Education and Technology Curriculum

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CONTENTS
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Framework of the Course 2

General Information 3
1. Automobile 4 - 17
2. Production 18-27
3. Construction 28-38
4. Electrical/Electronics 39-52
5. Air-Con & Refrigeration 53-62
6. English 63 - 64
7. Pedagogy 65 - 80
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Framework NEW “Technology & Education” Level 5 Diploma
New 5 Sectors for LEVEL 5:

1. Automobile,
2. Production
3. Construction
4. Electrical/Electronics
5. Air-Con & Refrigeration
Structure of Course:
(1) 6 months of center-based Training:

= 380 hours Technical Modules, 200 hours of English and 140 hours of Pedagogy (+ 60 during
teaching practice) = 720 hours for the six months
(2) 3 months OJT
(3) followed by 3 months teaching practice
(Because of academic calendar of DTET the teaching practice shall be in VTA centers,
teaching NVQ level three)
Set-up of teaching practice:

2 weeks teaching preparation with 60 hours pedagogy (especially planning and assessing),
After that one day per week for reflection purposes in center:
 presenting experiences
 exchanging experience and best-practices with peers in activating group settings
 drawing conclusions and
 preparing entries for learning portfolio
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General Information:
(1) How to work with open Curricula:

What counts is the first box on competencies to be acquired, i. e. job actions that can be mastered.
They come as job functions and soft skills, but should be integrated and taught together. That can
be done via students’ group work on tasks and problems or via self-guided study. Trainer
demonstrations and lecture-like input should be limited to a necessary minimum, in favor of
student-centered methodology, using case studies, role plays, work tasks, projects, simulations
and work problems to be solved and usually the solutions being presented.
(2) How to Assess:

The teacher can develop her or his own methods of assessment, adapted to the way of teaching
applied (e. g. for a project the instruments to assess are obviously the project report and the
project presentation and nothing else). Consequently, teachers draft assessment methods and
criteria according and suitable to their previous teaching. Formative Assessment should always be
supportive and counseling in nature, summative assessment giving final feedback and
determining to what degree the competencies in that module have been reached.
The assessment scale to be used should contain the following five categories:
Fail, Pass, Merit, Distinction, Extraordinary Distinction.
Literature to be used: See modules
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Automobile
Technical Modules
Year 1
National Diploma
“Technology & Education”
4
National Diploma in Technology & Education
Automobile
Module Notional Hours

01 Overhaul petrol and diesel engines 60
02 Tune Up Engine 20
03 Overhaul Clutch 30
04 Repair and maintain Ignition System 20

05 Overhaul Fuel System (Petrol & Diesel) – Part 1, Year 1 40
06 Overhaul Braking System (Hydraulic) 50

07 Overhaul Steering System 30
08 Repair and maintain suspension system 30

09 Repair/maintain starting and charging systems 40
10 Repair lighting systems 20
11 Repair auxiliary systems 20
12 Servicing and maintenance of the Vehicle 20

380
Total
5
Automobile Sector
Module Title and Code: Module 1: Overhaul petrol and diesel engines
Time Frame: 60 Hours
Reference to NCS: See Competency Profile of DTET(2016)and
Bridging Program SLGTI
Competencies (job functions and soft skills) and descriptions:
 The trainees remove the engine from the vehicle following safety measurement. They also remove
necessary external parts of the engine. Trainees dismantle the engine and keep the items safely, following
the workshop manual.
 They clean and dismantle parts /components, and label and store.
 The trainees inspect and measure the necessary engine parts and do the necessary calculations.
 The trainees repair or select and replace the necessary engine parts as well as assemble the engine and set
the valve timing and other adjustments.
 They fix external systems and parts to the engine and check performance of the engine.
 The trainees dispose of waste according to health, safety and environmental regulations.
 Trainees cooperate with peers and handle the entire work safely and with cleanness.
 Trainees prepare a presentation about the work conducted in that module, and explain the background to
their peers.
 Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a
center. (This can be done at home too.) The result goes into a learning portfolio.
Typical related work situations to master:

 In the repair of engine and related vehicle repairing, engine and accessories need to be removed from the
vehicle, to repair it and reassemble to the vehicle.
 When there is a need for an engine full overhaul
 In the front collision of the vehicle remove the engine to do the vehicle repairing.
Important pertinent content

(knowledge):  Petrol and Diesel engine parts and their functions
 Measurement and Calculation of engine parts and repair
necessities
 Engine components
 Deep knowledge about assembling the engine
 Needed adjustments such as set the valve timing, injector pump
timing, tappet adjusting, sensor and actuator tests etc.
 Performance of the engine and influential decision parameters
 Reasons for the need of an overhaul (e. g. a certain amount of
mileage, emission standards or lack of cooling water etc.)
 Regulations about waste disposal
Potentially useful teaching methods  Presentation

(optional):  Demonstrations
 Task-based learning (e. g. applying environmental regulations
while doing the waste disposal)
 Case studies
 Projects
 Self-directed learning via tutorials and manuals
 Entry and team reflection of portfolio entry
Assessment: continuous assessment/case studies/assignments/projects/practice performance/portfolio.
Trainer selects suitable assessment method and criteria according to the facilities and assesses
knowledge, skills and attitudes.
Scale: Weak (W), Ordinary (O), Merit (M), Distinction (D), extraordinary Distinction (ED)
6
Automobile Sector
Module Title and Code: Module 2: Tune Up Engine

 The trainees prepare safety measures with tools and equipment to tune-up the engine, and understand the
parameters of why and how to do it.
 The trainees service air intake & exhaust system.
 The trainees test compression of the engine.
 The trainees check the ignition system and the fuel system.
 Trainee checks the valve clearance and necessary adjustments.
 After the tune-up the trainees check the performance of the engine.
 Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
(This can be done at home too.) The result goes into a learning portfolio.
 Engine tune-up usually done in routine servicing of the engine to meet the manufacturer's specifications. Tune-
ups are needed periodically according to the manufacturer's recommendations to ensure an automobile runs as
expected.
 When engine performance are out in order.
Important pertinent content  Engine tune up systems

(knowledge):  Engine tune up methods
 Engine electronic methods/equipment used for engine tune ups
 Reasons for an engine tune up
Potentially useful teaching methods  Presentation

(optional):  Demonstrations
 Task-based learning
 Case studies& in-depth group discussion
 Projects
 Video tutorials
 Entry in learning portfolio
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Automobile Sector
Module Title and Code: Module 3: Overhaul Clutch

 After a superior has made the decision to overhaul the clutch, the trainees prepare safety measures with tools
and equipments for overhaul clutch and remove clutch from the vehicle.
 They dismantle, using necessary tools and equipment, inspect, check and identify the faulty parts of
- the coil spring clutch
- clutch master pump
- clutch slave cylinder.
They repair or replace the parts as necessary.
 The trainees inspect and measure the diaphragm clutch as well as repair or replace. Trainees remove and repair
the clutch fork.
 They remove and identify faults of the release bearing and pilot bearing. Then they assemble the clutch and
necessary parts, align the clutch and mount the clutch to the vehicle.
 They bleed the clutch oil line, adjust the clutch free-play and check the performance of the clutch.

 The clutch plate and other component proves faulty, decided by a superior.
 During the repair of the engine and related vehicle repairing, the clutch and other accessories need to be
removed.
Important pertinent content  Friction

(knowledge):  Type of the clutches and parts
 Function of the clutch
 Measurement of the parts
 Identification the clutch faults
 Clutch free-play
 Basic hydraulic functions
 Operation of the clutch pump, slave cylinder and clutch
alignment
Potentially useful teaching methods  Presentation with diagrams

(optional):  Videos
 Guided and independent practices
 Self-directed learning via practicing
 Entry into learning portfolio
8
Automobile Sector
Module Title and Code: Module 4: Repair and maintain Ignition System
Reference to NCS: See Competency Profile of DTET(2016)
 Trainees check the ignition system and components visually.
 Consequently, they service, repair and make the wiring to the primary and secondary circuits, working with
tension wires into consideration according to manufacturers’ specifications. They dismantle and service the
distributer and the condenser.
 Trainees test the distributer, using testing equipment and/or machines.
 Trainees clean the spark plugs, adjust the gap and check the performance of the ignition coil as well as the
all parts of the ignition system. They set the final adjustments in ignition using a stroboscope, such as
adjusting timing. Generally, they check the performance of entire ignition system in the end.
 If there is any problem starting the vehicle or if there is no functioning in ignition system.
 The vehicle is not running smoothly.
 Irregularly high exhausts and/or high fuel consumption level

(knowledge):  Purpose and Circuit of ignition system
 Components of ignition system
 Probable faults
 Ignition timing and use of timing torch
Potentially useful teaching methods

(optional):  Guided and independent practice
 Video tutorials
 Demonstration / Practice
 Entry into learning portfolio
9
Automobile Sector
Module Title and Code: Module 5: Overhaul Fuel System (Petrol& Diesel) – Part
1, Year 1
Time Frame: 40 hrs
 The trainees prepare safety measures with tools and equipment for overhauling the fuel system. They remove
and service the fuel tank, also they change the fuel filter.
 Trainees repair the fuel feed pump and service the carburetors, including SU carburetor.
 Trainees repair potential leakages in fuel system. They check and service and clean petrol injectors.
 Trainees check the sensors related to the fuel system and the performance of the fuel system after repairing.
 Trainees make the arrangement for identifying faults of feed pumps and their repairs in diesel engines.(If not
seal units)
 Trainees dismantle, faults identifying, repair and assemble the diesel injectors.
• Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
 When there is any fault in fuel system, being diagnosed.

 If there is running/starting problem with regard to the fuel system.
Important pertinent content  Importance of maintaining of fuel system

(knowledge):  Petrol (including storage)
 Air fuel ratio
 Types of fuel feed pump and functions.
 Air cleaners
 Compression ratio
 Carburetors
 Petrol injectors
 Fuel system sensors
 Diesel injectors and there functions
 Common rail diesel injection system
 Performance of diesel fuel systems
 Handling of scanner tool
 Performance checking
Potentially useful teaching methods  Guided and independent practice
(optional):  Case Studies
 Demonstrations/Practices
 Video Tutorials
 Entries into learning portfolio
10
Automobile Sector
Module Title and Code: Module 6: Overhaul Braking System (Hydraulic)
 The trainees visually inspect the brake system for oil leakages and faulty components. Trainees repair and
assemble the single and tandem master cylinders and repair wheel cylinders, if necessary.
 They dismantle and repair brake wheel assembly unit and do the adjustment as necessary.
 They remove and repair disk brake assembly.
 They identify the faults of and leakages of hydraulic brake lines and repair those faults, bleed the hydraulic
brake system after the repair and take necessary precautions.
 They repair the brake power assisted unit and identified their faults.
 They adjust the brake system and ask for the brake test to be done. They understand the background,
procedure and importance of the brake test.
 When there some faults or poor brake application in the brake system.
 Replacement need of parts/ units in brake system.
Important pertinent content  Reasons for overhauling brake system

(knowledge):
 Hydraulic pressure calculations
 Hydraulic brake system and units
 Type of master cylinders and their functions
 Wheel cylinder
 Wheel brake assembly system (disk & drum)
 Air Bleeding
 Brake valves
Potentially useful teaching methods  Self-learning on manufacturer’s website

(optional):  Peer support and discussion
 Demonstrations / practical
 Video Tutorials
 Assignments
 Learning Portfolio Entries
11
Automobile Sector.
Module Title and Code: Module7: Overhaul Steering System

 The trainees identify steering linkage systems, being aware of various types, and find out defects. They
diagnose the steering system and check the performance of steering system
 They repair various types of steering gear boxes and dismantle, assemble and adjust.
 They also repair power steering systems and dismantle, repair and assemble steering oil pump use in the power
steering system.
 When there are abnormalities in steering system
 When replacements of any parts in Steering Systems are needed

(knowledge):  Purpose of steering system and potential faults
 Types of steering systems
 Types of steering gear boxes and their adjustments
 Types of Steering linkage
 Ball joints
 Power steering systems

(optional):  Demonstration
 Video
 Guided and independent practice (tandem or group practice)
 Case study about an accident due to the steering system &

discussion about why and how to prevent it
12
Automobile Sector
Module Title and Code: Module 8: Repair and maintain suspension system
 The trainees inspect components of the suspension systems. They check and repair or replace the various types
of shock absorbers.
 They identify the faults of leaf spring sets and dismantle, repair or remove these sets.
 They also replace the coil springs and repair, replace wishbone arms and torsion bar.
 Trainees repair the hydraulic suspension system and understand the background of diagnosing the faults in
suspension system using scanners.
 The trainee check the performance of the suspension system.
 When there are faults in suspension system, being diagnosed.

