NTC and ANTC Computer Studies - 0

NATIONAL BOARD FOR TECHNICAL EDUCATION
NATIONAL TECHNICAL CERTIFCATE
AND
ADVANCED NATIONAL TECHNICAL CERTIFICATE
PROGRAMMES
REVIEW CURRICULUM AND MODULE SPECIFICATIONS
IN
COMPUTER STUDIES
2010
PLOT B BIDA ROAD, PMB 2239, KADUNA - NIGERIA

FORWORD
Nigeria must strive to improve productivity throughout all sectors of the economy if she is to compete favourably in an era of rapid economic and
technological change. This requires not only capital investment, but also a workforce that is knowledgeable and has the flexibility to acquire new skills
for new jobs as the structures of the economy and occupations change. This flexibility and productivity of workforce is critically dependent on
availability of skilled workers especially technicians and artisans. The level of competence of a country's skilled workforce determines the quality and
efficiency of product development, production, and maintenance, as well as the efficiency of supervision and training of workers with lesser skills. Such
lower level skill finds application in the modem technology sector, in agriculture, and in the small and medium enterprises of the informal sector, both
rural and urban.
Consequently, the development of sound basis in technical and vocational education (TVE) is central to the nation's desire of becoming industrialised
and self-reliant. However, present realities in Nigeria indicate that it will take more than a mere refocusing of technical education in its present format
to make it more relevant and effective. It has already been established that for Nigeria to advance technologically there is the need to revise the
curriculum at all levels of the educational sector - TVE inclusive. This is because studies have revealed the widening gap between programmes offered
in technical colleges and polytechnics and the actual openings available in the employment market. In most key sectors of the economy, manpower
shortages persist and the country remains over-dependent on the skills of expatriates. Regular curriculum review followed by appropriate staff
development and the expansion of the knowledge base for information and communication technology are therefore vital ingredients in reversing this
unwholesome situation.
A major concern that faces vocational education is the fact that the curricula for Technical Colleges were developed around 1985 and have not
undergone any major review since then. Those for the polytechnic sector are not different. There is therefore a general consensus on the need for their
updating and revision to meet the current and future needs of Nigeria. In addition to the traditional functional skills, there is need for emphasis to be
given to the new generic competencies such as entrepreneurship and Information and Communication Technology (ICT).
Pursuant to the need to address the major challenges outlined above, a Project Document and Plan of Action in "Support for Revitalising Technical and
Vocational Education in Nigeria Phase ["were signed by UNESCO and the Federal Government of Nigeria on 15th December 2000. The main
objectives of this Project amongst others include review of existing curricula and development of new ones, training of TVE staff and the introduction
of ICT education in polytechnics and technical colleges.
This set of revised curricula for polytechnics and technical colleges, was produced as the first major activity of this strategic collaboration. The Federal
Ministry of Education is indebted to UNESCO for supporting not only this project but also many others in the Federal Ministry of Education. It is our
hope that the implementation of these curricula will enhance appropriate skills acquisition and thus increase the pace of the nation's technological
development.
Prof (Mrs.) Ruquayyat Ahmed Rufai
HONOURABLE MINISTER OF EDUCATION
PREFACE
It is widely acknowledged that as the forces of globalization and the evolution of information and communication technology enhance each other,
young people and adults in many societies are finding the competition for work increasing, and indeed widening beyond their immediate communities.
They are thus obliged to equip themselves with a better education and newer skills in order to meet the demands of today's workplace and to aspire to
an improved quality of life.
Recognizing that an accelerated programme of human resource development was necessary to enable Nigerians to meet the challenges of the
contemporary world of work, the Government of the Federal Republic of Nigeria invited UNESCO to help its Ministry of Education to revitalize the
national technical and vocational education and training (TVET) programme. With generous sponsorship from the Government of Japan, UNESCO
responded to this request by launching in January 2001 an intensive programme to upgrade teaching in Nigeria's secondary-level technical schools and
post-secondary polytechnics with a view to maximizing the potential of learners to become productive participants in economic and social
development. For its part, the Nigerian Government ensured the effectiveness of this exercise by contributing considerable local resources towards the
success of the programmes
In developing countries such as Nigeria, one of the major challenges facing education in general and TVET in particular is the need to keep pace with
the changing needs of the economy and the labour market, especially with regard to competencies and skills. The curriculum, which defines the
competencies that are instilled, needs to be regularly reviewed and updated to ensure its relevance to the current and projected needs of learners as they
seek a pathway in the economy and in society. The present project Support for Revitalizing Technical and Vocational Education in Nigeria is therefore
designed to adapt curricula and teaching methods to make them more compatible with the demands of the labour market.
Following a long tradition of fruitful co-operation between UNESCO and Nigeria, this project is being implemented in close cooperation with national
partners - in this instance the Federal Ministry of Education and the National Board for Technical Education. The project commenced with a radical
review of the TVET curricula. UNESCO commissioned international consultants who, together with national specialists, carried out extensive revisions
of the curriculum in 13 disciplines offered at secondary technical colleges and 8 disciplines offered at post-secondary polytechnics. The revised
curricula are chiefly in the mechanical, electrical, building and civil engineering and technology fields. They are competency based, with special
emphasis on practical training, information and communication technology and entrepreneurship education. The new curricula have been approved and
adopted by the National Council for Education and the National Board for Technical Education, the authorities responsible for regulating the technical
colleges and the polytechnics respectively.
The next phase of the project consisted of introducing the new curricula to the teachers and teacher trainers of both categories of institutions in Nigeria.
Seven staff development centres were established around the country and international consultants were commissioned to train core groups of Nigerian
teacher trainers on how best to utilize the new curricula. These core groups of trainers have, in the first phase of the project, trained 900 teachers - a
number representing 15% of the technical teachers in Nigeria. We expect the training process to be an ongoing and self-sustaining feature of the work
of the staff development centres.
We hope that this collection of curricula will provide useful reference for all interested TVET stakeholders in Nigeria and other developing countries. It
is also our hope that it will contribute to achieving the goals set out at the World Forum on Education held in Dakar, Senegal in April 2000, by serving
as an effective resource for developing the life skills that young people need to engage in productive and fulfilling livelihoods that will enable them to
escape poverty.
John Daniel
ASSISTANT DIRECTOR GENERAL FOR EDUCATION UNESCO-PARIS

INTRODUCTION
Post-independent Nigeria has witnessed a steady progressive effort by Federal and States governments in stabilizing and popularising education so as to
position it to, among other things, meet the challenges of manpower development necessary for human, material, economic and technological progress.
For a country to develop technologically, she needs a crop of well-trained technical and vocational education professionals. This can only be attained
through a sound and properly articulated technical and vocational education (TVE) programme.
Education, particularly TVE, is the "factory" for the production of the needed technologists, technicians and craftsmen as well as skilled artisans who
are required to turn the nation's economy around and usher in the desired technological advancement which is very much required for the elevation of
Nigeria from a "consumer nation" to a "producer nation", from "a developing nation" to "a developed nation". Acquisition of appropriate technological
skills is necessary to cope with the challenges presented by the evolving needs of available working places in our industries and the ever-growing non-
formal sector. Education and training systems that respond adequately to these demands will, therefore, contribute to the efforts to overcome the
growing unemployment and marginalisation of young people and adults in the country. By providing access to appropriate learning experiences
designed to broaden skills, technical and vocational education and training (TVET) programmes can increase productivity and significantly improve the
fortunes of the unemployed, thereby reducing poverty and unemployment amongst our youths.
The National Board for Technical Education (NBTE) therefore has envisioned the need for radical reform of TVE sub-sector, through the review and
updating of existing TVE curricula, to deliver the right kind of training that will give young people appropriate knowledge and skills, to satisfactorily
function in their various professions or trades and at the same time be flexible enough to allow them adjust to changing demands of our economy.
Curricula for training TVE experts must necessarily be current and in consonance with the needs the industry and society. Seizing the opportunity
offered under the UNESCO-Nigeria TVE Revitalisation Project, the Board commenced the review of a total of 25 TVE curricula at the National
Technical Certificate (NTC) and Advanced National Technical Certificate (ANTC) levels for Technical Colleges and the National Diploma (ND) and
Higher National Diploma (HND) levels for Polytechnics and similar tertiary technological institutions. The programmes reviewed were those in three
core engineering fields, electrical and electronics, mechanical and building and quantity surveying, which were chosen based on their popular patronage
by students.
The review was conducted by organising an initial review workshop in Lagos, between 26th June and 4th July 2001, while a final review was
conducted in Kaduna between 6th and 10th August 2001 after the comments and suggestions of various stakeholders were sought and integrated. A
total of 189 national and 7 international experts took part in these workshops, which resulted in the evolution of updated and acceptable minimum guide
curricula of national coverage. Modern concepts and skills, including Information and Communication Technology (ICT), have now been incorporated
into the curricula. Entrepreneurship education has also been integrated into TVE so as to re-orient students towards self-employment. Entrepreneurship
education is known to go a long way towards encouraging economic rejuvenation by equipping people with the necessary tools to engage in productive
activities through utilization of raw materials for industrial and commercial undertakings. For those used to the old curricula, you will also notice
increased relevant practical classes, which have now been separated from theoretical ones and provided with clear facility requirements. Some options
especially at the HND level have been merged to provide broader based programmes for trainees.
In addressing the issue of TVE curricula the Board has realized the need to make this type of review constant and in due time in order to keep pace with
rapid technological changes at the national and global levels. More curricula for TVE have therefore been scheduled to come under similar revision this
year. As its usual practice, the Board, welcomes constructive criticisms and comments from all stakeholders in TVE sub-sector. Your efforts have
always given us the impetus to improve the delivery of Technical and Vocational Education to our populace.
Arc. Tpl. Ade Ojo Aimola, MNIA, MNITP, RTPI, TOPREC

Ag. EXECUTIVE SECRETARY,
NATIONAL BOARD FOR TECHNICAL EDUCATION
TABLE OF CONTENT
Contents Page
Forward -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- i
Preface -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- ii
Introduction -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- iii
Table of Contents -- -- -- -- -- -- -- -- -- -- -- -- -- -- iv
General Information -- -- -- -- -- -- -- -- -- -- -- -- -- -- v
Curriculum Table -- -- -- -- -- -- -- -- -- -- -- -- -- -- vi
NTC COURSES
1. Introduction to Computers -- -- -- -- -- -- -- -- -- -- -- -- 1
2. Computer Operations -- -- -- -- -- -- -- -- -- -- -- -- 10
3. VB Programming Language 1 -- -- -- -- -- -- -- -- -- -- -- -- 23
4. Basic Computer Electronics -- -- -- -- -- -- -- -- -- -- -- -- 29
5. AutoCAD I -- -- -- -- -- -- -- -- -- -- -- -- -- -- 37
6. AutoCAD II -- -- -- -- -- -- -- -- -- -- -- -- -- -- 40
ANTC COURSES
1. Database Design -- -- -- -- -- -- -- -- -- -- -- -- -- 44
2. Computer System Management -- -- -- -- -- -- -- -- -- -- -- 48
3. Management Information System (MIS) -- -- -- -- -- -- -- -- -- -- 55
4. Advanced VB Programming Language -- -- -- -- -- -- -- -- -- -- 59
5. Advanced AutoCAD I -- -- -- -- -- -- -- -- -- -- -- -- 64
6. Advanced AutoCAD II -- -- -- -- -- -- -- -- -- -- -- -- 68
NATIONAL TECHNICAL CERTIFICATE AND ADVANCED NATIONAL TECHNICAL CERTIFICATE PROGRAMMES IN
COMPUTER STUDIES
GENERAL INFORMATION
PREAMBLE
Information Technology (IT) has today become the pivot and propeller of modern civilization such that any failure to master and apply it would mean a
life of permanent subordination. Hitherto, there has not existed a formal syllabus for Computer Studies and its application in Technical Colleges in
Nigeria. This has created technology gap as virtually all aspects of man's existence and endeavour is now ordered by IT. The introduction of Computer
Studies into the technical college system at this point in history is a welcome development.
AIM
To give training and impart the necessary skills leading to the production of technicians and other skilled personnel in computer operations who would
be enterprising and self-reliant.
OBJECTIVES
The overall objectives of this curriculum are to:
(i) Give NTC/ANTC student an understanding of the computer environment and skills needed to use specialist software packages in a very
competent manner in the business and industrial sector;
(ii) Produce competent IT craftsmen that are employable after the last 3 years in a Technical College;
(iii) Produce articulate and highly productive graduates to fill the lower-level manpower need in the IT industry.
ENTRY QUALIFICATIONS
NA TIONAL TECHNICAL CERTIFICATE PROGRAMME
To be eligible for admission into the programme, candidates must have successfully completed three years of Junior Secondary education or its
equivalent. Special consideration may be given to sponsored candidates with lower academic qualifications who are computer literate, have good
aptitude capable of benefiting from the programme.
ADVANCED NATIONAL TECHNICAL CERTIFICATE PROGRAMME
Candidates should possess the National Technical Certificate or its equivalent and should have had a minimum of two years post qualification cognate
industrial work experience.
THE CURRICULUM
The curriculum of each programme is broadly divided into three components:
(a) General Education, which accounts for 30% of the total hours required for the programme.
(b) Trade Theory, Trade Practice and Related Studies which account for 65% and
(c) Supervised Industrial Training/Work Experience, which accounts for about 5% of the total hours required for the programme.
This component of the course, which may be taken in industry or in college production unit, is compulsory for the full-time students.
Included in the curriculum are the teacher's activities and learning resources required for the guidance of the teacher.
COURSE UNITS /MODULES
The curriculum is arranged in course units. A course/module is defined as a body of knowledge and skills capable of being utilized on its own or as a
foundation or pre-requisite knowledge for more advanced work in the same or other fields of study. Each trade when successfully completed can be
used for employment purposes.
BEHAVIOURAL OBJECTIVES
The course specification is written in behavioural objectives. These are educational objectives, which identify precisely the type of behaviour a student
should exhibit at the end of a course/module or programme. Two types of behavioural objectives have been used in the curriculum. They are:
(a) General Objectives

