1 Workshop networked computer, 1:25
reference materials
3. Internet Dialup / broadband
4 Shelves - wooden or metal 5
6 Cabinet - metal 1
Consumable
C.
Materials
1 Blank Disk - CD-R/RW 5 1:5
2 Stationery
printing paper, printer ink
San disk or similar 1
3 Flash disk 5
or 2GB
4
Tools and
D.
Equipments
Business Requirement
1 Samples 5 1:5
Core i5, Ram=4GB,
2 Laptop 5 1:5
hard disk= 500GB
3 Server 160 GB, 3.4Ghr, P IV 1
Screw(set), wrist pad, anti
Basic computer maintenance
4 electro static mat, anti 10 1:3
Tool kit
electro static bag
antivirus software ,
operating system
(Linux 7.0 or above,
5 Software Windows 2000 or 25
above, Apple OS X or
above ),recovery
software
6 Modem dsl modems, 3
Version: 20117
Oromia T VET Bureau
Model Curriculum
7 UPS  750 Volt Amper 1

 American socket
8 Divider 2
supporter
10 Printer Any 1

Provider
MODULE TITLE:- Protecting Application or System Software
MODULE DESCRIPTION: This module defines the competence required to keep

application or system software working effectively. It includes detecting and
removing destructive software
LEARNING OUTCOMES
At the end of the module the learner will be able to:
Lo1. Ensure user accounts are controlled
Lo2. Detect and remove destructive software
LO3. Identify and take action to stop spam
MODULE CONTENTS:
1.1. Modifying default user settings to conform security policy
1.2. Modifying Previously created user settings to update security policy
1.3. Displaying and Ensuring legal notices at logon
1.4. Checking strength of passwords using appropriate utilities
1.5. Monitoring Emails to uncover breaches
1.6. Accessing information service
1.6.1. identifying security gaps
1.6.2. taking appropriate action using hardware and software or
patches
1.3. defining and identifying Common types of destructive software
1.4. selecting and installing Virus protection compatible with the
Version: 20117
Oromia T VET Bureau
Model Curriculum
operating system
1.5. describing Advanced systems of protection
1.6. installing Software updates on a regular basis
1.7. configuring Software security settings
1.8. running and/or scheduling Virus protection software on a regular

basis
1.9. reporting Detected destructive software
1.10. removing destructive software
Lo3. Identify and take action to stop spam
3.1 defining and identifying Common types of spam
3.2 Taking Appropriate action to protect unauthorized access
3.3 configuring and using Spam filters
3.4 reporting and documenting Spams to identify the security threats
LEARNING METHODS:
Impaired
Trainees Low Vision and Blind Deaf Hard of h
 Provide large print text  Assign sign language  Organize
 Prepare the lecture in interpreter class roo
Audio/video & in Brail  Arrange the class room seating
Lecture- format seating to be conducive for arrangem
discussion  Organize the class room eye to eye contact be access
seating arrangement to be  Make sure the luminosity of trainees
accessible to trainees the light of class room is kept  Speak lou
 Write short notes on the  Introduce new and relevant  Ensure t
black/white board using large vocabularies attention
text  Use short and clear sentences trainees
 Make sure the luminosity of  Give emphasis on visual  Present t
the light of class room is kept lecture and ensure the lecture in
 Use normal tone of voice attention of the trainees format
 Encourage trainees to record  Avoid movement during  Ensure t
the lecture in audio format lecture time attention
Version: 20117
Oromia T VET Bureau
Model Curriculum
Demonstratio  Conduct close follow up  use Sign language  Illustrate in

n  Use verbal description interpreter short metho
 Provide special attention in the  Use video recorded  Use Video re
process of guidance material material
 facilitate the support of peer  Ensure attention of the  Ensure the
trainees trainees the trainees
 Prepare & use simulation  Provide structured training  Provide tuto
 Show clear and short support
method (if necess
 Use gesture
 Provide tutorial support
(if necessary)
 Facilitate the integration of  Use sign language  Facilitate th

trainees with group members interpreters integration o
 Conduct close follow up  Facilitate the integration of with group
Group  Introduce the trainees with trainees with group  Conduct clo
discussion other group member members up
 Brief the thematic issues of  Conduct close follow up  Introduce th
the work  Introduce the trainees with with other g
other group member member
 Inform the g
members to
loudly
 prepare the assignment  Use sign language  Provide brie
Individual questions in large text/Brail interpreter /orientation
assignment  Encourage the trainees to  Provide briefing assignment
prepare and submit the /orientation on the  Provide visu
assignment in large assignment material
texts/Brail  Provide visual recorded
copy
ASSESSMENT METHODS:
Interview  Use sign language interpreter  Speak l
 Ensure or conform whether the  Using s
proper communication was languag
conducted with the trainee interpre
through the service of the sign necessa
Version: 20117
Oromia T VET Bureau
Model Curriculum
questioning
 Time extension
Written  Prepare the exam in large  Prepare the exam using short  Prepare
test texts/Brail sentences, multiple choices, using s
 Use interview as an option if True or False, matching and sentenc
short answers multipl
necessary
 Avoid essay writing True or
 Prepare the exam in audio  Time extension matchin
format short an
 Assign human reader necessa
(if necessary)
 Time extension
Version: 20117
Oromia T VET Bureau
Model Curriculum
Assessment criteria
 Modify default user settings to ensure that they conform to security policy
 Previously created user settings are modified to ensure they conform to updated
security policy
 Ensure legal notices displayed at logon are appropriate
 Appropriate utilities are used to check strength of passwords and consider tightening
rules for password complexity
 Emails are monitored to uncover breaches in compliance with legislation

 information services are accessed to identify security gaps and take appropriate
action using hardware and software or patches
 Common types of destructive software are defined and identified
 Virus protection compatible with the operating system in use are selected and
installed
 Advanced systems of protection are described in order to understand further options
 Software updates on a regular basis are installed
 Software security settings are configured to prevent destructive software from

infecting computer
 Virus protection software are run and/or scheduled on a regular basis

