NDICT Syllabus

TEACHING SYLLABUS
FOR
NATIONAL DIPLOMA IN INFORMATION AND

COMMUNICATION TECHNOLOGY (NDICT)
Copyright
© National Curriculum Development Centre, Uganda, 2014
Published by
National Curriculum Development Centre,
P.O. Box 7002, Kyambogo,
KAMPALA.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, transmitted in any form or by any means - electronic, mechanical, photocopying,
recording or otherwise - without the prior written permission of the publisher.
Website (URL) www.ncdc.go.ug
Published by National Curriculum Development Centre
1
Contents
Acknowledgement 4
Foreword 5
Foreword 5
List of Acronyms 6
Introduction 9
Guidelines for Implementing the NDICT Curriculum 10
Title of the Programme 10
Duration of the Programme 10
Entry Requirements 10
Prospects for National Diploma in Information and Communication Technology
11
Awards 11
Course Assessment 11
Progression 13
Retaking a Module 14
Repeating a Semester 14
Dead Year 14
Semester Load 14
Maximum Modules per Semester 14
Final Examinations Paper Format 15
Year 1 Semester 1 15
Educational Profile 18
Focus of Education 19
Assignment (Individual/Group) 19
Role of Learners 19
Role of Teaching Staff 20
Role of Non-Teaching and Support Staff 20
Role of Administrative Staff 21
Effective Learning Environment 21
Co-Curricular Activities 22
Professional Profile for NDICT 22
Job Titles and Tasks of NDICT 22
Weighting System 24
Curriculum Framework for National Diploma in Information and Communication
Technology 25
Introduction25
Year 1 Semester 1 Modules 25
2
Communication Skills27
Introduction to Information and Communication Technology 30
Computational Mathematics 32
Computer Applications 34
Computer Architecture 37
Internet Technologies and Web Design 39
Systems Analysis and Design 42
Computer Repair and Maintenance I 45
Database Planning and Management I 47
Programming Algorithms and Data Structures 49
Introduction Programming with Visual Basic 52
Real Life Group Project I 54
Industrial Training I 55
Data Communications and Networks 56
Database Planning, Design and Management II 59
Operating Systems 61
Object-Oriented Programming with Java I 64
Network and Systems Administration 67
Research Methodology 69
Kiswahili 71
Entrepreneurship Skills 73
Computer Repair and Maintenance II76
Web-Based Application Development 78
Ethics in Computing 81
Appendices 86
Appendix 1: Software 86
Appendix 2: Industrial Training Guide 87
Appendix 3: Industrial Training Assessment Form For Field/Onsite Supervisor 89
Appendix 4: Industrial Training Assessment Form for Academic Supervisor 91
Appendix 5: Sample Field Attachment Report and Guide 92
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Acknowledgement
The National Curriculum Development Centre (NCDC) extends its appreciation to all
institutions and panel members that participated in developing this teaching syllabus. NCDC
would also like to thank the Islamic Development Bank (IDB) project which funded the
development of this syllabus in a bid to strengthen the institutional capacity of Uganda’s
technical education.
Furthermore, NCDC wishes to acknowledge the historic contributions of City and Guilds of
London Institute, East African Examinations Council and Uganda National Examinations
Board because they are the foundation on which technical education is built.
NCDC would also to thank all the stakeholders who were consulted during the development
of this curriculum. Great thanks go to the Directorate of Industrial Training (DIT) who
provided the Professional Profile through Assessment Training Packages (ATPs).
NCDC wishes to acknowledge the Uganda Technical Colleges (UTCs), Kyambogo University,
Kyambogo Engineering Services (KES), the Ministry of Education and Sports, Uganda Business
and Technical Examinations Board (UBTEB) and the Directorate of Education Standards
(DES) for providing the manpower for developing this curriculum.
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Foreword
Improvement of the curricula for Technical Diploma Programmes is part of the Ministry of
Education and Sports’ (MoES) strategy for the provision of Technical and Vocational
Education. Technical Colleges are the highest level of training of technicians in the country.
The Government of Uganda aims at providing technical, scientific and vocational skills for a
majority of Ugandans, in line with its emphasis on science and technology for transforming
society.
This curriculum is learner-centred and competence-based; and is updated with current labour
market demands. It focuses on core tasks and assignments. It begins with a preparatory
assignment and each semester involves execution of a real life project that makes the
technician competent in the trade.
The development of this curriculum started with a survey of the world of work (WoW), which
included employers and graduates of technical diploma programmes. A report from the
survey culminated into the development of a Professional Profile, which includes all jobs and
tasks that the graduates of Architecture perform. This led to the development of all modules
in this curriculum.
This curriculum aims at making Uganda Technical Colleges (UTCs) and other Tertiary
Institutions the centre of excellence for technical education and skills development in the
region, which will lead to a greater development and industrialisation of the country.
Mrs Connie Kateeba

Director
NATIONAL CURRICULUM DEVELOPMENT CENTRE
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List of Acronyms
ADC Active Database Control
ADTs Abstract Data Types
AIDS Acquired Immunodeficiency Syndrome
ATA Analog Telephone Adapter
ATPs Assessment Training Packages
BCD Binary Coded Decimal
BIND Berkeley Internet Name Domain
BIOS Basic Input Output System
BPR Business Process Reengineering.
CASE Computer Aided Software Engineering
CBET Competence Based Education and Training
CD Compact Disc
CGPA Cumulative Grade Point Average
CH Contact Hour
CMOS Complementary Metal Oxide Semiconductor
CMS Content Management System
cPanel control Panel
CPU Central Processing Unit
CRT Cathode Ray Tube
CSS Cascading Style Sheets
CU Credit Units
DBMS Database management systems
DC Discontinuation
DES Department of Education Standards
DFDs Data Flow Diagrams
DHCP Dynamic Host Configuration Protocol
DHTML Dynamic HTML DIT
Directorate of Industrial Training
DNS Domain Name Services
DOS Disk Operating System
DVD Digital Versatile Disc
EAV Entity-Attribute-Value
ELE Electronic Learning and teaching Environment
ENIAC Electronic Numerical Integrator And Computer
E-R Entity Relationship
GP Grade Point
GUI Graphical user interface
HIV Human Immunodeficiency Virus
HTML Hyper Text Markup Language
I/O Input/ Output
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ICT Information and Communication Technology
IDB Islamic Development Bank
IDE Integrated Development Environment
IP Internet Protocol
IPV4 Internet Protocol Version 4
IPV6 Internet Protocol Version 6
IS Information Systems
ISA Information systems architecture
ISPs Internet Service Providers
IT Information Technology
JAD Joint Application Design
JDBC Java Database Connectivity
KES Kyambogo Engineering Services
LAN Local Area Network
LCD Liquid-Crystal Display
LH Lecture Hours
LPO Local Purchase Order
MAN Metropolitan Area Network
MoES Ministry of Education and Sports
MoLGSD Ministry of Labour, Gender and Social Development
MS Microsoft
NCDC National Curriculum Development Centre
NCHE National Council for Higher Education
NDICT National Diploma in Information and Communication Technology
NFS Network File System
NGO Non-Governmental Organisation
NP Normal Progress
ODBC Open Database Connectivity
OOP Object-oriented programming
OS Operating System
OSI Open System Interconnection
OSS Open Source Software
PCU Project Coordinating Unit
PDLC Program Development Life Cycle
PERT Project Evaluation and Review Technique
PH Practical Hours
PHP Hypertext Processor
PLA Programmable Logic Array
POST Power on Self Test
PP Probationary Progress
RAD Rapid Application Development
RAM Random Access Memory
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RDC Remote Data Control
ROM Read Only Memory
RPM Redhat Package Manager
SATA Serial Advanced Technology Attachment
SCSI Small Computer System Interface
SDK Software Development Kit
SDLC System Development Life Cycle
SQL Structured Query Language
SWOT Strengths Weaknesses Opportunities and Threats
TCP Transmission Control Protocol
TDCH Technical Diploma Modules from Communication Skills and
Humanities (Communication skills and Humanities core modules
codes)
TDIT Technical Diploma in Information Technology (Information
Technology core module codes)
TFCD Task Force for Curriculum Development
TH Tutorial Hour
UBTEB Uganda Business and Technical Examinations Board
URL Uniform Resource Locators
UTC Uganda Technical College
VB Visual Basic
WAN Wide Area Network
WoW World of Work
WWW World Wide Web
XHTML Extensible HyperText Markup Language
XML Extensible Markup Language
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Introduction
This National Diploma in Information and Communication Technology (NDICT) curriculum is
aimed at producing graduates of technical diplomas who are relevant to the industry and
world of work. It is learner-centred and competence-based and emphasises practical teaching,
projects and acquisition of skills by the learners.
The curriculum is in line with the BTVET strategic plan of ‘’skilling Uganda’’ and BTVET act of
2008. The competences that the learners are expected to acquire are clearly spelt out in each
module covered in the semester.
The modules offered in this programme are packaged in a manner that will enable the learner
to attain particular skills of performing tasks at any level of the respective semester.
Modules such as Computer Applications, Kiswahili and Communication Skills, are aimed at
enhancing the learner’s report writing, communication and presentation skills.
In addition, the following modules: Internet Technologies and Web design, Computer Repair
and Maintenance, Database planning, design and maintenance, Data communications and
networks, Network and Systems administration and Web-based application development are
aimed at equipping the learner with the core hands-on skills and techniques in the field of ICT.
Entrepreneurship and Ethics in Computing modules equip the learner with the skills of
starting up, managing and sustaining an enterprise while following proper codes of conduct.
Industrial training, which comes at the end of each academic year, is aimed at, among others,
to bridge the gap between the training institutions and the world of work.
This curriculum, if implemented effectively, will produce Technical ICT professionals who are
able to:
i) conceptualise, design and maintain websites.
ii) Repair computers and their accessories.
iii) troubleshoot hardware and software problems.
iv) design, maintain, use and backup databases.
v) setup and maintain networks.
vi) write codes of application programmes.
vii) exhibit proper societal and organizational codes of conduct in relation to ICT.
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Guidelines for Implementing the NDICT
Curriculum
Title of the Programme
The title of the programme is National Diploma in Information and Communication
Technology (NDICT).
Duration of the Programme

The National Diploma in Architecture is a full time programme taught in two academic years.
Each academic year has two semesters and a period for industrial training.
The programme shall be completed within a time frame of five years from the time of
enrolment and registration
Each semester consists of 17 weeks of which 15 weeks are for teaching and continuous
assessment and two weeks for practical as well as pen and paper examination.
Industrial training is a core module and lasts for at least 10 weeks.
Entry Requirements
A candidate shall be eligible for admission to the National Diploma in Information and
Communication Technology programme on meeting any of the following minimum
qualifications:
a) Advanced Level Entry Scheme

At least One Principal Pass obtained at the same sitting of the Advanced Level Examinations
with credits in Mathematics and English at Ordinary Level as a must or its equivalent.
For purposes of computing entry points, the Advanced Level subjects shall be classified as
follows:
Essential - Any two best done subjects x3
Relevant - Third best done subject x2
Desirable - General Paper and Sub- ICT or Sub Mathematics x 1
b) Certificate Entry Scheme

A person may be admitted to the National Diploma in Information Communication
Technology Programme if he/she has the following: O Level Certificate with at least 6 credits
and at least a six months Certificate in a Computer related course from a recognized
institution of higher learning with at least one year of working experience.
c) Diploma Entry Scheme

At least a Pass diploma in any Physical Sciences, Business and any other related programmes
from a recognised institution.
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d) Graduate Entry Scheme
A degree in any Physical Sciences, Business and any other related programmes from a
recognised institution.
Prospects for National Diploma in Information and Communication

Technology
NDICT graduates may opt to further their skills and education by offering:
i) a Bachelors degree in Computer Science for those who did Science at A-level.
ii) a Bachelors degree in Information Technology for those who did Arts at A-level.
iii)a Bachelors degree in Information Systems.
iv) a Bachelors degree in Data Communications and Networks for those who did Science
at A-level.
v) a Bachelors degree in Business Computing for those who did Economics or
Entrepreneurship at A-level.
vi) Any other related course.
Awards
 A learner who scores at least 2.0 Cumulative Grade Point Average (CGPA) in all the
modules of the programme shall be awarded a classified ‘’National Diploma in
Information and Communication Technology’’ by the Uganda Business and
Technical Examinations Board (UBTEB).
 A learner who attains less than 2.0 GPs in some modules even after three attempts of
retaking such modules but has achieved to score 2.0 CGPA and above, shall be
awarded with an unclassified ‘’Probationary National Diploma in Information and
Communication Technology’’ by the Uganda Business and Technical Examinations
Board (UBTEB). The Probationary National Diploma shall not be useful for upgrading
purposes but for employment since the learner will have attained some useful
competences and skills required for doing work
 UBTEB shall provide learners with a statement of results for Semester One and
Semester Two of first year of study indicating the grades obtained in each module
irrespective of the performance.
Course Assessment
Coursework and Examination
An authorised National Examinations Board will assess the NDICT; and the following
guidelines shall be considered:
i) The project work shall be assessed out of 100%
ii) Each module shall be assessed out of 100 marks as follows:
 Continuous Assessment 40%
 Final Examination 60%
iii) Continuous assessment shall consist of:

 Laboratory/practical work
 Tests
 Assignments to consist of:
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- Written questions to be answered from home
- Reports from attended industrial visits, documentaries, and presentations by
professionals
A module without practical work will have continuous assessment as follows:
 Assignments 15 marks (home work /class work)
 Tests 25 marks
A module with practical work will have continuous assessment as follows:
 Assignments 5 marks
 Tests 10 marks
 Practical work 25 marks
For continuous assessment, a minimum of two assignments, two tests and two practicals (for
practical modules) shall be required per module.
iv) Industrial training shall be assessed out of 100 marks as follows:

 Attendance 10 marks
 Work performance involvement 25 marks
 Initiative and innovation 10 marks
 Time management 10 marks
 Discipline and safety 10 marks
 Practical skills 20 marks
 Written report 15 marks
----------------------------------------------------------------------------------
Total 100 marks
v) A project shall be assessed out of 100 marks as follows:

 Proposal writing 20 marks
 Feasibility study and analysis 10 marks
 System design 25 marks
 Implementation and testing 15 marks
 Power Point presentations 10 marks
 Response to oral questions 10 marks
 Final report on project 10 marks
TOTAL 100 marks
Pass mark
A candidate will be considered to have passed a module when he/she has done both
continuous assessment and end of semester examinations and obtained at least 50%, which is
equivalent to a GP of 2.0.
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Grading
Each module shall be graded out of 100 marks according to the computed marks obtained
from both the coursework and written examinations. The grade of a diploma awarded to a
student shall be according to the Cumulative Grade Point Average (CGPA) score. The final
marks for a module shall be converted into Grade Point (GP) as follows:
% Marks Letter Grade Grade Point (GP)

80 – 100 A 5.0
75 – 79.9 B+ 4.5
70 – 74.9 B 4.0
65 – 69.9 B– 3.5
60 – 64.9 C+ 3.0
55 – 59.9 C 2.5
50 – 54.9 C– 2.0
45 – 49.9 D+ 1.5
40 – 44.9 D 1.0
25 – 39.9 D– 0.5
00- 24.9 E 0.0
Calculation of Cumulative Grade Point Average (CGPA)

The CGPA shall be obtained by:
i) Multiplying the grade point (GP) obtained by the credit units assigned to the module to
arrive at the weighted score for the module.
ii) Adding together the weighted scores for all modules taken up to the time.
iii) Dividing the total weighted score by the total number of credit units taken up to the time.
Classification
The National Diploma in Information and Communication Technology shall be classified
according to the CGPA obtained up to the end of the programme as follows:
Class CGPA
First Honours 4.40 – 5.00
Second Honours Upper Division 3.60 – 4.39
Second Honours Lower Division 2.80 – 3.59
Third Class 2.00 – 2.79
Probationary National Diploma 2.00 – 5.00 (Not passed some modules, even
after three attempts of retaking)
Progression
Progression through the programme shall be determined as follows:
a) Normal progress (NP) in which a learner attains each module taken with a minimum
grade point of 2.0.
b) Probationary progress (PP) occurs if a learner:
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i) scores less than 2.0 GPs in any module of that semester, or
ii) obtains a CGPA of less than 2.0.
However, a student will be allowed to proceed to the next semester and probation will be
removed when conditions in (b) above no longer hold.
Retaking a Module
A learner may retake any module of the programme when it is offered again in order to:
i) A student who obtains a GP of less than 2.0 in any module should retake it. Retaking
means repeating the entire module that is: attend lectures, doing continuous
assessments and the final examination of that module. There will be no special exams
or tests.
ii) A student who obtains a GP of at least 2.0 for a given module may retake if he/she
wishes to improve his/her grades. Should this student get a lower grade during the
retake, his/her original grade should prevail.
iii) A student should be allowed a maximum of three retakes for each module.
iv) Whenever a module is retaken, the academic transcript should indicate so.
Repeating a Semester
If a candidate has not attained 2.0 GPs in more than a half of the modules of the respective
semester, he/she should repeat that semester. This candidate should not be allowed to
proceed to the next semester. Since he/she has attained less than 2.0 GPs in more than half of
the semester load in a single assessment sitting, he/she will not be able to perform in another
semester load with all the carried forward modules.
Dead Year
A learner is allowed to apply for a dead year of study due to financial difficulties, sickness or
other disasters and should be allowed to resume the programme in the semester of which
he/she applied for the dead year. All learners applying for the dead year shall also have to
complete the programme within duration of five years from the time of enrolment and
registration into the programme.
Semester Load
A student shall not carry less than 18 credit units and not more than 25 credit units per
semester. All the students must make extensive use of the computing facilities outside the
scheduled lecture, tutorial and practical hours.
Maximum Modules per Semester

Each semester shall contain a maximum of Ten Modules/assessment units including project
work.
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Final Examinations Paper Format
Year 1 Semester 1
Paper Name and Code Examination Format
1. Computational Each paper consists of eight questions and the candidate is
Mathematics TDIT 112 required to answer any five. All questions carry equal
2. Communication Skills marks.
and Humanities TDCH The questioning techniques to be applied should seek for
111 the candidates’ ability to remember, comprehend, apply,
3. Introduction to analyse, synthesise and evaluate conditions.
Information and
Duration is three hours.
Communication
Technology TDIT 111
4. Computer Applications The paper consists of one practical section with only
TDIT 113 three questions carrying 50 marks each. A candidate is
required to answer any two questions. A print out of the
practical outputs together with the softcopies of all files
used will be sent to the assessing body.
The duration of this practical examination is two hours.
5. Computer Architecture The paper shall consist of two sections - A [Basic
TDIT 114 Computer Functions, Components and Data
Representation] and B [Circuits Digital Logic and
Boolean Algebra]. Section A consists of three questions
and candidates shall answer any two questions, each with
20 marks. Section B consists of three questions and the
candidate will be required to answer any two questions,
each question in section B shall carry 30 marks.
Duration is three hours
6. Internet Technologies The paper will have two parts. Part A will be theory
and Web Design TDIT (Internet Technologies and e-commerce) and Part B
115 will be practical (Web Design). Part A shall consist of five
questions and the candidate will be required to answer
any three each carrying 14 marks. Part B shall consist of
three questions and the candidate will be required to
answer any two questions each carrying 29 marks.
A print out of the practical outputs together with the
softcopies of all files used will be sent to the assessing
body.
Duration is three hours
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Year 1 Semester 2
1. Systems Analysis and The paper consists of two sections A and B. Section A
Design TDIT 121 (Comprehension and Analysis) shall consist of three
2. Programming questions and the candidate will be required to answer
Algorithms and Data any two. Section B (Application) shall consist of five
Structures TDIT 124 questions and the candidate will be required to answer
any three questions. Each question shall carry 20 marks.
3. Computer Repair and The paper will have two parts. Part A will be theory and
Maintenance I TDIT Part B will be practical. Part A shall consist of five
122 questions and the candidate will be required to answer
any three each carrying 10 marks. Part B shall consist of
three questions each carrying 35 marks and the candidate
will be required to answer only two questions. The
Examination’s board official will assess Part B of the
students work as the examination is being done.
The duration of the examination is three hours.
4. Database Planning, The paper consists of one practical section with three
Design and questions carrying 100 marks each. A candidate is
Management I TDIT required to answer any one question. A print out of the
123 practical outputs together with the softcopies of all files
The duration of this practical examination is three hours.
5. Introduction to Visual The paper consists of one practical section with three
Basic Programming questions carrying 100 marks each. A candidate is
TDIT 125 required to answer any one question. A print out of the
practical outputs together with the softcopies of all files
6. Real life group project The paper consists of continuous assessment marks.
1
The examinations board shall verify the authenticity of the
awarded marks from the completed projects on the ground
and learners’ participation through presentations.
The duration of the examination is the period during the
15 weeks of teaching.
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Year 2 Semester 1

1. Data Communications The paper will have two parts. Part A will be theory and
and Networks TDIT Part B will be practical. Part A shall consist of five
211 questions and the candidate will be required to answer
2. Network and Systems any three each carrying 10 marks. Part B shall consist of
Administration TDIT three questions each carrying 35 marks and the candidate
215 will be required to answer only two questions. The
Examination’s board official will assess Part B of the
students work as the examination is being done.
The duration of the examination is three hours.
3. Object–Oriented The paper consists of one practical section three
Programming with Java questions carrying 100 marks each. A candidate is
I TDIT 214 required to answer any one question.
4. Database Planning,
Design and
Management II TDIT
body.
212
5. Operating Systems The paper consists of two sections A and B. Section A
TDIT 213 (Comprehension and Analysis) shall consist of three
any two. Section B (Application) shall consist of five
any three questions. Each question shall carry 20 marks.
6. Research Methodology The paper shall consist of eight questions and the
TDIT 216 candidate is required to answer any five. All questions
carry equal marks.
The questioning techniques to be applied should seek for
the candidates’ ability to remember, comprehend, apply,
analyse, synthesize and evaluate conditions.
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Year 2 Semester 2
1. Web-Based Application The paper consists of one practical section three
Development TDIT 222 questions carrying 100 marks each. A candidate is
2. Database Planning, required to answer any one question.
Design and
Management II TDIT
212
body.
3. Ethics in Computing The paper shall consist of eight questions and the
TDIT 223 candidate is required to answer any five. All questions
carry equal marks.
The questioning techniques to be applied should seek for
the candidates’ ability to remember, comprehend, apply,
analyse, synthesize and evaluate conditions.
4. Final Project TDIT 224 The paper shall consist of report and project assessment
marks. The examinations board shall verify the
authenticity of the awarded marks from the completed
project on the ground and learner participation through
presentations.
5. Kiswahili TDCH 221 The paper consists of two sections, A (General Kiswahili)
and B (Professional Kiswahili). Section A consists of five
questions and a candidate is required to answer any three
questions. Section B consists of three questions and a
candidate is required to answer any two questions. All
questions carry equal marks. The duration of the
examination is three hours.
6. Entrepreneurship Skills The paper consists of two sections. Section A
7. TDCH 222 (Entrepreneurship theory) and Section B (Applied
accounting). Section A consists of five questions and a
candidate is required to answer any three questions.
Section B consists of three questions and a candidate is
required to answer any two questions. All questions carry
equal marks. The duration of the examination is three
hours.
Educational Profile
The focus of technical and vocational education is:
a) To offer competence-based education and training (CBET).
b) To train learners through real-life practical assignments with supporting modules.
c) To offer an integrated education that equips learners with the appropriate knowledge,
skills and attitudes.
d) To promote innovation and initiative (learning how to solve problems that one has
never met before).
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e) To provide upward mobility and a concentric curriculum: the first year gives a picture of
the latter years and imparts environmental, health and safety considerations to the
learners.
f) To promote entrepreneurship and creativity orientation to learners.
g) To encourage sports, clubs and social interactions
h) To consider the disabled, gender mainstreaming, and equity.
i) To encourage sustainability, professional practice, general specialised law
j) To adapt to the modularised programmes.
k) To improve on communication skills and understanding of society.
Focus of Education
The focus of education for NDICT emphasises the following aspects of learning:
i) Competence-based.
ii) Real life practical assignments with supporting modules.
iii) Integrated education (knowledge, skills and positive attitude).
iv) Innovation and initiative (learning to solve problems that one has never encountered).
v) Upward mobility and concentric curriculum: first year gives a picture of the later
years and the profession (intensification).
vi) Entrepreneurship and creativity oriented.
vii) Environmental, health and safety considerations.
viii) Sports, clubs and social interactions.
ix) Focus on the disabled, gender and equity.
x) Sustainability, professional practice, general and specialised law.
xi) Modularised programmes.
xii) Communication skills and understanding of society.
Assignment (Individual/Group)
Assignments to be done by learners will either be individual based or in groups, these will
include:
i) Real–life (individual/group practical) projects.
ii) Laboratory testing of materials.
iii) Workshop practical exercises such as fitting, machining, welding and fabrication.
iv) Classroom theoretical exercises/tutorials and practical exercises.
v) Classroom practical exercises such as drawing.
vi) Communications: oral presentation, email, and report writing.
vii) Take-home assignments to test knowledge and ability to research.
viii) Examinations and tests to gauge individual acquisition of knowledge and skills.
ix) Site and industrial visits as well as case studies.
x) Information Communication Technology (ICT).
Role of Learners
i) Participate fully in class work and assignments.
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ii) Be resourceful in group and personal research.
iii) Seek guidance.
iv) Learn to communicate - oral presentation, report writing and development of
personal interactive skills.
v) Learn to solve problems they have never faced before (initiation and innovation).
vi) Participate in community-based real life projects.
vii) Assess the performance of staff and usefulness of programmes.
viii) Serve as ambassadors of the institution to the world of work.
ix) Learn to work independently and as part of a team.
x) Keep time and manage oneself and other people effectively.
xi) Participate in sports, social and guild activities.
xii) Participate in environment, health, safety and security awareness as well as
preservation of activities.
xiii) Practice leadership roles.
xiv) Learn practical and entrepreneurship skills to enable them start up projects on their
own.
xv) Maintain discipline outside the college.
Role of Teaching Staff

i) Prepare schemes of work and lesson plans.
ii) Keep records of attendance, assessment and discipline.
iii) Serve as instructors, lecturers, supervisors and coaches.
iv) Serve as consultants/supervisors for learners’ projects and assignments.
v) Assess learners’ performance.
vi) Contribute to continuing innovation in education.
vii) Counsel and guide learners on career and social issues that may affect their studies.
viii) Arrange for and carry out industrial training placement and supervision.
ix) Arrange industrial tours and site visits.
x) Prepare learners for project work as well as assess and record learners’ progress.
xi) Guide learners in project design and writing.
xii) Collaborate in interdisciplinary activities.
xiii) Assess effectiveness of the programmes.
xiv) Be ethical role models.
xv) Carry out research, write papers or publish technical books.
xvi) Constantly update themselves on the industry’s developments and requirement
standards.
Role of Non-Teaching and Support Staff

i) Ensure clean, healthy and attractive working and learning environment for learners
and lecturers.
ii) Ensure timely delivery of materials and services for effective learning.
iii) Maintain ethical and moral conduct.
iv) Offer guidance and counselling to learners.
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v) Manage resources.
vi) Ensure security of learners and the college and their/its property.
vii) Should be flexible and able to carry out any other duties assigned to them by the
supervisors.
Role of Administrative Staff

i) Keep custody of college property (inventories).
ii) Plan for smooth running of the college (mobilise funds and human resources).
iii) Ensure equity and gender equality.
iv) Link the college with government, world of work and other stakeholders.
v) Support and facilitate learners’ activities.
vi) Carry out admission of learners.
vii) Maintain and uphold the good image of the institution.
viii) Ensure high academic standards of the institution.
ix) Arrange for graduations and regular meetings of alumni.
x) Maintain ethical and moral conduct.
xi) Ensure a safe and conducive learning environment.
xii) Provide learners with adequate materials.
xiii) Allow and facilitate inter-institutional activities.
xiv) Ensure co-curricular management and its implementation.
xv) Appraise staff performance.
xvi) Ensure security of learners and their property.
xvii) Ensure discipline among staff and learners.
xviii) Recommend for promotion or disciplinary action among staff.
Effective Learning Environment