(b) Specific Learning Outcomes
General objectives are concise but general statements of the behaviour of the students on completion of a unit of week such as understanding the
principles and application in:
a) Orthographic projection in engineering/technical drawing; Loci in Mathematics
b) Basic concepts of politics and government in Political Science
c) Basic Concepts of politics and government in Political Science
d) Demand and Supply in Economics
Specific learning outcomes are concise statements of the specific behaviour expressed in units of discrete practical tasks and related knowledge the
students should demonstrate as a result of the educational process to ascertain that the general objectives of course/programme have been achieved.
They are more discrete and quantitative expressions of the scope of the tasks contained in a teaching unit.
GENERAL EDUCATION IN TECHNICAL COLLEGES
The General Education component of the curriculum aims at providing the trainee with complete secondary education in critical subjects like English
Language, Economics, Physics, Chemistry, Biology, Entrepreneurial Studies and Mathematics to enhance the understanding of machines, tools and
materials of their trades and their application and as a foundation for post-secondary technical education for the above average trainee. Hence, it is
hoped that trainees who successfully complete their trade and general education courses may be able to compete with their secondary school
counterparts for direct entry into the University, Polytechnic or College of Education (technical) for Degree, ND or NCE courses respectively. For the
purpose of certification, only the first three courses in mathematics will be required. The remaining modules are optional and are designed for the
above average students.
NATIONAL CERTIFICATION
The NTC and ANTC programmes are run by Technical Colleges accredited by NBTE. NABTEB conducts the final national examination and awards
certificates.
Trainees who successfully completed all the courses/modules specified in the curriculum table and passed the national examinations in the trade will be
awarded one of the following certificates:
S/NO LEVEL CERTIFICATE
Technical Programme
1. Technical Level (Craft) National Technical Certificate
2. Advanced Technical Level (Advanced Craft) Advanced National Technical Certificate
GUIDANCE NOTES FOR TEACHERS TEACHING THE CURRICULUM
The number of hours stated in the curriculum table may be increased or decreased to suit individual institutions' timetable provided the entire course
content is properly covered and the goals and objectives of each module are achieved at the end of the term.
The maximum duration of any module in the new scheme is 300 hours. This means that for a term of 15 weeks, the course should be offered for 20
hours a week. This can be scheduled in sessions of 4 hours in a day leaving the remaining hours for general education.
However, if properly organized and there are adequate resources, most of these courses can be offered in two sessions a day, one in the morning and the
other one in the afternoon. In so doing, some of these programmes may be completed in lesser number of years than at present.
The sessions of 4 hours include the trade theory and practice. It is left to the teacher to decide when the class should be held in the
workshop/laboratories or in a lecture room.
INTEGRATED APPROACH IN THE TEACHING OF TRADE
Theory, Trade Science and Trade Calculation
The traditional approach of teaching trade related sciences and trade calculation as separate and distinct subjects in technical college programmes is not
relevant to the new programme as it will amount to a duplication of the teaching of mathematics and physical science subjects in the course. The basic
concepts and principles in mathematics and physical sciences are the same as in the trade calculation and trade sciences. In the new scheme therefore,
qualified persons in these fields will teach mathematics and physical sciences and the instructors will apply the principles and concepts in solving trade
sciences and calculation problems in the trade theory classes. To this end, efforts have been made to ensure that mathematics and science modules
required to enhance the students' ability to solve technical problems were taken as pre-requisite to the trade module.
EVALUATION OF PROGRAMME MODULE
For the programme to achieve its objectives, any course started at the beginning of a term must terminate at the end of the term.
Instructors should therefore device methods of accurately assessing the trainees to enable them give the student's final grades at the end of the term. All
students who have successfully completed their modules will take a national examination. The final award will be based on the aggregate of the scores
attained in the course work and the national examination.
CURRICULUM TABLE AND COURSE HOUR/WEEK
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN
COMPUTER STUDIES
MODULE MODULES YEAR 1 YEAR 2 YEAR 3 TOTAL

CODE TERM TERM TERM TERM TERM TERM TERM TERM TERM CONTACT
1 2 3 1 2 3 1 2 3 HOURS
T P T P T P T P T P T P T P T P T P
CCS 10 Introduction to 4 6 4 6 - - - - - - - - - - - - - - 240
Computer.
CCS 11 Computer - - - - 2 8 2 8 2 8 - - - - - - - - 360
Operations
CCS 12 Computer - - - - - - - - - - 2 8 2 8 - - - - 240
Programming
(Visual Basic)
CCS 13 Computer - - - - - - - - - - - - - - 2 8 2 8 240
Electronics
ICT 14 AutoCAD I - - - - - - - - - - - 3 - - - - - - 36
ICT 15 AutoCAD II - - - - - - - - - - - - - - - - - 3 36
GENERAL EDUCATION COURSES
CMA 11 Mathematics 2 - 2 - 2 - 2 - 2 - 2 - 2 - 2 - 2 - 216
CEN 11 English Language 2 - 2 - 2 - 3 - 3 - 3 - 3 - 3 - 3 - 288
CPH 11 Physics 2 - 2 - 2 - 2 1 2 1 2 1 2 1 2 1 2 1 288
CCH 11 Chemistry 2 - 2 - 2 1 2 1 2 1 2 1 2 1 2 1 2 1 288
CRT 11 Basic Electricity 2 1 1 2 - - - - - - - - - - - - - - 72
CBN 10 Economics 2 - 2 - 2 - 2 - 2 - 2 - 2 - 2 - 2 - 216
CTD 11 Technical - - - 3 - 3 - 3 - 3 - 3 - 2 - 2 - 2 288
Drawin2
CBN 11 Entrepreneurship - - - - - - 2 - 2 - 2 - - - - - - - 72
TOTAL 2,880
Programme: NATIONAL TECHNICAL CERTIFICATE IN COMPUTER STUDIES Course Code: CCS 10 Total Hours:24
hrs
Course: INTRODUCTION Theoretical: 4

hrs/week
Year: Year 1 Semester: 1st Term Pre-requisite Practical: 6

hrs/week
Goal: To introduce the student to the equipments used for electronic data processing
GENERAL OBJECTIVES:
On completion of this course, the student should be able to:
1. Define the computer and identify its classifications
2. Understand the impact and role of computer
3. Know the hardware and software within computer environment
4. Under the EDP environment
5. Know the importance of security within the computer environments
6. Know data/file security within computer environments
7. Understand the basic principles of Data Transmission
8. Know how to use the keyboard (Keyboarding Skills)
PRACTICAL COMPETENCIES:
On completion of this module, the student would be able to demonstrate the following practical competencies
 Start up and shut down the computer
 Identify and use the various icons on the menu bars and toolbar for specific appropriate functions
 Use the keyboard to carry out typing exercises and make other data inputs
 Make a diagram of a typical EDP environment
Assessment Profile: Practical should account for 60% of the overall assessment
Programme: NATIONAL TECHNICAL CERTIFICATE IN COMPUTER Course Code: CCS 10 Total Hours:
STUDIES
Course: INTRODUCTION TO COMPUTER Theoretical: 4 hours/week
Year: YEAR 1 Semester: 1st Term Pre-requisite: Practical: 6 hours/week
Theoretical Practical
General Objective 1.0: DEFINE COMPUTER AND IDENTIFY ITS CLASSIFICATIONS
Week Specific Teacher’s Activities Resources Specific Learning Outcomes Teacher’s Activities Resources
Learning
Outcomes
1-2 Development of  Explain the  Magic Board.  Illustrate by showing  Show the  Computer
Computers. concept of  Posters student a computer students the system.
1.1 Define a computer in  Computer system. different  Poster.
Computer relation to data systems  Show student the components of a  Internet
in relation and information  Typing Tutor different parts of a computer system Facility.
to data and  Identify types Software. system  Demonstrate how  Multimedia
information of computers  Use the Keyboard in to boot, log-on, Projector.
.  List and explain booting, log-on, log- log-off and  Typing Tutor
1.2 Explain the classes of off and shutdown shutdown a
types of computers the computer system computer system.
Computers according to  Open and use CD  Teach the
1.3 Classify usage and sizes learning tutor e.g. students how to
Computer  Differentiate typing tutor use Typing Tutor.
according between the  Type document  Guide the student
to: (a) various types of using Computer on correct finger
usage; and computers System. placing on the
(b) size listed in 1.4  Boot system using Keyboard
1.4 Distinguish  Explain the keyboard  Demonstrate the
between various types of  Shut down the use of keys
analogue, microcomputer computer using combinations.
digital and s keyboard  Demonstrate
hybrid  Classify the proper sitting
 Format text/doc
computers. keys on the using keyboard position for
1.5 Identify the keyboard.  Load application typing exercises
various  Explain the packages using
types of positioning of keyboard.
microcomp finger on the
uters. keyboard. 
1.6 Have  Drill students Keyboard
Keyboardin into keyboard Typing tutor
g skills. mastering. Computer system
1.7 Master the  Teach students etc
use of using typing
keyboard: tutor.
 Give typing
(i)
assignments to
Function Keys
students
(ii) Alpha  Give proficient
numeric test on typing
Keys skills
(iii)
Numeric Keys
(iv)
Control Keys
1.8 Carry out