 When there are complaints in the comfort, unusual sounds and stability by customer/driver.

(knowledge):  Function and potential faults of suspension system
 Types and parts of suspension systems
 Shock absorbers, leaf spring, torsion bars
 Hydraulic suspension

(optional):  Guided and independent practice, in tandem and groups as
well
 Demonstrations/Practicals
 Video Tutorials / Simulations
13
Automobile Sector
Module Title and Code: Module 9: Repair/maintain starting and charging systems
Time Frame: 40hrs
 The trainee communicates with customer to get information, e. g. regarding the battery lifetime and usage. They
also communicate with superiors to obtain relevant instructions.
 Within the progress of work, the trainee checks the condition of the battery using hydrometer and high rate
discharge tester. They top up and charge the battery, if required; in dry batteries they check the voltage. The
trainees replace storage batteries by providing back-up batteries according to manufacturers’ instructions.
 The trainees identify the faults in the starting system, repair or replace worn parts for proper functioning of
starting motor, starting switch, solenoid switch and starting wiring circuit.
 The trainees repair alternator and charging circuit, including warning lamps.
 Trainees collect technical information via manuals and online tutorial in a self-directed way in English.
 A workshop where repairing electrical items of an engine is carried out
Important pertinent content  Specific Gravity of a charged battery

(knowledge):  High rate discharge Tester
 Type and Function of batteries
 Battery capacity (cold cranking, amperes, ampere hours)
 Handling of battery chemicals
 Function of starter motor circuit, charging circuit, ignition
circuit and their circuit diagrams
 How to use test benchers
 Relevant equipment (digital multi meters, Oscilloscopes)
Potentially useful teaching methods  Manual analysis

(optional):  Guided and independent practice, supporting one another
 Case Studies
 Demonstrations / Video
 Role play
14
Automobile Sector
Module Title and Code: Module 10: Repair lighting systems

Time Frame: 20 Hrs
 The trainees communicate with customers and superiors to obtain relevant information and instructions as to
what is needed. The trainees identify the faults in the lighting systems (head lights, parking lights,
indicator/signal lights hazards lights, warning indicator lights, reading lights).
 They replace electrical bulbs, repair or replace switches, wires in circuits according to manufacturers’
specifications.
 Trainees collect relevant technical information via manuals and online tutorial in a self-directed way in English.
 Where they carry out repairing lighting system items

 Customer complaints about lighting
Important pertinent content  Circuit diagrams

(knowledge):  Types bulbs and specifications
 Wattage of bulbs in different circuits
 Current carrying capacity of wires
 Colour codes of Wires
 Testing and measuring instruments
Potentially useful teaching methods  Role play with customer/superior (changing positions)
(optional):  Task-based learning
 MOOCs, including videos
 Finding presentations from manuals
15
Automobile Sector
Module Title and Code: Module 11: Repair auxiliary systems

Time Frame: 20hrs
 The trainee get in touch with superior to obtain instructions.

 The trainees identify the faults in the auxiliary circuits (wiper circuit, heater circuit, horn circuit, step light
circuit, spotlight/reading light circuit, automatic door light circuit) by checking the functionality.
 They repair or replace parts of the auxiliary circuits according to manufacturers’ instructions.
 They consult manuals, online or via hardcopy for relevant information.
 Where they carryout work regarding malfunctioning auxiliary systems

 When customers complain about malfunctioning auxiliary systems
Important pertinent content  Types, functions and probable faults of auxiliary systems
(knowledge):  Components and specifications of auxiliary systems
 New trends

(optional):  Task-based learning
 Self-exploratory learning regarding circuits
16
Automobile Sector
Module Title and Code: Module 12: Servicing and maintenance of the Vehicle
 The trainees prepare the vehicle for servicing by applying safety measures with tools and equipment.
 The check the service record and make entries into service records book / liability certificate.
 They inspect visually the body for defects (e. g. dents, scratches, corrosion etc.), wash the body, check tire
pressure and profile, decrease the engine compartment, check and replace air filter, check AC and vacuum-
clean the vehicle.
 They inspect the brake system, indicators, wiper blades and bulbs working.
 Trainees change the appropriate engine oil and filter, refill correct oil level and change the gear oil in manual
gear boxes or automatic gear box. They check and top-up power steering oil.
 They check, top-up and change the engine coolant and brake fluid as well as grease where necessary.
 Trainees check and adjust the tension of the belt use in the engine.
• Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
 In relevant service period of the vehicle according to the manufactures instructions.

 If there is repair related to the service item.
 If there is any damage to the service item or lines

(knowledge):  Conscientiousness about servicing
 Importance of servicing vehicle according to the manufactures’
instructions (e. g. servicing period, liability, costs borne by
customer, mileage and service place)
 Oils types, parameters, quantity, disposal of waste oil and filters,
types of filters, internal storage system
 Precautions for damages while servicing

(optional):  Role Plays (interchanging roles)
 Case Study
 Demonstrations/ Practices
 Video tutorials (e. g. about a customer discussion)
 Portfolio-based presentations about learning effects
17
Production Technology
National Diploma
18
Module Duration
Hrs.
01 Identify engineering material 30
02 Basic Bench Fitting 60
03 Operate Drilling Machine 30
04 Operate Lathe machine 40
05 Operate Milling Machine 60

06 Operate Grinding Machine 20
07 Maintain tools, equipment and machinery 20
08 Perform welding processes 120
Total 380
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Module Title and Code: Module 1: Identify engineering material

Time Frame: 30 hours
Reference to NCS: See Competency Profile of DTET (2016)
 The trainees identify relevant engineering material, metallic and non-metallic material, ferrous and non-ferrous
metal, carbon steel, alloy steel and their applications. They get to know via exploration mechanical and
chemical properties, thermal and electrical/magnetic properties, tool materials, types of grinding sparks.
 They identify material via visual inspection, grinding spark test, sound test and other methods such as cutting,
bending, scribing, braking etc.
 The trainees explore and practice heat treatment, including advantages, relevant tools and equipment, methods
and iron carbon equilibrium as well as the applications of the different heat treatments.
 They also test the heat treated materials via manual testing (punching, filling, scraping etc.) and hardness
testing (Brielle, Rockwell, Vickers etc.).
 Suitable engineering material is needed for work purposes.

Important pertinent content (knowledge):
 Classification of engineering materials
 Properties of materials and their applications
 Tool materials
 Selection of material
Heat treatment processes
 Hardening
 Tempering
 Annealing
 Normalizing
 Surface hardening
Test the heat treated materials
Applications of the heat treated materials

 Internet and Literature Research
(optional):
 Student Discussions
 Visit to a seller (hardware shop)
 Assignments
 Demonstrations
 Project work
 Entry into Learning Portfolio
20
Module Title and Code: Module 2: Basic Bench Fitting

 The trainees learn about the importance of health and safety, what is an accident, causes of accidents, types of
injuries, types of accidents hazards situations such as fire, electrical, chemical, careless behavior, working
environment, control and minimize the accidents, types of fires and fire-fighting equipment.
 They practice and maintain safety rules and procedures, use PPE, good housekeeping, good environment
practice, placing sign board, handling of the fire extinguishers,
 Trainees learn basic measuring equipment and their application such as steel reel, tape, calipers, try square,
combination squares gangs etc.
 They measure the given jobs using following measuring equipment:
 Venire measuring equipment
 Micro scale
 Micro meter equipment’s
 Thereby the trainees get to know advance and special measuring equipment and coordinate measuring
machines, optical equipment, lager equipment etc. They work with precision equipment and relating
applications such slip gangs, surface finish equipment and “no go gangs” etc.
 The trainees select required tools and equipment for marking work pieces according to given drawing and
handle tools and equipment properly.
 The trainees use cutting tools to cut metal pieces.
 They select the files according to the job: filing flat, angular, concave, convex surfaces and etc.
 The trainees select scrapers to make finishing metal surfaces according to given surface quality. They fit the
various shapes of metal parts to assemble according to given limits.
 The trainees identify metal bending methods and bend the metal pieces according to the given drawing.
 Trainees find out types of threads and their applications to cut threads using taps and dies.

 Major production and maintenance work in companies is asked for.
Important pertinent content (knowledge):  Prevention, types and causes of accidents

 Fire extinguishers and Safety signs
 First aid
 Select appropriate measuring tools and methods.
 Adjustment for Zero error of measuring tools and
equipment marking
 Cutting tools and filling methods
 Metal Scrapes and metal parts
 Elements of threads and types of threads
 Tap and dies for “V” - Type threads
Potentially useful teaching methods  Simulation

(optional):  Product-based Teaching (e. g. to produce a nut)
 Demonstration and guided practice
 Project Work
 Assignment
 Reflective Student-Teacher Discussion
21
Module Title and Code: Module 3: Operate Drilling Machine

 The Trainees learn about types of drilling machines operation and their applications, tool materials for
drill bits, Specifications & their elements, sharpening drill bits, grinding of drill bits, marking out work
pieces for drilling, work holding and arrange the machine for drilling. Select correct machine speed
and feeds for efficient drilling
 Use drill machine for following operations:
 Drilling
 Counter Sinking
 Counter Boring
 Spot Facing
 Reaming
 Tapping.
 Performing of production, maintenance and repair work in companies needed.
Important pertinent content (knowledge):

 Role Play with Superior
 Product-based Teaching (e. g. from template to product)
 Type of drill machines and their application
 Work holding method
 Drill types, element of drill and sharp ring of drills
 Drilling spaced & Feeds
 Needs of Coolants for drill efficiency
 Safety Porches of drilling

(optional):  Produced real objects
 Manipulation and Demonstration
 Project Work
 Assignment
22
Production Technology Sector
Module Title and Code: Module 4: Operate Lathe machine

 The trainees get to know types of lathe machines, applications and their operations via self-
exploration, as well as major parts of the lathe, types of cutting tools, tool materials /cutting angles
of lathe, tails and shaping
 They work with holding devices and accessories of lathe machine.
 They perform the following machine operations: parallel turning, facing, parting off, knurling,
growing, profile turning, thread cutting, taper turning (turning between centers/ eccentric turning).
 The trainees do the necessary adjustments for accurate performance of the machine.
 Finally, trainees write a reflection report about how they would teach the skills learned to trainees in
a center. (This can be done at home too.) The result goes into a learning portfolio.

