Federal Democratic Republic of Ethiopia

OCCUPATIONAL STANDARD

Basic Civic and Ethical Education

work

Ministry of Education
January 2015
Introduction

Ethiopia has embarked on a process of reforming its TVET-System Within the policies
and strategies of the Ethiopian Government, technology transformation by using
international standards and international best practices as the basis and adopting
adapting and verifying them in the Ethiopian context is a pivotal element TVET is given
an important role with regard to technology transfer The new paradigm in the outcome-
based TVET system is the orientation at the current and anticipated future demand of
the economy and the labor market.

The Ethiopian Occupational Standards (EOS) are a core element of the Ethiopian
National TVET-Strategy and an important factor within the context of the National
TVET-Qualification Framework (NTQF).They are national Ethiopia standards which
define the occupational requirements and expected outcome related to a specific
occupation without taking TVET delivery into account.

This document details the mandatory format sequencing wording and layout for the
Ethiopian Occupational Standard comprised of Units of Competence.

A Unit of Competence describes a distinct work activity It is documented in a standard

format that comprises:
 Reference to Industry Sector, Occupational title NTQF level
 Unit code
 Unit title
 Unit descriptor
 Unit of Competence
 Elements and performance criteria
 Variables and Range statement
 Evidence guide

Together all the parts of a Unit of Competence guide the assessor in determining
whether the candidate is competent.

The ensuing sections of this EOS document comprise a description of the respective
occupation with all the key components of a Unit of Competence:
 a chart with an overview of all Units of Competence for the respective occupation
(Unit of Competence Chart) including the Unit Codes and Titles
 a template for a Unit of Competence (Unit of Competence Standard) this includes
further directions on the contents and format of the unit of competence

UNIT OF COMPETENCE CHART

Occupational Standard: Basic Civics and Ethical Education Work Level I
Occupational Code: TVET CEE
NTQF
TVETLevel
CEE1I 01 0115 TVET CEE1 02 0115 TVET CEE1 03 0115
Develop Understanding of Apply General Work Develop Saving Practices
Constitutional Democracy Ethics
NTQF Level I
Occupational Standard: Basic Civics and Ethical Education Work Level I
Unit Title Develop Understanding of Constitutional Democracy
Unit Code TVET CEE1 01 0115
Unit Descriptor This unit covers the knowledge, skills and attitude required to
understand the concept and principles of democracy

Elements Performance criteria

1. Explain the 1.1.The concept and meaning of democracy is explained
importance of 1.2.The meaning and purposes of constitution is explained
democracy 1.3.Constitution and constitutionalism is described
1.4.Constitution and other laws is compared and contrasted
2. Describe basic 2.1.The sovereignty of the people is cited and explained from
principles of the the FDRE constitution
Ethiopian 2.2.The supremacy of the constitution is cited and explained
constitution from the FDRE constitution
2.3.Human and democratic rights of citizens are listed as
stated in the federal constitution of Ethiopia
2.4.The separation of state and religion is cited and explained
in relation to the FDRE constitution
2.5.Accountability and transparency is cited and described
from the FDRE constitution
3. Discuss features 3.1.Unitary and Federal forms of the government are
of a democratic compared and contrasted in accordance with international
system context
3.2. The distinguished features and differences between the
federal and the regional governments power in Ethiopia
are identified
3.3.Organs/structures of the government are identified and
explained according to FDRE Constitution
3.4.Forms of democracy are identified in accordance with
the FDRE constitution
3.5.The different systems of government are stated

4. Understand
TVET National 4.1. General and specific objectives of national TVET
Strategies strategy is explained
4.2. Guiding principles of Ethiopian TVET system
discussed
Variables Range
Organs/structures May include but not limited to:
 Legislative
 executive
 judiciary
Forms of Democracy May include but not limited to:
 Direct
 Indirect /Representative
Systems of government  Parliamentary
 Presidential
 Hybrid of parliamentary and Presidential
Guiding principles  Demand orientation
 Quality and relevance
 Equal access vs. equal opportunity
 Permeability
 Flexibility
 Lifelong learning
 Gender sensitivity
 Contributing to fight against HIV /AIDS
 Contributing to environmental challenges

