ZIMBABWE

MINISTRY OF HIGHER AND TERTIARY EDUCATION, innovation, SCIENCE AND TECHNOLOGY

DEVELOPMENT

HIGHER EDUCATION EXAMINATIONS COUNCIL

2023

REGULATIONS AND MODULES FOR THE

NATIONAL CERTIFICATE

IN

INFORMATION TECHNOLOGY

Course Code: 317/22/CO/M0

Implementation date: January 2023

HERITAGE-BASED EDUCATION 5.0

PREAMBLE

The course is designed to develop a Systems Operator with knowledge, skills and attitudes to satisfy the basic needs of
the Information and Communications Technology industry. The total duration of the course is 960 hours spread over one
year. The minimum entry requirements into this course are English Language and Mathematics passed at Ordinary level
with grade C or better and any other three Ordinary level subjects or National Foundation Certificate (NFC) subjects or
equivalent. The course is offered on a Full-time, Part-time, Block Release, Open Distance Learning (ODeL) or Part
Qualification on a Single Modular basis (The single module part qualification pathway is exempted from 5 O’ levels
requirement). The trainee will be assessed through continuous assessment and written examinations. The course will
consider gender mainstreaming, sustainable development, physical challenges, health disposition and intersections
between race, class and culture. It shall embrace innovative heritage-based education and training philosophy to solve
national problems and to produce goods and services for industrialisation and modernisation.

CONSULTATIONS

INSTITUTION YEAR
1. Ministry of Health and Child Care 2022
2. Zimbabwe Revenue Authority (ZIMRA) 2022
3. Zimbabwe Republic Police (ZRP) 2022
4. Scientific and Industrial Research Centre (SIRDC) 2022
5. Harare Institute of Technology 2022
6. Bindura University of Science Education 2022
7. Barclays Bank (Zimbabwe) 2022
8. Ministry of Information Communication Technology 2022
9. Computer Society of Zimbabwe (CSZ) 2022
10. Checkpoint Health 2022
11. Ruwa Rehabilitation Centre 2022
12. Essential System Solutions 2022
13. Rogel Security 2022
14. PowertTel 2022
15. ZARNet 2022
16. Zimbabwe National Army 2022
17. Airforce of Zimbabwe 2022
18. M-Web (Zimbabwe) 2022
19. MAPs Communication 2022
20. Grain Marketing Board (GMB) 2022
21. Telecel Zimbabwe 2022
22. Africom 2022
23. Econet Wireless Zimbabwe 2022
24. TelOne Zimbabwe 2022
25. Liquid Telecommunications 2022
PART I: COURSE REGULATIONS

1.0 TITLE AND LEVEL OF AWARD

National Certificate in Information Technology

2.0 AIM

The aim of the course is to equip the students with knowledge, skills and attitudes which will enable them to
satisfy the basic needs of the Information Technology department of an organization.

3.0 LEARNING OUTCOMES

By the end of the course, the student should be able to:-

3.1 Maintain computer systems

3.2 Develop software programs using object oriented programming (OOP) concepts
3.3 Develop databases
3.4 Maintain databases
3.5 Apply computer networks
3.6 Monitor security controls in an information system
3.7 Maintain a clean and safe working environment
3.8 Demonstrate entrepreneurial skills in the field of Information Technology
3.9 Demonstrate patriotism and commitment to sustainable national development.

4.0 COURSE STRUCTURE

MODULE CODE HOURS

FIRST SEMESTER
Safety, Health, Environment and Quality 317/22/M06 50
(PRE-REQUISITE)
National and Strategic Studies 401/22/M01 80
Workplace Communication 310/22/M02 150
Computer Systems Maintenance 317/22/M01 100
Programming Concepts 317/22/M02 150
Skills Proficiency 317/22/M07
SECOND SEMESTER
Database Concepts 317/22/M03 100
Computer Networking 317/22/M04 100
Computer Security 317/22/M05 150
 Entrepreneurship Skills Development 402/22/M01 80
Skills Proficiency 317/22/M07
TOTAL 960

5.0 DURATION

The course duration is 960 hours spread over one year.

6.0 ENTRY REQUIREMENTS

The entry requirements for the course are:

6.1 English Language, Mathematics and any other three subjects passed at O’ Level with grade C or better
or relevant NFC subjects.
6.2 The single module part qualification pathway is exempted from 5 O’ levels requirement.
6.3 The single modular part qualifications should be taken 1 (one) module at a time by those without 5
Ordinary levels.

7.0 MODE OF STUDY

Full time : 960 hours

Part time : 960 hours

Block Release : 960 hours

ODL : 960 hours

8.0 ASSESSMENT SCHEME

MODULE TITLE AND WRITTEN CONTINUOUS WEIGHTING

CODE EXAMINATION ASSESSMENT
40% 60%
Computer Systems Theory: A minimum of 100%
Maintenance 3 hour paper  2 Assignments 20%
(Weighted 20%)  2 Practical
317/22/M01 Practical: assignments 20%
3 hour paper  2 Tests 20%
(Weighted 20%)
 Programming Theory: A minimum of 100%
Concepts 3 hour paper  2 Assignments 20%
(Weighted 20%)  2 Practical
317/22/M02 Practical: assignments 20%
3 hour paper  2 Tests 20%
(Weighted 20%)
Database Concepts Theory: A minimum of 100%
3 hour paper  2 Assignments 20%
317/22/M03 (Weighted 20%)  2 Practical
Practical assignments 20%
3 hour paper  2 Tests 20%
(Weighted 20%)
Computer Networking 3 hour written A minimum of 100%
examination  2 Assignments 20%
317/22/M04  2 Practical
assignments 20%
 2 Tests 20%
Computer Security 3 hour written A minimum of 100%
examination  2 Assignments 20%
317/22/M05  2 Practical
assignments 20%
 2 Tests 20%
Safety, Health, 3 hour written A minimum of 100%
Environment and examination  2 Assignments 20%
Quality  2 Practical
assignments 20%
317/22/M06  2 Tests 20%
Workplace 3 hour written A minimum of 100%
Communication examination  2 Assignments 20%
 2 Practical
310/22/M02 assignments 20%
 2 Tests 20%
Skills Proficiency Submit Marks As per attached Skills
Proficiency Schedule 100%
317/22/M07
National and Strategic 3 hour written A minimum of 100%
Studies examination  2 Assignments 20%
401/22/M01  2 Practical
assignments 20%
 2 Tests 20%
Entrepreneurship Skills 3 hour written A minimum of 100%
Development examination  2 Assignments 20%
402/22/M01  2 Practical
assignments 20%
 2 Tests 20%
9.0 GRADING
 0% to 49% - Fail
50% to 59% - Pass
60% to 79% - Credit
80% and above - Distinction

10.0 CONDITIONS OF AWARD

10.1 A candidate should attend at least 100% learning sessions to qualify for examinations. An approved
absence shall be considered as a presence.

10.2 Approved absence shall not exceed 15% of the learning sessions.

10.3 The final mark should be obtained through aggregation provided the candidate scores at least 50 % in
each of continuous assessment and examinations.

10.4 The pass mark shall be 50 %

10.5 A candidate should pass all modules to be awarded a National Certificate in Information Technology

10.6 Single module candidates will be awarded part certificates in passed single modules.

11.0 RE-WRITES

11.1 Re-writes should conform to current course structure.

11.2 Candidates should pass at least two thirds of the course to qualify for a referral.

11.3 Any candidate who fails to pass at least two thirds of the course should repeat the failed modules.

11.4 A candidate is given no time limit in which to re-write the failed module (s).

11.5 There is no aggregation for rewrites.

11.6 All re-writes should pass on performance in the examination.

11.7 If a candidate fails coursework he/she repeats the module.

12.0 EXEMPTIONS AND TRANSFER OF CREDITS

12.1 Exemptions are only granted in modules already attained from a complete accredited qualification
provided an exemption certificate specifying exempted modules is produced.
 12.2 Transfer of credits are only granted in modules passed from accredited course programmes.

12.3 Exemption or Transfer of credits certificate should be applied for at enrolment stage and produced
before registration of examinations.

13.0 IRREGULAR PRACTICES

13.1 Cheating in examination will result in disqualification from the whole course and all other HEXCO
courses. The candidate will be suspended for one (1) year.

13.2 Plagiarism with a similarity index of more than 15% in any of the assessments will result in automatic
disqualification of the module.

14.0 RESOURCES

14.1 Lecturers Qualification

The minimum qualification for a lecturer is at least a relevant National Diploma in Information and
Communication Technology OR equivalent, with a teaching qualification, plus at least two years post
experience.

14.2 Infrastructure and Equipment

Computer Laboratory

A minimum of 10 x Personal Computers and a Printer

Computer Desks and Chairs to accommodate at least 10 students (One student per PC)
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)
Computer servicing and network maintenance toolkit

Theory Classroom
Classroom furniture to accommodate at least 10 students
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)

In both the above cases, there should be adequate lighting and ventilation

Adequately licensed computer software should be available for training purposes – especially the under
listed:

DTP package
Accounting package
Graphics package
Spreadsheet package
Presentation package
Database package
Word-Processing package
MS DOS
LINUX
MS Windows
Utility package
C++ Integrated Development Environment
Screen reading software for the visually impaired e.g. JAWS, NVDA, ORCA
14.3 SUGGESTED REFERENCE BOOKS

Bansal S.K (2004) Textbook of Information Technology, A P H Publishing Corporation, New Delhi,
India

Beales R.P (2013) PC Systems Installations and Maintenance, Taylor and Francis, USA

Bharihoke D (2009) Fundamentals of Information Technology 3rd Ed. Excel Books

Carr N. G. (2008) The Big Switch: Rewiring the World, from Edision to Google,

Castillo F. (2016) Managing Information Technology Springer

Laudon K. C, Traver C. C., Laudon J. P (2016) Information Technology: Concepts and Issues 2nd Ed.
Course Technology Ptr, USA

Lawrence S.(2013) Fluency with Information Technology: Skills, Concepts, and Capabilities,
Addison-Wesley, USA

Leon A (2009) Fundamentals of Information Technology 2nd Ed. Vikas Publishing

Bjarne Stroustrup (2013) The C++ Programming Language 4rd Edition, Prentice-Hall, New York
Chuck A. and Eckel B. (2012) Thinking in C++ Practical Programming 2nd Edition, Pearson, New
York, USA
Ravichandran D (2015), Programming with C++2nd Edition, Tata McGraw-Hill, New Dehli, India
Ravishankar T, et al (2016), Mastering C++ 3rd Edition, Tata McGraw-Hill, New Dehli, India
Shriram K. Vasudenvan, et al (2017) Cracking the C++ Programming Skills, I. K. International, New
Dehli, India
Arpaci-Dusseau, H. R, Arpaci-Dusseau C. A (2015) Operating Systems: Three Easy Pieces, Arpaci-
Dusseau Books
Bouton D. (2017) CorelDRAW X8: The Official Guide, Pearsons, New York
Bringhurst R. (2013) The Elements of Typographic Style: Version 4.0, Paperback
Gookin D.(2011) DOS for Dummies 3rd ed, Hungry Minds, New York
Joan L. and Curtis F. (2015) Microsoft Office 2016 Step by Step, Microsoft Press, Washington, USA
Walkenbach J. et.al, (2010), Office 2010 Bible,Wiley, Indianapolis
Rathbone A (2016) Windows 10 for Dummies 2nd Edition, John Wiley & Sons, New York
Silberschatz A, et al (2017) Operating System Concepts 9th Edition,
Sobell M.G (2013) A Practical Guide to Linux Commands, Editors, and Shell Programming (3rd
Edition), Edwards Brothers

Beynon- Davies P. (2013) Business Information Systems 2nd Ed. Macmillan

Bocij P et al (2015) Business Information Systems 5th Ed. Pearson

Bourgeois D. (2014) Information Systems for Business and Beyond, Saylor.org

Burrow James, L. et al (2013) Business Principles and Management 12th Ed., Thomson, South-
Western

Laudon K. and Laudon J. (2015) Management Information Systems 14th Ed., Pearson, Canada

Nanjad, Norrie & Huber (2013) Introduction to Business Information Systems 3rd ed., Wiley

Wigand T. and Mertens P. (2003) Introduction to Business Information Systems, Springer Verlag,
New York

Fielding. M, (2014) Effective Communication in Organizations, Juta and Company, South Africa

Guffey M.E & Loewy D. (2013) Essentials of Business Communication, Cengage, USA

Means T. M & Rankin D. S. (2018) Business Communication 3rd Ed, Cengage Learning

Pau-San Haruta (2016) Technical Communication: Excelling in a Technological World, FlatWorld,

Boston, USA

Sehgal M. K. & Khetarpal V (2013) Business Communication 2nd Ed. Excel Books

Thill J.V and Courtland L.B (2016) Excellence in Business Communication, McGraw Hill, USA
PART II: MODULES
Module Code: 317/22/M01

Module Title: COMPUTER SYSTEMS MAINTENANCE

ZNQF Level: 4

Credits: 10
Duration: 100 hours
Relationship with Based on Unit Standard COMPUTER SYSTEMS
Qualification MAINTENANCE of Qualification Standard for INFORMATION
Standards: TECHNOLOGY SYSTEMS SUPPORT OFFICER.
Pre-requisite SHEQ
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes required
by an INFORMATION TECHNOLOGY SYSTEMS SUPPORT
OFFICER to maintain software and hardware. This includes
outline computer organisation, describe computer architecture,
determine storage media, distinguish computer software, perform
computer and printer repair.
Advantages of computer maintenance includes, keep software up-
to-date, increase hardware lifespan, increases computer uptime,
Increasing storage capacity, enhances communication and
availability of information, increases performance
efficiency, ensures information backup. Access to this module is
open to all target groups including unemployed youths, women
 and men wishing to establish or improve SMEs in the
maintenance of hardware and software
List of Learning LO1: Outline computer organization
Outcomes: LO2: Describe computer architecture
LO3: Determine storage media
LO4: Distinguish systems software
LO5: Perform computer repair
LO6: Perform printer repair

Learning Outcome 01 Outline computer organization

Assessment Criteria: 1.1 Define system structure
1.2 List system structure components
1.3 Categorise system structure components according to
functions
1.4 Connect system structure components
1.5 Test computer system
1.6 Maintain operational standards
Content: 1.1 Define computer system structure
1.2 List system structure components
 Explain the basic structure of computer system
presentation
 CPU
 Control unit
 Arithmetic logic unit
o Input
o Output
o Storage
o Main memory
- Read only memory (ROM)
- Random access memory (RAM
- Flash memory
- Cache memory
o Secondary storage
- Magnetic disk
- Magnetic tapes
- Solid state
 1.3 Categorise system structure components according to
functions
 Explain the functions of a computer system
 Input
 Output
 Process

1.4 Connect computer hardware components

 Draw a block diagram of a computer
 Describe the components of a computer system
 Disassemble computer system components
 Assemble computer system components

1.5 Test computer system

 Perform functional testing

1.6 Maintain operational standards

 Perform computer diagnosis
 Check for low disk space
 Free up disk space
 Update operating system
 Scan for viruses
 Update antivirus
 Monitor computer operational standards
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.

Learning Outcome 02 Describe computer architecture

Assessment Criteria: 2.1 Identify computer system model
2.2 Illustrate computer system operations
2.3 Articulate interconnection standards
 2.4 Implement computer architecture/model
2.5 Illustrate data representation
Content: 2.1 Identify computer system model
 Check computer system model
 Determine PC model via system information
 Determine PC model via command prompt
 Determine PC model via powershell

2.2 Illustrate computer system operations

 Show basic types of computer operations
 Describe the data processing cycle

2.3 Articulate interconnection standards

 Design the interconnection structure
 Processors
 Memory
 I/O Modules
 Explain the elements of bus structure

2.4 Implement computer architecture/model

 Explain hardware details transparent to the
programmer
 Control signals
 Interfaces between the computer and peripherals
 The memory technology used

2.5 Illustrated data representation

 Define data representation
 Interpret data representation
 Decimal number system
 Binary number system
 Octal number system
 Hexadecimal number system
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
 2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.

Learning Outcome 03 Determine storage media

Assessment Criteria: 3.1 Identify storage media
3.2 Categorise storage media according to technology
3.3 Select appropriate storage media

Content: 3.1 Identify storage media

 Identify internal and external memory
 Draw computer memory hierarchy
3.2 Categorise storage media according to technology
 Explain the three types of storage media
 Explain file organisation methods
 Explain the file access methods
3.3 Select appropriate storage media
 Outline criteria for selecting storage media
 Justify the appropriateness of each storage media
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.

Learning Outcome 04 Distinguish computer software

Assessment Criteria: 4.1 Define computer software
4.2 Identify operating systems
4.3 Define application software
4.4 Establish systems software characteristics are established
4.5 Deploy systems software according to requirements
 4.6 Use computer software
4.7 Support business applications

Content: 4.1 Define computer software

 Define system software
 Explain types of system software
 Define operating system
 Outline structure of an operating system
 Explain the functions of operating system
 List examples of operating system
 Identify types of operating system
 Time sharing or multitasking
 Distributed operating systems
 Network operating systems
 Real time operating systems
 Mobile operating systems

4.2 Define application software

 Identify types of application software and examples
 Outline sources of application software
 Evaluate, select and use office productivity software
appropriate to a given situation.
4.3 Establish systems software characteristics
 Outline the characteristics of system software
4.4 Deploy software according to requirements
 Describe software deployment steps
 Preparation
 Testing
 Deployment
4.5 Operate a computer
 Describe the operation of computer hardware devices
 Use of computer software
 Operating systems
 Word processing software
 Spreadsheet software
 Desktop publishing software
 Presentation software
 Database software
 Accounting software
 Design software
4.6 Support business applications
 Describe management and human resources concepts
 Managerial roles
 Recruitment
  Payroll
 Insurance principles
 Management functions
 Management levels
 Operational HRIS
 Explain accounting concepts
 Accounting and bookkeeping
 Accounting cycle
 Books of original entry
 The ledger
 Trial balance
 Final accounts
 Adjustments to final accounts
 Accounting for bad debts and provision for bad
debts
 Accounting for depreciation
 Control accounts
 Errors and suspense accounts
 Bank reconciliation statements
 Manufacturing accounts
 Accounting for partnerships
 Compuriterisation of the accounting function
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.

Learning Outcome 05 Perform computer repair

Assessment Criteria: 5.1 Monitor computer system performance
5.2 Identify system faults
5.3 Identify solution
5.4 Implement solution in line with industry standards
Content: 5.1 Monitor computer system performance
 Identify system monitoring software with features
 Identify the benefits of routine computer performance
test
 Use task manager
 Clear out unnecessary files with disk clean-up
 Manage specific applications and tasks with the
processes tab
 Enlist the goals of system monitoring software

5.2 Identify system faults

 Troubleshoot system problems
 Explain the common system problems
 The computer won’t start
 the screen is blank
 Abnormally functioning operating system or
software
 Windows won’t boot
 The screen is frozen
 Computer is slow
 Overheating
 Dropped internet connections

5.3 Propose solutions to identified system problems

 Check the power supply
 Make sure the monitor or display is functional
 Eliminate external hardware
 Reinstall system
 Restart server
 Fix Wi-Fi problem
 Find resource-hungry program
 Disable start-up program
 Scan for malware and adware

5.4 Implement solution in line with industry standards

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.