 Detected destructive software are reported to appropriate person and remove the
destructive software
Lo3. Identify and take action to stop spam
 Defining and identifying Common types of spam
 Taking Appropriate action is in order to protect unauthorized access of spammers
 Configuring and using Spam filters
EIS ITS1 M06 1217 Protecting Application or System Software
Item Category/Item Description/ Specifications Quantity Recommend
ed
No. Ratio
(Item:
Version: 20117
Oromia T VET Bureau
Model Curriculum
Trainee)
Teachers Made
1. TTLM 1:5
Any Relevant Books
2 Reference Books 25 1:5
If available
B.
Infrastructure
1 Workshop networked computer, 1:25
reference materials
3. Internet Dialup / broadband
4 Shelves - wooden or metal 5
6 Cabinet - metal 1
Consumable
C.
Materials
1 Blank Disk - CD-R/RW 5 1:5
2 Stationery
printing paper, printer ink
San disk or similar 1
3 Flash disk 5
or 2GB
4
Tools and
D.
Equipments
Business Requirement
1 Samples 5 1:5
 Core I5, RAM=4GB,
2 Laptop 1 1:25
HDD=500 GB
160 GB, 3.4Ghr, P
3 Server 1
IV
Screw(set), wrist pad, anti
Basic computer maintenance
4 electro static mat, anti 10 1:3
Tool kit
electro static bag
antivirus software ,
operating system
(window 7 or above,
5 Software 25
linex Apple OS X or
above ),recovery
software
6 Modem any 1
7 UPS 750 Volt Ampere 1
8 Divider Any 2
9 Multimedia projector LCD 1 Per
Version: 20117
Oromia T VET Bureau
Model Curriculum
section
10 Printer Any 1

Provider
MODULE TITLE:- Maintaining Inventories of Equipment, Software and
Documentation
MODULE DESCRIPTION: This module defines the competence required to record

and store details of software, hardware and technical documentation
LEARNING OUTCOMES
Lo1. Document and update inventory

Lo2. Store technical documentation
MODULE CONTENTS
1.1 Maintaining Hardware inventory
1.1.1. list of personal computers, networked systems, personal organizers,
communications equipment
1.1.2. peripherals may include printers, scanners, tape cartridges,
speakers, multimedia kits; keyboard equipment, including mouse, touch
pad, keyboard and pens
Equipment may include but not limited to:
1.1.3. Workstations, personal computers, modems or other connectivity
devices, printers, hard drives, monitors, switches, hubs, personal digital
assistants and other peripheral devices.
1.2 Maintaining and updating licenses and Software inventory
1.2.1. List of commercial software applications; organization-specific or
customized software; word processing, spreadsheet, database, graphic, mail,
internet browsers; and presentation functionalities
1.3 Recording and organizing storage of user documentation or technical
manuals
2.1 . Taking action to ensure software, hardware and equipment not in use and
storing
2.2 . storing technical documentation securely
2.3 . Accessing and disseminating Technical documentation
Version: 20117
Oromia T VET Bureau
Model Curriculum
Version: 20117
Oromia T VET Bureau
Model Curriculum
LEARNING METHODS:
For Reasonable Adjustment for Trainees with Disability (TWD)
None
Impaire
d Low Vision and Blind Deaf Hard of hearing Physical impairment
Trainee
s
discussi  Prepare the lecture in interpreter room seating seating arrangement to
on Audio/video & in Brail  Arrange the class room arrangement to be be accessible for
format format
work shop
Demons  use Sign language interpreter  Illustrate in clear &  Facilitate and support the
tration  Conduct close follow up  Use video recorded material short method trainees having severe
Version: 20117
Oromia T VET Bureau
Model Curriculum
(if necessary)
discussi members trainees with group members with group members
on  Conduct close follow up  Conduct close follow up  Conduct close follow
the work member
members to speak
loudly
Exercise  Conduct close follow up  Conduct close follow up and  Conduct close follow  Assign peer trainees
and guidance guidance up and guidance  Use additional nominal
 Provide tutorial support if  Provide tutorial support if  Provide tutorial hours if necessary
necessary necessary support if necessary
 provide special attention  provide special attention in  provide special
in the process the process/practical training attention in the
Version: 20117
Oromia T VET Bureau
Model Curriculum
 Pprepare the assignment  Use sign language interpreter  Provide briefing

Individu questions in large  Provide briefing /orientation /orientation on the
al text/Brail on the assignment assignment
assignm  Encourage the trainees to  Provide visual recorded  Provide visual
ent prepare and submit the material recorded material
assignment in large
texts/Brail
copy
ASSESSMENT METHODS:
questioning
 Time extension
Version: 20117
Oromia T VET Bureau
Model Curriculum
necessary
 Time extension
Demonstr  Brief the instruction or provide  Use sign language interpreter  Provide activity  Provide activity based
ation/ them in large text/Brail  Brief on the instruction of the based assessment
Observati  Time extension exam assessment  Conduct close follow
on
 Use loud voice
 Time extension
Assessment criteria
1.1 Hardware inventory is maintained that creates a profile or description of each piece
of equipment
1.2 Software inventory and licenses are maintained and updated, as required,
Version: 20117
Oromia T VET Bureau
Model Curriculum
particularly when upgrading software

1.3 Storage of user documentation or technical manuals are recorded and organized
2.1 Action is taken to ensure software, hardware and equipment not in use, stored in a
manner as recommended by technical manuals
2.2 Ensure technical documentation is stored securely

2.3 Technical documentation are accessed and disseminated as required by clients
Version: 20117
Oromia T VET Bureau
Model Curriculum

EIS ITS1 M07 1217 Maintaining Inventories of Equipment, Software and Documentation
Recommende
Item Description/
Category/Item Quantity d Ratio
No. Specifications
(Item: Trainee)
Teachers Made
Teacher’s Guide 5 copies for
1. TTLM 1:5
Learning Guide each
Assessment Packet
Any relevant Books
2. Textbooks 25 1:1
If Available
Any Relevant Books
3. Reference Books 1:10
If available
4. Journals/Publication/Magazines - ICT journals(Monthly) 1:25
B.
Infrastructure
internet
Version: 20117
Oromia T VET Bureau
Model Curriculum
- CD-R/RW
1. Blank Disk 5 1:4
- DVD/CDRW
2. Stationery printing paper,
printer ink
D. Tools and Equipments
1 Samples  Inventory Record
1:25
2 Operating systems
 Current Internet
3 ISP Service Technologies
(E-VDO, Broadband)
5 Divider Any 13
Desktop Computer including its and 120 GB Hard disk;
6 25 1:1
peripherals RAM size 1GB; 3Gz or
above
- Capability of A3 printing 1:1
8 Printer 1
- color printing capability
11 Scanner Any 2 1:13