For successful implementation of NDICT, an effective learning environment must be provided,
which includes:
i) Adequate physical infrastructure such as lecture rooms, laboratories, workshops
and libraries equipped with relevant resources.
ii) Electronic learning and teaching environment (ELE) such as computers, projectors,
printers, photocopiers and printers to support teaching and learning processes.
iii) Materials such as models, audio–visual aids, books, manuals, journals and
equipment that offer learners and teachers’ professional situations.
iv) Adequate facilities to cater for administration and other logistical terms that
adequately support the educational process.
v) Medical facilities, proper hygiene and sanitation, proper working and studying
environment, good feeding, welfare and security for the learners’ and staff.
vi) Proper motivation and inspiration of staff and learners for them to commit to the
diploma programme.
vii) Adequate arrangements for organising seminars, workshops and exhibitions, as well
as sites and industrial visits.
viii) A platform for learners and staff to air out their views such as representation on
governing councils.
21
ix) Professional cooks and personnel to adequately maintain all facilities such as
dormitories.
Co-Curricular Activities
Co-Curricular activities are part of the institution activities and they enhance the
teaching/learning process. Therefore the institution should ensure that:
i) There are adequate sports and recreational facilities.
ii) There is an effective learners’ guild through which sports, recreational, religious and
cultural activities are channelled and organised, and supported by the college
administration without discrimination.
Professional Profile for NDICT

This section describes the professional profile of the National Diploma in Information and
Communication Technology (NDICT).
Job Titles and Tasks of NDICT

The main duties and tasks performed by graduates of the National Diploma in Information
and Communication Technology include the following:
Job Title Duties/Tasks

Hardware Support  Carry out hardware maintenance and installation
Technician  Troubleshoot hardware and software problems
 Repair computers
 Produce technical reports
 Advise management on ICT related technical issues
 Perform software upgrades and antivirus support
Assistant Network  Network support, monitoring and management
Administrator  Help network end users
 Help in setting up a LAN/WAN (Wired/ Wireless)
 Control user access rights and privileges
 Maintain the security of the network infrastructure
 Manage a network server – such as file and printer server
 Give technical advice to management on all IT related
issues for proper planning and procurement
Data Entry Clerk  Carry out data entry, retrieval and manipulation
 Ensure data integrity and security
 Help in planning and reporting of activities
 Ensure routine backup of data
 Manage records and archives of the organisation
IT Support  Provide technical support
Officers  Provide instant help to end users
22
 Coordinate all technical issues and work related activities
to end users
 Ensure Smooth Access Control to the Network
Assistant  Maintain the database
Database  Do regular data backup
Administrator
 Ensure database upgrades and updates
 Database security adherence
 Help in Data Entry
 Control Access Permission and Privileges
 Provide Reports to Management
Web Developer/  Website Development, Maintenance and Upgrades
Administrator  Create Mail Accounts for New Users
 Liaise with the Web Hosting Company
 Manage and maintain email security
Instructor  Scheme of work preparation and lesson planning
 Evaluate, assess and guide learners on IT related issues
 Develop training tutorials and modules
 Teach
Assistant ICT Lab  Install and maintain hardware
Technician  Set up and test workstations
 Instruct/Train
 Maintain end user access rights
 Provide network support
 Manage hardware and software inventory
Assistant Systems  Network support and maintenance
Administrator  Managing end user access rights
 Provide routine support and maintenance
 Maintain the organisation’s web site
 Maintain hardware and software inventory
 Develop and implement ICT policies
IT Customer  Provide solutions to Internet problems
Support in  Troubleshoot hardware, software and mobile problems on
Communication phones and networks
Companies
 Configuration of voice and data
 Activation and deactivation of phone lines
 Manage customer Internet and phone line connections
23
Weighting System
The instruction methods of a module under the programme involve lectures, tutorials, and
practicals. Each module is evaluated using the Credit Unit (CU) as the weighting unit. A Credit
Unit is equivalent to 1 Contact Hour (CH) in each week of the semester (15 weeks in total) for
a particular module. A CU is therefore equivalent to 15 contact hours. A Contact Hour can
either be a Lecture Hour (LH), Tutorial Hour (TH), and/or Practical Hour (PH). A Contact Hour
is equivalent to 1 Lecture Hour, 2 Tutorial Hours or 2 Practical Hours.
Modules are weighted according to the number of credit units (CU) they carry. Hence a
module weighted 2 CU would take 30 contact hours; 3 CU would take 45 contact hours and so
on. A module will contain a minimum of 2 credit units and a maximum of 5 credit units.
24
Curriculum Framework for National Diploma in
Information and Communication Technology
Introduction
The National Diploma in Information and Communication Technology is based on a semester
system. During each academic year, a core project is accomplished. The competence-based
education is based on core assignments. This starts with an expert example or assignment of
the whole task. Modules are then undertaken with preparatory assignments that prepare the
learner for the module and relate the module to the core task. Each module contains Sub-
modules and each of these Sub-modules will include a practical assignment that will teach the
learner how to perform the core task. The modules undertaken during a given semester are
aimed at providing:
 Applied theory
 Technical and general skills
 Professional attitude
These modules make it possible to perform the core task or assignment. Lastly, the learner
has to carry out a real life project to put into practice the knowledge and skills he/she has
acquired.
Year 1 Semester 1 Modules

Semester 1 (All Modules are Core) LH PH CH CU
TDCH 111 Communications Skills and Humanities 30 30 45 3
Introduction to Information and Communication
TDIT 111 45 30 60 4
Technology
TDIT 112 Computational Mathematics 60 0 60 4
TDIT 113 Computer Applications 45 30 60 4
TDIT 114 Computer Architecture 45 30 60 4
TDIT 115 Internet Technologies and Web Design 30 30 45 3
Semester Load = 22

TDIT 121 Systems Analysis and Design 30 30 45 3
TDIT 122 Computer Repair and Maintenance I 45 30 60 4
TDIT 123 Database Planning, Design and Management I 45 30 60 4
TDIT 124 Programming Algorithms and Data Structures 45 30 60 4
Introduction to Programming with Visual Basic
TDIT 125 45 30 60 4
(VB)
TDIT 126 Real Life Group Project I 0 90 45 3
Semester Load = 22
Recess Term (Core Course) LH PH CH CU
TDIT 131 Industrial Training I 0 36 45 3
25
0
Total First Year Credits = 47

TDIT 211 Data Communications and Networks 45 30 60 4
TDIT 212 Database Planning, Design and Management II 45 30 60 4
TDIT 213 Operating systems 30 30 45 3
TDIT 214 Object–Oriented Programming with Java I 45 30 60 4
TDIT 215 Network and Systems Administration 45 30 60 4
TDIT 216 Research Methodology 30 30 45 3
Semester Load = 22

TDCH 221 Kiswahili 30 30 45 3
TDIT 221 Computer Repair and Maintenance II 45 30 60 4
TDIT 222 Web-Based Application Development 45 30 60 4
TDCH 222 Entrepreneurship Skills 45 30 60 4
TDIT 223 Ethics in Computing 30 30 45 3
TDIT 224 Final Project 0 150 90 6
Semester Load = 24
Recess Term (Core Course) L P CH CU
TDIT 231 Industrial Training 2 0 360 45 3
Total Second Year Credits = 49
26
Detailed Modules Content
Year 1 Semester 1
TDCH 111: Communication Skills
Module Credit: 3 CU
Duration: 60 Hours
Module Overview
The module equips learners with writing and interpersonal skills and enables them
develop positive attitudes towards others.
Learning Outcome
By the end of this module, the learner should be able to communicate effectively to
teammates and the public.
Competences
By the end of this module, the learner should be able to:
 describe and illustrate the communication processes.
 identify barriers to effective communication.
 classify communication flows (upward, downward and horizontal communication).
 make notes.
 write a technical report, application letter and curriculum vitae.
 present a paper at a seminar or workshop.
 write business letters, memos and loose minutes.
 present a good public speech.
 organise and conduct a meeting.
 prepare interview questions.
 communicate well to clients, supervisors and authorities.
 describe gender inequalities between men and women.
 describe population trends and factors responsible for population growth.
 describe human rights at the work place and the roles of government in the
promotion and protection of human rights.
 describe taxation system.
 describe the arms of government and their roles.
 identify him/herself with trade unions.
 appreciate the need to pay relevant taxes.
Detailed Module Description Duration
(Hours)
Sub-module 1: Introduction to Communication Skills
 Definitions of communication
 Objectives of communication
 The communication process
8
27
 Types of communication: oral and written; advantages and
disadvantages of oral and written communication
 Verbal and non verbal communication
 Forms of communication
 Effective communication: barriers to effective communication, how to
achieve effective communication, consequences of not understanding or
of getting a different meaning
 Communication flows: upward, downward and horizontal
communication
 Organisational charts
Sub-module 2: Writing and Presentation Skills
 Note making: importance of making notes and how to take good notes
 Note taking: importance of taking notes and how to take good notes
 Technical report writing: importance of reports, characteristics of a good
report and elements of a report 18
 Application letter and curriculum vitae writing
 Seminar and workshop paper presentation: aspects to consider when
preparing and delivering a paper at a seminar or workshop, managing a
question and answer session in a seminar or workshop
 Writing business letters: importance of business letters, principles of
effective letter writing, and elements of a business letter
 Memo and loose minute writing
Sub-module 3: Oral Communication Skills
 Listening: importance of listening, stages of listening and how to
improve on listening skills
 Speaking: interpersonal and public speaking, characteristics of a good
speech and profile of a good speaker 12
 Conducting meetings: types of meetings, roles of the chairperson,
secretary and members in a meeting, how to organise and conduct an
effective meeting, agenda, terms used in meetings and minutes
 Interviews: Types of interviews, preparing for an interview, handling
questions in an interview, and organising an interview
Sub-module 4: Trade Specific Communication (Procedures and
Precautions) 8
 Communication between contractor and client; procedures and
precautions
 Communication between client and consultants
 Communication between contractor and consultants
 Communication with local authorities
 Communication during site inspections
 How to deal with verbal instructions on site
Sub-module 5: Social Affairs
 Gender issues: roles of men and women, education and gender, African
traditional society perception towards gender, influence of modernity
28
towards gender, and income inequalities between men and women
 Population trends: factors responsible for population growth,
advantages and disadvantages of a big population to economic 6
development of a country, and managing population growth
 Human rights: fundamental human rights, human rights at the work
place, roles of government in the promotion and protection of human
rights
 Effects of drug abuse on the society
 HIV/AIDS:
- How HIV is spread and preventive measures
- Care for AIDS patients
- How the construction industry can lead to its spread
- Effects of AIDS on the construction industry
Sub-module 6: Civic Education