Learning Outcome 06 Perform printer repair

Assessment Criteria: 6.1 Evaluate types of printers
6.2 Monitor printer performance
6.3 Identify printer faults
6.4 Rectify faults according to operating standards

Content: 6.1 Evaluate types of printers

 Outline types of printers
 Impact
 Non-impact
 Explain factors affecting choice of a printer
6.2 Monitor printer performance
 Monitor critical printer performance parameters
 Identify number of pages printed per minute
 Check printer cartridge levels
 Check toner levels

6.3 Identify printer faults

 Solve common computer problems
 Printer is unresponsive
 Printer won't print
 Bad print quality
 Resolving paper jams
 Printing is too slow

6.4 Rectify faults according to operating standards

 Check to make sure the printer is turned on and
connected to the same Wi-Fi network as your device
 Unplug and restart your printer
 Set your printer as the default printer
 Clear the print queue
 Reset the service that manages the printing queue
 Remove and reinstall your printer to your device
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.

ASSESSMENT SCHEME
Theory: A minimum of 100%
3 hour paper  2 Assignments 20%
(Weighted 20%)  2 Practical assignments 20%
Practical  2 Tests 20%
3 hour paper
(Weighted 20%)

ASSESSMENT SPECIFICATION GRID

THEORY PAPER
No. TOPIC WEIGHTING %
1. Outline computer organization 15
2. Describe computer architecture 15 PRACTICAL
3.
No. Determine storage media TOPIC 15
WEIGHTING % PAPER
4.4. Distinguish systems
Operating systems software 35
10 Approach to
5. Perform computer repair 10
Word processing software 15 Teaching and
6. Perform printer repair 10
Learning:
TOTAL Spreadsheet software 100
20
1. Observation
Desktop publishing software 10
of adult learning
Presentation software 10 principles.
2. Both
Database software 15
institution-based and
Accounting software 10 work-based learning
to facilitate the
Design software 10
integration of theory
TOTAL 100 and practice.
 3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of continuous assessment and examination: 60% and 40% respectively.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and should
have qualifications and experience recognised by the Zimbabwe National Qualifications Authority (ZNQA).
2. Minimum qualification for Trainer, Assessor and Moderator: National Diploma in Information Technology.

3. Facilities, Tools, Equipment and Materials

 Electrical tool box
 Ladder
 PPE
 Drilling machine
 Welding machine
 Megger
 Insulation tape
 Mutton cloth
 Detergents
 PPC
 Cables
 Cable enclosures
 Electrical accessories

4. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
5. Reference Materials (recommended textbooks, recommended readings)
Stallings, W. (2009). Computer Organisation and Architecture: Designing for performance.
Prentice Hall. Null,L., & Lobur, J. (2006). The essentials of Computer Organization and Architecture.
Jones & Barlett Learning. Godse, A.P., & Godse D.A. (2008). Digital Electronics. Pune: Technical Publications
Online links
http://brahms.emu.edu.tr/rza/chapter1.pdf
http://www.cs.unb.ca/profs/gdueck/courses/Ch_12.ppt.pdf
http://www.scribd.com/doc/45907864/Pipeline-and-Vector-Processing

Module Code: 317/22/M02

Module Title: PROGRAMMING CONCEPTS

ZNQF Level: 4

Credits: 15
Duration: 150 hours
Relationship with Based on Unit Standard PROGRAMMING CONCEPTS
Qualification of Qualification Standard for ICT ASSISTANT TECHNICIAN
Standards:
Pre-requisite SHEQ
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes required
by an ICT ASSISTANT TECHNICIAN to develop and maintain
software. This includes:
Application of program design tools, outlining object oriented
programming (OOP) concepts, apply OOP concepts using a
specific language (C++) and solving business-oriented
programming problems. Advantages of programming include,
solving business and societal problems, supporting business
operations. Access to this module is open to all target groups
including unemployed youths, women and men wishing to
establish or improve SMEs in the development and maintenance
of software

List of Learning LO1: Solve business-oriented programming problems

Outcomes: LO2: Apply program design tools
LO3: Outline object oriented programming (OOP) concepts
LO4: Apply OOP concepts using a specific language

Learning Outcome 01 SOLVE BUSINESS-ORIENTED PROGRAMMING

PROBLEMS
Assessment Criteria: 1.1 Identify business requirements
1.2 Propose appropriate solutions
1.3 Design algorithms in line with identified problem(s)
Content: 1.1 Identify business requirements
 Requirements analysis
 System and user requirements
 Fact finding methods
 Identify inputs
 Identify processes
 Identify outputs
1.2 Propose appropriate solutions
 Alternative solutions to business problems
 Purchasing off-the-shelf software
 Outsourcing
 Developing software in-house
 Carry out walkthroughs
 User involvement in solving business problems
1.3 Design algorithms in line with identified problem(s)
 Outline the importance of design in programming
 Identify program design tools
 Flowcharts
 Algorithms
 Pseudocode
 Explain algorithms
 Define algorithm
 Outline the characteristics of an algorithm
 Convert program designs into code

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to solve business-oriented programming problems
as follows: identify business requirements, propose
appropriate solutions, design algorithms in line with
identified problem(s), and carry out user requirements
analysis.
2. Practical assessment on developing and maintaining
software including the following: SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the planning, problem solving, knowledge of
development platform, knowledge of software installation
and teamwork based on the performance criteria of the
qualification standard INFORMATION TECHNOLOGY
SYSTEMS SUPPORT OFFICER.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
  Computer
 Telephone
 Internet connection
 Interactive board
 Storage devices
 Printer
 Networking devices.

Learning Outcome 02 APPLY PROGRAM DESIGN TOOLS

Assessment Criteria 2.1 Identify flowchart symbols
2.2 Convert flowchart logic into code
2.3 Produce pseudocode

Content 2.1 Identify flowchart symbols

 Match flowchart symbols with their functions
 Input
 Processing
 Output
 Decision
 Display
 Connection
 Apply relevant flowchart symbols for the three
programming constructs;
 Sequence
 Selection
 Iteration
 Draw flowcharts for given problems
2.2 Convert flowchart logic into code
 Producing code for given flowchart using a
selected programming language (C++)
 Install relevant compiler
2.3 Produce pseudocode
 Define pseudocode
 Differentiate pseudocode and algorithm
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to apply programming design tools as follows:
identify flowchart symbols, convert flowchart logic into
code, and produce pseudocode.
2. Practical assessment on developing and maintaining
software including the following: SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the planning, problem solving, knowledge of
development platform, knowledge of software installation
 and teamwork based on the performance criteria of the
qualification standard ICT ASSISTANT TECHNICIAN.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
 Computer with a C++ compiler
 Program design software
 Internet connectivity
 Interactive board
 Storage devices
 Printer
 Networking devices.

Learning Outcome 03 OUTLINE OBJECT ORIENTED PROGRAMMING

(OOP) CONCEPTS
Assessment Criteria 3.1 Define features of OOP
3.2 Identify software architecture
3.3 Outline programming strategies
3.4 Categorise methodologies
Content 3.1 Define features of OOP
 Polymorphism
 Inheritance
 Encapsulation
 Abstraction /Data hiding
3.2 Identify software architecture

3.3 Outline programming strategies

 Differentiate programming paradigms
 Justify OOP over other paradigms
3.4 Categorise methodologies

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to outline object oriented programming (OOP)
concepts as follows: define OOP features, identify software
architecture, outline programming strategies, and categorise
methodologies.
 2. Practical assessment on developing and maintaining
software including the following: SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the planning, problem solving, knowledge of
development platform, knowledge of software installation
and teamwork based on the performance criteria of the
qualification standard ICT Assistant Technician.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
 Computer with a C++ compiler
 Program design software
 Internet connectivity
 Interactive board
 Storage devices
 Printer
 Networking devices.

Learning Outcome 04 APPLY OOP CONCEPTS USING SPECIFIC

LANGUAGE (C++)
Assessment Criteria 4.1 Explain program structure
4.2 Identify programming concepts
4.3 Apply programming constructs
4.4 Apply data structures
Content 4.1 Explain program structure
 Describe components of a C++ program structure
 Pre-processor directives
 Global declarations
 Functions
- Local declarations
-Valid C++ statement
 Comments
4.2 Identify programming concepts
 Outline programming errors
 Syntax
 Runtime
 Logical
 Linker
 Semantic
  Declare C++ identifiers
 Define identifier
 Predefined and user defined identifiers
 Rules of naming identifiers
 Variable and constant identifiers
 Explain C++ data types
 Standard data types
 User defined data types
 Apply operators in C++ expressions
 Arithmetic operators
 Assignment operator
 Relational operators
 Logical operator
 Ternary operator
 Comma operator
 Dot/member(.) operator
 Implement modularization/sub-programming in C++
programs
 Define function
 Outline the benefits of using functions in
programming
 Implement predefined and user defined
functions in C++
 Distinguish between void and value
returning functions in C++
 Explain parameter passing
 Apply variable scope and variable scope
rules
 Distinguish between function prototype and
function definition
 Apply function overloading
4.3 Apply programming constructs
 Explain C++ control structures
 Sequence
 Selection
 Iteration
 Use control structures in C++ programs
4.4 Apply data structures
 Define data structure
 Implement arrays in problem solving
 Define array
 Declare and initialise array (one dimensional
and two dimensional)
 Manipulate array elements
 Implement structures (structs) in problem solving
 Define structure (struct)
 Create structure
  Instantiate structure
 Manipulate structure members
 Implement structures in problem solving
 Implement classes in problem solving
 Define class
 Create class
 Instantiate class
 Overload class methods
 Implement file streams in C++ programs
 Define binary and text files
 Describe file streams
 Create text files
 Explain file opening modes
 Perform write and read operations on files
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to apply OOP concepts using specific language
(C++) as follows: explain program structure, identify
programming concepts, apply programming constructs, and
apply data structures
2. Practical assessment on developing and maintaining
software including the following: SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the planning, problem solving, knowledge of
development platform, knowledge of software installation
and teamwork based on the performance criteria of the
qualification standard ICT Assistant Technician.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
 Computer with a C++ compiler
 Program design software
 Internet connectivity
 Interactive board
 Storage devices
 Printer
 Networking devices.

ASSESSMENT SCHEME
Theory: A minimum of 100%
3 hour paper  2 Assignments 20%
 (Weighted 20%)  2 Practical assignments 20%
Practical  2 Tests 20%
3 hour paper
ASSESSMENT
(Weighted 20%)
SPECIFICATION
GRID
THEORY PAPER
No. TOPIC WEIGHTING %
LO1: Solve business-oriented programming problems 15
LO2: Apply program design tools 20
LO3: Outline object oriented programming (OOP) concepts 25
LO4: Apply OOP concepts using a specific language 40
TOTAL 100

PRACTICAL PAPER
No. TOPIC WEIGHTING %
LO4: Apply OOP concepts using a specific language
 Program structure 10
 Programming concepts 30
 Programming constructs 20
 Data structures 40
TOTAL 100

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of continuous assessment and examination: 60% and 40% respectively.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
 All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).
Minimum qualification for Trainer, Assessor and Moderator: National Diploma in Information Technology.

2. Facilities, Tools, Equipment and Materials

Computer Laboratory

Personal Computers and a Printer

Computer Desks and Chairs
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)
Computer servicing and network maintenance toolkit

Theory Classroom
Classroom furniture
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)

In both the above cases, there should be adequate lighting and ventilation

Adequately licensed computer software should be available for training purposes – especially the under listed:

DTP package
Accounting package
Graphics package
Spreadsheet package
Presentation package
Database package
Word-Processing package
MS DOS
LINUX
MS Windows
Utility package
C++ Integrated Development Environment
Screen reading software for the visually impaired e.g. JAWS, NVDA, ORCA

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

Bansal S.K (2004) Textbook of Information Technology, A P H Publishing Corporation, New Delhi, India
Beales R.P (2013) PC Systems Installations and Maintenance, Taylor and Francis, USA

Bharihoke D (2009) Fundamentals of Information Technology 3rd Ed. Excel Books

Carr N. G. (2008), The Big Switch: Rewiring the World, from Edision to Google,

Castillo F. (2016) Managing Information Technology Springer

Laudon K. C, Traver C. C., Laudon J. P (2016) Information Technology: Concepts and Issues 2nd Ed. Course
Technology Ptr, USA

Lawrence S. (2013) Fluency with Information Technology: Skills, Concepts, and Capabilities, Addison-
Wesley, USA

Leon A (2009) Fundamentals of Information Technology 2nd Ed. Vikas Publishing

Bjarne Stroustrup (2013), The C++ Programming Language 4rd Edition, Prentice-Hall, New York
Chuck A. and Eckel B. (2012) Thinking in C++ Practical Programming 2nd Edition, Pearson, New York,
USA
Ravichandran D (2015), Programming with C++2nd Edition, Tata McGraw-Hill, New Dehli, India
Ravishankar T, et al (2016), Mastering C++ 3rd Edition, Tata McGraw-Hill, New Dehli, India
Shriram K. Vasudenvan, et al (2017) Cracking the C++ Programming Skills, I. K. International, New Dehli,
India
Arpaci-Dusseau, H. R, Arpaci-Dusseau C. A (2015) Operating Systems: Three Easy Pieces, Arpaci-Dusseau
Books
Bouton D. (2017) CorelDRAW X8: The Official Guide, Pearsons, New York
Bringhurst R. (2013) The Elements of Typographic Style: Version 4.0, Paperback
Gookin D.(2011) DOS for Dummies 3rd ed, Hungry Minds, New York
Joan L. and Curtis F. (2015) Microsoft Office 2016 Step by Step, Microsoft Press, Washington, USA
Walkenbach J. et.al, (2010), Office 2010 Bible,Wiley, Indianapolis
Rathbone A (2016) Windows 10 for Dummies 2nd Edition, John Wiley & Sons, New York
Silberschatz A, et al (2017) Operating System Concepts 9th Edition,
Sobell M.G (2013) A Practical Guide to Linux Commands, Editors, and Shell Programming (3rd Edition),
Edwards Brothers
Beynon- Davies P. (2013) Business Information Systems 2nd Ed. Macmillan

Bocij P et al (2015) Business Information Systems 5th Ed. Pearson

Bourgeois D. (2014) Information Systems for Business and Beyond, Saylor.org

Burrow James, L. et al (2013) Business Principles and Management 12th Ed., Thomson, South-Western

Laudon K. and Laudon J. (2015) Management Information Systems 14th Ed., Pearson, Canada

Nanjad, Norrie & Huber (2013) Introduction to Business Information Systems 3rd ed., Wiley

Wigand T. and Mertens P. (2003) Introduction to Business Information Systems, Springer Verlag, New
York

Belverd E. N Jnr., et al (2013) Principles of Accounting 11th Ed., Cengage Learning

Hosein P, (2013) Principles of Accounts 3rd Ed. Heinemann

London Kay D. (2013) Computer Accounting with QuickBooks, McGraw Hill/Irwin

Needles B. E. et al (2014) Principles of Accounting 12th Ed. Cengage Learning

Ramlochan D & Charmain L. (2012) Principles of Accounts 3rd Ed Caribbean Education Publishers

Sangster A. (2015) Business Accounting 1, 13th Ed., Pearson Professional Limited

Fielding. M, (2014) Effective Communication in Organizations, Juta and Company, South Africa

Guffey M.E & Loewy D. (2013) Essentials of Business Communication, Cengage, USA

Means T. M & Rankin D. S. (2018) Business Communication 3rd Ed, Cengage Learning

Pau-San Haruta (2016) Technical Communication: Excelling in a Technological World, FlatWorld, Boston,
USA

Sehgal M. K. & Khetarpal V (2013) Business Communication 2nd Ed. Excel Books
 Thill J.V and Courtland L.B (2016) Excellence in Business Communication, McGraw Hill, USA

Module Code: 317/22/M03

Module Title: DATABASE CONCEPTS
ZNQF Level: 4

Credits: 10
Duration: 100 hours
Relationship with Based on Unit Standard APPLY DATABASE CONCEPTS of
Qualification Qualification Standard for INFORMATION TECHNOLOGY
Standards: SYSTEMS SUPPORT OFFICER
Pre-requisite SHEQ
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes required
by an INFORMATION TECHNOLOGY SYSTEMS SUPPORT
OFFICER to develop and maintain databases. This includes;
establish user requirements, configure database environment,
manipulate database, and configure database for disaster recovery.
Advantages of using database include, efficient and effective
storage of organisational information, better supply of information
for organisational decision making. Access to this module is open
to all target groups including unemployed youths, women and men
wishing to establish or improve SMEs in the development and
administration of databases.

List of Learning LO1: Describe business information systems

Outcomes: LO2: Establish database user requirements
LO3: Configure database environment
LO4: Manipulate database
LO5: Configure database for disaster recovery

Learning Outcome 01 DESCRIBE BUSINESS INFORMATION SYSTEMS

Assessment Criteria: 1.1 Define business information system
1.2 Outline the components of a business information system
1.3 Explain the ethical and legal implications of information
systems
Content: 1.1 Define business information system

 Explain features of business information systems

 Outline the role of business information systems in

business and society

 Explain types of business information systems

  Transaction Processing Systems

 Accounting information systems.

 Human resource information systems

 Manufacturing and production systems

 Sales and marketing systems

 Office Automation Systems

 Decision Support Systems

 Management Information Systems

 Executive Information/Support Systems

 Expert Systems

 Enterprise Resource Planning (ERP) systems

1.2 Outline the components of a business information system

 Hardware

 Software

 Data

 People/Users

 Procedures

1.3 Explain the ethical and legal implications of information

systems

 Define information system ethics

 Explain intellectual property protections provided by

 Trademark

 Copyright

 Patent

 Trade secrets
  Industrial design rights

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to establish requirements as follows: define
business information systems, outline components of a
business information system, and explain ethical and legal
implications of information systems.

2. Practical assessment on developing and maintaining software

including the following: SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the planning, problem solving, knowledge of
development platform, knowledge of software installation and
teamwork based on the performance criteria of the
qualification standard INFORMATION TECHNOLOGY
SYSTEMS SUPPORT OFFICER.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computer
 Database software, e.g. MS-Access, MySQL
 Telephone
 Internet connection
 Interactive board
 Storage devices
 Printers
 Networking devices.

Learning Outcome 02 ESTABLISH DATABASE USER REQUIREMENTS

Assessment Criteria: 2.1 Identify database user needs
2.2 Define hardware specifications
2.3 Produce a specifications document
Content: 2.1 Identify database user needs
 Identify types of database users
 Outline needs of different database users
2.2 Define hardware specifications
 Define computer hardware
 Explain different types of storage
 Evaluate hardware requirements for database
systems
2.3 Produce a specifications document
 Distinguish user requirements and system
requirements
 Outline system requirements
 Security
 Performance
 Throughput
 Storage space usage
 Access speed
 Outline structure of a requirements specification
document
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to establish requirements as follows: identify user
needs, define hardware specifications, and produce a
specifications document

2. Practical assessment on developing and maintaining software

including the following: SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the planning, problem solving, knowledge of
development platform, knowledge of software installation and
teamwork based on the performance criteria of the
qualification standard INFORMATION TECHNOLOGY
SYSTEMS SUPPORT OFFICER.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computer
 Database software, e.g. MS-Access, MySQL
 Telephone
  Internet connection
 Interactive board
 Storage devices
 Printers
 Networking devices.