Provider
TVET-PROGRAMME TITLE: IT Support Service Level I I
MODULE TITLE:- Recording Client Support Requirements
Version: 20117
Oromia T VET Bureau
Model Curriculum

NOMINAL DURATION: 30Hours
MODULE DESCRIPTION: This module defines the competence required to record,

prioritize and escalate client support requests.
LEARNING OUTCOMES
Lo1. Log requests for support
Lo2. Prioritize support requests with appropriate personnel
MODULE CONTENTS:
1.1. organizational standards
1.1.1. internal departments, external organizations, individual people and
employees
1.1.2. Variables may include but are not limited to:
1.1.3. Security procedures
1.1.4. Logged call procedures
1.1.5. Client liaison policy
1.1.6. Escalation procedures
Version: 20117
Oromia T VET Bureau
Model Curriculum
1.1.7. Preventative maintenance and diagnostic policy
1.1.8. Roles and technical responsibilities in IT department
1.1.9. Vendor and product service-level support agreements
1.2. Recording Client support requests and requirements
1.3. Reviewing Client support history and details
1.4. Checking and requesting information for accuracy and urgency
2.1. Identifying Relevant guidelines
2.2. Prioritizing Client requests
2.3. Referring Requests to an appropriate person or department

May include but not limited to:
2.3.1. a supervisor, teacher, vendor business representative, help desk person
or subject matter expert
2.4. Involving Appropriate persons with client support to be communicated
Version: 20117
Oromia T VET Bureau
Model Curriculum
LEARNING METHODS:
Impaired
seating arrangement to be  Make sure the luminosity of trainees  Facilitate and support
accessible to trainees the light of class room is kept  Speak loudly the trainees who have
 Write short notes on the  Introduce new and relevant  Ensure the severe impairments
black/white board using large vocabularies attention of the on their upper limbs
text  Use short and clear sentences trainees to take note
 Make sure the luminosity of  Give emphasis on visual  Present the  Provide Orientation
the light of class room is kept lecture and ensure the lecture in video on the physical
 Use normal tone of voice attention of the trainees format feature of the work
 Encourage trainees to record  Avoid movement during  Ensure the shop
the lecture in audio format lecture time attention of the
Demonstration
 Conduct close follow up  use Sign language  Illustrate in clear  Facilitate and support
 Use verbal description interpreter & short method the trainees having
 Provide special attention in the  Use video recorded  Use Video severe upper limbs
Version: 20117
Oromia T VET Bureau
Model Curriculum
process of guidance material recorded material impairment to operate

 facilitate the support of peer  Ensure attention of the  Ensure the equipments/ machines
trainees trainees attention of the  Assign peer trainees to
 Prepare & use simulation  Provide structured training trainees assist
 Show clear and short  Provide tutorial  Conduct close follow
method support up
 Use gesture (if necessary)  Provide tutorial
 Provide tutorial support support
(if necessary)  (if necessary
 Facilitate the integration of  Use sign language  Facilitate the  Introduce the trainees
trainees with group members interpreters integration of with their peers
 Conduct close follow up  Facilitate the integration of trainees with
Group  Introduce the trainees with trainees with group group members
discussion other group member members  Conduct close
 Brief the thematic issues of  Conduct close follow up follow up
the work  Introduce the trainees with  Introduce the
other group member trainees with
other group
member
members to
speak loudly
 prepare the assignment  Use sign language  Provide

Individual questions in large text/Brail interpreter briefing
assignment  Encourage the trainees to  Provide briefing /orientation on
prepare and submit the /orientation on the the assignment
assignment in large assignment  Provide visual
texts/Brail  Provide visual recorded recorded material
Version: 20117
Oromia T VET Bureau
Model Curriculum
copy
ASSESSMENT METHODS:
through the service of the sign necessary speech challenges
questioning
 Time extension
test texts/Brail sentences, multiple choices, using short as an option to give
short answers multiple choices, having severe
necessary
 Avoid essay writing True or False, upper limb
format short answers if  Time extension for
 Assign human reader necessary. trainees having
 Time extension impairment
Version: 20117
Oromia T VET Bureau
Model Curriculum
Assessment criteria
 Client support requests and requirements are recorded according to organizational

standards
 Client support history and details are reviewed

 The information is checked and requested for accuracy and urgency according to
organizational standards
 Relevant guidelines are identified for prioritizing or rating client requests
 Client requests are prioritized based on its criticality or impact on the business
 Requests are referred to an appropriate person or department for assistance

 Appropriate persons involved with client support are to be communicated
Version: 20117
Oromia T VET Bureau
Model Curriculum

EIS ITS1 M08 1217 Recording Client Support Requirements
Recomme
nded
Item
No. (Item:
Trainee)
Teachers Made
1. TTLM 1:5
 A+ guide IT
2. Reference Books technician support 1:5
9th edition
Learning Facilities & - Standard
B.
Infrastructure
Networked Computers,
1 Workshop 1:25
Internet & Reference
material
5 Cabinet - metal 1
Consumable
C.
Materials
- Whiteboard
1 Stationery Material marker, printing
paper, printer ink
2 Flash disk 16GB 5
Tools and
D.
Equipment’s
 Core I5,ram=4GB
1 Laptop 1 1:25
 Hdd=500GB
2 UPS  750 Volt Ampere 1
 American socket
3 Divider 2
supporter
5 Printer Any 1 1:25
Version: 20117
Oromia T VET Bureau
Model Curriculum
LEARNING MODULE 9 Logo of TVET Provider

MODULE TITLE:- Applying Quality Standard
MODULE DESCRIPTION: This module covers the skills and knowledge required in applying
quality standards in providing information technology support service.
LEARNING OUTCOMES
Lo1. Assess own work
Lo2. Assess quality of received articles
Lo3. Record information
Lo4. Study causes of quality deviations
Lo5. Complete documentation
MODULE CONTENTS
1.1. Checking completed work against workplace standards
1.2. Demonstrating how the work activities are completed
1.3. Identifying and isolating Faulty pieces or final products
1.4. recording and reporting Faults and any identified causes

2.1 Checking Received materials, articles or final product.
2.1.1. Quality check
2.1.2. Visual inspectional
2.1.3. Physical output/outcome
2.1.4. Check against against design/specifications
2.2 Measuring Materials, articles or products
Version: 20117
Oromia T VET Bureau
Model Curriculum
2.3 Identifying Causes of any faults and taking corrective actions