typing exercises
with the
Keyboard
General Objective 2.0: KNOW COMPUTER HARDWARE, SOFTWARE ELEMENTS AND THEIR FUNCTIONS
Week Specific Learning Teacher’s Activities Resources Specific Learning Teacher’s Activities Resources
Outcomes Outcomes
Internet
3-5 2.1 Explain the parts of  Name and  Picture/P  Identify the  Demonstrate how to infrastructure,
a describe the parts osters different parts of a access configuration computer system,
Computer system. of a computer  Comp computer system in using the Computer. multi-media
2.2 Identify computer  Identify the uter details e.g. Input  Demonstrate the use CD/DVD, Digital
hardware. various hardware system units, Output units, of input and output Camera, toolbox,
3.3 Explain the components and s HDD, RAM, unit e.g. Print a RAM,
different explain their  Magic Motherboard, document. Motherboard,
hardware available, functions. board Processor, Fan,  Guide the student to Webcam, IC’s,
and their functions.  Explain computer  Lesson Casing etc load latest Visual processor, fans,
2.4 Describe hardware configuration. note  Illustrate what each Basic software. interface pack,
configuration  Identify input etc part does.  Show the student power pack
2.5 List some input units  Identify the main source and object
units  Explain the components of code using Visual
2.6 Describe the functions of the computer system Basic Programming
functions of the output units e.g. Processor Language.
CPU.  State the speed, HDD
2.8 List some auxiliary functions of the capacity, Optical
memory output unit DD, CD/DVD
2.9 Describe the  Identify and ROM, ZIP Drive,
functions of the explain ‘auxiliary size of Monitor,
auxiliary memory. memory. CRT/Flat screen etc
2.10 Define: nibbles,  Identify between
 Explain the
bits, bytes, word and the source code and
functions of
storage size in terms of object code using
auxiliary memory
‘K’ (kilobyte and Visual Basic
 Explain the item
megabytes)
in 3.9. Give notes
2.11 Define software
2.12 List various types  Differentiate
of software between system
2.13 Distinguish and application
between low and software.
high level  Explain the
difference
languages. between high and
2.14 Define source and low level
object languages
code.  Identify source
2.15 Define and object codes.
Translator.  Explain
2.16 Explain different Translator and
types of show examples.
translator:  Identify different
assembler, types of
compiler, and translators:
interpreters. assemblers,
compilers and
interpreters.
 Drill students into
Keyboard
mastering.
Wk General Objective: 3.0: UNDERSTAND THE IMPACT AND ROLE OF COMPUTER IN MODERN SOCIETY
Specific Learning outcome Teacher’s activities Resources Specific learning outcome Teacher’s activities resources
6-8 3.1 List the uses of  Using question  Magic  Illustrate the use of  Guide the students  Internet
computers in our society and answer board computers in on how to use infrastructur
techniques, banks, e.g. ATM internet and send e
3.2 Explain the social discuss the  Posters banking, Online electronic mail  Flash drive
implication of computers on advantages of Banking  Take student on field  CDs/DVD
society computer to the  Compu  Artificial trip  Digital
society and ter intelligence
3.3 List the characteristics cameras
explain the system  Air line scheduling
and benefits of computer to  ,multimedia
various areas of projector
the society  Lesson
its application  Drive
notes
3.4 explain the various digital
application of computer in  Camera
everyday life in modern  Multimedia
society projector
General Objective 4.0: UNDERSTAND INTERNET AND WEBSITE DESIGN
Theoretical
Wk Specific Learning Teacher’s activities Resources Specific Learning Teacher’s Activities Resources
Outcomes Outcomes
9-12 1.1 Explain internet  Describe internet  Magic  Demonstrate how  Guide students to browse  Computer system
and its origin  Give history of Board/inter to use internet the internet  Internet
1.2 Explain internet internet active with  Open MS  Guide students to infrastructures
and its  List and explain Board FrontPage on the download from the  Dreamwear
requirements e.g. the services  Charts computer system internet software
connection, ISP, available on the  Multimedia  Create a page  Guide students to send  MS FrontPage
URL etc internet, e.g. e- projector using a designed and receive e-mail
1.3 Explain services on mail, browsing,  Computer template  Guide students to use
internet e.g. e-mail, using search system with  Add text and FaceBook
chat room, WWW, engine, face book MS – images to pages  Guide students on how
social networking etc FrontPage  Merge all the to load MS -Front Page
etc.  Give uses of the  Infra – red pages together  Demonstrate creation of
1.4 List uses and services  Pen Touch Create hyperlinks pages
importance of  Describe how to  Demonstrate adding text
website connect to the and images created
1.5 Name some internet e.g.  Demonstrate how to create
software program modem, ISP etc. hyperlinks
for website design  Using example of
e.g. MS FrontPage a published book,
1.6 List steps involved illustrate a
in publishing website
website on internet  Explain uses of
1.7 State the Basics of website e.g.
Hypertext Mark-up marketing,
language (HTML) advertising,
1.8 Explain page purchases (ebay),
creation
E-mail, E-
1.9 Explain file Learning
creation announcing your
1.10 Explain address/location
adding text and
 Explain similarity
images
between website
Explain linking of pages design software
and other
software
development
programs
 Describe HTML
and its functions
in website design
 Describe how to
create and add
text and images to
a web page
 Describe merging
the pages together
to form web pages
Explain the steps for
publishing the web pages
created into a website on
the internet
13 Examination: practical examination should account for 60% of the overall assessment
Term General Objective: 1.0 UNDERSTAND AN ELECTRONIC DATA PROCESSING (EDP) ENVIRONMENT
II
Specific Learning Teacher’s Activities Resources Specific Learning Teacher’s Activities Resources
Outcomes Outcomes
Wk
1-3 1.1 Describe  Explain the  Pictures/Poster  Show a  Demonstrate  Microsoft
organizational Organogram of an  Computer typical creation of file, office
structure of an EDP EDP environment and Systems organizationa editing, saving, software
Environment. describe their  Magic board l structure of deleting,  Anti-virus
1.2 Define computer files functions.  Lesson note an EDP printing etc e.g. Macfee,
1.3 Explain the purpose of  Define ‘Computer file’ etc Environment  Demonstrate Kaspersky,
Computer files. and explain its  Create a file sequential, Norton
1.4 Describe the elements purpose;  Identify Direct, Random AVG,
of files. characteristics; types Electronic access method AVAST etc
1.5 List and explain types and organization. data using package.
of files.  Use question and processing  Demonstrate
1.6 Explain file answer technique, packages e.g. how to update
organization explain information, Ms-Excel, Anti-Virus via
Methods. data, file, field, Ms-Word, internet.
1.7 Explain File Access records etc. Ms-Access  Guide student
Methods.  Describe sequential, etc on how to scan
1.8 Explain storage media random and direct  Create and for virus and
devices. access methods. Save a file treat infected
1.9 Describe processing  Describe storage  Protection of file.
activities media devices and files
1.10 Explain vulnerability state their functions.  Load and
of files:  Explain processing Update an
i. Improper/fraudulent activities and give Anti-Virus
input examples. Software
ii. Outdated Anti-Virus  Discuss the
vulnerability of files
 Ask question s and
give examples.
General Objective 2.0: KNOW THE IMPORTANCE OF SECURITY WITHIN THE COMPUTER ENVIRONMENT
Week Specific Learning Outcomes Teacher’s Resources Specific Learning Teacher’s Activities Resources
Activities Outcomes
4-6- 2.1 Identify and explain  List and  Pictures/post  Sensitize  Guide students  UPS
standard operating explain ers student on on how to  Stabilizers
procedures of a computer standard  Computer security of shutdown  Air conditioners
centre operating system computer computer systems  Fire Extinguisher
2.2 Explain the need for procedur  Magic board centre and appliances.  Burglary proof
computer room security es of a  Lesson  Use of  Ensure standard  Anti-Virus Suiter
2.3 identify and describe computer notes, etc UPS, updated antivirus.  Dehumidifiers
computer systems auditing installati Stabilizers,
2.4 Explain prevailing on Burglary
safety regulations in  State the proof, Fire
computer centre need for Extinguish
2.5 Describe methods of computer er, Air
preventing hazards (fire, security conditioner
flooding, sabotage etc.) in the s etc
computer
room
 Explain
the
various
safety
regulatio
ns
applicabl
e to
computer
centre
 Enumera
te
methods
whereby
hazards
could be
prevente
d in
computer
room
Term II General Objective 3.0: KNOW DATA/FILE SECURITIES AND
CONTROL
General Objective:
Activities Outcomes
7-9 3.1 Explain data security  Use  Lesson  Installation of  Sensitize student  Anti-Virus Suit
and control question note Anti-virus. on regular  Internet Resources
i. Manual control and  Magic  Update of updating of  CD’s/DVD’s
ii. Data preparation control answer board Anti- username and
iii. validation checks  List  Deploym Virus. password.
3.2 Explain file security and methods ent of  Restrict the use
control of file anti-virus of external
i. Describe the file security security suite device
methods in computer in  Teach on how to
installation computer protect
ii. explain the need for file installati file/document
security in computer on and
installation explain
iii. explain the user the need
password and user name for file
3.3 Explain computer virus security
3.4 State the various sources in
of viruses computer
3.5 Describe ways of installati
protecting file from infection on
and getting rid of computer  Define
virus “user
password
” and
“user
name”
 Describe
computer
virus and
identify:
i. their possible
sources
ii. ways of
getting rid of
them
iii. ways of
preventing the
computer from
contaminating
viruses
iv. ways of
protecting file
from virus
infection
Term II General Objective 4.0: UNDERSTAND THE BASIC PRINCIPLES OF DATA TRANSMISSION
General Objective:
Outcomes Outcomes
10-12 4.1 Define data  Explain data  Internal/  Define data  Guide students  Ups
transmission and its transmission External transmission on how to  Stabilizers
channels  Explain the term modem and its shutdown  Air conditioners
4.2 State different “telecommunicat  Example of channels computer  Fire Extinguisher
methods of data ion” network cards  Sensitize systems and  Burglary proof
transmission  Explain and cables student on appliances.  Anti-Virus
4.3 Explain the term differences security of  Ensure  CAT (5,6) cables
telecommunications between LAN computer standard  Modem 2watts &
4.4 Define computer and WAN centre updated 5 watts.
network  Explain internet  Use of UPS, antivirus.  VSAT (C-Band
4.5 State types of tools and Stabilizers, /HU Band),
networks services, such as Burglary Receiver, and
4.6 State the advantages e-mail, proof, Fire Computer Server.
of networks chartroom, Extinguisher,
4.7 Identify equipment World Wide Air
necessary for data Web (WWW), conditioners
transmission social etc
networking etc.
4.8 Understand  Discuss
communication software advantages of
network
 Describe
modem, network
card, etc
 List some
existing
communication
Software such as
Lab link,
TCP/IP,
HyperTerminal
etc
13 EXAMINATION: practical should account for 60% of overall assessment
Program: NATIONAL TECHNICAL CERTIFICATE IN COMPUTER Course Code: CCS 11 Total Hours: 360
STUDIES
Course: COMPUTER OPERATIONS Theoretical: hours/week
Year: YEAR 1 Semester: 1st Term Pre-requisite: Practical: hours/week
Goal: To provide the student with the working knowledge of the operations of the Computer.
General Objectives:
1. Understand Computer Operating System
2. Know the various type of data preparation methods and items of equipment used.
3. Know the external file library structure
4. Know the existing application packages
5. Understand Word processing packages
6. Know Spread sheet packages e.g. Ms-Excel Package
7. Understand Desktop Publishing packages e.g. Corel Draw
8. Know presentation packages e.g. Power Point Packages
PRACTICAL COMPETENCEIES
On completion of this module, the student will be able to demonstrate practical competencies in the following:
 Use of appropriate equipment to prepare data in different methods
 Work on the Word Processing Packages to an acceptable level of proficiently
 Work on the Ms-Excel Package to an acceptable level of proficiently
 Work on the Corel Draw Packages to an acceptable level of proficiency
 Work on the PowerPoint packages to an acceptable level of proficiency.
Assessment Profile: Practical should account for 60% of the overall assessment.
General Objective 1.0: KNOW THE OPERATIONAL STRUCTURE OF A TYPICAL DATA PROCESSING DEPARTMENT
Outcomes Outcomes
1-4 1.1 Explain the  Explain booting  Magic board  Identify various  Demonstrate  Magic Board
process in  Projector and booting process booting using  Multimedia
process
a System (cold and warm Keyboard/Mous project
Computer  Define operating booting) e (Cold &  Computer
booting  Identification of Warm) system
System
icons on the  Display BIOS  Mouse
1.2 Define Operating  List types of desktop. setting as  Chart/Picture
System.  Type a Text system boot and
operating
 Use of Mouse explain
1.3 List Types of System i. Click  Guide Student
Operating ii. Double Click on the use of
 Explain Disk
iii. Right/Left Click Taskbar on the
System operating iv. Dragging desktop and
1.4 Explain the Disk v. Scrolling etc explain
system (DOS)
 Demonstrate the
Operating and give use of Mouse
system (DOS) examples of
1.5 Explain DOS command
Windows  Explain
Operating Windows
System Operation
1.6 Explain GUI System folders
1.7 Explain etc.
Windows  Demonstrate the
Environment use of GUI
1.8 Explain the use  Identify the task
Mouse bar and start
1.9 Explain how to button and other
toggle between components of
DOS and the desktop
Windows  Compare
environment. windows and
1.10 Explain the disk Operating
features of System
Windows  Demonstrate the
environment use of Mouse.
 Demonstrate the
use of windows
operating
System Utility
e.g. copying,
formatting,
deleting, listing
directories,
creating folders
etc.
General Objective: 2.0: KNOW THE VARIOUS TYPES OF DATA PREPARATION METHODS AND EQUIPMENT USED
Week Specific Learning Teacher’s Activities Resources Specific Learning Outcomes Teacher’s Activities Resources
Outcomes
5-8 2.1 List the  Guide the  Lesson note  Demonstrate data  Guide students  Scanner
techniques in students on data  Scanners, capture techniques on how to  Digital Cameras
data capturing digital  Demonstrate the use capture data  Web Cam
capture camera of Biometrics in using Scanners,  Biometric
 Guide the
2.2 Explain data data capturing Digital Machine
Verification students to Cameras, Web  Magic Pen
2.3 List equipment perform data Cam etc  Multimedia
used in data verification  Demonstrate the Projector
preparation activity. use of Biometric  Computer
methods.  Describe data System.
2.4 Explain data
transmission
Transmission
methods. methods.
 Identify the
equipment used
in data
preparation.
General Objective: 3.0: KNOW ELECTRONIC LIBRARY STRUCTURE
Outcomes
9-12 3.1 explain the need  Explain the -DO- 3.1 Use of Search  Guide student  Visual Library
for libraries in relevance of a Engine. on how to  Computer
computer centre. librarian in 3.2 Field Trip/Excursion access materials system with
3.2 describe a model on the virtual right
computer
library structure. store using specification.
3.3 explain the need centres. search engine.
for user  Explain the  Take student on
identification need for user a field trip to see
procedure within identification virtual library.
installations. within a centre
13 EXAMINATIONS: Practical examination should account for 60% of the overall assessment
Term II Theoretical Practical
Year 2
General Objective 1.0: KNOW DIFFERENT TYPES OF APPLICATION PACKAGES
Activities Outcomes
1-4 4.1 Explain Application  Outline and  Use of different  Guide and  Computer
Packages. explain the Application instruct student system with
various types Packages e.g. Ms on how to load right
4.2 List various types of of Application Word, Ms Excel, and use all specification
Packages: Word Packages, e.g. Ms Access, Ms application  Latest Microsoft
Processing, Word -Do- Power point. packages. Office
Spreadsheet, Database Processing,  Multimedia
Management System Spread Sheet, Projector
(DBMS), Statistical and Database, etc.
Graphics, Expert  List some
Systems. specific
features in
4.3 Name some Packages in each type of
each type listed in 4.2 package listed
above. above.
 Explain the
4.4 Differentiate among differences
System Software, and among System
Application Package Software and
Application
4.5 State the criteria for Packages.
Packages acceptability:  Outline and
good documentation, explain the
user-friendliness, criteria for
efficiency, package
appropriateness and acceptability
ease of learning etc.
General Objective: 5.0 UNDERSTAND WORD PROCESSING PACKAGES (MICROSOFT WORD)
Activities Outcomes
5-12 5.1 Define word  Define word-  Computer Sort List and Format  Explain and
processing processing System Automatically. demonstrate how to
and identify  Microsoft create (a) bulleted or
5.2 Explain the use of their uses. office  Create a numbered lists; (b)
Word Processing  List various document modify list format;
(WP) Package types of WP (c) number heading
packages.  Format a and sort list; (d)
5.3 List of advantages of document e.g.
 Identify the modify format and
Word Processing bullets,
importance of create new styles.
Package over numberings,
WP package  Show how to: (a)
Typewriters. shadings, borders,
over the use modify and create
mail merge, paper templates; (b) set up
5.4 Explain menus and of typewriter.
orientation, a new document; (c)
sub-menus.  Explain the
headers and set paper size and
term menu
footers etc. page orientation; (e)
and sub menu
 Create table e.g. create header and
insert table, draw footer.
table, merge cells,  Explain how to
split cells, sort number pages
tables, apply Demonstrate sorting
frames, borders and numbering of
and shadings, cells and other tasks
wrap around etc. with tables.
Demonstrate the
 Import and edit process of creating a
graphics, e.g. form and filling in
group and online form.
ungroup object,  Explain and
apply colours and demonstrate how to
lines, search, view align a frame with a
and edit text, and reference point and
customize etc. format text within it.
 Apply boarder and
 Document shading to the
Printing e.g. contents of a frame
envelopes, label and wrap around.
etc.  Import and edit
graphics.
 Perform drawing in
Word.
 Guide the students to
perform similar
operations.
 Demonstrate Primary
and secondary files
for mail merging
purpose.
 Perform the merging
of primary and
secondary files.
13 EXAMINATION: Practical examination should account for 60% of the overall assessment
Term III Theoretical Practical

Year 2
General Objective 6.0: Know Spreadsheet (Microsoft Excel package)
Outcomes Outcomes
1-5 6.1 Define  Define Spreadsheet  Computer system  Create an active  Show how to open  Computer
Spreadsheet. and list the different  Microsoft excel worksheet and close the system
types of  Lotus 1,2,3 worksheet  Microsoft excel
6.2 Name different Spreadsheet  Edit a Worksheet environment and  Lotus 1,2,
types of Spread Packages available. explain the
Sheet Packages.  Open and close the functions of mouse
worksheet
 Identify the various and tool bars.
6.3 Explain the environment.
areas of application  Perform the various
various areas of
of Spreadsheet.  Copy and paste editing operations
application of
text/document. on a worksheet and
the spreadsheet.
guide the student to
6.4 Explain the  Insert rows and carry out similar
functions of the columns. operations.
mouse pointer.  Give further
 Edit text in a cell exercises to
6.5 Explain tool and delete texts student.
bars and state from a cell.  Give individual or
their functions. group projects e.g.
 Expand and Payroll design, etc.
6.6 Explain the reduce rows and
similarities columns.
between Ms
Excel and other  Link cells and
Spreadsheet worksheets.
Packages.
 Recover lost page
 Create a document
using formula and
insert the data.
 Insert the formula

for calculating
data.
 Use the
summation tool.
 Create a payroll.
 Choose type and

category of graph.
 Create and print

graph.
 Format a
worksheet
(number, date,
currency format).
 Change paper
format, set margin
(expand and
reduce).
 Merge cells, insert

borders, align text;
remove and insert
gridlines.
 Customize the
toolbar.
 Save, name, and

rename a
worksheet.
 Choose printer,
select print area
and print
document.
General Objective 7.0: Understand the use of Corel Draw Package

