Nos For Assistant General Abribusines Technician Extention Woprker NTQF Level 4

REPUBLIC OF SOUT SUDAN
NATIONAL OCCUPATIONAL STANDARDS
FOR
ASSISTANT GENERAL AGRIBUSINESS EXTENTION SERVICES TECHNICIAN
NTQF LEVEL 4
AUGUST 2022
1
First published 2022
Copyright © NTAHCC
All rights reserved. No part of these occupational standards may be

reproduced, distributed, or transmitted in any form or by any means, including
photocopying, recording, or other electronic or mechanical methods without the prior
written permission of the National TVET Ad Hoc Coordination Committee, except in
the case of brief quotations embodied in critical reviews and certain other non-
commercial uses permitted by copyright law. For permission requests, write to the
Chairman, National TVET Ad HOC Coordination Committee, at the address below:
The Chairman,
National TVET Ad HOC Coordination Committee,
MOGEI JUBA.
REPUBLIC OF SOUTH SUDAN
AUGUST 2022
2
3
TABLE OF CONTENTS
FOREWORD.............................................................................................................................................................
5 PREFACE
.................................................................................................................................................................. 6
ACKNOWLEDGMENT ...........................................................................................................................................
7 ACRONYMS
..............................................................................................................................................................8 KEY TO
UNIT CODE .............................................................................................................................................. 9
OVERVIEW ..............................................................................................................................................................1
0 BASIC UNITS OF COMPETENCY
...................................................................................................................... 11 DEMONSTRATE
COMMUNICATION SKILLS ............................................................................................... 12
DEMONSTRATE NUMERACY SKILLS............................................................................................................. 15
DEMONSTRATE DIGITAL LITERACY ............................................................................................................20
DEMONSTRATE EMPLOYABILITY SKILLS .................................................................................................. 24
DEMONSTRATE ENVIRONMENTAL LITERACY........................................................................................ 33
DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES.......................................... 37
CORE UNITS OF COMPETENCY......................................................................................................................
41 DEVELOP AGRI-ENTERPRISE BUSINESS
PLAN....................................................................................... 42
OPERATE A SMALL AGRI-ENTERPRISE ..................................................................................................... 45
MARKET AGRICULTURAL PRODUCTS/SERVICES ...................................................................................50
SUPERVISE AGRIPRENEURAL OPERATIONS ........................................................................................... 53
MARKET AGRICULTURAL PRODUCTS/SERVICES ONLINE.................................................................. 56
4
FOREWORD
The provision of quality education and training is fundamental to the Government’s
overall strategy for social economic development. Quality education and training will
contribute to achievement of South Sudan’s development blueprint, Vision 2040,
revised National development plan 2022 and attainment of Global sustainable
development goals.
Reforms in the TVET sector are necessary for the achievement of the South Sudan’s
Vision 2040 and meeting the provisions of the Revitalized Agreement on the
resolution of the Conflict in South Sudan. The education and training sector has to
be aligned to the Revitalized Transitional Constitution of the Republic of South Sudan and
this resulted to the formulation of the Policy Framework for Unified National TVET
policy 2022. A key feature of this policy is the radical change in the design and delivery
of the TVET training that includes the promotion of Agricultural TVET.
This policy document requires that training in TVET shall be competency based with
industry led curriculum development and issuance of a national certification that is
based on demonstration of competence and mode of delivery shall allow for multiple
entry and exit in TVET programmes. This will include recognition of prior learning for
accessing full qualification or part qualification for those with extensive experience in the
practice of the sector.
These reforms demand that Industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background that
these Occupational Standards have been developed for the purpose of developing a
competency based curriculum for Assistant Technician in Animal Health. These
Occupational Standards will also be the bases for assessment of an individual for
competence certification including the recognition of prior learning.
It is my conviction that these Occupational Standards will play a great role towards
development of competent human resource for the Agriculture, fisheries and livestock
sector’s growth and sustainable development.
Hon Awut Deng Acuil,

Minister,
Ministry of General Education and Instruction.
REPUBLIC OF SOUTH SUDAN
JUBA.
5
PREFACE
The South Sudan Vision 2040 aims to transform the country into a newly conflict free
and industrializing, “middle- income country providing a high quality life to all its
citizens by the year 2040”. Republic of South Sudan is committed to the creation of
a globally competitive and adaptive human resource that meets the requirements of a
rapidly industrializing economy through life-long education and training.
Agricultural Technical and vocational Education and training (ATVET) has a
responsibility of facilitating the process of inculcating knowledge, skills and attitudes
necessary for catapulting the nation to a regional, continental and globally competitive
country, hence the paradigm shift to embrace Competency Based Education and Training
(CBET) across all sectors of skills development.
The unified national Technical and Vocational Education and Training policy of 2022
is aimed at reforming education and skills training delivery in South Sudan. The policy
emphasized the need to reform curriculum development, assessment and certification
in TVET. This called for the development of national industry training occupational
standard that shifts the training from the traditional knowledge based approach to CBET
in order to address the mismatch between skills acquired through training and skills
needed by industry as well as increase the global competitiveness of the South
Sudanese trained labour force.
The National TVET Ad Hoc Coordination Committee in conjunction with the

Agriculture, Horticulture and Livestock Sector Skills technical working group, Ministry
of Agriculture and Food security, Ministry of Livestock and Fisheries, Yei crop training
centre, Marial Lou Livestock training institute, DMI and the subcommittee on TVET
curriculum development and Implementation have developed these Occupational
Standards for training of Animal Health worker. These standards will be the bases for
development of competency based curriculum for the capacity building training on
Community Animal Health Worker, stock person, Animal Health Auxiliary,
and General extensionists at NTQF level1,2,3 and 4 training.
The occupational standards are designed and organized with clear performance criteria
for each element of a module of competency. These standards also outline the
required knowledge and skills as well as evidence guide for the competency
development.
We are grateful to the Occupational standards development experts that have been
engaged by UNESCO South Sudan CaPED project and the sector skills development
technical team as well as expert workers and all those who participated in the
development of these National occupational standards.
6
Gibson Francis Waru,
Chairman,
National TVET Ad Hoc Coordination Committee and Director General,
Directorate of TVET at the National Ministry of General Education and Instruction.
ACKNOWLEDGMENT
These National Occupational Standards have been developed through combined
participation and consultative effort of various stakeholders from private and public
organizations. I am thankful to the management of these organizations for allowing
their staff to participate in this worthy national course. I wish to acknowledge the
invaluable contribution of industry players who provided inputs towards the development
of these National Occupational Standards.
I wish to thank the Agriculture, Livestock and Horticultural skills sector technical
working team together with the two lead consultants for providing guidance on the
development of these Standards. My gratitude goes to Dan --- from workforce
development international Ghana and Joseph Odhiambo Ndaga a TVET and Skills
development specialists attached to the Ministry of General Education and Instruction
together with all participants that made their contribution to the development of these
National Occupational Standards. I thank all the individuals and organizations who
participated in the validation of these Standards.
My gratitude also goes to UNESCO South Sudan through CaPED project that
provided technical and financial assistance. Our sincere gratitude goes to Mr. Julius
Banda the UNESCO Country Representative, Dr. Tap Raj Pant the UNESCO South
Sudan Chief of Education and Ms Baharati Pokrel the CaPED project officer for
your support that enabled the development of these Standards. .
I acknowledge all other institution which contributed to the success of development of

these National Occupational standards for the Agriculture, Horticulture and Livestock Sector.
Mario Velvur Gunda

CHAIRMAN
SUB COMITEE ON TVET CURRICULUM DEVELOPMENT AND IMPLEMENTATION
REPUBLIC OF SOUTH SUDAN.
JUBA.
7
ACRONYMS
ATVET : Agricultural Technical and Vocational Education and Training
BC : Basic Competency
CaPED : Capacity for Education Development
CBET : Competency Based Education and Training
CDAC : Curriculum Development Assessment and Certification
CC : Core Competency
DACUM : Develop a Curriculum
GDP : Gross Domestic Product
ICT : Information Communication Technology
MoLF : Ministry of Livestock and Fisheries

