Ethiopian TVET-System

Curriculum
(TVET PROGRAM)
Level -IV

Based on
Occupational Standard (OS)

December 2019, ADDIS ABABA

Ethiopian TVET System
Model Curriculum

Preface

The reformed TVET-System is an outcome-based system. It utilizes the needs of the labor
market and occupational requirements from the world of work as the benchmark and standard
for TVET delivery. The requirements from the world of work are analyzed and documented –
taking into account international benchmarking – as occupational standards (OS).

In the reformed TVET-System, curricula and curriculum development play an important role
with regard to quality driven TVET-Delivery. Curricula help to facilitate the learning process
in a way, that trainees acquire the set of occupational competences (skills, knowledge and
attitude) required at the working place and defined in the occupational standards (OS).
Responsibility for Curriculum Development will be given to the Regional TVET-Authorities
and TVET-Providers.

This curriculum has been developed by a group of experts from Addis Ababa based on the
occupational standard for bar bending and concreting level- III. It has the character of a
model curriculum and is an example on how to transform the occupational requirements as
defined in the respective occupational standard into an adequate curriculum.

The curriculum development process has been actively supported and facilitated by Addis
Ababa TVET Agency, Ministry of Education – in line with one of its mandates to provide
technical support to the regions.

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Model Curriculum

TVET-Program Design
1.1. TVET-Program Title: Sanitary Construction Works Level III

1.2. TVET-Program Description

The Program is designed to develop the necessary knowledge, skills and attitude of the
learners to the standard required by the occupation. The contents of this program are in line
with the occupational standard. Trainees who successfully completed the Program will be
qualified to work as a bar bending and concreting level- III with competencies elaborated
in the respective OS. Graduates of the program will have the required qualification to work in
the building construction sector in the field of bar bending and concreting work.

The prime objective of this training program is to equip the trainees with the identified
competences specified in the OS. Graduates are therefore expected Lead Workplace
Communication, Lead Small Teams, Prevent and Eliminate MUDA, Use Computer
Aided Drafting Systems To Produce Basic Engineering Drawings, Prepare Bill of
Quantity , Monitor Excavation, Apply Quality Control
, Conduct Concrete and Ingredient Testing, Produce Pre-Cast Concrete Structures and
Components , Erect/Install Pre-Cast Concrete Structures
Units/Components, ,Construct masonry steps and stairs, Construct Roof Structures,
Ceiling Frames and Sheet Coverings, Carry-out Decorative Finishes to Concrete, Carry
out general demolition of minor building structures, Monitor Implementation of Work
plan/Activities and Improve Business Practice in accordance with the performance
criteria described in the OS.

1.3. TVET-Program Learning Outcomes

The expected outputs of this program are the acquisition and implementation of the following
units of competence –

EIS BBC3 01 1219 Lead Workplace Communication

EIS BBC3 02 1219 Lead Small Teams
EIS BBC3 03 1219 Prevent and Eliminate MUDA
EIS BBC3 04 1219 Use Computer Aided Drafting Systems to Produce Basic Engineering
Drawings
EIS BBC3 05 1219Prepare Bill of Quantity
EIS BBC3 06 1219 Monitor Excavation
EIS BBC3 071219 Apply Quality Control
EIS BBC3 08 1219 Conduct Concrete and Ingredient Testing
EIS BBC3 09 1219 Produce Pre-Cast Concrete Structures and Components
EIS BBC3 10 1219 Erect/Install Pre-Cast Concrete Structures Units/Components
EIS BBC3 11 1219 Construct masonry steps and stairs
EIS BBC3 12 1219 Construct Roof Structures, Ceiling Frames and Sheet Coverings
EIS BBC3 13 1219Carry-out Decorative Finishes to Concrete
EIS BBC3 14 1219 Carry out general demolition of minor building structures
EIS BBC3 15 1219 Monitor Implementation of Work plan/Activities
EIS BBC3 16 1219 Improve Business Practice

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1.4. Duration of the TVET-Program

The Program will have duration of ______including the on-the-job practice or cooperative
training time

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 “______”.

The trainees can exit after successfully completing the Modules in one level and will be
awarded the equivalent institutional certificate on the level completed. The learner can also
exit after completing any one learning module. However, only certificate of attainment or
attendance (this is institutional discretion) will be awarded.