 Democracy: features of democracy, advantages and disadvantages of
democracy
 Decentralisation: strength and weaknesses of decentralisation 8
 Arms of government: functions of parliament, judiciary and the cabinet
and the doctrine of separation of powers
 Taxation system: roles of taxation, principles of a good tax, categories of
taxes in Uganda, i.e. direct and indirect taxes, advantages and
disadvantages of direct and indirect taxes
 Trade unions: roles of trade unions and challenges faced by trade unions
Teaching Strategies
Use discussions, demonstration, illustrations, role-play, assignments, tests and practical
activities.
Assessment
The module will be assessed through assignments, tests, reports and module
examination.
Their relative contribution to the final grade is shown below:
Assignments 05%
Tests 10%
Reports 25%
Final examination 60%
Total 100%
29
TDIT 111: Introduction to Information and
Communication Technology
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module introduces learners to computer classifications, software and hardware,
data processing and basic networking. The content in this module will equip ICT learner-
technicians with skills in computers and communication technologies.
Learning Outcome
The learner should be able to identify, classify, different computer types and their
hardware and software components.
Competences
By the end of this module the learner should be able to:
 classify and appropriately describe the computer structure.
 trace the origin of computers.
 classify computers and give an appropriate definition of a computer.
 describe the social implications of computers on society.
 identify the importance of computers.
 explain the social implications of computers on society.
 configure various computer hardware devices.
 demonstrate the function of the CPU.
 demonstrate how computers store data in memory.
 use different secondary storage devices to store data.
 perform calculations on measurements of memory.
 illustrate different computer software and language levels.
 illustrate the use of various object-oriented programs and translators.
 use computer package programs.
 carry out data processing in various modes.
 demonstrate the operation of various computer systems and formatting of storage
media.
 secure data from a computer and carry out different safety installation techniques.
 demonstrate different operating systems.
 install operating systems.
 identify application programs from system programs of Open Source Software (OSS).
 change computer settings to suit user preferences.
 use DOS commands to manipulate and configure computer settings.
(Hours)
Sub-module 1: History, Classification and Importance of Computers 10
 Description of a computer
 Developments of computers: Abacus, Pascal, Babbage, Hollerith and
30
ENIAC
 Classification of computers according to generations, that is, from 1st
to 5th generation, and according to types, that is, analogue, digital and
hybrid computers
 Social implication of computers on society
 Importance of computers
Sub-module 2: Concept of Computer Hardware
 Hardware configuration
 Input and output devices and their functions
 Functions of the Central Processing Unit (CPU)
 Storage: 12
- Auxiliary/primary storage (RAM); internal memory, ram chips
- Secondary storage (ROM); external storage devices like flash and
compact discs and hard disk
- Functions of the primary and secondary storage
- Measurements of memory: bits, byte, nibble, and character
Sub-module 3: Computer Software
 Types of software, applications and systems
 Computer languages: low-level and high-level
 Computer programs: 14
- Object oriented programs: C++, Java, Visual Basic
 Open Source Software (OSS)
 Translators: assembler, compiler and interpreter
Sub-module 4: Computer Operations
 Operation of a computer system
- Command line operations 12
- Graphical user interface (GUI); windows, Linux
 Initialisation and formatting of storage media
Sub-module 5: Computer Safety and Security
 Safety: hazards and installation regulations
 Security: data control techniques, installation procedure and access 12
control
 Cyber crime and security
Sub-module 6: Management and Configuration of Computer Features
 Computer settings: appearance and personalisation, user accounts,
ease of access, clock and language, sound and monitor/screen
 Management: exploring window features, using programs, working
with views and toolbars, organising files and folders, working with 15
multiple windows, using the search companion, using the control
panel, working with printers and hardware, customizing the display,
using the start menu, using the taskbar, using accessories, including
DOS commands, using the help and support centre, starting and
closing a computer
31
Teaching Strategies
Use guided discussions, tutorials, assignments, tests, practical work and module
examination.
Assessment
 Assignments 05%
 Tests 10%
 Practical work 25%
Total 100%
TDIT 112: Computational Mathematics

Module Credit: 4CU
Duration: 60 Hours
Module Overview
This module introduces to a learner the concepts of set theory; elements of Mathematics;
polynomials; equations, indices, logarithms; trigonometry; solution of triangles; matrices,
vector analysis and linear algebra.
Learning Outcome
The learners should be able to solve mathematical problems.
Competences
 utilise the properties of sets.
 solve simultaneous and quadratic equations.
 draw truth tables.
 perform probability theory calculations.
 perform the calculations for permutations and combinations.
Duration
Detailed Module Description
( Hours)
Sub-module 1: Elements of Mathematics
 Set theory
 Theory of relations, functions and graphs 10
 Number theory: Boolean algebra, real and complex numbers, switching
circuits, laws of Boolean algebra, logic statements, compound
statements, truth tables
Sub-module 2: Indices
 Definitions of laws of indices, fractional indices, negative indices, 10
multiplication and division, rationalisation and equations involving
indices
Sub-module 3: Linear Algebra 16
32
 Linear equations: systems of linear equations, homogeneous and non-
homogeneous equations
 Matrices: definitions, matrix algebra, the identity matrix, transpose of a
matrix, matrices and systems of linear equations, elementary row
operations and echelon matrices
 Types of matrices, determinants: permutations, the determinant,
properties of determinants, minors and cofactors, classical adjoint,
Cramer's rule
Sub-module 4: Probability Theory
 Concept of probability: axiomatic approach, relative frequency
approach, probability as a function of the sample space, probability of an
event, properties of probabilities of events, addition laws of probability,
multiplication laws of probability, conditional probability, conditional 18
probabilities using the Bayes' formula
 Concept of sample space: sample space, sample point, tossing a coin,
rolling a die, independent, exclusive, and mutually exclusive events
 Permutations and combinations and their applications
Sub-module 5: Numerical Methods
 Introduction to flow charts and dry runs 6
 Concept of loops from decision boxes
Teaching Strategies
Use guided discussions, tutorials, discovery and experimental methods.
Assessment
 Assignments 15%
 Tests 25%
 Final examination 60%
Total 100%
33
TDIT 113: Computer Applications
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module introduces learners to Internet and various Microsoft Office suites of
computer application software. The content of this module is intended to equip learners
with practical skills in using various up-to-date Office programs.
Learning Outcome
By the end of this module, the learner should be able to use various Office application
programs and internet.
Competences
 prepare, save, and print documents using Microsoft Word.
 edit different types of documents using various MS Word applications
 perform data entry in an MS Excel workbook.
 use formulas to perform calculations in MS Excel.
 preview workbooks and represent data in graphs and charts in MS Excel.
 make a good presentation using MS Power Point Application.
 format presentations using master slide.
 identify the terminologies used in MS Access database.
 store data values in a simple MS Access database.
 create database objects using MS Access.
 create graphic documents.
 use design templates for business and invitation cards.
 use internet for communication and searching for information.
 create, send and receive an email.
 attach documents, pictures and other files to outgoing emails.
 download email attachments.
 adjust email default settings.
Duration
(Hours)
Sub-module 1: Word Processing Office Package 15
 Creating a basic document: explore the user interface, open and view
a document, customise the Word environment, obtain help, enter text,
save a document, preview and print a document
 Document editing: navigate and select text in a document, insert,
delete, or rearrange text, undo changes, search and replace text
 Formatting documents: font size, color and appearance, headings,
lists, page layouts, headers and footers, watermarks and borders
 Paragraphs: set tabs to align text, control paragraph layout, add
34
borders and shading, apply styles, create lists, manage formatting
 Tables: creating, modifying, borders, background, rows, columns,
cells, convert text to a table and tables to text
 Document reviews: spelling and grammar, word count, thesaurus,
track changes and secure a document
 References: references and citations, table of contents
Sub-module 2: Spreadsheets Office Package
 Introduction: Excel window, entering data in a worksheet, working
with workbooks, selecting cells and saving a workbook
 Data entry: editing cells and undoing changes, copying and moving
data, inserting and deleting rows and columns, adjusting the columns
and rows, finding and replacing data, using autofill, merging cells, text
wrapping, sorting and analysis
 Formulas and functions: using formulas, using functions, using
15
absolute and relative cell references
 Formatting worksheets: cells, rows, columns, themes, styles, and
conditional formatting
 Viewing and printing workbooks: changing worksheet views, printing
and previewing the workbook, customising the page layout, changing
MS Excel default settings
 Graphs and charts: representing data in a chart/graph; pie chart, bar
graph, line graph and scatter graph.
Sub-module 3: Presentation Office Package
 Creating a presentation: title slides, content slides, inserting slides,
adding text and saving a presentation
 Formatting presentation: background, animations, outline views,
slideshow, applying and modifying templates, Clip Art, presentation
10
notes and printing slides
 Using a master slide: using a colour scheme, drawing and modifying
objects, inserting information into slides
 Creating a multimedia presentation: creating an Internet presentation,
reviewing and sharing a presentation
Sub-module 4: Database Office Package
 Introduction: Understanding access terminologies, creating a simple
access database, file, exploring Access toolbar menus.
 Creating databases: creating and designing tables, using design view
15
and the table wizard, working with tables and records
 Formatting databases: setting field properties, editing table height,
width and font attributes
 Access objects: queries, forms, tables and reports
Sub-module 5: Graphics: (MS Publisher) 10
 Introduction: understanding publisher tools, saving publisher files
 Design templates: using publisher templates, editing, printing designs,
modifying templates, applying backgrounds, creating different
designs, brochures, business cards, web pages, invitation cards and
35
certificates.
Sub-module 6: Internet and Email
 Introduction to the Internet and the World Wide Web (www).
10
 Electronic mail services: composing, saving, sending and receiving
mail, attaching files
Teaching Strategies
Use guided discussions, demonstrations, tutorials, assignments, tests and practical work.
Assessment
 Assignments 05%
 Tests 10%
Total 100%
36
TDIT 114: Computer Architecture
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module introduces learners to the logical architecture and organisation of computer
systems. It highlights the lower end operations in a typical computer as well as the way
computers manage their resources during operation.
Learning Outcome
The learner should be able to design the logical architecture of a computer.
Competences
 identify the input data of a computer.
 identify various computer components.
 identify types of motherboards.
 demonstrate data representation in a computer.
 use alphanumeric codes to detect errors.
 use alphanumeric codes to perform data conversions.
 design logic circuit and logic networks.
 identify Digital Logic designs.
 solve Boolean algebra problems.
Duration
(Hours)
Sub-module 1: Basic Computer Functions
 Input data
 Store data
14
 Process
 Outputting
 Controlling
Sub-module 2: Computer Components
 Central Processing Unit (CPU)
 Computer Memory (RAM and ROM)
 Registers; System Buses 16
 Ports (Interfaces)
 Motherboard
 Input/ Output (I/O ) Subsystem
37
Sub-module 3: Data Representation
 Number formats/types:
- Integer or fixed point formats
- Floating point formats
- Binary Coded Decimal (BCD) 13
 Alphanumeric codes; error detection
 Conversions: binary-decimal, decimal-binary; hexadecimal and
octal; conversion: decimal-hexadecimal; binary arithmetic
Sub-module 4: Circuits
 Positive logic and negative logic
 Logical variable and logical network
 Logical circuits:
- Combinatorial circuits: Binary adder, full adder, ripple carry
adder, multiplexer, de-multiplexer, a comparator, decoder and
encoder
- Sequential circuits: Astable multivibrators, Monostable 16
multivibrators and Bistable multivibrators
 Flip flops and latches: R-S flip flops, J-K flip flops, T flip Flops, D flip
flops, Registers, Shift Registers and Data Transmission, Sequential
Network Design
 Code converters, ROMS and Programmable Logic Array (PLA’S)
 Minimisation of expressions using Karnaugh mapping techniques
Sub-module 5: Digital Logic and Boolean Algebra

 Complex logic gates: Propositional logic, Predicate calculus
 Digital logic 16
 Boolean algebra: Equivalence of Boolean algebra: truth tables
 Digital design process: transistor implementations
Teaching Strategies
Use guided discussions, demonstrations, tutorials, assignments, tests and practical work.
Assessment
 Assignments 15%
 Tests 25%
Total 100%
38
TDIT 115: Internet Technologies and Web
Design
Module Credit: 3CU
Duration: 60 Hours
Module Overview
The module introduces learners to local and wide area network components, structures,
functions and uses; principles of web design and development; World Wide Web
Consortium (W3C) standard markup language and services of the Internet.
Learning Outcome
By the end of this module, the learner should be able to use electronic email and web
browsers for communication and obtaining information and use WYSIWYG web page
authoring tools and graphic software to create simple, usable web sites
Competences
 configure an IP address.
 configure IP addresses and share computer network resources in a LAN.
 effectively use the various Internet resources.
 create, send and receive an email.
 attach documents, pictures and other files to out-going emails.
 download email attachments.
 adjust email default settings.
 design a website using HTML and CSS.
 link external style sheets with HTML pages.
 identify the purpose of web design.
 host a website.
 use the web control cPanel effectively.
 upload web pages to the servers.
 trade online and manage online requirements for business.
 identify the risks and threats of e-commerce.
Duration
(Hours)
Sub-module 1: Concepts of Internet

 Internet features
 History/Evolution
6
 Connecting to the Internet: using modems, phone
 Internet etiquette
 Internet protocols: IPV4 and IPV6, configuration
39
Sub-module 2: World Wide Web
 Web browsers
 Use of search engines: Google, AltaVista, 6
 Searching/Navigating the Web
 Web 2.0 tools
Sub-module 3: Hyper Text Markup Language (HTML)

 HTML and HTML 5; creating, saving and viewing HTML tags, HTML
template, head tags, form tags, table tags and attributes, list tags,
heading tags, colour tags, image tags and so on
 Cascading Style Sheets (CSS); rules, styles, inline CSS tags, linking 24
CSS pages, CSS page layouts
 Web design: purpose, teaching strategies and characteristics
 Markup language types:
- HTML, HTML5, XML, XHTML, DHTML, CSS
Sub-module 4: Internet Service Providers (ISPs) and Hosting

 Domain names: configuration, Uniform Resource Locators (URLs),
buying hosting space
8
 cPanel login and security
 Uploading web pages and sites
 Publishing electronic content on websites
Sub-module 5: Electronic Commerce
 Organisation uses of intranets
 Electronic advertising: e-business models
 Commercial websites and digital goods and services (e-banking and
e-purchases)
 Risks and threats: crackers, failure to attract sufficient business
 Government policies on cyber laws
 Security threats:
- Exposure of confidential data
- Loss or destruction of data 16
- Modification of data
- Denial of service
- Repudiation
 Usability, performance, cost and security:
- Private key encryption
- Digital signatures and certificates
- Secure servers and firewalls
- Data backups; file restoring
 Physical Security
40
Teaching Strategies
Use guided discussions, assignments, tests and practical activities.
Assessment:
 Assignments 05%
 Tests 10%
Total 100%
41
Year 1 Semester 2
TDIT 121 Systems Analysis and Design