MoFAS : Ministry of Agriculture and Food Security
MoGEI : Ministry of General Education and Instructions
NOS : National Occupation Standard
OS : Occupational Standard
OSH : Occupation Safety and Health
OSHA : Occupation Safety and Health Act
OSHS : Occupational Safety and Health Standards
PPE : Personal Protective Equipment
SSAT : Sector Skills Advisory Team
TVET : Technical and Vocational Education and Training
8
KEY TO COMPETENCY MODULES CODIFICATION IN SOUTH SUDAN
To be agreed on during the validation and is here by proposed to include
Industry or sector
Occupational Standards
Occupational area
Type of competency
Competency number
Competency level
9
1.0 SECTION ONE: INTRODUCTION AND BACKGROUND
1.1 INTRODUCTION
The National Occupational Standards are a set of job-related standards which highlight
the performance expected when carrying out a specific occupation at a specific level of
the National TVET qualification framework. These standards define the main jobs that
people carry out in the industry while practicing their trade, and links qualifications to the
requirements of the labour market. These standards are pegged to the National TVET
Qualifications framework for the Republic of South Sudan and are thus compiled using
the Learning Outcomes approach, which is achieved by stipulating knowledge, skills and
competences. Such standards once developed are then reviewed by the Sector Skills Units
which include a number of industry relevant stakeholders, such as the economic sector,
education and training, government and social partners.
The National Occupational Standards (NOS) specify the standard of performance an

individual must achieve when carrying out a function at the workplace, together with the
knowledge and understanding they need to meet that standard consistently in the country
of performance. Essentially NOS are benchmarks of good practice. (Skills India). The
NOS are national because they apply to the whole of South Sudan. They can only be
developed by government-recognised body such as the National TVET Ad-Hoc
Coordination Committee in the case of South Sudan or a National Qualifications
Authority or A national TVET Authority as stipulated by the countries National TVET or
skills development Policy.
NOS are also national because they are not individual company standards. They are also
national because they must have South Sudan-level approval. This approval process
involves agencies acting on behalf of the relevant South Sudan government. There must
also be evidence of nation-wide support across all the 10 states and 3 Administrative areas
before NOS can be approved. Once approved the NOS, therefore, have an official status
within South Sudan.
NOS are occupational because they define all the key functions an individual should
possess to be able to carry out in an occupation – for example, farming, catering,
construction, or production engineering. A good NOS describes occupational functions
and are designed by analyzing an area of work, mainly using the input of employers and
others who have a close interest in the occupation – practitioners, professional bodies,
trade associations and trade unions, sector skills bodies/councils where relevant.
NOS are standards because they describe not just the essential things that people in an
occupation must be able to do, but also cover the outcomes they must achieve. The NOS
are also standards because they represent a consensus view amongst a variety of
employers that they describe best practice. Once the NOS are approved, they cannot be
varied until they have been through official review, updating and re-approval.
1.2 USES OF THE NATIONAL OCCUPATIONAL STANDADRD
10
Traditionally, the most common and primary use of National Occupational Standards is to
develop National Qualifications for the various occupations, trades or skills that
constitutes the occupational sector and that is applicable to the entire country. In principle,
in the competency-based training (CBT) approach of TVET skills development delivery,
what this means is that after agreeing on the level of NTQF that is applicable (e,g, Level 1
or 2, 3 or4 ), the NOS will now form the basis for developing the module specification or
unit of competence (as it may be), learning materials, assessment tools, training of
verifiers and assessors. This package will now be used to deliver the required training in
the specific trade areas.
National Occupational Standards are presented in the form of units or modules and they
describe the different functions carried out by people working in the different sectors of
the industry including the Sector Skills Bodies (SSB) if they have been established in the
country. Each module or unit shows the outcomes of competent performance and includes
the essential knowledge and understanding that someone needs to function effectively.
After the approval of the NOS, these will be used to develop National Vocational
Qualification on the National TVET Qualifications Framework.
The NOS serves as benchmark against which companies can compare their internal
practices and procedures. They also form the basis for developing training programmes
for employee recruitment and selection (i.e. developing job descriptions and person
specifications). They are also used in developing or refining performance appraisal
systems, Self-assessment, setting staff grading and promotion criteria. They also serve as
As an organisational development tool that provides provide managers with a tool for a
wide variety of workforce management and quality control. They also offer a framework
for training and development. The specific uses of the National occupational standards are
as follows:
1.2.1 The National TVET Ad-Hoc Coordination Committee

 National TVET Ad-Hoc Coordination Committee will continue to use NOS to
review TVET Qualifications Framework and TVET Quality Assurance
Guidelines.
 They will increasingly use the NOS to inform the content of other existing or new
qualifications being developed,
 Where relevant NOS will facilitate the accreditation of training providers and
programmes as well in licensing of practitioners through legislation.
1.2.2 Employers in South Sudan

Employers can use National Occupational Standards (NOS) to assist with a range of
activities in the workplace such as:
 Business Planning
 Describe the skills they need in their workforce
 Assess the skills already in the workforce
 Develop training and recruitment plans to fill any identified gaps and shortages
11
1.2.3 Training Providers
Public and private training providers can use the NOS to assist in ensuring that training
programmes reflects the needs of labour market.
1.2.4 Employees
Employees can use NOS to undertake a self-assessment of their competences against
their own or other jobs. This can be helpful for someone considering a career move or
simply for their own professional development.
1.3 AGRICULTURE, HORTICULTURE, LIVESTOCK AND FISHERIES

SECTOR OCCUPATIONAL ANALYSIS
The stakeholders consulted in the development of this National occupational standard
conducted a sectoral analysis of the Agriculture, Horticulture, livestock and Fisheries
sector related skills across South Sudan and came up with a number of skills areas or
occupations or trades that needs the development of National Occupational standards.
They are Agriculture, Livestock and Agro processing trade related skills development
sector
SNO IDENTIFIED TRADE AREA LEVEL IN SOUTH SUDAN TVET QUALIFICATION
OF SPECIALISATION FRAMEWORK
L1 L2 L3 L4 L5 L6 L7 L8 L9 L10
1. Crop Production –
2. Animal Production
3. General Horticulture Farmer
4. Aquaculture – Fish production
5. Apiculture – Beekeeping
6. Hides and skins
7. Milk Products processor
8. Sericulture
9. Agro Pastoralists
10. Vegetable Farmer
11. Community Animal Health

Worker
12. Animal Health Auxiliary
13. Stockiest
12
14. General Extension worker
This National Occupational standard has been developed for NTQF Level 4 for the
training of Assistant General Extension Technician qualification. It consists of
competencies that an individual must achieve to operate an assistant General extension
worker in the community. It entails developing an agri-enterprise business plan, operating
a small agri-enterprise, marketing of agricultural products and supervision of agri-
enterprise operations.
1.3 OCCUPATIONAL PROFILE OF NTQF LEVEL 4 HOLDER

In South Sudan an NTQF Level 4 Holder qualification enters the job market as an
assistant Technician. He works under the supervision of NTQF level 5 Diploma Holder
who is a technician in the practice of the trade.
1.4 JOB DESCRIPTION OF ASSISTANT TECHNICIAN IN GENERAL

EXTENTION WORK
 It entails developing an agri-enterprise business plan,

 operating a small agri-enterprise venture,
 marketing of agricultural products and
 supervision of agri-enterprise operations.
 Provision of General extension services
1.5 THE COMPETENCIES
The qualification consists of the following basic and core competencies:
1.5.1 BASIC COMPETENCIES

1. Demonstrate communication skills
2. Demonstrate numeracy skills
3. Demonstrate digital literacy
4. Demonstrate employability skills
5. Demonstrate environmental literacy
6. Demonstrate occupational safety and health practices
1.5.2 CORE COMPETENCIES

1. Develop agri-enterprise business plan
2. Market agricultural produce on line
3. Market agricultural products
4. Supervise agriculture extension work
5. Provides livestock extension services
6. Operate a small agri-enterprise
7. Advices community on EWS &DRM
13
2.0 SECTION TWO: BASIC MODULES OF COMPETENCY
14
2.1 DEMONSTRATE COMMUNICATION SKILLS
2.1.1 MODULE CODE: ------------------
2.1.2 MODULE DESCRIPTION

This module covers the competencies required to gather, interpret and convey
information in response to workplace requirements and job demand.
2.1.3 ELEMENTS AND PERFORMANCE CRITERIA
ELEMENT PERFORMANCE CRITERIA