Outcomes Outcomes
6-9 7.1 Explain the use  Demonstrate the  Magic Board  Open and close  Demonstrate the  Computer
of Corel Draw use of the Main  Computer Corel Draw loading and system
Menu, Icons and system Environment quitting of Corel
7.2 Describe Tools.  Core Draw  Magic board
Draw
object  Drawing Package  Draw object using
transformation.  Explain title bar,  Latest Corel
Objects using tool box
menu, toolbox,
Tools Draw Packages
7.3 Explain the  Add special effect etc. Describe the
need for usage of free
shaping and to objects hand, Bezier,  Multimedia
zooming Line, Circle and
 Perform various Projector
functions in Rectangular
Corel Draw Corel tools  Infra Red Pen
tools, etc.
operations e.g.
7.4 Explain the use  Describe object  Colored Printer
Pick Tools, Shape
of object Tools, Zooming stretching,
filling tools Tools, Free Hand scaling,
Tools, Rectangle mirroring,
7.5 Explain and Tools, Elipse rotating,
perform Tools, Graph skewing, etc.
objects Paper Tools, Basic  Describe object
arrangement. Shape Tools, Text shaping, text
Tools, Interactive kerning, text
Blend Tools, Eye shaping, etc.
Dropper Tools,  Demonstrate
Outline Tools, Fill colour filling
Tools and
and pattern
Interactive Fill
Tools. filling.
Demonstrate
object
duplication,
object
movement,
grouping,
alignment,
intersecting and
trimming etc.
 Demonstrate
objects envelop
roll-up and
blending of two
or more objects.
Demonstrate
saving and
printing of
drawings in
Corel Draw.
 Explain and
demonstrate the
use of shortcut
keys.
General Objective 8.0: Know how to use Power Point Package
Outcomes Outcomes
10-12 8.1 Explain the use  Demonstrate the  Computer  Open and close  Describe PowerPoint  Computer
of PowerPoint use of Power system with PowerPoint package and identify system
package point features right environment its tool bar and the
specification various items on the  Magic board
8.2 Identify the  Guide the  Create a
PowerPoint toolbar.  Lesson note
student to  Multimedia presentation.
toolbar and  Explain the slide
produce a Projector  Power Point
explain the  Choose the type of layout.
document for Packages
various items presentation and  Demonstrate the
presentation
on the toolbar. layout to use. loading and quitting
using Power
point package. of PowerPoint
8.3 Explain the  Use WordArt to environment
slide layout create:  Guide the student to
Auto shapes in choose type of
presentation presentation and
layout and create a
presentation and use
Word Art to insert
Auto shapes in
presentation.
13 EXAMINATION: Practical examination should account for 60% of the overall assessment.
Programme: NATIONAL TECHNICAL CERTIFICATE IN COMPUTER STUDIES Course Code: CCS 12 Total Hours: 240
Course: VISUAL BASIC PROGRAMMING Theoretical: hours/week
Year: YEAR 1 Semester: 1st Term Pre-requisite: Practical: hours/week
Goal: TO INTRODUCE THE STUDENTS TO PROGRAMMING CONCEPTS USING VISUAL BASIC PROGRAMMING LANGUAGE
General Objectives:
On completion of this course, the student should be able:
1. To understand the concept of programming and different kinds of programming language
2. To understand how to start Visual Basic and to create an Application
3. To understand how to add and activate VB Controls in a Program
4. To understand how to use basic Controls
5. To understand how to handle data
6.To understand how to Create a Programs using logical expressions
7. To understand how to add Loops to a VB Program
1. Load Microsoft Visual Studio 6.0
2. Usage of Microsoft visual studio 6.0
3. Creation of new project
4. Identification of general tools e.g. label, textbox, checkbox etc
5. Design a project using the Menus
6. Ability to use the form properties
General Objective 1.0: To understand the concept of programming and different kinds of programming language
Outcomes Outcomes
1.1 define programming  Explain the  Magic board  Load  Guide the  System software
1 languages types of  Computer software into students to Magic board
1.2 Explain different types programming systems with the system identify different  Computer systems
of programming languages right features of with right
languages and their specification.  Display programming specification
1.3 Explain the concepts applications examples of languages
of object oriented  Relevant different type  Relevant software
language  State the software of  Multimedia
1.4 Give examples of OOP peculiarity Multimedia programming projector.
and similarity projector. language
of
programming
language
General Objective 2.0: To understand how to start Visual Basic and to create an Application
Outcomes Outcomes
2.1 Define Basic  Explain Basic  PC connected to Create simple  Supervise the laboratory  Personal
2 concept of concept of an OHP project with and support students in Computer loaded
programming Programmin  Power point wizard their practical work that with Visual
language g language presentation includes :  Basic language
 List and of lectures - Starting and Stopping Environment
Explain  Online lecture Visual Basic  A
The Life Cycle notes  Getting online help comprehensive
of program  White board  Opening and workbook for
development Closing students
 How windows Application
work VB  Creating
environment simple
 applications
(Wizard)
- Creating
Executabl
e File
 - Saving your
project
General Objective 3.0: To understand how to add and activate VB Controls in a Program
Outcomes Outcomes
Explain VB Control Explain: PC connected to an The ability to: Supervise the Personal Computer
concepts - Control in VB OHP Manage VB laboratory loaded with Visual
3-4 - Control properties Power point controls and support students in Basic language
- Control Events presentation their practical work Environment
- Control Event code of lectures that A comprehensive
Online lecture notes includes : workbook for
White board - Creating non-wizard students
applications
- Adding controls to
applications
- Managing controls
(move, delete, resize )
- Change control
properties
- Handle control event
- Write control code
General Objective 4.0: To understand how to use basic Controls
Outcomes Outcomes
5-6 Explain the properties and To explain properties PC connected to an The ability to: Supervise the Personal Computer
events of VB Controls part and events to Control: OHP Manage VB laboratory loaded with an
1 - Label Power point controls part 1 and support students in High level language
- Textbox presentation their practical work complier
- The focus order of lectures that A comprehensive
which Online lecture notes includes this controls : workbook for
determines the White board. - Label Control students
sequence - Textbox Control
of control selection . - Text Box controls
- Button Control handle
- Picture Box Control. text differently from
- Image Control. Label
controls
- The focus order
determines the
sequence
of control selection
- Button Control
- Picture Box Control
- Image Control
General Objective 5.0:
Outcomes Outcomes
7-8 Explain the data types Discuss:  PC connected Write a simple n Home Personal Computer
- Different data types to an OHP program with Supervise the loaded with Visual Basic
- Declaring Variables. PowerPoint different data laboratory language Environment
- Assigning values to presentation types and support students in A comprehensive
variables of lectures their practical work workbook for students
- What operators are?  Online that
- Computational lecture includes :
expressions notes - Declaring Variables
- Conditional logical  White board. - Assigning values to
operators such as ( variables
AND , OR, NOT) - Computes
expressions.
- Conditional operators
General Objective 6.0: To understand how to Create a Programs using logical expressions
Outcomes Outcomes
9-10 6.1 Explain decision Explain: PC connected to an Write a simple Supervise the Personal Computer
making in VB - Comparing Data OHP program laboratory and support loaded with Visual Basic
6.2 The properties with If Power point that includes students in their language Environment
and events of VB - The Select Case presentation Decision practical work that A comprehensive
Controls Statement of lectures Making and VB includes : workbook for students
To explain properties Online lecture notes Controls - If statement
and events of the White board. notes - The Select Case
following Controls : White board. Statement
- Option Button Supervise the
Control laboratory and support
- Check Box students in their
Control practical work that
- Frame Control includes
The properties and
events
of this Controls :
- Option Button
Control
- Check Box Control
- Frame Control
General Objective 7.0: To understand how to add Loops to a VB Program
Outcomes Outcomes
11-12 7.1 Explain Loops Explain: PC connected The ability to Supervise the  P C connected to
construction and - How the Do...Loop to an OHP write a laboratory OHP with VB
Management works Power point simple program and support students in language
- Why the For...Next presentation that their practical work  PowerPoint
loop provides a useful of lectures includes looping : that presentation of
looping tools Online lecture notes includes : lectures
White board. - Do...Loop  White Board
- For...Next loop  A comprehensive
workbook for
students
Programme: NATIONAL TECHNICAL CERTIFICATE IN COMPUTER STUDIES Course Code: CCS 13 Total Hours: 240
Course: BASIC COMPUTER ELECTRONICS Theoretical: 2 hours/week
Year: YEAR 3 Semester: 2ND Term Pre-requisite: Practical: 8hours/week
Goal: TO ENABLE THE STUDENT TO UNDERSTAND BASIC PRINCIPLES, CONSTRUCTION AND APPLICATION OF ELECTRONIC COMPONENTS AS
WELL AS TROUBLE SHOOT AND SOLVE SIMPLE HARDWARE PROBLEM
General Objectives:
1. Know the features of different Transistor Logic Gates (TLG)
2. Know the fundamentals of Boolean algebra
3. Know the Logic Gates
4. Know the importance of Codes and Code Conversion
5. Understand the features and attributes of the different logic families
6. Understand the principles of operation and the use of basic electronics measuring instrument.
1. Logic Gates
2. Codes and Code Conversion
3. Features of Transistor and Logic Gates (TLG)
4. Features and attributes of the different Logic families
5. Principle of operation and use of basic electronics measuring instruments.
General Objective 1.0: Know the fundamentals of Boolean algebra
Week Specific Learning Teacher’s Resources Specific Learning Teacher’s Activities Resources
Outcomes Activities Outcomes
1-4 1.1 Explain the  Explain the  Magic board  Create a  Guide the  Logic Gate
concept of NOT the Logic gate student on Trainers
Boolean Algebra AND" and the  Lesson note circuit how to  MotherBoard
OR operations. using identify  Multimedia
1.2 State the Boolean  Explain the NOT, component, Tester
postulates:  Computer AND and  Guide the
Boolean  PC connect it to
-The Commutative system OR students on OHP
law, postulates.
operations how to build  PowerPoint
- Associative law,  Discuss the the Truth Presentation
--Distributive law, 'Truth Table 
Table  Online lecture
-- Negative law,  Show example
 White Board
-Redundancy law of a Truth
and De Morgan's Table for up to
Theorem. four variables.
General Objective 2.0: KNOW LOGIC GATES AND HOW TO CONSTRUCT TRUTH TABLE
5-8 2.1 Define the  Illustrate the  Base board  Create a logic  Demonstrate the  Logic Gate
NOT, action of a gate circuit use of Logic Trainers
AND, and diode.  Lead using AND, gate  MotherBoard
OR  Show the NOT and OR  Guide student  Multimedia
 Soldiering operations on how to Tester
operations. construction
 Construct a identify Logic  PC connect it to
2.2 Define a of, the AND, iron transistor gate components OHP
Truth and OR Gates inverter  Guide student  PowerPoint
Table. diodes.  Transistor  Demonstrate the on how to do Presentation
 Demonstrate function of Troubleshooting  Online lecture
2.3 Describe  Diode Motherboard in
the action of  White Board
the action Computer
Gates using  Truth table
of a diode. design
Truth Tables.
2.4 Describe  Develop  Electronic
the logic diagrams using a combination of Logic Gates.
work bench
constructio  Explain the
n of the process of
AND, and conversion of
OR gates AND, OR, and NOT Gates into an expression in NAND and NOR Gates.
using  Guide the
diodes. students to
construct a
2.5 Illustrate Transistor Inverter Circuit
the action
of Gates
using Truth
Tables.
2.6 Construct
logic
diagrams
using a
combinatio
n of Logic
Gates.
2.7 Convert a
Logic
expression
in AND,
OR and
NOT Gates
into an
expression
in NAND
and NOR
Gates.
2.8 Construct
circuits
using
NAND and
NOR
Gates.
2.9 Describe
the
constructio
n of a
transistor
inverter
circuit
2.10 Construct a
transistor
inverter
circuit.
(NOT)
General Objective 3.0: KNOW THE IMPORTANCE OF CODES AND CODE CONVERSION
Outcomes Outcomes
3.1 Define binary  Demonstrate  Computer
9-12 numbers mathematical system
operations in connected to
3.2 Explain binary binary system the internet
operations and the use of  Define and
codes describe a code  Magic board
3.3 Describe the  Explain the BCD

Code ASCII  Lesson note
BCD Code and
ASCII Code. code
 Demonstrate the
3.4 Describe the process of
conversion from converting from
one code to one code to
another e.g. from another e.g. from
EBCD to ASCII EBCD to ASCII Logic gate trainers
codes. code. Faro board
 Show and Construct a Guide the Broad board
3.5 Describe the explain the seven students on how Multimedia projector
seven-segment seven-segment segment to construct a Computer system
display code. display code. display seven segment Internet infrastructure
display Soldering Iron
Lead
Transistors
Diodes
13 EXAMINATION: Practical should account for 60% of the overall assessment.

