REPUBLIC OF KENYA

COMPETENCY-BASED MODULAR CURRICULUM

FOR

COMMUNITY HEALTH

KNQF LEVEL 6
(CYCLE 3)

PROGRAMME ISCED CODE: 0988 554A

TVET CDACC
P.O. BOX 15745-00100
NAIROBI

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©TVET CDACC, 2025

All rights reserved. No part of this Curriculum may be reproduced, distributed, transmitted in any
form or by any means, including photocopying, recording, or other electronic or mechanical
methods without the prior written permission of the TVET CDACC, except in the case of brief
quotations embodied in critical reviews and certain other non-commercial uses permitted by
copyright law. For permission requests, write to the Council Secretary/CEO/Chief Principal at the
address below:

Council Secretary/CEO
TVET Curriculum Development, Assessment and Certification Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: [email protected]

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 FOREWORD

The provision of quality education and training is fundamental to the Government’s overall
strategy for social and economic development. Quality education and training contribute to the
achievement of Kenya’s development blueprint and sustainable development goals.

Reforms in the education sector are necessary to achieve Kenya Vision 2030 and meet the
provisions of the Constitution of Kenya 2010. The education sector had to be aligned to the
Constitution, and this resulted in the formulation of the Policy Framework for Reforming
Education and Training in Kenya (Sessional Paper No. 14 of 2012). A key feature of this policy
is the radical change in the design and delivery of TVET training. This policy document requires
that training in TVET be competency-based, curriculum development be industry-led,
certification be based on demonstration of competence, and the mode of delivery allow for
multiple entry and exit in TVET programmes.

These reforms demand that Industry takes a leading role in curriculum development to ensure the
curriculum addresses its competence needs. It is against this background that this curriculum has
been developed. For trainees to build their skills on foundational hands-on activities of the
occupation, units of learning are grouped in modules. This has eliminated duplication of content
and streamlined exemptions based on skills acquired as a trainee progresses in the up-skilling
process, while at the same time allowing trainees to be employable in the shortest time possible
through the acquisition of part qualifications.

It is my conviction that this curriculum will play a great role in developing competent human
resources for the Nutrition and Dietetics Sector’s growth and development.

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR TVET
MINISTRY OF EDUCATION

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 PREFACE

Kenya Vision 2030 aims to transform Kenya into a newly industrializing middle-income country,
providing high-quality life to all its citizens by the year 2030. Kenya intends to create globally
competitive and adaptive human resource base to meet the requirements of a rapidly
industrializing economy through lifelong education and training. TVET has a responsibility to
facilitate the process of inculcating knowledge, skills, and worker behaviour necessary for
catapulting the nation to a globally competitive country, hence the paradigm shift to embrace
Competency-Based Education and Training (CBET).

CAP 210A and Sessional Paper No. 1 of 2019 on Reforming Education and Training in Kenya for
Sustainable Development emphasized the need to reform curriculum development, assessment,
and certification. This called for a shift to CBET to address the mismatch between skills acquired
through training and skills needed by industry, as well as increase the global competitiveness of
the Kenyan labour force.

This curriculum has been developed in adherence to the Kenya National Qualifications
Framework and CBETA standards and guidelines. The curriculum is designed and organized into
Units of Learning with Learning Outcomes, suggested delivery methods, learning resources, and
methods of assessing the trainee’s achievement. In addition, the units of learning have been
grouped in modules to concretize the skills acquisition process and streamline upskilling.

I am grateful to all expert trainers and everyone who played a role in translating the Occupational
Standards into this competency-based modular curriculum.

CHAIRMAN
TVET CDACC

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 ACKNOWLEDGEMENT

This curriculum has been designed for competency-based training and has independent units of
learning that allow the trainee flexibility in entry and exit. In developing the curriculum,
significant involvement and support were received from expert trainers, institutions and
organizations.

I recognize with appreciation the role of the National Sector Skills Committee (NSSC) in ensuring
that competencies required by the industry are addressed in the curriculum. I also thank all
stakeholders in the Health sector for their valuable input and everyone who participated in
developing this curriculum.

I am convinced that this curriculum will go a long way in ensuring that individuals aspiring to
work in the Health Sector acquire competencies to perform their work more efficiently and
effectively.

COUNCIL SECRETARY/ CEO

TVET CDACC

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TABLE OF CONTENTS

FOREWORD........................................................................................................................ iii
ACKNOWLEDGEMENT .................................................................................................... v
ABRIVIATIONS AND ACRONYMS.............................................................................. viii
KEY TO TVET CDACC UNIT CODE .............................................................................. x
CURRICULUM OVERVIEW............................................................................................ xi
MODULE I UNITS ............................................................................................................... 1
DIGITAL LITERACY ......................................................................................................... 2
NUTRITION IN COMMUNITY HEALTH ........................................................................ 13
COMMUNITY HEALTH INFORMATION SYSTEMS .................................................... 18
MATERNAL, NEWBORN AND CHILD HEALTH CARE .............................................. 23

MODULE TWO UNITS .................................................................................................... 31

COMMUNICATION SKILLS .............................................................................................. 32
MICROBIOLOGY AND PARASITOLOGY IN COMMUNITY HEALTH.................... 36
CONDUCT COMMUNITY HEALTH SERVICES STRATEGIES .................................. 49

MODULE III UNITS.......................................................................................................... 56

WORK ETHICS AND PRACTICES ................................................................................... 57
HUMAN ANATOMY AND PHYSIOLOGY ........................................................................ 63
\ ................................................................................................. Error! Bookmark not defined.
COMMUNITY HEALTH LINKAGES ................................................................................ 67
COMMUNITY BASED HEALTH CARE ........................................................................... 75

MODULE IV ....................................................................................................................... 85
ENTREPRENEURIAL SKILLS ........................................................................................... 86
EPIDEMIOLOGY IN COMMUNITY HEALTH ............................................................... 91
GENDER, DISABILITY AND VULNERABLE GROUPS................................................ 98
COMMUNITY HEALTH DIAGNOSIS AND PARTNERSHIP ...................................... 104

MODULE V UNITS ......................................................................................................... 112

MANAGE COMMON DISEASES AND AILMENTS ..................................................... 112
FIRST AID SERVICES ....................................................................................................... 115
COMMUNITY HEALTH CARE ........................................................................................ 120

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 BASIC STATISTICS IN COMMUNITY HEALTH ......................................................... 130
MODULE VI UNITS ........................................................................................................ 133
COMMUNITY HEALTH RESEARCH ............................................................................. 134
COMMUNITY HEALTH PROGRAMMES MONITORING AND EVALUATION .... 139

ENVIRONMENTAL HEALTH ...................................................................................... 142

FUNDAMENTALS OF PRIMARY HEALTH CARE ...................................................... 148
GERIATRIC CARE ............................................................................................................. 153

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 ABRIVIATIONS AND ACRONYMS

AIDS: Acquired immunodeficiency disease syndrome

ANC: Antenatal Clinic

ARV: Antiretroviral

CBET: Competency-Based Education and Training

CHIS: Community Health Information System
CPR: Cardiopulmonary resuscitation
DVT: Deep Vein Thrombosis
EHR: Electronic Health Record System
EMCA: Environmental Management Co-ordination Act EMS: Environmental Management
Systems
FDG: Fluorodeoxyglucose
HIS: Hospital Information System
HIV: Human immunodeficiency Virus
HMIS: Health Management Information System
ICCM: Conduct integratedcommunity case management
ICT: Information communication technology
IPC: Infection Prevention and Control
KHIS: Kenya Health Information System
LIS: Laboratory Information System
LLITNs: Long-Lasting Insecticide Treated Nets
MPDSR: Maternal and Perinatal Death Surveillance and Response
MUAC: Mid-upper arm Circumference
OSH: Occupational Safety and Health
PACS: Picture Archiving and Communication System
PHIS: Public Health Information System
PNC: Postnatal Clinic
RDT: Rapid diagnostic tests
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SSE: Governing policies on Small Scale Enterprises
SWOT: Strength, weakness, opportunities, and threats
TVET: Technical and Vocational Education and Training
UHC: Universal Health coverage

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 KEY TO ISCED UNIT CODE

KEY TO TVET CDACC UNIT CODE

HE/CU/CH/BC/01/6/MA

Industry or sector
Curriculum
Occupational area
Type of Unit
Unit number
Competency level
Version control

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 COURSE OVERVIEW

The Community Health Level 6 qualification consist of competencies that an individual must have
to manage community health information system, promote maternal, newborn and child health
care, conduct community health promotion services, conduct community health services
strategies, conduct community health linkages, conduct community-based healthcare, monitor
gender, disability and vulnerable groups , carrying out community health diagnosis and
partnership. It also includes applying health system management, applying basic statistics in
community health, applying fundamentals of primary health care and coordinating geriatric care.