Learning Outcome 03 CONFIGURE DATABASE ENVIRONMENT

Assessment Criteria 6.5 Define database environment
6.6 Configure database server
6.7 Install database management system
6.8 Test database management system

Content 3.1 Define database environment

 Outline the components of the database environment,
their functions and their relationships.
 Hardware
 Software
 People/users
 Data
 Procedures
 Relate the components of the database environment
 Evaluate database models
 Hierarchical
 Network
 Relational
 Object oriented
3.2 Configure database server
 Identify hardware and software requirements for
database configuration
 Evaluate database server configurations
3.3 Install database management system
 Evaluate database software
 Determine hardware and software requirements
3.4 Test database management system
 Explain the importance of testing
 Outline levels of testing
 Unit testing
 Integration testing
 System testing
 User Acceptance Testing (UAT)
 Describe types of tests
 Alpha
 Beta
 Stress
  Black box
 Glass box
 Select test data and test cases
 Evaluate system conversion methods
 Parallel conversion
 Direct conversion
 Phased conversion
 Pilot conversion
 Justify user training
 Role of user training
 User training methods

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as follows: define
database environment, configure database server, install
database management system, and test database
management system.
2. Practical assessment on developing and maintaining
software including the following: SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the planning, problem solving, knowledge of
development platform, knowledge of software installation
and teamwork based on the performance criteria of the
qualification standard INFORMATION TECHNOLOGY
SYSTEMS SUPPORT OFFICER.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
 Computer
 DBMS software e.g. MS-Access, MySQL
 Program design software
 Internet connectivity
 Interactive board
 Storage devices
 Printer
 Networking devices.

Learning Outcome 04 MANIPULATE DATABASE

Assessment Criteria 4.1 Organise and prepare data for inclusion in the database
4.2 Created database and modify or retrieve data in line with
requirements
4.3 Implement database operations
4.4 Maintain database function
4.5 Log and report database performance issues
Content 4.1 Organise and prepare data for inclusion in the database
 Methods of data collection
 Prepare data for input
 Data verification and validation
 Classify data according to user needs
4.2 Create database and modify or retrieve data in line with
requirements
 DDL commands
 Creation
 Alteration
 DML commands
 Insertion
 Deletion
 Update/modification
 DCL commands
 Granting privileges
 Revoking privileges
4.3 Implement database operations
 Procedures for reading data from the database
 Procedures for writing data to the database
4.4 Maintain database function
 Explain the need for database security
 Identify threats to database security
 Measures to deal with threats to database security
 Physical security
 Logical security
 Behavioural security
4.5 Log and report database performance issues
 Database performance monitoring
 Database tuning
Assessment Tasks 1. Written and/or oral assessment on the skills and
knowledge required to manipulate database as follows:
organise and prepare data for inclusion in the database,
modify or retrieve data in line with requirements,
implement database operations, maintain database
function, and log and report database performance issues.
2. Practical assessment on developing and maintaining
software including the following: SHEQ requirements, the
consideration of computer laboratory environmental
factors which affect the planning, problem solving,
 knowledge of development platform, knowledge of
software installation and teamwork based on the
performance criteria of the qualification standard
INFORMATION TECHNOLOGY SYSTEMS SUPPORT
OFFICER
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
 Computer
 Program design software
 DBMS software e.g. MS-Access, MySQL
 Internet connectivity
 Interactive board
 Storage devices
 Networking devices

Learning Outcome 05 CONFIGURE DATABASE FOR DISASTER

RECOVERY
Assessment Criteria 5.1 Establish back up, monitoring, and recovery plans
5.2 Identify back up media/site
5.3 Configure back up servers/Recovery site
5.4 Test back up/Recovery

Content 5.1 Establish back up, monitoring, and recovery plans

 Explain the importance of database recovery
 Evaluate database monitoring tools
 Establish goals of .disaster recovery planning
 Identify the organization's critical functions and
infrastructure
 Outline components of a data recovery plan
 Identify key roles in database backup and recovery
5.2 Identify back up media/site
 Evaluate different types of backup media
 Selecting backup medium
 Cost
 Reliability
 Speed
 Availability
  Usability
 Explain types of backup
 Full
 Incremental
 Differential
 Mirror
 Explain 3-2-1 backup rule
 Outline factors affecting choice of backup strategy
 Cost
 Backup method
 Backup location
 Backup schedule
 Backup (and recovery) flexibility
 Security
 Scalability
5.3 Configure back up servers/Recovery site
 Define backup server
 Outline features of a backup server
 Evaluate backup server software
5.4 Test back up/Recovery
 Importance of testing backup plan
 Outline factors determining frequency of backup tests
 Describe the objectives of backup testing
 Discuss the implications of test results

Assessment Tasks 1. Written and/or oral assessment on the skills and

knowledge required to Configure database for disaster
recovery as follows: establish back up, monitoring, and
recovery plans, identify back up media/site, configure back
up servers/recovery site, and test back up/recovery.
2. Practical assessment on developing and maintaining
software including the following: SHEQ requirements, the
consideration of computer laboratory environmental
factors which affect the planning, problem solving,
knowledge of development platform, knowledge of
software installation and teamwork based on the
performance criteria of the qualification standard
INFORMATION TECHNOLOGY SYSTEMS SUPPORT
OFFICER
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
 3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
 Computer
 Program design software
 DBMS software e.g. MS-Access, MySQL
 Internet connectivity
 Interactive board
 Storage devices
 Printer
 Networking devices

ASSESSMENT SCHEME
Theory: A minimum of 100%
3 hour paper  2 Assignments 20%
(Weighted 20%)  2 Practical assignments 20%
Practical  2 Tests 20%
3 hour paper
(Weighted 20%)

ASSESSMENT SPECIFICATION GRID

THEORY PAPER
No. TOPIC WEIGHTING %
LO1: Describe business information systems 15
LO2: Establish database user requirements 15
LO3: Configure database environment 20
LO4: Manipulate database 30
LO5: Configure database for disaster recovery 20
TOTAL 100

PRACTICAL PAPER
No. TOPIC WEIGHTING %
LO4:  DDL Commands 35
 DML Comamnds 45
 DCL Commands 20
TOTAL 100

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
 4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of continuous assessment and examination are 60% and 40% respectively.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50% work
based assessment.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).
Minimum qualification for Trainer, Assessor and Moderator : National Diploma in Information Technology.
2. Facilities, Tools, Equipment and Materials

Computer Laboratory

Personal Computers and a Printer

Computer Desks and Chairs
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)
Computer servicing and network maintenance toolkit

Theory Classroom
Classroom furniture
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)

In both the above cases, there should be adequate lighting and ventilation

Adequately licensed computer software should be available for training purposes – especially the under listed:

DTP package
Accounting package
Graphics package
Spreadsheet package
Presentation package
Database package
Word-Processing package
MS DOS
 LINUX
MS Windows
Utility package
C++ Integrated Development Environment
Screen reading software for the visually impaired e.g. JAWS, NVDA, ORCA

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
4. Reference Materials (recommended textbooks, recommended readings)

Bansal S.K (2004) Textbook of Information Technology, A P H Publishing Corporation, New Delhi, India

Beales R.P (2013) PC Systems Installations and Maintenance, Taylor and Francis, USA

Bharihoke D (2009) Fundamentals of Information Technology 3rd Ed. Excel Books

Carr N. G. (2008) The Big Switch: Rewiring the World, from Edision to Google,

Castillo F. (2016) Managing Information Technology Springer

Laudon K. C, Traver C. C., Laudon J. P (2016) Information Technology: Concepts and Issues 2nd Ed. Course
Technology Ptr, USA

Lawrence S.(2013) Fluency with Information Technology: Skills, Concepts, and Capabilities, Addison-
Wesley, USA

Leon A (2009) Fundamentals of Information Technology 2nd Ed. Vikas Publishing

Bjarne Stroustrup (2013) The C++ Programming Language 4rd Edition, Prentice-Hall, New York
Chuck A. and Eckel B. (2012) Thinking in C++ Practical Programming 2nd Edition, Pearson, New York,
USA
Ravichandran D (2015), Programming with C++2nd Edition, Tata McGraw-Hill, New Dehli, India
Ravishankar T, et al (2016), Mastering C++ 3rd Edition, Tata McGraw-Hill, New Dehli, India
Shriram K. Vasudenvan, et al (2017) Cracking the C++ Programming Skills, I. K. International, New Dehli,
India
Arpaci-Dusseau, H. R, Arpaci-Dusseau C. A (2015) Operating Systems: Three Easy Pieces, Arpaci-Dusseau
Books
Bouton D. (2017) CorelDRAW X8: The Official Guide, Pearsons, New York
Bringhurst R. (2013) The Elements of Typographic Style: Version 4.0, Paperback
Gookin D.(2011) DOS for Dummies 3rd ed, Hungry Minds, New York
Joan L. and Curtis F. (2015) Microsoft Office 2016 Step by Step, Microsoft Press, Washington, USA
Walkenbach J. et.al, (2010), Office 2010 Bible,Wiley, Indianapolis
Rathbone A (2016) Windows 10 for Dummies 2nd Edition, John Wiley & Sons, New York
Silberschatz A, et al (2017) Operating System Concepts 9th Edition,
Sobell M.G (2013) A Practical Guide to Linux Commands, Editors, and Shell Programming (3rd Edition),
Edwards Brothers

Beynon- Davies P. (2013) Business Information Systems 2nd Ed. Macmillan

Bocij P et al (2015) Business Information Systems 5th Ed. Pearson

Bourgeois D. (2014) Information Systems for Business and Beyond, Saylor.org

Burrow James, L. et al (2013) Business Principles and Management 12th Ed., Thomson, South-Western

Laudon K. and Laudon J. (2015) Management Information Systems 14th Ed., Pearson, Canada

Nanjad, Norrie & Huber (2013) Introduction to Business Information Systems 3rd ed., Wiley

Wigand T. and Mertens P. (2003) Introduction to Business Information Systems, Springer Verlag, New
York

Belverd E. N Jnr., et al (2013) Principles of Accounting 11th Ed., Cengage Learning

Hosein P, (2013) Principles of Accounts 3rd Ed. Heinemann

London Kay D. (2013) Computer Accounting with QuickBooks, McGraw Hill/Irwin

Needles B. E. et al (2014) Principles of Accounting 12th Ed. Cengage Learning

Ramlochan D & Charmain L. (2012) Principles of Accounts 3rd Ed Caribbean Education Publishers

Sangster A. (2015) Business Accounting 1, 13th Ed., Pearson Professional Limited

Fielding. M, (2014) Effective Communication in Organizations, Juta and Company, South Africa

Guffey M.E & Loewy D. (2013) Essentials of Business Communication, Cengage, USA

Means T. M & Rankin D. S. (2018) Business Communication 3rd Ed, Cengage Learning

Pau-San Haruta (2016) Technical Communication: Excelling in a Technological World, FlatWorld, Boston,
USA

Sehgal M. K. & Khetarpal V (2013) Business Communication 2nd Ed. Excel Books

Thill J.V and Courtland L.B (2016) Excellence in Business Communication, McGraw Hill, USA
Module Code: 317/22/M04
Module Title: COMPUTER NETWORKING

ZNQF Level: 4

Credits: 10
Duration: 100 hours
Relationship with Based on Unit Standard COMPUTER NETWORKING of
Qualification Qualification Standard for an INFORMATION TECHNOLOGY
Standards: SYSTEMS SUPPORT OFFICER

Pre-requisite N/A
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes required
by an INFORMATION TECHNOLOGY SYSTEMS SUPPORT
OFFICER to Network Computers. This includes identifying
network requirements, implementing network requirement
solutions, maintaining network operations, providing user support
and monitoring performance. The advantages of networking
computers are that it enhances resource sharing, communication
and collaboration. Access to this module is open to all target groups
including unemployed youths, women and men wishing to establish
or improve SMEs in the networking of computers.

List of Learning LO1: Identify network requirements

Outcomes: LO2: Implement network requirement solutions.
LO3: Maintain network operations.
LO4: Provide network user support.
LO5: Monitor network performance
Learning Outcome 01 IDENTIFY NETWORK REQUIREMENTS
Assessment Criteria: 1.1 Define computer networks in line with organisational needs
1.2 Illustrate network types and designs
1.3 Identify appropriate networking equipment
1.4 Describe internetworking technologies

Content: 1.1 Explain computer networks in line with organisational needs

 Define data communications and computer networks
 State the advantages and disadvantages of using
computer networks
 Differentiate analogue and digital signals
 Outline applications of computer networks

1.2 Illustrated network types and designs

 Discuss network types and topologies
 Network types
 LANs
 WLANs
 WANs
 MANs
 CANs
 PANs
 Topologies
 Bus
 Ring
 Star
 Mesh
 Hybrid

1.3 Identify appropriate networking equipment

 Outline data transmission media, connectivity devices
and software
 Transmission media
 Twisted Pair (UTP, STP)
 Coaxial
 Fibre-optic
 Wireless
 Connectivity devices
 Firewall
 Router
 Switch
 Hub
 Bridge
 Modem
 Wireless Access Point
 Media Converter
 Wireless Range Extender
  VoIP endpoint
 Network Operating Systems
 Explain data transmission modes
 Broadband versus baseband
 Synchronous versus asynchronous
 Simplex, half-duplex, full duplex
1.4 Describe internetworking technologies
 Describe circuit switching, message switching, packet
switching, narrowband and broadband networks
 Discuss networking models
 OSI Model
 TCP/IP Model
 Explain network ports and protocols
 Connection oriented versus connectionless
protocols
 IP
 TCP
 UDP
 FTP
 SFTP
 TFTP
 SMTP
 HTTP
 HTTPS
 POP
 IMAP
 Telnet
 Secure Shell
 ICMP
 NTP
 LDAP
 SNMP
 SIP
 RDP
 SMB
 ARP and RARP
 Port functions
 DNS
 DHCP
 Discuss Internet Access Technologies
 DSL
 Cable broadband
 Dial-up
 Public Switched Telephone Network
 Satellite Internet Access
 Wireless Internet Access
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify network requirements outlined as follows:
explain computer networks in line with organisational needs,
illustrated network types and designs identify appropriate
networking equipment and describe internetworking
technologies.
2. Practical assessment on networking computers inclusive of
requirements gathering, network equipment selection and
description of internetworking technologies based on the
performance criteria of identify network requirements.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
a) Network simulation software
b) Networking devices

Learning Outcome 02 LO2: Implement network requirement solutions.

Assessment Criteria: 2.1 Place networking equipment in strategic positions in line
with network design
2.2 Configure network devices
2.3 Test network connectivity
2.4 Generate network documentation
Content: 2.1 Place networking equipment in strategic positions in line
with network design
 Interpret network designs
 Implement standards:
 568A and 568B
 Straight-through cable termination
 Crossover cable termination
 Ethernet deployment standards
2.2 Configure network devices
 Setup computer network devices
 IP Addressing (IPv4, IPv6)
 NAT, PAT, SNAT, DNAT
 Routing
 Static
 Dynamic
2.3 Test network connectivity
  Describe network connectivity test at the following
layers
 Physical layer
 Network layer
 Interpret results of network connectivity tests
2.4 Generate network documentation
 Develop network documentation
 Wiring and port locations
 Physical and logical network diagrams
 Labelling
 Configuration documentation

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to implement network requirement solutions
outlined as follows: place networking equipment in strategic
positions in line with network design, configure network
devices, test network connectivity and generate network
documentation.
2. Practical assessment on networking computers inclusive of
interpreting network design, device configuration,
performing connectivity tests and network documentation
based on the performance criteria of implement network
requirement solutions.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
a) Network simulation software
b) Networking devices
c) Transmission media
d) Networking toolkit

Learning Outcome 03 MAINTAIN NETWORK OPERATIONS

Assessment Criteria: 3.1 Monitor network performance
3.2 Update network security measures periodically
3.3 Perform network troubleshooting
3.4 Perform necessary network repairs
3.5 Implement network upgrades
3.6 Service network hardware
Content: 3.1 Monitor network performance
 Justify importance of network monitoring
 Apply network monitoring tools
 SNMP monitors
 Packet sniffers
 Port scanners
 Vulnerability scanners
 Perform network performance testing
 Load testing
 Stress testing
 Throughput testing
3.2 Update network security measures periodically
 Describe physical security measures
 Explain authentication and access controls
 Discuss wireless network security
 WPA
 WPA2

3.3 Perform network troubleshooting

 Explain the troubleshooting process steps
 Use hardware and software troubleshooting tools
 Multimeter
 Cable tester
 Tone generator
 tracert/traceroute
 ping
 netstat
 ifconfig
 ipconfig
 nslookup
3.4 Perform necessary network repairs
 Discuss common network problems and their solutions
 Document implemented solutions
3.5 Implement network upgrades
 Discuss network upgrade causes
 Perform network upgrade
 Hardware
 Software
3.6 Service network hardware
 Describe network maintenance approaches
  Preventive
 Corrective
 Adaptive

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to maintain network operations outlined as follows:
monitor network performance, update network security
measures periodically, perform network troubleshooting,
perform necessary network repairs, implement network
upgrades and service network hardware.
2. Practical assessment on networking computers inclusive of
network performance monitoring, network troubleshooting,
network repair and network upgrading based on the
performance criteria of maintain network operations.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
a) Network simulation software
b) Network monitoring software
c) Networking devices
d) Transmission media
e) Networking toolkit

Learning Outcome 04 PROVIDE USER SUPPORT

Assessment Criteria: 4.1 Set up help desk system
4.2 Collect and/log user queries
4.3 Analyse user queries
4.4 Attend to user queries accordingly
4.5 Conduct routine maintenance
4.6 Carry out adhoc maintenance where necessary
Content: 4.1 Set up help desk system
 Explain best practices for building a help desk
 Describe the characteristics of a successful help desk
4.2 Collect and/log user queries
 Describe the key elements of communication
 State and explain barriers to communication
 Discuss verbal and non-verbal communication
 Discuss listening skills
 List types of summaries
 Describe the process of note making
 4.3 Analyse user queries
 Categorise user queries in terms of:
 Level of skill required
 Type of problem (hardware/software)
4.4 Attend to user queries accordingly
 Describe problem solving process
4.5 Conduct routine maintenance
 Explain the importance of routine maintenance
 Describe the routine maintenance workflow
4.6 Carry out adhoc maintenance where necessary
 Describe adhoc maintenance
 Explain the advantages and disadvantages of adhoc
maintenance
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to provide user support outlined as follows: set up
help desk system, collect and/log user queries, analyse user
queries, attend to user queries accordingly, conduct routine
maintenance and carry out adhoc maintenance where
necessary.
2. Practical assessment on networking computers inclusive of
running a help desk and conducting maintenance based on
the performance criteria of provide user support.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
a) Network simulation software
b) Network monitoring software
c) Networking devices
d) Transmission media
e) Networking toolkit