Module Credit: 3CU
Duration: 60 Hours
Module Overview
This module introduces the learner to systems theory, systems analysis concepts and life
cycle.
Learning Outcome
By the end of this module, the learner should be able to identify the types and
characteristics of information systems and to use the system development life cycle
(SDLC).
Competences
 use the System Development Life Cycle (SDLC).
 identify the types and characteristics of Information Systems (IS).
 carry out a feasibility assessment of the system.
 use process engineering tools and techniques.
 identify software engineering processes.
 carry out system analysis and write the system requirements.
 use different approaches for system design.
 analyse design and implementation issues.
 acquire required skills for a system analyst.
 prepare a report on planning, analysis and design of projects.
 use Computer Aided Software Engineering (CASE) tools in development.
 draw system sketches using CASE tools.
 sketch Entity-Relation Diagrams.
 use modeling tools.
 design a system
 identify the types and characteristics of Information Systems (IS).
 carry out a feasibility assessment of the system.
 implement and maintain the system.
 identify system development processes.
 carry out system analysis and write the system requirements.
 use modeling tools.
Duration
(Hours)
Sub-module 1: Systems Development Environment 8
 Software engineering process
 Approaches to system development:
- Structured/Waterfall
42
- Prototyping
- Rapid Application Development (RAD)
- Modeling: use CASE
 Database and application independence
 Types of Information Systems and systems development
 Software Development Life Cycle (SDLC) and its major phases
Sub-module 2: Systems Analysis Skills
 Analytical skills, systems thinking, organisational knowledge, problem
identification, problem analysis and solving
 Technical skills for system analyst
 Management skills: resource, project, risk and change management
8
 Interpersonal skills for system analysts:
- Communication skills
- Interviewing, listening and questionnaires
- Presentations: oral and written
- Teamwork, facilitating groups and managing expectations
Sub-module 3: Managing Information Systems Projects
 Project management process:
- Initiating the project
- Planning the project
- Executing the project 8
- Closing the project
 Representing and scheduling project plans
 Comparison of Gantt and PERT Charts
 Project management software
Sub-module 4: Automated Tools for System Development
 Use of CASE in organisations
 CASE and system quality
 CASE components
 CASE diagramming tools:
10
- CASE form and report generator tools
- CASE analysis tools
- CASE repository
- CASE documentation generator tools
- CASE code generator tools
Sub-module 5: System Development Process 10
 Identifying and selecting Information System (IS) development
projects
 Information systems planning
 Initiating and planning IS projects
 Feasibility assessment:
43
- Economic feasibility
- Technical feasibility
- Other project feasibility concerns
- Building and reviewing project baseline plan
 Determining system requirements
- Deliverables and outcomes
- Traditional methods and analysing procedures
- Modern methods: Joint Application Design (JAD) Prototyping and
Business Process Reengineering (BPR).
- Process modeling: Data Flow Diagrams (DFDs)
Sub-module 6: Systems Modeling
 Logic modeling with structured English, decision tables and decision
trees
 Conceptual data modeling: degree of relationships; cardinality; 8
naming and defining relations; associative entity; domains triggering
operations
 Entity-relationship modeling
Sub-module 7: System Design

 Design strategies; databases
 Design Specifications:
- Input and output design
- Reports and form design 8
- Interface and dialogue design
- Designing distributed and Internet systems
 Systems implementations: coding, integration and testing
 Systems maintenance
Teaching Strategies
Use guided discussions, tutorials, assignments and demonstrations.
Assessment
 Assignments 05%
 Tests 10%
Total 100%
44
TDIT 122 Computer Repair and
Maintenance I
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module introduces the learner to the practical knowledge of maintaining,
troubleshooting, repairing and assembling computers.
Learning Outcome
By the end of this module, the learner should be able to maintain the computer system,
troubleshoot computer related errors and problems and carry out computer repair.
Competences
 carry out computer maintenance effectively.
 use maintenance tools effectively.
 identify computer related errors.
 troubleshoot various computer errors and problems.
 fix boot/startup problems of a computer.
 fix computer problems.
 identify tools required for system repair.
 repair and upgrade computers.
 carry out both hardware and software installations.
 handle tools well.
 assemble a computer.
 identify/install motherboard.
 install power supply.
 use various storage media devices.
 write data to CDs and DVDs.
 perform data backup.
Duration
(Hours)
Sub-module 1: Computer Maintenance
 Maintenance overview
 Types: safety and preventive
 Hardware and software maintenance 14
 Safety and preventive maintenance procedures
 Cathode Ray Tube (CRT) and Liquid-Crystal Display (LCD) monitor
maintenance.
Sub-module 2: System Troubleshooting 8
 Errors and problem detection techniques
 Computer error codes and sounds
 Troubleshooting:
45
- Boot/startup errors
- Device errors
- Hardware and software (operating system) errors
- Connection and display errors
- Power related problems
 Power On Self Test (POST)
Sub-module 3: System Repair
 Tools and requirements
 Computer system parts/devices
30
 Operating system: installations, repair and upgrade
 Hardware: installation and replacement
 Software: installation, repair and upgrade
Sub-module 4: System Assembly

 System casing; form factor, dimensions, desktop layout, tower layout
 Motherboard
 Types and components
 Form factors and dimensions 12
 Installation and upgrade
 Motherboard interface connectors
 Expansion slots
 Power supply installation
Sub-module 5: Secondary Storage Media

 External storage: installation, configuration, troubleshooting
 Hard disk storage
 Flash storage/removable storage: formatting; memory cards 11
 Obsolete storage media
 Optical storage: writing data to CDs/DVDs
 External storage data backup: methods and types
Teaching Strategies
Assessment
 Assignments 05%
 Tests 10%
 Practical 25%
Total 100%
46
TDIT 123: Database Planning and Management
I
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module introduces learners to the fundamentals of database planning and management,
logical and physical design, entity-relationship model, normalising tables and file access.
Learning Outcome
By the end of this module, the learner should be able to use, design and develop database
tables, relationships, queries, forms and reports with a Graphical User Interface.
Competences
 demonstrate database architectures.
 manage the database system.
 design a database management system.
 identify database tiered architectures.
 model a database.
 classify database models.
 demonstrate database relation models.
 reduce the database anomalies.
 draw entity relations of a database.
 normalise database tables.
 identify the phases of database development.
 design a database.
 manage the database system.
Duration
(Hours)
Sub-module 1: Introduction to Databases
 Definition: data types, architectures, tiered architectures, design
methods
 Database functionality
 Advantages and disadvantages 10
 Types: file based systems, database applications (database approach)
 Database design and optimisation
 Database management systems (DBMS)
 Information systems architecture (ISA)
Sub-module 2: Database Models and Modelling 18
 Conceptual model
 Logical model
 Physical model
47
 Hierarchical model
 Relational model
 Entity-Attribute-Value (EAV) data model
Sub-module 3: Data Modelling Relationships
 Entity relationship model; relational data model; entity types, entity
subtypes
 CASE Modelling Tools
 Entity relationship modeling (E-R diagrams)
 Relationships types:
15
- 1:1 relationships
- 1:N relationships
- M:N relationships
- Attributes and constraints
 Model structure relation
 Transforming E-R diagrams into relations
Sub-module 4: Normalisation
 Definition
 Objectives of normalisation
 Forms of normalisation:
- First Normal Form 12
- Second Normal Form
- Third Normal Form
 Functional dependencies and primary keys
 Data redundancy and update anomalies
Sub-module 5: Database Design
 Database application lifecycle:
- Planning
- System definition
- Requirements collection and analysis
 Approaches to database design; data modelling; phases of database 20
design; DBMS selection
 Application design
 Prototyping and implementation
 Data conversion and loading
 Testing
Teaching Strategies
Assessment
 Assignments 05%
 Tests 10%
 Practical 25%
48
Total 100%
TDIT 124: Programming Algorithms and Data

Structures
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module introduces learners to the basics of software architecture, focusing on
Object-oriented programming (OOP) data structures and algorithms. Learners develop
competencies associated with problem solving, design, testing, programming and
software management.
Learning Outcome
By the end of this module, the learner should be able to analyse a problem and design a
solution using object-oriented design with various data types, algorithms, and the
tradeoffs among memory, running time and implementation time associated with them.
Competences
 demonstrate the use of recursion and object-oriented programming concepts.
 design nontrivial programs.
 demonstrate the PDLC and program structures.
 identify the tools used for computer programming.
 identify and implement constant operators.
 design a program in C++.
 describe asymptotic complexity of algorithms.
 analyze programs to determine their running environment.
 demonstrate basic data structures of a program.
 use data structures in programming.
 understand asymptotic complexity of algorithms.
 analyse programs to determine their running environment.
Duration
(Hours)
Sub-module 1: Introduction Object Oriented Programming Concepts
 Introduction to programming; definition of a program, OOP, objects, 15
architectures, class, encapsulation and association
 Programming languages
 Classification of programming languages: high and low level languages
 Programming strategies
 Objects and ADTs: e.g. collections
 Constructors and destructors
 Data structure
49
 Methods
 Pre- and post-conditions
 C conventions
 Error handling
Sub-module 2: Programming Methodologies
 Program Development Life Cycle (PDLC).
 Program structure: variables, identifiers, data types
 Constants operators; assignment, arithmetic, relational and equality 18
operators
 Tools for computer programming: compilers, translators, pseudo code
and algorithms
Sub-module 3: Object-Oriented Programming with C++
 Basics of C++:
- Structure of a program
- Variables and Data types
- Constants and Operators
14
- Basic I/O
 Classes, arrays, pointers, control structures
 Friendship and inheritance
 Polymorphism
 C++ standard library
Sub-module 4: Data Structures
 Arrays and Structures:
- Declaration
- Types
- Relationships and character
- Pointer structures
 Pointers: variable declaration and definition, operators and Arithmetic 16
 Lists
 Queues: priority queues, heaps
 Trees: binary trees, search, hash tables
 Stacks: stack frames
 Sorting: heaps, quick
 Searching, merging, referencing and cross-referencing
Sub-module 5: Algorithms
 Graphs: minimum spanning tree
 Algorithm analysis: asymptotic complexity, big-O and small-O notation
12
 Recursion: recursive functions; e.g. factorial
 Simple graph algorithms
 Control Structures: functions I and II
Teaching Strategies
50
Use guided discussions, assignments, tests and demonstration activities.
Assessment
 Assignments 05%
 Tests 10%
 Practical 25%
Total 100%
51
TDIT 125: Introduction Programming with
Visual Basic
Module Credit: 4CU
Duration: 75 Hours
Module Overview
The module introduces learners to practical skills in programming practices using
Visual Basic (VB) programming languages.
Learning Outcome
By the end of this module, the learner should be able to apply practical skills in
object-oriented programming, design and develop database applications using
Visual Basic.
Competences
 apply the fundamental principles and practices of object-oriented programming
(OOP).
 utilise the concepts of Visual Basic (VB) programming.
 demonstrate practical skills in developing a VB project.
 demonstrate the usage of VB in program design and development.
 utilise the different selection processes in VB to enhance object-oriented
programming development.
 identify the different error handling and debugging techniques.
 develop a database management system in VB.
Duration
( Hours)
Sub-module 1: Fundamental Programming Concepts
 Introduction to Visual Basic
 Objects, controls, and events; variables
 Operators, and data types: single, currency, integers, Boolean, byte, 10
date, double and so on.
 Control structures; decisions; repetition
 Polymorphism: virtual members, abstract base classes
Sub-module 2: Graphical User Interface Design
 Forms and graphical user interfaces
20
 Adding controls: such as command buttons, image control, picture
box
Sub-module 3: Object-Oriented Programming Concepts in VB 20
 Data structures, arrays and records, files
 Modularisation, sub programs, functions, modules
 Operators and loops
 Error handling and debugging
 The OO paradigm, OO features of VB
52
 Creating objects in VB
Sub-module 4: Working with Databases
 Database concepts: database, fields, records, table, relational
databases, primary and foreign keys
 Data controls: recordset, DataSource, DataField, RecordSetObject
and Methods
 Data Links: ConnectionString Property, ODBC, Remote Data 25
Control (RDO), Active Database Control (ADO)
 Connecting VB Application GUI to a database such as MS Access
Database
 Database Management: Creating the database and managing the
Database
Teaching Strategies
Assessment:
 Tests 05%
 Assignment 10%
 Practical 25%
Total 100%
53
TDIT 126: Real Life Group Project I
Module Credit: 3CU
Duration: 90 Hours
Module Overview
The module enables learners to further develop functional computer-based related
applications such as websites and databases using advanced tools and approaches.
Learning Outcome
By the end of this module, the learner should be able to provide deliverables such as:
a proposal, design specifications, logical designs, physical designs, code for the
finished product, user technical documentation, description of learner roles and
peer evaluations of learner contributions.
Competences
 design an improved website.
 design the logical and physical schema of the database.
 understand coding techniques.
 assemble a computer system.
 design a simple Local Area Network.
Possible Projects
 Design a usable website using HTML and CSS
 Design a database for an organization
 Assemble a computer system
 Design database system using VB and MS Access application for an
organisation/department or faculty
 Develop user requirements and a database system or an application system to
be implemented to address existing problems in an organisation
 Any other ICT related project
Teaching Strategies
Use practical work, workshops, guided study/research and demonstration activities.
Assessment
Power point presentations 10%
Response to questions 10%
Report on project 10%
Practical ICT Project 70%
Total 100%
54
TDIT 131 Industrial Training I
Module Credit: 3CU
Duration: 360 Hours
Module Overview
This module introduces the concept of attachment of learners to industries,
workshops and practical training centers to relate what they have studied in class
with the world of work.
Learning Outcome
The learners attain practical skills in Information and Communication Technology
applications in the real world.
Competences
 perform information technology-related tasks.
 design and code quality websites.
 troubleshoot and repair computers.
 maintain computers.
 handle repair tools and software.
 Possible Projects/Fieldwork:
 Acquaintance with industry and sites
 Familiarisation with equipment, tools and sites
 Acquisition of skills in repair, maintenance and assembly of new computers
 Design websites and systems
 Repair and maintain computers
Teaching Strategies
Use industrial work, supervision by the field and academic supervisors and report
writing.
Assessment
Report 15%
Field Supervision 85%
Total 100%
55
Year 2 Semester 1
TDIT 211 Data Communications and