SUMMARY OF UNITS OF COMPETENCY

MODULE I UNITS
Unit of Unit code TVET CDACC Unit Unit Title Duration Credit
Competency Code (Hours) Factor
Basic 0611 551 01MA HE/CU/CH/BC/01/5/MA Digital Literacy 40 4
Common 0988 554 02MA HE/CU/CH/CC/01/5/MA Nutrition in 100 1
Community Health 0
Core 0031 551 03MA HE/CU/CH/CR/01/5/MA Community Health 120 1
Information System 2
Core 0988 554 04MA HE/CU/CH/CR/02/5/MA Maternal, Newborn and 120 1
Child Health care 2
Total 380 38
MODULE II UNITS
Basic 0031 554 05MA HE/CU/CH/BC/02/5/MA Communication Skills 40 4
Common 0988554 06MA HE/CU/CH/CC/02/5/MA Microbiology and 120 1
Parasitology 2
Core 0988 554 07MA HE/CU/CH/CR/03/5/MA Community Health 120 1
Education and 2
Promotion
Core 0988 554 08MA HE/CU/CH/CR/04/5/MA Community Health 120 1
Strategies 2
Total 400 40
MODULE III UNITS
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Basic 0417 554 09MA HE/CU/CH/BC/03/5/MA Work Ethics and 40 4
Practices
Common 0988 554 10MA HE/CU/CH/CC/03/5/MA Human Anatomy and 120 1
Physiology 2
Core 0988 554 11MA HE/CU/CH/CR/05/5/MA Community Health 130 1
Linkages 3
Core 0988 554 12MA HE/CU/CH/CR/06/5/MA Community-based 120 1
Health Care 2
Total 410 41
MODULE IV UNITS
Basic 0413 554 13MA HE/CU/CH/BC/04/5/MA Entrepreneurial Skills 40 4
Common 0988 554 14MA HE/CU/CH/CC/04/5/MA Epidemiology in 120 1
Community 2
Core 0988 554 15MA HE/CU/CH/CR/07/5/MA Gender, Disability, and 120 1
Vulnerable Groups 2
Core 0988 554 16MA HE/CU/CH/CR/08/5/MA Community Health 120 1
Diagnosis and 2
Partnership
Total 400 40
MODULE V UNITS
Core 0988 554 17MA HE/CU/CH/CR/01/6/MA Manage Common 80 8
Diseases and Ailments
Core 0988 554 18MA HE/CU/CH/CR/02/6/MA First Aid Services 80 8
Core 0988 554 19MA HE/CU/CH/CR/03/6/MA Community Health 80 8
Care
Common 0988 554 20MA HE/OS/CH/CC/03/6/MA Health System 80 8
Management
Common 0988 554 21MA HE/CU/CH/CC/01/6/MA Apply Basic Statistics 60 6
in Community Health
Total 380 38
MODULE VI UNITS
Core 0988 554 22MA HE/CU/CH/CR/05/6/MA Community Health 120 1
Research 2
Core 0988 554 23MA HE/CU/CH/CR/04/6/MA Community Health 80 8
Programs Monitoring
and Evaluation
Core 0988 554 24MA HE/CU/CH/CR/06/6/MA Environmental Health 80 8
Common 0988 554 25MA HE/CU/CH/CC/02/6/MA Fundamentals of 60 6
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 Primary Health Care
Core 0988 554 26MA HE/CU/CH/CR/07/6/MA Geriatric care 80 8
TOTAL 420 4
2
Industry Training I 480 48
Industry Training II 480 48
Total 480 48
GRANT TOTAL 3350 335

Entry Requirements

An individual entering this course should have any of the following minimum requirements:
a) Kenya Certificate of Secondary Education (KCSE) mean grade C- (minus)
Cluster subjects: English/Kiswahili C Minus, Biology/Biological science D+,
Mathematics/ Chemistry/ Physics /Home science D
or
b) Level 5 qualification in Community Health
or
c) Any other qualification equivalent to that of Community Health Level 5 as determined
by TVET regulators and any other relevant professional bodies.

Industrial attachment
An individual enrolled in this course will be required to undergo 2 industrial attachments for a
minimum period of 960 hours (each 480 hours) in a Community Health Sector and any other
relevant health field.

Trainer qualifications

A trainer for any of the Units of Competency in this course must:

a) Have at least a minimum of a level 7 qualification or its equivalent in the area of
specialization.
b) Be licensed by Technical and Vocational and Educational Training Authority (TVETA)

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Assessment
The course shall be assessed formatively and summatively:

a) During formative assessment all performance criteria shall be assessed based on

performance criteria weighting.
b) Number of formative assessments shall minimally be equal to the number of elements
in a unit of competency.
c) During summative assessment basic and common units may be integrated in the core
units or assessed as discrete units.
d) Theoretical and practical weighting for each unit of learning shall be as follows:
i) 30:70 for the units in modules I, II, III and IV.
ii) 40:60 for the units in module V and VI

e) Formative and summative assessments shall be weighted at 60% and 40% respectively
in the overall unit of learning score
For a candidate to be declared competent in a unit of competency, the candidate must
meet the following conditions:
i) Obtained at least 40% in theory assessment in formative and summative
assessments.
ii) Obtained at least 60% in practical assessment in formative and summative
assessment where applicable.
iii) Obtained at least 50% in the weighted results between formative assessment and
summative assessment where the former constitutes 60% and the latter 40% of the
overall score.
f) Assessment performance rating for each unit of competency shall be as follows:

MARKS COMPETENCE RATING

80 -100 Attained Mastery
65 - 79 Proficient
50 - 64 Competent
49 and below Not Yet Competent

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 Y Assessment Malpractice/irregularities

g) Assessment for Recognition of Prior Learning (RPL) may lead to award of part and/or
full qualification.

Certification

A candidate will be issued with a Certificate of Competency upon demonstration of competence

in a core Unit of Competency. To be issued with the Kenya National TVET Certificate in
Community Health Level 6, the candidate must demonstrate competence in all the Units of
Competency as given in the qualification pack. A Statement of Attainment certificate may be
issued upon demonstration of competence in a certifiable element within a unit.

The certificates will be issued by the TVET CDACC.

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 MODULE I UNITS

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 DIGITAL LITERACY

ISCED UNIT CODE: 0611 551 01MA

TVET CDACC UNIT CODE: HE/CU/CH/BC/01/5/MA

UNIT DURATION: 40 HOURS

Relationship with Occupational Standards

The unit addresses the Unit of Competency: Apply Digital Literacy

Unit Description

The unit covers the competencies required to apply digital literacy. It involves operating computer
devices, solving tasks using the office suite, managing data and information, performing online
communication and collaborations, applying cybersecurity skills, performing online jobs and
applying job entry techniques.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
S/No. Learning Outcomes Duration (Hours)
1. Operate computer devices 6
2. Solve tasks using office suite 14
3. Manage data and information 6
4. Perform online communication and collaborations 4
5. Apply cybersecurity skills 4
6. Perform online jobs 4
7. Apply job entry techniques 2
TOTAL 40

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Learning Outcomes, Content, and Suggested Assessment Methods
Learning Content Suggested
Assessment Methods
Outcome
1. Operate 1.1 Meaning and importance of digital literacy • Practical
• Portfolio of Evidence
computer 1.2 Functions and Uses of Computers
1.3 Classification of computers • Written assessment
devices 1.4 Components of a computer system • Oral assessment
Computer Hardware • Third party report

1.4.1The System Unit E.g. Motherboard,

CPU, casing
1.4.2 Input Devices e.g. pointing, keying,
scanning, voice/speech recognition,
direct data capture devices.
1.4.3 Output Devices e.g. hardcopy output
and softcopy output
1.4.4 Storage Devices e.g. main memory
e.g. RAM, secondary storage (Solid
state devices, Hard Drives, CDs &
DVDs, Memory cards, Flash drives
1.4.5 Computer Ports e.g. HDMI, DVI,
VGA, USB type C etc.
1.5 Classification of computer software
1.6 Operating system functions
1.7 Procedure for turning/off a computer
1.8 Mouse use techniques
1.9 Keyboard Parts and Use Techniques
1.10 Desktop Customization
1.11 File and Files Management using an
operating system
1.12 Computer Internet Connection Options
1.12.1 Mobile Networks/Data Plans
1.12.2 Wireless Hotspots
1.12.3 Cabled (Ethernet/Fiber)
1.12.4 Dial-Up
1.12.5 Satellite
1.13 Computer external devices management
1.13.1 Device connections
1.13.2 Device controls (volume controls
and display properties)
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 2. Solve 2.1 Meaning and Importance of Word • Practical
tasks Processing • Portfolio of Evidence
using 2.2 Examples of Word Processors • Written assessment
office 2.3 Working with word documents • Oral assessment
suite 2.3.1 Open and close word processor • Third party report
2.3.2 Create a new document
2.3.3 Save a document
2.3.4 Switch between open documents
2.4 Enhancing productivity
2.4.1 Set basic options/preferences
2.4.2 Help resources
2.4.3 Use magnification/zoom tools
2.4.4 Display, hide built-in tool bar
2.4.5 Using navigation tools
2.5 Typing Text
2.6 Document editing (copy, cut, paste
commands, spelling and Grammar check)
2.7 Document formatting
2.7.1 Formatting text
2.7.2 Formatting paragraph
2.7.3 Formatting styles
2.7.4 Alignment
2.7.5 Creating tables
2.7.6 Formatting tables
2.8 Graphical objects
2.8.1 Insert object (picture, drawn
object)
2.8.2 Select an object
2.8.3 Edit an object
2.8.4 Format an object
2.9 Document Print setup
2.9.1 Page layout,
2.9.2 Margins set up
2.9.3 Orientation.
2.10 Word Document Printing
2.11 Meaning & Importance of electronic
spreadsheets
2.12 Components of Spreadsheets
2.13 Application areas of spreadsheets