Learning Outcome 05 MONITOR NETWORK PERFORMANCE

Assessment Criteria: 5.1 Interpret network monitoring plan
5.2 Isolate faults in line with problem indicators
5.3 Implement appropriate diagnostic methodology
5.4 Document fault resolution process
5.5 Maintain operating performance in line with standards
Content: 5.1 Interpret monitoring plan
 Justify the need for network monitoring
 Distinguish between agent and agentless monitoring
 Describe the following monitoring forms:
 Active
 Passive
 Performance
 Document a network monitoring plan
5.2 Isolate faults in line with problem indicators
 Discuss the following:
 Simple Network Management Protocol
 Windows Management Instrument
 Ping
 Describe network monitoring maps
 Horizontal plane
 Vertical plane
 View point
 x-y line
5.3 Implement appropriate diagnostic methodology
 Discuss network problem diagnosis approaches
5.4 Document fault resolution process
 Describe the contents of problem resolution record
5.5 Maintain operating performance in line with standards
 Discuss business continuity and disaster recovery
strategies
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to monitor performance outlined as follows:
develop monitoring plan, isolate faults in line with problem
indicators, implement appropriate diagnostic methodology,
document fault resolution process and maintain operating
performance in line with standards.
2. Practical assessment on networking computers inclusive of
documenting monitoring plan, implementing problem
solving process and documenting solutions based on the
performance criteria of monitor performance.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
 3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
a) Network simulation software
b) Network monitoring software
c) Networking devices
d) Network cables
e) Networking toolkit

ASSESSMENT SCHEME
Theory: A minimum of 100%
ASSESSMENT
3 hour paper  2 Assignments 20%
SPECIFICATION
(Weighted 20%)  2 Practical assignments 20% GRID
Practical  2 Tests 20%
3 hour paper
(Weighted 20%)
No. TOPIC WEIGHTING %
LO1: Identify network requirements 20
LO2: Implement network requirement solutions 20
LO3: Maintain network operations 20
LO4: Provide network user support 20
LO5: Monitor network performance 20
TOTAL 100

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of continuous assessment and examination: 60% and 40% respectively.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
 All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualifications and experience recognised by the Zim babwe National Qualifications Authority
(ZNQA).
Minimum qualification for Trainer, Assessor and Moderator: National Diploma in Information Technology.
2. Facilities, Tools, Equipment and Materials
Computer repair toolkit
Software
Computer hardware
Protective clothing
First aid kit
Storage media
Internet
Maps
Computer network tool kit
Stationery

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
4. Reference Materials (recommended textbooks, recommended readings)

Fielding. M, (2014) Effective Communication in Organizations, Juta and Company, South Africa
Forouzan, BA. (2012). Data Communications and Networking. 5th Ed London: McGraw-Hill

Kurose, JF and Ross, KW. (2017). Computer Networking A Top-Down

Approach. 7th Ed. New York: Pearson.

Mir, NF. (2014). Computer and Communication Networks 2nd Ed. Prentice
Hall, New York.

Peterson, L. L. and Davie, B. S. (2010). Computer Networks: A Systems Approach (The Morgan
Kaufmann Series in Networking). 5th Ed.
Amsterdam: Elsevier.
Sharma, S. (2017). Fundamentals of Data Communication and Networks. Kataria & Sons, New Delhi

Stalling, W. (2013). Data and Computer Communication. 10th Ed. New

Jersey: Pearson.

White, C. (2015). Data Communications and Computer Networks: A

Business User’s Approach. 8th Ed. Boston: Cengage Learning.
Module Code: 317/22/M05
Module Title: COMPUTER SECURITY

ZNQF Level: 4

Credits: 15
Duration: 150 hours
Relationship with Based on Unit Standard COMPUTER SECURITY of
Qualification Qualification Standard for an INFORMATION TECHNOLOGY
Standards: SYSTEMS SUPPORT OFFICER.

Pre-requisite SHEQ
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes required
by an INFORMATION TECHNOLOGY SYSTEMS SUPPORT
 OFFICER to secure computers. This includes identifying security
requirements, establishing a protection plan and implementing
computer security solutions. The advantages of securing
computers are that it maintains confidentiality, integrity and
availability of data. Access to this module is open to all target
groups including unemployed youths, women and men wishing to
establish or improve SMEs in the networking of computers.
List of Learning LO1: Identify security requirements
Outcomes: LO2: Establish a protection plan.
LO3: Implement computer security solutions.
Learning Outcome 01 IDENTIFY SECURITY REQUIREMENTS
Assessment Criteria: 1.1 Identify critical data assets
1.2 Identify data sources
1.3 Establish asset inventory
1.4 Identify risks
1.5 Compile risk register

Content: 1.1 Identify critical data assets

 Discuss the CIA(Confidentiality , Integrity and
Availability) triad
 Discuss security fundamentals
 The CIA triad
 The principle of least privilege
 The defense in depth model
 Outline applications of computer networks

1.2 Identify data sources

 Discuss the following data sources
 Vulnerability scan output
 SIEM (Security information and event
management) dashboards
 Log files
 Bandwidth monitors
 Network monitors
 Protocol Analyser output

1.3 Establish asset inventory

 Explain the importance of asset inventory
 Describe the use of Nmap (Network Mapper)
1.4 Identify risks
 Identify types of risks
 Explain risk management strategies
 Acceptance
 Avoidance
 Transference
 Mitigation
1.5 Compile risk register
 Discuss the importance of a risk register
 Describe the contents of a risk register

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify security requirements outlined as follows:
identify critical data assets, identify data sources, establish
asset inventory, identify risks and compile risk register.
2. Practical assessment on securing computers inclusive of
requirements gathering, critical data identification and risk
 management based on the performance criteria of identifying
security requirements.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
a) Computer audit tools
b) Network simulation software
c) Networking devices

Learning Outcome 02 ESTABLISH A PROTECTION PLAN

Assessment Criteria: 2.1 Categorise data resources
2.2 Establish specialised data/information protection methods
2.3 Evaluate impact of each of the selected methods
2.4 Establish backup plan
Content: 2.1 Categorise data resources
 Explain data classification
 Describe activities involved in data classification:
 Identify
 Locate
 Classify
 Value
 Explain data classifications:
 Public
 Private
 Internal
 Confidential
 Restricted

2.2 Establish specialised data/information protection methods

 Differentiate the following:
 Administrative controls
 Operational controls
 Technical controls
 Describe the following:
 Deterrent controls
 Detective controls
 Corrective controls
 Preventive controls
  Explain the following access control methods:
 Discretionary
 Mandatory
 Role based
 Rule based

2.3 Evaluate impact of each of the selected methods

 Discuss the following approaches to security
 Physical security
 Logical security
 Interpret results of network connectivity tests
2.4 Establish backup plan
 Explain the importance of backup
 Identify backup devices
 Describe strategies for backup
 Data backup
 Local backup
 Online backup
 Offsite backup
 Power backup
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to establish a protection plan outlined as follows:
categorise data resources, establish specialised
data/information protection methods, evaluate impact of
each of the selected methods and Establish backup plan.
2. Practical assessment on securing computers inclusive of
categorising data resources, identifying security methods
and selecting backup strategies based on the performance
criteria of establishing a protection plan.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
a) Computer audit tools
b) Network simulation software
c) Networking devices

Learning Outcome 03 IMPLEMENT COMPUTER SECURITY SOLUTIONS.

Assessment Criteria: 3.1 Interpret security policy
3.2 Apply security measures on appropriate assets including
virtual environments
3.3 Install security monitoring tools
3.4 Identify and report emerging security loop holes
3.5 Document security implementations
Content: 3.1 Interpret security policy
 Explain the importance of a security policy
 Describe the elements of a security policy document

3.2 Apply security measures on appropriate assets including

virtual environments
 Discuss Authorisation, Authentication and Accounting
 Describe the concept of cryptography
 Describe the concept of encryption
 Differentiate between symmetric and asymmetric
encryption
 Explain uses of digital signatures
 Describe the following cipher methods
 Block cipher
 Stream cipher
 Describe hashing techniques
 Discuss cloud security controls
 Explain the following in relation to security
 Firewall
 Router
 NAT (Network Address Translation) gateway
 Access Control Lists
 IPSec (Internet Protocol Security)
 VPNs(Virtual Private Networks)
 IPS (Intrusion prevention system)
 IDS (Intrusion Detection System)
 WPA (Wi-Fi Protected Access)

3.3 Install security monitoring tools

 Discuss reconnaissance tools
 Apply network monitoring tools
 SNMP (Simple Network Management Protocol)
monitors
 Packet sniffers
 Port scanners
 Vulnerability scanners
3.4 Identify and report emerging security loop holes
 Explain penetration testing
 Discuss vulnerability scanning
 Describe threats, vulnerabilities and attacks
 3.5 Document security implementations
 Justify the need for security documentation
 Explain security procedures

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to implement computer security solutions outlined
as follows: interpret security policy, apply security measures
on appropriate assets including virtual environments, install
security monitoring tools, identify and report emerging
security loop holes and document security implementations.
2. Practical assessment on securing computers inclusive of
security configuration, security monitoring, vulnerability
testing and security documentation based on the
performance criteria of implement computer security
solutions.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
a) Computer audit tools
b) Network simulation software
c) Networking devices

ASSESSMENT SCHEME
3 hour written A minimum of 100%
examination  2 Assignments 20% ASSESSMENT
 2 Practical assignments 20% SPECIFICATION
 2 Tests 20% GRID
No. TOPIC WEIGHTING %
LO1: Identify security requirements 30
LO2: Establish a protection plan 35
LO3: Implement computer security solutions 35
TOTAL 100

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
 4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.

Approach to Assessment:
1. Weighting of continuous assessment and examination: 60% and 40% respectively.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50% work-
based assessment.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).
Minimum qualification for Trainer, Assessor and Moderator: National Diploma in Information Technology.
2. Facilities, Tools, Equipment and Materials
Computer audit tools
Software
Computer hardware
Protective clothing
First aid kit
Storage media
Internet
Stationery

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
4. Reference Materials (recommended textbooks, recommended readings)
Gordon, A., Malik, J. and Hernandez, S. (2015). Official (ISC)² guide to the CISSP CBK. 4th Ed. Boca Raton:
CRC Press, an imprint of the Taylor & Francis Group

Knowles, A. (2016). Tough Challenges in Cybersecurity Ethics. [online]

Security Intelligence. Available at: https://securityintelligence.com/toughchallenges-cybersecurity-ethics/
[Accessed 20 Sep. 2017].
 Luis Ayala (2016), Cyber-Physical Attack Recovery Procedures, Apress

Quinn, M. (2013). Ethics for the information age. 5th Ed. Upper Saddle
River, N.J.: Pearson Education/Addison-Wesley

Weiss et al (2012), Cyber Security Policy Guidebook, Wiley

Zureich, D. and Graebe, W. (2015). Cybersecurity: The continuing evolution

of insurance and ethics. Defense Counsel Journal, 82(2), pp.192-198

Module Code: 317/22/M06

Module Title: SAFETY, HEALTH, ENVIRONMENT AND QUALITY
ZNQF Level: 4

Credits: 5
Duration: 50 hours
Relationship with Based on Unit Standard SAFETY, HEALTH, ENVIRONMENT
Qualification AND QUALITY of Qualification Standard for INFORMATION
Standards: TECHNOLOGY SYSTEM SUPPORT OFFICER
Pre-requisite None
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes required
by an INFORMATION TECHNOLOGY SYSTEM SUPPORT
OFFICER to implement safety, health, environment and quality
techniques. This includes perform basic first aid, maintain safe
working loads capacity, lifting and operations of machines,
perform basic firefighting, and maintain a clean and safe working
environment.
1. Advantages of safety, health, environment and quality includes,
eliminate fatalities and injuries in the workplace, higher morale of
workers, increases computer uptime, increasing storage capacity,
reduced cost associated with accidents and incidents, increases
performance efficiency and builds company’s reputation. Access
to this module is open to all target groups including unemployed
youths, women and men wishing to establish or improve SMEs in
the maintenance of hardware and software
List of Learning LO1: Perform basic first aid
Outcomes: LO2: Maintain safe working loads capacity, lifting and
operations of machines
LO3: Perform basic fire fighting
LO4: Maintain a clean and safe working environment

Learning Outcome 01 PERFORM BASIC FIRST AID

Assessment Criteria: 1.1 Identify appropriate items of the first aid kit
1.2 Demonstrate proper use of the items
1.3 Adhere to correct first aid procedures
Content: 1.1 Identify appropriate items of the first aid kit
 Outline importance of first aid
 Explain contents of a first aid kit
 Wound dressings
 Adhesive dressings or plasters
 Bandages
 Protective items
 Cleansing wipes
 Gauze pads
 Adhesive tape
 Scissors
 Pins and clips
 Aluminium blanket
 Tweezers
 Scissors
1.2 Demonstrate proper use of the items
 Combining dressing pads cover and pack bleeding
wounds.
 Use of non-adherent dressings to cover up wounds
and burns.
 Use of bandages to provide support for sprains and
strains.
 Shock blankets to help manage body temperature.
1.3 Adhere to correct first aid procedures
 General safety

 Remove your watch and jewelry and secure

loose clothing.
 Turn off the power and unplug equipment
before performing service.
 Cover sharp edges inside the computer case
with tape.
 Never open a power supply or a CRT
monitor.
 Do not touch areas in printers that are hot or
that use high voltage.
 Know where the fire extinguisher is located
and how to use it.
 Keep food and drinks out of your workspace.
 Keep your workspace clean and free of
clutter.
 Bend your knees when lifting heavy objects
to avoid injuring your back
  Electrical safety
 Maintaining a first aid kit
 Safe keeping of a first aid kit

Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.

Learning Outcome 02 MAINTAIN SAFE WORKING LOADS CAPACITY,

LIFTING AND OPERATIONS OF MACHINES
Assessment Criteria: 2.1 Carry out routine tests, checks and inspections of machines
and tools according to specifications/standards
2.2 Identify deteriorations
2.3 Label machine capacity and colour codes
2.4 Ensure a clean working environment
2.5 Secure movable parts
Content: 2.1 Carry out routine tests, checks and inspections of machines
and tools according to specifications/standards
 Taking reasonable care of your own health and safety
when moving heavy components; not cause any
electrical hazards;
 Ensuring workstations meet safety requirements
 Diagnostic tools in testing installed components
 Digital multimeter
 Loopback adapter
 Toner probe
 Software tools
 Test procedures
 Gathering test information
 Validating test information
 Responding to test information
  Checking specification

2.2 Identify deteriorations

 Causes of equipment failure
 Solutions to equipment failure
 Practices for catching early signs of machine
deterioration
2.3 Label machine capacity and colour codes
2.4 Ensure a clean working environment
 Importance of maintaining a clean workplace
environment
 Highlight tips for maintaining a clean workplace
environment
 Remove clutter
 Schedule cleaning time
 Have designated eating areas
 Have a cleaning strategy
 Fresh scents
2.5 Secure movable parts
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
a) Firefighting equipment
b) Protective clothing
c) Fire detection equipment

Learning Outcome 03 PERFORM BASIC FIRE FIGHTING

Assessment Criteria: 3.1 Demonstrate knowledge of different classes of fire
3.2 Demonstrate choice of appropriate fire extinguisher
3.3 Demonstrate use of correct protective clothing or
equipment
3.4 Demonstrate correct operating firefighting procedures
Content: 3.1 Demonstrate knowledge of different classes of fire
 Class A: “Ordinary” Fires
 Class B: Liquids & Gases
 Class C: Electrical Fires
 Class D: Metallic Fires
 Class K: Grease Fires or Cooking Fires
3.2 Demonstrate choice of appropriate fire extinguisher
 Outline fire safety procedures
 Never fight a fire that is out of control or not
contained
 Always have a planned escape route before
beginning any work
 Get out of the building quickly
 Contact emergency services for help
 Locate and read the instructions on the fire
extinguishers in your workplace before you have to
use them
 Explain basic rules of fire extinguisher operation
(PASS)

3.3 Demonstrate use of correct protective clothing or

equipment
 Explain the importance of protective clothing or
equipment
 Outline types of personal protective equipment (PPE)
3.4 Demonstrate correct operating firefighting procedures
 Explain fire safety procedures for evacuations
 Illustrate the PASS procedure
 Establish a fire prevention plan
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
a) Firefighting equipment
b) Protective clothing
c) Fire detection equipment

Learning Outcome 04 MAINTAIN A CLEAN AND SAFE WORKING

ENVIRONMENT
Assessment Criteria: 4.1 Demonstrate proper storage of tools, equipment and material
4.2 Demonstrate proper disposal of waste
4.3 Demonstrate basic housekeeping practices

Content: 4.1 Demonstrate proper storage of tools, equipment and material

 Outline procedures for proper storage of tools, equipment
and material
 Explain equipment storage checklist
 Explain tool storage options
4.2 Demonstrate proper disposal of waste
 Define e-waste
 Outline types of e-waste
 Explain green IT
 Outline strategies for safe disposal of e-waste
 Explain the 5 Rs of e-waste management
4.3 Demonstrate basic housekeeping practices
 Outline the benefits of good housekeeping practices
 Explain the purpose of workplace housekeeping
 Outline the elements of an effective housekeeping
program
 Preparation a housekeeping plan
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to identify business requirements as outlined in the
assessment criteria and carry out user requirements analysis.
2. Practical assessment on the developing and maintaining
software including the following of SHEQ requirements, the
consideration of computer laboratory environmental factors
which affect the developing, the identification of the inputs,
 processes and outputs of software based on the performance
criteria of the relevant unit standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.

ASSESSMENT SCHEME
3 hour written A minimum of 100%
examination  2 Assignments 20% ASSESSMENT
 2 Practical assignments 20% SPECIFICATION
 2 Tests 20% GRID
No. TOPIC WEIGHTING %
LO1: Perform basic first aid 25
LO2: Maintain safe working loads capacity, lifting and 25
operations of machines
LO3: Perform basic fire fighting 15
LO4: Maintain a clean and safe working environment 35
TOTAL 100

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.

Approach to Assessment:
1. Weighting of continuous assessment and examination: 60% and 40% respectively.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50% work-
based assessment.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
 6. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).
Minimum qualification for Trainer, Assessor and Moderator: National Diploma in Information Technology.

2. Facilities, Tools, Equipment and Materials

Computer audit tools
Software
Computer hardware
Protective clothing
First aid kit
Storage media
Internet
Stationery

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide3

4. Reference Materials (recommended textbooks, recommended readings)

Gordon, A., Malik, J. and Hernandez, S. (2015). Official (ISC)² guide to the CISSP CBK. 4th Ed. Boca Raton:
CRC Press, an imprint of the Taylor & Francis Group

Knowles, A. (2016). Tough Challenges in Cybersecurity Ethics. [online]

Security Intelligence. Available at: https://securityintelligence.com/toughchallenges-cybersecurity-ethics/
[Accessed 20 Sep. 2017].