3.1 Recording Basic information on the quality performance
3.2 Maintaining Records of work quality
4.1 workplace quality standards

Quality standards may includes:
4.1.1. Materials
4.1.2. Component parts
4.1.3. Final product / service
4.1.4. Processes / procedures
4.2 investigating and reporting Causes of deviations
4.3 recommending Suitable preventive action

5.1 Recording Information on quality and indicators of production performance.
5.2 Recording all production processes and outcomes.
Version: 20117
Oromia T VET Bureau
Model Curriculum
LEARNING METHODS:
Impaired
discussion  Prepare the lecture in interpreter room seating seating arrangement to
Audio/video & in Brail  Arrange the class room arrangement to be be accessible for
format format
work shop
Demonstrat  use Sign language interpreter  Illustrate in clear &  Facilitate and support the
ion  Conduct close follow up  Use video recorded material short method trainees having severe
Version: 20117
Oromia T VET Bureau
Model Curriculum
(if necessary)
discussion members trainees with group members with group members
 Conduct close follow up  Conduct close follow up  Conduct close follow
the work member
members to speak
loudly
 pprepare the assignment  Use sign language interpreter  Provide briefing
Individual questions in large  Provide briefing /orientation /orientation on the
assignment text/Brail on the assignment assignment
 Encourage the trainees to  Provide visual recorded  Provide visual
prepare and submit the material recorded material
assignment in large
texts/Brail
copy
Version: 20117
Oromia T VET Bureau
Model Curriculum
ASSESSMENT METHODS:
questioning
 Time extension
necessary
 Time extension
Demonstrati  Brief the instruction or provide  Use sign language interpreter  Provide activity  Provide activity based
on/ them in large text/Brail  Brief on the instruction of the based assessment
Observation  Time extension exam assessment  Conduct close follow
Version: 20117
Oromia T VET Bureau
Model Curriculum
 Use loud voice

 Time extension
Assessment criteria
 Completed work is checked against workplace standards relevant to the operations
being undertaken
 An understanding is demonstrated on how the work activities and completed work
relate to the next process and to the final appearance of the activity.
 Faulty pieces or final products are identified and isolated in accordance with company
policies and procedures
 Faults and any identified causes are recorded and reported in accordance with
workplace procedures
 Received materials, articles or final product are checked against workplace
standards.
 Materials, articles or products are measured using the appropriate measuring
instruments in accordance with workplace procedures
 Causes of any identified faults are identified and corrective actions are taken in
accordance with workplace procedures
 Basic information on the quality performance is recorded in accordance with
Version: 20117
Oromia T VET Bureau
Model Curriculum
workplace procedures
 Records of work quality are maintained according to the requirements of the
company
 Causes of deviations from final products are investigated and reported in
accordance with workplace procedures
 Suitable preventive action is recommended based on workplace quality standards
and identified causes of deviation from specified quality standards of materials or
final product
 Information on quality and other indicators of production performance is recorded.
 All production processes and outcomes are recorded.

EIS ITS1 M09 1217 Applying Quality Standard
Recommended
Description/
Item No. Category/Item Quantity Ratio
Specifications (Item: Trainee)
Teachers Made
1. TTLM 1:5
Version: 20117
Oromia T VET Bureau
Model Curriculum
- Computer Hardware:
Quality & Compliance
Manuals, Checklist
3. Reference Books s 1:10
standard (ISO
14971) to
computer
Learning Facilities & - Standard
B.
Infrastructure
internet
- CD-R/RW
1. Blank Disk 5 1:4
- DVD/CDRW
2. Stationery printing paper, printer ink
3 Flash disk San disk or similar 16GB 8 1:1

D. Tools and Equipment’s
 Sample Daily work
plans
1 Samples  Sample Project plans
 Sample Resource 7 1:25
plans
Operating systems Any operating system
2
that has multi-user
Version: 20117
Oromia T VET Bureau
Model Curriculum
ability, Linux, Mac OS,

Windows XP or above
 EV-DO
3  Current Internet
ISP Service Technologies
 American socket
5 Divider 13
supporter
Desktop Computer including and 120 GB Hard disk;
6 25 1:1
its peripherals RAM size 1GB; 3Gz or
above
7 Multimedia projector - LCD 1 Per section
- Capability of A3
8 Printer printing 1 Per section
- color printing capability
11 Scanner Any 2 1:13
Version: 20117
Oromia T VET Bureau
Model Curriculum
Version: 20117
Oromia T VET Bureau
Model Curriculum

Provider
MODULE TITLE:-Working With Others
MODULE DESCRIPTION: This module covers the skills, knowledge and attitudes
required to develop workplace relationship and contribute in workplace activities.
LEARNING OUTCOMES
Lo1. Develop effective workplace relationship
Lo2. Contribute to work group activities
MODULE CONTENTS:
1.1. Performing duties and responsibilities in a positive manner
1.1.1. Duties and responsibilities
1.1.2. Job description and employment arrangements
1.1.3. Organization’s policy relevant to work role
1.1.4. Organizational structures
1.1.5. Supervision and accountability requirements including OHS Code
Version: 20117
Oromia T VET Bureau
Model Curriculum
of conduct
1.2. Seeking Assistance from workgroup and addressing through discussions
1.2.1. Work group
1.2.2. Supervisor or manager
1.2.3. Peers/work colleagues
1.2.4. Other members of the organization
1.3. Encouraging, acknowledging and acting upon feedback
1.3.1. Feedback on performance
1.3.2. Formal/Informal performance appraisal
1.3.3. Obtaining feedback from supervisors, colleagues and clients
1.3.4. Personal, reflective behavior strategies
1.3.5. Routine organizational methods for monitoring service delivery
1.4. Respecting and acknowledging Differences in personal values and beliefs

2.1. providing support to team members to meet work place goal
2.1.1. Explaining/clarifying
2.1.2. Helping colleagues and providing encouragement
2.1.3. Providing feedback to another team member
2.1.4. Undertaking extra tasks if necessary
4.2. Organizational requirements.
4.2.2. Goals, objectives, plans, system and processes
4.2.3. Legal and organization policy/guidelines
Version: 20117
Oromia T VET Bureau
Model Curriculum
4.2.4. OHS policies, procedures and programs