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 2.14 Using spreadsheet application
2.14.1 Parts of Excel screen: ribbon,
formula bar, active cell, name box,
column letter, row number, Quick
Access Toolbar.
2.14.2 Cell Data Types
2.14.3 Block operations
2.14.4 Arithmetic operators (formula bar
(-, +, *, /).
2.14.5 Cell Referencing
2.15 Data Manipulation
2.15.1 Using Functions (Sum, Average,
SumIF, Count, Max, Max, IF,
Rank, Product, mode etc.)
2.15.2 Using Formulae
2.15.3 Sorting data
2.15.4 Filtering data
2.15.5 Visual representation using charts
2.16 Worksheet printing
2.17 Electronic Presentations
2.18 Meaning and Importance of electronic
presentations
2.19 Examples of Presentation Software
2.20 Using the electronic presentation
application
2.20.1 Parts of the PowerPoint screen
(slide navigation pane, slide pane,
notes, the ribbon, quick access
toolbar, and scroll bars).
2.20.2 Open and close presentations
2.20.3 Creating Slides (Insert new slides,
duplicate, or reuse slides.)
2.20.4 Text Management (insert, delete,
copy, cut and paste, drag and drop,
format, and use spell check).
2.20.5 Use magnification/zoom tools
2.20.6 Apply or change a theme.
2.20.7 Save a presentations
2.20.8 Switch between open
presentations
2.21 Developing a presentation
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 2.21.1 Presentation views
2.21.2 Slides
2.21.3 Master slide
2.22 Text
2.22.1 Editing text
2.22.2 Formatting
2.22.3 Tables
2.23 Charts
2.23.1 Using charts
2.23.2 Organization charts
2.24 Graphical objects
2.24.1 Insert, manipulate
2.24.2 Drawings
2.25 Prepare outputs
2.25.1 Applying slide effects and
transitions
2.25.2 Check and deliver
2.25.2.1 Spell check a
presentation
2.25.2.2 Slide orientation
2.25.2.3 Slide shows, navigation.
2.25.2.4 Print presentations
(slides and handouts)
3. Manage 3.1 Meaning of Data and information • Practical
3.2 Importance and Uses of data and • Portfolio of Evidence
Data and
information • Written assessment
Informati 3.3 Types of internet services • Oral assessment.
on 3.3.1 Communication Services • Third party report
3.3.2 Information Retrieval Services
3.3.3 File Transfer
3.3.4 World Wide Web Services
3.3.5 Web Services
3.3.6 Automatic Network Address
Configuration
3.3.7 News Group
3.3.8 Ecommerce
3.4 Types of Internet Access Applications
3.5 Web browsing concepts
3.5.1 Key concepts

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 3.5.2 Security and safety
3.6 Web browsing
3.6.1 Using the web browser
3.6.2 Tools and settings
3.6.3 Clearing Cache and cookies
3.6.4 URIs
3.6.5 Bookmarks
3.6.6 Web outputs
3.7 Web based information
3.7.1 Search
3.7.2 Critical evaluation of information
3.7.3 Copyright, data protection
3.8 Downloads Management
3.9 Performing Digital Data Backup (Online
and Offline)
3.9 Emerging issues in internet
4. Perform 4.1 Netiquette principles • Practical
online 4.2 Communication concepts • Portfolio of Evidence
communi 4.2.1 Online communities • Written assessment
cation 4.2.2 Communication tools • Oral assessment.
and
4.2.3 Email concepts • Third party report
collaborat
ion 4.3 Using email
4.3.1 Sending email
4.3.2 Receiving email
4.3.3 Tools and settings
4.3.4 Organizing email
4.4 Digital content copyright and licenses
4.5 Online collaboration tools
4.5.1 Online Storage (Google Drive)
4.5.2 Online productivity applications
(Google Docs & Forms)
4.5.3 Online meetings (Google
Meet/Zoom)
4.5.4 Online learning environments
4.5.5 Online calendars (Google Calendars)
4.5.6 Social networks (Facebook/Twitter -
Settings & Privacy)
4.6 Preparation for online collaboration
4.6.1 Common setup features
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 4.6.2 Setup
4.7 Mobile collaboration
4.7.1 Key concepts
4.7.2 Using mobile devices
4.7.3 Applications Synchronization
5. Apply 5.1 Data protection and privacy • Practical
cybersecu 5.1.1 Confidentiality of data/information • Portfolio of Evidence
rity skills 5.1.2 Integrity of data/information • Written assessment
5.1.3 Availability of data/information • Oral assessment.
5.2 Internet security threats • Third party report
5.2.1 Malware attacks
5.2.2 Social engineering attacks
5.2.3 Distributed denial of service
(DDoS)
5.2.4 Man-in-the-middle attack (MitM)
5.2.5 Password attacks
5.2.6 IoT Attacks
5.2.7 Phishing Attacks
5.2.8 Ransomware
5.3 Computer threats and crimes
5.4 Cybersecurity control measures
5.4.1 Physical Controls
5.4.2 Technical/Logical Controls
(Passwords,PINs, Biometrics)
5.4.3 Operational Controls
5.5 Laws governing protection of information
communication technology (ICT) in Kenya
5.5.1 The Computer Misuse and
Cybercrimes Act No. 5 of 2018.
5.5.2 The Data Protection Act No. 24 Of
2019

6. Perform 6.1 Introduction to online working • Practical

online 6.2 Types of online Jobs • Portfolio of Evidence
jobs 6.3 Online job platforms • Written assessment
6.3.1 Remotask • Oral assessment.
6.3.2 Data annotation tech • Third party report
6.3.3 Cloud worker
6.3.4 Upwork

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 6.3.5 Oneforma
6.3.6 Appen
6.4 Online account and profile management
6.5 Identifying online jobs/job bidding
6.6 Online digital identity
6.7 Executing online tasks
6.8 Management of online payment accounts.
7. Apply job 7.1 Types of job opportunities • Practical
entry 7.1.1 Self-employment • Portfolio of Evidence
technique 7.1.2 Service provision • Written assessment
s 7.1.3 product development • Oral assessment.
7.1.4 salaried employment • Third party report
7.1.4.1 Sources of job
opportunities
7.2 Resume/ curriculum vitae
7.2.1 What is a CV
7.2.2 How long should a CV be
7.2.3 What to include in a CV
7.2.4 Format of CV
7.2.5 How to write a good CV
7.2.6 Don’ts of writing a CV
7.3 Job application letter
7.3.1 What to include
7.3.2 Addressing a cover letter
7.3.3 Signing off a cover letter
7.4 Portfolio of Evidence
7.4.1 Academic credentials
7.4.2 Letters of commendations
7.4.3 Certification of participations
7.4.4 Awards and decorations
7.5 Interview skills
7.5.1 Listening skills
7.5.2 Grooming
7.5.3 Language command
7.5.4 Articulation of issues
7.5.5 Body language
7.5.6 Time management
7.5.7 Honesty.
7.5.8 Generally knowledgeable in current
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 affairs and technical area

Suggested Methods Instruction

● Instructor-led facilitation using active learning strategies
● Demonstration
● Practical
● Viewing of related videos
● Group discussions
● Project
● Role play
● Case study

Recommended Resources for 25 Trainees

S/No. Category/Item Description/Specifications Quantity Recommended
Ratio (Item:
Trainee)
A Learning Materials
1. Installation Manuals Detailed guides for 5 pcs 1:5
equipment and software
installation and
troubleshooting
2. PowerPoint For trainer’s use, covering 1 1:25
Presentations course content and practical
applications
3. Projector Functional projector for 1 1:25
displaying content during
presentations
4. White board Quality whiteboard of 1 1:25
approximately 6 ft by 3 ft for
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 writing during theory
instruction
5. Printer An ink-jet, laser-jet or toner- 1 1:25
cartridge printer for printing
notes, instructions and
working drawings
6. Templates Templates for creating 25 1:1
various documents e.g. CV,
Cover Letter, etc.
B Learning Facilities & Infrastructure
7. Lecture/Theory Room Spacious, equipped with 1 1:25
/Learning Resource projectors and Seats for
Area* 25trainees, approximately 45
sqm (5 m x 9 m)
8. Computer Laboratory Equipped with at least 25 25 1:1
functional computers with
internet connectivity and the
following software:
• Windows/ Linux/
Macintosh Operating
System
• Microsoft Office
Software
• Google Workspace
Account
• Antivirus Software
C Consumable Materials
9. Printing Papers A4 and A3 Printing papers Enough
suitable for the task

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10. Whiteboard Marker Dry-erase markers for Enough
Pens trainers use. Assorted colors
11. Storage devices Any of the following storage Enough
devices:
• USB Flash Drive
• USB Hard Drive
• Compact Disks
(CDs)
• Digital Versatile
Disks (DVDs)

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 NUTRITION IN COMMUNITY HEALTH

ISCED UNIT CODE: 0988 554 02MA

TVET CDACC UNIT CODE: HE/CU/CH/CC/01/5/MA

UNIT DURATION: 100 HOURS

Relationship to Occupational Standards

The unit addresses the unit of competency: Apply Nutrition in Community Health
Unit Description
This unit equips trainees with competencies required to apply nutrition in community health. It
involves carrying out community nutrition assessment, intervention, monitoring and evaluation,
assessing food nutrition and security and applying nutrition in disease management.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Carry out community nutrition assessment 19
2. Carry out community nutrition intervention 21
3. Conduct community nutrition monitoring and evaluation 20
4. Assess food nutrition and security 20
5. Apply nutrition in disease management 20
TOTAL 100 hours

Learning Outcomes, Content and Suggested Assessment Methods:

Learning Content Suggested
Outcome Assessment
Methods
1. Carry out 1.1 Collection of baseline data on target • Written tests
community population • Oral

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nutrition 1.2 Development of community nutrition questioning
assessment assessment plan • Assignments
1.3 Resource mobilization • Practical
1.4 Standard nutrition assessment methods
• Supervised
1.4.1 Anthropometric assessment
exercises
1.4.2 Biochemical assessment
1.4.3 Clinical assessment
1.4.4 Dietary assessment
1.5 Documentation of the assessment findings
1.6 Referral and linkages
2.1 Carrying out community advocacy and social • Written tests
mobilization • Oral
2. Carry out 2.1.1 Planning questioning
communi 2.2 Intervention measures • Assignments
ty 2.2.1 nutrition education and counseling • Practical
nutrition 2.2.2 Supplementation] • Supervised
interventi 2.2.3 Social protection programs. exercises
on 2.2.4 Food programs
2.2.5 Hospitalization