YEAR General Objective 4.0: KNOW THE FEATURE OF DIFFERENT TRANSISTOR LOGIC GATES
3
TERM
III
4.1 Identify the  Explain the  Magic board  Construct  Guide  Transistors
1-4 symbols for functions of  Transistor simple student  Breadboards
different the symbols  Computer Circuits with on how to  ICs
Transistor listed in 4.1 system transistor and construct  Logic Trainers
Logic Gates;  Explain  Lesson note investigate circuits  Diodes
AND, OR, Truth  Bread Board their  Lead
NOT, Tables of  ICs’ characteristics.  Soldering Iron
NAND, Transistor  Electronic work  Faro board
NOR, the Logic. bench  Connecting
exclusive  Gates and  Connecting wires wires
OR. list their  Soldering  Internet
4.2 Explain the functions.
actions and  Multi meter infrastructure
 Guide the
Truth Tables  Capacitors
students to
of different  Inductors
construct
Transistor  Resistors
simple.
Logic Gates. transistor
4.3 Construct and
simple investigate
circuits with their
transistors characteristi
and cs.
investigate
their
characteristi
cs.
4.4 Apply
different
Transistor
Logic Gates
to solve
problems
General Objective 5.0: UNDERSTAND THE FEATURES AND ATTRIBUTES OF THE DIFFERENT LOGIC FAMILIES
Outcomes Outcomes
5.1 Explain the  Demonstrate  Computer  Build  Guide student  Transistors
5-8 characteristics of mathematical Simple on how to  Breadboards
different logic operations in  Magic board Logic Circuit build Simple  ICs
families e.g. binary system and Logic  Logic Trainers
RTL, TIL and  Define and  Lesson note implement. Circuits.  Diodes
MOS (fan-out, describe a code  Lead
heat  Explain the  Guide student  Soldering Iron
dissipation, EBCD Code to know  Faro board
simple logic
noise margin, ASCII code  Connecting
control e.g
propagation  Demonstrate wires
delay). the process of Water level  Internet
converting control, traffic infrastructure
5.2 Explain some pin from one code light, lifter.  Capacitors
arrangement of to another e.g.  Inductors
ICs, Dual in-line from EBCD to  Resistors
(DIL) Straight- ASCII code.  Printer
line and circular.  Show and  Blower
explain the  Computer
seven-segment system
5.3 Describe the
display code.  Tools box
attributes of logic
 multimeter
families e.g.
 Oscilloscope
handling care and
 IC tester
voltage tolerance.
General Objective 6.0: UNDERSTAND THE PRINCIPLES OF OPERATION AND USE OF BASIC ELETRONICS MEASURING INSTRUMENT
Outcomes Outcomes
6.1 Explain the  Describe  Magic  Identify  Guide the  Multimeter
9-12 construction of pin connection different Pins on students to  ICs
board
capacitors, and ICs construct basic  Wire
inductors and manufacturers'  Describe the circuits using  Internet
resistors  Truth table principles of infrastructure
data sheets. Logic Gates.
Construct basic operation of  Show  Multimedia
circuits using  State the  Multime Multi-Meter and students how to projector
Logic Gates principles of Oscilloscope measure current,  Computer
Metre
(AND, OR, operation of  Measure resistance, system
NOR, NAND, Multimeter and currents, capacitance and  Inductors
EOR).  Lesson voltage,  Resistors
Oscilloscope. inductance using
note resistance, Multi-Metre.  IC testers
6.2 Explain the capacitance and  Printers
 Describe
construction of to inductance  Blower
 Base bar how to measure
capacitors, using Multi-  Tools box
Meter pulses using
inductors and
 ICs Oscilloscope
resistors
 Observe and  Guide
Electronic students to
6.3 List various measure pulses
types of work using construct:
capacitors and Oscilloscope. resistors,
bench
resistors  Diagnose faults capacitors and
 List using Multi- inductors
6.4 Explain and explain  Wire Meter and  Guide
capacitors and the safety Oscilloscope. students to
resistors colour rules and  Construct identify the
code precaution in resistors, colours in
computer capacitors and capacitors,
6.5 Explain general room inductors
safety and resistors and their
 List  Identify various
security specific functions
and explain types of
procedure in resistors and  Guide
the preventive students to
computer room capacitors
and corrective identify various
maintenance  Indentify colour
6.6 Explain in capacitors, types of
corrective and activity capacitors and
resistors and
preventive . resistors
their specific
maintenance functions  Guide
 Demonstrate students to open
using blower to and clean
clean system computer system
 Check and fix  Guide
loose socket on student to check
the and fix loose
MotherBoard socket on the
 Service system
computer and  Guide
printer student to service
printer, computer
system and UPS
EXAMINATIONS: Practical should account for 60% of overall assessment

13
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN COMPUTER STUDIES.
MODULE: AutoCAD 1 MODULE CODE: ICT 14 Total Contact Hours: 36
GOAL: To give students the basic skills needed to use the AutoCAD Software package to produce drawings
PRACTICAL COMPETENCIES
GENERAL OBJECTIVES.
On completion of this module, the student should be able to:
1.0 Understand the principles of operation, capabilities and system requirements of AutoCAD
2.0 Know how to use the keyboard and mouse to give commands in AutoCAD
3.0 Use the OSNAP facility to select options
4.0 Know how to save drawings on demand and set up the auto-save features
5.0 Produce simple drawings using the mesh system, change drawing scale, etc
6.0 Produce drawings, create title box, write letters and numbers on drawings
7.0 Produce drawings with Corel detail in terms of title box, etc.
. Operations and system requirements in AutoCAD
. Keyboard commands in AutoCAD
. Use of OSPAN facilities
. Use of auto-save features
. Use of AutoCAD to produce drawings with Corel details, etc.
Assessment Profile: Practical should account for 60 % of the overall assessment
MODULE: AutoCAD 1 MODULE CODE: ICT 14 Total Contact Hours: 36
General Objective 5.0: UNDERSTAND THE PRINCIPLES OF OPERATION, CAPABILITIES AND SYSTEM REQUIREMENTS OF AUTOCAD
Week Specific Learning Outcomes Teacher’s Activities Resources Specific Learning Teacher’s Resources
Outcomes Activities
1-4 1.1 Explain the principles of  Explain the  Latest  Use the keyboard  Guide  Computer
operation, capabilities and advantages of version of and mouse to give students on system with
system requirements of Computer Aided AutoCAD commands in how to use latest version
AutoCAD. Drafting software AutoCAD. snap point to of AutoCAD
 List all known packages construct  Multimedia
 Use the help menu Projector
CAD software  Multi-media lines
to solve problems  A3 Printer
 Guide students project
when using the  Internet
on how to use  Infrared  Give
AutoCAD infrastructure
snap point to touch or pen assignments
package
construct lines  A3 printer to students
 Give
assignments to
students
General Objective 2.0: KNOW HOW TO USE THE OSNAP FACILITY TO SELECT OPTIONS
Week Specific Learning Outcomes Teacher’s Activities Resources Specific Learning Outcomes Teacher’s Resources
Activities
5-12 2.1 Explain how to use the Layer  Explain the  Computer  Prepare and change  Show  Computer
Control to change the layers in a difference system the size of the how to system
drawing. between Cartesian  Multimedia drawing zone. construct
and polar co- projector lines at
2.2 Explain how to use Cartesian and ordinates system.  Infra red  Save drawings on set
Polar co-ordinate to draw lines. demand and set up lengths
  Touch pen
the auto-save and
feature. angles
using
 Save drawing on Cartesian
demand and Polar
co-
 Set up the auto save ordinate
feature.  Produce a
simple
 Produce a simple drawing with
drawing all necessary
details for
 Use the Mesh students to
System see.
 Guide
 Change the drawing students to
scale produce
similar
 Draw a line using simple
the command line drawing to
specification.
 Create the title
block for a drawing  Give further
exercises on
 Write letters and drawings e.g.
numbers on drawing drawing of a
complete
 Draw circles and be building
able to erase parts project
of lines or circles Give drawing
assignments to
 Produce a simple students
drawing with Corel
detail in terms of
title block, etc.
13 EXAMINATION
General Objective
Activities
MODULE: AutoCAD 11 MODULE CODE: ICT 15 Total Contact Hours: 3Hours Practical/Week
General Objective 5.0: TO GIVE STUDENTS THE BASIC SKILLS NEEDED TO USE THE AUTOCAD SOFTWARE PACKAGE TO PRODUCE
DRAWINGS.
Week Specific Learning Outcomes Teacher’s Activities Resources Specific Teacher’s Activities Resources
Learning
Outcomes
1-12 5.1 Explain the basics of AutoCAD  Produce  Computer  Open and  Produce examples
examples system with select parts drawings with
5.2 Select parts of a drawing in order to drawings with a of drawing refreshing the
latest Versions
do further work move, copy and refreshing the in order to student memory
rotate drawing parts. student memory. of AutoCAD do further  Ask students to
 Ask students to Software work: select parts of the
5.3 Drawing 1: Produce a full drawing select parts of the move, drawing and
 Multi-media
(3 view) in correct projection a real drawing and copy, and move, copy and
engineering object. project
move, copy and rotate rotate
 A3 Printer
rotate. drawing  Produce a simple
5.4 Use the parts
 Produce a simple drawing and
5.5 Dimensioning facility correctly to drawing and  Produce a show students
include dimensions and tolerances show students full how to project
on a drawing. how to project drawing (3 out the views
out the views. view) in  Give assignment
5.6 Drawing 2: Produce a fully  Give assignment correct on projection to
dimensioned drawing of a given on projection to projections students
component to specification. students. a real  Ask students to
 Ask students to engineering produce various
5.7 Use the 3-D facility of AutoCAD produce various object. drawings on given
drawings on  Use a components
5.8 Drawing 3: Produce a 3-D drawing dimensiona
given  Ask students to
of the component drawn in drawing l facility to
components produce simple 3-
2. correctly to
 Ask students to D drawings
5.9 Produce a complete drawing of a produce simple include  Produce further
given component or object to 3-D drawings. dimensions examples of
industry standard.  Produce further and drawings in 2-D
examples of tolerances and 3-D objects
- 3 view drawings in 2.D on drawing  Give further
and 3-D objects  Produce a assignments to
- Dimensioned full improve students
dimension proficiency in
- Layout (The block, etc)  Give further drawing on drawing.
a given  Assess students
- Scale improve
component performance
student’s to
specificatio
proficiency in
n
drawing  Produce a
3-D
 Assess student’s drawing of
the
performance
component
drawn
 Produce a
complete
drawing of
a give
component
or object to
industry
standard
EXAMINATIONS
13
ADVANCE CERTIFICATE PROGRAMME
IN
COMPUTER STUDIES
CURRICULUM AND COURSE HOUR DISTRIBUTION TABLE
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE
IN COMPUTER STUDIES
MODULE MODULE TERM TERM TERM TOTAL
CODE 1 2 3 CONTA
T P T P T P CT
HOURS
CCS 20 Database Design 4 10 - - - - 168
CCS 21 Computer System Management - - 8 4 - - 144
CCS 22 Management Information System (MIS) - - - - 8 4 144
ICT 21 Advanced AutoCAD I - - - 3 - - 36
ICT 22 Advanced AutoCAD II - - - - - 3 36
GENERAL EDUCATION
CMA 21-22 Mathematics 2 - 2 - 2 - 72
CEN 21-22 English Language and Communication 2 - 2 - 2 - 72
CEC 21 - 23 Economics 2 - 2 - 2 - 72
CTD 21 Engineering; Drawing; and Design - 3 - - - - 36
CBM 21 Entrepreneurship 2 - 2 - 2 - 72
TOTAL 12 11 14 7 14 7 852
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN COMPUTER STUDIES.

MODULE: DATABASE DESIGN MODULE CODE: CCS 20 Total Contact Hours: 168 Hrs
GOAL: This module is designed to enable the student understand the principles of DATABASE Design.
GENERAL OBJECTIVES.
1.0 Know the general concept of database and Database Management (DBM).
2.0 Know database structure.
3.0 Understand database implementation.
4.0 Know the procedure for setting up simple database.
5.0 Know database operation.
On completion of this module, the student would be able to demonstrate practical competencies in the following:
 Database structure.
 Database implementations.
 Setting up of simple Database.
 Database operations.
MODULE: DATABASE DESIGN MODULE CODE: CCS 20 Contact Hours/Wk: 4Hrs Theory/10Hrs Practical
General Objective 1.0: KNOW THE GENERAL CONCEPT OF DATABASE
Activities
1-2 1.1 Explain the concept Of Database.  State the meaning  Magic board  Open Ms Access  Guide students  PC
of data. Diagrams  Create and save files on how to connected
1.2 Define data.  Define data  Computer activate Ms to the
repository files. system Access internet
1.3 Define data repositories -files.
 Explain Database  MS Access  Guide students  Microsoft
1.4 Explain Database as a collection of  Explain Database  Multimedia to open Office (MS
related files. Management projector filename. - Access)
System.  Infra -red  White
1.5 Explain how to create and save file  Explain interfaces  Touch Pen Board
 Database user  File servers  Online
1.6 Explain Database Management Management Lesson note
System (DBMS). System.
1.7 Describe user interfaces to  State the
Database Management Systems. advantages and
disadvantages of
1.8 State the advantages and Database System
disadvantages of database Systems.
General Objective 2.0: KNOW DATABASE STRUCTURE
Activities
3-4 2.1 Define relations, domains and  Demonstrate the  Magic board  Creation of Table  Guide -DO-
data model. following data Diagrams using: Enter student to
structure:  Computer Design View, create
2.2 Describe the structure of a hierarchical, system Wizard, and by table and
database in terms of: Interfile network and  MS Access entering data. enter data
relationships, multiple views of relational into
database, multiple files and  Demonstrate fields.
database models. schemas with  Guide
diagrams. student to
2.3 Illustrate the following database  Define with aid of make
structure: hierarchical, network diagrams data correction
and relational. elements and s on field
records. using
2.4 Define with aid of diagrams data  Define data data view
elements and records. independence,
structure
2.5 Define data independence,
independence, and
structure independence and
program
program independence
independence.
General Objective 3.0: UNDERSTAND DATABASE IMPLEMENTATION
Outcomes Activities
5-7 3.1 Explain naming of data elements,  Explain naming of  Magic board  Set Primary Key  Guide -DO-
information hiding and security, data elements, Diagrams  Hide and protect student to
single and multiple applications information  Computer file/field set
of data base. systems and host hiding and system primary
language services. security, single  MS Access key.
and multiple  Guide
3.2 Describe database control. applications of students
Database Systems to hide
and host language fields or
services. protect a
 Describe database file.
control.
General Objective 4.0: KNOW THE PROCEDURE FOR SETTING UP SIMPLE DATABASE
Outcomes Activities
8-9 4.1 Demonstrate how to develop a  Demonstrate how  Magic board  Save Table  Guide -DO-
database using any available to develop a Diagrams  Open Table student to
package. (DBMS) database using  Computer  Main Menu and save table
any available system toolbars generally created.
4.2 Demonstrate how to document the package. (DBM)  Guide
system developed in 4.1 above. list how to student to
document the open
4.3 Describe the functions of a system developed existing
Database Administrator. in 4.1 above. table and
 Describe the query the
functions of a table.
Database
administration.
General Objective 5.0: KNOW DATABASE OPERATION
Activities
10-12 5.1 Describe query language: QBE,  Explain query  Query a Table  Guide -DO-
SQL, etc. language: QBE, using: Design view, students
SQL etc. -DO- and Wizards. to query a
5.2 Apply the language in 5.1 above on  Apply the  Create a Form table
a database to: insert, Retrieve, language in 5.1  Generate a Report using an
update, etc. above on a exercise.
 Database to:  Guide
5.3 Carry out maintenance on a
insert, retrieve, student to
database file to specifications.
update etc. create a
 Carry out form for
maintenance on a file
Database file to queried
specifications. and
 Guide the students generate a
to carry out report
maintenance on a
database file.
MODULE: COMPUTER SYSTEMS MANAGEMENT MODULE CODE: CCS 21 Total Contact Hours: 144 Hrs
GOAL: This module is designed to enable the students acquire practical skills in the management of computer systems.
GENERAL OBJECTIVES.
1. Understand the requirement for managing a Computer Centre

2. Know the preparation and evaluation of proposals.
3. Understand personnel management of computer system.
4. Know data processing standards.
5. Know performance evaluation of computer staff.
6. Know computer equipment.
7. Know site preparation for computer installation.
8. Know system auditing.
On completion of this module, the student would be able to demonstrate practical competencies in the following:
 Planning of new installations.