1.6. Target Groups

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

1.7 Entry Requirements

The prospective participants of this program are required to possess the requirements or
directive of Federal TVE Agency, Ministry of Education.

1.8 Mode of Delivery

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

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

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

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Model Curriculum

1.7. TVET-Program Structure

Unit of Competence Module Code & Title Learning Outcomes Duration

(In Hours)
EIS OBC4 20 Migrate to New EIS OBC4 20 Migrate to New 50 hours
 Apply existing knowledge and
0120 Technology 0120 Technology techniques to technology
and transfer
 Apply functions of technology
to assist in solving
organizational problems
 Evaluate new or upgraded
technology performance
*The time duration (Hours) indicated for the module should include all activities in and out of the TVET institution.

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Model Curriculum

1.10 Institutional Assessment

Two types of evaluation will be used in determining the extent to which learning outcomes
are achieved. The specific learning outcomes are stated in the modules. In assessing them,
verifiable and observable indicators and standards shall be used.

The formative assessment is incorporated in the learning modules and form part of the
learning process. Formative evaluation provides the trainee with feedback regarding success
or failure in attaining learning outcomes. It identifies the specific learning errors that need to
be corrected, and provides reinforcement for successful performance as well. For the teacher,
formative evaluation provides information for making instruction and remedial work more
effective.

Summative Evaluation the other form of evaluation is given when all the modules in the
program have been accomplished. It determines the extent to which competence have been
achieved. And, the result of this assessment decision shall be expressed in the term
‘competent or not yet competent’.

Techniques or tools for obtaining information about trainees’ achievement include oral or
written test, demonstration and on-site observation.

1.11 TVET Teachers Profile

The trainer conducting this particular TVET Program are _B_Level and have satisfactory
practical experiences or equivalent qualifications.

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Model Curriculum

Learning Modules:

Logo of TVET
LEARNING MODULE 20
Provider
TVET-PROGRAMME TITLE: ONSITE BUILDING CONSTRUCTION LEVEL IV
MODULE TITLE: Migrate to New Technology
MODULE CODE: EIS OBC4 M20 0120
NOMINAL DURATION: 50 Hours
MODULE DESCRIPTION: This module defines the competence required to apply
skills and knowledge in using new or upgraded technology. The rationale behind
this unit emphasizes the importance of constantly reviewing work processes, skills
and techniques in order to ensure that the quality of the entire business process is
maintained at the highest level possible through the appropriate application of new
technology. To this end, the person is typically engaged in on-going review and
research in order to discover and apply new technology or techniques to improve
aspects of the organization’s activities.
LEARNING OUTCOMES :
At the end of the module the learner will be able to:
LO1. Apply existing knowledge and techniques to technology
and transfer

LO2. Apply functions of technology to assist in solving

organizational problems

LO3. Evaluate new or upgraded technology performance

MODULE CONTENTS:
LO1. Apply existing knowledge and techniques to technology and
transfer
1.1. Identifying situations where existing knowledge can be used as the basis of
developing new skills
1.2. Upgrading new technology skills reacquired and used to enhance learning
1.3. Identifying and classifying new or upgraded equipment appropriately for the
benefit of the organization
LO2. Apply functions of technology to assist in solving
organizational problems
2.1. Testing of new or upgraded equipment is conducted according to the
specification manual.

2.2. applying features of new or upgraded equipment within the organization

2.3. using features and functions of new or upgraded equipment for solving
organizational problems
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2.4. accessing and using sources of information relating to new or upgrading equipment

LO3. Evaluate new or upgraded technology performance

3.1. evaluating new or upgraded equipment for performance, usability and against OHS
standards
3.2. Determining environmental consideration from new or upgraded equipment.