3.1 Planning for nutrition monitoring and • Written tests

evaluation • Oral
3.Conduct 3.2 Carrying out nutrition and evaluation based questioning
community on nutrition care process • Assignments
nutrition 3.2.1 Documentation of the monitoring and • Practical
monitoring and evaluation • Supervised
evaluation 3.2.2 Nutrition in human development exercises
3.2.2.1 Pregnancy
3.2.2.2 Lactation

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 3.2.2.3 Children
3.2.2.4 Adolescent
3.2.2.5 Geriatric
3.3 Identification of vulnerable groups in nutrition
3.4 Identification of Nutrition related conditions
3.4.1 Diabetes
3.4.2 Hypertension
3.4.3 Obesity
3.4.4 Malnutrition
3.4.5 Renal disease
3.4.6 Weight management
4.. Assess food 4.1 Importance of food security and nutrition • Written tests
nutrition and 4.2 Indicators and levels of food security • Oral
security 4.2.1 Individual questioning
4.2.2 Household • Assignments
4.2.3 National
• Practical
4.3 Identification of Determinants of food security
• Supervised
4.3.1 Socio-economic
exercises
4.3.2 Cultural and religious
4.3.3 Political
4.3.4 Environmental
4.4 Developing Food security interventions
4.4.1 Food preservation
4.4.2 Food storage
4.4.3 Government policies
4.5 Roles of stakeholders in food security
4.6 Emerging issues and trends in food and nutrition
security

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5.Apply 5.1 Identification of Nutrition related conditions • Written tests
nutrition in 5.1.1 Diabetes • Oral questioning
disease 5.1.2 Hypertension • Assignments
management 5.1.3 Obesity • Practical
5.1.4 Malnutrition
5.1.5 Renal disease
5.1.6 Weight management
5.2 Determination of therapeutic nutrition
requirements
5.3 Stages of nutrition care process
5.3.1 Nutrition Assessment
5.3.2 Nutrition Diagnosis
5.3.3 Nutrition Intervention
5.3.4 Nutrition Monitoring/Evaluation
5.4 Nutrition management in chronic diseases
5.4.1 Cancer
5.4.2 Cardiovascular
5.4.3 Diabetes
5.4.4 Trauma
5.4.5 HIV
5.4.6 High blood pressure

Suggested Methods of Delivery

• Direct instruction
• Project
• Case studies
• Field trips/site visits
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©TVET CDACC, 2025
 • Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment
Recommended Resources for 25 trainees.

• 10 Documented data on nutrition

• 25 Computers and internet connectivity
• Stationery
• Presentation charts
• Flip charts
• Standard manuals
• 25 Food plates
• 25 Food basket
• 25 Anthropometric measurements

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©TVET CDACC, 2025
 COMMUNITY HEALTH INFORMATION SYSTEMS

ISCED UNIT CODE: 0988 554 03MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/01/5/MA
UNIT DURATION: 120 HOURS
Relationship to Occupational Standards
The unit addresses the Unit of Competency: Manage Community Health Information Systems

Unit Description

This unit specifies the competencies required to manage community health information systems.
It involves carrying out CHIS training, preparing community health information systems
performance assessment, carrying out CHIS performance assessment, utilizing community
health information systems and generating master community unit list information

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Carry out CHIS training 20
2. Prepare Community Health Information Systems 30
performance assessment
3. Carry out CHIS performance assessment 30
4. Utilize community health information systems 20
5. Generate master community unit list information 20
TOTAL 120 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment Methods
1. Carry out CHIS 1.1 Identifying CHIS training • Observation

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 training needs • Case studies
1.2 Preparing Training • Oral
materials • Third party report
1.3 Identifying CHIS tools
1.4 Distributing CHIS training
materials
1.5 Training Community
Health promoters
1.6 Disseminating CHIS training
1.7 Evaluating CHIS Training
impact
1.8 Carrying out Support
supervision
2. Prepare Community 2.1 Obtaining Existing community • Observation
Health Information health information systems from • Case studies
Systems CHIS management tools • Oral
performance 2.1.1 MOH 100 • Third party report
assessment 2.1.2 MOH 513
2.1.3 MOH 514
2.1.4 MOH 515
2.1.5 MOH 516 Chalk board
2.1.6 MOH 648
2.1.7 MOH 748
2.1.8 Community health unit
support supervision
checklist
2.1.9 Community health
treatment tracking
register

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 2.1.10 Kenya Health
Information System
(KHIS)
2.1.11 Kenya Master Facility
Health Listing website
2.2 Methods of health data collection

2.3 Preparing CHIS performance

2.4 Determining required resources

are determined
2.4.1 Tools
2.4.2 Tablets
2.4.3 Mobile phones
2.4.4 Computer
2.4.5 Camera
2.4.6 CHIS tools
2.4.7 MOH 516 Chalk board
2.4.8 MOH 100
2.4.9 CHIS Kenya Health
Information System
2.4.10 Kenya Master Facility
Health Listing website
2.5 Materials

2.5.1 Stationery
2.5.2 Questionnaires
2.5.3 Finances
2.5.4 Human

3. Carry out CHIS 3.1 Distributing data collection • Written tests

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Performance Assessment Resources • Observation
3.2 Analysis of data on health
• Oral questioning
indicators
• Third party report
3.3 Preparing and disseminating
of CHIS assessment report
3.4 Identifying CHIS needs
3.5 Determining CHIS
improvement areas
4. Utilize community 4.1 Analyzing of community health
• Written tests
health information data
system 4.2 Preparing and disseminating • Observation

community health report • Oral questions

o Community dialogue • Third party report
o Review meetings
4.3 Undertaking of reviews and
updates
4.4 Capacity building to improve
health information
5. Generate master 5.1 Determining Population to
• Written tests
community unit list be served
information 5.2 Linking Community • Observation

health listing unit • Oral questions

5.3 Linking Community health
• Third party report
listing unit to Kenya Master
Facility Listing register
5.4 Undertaking Reviews and
updates in community health
listing unit

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©TVET CDACC, 2025
Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/ site visit
• Computer aided learning
• Group discussions
• Demonstration by trainer
• Practice by the trainee
• Relevant video shows

List of Recommended Resources for 25 trainees

• 5 Computers
• Relevant software
• Standard manuals
• Stationaries
• Workstation
• Flip charts
• Journals
• Surveying tools
• 4 G Internet
• MOH (all) reporting tools
• Data quality audit tools

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©TVET CDACC, 2025
 MATERNAL, NEWBORN AND CHILD HEALTH CARE

ISCED UNIT CODE: 0988 554 04MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/02/5/MA

UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

The unit addresses the Unit of Competency: Promote Maternal, Newborn and Child Health
Care.

Unit Description

The unit contains competencies required to promote maternal, newborn and child health care. It
involves coordinating ANC services, coordinating PNC services, creating demand for family
planning services and creating demand for immunization services. It also includes conducting
community MPDSR

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Coordinate ANC services 20
2. Coordinate PNC services 30
3. Create demand for family planning services 20
4. Create demand for immunization services 25
5. Conduct Community MPDSR 25
TOTAL 120 hours

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©TVET CDACC, 2025
 Learning Outcomes, Content and Suggested Assessment Methods
Learning Content Suggested Assessment Methods
Outcome

1.Coordinate ANC 1.1 Pregnant mothers are mapped

• Written tests
services according to MOH standards
1.2 Pregnant mothers linked to the • Observation

health facility • Oral questioning

1.3 Pregnancy danger signs

1.3.1 Vaginal bleeding

1.3.2 Increase and decrease
in foetal movement
1.3.3 Pitting oedema
1.3.4 Severe abdominal
pain
1.3.5 Draining of liquor
1.3.6 Convulsions
1.3.7 Headache

1.4 Pregnant mothers followed up

after visiting health facility
1.5 Antenatal care visits

1.5.1 First trimester

1.5.2 Second trimester
1.5.3 Third trimester
1.6 Health education provided
according to guidelines

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 1.7 Nutritional assessment

1.7.1 Weight and height

monitoring
1.7.2 MUAC
1.7.3 Head to toe
examination
1.8 Individual birth plan

1.8.1 Birth companion

1.8.2 Place of birth
1.8.3 Resources
1.8.4 Transport
1.8.5 Other supplies
required
2. Coordinate 2.1 Postnatal mapping • Written tests
PNC services 2.2 Postnatal mothers linked to the
• Observation
health facility
2.3 Postnatal complications • Oral questioning

2.3.1 Excessive vaginal

bleeding
2.3.2 Post natal mental
Disorder
2.3.3 Infections in postnatal
2.3.4 DVT

2.4 Follow up on chronic illnesses

2.5 Postnatal mothers followed up
after visiting health facility
2.6 Psychosocial support services

2.6.1 Poverty

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©TVET CDACC, 2025
 2.6.2 Drug and substance
abuse
2.6.3 Post-partum
psychological distress
2.6.4 Health education
2.7 Postnatal nutritional
assessment
2.7.1 Maternal assessment
2.7.2 Newborn Assessment
2.7.3 Counselling and
Support
2.7.4 Health Conditions
Impacting Nutrition
2.8 Nurturing care

2.8.1 Exclusive breastfeeding

2.8.2 safety and security
2.8.3 Responsive care giving
2.8.4 Adequate nutrition
3. Create 3.1 Family planning methods • Written tests
demand for 3.1.1 Natural methods
• Observation
family 3.1.2 Artificial methods
planning 3.1.3 Eligibility criteria • Oral questioning
services 3.1.4 Side effects
3.2 Family planning health
education
3.3 Family planning
misinformation