Networks
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module, introduces the learners to the basics of data communications and networks.
It also gives the theoretical and practical skills of linking up computers and sharing
computer resources.
Learning Outcome
By the end of this module, the learner should be able to demonstrate data flow in a
simple network, design a network, terminate cables and configure a network connection.
Competences
 terminate network connection cables.
 classify various network connections.
 configure various network components.
 configure TCP and IP addresses.
 design network architecture and sketch TCP/IP architecture.
 design different LAN topologies.
 identify various network protocols.
 demonstrate how protocols function.
 terminate network connection cables.
 identify various forms of transmission.
 identify the transmission errors.
 correct various transmission impairments and errors.
 demonstrate the layers of Open System Interconnection (OSI) model.
 compare TCP/IP to OSI.
 identify OSI layers.
 safe guard the transmission system.
Duration
(Hours)
Sub-module 1: Introduction to Data Communications and Networks 10
 Basics of data communication and networks:
- Types: simplex, duplex and half duplex
- Modes: broadcast, unicast and multicast
- Communication model
 Communication tasks of computer network
56
 Data transmission and transmission media
- Cabling: terminating cables
 Networks: layout and analogies
 Types: LANs, MANs, WANs, extranets, intranets, mobile adhoc
Sub-module 2: Components of a Network and Configurations
 Components of a computer network
 Classification of networks 8
 IP Addressing: sub-netting
 LANs: topologies, interconnection, devices
Sub-module 3: Network Architecture
 LAN architectures
10
 Simple protocol architecture
 TCP/IP protocol architecture
Sub-module 4: Communication Protocols
 Basic protocol functions
 Principles of internetworking
10
 Internet protocol
 Contention protocols and collision free protocols
 Media access protocols
Sub-module 5: Data Communication and Transmission
 Concepts and terminology
 Guided and unguided (wireless) transmission
 Transmission impairments and errors
14
 Analog and digital data transmission
 Circuit, packet switching and message switching
 Encoding techniques: straight encoding, Manchester encoding
 Multiplexing
Sub-module 6:
10

Sub-module 7: Open System Interconnection (OSI Layers)
 Standards (protocols) governing interactions
 Reasons for layered approach to networking 13
 The OSI reference model
 OSI reference model compared to TCP/IP model
Teaching Strategies
57
Assessment
Assignments 05%
Tests 20%
Practical 15%
Total 100%
58
TDIT 212: Database Planning, Design and
Management II
Module Credit: 4CU
Duration: 75 Hours
Overview
This module introduces the learner to relational database management systems,
fundamentals of MySQL statements, commands and constraints.
Learning Outcome
By the end of this module, the learner should be able to design complex
databases and write the MySQL statements and commands.
Competences
 design MySQL Databases.
 install MySQL database and its environment.
 identify SQL statements for database manipulation.
 write an SQL syntax statement.
 write complex and simple SQL statements.
 Demonstrate how to carryout data manipulation statements.
 use database clauses and operators.
 identify database query constraints.
 use MySQL database commands.
 manipulate the database queries to optimise the database.
 secure and employ security measures for the database.
Duration
(Hours)
Sub-module 1: Introduction to MySQL
 Introduction to SQL language
 Data types
 SQL statement Syntax
10
 Relational Databases
 Relational Operators
 MySQL functions
 Installing and upgrading MySQL
Sub-module 2: MySQL and SQL Query Statements 15
 Definitions
 Data definition statements
 Data manipulation statements: insert, delete, update, create,
drop and so on
 MySQL transactional and locking statements
 MySQL compound-statement syntax
59
 Modifying query statements: renaming, altering tables
Sub-module 3: SQL and MySQL Sub-queries
 Views: creation, dropping
 Joins and Unions: creation
15
 Stored Procedures: benefits
 Aggregate functions and grouping
 MySQL clauses and operators
Sub-module 4: Query Processing
 Overview of query processing
 Query decomposition
 Query optimisation 15
 Operations:
- Heuristical processing strategies
- Cost estimation
Sub-module 5: Transaction Management
 Transaction support
 Concurrency control
 Threats
 Database security, recovery and countermeasures:
- Authorisation
20
- Views
- Recovery and Backup
- Integrity
- Encryption
- Redundant Array of Independent Disks (RAID)
 Access control in SQL
Teaching Strategies
Assessment
Assignments 05%
Tests 10%
Practical 25%
Total 100%
60
TDIT 213: Operating Systems
Module Credit: 3CU
Duration: 60 Hours
Module Overview
This module is meant to help learners understand the structure and function of
operating systems, to gain experience using and configuring real-world operating
systems and to understand and apply basic programming and systems administration
principles.
Learning Outcomes
By the end of this module, the learner should be able to identify and describe the
functions of operating systems, and use and configure real-world operating systems.
Competences
By the end of this module, the learner shall be able to:
 describe an operating system.
 identify operating system layers and functions.
 use the user interface effectively.
 identify objects and jobs in processes.
 demonstrate the process life cycle of any operating system.
 implement process inter-communication and concurrency.
 manage memory in a computer.
 illustrate the structure of an I/O system using sketches.
 manage input and output devices effectively.
 identify different files
 describe different file types and methods of filing.
 name files in UNIX, DOS and Windows
 manage secondary storage devices.
 use operating systems files.
 identify operating system threats.
 recover a crashed operating system.
Duration
(Hours)
Sub-module 1: Introduction to Operating Systems (OS)
 Definition of operating system
 Operating system layers
 Functions, classifications and types of operating systems
12
 Operating system features
 Operating systems programs
 Computer system structure
 Command-line and graphical user interfaces; systems calls
Sub-module 2: Process Management (Process Scheduling) 12
 Programs, processes and threads
61
 Process creations and management
 Interrupt requests and handling
 Process life cycle using state diagrams
 CPU scheduling criteria (algorithms)
 Inter-process communication
 Concurrent processes and synchronizations
 Process competitions (resource conflicts)
 Use of semaphores for file and record locking
 Implementation of semaphores
 Deadlocks, prevention, avoidance and detection
 Use of signals, pipes and shared memory
Sub-module 3: Memory management
 Background on memory management
 Logical address space
 Physical address space 6
 Swapping, contiguous allocation
 Process loading and swapping
 Segmentation and segmentation with paging
Sub-module 4: Input/Output Device Management
 Function and structure of I/O system
 Device drivers in Windows and Linux 10
 Block and character devices
 Direct memory access, buffering and virtual devices
Sub-module 5: Secondary Storage Management
 Disk structure
 Disk scheduling
6
 Disk management
 Swap-space management
 Disk reliability
Sub-module 6: File System Management
 File concepts, attributes, operations, types, access methods
 File parts names and directory structure
6
 File structures and I-nodes
 Hard and Symbolic links
 File naming in UNIX, DOS and Windows
62
Sub-module 7: Protection, Security and Recovery
 Different types of security threats
 Operation of viruses and anti-virus software
 Minimising security threats and hardware access restrictions 8
 Operating system security features, access control, audit controls and
memory protection
 Encryption and encryption algorithms
Teaching Strategies
Use guided discussions, assignments, tests and practical activities. For demonstration
purposes, use the latest Windows and/or Linux operating systems.
Assessment
Assignments 05%
Tests 10%
Practical 25%
Total 100%
63
TDIT 214 Object-Oriented Programming with
Java I
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module imparts the knowledge of programming data structures and algorithms. It
introduces the learner to object-oriented programming language – Java.
Learning Outcome
By the end of this module, the learner should acquire advanced practical skills in object-
oriented programming as well as design and development of computer application
programs using Java.
Competences
 design a Java application.
 describe basic Java terminologies and tools used.
 compile and run a Java program.
 use Java Software Development Kit (SDK) and Integrated Development Environment
(IDE).
 identify the control flow statements in a Java program code.
 code a Java application.
 Identify data types and variables
 identify and implement conditional statements.
 create a simple database.
 design a Java application interface.
 identify inheritance from a Java application program.
Duratio
Detailed Module Description n
(Hours)
Sub-module 1: Introduction to Java I
 Definitions: class, object, inheritance, interface and variables
 Programming concepts: algorithms and processes 12
 Strings and numbers
 Coding strategies: design, code, run, compile, debug and documentation
Sub-module 2: Object-Oriented Features 16
 Language basics
 Variables
 Primitive data types
 Arrays: Declaring and creating, using arrays, arrays of objects
 Operators:
- Assignment, Arithmetic, and Unary Operators
64
- Equality, Relational and Conditional Operators
 Applets and applications
 Graphics and graphical user interfaces
 Input/Output: events and exception handling
 Java IDE and SDK
Sub-module 3: Classes and Objects
 Classes:
- Declaring classes
- Declaring member variables
- Defining methods
15
- Providing constructors for classes
- Passing information to a method or a constructor
 Objects:
- Creating objects
- Using objects
Sub-module 4: Control Flow and Conditional Statements
 The if-then and if-then-else statements
 The switch statement
 The while and do-while statements 10
 The for statement
 Branching statements
 Iteration; nested loops
Sub-module 5: Interfaces and Inheritance
 Interfaces:
- Defining an interface
- Implementing an interface
- Using an interface as a type
- Rewriting interfaces
- Summary of interfaces
12
 Inheritance:
- Overriding and hiding methods
- Polymorphism
- Hiding fields
- Object as a super class
- Writing final classes and methods
- Abstract methods and classes
Sub-module 6: Graphics and Working with Databases
 Swings, Java2D, JavaBeans
 Multithreading, multimedia 10
 Graphical object class
 Databases and networking (JDBC, Sockets, Servlets, Security)
65
Teaching Strategies
Use guided discussions, assignments, tests and practice activities.
Assessment
 Assignments 05%
 Tests 10%
 Practical 25%
Total 100%
66
TDIT 215: Network and Systems
Administration
Module Credit: 4CU
Duration: 75 Hours
Module Overview
The module introduces principles, ideas and practices associated with network and
system administration with emphasis on the general principles involved in setting
up, configuring and maintaining computer systems. This course provides some
practical exposure to the network and system administration.
Learning Outcome
By the end of this module, the learner should be able to demonstrate knowledge of
basic principles and practices of fundamental importance concerning setting up,
configuring and maintaining computer systems.
Competences
By the end of this module, the learner should be able to;
 define system administration.
 identify and perform system administration tasks like system logging, configure
NFS, creating a backup and recovery plan, designing a Windows/UNIX security
policy and account administration tasks.
 design and implement a network operating system solution.
 administrate clients and servers in a distributed environment.
 design and Implement a TCP/IP based network and all associated services.
 install and maintain Windows/UNIX clients and servers.
 manage mail servers.
 implement and manage a simple TCP/IP based network and all associated
services.
 install and maintain messaging and email systems.
 identify and perform system administration tasks like system logging,
configuring Network File System (NFS), creating a backup and recovery plan,
designing a Windows/UNIX security policy and account administration tasks.
 configure file sharing
Duration
(Hours)
Sub-module 1: Introduction to Systems Administration
 Goals and objectives
 Roles of systems administrators
 Documentation
12
 Managing superior helpdesks and customer care
 Use of policy in network administration
 Issues in computing lab design: ergonomics, equipment
installation, cost, anticipating technology
Sub-module 2: Systems Management 20
 Carrying out installations
67
 User management (setting up users)
 Planning and implementing computer systems
 Providing security
 Troubleshooting and problem solving
 Logging, monitoring and performance
Sub-module 3: Networking (TCP/IP and Routing)
 Designing networks for speed and reliability
 Building data centers and installing servers
 Upgrading multiple hosts
 Configuring IP addresses and servers
 Creating DHCP and Domain Name Services (DNS) and Berkeley
Internet Name Domain (BIND) 16
 Support utilities for system administration such as net commands:
- Windows: ipconfig, Arp
- UNIX: chmod, passwd, yppasswd, useradd, usermod, userdel,
linuxconf, xconfigurator, RPM files
 Electronic Mail: Web scaling
 Network management and debugging
Sub-module 4: System Security and Backups
 Handling system security issues
 Network and user logging
12
 Creating backups and backing up the file system
 Basic security model: accounts, permissions
 Network Security: remote network access
Sub-module 5: Fundamental Services
 Configuring a local printer
 Sharing printers on a network
15
 Software management
 File system access
 Configure Linux to Windows file sharing using Samba
Teaching Strategies
Use guided discussions, presentations, research, assignments, tests and practical
activities.
Assessment
 Assignments 05%
 Tests 10%
 Practical 25%
Total 100%
68
TDIT 216: Research Methodology
Module Credit: 3CU
Duration: 60 Hours
Module Overview
This course module equips learners with the basic techniques, competencies,
tools and skills for academic research so as to enable them undertake high
quality research and write dissertations.
Learning Outcome
By the end of this module, the learner should be able to apply appropriate
research methods and techniques to carry out an effective academic research.
Competences
 conduct ICT based research.
 identify the objectives of research.
 formulate research questions and statements of a problem.
 write a comprehensive research proposal.
 conduct a feasibility research on a given topic.
 identify the tools needed for a particular research.
 write a dissertation.
Duration
( Hours)
Sub-module 1: Introduction to Research

 Definition and objective
 Objectivity and subjectivity
 Research paradigms: quantitative and qualitative 20
 Research problems and research questions
 Variables, relation between variables, hypothesis, dependent
and independent variables
Sub-module 2: Research Methodology and Process