These describe the These are assessable statements which specify the required level of
key outcomes which performance for each of the elements.
make up workplace Bold and italicized terms are elaborated in the Range
function
1. Obtain and 1.1 Specific and relevant information is accessed from appropriate
convey sources
workplace
information 1.2 Effective questioning, active listening and speaking skills are used to
gather and convey
information
1.3 Appropriate medium is used to transfer information and ideas
1.4 Appropriate non- verbal communication is used
1.5 Appropriate lines of communication with supervisors and colleagues
are identified and
followed
1.6 Defined workplace procedures for the location and storage of
information are
used interaction is carried out clearly and concisely
1.7 Personal
2. Speak English at a 2.1 Simple conversations on familiar topics with work colleagues is
basic participated
operational
level 2.2 Simple verbal instructions or requests are responded to according to
workplace
guidelines
2.3 Simple requests are made in accordance with workplace procedure
2.4 Routine procedures are described in accordance with workplace
policy
2.5 Likes, dislikes and preferences are expressed
2.6 Different forms of expression in English are identified
3. Participate in 3.1 Team meetings are attended on time
workplace 3.2 Own opinions are clearly expressed and those of others are listened to
meetings without interruption
and
discussions 3.3 Meeting inputs are consistent with the meeting purpose and
15
established protocols
3.4 Workplace interactions are conducted in a courteous manner
3.5 Questions about simple routine workplace procedures and maters
concerning working conditions of employment are asked and
responded
3.6 to
Meetings outcomes are interpreted and
4. Complete relevant 4.1 implemented
Range of forms relating to conditions of employment are
work completed
related
documents 4.2 accuratelydata
Workplace andis recorded on standard workplace forms
and
4.3 documents
Basic mathematical processes are used for routine
4.4 calculations
Errors in recording information on forms/ documents are
identified
4.5 and properly
Reporting acted to supervisor are completed according to
requirements
organizational guidelines
RANGE
This section provides work environment and conditions to which the performance criteria
apply. It allows for different work environment and situations that will affect
performance.
Variable Range
Appropriate Sources include
Various department heads
but not limited to:
organization documents
Medium include but not limited Method of communication

to: 1. Physical media
2. Mechanical media (everything that is not No. 1)
Routine procedures include but
Day to day activities
not limited to:
Protocols include but not
Procedures for doing a
limited to:
task
Workplace interactions include
Official inter
but not limited to:
relations
2.1.4 REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.
Required Skills
16
The individual needs to demonstrate the following skills:
 Analytical
 Listening
 Attention to detail
 Communication
 Report writing
 Interpretation
 Basic Information Technology (IT)
Required Knowledge
The individual needs to demonstrate knowledge of:
 Minutes
 Meetings
 Report writing
2.1.6 EVIDENCE GUIDE

This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical aspects of Assessment requires evidence that the
Competency candidate:
1.1 Prepared written communication following standard format of
the organization
1.2 Accessed information using communication
equipment
1.3 Spoken English at a basic operational
level
1.4 Made use of relevant terms as an aid to transfer information
effectively
2. Resource Implications 2.1 Telephone
2.2 Writing
materials
3. Methods of 2.3
3.1 Direct
Assessment Observation
4. Context of Assessment 3.2 Oral interview
Competency and
may be written individually in the actual workplace or
assessed
through accredited institution
5. Guidance information Holistic assessment with other units relevant to the industry sector,
for assessment workplace and job role is recommended.
17
2.2 DEMONSTRATE NUMERACY SKILLS
2.2.1 MODULE CODE: …………….
2.2.2 MODULE DESCRIPTION:
This module covers the competencies required to identify and undertake simple
numerical processes. The person who is competent in this unit shall be able to use /
work with whole numbers and money up to one hundred thousand; Locate, compare and
use highly familiar measurement; Use highly familiar maps and diagrams; Identify and
use some common 2D shapes; and Locate Specific Information in highly familiar
tables, graphs and charts for work.

Element Performance Criteria
Elements describe the Performance criteria describe the performance needed to

essential outcomes. demonstrate achievement of the element.
1. Use whole
numbers 1.1 Whole numbers and money amounts up to 100,000 SSP in
and money up to one highly familiar workplace documents and tasks are named
and read
hundred thousand for
work 1.2 Understanding of place value and the role of zero is
demonstrate
1.3 Halves are recognised and understood in
workplace
1.4 Whole numbers and money amounting up to 100,000 are
organised in size order and are compared
1.5 Counting done in number groups
1.6 Addition and subtraction of whole numbers and money up
to 100,000 done in accordance with workplace requirement
1.7 Links between operations of addition and subtraction are
clearly described
1.8 Reasonableness of outcome with prompting and support is
checked
1.9 Numerical information is recorded and the result of the task
is communicated using informal language and symbolism
18
19
2. Locate, compare
and 2.1 Measurements in highly familiar workplace documents and
tasks are located
use highly familiar
measurement for 2.2 Different units of measurements and their uses are
work identified
2.3 The comparative relationship between the units of
measurement identified
2.4 Understanding of conservation of amounts is
demonstrated
2.5 Informal language is used to compare
measurements
2.6 Digital time is well read and am and pm used in reference
to time
2.7 Calendar used appropriately to record
information
2.8 Basic measurement information is well read and
3. Use highly
familiar 3.1 Familiar items or places are located in highly familiar maps
and diagrams
maps and diagrams
for work 3.2 Simple symbols and pictorial representations are
identifying in highly familiar maps and diagrams
3.3 Simple oral directions are given to locate
objects
3.4 Simple oral directions followed to locate
objects
3.5 Understanding of informal directional language is
demonstrated
4. Identify and use
some 4.1 Familiar two dimensional shapes are identified and named
common 2D shapes 4.2 Common objects are describing in terms of size and
for work shape
4.3 Common, every day, informal language is used to compare
objects
4.4 Common objects are grouped based on shape, size, colour
and features
5. Locate
specific 5.1 Features of simple tables
identified
Information in highly
20
familiar tables, graphs 5.2 Specific numerical information located in highly familiar
and charts for work tables using grid movement (up and down columns and
across rows) and key
5.3 Numerical information and data in highly familiar tables
compared using appropriate informal language
5.4 Information related to relevant workplace
tasks
5.5 Features of simple graphs and charts
identified
5.6 Specific numerical information located in highly familiar
graphs and charts
5.7 Numerical information and data compared using appropriate
2.2.4 RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environments and situations that will affect
performance.
Variable Range
1. Measuring instruments May include but not limited
to:
1.1 Rulers
1.2 Watches/clocks
1.3 Scales
1.4
Thermometers
2. Common two - May include but not limited
to:
dimensional
shapes 1.1 Round/circle
1.2 Square
1.3Rectangular
1.4 Triangle

21
Required Skills
 Applying Fundamental operations (addition, subtraction, division, multiplication)
 Using calculator
 Using different measuring tools
Required knowledge
 Types of common shapes
 Differentiation between two dimensional shapes / objects
 Formulae for calculating area and volume
 Types and purpose of measuring instruments
 Units of measurement and abbreviations
 Fundamental operations (addition, subtraction, division, multiplication)
 Rounding techniques
 Types of fractions
 Different types of tables and graphs
 Meaning of graphs, such as increasing, decreasing, and constant value
 Preparation of basic data, tables & graphs

1. Critical Assessment requires evidence that the candidate:
Aspects
1.1 Measured objects or materials as per job requirements
of
Competency 1.2 Used calculator to perform the four fundamental operations
1.3 Performed calculations involving money up to one hundred thousand
1.4 Performed conversions between hours, minutes and seconds
1.5 Calculated area and volume of regular shapes
1.6 Created tables and graphs to represent and interpret
2. Resource information
2.1 Calculator
Implications 2.2 Basic measuring instruments
3. Methods of Competency may be assessed through:
Assessment 3.1 Written Test
3.2 Interview/Oral Questioning
3.3 Demonstration
4. Context
of Competency may be assessed in an off the job setting
5. Assessment
Guidance Holistic assessment with other units relevant to the industry sector,
information
for
22
assessment workplace and job role is recommended.
23
2.3 DEMONSTRATE DIGITAL LITERACY
2.3.1 MODULE CODE:

This module covers the competencies required to effectively demonstrate digital literacy
in a working environment. It entails identifying and using digital devices such
as smartphones, tablets, laptops and desktop PCs for purposes of communication and
performing work related tasks at the work place.