3.3.1 Cold water as a FP

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©TVET CDACC, 2025
 3.3.2 IUCD can move to the
heart
3.3.3 Implants can disappear
3.3.4 Pills accumulate in the
abdomen
3.3.5 sterilization makes men
impotent
3.4 Family planning referral done
according to individual needs
3.5 Family planning methods
provided according to
eligibility criteria
3.6 Clients followed up according
to set standards
4. Create 4.1 Children under five years
• Written tests
demand for mapped according to standards
• Observation
immunization 4.2 Children under five years
linked to the health facility as • Oral questioning
services
per set criteria
4.3 Child immunization schedules
identified according to KEPI
• Childhood
Immunizable
diseases
4.4 Adverse Effects Following
Immunization identified and
referred according to MOH
standards

4.4.1 Mild

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©TVET CDACC, 2025
 4.4.2 Moderate
4.4.3 Severe and rare

4.5 Children under five years

followed up after visiting
health facility
4.6 Health education provision
• Children under five years
4.7 Nutritional assessment and
supplementation
4.7.1 Growth monitoring
4.7.2 developmental
milestones
4.7.3 Vit A supplementations
4.7.4 Deworming
4.8 Growth monitoring
4.8.1 Weight
4.8.2 Height
4.8.3 Head Circumference
4.8.4 BMI

4.9 Assessing Child

developmental milestones

4.9.1 Newborn to 3 months

4.9.2 5-6 months
4.9.3 7- 12 months
4.9.4 1-2 yrs
4.9.5 2-3 yrs

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©TVET CDACC, 2025
 5. Conduct 4.1 Forming and training • Written tests
Community Community MPDSR
• Observation
MPDSR committee
• Oral questioning
4.1.1 Area assistant chief
4.1.2 ACHO/CHA/CHO
4.1.3 CHP from the village
where the death has
occurred
4.1.4 Clinician from the
health facility
4.1.5 Member of the civil
society
4.2 Determining MPDSR
reporting tools
4.2.1 Perinatal and maternal
Notification form
4.2.2 MOH 519
4.2.3 Verbal autopsy form
4.3 Causes of maternal and
perinatal deaths determined

4.3.1 Infections
4.3.2 Anemia
4.3.3 Child birth
complications
4.3.4 Comorbidities
4.4 Conducting Maternal and
perinatal death notification
4.5 Conducting Community
Verbal autopsy

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 4.6 Documenting and reporting
Community Verbal autopsy
outcome
4.7 Providing Community Verbal
autopsy feedback

Suggested Methods of Delivery:

• Demonstration

• Practical

• Demonstration videos

• Projects

• Group discussions

List of Recommended Resources for 25 trainees:

▪ Research resources
o Research tools and equipment
o Research manuals
▪ 5 Computers
▪ 2 Projectors
▪ Flip charts
▪ Internet
▪ Relevant videos
▪ Analysis software
▪ Skills lab
▪ MOH tools

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©TVET CDACC, 2025
 MODULE II

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 COMMUNICATION SKILLS

ISCED UNIT CODE: 0031 551 05MA

TVET CDACC UNIT CODE: HE/CU/CH/BC/02/5/MA

UNIT DURATION: 40 Hours

Relationship with Occupational Standards

This unit addresses the Unit of Competency: Apply Communication Skills

Unit Description

This unit covers the competencies required to apply communication skills. It involves applying
communication channels, applying written communication, applying non-verbal skills, oral
communication and group communication skills.
Summary of Learning Outcomes
By the end of the unit the trainee should be able to:
S/No. Learning Outcomes Duration(Hours)
1. Apply communication channels. 10
2. Apply written communication skills. 12
3. Apply non-verbal skills. 4
4. Apply oral communication skills. 4
5. Apply group communication skills. 10
TOTAL 40

Learning Outcomes, Content, and Suggested Assessment Methods

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©TVET CDACC, 2025
 Learning Content Suggested Assessment
Outcome Methods
1. Apply 1.1 Communication process • Practical
communication 1.2 Principles of effective communication • Portfolio of
channels Evidence
1.3 Channels/medium/modes of
communication • Written assessment
1.4 Factors to consider when selecting a • Oral assessment
channel of communication • Third party report
1.5 Barriers to effective communication
1.6 Flow/patterns of communication
1.7 Sources of information
1.8 Organizational policies
2. Apply written 2.1 Types of written communication • Practical
communication 2.2 Elements of communication • Portfolio of
skills Evidence
2.3 Organization requirements for written
communication • Written assessment
• Oral assessment
• Third party report
3. Apply non- 3.1 Utilize body language and gestures • Practical
verbal 3.2 Apply body posture • Portfolio of
communication 3.3 Apply workplace dressing code Evidence
skills • Written assessment
• Oral assessment
• Third party report

4. Apply oral 4.1 Types of oral communication pathways • Practical

communication 4.2 Effective questioning techniques • Portfolio of
skills Evidence
4.3 Workplace etiquette
4.4 Active listening • Written assessment
• Oral assessment
• Third party report
5. Apply group 5.1 Establishing rapport • Practical
discussion 5.1.1 Facilitating resolution of issues • Portfolio of
skills Evidence
5.1.2 Developing action plans
5.1.3 Group organization techniques • Written assessment
• Oral assessment
5.1.4 Turn-taking techniques
• Third party report
5.1.5 Conflict resolution techniques
5.1.6 Team-work

Suggested Methods of Instruction

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©TVET CDACC, 2025
 • Discussion
• Roleplaying
• Simulation
• Direct instruction
• Demonstration
• Field trips

Recommended Resources for 25trainees

S/No. Category/Item Description/Specifications Quantity Recommended
Ratio (Item:
Trainee)
A Learning Materials
1. Internet Internet connection to aid - -
connection communication between trainees
2. PowerPoint For trainer’s use, covering course 1 1:25
Presentations content and practical applications
3. Projector Functional projector for 1 1:25
displaying content during
presentations
4. White board Quality whiteboard of 1 1:25
approximately 6 feet by 3 feet for
writing during theory instruction
5. Printer An ink-jet, laser-jet or toner- 1 1:25
cartridge printer for printing
notes, instructions and working
drawings
B Learning Facilities & Infrastructure
6. Lecture/Theory Spacious, equipped with 1 1:25
Room projectors and Seats for
/Learning 25trainees, approximately 45
Resource sqm (5 m x 9 m)
Area*
7. Computer Equipped with at least 25 25 1:1
Laboratory functional computers with
internet connectivity and the
following software:
• Windows/ Linux/
Macintosh Operating
System
• Microsoft Office Software
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©TVET CDACC, 2025
 • Google Workspace Account
• Antivirus Software
C Consumable Materials
8. Printing Papers A4 and A3 Printing papers Enough
suitable for the task
9. Flashcards For carrying out various Enough
activities by trainees
10. Flipcharts Sufficient for group work Enough
activities and displaying
11. Whiteboard Dry-erase markers for trainer’s Enough
Marker Pens use. Assorted colours

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©TVET CDACC, 2025
 MICROBIOLOGY AND PARASITOLOGY IN COMMUNITY HEALTH

ISCED UNIT CODE: 0988 554 06MA

TVET CDACC UNIT CODE: HE/CU/CH/CC/02/5/MA
UNIT DURATION: 120 HOURS
Relationship to Occupational Standards

The unit addresses the unit of competency: Apply Microbiology and Parasitology in
community health
Unit Description

This unit equips the trainees with competencies required to apply microbiology and parasitology
in community health. It involves identifying common parasites and microbes, identifying
microbes and parasite life cycle stages, identifying microbial and parasitic diseases and applying
parasitology and microbiology in disease prevention and control.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Identify common parasites and microbes 25
2. Identify microbes and parasite life cycle stages 40
3. Identify microbial and parasitic diseases 35
4. Apply parasitology and microbiology in disease prevention 20
and control
TOTAL 120 hours

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©TVET CDACC, 2025
Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment
Methods
1 Identify common 1.1 Definition of terms • Written tests
parasites and 1.1.1 Parasites • Oral
microbes 1.1.2 Micro biology • Practical
1.1.3 Types of human parasites tests/Project
1.1.3.1.Bacteria
• Case study
1.1.3.2.Fungi (Yeast and
• Demonstration
Molds)
• Observation
1.1.3.3.Viruses
1.1.3.4.Spirochaetes
1.1.3.5.Algae
1.2 Identification of parasites and
microbe’s hosts
1.2.1 Human
1.2.2 Plants
1.2.3 Animals/Insect
1.2.4 Water
1.2.5 Food

1.3 Examination of microbes and

parasites
1.4 Interpretation and recording of
microbes and parasites
1.5 Classification of parasites and
microbes
1.5.1 Endoparasites
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©TVET CDACC, 2025
 1.5.2 Helminths
1.5.3 Cestodes
1.5.4 Protozon
1.5.5 Ectoparasites
1.6 Observable morphological features
are recorded
2 Identify microbes 2.0 Definition of terms • Written tests
and parasites life 2.1 Identification of sites of hostsfor • Oral
cycle stage parasites and microbes • Practical

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©TVET CDACC, 2025
 2.2 Determination of conditions of tests/Project
microbial growth
2.2.1 Temperature
2.2.2 Water
2.2.3 Moistures
2.2.4 Nutrient
2.2.5 Light
2.3 Identification of phases of
microbial and parasitic growth
3 Identify microbial 3.1 Common types of microbial and • Written tests
and parasitic diseases parasitic diseases • Oral
Amoeba • Practical
3.1.1 TB tests
3.1.2 STIs
• Project
3.1.3 Malaria
3.2 Cholera
3.3 Typhoid
3.4 Measles
3.5 Polio
3.6 Flu
3.7 Malaria
3.4 Determination of signs and
symptoms of microbial and
parasitic diseases
3.5 Identification of disease-
causingorganisms
3.6 Modes of disease
transmission
3.6.1 Fecal oral
39
©TVET CDACC, 2025
 3.6.2 Air
3.6.3 Vector
3.6.4 Fluid contact
3.6.5 Contaminated food and water
3.7 Risk factors in disease
transmission are
identified
4 Apply parasitology 4.1 Identification of disease types • Written tests
and microbiology in 4.2 Disease prevention and control • Oral
disease prevention measures applied • Practical
and control 4.2.1 Deworming tests
4.3 Proper personal hygiene practices • Project
4.3.1 Handwashing
4.4 Proper food handling and storage
4.4.1 Treated water
4.4.2 Vaccination
4.4.3 Proper fecal disposal
4.4.4 Spraying
4.5 Determination of disease
incidence and prevalence
4.6 Monitoring and regulation
of parasitic and microbial
diseases

Suggested Delivery Methods

• Demonstration
• Practical
• Demonstration videos
• Projects
40
©TVET CDACC, 2025
 • Group discussions

Recommended Resources for 25 trainees.

