Tour Guide L-3

Tour Guide
LEVEL – III
CURRICULUM
Based on October, 2021 (V- IV) Occupational
Standard (OS)
March, 2022
Addis Ababa, Ethiopia
Preface
The reformed TVET-System is an outcome-based system. It utilizes the needs of the labor
market and occupational requirements from the world of work as the benchmark and standard
for TVET delivery. The requirements from the world of work are analyzed and documented –
taking into account international benchmarking – as occupational standards (OS).
In the reformed TVET-System, curricula and curriculum development play an important role
with regard to quality driven comparable TVET-Delivery. The Curricula help to facilitate the
training process in a way, that trainees acquire the set of occupational competences (skills,
knowledge and attitude) required at the working place and defined in the occupational
standards (OS).
This curriculum has been developed by a group of professional experts from different
Regional TVET Bureaus, colleges, Industries, Institutes and universities based on the
occupational standard for Tour guide Level III.
The curriculum development process has been actively supported and facilitated by Ministry
of Labor and Skills.
Author/Copyright : Tour Guiding Version - I

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Ministry of Labor and Skills Level- III March, 2022
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TVET-Program Design
1.1. TVET-Program Title: Tour guide Level III
1.2. TVET-Program Description

The Program is designed to develop the necessary knowledge, skills and attitude of the
trainees to the standard required by the occupation. The contents of this program are in line
with the occupational standard. The Trainees who successfully completed the Program will
be qualified to work as a Tour Guide with competencies elaborated in the respective OS.
Graduates of the program will have the required qualification to work in the Culture, Sport
& Tourism sector in the field of Tour Guide.
The prime objective of this training program is to equip the Trainees with the identified
competences specified in the OS. Graduates are therefore expected to Apply Interpretive
Content on Flora, Fauna and Landscape, Prepare specialized interpretive content on Birds of
Ethiopia and present, Prepare & Interpret Specialized Content on Historical Heritages,
Interpret Aspects of Architecture and Paintings, Provide Customer Service, Set up and
operate a Camp Site, Provide First Aid in Remote Situation, Apply Map Reading and GPS
Technology, Prepare and Interpret Financial Information and Prevent and Eliminate MUDA
in accordance with the performance criteria and evidence guide described in the OS.
1.3. TVET-Program Training Outcomes

The expected outputs of this program are the acquisition and implementation of the following
units of competences:
CST TOG3 01 1021 Apply Interpretive Content on Flora, Fauna and Landscape,
CST TOG3 02 1021 Prepare specialized interpretive content on Birds of Ethiopia & present,
CST TOG3 03 1021 Prepare & Interpret Specialized Content on Historical Heritages,
CST TOG3 04 1021 Interpret Aspects of Architecture and Paintings,
CST TOG3 05 1021 Provide Customer Service,
CST TOG3 06 1021 Set up and operate a Camp Site,
CST TOG3 07 1021 Provide First Aid in Remote Situation,
CST TOG3 08 1021 Apply Map Reading and GPS Technology,
CST TOG3 09 1021Prepare and Interpret Financial Information
CST TOG3 10 1021 Prevent and Eliminate MUDA

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1.4. Duration of the TVET-Program
The Program will have duration of 494 hours including the on school/ Institution training and
on-the-job practice or cooperative training time. Such cooperative training based on realities
of the industry, nature of the occupation, location of the TVET institution, and other factors
will be considered in the training delivery to ensure that trainees acquire practical and
workplace experience.
No Unit competency TVET Institution Cooperative Total Remarks

training training hours
Theory Practical
Apply Interpretive Content on Flora, 48 12 30 90
1.
Fauna and Landscape
Prepare specialized interpretive 32 12 24 68
2. content on Birds of Ethiopia and
present
Prepare & Interpret Specialized 48 12 20 80
3.
Content on Historical Heritages
Interpret Aspects of Architecture 24 8 16 48
4.
and Paintings
5. Provide Customer Service 16 8 8 32
6. Set up and operate a Camp Site 16 8 8 32
Provide First Aid in Remote 24 8 16 48
7.
Situation
Apply Map Reading and GPS 16 8 8 32
8. Technology
9. Prepare and Interpret Financial 16 8 8 32

Information
10. Prevent and Eliminate MUDA 16 8 8 32
Total 256 92 146 494

Hours

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1.5. Qualification Level and Certification
Based on the descriptors elaborated on the Ethiopian National TVET Qualification
Framework (NTQF) the qualification of this specific TVET Program is Level III.
The trainee can exit after successfully completing the modules in one level and will be
awarded the equivalent institutional certificate on the level completed. However, only
institutional certificate of training accomplishment will be awarded.
1.6. Target Groups

Any citizen with or without disability who meets the entry requirements under items 1.7
and capable of participating in the training activities is entitled to take part in the Program.
1.7 Entry Requirements

The prospective participants of this program are required to possess the requirements or
directive of the Ministry of Labor and Skills.
1.8 Mode of Delivery

This TVET-Program is characterized as a formal Program on middle level technical skills.
The mode of delivery is co-operative training. The time spent by the trainees in the real work
place/ industry will give them enough exposure to the actual world of work and enable them
to get hands-on experience.
The co-operative approach will be supported with school-based lecture-discussion, simulation

and actual practice. These modalities will be utilized before the trainees are exposed to the
industry environment.
Hence based on the nature of the occupation, location of the TVET institutions, and interest
of the industry alternative mode of cooperative training such as apprenticeships, internship
and traineeship will be employed. In addition, in the areas where industry is not sufficiently
available the established production and service centers/learning factories in TVET
institutions will be used as cooperative training places. The Training-Institution and identified
companies have forged an agreement to co-operate with regard to the implementation of this
program.

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1.9. TVET-Program Structure
Duration
Unit of Competence Module Code & Title Training Outcomes (In
Hours)
CST TOG3 01 1021 Apply Interpretive CST TOG3 M01 0322 Applying  Research specialized information on 90
Content on Flora, Interpretive Content flora, fauna and landscape.
Fauna and Landscape on Flora, Fauna and  Prepare specialized information on
Landscape flora, fauna and landscape.
 Update knowledge of specialized
information on flora, fauna and
landscape.
CST TOG3 02 1021 Prepare specialized CST TOG3 M02 0322 Preparing  Source general information on birds of 68
interpretive content specialized Ethiopia
on Birds of Ethiopia interpretive content  Prepare interpretive content on birds
and present on Birds of Ethiopia of Ethiopia
and present  Present information on birds of
Ethiopia
CST TOG3 03 1021 Prepare & Interpret CST TOG3 M03 0322 Preparing &  Research specialized information on 80
Specialized Content Interpreting historical heritages for presentation
on Historical Specialized Content  Prepare specialized information on
Heritages on Historical historical heritages for guiding
Heritages activities.