4.2.5. Ethical standards
4.2.6. Defined resources parameters
4.2.7. Quality and continuous improvement processes and standards
2.3. Making Constructive contributions to workgroup goals and tasks
2.4. Sharing relevant information
Version: 20117
Oromia T VET Bureau
Model Curriculum
LEARNING METHODS:
Impaired
Lecture-  Provide large print text  Assign sign language  Organize the  Organize the class
discussion  Prepare the lecture in interpreter class room room seating
Audio/video & in Brail  Arrange the class room seating seating arrangement to be
format to be conducive for eye to eye arrangement to accessible for
 Organize the class room contact be accessible to wheelchairs users.
 Write short notes on the  Introduce new and relevant  Ensure the severe impairments on
black/white board using large vocabularies attention of the their upper limbs to
text  Use short and clear sentences trainees take note
 Make sure the luminosity of  Give emphasis on visual  Present the  Provide Orientation on
the light of class room is kept lecture and ensure the lecture in video the physical feature of
 Use normal tone of voice attention of the trainees format the work shop
 Encourage trainees to record  Avoid movement during  Ensure the
Demonstrati  Conduct close follow up  use Sign language interpreter  Illustrate in clear  Facilitate and support
on  Use verbal description  Use video recorded material & short method the trainees having
 Provide special attention in  Ensure attention of the  Use Video severe upper limbs
the process of guidance trainees recorded material impairment to operate
 facilitate the support of peer  Ensure the
Version: 20117
Oromia T VET Bureau
Model Curriculum
trainees  Provide structured training attention of the equipments/ machines

 Prepare & use simulation  Show clear and short method trainees  Assign peer trainees to
 Use gesture  Provide tutorial assist
 Provide tutorial support support  Conduct close follow
(if necessary) (if necessary) up
 Provide tutorial
support
(if necessary
Group  Facilitate the integration of  Use sign language interpreters  Facilitate the  Introduce the trainees
discussion trainees with group members  Facilitate the integration of integration of with their peers
 Conduct close follow up trainees with group members trainees with
 Introduce the trainees with  Conduct close follow up group members
other group member  Introduce the trainees with  Conduct close
 Brief the thematic issues of other group member follow up
the work  Introduce the
trainees with
other group
member
members to
speak loudly
ASSESSMENT METHODS:
Intervie  Use sign language interpreter  Speak loudly  Use written response
w  Ensure or conform whether the  Using sign as an option for the
Version: 20117
Oromia T VET Bureau
Model Curriculum
questioning
 Time extension
necessary short answers multiple choices, having severe upper
 Prepare the exam in audio format  Avoid essay writing True or False, limb impairment
 Assign human reader(if necessary)  Time extension matching and  Time extension for
 Time extension short answers if trainees having
necessary. severe upper limb
impairment
Demonst  Brief the instruction or provide  Use sign language interpreter  Provide activity  Provide activity based
ration/ them in large text/Brail  Brief on the instruction of the based assessment
Observa  Time extension exam assessment  Conduct close follow
tion  Provide activity-based/  Brief on the up
 Use loud voice
 Time extension
Version: 20117
Oromia T VET Bureau
Model Curriculum
Assessment criteria
 Duties and responsibilities are done in a positive manner to promote cooperation and good
relationship.
 Assistance is sought from workgroup when difficulties arise and addressed through
discussions.
 Feedback provided by others in the team is encouraged, acknowledged and acted upon.
 Differences in personal values and beliefs are respected and acknowledged in the
development.
 Support is provided to team members to ensure workgroup goals are met.
 Constructive contributions to workgroup goals and tasks are made according to
organizational requirements.
 Information relevant to work is shared with team members to ensure designated goals are
met.
Version: 20117
Oromia T VET Bureau
Model Curriculum

EIS ITS1 M10 1217 Working With Others
Recommended
Item Description/
Category/Item Quantity Ratio
No. Specifications (Item: Trainee)
Teachers Made
1. TTLM 5 copies for each 1:5
 Learning Guide
Any relevant Books
2. Textbooks 25 1:1
If available
Success in
3. Reference Books communication (Stuart
Sillars)
B. Learning Facilities & Infrastructure
- 8x12m; equipped with IT
1. Lecture Room 1:25
equipment ernet
3. (etc.)
Version: 20117
Oromia T VET Bureau
Model Curriculum

Provider
MODULE TITLE:- Demonstrating Work Values
MODULE DESCRIPTION: This module covers the knowledge, skills, and attitude in
demonstrating proper work values.
LEARNING OUTCOMES
Lo1. Define the purpose of work
Lo2. Apply work values/ethics
LO3.Deal with ethical problems
LO4.Maintain integrity of conduct in the workplace
MODULE CONTENTS:
1.1. Identifying , reflecting on and clearly defining unique sense of purpose
for working
1.2. clearly defining ‘whys’ of work
1.3. Harmonizing Personal mission with company’s values
2.1. Classifying and reaffirming Work values/ethics/concepts
May include but are not limited to:
2.1.1. Commitment/ Dedication
2.1.2. Sense of urgency
2.1.3. Sense of purpose
2.1.4. Love for work
2.1.5. High motivation
2.1.6. Orderliness
2.1.7. Reliability and Dependability
Version: 20117
Oromia T VET Bureau
Model Curriculum
2.1.8. Competence
2.1.9. Goal-oriented
2.1.10. Sense of responsibility
2.1.11. Being knowledgeable
2.1.12. Loyalty to work/company
2.1.13. Sensitivity to others
2.1.14. Compassion/Caring attitude
2.1.15. Balancing between family and work
2.1.16. Sense of nationalism
2.2. Undertaking Work practices
2.2.1. Quality of work
2.2.2. Punctuality
2.2.3. Efficiency
2.2.4. Effectiveness
2.2.5. Productivity
2.2.6. Resourcefulness
2.2.7. Innovativeness/Creativity
2.2.8. Cost consciousness
2.2.9. 5S
2.2.10. Attention to details
2.3. Conducting Personal behavior and relationships with co-workers and/or
clients
2.4. Using Company resources
2.4.1. Consumable materials
2.4.2. Equipment/machineries
2.4.3. Human
2.4.4. Time
2.4.5. Financial resources
Version: 20117
Oromia T VET Bureau
Model Curriculum
Lo3. Deal with ethical problems