• 5Computers
• Laboratory testing apparatus and equipment
• Laboratory facility
• Stationery
• PPE

o 25 Safety boots
o 25 Goggles
o 25 Dust coats
o 25 Overalls

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©TVET CDACC, 2025
 COMMUNITY HEALTH PROMOTION SERVICES

ISCED UNIT CODE: 0988 554 07A

TVET CDACC UNIT CODE: HE/CU/CH/CR/03/5/MA

UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

The unit addresses the Unit of Competency: Provide Health Education and Promotion

Unit Description

This unit specifies the competencies required to conduct community health promotion services. It
involves carrying out community health advocacy, conducting social mobilization and social
behavior change, utilizing information education communication materials. It also includes
conducting health education sessions and assessing causality.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Carry out Community Health Advocacy 15
2. Conduct social mobilization 25
3. Conduct Social Behavior Change Communication 25
4. Utilize Information Education Communication Materials 20
5. Conduct Health Education Sessions 20
6. Assess casualty 15
TOTAL 120 hours

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©TVET CDACC, 2025
 Learning Outcomes, Content and Suggested Assessment Methods
Learning outcome Content Suggested Assessment
Methods
1. Carry out health education 1.1 Carrying out Community health
• Written tests
and promotion need assessment
1.2 Identifying Community health needs • Observation
assessment
1.2.1 Care for pregnant • Oral questions
1.2.2 Manage non-communicable
• Third party report
chronic diseases
1.2.3 Selected childhood diseases
1.2.4 Counselling
1.2.5 Manage communicable
diseases
1.2.6 Malnutrition
1.2.7 Newborn conditions
1.2.8 Pneumonia
1.2.9 Diarrhea
1.2.10 Malaria
1.2.11 HIV/AIDS
1.3 Developing Community Health
advocacy plan.
1.4 Notifying Relevant stakeholders.
1.5 Identifying Health advocacy strategies.
1.5.1 Posters
1.5.2 Radio
1.5.3 Barazas

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©TVET CDACC, 2025
 1.6 Conducting Health advocacy.
1.7 Developing and utilizing Health
advocacy report

2. Conduct social 2.1 Identifying Areas of social mobilization.

• Written tests
mobilization 2.2 Determining Objectives of social
mobilization • Observation

2.2.1 behavior change • Oral questions

2.2.2 attitude change
• Third party report
2.2.3 empowering individuals
2.2.4 empowering communities
2.2.5 community needs,
2.2.6 community rights,
2.2.7 community their responsibilities,
2.2.8 community change their ideas and
beliefs and
2.2.9 community organize the human,
material, financial
2.2.10 Community resources required for
socioeconomic development.
2.3 Mobilizing Relevant social mobilization
resources
2.4 Utilizing Social mobilization strategies
2.4.1 public health
2.4.2 NGOS
2.4.3 Nurses
2.4.4 Laboratories
2.4.5 Community health assistants
2.4.6 Counsellors
2.4.7 CHAs

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©TVET CDACC, 2025
 2.4.8 CHOs
2.4.9 Psychologist
2.4.10 Psychiatrists
2.4.11 Psychiatric nurse
2.5 Conducting Social mobilization activities
2.6 Evaluating Social mobilization
2.7 Developing and dissemination social
mobilization
3. Conduct Social Behavior 3.1 Carrying out Social Behaviour Change
• Written tests
Change Communication and Communication planning activity
3.2 Identifying and preparing Relevant tools • Observation

and materials • Oral questions

3.3 Conducting Social Behaviour Change
• Third party report
Communication activities
3.4 Generating Report
4. Utilize Information 4.1 Identifying Information Education and
• Written tests
Education Communication Communication (IEC) Materials
identified • Observation
Materials
4.2 Mobilizing IEC resources for health • Oral questions
education and promotion
• Third party report
• posters,
• brochures,
• flyers,
• billboards
4.3 Designing IEC materials
4.4 Training Relevant Personnel
5. Conduct health education 5.1 Sharing Schedules on planned
• Written tests
sessions community health education
5.2 Distributing Training materials • Observation

45
©TVET CDACC, 2025
 5.3 Conducting Community health
• Oral questions
education.
• Creating a welcoming environment • Third party report

• Making use of printed information

• Using basic language
• Speaking at a measured pace
• Asking questions
• Encouraging questions
5.1 Preparing Training report.
6. Assess casualty 6.1.Conducting Scene size up
• Written tests
• Scene safety
• Observation
• Mechanism of injury MOI
• Nature of injury • Oral question
• Number of victims
• Third party report
• Resources
6.2.Identifying Emergencies
• Severe Weather (Tornadoes,
Thunderstorms, Hail) ...
• Fire
• Hazardous Materials Accidents. ...
• Chemical/Biological/Radiological
(CBR) Emergencies.
• Aircraft Crashes
• National Emergency (War,
Terrorism)
• Civil Disorder
• Active Shooter.
6.3.Cordoning the Scene
6.4.Securing Casualty
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 6.5.Determining Nature of incident
6.6.Managing Casualty condition
6.7.Conducting Emergency services
6.8.Identifying and gathering Tools,
equipment, and supplies
• Gauze Pads
• Scissors
• Adhesive tape
• Tweezers
• Elastic bandage
• CPR Face Shield
• Emergency Blanket
• First Aid Manual
• Medical glove

Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration by trainer
• Practice by the trainee
• Exercises

List of Recommended Resources for 25 trainees

• 5 Computers

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 • Training resources
• 2 Projectors
• 5 Flip charts
• 5 Charts with presentations of data
• 4G Internet connectivity
• Relevant videos

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 CONDUCT COMMUNITY HEALTH SERVICES STRATEGIES

ISCED UNIT CODE: 0988 554 08MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/04/5/MA

UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

The unit addresses the Unit of Competency: Implement Community Health Strategy
Unit Description
This unit specifies the competencies required to conduct community health promotion services. It
involves carrying out community health advocacy, conducting social mobilization and social
behavior change, utilizing information education communication materials. It also includes
conducting health education sessions and assessing causality.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Establish community health units 35
2. Carry out community health promoters and CHC training 35
3. Develop Community Health Unit Annual Work plan 30
4. Supervise community health promoters 20
TOTAL 120 hours

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 Learning Outcomes, Content and Suggested Assessment Methods
Learning Outcome Content Suggested
Assessment Methods
1. Establish 1.1 Determining Community health • Observation
community units’ services • Case studies
health units 1.1.1 Water and sanitation • Oral
hygiene • Third party report
1.1.2 Advice on maternal and
child health
1.1.3 Provision of Family
planning
1.1.4 Growth monitoring for
children under 5 years
1.1.5 Deworming of children
1.1.6 Provision of Long-Lasting
Insecticide Treated Nets
(LLITNs)
1.1.7 Management of diarrhea,
injuries, wounds, jiggers
and other minor illnesses
1.1.8 Provision of Information,
Education &
Communication (IEC)
materials
1.1.9 Defaulter tracing/ drug
interrupters (ART, TB and
Immunization)
1.1.10 Referrals to health facilities
1.1.11 First Aid Services

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 1.2 Determining Community units’
boundaries
1.3 Community Health Promoters are
selected in a community baraza
1.4 Selecting Community Health
Committees
1.5 Defining Roles and responsibilities
of Community Health Promoters and
committee
1.5.1 Water and sanitation
hygiene
1.5.2 Advice on maternal and
child health
1.5.3 Provision of Family
planning
1.5.4 Growth monitoring for
children under 5 years
1.5.5 Deworming of children
1.5.6 Provision of Long-Lasting
Insecticide Treated Nets
(LLITNs)
1.5.7 Management of diarrhea,
injuries, wounds, jiggers
and other minor illnesses
1.5.8 Provision of Information,
Education &
Communication (IEC)
materials
1.5.9 Defaulter tracing/ drug

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 interrupters (ART, TB and
Immunization)
1.5.10 Referrals to health facilities
1.5.11 First Aid Services

2. Carry out community 2.1 Planning Training of CHPs • Written tests

health promoters 2.1.1 Basic • Observation
and CHC training 2.1.1.1 Communication • Oral questioning
2.1.1.2 Leadership • Third party report
2.1.1.3 Community health and
development
2.1.1.4 Resource Mobilization,
2.1.1.5 Report Writing
2.1.1.6 Financial Management
2.1.2 Technical
2.1.2.1 Nutrition
2.1.2.2 WASH
2.1.2.3 HIV
2.1.2.4 Malaria
2.2 Preparing Training need
2.3 Gathering Training materials
2.3.1 Training manuals
2.3.2 Stationery
2.3.3 Flip charts
2.3.4 Projector
2.3.5 Computer
2.4 Conducting Training of
Community Health Promoters
2.5 Relaying Updates

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 2.6 Obtaining Health messages in
Kenya Essential Packages for
Health (KEPH)
2.6.1 Nutrition
2.6.2 Immunization and
vaccination
2.6.3 Food production safety
and hygiene
2.6.4 Family planning
2.6.5 HIV and Sexually
Transmitted Infections
(STI’s)
2.6.6 Deworming
2.6.7 WASH
3. Develop Community 3.1 Establishing Community health • Written tests
Health Unit Annual annual work plan • Observation
Work plan 3.2 Filling and updating Community • Oral questions
Health Promoters and CHCs • Third party report
database
3.3 Facilitating of CHPs
-MOH Community health
implementation guideline
-Community health 2025 Strategy
3.4 Evaluating and reporting CHPs
performance is evaluated and
reported

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4. Supervise community 4.1 Conducting Appraisal of CHPs • Written tests
health promoters 4.2 Identifying and rewarding • Observation
Outstanding performance • Oral questions
4.3 Identifying Areas of improvement • Third party report
4.4 Identifying Corrective action is
undertaken

Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration by trainer
• Practice by the trainee
• Exercises
List of Recommended Resources for 25 trainees

• 13 Computers
• Workshop resources
• Training manuals
• 1Projectors
• Flip charts
• Charts with presentations of data
• Internet

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 • Relevant videos
• CHIS tools
• Supportive supervision checklists

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 MODULE III

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 WORK ETHICS AND PRACTICES

ISCED UNIT CODE: 0417 551 09MA

TVET CDACC UNIT CODE: HE/CU/CH/BC/03/5/MA
UNIT DURATION: 40 HOURS
Relationship with Occupational Standards
This unit addresses the Unit of Competency: Apply Work Ethics and Practices.