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 Prepare specialized information on
historical heritages for guiding
activities.
CST TOG3 04 1021 Interpret Ethiopian CST TOG3 M04 0322 Interpreting  Develop knowledge of Ethiopian 48
Architecture and Ethiopian architecture and traditional paintings.
Paintings Architecture and  Prepare Interpretive content on
Paintings Ethiopian architecture and paintings
 Present information on Ethiopian
architecture and paintings
CST TOG3 05 1021 Provide Customer CST TOG3 M05 0322 Providing Customer  Advise on customer service needs 32
Service Service  Support implementation of customer
service strategies
 Evaluate and report on customer
service
 Identify conflict situations
 Resolve conflict situations
 Evaluate conflict situations
CST TOG3 06 1021 Set up and Operate a CST TOG3 M06 0322 Setting up and  Select a camp site. 32
Camp Site Operating a Camp  Set up a camp site.
Site  Operate a camp site.
 Break camp.

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CST TOG3 07 1021 Provide First Aid in CST TOG3 M07 0322 Providing First Aid 
Prepare to respond to emergency in a 48
Remote Situation in Remote Situation remote situation
 Provide first aid in a remote situation
 Work in conjunction with medical and
emergency services support
 Evaluate the incident
CST TOG3 08 1021 Apply Map Reading CST TOG3 M08 0322 Applying Map  Plan a destination route using a map 32
and GPS Reading and GPS  Navigate using a map
Technology Technology  Use Global Positioning System (GPS)
technology
CST TOG3 09 1021 Prepare and Interpret CST TOG3 M09 0322 Preparing and  Access and interpret financial 32
Financial Interpret Financial information
Information Information  Prepare financial reports
 Apply financial information to work
activities
CST TOG3 10 1021 Prevent and CST TOG3 M10 0322 Preventing and  Prepare for work 32
Eliminate MUDA Eliminating MUDA  Identify MUDA and problem
 Analyze causes of a problem.
 Eliminate MUDA and Assess
effectiveness of the solution.
 Prevent occurrence of wastes and
sustain operation.
*The time duration (Hours) indicated for the module should include all activities in and out of the TVET institution.

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1.10 Institutional Assessment
Two types of evaluation will be used in determining the extent to which training outcomes
are achieved. The specific training outcomes are stated in the modules. In assessing them,
verifiable and observable indicators and standards shall be used.
The formative assessment is incorporated in the training modules and form part of the
training process. Formative evaluation provides the trainee with feedback regarding success
or failure in attaining training outcomes. It identifies the specific training errors that need to
be corrected, and provides reinforcement for successful performance as well. For the teacher,
formative evaluation provides information for making instruction and remedial work more
effective.
Summative Evaluation the other form of evaluation is given when all the modules in the
program have been accomplished. It determines the extent to which competence have been
achieved. And, the result of this assessment decision shall be expressed in the term of
institutional Assessment implementation guidelines..
Techniques or tools for obtaining information about trainees’ achievement include oral or
written test, demonstration and on-site observation.
1.11 TVET Teachers Profile

The teachers conducting this particular TVET Program are A Level and above who have
satisfactory practical experiences or equivalent qualifications.

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LEARNING MODULE M01
TVET-PROGRAMME TITLE: Tour Guide Level III
MODULE TITLE: Applying Interpretive content on flora, fauna and landscape
MODULE CODE: CST TOG3 M01 0322
NOMINAL DURATION: 90 Hours
MODULE DESCRIPTION: This module describes brief introduction to Ethiopian flora, fauna
and landscape required for presentation to customers creating an opportunity to utilize Ethiopian
wild life resource. It requires a knowledge, skill, and attitude to present about Ethiopian wild life
resources.
LEARNING OUTCOMES
At the end of the module the trainee will be able to:
LO1. Research specialized information on flora, fauna and landscape.
LO2. Prepare specialized information on flora, fauna and landscape.
LO3. Update knowledge of specialized information on flora, fauna and landscape.
MODULE CONTENTS:
LO1. Research specialized information on flora, fauna and landscape.
1.1 Identifying key sources of information.
1.1.1 Key ecological terminology and concepts, including:
1.1.2 Biotic and physical factors
1.1.3 Biodiversity and abundance
1.1.4 Food web
1.2 Evaluating the credibility and reliability sources of information.
1.3Useing formal and informal research techniques.
1.4 Making research activities subjects of potential customer interest.
LO2. Prepare specialized information on flora, fauna and landscape.
2.1 Developing and analyzing interpretive information.
2.2 Organizing information for use and presentation
2.4.Preparing and presenting specialized information on indigenous and endemic plants.
2.5.Preparing and presenting specialized information on endemic animals.
2.6.Preparing and presenting specialized information on Ethiopian landscape futures.
LO3. Update knowledge of specialized information on flora, fauna and landscape.
3.1 Identifying and using opportunities.
3.2. Incorporating updated knowledge into work activities.

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Learning Methods:
For none Reasonable Adjustment for Trainees with Disability (TWD)
impaired
Low Vision Deaf Hard of hearing Physical impairment
trainees
Lecture-  Provide large print text  Assign sign language  Organize the class  Organize the class room
discussion  Prepare the lecture in Audio/video interpreter room seating seating arrangement to be
 Organize the class room seating  Arrange the class room seating arrangement to be accessible for wheelchairs
arrangement to be accessible to trainees to be conducive for eye to eye accessible to users.
 Write short notes on the black/white board contact trainees  Facilitate and support the
using large text  Make sure the luminosity of  Speak loudly trainees who have severe
 Make sure the luminosity of the light of the light of class room is kept  Ensure the attention impairments on their upper
class room is kept  Introduce new and relevant of the trainees limbs to take note
 Use normal tone of voice vocabularies  Present the lecture  Provide Orientation on the
 Encourage trainees to record the lecture in  Use short and clear sentences in video format physical feature of the work
audio format  Give emphasis on visual lecture  Ensure the attention shop
 Provide Orientation on the physical feature and ensure the attention of the of the trainees
of the work shop trainees
 Summarize main points  Avoid movement during
lecture time
 Present the lecture in video
format
 Summarize main points

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Demonstration  Conduct close follow up  use Sign language interpreter  Illustrate in clear &  Facilitate and support the
 Use verbal description  Use video recorded material short method trainees having severe upper
 Provide special attention in the process of  Ensure attention of the trainees  Use Video recorded limbs impairment to operate
guidance  Provide structured training material equipments/ machines
 facilitate the support of peer trainees  Show clear and short method  Ensure the attention  Assign peer trainees to assist
 Prepare & use simulation  Use gesture of the trainees  Conduct close follow up
 Provide tutorial support  provide tutorial  provide tutorial support
(if necessary) support (if necessary
(if necessary)
Group  Facilitate the integration of trainees with  Use sign language interpreters  Facilitate the  Introduce the trainees with
discussion group members  Facilitate the integration of integration of their peers
 Conduct close follow up trainees with group members trainees with group
 Introduce the trainees with other group  Conduct close follow up members
member  Introduce the trainees with  Conduct close
 Brief the thematic issues of the work other group member follow up
 Introduce the
trainees with other
group member
 Inform the group
members to speak
loudly

