Professional Documents
Culture Documents
FOR
NTQF LEVEL 4
AUGUST 2022 1
First published 2022
Copyright © NTAHCC
The Chairman,
National TVET Ad HOC Coordination Committee,
MOGEI JUBA.
REPUBLIC OF SOUTH SUDAN
AUGUST 2022 2
TABLE OF CONTENTS
FOREWORD.............................................................................................................................................................
5 PREFACE
.................................................................................................................................................................. 6
ACKNOWLEDGMENT ...........................................................................................................................................
7 ACRONYMS
..............................................................................................................................................................8 KEY TO
OVERVIEW ..............................................................................................................................................................1
...................................................................................................................... 11 DEMONSTRATE
PLAN....................................................................................... 42
AUGUST 2022 3
MARKET AGRICULTURAL PRODUCTS/SERVICES ...................................................................................50
AUGUST 2022 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.
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 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.
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. .
BC : Basic Competency
CC : Core Competency
OS : Occupational Standard
Industry or sector
Occupational Standards
Occupational area
Type of competency
Competency number
Competency level
1.0 SECTION ONE: OVERVIEW TO AGRICULTURE, HORTICULTURE AND LIVESTOCK
SECTOR OCCUPATION
1.1 INTRODUCTION
The Agripreneurship qualification level 3&4 consists of competencies that an individual
must achieve to operate an agri-enterprise. It entails developing an agri-enterprise
business plan, operating a small agri-enterprise, marketing of agricultural products and
supervision of agri-enterprise operations.
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
CORE COMPETENCIES
1. Develop agri-enterprise business plan
2. Market products on line
3. Market agricultural products
4. Supervise agri-enterprsie operations
5. Operate a small agri-enterprise
© TVET CDACC 2018 10
BASIC UNITS OF COMPETENCY
UNIT DESCRIPTION
This unit covers the competencies required to gather, interpret and convey information in
response to workplace requirements.
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
Required Skills
Required Knowledge
The individual needs to demonstrate knowledge of:
Minutes
Meetings
Report writing
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.
This unit 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.
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
1.3 Rectangular
1.4 Triangle
Required knowledge
The individual needs to demonstrate knowledge of:
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
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 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
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
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
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
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
Required Knowledge
The individual needs to demonstrate knowledge of:
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
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range
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.
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.
Required Skills
The individual needs to demonstrate the following 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
Required Knowledge
The individual needs to demonstrate knowledge of:
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
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
UNIT DESCRIPTION
This unit specifies the competencies required to practice and promote safety and health at
work.
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
are not limited room
to: and operate
3.3 Substitute theit hazard
remotely; barricade
with an unsafe area
a safer alternative (i.e., replace
the machine with a safer
3.4 one)administrative controls to reduce the risk (i.e. give
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
3.6 machine)
Use personal protective equipment
3.7 Safety, Health and Work Environment Evaluation
3.8 Periodic and/or special medical examinations of workers
Required Skills
The individual needs to demonstrate the following skills:
Communication skills
Knowledge management
Interpersonal skills
Troubleshooting skills
Critical thinking skills
Observation skills
Monitoring skills
Reporting skills
Required Knowledge
The individual needs to demonstrate knowledge of:
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, equipments 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
UNIT DESCRIPTION
This unit 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.
RANGE
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
The individual needs to demonstrate the following skills:
Individual marketing
Basic bookkeeping
Basic analytical
Communication
Presentation
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
UNIT DESCRIPTION
This unit 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.
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
Required skills
The individual needs to demonstrate the following skills:
Individual marketing skills
Required knowledge
The individual needs to demonstrate knowledge of:
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
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
UNIT DESCRIPTION
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.
RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Required skills
The individual needs to demonstrate the following skills:
Basic Financial management
Marketing, sales and customer service
Communication and negotiation
Problem solving
Networking
Computer applications
Analytical
Entrepreneurial
Use of computers and computer applications
Required knowledge
The individual needs to demonstrate knowledge of:
Basic research methods
Market feasibility
Market penetration
Gross margin
Market mix (4Ps 2Cs)
Product development
Branding
Labeling
UNIT DESCRIPTION
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.
Required skills
Required knowledge
The individual needs to demonstrate knowledge of:
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
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
UNIT DESCRIPTION
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.
RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
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
Required skills
The individual needs to demonstrate the following skills:
Designing
Marketing, sales and customer service
Basic Financial management
Problem solving and trouble shooting
Networking
Computer applications
Computer operation
ICT applications
Analytical
Entrepreneurial
Communication
Required knowledge
The individual needs to demonstrate knowledge of:
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
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.