Evidence Guide
Critical aspects of Demonstrates skills and knowledge competencies to:
Assessment
 Explained the meaning and necessity of democracy
 Identified the meaning and purpose of the constitution
 Compared various forms of government
 Listed and cited basic principles of the FDRE constitution
 Understood federalism
 Differentiate power distribution between federal and states
 Distinguish the different organs/structures of the government
 Guiding principles of Ethiopian TVET system
Under pinning Demonstrates knowledge of:
Knowledge& Attitude
 Basic operational knowledge of democracy and democratic
principles
 Names of federal state of Ethiopia
 The benefit of the respect of human rights and democracy
 Power distribution in Ethiopia
 FDRE constitution,
 Acquaint with TVET strategy
Under pinning Skills Demonstrates Skills to:
 Collect and cite basic principles of the Ethiopian constitution
 Communicate ideas and informational issues
 Presentation skill
 Write principles of democracy
 Participated in pair, group and whole class discussion
 Apply guidelines of TVET system
Resources Implication Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Assessment Competence may be assessed through:
 Interview / Written Test
 Observation / Demonstration with Oral Questioning
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.
Occupational Standard: Basic Civics and Ethical Education Work Level I
Unit Title Apply General Work Ethics
Unit Code TVET CEE1 02 0115
Unit Descriptor This unit covers the knowledge, skills and attitude required to
demonstrate proper work ethics

Elements Performance criteria

1. Realize work and
well-being 1.1. Work as a human being necessities and the ‘what’ of
work are identified and defined
1.2. The respect for work is realized irrespective of the status
and type
1.3. Core work ethical values are used in relation with
organizational rules and regulations
2. Practice work 2.1.Ethical work conduct is defined in accordance with
ethics organizational policy and guideline
2.2. The significances of work ethics for one’s organizational
growth is Understood
2.3.Common ethical work conducts are used in accordance
with organizational policies
2.4.The basic social moral values are identified based on the
values of the society

Variables Range
Common ethical work May include but not limited to:
conduct  Punctuality
 Proper utilization of instruments of labour
 Working in cooperation with others
 Continuous professional development
Core ethical Values May include but not limited to:

 Caring
 Keeping promises
 Accountability
 Pursuing Excellence
 Fairness
Social moral values May include but not limited to:
 Honesty
 Truthfulness
 Loyalty
 Respecting elders
  Protecting women and children
 Avoidance of drugs
 Proper clothing style
 Hospitality

Evidence Guide
Critical aspects of Demonstrates skills and knowledge competencies to:
Assessment
 Explained the meaning and benefits of work
 Understood the respect of work
 Developed the culture of hard work
 Defined ethical work conduct
 Identified characteristics of work ethics
 Applied common ethical work conduct for all workers
 Distinguished basic social moral values
Under pinning Demonstrates knowledge of:
Knowledge& Attitude  The benefits of work
 List the benefits of work
 The respect for work
 Hard work
 Ethical work conduct
 Social moral values
Under pinning Skills Demonstrates Skills to:
 Communicate ideas and informational issues
 Presentation skill
 Write common ethical work conduct for all workers
 Participated in pair, group and whole class discussion
Resources Implication Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Assessment Competence may be assessed through:
 Interview / Written Test
 Observation / Demonstration with Oral Questioning
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.
Occupational Standard: Basic Civics and Ethical Education Work Level I
Unit Title Develop saving practices
Unit Code TVET CEE1 03 0115
Unit Descriptor This unit covers the knowledge, skills and attitude required to
develop the habit of saving

Elements Performance criteria

1. Understand 1.1.The meaning of saving and the need to set one’s plan of
benefits of saving saving is discussed
1.2. Extravagance practices that affect saving are distinguished
 from Ethiopian context
1.3.The benefits of saving are identified at individual and societal
level
2. Describe planning 2.1.The concept and role of planning in production, distribution
and saving and consumption are discussed
2.2. Living within one’s own means are described
2.3. The role of using national products in saving is realized
3. Explain saving as 3.1. Wealth is described as a means of investment
a source of work 3.2.Traditional and modern institutions for saving are known
4. apply saving practice 4.1Saving account is opened
4.2 Saving is used for creating work

Variables Range
Extravagance practices May include but not limited to:
 Lack of family planning
 Expensive mourning ceremonies
 Expensive wedding ceremonies
 Unplanned expenditure
Traditional institutions of May include but not limited to:
saving  Equb
 Edir
Modern Institutions of May include but not limited to:
saving  Micro finance institutions
 Banks
 Insurance

Evidence Guide
Critical aspects of Demonstrates skills and knowledge competencies to:
Assessment
 Explained the meaning of saving
 Identified the benefits of saving
 Distinguished extravagant practices that affect saving
 Practiced planning for production and consumption
 Understood the need of relying on one’s own national product
 Developed the habit of saving
 Differentiated various saving institutions

Under pinning Demonstrates knowledge of:

Knowledge& Attitude
 The benefits of saving
 Extravagant practices that affect saving
 The definitions of planning, consumption and production
  National products
 Saving institutions
Under pinning Skills Demonstrates Skills to:
 Develop the culture of saving
 Apply planning in consumption and production
 Use saving institutions
 Presentation skill
 Write the benefits of saving
 Participated in pair, group and whole class discussion
Resources Implication Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Assessment Competence may be assessed through:
 Interview / Written Test
 Observation / Demonstration with Oral Questioning
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.