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Exercise  Conduct close follow up and guidance  Conduct close follow up and  Conduct close  Assign peer trainees
 Provide tutorial support if necessary guidance follow up and  Use additional nominal hours
 provide special attention in the process  Provide tutorial support if guidance if necessary
necessary  Provide tutorial
 provide special attention in the support if necessary
process/practical training  provide special
 Introduce new and relevant attention in the
vocabularies process/ practical
training
 prepare the assignment questions in large  Use sign language interpreter  Provide briefing
Individual text  Provide briefing /orientation on /orientation on the
assignment  Encourage the trainees to prepare and the assignment assignment
submit the assignment in large texts  Provide visual recorded  Provide visual
 Make available recorded assignment material recorded material
questions
 Facilitate the trainees to prepare and
submit the assignment in soft or hard copy
Educational  Conduct close follow up  Use video recorded material  Illustrate in clear &  Facilitate and support the
Tour/ Field  Use verbal description  Ensure attention of the trainees short method trainees having severe upper
Visit  Provide special attention in the process of  Provide structured training  Use Video recorded limbs impairment to operate
guidance  Show clear and short method material equipments/ machines
 facilitate the support of peer trainees  Facilitate the integration of  Ensure the attention  Assign peer trainees to assist

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 Facilitate the integration of trainees with trainees with group members of the trainees  Conduct close follow up
group members  Conduct close follow up  Provide tutorial support
 Introduce the trainees with other group  Introduce the trainees with (if necessary
member other group member
Brief the thematic issues of the work
ASSESSMENT METHODS:
Interview  Use sign language interpreter  Speak loudly  Use written response
 Ensure or conform whether the proper  Using sign language as an option for the
communication was conducted with the interpreter if necessary trainees having speech
trainee through the service of the sign challenges
language interpreter
 Use short and clear questioning

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 Time extension
Written  Prepare the exam in large texts  Prepare the exam using short sentences,  Prepare the exam using  Use oral response as
test  Use interview as an option if multiple choices, True or False, matching short sentences, multiple an option to give
necessary and short answers choices, true or false, answer for trainees
 Prepare the exam in audio  Avoid essay writing matching and short having severe upper
format  Time extension answers if necessary. limb impairment
 Assign human reader  Time extension for
 (if necessary) trainees having severe
 Time extension upper limb impairment
Demonstratio  Brief the instruction or  Use sign language interpreter  Provide activity based  Provide activity based
n/ provide them in large text  Brief on the instruction of the exam assessment assessment
Observation  Time extension  Provide activity-based/ practical  Brief on the instruction of  Conduct close follow
assessment method the exam up
 Time extension  Use loud voice  Time extension
 Time extension

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ASSESSMENT CRITERIA:
LO.1 Research specialized information on flora, fauna and landscape.
 Identify key sources of specialized information about flora, fauna and landscape of
Ethiopia.
 Evaluate the credibility and reliability of information sources.
 Use formal and informal research techniques to access current, accurate and relevant
information.
 Make subjects of potential customer interest the focus of research activities.
LO.2 Prepare specialized information on flora, fauna and landscape.

 Analyze information and develop interpretive themes and messages to meet customer
needs
 Organize information to support the ways in which it will be used and presented.
LO.3 Update knowledge of specialized information on flora, fauna and landscape.

 Identify and use opportunities to maintain currency of knowledge about specialized
topics.
 Proactively seek opportunities to enhance and expand own knowledge base.
 Incorporate updated knowledge into work activities.

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Annex: Resource Requirements
CST TOG3 M01 0322, Apply Interpretive Content on Flora, Fauna and Landscape
Item Category/Item Description/ Quant Recommended

No. Specifications ity Ratio
(Item: Trainee)
A. Learning Materials
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
Newsome, D
Aspects of Tourism: Natural Area
2.1 338.4791,NEW. 5 1:5
Tourism
2006
2.2 Journals/Publication/Magazines Up to dated 2 2:25
Learning Facilities &
B.
Infrastructure
Smart Room/Class Rooms with its Standard
1. 1 1:25
packages.
2. White Board, Standard 1 1:25
3. TV, LCD Projector Standard 1 1:25
4. Library Standard 1 1:25
C. Consumable Materials
1. Duster whiteboard duster 1 1:25
Permanent, 2
2 Marker, 2:25
whiteboard marker pac
3 Flip chart Standard 1 1:25
4 Pen Standard 25 1:1
5 Paper A4 Desta 1 1:25
6 Flash Disk 64 GB 3 3:25
D. Tools and Equipments
1. Computer Core i3 5 5:25
2 Laptop Computer Core i10 1 1:25

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LEARNING MODULE M02
MODULE TITLE: Preparing specialized interpretive content on Birds of Ethiopia and
present
MODULE DESCRIPTION: This module describes the performance outcomes, skills and
knowledge required to Prepare and present specialized content on Birds of Ethiopia. It requires
knowledge of bird identification techniques and interpretation of bird behaviors and other skills
needed for birding tour.
LEARNING OUTCOMES
LO1. Source general information on birds of Ethiopia.
LO2. Prepare interpretive content on birds of Ethiopia.
LO3. Present information on birds of Ethiopia.
MODULE CONTENTS:
LO1. Source general information on birds of Ethiopia

1.1 Identifying Sources of information.
1.2 Accessing and comprehending information.
1.3 Distinguishing Common and endemic birds of Ethiopia
1.4 Applying Bird identification techniques
1.5 Using bird identification tools and equipment
LO2. Prepare interpretive content on birds of Ethiopia

2.1. Identifying & naming specific birds.
2.2. Recording Brief descriptions of birds.
2.3. Requiring professional’s advice.
LO3. Present information on birds of Ethiopia.

3.1. Describing bird’s habitat.
3.2. Presenting Information about birds behavior
3.3. Describing Relationship of birds and habitat

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Learning Methods:
impaired
trainees
 Write short notes on the black/white contact trainees  Facilitate and support the
board using large text  Make sure the luminosity of  Speak loudly trainees who have severe
 Encourage trainees to record the lecture  Use short and clear sentences in video format physical feature of the work
in audio format  Give emphasis on visual lecture  Ensure the attention shop
 Provide Orientation on the physical and ensure the attention of the of the trainees
feature of the work shop trainees
lecture time
format

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 Provide special attention in the process  Ensure attention of the trainees  Use Video recorded limbs impairment to operate
of guidance  Provide structured training material equipments/ machines
 Provide tutorial support  Provide tutorial  Provide tutorial support
(if necessary)
Group  Facilitate the integration of trainees  Use sign language interpreters  Facilitate the  Introduce the trainees with
discussion with group members  Facilitate the integration of integration of their peers
 Introduce the
trainees with other
group member
members to speak
loudly

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training
 prepare the assignment questions in  Use sign language interpreter  Provide briefing
Individual large text  Provide briefing /orientation on /orientation on the
questions
submit the assignment in soft or hard
copy
 Conduct close follow up  Use video recorded material  Illustrate in clear &  Facilitate and support the
Educational  Use verbal description  Ensure attention of the trainees short method trainees having severe upper
Tour/Field Trip  Provide special attention in the process  Provide structured training  Use Video recorded limbs impairment to operate
of guidance  Show clear and short method material equipments/ machines

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 facilitate the support of peer trainees  Facilitate the integration of  Ensure the attention  Assign peer trainees to assist
 Facilitate the integration of trainees trainees with group members of the trainees  Conduct close follow up
with group members  Conduct close follow up  Provide tutorial support
 Introduce the trainees with other group  Introduce the trainees with (if necessary
member other group member
Brief the thematic issues of the work