 At the small or medium enterprises to perform production and maintenance work
Important pertinent content (knowledge):  Types of lathe machines

 Part and accessories
 Work holding methods and pedometer
(optional):  Product-based work focusing on final product
 Simulated discussion with superior
 Project works
23
Module Title and Code: Module 5: Operate Milling Machine

 The trainees explore in a project the Milling Machine and its applications. Thereby they get to know the
cutting process, types of milling machines, main parts and accessories, various types of cutting tools and
their applications.
 They work with holding devices and holding methods, calculate machine speed (rpm) and feed rates and
realize the differences between “Up Cutting” and “Down Cutting” as well as their applications.
 The trainees perform the following milling operations: flat and angular milling, slot milling and key way
cutting, mill holes, profile milling such as gear cutting, gear rack, warm milling etc.
 During the project, the trainees find out about the principal of dividing method, using dividing head and
rotary table. Also, they perform gear cutting / helical cutting etc. using following dividing methods for a
given job: direct indexing, simple indexing, differential indexing and compound indexing, angular
indexing.
 The trainees perform helical milling with relevant calculations and become aware of necessary
adjustment maintenance for the accuracy of the machine.
 They also work out a set of safety precautions.

Production and maintenance work is needed in a company, with the use of the milling machine.
Important pertinent content  Milling Process and types of milling machines
(knowledge):  Cutting tools and their applications
 Dividing Method using dividing head and rotary table
Potentially useful teaching methods  Safety exploration

(optional):  Actual Project
 Expert Invitation and Interaction
 Product-Based Learning
 Guided Practice
 Entry into Portfolio
24
Module Title and Code: Module 6: Operate Grinding Machine

The trainees experience the principles of grinding process, select grinding wheel according to the given job,
construction and structure of grinding and realize important safety measures.
They perform the following grinding operations:

 Angle grinder / Straight grinder/ Bench and pedestal grinder
 Surface grinder
 Cylindrical grinder (External and Internal)
 Tools and Cutter Grinder
 Explain other grinder process such as centreless and Crank grinding etc.
 Safety Procedure
The trainees engage in the following maintenance activities:

 Wheel balancing
 Truing & Dressing
 Adjustment for accuracy
 Installation of grinding wheel
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
Performance of production and maintenance work with grinding machine is needed
Important pertinent content Cutting action of Grinding Process

(knowledge): Types of Grinding Machines and Application
Types of Grinding Wheels and their structure
Potentially useful teaching methods  Safety exploration

(optional):  Actual Project
 Expert Invitation and Interaction
 Product-Based Learning
 Guided Practice
 Entry into Portfolio
25
Module Title and Code: Module 7: Maintain tools, equipment and machinery
The trainees practice maintenance of the relevant machines in the production field.
They take necessary action for corrective and preventive maintenance for machine alignments, adjustment and
dismantle and assemble machine components according to manufacturer’s manual such as
 gears
 pulleys
 belts
 sliders etc.
The trainees come up with and adhere to the maintenance schedule.
They check surface performance by using suitable gauges and select and apply suitable lubricant according to the
manufacturer’s specification.
Finally, trainees write a reflection report about how they would teach the skills learned to trainees in a center.
Machine, tool and equipment maintenance is done on a regular basis in any production company.
Important pertinent Content Machine manuals

(knowledge): Corrective and preventive maintenance
Tolerances and fits, types bearings their applications
. Types of
 gears
 pulleys
 belts
 sliders
 lubricant etc.
Materials and their behavior
Potentially useful teaching methods  Case Studies

(optional):  Anticipation / Reflection of OJT experiences regarding
maintenance
 Project work
 Practical
 Maintenance-relating entry into Learning Portfolio
26
Module Title and Code: Module 8: Perform welding processes

 The trainees present soft soldering and hard soldering and welding as a fastening method, the kinds of
welding processes, related machines accessories and equipment, welding joints, symbols, welding
consumables such as welding electrodes flux, gases etc. and welding defects as well as testing methods.
 They also prove to have understood necessary safety precautions by explaining them.
 The trainees perform the following welding practice:
 Gas welding
 Arc welding: 1F, 2F, 1G and 2 G positions (fill and but welds in horizontal and flat positions)
 In order to attend to identified welding defects and control, the trainees read machine manuals, work with it is
a prerequisite. They also set/assemble welding equipment.
 Welding practice is needed to fulfil a customer’s order.

(knowledge):  Reading drawings
 Welding safety
 Classification of welding process
 Types of Joints
 Welding symbols
 Welding defects & inspection

(optional):  Student Presentations
 Videos and online tutorials
 Demonstrations
 Project Work
 Entries into Learning Portfolio about welding
27
Construction
Revised Technical Modules
Year 1
National Diploma
28
Construction
Module Notional
Hours
01 Getting to know the Construction Sector 30
02 Setting out Buildings and Structures 30
03 Carrying out brick work 50
04 Installing sanitary, sewerage and waste water system 75

05 Constructing staircase, platform and hand railing of staircase 75
06 Carrying out the flooring, paneling and ceiling work 60
07 Fabricating and Partitioning 30
08 Fabricating& Installing Casement and sliding window 30
380
Total
29
Construction Sector (General)
Module Title and Code: Module 1: Getting to know the Civil Sector (Wood work,
Aluminium, Masonry, Plumbing)
Time Frame: 30 Teaching Hours
 Getting to know the different realms of the Civil Sector by checking companies and their
functions doing business in the sector.
 Get familiar with safety regulations and actions essential in the sector.
 Apply measurement and conversion to typical situations in the construction industry.
 Identify and properly handle tools and machines used in construction.
 Make use of marking and measuring in simulated everyday construction situations.
 Apply basic joints and understand where and when to use them in day-to-day work.
 Sharpen tools for usage.
 Get to know the wide range of materials in construction and work out which ones to use in
different construction tasks.
 Finally, trainees write a reflection report about how they would teach the skills learned to trainees
in a center. (This can be done at home too.) The result goes into a learning portfolio.

 Identification and usage of tools and machines in the relevant field in typical situations of
construction work
 Necessity to convert metric unit and imperial units in typical situations
 Construction of joints in the relevant field in typical construction situations
Important pertinent  Typical construction companies and the work they do

content(knowledge):  Necessary measurement and application
 Typical materials in construction
 Relevant joints
 Tool Sharpening
Potentially useful teaching methods  Work situation simulations

(optional):  Case Studies
 Student Demonstrations
 Student Presentation
 Student Group Work discussing typical work-life
situations
30
Construction Sector (Masonry)
Module Title and Code: Module 2: Setting out Buildings and Structures

 The trainees prepare site or land while having a professional interaction with both superior and
colleagues according to the lay out site plan. They should read and interpret the drawing.
 Trainees mark out the main building line, using basic tools, equipment and techniques other than
theodelite and Engineers Level. And they mark out the center line by applying Pythagoras’
theorem (3,4,5-method). Furthermore, they check the diagonal lines of the land to clear out the
margins.
 The trainees lay lines for walls which are not parallel, according to the site plan. They use this to
mark out excavation trenches referring to baseline and building drawing/s.
 Then they lay lines for sloping sites and circular structures, by applying basic arithmetic while
checking the accuracy. Errors are to be identified and rectified according to the building plan.
 The trainees constantly cooperate with co-workers and check back with superior about the work
they have performed. They keep the necessary records needed for their future reference.
in a center. (This can be done at home too.) The result goes into a learning portfolio.
 In a simple building or structure, the entire setting out of the building or structure, including single
storied and two-storied building, retaining walls, culverts, curbs and footpaths, needs to be done—
usually on a building site.
Important pertinent content  Building drawings

(knowledge):  Method of taking offset measurements
 Safety precautions connected with building site
 Setting out of building and structures
 Ground water table
 Shoring methods
 Dewatering methods
 Colleague Cooperation
Potentially useful teaching methods  Project work
(optional):  Role plays
 Case-studies
 Team-based work
 Short Presentations via multimedia
 Plenary discussion about how to use “learning” in this
module as a future trainer
31
Construction Sector (Masonry)
Module Title and Code: Module 3: Carrying out brick work

 The trainees prepare for the brick masonry work by selecting and arranging the appropriate tools,
equipment and materials according to the identified requirement as outlines in the drawing, while
checking the quality of the materials following the standard quality checking techniques.
 The trainees make necessary arrangement to place materials at convenient position to ease
retrieval.
 Then they are in a position to prepare cement mortar according to the type of the brick work.
Brick length should be calculated according to the drawing for the purpose of marking out the
wall.
 The trainees construct a ½ brick straight wall in stretcher bond, 1 brick straight wall in header
bond, 1 brick straight wall in English bond, 1 brick straight wall in French bond, 1 ½ brick
straight wall in English bond, 2 brick straight wall in English bond, ½ brick right angled quoin in
stretcher bond, 1 brick right angled quoin in English bond, 1 brick right angled quoin in Flemish
bond, ½ B x ½ B T junction in stretcher bond, 1 B x 1 B T junction in English bond, 1 B x 1 B T
junction in Flemish bond, 1 B x ½ B T junction in English bond, ½ B x 1 B T junction in
English bond-- using Engineering or Wire cut bricks to project the given shapes according to the
drawing.
 Finally, the trainees construct 1B x 1B detached / isolated column / peer, 1½ B x 1½ B detached /
isolated column, 1B attached pier to ½ B wall, 1 ½ B attached pier to 1 B wall, 4 ½”thick arch,
9” thick arch according to the drawing.
 The trainees should keep records of the work they have done with all technical details, including
time taken for the job.
 This leads to a reflection report about how they would teach the skills learned to trainees in a
 In a simple building / structure; constructing brick walls, foundations and columns as load
bearing structures, partitions of the buildings and other structures.
 Such things can be done in a workshop or work site.
Important pertinent content  Quality checking techniques for materials

(knowledge):  Volume batching
 Types of bonds
 Calculation of quantities of materials
 Working norms in bricklaying
 Different types of bricks and their use
 Interpreting of drawings
 Work Report entries
Potentially useful teaching methods  Project work

 Work Simulation or Real Work
32
(optional):  Role plays with superiors and colleagues
 Case-studies
 Team-based work
 Video on On-line tutorials
 Group Discussion about “Lessons Learned” for being a
trainer
33
Construction Sector (Plumbing)
Module Title and Code: Module 4: Installing sanitary, sewerage and waste water
system

 The trainees lay soil drainage pipes and fix sanitary fittings.
 Trainees distinguish various types of soil pipes, fittings and the gradient of laying soil pipes for
application in laying and fixing pipes and fittings.
 The trainees apply various types of manholes by constructing such manholes for practical use in
different situations.
 Trainees get to know the different types of water pumps by judging application for different
situations. They also install such water pumps under different circumstances.
in a center. (This can be done at home too.) The result goes into a learning portfolio
 Laying of soil and drainage pipes according to the standard procedures while adhering to safety
procedures and practices.
 Installation of common sanitary fittings as per standard practices while adhering to industry
specific safety procedures
 Installation of rainwater system and water pump system as per standard practices while adhering to
industry specific safety procedure.
Important pertinent content  Soil and Drainage Pipes (Basics)

(knowledge):  Common Sanitary fittings
 Main types of septic tank and vent pipes
 Types of manholes
 Rain water systems
 Types of water pumps
Potentially useful teaching methods  Simulated or real work

(optional):  Holistic Projects in Plumbing
 Small-group activities for problem solving
 Group discussions
 (Student) Demonstrations
 Video Tutorials
 Company Expert Visit
 Entries in Learning Portfolios
 Group Discussion about “Lessons Learned” in this
module for future job as trainer
34
Construction Sector (Wood Work)
Module Title and Code: Module 5: Constructing staircase, platform and hand
railing of staircase

 The trainees discuss the wishes and demands regarding wood work with the customer. The trainees also do
the estimating of costs involved.
 The trainees check and select the place and prepare the working drawing, as discussed with the customer.
Then they put together the material list as per drawing.
 The trainees select the timber, dress the posts and fix the corner post and center post for railings. They fix
the two rest beams for constructing entire stair cases.
 The trainees mark and fix gong & rise at the proper place according to the drawing and do the estimating.
At the small or medium enterprises production and maintenance work to be performed:
 Fixing of different types of hand railing and repapering