Luis Ayala (2016), Cyber-Physical Attack Recovery Procedures, Apress

Quinn, M. (2013). Ethics for the information age. 5th Ed. Upper Saddle
River, N.J.: Pearson Education/Addison-Wesley

Weiss et al (2012), Cyber Security Policy Guidebook, Wiley

Zureich, D. and Graebe, W. (2015). Cybersecurity: The continuing evolution

of insurance and ethics. Defense Counsel Journal, 82(2), pp.192-198
Module code: 310/22/M02

Module title: WORKPLACE COMMUNICATION

ZNQF level: 4

Credits: 8
Duration: 80 hours

Relationship with Based on Unit Standard Workplace Communication of Unit

qualification Standards for different workplaces
standards:
Pre-requisite No prerequisites
modules:

Purpose of module: This module describes the skills, knowledge and attitudes required
by an individual to be able to effectively communicate in business.
This includes writing business documents, use appropriate
communication skills in business, applying effective
communication techniques and preparing different types of
business meetings.
This module is important as it ensures proper and effective
communication skills for business. The module targets individuals
who are in engineering, commercial field of work irrespective of
gender, age or ethnicity.
List of learning L01: Apply language and writing skills in business
outcomes: L02:Wwrite business documents
L03:Use communication skills to satisfy business needs
L04: Apply effective communication techniques in business
L05: Prepare different types of meetings

Learning outcome 01 Apply language and writing skills in business

Assessment criteria: 1.1 Use the correct language style
1.2 Use business jargon in appropriate situations.
1.3 Organize written material logically
1.4 Select and use the most effective
method of communication in abusiness
context.
1.5 Use telephone effectively
Content: 1.1. Use the correct language style
 Apply the concept of the ‘seven (7) cs’ of written
communication
 Describe use of languages

1.2. Use business jargon in appropriate situations

 Identify and avoid barriers to communication
 Discuss selection of words

1.3.Organize written material logically

 Make notes
 Describe presentation of business documents

1.4.Select and use the most effective method of

communication in abusiness context.
 Various methods of communication
 Select and use the most effective method
 Identify major communication channels
 1.5.Use the telephone effectively
 Telephone etiquette
 Making calls
 Answering calls
Assessment tasks: 1. Written and/or oral assessment on the skills and knowledge
required in basic communication.
2. Practical assessment on the requirements and principles of
basic communication

Conditions/context of 1. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 02 Write business documents

Assessment criteria 2.1 Produce business letters
2.2 Generate reports
2.3 Write a memorandum using the fully-blocked method
2.4 Write a notice for the company notice board

Content 2.1Produce business letters

 Different types of letters
 Use the ‘pea kiss’ letter writing
plan

2.2 Generate reports

 Identify types of business reports
 Write reports from their own investigation or observation
 Explain functions of reports in organisations.

2.3 Write a memorandum using the fully-blocked method

 Identify the major components of a memo
 Uses of notice and memo.
 Differentiate between a notice and memo.
 2.4 Write a notice for the company notice board
 The uses of notice
 Differentiate between a notice and memo.
 Identify the major components of a notice
Assessment tasks 1. Written and/or oral assessment on the skills and knowledge
required in basic communication.
2. Practical assessment on the requirements and principles of
basic communication

Conditions/context 1. Written and/or oral assessment can be conducted in a

of assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 03 Use communication skills to satisfy business needs

Assessment criteria 3.1 Define oral communication
3.2 Answer questions during a job interview
3.3 Communicate information correctly in structured
language
3.4 Use written communication effectively
Assessment tasks 3.1 Define oral communication
 Listening skills
 Speaking skills
 Use of par-linguistics

a. Correctly answer questions during a job interview

 Audibility in speech
 Confidence in speech
 Concise responses
 b. Communicate information correctly in structured
language
 Use of correct common grammar
 Meanings of words and phrases

c. Use written communication effectively

 state the advantages and disadvantages of written
communication

Conditions/context 1. Written and/or oral assessment on the skills and knowledge

of assessment required in basic communication.
2. Practical assessment on the requirements and principles of
basic communication

Content 1. Written and/or oral assessment can be conducted in a

classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 04 Apply effective communication techniques in business

Assessment criteria 4.1 Organise written material logically

4.2 Use grammar and pronunciation according to type of
business
4.3 Interpret information presented orally
4.4 Communicate clearly
Assessment tasks 4.1.Organise written material logically
 Present business documents
 Write different business letters
 Write different reports

4.2.Use grammar and pronunciation according to type of

business
 Construct sentences that communicate
  Use of objective language in communicating
 Describe use of direct and indirect speech

4.3.Interpret information presented orally

 Analyse a written passage
 Identify key points from the given passage

4.4.Communicate clearly
 Identify and discuss the concept of the ‘seven (7) cs’ in
communication
 Identify the most effective methods of communication
 Explain the importance of transmitting accurate
information
Conditions/context 1. Written and/or oral assessment on the skills and knowledge
of assessment required in basic communication.
2. Practical assessment on the requirements and principles of
basic communication

Content 1. Written and/or oral assessment can be conducted in a

classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 05 Prepare different types of meetings

Assessment criteria 5.1define different types of meetings.

5.2identify requirements for meetings.
5.3take notes from meetings.
5.4prepare meeting documents
Assessment tasks 5.1Define different types of meetings.
 Public meetings
 Private meetings
 Office bearers
 5.2Identify requirements for meetings.
 Quorum
 Notice
 Agenda
 Convener
 Secretary
5.3Take notes from meetings.
 Narrative minutes
 Resolution minutes
 Verbatim minutes

5.4Prepare meeting documents

 Notice
 Agenda
 Minutes of meetings.

Conditions/context 1. Written and/or oral assessment on the skills and knowledge

of assessment required in basic communication.
2. Practical assessment on the requirements and principles of
basic communication

Content 1. Written and/or oral assessment can be conducted in a

classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Approach to teaching and learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.

Approach to assessment:
 1. Weighting of 60% continuous assessment and 40% examination.
2. Oral assessment to be conducted by a panel of two or more assessors.
3. RPL assessment.
4. Portfolio of evidence.
5. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of trainers, assessors and moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and should
have qualifications and experience recognised by the Zimbabwe National Qualifications Authority (ZNQA).

2. Facilities, tools, equipment and materials

 Computer
 Desk
 Swivel chair
 Visitors chairs
 Filing cabinets
 Puncher
 Stapler
 Pens
 Dust bin
 Fax machine
 Printer
 Paper tray
 Document scanner
 Photocopier
 Heater
 Fan/air conditioner
 Document holders
 Refrigerator
 Water dispenser
 Water glasses
 Tea set
 Electric jugs
 Trays
 Cash box
 Microwave
 Office ornaments
 Paper scissors
 First aid kit

3. Learning resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference materials (recommended textbooks, recommended readings)

Module Code: 402/22/M01

Module Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT

ZNQF Level: 4

Credits: 8
Duration: 80 HOURS
Relationship with Based on Unit Standard ENTREPRENEURSHIP SKILLS
Qualification Standards: DEVELOPMENT OF UNIT STANDARD FOR AN
ENTREPRENEUR
Pre-requisite modules: NON

Purpose of Module: This module describes the skills, knowledge and attitudes
required by an entrepreneur to acquire leadership, business and
time management, creative thinking and problem-solving in a job
role and industries. This module will ensure that the entrepreneur
will formulate a business plan, register a company and operate a
business. The advantages of entrepreneurship skills development
are that growth and development are constant, beneficial network
 is developed and work life autonomy is possible. Access to this
module is open to all youth, man and woman who want to own a
business.
List of Learning LO1: Formulate a business
Outcomes:
LO2: Register a company

LO3: Operate a business

Learning Outcome 01 Formulate a business

Assessment Criteria: 1.1 Formulate a business idea

1.2Produce business plan
1.3 Research on business market
1.4 Compile a financial plan
1.5 Position a product/service
1.6 Envelope survival strategies
1.7 Establish a business environment
1.8 Mobilise financial resources
Content: 1.1.Formulate a business idea
1.1.1Define an entrepreneur
1.1.2 Discuss the various concepts of entrepreneurship
1.1.3 Analyse the various forms of business ownership

1.2. Produce business plan

1.2.1 Define a business plan
1.2.2Produce an executive summary of your business
1.2.3Describe the business
1.2.4 Provide the organisational structure of the business
1.2.5Describe product/services
1.2.6 Provide market analysis
1.2.7 Give marketing strategies
1.2.8 Provide a financial plan

1.3 Research on business market

1.3.1 Define business market
1.3.2 Study market trends
1.3.3 Analyse market segmentation
1.3.4 Analyse competitors in the market
 1.4 Compile a financial plan
1.4.1Plan for staffing and employees
1.42 Forecast on profit and loss
1.4.3 Analysis of cashflow
1.4.5 Prepare a balance sheet

1.5 Position products/services

1.5.1 Define positioning of products and services
1.5.2 Describe the types of product and services positioning
1.5.3 Discuss the importance of product/service positioning

1.6 Envelope survival strategies

1.6.1 Define survival strategies
1.6.2Describe the types of survival strategies
1.6.3Discuss the importance of survival in business

1.7 Establish a business environment

1.7.1Conduct SWOT analysis
1.7.2Discuss price and position products/ services
1.7.3Conduct viable promotions

1.8 Mobilise Financial resources

1.8.1Provide a detailed account of how to bring revenue and
funding to get started
1.8.2Balancing financial statement
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to formulate a business as outlined in the assessment
criteria and content above.
2. Practical assessment on the formulation of a business plan
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation.

Learning Outcome 02 Register a company

Assessment Criteria 2.1Prepare company documents
2.2 Process business registration
2.3Secure a place of business operation
2.4Compile rules and regulations
Content 2.1Prepare company documents
2.1.1 Identify business documents
2.1.2 Explain the purpose of books of accounts (cashbooks,
ledger, etc)
2.1.3 Explain the importance of business documents

2.2 Process business registration

2.2.1Define company registration
2.2.2Identify the types of companies that can be registered
2.2.3 Describe the requirements needed to register different
companies
2.2.4 Discuss the procedures for company registration
2.2.5 Describe the documents that are received after company
registration

2.3 Secure a place of business operation

2.3.1 Identify factors that influence an entrepreneur in securing
a place of business operation
2.3.2 Discuss the macro and micro environmental factors
affecting entrepreneurship
2.3.3 Define SMEs( Small and Medium Enterprises)
2.3.4 Discuss the roles of SMEs

2.4Compile rules and regulations

2.4.1 Define rules and regulations in business
2.4.2 Compile guiding rules and regulations in business
2.4.3 Explain the importance of rules and regulations in
business
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to registering a company as outlined in the assessment
criteria and content above.
2. Practical assessment on the registering of a business plan
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be conducted
by the assessor during the performance of the practical
assessment by the trainees.
 2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation

Learning Outcome 03 Operate a business

Assessment Criteria 3.1Manage a business according to organisation policy

3.2Allocate resources according to line of business
3.3 Cost products in line with procedures
3.4 Price products according to company procedures
3.5 Update and maintain records
3.6 Control stock in line with organisation requirements
3.7 Formulate market plans
3.8 Manage risks in line with organisation requirements
3.9 Adopt growth strategies
3.10 Observe business and give social responsibility
3.11 Practise customer care
3.12 Motivate employees in line with organisational
requirements
Content 3.1Manage a business according to organisation policy
3.1.1Define business management
3.1.2 Explain the roles of management in a business
3.1. Discuss the importance of computers as a business
management tool
3.2 Allocate resources according to line of business
3,2.1 Define resource allocation
3.2.2 Explain the importance of properly allocating resources
(human, capital, material)

3.3 Cost products in line with procedures

3.3.1 Define various costing terms
3.3.2 Explain the importance of costing to a business
3.3.3 Describe the costing processes of a business
3.3.4 Calculate using the basic cost - pricing and profit methods
in relation to products/ services

3.4 Price products in line with business policy

3.4.1 Define various pricing terms
3.4.2 Explain the importance of pricing to a business
3.4.3 Analyse the pricing processes of a business
3.4.4 Calculate prices of products
3.4.5 Describe pricing strategies

3.5 Update and maintain records

3.5.1Define record keeping in business
3.5.2 Identify source business documents
3.5.3 Explain the importance of record keeping
3.5.4 Describe the purposes of books of accounts

3.6 Control stock in line with organisation requirements

3.6.1Define stock control in business
3.6.2Describe the importance of stock control
3.6.3 Outline effective stock control procedures

3.7 Formulate market plans

3.7.1Define marketing
3.7.2 Devise a marketing plan for a business
3.7.3 Explain the Ps of marketing
3.7.4 Discuss the marketing mix strategies

3.8 Manage risks in line with organisation requirements

3.8.1 Define risk management
3.8.2 Discuss the importance of risk covers in entrepreneurship
3.8.3Explain the principles of risk management to a business
3.8.4 Analyse the steps involved in risk management process
3.8.4Identify the various risk management strategies in business
3.9 Adopt growth strategies
3.9.1 Define business growth strategies
3.9.2 Explain the four business growth strategies

3.10 Observe business ethics and give social responsibility

3.10.1 Define business ethics and social responsibility
3.10.2 Explain the importance of business ethics to entrepreneurs
3.10.3 Outline social responsibility principles
3.10.4 Explain the importance of social responsibility to the
entrepreneur
3.10.5 Illustrate acts of social responsibility by an entrepreneur
in a community

3.11 Practise customer care

3.11.1 Define customer care
 3.11.2 Discuss ten tips of customer care
3.11.3 Explain benefits of customer care

3.12 Motivate employees in line with organisational

requirements
3.12.1 Define motivation
3.12.2 Outline theories of staff motivation in business
3.12.3 Discuss the importance of motivation
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to operate a business as outlined in the assessment
criteria and content above.
2. Practical assessment on operating a business
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be conducted
by the assessor during the performance of the practical
assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation

Approach to Teaching and Learning:

1. Observation of adult learning principles.

2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:

1. Weighting of practical and theory assessment: 60% theory and 40% practical.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. Portfolio of evidence.
5. Assessment of work conducted by both individual learners and teams of learners.
Resources:

1. Qualifications and experience of Trainers, Assessors and Moderators

 All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualification and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes
and should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).

2. Facilities, Tools, Equipment and Materials Facilities, Tools, Equipment and Materials
 Computer
 Communication equipment
 Data storage devices
 Television
 DVD Recorder/player Generic which are relevant to the type of business

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

2 MODE OF ASSESSMENT 3 WEIGHTI

NG
100%
EXAMINATION 40% CONTINUOUS ASSESSMENT 60%

1 3 hour written examination 2 Practical Assignments

2 Theory Assignments
2 Tests 100%

ASSESSMENT SPECIFICATIONS GRID

Weighting 60% Coursework and 40% Examination (as per existing HEXCO rules and regulations)

TOPIC % WEIGHTING
1 Formulate a business 40

2 Register a company 20

3 Operate a business 40
 TOTAL 100%

PAPER STRUCTURE

Students should answer any 5 from a total of 9 questions. Each question carries 20 marks. Total 100 marks.
NUMBER OF WEIGHTING
QUESTIONS
Formulate a business 4 40%
 Business idea formulation
 Business plan development
 Business market research
 Financial plan
 Position a product/service
 Survival strategies
 Business environment
 Financial resources mobilisation
Register a company 1 20%
 Company documents
 Business registration
 Rules and regulations
Operate a business 4 40%
 Business management
 Resources allocation
 Costing of products
 Pricing of products
 Records keeping
 Control stock control
 Marketing
 Risk management
 Social responsibility
 Customer care
 Employee motivation
TOTAL 9 100%

4. Reference Materials (recommended textbooks, recommended readings)

Alderman,P.,J.,(2011) Entrepreneurial Finance,Pearson Education LTD, London

Appleby R (1994) Modern Business Administration

Barringer,B.,R., &Ireland,D.,R.,(2006) Entrepreneurship:Successfully Launching New Ventures, Pearson

Education
Bridge, S., O’Neill , K. & Martin, F., (2009) Understanding Entrerprise: Entrepreneurship &Small Business,
Third Edition, Palgrave Macmillan, London

Burns, P. & Dewhurst, J., (eds)91990)Small Business and Entrepreneurship, Macmillan Education
LTD,Hampshire

City and Guilds, (2012)Hospitality supervision & Leadership,Heinemann,Essex,

Deakins, D., & Freel, M., (2012)Entrepreneurship and Small Firms,McGraw-Hill,Berkshire

Hisrich, R. D. & Peters, M. P. (2016) Entrepreneurship, Tatq McGraw Hill New Delphi Entre

Holt, D.T., (2017)Entrepreneurship, Prentice Hall, London

Jarskoy, H. & Stevenson, D., (2014) International Labour Organisation Start Your Business. ILO, Harare

Justin Smith (2000) Business Management Trainer’s Guide

Kotler Philip & Armstrong G (2001) Principles of Marketing

Kuratiko, D., F., (2008) Introduction to Entrepreneurship, Cengage Learning , Hampshire

Lee, C.,L., &Melicher,W.,(2012) Entrepreneurial Finance,4th Edition,Cengage Learning, South Western

Marcourse, I.(2016) Business Studies @nd Ed Hodder Arnold, London

McGuckin Frances (1988) Business for Beginners (A simple step by step Guide to Start Your New Business)

Mullins L (1999) Management and Organisational Behaviour 5th edition

Need Harm, D, & Dransfield, R.(2000) Advanced Business and Dexel, Oxford

Rae, D., (2007) Entrepreneurship,From opportunity to action,Palgrave Macmillan, New York

Rwegema , V., U., Entrepreneurship:theory in practice, 2nd edition,Oxford University Press, Cape Town

Stokes, D., Wilson, N. & Mador, M.,(2010) Entrepreneurshp,Cengage Learning EMEA, Hampshire

Stoner, J., A. F., Freeman, R., E. & Gilbert, D, R., J. R. (2017) Management 6th Edition, Prentice Hall
International Englenwood Cliffs, New Jersey.

Van Der Wagen & Davies, C.(1998) Supervision and Leadership, Hospitality PressPty LtdElsternwick Victoria

Zimmerer T.W, Scarborough M Norman – Essentials of Entrepreneurship and Small Business Management –
End Edition
Module Code: 401/22/M01

Module Title: NATIONAL STUDIES

ZNQF Level: Generic

Credits: 8
Duration: 80 hours
Relationship with Based on Unit Standard TBA
Qualification NATIONAL STUDIES UNIT STANDARD FOR PATRIOTIC
Standards: CITIZEN
Pre-requisite NON
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes required
by a patriotic citizen to develop values that make them proud to be
Zimbabweans. This includes maintaining a Zimbabwean culture,
preserving Zimbabwean History, assembling components of
colonial effects, analysing post-independence socio-economic and
political developments, assembling components of legal and
parliamentary affairs, carrying out a feasibility study on peace,
conflict and resolution as well as participating in civic
responsibilities. This is important in producing an informed and
responsible citizen prepared to defend and develop the country.
Access to this module is open to all target groups, which include the
unemployed youth, men and women willing to develop their
country.