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ASSESSMENT METHODS:
 Ensure or conform whether  Using sign language interpreter if as an option for the
the proper communication necessary trainees having speech
was conducted with the challenges
trainee through the service of
the sign language interpreter
 Use short and clear
questioning
 Time extension
Written test  Prepare the exam in large texts  Prepare the exam using short  Prepare the exam using short  Use oral response as
 Use interview as an option if sentences, multiple choices, sentences, multiple choices, true or an option to give
necessary True or False, matching and false, matching and short answers if answer for trainees
 Prepare the exam in audio short answers necessary. having severe upper
format  Avoid essay writing limb impairment
 Assign human reader  Time extension  Time extension for
Demonstration  Brief the instruction or  Use sign language interpreter  Provide activity based assessment  Provide activity based
/Observation provide them in large text  Brief on the instruction of the  Brief on the instruction of the exam assessment
 Time extension exam  Use loud voice  Conduct close follow
 Provide activity-based/  Time extension up
practical assessment method  Time extension
 Time extension

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LO.1 Source general information on birds of Ethiopia

 Sources of information must be identified to understand birds of Ethiopia.
 Specific information on birds of Ethiopia should be accessed and comprehended.
 Common and endemic birds of Ethiopia are distinguished
 Bird identification techniques applied
 Use bird identification tools and equipment
LO.2 Prepare interpretive content on birds of Ethiopia.

 Specified birds are identified and named according to their characteristics
 Brief descriptions of bird’s behavior and significant features are recorded.
 The advice of professionals is required when necessary and where appropriate in
the preparation activities.
LO.3 Present information on birds of Ethiopia

 Location of birds is described based on existing habitat
 Information about birds behavior is presented
 Relationship of birds and habitat described

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CST TOG3 M02 0322, Preparing specialized interpretive content on Birds of Ethiopia
and present
(Item: Trainee)
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
Newsome, D
Aspects of Tourism: Natural Area
2.1 338.4791,NEW. 5 1:5
Tourism
2006
2.2 Journals/Publication/Magazines Up to dated 2 2:25
B.
Infrastructure
1. 1 1:25
packages.
Permanent, 2
2 Marker, 2:25

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LEARNING MODULE M03
MODULE TITLE: Preparing & interpreting specialized content on historical heritages
knowledge required to research the specialised information on historical heritage of Ethiopia. It
highlights preparing, interpreting specialised information on Ethiopia historical heritages, and
update knowledge of historical tourism resources.
LEARNING OUTCOMES
LO1. Research specialized information on historical heritages for presentation
LO2. Prepare specialized information on historical heritages for guiding activities.
LO3. Update knowledge of specialized information on historical heritages
MODULE CONTENTS:
LO1. Research specialized information on historical heritages for presentation

1.1 Identifying Key sources of information.
1.1.2 Historically significant features of the event,
1.1.3 Role of the historical event within the local community.
1.2 Using formal and informal research techniques.
1.3 Identifying customer interest
1.4 Making potential customer interest research focus.
LO2. Prepare specialized information on historical heritages for guiding activities

2.1 Organizing and presenting information.
2.2 Identifying and developing interpretive themes.
LO3. Update knowledge of specialized information on historical heritages.

3.1 Identifying and using opportunities
3.2 Incorporating and updating knowledge.

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Learning Methods:
impaired
trainees
lecture time
format

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(if necessary)
 Introduce the
trainees with other
group member
members to speak
loudly

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training
questions
copy

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ASSESSMENT METHODS:
questioning
 Time extension
 Time extension

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LO.1 Research specialized information on historical heritages for presentation

 Key sources of information on specialized topics relating to historical heritages are
identified.
 Formal and informal research techniques are used correctly and appropriately to
access current, accurate and relevant information on specialized topics.
 Subjects of potential customer interest are identified based on direct contact with
customers and consultation with industry colleagues.
 Subjects of potential customer interest are made the focus of research activities.
LO.2 Prepare specialized information on historical heritages for guiding activities.

 Information is organized in a manner that reflects the needs of customers and the way
in which information may be presented during a guiding or interpretive activity.
 Interpretive themes and messages are identified and developed from research to meet
specific customer needs.
LO.3 Update knowledge of specialized information on historical heritages

 Opportunities to maintain current knowledge about specialized topics are identified
and used.
 Updated knowledge is incorporated in to day-to-day guiding activities.

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CST TOG3 M03 0322, Preparing & interpreting specialized content on historical
heritages
Item Category/Item Description/ Quantity Recommended
No. Specifications Ratio
(Item: Trainee)
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
The Heritage-Scape: UNESCO, 338.4791,DIG.,200
2.1 5 1:5
World Heritage and Tourism 9
Dallen J. Timothy,
Cultural Heritage and Tourism: An
2.2 338.4791,TIM.,201 5 1:5
Introduction
1
3 Journals/Publication/Magazines Up to dated 2 2:25
B.
Infrastructure
1. 1 1:25
packages.
Permanent,
2 Marker, 2 pac 2:25
whiteboard marker
5 Paper A4 1desta 1:25

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LEARNING MODULE M04
MODULE TITLE: Interpreting Ethiopian architecture and paintings
NOMINAL DURATION:48 Hours
knowledge required to interpret aspects of, architecture & Ethiopian paintings. It requires an in-
depth knowledge and interpretation of Ethiopian architecture & paintings.
LEARNING OUTCOMES
LO1. Develop knowledge of Ethiopian architecture and traditional paintings.
LO2. Prepare Interpretive content on Ethiopian architecture and paintings.
LO3. Present information on Ethiopian architecture and paintings
MODULE CONTENTS:
LO1. Develop knowledge of Ethiopian architecture and traditional paintings.

1.1 Identifying and accessing relevant sources of information.
1.2 Viewing Ethiopian architecture and traditional paintings.
1.3 Painting tools and equipment.
LO2. Prepare Interpretive content on Ethiopian architecture and paintings.

2.1 Understanding types of Ethiopian architecture and traditional paintings
2.2 Developing the interrelationship of Ethiopian architectures and traditional paintings
2.3 Developing and understanding of Ethiopian traditional houses.
LO3 Present information on Ethiopian architecture and paintings

3.1 .Using appropriate language.
3.2 .Presenting information.
3.3 .Presenting information that demonstrates cultural and social sensitivity.
3.4 Painting & architectures in different genres and styles.

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Learning Methods:
impaired
trainees
lecture time
format

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Demonstratio  Conduct close follow up  use Sign language interpreter  Illustrate in clear &  Facilitate and support the
n  Use verbal description  Use video recorded material short method trainees having severe upper
(if necessary)
 Introduce the
trainees with other
group member
members to speak
loudly

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training
questions

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ASSESSMENT METHODS:
questioning
 Time extension
 Time extension

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LO1. Develop knowledge of Ethiopian architecture and traditional paintings
 Relevant Information sources on Ethiopian architecture and traditional paintings are
identified and accessed
 A range of Ethiopian architecture and traditional paintings are viewed in different
styles including equipment and tools used in architecture and paintings
LO.2 Prepare Interpretive content on Ethiopian architecture and paintings

 Types of Ethiopian architecture and traditional paintings are understood.
 Understanding the interrelationship of different Ethiopian architectures and traditional
paintings are developed.
 Understanding of Ethiopian traditional houses is developed.
LO.3 Present information on Ethiopian architecture and paintings

 Language appropriate to the customer group is used.
 Information of appropriate depth and breadth is presented for specific customer
needs.
 Information is presented in a manner that demonstrates cultural and social sensitivity.