 Preparation and evaluation of proposals.
 Management of computer systems.
 Data processing standards.
 Evaluation of computer staff performance.
 Computer equipment situation.
 Site preparations for computer installation
 Systems Auditing.
MODULE: COMPUTER SYSTEMS MANAGEMENT MODULE CODE: CCS 21 Contact Hours/Wk: 8Hrs Theory/4Hrs Practical
General Objective 1.0: UNDERSTAND THE REQUIREMENT FOR MANAGING A COMPPUTER CENTRE
Outcomes Outcomes
1-2 1.1 List and explain  Outline the necessary  Layout sketch of a  Access  Guide student to  Computer
general computer requirements for a computer computer room. computer know system system
room requirements. room.  Firefighting system to configuration.  Multimedia
 Explain the need for good equipment know its  Demonstrate projector
1.2 Describe accessibility to a computer  Safety posters configuration how to improve  Internet
accessibility to the room.  Rules and  Identify high computer infrastructu
computer room and List the ancillary equipment regulations guiding and low system re
other rooms the use of computer performing efficiency by  Inverters
and the space allocation for
associated with it. room system in upgrading its  UPS
such equipment. relation to configuration,
 Discuss the importance of  Infra-red  Stabilizers
1.3 Explain all ancillary system perform minor
air-conditioning and effective  Multimeter configuration troubleshooting  Surge
equipment "and
communication facilities for  Multimedia and /or faulty and update Protectors
their space
a computer room. projector system. antivirus  monitoring
allocation. equipment
 Explain the importance of software
1.4 Explain the stand-by power supply, fire regularly  Safety
prevention equipment, and posters
importance of
adequate dehumidifying equipment in  Rules and
a computer room. regulations
atmospheric
guiding the
condition and use of
communication computer
facilities in the room
computer room.  Dehumidifie
1.5 Explain the r
importance of  Ergonomic
auxiliary power functions
supply, fire  Plasma TV
prevention  Dust Covers
equipment, and  Air
dehumidifying conditioners
equipment in a  Fans
computer room.  printers
 scanners
 web cam
 head set
 biometrics
 venetian
blinds
 cable
satellites
General Objective 2.0: KNOW THE PREPARATION AND EVALUATION OF PROPOSAL
Outcomes Activities
3 2.1 Define feasibility study  Explain feasibility  Feasibility studies of  Carry out  Demonstrate Case Studies
2.2 Explain factors affecting study. previous projects feasibility studies how to carry
management decisions to  State the factors that  Write and package feasibility
purchase computer system influence management  Drawing/design of proposals to studies
and peripherals
2.3 Describe how to package a decisions in purchasing anticipated projects specification  Demonstrate
proposal according to computer systems  Evaluate previous how to write
specification  Explain how to proposal/projects and package
2.4 Compare different compare different a proposal
proposals using according to
proposals using
weighted ranking, specification
evaluation of scores and various criteria.
 Demonstrate
cost analysis. how to
evaluate
previous
proposal/
projects
General Objective 3.0: UNDERSTAND PERSONNEL MANAGEMENT OF COMPUTER SYSTEM
Outcomes Activities
4 3.1 Describe the  Show and explain an  A typical Organogram  Demonstrate  Computer
organisational structure of a organogram of a  Draft an using systems
typical data processing typical data  Computer systems organogram of a organogram  Internet
department processing typical DP to illustrate a infrastructur
department.  Multimedia projector department typical desk e
3.2 Explain the functions of the  Describe the functions processing  Multimedia
following within the D.P. of the various  Infra-red touch/pen  Demonstrate the department projector
organisation: relationship within  Show the
D.P functionaries  Safety
 Safety presentation DP department relationship
(a) Data Processing Manager. listed In general presentation
CDs using organoram within the DP CDs/DVDs
(b) Database Administrator objective 3.2
department  Fire
(c) Systems Analyst Designer  Fire extinguishers  Demonstrate safety
 Outline staff using extinguisher
(d) System Engineer procedures at
relationship within a organogram  Infra-red
(e) Maintenance Programmer. emergencies
(f) System Programmer D. P department  Demonstrate touch
 Explain the need for how to  Inverters
(g) Application Programmer 
(h) Operations Manager safety and security respond to  Ups
(i) Data Operator, in a computer room. safety  Satellites
(j) Data Entry Staff challenges at  Plasma TV
(k) Data Library Staff. emergencies
 Make safety
3.3 Describe staff relationship video
within a D.P. Department presentations
 Field trips
3.4 Explain general safety
and security procedures
in a computer room.
General Objective 4.0: KNOW DATA PROCESSING STANDARD
Outcomes Outcomes
5 4.1 List and explain Data  Describe data  Charts  Give various  Illustrate  Computer
Processing Standards processing  Computer data various data system
standards.  Magic board processing processing  Internet
4.4 Explain in-house
 List various types  Multimedia standards standard infrastructure
standards and their
of D.P standards projector  Give carious  Illustrate in-  Multimedia
uses.
and their uses.  Infra-red /touch pen in-house house projector
standards and standard and
examples give
examples
General Objective 5.0: KNOW PERFORMANCE EVALUATION OF COMPUTER EQUIPMENT AND STAFF
Week Specific Learning Outcomes Teacher’s Activities Resources Specific Learning Teacher’s Activities Resources
Outcomes
6 5.1 Explain performance Performance evaluation  Evaluate  Illustrate the
analysis for computer forms computer staff use of
staff using performance
performance analysis in
5.2 Explain production levels analysis the
of a computer staff Explain: guidelines evaluation
(i) Performance  Evaluate of a
analysis system computer
(ii) Explain production performance in staff
level of a computer relation to  Illustrate the
staff. computer use of
equipment production
levels in
accessing
system
performance
General Objective 6.0: KNOW COMPUTER EQUIPMENT MAINTENANCE
Outcomes Outcomes
7-8 6.1 List all equipment  Outline the  Magicboard  Identify  Guide  Inverter,
available in D. P. necessary equipment in students on Surge
environment. equipment  Computer system DP environment how to protector,
available in a D.P  Use of updated identify and stabilizers,
6.2 Explain the functions environment.  Charts Antivirus use CD’s,
of the equipment in  Explain the  Demonstrate equipment in DVD’s,
6.1 above in respect functions of the  Multimedia the: use of a DP HDD etc
of special equipment. projector Username and environment  PC
applications.  Describe Password, use of  Guide connected to
methods of  Infra-red/ touch pen Inverters, Surge student to the Internet
6.3 Describe methods of
security of computer security of Protector, install and  White board
equipment. computer  Anti-virus suites Stabilizers, update Anti-  Light pen
equipment. Backup store virus.  Infra-red
6.4 Describe types of  Explain types of and use of  Guide the  Scanners
computer arrangement for Blower student on  UPS
maintenance computer  Demonstrate the how to  Printers
arrangement and maintenance and treatment of secure
compare their cost.  Web cam
compare their virus infection computer
costs. using anti-virus system with
username
and
password
 Sensitize
student on
the
importance
of Inverters,
surge
protector,
Stabilizers
etc
 Guide
student on
how to use
blower on a
dusty
system.
 Sensitize
student on
restriction of
external
devices e.g.
CD’s, Flash,
Diskettes etc
to avoid
virus
infection.
 Guide
students on
how to
treat/heal a
system of
virus
infection
 Field trip
General Objective 7.0: KNOW SITE PREPARATIONS FOR COMPUTER INSTALLATION
Outcomes Activities
9 7.1 Explain site preparation  Explain the process of  Desktop Publishing  Demonstrate the  Guide
site preparation. system e.g. AutoCAD, preparation of site students
7.2 Explain the term: (a) False  Design: false flooring  Demonstrate how to on how to
Corel draw, Adobe
flooring, (b) False roofing. and false roofing. design false prepare
PageMaker etc.
 Describe the process of flooring, false site
7.3 Explain pre-installation
internal partitioning roofing  Guide
arrangement and internal
partitioning.  Design protocol students
office partitioning on how to
design
false
flooring
and false
roofing
 Guide
students
on how to
determine
the
partitionin
g of an
office
 Field trip
(site visit)
General Objective 8.0: KNOW SYSTEM AUDITING
Outcomes Outcomes
10-12 8.1 Name and describe  Enumerate and  Activate Device  Guide student on how to  CP with
types of systems describe types of Manager to determine the internet
auditing. system auditing. determine the functionality of : connection
 Outline and functionality of: i. Optical Drive
8.2 List and explain explain systems i. Optical Drive ii. Interface
systems auditing audit elements ii. Interface devices devices
elements.  State the iii. Memory iii. Memory
advantages of iv. System devices iv. System devices
8.3 State the advantages -DO-
internal check and etc etc
of internal checks.
how to report  Conduct internal  Guide students on how to
8.4 Describe methods of internal checks. checks conduct internal checks
reporting internal  Describe methods  Demonstrate  Guide students on how to
checks of presenting how to present present system audit
systems auditing system audit reports
8.5 Describe methods of reports. report
presenting systems
auditing report
13 EXAMINATIONS
MODULE: MANAGEMENT INFORMATION SYSTEM MODULE CODE: CCS 22 Total Contact Hours: 144 Hrs
GOAL: This module is designed to enable students understand the concept of Management Information Systems (MIS)
GENERAL OBJECTIVES
1.0 Understand the concept of M.I.S
2.0 Understand general system theory.
3.0 Understand the principles of decision-making.
4.0 Understand the principles of project management.
5.0 Understand Total Systems.
On completion of this module, the student’s would be able to demonstrate practical competencies in the following:
 Concept of MIS.
 General System theory.
 Principles of Decision-making.
 Project management.
 Total Systems.
MODULE: MANAGEMENT INFORMATION SYSTEM MODULE CODE: CCS 22 Contact Hours/Wk: 8Hrs Theory/4Hrs Practical
General Objective 1.0: KNOW THE GENERAL CONCEPT OF MANAGEMENT INFORMATION SYSTEM (MIS)
Outcomes Outcomes
1-2 1.1 Define 'Management'  Define 'management and  Magic board  Demonstrate the  Demonstrate  PC
and explain its explain the different levels  Lesson note use of graphic graphical connected
functions  Explain Management  Text book representation of representation to the
Information System and  Internet facilities different levels of different internet
1.2 Explain Management list examples of MIS of management levels of  Printer
 Projector
Information System.  List the importance of MIS  Installation of  Demonstrate the management  Scanners
to business organization Skype software use of internet  Guide student  Webcam
1.3 List examples of MIS.
survival  Video, phones, resources to son how to use  Camcorder
1.4 Explain the  Explain the evolution of  Infra-red torch access MIS internet  Video
importance of MIS to MIS giving examples from practices resources in  Fax simile
business organisation. previous to recent updating/acces machine
practices sing  Overhead
1.5 Explain the evolution information projector
of MIS.
1.6 Demonstrate
approaches to MIS
implementation.
General Objective 2.0: UNDERSTAND GENERAL SYSTEM THEORY
Outcomes Outcomes
3-4 2.1 Explain the taxonomy  Explain the  Magic board Define the terms:  Illustrate the terms:  PC
of systems: taxonomy of  Lesson note - Taxonomy of - Taxonomy of connected
deterministic, systems  Text book system systems to the
probabilistic, static deterministic.  Internet facilities - Static - Deterministic internet
and dynamic. Probabilistic, etc.  Projector - Dynamic - Static  Printer
 Installation of Skype - Deterministic - Dynamic  Scanners
 Define
2.2 Explain the term software  State examples  Illustrate the term  Webcam
'organisation' and
organization in  Video, phones, of governmental organization using  Camcorder
list different types
business, education, and non- examples like  Video
of organisation. Infra-red torch governmental governmental and
and etc. systems as  Fax simile
E.g. education, organization non-governmental
made up of sub- machine
business, etc.  Give examples of organizations
systems. Overhead
 Differentiate systems and sub-  Differentiate projector
2.3 Explain system and between closed systems between system
sub-system; Closed and open loop  Identify the and sub-system in
system, Open system systems. levels of a closed and open
 Determine levels information system
2.4 Determine levels of of information in  Ascertain  Guide students on
information in terms terms of operation, channels of how to determine
of: operations, planning, etc. communication levels of
planning, decision  Discuss levels in an information in
making, and organization - Operations
information handling. communication  Demonstrate use - Planning
within an of MIS report - Decision making
2.5 Describe channels of organisation. generator using - Information
communication  Give examples of computer system handling
within an reports that can be  Guide students on
organisation. generated by MIS. how to ascertain
channels of
2.6 Describe how communication
computers can be within an
used as MIS report organization
generator.  Guide students in
generating MIS
report
General Objective 3.0: UNDERSTAND THE PRINCIPLES OF DECISION MAKING
Outcomes Activities
5-6 3.1 Explain the stages in - State and explain  Magic board  Identify the  Guide  PC
decision-making. the different stages in  Lesson note different stages students to connected
decision making  Text book in decision understand to the
3.2 Explain some decision - State and explain  Internet facilities making different internet
making techniques: PERT, some decision-  Projector  Identify decision stages of  Printer
GNAT CHART, etc.  Installation of Skype making decision  Scanners
making techniques.
software procedures making  Webcam
- Choose a model of a
3.3 Simulate and analyse a  Video, phones,  Demonstrate the  Illustrate  Camcorder
specific organisation analysis of an some
model of a specific Infra-red torch  Video
and analyse. organization decision
organisation.  Fax simile
using simulation making machine
techniques techniques; Overhead
e.g. PERT, projector
GNAT,
CHART,
 Demonstrate
using
simulation to
analyse a
model of an
organization
General Objective 4.0: UNDERSTAND THE PRINCIPLES OF PROJECT MANAGEMENT
Outcomes Activities
7-8 4.1 State and explain the  Outline a system  Draw system  demonstrate the  guide the  PC
different stages in decision development life development chart. development of a students to connected
making cycle. system life circle draw a to the
 Magic board  demonstrate the system internet
4.2 State and explain some  List and explain
 Lesson note steps involved in development  Printer
decision-making techniques. tools used in project
 Text book analyzing a cycle chart  Scanners
4.3 Describe a specific management.
 Internet facilities finished project  guide  Webcam
organisation and analyses.
 Projector students  Camcorder
 Installation of Skype through the  Video
software steps  Fax simile
 Video, phones involved in machine
 Infra-red torch analyzing a Overhead
chosen case projector
study
Theoretical: Use a Case Study of an institution Practical