List of Learning LO1: Maintain a Zimbabwean culture

Outcomes:
LO2: Preserve Zimbabwean History

LO3: Assemble components of colonial effects

LO4: Analyse post-independence socio-economic and political

developments

LO5: Carry out a feasibility study on peace, conflict and

resolution

LO6: Participate in civic responsibilities

 LO7 Assemble components of legal and parliamentary affairs

Learning Outcome 01 Maintain a Zimbabwean culture

Assessment Criteria: 1.1. Preserve cultural heritage

1.2. Conserve cultural artefacts

1.3. Demonstrate knowledge of Zimbabwean culture

1.4. Capture records of maintaining natural resources of Zimbabwe

1.5. Preserve indigenous knowledge systems

Content: 1.1.Preserve cultural heritage

1.1.1. Definition of cultural heritage

1.1.2. Types of cultural heritage

1.1.3. Importance of cultural heritage
1.1.4.Indigenous methods of preserving and conserving cultural heritage

1.1.5.Modern ways of preserving and conserving cultural heritage

1.1.6.Role of national and international organisations in protecting

cultural heritage

1.2. Conserve cultural artefacts

1.2.1. Identification of cultural artefacts

1.2.2. Threats to cultural artefacts
1.2.3. Importance of cultural artefacts
1.2.4. Ways of protecting cultural artefacts

1.3. Demonstrate knowledge of Zimbabwean culture

1.3.1. Components of Zimbabwean culture

1.3.2. Significance of components of the Zimbabwean Culture
1.3.3. Threats to various components of the Zimbabwean Culture
1.3.4. Ways of upholding the Zimbabwean Culture
 1.4. Capture records of maintaining natural resources of Zimbabwe

1.4.1. Types of natural resources

1.4.2. Importance of natural resources
1.4.3. Indigenous and modern methods of protecting natural
Resources
1.4.4. National and international statutes that protect national
Resources

1.5. Preserve indigenous knowledge systems

1.5.1. Definition of indigenous knowledge systems

1.5.2. Components of indigenous knowledge systems
1.5.3. Meanings and significance of indigenous knowledge systems
1.5.4. Insights gained from indigenous knowledge systems
Assessment Tasks: 1. Written assessment on the skills and knowledge required maintain a
Zimbabwean Culture as highlighted above.

2. Practical based assignment on ways of preserving cultural heritage sites

within their communities.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment
2. The practical based assignment assessment will be conducted based
on observations in their communities

Learning Outcome 02 Preserve Zimbabwean History

Assessment Criteria 2.1 Identify pre-colonial states

2.2 Analyse precolonial political structure
2.3 Record achievements of precolonial history
2.4 Record colonial history
2.5 Record role of Christian missionaries
2.6 Record occupation of Zimbabwe
2.7 Trace causes of first /second Chimurenga
Content 2.1 Identify pre-colonial states
2.1.1 Defining term pre-colonial
2.1.2. Identifying precolonial states
2.1.3 Pre- colonial socio-economic organisation
2.1.4. Causes of decline of pre-colonial states
2.1.5. Influence of pre-colonial civilisation on contemporary society
 2.2 Analyse precolonial political structure
2.2.1 System of governance of pre-colonial states
2.2.2 Features of the pre-colonial system
2.2.3. Influence of precolonial governance on contemporary society

2.3 Record achievements of precolonial history

2.3.1 Impact of precolonial achievements and
political development

2.4 Record colonial history

2.4.1 Partition and colonisation of Africa
2.4.2 Berlin conference
2.4.3 Causes/ reasons for the colonisation/occupation of Zimbabwe
2.4.4 Colonisation steps/processes in Zimbabwe

2.5. Record role of Christian missionaries

2.5.1 Socio-economic and political impact of Christian missionaries in
Zimbabwe

2.6. Record occupation of Zimbabwe

2.6.1 Colonial Administration from 1894 to 1923
1.2.6.2 Socio-economic and political impact of colonisation in
Zimbabwe

2.7 Trace causes of first /Second Chimurenga

2.7.1 Causes and results of the Anglo-Ndebele war
1.7.2 Causes and results of the 1st Chimurenga/Umvukela
2.7.3. African reaction to socio-economic and political colonial
administration
2.7.4. Causes and results of the 2nd Chimurenga
2.7.5. Socio-economic and political impact of the 1st and 2nd
Chimurenga
2.7.6. Prosecution of the war of liberation
2.7.6 Social and political impact of heroes/heroines

Assessment Tasks: 1. Written or oral assessment on the skills and knowledge required to
assess the understanding of Zimbabwean History.

2. Practical activities based on observations within and outside the

institution that demonstrate understanding of Zimbabwean history.
Conditions/Context of 1. Written assessment can be conducted in a classroom environment
assessment or practical activities conducted within or outside the institution.

2. The practical based assignment/activities will be conducted based

on participation/observations in their communities

Learning Outcome 03 Assemble components of colonial effects

Assessment Criteria 3.1 Demarcate administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water
Vegetation, etc.)
3.3. Change traditional religion
3.4. Introduce foreign food crops and livestock
3.5. Change forms of trade
3.6. Change education systems
3.7. Introduce new legal systems
3.8. Introduce Capitalistic relations
3.9. Violate Human rights
3.10. Analyse results of colonisation
Content 3.1 Demarcate administrative boundaries
3.1.1. Factors that led to demarcation of boundaries
3.1.2. Distribution of land and uses
3.1.3. Consequences of establishing administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water

Vegetation etc.)
3.2.1. Geographical distribution of available resources
3.2.2. Measures enacted to exploit the resources
3.2.3. Consequences of exploiting the resources (Social, political,
economic)
3.3. Change traditional religion
3.3.1. The nature of African traditional religion prior to colonisation
3.3.2. The role of religion in the African societies
3.3.3. The introduction of foreign religion
3.3.4. The effect of foreign religion on African societies
3.3.5. The place of African Traditional religion in contemporary society
3.4. Introduce foreign food crops and livestock
3.4.1. Nature and significance of African food crops and livestock
3.4.2. Types of foreign crops introduced
3.4.3. Consequences of the foreign crops and livestock on African
Societies
3.4.4. The sustainability of traditional versus foreign crops and
livestock in contemporary Zimbabwean society

3.5. Change forms of trade

3.5.1. Nature and benefits of trade prior to colonisation
3.5.2. Nature of trade during colonisation
3.5.3. Effects of trade during colonial era on African societies.
3.5.4. Influence of trade patterns to contemporary society

3.6. Change education systems

3.6.1. Nature and purpose of Traditional African Education system
3.6.2. Nature and purpose of Colonial education
3.6.3. Consequences of Colonial education on African Societies
3.6.4. Influence of colonial education to contemporary society

3.7. Introduce new legal systems

3.7.1. Nature of African legal system prior to colonisation.
3.7.2. Nature of colonial legislation (social, political and economic)
3.7.3. Purpose of colonial legal system
3.7.5. Consequences of colonial legal system to colonial and contemporary
African societies

3.8. Introduce Capitalistic relations

3.8.1. Nature of African relations before colonisation
3.8.2. Introduction of capitalist relations
3.8.3. Effects of capitalist relations during the colonial era and the
contemporary society

3.9. Violate Human rights

3.9.1. Definition of human rights
3.9.2. Nature of human rights violations in the colonial era
3.9.3. Response to human rights violations during the colonial era

3.10. Analyse results of colonisation

3.10.1. Social effects of colonisation on African Societies
 3.10.2. Economic effects of colonisation on African Societies
3.10.3. Political effects of colonisation on African societies
3.10.4. Benefits and non-benefits of colonisation
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
consequences of colonisation on the African Societies.

2. Practical based assignment on observable socio-politico and economic

effects of colonisation within their communities.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment
2. The practical based assignment assessment will be conducted based on
observations in their communities

Learning outcome O4 Analyse post-independence socio-economic and political developments

Assessment Criteria 4.1 Analyse socio-economic, political developments

4.2 Formulate Policies
4.3 Adopt measures to address colonial injustices

Content 4.1 Examine socio-economic and political developments

4.1.1 Social-economic and political post-independence developments
4.1.2 Critique of post-independent development

4.2 Formulate Policies

4.2.1 Legislation that addressed colonial injustices
4.2.2 Impact of post-independent legislation
4.2.3 Comparison of colonial and post-independence legislation

4.3 Adopt measures to address colonial injustices

4.3.1 Socio-economic and political measures to address colonial injustices
4.3.2 Impact of measures to address colonial injustices
4.3.3 Colonial vestiges
4.3.4 Strategies to address colonial vestiges
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
achievements and challenges of post-independent in Zimbabwe.

2. Practical based assignment on observable socio-economic and political

developments in their communities.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment
2. The practical based assignment assessment will be conducted based on
observations in their communities
Learning Outcome 05 Carry out a feasibility study on peace, conflict and resolution

Assessment Criteria 5.1. Demonstrate Conflict and resolution styles

5.2. Demonstrate 3Cs between Zimbabwe and the global
community
5.3. Analyse Strategies for sustaining peace
5.4. Analyse the influence of multi-national companies in developing
countries
5.5. Examine the benefits of International capital to developing countries
Content 5.1. Demonstrate Conflict and resolution styles
5.1.1 Defining conflict and conflict resolution
5.1.2 Identifying and explaining conflict resolution styles
5.1.3 Impact of conflict resolution to socio-economic development
5.1.5 Traditional African conflict resolution methods.

5.2. Demonstrate 3Cs between Zimbabwe and the global community

5.2.1 Defining terms Conflict, competition and co-operation
5.2.2 Impact of 3Cs to economic development
5.2.3 Approaches/Theories to International Relations
5.2.4 Global power balance
5.2.5 Zimbabwean foreign policy
5.2.6 Zimbabwean regional and international interventions

5.3. Analyse Strategies for sustainable peace

5.3.1 Defining peace and sustainable peace
5.3.2 Importance of peace to socio-economic and political
Development
5.3.3. Impact of sanctions on development
5.3.4 Strategies for sustainable peace
5.3.5 Role of NGOs in the development of sustainable peace
5.3.6 Role of media in promoting and maintaining peace

5.4. Analyse the influence of multi-national companies in

developing countries
5.4.1 Role of multi-national companies in developing countries
5.4.2 International capital and imperialism
5.4.3 The IMF/WB Institutions
5.4.4 Impact of Non-Governmental Organisations in developing
countries

5.5 Examine the benefits of International capital to developing

 countries
5.5.1 Characteristics of finance capital
5.5.2 International economic relations
5.5.3 Features of Globalisation
5.5.4 Benefits and non-benefits of globalisation

Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
importance of understanding the importance of peace, conflict and
resolution on socio-economic developments in Zimbabwe.

2. Practical based assignment on observable socio-economic and political

developments in their communities.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment.

assessment
2. The practical based assignment assessment will be conducted based on
observations in their communities

Learning Outcome 06 Participate in civic responsibilities

Assessment Criteria 6.1 Undertake Civic responsibilities

6.2 Observe participation in Disaster Management
6.3 Adopt Citizen duties

Content 6.1 Undertake Civic responsibilities

6.1.1. Definition of civic responsibilities
6.1.2. Civic responsibility activities
6.1.3. Justification for civic responsibilities

6.2. Observe participation in Disaster Management

6.2.1. Definition of disaster management
6.2.2. Justification for participation in disaster management
6.2.3. Sustainable disaster management practices

6.3 Adopt Citizen duties

6.3.1. Definition of terms: citizen and citizen duties
6.3.2. Identification and explanation of citizen duties(Socio-economic &
political)
6.3.3. Citizen rights
6.3.4. Importance of citizen duties
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to assess
the understanding of citizen duties and responsibilities.

2. Practical activities within and outside the institution that demonstrate

 civic duties and responsibilities by community participation

Conditions/Context of 1. Written assessment can be conducted in a classroom environment or

assessment practical activities conducted within or outside the institution.

2. The practical based assignment/activities will be conducted based on

participation/observations in their communities

Learning outcome 07: Assemble components of legal and parliamentary affairs

Assessment Criteria 7.1 Identify and explain origins of law

7.2 Observe constitutional provisions
7.3 Identify and explain arms of the state
7.4 Explain Law making process
Content 7.1 Identify and explain the origins of law
7.1.1 Definition of legal terms
7.1.2 Purpose of the law to the community
7.1.3 Classification of the law
7.1.4 Sources of law in Zimbabwe

7.2 Observe constitutional provisions

7.2.1 Justification of a Zimbabwean constitution
7.2.2 Constitutional Rights as enshrined in the Zimbabwean constitution
7.2.3 Benefits of constitutional rights to the community
7.2.3 Enforcement of rights
7.2.4 Role played by stakeholders in upholding constitutional rights (NGO,
Civil Societies and victim friendly units)
7.2.5. Impediments to exercising human rights
7.2.6. Role of constitution in the community

7.3 Observe arms of the state

7.3.1 Identification of the three arms of state
7.3.2 Duties and functions of the three arms of the state
7.3.3 Importance of separation of powers to Zimbabwe

7.4 Explain Law making process

7.4.1 Steps in the Law making
7.4.2 Role of community in law making process
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to assess
the understanding of legal and parliamentary affairs.

2. Practical activities within and outside the institution that demonstrate the
importance of participating in legal and parliamentary activities.

Conditions/Context of 1. Written assessment can be conducted in a classroom environment or

assessment practical activities conducted within or outside the institution.

2. The practical based assignment/activities will be conducted based on

participation/observations in their communities.

Approach to Teaching and Learning:

1. Observation of adult learning principles; both institution-based and work-based learning to facilitate the
integration of theory and practice.
2. Face-to-face education and learning.
3. Problem-based learning.
4. Online/distance education and learning.
5. Blended/hybrid education and learning.
6. Use of social media.
Approach to Assessment:

1. Weighting of institution-based and examination -based assessment: 60% institution-based assessment and 40%
examination.
2. Portfolio of evidence.
Resources:

1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone a Bachelor’s Degree in History or equivalent.

2. Facilities, Tools, Equipment and Materials

 Computer
 Communication equipment
 Data storage devices
 Television
 DVD Recorder/player

3. Learning Resources
- Artefacts
 - Resource persons
- Museums and heritage sites
- Videos and audio materials

ASSESSMENT SCHEME

4 MODE OF ASSESSMENT 5 WEIGHTI

NG
100%
EXAMINATION 40% CONTINUOUS ASSESSMENT 60%

1 3 hour written examination 2 Practical Assignments

2 Theory Assignments
2 Tests 100%

ASSESSMENT SPECIFICATIONS GRID

WEIGHTING

Zimbabwean culture 10%

Zimbabwean History 25%

Colonial effects 25%

Post-independence socio-economic and political developments 10%

Peace, conflict and resolution 10%

Civic responsibilities 10%

Legal and parliamentary affairs 10%

TOTAL 100%

PAPER STRUCTURE
Students should answer any 5 from a total of 9 questions. Each question carries 20 marks. Total 100 marks.
 NUMBER OF WEIGHTING
QUESTIONS
Zimbabwean culture 1 10%
 Cultural heritage
 Cultural artefacts
 Zimbabwe culture
 Natural resources of Zimbabwe
 Indigenous knowledge systems
Zimbabwean History 2 25%
 Pre-colonial states
 Precolonial political structure
 Achievements of precolonial history
 Colonial history
 Occupation of Zimbabwe
 Causes of First /Second Chimurenga
Colonial effects 2 25%
 New administrative boundaries
 Natural resources
 Traditional religion
 Foreign food crops and livestock
 Education systems
 Capitalistic relations
 New legal systems introduced
 Forms of trade
 Human rights
 Results of colonisation
Post-independence socio-economic and political 1 10%
developments
 Socio-economic and political developments
 Policies formulated
 Measures to address colonial injustices
Peace, conflict and resolution 1 10%
 Conflict and resolution styles
 3Cs between Zimbabwe and the global
community
 Strategies for sustaining peace
 Influence of multi-national companies in
developing countries
 Benefits of International capital to
developing countries
Civic responsibilities 1 10%
 Civic responsibilities
 Participation in disaster management
 Citizen duties
 Sustainable exploitation of resources
 practices

Legal and parliamentary affairs 1 10%

 Origins of law
 Constitutional provisions
 Arms of the state
 Law making process
TOTAL 9 100%

4. Reference Materials (recommended textbooks, recommended readings)

American Heritage Dictionary of the English Language, Fifth Edition (2011), Houghton Mifflin.

Astrow, A., 1983. Zimbabwe: A Revolution That Lost Its. Way, pp.1980-1986.

Banana, C. ed., 1989. Turmoil and tenacity: Zimbabwe 1890-1990. College Press.

Batchelor, P., Kingma, K. and Lamb, G. eds., 2004. Demilitarisation and Peace-building in Southern Africa: Concepts
and processes (Vol. 1). Gower Publishing, Ltd.

Birmingham, D. and Martin, P. eds., 1983. History of Central Africa (Vol. 2). Addison-Wesley Longman Limited.

Centre for Peace Initiatives in Africa, 2005. Zimbabwe: The Next 25 Years. Benaby Printing and Publishing.
Change African Indigenous Knowledge and Disciplines
Chirimuuta, C., Gudhlanga, E. and Bhukuvhani, C., 2012. Indigenous knowledge systems: a panacea in education for
development?

Chitiyo, T.K., 2000. Land violence and compensation: reconceptualising Zimbabwe's land and war veterans'
debate. Track Two: Constructive Approaches to Community and Political Conflict, 9(1).

Chitsike, F., 2003, December. A critical analysis of the land reform programme in Zimbabwe. In 2nd FIG Regional
Conference (pp. 2-5).

Collins English Dictionary – Complete and Unabridged, 12th Edition (2014) HarperCollins.

De Villiers, B., 2003. Land reform: issues and challenges: a comparative overview of experiences in
Zimbabwe. Namibia, South Africa and Australia, Johannesburg: Konrad Adenauer Publications.

Emeagwali and Dei, G, J.S (Eds) (2014), Anti-Colonial Educational Perspectives for Transformative

Government of Zimbabwe, 2013. The Constitution of the Republic of Zimbabwe Amendment

 (No.20).

Hammar, A., Jensen, S. and Raftopoulos, B. eds., 2003. Zimbabwe's unfinished business: Rethinking land, state and
nation in the context of crisis. Weaver Press.
Hayes, D., 1980. Human Rights, Sussex, Wayland Publishers.

Kriger, N., 1995. The politics of creating national heroes: The search for political legitimacy and national
identity. Soldiers in Zimbabwe’s liberation war, 1, pp.139-162.

Lalonde, A., 1991. African indigenous knowledge and its relevance to environment and development
activities. Canadian International Development Agency.

Madhuku, L. 2004. Law, Politics and the Land Reform Process. In Masiyiwa, S. 2004. Post-Independence Land Reform
in Zimbabwe: Controversies and Impact on the Economy.

Mkabela, Q., 2005. Using the Afrocentric method in researching indigenous African culture. The qualitative
report, 10(1), pp.178-190.

Mlambo, A.S., 2014. A history of Zimbabwe. Cambridge University Press.