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CST TOG3 M04 0322, Interpreting Ethiopian architecture and paintings

(Item: Trainee)
1. TTLM TTTLM prepared 1:1

25
by the trainer
2. Reference Books
Architectural History of Ethiopia Lindahl, B.963LIN.
2.1 5 1:5
in Pictures
Geoffrey Last 963
A History of Ethiopia in Pictures:
2.2 LAS. 2012/2013 5 1:5
From Ancient to Modern Times
B.
Infrastructure
1. 1 1:25
packages.
2 Marker, Permanent, 2:25

2 pac
whiteboard marker
5 Paper A4 1pac 1:25

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LEARNING MODULE M05
MODULE TITLE: Providing customer service
knowledge required to advise on, carry out customer service, including skills and knowledge
required to resolve conflict situations with customers and colleagues. The unit covers the conflict
resolution skills required to address conflicts that may arise in day-to-day work situations.
LEARNING OUTCOMES
LO1. Advise on customer service needs
LO2. Support implementation of customer service strategies
LO3. Evaluate and report on customer service
LO4. Identify conflict situations
LO5. Resolve conflict situations
LO6. Evaluate conflict situations
MODULE CONTENTS:
LO1. Advise on customer service needs

1.1 Assessing and clarifying customer needs using communication techniques.
1.2 Diagnosing customer’s problem within organizational requirements
1.3 Providing advice to promote customer service delivery
1.4 Using business technology & online services to present information
LO2. Support implementation of customer service strategies

2.1 promoting customer service strategies & opportunity for designate individuals and
groups
2.2 Identifying and allocating budget.
2.3 Following Procedures to resolve difficulties and complaints
2.4 Taking decisions to implement strategies.

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LO3. Evaluate and report on customer service
3.1 .Reviewing client satisfaction.
3.2 .Identifying and reporting necessary changes
3.3 .Preparing conclusions and recommendations from verifiable evidence
3.4 .Providing constructive advice on future directions of client service strategies
3.5 .Maintaining systems, records and reporting procedures
LO4. Identify conflict situations

4.1. Identifying potential conflicts.
4.2. Organizing Situations where personal safety of customers may be threatened.
4.3. Identifying and using resources to assist managing conflict.
LO5. Resolve conflict situations

5.1. Taking responsibilities within the scope.
5.2. Dealing with conflicts.
5.3. Taking steps to minimize conflict impacts
5.4. Using effective communication skills to manage conflict
5.5. Encouraging and treating all point of views.
5.6. Assessing the nature and detail of conflict.
5.7. Using accepted conflict resolution techniques.
5.8. Completing documentation
Lo6.Evaluate conflict situations

6.1.Providing feedback on conflict resolution.
6.2.Evaluating and reflecting the situation of the solution.
6.3.Determining causes of workplace conflict.
6.4.Providing inputs for workplace enhancement and improvements.

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Learning Methods:
impaired
trainees
lecture time
format

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(if necessary)
 Introduce the
trainees with other
group member
members to speak
loudly

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training
questions

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ASSESSMENT METHODS:
questioning
 Time extension
 Time extension

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LO.1 Advise on customer service needs

 Customer needs are clarified and accurately assessed using appropriate
communication techniques
 Problems matching service delivery are diagnosed to customers and options
developed for improved service within organizational requirements
 Relevant and constructive advice is provided to promote the improvement of
customer service delivery
 Business technology and/or online services are/is used to structure and present
information on customer service needs
LO.2 Support implementation of customer service strategies

 Ensure customer service strategies and opportunities are promoted to designated
individuals and groups
 Available budget resources are identified and allocated to fulfill customer service
objectives
 Procedures are promptly followed to resolve customer difficulties and complaints
within organizational requirements
 Ensure that decisions are taken to implement strategies in consultation with
designated individuals and groups
LO.3. Evaluate and report on customer service

 Client satisfaction is reviewed with service delivery using verifiable data in
accordance with organizational requirements
 Changes necessary to maintain service standards are identified and reported to
designated individuals and groups
 Conclusions and recommendations are prepared from verifiable evidence and
constructive advice on future directions of client service strategies is provided
 Systems, records and reporting procedures are maintained to compare changes in
customer satisfaction

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LO.4. Identify conflict situations
 Potential for conflict is identified quickly and swift and tactful action taken to
prevent escalation.
 Situations where personal safety of customers or colleagues may be threatened are
identified quickly and appropriate assistance is organized.
 Resources are identified and used to assist in managing conflict where appropriate
and according to organization policy and procedures
LO.5. Resolve conflict situations

 Responsibility is taken for finding a solution to the conflict within scope of
individual responsibility.
 Conflict is dealt with sensitively, courteously and discreetly and steps are taken to
minimize impact on other colleagues and customers.
 Effective communication skills are used to assist in management of the conflict.
 All point of views are encouraged and treated with respect.
 The nature and details of the conflict are established and agreed on with all parties
and the impact of the situation is assessed.
 Possible options are determined to resolve the conflict and promptly analyze and the
best solution in agreement is decided on with all parties by taking into account any
organization constraints.
 Accepted conflict resolution techniques are used to manage the conflict situations
and develop solutions
 Any necessary documentation is completed accurately and legibly within time
constraints
LO.6. Evaluate conflict situations

 Feedback on the conflict and its resolution is sought and provided where possible
with the parties involved.
 The situation and effectiveness of the solution are evaluated and reflected.
 Possible causes of workplace conflict are determined and input is provided for
workplace enhancement and improvements

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CST TOG3 M05 0322, Providing customer service

(Item: Trainee)
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
Quality Control of Tourism WTO.1988
2.1 5 1:5
Products and Services
Improving Tourism and Eric Laws,2004
2.2 5 1:5
Hospitality Services
B.
Infrastructure
1. 1 1:25
packages.
Permanent,
2 Marker, 2 pac 2:25
whiteboard marker

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LEARNING MODULE M06
MODULE TITLE: Setting up and operating a camp Site
knowledge required to set up and operate a camp site for camping tours. It requires the ability to
operate the camp site within the requirements set by any permit conditions and land management
guidelines. It also requires the ability to provide for the safety of customers and ensure low
environmental impact.
LEARNING OUTCOMES
LO1. Select a camp site.
LO2. Set up a camp site.
LO3. Operate a camp site.
LO4. Break camp.
MODULE CONTENTS:
LO1. Select a camp site.

1.1. Accessing camp site.
1.2. Selecting camp site with minimal negative environmental impact.
1.3. Identifying camp site hazards.
LO2. Set up a camp site.

2.1. Setting up camp site facilities
2.2. Arranging appropriate shelter
2.3. Identifying and accessing required sources of water
2.4. Constructing camp fire in safe location.
LO3. Operate a camp site.

3.1. Operating camping equipment.
3.2. Establishing and following waste disposal procedures.
3.3. Briefing customers on waste disposal requirements.
3.4. Discussing acceptable camp site behavior with customer.

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3.5. Operating camp fires within land management guidelines.
LO4. Break camp.