 Removing of hand rails and fixing another one
 Constructing and Repairing of different types of stair cases
Important pertinent content (knowledge):  Tolerance and fits

 Assembling devices methods
 Fastening locking methods
 Knowledge of timber defects
 Concrete nails
 Relevant joints
 Involved tools and machines
 Working drawing
 Safety requirements
 Cutting list\
 Planning/ levelling/ scaffolding/ estimating
 Entries into Learning Portfolio
Potentially useful teaching methods  Role Play with customer

(optional):  Real-life Project work
 Workshop simulations
 Cooperation with wood work company – observation of real
work site
 (Student) Demonstration
 Pictures and Video tutorials
 Specimen drawing interpretations and own drawing projects
 Reflection Plenary Discussion of “Lessons Learned” for
future trainers
35
Construction Sector (Wood Work)
Module Title and Code: Module 6: Carrying out the flooring, paneling and ceiling
work

 The trainees check the work place and prepare a working drawing or sketch out the job after having
obtained the customer’s wishes and coordination with the superior.
 The trainees estimate potential costs for the customer and prepare the material list as per drawing or
sketch.
 They select the timber and make sure it comes without timber defects. Then they prepare the timber as
per drawing.
 The trainees fix beams and joists to the floor or wall. And for fixing the planks, they use the lengthening
joints. They prepare the planks with widening joints (rebate / tongued and grove).
 They take great care and accuracy in fixing planks and use brass nails or brass screws for that purpose.
 The trainees sand the area using the sanding machine.
 When doing ceiling work, they take the height of the ceiling level and mark the holes of the beams. They
assemble the ceiling beam according to the drawing.
 Then the trainees fix the joists, prepare the ceiling planks / ceiling plants according to the measurements
and cover the ceiling. At last, they fix the bandings and moldings.
 Work situations with different types of floors/ walls/ ceiling and the repairing of damage to
paneling, flooring or ceiling
Important pertinent content 

Tolerance and fits
(knowledge): 
Assembling devices methods

Fastening locking methods

Timber defects, quality of timber, preservations

Measurements

Working drawing

Leveling

Lengthening joints widening joints

Moulding machine and portable tools as well as screws, nails

Different types of ceiling (flat and angle) and ceiling with
exposed rafter
 Marketing prices
Potentially useful teaching methods  Role Play with customer conversation
(optional):  Role Play with superior conversation
 Real work projects
 Practice Expert Report
 Student Demonstration
 (Online) videos
36
Construction Sector (Aluminium)
Module Title and Code: Module 7: Fabricating& Partitioning

 The trainees discuss with the customer the aluminium work wanted, estimate costs and check back
with the superior to get the exact work task.
 The trainees then take measurement of the location and prepare a drawing according to clients’
requirements.
 Consequently, they prepare cutting list, select the material and set out the measurements.
 The trainees cut material, fix brackets to the members and make the G.I. frame according to the
drawing.
 They prepare the outline of the partition according to measurement marked on the floor and fix the
G.I. Channel frame to the floor. They erect the partition erected according to the drawing and members
are fixed in position with bracket and other fixing materials, using the plumb line and level.
 Then they fix glass or board with glazing or gaskets and check the accuracy.
 The trainees prepare an entry into their reflection report about how they would teach the skills learned
to trainees in a center. (This can be done at home too.) The result goes into a learning portfolio.
 Work situations where the fabrication of different types of partition, the removal and replacement of
partitions as well as the removal of glass and board is needed
Important pertinent Content  Measurement

(knowledge):  Drawings
 Correct profile glass, board and rubber beadings
 Sizes and types of steel
 G.I. Channels
 Fabricating and installing procedures of partition
 Cost estimations
Potentially useful teaching methods  Role Plays with customers and superiors
(optional):  Customer communication strategies
 Real or simulated partition work
 Pictures and (online) videos
 Manual group discovery learning
 Student Demonstration
 Group Discussion
37
Construction Sector (Aluminium)
Module Title and Code: Module 8:Fabricating & Installing Casement and
sliding window
 The trainees find out the customer’s demands from himself of herself or directly from a
superior. They may estimate the costs as well.
 Then they take measurement of the place, identify faults and get in touch with customer or
superior again regarding problems.
 After having clarified the job, the trainees prepare a drawing and cutting list, select the
profiles and string out the measurement.
 They cut the material, join the members with proper corner cheats and other fixed materials
to the window unit.
 They install the window in place, fix glass and locks and seal the perimeter.
 The trainees prepare an entry into their reflection report about how they would teach the
skills learned to trainees in a center. (This can be done at home too.) The result goes into a
learning portfolio.
 Fabrication and installation of different types of casement and sliding window, according to
customer’s order and wishes
Important pertinent content (knowledge):  Methods of communication as practiced at construction
sites and with customers
 Types and applications of tools and equipment and

machines used in fabrication work
 Ironmongeries
 Reading and interpretation of plans of sketches pertaining

to aluminium fabrication
 Cost estimate
Potentially useful teaching methods  Role Plays with focus on communicative behavior and
(optional): strategies
 Pictures and (online) tutorials
 Material and construction site study in company
 Simulation of work situation or real work situation
 Project work
 Learning Portfolio entries
 Group Discussions about Learning Effects in this module
and similarities to wood work sector
 Plenary discussion about teaching potentials for future
trainers in wood work and aluminium and results being
reported in minutes for everybody
38
39
Electrical and Electronics
Revised Technical Modules
Year 1
National Diploma
40
Electrical Sector
Number of
Contact
Module Title
hours
proposed
1 Domestic electrical installations 60
2 Installation of Security and Communication systems 30
3 Install Solar Power systems 30
4 Repair and maintain electrical installations 20
5 Repair electrical appliances 60
6 Electronic Components and circuits 30
7 Installation of audio video systems 30
8 Repairing / servicing of audio equipment and systems 30
9 Repairing / servicing video equipment and systems 30
10 Maintenance of audio / radio / video equipment and systems 30
11 Repair/maintain security and communication systems 30
Total Contact hours 380
41
Electrical Sector
Module Title and Code: Module 1: Domestic electrical installations

TimeFrame:60 hours
Competencies (job functions and soft skills)and descriptions:
 The trainees prepare an estimate after having professionally communicated with customer and/or
superiors to obtain customer wishes. Consequently, they come up with a layout diagram.
 Within the progress of work, they lay conduits or casings and cables for the final sub- and main circuit. In
the process, they perform continuity tests, fix and terminate electrical accessories, assemble and install
single/three- phase distribution boards and erect earth electrodes.
 Trainees conduct visual inspections to verify whether the installations comply with relevant code of
practices( CEB/LECO) and IEE regulations,
 The trainees carry out testing in electrical installations to verify whether the installations comply with
relevant code of practices( CEB/LECO) and IEE regulations,
 The trainees refer relevant code of practice documents and IEE regulations,
 Trainees carry out continuity tests, insulation tests and earth electrode tests using relevant test instruments,
 Trainees record measuring data and compare them with relevant code of practices and IEE regulations,
 Moreover, they are in a position to assemble and install ceiling fans.
 Finally, they lay the electrical installation for water pumps, install water level controllers and test the
operation of the water pumping system.
 The trainees cooperate with colleagues and check back with superiors as well as converse with customers
along the way. They obtain technical information via manuals and' online tutorials in a self-directed
fashion and master that in English.
 They take notes of the work performed, regarding technical details and the time needed to complete the
job. They keep a worker's diary in an orderly fashion.
 Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at
home too) The results go to a learning portfolio.
 A new building is being constructed; the entire interior electrical installation of a private family house
needs to be done.
 A room is being renovated and the older electrical installations removed; the task at hand is to lay the
new installations as well as equipping the room with a ceiling fan. For a small enterprise, a water
pumping system is to be installed.
Such things can be modeled in a lab, a workshop or in a training building!
Important pertinent  Estimates
content(knowledge):  Layout diagrams
 Circuits
 Testing
 Accessories
 Distribution Board
 Earth electrode
 Fans
Potentially useful teaching  Water Pumping Systems Custo
methods(optional): mer Role Plays
 Project Work
 Task-Based Learning
 Case-studies
 Diary-based presentations
42
43
Electrical and Electronic Sector
Module Title and Code: Module 2: Installation of Security and Communication systems
 The trainees prepare estimates after having discussed with the customer and /or superiors to obtain
customer wishes. Consequently they come up with a layout diagram.
 Trainees lay conduits and casing and lay low voltage cables for master and slave points. In the process they
conduct continuity tests, fix and terminate accessories, input and output devices.
 Trainees fix and terminate central control unit, power supply unit,
 Finally they configure the system and conduct performance tests by simulation,
along the way.
 They obtain technical information from installation manuals and online tutorials in a self-directed fashion.
 Trainees take notes of the work performed, technical details and the time needed to complete the job. They
maintain a worker’s diary.
 Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done at home
too) The results go to a learning portfolio.

 A security system has to be installed in a residential building,
 An inter-communication system has to be installed in a residential building
Important pertinent content  Estimates

(knowledge):  Layout diagrams
 Conduits
 LV cables
 Continuity tests
 Accessories
 Central control units-Security and Communication
 Sub units
 Configuration
 Simulation
 Awareness on User training
Potentially useful teaching methods  Role Plays
(optional):  Project work
 Task- based Learning
 Demonstrations
 Diary based presentations
44
Module Title and Code: Module 3: Install Solar Power systems

Time Frame: 30 hrs
 The trainees discus with the customer to select the most suitable system according to his requirements,
 Trainees prepare estimates for single/three phase systems after conducting a survey at premises,
 They prepare a layout diagram and lay conduits/casing according to the layout diagrams,
 Trainees lay LV cables and perform continuity tests,
 Trainees fix and terminate input and output devices, AC to DC power converters, standby batteries,
 They cooperate with colleagues and check back with superiors as well as communicate with customers,
 Trainees refer technical manuals, online tutorials in a self-directed manner,
 They set parameters, record data related to the work performed, technical details, test results and time needed
to complete the job.
along the way.
 They obtain technical information from installation manuals and online tutorials in a self-directed fashion.
 Trainees take notes of the work performed, technical details and the time needed to complete the job. They
maintain a worker’s diary.
 A survey is being conducted at a site to decide the capacity of the system to be installed
 A single phase or three phase system is being installed in a domestic/industrial /commercial premises
Important pertinent sontent (knowledge):  Site survey

 Lay out diagram
 Conduits/casing
 D.C. Cables
 Photo Voltaic panels
 Switchgears
 Inverters
 Surge Arrestors
 Configuration
 Report
Potentially useful teaching methods  Role play
(optional):  Project work
 Case- studies
 Demonstrations
45
Module Title and Code: Module4: Repair and maintain electrical installations
 The trainees discuss with the customer to gather information related to the symptoms of faults,
 They perform visual inspections to verify whether there are any physical damages to switchgears and
accessories,
 Trainees carry out tests using appropriate test instruments and tools without energizing the installation and in
energized situation depending on the type of faults,
 Trainees may refer to the recorded data on previous fault finding tasks they have carried out which will help
them
for quick fault finding,
 Trainees estimate the cost of repair work based on the current prices of electrical switchgears, accessories and
related materials and labour cost,
 Trainees conducts performance tests with the presence of customer,
 The trainees may have to negotiate with the customer on the charges for the repair work,
 An electrical installation has been completed but there can be some faults due to mistakes and that has to be
corrected,
 Faults have developed in an old installation and the trainees have to engage in fault finding tasks and repair.
Important pertinent content (knowledge):  Faulty symptoms

 Test instruments
 Fault finding techniques
 Typical faults
 Accessories
 Repair cost
 Performance Tests
Potentially useful teaching methods  Fault simulation
(optional):  Role play
 Demonstrations
46
Module Title and Code: Module5: Repair Electrical appliances