These describe the key These are assessable statements which specify the required level of
outcomes which make up performance for each of the elements.
Bold and italicized terms are elaborated in the Range
workplace function
1. Identify computer 1.1 Computer software are identified according to manufacturer’s
software and specification
hardware 1.2 Appropriate computer hardware are identified according to
manufacturer’s specification
2. Apply security 2.1 Data security and privacy are classified in accordance with the
measures to technological situation
data, 2.2 Security and control measures are applied in accordance with laws
hardware, governing protection of ICT
software 2.3 Computer threats and crimes are detected..
2.4 Protection against computer crimes is undertaken in accordance with
laws governing protection of ICT
3. Apply computer 3.1 Basic word processing concepts are applied in resolving workplace
software in solving tasks
tasks 3.2 Word processing utilities are applied in accordance with workplace
procedures
3.3 Data is manipulated on worksheet in accordance with office
procedures
4. Apply internet and 4.1 Electronic mail is applied in workplace communication in accordance
email in with office procedures
communication at 4.2 Office internet functions are defined and executed in accordance with
workplace office procedures
4.3 Network configuration and uses are determined in accordance with
office operations procedures
24
2.3.4 RANGE
performance.
Variable Range
Computer software may A collection of instructions that enable the user to interact
include but not limited with a computer, its hardware, or perform tasks.
to: Computer tools that will help computer users interact
with the hardware in a computer.
Computer hardware may Collection of physical parts of a computer system. This
include but not limited to: includes the computer case, monitor, keyboard, and mouse
and all the parts inside the computer case, such as the hard
disk drive, motherboard, video card,
Data security and privacy  Confidentiality
may include but not limited  Cloud computing
to:  Confidentiality
 Cyber
terrorism
Security and control measures  Integrity -but-curious
Countermeasures and data
risk
may include but not limited reduction
to:  Cyber threat
issues
Word processing concepts Using a special program to create, edit, and print
may include but not limited documents
to:
Network configuration may Organizing and maintaining information on the components
include but not limited to: of a computer network

Required Skills
 Analytical skills
 Interpretation
 Typing
 Communication
25
 Computing (applying fundamental operations such as addition, subtraction,
division and multiplication)
 Using calculator
 Basic ICT skills
Required Knowledge
 Input and output devices
 Central processing Unit (CPU)
 Peripherals
 Storage Media
 Software concept
 Types of concept
 Function of computer software
 Data security and privacy
 Security threats and control measures
 Computer crimes
 Detection and protection of computer crimes
 Laws governing protection of ICT
 Word processing;
 Functions and concepts of word processing.
 Documents and tables creation and manipulations
 Mail merging
 Word processing utilities
 Spread sheet;
 Meaning, formulae, function and charts, uses, layout, data
manipulation and application to cell
 Networking and Internet;
 Meaning, functions and uses of networking and internet.
 Electronic mail and world wide web
 Emerging trends and issues in ICT;
 Identify and apply emerging trends and issues in ICT
 Challenges posed by emerging trends and issues

6. Critical Aspects Assessment requires evidence that the candidate:
of Competency 6.1 Identified input, output, CPU and storage media devices of
computers in accordance to computer specification
26
6.2 Identified concepts, types and functions of computer software
according to operation manual
6.3 Identified and controlled security
threats
6.4 Detected and protected computer
crimes
6.5 Applied word processing in office
tasks
6.6 Prepared work sheet and applied data to the cells in accordance
to workplace procedures
6.7 Used Electronic Mail for office communication as per
workplace procedure
6.8 Applied internet and World Wide Web for office tasks in
7. Resource 7.1 Smartphones
Implications 7.2 Tablets
7.3 Laptops
and
7.4 Desktop PCs
7.5 Desktop
computer
7.6 Lap
top
7.7 Calculator
7.8 Internet
8. Methods of Competency may be assessed
Assessment through:
8.1 Written Test
8.2 Demonstration
8.3 Practical assignment
8.4 Interview/Oral Questioning
9. Context of 8.5 Demonstration
Competency may be assessed in an off and on the job setting
Assessment
10. Guidance Holistic assessment with other units relevant to the industry sector,
information for workplace and job role is recommended.
assessment
27
2.4 DEMONSTRATE EMPLOYABILITY SKILLS
2.4.1 MODULE CODE: ……..

This module covers competencies required to demonstrate employability skills. It

involves competencies for exuding self-awareness and dealing with everyday life
challenges; applying critical safe work habits and working harmoniously in a team;
participating in planning and organizing work activities; applying learning, creativity and
innovativeness in workplace functions; pursuing professional growth and managing
time effectively in the workplace.

These describe the key These are assessable statements which specify the required level
outcomes which make up of performance for each of the elements.
Bold and italicized terms are elaborated in the Range
workplace function
1. Develop 1.1 Personal goals and objectives are written based on
self- potential
awareness
to deal withand ability 1.2 and in relation
Emotions to organization
are handled as per workplace
life
challenges requirement.
1.3 Thoughts, feelings and beliefs are shared with superiors
in
1.4 direct and honest
Assertiveness ways in line
is developed andwith organization
maintained based on the
requirements of the
1.5 job.
Individual performance is recorded and
monitored
according
1.6 Ideas to the agreed
that generate excitement, interest and commitment
are
shared with immediate supervisors in line with
1.7 workplace
Accountability for assigned duties is demonstrated.
1.8 Self-esteem and a positive self-image are developed
and
demonstrated based on job
28
2. Demonstrate 2.1 Stress is handled at the workplace in accordance
critical with
safe work habits
employees 2.2 standard
Punctuality and time consciousness is demonstrated in
line
2.3 with organization
Personal objectives are integrated with organization
objectives in accordance with organization’s
2.4 policy.
Resources are effectively and efficiently utilized
in
2.5 accordance withare
Work activities workplace
prioritized based on standard
operating
2.6 procedures.
Task objectives are met in according to
workplace
2.7 procedures.
Individual performance targets are set in line
with
2.8 organization
Performance targets are met based on targets agreed as
per
2.9 workplace
Assertiveness is demonstrated based on the requirements
of
2.10 the
Leisure time is used positively and productively in line
with
2.11 workplace
Abstinence from drug and substance abuse is demonstrated
as per workplace
2.12 policy.
Awareness of HIV and AIDS is demonstrated in line
with
2.13 workplace issues
Emerging policyare
anddealt
requirements of the
with in accordance with
organization policy.
3. Demonstrate 3.1 Roles and objectives of the team are identified
workplace in
teamwork 3.2 accordance
Team organization
parameters and relationships are identified
according
3.3 to workplace
Individual activities are identified and followed through
in
3.4 line with job
Effective and appropriate forms of communication in a
team
3.5 are used according
Resolution to workplace
of conflicts between team members is
sought
3.6 promptly
Ability to in lineinwith
work a team with gender diversity
is
3.7 demonstrated
Basic in accordance
human rights with workplace
are identified, sought after and adhered
to in line with workplace policy.
29
3.8 Respect for team members’ human rights is demonstrated
in
3.9 accordance with existing
Healthy relationships are established and maintained for
harmonious co-existence in line with workplace policy.
4. Plan and 4.1 Work schedules for given tasks are adhered to within the
organize set
work 4.2 time lines and
Punctuality andbased
time on workplace are demonstrated
consciousness
based
4.3 on workplacegoals/objectives and deliverables are identified
Assignment
and achieved based on instructions from superiors and
organizations’
4.4 policy.
Resources are identified and utilized to meet
assignment
4.5 goals
Work and deliverables
records are kept as
andper workplacein line
maintained
with
4.6 workplace
Situations that require consultation with superiors are
identified and consultations made in accordance with
workplace
4.7 policy.
Operational decisions are made and applied based on
the
4.8 requirements of the
Problems arising in the course of working are identified and
solved or reported according the workplace policies and
procedures.
4.9 Situations that require negotiation are identified
and
4.10 negotiations done to create
Negotiation techniques win-win
are demonstrated to meet client’s
satisfaction and organizations’ objectives.
5. Maintain 5.1 Personal training needs are assessed and outlined based
professional on
growth
development in 5.2 requirements of the opportunities are identified and
Career progression
the pursued
workplace 5.3 based on job for training for career progression is
Sponsorship
sought
5.4 based on organization
Licensees and certifications relevant to job and career are
obtained and renewed based on standard operating
procedures.
5.5 Personal growth is pursued towards improving the
qualifications set for the profession in line with
organization
5.6 Available training opportunities are embraced
and
30
completed within allowed time
5.7 limits.
Recognitions for prior learning are sought as proof of
career
5.8 advancement.
Mentorship and coaching programs are attended regularly
based on availability and workplace policy.
6. Demonstrate 6.1 Time and effort is invested in learning new skills based
learning, on
creativity
innovativeness in the 6.2 job requirements
Willingness andunder
to learn workplace
different context is demonstrated
workplace based on available learning opportunities arising in the
workplace.
6.3 Application of learning is demonstrated in both
technical
6.4 and non-technical
Ability aspects
to apply a range ofbased
basic on requirements of the
Information
Technology
6.5 skills is demonstrated
Application based on
of Occupational requirements
Health and Safetyof the
procedures
6.6 in use of technology
Initiative is demonstrated
is taken to use more effective in and
the
efficient
6.7 processes
Ability to and
adaptprocedures in lineiswith
to new systems job
demonstrated
in
6.8 accordance
Recognitionwith and the requirements
support of theand creative ideas
of innovative
is
6.9 demonstrated
Opportunities in to the
carryout functions better are identified
and
6.10 exploited
Ability to in line with
discuss neworganization
ideas and get consensus
is
6.11 demonstrated
Awareness of in line with
personal rolejob
in workplace innovation is
demonstrated.
2.4.4 RANGE
This section provides work environment and conditions to which the performance criteria
apply. It allows for different work environment and situations that will affect
performance.
Variable Range
Drug and substance Commonly