4.1. Dismantling, packing and storing all equipments.
4.2. Removing all rubbish from the site.
4.3. Extinguishing camp site fire.
4.4. Checking the site before departure.
4.5. Leaving the campsite.

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Learning Methods:
impaired
trainees
lecture time
format

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(if necessary)
 Introduce the
trainees with other
group member
members to speak
loudly

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training
questions
copy

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ASSESSMENT METHODS:
questioning
 Time extension
 Time extension

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LO.1 Select a camp site.

 The camp site is accessed according to tour itinerary, relevant permits, agreement of
land owners and other statutory requirements.
 Where no designated area exists, a site is selected to ensure comfort, safety and
minimal negative environmental impact.
 Any camp site hazards are identified, associated risks assessed and the hazards
eliminated or minimized.
LO.2 Set up a camp site.

 The camp site facilities are set up in the most appropriate position to ensure comfort,
safety and minimal environmental impact.
 Appropriate shelter is arranged for the prevailing weather and conditions.
 Any required water sources are identified and accessed.
 Any required camp fires are constructed in a safe location and ensured that there is no
danger to the crew, customers and environment during the construction.
LO.3 Operate a camp site

 Camping equipment is operated correctly and according to manufacturer instructions
and safety guidelines.
 Environmentally-friendly rubbish and human waste disposal procedures are
established and followed.
 Customers are briefed on waste disposal requirements, agreed to procedures and
adherence is monitored at all times.
 Acceptable camp site behavior is discussed and agreed upon with customers
 Any camp fires are operated within land management guidelines and ensured that
there is no danger to the crew, customers and environment during the use of the fire.
LO.4 Break camp.

 All equipments are dismantled, packed and stored using safe lifting and handling
techniques to avoid injury.

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 All rubbish is removed from the site where disposal facilities are not available.
 Camp fires are extinguished fully to ensure there is no danger to the environment.
 The site is checked prior to departure to ensure all equipment and belongings have
been removed.
 The camp site is left in the original or improved condition.

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CST TOG3 M06 0322, Setting up and operating a camp Site

(Item: Trainee)
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
Guidelines: Development of WTO,1992
2.1 National Parks and Protected 5 1:5
Areas for Tourism
Camping procedures and reference Rose Harvey, 2016.
2.2 1 1:25
manual
B.
Infrastructure
1. 1 1:25
packages.
Permanent, 2
2 Marker, 2:25
2 Tent Standard 5 1:5

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3 First aid kit Standard 1 1:5
4 Heating facilities --- 2 1:25
5 Mobile toilet Standard 3 3:25
6 Cutting equipment and tools Standard 1pac 1:25
Solar powered/chargeable hand Standard
7 5 1:5
torch
8 Sleeping bag Standard 25 1:1
9 Cooking utensils Standard 1pac 1:25

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LEARNING MODULE M07
MODULE TITLE: Providing first aid in remote situation
MODULE DESCRIPTION: This module describes the skills and knowledge required to
provide first aid to a casualty in a remote and/or isolated situation.
LEARNING OUTCOMES
LO1. Prepare to respond to emergency in a remote situation
LO2. Provide first aid in a remote situation
LO3. Work in conjunction with medical and emergency services support
LO4. Evaluate the incident
Module contents:
LO1. Prepare to respond to emergency in a remote situation

1.1. Preparing isolated travel for expected contingencies.
1.2. Assessing causality conditions.
1.3. Evaluating options for transporting casualties.
LO2. Provide first aid in a remote situation

2.1. Determining and explaining the nature of casualty's injury/condition.
2.2. Contextualizing first aid requirements.
2.3. Seeking consents from casualty prior to applying first aid.
2.4. Providing first aid responses.
2.5. Responding casualty.
2.6. Monitoring casualty’s condition.
2.7. Providing information to casualty.
2.8. Providing shelter.
2.9. Documenting condition of casualty over time.
LO3. Work in conjunction with medical and emergency services support

3.1 Establishing communication link to medical services
3.2 Requesting ambulance support or medical assistance.

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3.3 Administering medication from an authorized health worker.
3.4 Assisting evacuation of casualty.
LO4. Evaluate the incident

4.1. Evaluating management of the incident and developing action plan.
4.2. Participating in debriefing /evaluation to improve future operations.

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Learning Methods:
impaired
trainees
lecture time
format

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(if necessary)
 Introduce the
trainees with other
group member
members to speak
loudly

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training
questions
copy

Page 62 of 95
ASSESSMENT METHODS:
questioning
 Time extension
 Time extension

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LO.1 Prepare to respond to emergency in a remote situation

 Isolated travel or work, accounting for expected contingencies is prepared.
 Casualty's condition is assessed and appropriate response determined in order to
minimize hazards and determine need for medical assistance
 Options are evaluated for transporting casualty or waiting for medical assistance in
relation to environmental issues, transport availability and casualty's condition
LO.2 Provide first aid in a remote situation

 The nature of casualty's injury/condition and relevant first aid procedures are
determined and explained to provide comfort.
 Consent is sought from casualty prior to applying first aid management.
 First aid response is provided to address casualty's condition and in accordance with
effective first aid principles.
 The casualty is responded in a culturally aware, sensitive and respectful manner
 Casualty's condition is monitored and ongoing first aid procedures are undertaken as
required.
 Information is calmly provided to reassure casualty during the wait for medical
assistance, adopting a communication style to match the casualty's level of
consciousness.
 Shelter is provided from elements in accordance with environmental conditions.
 Condition of casualty over time is documented to assist in on-going management.
LO.3 Work in conjunction with medical and emergency services support

 Communication links to medical services are established using relevant
communication equipment to ensure prompt control action is undertaken
 Ambulance support or appropriate medical assistance is requested according to
relevant circumstances
 Medication is administered under direct instruction from an authorized health
worker as required.
 The evacuation of the casualty is assisted by following directions given by

Page 64 of 95
emergency services as required
LO.3 Evaluate the incident

 Management of the incident is evaluated and where required an action plan
developed in consultation with relevant parties
 Participate in debriefing/evaluation in order to improve future operations and
individual's needs must be addressed.

Page 65 of 95
CST TOG3 M07 0322, Providing first aid in remote situation

(Item: Trainee)
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
How to Teach: Hygiene, Home Kaune, E.19 63
2.1 Nursing and First Aid 5 1:5
International Travel Health Guide Rose, S.R.2000

2.2 5 1:5
- 2000 Eleventh ed.
GŸ=U uK?Kuƒ ¨`’` È.1996
2.3 5 1:5

B.
Infrastructure
1. 1 1:25
packages.
Permanent, 2
2 Marker, 2:25
3 First aid kit Standard 1 1:5

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LEARNING MODULE M08
MODULE TITLE: Applying map reading and GPS technology
knowledge required to read tourist destination Maps, and use GPS Technology. It requires the
ability to read Map futures, understand and use GPS Technology.
LEARNING OUTCOMES :
LO1. Plans a destination route using a map
LO2. Navigates using a map
LO3. Uses Global Positioning System (GPS) technology
MODULE CONTENTS:
LO1. Plan a destination route using a map

1.1 Selecting and checking maps, equipment and navigation aids
1.2 Identifying map symbols.
1.3 Identifying current position on map using geographical features.
1.4 .Identifying and locating required destination.
1.5 .Assessing and selecting route to destination.
1.6 .Planning safe route to destination.
1.7 .Measuring and estimating distances to destinations using map scale
LO2. Navigate using a map