 Research validity and reliability
 Types of data: primary and secondary data
20
 Data collection: instruments used, questionnaires, interviews,
observation and focus groups
 Advantages and disadvantages of the various methods
Sub-module 3: Research Analysis Tools
 Hands-on tools for analysis
 Techniques for Analyses and Reporting
20
 Presentation of findings
 Citations
 Write up and submission of dissertation
69
Teaching Strategies
Use guided discussions, workshops, guided study/research and
demonstrations.
Assessment
The research proposal meant for the final graduation project is to be
submitted in the first semester of second year.
Tests 15%
Research proposal (Assignment) 25%
Total 100%
70
Year 2 Semester 2
TDCH 221: Kiswahili

Module Credit: 3CU
Duration: 60 Hours
Module Overview
This module introduces the learners to the basic Kiswahili that is commonly used in public
and on construction sites and gives the learners the access of getting or doing a job in any
part of East Africa.
Learning Outcome
The learner communicates in Kiswahili verbally and in a written form.
Competences
The learner:
 describes the origin and cites the advantages of communicating in Kiswahili.
 greets with respect the different age groups in Kiswahili.
 greets elders, youth and peers in Kiswahili.
 asks for direction or any assistance in Kiswahili.
 writes correct Kiswahili sentences.
 uses the common Kiswahili vocabularies in hotels, roads and other situations.
 counts money, years, and months in Kiswahili.
 names tools and materials used in their professions.
 describes the titles of officers in engineering industry and the tasks performed in their
professions.
 welcomes and thanks customers in Kiswahili.
 writes announcements and advertises products in Kiswahili.
 markets and sells goods and services in Kiswahili.
Sub-module 1: Introduction 6 hours
 Origin of Kiswahili
 Widespread usage
 Greetings
Sub-module 2: Polite Language 8hours
 Greetings to elders, youth and peers
 Salutations at different times of the day
 Appreciation and saying `thank you’ for work done, gifts given
 Asking for directions, assistance, food
Sub-module3: General Vocabulary 12 hours
 Common usage of Kiswahili
 Common mistakes to be avoided
Sub-module 4: Specific Trade (Professional Related) Vocabulary 14 hours
 Names of tools used in architecture and building engineering
 Tasks performed in construction
71
 Titles of officers in construction industry, for example engineers, plumbers,
surveyors, etc
 Names of materials used in construction, for example sand
Sub-module 5: Customer Care and Language 10hours
 Attitude to customers, public relations and advertising of products
 Handling customers:
- Welcoming them
- Asking whether they need help
- Thanking them
Sub-module 6 : Presentations in Kiswahili 10 hours
 Concerning construction
 Concerning marketing and selling architectural and building engineering
materials
Teaching Strategies
The module will be taught through guided discussions and practical work
Assessment
The module will be assessed through assignments, tests, practical reports and module
examination. Their relative contribution to the final grade is shown below:
Requirements Contribution
Assignments 5%
Tests 10%
Practical reports 25%
Final module examination 60%
Total 100%
72
TDCH 222: Entrepreneurship Skills
Module Credit: 3CU
Duration: 60 Hours
Module Overview
This module equips the learners with the basic entrepreneurship skills of starting and
running an enterprise.
Learning Outcome
By the end of the module, the learner should be able to create a job by starting up an
enterprise and managing it.
Competences
The learner:
 describes entrepreneurship objectives and characteristics.
 sets the future goals.
 compares the Ugandan entrepreneurship experience with that of other countries.
 identifies barriers to entrepreneurship development in relation to the current trends of
entrepreneurial development.
 suggests and illustrates the entrepreneurial process for a business.
 surveys the market for the business ideas, spots business opportunities and tests them.
 writes a business plan.
 lobbies for capital, other resources and starts an enterprise.
 registers a business and pays taxes.
 carries out strengths, weaknesses, opportunities and threats (SWOT) analysis for a
business.
 develops the marketing plans.
 starts and manages the business effectively.
 saves resources and re-invests the in business.
 carries out the cost analysis of an enterprise.
 manages the accounting books of the business.
 pays business taxes.
Sub-module 1: Entrepreneurship Development
 Concepts and definitions 6 hours
 Entrepreneurship objectives and aspects
 Historical context
Sub-module 2: Uganda’s Experience
 Comparison with other countries 6 hours
 Current trends of business growth
 Barriers to entrepreneurship development
Sub-module 3: The Entrepreneurship Process
10 hours
73
 Entrepreneurship phases/cycle
 Characteristics of entrepreneurship
 Spotting a business opportunity
 Assembling of essential resources
 Carrying out a market survey
 Writing a business plan
Sub-module 4: Employment Creation
 Self-employment
 Employment and business policies
 Programmes for development
 Types of businesses 10 hours
 Legal forms of business
 Business registration procedures
 Intellectual property and business innovation
 Sources of capital to start-up enterprises
Sub-module 5: Making New Ventures
 Marketing approaches
8hours
 Developing a marketing plan
 Strengths, weaknesses, opportunities and threats (SWOT) analysis
Sub-module 6: Managing a Business Enterprise
 Strategic management
 Communication in business
 Building success in an enterprise
 How the business can fail 8 hours
 How to prevent business failure
 How to attract customers
 Saving and reinvestment
 Business relationship with family and friends
Sub-module 7: Financial Management and Cost Accounting Systems
 Cost analysis and control; methods of cost control
 Accounting:
- Record keeping
- Writing of source documents (invoices, vouchers, receipts, LPOs, petty
cash, ledgers)
- Managing books of accounts (journals and cash books)
12 hours
- Accounting statements (income statements and balance sheets and
bank reconciliations)
- Accounting for pre-payments and accruals
 Taxation:
- Effects of taxation on business
- Role of taxes to the economy
- Computation of taxes to pay
Teaching Strategies
The module will be taught through guided discussions, and practical exercises.
Assessment
The module will be assessed through assignments, tests, practical reports and module
examination. Their relative contribution to the final grade is shown below:
Requirements Contribution
74
Assignments 15%
Tests 25%
Final module examination 60%
Total 100%
75
TDIT 221: Computer Repair and Maintenance
II
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module introduces the learner to the advanced practical knowledge of maintaining,
troubleshooting, repairing and assembling computers. This is the continuation of the
Computer Repair and Maintenance I module.
Learning Outcome
By the end of this module, the learner should be able to carry out hardware installation,
upgrade and maintenance and to replace broken hardware devices.
Competences
 identify various processor types.
 identify system buses.
 install Hardware Devices.
 Refurbish Computer hardware
 describe the North/South bridge architecture.
 make sketches of the architecture.
 connect and configure the BIOS setting.
 install and configure memory modules.
 manage IDE, Analog Telephone Adapter (ATA) and Small Computer System Interface
(SCSI) drivers.
 install and configure hardware.
 install and configure memory modules.
 configure interfaces.
 identify and install various types of power supply.
 Manage E-waste disposal.
Duration
(Hours)
Sub-module 1: Processor and Hardware Installation
 Introduction to Processors: definition, types, specifications and
functions 10
 Hardware installations: procedures, cautions, risks, software upgrade
 Handling software and hardware conflicts
Sub-module 2: System Buses
 The processor bus
 Memory buses 12
 I/O buses; types; I/O interfaces
 North/south bridge architecture and buses
 Sub-module 3: BIOS and Memory Types 15
 BIOS Hardware and Software
 Determining the BIOS version
 Upgrading BIOS
76
 CMOS settings
 Memory modules: types (RAM and ROM), interfaces
Sub-module 4: IDE, ATA and SCSI Interfaces
 IDE interface/IDE bus versions
 Dual drive configurations: IDE drives, SATA drives and jumper settings
 Motherboard interfaces
 IDE/SCSI advantages and limitations 16
 Audio and video adapters: types (older and newer), installation and
configuration
 Serial and parallel interfaces; port configuration
 USB interfaces
Sub-module 5: The Power Supply and Chassis
 Power supply:
- Form factors
- Types 12
- Power ratings
- Specifications
- Troubleshooting and replacement
 Motherboard power connector
Sub-module 6: E-waste Management
 E-waste disposal procedures 10
 Computer hardware refurbishment
 CRTs disposal
Teaching Strategies
Assessment
 Assignments 05%
 Tests 10%
 Practical 25%
Total 100%
77
TDIT 222: Web-Based Application
Development
Module Credit: 4CU
Duration: 75 Hours
Module Overview
This module introduces the learner to dynamic website architecture, design principles
and development techniques.
Learning Outcome
By the end of this module, the learner should be able to design usable web-based
applications, do scripting using server side languages and design web-based database
systems.
Competences
 design dynamic websites
 develop and maintain large website using WYSIWYG tools
 write PHP functions conditional statements.
 edit Website Templates (CMS) such as Drupal and Joomla.
 write client and server scripts.
 debug errors in PHP code.
 use classes and objects in creating web-Based applications.
 extract data values from a database using MySQL query statements.
 connect to web-based databases.
 monitor and maintain a web server.
 create sessions in a PHP application.
Duration
(Hours)
Sub-module 1: Fundamentals of Web Development
 Static and dynamic websites: design principles, Architecture
 Markup Languages types; HTML, HTML5, XML, XHTML, DHTML, CSS.
 Scripting Languages and types:
- Client side scripting (JavaScript, VBscript)
8
- Server side scripting (Perl, PHP, JSP)
- Server features: Apache, IIS
 Web page editors: Macromedia Dreamweaver and others
 Working with templates:
- Content Management System (CMS): Drupal and Joomla
Sub-module 2: Introduction to Pre Hypertext Processor (PHP) 10
 Arrays and strings: manipulation, creating, formatting, accessing,
reordering, sorting
 Variable constants and functions
78
 Operators in PHP
 Comments and PHP tag style
 Inserting HTML in PHP code
 Saving files in PHP
 Iteration structures and loops
Sub-module 3: Object-Oriented PHP
 Classes and Objects: Creating classes; Attributes and Operators;
Structure of a class; Constructors and Destructors; Instantiating
Classes; Using Class Attributes
 Polymorphism
 Inheritance 18
- Functions; creating, calling
- Object: creating, calling, using and cloning objects
- Error handling and exceptions:
a) Exception class
b) User defined exceptions
Sub-module 4: Reusing Code and Writing Functions
 Reusing code: cost, reliability and consistency
 Using require() and include() and require_once() and include_once()
for websites
 Functions in PHP: calling defined and undefined functions; function
names 12
 Parameters: passing by value and passing by reference
 Returning values from functions
 PHP statements: if….else, for, do…while
 Date and time functions
Sub-module 5: Using MySQL and PHP
 Designing web database: tables, columns, rows, values, keys,
relationships
 Using MySQL screen/monitor: logging, creating databases and users
and setting user privileges
 Working with MySQL databases:
- Inserting data to a database; PHP forms
12
- Retrieving data: retrieving criteria and multiple retrieving
- Grouping and aggregating data
- Using sub queries
- Updating records
- Altering tables after creation
- Deleting records
- Dropping: tables, databases
Sub-module 6: Accessing MySQL Databases from the Web with PHP 8
 How web database architectures work
79
 Querying databases
 Filtering and checking input data
 Connecting to web databases and disconnecting from databases
 Choosing the database to use
 Retrieving query results
 Setting database user privileges
Sub-module 7: Implementation and Authentication
 Implementing access controls
 Implementing secure transactions 7
 Interacting with file systems: HMTL file upload, creating directories
 Session controls in PHP
Teaching Strategies
Use guided discussions, assignments, tests and practical/demonstration activities.
Assessment
 Assignments 05%
 Tests 10%
 Practical 25%
Total 100%
80
TDIT 223: Ethics in Computing
Module Credit: 3CU
Duration: 60 Hours
Module Overview
This course module introduces learners to basic ethical principles and theories,
which have and are being used to guide human life.
Learning Outcome
By the end of this module, the learner should be able to apply ethical theory to
moral practice through the use of case studies.
Competences
 apply ethical theory to moral practice.
 identify good computer usage policies.
 apply proper organisational codes of conduct.
 practice ethical computing.
 identify intellectual rights.
Duration
(Hours)
Sub-module 1: Information Technology and Ethics
 Definition: Ethical dilemma
 Social choice theory
16
 Rationality: self-interest satisfaction: preference satisfaction and
constraints
 Computing and society
Sub-module 2: Organisational Codes of Conduct in ICT
 Professional conduct and ethics
 British Computer Society code of conduct 12
 Computer usage rights in an organisation
 Building professionalism in the workplace
Sub-module 3: Ethical and Social Issues
 Computer usage laws and policies in Uganda
 Internet access rights
 Data privacy and security 18
 Unauthorised data access
 Building social conduct online
 Ethical concerns for social networks: Facebook, Twitter
Sub-module 4: Intellectual Property Rights
 Copyrights: patents, trademarks and designs 12
 Challenges to intellectual property rights
81
Teaching Strategies
Assessment
 Assignments 15%
 Tests 25%
Total 100%
82
TDIT 224: Final Project
Module Credit: 6CU
Duration: 150 Hours
Module Overview
The module allows learners to develop a functional computer-based related
application such as a website or database. It allows learners to make good
graphical designs, websites and MS Access databases.
Learning Outcome
By the end of this module, the learner should be able to provide deliverables
such as a proposal, design specification, code for the finished product, user
technical documentation, description of learner roles and peer evaluations of
learner contributions.
Competences
By the end of this module, the learner should be able to design various
computer projects such as websites, databases, online applications and Java
applications.
Possible Projects
 Implement systems for computerisation of hotels, libraries, college
administrations and learners records.
 Design inventory and stock control computerisations (e-commerce
system)
 Design an online database system for an engineering firm
 Implement a Samba sharing computer system in an institution
 Design a website for higher institution of learning
 Develop a telephone billing system
 Any other ICT related project
Teaching Strategies
Use design and implementation of ICT projects, report writing and a Power
Point presentation explaining how the project was carried out.
Assessment
 Power Point presentations 10%
 Response to questions 10%
 Report on project 10%
 Practical ICT Project 70%
Total 100%
83
TDIT 231: Industrial Training II
Module Credit: 3CU
Duration: 45 Hours
Module Overview
This module introduces the concept of learners’ placement in industries and workshops
and practical training in computer maintenance, repair, networking and website
development.
Learning Outcome
The learners attain advanced practical skills in Information and Communication
Technology applications in the real world.
Competences
 perform information technology-related tasks in the industries/workshops.
 design and code quality web-based applications and websites.
 troubleshoot, assemble and repair computers.
 maintain computers and their accessories.
 install software and hardware.
 configure a network access.
 manage an organisation’s networking hardware and software.
 write scripts for applications.
 manage an ICT organisation.
 handle repair tools and software.
Possible Projects/Fieldwork
 Acquaintance with industry and sites
 Familiarisation with advanced equipment, tools and sites
 Acquisition of skills in repair, maintenance and assembly of new computers
 Laying down network cables and carrying out hardware and software installation
 Designing websites and systems
 Repairing and maintaining computers
Teaching Strategies
Use industrial work, supervision by the field and academic supervisors and report writing.
Assessment
 Report 15%
 Field Supervision 85%
Total 100%
84
Bibliography
Alter, S. (2002). Information Systems: Foundation of E-Business. 4th Edition. New Jersey: Leigh
Press.
Amghar, A. (1993). Microprocessor System Development. Prentice-Hall.
Budd, T. (1996). An Introduction to Object Oriented Programming. 2nd Edition, Addison
Wesley Publishing
Comer, D. (1999). Computer Networks and Internets. 2nd Edition Prentice Hall, Inc.
Connolley, T. M. and Begg, E. (2005). Database Systems: A Practical Approach to Design,
Implementation and Management. Pearson Education Ltd, United States of America.
Connolly, T., Begg. C. (2002). A practical Approach to Design, Implementation, and
Management: Third Edition, Addison Wesley Publishing.
Cormen, Leiserson and Rivest, (1990). Introduction to Algorithm, McGraw-Hill.
Coronel, P.R.C. (2000). Database Systems: Design, Implementation and Management. 4th ed.
Cambrige: Course Technology.
Degroot, M. H. (1986). Probability and Statistics. Addison Wesley Publishing.
Fuller, F. & Manning, W. (1994). Computers and Information Processing. Massachusetts: Boyd
& Fraser publishing company.
Hasall, F. (1992). Data communications, Computer Networks and Open Systems. Addison
Wesley Publishing Co.
Jeffery, A., Hoffer. J. F. and Valacich, J. S. (1999). Mordern Systems Analysis and Design. 2nd
Edition Addison Wesly Longman, Inc: USA.
Kernighan, B. W. and Ritchie, D.M. (1988). The C Programming Language, 2nd Edition,
Prentice-Hall.
Maron, M.J. (1987). Numerical Analysis. Macmillan Publishing Co.
Nickerson, R. I., (2001). Business and Information Systems, Prentice Hall. USA
Niederst, R. Web Design in a Nutshell: A Desktop Quick Reference
Lavin, P. (2006). Object-Oriented PHP: Concepts, Techniques, and Code.
Rainnville E.D. (1989). Elementary Differential Equation. Macmillan Publishing Co.
Rosen, K.H. (1999). Discrete Mathematics and Its Applications. 4th Edition, McGraw-Hill
Satzinger W., Robert B.J., S. D.Burd, (2002). Systems Analysis and Design in a Changing World.
Karen Hill, Elm Street Publishing Services: Canada
Seymour, L., (1988). Linear Algebra , Schaum ‘s Outline Series, McGraw-Hill Book Co.
Shelly & Cashman (1980). Introduction to Computers and Data Processing. Brea: Anaheim
publishing company.
Silbershatz and Galvin (1998). Operating System Concepts. 5th Edition, Addison Wesley
Publishing
Ullman, L., (2003). Php and Mysql for Dynamic Websites. Peachpit Press. USA
Welling, L., Thomson, L., (2003). PHP and MySQL Web Development. USA, Sams Publishing
85
Appendices
Appendix 1: Software