Unit Description

This unit covers competencies required to effectively apply work ethics and practices. It
involves the ability to conduct self-management, promote ethical work practices and values,
promote teamwork, maintain professional and personal development, apply problem-solving
skills and promote customer care.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
S/No. Learning Outcomes Duration (Hours)
1. Apply self-management skills 10
2. Promote ethical practices and values 4
3. Promote Teamwork 10
4. Maintain professional and personal development 10
5. Apply Problem-solving skills 4
6. Promote Customer care. 2
TOTAL 40

Learning Outcomes, Content, and Suggested Assessment Methods

Learning Content Suggested Assessment
Outcome Methods
1. Apply self- 1.1 Self-awareness • Practical
management
skills 1.2 Formulating personal vision, mission, • Portfolio of Evidence
and goals
• Written assessment
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Learning Content Suggested Assessment
Outcome Methods
1.3 Healthy lifestyle practices • Oral assessment
1.4 Strategies for overcoming work • Third party report
challenges
1.5 Emotional intelligence
1.6 Coping with Work Stress.
1.7 Assertiveness versus aggressiveness
and passiveness
1.7.1 Developing and maintaining
high self-esteem
1.7.2 Developing and maintaining
positive self-image
1.7.3 Time management
1.7.4 Setting performance targets
1.7.5 Monitoring and evaluating
performance targets
2. Promote 2.1 Integrity • Practical
ethical work
practices and 2.2 Core Values, ethics and beliefs • Portfolio of Evidence
values 2.3 Patriotism • Written assessment
2.4 Professionalism • Oral assessment
2.5 Organizational codes of conduct • Third party report
2.6 Industry policies and procedures
3. Promote 3.1 Types of teams • Practical
teamwork
3.2 Team building • Portfolio of Evidence
3.2.1 Individual responsibilities in • Written assessment
a team
• Oral assessment
3.2.2 Determination of team roles
and objectives • Third party report
3.2.3 Team parameters and
relationships

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Learning Content Suggested Assessment
Outcome Methods
3.2.4 Benefits of teamwork
3.2.5 Qualities of a team player
3.2.6 Leading a team
3.2.7 Team performance and
evaluation
3.3 Conflicts and conflict resolution
3.4 Gender and diversity mainstreaming
3.5 Developing Healthy workplace
relationships
3.6 Adaptability and flexibility
3.7 Coaching and mentoring skills
4. Maintain 4.1 Personal vs professional development • Practical
professional and growth
and personal • Portfolio of Evidence
development 4.2 Avenues for professional growth
• Written assessment
4.3 Recognizing career advancement
• Oral assessment
4.4 Training and career opportunities
• Third party report
4.4.1 Assessing training needs
4.4.2 Mobilizing training resources
4.5 Licenses and certifications for
professional growth and development
4.6 Pursuing personal and organizational
goals
4.7 Managing work priorities and
commitments
4.8 Dynamism and on-the-job learning
5. Apply 5.1 Causes of problems • Practical
problem-
solving skills 5.2 Methods of solving problems • Portfolio of Evidence
5.3 Problem-solving process • Written assessment

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 Learning Content Suggested Assessment
Outcome Methods
5.4 Decision making • Oral assessment
5.5 Creative thinking and critical thinking • Third party report
process in development of innovative
and practical solutions
6. Promote 6.1 Identifying customer needs • Practical
customer care
6.2 Qualities of good customer service • Portfolio of Evidence
6.3 Customer feedback methods • Written assessment
6.4 Resolving customer concerns • Oral assessment
6.5 Customer outreach programs • Third party report
6.6 Customer retention

Suggested Methods of Instruction

● Instructor lead facilitation of theory using active learning strategies.
● Demonstrations
● Simulation/Role play
● Group Discussion
● Presentations
● Projects
● Case studies
● Assignments

Recommended Resources for 25 Trainees

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S/No. Category/Item Description/Specifications Quantity Recommended
Ratio (Item:
Trainee)
A Learning Materials
1. PowerPoint For trainer’s use, covering 1 1:25
Presentations course content and practical
applications
2. Projector Functional projector for 1 1:25
displaying content during
presentations
3. Media Resources This include but are not
limited to:
• Video Clips
• Audio Clips
• TV Sets
• Radio Sets
4. White board Quality whiteboard of 1 1:25
approximately 6 ft by 3 ft for
writing during theory
instruction
B Learning Facilities & Infrastructure
1. Lecture/Theory Room Spacious, equipped with 1 1:25
projectors and Seats for
/Learning Resource 25trainees, approximately 45
Area* sqm (5 m x 9 m)

2. Computer Laboratory Equipped with at least 25 25 1:1

functional computers with
internet connectivity and the
following software:
• Windows/ Linux/
Macintosh
Operating System
• Microsoft Office
Software

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 • Google
Workspace
Account
• Antivirus
Software
C Consumable Materials
1. Printing Papers A4 and A3 Printing papers Enough
suitable for the task
2. Flashcards For carrying out various Enough
activities by trainees
3. Charts Sufficient for group work Enough
activities and displaying
4. Whiteboard Marker Dry-erase markers for Enough
Pens trainer’s use. Assorted colors

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 HUMAN ANATOMY AND PHYSIOLOGY

ISCED UNIT CODE: 0988 554 10MA

TVET CDACC UNIT CODE: HE/CU/CH/CC/03/5/MA
UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

The unit addresses the unit of competency: Apply Human Anatomy and Physiology in
community health works

Unit Description
The unit specifies the competencies required to apply human anatomy and physiology in
community health works. It involves interpreting human histology, categorizing human body
systems, determining common disorders of human body systems and applying human anatomy in
primary health care.
Summary of Learning Outcomes
By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Interpret human histology 30
2. Categorize human body systems 35
3. Determine common disorders of human body systems 30
4. Apply human anatomy in primary health care 25
TOTAL 120 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Content Suggested Assessment Methods
Outcome
1. Interpret human 1.0 Definition of terms • Written tests
histology 1.1 Identification of human histology • Oral
1.1.1 Cells • Practical tests/Project

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 1.1.2 Tissues
1.1.3 Organs
1.1.4 Membranes
1.2 Structure of human histology
1.3 Behavior and functions ofhuman
histology
1.4 Disorders associated with human histology
2. Categorize 2.0 Definition of terms • Written tests
humanbody systems 2.1 Identification of human bodysystems • Oral
2.1.1 Skeletal • Practical tests/Project
2.1.2 Muscular
2.1.3 Digestive
2.1.4 Circulatory/Cardiovascular
2.1.5 Lymphatic/immune
2.1.6 Endocrine
2.1.7 Urinary/renal
2.1.8 Respiratory
2.1.9 Reproductive
2.1.10 Nervous
2.1.11 Integumentary
2.2 Structure of human body systems
2.3 Functions of human bodysystems

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3. Determine common disorders 3.0 Definition of terms • Written tests
of human body systems 3.1 Human anatomy systems • Oral
3.2 Identification and categorizationof • Practical
human disorders tests/Project
3.2 Identification of emerging issues
3.2.1 Cancers
3.2.2 Auto- immune diseases
4. Apply human anatomy in 4.0 Definition of terms • Written tests
primaryhealth care 4.1 Identification of commondiseases • Oral
4.1.1 Communicable diseases • Practical
4.1.2 Non- communicable tests/Project
diseases
4.2 Making referrals and Referral
structure
Suggested Delivery Methods
• Direct instruction
• Project
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
Recommended Resources for 25 trainees
• 13 Computers
• Laboratory equipment and apparatus
• Laboratory facility
• Dummies/ cadavers
• Stationery
• First aid kit

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©TVET CDACC, 2025
• 25 Overalls
• 5 Flip charts
• Internet connectivity
• Referral tools
• 25 Gloves

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©TVET CDACC, 2025
 COMMUNITY HEALTH LINKAGES

ISCED UNIT CODE: 0988 554 11A

TVET CDACC UNIT CODE: HE/CU/CH/CR/05/5/MA

DURATION OF UNIT: 130 HOURS

Relationship to Occupational Standards

The unit addresses the Unit of Competency: Conduct Community Health Linkages

Unit Description
This unit specifies the competencies required to conduct community health linkages. It involves
coordinating community access to health services, conducting integrated outreach programs,
establishing community health partnerships and inter-agency collaborations and managing
enrolment into universal health coverage.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Coordinate community access to health services 30
2. Conduct integrated outreach programs 40
3. Establish community health partnerships and inter-agency 30
collaboration
4. Manage enrolment into Universal Health Coverage 30
TOTAL 130 hours