2.1 Planning navigated and traversed route.
2.2 Orient the map.
2.3 Using navigation aids.
2.4 Planning and navigating alternative routes.
LO3. Use Global Positioning System (GPS) technology

3.1. Identifying and locating point on map using GPS.
3.2. Recording locations Using GPS data.

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Learning Methods:
impaired
trainees
lecture time
format

Page 68 of 95
guidance material equipments/ machines
 Ensure the attention  Assign peer trainees to assist
 facilitate the support of peer trainees of the trainees  Conduct close follow up
 Provide structured training
 Prepare & use simulation  Provide tutorial  Provide tutorial support
 Show clear and short method
support (if necessary
 Use gesture
(if necessary)
 Provide tutorial support
(if necessary)
 Introduce the
trainees with other
group member
members to speak
loudly

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support if necessary
 provide special
 provide special attention in the attention in the
process/practical training process/ practical
 Introduce new and relevant training
vocabularies
questions

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ASSESSMENT METHODS:
questioning
 Time extension
 Time extension

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LO.1 Plan a destination route using a map

 Maps, equipment and navigation aids are selected and checked for accuracy,
currency and operational effectiveness for intended use
 Relevant map symbols, information and navigation on map identified
 Current position in the field on map using geographical features identified and
located
 Required destination identified and located on map
 Route to destination assessed and selected using map data
 Safe route to destination planed
 Distance to destination using map scale for selected route measured and estimate
LO.2 Navigate using a map

 Planned route and according to schedule navigated and traversed
 Orient the map or plan to surroundings and planned route
 Use navigation aids to assist progress
 Plan and navigate alternative routes
LO.3 Use Global Positioning System (GPS) technology

 Identify and locate point on map using landmarks and key geographical features.
 Use GPS data to precisely record locations according to workplace procedures.

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CST TOG3 M08 0322, Applying map reading and GPS technology

(Item: Trainee)
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
MCT,2012
2.1 Tourist map of Ethiopia 5 1:5
Woobshet,2001
2.2 Junior atlas for Ethiopia 5 1:5
2.3 Bradt Ethiopia 7th Ed Philip Briggs,2015 5 1:5

B.
Infrastructure
1. 1 1:25
packages.
Permanent,
2 Marker 2 pac 2:25
whiteboard marker
Tourist map of
6 Tourist Maps 25 1:1
Ethiopia
3 Compass Standard 1 1:5
Small size digital
4 GPS 5 1:5
GPS
5 Digital camera High quality 1 1:25
6 Binocular Standard 5 1:5

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LEARNING MODULE M09
MODULE TITLE: Preparing and interpreting financial information
knowledge required to interpret the types of financial information used by operational
supervisors and managers in their day-to-day work activities. It includes different types of
financial reports, on how financial information is used in the management of a business and
preparing end of period financial reports.
LEARNING OUTCOMES
LO1 Access and interpret financial information
LO2 Prepare financial reports
LO3. Apply financial information to work activities
MODULE CONTENTS:
LO1. Access and interpret financial information

1.1 Identifying and using business performance indicators and benchmarks.
1.2 Identifying financial information reports.
1.3 Accessing and reviewing financial information.
1.4 . Interpreting financial information
LO2. Prepare financial reports

2.1 Preparing profit and loss statement for reporting period.
2.2 Preparing balance sheet and cash flow.
2.3 Identifying and correcting Errors.
LO3. Apply financial information to work activities

3.1.Identifying financial information.
3.2.Reviewing financial information.
3.3.Sharing financial information.

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Learning Methods:
impaired
trainees
lecture time
format

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(if necessary)
 Introduce the
trainees with other
group member
members to speak
loudly

Page 76 of 95
training
questions
copy

Page 77 of 95
ASSESSMENT METHODS:
questioning
 Time extension
 Time extension

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LO.1 Access and interpret financial information

 Relevant business performance indicators and benchmarks are identified and used for
decision-making purposes.
 The range of financial information reports are required to monitor business
performance and identified effectively on a day-to-day operational management
level.
 Relevant financial information is accessed and reviewed at appropriate times
according to organization policy and financial reporting periods.
 Financial information is interpreted correctly.
LO.2 Prepare financial reports

 Profit/loss statement is prepared in accordance with organizational requirements to
reflect operating profit for reporting period.
 Balance sheet and cash flow is prepared to reflect financial position of business at
end of reporting period.
 Errors are identified corrected for resolution in accordance with organizational policy
and procedures.
LO.3 Apply financial information to work activities

 Financial information applies to particular areas of work operation is identified.
 Financial information is reviewed in terms of its impact on day-to-day work
operations and action taken accordingly.
 Appropriate financial information is shared with colleagues in a timely manner.

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CST TOG3 M09 0322, Preparing and interpreting financial information

(Item: Trainee)
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
2.1 Accounting Principles - 16th ed. Warren, F 5 1:5
Accounting for the Travel Agent: Madden, D.,1972
2.2 An Approach to Effective 5 1:5
Management
Accounting for Hospitality, Owen, G.,1998
2.3 5 1:5
Tourism and Leisure - Second ed.
B.
Infrastructure
1. 1 1:25
packages.
Permanent,
2 Marker 2 pac 2:25
whiteboard marker
3 Flip chart Small 1 1:25
5 Paper A4 1 1:25
1. Computer Desktop 5 5:25
2. Calculator Standard 5 1:5

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LEARNING MODULE M10
MODULE TITLE: Preventing and eliminating MUDA
MODULE DESCRIPTION: This module covers the knowledge, skills and attitude required by
a worker to prevent and eliminate MUDA/wastes in his/her workplace by applying scientific
problem-solving techniques and tools to enhance quality, productivity and other kaizen elements
on continual basis It covers responsibility for the day-to-day operation of the work and ensures
Kaizen Elements are continuously improved and institutionalized
LEARNING OUTCOMES
LO1. Prepare for work.
LO2. Identify MUDA and problem.
LO3. Analyze causes of a problem.
LO4. Eliminate MUDA and Assess effectiveness of the solution.
LO5. Prevent occurrence of wastes and sustain operation.
MODULE CONTENTS:
LO1. Prepare for work

1.1.Using work instructions.
1.2. Reading and interpreting job specifications.
1.3.Observing OHS requirements.
1.4.Selecting material for work.
1.5.Identifying and checking Safety equipment and tools.
LO2. Identify MUDA and problem.

2.1 Preparing and implementing plan of MUDA.
2.2 Discussing causes and effects of MUDA.
2.3 Listing causes of problems using statistical tools and techniques.
2.4 Identifying and listing problems on Visual Management Board/Kaizen Board.
2.5 Using tools and techniques to analyze situation of work.
2.6 Identifying and measuring wastes/MUDA based on relevant procedure

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2.7 Reporting identified and measured wastes
LO3.Analyze causes of a problem.

3.1 Listing all possible causes of a problem.
3.2 Analyzing cause relationships using 4M1E.
3.3 Identifying causes of the problems.
3.4 Selecting the root cause of problem.
3.5 Listing ways of eliminating critical root cause using creative idea generation.
3.6 Testing and evaluating suggested solutions for potential complications.
3.7 Preparing detailed summaries of the action plan to implement the suggested solution.

