FTVETI

Department of Vocational Pedagogy (VoP)

Assignment for the Course Methodology of
teaching
Course Code: VoP 301

Name: Degitu Diriba

ID NO: TTK/ 0869 /08
Year: 2013 E.C
 Ethiopian TVET System
Model Curriculum

TVET-Program Design
1.1. TVET-Program Title: IT support service Level I

1.2. TVET-Program Description

The Program is designed to develop the necessary knowledge, skills and attitude of
the learners to the standard required by the occupation. The contents of this
program are in line with the occupational standard. Learners who successfully
completed the Program will be qualified to work as a IT support service

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

program will have the required qualification to work in the EI sector in the field of IT

support service.

1.3. TVET-Program Learning Outcomes

The expected outputs of this program are the acquisition and implementation of the
following units of competence –
ITS1 Work with Others
ITS2 Receive and Respond to Workplace Communication
ITS3 Demonstrate Work Values
1.4. Duration of the TVET-Program

The Program will have duration of 130 hours 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 “Level I”.

The learner 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 with or without impairment 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
Version: 2009
IT support service level I Copyright Info/Author: MOE
Page No.
 Ethiopian TVET System
Model Curriculum

The prospective participants of this program are required to possess the

requirements or directive of the Federal TVET Agency.

1.8 Mode of Delivery

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

skills. The mode of delivery is co-operative training. The TVET-institution and
identified companies have forged an agreement to co-operate with regard to
implementation of this program. The time spent by the trainees in the industry will
give them enough exposure to the actual world of work and enable them to get
hands-on experience.
The co-operative approach will be supported with school-based lecture-discussion,
simulation and actual practice. These modalities will be utilized before the trainees
are exposed to the industry environment.

Version: 2009
IT support service level I Copyright Info/Author: MOE
Page No.
 Ethiopian TVET System
Model Curriculum

1.7. TVET-Program Structure

Duration
Unit of Competence Module Code & Title Learning Outcomes (In Hours)
ITS1 Apply 5S Procedures ITS M1 Applying 5S o Develop understanding of quality system 50
Procedures o Sort needed items from unneeded
 Set workplace in order
 Shine work area
o Standardize activities
o . Sustain 5S system
ITS2 Receive and ITS M2 Receiving and  Develop effective workplace relationship 30
Respond to Responding to  Contribute to work group activities
Workplace Workplace
Communication
Communication
ITS3 Demonstrate Work ITS M3 Demonstrating Work  Define the purpose of work 50
Values Values  Apply work values/ethics
 Deal with ethical problems
 Maintain integrity of conduct in the
workplace

*The time duration (Hours) indicated for the module should include all activities in and out of the TVET institution.
Ethiopian TVET System
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 teachers conducting this particular TVET Program are C Level and have
satisfactory practical experiences or equivalent qualifications.
Annex: Resource Requirements

EIS ITS1 M01 0517 Applying 5S Procedures

Recommended
Item
Category/Item Description/ Specifications Quantity Ratio
No.
(Item: Trainee)
A. Learning Materials
Teachers made
 Learning guide
1. TTLM  Teachers guide 5 1:5
 Assessment
package
2. Reference Book 5S for operators (1995) 5 1:5
3. Journals/publications/magazines Recent 5 1:5
B. Learning Facilities and Infrastructure
Ethiopian TVET System
Model Curriculum

1. Class room 1 1:25

2. Workshop 1 1:25
Visual training media (LCD,
3. laptops, blackboard, whiteboard, Each 1 1:25
flip chart)
C. Consumable Materials
1. Paper
2. Paint
3 Sticker
4 Broom
5 Pencil
6 Sponge
Tools and Equipment
D.
1.1. Safety equipment’s and tools
1.2. (dust masks/ goggles, glove,
1.
working cloth, first aid, safety
shoes etc)
Ethiopian TVET System
Model Curriculum

Logo of TVET
LEARNING MODULE 2
Provider
TVET-PROGRAMME TITLE: IT SUPPORT SERVICE LEVEL I

MODULE TITLE:- Receiving and Responding to Workplace Communication

MODULE CODE: ITS1 M1
NOMINAL DURATION:30 Hours
MODULE DESCRIPTION: This module covers the knowledge, skills and attitudes
required to receive, respond and act on verbal and written communication.