3.1. Company ethical standards
3.2. organizational policy and guidelines ,may include but are not limited to:
3.2.1. Violent/intense dispute or argument
3.2.2. Gambling
3.2.3. Use of prohibited substances
3.2.4. Pilferages
3.2.5. Damage to person or property
3.2.6. vandalism
3.2.7. Falsification
3.2.8. Bribery
3.2.9. Sexual Harassment
3.2.10. Blackmail
3.3. accessing and applying ethical standards to prevent and report unethical
conduct
3.4. Reporting and resolving Work incidents/situations
3.5. using Resolution and/or referral of identified ethical problems
Lo4. Maintain integrity of conduct in the workplace
4.1. Demonstrating Personal work practices and values consistently
4.2. Providing Instructions to co-workers
4.2.1. Verbal
4.2.2. Written
4.3. Sharing Company values/practices with co-workers
Version: 20117
Oromia T VET Bureau
Model Curriculum
LEARNING METHODS:
Impaired
seating arrangement to be  Make sure the luminosity of trainees  Facilitate and
accessible to trainees the light of class room is kept  Speak loudly support the trainees
 Write short notes on the  Introduce new and relevant  Ensure the who have severe
black/white board using large vocabularies attention of the impairments on
text  Use short and clear sentences trainees their upper limbs
 Make sure the luminosity of  Give emphasis on visual  Present the to take note
the light of class room is kept lecture and ensure the lecture in video  Provide Orientation
 Use normal tone of voice attention of the trainees format on the physical
 Encourage trainees to record  Avoid movement during  Ensure the feature of the work
the lecture in audio format lecture time attention of the shop
Demonstrat  Conduct close follow up  Illustrate in clear  Facilitate and support the
ion  Use verbal description  use Sign language & short method trainees having severe upper
 Provide special attention interpreter  Use Video limbs impairment to operate
in the process of  Use video recorded material recorded material equipments/ machines
guidance  Ensure attention of the  Ensure the  Assign peer trainees to assist
Version: 20117
Oromia T VET Bureau
Model Curriculum
 facilitate the support of trainees attention of the  Conduct close follow up

peer trainees  Provide structured training trainees  Provide tutorial support
 Prepare & use  Show clear and short  Provide tutorial  (if necessary
simulation method support
 Use gesture (if necessary)
 Provide tutorial support
(if necessary)
 Facilitate the integration  Use sign language  Facilitate the  Introduce the trainees with
of trainees with group interpreters integration of their peers
members  Facilitate the integration of trainees with
Group  Conduct close follow up trainees with group group members
discussion  Introduce the trainees members  Conduct close
with other group  Conduct close follow up follow up
member  Introduce the trainees with  Introduce the
 Brief the thematic issues other group member trainees with
of the work other group
member
members to speak
loudly
 prepare the assignment  Use sign language  Provide briefing

Individual questions in large interpreter /orientation on
assignment text/Brail  Provide briefing /orientation the assignment
 Encourage the trainees on the assignment  Provide visual
to prepare and submit  Provide visual recorded recorded material
the assignment in large material
texts/Brail
Version: 20117
Oromia T VET Bureau
Model Curriculum

assignment in soft or
hard copy
ASSESSMENT METHODS:
through the service of the sign necessary speech
language interpreter challenges
questioning
 Time extension
test texts/Brail sentences, multiple choices, using short as an option to
 Use interview as an option if True or False, matching and sentences, give answer for
short answers multiple choices, trainees having
necessary
 Avoid essay writing True or False, severe upper limb
format short answers if  Time extension
 Assign human reader necessary. for trainees
(if necessary) having severe
 Time extension upper limb
impairment
Version: 20117
Oromia T VET Bureau
Model Curriculum
Assessment criteria
 One’s unique sense of purpose for working and the ‘whys’ of work are identified,
reflected on and clearly defined for one’s development as a person and as a member
of society.
 Personal mission is in harmony with company’s values

 Work values/ethics/concepts are classified and reaffirmed in accordance with the

transparent company ethical standards, policies and guidelines.
 Work practices are undertaken in compliance with industry work ethical standards,
organizational policy and guidelines
 Personal behavior and relationships with co-workers and/or clients are conducted in
accordance with ethical standards, policy and guidelines.
 Company resources are used in accordance with transparent company ethical
standard, policies and guidelines.
Lo3. Deal with ethical problems
 Company ethical standards, organizational policy and guidelines on the prevention and
reporting of unethical conduct are accessed and applied in accordance with transparent
company ethical standard, policies and guidelines.
 Work incidents/situations are reported and/or resolved in accordance with company

protocol/guidelines.
 Resolution and/or referral of ethical problems identified are used as learning
opportunities.
Lo3. Maintain integrity of conduct in the workplace
 Personal work practices and values are demonstrated consistently with acceptable
ethical conduct and company’s core values.
 Instructions to co-workers are provided based on ethical, lawful and reasonable

directives.
 Company values/practices are shared with co-workers using appropriate behavior and
Version: 20117
Oromia T VET Bureau
Model Curriculum
language.
EIS ITS1 M11 1217 Demonstrating Work Values
Recommende
Trainee)
Teachers Made
1. TTLM 1:5
2. Textbooks Any Relevant books 25 1:1
 Any Relevant
3. Reference Books 5 1:5
books
B.
Infrastructure
1. Lecture Room - Standard 1:25
2 Flash Disk 4 GB
1 Laptop Any 1
2 UPS Any 1
3 Divider Any 1
5 Printer Any
Version: 20117
Oromia T VET Bureau
Model Curriculum

Provider
MODULE TITLE:- Developing Understanding of Entrepreneurship
MODULE DESCRIPTION: This module covers skills, knowledge and attitude required
to understand the principles, functions, strategies and methods of
entrepreneurship. It also covers identifying and developing the major
entrepreneurial competences.
LEARNING OUTCOMES
LO1. Describe and explain the principles, concept and scope of entrepreneurship
LO2. Discuss how to become entrepreneur
LO3. Discuss how to organize an enterprise
LO4. Discuss how to operate an enterprise
LO5. Develop one’s own business plan
MODULE CONTENTS:
Lo1. Describe and explain the principles, concept and scope of
entrepreneurship
1.1. Analyzing and discussing principles, concept and terminology
1.2. Identifying various forms of enterprises in the community
1.3. understanding the role of enterprise classified:
1.3.1. Private vs Public
1.3.2. Profit vs non-profit
1.3.3. Formal vs non-formal
1.3.4. Individual vs community
1.3.5. Local vs foreign
1.3.6. Business vs Social
1.3.7. Small vs Large
1.3.8. Manufacturing vs Service
1.3.9. Consumer vs Industrial
Version: 20117
Oromia T VET Bureau
Model Curriculum
1.4. Categorizing and classifying enterprises