abuse includes but not abused;
 Alcohol
limited to:  Tobacco
 Miraa
31
32
 Over-the-counter drugs
 Cocaine, sisha, kuber
 Bhang
 Glue
Feedback includes but  Verbal
not limited to:  Written
 Informal
 Formal
Clients includes but not  New clients
limited to:  Existing clients
 Internal clients
 External clients
Relationships includes  Man/Woman
but not limited to:  Trainer/trainee
 Employee/employer
 Client/service provider
 Husband/wife
 Boy/girl
 Parent/child
 Sibling
Communication methods  relationships
Written
includes but not limited  Talk/presentation
to:  Video
 Audio
 Graphical
 Modeling
Team includes but not  Small work
limited to:  group
 Staff in a section/department
Personal growth  Inter-agency
Growth in the group
job
includes but not limited  Career mobility
to:  Gains and exposure the job gives
 Net workings
 Benefits that accrue to the individual as a result of
 noteworthy performance
Personal objectives  Long term
includes but not limited  Short term
to:  Broad

33
 Specific
Trainings and career  Participation in training

opportunities includes programs
but not limited to o Technical
o Supervisory
o Managerial
 o Continuing Education
Resource include but not  Serving
Human as Resource Persons in conferences and
limited to:  Financial
 Technology
o Hardware
o Software
Innovation include but  New ideas
not limited to:  Original ideas
 Different
 ideas
 Methods/procedures
 Processes
Emerging issues include  New
Terrorism
but not limited to:  Social
 media
 National cohesion
Open offices

Required Skills
 Appropriate practice of personal hygiene
 Intra and Interpersonal skills
 Communication skills
 Knowledge management
 Interpersonal skills
 Critical thinking skills
 Observation skills
 Organizing skills
 Record keeping skills
 Negotiation skills
34
 Problem solving skills
 Decision Making skills
 Resource utilization skills
Required Knowledge
 Work values and ethics
 Company policies
 Occupational Safety and Health
 Company operations, procedures and standards
 Fundamental rights at work
 Personal hygiene practices
 Workplace communication
 Concept of time
 Building relationships
 Training needs assessment
 Time management
 Decision making
 Types of resources
 Work planning
 Record keeping
 Resources and allocating resources
 Organizing work
 Workplace problems areas and how to deal with them
 Negotiation
 Assertiveness
 Team work
 Gender
 HIV and AIDS
 Drug and substance abuse
 Leadership
 Safe work habits
 Professional growth and development
 Technology in the workplace
 Learning
 Creativity
 Innovation
 Emerging issues
o Social media
35
o Terrorism
o National cohesion

performance criteria, required skills and knowledge and range
1. Critical aspects of Assessment requires evidence that the candidate:

Competency 1.1 Attained job targets within key result areas.
1.2 Maintained punctuality and time consciousness.
1.3 Maintained intra- and inter-personal relationship in the course
of managing oneself.
1.4 Completed trainings and career progression opportunities
within time limits.
1.5 Acquired and maintained licenses and/or certifications required
for the job.
1.6 Planned and organized resources to achieve assigned goals and
objectives.
1.7 Identified and solved a problem in a particular problem
situation.
1.8 Displayed critical safe work habits in carrying out work
functions.
1.9 Innovatively made work processes and procedures more
effective and efficient.
1.10 Worked harmoniously with people of diverse gender in the
workplace.
1.11 Participated effectively in team activities.
1.12 Demonstrated awareness of HIV and AIDS.
1.13 Abstained from drug and substance abuse.
1.14 Participated in mentorship and coaching programs.
1.15 Demonstrated safety consciousness.
1.16 Maintained work records.
1.17 Demonstrated ability to cope with emerging issues
2. Resource The following resources should be provided:

Implications 2.1 Workplace or assessment location
2.2 Case studies/scenarios
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Oral Interviews
36
3.2 Observation
3.3 Third Party Reports
3.4 Written tests
4. Context of 4.1 Competency may be assessed in workplace or in a simulated
Assessment workplace setting.
4.2 Assessment shall be observed while tasks are being undertaken
whether individually or in-group.
assessment
37
2.5 DEMONSTRATE ENVIRONMENTAL LITERACY
2.5.1 MODULE CODE:
2.5.2 UNIT DESCRIPTION
This unit specifies the competencies required to follow procedures for environmental
hazard control, follow procedures for environmental pollution control and comply with
workplace sustainable resource use.

These describe the key These are assessable statements which specify the required level
outcomes which make up of performance for each of the elements.
workplace function. Bold and italicized terms are elaborated in the Range
1. Control 1.1 Storage and handling methods for environmentally
environmental hazardous materials are strictly followed according to
hazard environmental regulations and OSHS.
1.2 Disposal methods of hazardous wastes are followed at all
times according to environmental regulations and OSHS.
1.3 PPE is used according to OSHS.
2. Control 2.1 Environmental pollution control measures are complied
environmental with following standard protocol.
Pollution 2.2 Procedures for solid waste management are observed
according Environmental Management and Coordination Act
1999
2.3 Methods for minimizing noise pollution complied following
environmental regulations.
3. Demonstrate 3.1 Methods for minimizing wastage are complied with.
sustainable resource 3.2 Waste management procedures are employed following
use principles of 3Rs (Reduce, Reuse, Recycle)
3.3 Methods for economizing or reducing resource consumption
are practiced.
2.5.4 RANGE
performance.
38
Variable Range
1. PPE may include but are 1.1
not limited to: Mask
1.2
Gloves
1.3
Goggles
1.4 Safety
2. Environmental pollution 2.1 Methods for minimizing or stopping spread and ingestion of
control measures may airborne particles
include but are not limited 2.2 Methods for minimizing or stopping spread and ingestion of
to: gases and fumes
2.3 Methods for minimizing or stopping spread and ingestion of
liquid wastes
3 Waste management 3.1
procedures may include Sorting
but are not limited to: 3.2 Storing of items
3.2 Recycling of
items
4 Resources may include 4.1
but are not limited to: Electric
4.2
Water
4.3
Fuel
4.3
5 Workplace 5.1Biological
environmental hazards hazards
may include but are not 5.2 Chemical and dust
hazards
limited to:
5.3 Physical

Required Skills
 Following storage methods of environmentally hazardous materials
 Following disposal methods of hazardous wastes
 Using PPE
 Practicing OSHS
 Complying environmental pollution control
 Observing solid waste management
39
 Complying methods of minimizing noise Pollution
 Complying methods of minimizing wastage
 Employing waste management procedures
 Economizing resource consumption
Required Knowledge
 Storage methods of environmentally hazardous materials
 Disposal methods of hazardous wastes
 Usage of PPE Environmental regulations
 OSHS
 Types of pollution
 Environmental pollution control measures
 Different solid wastes
 Solid waste management
 Different noise pollution
 Methods of minimizing noise pollution
 Solid Waste Act
 Methods of minimizing wastage
 Waste management procedures
 Economizing of resource consumption
 Principle of 3Rs

1. Critical Assessment requires evidence that the candidate:

Aspects of 1.1 Controlled environmental hazard
Competency 1.2 Controlled environmental pollution
1.3 Demonstrated sustainable resource use
2. Resource The following resources should be provided:
Implications 2.1 Workplace with storage facilities
2.2 Tools, materials and equipment relevant to the tasks (ex.
Cleaning tools, cleaning materials, trash bags, etc.)
2.3 PPE
2.4 Manuals and references
3 Methods of Competency in this unit may be assessed through:
Assessment 3.1 Demonstration
40
3.2 Oral questioning
3.3 Written examination
4 Context Competency may be assessed on the job, off the job or a
of
Assessment combination of these. Off the job assessment must be undertaken in
a closely simulated workplace environment.
5 Guidance Holistic assessment with other units relevant to the industry sector,
assessment
41
2.6 DEMONSTRATE OCCUPATIONAL SAFETY AND
HEALTH PRACTICES
2.6.1 MODULE CODE:

This module specifies the competencies required to practice and promote safety and
health at work.