 The trainees discuss with the customer to gather information related to the symptoms of faults,
 They perform visual inspections to verify whether there are any physical damages,
 Trainees carry out tests using appropriate test instruments and tools without energizing the appliance and
energized situation depending on the type of faults,
 Trainees may refer to the recorded data on previous fault finding tasks they have carried out which will help
themfor quick fault finding,
 Trainees estimate the cost of repair work based on the current prices of electrical spare parts and related
materials and labor cost,
 Trainees conducts performance tests in the presence of customer,
 The trainees may have to negotiate with the customer on the charges for the repair work,
 Repair work to be performed in a service center where relevant service manuals, test instruments and
appropriate tools are available
 Trainees visit premises to repair household appliances at site where facilities such as services manuals are
avaiable,
 Test instruments are not available. Accordingly the trainees should deal with such situations,
 Household appliances fall into two main types as heating appliances and motor powered appliances.
Important pertinent Ccontent  Symptoms of faults

(knowledge):  Typical faults in motor powered appliances
 Typical faults in heating appliances
 Fault diagnosis
 Functional tests
Potentially useful teaching methods  Fault diagnosis tasks
(optional):  Self-directed learning via tutorials and manuals
 Demonstrations
47
Module Title and Code: Module 6:Electronic components and circuits

TimeFrame:30 hours
The Trainees familiarize themselves with application and usage of hand tools, the trainees are familiarized
with the structure and action of active and passive devices in electronic circuits. The trainees should
assemble by soldering given simple circuit on strip board; test and measure relevant values for better
performance.
Design a PCB for given simple circuit manually, according to the standard measurement prepare PCB using
relevant etching process. Solder the prepaid PCB selecting suitable components. Trainees are familiarized
with electrical cable joints, basic wire standard. Finally, trainees write a report about how they teach the
skills to trainees in a center. (This can be done at home too) The results go to a learning portfolio.
1. Monitoring and preparing of etching process has been installed
2. Soldering testing and measuring process is organized
Important pertinent  Basic structure and principle of active and passive devices
content(knowledge):  The working principle of electro machineries and electronic
multimeters
 Chemical action of relevant chemicals
 Chemical properties of soldering materials
 Basic bench work and basic plastic work
 The theories and standers of volts
Potentially useful teaching  Demonstration
methods(optional):  Task based Learning
 Model building
 Case studies (OHS)
 Oral test /Practical test
 Student record book
48
Module Title and Code: Module 7: Installation of audio video systems


 Trainees prepare an estimate after having professionally communicated with customer and/or superiors to
obtain customer wishes. Consequently come up with an audio/video layout diagram and AC/DC power
layout diagrams.
 Before the work trainees select materials accessories according to the Technical / Operating manuals and
cooperate with leading companies and collect information using suitable web sites from internet and refer
the yellow pages.
 Within the progress of installation trainees lay cables with casing and termination, moreover trainees
interconnect the system units and configure it according to the customer wishes.
 The trainees fix all the audio/video accessories and equipment according to the manufacturer’s manuals.
along the way.
 The trainees conduct audio/video performance test and prepare test report

 Installation of private family audio/video room
 Installation of industrial studio
 The studio is being renovated with laying of the new installation
Important pertinent content  Installation Estimates
(knowledge):  Cable laying methods
 Circuits diagrams, Symbols
 Testing
 Accessories
 Audio/ video Technology
 Mono/Stereo/ 2K/ 4K/8K, Hi-Fi
 Sound proof systems
 Analog TV, SDTV, HDTV
 DVD- MPEG
 Cable termination
 Audio software
 Data transmission systems and media
 Luminance levels
Potentially useful teaching methods  Customer Role Plays
(optional):  Project Work
 Task-Based Learning
 Case-studies
 Practical test
 Oral Test
49
Module Title and Code: Module 8: Repairing / servicing of audio equipment and
systems

Trainees conduct visual inspection after having professionally communicated with customer and/or
superiors to obtain customer wishes. Consequently identify faulty section by following the service /
technical manual, experience or according to superior advice. Then isolate the faulty section.
 T
he trainees measure wave forms using oscilloscope and analyzers according to the service manuals
 T
he trainees measure voltage, current and other standard testing according to the service / technical
manual. Within the progress of work identify faulty section or component.
 T
he trainees estimate cost for repair communicating with superiors and comparing current market
price
 T
he trainees rectify the fault and replace faulty components.
 T
he trainees conduct audio performance test and prepare test report.
 Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be
done at home too) The results go to a learning portfolio.

 Using symptoms, testing and monitoring to identify faulty audio equipment
 Audio equipment is repaired and serviced.
 Audio equipment is configured and the standard testing performed.
Important pertinent content (knowledge):  Estimates

 Testing
 Accessories
 Audio software skills
 Circuits simulation software skills
 DC theory
 Audio technology
 Components theory (Active and passive devices)
 Digital technology (Combination and sequential
logics )
 Measuring equipment
 Technical / service manuals
(optional):  Task-Based Learning
 Case-studies
 Practical test
 Oral Test
50
Module Title and Code: Module 9: Repairing / servicing video equipment and systems
 Trainees conduct visual inspection after having professionally communicated with customer and/or superiors
to obtain customer wishes. Consequently they identify faulty section by following the service / technical
manual, experience or according to superior advice. Then isolate the faulty section.
 The trainees measure wave forms using oscilloscope and logic analyzers according to the service manuals.
 The trainees measure voltage, current and other standard testing according to the service / technical manual.
 Within the progress of work identify faulty section or component.
 The trainees estimate cost for repair communicating with superiors and comparing current market price
 The trainees rectify the fault and replace faulty components.
 The trainees conduct video performance test and prepare test report.

 Diagnose the faulty audio & video equipment by using symptoms, testing and monitoring
 Repair / service audio & video equipment
 Configure the audio & video equipment and perform the standard testing

 Testing
 Accessories
 Video software skills
 Circuits simulation software skills
 DC theory
 Network theorems
 Audio / video technology
 Transmitting & Receiving theory
 Electromagnetic waves
 Components theory (Active and passive devices)
 Digital technology (Combination and sequential logics )
 Digital TV technology
 Measuring equipments
 Case-studies
 Practical test
 Oral Test
51
Module Title and Code: Module 10: Maintenance of audio / radio / video equipment and
systems
 Trainees conduct visual inspection after having professionally communicated with customer and/or superiors
to obtain customer wishes.
 The trainees conduct the corrective and preventive maintenance according to the given service manual.
 The trainees perform standard testing regularly for preventive maintenance.
 The trainees conduct performance test and maintain the check list.
 Within the progress of work identify faulty section or component for the corrective maintenance.
 The trainees estimate cost for maintenance communicating with superiors.
 Conduct the preventive maintenance routines according to the service manuals.

 Conduct the corrective maintenance by communicating with the customer.
 Perform standard testing after maintenance
Important pertinent content  Estimates

(knowledge):  Circuits diagrams, Symbols
 Testing
 Accessories
 Software skills
 Digital technology (combination and sequential)
 Case-studies
 Practical test
 Oral Test
52
Module Title and Code: Module 11: Repair/maintain security and communication
system
trainees conduct visual inspection after having professionally communicated with customer and/or
superiors to obtain customer wishes. Consequently identify faulty section by following the service /
technical manual, experience or according to the superior advice.
 Conduct standard software/Hardware test for better performance.
 During the progress of work the trainees conduct power module testing, control board testing and
communication system tests according to the given service manual.
 More over the trainees conduct the remote control testing.
 Identify the malfunctions of the systems. Then locate the faulty area, faulty equipment.
 The trainees estimate cost for repair communicating with superiors and comparing current market prices
 The trainees rectify the fault and replace faulty components or equipment.
 The trainees conducts preventive and corrective maintenance according to the service / technical
manuals.
 The trainees conduct standard performance test and prepare test reports.
 Finally, trainees write a report about how they teach the skills to trainees in a center. (This can be done
at home too) The results go to a learning portfolio.
 Using symptoms, testing and monitoring faulty equipment is identified.

 Security equipment is repaired and serviced.
 Security equipment is configured and standard testing performed
 Security equipment is maintained and standard testing performed.

 Testing
 Accessories
 Software skills
 Data transmission systems and media
 Sensors and transducers
 Types of cameras
 Case-studies
 Practical test
 Oral Test
53
Refrigeration &
Air Conditioning
(1stYear)
53
Refrigeration & Air Condition
Module Notional hours

Perform basic workshop practices and flaring, brazing &
01 50
swaging practices
02 Repair domestic refrigerators & deep freezers. 90
03 Repair Air Conditioners 90

04 Install Air Conditioners 20
Perform Refrigerant Recovery &
05 20
Recycling
06 Repair Electrical Circuit of Auto A/C system 30
07 Service and Repair Auto A/C Cooling & Heating systems 60

08 Repair Auto A/C Compressors 20
Total 380
54
Refrigeration & Air Conditioning Technology
Module Title and Code: Module 1: Perform basic workshop practices and flaring,
brazing & swaging practices

 The trainees perform metal cutting, filing, bending and shaping and joining methods.
 They use general hand tools & equipment in the workshop.
 They also use measuring equipment/tools such as calipers, micrometers, feeler gauge etc.
 They carry out metal joint methods, using reverting welding, fastening
 The trainees identify different type of pipes, fittings & joining methods.
 They prepare copper and aluminium AC&R tubing joints as per the tubing diagram.
 They use appropriate tools and equipment such as tube cutters, measuring tools, swaging
and flaring tools sets, soft hammers, oxy-acetylene welding kits and tube benders.
 The trainees carry out pressure tests with nitrogen gas and check for leaks at the joints prepared.
 They cooperate with their colleagues and get guidance from the teacher in charge as well.
 Finally, trainees write a report about how they teach the skills to trainees in a center. (This can
be done at home too) The results go to a learning portfolio.

 Carry out flaring, brazing & swaging practices according to the given measurements and
diagram according to customers’ demands.
Important pertinent content  Technicians hand tools

(knowledge):  Different type of welding joints
 Selecting suitable current & welding rod according to
the materials thickness
 Use of hydraulic/manual pipe benders
 Application of relevant tools for cutting, reaming,
bending and joining of AC&R tubing.
 Flaring, swaging and brazing techniques
 Interpretation of given technical drawings
 Types of flux
 Use of gas and arc welding equipment’s
 Safety procedures

(optional):  Online videos and tutorials
 Task based learning
 Project work
 Self –directed learning
 Reflection discussion (plenary)
55
Module Title and Code: Module 2: Repair domestic refrigerators &deep freezers.
The trainees…
 Identify the possible fault of the domestic refrigerator/freezer, initially by asking relevant
technical questions from the customer and do small talk with him / in conversation with the
superior.
 Carry out visual inspection and decide possible faults of the system.
 Prepare gas charging port as appropriate to carry out leak testing and gas charging
 Perform relevant tests to find faults using appropriate tools and equipment
 Use high pressure nitrogen gas to find leaks
 Refer manufactures catalogues and operational manuals.
 Find faults and the defective component/s, and replace the defective component/s with new ones
with correct specifications.
 Dissemble compressor, condenser, evaporator, capillary tubes and filter drier as required and
assemble them back using basic processes of tube cutting, brazing, swaging for tube
connections.
 Replace electrical components such as thermostat switch, door switches, bulbs, and evaporator
fan motor, defrost timer, heater coil, and defrost-thermostat switch and bi-metallic switch
according to the manufacturer’s specifications.