1.5. Identifying and interpreting terms and elements of enterprising
1.6. Functions of entrepreneurship in business
1.7. Explaining how the entrepreneurs improve their business
1.8. Explaining economic environment
Lo2. Discuss how to become entrepreneur
2.1. Discussing and analyzing Self-employment
2.2. Discussing and explaining Advantages and disadvantages of self-
employment
2.3. identifying and discussing Entrepreneurial characteristics and traits
2.4. Assessing Self-potential
2.5. Identifying and explaining Major competences of successful
entrepreneurship
Lo3. Discuss how to organize an enterprise
3.1 Discussing importance of entrepreneurship
3.2 Correlating role of entrepreneurship to the operation of economy
3.3 Discussing , clarifying and understanding Facts about small and
medium enterprises
3.4 Identifying and explaining Key success factor to setup small and
medium business
3.5 Identifying and assessing Business opportunities
3.6 Generating Business ideas
3.7 Discussing and understanding Procedures to identify suitable market
3.7.1. Economics (Local economy)
3.7.2. Population
3.7.3. Competition
3.8 Identifying and discussing major factors to select business location
3.9 Identifying and explaining Basic types of business ownership
3.10. Estimating Amount of money needed to start an enterprise
3.11. Clarifying distinction between pre operations and initial operation
payments
3.12. Identifying Advantages and disadvantages of capital sources to start
Version: 20117
Oromia T VET Bureau
Model Curriculum
an enterprise
Lo4. Discuss how to operate an enterprise
4.1. Identifying and understanding three alternatives to become an
entrepreneur
4.2. Disadvantages and advantages of three alternatives
4.3. Discussing and explaining Process of hiring and managing people
4.4. Discussing and understanding the importance and techniques to manage
time
4.5. Discussing and explaining The techniques and procedures of managing
sales
4.6. Identifying and discussing Factors to consider to select suppliers
4.7. Developing awareness how new technologies can affect small and medium
business
4.8. Identifying and explaining characteristics of appropriate technology for
enterprise
4.9. Discussing and understanding different types of cost that occur in a
business and how to manage them
4.10. Discussing and understanding factors and procedures to know the cost
of the enterprise
4.11.Explaining and understanding importance of financial record keeping
4.12. Preparing simple financial statement
4.13. Discussing the application of self-management and negotiation skills
4.14. Performing risk assessment and business management
LO5. Develop one’s own business plan
5.1. discussing and applying process of preparing/ writing a business plan
5.2. Applying standard structure and format in preparing business plan
5.3. Interpreting , assessing and analyzing findings of the business plan
5.4. Making clear and understandable feasibility of the business idea
5.5. Identifying and understanding problems that may encounter when
starting a business
5.6. discussing and understanding techniques and procedures to obtain
the sources of information
Version: 20117
Oromia T VET Bureau
Model Curriculum
LEARNING METHODS:
Impaired
 Write short notes on the  Introduce new and relevant  Ensure the severe impairments
black/white board using large vocabularies attention of the on their upper limbs
text  Use short and clear sentences trainees to take note
 Make sure the luminosity of  Give emphasis on visual  Present the  Provide Orientation
the light of class room is kept lecture and ensure the lecture in video on the physical
 Use normal tone of voice attention of the trainees format feature of the work
 Encourage trainees to record  Avoid movement during  Ensure the shop
Demonstration
Version: 20117
Oromia T VET Bureau
Model Curriculum
 Conduct close follow up  use Sign language  Illustrate in clear  Facilitate and support
 Use verbal description interpreter & short method the trainees having
 Provide special attention in the  Use video recorded  Use Video severe upper limbs
process of guidance material recorded material impairment to operate
 facilitate the support of peer  Ensure attention of the  Ensure the equipments/ machines
trainees trainees attention of the  Assign peer trainees to
 Prepare & use simulation  Provide structured training trainees assist
 Show clear and short  Provide tutorial  Conduct close follow
method support up
 Use gesture (if necessary)  Provide tutorial
 Provide tutorial support support
(if necessary)  (if necessary
 Facilitate the integration of  Use sign language  Facilitate the  Introduce the trainees
trainees with group members interpreters integration of with their peers
 Conduct close follow up  Facilitate the integration of trainees with
Group  Introduce the trainees with trainees with group group members
discussion other group member members  Conduct close
 Brief the thematic issues of  Conduct close follow up follow up
the work  Introduce the trainees with  Introduce the
other group member trainees with
other group
member
members to
speak loudly
Version: 20117
Oromia T VET Bureau
Model Curriculum
 prepare the assignment  Use sign language  Provide

Individual questions in large text/Brail interpreter briefing
assignment  Encourage the trainees to  Provide briefing /orientation on
prepare and submit the /orientation on the the assignment
assignment in large assignment  Provide visual
texts/Brail  Provide visual recorded recorded material
copy
ASSESSMENT METHODS:
Version: 20117
Oromia T VET Bureau
Model Curriculum
test texts/Brail sentences, multiple choices, using short as an option to give
short answers multiple choices, having severe
necessary
 Avoid essay writing True or False, upper limb
format short answers if  Time extension for
 Assign human reader necessary. trainees having
 Time extension impairment
Version: 20117
Oromia T VET Bureau
Model Curriculum
Assessment criteria
Lo1. Describe and explain the principles, concept and scope of entre-premiership
 The principles, concept and terminology of entrepreneurship are analyzed and

discussed
 The different / various forms of enterprises in the community are identified and their
roles understood
 The identified enterprises are categorized and classified
 The terms and elements involved in the concept of enterprising, both on a personal
level and in the context of being enterprising in business are identified and interpreted

Functions of entrepreneurship in business and how the entrepreneurs improved
business and economic environment are explained
Lo2. Discuss how to become entrepreneur
 Self-employment as an alternative option for an individual economic independence and

personal growth is discussed and analyzed
 Advantages and disadvantages of self-employment are discussed and explained
 Entrepreneurial characteristics and traits are identified and discussed
 Self-potential is assessed to determine if qualified to become future entrepreneur
 Major competences of successful entrepreneurship are identified and explained
LO3. Discuss how to organize an enterprise