LEARNING OUTCOMES
At the end of the module the learner will be able to:
Lo1.Follow routine spoken messages
Lo2.Perform workplace duties following written notices
MODULE CONTENTS:
Lo1.Follow routine spoken messages
1.1. Gathering information
1.2. Recording information/instruction
1.3. Acting upon instruction immediately
1.4. Seeking Clarification of information in workplace
LO2. Perform workplace duties following written notices

2.1 Organizational guidelines

2.2 Reading and interpreting notices and instructions

2.3 following routine instruction

2.4 giving feedback
 Ethiopian TVET System
Model Curriculum

Learning Methods:
For None Reasonable Adjustment For Trainees With Disability (Twd)
Impaired
Trainees Low Vision And Blind Deaf Hard Of Hearing Physical Impairment

 Provide Large Print Text  Assign Sign Language  Organize The Class Room  Organize The Class
 Prepare The Lecture In Interpreter Seating Arrangement To Be Room Seating
Audio/Video & In Brail Format  Arrange The Class Room Accessible To Trainees Arrangement To Be
Lecture-  Organize The Class Room Seating To Be Conducive For  Speak Loudly Accessible For
Discussion Seating Arrangement To Be Eye To Eye Contact  Ensure The Attention Of Wheelchairs Users.
Accessible To Trainees  Make Sure The Luminosity Of The Trainees
 Facilitate The Integration Of  Use Sign Language Interpreters  Facilitate The Integration Of  Introduce The
Trainees With Group Members  Facilitate The Integration Of Trainees With Group Trainees With Their
 Conduct Close Follow Up Trainees With Group Members Members Peers
Group  Introduce The Trainees With  Conduct Close Follow Up  Conduct Close Follow Up
Discussion Other Group Member  Introduce The Trainees With  Introduce The Trainees With
 Brief The Thematic Issues Of The Other Group Member Other Group Member
Work  Inform The Group Members
To Speak Loudly
 Prepare The Assignment  Use Sign Language Interpreter  Provide Briefing /Orientation
Individual Questions In Large Text/Brail  Provide Briefing /Orientation On On The Assignment
Assignme  Encourage The Trainees To The Assignment  Provide Visual Recorded
nt Prepare And Submit The  Provide Visual Recorded Material Material
Assignment In Large Texts/Brail
Facilitate The Trainees To
Prepare And Submit The
Assignment In Soft Or Hard Copy

Assessment Methods:
Interview  Use Sign Language Interpreter  Speak Loudly  Use Written Response As
 Ensure Or Conform Whether The  Using Sign An Option For The
Proper Communication Was Language Trainees Having Speech
 Ethiopian TVET System
Model Curriculum

Conducted With The Trainee Through Interpreter If Challenges

The Service Of The Sign Language Necessary
Interpreter
Written  Prepare The Exam In Large  Prepare The Exam Using Short  Prepare The  Use Oral Response As An
Test Texts/Brail Sentences, Multiple Choices, True Or Exam Using Option To Give Answer For
 Use Interview As An Option If False, Matching And Short Answers Short Sentences, Trainees Having Severe
Necessary  Avoid Essay Writing Multiple Choices, Upper Limb Impairment
 Prepare The Exam In Audio  Time Extension True Or False,  Time Extension For
Format Matching And Trainees Having Severe
 Assign Human Reader Short Answers If Upper Limb Impairment
(If Necessary) Necessary.
 Time Extension

Assessment criteria
Lo1.Follow routine spoken messages
 Required information is gathered by listening attentively and correctly interpreting or
understanding information/ instructions
 Instructions/information are properly recorded
 Instructions are acted upon immediately in accordance with information received
 Clarification is sought from workplace supervisor on all occasions when any
instruction/information is not clear
Lo2.Perform workplace duties following written notices
 Written notices and instructions are read and interpreted correctly in accordance with
organizational guidelines
 Routine written instruction are followed in sequence
 Feedback is given to workplace supervisor based on the instructions/information
 Ethiopian TVET System
Model Curriculum

received

Session Plan
Unit of Competency : Receive and Responding to Workplace Communication
 Ethiopian TVET System
Model Curriculum

Module Title : Receiving and Responding to Workplace Communication

LO : 1
 Follow routine spoken messages
At the end of this session the learners shall be able to –

Session Objectives:  Identify Follow routine spoken messages

 Explain workplace duties following written notices

Nominal
Activities Contents Methods
Duration

 Follow routine spoken messages  Lecture

Introduction 5 mint
 Observation
Database Object
 Identify Follow routine spoken
messages  Lecture
body 25 mint
 workplace duties following written  Observation

notices
Evaluation 10 mint  Follow routine spoken messages  Writing

 Lecture
Summary 5 mint  War up and feedback  observation
 Ethiopian TVET System
Model Curriculum

Resources
 Textbook
 Reference Books
 TTLM