 Leak testing of refrigerant system necessities
 Electrical circuit of refrigerator and deep freezer not working
 Vacuum refrigerant system malfunctioning
Important pertinent content  Safety procedures and practices

(knowledge):  Visual inspection
 Methods of refrigerant leak testing
 Refrigeration cycles and their components
 Electrical Diagrams /components for No-Frost, De-
Frost refrigerators and deep freezers
 Types of Refrigerants/ their properties
 Ph diagrams
Potentially useful teaching methods  Customer and Superior Role Plays
(optional):  Task based Learning
 Self directed learning via tutorials and manuals
 Assignment –group work
 Project work
 Case-studies
56
Module Title and Code: Module 3: Repair Air Conditioners


The trainees…
 Identify possible faults of Air Conditioners, usually found in private homes, initially by asking
relevant technical questions from the customer/ in conversation with the superior.
 Prepare gas charging port as appropriate to carry out leak testing and gas charging
 Perform relevant test to find faults using appropriate tools and equipment
 Use high pressure nitrogen gas to find leaks
 Refer manufacturer’s catalogues and operational manuals.
 Dissemble compressor, condenser, evaporator, capillary tubes, accumulators and filter drier as
required and assemble them back using basic processes of tube cutting, brazing, swaging for
tube connections.
 Recover refrigerant to minimize environmental impacts
 Replace electrical components such as thermostat switch, blower and condenser fan motor,
timer, Air-Swing motor, capacitors, according to the manufacturer’s specifications.

 Leak testing of refrigerant system of AC plant needed
 Electrical circuit of Air Conditioner faulty
 Vacuum refrigerant circuit of AC plant faulty
Important pertinent content (knowledge):  Basic principles and processes of air

conditioning
 Human Comfort Zones
 Safety procedures and practices
 Visual inspection
 Methods of refrigerant leak testing
 Refrigeration cycle and their components
 Electrical Diagrams /components in DAC
 R22 and similar refrigerants and their properties
 PH diagrams
 Psychometric charts
Potentially useful teaching methods  Role Play with Customers
(optional):  Fault simulations
 Case Studies
 Product- and Task-Based Learning
57
Refrigeration & Air Conditioning Technology.
Module Title and Code: Module 4: Install Air Conditioners
The trainees…
 Obtain instructions from superior.
 Select AC units with suitable capacity according to the given instruction
 Possibly select most suitable places to install Air conditioner (if not decided before).
 Read and interpret manufacturer’s instructional manuals, online too.
 Select and use tools and equipment such as manifold gauge, hand drill, hammer drill,
 Electrician tool kits, mason tool kits, flaring and swaging tool set, vacuum pump, Nitrogen
gas, Insulation materials and relevant refrigerants as appropriately
 Level and fix wall plates and/or brackets firmly
 Make drain lines with appropriate angle
 Insulate refrigerant pipes as per the manufacturer’s instructions.
 Select the required capacity of the air conditioner.

 Refer the installation manual and install the wall plate
 Fix indoor and outdoor unit according to the instruction manual
 Make drain lines without obstructions to the water flow
Important pertinent content (knowledge):  Safety procedures and practices

 Refer manufacturer’s manuals.
 Basic principles and process of air-conditioning
 Electrical diagrams
 Install the electrical components according to
IEEE standards
 Different models of split type air conditioners
(optional):  Customer and Superior role plays
 Project Work
 Self-directed learning via manuals
 Query-Based presentations
58
Module Title and Code: Module 5: Perform Refrigerant Recovery &

Recycling
The trainees…
 Self-explore the environmental impact of CFC, HCFC& HFC refrigerants
 Select environmental friendly refrigerants and explain their properties
 Recover refrigerant from the system without leaking to the environment
 Store recovered refrigerant following the safety procedures
 Perform recycling process of refrigerant
 Present the consequences of Global Warming and Ozone Depletion Potential
 Present and understand environmental regulations relevant to Ref. & AC industry

 Identify type of refrigerant used in the plant using analyzer
 Perform refrigerant recovery
Important pertinent content  Economical & environmental impact on recovery of

(knowledge): refrigerant
 Green, Green technology and Environment
protection
 Environmental protection Act & convention
 Global Warming (GW) & its consequences
 GW and synthetic refrigerants
 International convention and protocol in connection
with environmental protection
 Natural refrigerants (NH3, HC, H20,CO2) & low
GWP substances
 Ozone depleting substances (ODS) & ODS based
synthetic refrigerants
 Deformation of Ozone by ODSs
(optional):  Internet research
 Online tutorials and videos
 Student presentations and preparatory group work
 Project Work
 Self-directed learning
 Entries into Learning Portfolio
59
Module Title and Code: Module 6: Repair Electrical Circuit of Auto A/C system
The trainees…
 Identify possible faults of the Auto Air Conditioners, initially by asking relevant technical
questions from the customer/ in conversation with the superior.
 Use Electrical Measuring instruments to find fault
 Check and replace Thermostat switch, Condenser Fan motor, A/C Oxygen sensor, Relays,
Fuses, Magnetic Clutch coil, Blower motor, Blower Speed control Units, Pressure Control
switch, A/C Idle-up Solenoid valve, Temperature Sensors.
 Check electrical circuit of refrigerator and deep freezer

(knowledge):  Electrical principles
 Function of above units
 Safety Instructions

(optional):  Exploration of faults
 Case Studies on Faults
 Demonstration
 Task – Based Learning
 Group Discussions
60
Module Title and Code: Module 7: Service and Repair Auto A/C
Cooling & Heating systems
The trainees…
 Identify possible faults of the Auto Air Conditioners, initially by asking relevant technical
questions from the customer/ in conversation with the superior.
 Recover refrigerant before performing repair
 Service Evaporator, Condenser, Blower & Blower motor & flow control devices
 Replace Compressor belt, Bearings, Expansion Valves.
 Clean Radiator Cooling fins
 Change oil in the compressor
 Service & repair drain line
 Replace Evaporator, Condenser, Expansion Valve, Compressor, “O” rings, and receiver drier.
 Flush the system & pipe lines.
 Refill refrigerant to the system
 Finally, trainees write a report about how they teach the skills to trainees in a center. (This
can be done at home too) The results go to a learning portfolio.
 Perform leak testing of refrigerant system if fault reported by customer or during
maintenance
 Vacuum refrigerant system after fault reporting by customer
Important pertinent content  Types of refrigerant oils
(knowledge):  Cleaning solvents
 Types of bearings
 Expansion Valves
 Oil Charging methods
 Components in the system (Compressor,
Condenser, Evaporator, Expansion valve, receiver
drier, sight glass)
 Leak detectors & detecting methods
 Pipe repair methods
 Types of “O” rings
 Flushing Liquids & Flushing methods
 Type of refrigerant charging methods
 Vehicle interior heating & control systems
 Vehicle heating water lines/valves/thermostat etc.
 Safety Instructions
Potentially useful teaching methods  Task - Based Learning
(optional):  Self-directed learning via tutorials and manuals
 Customer role plays
 Demonstration
61
Module Title and Code: Module 8: Repair Auto A/C Compressors

The trainees
 Remove compressor from the vehicle without damaging refrigeration system and vehicle
 Repair different type of A/C compressors according to manufacturer’s specifications
 Replace compressor to the vehicle without damaging refrigeration system and vehicle
 Finally, trainees write a report about how they teach the skills to trainees in a center. (This
can be done at home too) The results go to a learning portfolio.
 Disassembling and assembling of different type of compressors after customer’s

complaint

(knowledge):  Function of the compressor
 Types of compressors (Reciprocating , Scroll,
Rotary , Screw, swash plate, wobble plate )
 Safety precautions
Potentially useful teaching

methods (optional):  Task - Based Learning
 Customer role plays
 Demonstration
62
English
National Diploma
63
English
Module Title and Code: Module : AppliedEnglish
Time Frame:
Reference to NCS: See Competency Profile of TVEC
These competencies build on those that should have been developed earlier through lower level NVQ courses. Revision and
remedial learning may be necessary to move on to the levels given below
 Oral skills The trainees communicate effectively through understanding and practice of the most effective way of
expressing opinions, agreeing and disagreeing, listening productively and focusing attention. They engage in making
effective presentations including through power point, and interactive means and software and they conduct discussion
with active participation
 Read with understanding and write effectively at appropriate levels and in particular effectively.
The trainees write CVs and read advertisements and inquires. They reply to advertisements and inquires, prepare an
itinerary, fill forms, take notes and keep minutes and records
 Understanding the structure of English effectively.

The trainees learn the structure of passive voice, the perfect tense, reported speech, noun clause, use of participles, less
common tenses- past continuous past perfect, phrasal verbs, prepositional phrases, adjectival and adverbial, participial
phrases, gerunds and conditional sentences. Formal grammar is not taught, but the structure should be absorbed to
promote effective use of the language.
 Cognitive abilities and skills with regard to effective work, with strengthening of capabilities develop at previous
levels.
The trainees identify appropriate skills for particular tasks and understand and are able to practice categorization with
appreciation of differences. They work with maps and graphic information, in particular digital information streamed via
the internet and in digital fashion.
 Soft Skills Development

The trainees develop the capacity to work effectively on their own and in harmony with others, with strengthening of the
capabilities developed at previous levels. They develop heightened awareness of the need to fulfil responsibilities. They
do reference work, practice presentation skills, alone and in teams, coordinate with others, understanding different
priorities. They understand the need for conflict resolution and develop appropriate negotiating skills and have goals in
mind and evaluate degree of success.

 The trainee needs to apply English at work
Important pertinent Content (knowledge):  Advertisements
 CVs
 Itineraries
 Different kinds of forms, technical reports
 Articles in Building Career Skills, Developing Career Skills and
Advancing Career Skills books
 Discussion rules
 Politeness and discourse markers
 Rules for good presentation
 Proper language in public arena
 Rules for effective writing of a paragraphing
 Interpersonal and problem solving skills
 Soft skills enhancement
 The structures of English
Potentially useful teaching methods  e.g. student- centered teaching method in general
(optional):  Group work
 Projects
 Individual and group presentations
 Poster presentations
 Speeches
 Mini dramas
 Discussions
 Simulations of discussions on TV
Assessment: An example could be 20% project report and presentation, 10 % performance in role play/mini drama, 20 % in
group and poster presentation and 50 % written exam with an oral component as well as text interpretation (and
applied grammar).
Continuous assessment: Discussion and project participation at each session and assessment made by peers and teacher
64
Pedagogy
National Diploma
65
General Information about handling this curriculum:
The following modules are generally separated into three years,

one
 being taught in the first year for a DIPLOMA course (I),
 the second being taught for a HIGHER DIPLOMA (II)
 and finally in a third year or even degree level (III).
Consequently, modules need to be assessed separately, as there
must be an exit road after each year.
In this CURRICULUM, you will find the modules for all three years,
but they are taught according to following scheme:
 I: Module B, Module D, Module E, Module G (Diploma)
 II: Module C, Module F (only 50 hours = 50% of module),
Module H, Module I, Module J, Module L (Higher Diploma)
 III: Module A, Module F (only 50 hours = 50% of module),
Module K, Module M, Module N
66
Module Title and Code: Module A:
Design a training program
The trainees determine what is needed in terms of learning requirements and how to start a new program. To find
out what is needed in industry, they develop information collecting methods and tools (such as questionnaires for
employers, parents and the relevant Industry Sector Skills Council) and conduct a survey. Then they analyze their
information collected using appropriate software and statistical tools.
Ultimately, they come up with competencies and contents required to be imparted in such a program, i. e. they
develop the program outcomes. They separate their findings into modules and and/or subjects.
Organizationally, they develop a structure and a timetable for the program and decide on learning situations in
which the new program will be taught.
In the end, the trainees prepare an estimate for the program cost, again using appropriate software such as MS
Excel.