General Objective 5.0: UNDERSTAND THE TOTAL SYSTEM
Outcomes Activities
9-12 5.1 State the objectives of the  Outline the  Draw system  Demonstrate the  Guide  PC
total system. objectives of the total development chart. stages involved the connected
system and explain in development students to the
5.2 Describe the contribution the contributions of  Magic board of MIS to internet
of each sub-system in 5.1 each subsystem.  Lesson note develop  Printer
above.  Describe information  Text book MIS  Scanners
flows.  Internet facilities  Webcam
5.1 Explain rationalisation of  Explain importance  Projector  Camcorder
information flows, timing of timing accuracy  Installation of Skype  Video
and accuracy of destination and correctness of software  Fax simile
of out-put. destination of output  Video, phones machine
 State the effect of  Infra-red torch Overhead
5.2 Explain the effect of time projector
lag on output. time lag on input.
 Explain the effect of
5.3 Explain the reasons for deviation/adherence
maintaining standard to standard
procedures procedures
5.4 Describe the development

of MIS.
13 EXAMINATIONS
Programme: ADVANCED NATIONAL TECHNICAL Course Code: CCS 11 Total Hours:240HRS

CERTIFICATE IN COMPUTER STUDIES
Course: VISUAL BASIC LANGUAGE 11 Theoretical: hours/week
Year: YEAR 2 Semester: 1ST Term Pre-requisite: Practical: hours/week
Goal: TO INTRODUCE THE STUDENTS TO PROGRAMMING CONCEPTS USING VISUAL BASIC PROGRAMMING LANGUAGE 11
General Objectives:
1. To understand how to manipulate arrays and handle information in VB programs
2. To understand how to use advanced Controls in VB program
3. To understand how to use create and use procedures ,sub procedure and Functions
4. To understand how to manage keyboard and screen I/O
5. To understand how to create user friendly menus
6. To understand how to use Databases
7. To understand how to plan a VB project
On completion of this course, the students should be able to:
on completion of this course, the students should be able to demonstrate practical competencies in the following:
1. Load Microsoft Visual Studio 6.0
2. Use arrays in writing VB programs
3. Write simple programs using controls parts3
4. Write simple programs using procedures and functions
5. Use keyboard and screen I/O in programs
6. Write simple programs using the Menus
7. Write complete programs using the form properties
MODULE: ADVANCED DATABASE MANAGEMENT DESIGN MODULE CODE: CCS 11 Contact Hours/Wk: 8Hrs Theory/4Hrs
Practical
General Objective 1.0: To understand how to manipulate arrays and handle information in VB programs
Week Specific Learning Outcomes Teacher’s Resources Specific Learning Teacher’s Resources
Activities Outcomes Activities
1-2 To understand: To explain PC connected to The ability to: Supervise the Personal Computer
Data manipulation and Looping: an OHP write a simple laboratory loaded with Visual
management using arrays - How arrays and Power point program and support Basic language
non array presentation that handle a large students in Environment
data values vary . of lectures amount of data their practical A comprehensive
- How to declare Online lecture with arrays work that workbook for
arrays notes includes : students
- How to form one White board. - Arrays and non-
and array
two dimensional data values vary
arrays - Declaring arrays
- One and Two
dimensional
arrays
General Objective 2.0: To understand how to use advanced Controls in VB program
2.1 To understand: The  To  PC  The  To  Personal Computer
3-4 properties and events explain connected ability to: Demonstr Loaded with Visual Basic
of advanced VB Controls properties to an OHP Write a ate The language Environment
and events Power simple properties
in point program and events A comprehensive
control of : using the of workbook for students
- List Box presentation VB this
- Combo Box of lectures controls Controls :
- Timer Control Online part3 - List Box Control
- HScroll Bar lecture - Combo Box
- VScroll Bar notes Control
White - Timer Control
board. - HScroll Bar
Control
- VScroll Bar
Control
General Objective 3.0: To understand how to use create and use procedures ,sub procedure and Functions
Activities Outcomes
3.1 To understand:  To  PC 3.1 The ability  Supervise the  Personal Computer
5-6 Function and Procedures explain: connected to: laboratory loaded with Visual Basic
- Procedures to an Write a simple and support students language Environment
- Function OHP program in A comprehensive
- Functions return Power point includes their practical work workbook for students
single presentation procedures and that
values of lectures functions : includes :
- Supplied Online lecture - Procedures
numeric notes - Function
functions White board. - Functions return
- Supplied string single
functions values
- Supplied time - Supplied numeric
and date functions functions
- Supplied string
functions
- Supplied time and
date functions
General Objective 4.0: To understand how to manage keyboard and screen I/O
To understand: To state: PC connected to The ability to: Supervise the Personal Computer
7-8 How to handle Keyboard - The message an OHP Write a simple laboratory loaded with Visual Basic
Screen I/O boxes are Power point program and support language Environment
- How to set up presentation includes Keyboard students in A comprehensive
message of lectures Screen their practical workbook for students
boxes Online lecture I/O work that
- When input notes includes :
boxes work White board. - Message boxes
better than are
controls - Input boxes
General Objective:
Activities Outcomes
9-10 4.1 To understand:  To state:  PC 3.1 The ability  Supervise the  Personal Computer
Menu concept - What the Menu connected to: laboratory loaded with Visual Basic
Editor to an Write a and support students language Environment
does OHP simple in A comprehensive
- How to start the Power point program their practical work workbook for students
Menu presentation includes menu that
Editor of lectures includes :
- Which event Online lecture - Menu Editor
responds to notes - Event responds to a
a menu selection White board. menu selection
General Objective 5.0: To understand how to create user friendly menus
Activities Outcomes
5.1 To understand:  To  PC  The  Supervise the  Personal Computer
11- Access methods in Data explain: connected ability to: laboratory loaded with Visual Basic
12 Bases - Which controls to an - Write a simple and support students language Environment
work OHP program in A comprehensive
with data Power point includes DATA their practical work workbook for students
- How DAO presentation BASE that
varies from of lectures access includes :
Data controls Online lecture - Using controls that
- When to use notes works with data
recordset White board - How DAO varies
- How to use the from
Data Data controls
Form Wizard - When to use
recordset
- How to use the Data
Form Wizard
General Objective:
Activities Outcomes
6.1 To understand:  To  PC  The  Supervise the  Personal Computer
13- The steps of development explain connected ability to: laboratory loaded with Visual Basic
14 recycle for project - The to an - Write a and support students language Environment
development OHP Complete in A comprehensive
recycle Power point program using their practical work workbook for students
for project presentation VB that
(Analysis of lectures includes :
– Designing - Online lecture - How to write a
Writing – notes complete
Programs – White board. programs .
Debugging
– Testing )
15 EXAMINATIONS:
MODULE: ADVANCED AutoCAD 1 MODULE CODE: ICT 21 Total Contact Hours: 36
GOAL: This module is designed to enable students understand the concept of Advanced AutoCAD 1
GENERAL OBJECTIVES.
1.0 Understand the use of Computer in the Design and drafting Process
2.0 Understand how to Construct Simple Geometric Shapes
3.0 Understand the different Edit Boxes
4.0 Understand how to use edit commands
 Use of computer in the design and drafting process

 Application of AutoCAD in the construction of simple geometrical shapes
 Use of different edit boxes
 Use of edit commands
PROGRAMME: ADVANCEDNATIONAL TECHNICAL CERTIFICATE IN COMPUTER STUDIES.
MODULE: ADVANCED AutoCAD 1 MODULE CODE: ICT 21 Contact Hours/Wk: 8Hrs Theory/4Hrs
Practical
General Objective 1.0: Understand the use of Computer in the Design and drafting Process
Activities
1-2  Discuss the advantages  Computer Sets  Demonstrate the links  Illustrate by  Computer
and disadvantages of (1:2) students between CAD and demonstrati Sets (1:2)
computer in the design  Latest versions of CAM. ng main  Latest
process. AutoCAD features of versions
Software  Install the AutoCAD of
 Explain the links an
 Lesson notes software correctly. AutoCAD
between CAD and AutoCAD
CAM.  Webcam Environmen Software
 Demonstrate the use of  Webcam
1.1 Explain the advantages  Discuss the functions  Internet facilities t.
the HELP menu in
and disadvantages of  Multi-media  Internet
of the various parts. solving problems  Guide the
computer in the design project facilities
 Explain to students the when using AutoCAD students on
process.  Biometrics  Multi-
difference between package. the use of
media
Cartesian and the different project
1.2 Explain the principles of  Demonstrate by using
coordinate systems. input  Infra-red
operation capabilities and different input
system requirements of methods. torch
methods:
AutoCAD  Guide
- Keyboard
- mouse, students to
1.3 Describe the features in an - Digitizer design
environment. - Screen projects
- Biometrics (Objects,
 Demonstrate the use of building)
coordinate in a
designing project
 Use the OSNAP

facility to select
options
General Objective 2.0: Understand how to Construct Simple Geometric Shapes
Week Specific Learning Teacher’s Resources Specific Learning Outcomes Teacher’s Activities Resources
Outcomes Activities
 Computer Sets  Demonstrate how to - Demonstrate how perform  Computer
2.1 Explain user interface  Teach (1:2) students hatch the shapes drawn hatching. Sets (1:2)
e.g. menu, toolbar, student  Latest versions and change the hatch students with
platelets. the of AutoCAD pattern and scale. -Change hatching pattern and latest versions
various Software of AutoCAD
icons on  Lesson notes  Demonstrate how to scale. Software
and tools draw circles, ellipses  Multimedia
on user and arcs to given -Draw ellipses, polygons
Projector
interface. dimensions dimension. with Infra-
red Pen
 Demonstrate the method  Internet
of constructing infrastructure
polygons to given
dimensions squares of
given dimensions
 Produce a simple
drawing given
specification.
General Objective 3.0: Understand the different Edit Boxes
Outcomes
3.1 Explain the different  Explain and use the  Computer  Select the shapes using  Demonstrate, using array
 Computer
edit boxes and different edit boxes. Sets (1:2) commands to draw polar Sets (1:2)
edit boxes.
describe how to use students and rectangular arrays. students with
them and their  Latest  Use array command to  Guide students to perform latest versions
attributes. versions draw both polar and drawing using the offset of AutoCAD
of rectangular arrays command. Software
3.2 Select the shapes AutoCAD  Multimedia
-Ask students to produce
using edit boxes. Software  Use the offset command. drawing using the above Projector
 Lesson commands. with Infra-
notes red Pen
 Internet
infrastructure
General Objective 4.0: Understand how to use edit command
Outcomes
-DO-  Demonstrate the use of  Guide students to -DO-
edit commands copy, erase and trim
 Explain how to objects.
copy, erase and  Demonstrate how to
4.1 Explain the importance  Fillet and chamfer angles.
of edit command, snap trim objects move objects
Guide students to perform
command, copy accurately using both
snap commands and similar activities.
command, erase and  Give assignments to
delete command. coordinates.
students and supervise their
 Demonstrate how to work.
copy objects from one
position to another
accurately using snap
and coordinate entry.
 Demonstrate how to
erase objects.
trim objects.
fillet and chamfer
angles
MODULE: ADVANCED AutoCAD 11 MODULE CODE: ICT 22 Total Contact Hours: 36 Hrs
GOAL: This module is designed to enable students understand the concept of Advanced AutoCAD 11
GENERAL OBJECTIVES.
1.0 Understand the use of Computer in the Design and Drafting Process
2.0 Know how to create linear and aligned dimensions
 Creating the title box for a drawing.