These describe the key These are assessable statements which specify the required
outcomes which make up level of performance for each of the elements.
workplace function. Bold and italicized terms are elaborated in the Range
1. Prepare to practice safety 1.1 Awareness of legislation that outlines the minimum
and health at work standards for occupational safety and health requirements/
regulations are emphasized
1.2 Benefits of implementing an occupational safety and health
program are identified
1.3 Safety requirements/ regulations of own work and of
other
workers are familiarized
1.4 Workplace standards and procedures for incidents and
Emergencies are determined
1.5 Prevention and control measures, including use of safety
gears/PPE (Personal Protective Equipment) to avoid
accident, injuries and sickness are identified
2. Comply and promote 2.1 Safety instructions and safety signs are followed and
compliance of workers to disseminated to co-workers
organization’s occupational 2.2 Safe handling of tools, equipment and materials is learned
safety and health and shared with co-workers
instructions and 2.3 Execution of own work and of co-workers is monitored in
requirements according to safe work procedures
2.4 Use of safe guards and safety devices is
monitored
2.5 Hazards, incidents, injuries and sickness in the workplace
are reported properly following standards and procedures
42
2.6.4 RANGE
performance.
Variable Range
1. Safety requirements / 1.1 Building
regulations may include code
but are not limited to: 1.2 Permit to
Operate
1.3 Occupational Safety and Health
2. Incidents and 2.1 Chemical
emergencies may include spills
but are not limited to: 2.2 Equipment/vehicle
accidents
2.3
Explosion
2.4
Fire
2.5 Gas
3. Prevention and control 3.1 Eliminate the hazard (i.e., get rid of the dangerous machine
measures may include but 3.2 Isolate the hazard (i.e. keep the machine in a closed room
are not limited and operate it remotely; barricade an unsafe area
to: off)
3.3 Substitute the hazard with a safer alternative (i.e., replace
the machine with a safer
one)administrative controls to reduce the risk (i.e. give
3.4 Use
trainings on how to use equipment safely; OSH-related
topics, issue warning signages, rotation/shifting work
schedule)
3.5 Use engineering controls to reduce the risk (i.e. use safety
guards to
machine)
3.6 Use personal protective equipment
3.7 Safety, Health and Work Environment Evaluation
3.8 Periodic and/or special medical examinations of workers
43
4. Safety devices/ PPEs 5.1 Arm/Hand guard,
(personal 5.2 gloves
Eye protection (goggles,
protective May
equipments) 5.3 shield)
Hearing protection (ear muffs, ear
include
but are not limited 5.4 plugs)
Hair
to: 5.5 Net/cap/bonnet
Hard
5.6 hat protection (mask,
Face
5.7 shield)
Apron/Gown/coverall/jump
5.8 suit
Anti-static
5.9 suits
High-visibility reflective
vest

Required Skills
 Knowledge management
 Interpersonal skills
 Troubleshooting skills
 Critical thinking skills
 Observation skills
 Monitoring skills
 Reporting skills
Required Knowledge
 Elements of an effective occupational safety and health program
 Benefits of implementing an occupational safety and health program
 Safety requirements of own work and of other workers
 Standard emergency plan and procedures in the workplace
 Different OSH control measures
 General OSH principles
 Work standards and procedures
 Safe handling procedures of tools, equipment’s and materials
 Standard emergency plan and procedures in the workplace
 Different OSH control measures
 Standard accident and illness reporting procedures in the workplace
 Monitoring system on compliance to work safety and health
44
1. Critical Aspects Assessment requires evidence that the

of Competency candidate:
1.1 Emphasizes awareness of OSH legislations
1.2 Identifies benefits of implementing OSH program
1.3 Identifies safety requirements of own work and of co-workers
1.4 Identifies and shares with co-workers OSH control measures
and emergency plan in the workplace
1.5 Identifies and shares with co-workers the control measures to
prevent accident, injuries and sickness
1.6 Follows and disseminate to co-workers the safety instructions
and safety signs at work
1.7 Learns and shares with co-workers the learnings on safe
handling of tools, equipment and materials
1.8 Monitors safe execution of own work and of co-workers
1.9 Monitors compliance to safety measures
1.10 Reports hazards, incidents, injuries and sickness following
2. Resource workplaceresources
The following proceduresshould be
Implications provided:
2.1 Facilities, materials tools and equipment necessary for the
3. Methods of activity in this unit may be assessed
Competency
Assessment through:
3.1 Observation/Demonstration with oral questioning
4. Context of 3.2 Third party
Competency may be assessed on the job, off the job or a
Assessment combination of these. Off the job assessment must be undertaken in
a closely simulated workplace environment.
assessment
45
3.0 SECTION THREE: CORE MODULES OF COMPETENCY
46
3.1 DEVELOP AGRI-ENTERPRISE BUSINESS PLAN
3.1.1 MODULE CODE: ….

This module specifies the competencies required to develop an agri- enterprise business
plan. It involves basic concepts of conducting a feasibility study and organizational
SWOT analysis, conducting basic value chain analysis, preparation of basic agri
enterprise procurement plan and assessing viability of the business plan.

workplace function. Bold and italicized terms are elaborated in the range.
1. Prepare to develop 1.1 Feasibility study data is collected according to supervisor
agri- instructions.
enterprise business 1.2 SWOT analysis and /or industrial survey carried out according to
plan office procedures.
2. Develop agri-enterprise 2.1 Value chain functions is mapped and linkages established
business plan 2.2 Procurement plan is prepared according to standard operating
procedures/procurement principles.
2.3 Marketing plan is developed according to the nature of the product
2.4 Agripreneural operational plan is developed according to standard
operating procedures
2.5 Small enterprise business plan is prepared depending on the size and
nature of business and the client specification
3. Evaluate agri-enterprise 3.1 Agripreneural business plan is assessed in accordance with the
business plan nature of the business
3.2 Agripreneural business plan is reviewed in accordance with
assessment conducted
4. Complete development of 4.1 Agripreneural business plan report is prepared in accordance with
agri-enterprise business plan standard reporting procedures
3.1.4 RANGE
47
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
Feasibility study includes  Interviews
but not limited to:  Quick
 scan
Value chain functions  Input supplies
includes but not limited to:  Production
 Processors
 Trade
Procurement plan includes  Goods
but not limited to:  Services
 Time
Marketing plan includes  Customers
but not limited to:  Products
 Place Price
 Promotion
 Cost

Operational plan includes  Activities
but not limited to:  Organizational structures
 Products
Agripreneural business  Resources
plan includes but not  Budget
limited to:  Location


Required skills
 Individual marketing
 Basic bookkeeping
 Basic analytical
 Communication
 Presentation
48
Required knowledge
 Basic market and feasibility studies
 Business management principles
 Business planning principles
 Basic accounting principles
 Basic procurement principles
 Types and categories of business

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Conducted feasibility studies in accordance with instructions given
1.2 Developed a business plan based on the results of the feasibility
studies
1.3 Documented the Business plan development process is according to
organizational instructions.
2. Resource The following resources must be provided:
Implications 2.1 Assessment location
2.2 Candidate reports/file
2.3 Business plans templates and data collection tools.
Assessment 3.1 Written tests
3.2 Oral questioning
3.3 Third party reports
4. Context of Competency may be assessed:
Assessment 4.1 On the job
4.2 Off the job
4.3 In work placement (attachment,)
Off the job assessment must be undertaken in a closely simulated
workplace environment
5. Guidance information Holistic assessment with other units relevant to the industry subsector,
for assessment workplace and job roles is recommended.
49
3.2 OPERATE A SMALL AGRI-ENTERPRISE
3.2.1 MODULE CODE:

This module specifies the competencies required to start and operate a small agri-
enterprise. It involves developing an entrepreneurial culture, requirements of
starting and operationalizing a small agri-enterprise and assessing its success.