The importance and role of business entrepreneurship in the society are discussed
and correlated to the operations of the economy
 Facts about small and medium enterprises are discussed, clarified and understood
 Key success factor in setting up small and medium business are identified and
explained
 Business opportunities are identified and assessed
 Business ideas are generated using appropriate tools, techniques and steps
 Procedures for identifying suitable market for business are discussed and understood
 Major factors to consider in selecting a location for a business are identified and
discussed
 Basic types of business ownership are identified and explained
 Amount of money needed to start an enterprise estimated and distinction between pre
operations and initial operation payments clarified
 Advantages and disadvantages of using various sources of capital to start an
enterprise are identified
LO4. Discuss how to operate an enterprise
 Disadvantages and advantages of three alternative means of becoming an

entrepreneur are identified and understood
 Process of hiring and managing people is discussed and explained
 The importance and techniques of managing time are discussed and understood
 The techniques and procedures of managing sales are discussed and explained
 Factors to consider in selecting suppliers and the steps to follow when doing business
with them are identified and discussed
Version: 20117
Oromia T VET Bureau
Model Curriculum
Awareness of how new technologies can affect small and medium business are
developed
 Characteristics of appropriate technology for use in small and medium business are
identified and explained
 Different types of cost that occur in a business and how to manage them are
discussed and understood
 Factors and procedures in knowing the cost of the enterprise are discussed and
understood
 Importance of financial record keeping and preparing simple financial statement are
explained and understood
 The application of self-management skills and negotiation skills are discussed in
operating a business
 Risk assessment and management of business enterprise are performed
Lo5. Develop one’s own business plan
 Process of preparing/ writing a business plan is discussed and applied

 Standard structure and format are applied in preparing business plan
 Findings of the business plan are interpreted, assessed and analyzed
 Feasibility of the business idea is made clear and understandable
 Problems that may arise or encounter when starting a business are identified and
understand
 Techniques and procedures in obtaining and sourcing information are discussed and
understood

EIS ITS1 M12 1217 Developing Understanding of Entrepreneurship
Recommende
Trainee)
1. TTLM Teachers Made 5 copies for 1:5
Version: 20117
Oromia T VET Bureau
Model Curriculum
2. Textbooks Any Relevant books 25 1:1
 Any Relevant
3. Reference Books 5 1:5
books
B.
Infrastructure
1. Lecture Room - Standard 1 1:25
2 Flash Disk 4 GB
1 Laptop Any 1
2 UPS Any 1
3 Divider Any 1
5 Printer Any
Version: 20117
Oromia T VET Bureau
Model Curriculum
Acknowledgement
Oromia TVET Bureau wishes to extend thanks and appreciation to the many
representatives of business, industry, academy and government agencies who
donated their time and expertise to the development of this Model Curriculum for the
TVET Program Information technology support service Level I.
Trainers who are involved in curriculum preparation:
No Name of Trainers Region College Name
1 Tsedale Mengiste Oromia Dukem TVET College
2 Tubba Mamma Oromia A/kenenisa Polytechnic College

3 Zerihun Abate Oromia Fitche Polytechnic College
We would like also to express our appreciation to the following Staff and Officers of
Oromia TVET Bureau who facilitated the development of this curriculum.
No Name Region Office Name
1 Tarekegn Bulcha Oromia OROMIA TVET BUREAU
2 Mamo Abdi Oromia OROMIA TVET BUREAU
3 Mekonnen Wakie Oromia OROMIA TVET BUREAU
This model curriculum was developed on the December, 2017 at Holeta, Oromia
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OROMIA TVET BUREAU

IT support service level-I

In the reformed TVET-System, curricula and curriculum development play an

This curriculum has been developed by a group of experts/instructors from different

1.2. TVET-Program Description

technician with competencies elaborated in the respective OS. Graduates of the

1.3. TVET-Program Learning Outcomes

1.4. Duration of the TVET-Program

1.5. Qualification Level and Certification

Based on the descriptors elaborated on the Ethiopian National TVET Qualification

1.6. Target Groups

1.7 Entry Requirements

The prospective participants of this program are required to possess the

1.8 Mode of Delivery

This TVET-Program is characterized as a formal Program on middle level technical

The co-operative approach will be supported with school-based lecture-discussion,

1.9 TVET-Program Structure

EIS ITS1 08 0811 EIS ITS1 M10 1217 15

 Maintain integrity of conduct in the

1.10 Institutional Assessment

Techniques or tools for obtaining information about trainees’ achievement include

1.11 TVET Trainers Profile

3.4.3.2 Red-tag Holding areas

 Each item is regularly checked in its assigned location and order.

Annex: Resource Requirements

EIS ITS1 M01 1217 Apply 3S

MODULE TITLE:- Receiving and Responding to Workplace Communication

MODULE CODE: EIS ITS1 M02 1217

NOMINAL DURATION:20 Hours

2.1 Organizational guidelines

2.1.1. Information documentation procedures

2.3 following routine instruction

Lo1.Follow routine spoken messages

Annex: Resource Requirements

LEARNING MODULE 3 Logo of TVET

templates, communication methods and financial control mechanisms

Lo3. Connect Hardware Peripherals

3.5. Configuring Computer To Accept The New Peripherals

Annex: Resource Requirements

Lo7. Operate application software

1.1 Checking Peripheral device connections

1.1.1 mouse, keyboard, visual display unit, monitor and printer

1.2 OHS standards

1.3 Checking Input voltage

2.1. Inserting username and password on introductory screen

2.1 Navigating operating system to access system information

2.1.1.Linux 7.0 or above, Windows 2000 or above, Apple OS X or above

2.2 Using On-line help functions

2.2.1. Instruction manual or a portion of the manual, integrated into the

3.1 creating and customizing Desktop icons

3.2 selecting, opening and closing desktop icons to access application

3.2.1. database programs, word processors, email programs, internet

browsers, system browsers and spreadsheets

4.1 creating and naming Directories and subdirectories

4.2 identifying Attributes of directories

4.2.1. Indicates several properties of the directory, for example, they

4.3 moving Subdirectories between directories

4.4 renaming Directories

Lo5. Organize files for user and/or organization requirements

5.1. using System browser to search derives

5.1.1. May include but is not limited to Windows explorer

5.2. Accessing Most common types of files in the directories

5.3. selecting, opening and renaming Groups of files

5.4. moving Files between directories