 Writing letters and numbers on drawing
 Draw circles and be able to erase parts of lines or circles.
 Produce a fully dimensioned drawing of a given engineering component to industrial specification. how to create linear and aligned dimensions
MODULE: ADVANCED AutoCAD 11 MODULE CODE: ICT 22 Contact Hours/Wk: 3Hrs Practical/Week
General Objective 1.0: Understand the use of Computer in the Design and drafting Process
Week Specific Learning Outcomes Teacher’s Activities Resources Specific Learning Teacher’s Activities Resources
Outcomes
1.1 Explain creation of layers  Teach students on the  Magic  Demonstrate  Demonstrate how  Computer
creation of layer, board how to create to create, change Sets (1:2)
1.2 Explain how to edit layer editing and moving of  Computer layers. colour and the line students
object. set (1:2) type of a layer. with latest
1.3 Explain how to move object student.  Demonstrate  Demonstrate how versions of
 Lesson how to change move Objects from AutoCAD
notes colour of layers. one layer to Software
another.  Online
 Demonstrate  Guide students on notes
how to change how to switch on  Internet
the line type of a and off and use infrastruct
layer. layers to construct ure
 Demonstrate drawings  Infra-red
how to move torch
objects from one
layer to another.
 Demonstrate
how to switch
layers on and
off.
 Demonstrate
how to use
layers
proficiently and
show how they
help in the
construction of
drawings.
General Objective 4.0: Know how to create linear and aligned dimensions
Outcomes
4.1 Explain the different  Magic  Identify the features in  Guide the students to  1 Large
input methods board an AutoCAD identify main format
4.2 Explain the main  Computer environment state features of Auto printer or
features of Auto set (1:2) their functions CAD (latest version) Plotter in a
CAD (latest version) student. and state their Network
and state their  Lesson  Create linear, angular functions  Digititser
function notes and aligned  Demonstrate the  Internet
dimensions. different input infrastructur
methods e
 Demonstrate how to  Demonstrate the use  Multimedia
 Explain how to add tolerances to of each input method projector
create linear, dimensions.
 Infra-red
angular and
 Demonstrate how to torch
aligned
dimensions. create leader lines.
 Explain how to  Demonstrate how to

add single line add single and
text to drawings multiple line texts to
drawings.
 Explain how to
edit dimensions  Demonstrate how to
and text. edit dimensions and
text.
3.0 DRAWING EXERCISE  Magic  demonstrate how to  guide students  1 Large format
-1 board create title box, on how to printer or Plotter in a
 Computer write text and create title Network
3.1 Describe how to create set (1:2) number drawing box, write text  Digititser
the title box for a student. and numbers  Internet
drawing.  Demonstrate how
 On-line  demonstrate how to in drawings infrastructure
to create title box,
lesson draw objects and  Multimedia projector
3.2 describe how to write write texts and
notes erase parts  guide students Infra-red torch
texts and numbers on numbers on a
 Light pen on how to
drawing drawing.
 marker draw objects,
 Draw objects and erase parts
3.3 describe how to draw erase parts and insert
circles and be able to  Guide the students dimensions on
erase parts of lines or to perform similar drawing
circles. exercises.
3.4 Explain how to insert
dimensions in a
drawing.
 Demonstrate to the  Magic  Demonstrate  Guide  1 Large format

student how to board steps taken in students on printer or Plotter in a
produce simple  Computer producing step taken in Network
4.0 DRAWING EXERCISE drawings with set (1:2) simple drawings producing  Digititser
–2 correct details in student. simple  Internet
title box  On-line  Demonstrate drawing infrastructure
4.1 Produce a simple how to select
 Demonstrate to the lesson with correct  Multimedia projector
drawing with correct parts of drawing
student how to notes details in the  Infra-red torch
details in the title box,
select parts of  Light pen title box etc
etc.
drawings to marker
perform actions  Guide
4.2 Select parts of drawing
like: move, copy, students on
to do further work.
cut, rotate, group, how to
Move, Copy and rotate
shape, fill etc. select parts
drawing parts.
 Demonstrate to the of drawings
student how to to perform
produce full actions like:
move, copy,
drawings with title rotate
blocks from real
engineering
component
 Demonstrate to the
student how to
show all the views
and insert text and
dimension
5.0 DRAWING EXERCISE  Describe to the  Magic  Demonstrate  Guide  1 Large format
–3 student how to board how to produce students printer or Plotter in a
produce full  Computer full drawing on how to Network
5.1 Describe how to drawings with title set (1:2) with title box produce  Digititser
produce full drawing blocks from real student. full  Internet
with title blocks from engineering  On-line  Demonstrate drawing infrastructure
real engineering components lesson how to view and with real  Multimedia projector
component.  Give drawing notes insert text engineeri Infra-red torch
assignments to  Light pen dimension ng
5.2 Explain how to access students and marker compone
views and insert texts supervise their nt
and dimensions work.
 Guide
students
on how to
view and
insert
dimensio
n
 Magic  Demonstrate  Guide  A3 printer on a

board how to produce students network
 Teach students on  Computer a full on how to  Plotter in a Network
how to produce a set (1:2) dimensional produce a  Digitiser
full dimensional student. drawing of any fully  Internet
drawing of any  On-line given dimensio infrastructure
given engineering lesson engineering ned
6.0 DRAWING  Multimedia projector
component like: notes component e.g. drawing
EXERCISE - 4  Infra-red torch
shaft, bolt, nut,  Light pen bolt, nut shaft of any
torque arm etc. to marker etc. to industrial given
6.1 Produce a fully industrial
dimensioned drawing of specification engineeri
specification ng
a given engineering
component to industrial compone
specification. nt like
shaft,
bolt, nut,
torque
arm etc to
industrial
specificat
ion
LIST OF EQUIPMENT FOR NTC/ANTC IN COMPUTER STUDIES
(MINIMUM REQUIREMENT PER CLASS OF 20 STUDENTS)
QTY
NO. DESCRIPTION OF ITEM REQ"
D
HARDWARE EQUIPMENT
1
Computer system specification (duo core processor, 3.0 GH3, 2GB RAM, 160GB, HDD; Full Multimedia, Internet Ready, DVD/CD WR)
10
2 Hp LaserJet 2055 or latest version 3
3 Desk Jet 940 2
4 Summa graphic Digitizer 2
5 Hp Scan Jet 6200 2
Multimedia projector (HP, Dell, Toshiba,
6 1
Sony V10) 2500 Lumens or latest version
8 Scanner
9 Magic Board 2
10 Digital Camera (7.0 mega pixels) 1
11 Network cables (cat 5E, 6E cables) - 1
12 Oscilloscope 1
13 Soldering Iron 2
14 Digital Multi metre 1
15 Analogue Multi metre 1
16 Bread board 1
17 Stabilizer
18 Internet infrastructure
19 Biometric
20 Web Cam
21 Fire extinguisher
22 Fan
23 Dehumidifier
24 Electronic Work Bench
25 Uninterrupted Power Supply (UPS)
26 Air conditioner
27 Inverters
28 Surge protectors
29 Anti static discharge device (e.g. wrist strap)
SOFTWARE EQUIPMENT
30 Microsoft Office
31 Basic Interpreter (Q Basic)
32 Typing Tutor (Mavis Beacon etc.)
33 Windows XP
34 Windows 98
35 Corel Draw
MATERIALS
36 Resistors
37 Capacitors
38 Inductors
39 Integrated Circuit (IC)
40 Hard disk
41 Soldering led
42 RAM
43 Processor
44 Connection wires and cables
45 Bread board
46 Ferro board
47 Mother board
48 Flash drive
49 Diskettes
50 Magic board
51 Lesson note
52 Interface card
53 Window blind
54 False flooring
TOOLS
55 Electronic work bench
56 Soldering iron
57 Cripping tools
58 Infra-red torch
59 Electronic tool box
TEXTBOOK USED:
1. Odeh, C. (1996). Mastering Microsoft Windows (Microsoft Word), vol. 1
Alcer Concerns Asaba, Nigeria.
2. Odeh, C. (1996). Desktop Publishing with Graphics and Design, Asaba, Nigeria: Nathson Publishers,
3. French, C.S. (1996). Introduction to Computer Science, fifth edition, London: Ashford Colours press,
4. Gottfried, B.S (2001). Theory and Problems of Programming with Visual Basic. Schaum’southnes seris, New York:
McGraw-Hills Inc,
LIST OF PARTICIPANTS
S/N NAMES RESPONSIBILITY E-MAIL MOBILE NO
1. Engr. Promise Ogbu Chairman [email protected] 08037031856
2. Olelewe, Chijoke Jonathan Technical Secretary [email protected] 08034961625
3. Engr. Yusuf R.A. Member [email protected] 08056067028
4. Itegboje A.O. (Mrs.) Member [email protected] 08035769431
[email protected]
5. Mrs. Adepetu Y.T. Secretary [email protected] 08038048723
6. Engr. Donald Odiyoma NBTE Co- [email protected] 08036301795

ordinator
NATIONAL ADVANCED TECHNICAL CERTIFICATE IN COMPUTER STUDIES
GUIDELINES FOR TEXT BOOK WRITERS
The following guidelines are suggestions from the Engineering Committees to the writers of the textbooks for the new curricula. They are intended to
supplement the detailed syllabuses which have been produced, and which define the content and level of the courses.
Authors should bear in mind that the curriculum has been designed to give the students a broad understanding of applications in industry and
commerce, and this is reflected in the curriculum objectives.
1. One book should be produced for each syllabus
2. Page size should be A4
3. The font size should be 12 points for normal text and 14 points where emphasis is needed.
4. Line spacing should be set to 1.5.
5. Headings and subheadings should be emboldened
6. Photographs, diagrams and charts should be used extensively throughout the book, and these items must be up-to-date
7. In all cases the material must be related to industry and commerce, using real life examples wherever possible so that the book is not just a
theory book. It must help the students to see the subject in the context of the 'real word'
8. The philosophy of the courses is one of an integrated approach to theory and practice, and as such the books should reflect this by not making
an artificial divide between theory and practice.
9. Examples should be drawn from Nigeria wherever possible, so that the information is set in a country context.
10. Each chapter should end with student self-assessment questions (SAQ) so that students can check their own master of the subject.
11. Accurate instructions should be given for any practical work having first conducted the practical to check that the instructions do indeed
work.
12. The books must have a proper index or table of contents, a list of references and an introduction based on the overall course philosophy and
aims of the syllabus.
13. Symbols and units must be listed and a unified approach used throughout the book.
14. In case of queries regarding the contents of the books and the depth of information, the author must contact the relevant curriculum committee
via the National Board for Technical Education.
15. The final draft version of the books should be submitted to Nigerian members of the curriculum working groups for their comments regarding
the content in relation to the desired syllabus.
16. Authors are not restricted from adding more details than provided for in this syllabus.

NTC and ANTC Computer Studies - 0

Uploaded by

Copyright:

Available Formats

NTC and ANTC Computer Studies - 0

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NTC and ANTC Computer Studies - 0

Uploaded by

Copyright:

Available Formats

NATIONAL BOARD FOR TECHNICAL EDUCATION

NATIONAL TECHNICAL CERTIFCATE

ADVANCED NATIONAL TECHNICAL CERTIFICATE

REVIEW CURRICULUM AND MODULE SPECIFICATIONS

PLOT B BIDA ROAD, PMB 2239, KADUNA - NIGERIA

ASSISTANT DIRECTOR GENERAL FOR EDUCATION UNESCO-PARIS

Arc. Tpl. Ade Ojo Aimola, MNIA, MNITP, RTPI, TOPREC

The overall objectives of this curriculum are to:

NA TIONAL TECHNICAL CERTIFICATE PROGRAMME

ADVANCED NATIONAL TECHNICAL CERTIFICATE PROGRAMME

The curriculum of each programme is broadly divided into three components:

COURSE UNITS /MODULES

(a) General Objectives

a) Orthographic projection in engineering/technical drawing; Loci in Mathematics

b) Basic concepts of politics and government in Political Science

c) Basic Concepts of politics and government in Political Science

d) Demand and Supply in Economics

GENERAL EDUCATION IN TECHNICAL COLLEGES

1. Technical Level (Craft) National Technical Certificate

2. Advanced Technical Level (Advanced Craft) Advanced National Technical Certificate

GUIDANCE NOTES FOR TEACHERS TEACHING THE CURRICULUM

INTEGRATED APPROACH IN THE TEACHING OF TRADE

Theory, Trade Science and Trade Calculation

EVALUATION OF PROGRAMME MODULE

PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN

MODULE MODULES YEAR 1 YEAR 2 YEAR 3 TOTAL

Course: INTRODUCTION Theoretical: 4

Year: Year 1 Semester: 1st Term Pre-requisite Practical: 6

Course: INTRODUCTION TO COMPUTER Theoretical: 4 hours/week

Year: YEAR 1 Semester: 1st Term Pre-requisite: Practical: 6 hours/week

1.8 Carry out

Course: COMPUTER OPERATIONS Theoretical: hours/week

Year: YEAR 1 Semester: 1st Term Pre-requisite: Practical: hours/week

Term III Theoretical Practical

 Insert the formula

 Choose type and

 Create and print

 Merge cells, insert

 Save, name, and

General Objective 7.0: Understand the use of Corel Draw Package

Course: VISUAL BASIC PROGRAMMING Theoretical: hours/week

Year: YEAR 1 Semester: 1st Term Pre-requisite: Practical: hours/week

Course: BASIC COMPUTER ELECTRONICS Theoretical: 2 hours/week

Year: YEAR 3 Semester: 2ND Term Pre-requisite: Practical: 8hours/week

3.3 Describe the  Explain the BCD

13 EXAMINATION: Practical should account for 60% of the overall assessment.

EXAMINATIONS: Practical should account for 60% of overall assessment

MODULE: AutoCAD 1 MODULE CODE: ICT 14 Total Contact Hours: 36

On completion of this module, the student should be able to:

PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN COMPUTER STUDIES.

MODULE: AutoCAD 1 MODULE CODE: ICT 14 Total Contact Hours: 36

PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN COMPUTER STUDIES.

PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE

MODULE MODULE TERM TERM TERM TOTAL

CCS 20 Database Design 4 10 - - - - 168

CCS 21 Computer System Management - - 8 4 - - 144

CCS 22 Management Information System (MIS) - - - - 8 4 144

ICT 21 Advanced AutoCAD I - - - 3 - - 36

ICT 22 Advanced AutoCAD II - - - - - 3 36