Moyo, S., 2004. Overall impacts of the fast track land reform programme. African Institute for Agrarian Studies.

Moyo, S., 2006. The evolution of Zimbabwe’s land acquisition. University of Zimbabwe (UZ) Publications/Michigan
State University (MSU).

Ogunbanjo, M.B., Human Rights in Africa in the new Global Order: A Dilemma?

Raftopoulos, B. and Mlambo, A. eds., 2009. Becoming Zimbabwe. A History from the Pre-colonial Period to 2008: A
History from the Pre-colonial Period to 2008. African Books Collective.

Ranger, T., 1985. Peasant Consciousness and Guerrilla Warfare in Zimbabwe: A Comparative Study. Harare:
McMillan.

Ranger, T.O. ed., 1968. Aspects of Central African History. Northwestern University Press.

Richardson, C., 2004. The collapse of Zimbabwe in the wake of the 2000-2003 land reforms.

Schmidt, E.S., 1992. Peasants, traders and wives: Shona women in the history of Zimbabwe, 1870-1939.

Shaw, W.H., 2003. ‘They Stole Our Land’: debating the expropriation of white farms in Zimbabwe. The Journal of
Modern African Studies, 41(1), pp.75-89.

Shamuyarira, N.M., 1966. Crisis in Rhodesia.

Warren, D.M., 1989. Linking scientific and indigenous agricultural systems.

Zikhali, P., 2008. Fast track land reform, tenure security, and investments in Zimbabwe (No. dp-08-23-efd).

MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, SCIENCE AND

TECHNOLOGY DEVELOPMENT

HIGHER EXAMINATIONS COUNCIL (HEXCO)

 QUALIFICATION STANDARD

FOR

INFORMATION TECHNOLOGY SYSTEMS SUPPORT OFFICER

SECTOR: COMMERCE

QUALIFICATION FOR: INFORMATION TECHNOLOGY SYSTEMS SUPPORT OFFICER

QUALIFICATION CODE: TBA

LEVEL: NATIONAL CERTIFICATE

DATE OF PROMULGATION: TBA

 Foreword

This document constitutes the first draft of a standard for the occupation of an INFORMATION TECHNOLOGY
SYSTEMS SUPPORT OFFICER which was developed using Occupational Competence Profiles (OCPs) as a basis.

This is in preparation for the registration of the Standards on the Zimbabwe Qualifications Framework (ZQF). The ZQF
is expected to be administered by the Zimbabwe Examinations and Qualifications Authority (ZIMEQA) once the
ZIMEQA Bill currently before parliament becomes law.

In line with the SADC Protocol on Education and Training, each SADC member state was tasked to come up with its
own Qualifications Framework that shall subsequently be linked to the Regional Qualifications Framework (RQF). The
development and registration of standards on a qualifications framework is meant to facilitate the upward and horizontal
movement of individuals in their occupations, across occupations or in their areas of study – within the country or the
SADC region.

As a draft, certain sections have not yet been addressed. These sections are denoted by a [TBA] and will be attended to
as information is finalised.

For ease of reference, a definition of terms commonly used in this document is included in the document.

This particular standard, for the occupation of an INFORMATION TECHNOLOGY SYSTEMS SUPPORT
OFFICER, was developed with the active participation of expert workers from the industry.

TABLE OF CONTENTS

Page
Foreword 2
Definition of Terms 4
Level Descriptors 6
List of Units and their Credit Values 7
Summary of Standard 8
Unit Standard 1 9
Unit Standard 2 12
Unit Standard 3 15
Unit Standard 4 18
Unit Standard 5 21
Unit Standard 6 24
 Definition of Terms

Assessment A process of collecting evidence of a learner’s work to measure and make

judgements about the achievement or non-achievement of the specified
National Qualifications Framework standards or qualifications.

Certification Awarding of approved documentary evidence of a qualification.

Competences Critical relevant knowledge, skills and attitudes a learner requires in order
required in to achieve specified outcomes before assessment.
readiness for
assessment

Credit The value assigned to a unit completed or a value assigned to a unit

standard which reflects the relative time and effort required to complete
the outcomes.

Date of Date when standard and qualification have been approved, registered and
promulgation gazetted.

Duration The minimum notional hours required by a learner to attain all the
competences in a unit standard.

Element The smallest component of a unit with a meaningful outcome.

Generic skills Universal skills which apply to more than one occupation.

Level descriptor A specific indicator of competence level on the ZQF.

Occupation A group of related economically beneficial work activities performed by a

person.

Performance A statement of competence or achievement against which the attainment

criteria of outcomes is measured.

Qualification Formal award of recognition of the achievement of the required

competency and/or capability level of the Zimbabwe Qualifications
Framework as may be determined by the relevant bodies registered for
such purpose by the Authority.

Range statement The context or conditions within which a competence is performed and
assessed that include tools, equipment, materials and duration.

Review Date Date of revision of qualification standard as and when necessary but not
later than three years from date of issue.
Sector A section of the economy in which operators produce or provide similar
products or services.
Standard Registered statement of desired education and training outcomes and their
assessment criteria.

Unit The smallest combination of work activities capable of being a full-time

economically beneficial occupation.

Unit Standard Registered statement(s) of desired education and training outcomes, their
associated assessment criteria together with administrative information as
specified.

ZQF National qualifications framework approved by the minister for

registration of national standards and qualifications.
 UNIT TITLES

NO. UNIT CREDITS

1 Computer Systems Maintenance 10
2 Programming Concepts 15
3 Database Concepts 10
4 Computer Networking 10
5 Computer Security 15
6 Safety, Health, Environment and Quality 5
 SUMMARY OF STANDARD

UNIT UNIT TITLE CREDITS ELEMENTS

NO.
1 Computer Systems 10 1.1 Outline computer organisation
Maintenance 1.2 Describe computer architecture
1.3 Determine storage media
1.4 Distinguish computer software
1.5 Perform computer repair
1.6 Perform printer repair
2 Programming 15 2.1 Solve business-oriented programming
Concepts problems
2.2 Apply program design tools
2.3 Outline object oriented programming
(OOP) concepts
2.4 Apply OOP concepts using specific language
3 Database Concepts 10 3.1 Establish database user requirements
3.2 Configure database environment
3.3 Manipulate database
3.4 Configure database for disaster recovery
4 Computer Networking 10 4.1 Identify network requirements
4.2 Implement network solutions
4.3 Maintain network operations
4.4 Provide network user support
4.5 Monitor network performance
5 Computer Security 15 5.1 Identify threats to computer systems
5.2 Identify security requirements
5.3 Explain unethical and illegal behavior in
computer security
5.4 Outline legal, ethical, and professional issues
in computer security
5.5 Establish a data protection plan
5.6 Implement computer security solutions
6 Safety, Health, 5 6.1 Perform basic first aid
Environment and 6.2 Maintain safe working loads, capacity, lifting
Quality and operations of machine
6.3 Perform basic fire fighting
6.4 Maintain a clean and safe working
environment
 UNIT 1

Title 1: Computer Systems Maintenance

Unit Code

ZQF Level: National Certificate

Credits: 10

Occupation: INFORMATION TECHNOLOGY SYSTEMS SUPPORT OFFICER

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to maintain computer systems.

ELEMENTS AND PERFORMANCE CRITERIA

Element 1.1 Outline computer organization

Performance Criteria:

1.1.1 System structure is defined

1.1.2 System structure components are listed
1.1.3 System structure components are categorised according to functions
1.1.4 System structure components are connected
1.1.5 Computer system is tested
1.1.6 Operational standards maintained

Element 1.2 Explore computer architecture

Performance Criteria:

1.2.1 Computer system model is identified

1.2.2 Computer system operations are illustrated
1.2.3 Interconnection standards are articulated
1.2.4 Computer architecture/model implemented
1.2.5 Data representation is illustrated

Element 1.3 Determine storage media

Performance Criteria:

1.3.1 Storage media is identified

1.3.2 Storage media is categorised according to technology
1.3.3 Appropriate storage media is selected

Element 1.4 Distinguish systems software

Performance Criteria:

1.4.1 Operating systems is identified

1.4.2 Application software is defined
1.4.3 Systems software characteristics are established
1.4.4 Systems software is deployed according to requirements

Element 1.5 Perform computer repair

Performance Criteria:

1.5.1 Computer system performance is monitored

1.5.2 System faults are identified
1.5.3 Solution identified
1.5.4 Solution implemented in line with industry standards

Element 1.6 Perform printer repair

Performance Criteria:

1.6.1 Printer performance is monitored

1.6.2 Printer faults are identified
1.6.3 Faults are rectified according to operating standards

Competences required in readiness for assessment

Knowledge of hardware and software

Analytical
Research
Problem solving
Time management
Desk entrepreneurship
Generic Skills

SHEQ
Communication
Computer literacy
Problem solving
Innovativeness
Controlling
Human relations
Organising
Supervision
Planning

Range Statement:

Tools and equipment

Computer repair toolkit

Software
Computer hardware
Protective clothing
First aid kit
Storage media
Internet

Materials

Stationery

Duration

100 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate competency in all the
elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors. The results of the assessment will be submitted to ZIMEQA. A
candidate can apply to ZIMEQA for documentary evidence of their achievements.
 UNIT 2

Title 2 Programming Concepts

Unit Code TBA

Level of Unit: National Certificate

Occupation: INFORMATION TECHNOLOGY SYSTEMS SUPPORT OFFICER

Credits: 15

Dates of Promulgation TBA

Review Date: TBA

AIM OF THE UNIT

This unit will enable an individual to develop software programs using Object Oriented Programming (OOP) concepts

ELEMENTS AND PERFORMANCE CRITERIA

Element 2.1 Solve business oriented programming problems

Performance Criteria:

2.1.1 Business requirements identified

2.1.2 Appropriate solutions proposed
2.1.3 Algorithm designed in line with identified problem(s)

Element 2.2 Apply program design tools

Performance Criteria:

2.4 Flowchart symbols are correctly identified

2.5 Flowchart logic is converted into code
2.6 Pseudo code is produced

Element 2.3 Outline OOP concepts

Performance Criteria:
2.3.1 Features of OOP are defined
2.3.2 Software architecture is identified
2.3.3 Programming strategies are characterised
2.3.4 Methodologies are categorised

Elements 2.4 Apply OOP using specific programming language

Performance Criteria:

2.4.1 Program structure is explained

2.4.2 Programming concepts are identified
2.4.3 Programming constructs are applied
2.4.4 Data structures are applied

COMPETENCES REQUIRED IN READINESS FOR ASSESSMENT

Knowledge of development platforms

Planning
Public Relations
Time management
Basic knowledge of computer security
Knowledge of software installation
Numeracy
Problem solving
Team work

GENERIC SKILLS

SHEQ
Communication
Computer literacy
Problem solving
Innovativeness
Controlling
Human relations
Organising
Supervision
Planning

RANGE STATEMENT:

Tools and equipment

Computer
Telephone
Internet connection
Notice board
Storage devices
Networking devices

Duration

150 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate competency in all the
elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors.

UNIT 3

Title 3: Database Concepts

Unit Code
ZQF Level: National Certificate

Credits: 10

Occupation: INFORMATION TECHNOLOGY SYSTEMS SUPPORT OFFICER

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to develop and maintain databases

ELEMENTS AND PERFORMANCE CRITERIA

Element 3.1 Establish user requirements

Performance Criteria:

3.1.1 User needs are identified

3.1.2 Hardware specifications are defined
3.1.3 Specifications document is produced

Element 3.2 Configure database environment

Performance Criteria:

3.2.1 Database environment defined

3.2.2 Database server configured
3.2.3 Database management system installed
3.2.4 Database Management System is tested

Element 3.3 Manipulate database

Performance Criteria:

3.3.1 Data is organised and prepared for inclusion in the database

3.3.2 Data is modified or retrieved in line with requirements
3.3.3 Database operations implemented
3.3.4 Database function is maintained
3.3.5 Database performance issues logged and reported

Element 3.4 Configure database for recovery

Performance Criteria:

3.4.1 Back up, monitoring, and recovery plans are established

3.4.2 Back up media/site is identified
3.4.3 Back up servers/Recovery site is configured
3.4.4 Back up/Recovery is tested

Competences required in readiness for assessment.

Knowledge of database Security

Ability to design
Ability to implement databases
Interpretation
Analytical

Generic Skills

SHEQ
Communication
Computer literacy
Problem solving
Innovativeness
Controlling
Human relations
Organising
Supervision
Planning

Range Statement:

Tools and equipment

Software
Computer hardware
Protective clothing
First aid kit
Storage media
Internet

Materials
Stationery

Duration

100 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate competency in all the
elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors.

 UNIT 4

Title 5: Computer Networking

Unit Code

ZQF Level: National Certificate

Credits: 10

Occupation: INFORMATION TECHNOLOGY SYSTEMS SUPPORT OFFICER

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to implement and support computer networks

ELEMENTS AND PERFORMANCE CRITERIA

Element 4.1 Identify network requirements

Performance Criteria:

4.1.1 Computer networks explained in line with organisational needs

4.1.2 Network types and designs are illustrated
4.1.3 Appropriate networking equipment is identified
4.1.4 Internetworking technologies are described

Element 4.2 Implement network requirement solutions

Performance Criteria:

4.2.1 Networking equipment is placed in strategic positions in line with network

design
4.2.2 Network devices are configured
4.2.3 Network connectivity is tested
4.2.4 Network documentation generated

Element 4.3 Maintain Network Operations

Performance Criteria:

4.3.1 Network performance monitored

4.3.2 Network security measures updated periodically
4.3.3 Network troubleshooting performed
4.3.4 Necessary network repairs performed
4.3.5 Network upgrades implemented
4.3.6 Network hardware serviced

Element 4.4 Provide network user support

Performance Criteria:

4.4.1 Help desk system is set up

4.4.2 User queries are collected and/logged
4.4.3 User queries analysed
4.4.4 User queries are attended to accordingly
4.4.5 Routine maintenance is conducted
4.4.6 Adhoc maintenance is carried out where necessary

Element 4.5 Monitor network performance

Performance Criteria:

4.5.1 Monitoring plan developed

4.5.2 Faults isolated in line with problem indicators
4.5.3 Appropriate diagnostic methodology implemented
4.5.4 Fault resolution process documented
4.5.5 Operating performance in line with standards

Competences required in readiness for assessment

Knowledge of network equipment

Computer networking
Computer network security
Numeracy
Problem solving
Analytical
Interpretation

Generic Skills

SHEQ
Communication
Computer literacy
Problem solving
Innovativeness
Controlling
Human relations
Organising
Supervision
Planning

Range Statement:

Tools and equipment

Computer repair toolkit

Software
Computer hardware
Protective clothing
First aid kit
Storage media
Internet
Maps
Computer network tool kit

Materials

Stationery

Duration

100 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate competency in all the
elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors.

UNIT 5

Title 5: Computer Security

 Unit Code

ZQF Level: National Certificate

Credits: 15

Occupation: ICT ASSISTANT TECHNICIAN

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to implement and monitor security controls in an information system

ELEMENTS AND PERFORMANCE CRITERIA

Element 5.1 Identify computer security requirements

Performance Criteria:

5.1.1 Critical data assets identified

5.1.2 Data sources identified
5.1.3 Asset inventory established
5.1.4 Risks identified
5.1.5 Risk register compiled

Element 5.2 Establish a protection plan

Performance Criteria:

5.2.1 Data resources categorised

5.2.2 Specialised data/information protection methods established
5.2.3 Impact of each of the selected methods evaluated
5.2.3 Backup plan established

Element 5.3 Implement computer security solutions

Performance Criteria:

5.3.1 Security policy is interpreted

5.3.2 Security measures are applied on appropriate assets including virtual environments
5.3.3 Security monitoring tools installed
5.3.4 Emerging security loop holes are identified and reported
5.3.5 Security implementations are documented

Competences required in readiness for assessment

Knowledge of IT governance
Computer networking
Computer network security
Ability to implement systems security
Numeracy
Problem solving
Analytical
Interpretation

Generic Skills

SHEQ
Communication
Computer literacy
Problem solving
Innovativeness
Controlling
Human relations
Organising
Supervision
Planning

Range Statement:

Tools and equipment

Computer audit tools

Software
Computer hardware
Protective clothing
First aid kit
Storage media
Internet
Materials

Stationery

Duration

150 hours
Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate competency in all the
elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors.

 UNIT 6

Title 6: Safety, Health , Environment and Quality

Unit Code

ZQF Level: National Certificate

Credits: 5

Occupation: INFORMATION TECHNOLOGY SYSTEMS SUPPORT OFFICER

Date of Promulgation: TBA

Review Date: TBA

Aim of the unit standard

The unit will enable an individual to maintain a clean and safe working environment.

ELEMENTS AND PERFORMANCE CRITERIA

Element 6.1 Perform basic first aid

Performance Criteria:

6.1.1 Appropriate items of the first aid kit are identified

6.1.2 Proper use of the items is demonstrated
6.1.3 Correct first aid procedures is adhered to

Element 6.2 Maintain safe working loads capacity, lifting and operations of
machines

Performance Criteria:

6.2.1 Routine tests, checks and inspections of machines and tools are carried according to specifications/standards
6.2.2 Deteriorations are identified
6.2.3 Machine capacity and colour codes are labelled
6.2.4 A clean working environment is ensured
6.2.5 Movable parts are secured

Element 6.3 Perform basic fire fighting

Performance Criteria:

6.3.1 Knowledge of different classes of fire is demonstrated

6.3.2 Choice of appropriate fire extinguisher is demonstrated
6.3.3 Use of correct protective clothing or equipment is demonstrated
6.3.4 Correct operating firefighting procedures are demonstrated

Element 6.4 Maintain a clean and safe working environment

Performance Criteria:

6.4.1 Proper storage of tools, equipment and materials is demonstrated

6.4.2 Proper disposal of waste is demonstrated
6.4.3 Basic housekeeping practices are demonstrated

Competences required in readiness for assessment

First aid practices

Knowledge of SHEQ standards
Knowledge of danger warning signs
Knowledge of fire fighting
Knowledge of safety related tools, equipment and machinery
Knowledge of fire assembling points
Fire drilling techniques
Waste management disposal practices
Knowledge of work place hazards

Generic Skills

SHEQ
Communication
Computer literacy
Problem solving
Innovativeness
Controlling
Human relations
Organising
Supervision
Planning

Range Statement:

Tools and equipment

Protective clothing
First aid kit
Storage media
Internet
Danger warning signs

Materials

Stationery

Duration

50 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate competency in all the
elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors.