(1) A training center wants to find out about demand-driven programs and style them.
(2) Staff wants to enrich a training center program.
…
Important pertinent content (knowledge): Learning requirements (tools, rooms etc.) of a program
Survey tools and methods
Key Payers of the Demand Side
Statistical Tools
Spreadsheet Software
Program Outcome
Competencies
Contents of Program
Modules and Subjects
Structure and Timetable of a Program
Cost Estimate of Program
…
Potentially useful teaching methods (optional): - Project Work
- Team-based Work
- Project Presentations
-
Assessment: An example could be 60 % of project report, 40 % project output presentation.
Continuous assessment: Progress Discussions with Project Groups and Intermediate Short Status-
Quo presentation.
67
Module Title and Code: Module B: Plan Teaching and Learning Activities
The trainees sight the learning outcomes listed in technical curricula and develop them further into a more
detailed planning phase. In doing so, they also look at the content to be included and decide what is needed to
promote the envisaged competencies.
In the process, they plan student-centered learner activities like small group work, case studies, brainstorming
plus mindmapping methods, practicals, role plays, assignments and games. Moreover, the trainees schedule and
plan workshop and laboratory activities, field trips and expert meetings. Consequently, they plan for large-scale
simulation and project work.
Trainees work out icebreaker and introductory as well as energizer and brainer teaser teaching situations,
teacher instructions and supporting media for announcing work tasks. They plan short phases of demonstrations
and lectures as well as debriefing and homework phases. Trainees come up with a positive teaching
methodology for oral learner questioning and written assessments, formative (including journals and portfolios)
and summative style.
Altogether, they turn their planning activities into meaningful lesson sequences, summed up in complete written
lesson plans and review the planning.

(3) The trainer gets a new competency-based curriculum and is asked to plan teaching a module in that
course.
(4) A group of trainers sits together and comes up with student activities and lesson plans for the training
center to increase quality.
(5) The trainer needs to write a lesson plan for a certain lesson.
These situations should be conjured up for teaching such competencies as given above
Important pertinent content (knowledge): Student-centered teaching methods
Simulation and project work
Formative and summative assessment
Learning diaries, journal and portfolios
Types of teacher questions
Form of Lesson Plans
Typical Phases (Sequences) of a Lesson
Potentially useful teaching methods (optional): e. g.
- Planning Simulation
- Project Work
- Task-Based Learning
- Authentic planning
- Self-directed learning via tutorials and
manuals
- Input lecture (e. g. about assessment)
- Station learning (e .g about teaching
methods)
Assessment: An example could be 60 % of long-term training/lesson plans, 40 % creativity and

variety of methods envisaged to use in planning.
Continuous assessment: Progress Discussions with Project Groups and Intermediate Short Status-
Quo presentation.
68
Module Title and Code: Module C: Develop Teaching Aids
The trainees recognize the importance of visual aids in the teaching-learning process by way of self-experience
(e. g. try to re-capture a lecture with no aids in comparison with studying an online tutorial with aids).
Consequently, they create and style a multitude of visual aids that support learning regarding a certain module
picked as examples, in particular:
White board/chalk board layout and usage for student products, flip charts, pin board wallpapers, presentation slides and transparencies,
wallcharts, computer presentations and e-learning material, video clips, podcasts, photographs, downloaded images (including copyright
infringement considerations), handouts, written assignments and work instructions, specimens or samples, product exhibits, diagrams and
graphs, flashcards, real objects from (work) life, e-based aids such as short comics etc, mockup exam papers for training, performance guides
etc.
In the end, they present their visual aids in an exhibition and discuss, supported by the teacher, the usefulness and
style of the final visual aid products.

(1) The trainer wants to underscore his teaching visually.
(2) Students need to produce learning results in the forms of poster, presentation etc.
(3) Trainer and trainees create visual records of teaching process and/or outcome.
Important pertinent content (knowledge): Research-based need for visual support in learning
Types of visual aids
Students’ and teacher-created visual aids
Method of exhibition of products
- Online research for need of visual support of
learning
- Group Discussion of need of visual aids
- Simulation of visual-aid creation for teaching-
learning process
- Presentation via wall exhibition and
discussion of created visual aids
Assessment: An example could be 80 % finalized sample visual aids, 20 % exhibition booth style.
Continuous assessment: Progress Discussions of visual aid-creation.
69
Module Title and Code: Module D: Develop Learning Activities,
including material
The trainees understand the basics of student-centered learning via online research and plenary group discussion
and that students need assignments, work-based tasks and problems to work on independently. These backdrop
situations of student-centered learning need to be designed.
As a consequence, the trainees develop guidelines and example content for:
small group activities and large group activities
role play activities
educational game activities
brainstorming plenary and group work
technical case studies
individual assignments
independent self-study activities
work simulations in workshops
practice activities
laboratory work
field trips and exploration
learning journals, learning diaries and portfolio work
work instructions and rules for projects and simulations
etc.
Finally, the trainees present examples of their designed learning instructions and material via Powerpoint
presentation to a CRITICAL audience.
In the end, they exchange their new material and get a habit of cooperating and sharing.

(1) The trainer designs the activities in her or his classroom/workshop.
(2) Fellow teachers design work assignments and tasks together to share.
…
Important pertinent content (knowledge): Typical written teacher instructions and language used
Binding character of teacher language
Design of assignments
Design a work-based situation in tasks, problems etc.
Types of learning activities
Small groups, large groups and plenary session
(advantages and drawbacks of each)
Exchange of learning material
Criteria for good student-centered learning material
Potentially useful teaching methods (optional): e.g .
- Simulation of situation to create learning
material and tasks for a certain technical
module
- Group Discussion of need of teaching
instructions and learning material
- Presentation via visual powerpoint of results
- Exchange “bourse” of learning material, being
displayed on tables (stands) and to be acquired
for free
Assessment: An example could be 75 % of learning material created, according to criteria, 25 %
presentation of products.
Continuous assessment: Progress Discussions of learning material-creation.
70
Module Title and Code: Module E: Organize learning environment
The trainees organize their own physical arrangement of their classroom/workshop and discuss the pros and cons
of certain sitting arrangement (e. g. with the teacher up front and rows of students often a bad example).
Moreover, they ensure and style an esthetic, culturally and linguistically integrating and clean teaching
environment, enable differentiation (arranging of facilities for learners with differing abilities) in the teaching
facility, have needed resources ready and set up things so as to minimize potential teaching disturbances und
interruptions (e. g. people walking in and out, calling and texting etc.). They make alternative and open teaching
settings possible (e. g. all chairs out or sitting circles) and create an appealing learning atmosphere (e. g. posters,
students’ products on display etc.).
Evidently, they ensure safety in workshops, laboratories, work sites, on field trips and in classrooms and make
student stick to rules being introduced that avoid accidents.
For reflection purposes, all trainees discuss various layouts of workshops and classrooms as products of styling
them.

(1) An empty or plain workshop/classroom needs to be styled and properly equipped.
(2) Trainees imagine a teaching room of their dreams and create it.
Important pertinent content (knowledge): Safety rules and regulations
Different sitting and teaching arrangements
Style options of workshops and classrooms
Sense of aesthetics and cleanliness
Avoidance of teaching disturbances
Optimum teaching environment

- Written planning and drawing of ideal
workshop/classroom
- Action-based styling of plain and empty
workshop and classroom as team activity
- Group discussion of aesthetics in the
classroom and workshop
- Simulation of short teaching sequences in
newly styled room
- Taking pictures and group products and
discussing pros and cons of different settings
Assessment: An example could be 60 % written plan and drawing, 40 % styled physical classroom.
Continuous assessment: Progress Discussions of planning and implementing “ideal setting”.
71
Module Title and Code: Module F:
Conduct training
Time Frame: 2 x 50 Teaching Hours
(50 second year, 50 third year)
The trainees conduct entire classes of training and reflect on their effectiveness with peers and teacher afterwards,
according to criteria for good teaching in TVET (see Boehner/MSDVT 2017).
The trainees teach the session according to phases of teaching, i. e. introduce the lesson/workshop appropriately
and yourself, provide instructions properly and in the right tone, manage the time professionally and apply mostly
student-centered methodology, while demonstration, lecturing and illustrating parts only where truly needed. They
include energizers and brain teasers when deemed necessary. They make use of different activating teaching
methods during one practical/lesson and make use of several visual teachings aids.
They include a student result presentation phase and give feedback.
Finally, the trainees conduct a meaningful debriefing phase and give an outlook.
Overall, they create a human und productive learning environment and make sure documentation is being carried
out, by student and teacher alike.
After each mock training/lesson, trainees reflect upon usefulness of teaching and provided critical feedback with
room for improvement, with notes being taken in trainee development portfolio after each session.

(1) A practical/lesson is imminent and needs to be taught.
(2) A colleague gets sick and the trainee needs to step in and teach.
…
These situations should be simulated with the other trainees in this course playing the actual students.
Important pertinent content (knowledge): Criteria for good Teaching in TVET
Phases of Teaching
Teaching Plan and Training/Lesson Plan
Icebreakers, Brain Teasers and Energizers
Various Teaching Methods
Student- versus Teacher-Centered Teaching
Presentation and Consolidation of Session
Debriefing Phase
Critical Feedback amongst Peers
Teacher’s Learning via reflection and Entry in learning
Portfolios
…
Potentially useful teaching methods (optional): - Mock teaching sessions
- Team-Teaching of 4 or 3
- Discussing before and after
- Plenary or peer-to-peer reflection
- Individual Portfolio Entries
- …
Assessment: An example could be 50 % mock teaching according to criteria, 50 % reflective entry in

portfolio.
Continuous assessment: Discussion of each session and adaptions made by peers and teacher
72
Module Title and Code: Module G: Develop and Conduct Appropriate
Assessments 1
The trainees identify the context of assessment (i. e. what is being done and learned in the module they teach),
and come up with the criteria and standard solution or benchmark against which to appraise the student
performance. They decide which assessment instruments and/or tools to use and design them.
Before conducting the assessment, they arrange the facilities and have potentially needed resources ready. Then
they conduct the assessment(s) and observe the process, maybe with relevant grading notes already.
The trainees conduct potential corrections, make an unbiased, fair and transparent assessment decision, which
needs to be documented according to a system of documentation.

(1) The trainer needs to assess the trainees at the end of the module.
(2) The trainer wants to counsel and help students via formative assessment.
Important pertinent content (knowledge): Fair Assessment criteria
Standard and Benchmark solutions
Standard Pool of Methods and Tools of Assessment
Fair correction
Feedback situation
- Simulation of module and group of learners
that needs to be assessed
- Students Assignment to create assessment
tools
- Presentation and critical discussion of
assessment tool products (e. g. via exhibition)
- Simulation of Feedback Session (Micro
Teaching)
- Reflection Session on what constitutes a
fitting and fair assessment
Assessment: An example could be 60 % finalized assessment tools, 40 % presentation of assessment
tools.
Continuous assessment: Progress Discussions of assessment tool-creation.
73
Module Title and Code: Module H: Develop and Conduct Appropriate
Assessments 2
The trainees identify and get to know manifold assessment instruments, including alternative and modern
assessment tools such as development portfolios, assessed group presentations via observation sheets, logbook
entries, formative counseling sessions, competence rubrics etc. They differentiate between assessment that
measures only knowledge or skills or attitudes and recognize that the best assessments measure competencies (i.
e. knowledge and skills combined, to be applied in real-life situations). They create and style own assessment
tools and put peers to use them.
The trainees make an unbiased, fair and transparent assessment decision based on previously laid down
performance expectations, which needs to be documented according to a meaningful system of documentation,
using spreadsheet software as well.
Finally, they create feedback situations for trainees and communicate results as well as potentials how to move
on.