These describe the key These are assessable statements which specify the required
outcomes which make up level of performance for each of the elements.
1. Develop 1.1 Agripreneural terminologies are defined following
agripreneural established procedures.
culture 1.2 Contribution of agribusiness towards national
development is identified in accordance to national
development goals
1.3 Self-employment benefit are identified and emphasized
to help create a positive attitude
1.4 Cultural factors that promote or inhibit agripreneural
development are identified and emphasis made on
agripreneural promotion
1.5 Ways of managing factors that inhibit development of
agripreneural culture are identified in accordance with
cultural background and national social economic
situation
2. Prepare to start agri- 2.1 Myths associated with agripreneurship, types of
enterprise agripreneurs and characteristics of agripreneurship are
determined in accordance with the set
2.2 procedures
Identification of sources of business ideas, generation of
business ideas is undertaken in accordance with the existing
procedure
2.3 Evaluation of business opportunities is undertaken
according to prevailing office procedures
2.4 Competencies are matched with business opportunities in
50
accordance with business practices.
3. Implement Agri- 3.1 Factors to consider when starting a small business are
enterprise start up identified according to business sector
processes 3.2 Forms of business ownership are identified and procedure
of starting a small business stipulated according to relevant
legal requirements
3.3 Procedure of starting a small business is identified as per
the legal requirements
3.4 Challenges faced when starting a small business are
identified and mitigating factors provided for in accordance
with prevailing legal and regulatory requirements
3.5 Resource requirements for a small business are specified
according to nature of business
3.6 Business life cycle is projected as per the nature of business
and national social economic situation
4. Operate a small 4.1 Relevant terms are defined in accordance with the set rules
business 4.2 Small business records are maintained in accordance with
office procedures
4.3 Business support services are set up in accordance with the
nature and size of business
4.4 Marketing activities are effected according to the nature
and size of business
4.5 Small business resources are run for efficiency and
profitability
4.6 Small business records are kept for decision making
purposes
4.7 Word processing concepts are applied in the management
of small business according to office procedures
4.8 Basic computer application software and emerging trends
and concerns are applied in small business management in
accordance with office procedures
5. Assess agri- 5.1 Agripreneural start up operating processes are assessed
enterprise start up based on standard business start up procedures
and operational 5.2 Agripreneural Operating processes are reviewed in
processes accordance with the assessment conducted.
6. Complete starting 6.1 Agripreneural start up and operational report is prepared in
agri-enterprise accordance with standard reporting procedures
51
3.2.3 RANGE
performance.
Variable Range
agripreneurship  Enterprise
terminologies include  Business vision. Mission,
but not limited to: core
Sources of business values,
 Brainstorming
ideas include but not  Personal
limited to: hobbies
 Newspapers,
magazines,
 Friends and
relatives
Forms of business Sole proprietorship
ownership include but Partnership
not limited to: Limited Company
Unlimited Company
Resource requirement Human
include but not limited Equipment
to: Finance
Business life cycle The start-up
include but not limited Growth
to: Expansion
Decline of a business
Relevant terms Seed capital
include but not limited business startup
to:
Marketing activities Digital marketing,
include but not limited social media marketing
to:

Required skills
 Individual marketing skills
52
 Using basic advertising (Posters/tarpaulin, flyers socio media)
 Basic book keeping/accounting skills
Required knowledge
 Types of agripreneural businesses
 Basic market and feasibility studies
 Basic business ethics
 Building customer relations
 Basic principles of small business management
 Partnership building
 Basic Financial management
 Business communication principles
 Business planning
 Procurement procedures
 Product development
 SWOT tool
 Value chain analysis
 Feasibility study tools


Competency 1.1 Collected data for feasibility study as per instructions
1.2 Identified Forms of business ownership and explained the
procedure of starting a small business.
1.3 Sourced agricultural products in accordance with the market demand.
1.4 Identified customers and responded to their feedback.
1.5 Identified Business Development Service Providers (BDS)
2. Resource The following resources must be provided:
Implications 2.1 Assessment location
2.2 Candidate reports/file
Assessment 3.1 Observation
3.2 Written tests
3.3 Third party reports
53
4. Context of Competency may be assessed:
Assessment 4.1 On the job
4.2 Off the job
4.3 In work placement (attachment,)
Off the job assessment must be undertaken in a closely simulated
workplace environment
5. Guidance Holistic assessment with other units relevant to the industry subsector,
information for workplace and job roles is recommended.
assessment
54
3.3 MARKET AGRICULTURAL PRODUCTS/SERVICES
3.3.1 MODULE CODE:

This unit specifies the competencies required to market agricultural products. It involves
identifying commodity markets, profiling agricultural products customers, selling of
agricultural products and responding to market demand.

1. Prepare to market agri- 1.1 Market survey tools are developed based on the nature and type of
enterprise product/ service.
products/services 1.2 Market survey is carried out following standard procedures as
instructed.
1.3 Agricultural product customers profiled according to the nature of the
product and the market segment.
2. Market agri- 2.1 Agricultural products are source based on the market
enterprise
products/ demand
2.2 Packaging is undertaken based on packaging specifications, size,
services type and form
2.3 Pricing is determined according to gross margin
analysis
2.4 Labeling is carried out based on existing legal guidelines and
company preferences
2.5 Promotion of agricultural products is done according to the target
customer and available resources
3. Respond to customer 2.6
3.1 Sold agricultural
Customer products
feedback based onbased
is established the price
on the target market.
feedback 3.2 Continuous improvement of the product/ services is done based on
customer feedback
3.3.4 RANGE
performance.
55
Market survey include but  Quick scan
not limited to  Interviews
Type of product include  Agricultural product in raw, semi-processed or processed
but not limited to form
Type of service include but  Pest control
not limited to  Disease control
 AI services
Customer behaviour  Perception
include but not limited to  Purchasing
 power
Customer feedback  Interviews
 SMS
 Questionnaire

Required skills
 Marketing, sales and customer service
 Communication and negotiation
 Problem solving
 Networking
 Computer applications
 Analytical
 Entrepreneurial
 Use of computers and computer applications
Required knowledge
 Basic research methods
 Market feasibility
 Market penetration
 Gross margin
 Market mix (4Ps 2Cs)
 Product development
 Branding
 Labeling
56
 Promotion
 Business competitors
 Customer care
 Analytical tools
 Organizational policies and standard operating procedures

1. Critical Aspects of Assessment requires evidence that the

1.1 Carried out a marketing survey according to standard
procedures
1.2 Sold products to target customers in accordance with the marketing
plan
1.3 Feedback from customers received, analyzed and responded to in
2. Resource The following resources must be
2.1 Agri-products/
services
3. Methods of Assessment Competency may be assessed
through:
3.1
Observation
3.2 Written tests
3.3 Oral
4. Context of Assessment Competency may be
assessed:
4.1 On the
job
4.2 Off the
job
4.3 In work placement
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job roles is recommended e.g. marketing strategy is
assessed alongside business plan
57
58
3.4 SUPERVISE AGRIPRENEURAL OPERATIONS
3.4.1 MODULE CODE:

This unit specifies the competencies required to successfully supervise agripreneural
operations; it involves preparation of agripreneural operations work plans,
implementation of policies and procedures, record keeping, risk mitigation and assessing
these operations.