3.3.soughting feedback from users where appropriate

LEARNING METHODS:
 Lecture-discussion
 Group assignment
 Demonstration
ASSESSMENT METHODS:
 Interview / Written Test
 Demonstration /Observation with Oral Questioning
 Project work

ASSESSMENT CRITERIA:
LO1. Apply existing knowledge and techniques to technology and
transfer
 Situations are identified where existing knowledge can be used as the
basis for developing new skills.
 New or upgraded technology skills reacquired and used to enhance
learning.
 New or upgraded equipment are identified, classified and used where
appropriate, for the benefit of the organization.
LO2. Apply functions of technology to assist in solving
organizational problems
 Testing of new or upgraded equipment is conducted according to the
specification manual.
 Features of new or upgraded equipment are applied within the
organization.
 Features and functions of new or upgraded equipment are used for
solving organizational problems.
 Sources of information relating to new or upgraded equipment are
accessed and used.
LO3. Evaluate new or upgraded technology performance
 New or upgraded equipment is evaluated for performance, usability and
against OHS standards.
 Environmental considerations are determined from new or upgraded
equipment.
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 Feedback is sought from users where appropriate

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 Ethiopian TVET System
Model Curriculum

LEARNING METHODS:
For None Reasonable Adjustment for Trainees with Disability (TWD)
Impaired
Low Vision and Blind Deaf Hard of hearing Physical im
Trainees
Lecture  Provide large print text  Assign sign language  Organize the class  Organi
discussion  Prepare the lecture in interpreter room seating seating
Audio/video & in Brail  Arrange the class room arrangement to be accessi
format seating to be conducive accessible to users.
 Organize the class room for eye to eye contact trainees  Facilita
seating arrangement to be  Make sure the  Speak loudly trainee
accessible to trainees luminosity of the light  Ensure the impairm
 Write short notes on the of class room is kept attention of the limbs
black/white board using  Introduce new and trainees  Provide
large text relevant vocabularies  Present the physica
 Make sure the luminosity  Use short and clear lecture in video shop
of the light of class room is sentences format
kept  Give emphasis on  Ensure the
 Use normal tone of voice visual lecture and attention of the
 Encourage trainees to record ensure the attention of trainees
the lecture in audio format the trainees
 Provide Orientation on the  Avoid movement
physical feature of the work during lecture time
shop  Present the lecture in
 Summarize main points video format
 Summarize main points

Demonstration  Conduct close follow up  use Sign language  Illustrate in clear  Facilitat
 Use verbal description interpreter & short method trainees
 Provide special attention in  Use video recorded  Use Video limbs i
the process of guidance material recorded material equipme
 facilitate the support of peer  Ensure attention of the  Ensure the  Assign
trainees trainees attention of the  Conduc

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Model Curriculum

 Prepare & use simulation  Provide structured trainees  Provide

training  Provide tutorial (if nece
 Show clear and short support
method (if necessary)
 Use gesture
 Provide tutorial support
(if necessary)
Group  Facilitate the integration of  Use sign language  Facilitate the  Introdu
discussion trainees with group interpreters integration of their pe
members  Facilitate the trainees with
 Conduct close follow up integration of trainees group members
 Introduce the trainees with with group members  Conduct close
other group member  Conduct close follow follow up
 Brief the thematic issues of up  Introduce the
the work  Introduce the trainees trainees with
with other group other group
member member
 Inform the group
members to speak
loudly
Exercise  Conduct close follow up  Conduct close follow  Conduct close  Assign
and guidance up and guidance follow up and  Use ad
 Provide tutorial support if  Provide tutorial support guidance if nece
necessary if necessary  Provide tutorial
 provide special attention in  provide special support if
the process attention in the necessary
process/practical  provide special
training attention in the
 Introduce new and process/ practical
relevant vocabularies training

 prepare the assignment  Use sign language  Provide

questions in large text/Brail interpreter briefing
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Model Curriculum

Individual  Encourage the trainees to  Provide briefing /orientation on the

assignment prepare and submit the /orientation on the assignment
assignment in large assignment  Provide visual
texts/Brail  Provide visual recorded recorded material
 Make available recorded material
assignment questions
 Facilitate the trainees to
prepare and submit the
assignment in soft or hard
copy

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Ethiopian TVET System
Model Curriculum

Annex: Resource Requirements

EIS OBS4 M 20 0120 Migrate to New Technology s
Recommended
Item Description/
Category/Item Quantity Ratio
No. Specifications (Item: Learner)
A. Learning Materials
Prepared by
1. TTLM 25 1:1
trainers
2. Reference Books
2.1
2.2
2.3
B. Learning Facilities and Infrastructure
1 Lecture Room As standard 1 1:25
2 Library As standard
3 White board As standard 1 1:25
. marker packet 1
C. Consumable Materials
1. paper
D. Tools and Equipments
1. LCD projector Sony 1 1:25
2 computer Toshiba, dell, Acer 1 1:25

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