(3) The trainer needs to assess the trainees at the end of the module.
(4) The trainer wants to counsel and help students via formative assessment.
Important pertinent content (knowledge): Fair Assessment criteria

Standard and Benchmark solutions
Alternative Pool of Methods and Tools of Assessment
Fair correction
Feedback situation
- Simulation of module and group of learners
that needs to be assessed
- Students Assignment to create assessment
tools
- Presentation and critical discussion of
assessment tool products (e. g. via exhibition)
- Simulation of Feedback Session (Micro
Teaching)
- Reflection Session on what constitutes a
fitting and fair assessment
Assessment: An example could be 50 % finalized assessment tools and correction suggestions, 40 %
simulated feedback role play.
Continuous assessment: Progress Discussions of creation of alternative assessment tool and

creation of performance expectations.
74
Module Title and Code: Module I: Ensure Quality of Training
The trainees obtain feedback from learners, orally and anonymously via questionnaire or online. The also obtain
written feedback from parents and employers. They analyze these feedbacks and come up with a written entry
into their learning portfolio how to adapt accordingly. Foremost, they make suggestions how to change their own
delivery of teaching, following their personal feedback.
They also look into the quality of assessment, as evaluated by students, and make improvement plans.
The also get results from the their training center’s internal audit and evaluation program, and in teams determine
weaknesses of programs as well as review all training activities. Depending upon criticism, they adapt
competencies taught and update programs as well as improve the quality of learning environments and
maintenance. Moreover, they will make an analysis what to improve in the training center with regard to
administration and processes.
Finally, make a written suggestion where to take action and what to maintain (and why). (quality plan)
They will make a suggestion what they can do to improve quality in their workplace (see MSDVT/Boehner 2016:
“Quality-is-Fun Program”) and set a goal for themselves—that results into a goal-entry into their portfolio.

(1) The trainer is part of the quality approach of his training center.
(2) The trainer conducts his individual teaching evaluation with his customers.
(3) A quality problem comes up and needs to be addressed.
Important pertinent content (knowledge): Means of quality measurement: anonymous

questionnaires, survey and personal/group interviews
Working with critical feedback
Obtaining a getting-better-attitude
Quality Correction and Improvement Plans
QMS
Quality-is-Fun Program
Individual Quality Goals
Quality as a contribution to happiness
Potentially useful teaching methods (optional): e. g .
- Conducting a mock questionnaire-based
survey with peers
- Simulation of center-based internal audit
results, to be turned into quality measures
- Presentation of individual and center Quality
measures
- E-based research and self-study of ISO and
TVEC QMS as well as QiF (Quality-is-Fun
Program)
- Group discussion of quality attitude
- Pair-based peer discussion on happiness
because of quality work
Assessment: An example could be 40 % written quality measures, 40 % written quality plan, 20 %

presentation on quality measures.
Continuous assessment: Self-Study support and feedback on oral discussions on quality.
75
Module Title and Code: Module J:
Apply different e-based teaching methods
The trainees use an e-learning platform to design a course for students (such as Web.Ct, Moodle, Blackboard etc.).
They digitally record television or radio transmissions or obtain copies, and make them available to their students.
They arrange personal contact lessons and workshops, which support and supplement their e-based material in a
blended-learning fashion.
They develop simple e-material themselves (presentations, summaries, hand-outs etc.) and assist in creating high-
level e-material (such as films, tutorials, podcasts etc.) or know where to find and download them on the net.
However, they are aware of potentially costly copyright infringements.
They know how to handle, download and save podcasts and tutorials from sources such as Youtube or online
universities such as Coursera etc.
They work in trainer teams to support one another, share e-material, e-courses and know how. They can deal with
e-material in English as well.
They present a final product: an e-based course for their students.

(3) A module in a course needs to be taught. The training center decides that it is suitable to be
taught as an e-learning course. Please set the course online on an e-learning platform.
(4) An existing module shall be taught via the blended-learning model in future. Change the
material as needed and provide lesson/training plans for the future blended course.
(5) For a small aspect of a module, theory learning is to be acquired via e-learning. Make the
arrangements via an e-learning platform.
…
The situations should be simulated in a room with internet-enabled computers, own laptops with Internet access
would be even better.
Important pertinent content (knowledge): E-learning platforms
Blended learning
Software skills
E-suitable learning material
Tutorials
Podcasts
Youtube
Free Online Universities
…
Potentially useful teaching methods (optional): - Project Work
- Team-based Work
- Simulations
- Course Presentations
-
Assessment: An example could be 60 % finalized e-learning course, 40 % course presentation.
Continuous assessment: Progress Discussions
76
Module Title and Code: Module K:
Develop professionalism
The trainees plan and participate in continuous education programs, taking part and looking for relevant
workshops and training programs. They actively get in touch with industry and organize their further industry
training through NAITA and their Industry Skills Council.
They analyze their weaknesses and improve the technical and soft skill competencies accordingly. They become
members of professional bodies and organizations to stay up-to-date and to network. They visit sector-relevant
industry exhibitions and fairs.
They participate in practitioner-based research and publish papers or articles and present findings at conferences.
The trainees reflect why this is necessary for further development and job satisfaction.

(1) The trainer stays up-to-date as a professional in his technical sector and as a teacher.
(2) Rapid changes in technology and teaching methodology make further training a necessity.
Important pertinent content (knowledge): Individual continuous education plan

Contact to Industry
Relevant Bodies in the Sector
Networking
Fairs and Exhibition
Research Tools for Practitioners
Publishing Options
Reflection of Job satisfaction
…
Potentially useful teaching methods (optional): - Team-based Planning
- Presentation of own Plan
- Industry and Body Field Trip
- Paper Abstract Writing for Insight
- Job Satisfaction Portfolio entry
-
Assessment: An example could be 60 % cont. Education plan, 40 % Presentation.
Continuous assessment: Progress and Reflection Discussions during work phases
77
Module Title and Code: Module L:
Coordinate workplace training
The trainees identify workplaces in industry for training. In that respect, they cooperate with professional bodies,
NAITA and especially with the Sector Skills Council in their sector.
They negotiate terms with employers, steer activities of preparation with students to be placed and guide the
workplace training with assignment and portfolio reflection jobs.
They monitor progress at the workplace by visiting the placed students and having a formative discussion with
student and workplace supervisor alike.
The trainees maintain proper records of workplace training.
In the end, they collect feedback from placement participants and company supervisors alike, turn it into a
coherent evaluation and turn it into a report, to be made available for companies, parents and the training center
alike.

(1) The trainer organizes mandatory on-the-job training phases, facilitates and accompanies
the process as well as wraps up the workplace training by obtaining and giving
feedback.
Important pertinent content (knowledge): Workplace training phases

Relevant sector Bodies and Companies
Cooperation
Counseling Sessions
Evaluation Tools (Interviews & Questionnaires)
Feedback Report
…
Potentially useful teaching methods (optional): - Simulation of workplace training phase
organizational structure (process planning)
- Workplace training plan writing for 30 students
in teamwork
- Role Plays of Conversations with Trainees,
Supervisors and final wrap-up counseling
consultations
- Teamwork to create workplace evaluation tools
(e. g. Structured interview sheet and
anonymous questionnaire)
Assessment: An example could be 40 % workplace training plan, 40 % Process Plan and 20 %

Performance in Role Play.
78
Module Title and Code: Module M:
Perform administrative and financial
activities
The trainees prepare action plans for certain activities to be conducted at work (e. g. a new year festival or sports
event). They ensure and check attendance in such events.
The trainees assist in enrolment and maintain inventories and assets. They request training material needed, write
proposals and maintain tools and machinery.
The trainees work with spreadsheets using appropriate software for inventories and material as well as
maintenance records, also for preparing cost estimates and maintaining budget limits.
They assist to arrange payments and student welfare. They release assessment results on time, handle student
grievances and consultations and give recommendations. They coordinate subordinate staff and participate in staff
management.

(1) The trainer supports her or his training center in important processes.
(2) A training provider delegates major tasks and responsibilities to instructors to increase
ownership.
Important pertinent content (knowledge): Action plans

Attendance sheet (also software-based)
Enrolment forms
Inventories and maintenance forms (also software-
based)
Cost, payment and budget planning and forms
Student welfare
Staff coordination and cooperation with non-academic
staff
Counseling session with students
Management of training material, tools and machinery
Request and Proposal for new and renewable items
Potentially useful teaching methods (optional): - Administration of Financial Project
- Simulation of General Student Counseling
Session
- Non-Academic Staff Interviews and Expert
Speeches
- Case Studies
- Portfolio entry about ownership of training
center
- …
Assessment: An example could be 60 % project report, 40 % performance in simulated counseling

session.
79
Module Title and Code: Module N:
Engage in Public Relations and Social
Marketing
The trainees assist in awareness programs for schools, parents and potential employers about the courses being
offered. They arrange for media coverage and appropriate content and prepare leaflets for schools, public buildings
and other places. They identify organizations to work with and build up a network.
They engage in networking with sector-specific bodies, industry and other identified key players.

(3) The training center promotes intake and awareness of its programs.
Important pertinent content (knowledge): Awareness programs/workshops

Leaflets
Media contact and articles, recordings etc.
Cooperating organization
Networking
Potentially useful teaching methods (optional): - Social Marketing Project for simulated center
- Project Presentation
Assessment: An example could be 70 % project report and created products (press releases, leaflets
etc.), 30 % project presentation.
80

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Framework of the Course 2

5. Air-Con & Refrigeration 53-62

New 5 Sectors for LEVEL 5:

(1) 6 months of center-based Training:

Set-up of teaching practice:

(1) How to work with open Curricula:

(2) How to Assess:

Literature to be used: See modules

“Technology & Education”

Module Notional Hours

04 Repair and maintain Ignition System 20

06 Overhaul Braking System (Hydraulic) 50

08 Repair and maintain suspension system 30

11 Repair auxiliary systems 20

12 Servicing and maintenance of the Vehicle 20

Typical related work situations to master:

Important pertinent content

Potentially useful teaching methods  Presentation

Assessment: continuous assessment/case studies/assignments/projects/practice performance/portfolio.

Module Title and Code: Module 2: Tune Up Engine

Typical related work situations to master:

Important pertinent content  Engine tune up systems

Potentially useful teaching methods  Presentation

Assessment: continuous assessment/case studies/assignments/projects/practice performance/portfolio.

Module Title and Code: Module 3: Overhaul Clutch

Typical related work situations to master:

Important pertinent content  Friction

Potentially useful teaching methods  Presentation with diagrams

Assessment: continuous assessment/case studies/assignments/projects/practice performance/portfolio.

Competencies (job functions and soft skills) and descriptions:

 Trainees check the ignition system and components visually.

 Trainees test the distributer, using testing equipment and/or machines.

Typical related work situations to master:

 The vehicle is not running smoothly.

 Irregularly high exhausts and/or high fuel consumption level

Important pertinent content

 Components of ignition system

 Ignition timing and use of timing torch

Potentially useful teaching methods

 Entry into learning portfolio

Assessment: continuous assessment/case studies/assignments/projects/practice performance/portfolio.

Competencies (job functions and soft skills) and descriptions:

Typical related work situations to master:

 When there is any fault in fuel system, being diagnosed.

Important pertinent content  Importance of maintaining of fuel system

Competencies (job functions and soft skills) and descriptions:

 They remove and repair disk brake assembly.

Typical related work situations to master:

 Replacement need of parts/ units in brake system.

Important pertinent content  Reasons for overhauling brake system

 Hydraulic brake system and units

 Type of master cylinders and their functions

 Wheel brake assembly system (disk & drum)

Potentially useful teaching methods  Self-learning on manufacturer’s website

Module Title and Code: Module7: Overhaul Steering System

Competencies (job functions and soft skills) and descriptions:

Typical related work situations to master:

 When there are abnormalities in steering system

 When replacements of any parts in Steering Systems are needed

Important pertinent content

 Types of steering systems

 Types of steering gear boxes and their adjustments

 Types of Steering linkage