4.1. Preparing and implementing Plan of MUDA by medium KPT members.
4.2. Adopting the ten basic principles for improvement.
4.3. Using tools and techniques to eliminate wastes/MUDA.
4.4. Reducing and eliminating Wastes/MUDA
4.5. Identifying tangible and intangible results.
4.6. Comparing target result using various types of diagrams.
4.7. Reporting improvements gained by elimination of waste/MUDA

5.1. Preparing and implementing MUDA prevention plan.
5.2. Discussing and preparing required standards.
5.3. Preventing wastes/MUDA using visual and auditory control methods
5.4. Creating waste-free workplace using 5W and 1Hsheet.
5.5. Completing required operation.
5.6. Facilitating update of standard procedures and practices.
5.7. Ensuring the capability of the work team.
5.8. Training work team on new Standard Operating Procedures (SOPs).

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Learning Methods:
impaired
trainees
lecture time
format

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(if necessary)
 Introduce the
trainees with other
group member
members to speak
loudly

Page 84 of 95
training
questions
copy

Page 85 of 95
ASSESSMENT METHODS:
questioning
 Time extension
 Time extension

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LO.1 Prepare for work.
 Work instructions are used to determine job requirements, including method, material
and equipment.
 Job specifications are read and interpreted following working manual.
 OHS requirements, including dust and fume collection, breathing apparatus and eye
and ear personal protection needs are observed throughout the work.
 Appropriate material is selected for work.
Safety equipment and tools are identified and checked for safe and effective operation.
LO2 .Identify MUDA and problem

 Plan of MUDA and problem identification is prepared and implemented.
 Causes and effects of MUDA are discussed.
 All possible problems related to the process /Kaizen elements are listed using statistical
tools and techniques.
 All possible problems related to kaizen elements are identified and listed on Visual
Management Board/Kaizen Board.
 Tools and techniques are used to draw and analyze current situation of the work place.
 Wastes/MUDA are identified and measured based on relevant procedures.
 Identified and measured wastes are reported to relevant personnel.
LO3. Analyze causes of a problem.

 All possible causes of a problem are listed.
 Cause relationships are analyzed using4M1E.
 Causes of the problems are identified.
 The root cause which is most directly related to the problem is selected.
 All possible ways are listed using creative idea generation to eliminate the most critical
root cause.
 The suggested solutions are carefully tested and evaluated for potential complications.
 Detailed summaries of the action plan are prepared to implement the suggested solution.

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 Plan of MUDA elimination is prepared and implemented by medium KPT members.
 Necessary attitude and the ten basic principles for improvement are adopted to eliminate
waste/MUDA.
 Tools and techniques are used to eliminate wastes/MUDA based on the procedures and
OHS.
 Wastes/MUDA are reduced and eliminated in accordance with OHS and organizational
requirements.
 Tangible and intangible results are identified.
 Tangible results are compared with targets using various types of diagrams.
 Improvements gained by elimination of waste/MUDA are reported to relevant bodies

 Plan of MUDA prevention is prepared and implemented.
 Standards required for machines, operations, defining normal and abnormal conditions,
clerical procedures and procurement are discussed and prepared.
 Occurrences of wastes/MUDA are prevented by using visual and auditory control
methods.
 Waste-free workplace is created using 5W and 1Hsheet.
 The completion of required operation is done in accordance with standard procedures and
practices.
 The updating of standard procedures and practices is facilitated.
 The capability of the work team that aligns with the requirements of the procedure is
ensured and trained on the new Standard Operating Procedures (SOPs).

Page 88 of 95
CST TOG3 M10 0322, Preventing and eliminating MUDA

(Item: Trainee)
TTTLM prepared
1. TTLM 25 1:1
by the trainer
2. Reference Books
B.
Infrastructure
1. 1 1:25
packages.
Permanent, 2
2 Marker 2:25
3 Flip chart Small 1 1:25
5 Paper A4 1 1:25
1. Computer Desktop 5 5:25
2 Broom standard 3 3:25
3 Dust bin standard 5 5:25
4 mop standard 3 3:25

Page 89 of 95
Acknowledgement
The Ministry of Labor and Skills wishes to thank and forward an appreciation to the experts
who donated their effort and time to develop this outcome based on curriculum for the TVET
program Tour Guiding Level III.

Page 90 of 95
The trainers who developed the curriculum
No Name Qualification Educational Region College Mobile E-mail
background number
1 MINYAMIR ASRAT ENYEW BA Degree Tourism Mgt AA Industry +251 913 97 ethio1st@gmail.com
0068
2 KEBEDE BEKELE URGA MA Degree BA Tourism Mgt Dire Dire dawa poly +251 910 91 kebedett@gmail.com
MBA Masters of Dawa Technic College 5831
Business Admin
3 ABERA AKELE TESO BA Degree Tourism Dev’t Benshang Asossa Poly 0922098404 Aberab2018@gmail.com
ul Gumuz technic
Asossa College(APTC)
4 YESHITILA AMBACHEW BA Degree Tourism Amhara D/tabor poly 0924473670 Gafatkedt2017@gmail.com
BEZIE management technic college
5 ABIY NIGUSSIE TESFAYE MA Degree BA Tourism Mgt A.A TTI 0921346710 joinabiy@gmail.com
MA Masters in
Marketing
Management

Page 91 of 95
Page 92 of 95

Tour Guide L-3

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Tour Guide L-3

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Tour Guide

Author/Copyright : Tour Guiding Version - I

1.2. TVET-Program Description

1.3. TVET-Program Training Outcomes

Author/Copyright : Tour Guiding Version - I

No Unit competency TVET Institution Cooperative Total Remarks

9. Prepare and Interpret Financial 16 8 8 32

Total 256 92 146 494

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1.6. Target Groups

1.7 Entry Requirements

1.8 Mode of Delivery

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

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1.11 TVET Teachers Profile

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LO.2 Prepare specialized information on flora, fauna and landscape.

LO.3 Update knowledge of specialized information on flora, fauna and landscape.

Author/Copyright : Tour Guiding Version - I

Item Category/Item Description/ Quant Recommended

Author/Copyright : Tour Guiding Version - I

LO1. Source general information on birds of Ethiopia

LO2. Prepare interpretive content on birds of Ethiopia

LO3. Present information on birds of Ethiopia.

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LO.1 Source general information on birds of Ethiopia

LO.2 Prepare interpretive content on birds of Ethiopia.

LO.3 Present information on birds of Ethiopia

Author/Copyright : Tour Guiding Version - I

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LO1. Research specialized information on historical heritages for presentation

LO2. Prepare specialized information on historical heritages for guiding activities

LO3. Update knowledge of specialized information on historical heritages.

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LO.1 Research specialized information on historical heritages for presentation

LO.2 Prepare specialized information on historical heritages for guiding activities.

LO.3 Update knowledge of specialized information on historical heritages

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LO1. Develop knowledge of Ethiopian architecture and traditional paintings.

LO2. Prepare Interpretive content on Ethiopian architecture and paintings.

LO3 Present information on Ethiopian architecture and paintings

Author/Copyright : Tour Guiding Version - I

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