Packet Tracer

CS Project Professional

Microsoft Office 2007/2010/2012

Operating System: Windows XP, Windows Vista, Windows 7, 8

Open Source Software: Linux SuSe 10.0, 10.3, Ubuntu 9.0, Open Office Writer

CASE tools: Java, PHP, C and C++

Visual Basics (Latest Version)

C#, C++ and Java compliers

Python

Eclipse Software

Microsoft Project

Planning and project management software

MySQL, SQL

Apache, IIS, Wamp 2.0 and above

Macromedia Dreamweaver, Note pad++

Other macromedia software

Adobe CS suites

Web browsers: Firefox, Internet Explorer, Google Chrome among others

Antivirus programs such as Avast, Kasperskey and so on
86
Appendix 2: Industrial Training Guide
Objective of the Industrial Training
Learning Outcomes
 To produce technicians that have the competences required in the job market by
future employers.
 To serve as a link between the technical colleges and the world of work/industry.
Specific Objectives
 To provide the learners with an opportunity to get hands-on experience in the world
of work.
 To provide the learners with an opportunity to apply both the theoretical principles
and practical techniques learnt at college in real life world of work situations.
 To provide a forum for interaction between the learners and lecturers on one hand
and potential employers on the other.
 To provide the learners with an opportunity to understand ethics, social issues,
employment demands, responsibilities and opportunities in the world of work.
 To provide and enhance links between technical colleges and the world of work.
 To generate information for curriculum review and improvement.
Industrial Training Tasks

Year Tasks that may be performed during industrial training
Year I  Visit the organisation
 Gather appropriate information
 Interpret or analyse the gathered information
 Verify the information
 Design the system
 Implement the system using MS Excel
 Test and validate the system
 Use the computer to ease work
 Communicate effectively with the client and public
Year II  Visit the organisation
 Gather appropriate information for designing a database system
 Carry out system analysis and design using CASE tools
 Verify the information
 Design web-based applications and dynamic websites
 Implement the system using advanced programming languages
 Testing and validating the system
 Start and manage a business
Rules and regulations

The rules and regulations regarding industrial training are summarised below:
87
 It will start at the end of second semester.
 It will take 12 weeks.
 It will be carried out at the world of work located in all parts of Uganda including the
college campus.
The college must budget and obtain money from government for industrial training expenses.
Explain to the students what they are expected to do during the training. Find places for them
to do the industrial training and post them there. Supervise and assess the learners during the
industrial training.
Supervision
There shall be a world of work/field/industry supervisor and an academic supervisor from
the technical college.
The academic supervisor shall visit the learner a minimum of two times for a minimum of one
hour. During this visit s/he will interact with the learner, field supervisor, and visit the
attachment site or work place.
Assessment
Marks for assessment shall be divided into three as follows:
Assessment by field supervisor 60%
Assessment by academic supervisor 25%
Field attachment report 15%
The above assessments must all be carried out for one to pass Industrial Training.
88
Appendix 3: Industrial Training Assessment Form For Field/Onsite Supervisor
Grades
Name of Institution.................................................................................................... AREA OF
Very Score
Industrial Training Assessment Form Good Fair Weak IMPROVEMENT
Good
Area of Assessment MARKS
(%) >=80 70-79 50-69 <=49
Attendance (percentage of days and times within the
A 7
days present)
Work Performance 12
Co-operation with other staff 3
General ability to use various equipment, computers in the
3
B industry
Flexibility/willingness to learn from various sections in the
3
industry
Job planning 3
Initiative/Innovations 8
Problem solving 4
C
New ideas on improvement for efficiency of
4
performance/operations
Time Management 6
Reporting on time 2
D Leaving at specified break off/stoppage time 2
Meeting deadlines on assignments given by
2
supervisors/instructors
Discipline and Safety 10
Use of right software, tools for right job 2
Obeying instructions given and carrying them out 2
E
Proper handling of equipment and / or resources 2
Ability to practice safety measures in the work place 2
Knowledge of first aid procedures in case of accident 2
89
Practical Skills 15
Ability to put into practice training instruction from
3
instructors/supervisor
Ability to relate theoretical knowledge with practical
3
applications
F
Proper use of manuals and interpretation of drawing 3
Ability to carry out trouble shooting on equipment (correct
3
mistakes in work/finishing)
Ability to service and repair equipment (clean and maintain
3
tools and workplace)
General Remarks (other assessment at discretion of
G 2
examiner)
Grades for each area of assessment may be marked out of 100 and the score reduced to give a maximum corresponding to the
marks indicated in the table.
90
Appendix 4: Industrial Training Assessment Form for Academic Supervisor
Grades
Name Of Institution...................................................................... AREA OF
Scor IMPROVEMENT
Industrial Training Assessment Form Very Good Good Fair Weak
e
MARKS
Area of Assessment >=80 70-79 50-69 <=49
(%)
A Attendance (was the learner at his/her work place?) 2

Understanding Tasks 21
Did the learner provide weekly summary of work performed? 2
How did the learner describe the tasks performed? 3
How was the learner able to explain why tasks were being
3
done in a particular way?
How did the learner explain problems experienced when
3
carrying out the work and how they were solved?
B How did the learner describe the new knowledge and skills 3
gained?
How did the learner explain the knowledge and skills acquired
3
in class that enabled him to perform?
How did the learner explain his relationship with his core
workers and supervisors and how he plans to improve or 2
maintain it?
How did the learner relate the industrial training tasks to his
2
training as a technician/drawing assistant.
General Remarks (other assessment at discretion of
C 2
the examiner)
Grades for each area of assessment may be marked out of 100 and the score reduced to give a maximum corresponding to the
marks indicated in the table.
91
Appendix 5: Sample Field Attachment Report and Guide
The report should be written in good English and contain the following:
I/N Contents Maximum

Score
1 Cover Page 0.5 marks
 Name of college
 Name of department
 Name of learner and year of study
 Place of industrial training
 Period of industrial training e.g. July- September 2010
 Academic and field supervisor’s signatures
2 Acknowledgements 0.5 marks
 Acknowledge all assistance received during field training
 Acknowledge assistance received during report writing
3 Executive Summary/Abstract 1 mark
This should include:
 Statement of the most practical work carried out
 Challenges
 Conclusions
4 Table of Contents 0.5 marks
To show the content of the report and page numbers where they
first occur.
5 List of Figures 0.5 marks
All figures in the report must have a number and a caption.
The figures must be numbered according to the chapters where they
occur. For example, Figure 4.1 would refer to the first figure in
Chapter 4. The pages where the figures occur must be shown in the
List of Figures.
6 List of Tables 0.5 marks
All tables in the report must have a number and a header. Tables
must be numbered according to the chapters where they occur. For
example, Table 2.1 would refer to the first table in Chapter 2. The
pages where the tables occur must be shown in the List of Tables.
7 List of Acronyms/Abbreviations 0.5 marks
The acronyms used should be listed in alphabetical order with their
full meaning.
8 Introduction 1.5 Marks
This should include:
 Location and description of the place of field attachment
 Objectives of field attachment
 Structure and organisation
92
 Tasks carried out by the place the learner is attached to e.g. if
it is the district local government office, describe its role in
society
9 Main Body of the Report 6.5 marks
Description of work carried out
Duties and responsibilities and how they were carried out
Knowledge and skills gained
Relationship with staff and supervisor
Problems experienced and how they were handled
10 Conclusion 1mark
A brief summary of knowledge gained as outlined in the objectives.
11 Recommendations 0.5 mark
 For improving industrial training, usually derived from
problems experienced
 For improvement of work output at the place of work (this is
at the field supervisor’s discretion)
12 References 1 mark
Design standards and guidelines used during training
Books and Internet material
Harvard style of referencing must be used. For example, Kyalikisa R
(2010), “Effect of window net on the reduction of Malaria”, Journal
Health Construction , Vol 17, Pg 123-127
13 Appendices 0.5 mark
Drawings
Photographs
93

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TEACHING SYLLABUS

NATIONAL DIPLOMA IN INFORMATION AND

Website (URL) www.ncdc.go.ug

Published by National Curriculum Development Centre

Mrs Connie Kateeba

Duration of the Programme

a) Advanced Level Entry Scheme

b) Certificate Entry Scheme

c) Diploma Entry Scheme

Prospects for National Diploma in Information and Communication

iii) Continuous assessment shall consist of:

iv) Industrial training shall be assessed out of 100 marks as follows:

v) A project shall be assessed out of 100 marks as follows:

% Marks Letter Grade Grade Point (GP)

Calculation of Cumulative Grade Point Average (CGPA)

Maximum Modules per Semester

Paper Name and Code Examination Format

Role of Teaching Staff

Role of Non-Teaching and Support Staff

Role of Administrative Staff

Effective Learning Environment

Professional Profile for NDICT

Job Titles and Tasks of NDICT

Job Title Duties/Tasks

Year 1 Semester 1 Modules

Year 1 Semester 2 Modules

Year 2 Semester 1 Modules

Year 2 Semester 2 Modules

Sub-module 6: Civic Education

TDIT 112: Computational Mathematics

Sub-module 5: Digital Logic and Boolean Algebra

Sub-module 1: Concepts of Internet

Sub-module 3: Hyper Text Markup Language (HTML)

Sub-module 4: Internet Service Providers (ISPs) and Hosting

TDIT 121 Systems Analysis and Design

Sub-module 7: System Design

Sub-module 4: System Assembly

Sub-module 5: Secondary Storage Media

TDIT 124: Programming Algorithms and Data

TDIT 211 Data Communications and

Sub-module 1: Introduction to Research

Sub-module 2: Research Methodology and Process

TDCH 221: Kiswahili

Industrial Training Tasks

Rules and regulations

A Attendance (was the learner at his/her work place?) 2

I/N Contents Maximum

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