1. Prepare to supervise 1.1 Agripreneural work plans developed according to the nature of the
agripreneural agri-entreprise.
operations 1.2 Agripreneural policies and procedures are implemented in
accordance to instructions given.
1.3 Agripreneural teams formed in accordance with tasks at hand
2. Supervise agripreneural 2.1 Production and product improvement operations are carried out
operations according to instructions given.
2.2 Agripreneural operation records kept according to good record
keeping practices
2.3 Agripreneural risks Mitigated according to the instructions given
3. Evaluate supervision of 3.1 Agripreneural processes assessed according to the instructions.

agripreneural 3.2 The process is reviewed according to the assessment
operationssupervision of
4. Complete conducted
4.1 Report on the agripreneural operation prepared according to the
agripreneural operation instructions given.
59
3.4.4 RANGE
performance.
Work plans include but  Cropping calendar
not limited to  Farming operation
 Procurement plans
Policies include but not
limited to  Organizational policies
 County by laws
 Laws e.g Agricultural Act, Environmental management
coordination Act (EMCA) and
Procedures include but not  Work schedules,
limited to  Responsibilities,
 Roles
 Duties
 proces
Team include but not  sProduction teams
limited to  Division of duties
 Specialization
 Marketing teams
Products include but not  Agricultural commodities
limited to  Processed goods
 Semi processed
Services include but not  goods.
Transportation
limited to  Spraying
 Financial
Risks include but not  services
Floods
limited to  Drought
 Fire
 Diseases
Records include but not  Production records
limited to  Sales records
 Gross margins

Required skills
60
 Numeracy
 Basic Analytical skills
 Entrepreneurship
 Communication and negotiation
 Problem solving
 Networking
Required knowledge
 Business planning
 Risk management
 Resource mobilization
 Team work and conflict management
 Financial and asset management
 Record keeping
 Marketing
 Business ethics, values and principles
 Partnership building
 Coordination

1. Critical Aspects of Assessment requires evidence that the

1.1 Developed and documented work plans for agripreneural operations
1.2 Implemented policies and procedures according to
instructions
1.3 Kept agripreneural records for the
2.1 Assessment
location
through:
3.1
Observation
3.2 Written tests
61
3.4 Third party
report
4. Context of Assessment Competency may be
assessed:
4.1 On the
job
4.2 Off the
job
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job roles is recommended.
3.5 MARKET AGRICULTURAL PRODUCTS/SERVICES ONLINE
3.5.1 MODULE CODE: ……….

This unit specifies the competencies required to market agricultural products/services
online. It involves development of agripreneural activity templates, preparing e-enterprise
records, communicating enterprise information on line and selling products/services
online.

1. Prepare for marketing 1.1 Agripreneural templates developed in accordance with the nature of
products online the activities and standard format.
1.2 Agripreneural data generated in accordance with the nature of the
enterprise
1.3 Online platform designed in accordance with the nature of the
products and service provider’s policy guidelines
1.4 Online platform is advertised in accordance with the target market.
1.5 Licenses and user rights are acquired in accordance with ICT
policies and procedures
1.6 Security system is designed in accordance with the users
rights
62
63
2. Sell products/services on 2.1 Agripreneural data is uploaded on line in accordance with ICT policy
line and type.
2.2 Enterprise information is communicated online in accordance with
type of the platform.
2.3 Agripreneural products quality assurance mechanism is designed
and implemented in accordance with the national and county
policies
2.4 Transactions are conducted in accordance with the ICT service
3. Evaluate product/service provider
3.1 policies.
Feedback from the users is gathered in accordance with the
online marketing quality of services
3.2 System is reviewed in accordance with the feedback
4. Complete marketing 4.1 gathered
Process report is prepared in accordance with market
product/service online progress
3.5.4 RANGE
performance.
Variable Range
Templates include but not  Production Forms
limited to  Sales
 Profit and
Data include but not limited  loss
Photos
to  Prices
 Descriptions
Platform include but not  Mobile applications
limited to  Websites
 Social
Licenses include but not  media.
Permits
limited to  Rights
 Ownership
Users right includes but not  Administration
limited to  Application
quality assurance  Standard quality products
mechanism includes but not  Correct information
limited to 
64
Required skills
 Designing
 Problem solving and trouble shooting
 Networking
 Computer applications
 Computer operation
 ICT applications
 Analytical
 Entrepreneurial
 Communication
Required knowledge
 Basic principles of applied ICT
 Usage of computers
 Usage of mobile phones
 Usage of mobile phone applications
 Use of internet
 Communication
 Entrepreneurship
 Basic marketing
 Basic financial Principles


Competency 1.1 designed online platform in accordance to the nature of the products
and service providers policy guidelines
1.2 Uploaded agripreneural data on line in accordance with ICT policy
and type.
65
1.3 designed and implemented Agripreneural products quality assurance
mechanism in accordance with the national and county policies
2.1 Assessment
location
through:
3.1 Observation
3.2 Written tests
4. Context of Assessment 3.3 Third party
Competency may be assessed:
4.1 On the
job
4.2 Off the
job
(attachment,)
5. Guidance information for Holistic assessment with other units relevant to the industry subsector,
assessment workplace and job roles is recommended.
66

Nos For Assistant General Abribusines Technician Extention Woprker NTQF Level 4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Nos For Assistant General Abribusines Technician Extention Woprker NTQF Level 4

Uploaded by

Copyright:

Available Formats

REPUBLIC OF SOUT SUDAN

NATIONAL OCCUPATIONAL STANDARDS

ASSISTANT GENERAL AGRIBUSINESS EXTENTION SERVICES TECHNICIAN

All rights reserved. No part of these occupational standards may be

UNIT CODE .............................................................................................................................................. 9

0 BASIC UNITS OF COMPETENCY

COMMUNICATION SKILLS ............................................................................................... 12

DEMONSTRATE NUMERACY SKILLS............................................................................................................. 15

DEMONSTRATE DIGITAL LITERACY ............................................................................................................20

DEMONSTRATE EMPLOYABILITY SKILLS .................................................................................................. 24

DEMONSTRATE ENVIRONMENTAL LITERACY........................................................................................ 33

DEMONSTRATE OCCUPATIONAL SAFETY AND HEALTH PRACTICES.......................................... 37

CORE UNITS OF COMPETENCY......................................................................................................................

41 DEVELOP AGRI-ENTERPRISE BUSINESS

OPERATE A SMALL AGRI-ENTERPRISE ..................................................................................................... 45

MARKET AGRICULTURAL PRODUCTS/SERVICES ...................................................................................50

SUPERVISE AGRIPRENEURAL OPERATIONS ........................................................................................... 53

MARKET AGRICULTURAL PRODUCTS/SERVICES ONLINE.................................................................. 56

Hon Awut Deng Acuil,

The National TVET Ad Hoc Coordination Committee in conjunction with the

I acknowledge all other institution which contributed to the success of development of

Mario Velvur Gunda

ATVET : Agricultural Technical and Vocational Education and Training

CaPED : Capacity for Education Development

CBET : Competency Based Education and Training

CDAC : Curriculum Development Assessment and Certification

DACUM : Develop a Curriculum

GDP : Gross Domestic Product

ICT : Information Communication Technology

MoLF : Ministry of Livestock and Fisheries

MoGEI : Ministry of General Education and Instructions

NOS : National Occupation Standard

OSH : Occupation Safety and Health

OSHA : Occupation Safety and Health Act

OSHS : Occupational Safety and Health Standards

PPE : Personal Protective Equipment

SSAT : Sector Skills Advisory Team

TVET : Technical and Vocational Education and Training

The National Occupational Standards (NOS) specify the standard of performance an

1.2 USES OF THE NATIONAL OCCUPATIONAL STANDADRD

1.2.1 The National TVET Ad-Hoc Coordination Committee

1.2.2 Employers in South Sudan

1.3 AGRICULTURE, HORTICULTURE, LIVESTOCK AND FISHERIES

3. General Horticulture Farmer

4. Aquaculture – Fish production

6. Hides and skins

7. Milk Products processor

10. Vegetable Farmer

11. Community Animal Health

12. Animal Health Auxiliary

1.3 OCCUPATIONAL PROFILE OF NTQF LEVEL 4 HOLDER

1.4 JOB DESCRIPTION OF ASSISTANT TECHNICIAN IN GENERAL

 It entails developing an agri-enterprise business plan,

1.5 THE COMPETENCIES

The qualification consists of the following basic and core competencies:

1.5.1 BASIC COMPETENCIES

1.5.2 CORE COMPETENCIES

2.1.1 MODULE CODE: ------------------

2.1.2 MODULE DESCRIPTION

2.1.3 ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA

Medium include but not limited Method of communication

2.1.4 REQUIRED SKILLS AND KNOWLEDGE