 UNIT 7

Unit Code TBA

Unit Title: Workplace Communication

Level of Unit: 4

Credits: 8

Occupation: Generic

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit will enable an individual to communicate effectively in a business.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Apply language and writing skills

Performance Criteria:

1.3 Use the correct language style

1.4 Use business jargon in appropriate situations.
1.3 Organize written material logically
1.4 Select and use the most effective method of communication in abusiness context.
1.5 Use telephone effectively

Element 1.2 Write business documents

Performance Criteria:

2.1Produce business letters

2.2 Generate reports according to specifications
2.3 Write a memorandum using the fully-blocked method
2.4 Write a notice for the company notice board
Element 1.3 Use communication skills to satisfy business needs

Performance Criteria:

3.1 Define oral communication

3.2 Answer questions during a job interview
3.3 Communicate information correctly in structuredlanguage
3.4 Use written communication effectively

Element 1.4 Apply effective communication techniques in business

Performance Criteria:

4.1 Organise written material logically

4.2 Use grammar and pronunciation according to type of business
4.3 Interpret information presented orally
4.4 Communicate business effectively

Element 1.5 Prepare different types of meetings

Performance Criteria:

5.1 Define different types of meetings.

5.2 Identify requirements for meetings.
5.3Take notes from meetings.
5.4Prepare meeting documents

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Record keeping skills
Customer care skills
Management skills
Problem-solving skills
Interpersonal skills
Legal awareness
Mobilisation skills
Environmental awareness skills
Legal awareness
Critical thinking skills
Research skills
Problem-solving skills
Abreast with global current events
Tool handling skills
GENERIC SKILLS:

Tolerance skills Controlling

Communication Human relation skills
Positive regard Interpersonal skills
Planning Critical thinking skills
Organisation Analytical skills
Good attitude
Good morals
Acceptance of others
Servant hood
Quest for more knowledge
Social skills

RANGE STATEMENT:

TOOLS EQUIPMENT AND MATERIALS:

Computer Heater
Desk Fan/air conditioner
Swivel chair Document holders
Visitors’ chairs Refrigerator
Filing cabinets Water dispenser
Puncher Water glasses
Stapler Tea set
Pens Electric jugs
Dust bin Trays
Fax machine Cash box
Printer Microwave
Paper tray Office ornaments
Document scanner Paper scissors
Photocopier First aid kit

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Accredited assessors will conduct assessment.

 UNIT 8

Unit Code TBA

Unit Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT

Level of Unit: Generic

Credits: 8

Occupation: ENTREPRENEUR

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit enables an individual to acquire skills and knowledge in leadership, business and time management,
creative thinking and problem-solving in a job role and industries.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Formulate a Business

Performance Criteria:

1.1.1 Business idea formulated according to requirements

1.1.2 Business plan produced
1.1.3 Business market researched in line with policy
1.1.4 Financial plan compiled
1.1.5 Product or service positioned in line with specifications
1.1.6 Survival strategies enveloped
1.1.7 Business environment established according to requirements
1.1.8 Financial resources Mobilised

Element 1.2 Register a company

Performance Criteria:
1.2.1 Company documents prepared in line with procedures
1.2.2 Business registration processed according to policies
1.2.3 Place of business operation secured
1.2.4 Rules and regulations compiled according to business requirements
Element 1.3 Operate a business

Performance Criteria:

1.3.1 Business managed according to organisation policies

1.3.2 Resources allocated according to line of business
1.3.3 Products costed in line with procedures
1.3.4 Products priced according to company procedures
1.3.5 Records updated and maintained
1.3.6 Stock controlled in line with organisation requirements
1.3.7 Marketing plan formulated
1.3.8 Risks managed in line with organisation requirements
1.3.9 Growth strategies adopted
1.3.10 Business ethics observed and social responsibility given
1.3.11 Customer care practised
1.3.12 Employees motivated in line with organisational requirements

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Accounting skills
Record keeping
Customer care skills
Management skills (decision making, planning, organising)
Technological awareness
Marketing skills
Business conduct
Legal awareness
Mobilisation skills
Self-Supervision
Patriotism
Environmental awareness (PESTEL)
GENERIC SKILLS:
Practical skills Technological knowledge
Calculations Communication
Skills Planning
Creativity Organization
Sense of initiative Controlling
Ability to Human relation skills
Marshall Interpersonal skills
Resources Analytical skills

RANGE STATEMENT:

Tools and Equipment

Generic which are relevant to the type of business
Materials
Generic which are relevant to the type of business

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Accredited assessors will conduct assessment.

 UNIT 9

Unit Code TBA

Unit Title: NATIONAL STUDIES

Level of Unit: Generic

Credits: 8

Occupation: Patriotic Citizen

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit helps people to develop values that make them proud to be Zimbabweans.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Maintain a Zimbabwean culture

Performance Criteria:
1.1.1 Cultural heritage preserved
1.1.2 Cultural artefacts conserved
1.1.3 Knowledge of Zimbabwe culture demonstrated
1.1.4 Records of maintaining natural resources of Zimbabwe captured
1.1.5 Indigenous knowledge systems preserved

Element 1.2 Preserve Zimbabwean History

Performance Criteria:
1.2.1 Pre-colonial states identified
1.2.2 Precolonial political structure analysed
1.2.3 Achievements of precolonial history recorded
1.2.4 Colonial history recorded
1.2.5 Role of Christian missionaries recorded
1.2.6 Occupation of Zimbabwe recorded
1.2.7 Causes of First /Second Chimurenga traced

Element 1.3 Assemble components of colonial effects

Performance Criteria:
1.3.1 New administrative boundaries demarcated
1.3.2 Natural resources exploited (minerals, wildlife, land, water, vegetation etc)
1.3.3 Traditional religion changed
1.3.4 Foreign food crops and livestock introduced
1.3.5 Education systems changed
1.3.6 Capitalistic relations introduced
1.3.7 New legal systems introduced
1.3.8. Forms of trade changed
1.3.9 Human rights violated
1.3.10 Results of colonisation analysed

Element 1.4 Analyse post-independence socio-economic and political

developments
Performance Criteria:
1.4.1 Socio-economic and political developments examined
1.4.2 Policies formulated
1.4.3 Measures to address colonial injustices adopted

Element 1.5 Carry out a feasibility study on peace, conflict and resolution

Performance Criteria:
1.5.1 Conflict and resolution styles demonstrated
1.5.2 3Cs between Zimbabwe and the global community demonstrated
1.5.3 Strategies for sustaining peace analysed
15.4 Influence of multi-national companies in developing countries analysed
1.5.5 Benefits of International capital to developing countries examined.

Element 1.6 Participate in civic responsibilities

Performance Criteria:
1.6.1 Civic responsibilities undertaken
1.6.2 Participation in disaster management observed
1.6.3 Citizen duties adopted

Element 1.7 Assemble components of legal and parliamentary affairs

Performance Criteria:
1.7.1 Origins of law identified and explained
1.7.2 Constitutional provisions observed
1.7.3 Arms of the state identified and explained
1.7.4 Law making process explained

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Record keeping skills
Customer care
skills
Management
skills (decision
making, planning,
organising)
Technological
awareness
Problem-solving
skills
Interpersonal
skills
Legal awareness
Mobilisation skills
Upholding norms,
values and social
aspects of
Zimbabwean
culture.
Patriotism
Environmental awareness skills
Legal awareness
Critical thinking skills
Research skills
Problem-solving skills
Maintaining Zimbabwean culture
Social responsible
Abreast with global current events
Tool handling skills

GENERIC SKILLS: Planning

Patriotic Organisation
Practical skills Controlling
Tolerance skills Human relation skills
Technological Interpersonal skills
knowledge Critical thinking skills
Communication Analytical skills
Positive regard
Good attitude
Good morals
Acceptance of others
Servant hood
Committed cadre to National Agenda
Quest for more knowledge
Social skills
RANGE STATEMENT:

TOOLS AND EQUIPMENT:

Generic which are relevant to the type of business.
MATERIALS:
Generic which are relevant to the type of business.

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Accredited assessors will conduct assessment.

 MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, CODE
SCIENCE & TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:
ICT IT SYSTEMS SUPPORT OFFICER NATIONAL CERTIFICATE

DUTY A: COMPUTER HARDWARE INSTALLATION (20%)

Pre-requisites: Approval Date: Review Date:

TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE

KNOWLEDGE ESSENTIAL SKILLS

A1: Prepare i. Identify power source(s)  Power sources  Computer  Analytical

operating ii. Verify ventilation points listed/marked hardware  Planning
environment (30%) iii. Assess suitability of  Ventilation points  SHEQ  Computers
furniture in relation to identified  Operating  Organizing
function  Furniture suitability systems  Interpreting
iv. Prepare installation report generated  Communication
diagram  Installation diagram
 Critical
produced thinking
A2: Identify i. Establish user hardware  User requirements
 Negotiating
appropriate requirements documented
 Motivating
hardware (20%) ii. Outline hardware  Hardware
specifications in line specifications  Research
with user requirements compiled
iii. Check availability of  Hardware components
specified hardware availability report
components generated
 A3: Assemble i. Interpret installation  Physical layout of
hardware diagram components carried
components (50%) ii. Connect hardware out/done
components  Peripherals devices
iii. Plug in to power connected
source(s)  Connectivity checklist
iv. Perform connectivity generated/
test(s) compiled

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Storage devices Fax machine
Printer Scanner/Copier
Computer Internet facility
Computer peripherals Office furniture
Computer Repair Tool kit Handling equipment
Filing Cabinets Transport

MATERIALS
Stationery
Computer consumables

SAFETY, HEALTH AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

SHEQ Regulations
Personal Protective Clothing
Sufficient lighting
First Aid Kit
Fire Fighting Equipment

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Team Player Focused
Honesty Accuracy
Integrity Resolute
Efficient Precise
Time conscious Resourceful
Accountable Innovative
Responsible Confidential

CODE
 MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION,
SCIENCE & TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:
ICT IT SYSTEMS SUPPORT OFFICER NATIONAL CERTIFICATE

DUTY B: SOFTWARE INSTALLATION (10%)

Pre-requisites: Approval Date: Review Date:

TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE

KNOWLEDGE ESSENTIAL SKILLS

B1: Identify user i. Establish user  User requirements  Computer software  Analytical
requirements software outlined  Operating systems  Planning
requirements  Software packages  Application  Computers
(25%) ii. Identify software listed systems  Organizing
packages  Compatibility report  Software  Interpreting
iii. Assess software produced troubleshooting  Communication
compatibility with  Requirements procedures  Critical
hardware document presented  Software licensing thinking
iv. Document  Common software  Negotiating
requirements problems  Motivating
v. Verify
 Customizing  Research
requirements with software
clients
B2: Prepare software i. Identify installation  Installation media  Internet
and hardware for media selected
installation ii. Consult installation  Installation manuals
manuals obtained
(25%) iii. Set up hardware  Hardware configured

B3: Install software i. .test(s)  Installation files

executed according to
(50%) installation manual
 Software
customization
documented
 Software running
according to user
requirements

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Computer
Software
Storage media devices
Filing Cabinets
Fax machine
Scanner/Copier
Internet facility
Office Furniture
Adding machines
Materials
Stationery
Computer consumables

SAFETY, HEALTH AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

SHEQ Regulations
Personal Protective Clothing
Sufficient lighting
First Aid Kit
Fire Fighting Equipment

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Team Player Focused
Honesty Accuracy
Integrity Resolute
Efficient Precise
Time conscious Resourceful
Accountable Innovative
Responsible Confidential
 MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, SCIENCE & CODE
TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:
ICT IT SYSTEMS SUPPORT OFFICER NATIONAL CERTIFICATE

DUTY C: COMPUTER SYSTEMS SUPPORT (30%)

Pre-requisites: Approval Date: Review Date:

TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE

KNOWLEDGE ESSENTIAL SKILLS

C1: Train users i. Carry out user needs  User training needs  Operating  Analytical
analysis identified systems  Planning
(20%) ii. Set training goals/  Training  Computer  Computers
objectives goals/objectives outlined hardware  Organizing
iii. Formulate training  Training programme  Customer  Interpreting
programme documented care  Communication
iv. Conduct training  Training evaluation  Computer  Critical
report generated software thinking
C2: Manage i. Receive complaints from  Complaints logged  Trouble  Negotiating
Help Desk customers  Problem identified shooting  Motivating
ii. Perform trouble shooting  Complaints resolved  Networking  Research
(30%) i. Carryout diagnostic  Un-resolved issues  Internet
techniques escalated to the next
ii. Direct un-resolved issues level
to the next level of support  Log books updated
personnel
 iii. Record events, problems
and their resolutions in
logs

C3: Monitor i. Assess computer systems  System performance

computer performance report produced
systems ii. Ensure adherence to  User activity report
standard operating compiled
(15%) procedures  Inventory register
iii. Manage inventory of updated
computer systems  Software updates and
iv. Manage software updates upgrades report
and upgrades presented

C4: Repair i. Perform computer repairs  System performance

computer ii. Perform printer repairs report produced
systems iii. Implement routine  User activity report
maintenance plan compiled
(35%) iv. Implement adhoc  Computer repairs done
maintenance plan  Printer repairs done

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Telephones Transport
Software packages Storage media devices
Computer Printer
Internet Office Furniture
Materials
Stationery
Computer consumables

SAFETY, HEALTH AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

SHEQ Regulations
Personal Protective Clothing
Sufficient lighting
First Aid Kit
Fire Fighting Equipment

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Team Player Focused
Honesty Accuracy
Integrity Resolute
Efficient Precise
Time conscious Resourceful
Accountable Innovative
Responsible Confidential
 MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, SCIENCE & CODE
TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:
ICT IT SYSTEMS SUPPORT OFFICER NATIONAL CERTIFICATE

DUTY D: COMPUTER NETWORK OPERATION AND MAINTENANCE (20%)

Pre-requisites: Approval Date: Review Date:

TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE

KNOWLEDGE ESSENTIAL SKILLS

D1: Attend to user i. Receive enquiry  Enquiry logbook  Tools and  Analytical
enquiries ii. Provide user/customer produced accessories  Planning
with first line support  Trouble ticket/job  Cabling  Computers
iii. Log fault where card generated  Network test gear  Organizing
necessary  Quantity  Measuring
D2: Install network i. Identify proper physical  Appropriate network estimation  Simulation
hardware and network devices devices identified  Troubleshooting
 Interpreting
ii. Install device drivers  Software installed  Customer care and
software  Communication
iii. Perform firmware and updated etiquette
 Critical
patching and updates  Device operating  Computer
thinking
where necessary according to hardware
iv. Perform functionality requirements  Computer software  Negotiating
test  Network devices  Motivating
D3: Connect i. Interpret network  Appropriate network  Network software  Research
networking diagram devices put in place  Computer
devices ii. Identify required  Devices connected Networking
network components according to network
iii. Interconnect selected diagram
devices  Connection
iv. Test connectivity established
D4: Maintain i. Select monitoring tools  Monitoring tools
network systems ii. Define baseline network acquired
behavior  Baseline network
iii. Log identified problems/ behavior outlined
faults  Identified problems/
iv. Troubleshoot network faults logged
v. Escalate matrix  Problems/ faults
resolved
 Problems/ faults
escalated
 Logs updated

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Computer networking toolkit
Network management software
Network simulation software
Software programming
Internet facility
Computer
Transport
Office Furniture

Materials
Stationery
Computer consumables

SAFETY, HEALTH AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

SHEQ Regulations
Personal Protective Clothing
Sufficient lighting
First Aid Kit
Fire Fighting Equipment
SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:
Team Player
Honesty
Integrity
Efficient
Time conscious
Accountable
Responsible
Focused
Accuracy
Resolute
Precise
Resourceful
Innovative
Confidential
 MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, SCIENCE & CODE
TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:
ICT IT SYSTEMS SUPPORT OFFICER NATIONAL CERTIFICATE

DUTY E: TECHNICAL RECORDS MANAGEMENT (10%)

Pre-requisites: Approval Date: Review Date:

TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE

KNOWLEDGE ESSENTIAL SKILLS

E1: Interpret i. Identify technical  technical requirements  Research  Analytical

technical documents outlined methods  Planning
manuals ii. Understand technical  Technical platform  Database design  Computers
documents explanation established  Structured  Organizing
iii. Explain technical  Technical material presented Query Language  Interpreting
documents to end users  Technical requirements  Computer  Communication
implemented inline with software
 Critical
industry standards  Computer thinking
hardware
 Negotiating
 Database
E2. Manage i. Create record  Data entered as required  Motivating
Management
Records ii. Update record  Record generated  Research
systems
iii. Save Record  Appropriate fields edited
platforms
iv. Backup record  Modified records availed
 Ethical issues
 Copied files availed
 Trouble shooting
 Copied files validated
E3: document i.
Identify  Documentation report
procedures documentation generated
requirements  Documentation plans
ii. Outline procedures executed
iii. Outline technical  Procedures documented
issues inline with industry standards
iv. Document
procedures
TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:
Projector
Speakers
Storage media devices
Printer
Computer
Software
Filing Cabinets
Fax machine
Internet facility
Office Furniture
Cameras
First Aid Kit
Vehicle
Materials
Stationery
Computer consumables

SAFETY, HEALTH AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

SHEQ Regulations
Personal Protective Clothing
Sufficient lighting
First Aid Kit
Fire Fighting Equipment

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Team Player Focused
Honesty Accuracy
Integrity Resolute
Efficient Precise
Time conscious Resourceful
Accountable Innovative
Responsible Confidential
 MINISTRY OF HIGHER AND TERTIARY EDUCATION, CODE
INNOVATION, SCIENCE & TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:
ICT IT SYSTEMS SUPPORT OFFICER NATIONAL CERTIFICATE
DUTY F: ENTERPRISING (10%)

Pre-requisites: Approval Date: Review Date:

TASK STEPS PROFICIENCY RELATED WORKPLACE

INDICATORS
KNOWLEDGE ESSENTIAL SKILLS

F1: i. Identify  User  Research  Analytical

Maintain application requirements methods  Planning
database requirements outlined  Social media  Computers
ii. Outline data  Maintenance platforms  Organizing
requirements platform  Database  Interpreting
iii. Maintain data established design  Communication
iv. Implement data  Data  Computer
 Critical thinking
protection maintenance software
 Negotiating
measures implemented  Computer
v. Document  Data protection hardware  Motivating
procedure measures  Database  Research
followed Management
F2. i. Outline business  Website systems
Maintain case maintenance platforms
website ii. Establish website platform  Ethical issues
maintenance established  Trouble
platform  Maintenance shooting
iii. Outline requirements
maintenance outlined
requirements  Maintenance
iv. Establish requirements
maintenance plan implemented
v. Implement  Content
maintenance plan created in line
vi. Document with
maintenance requirements
procedure  Maintenance
procedures
documented
F3: i. Identify business  Social media
Maintain case maintenance
Social ii. Establish social platform
media established
media
maintenance  Maintenance
platforms platform requirements
iii. Outline outlined
maintenance  Maintenance
requirements requirements
iv. Establish implemented
maintenance  Promotional
plan material in line
v. Implement with business
maintenance requirements
plan
 vi. Document  Maintenance
maintenance procedures
procedure documented

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Storage media devices
Printer
Computer
Software
Filing Cabinets
Fax machine
Internet facility
Office Furniture
Cameras
First Aid Kit
Vehicle

Materials
Stationery
Computer consumables
SAFETY, HEALTH AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:
SHEQ Regulations
Personal Protective Clothing
Sufficient lighting
First Aid Kit
Fire Fighting Equipment
SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:
Team Player Focused
Honesty Accuracy
Integrity Resolute
Efficient Precise
Time conscious Resourceful
Accountable Innovative
Responsible Confidential