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Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment Methods
1 Coordinate community 1.0 Introduction to
• Observation
access tohealth services community health
linkages • Case studies

1.0.1 Definition of • Oral

terms
• Third party report
1.1Identifying community
health needs
1.0.2 Nutrition
1.0.3 Sanitation
1.0.4 Family planning
1.0.5 Reduce teenage
pregnancy
1.0.6 Immunization

1.1 Identifying target

population
1.2.1 Children and elderly
1.2.2 Women of reproductive
age
1.2.3 Addicts
1.2.4 Persons with disabilities
1.2 Identification of nature of health
service programs
1.3.1 PMTCT Health Services
1.3.2 Vaccination and
immunization services

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 1.3.3 Nutrition e.g. unhealthy
diet
1.3.4 Basic health screenings
1.3.5 Family planning awareness
programs
1.3.6 WASH programme
1.3.7 Rehabilitation
1.3 Community mobilization
1.4 Identification and analysis of
community health defaulter
tracing system
1.4.1 Routine updating and
review of defaulter
tracing registers

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 1.4.2 Identification and
interpretation of
defaulters
1.5 Health access linkages
1.6 Reasons for defaulting are
identified according to health
protocols
6.2.1 Ignorance
6.2.2 Distance from health
facilities
6.2.3 Socio-economic issues
6.2.4 Lack of adequate
information
6.2.5 Poor health campaigns
6.2.6 Religious and cultural
beliefs
1.7 Defaulter tracing registers are
routinely updated based on health
guidelines.
1.8 Coordination and maintenanceof
referral cases

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 2 Conduct integrated 2.1 Development of integrated
• Written tests
community outreach community health outreach plan
programs 2.1.1 Schools • Observation

2.1.2 Local pharmacies

2.1.3 Community event
centers
2.1.4 Food pantries
2.1.5 Church venues
2.1.6 Supermarkets
2.1.7 Open air markets
2.1.8 Health centers
2.1.9 Community libraries
• Oral questioning
2.2 Acquisition of legal
requirements • Third party report

2.2.1 Identification badges

2.2.2 Authorization by local
authorities
2.2.3 Professional body
membership
2.2.4 Public health
certification/notification
2.3 Identification of health
outreach teams and
community health volunteers
2.4 Assembling, preparationand
distribution of required
outreach resources
2.4.1 Finance
2.4.2 Human

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 2.4.3 Displays
2.4.4 Posters
2.4.5 Computers
2.4.6 Stationary
2.4.7 Flip charts
2.5 Conducting integrated community
health outreachprograms
2.6 Preparation and dissemination
of outreach report
2.7 Carrying out Community
health outreach program
impact assessment

3 Establish community 3.1 Identification,

• Written tests
health partnerships determination and
and inter-agency categorization of • Observation

collaboration community health care • Oral questions

needs
3.1.1 Nutrition
3.1.2 Sanitation
3.1.3 Family planning
3.1.4 Reduce teenage
pregnancy
3.1.5 Immunization

3.2 Identification of
communityhealth partners
3.3 Initiation of partnerships
and inter-agency

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 collaboration policy
framework and agreements
3.4 Formation of collaborative
relationships with the
community and health
agencies
3.5 Preparation and sharing of
partnership planning,
implementation, and evaluation
process
3.6 Handling of wider
determinantsof health
3.6.1 Socio-economic
3.6.2 Cultural beliefs
3.6.3 Religious beliefs
3.7 Monitoring and evaluation of
partnership and collaborative
activities
4 Manage enrolment 4.0 Introduction to Universal Health
• Written tests
into Universal Coverage
Health Coverage • Observation

• Oral questions

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 4.1 Development of enrolment
• Third party report
strategies into Universal Health
Coverage (UHC) program
4.2 Determination of enrolmentrates
4.3 Benefits of UHC schemes
4.4 Linkage between UHC programs
and national UHC
4.5 Enrolment into UHC

Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment
List of Recommended Resources for 25 trainees
• 5 Computers
• Monitoring and evaluation tools
• Internet connectivity
• Workshop
• Stationery
• Flip charts

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©TVET CDACC, 2025
 COMMUNITY BASED HEALTH CARE

ISCED UNIT CODE: 0988 554 12MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/06/5/MA

UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

The unit addresses the Unit of Competency: Provide Community Based Health Care

Unit Description
The unit will equip trainees with competencies to conduct community-based health care. It
involves planning community-based health care, managing HIV and TB prevalence and providing
mental health and psychosocial support. It also includes management of malaria and zoonotic
diseases and managing essential drugs and supplies for CHP kits

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Plan community-based health care 15
2. Manage HIVAIDS and TB 15
3. Manage mental health 20
4. Conduct integrated community case management 20
(ICCM)
5. Manage malaria and zoonotic diseases 15
6. Conduct psycho-active drugs reduction 15
7. Manage minor ailments 20
TOTAL 120 hours

Learning Outcomes, Content and Suggested Assessment Methods

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©TVET CDACC, 2025
Learning Outcome Content Suggested
Assessment Methods
1 Plan communitybased- 1.0 Definition of terms and • Observation
health care key concepts in • Case studies
community-basedhealth
• Oral
care
• Third party
1.0.1 Define Planning
report
1.0.2 Define
community-based
health care
1.0.3 Importances
1.0.4 Planning for
community-based
health care
1.1 Determination of community-
based health care schedule and
work plan
1.2 Community healthservice
providers
1.2.1 Community Health
promoters
1.2.2 Public health officers
1.2.3 Health Assistants
/officers
1.2.4 Accredited Social
Health Activists
1.2.5 CHAs/ CHOs
1.2.6 Nurses

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 1.3 Material and resources for
community health care service
1.4 Community-based health care
services.
1.4.1 Provision of palliative
care needs
1.4.2 Access to health care
services
1.4.3 Community referrals
1.5 Community-based health care
services conduction in community
health needs assessment
1.6 Community disaster preparedness
assessment
1.7 Non-manageable conditions
Progressive Diseases
1.7.1 Advanced Cancer
1.7.2 End-Stage Renal Disease
1.7.3 Severe, Untreated Mental
Health Disorders
1.7.4 Strengthening Linkage to
health care services
1.8 Palliative care needs
provision
1.8.1 Finance
support
1.8.2 Psychosocial
support

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 2 Manage HIVAIDS 2.0 Concepts of HIV
• Written tests
and TB 2.0.1 Definition of
• Observation
HIV/AIDS
2.0.2 Transmission of • Oral
HIV questioning
2.0.3 Myths and
• Third party
misconceptions
report
2.1 HIV and TB risk
assessment Community
Prevention with (PW)
2.2 HIV and TB diagnosis
2.3 Counselling of infected and
affected patients
2.4 Management of Coinfected
patients with active TB
2.5 TB treatment and its phases
2.6 Adherence to TB treatment
2.7 ARV and TB drug interactions
2.8 HIV and TB cases monitoring
2.9 HIV and TB defaulters mapping
and referring
3 Manage mental 3.0 Introduction
• Written tests
health. 3.0.1 Definition of terms
3.0.2 Mental health disorders • Observation

3.0.3 Mental health policies • Oral questions

3.1 Monitoring framework for
• Third party
Psychosocial Support
report
3.2 Assessment of patients with
mental illness

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 3.2.1 Physical assessment
3.2.2 Behavioral
3.2.3 Perception
3.2.4 memory
3.3 Provision of emotional and
psychosocial support
3.4 Integration of mental support
systems
3.5 Referral for patients with mental
health
3.6 Building on available resources
and capacity on mental health
3.7 Protection and provision of
mental patients’ rights and
equity
3.7.1 Privacy
3.7.2 Confidentiality
3.7.3 Quality health care
3.7.4 Right to correct information

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 4 Conduct integrated 4.0 Introduction
• Written tests
community case 4.0.1 Child care
management concepts in ICCM • Observation

(ICCM) 4.1 ICCM implementation support • Oral questions

tools and personnel
• Third party
4.2 ICCM implementation support
report
tools and personnel designing
and developing
4.3 Causes of childhood illnesses
and mortality
4.3.1 Cough
4.3.2 Fever
4.3.3 Diarrhoea
4.3.4 Convulsion
4.3.5 Vomiting
4.3.6 Difficulty feeding or
drinking
4.4 Treatment options
4.4.1 Signs of child illness
4.4.1.1 Fast breathing
4.4.1.2 Chest indrawing
4.4.1.3 Unusually sleepy child
4.4.1.4 Severe malnutrition
4.4.2 Referral and treatment
4.5 Monitoring and evaluation
procedures for ICCM

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 5 Malaria and 5.0 Introduction
• Written tests
zoonotic diseases 5.1 Malaria and zoonotic disease
prevalence rates • Observation

5.2 Malaria disease prevention • Oral questions

5.3 Malaria disease control
• Third party
5.4 Health management practices on
report
zoonotic diseases
5.5 Rapid diagnostic tests (RDT)
5.6 Emergency measures are
constituted based on
severity of disease
conditions
5.7 Disease control programs
5.7.1 Prevent
transmission
5.7.2 Early detection
5.7.3 Control and
containment
5.7.4 Education and
awareness
5.7.5 Collaboration
and
coordination
6 Conduct psycho- 6.0 Introduction
• Written tests
active drugs 6.1 Psycho-active drugs
reduction 6.1.1 Caffeine • Observation

6.1.2 nicotine • Oral questions

6.1.3 cocaine
• Third party
6.1.4 Alcohol
report
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 6.2 Identification of psycho-active
drugs
6.3 Psycho-active drugs demand
reduction strategies
6.3.1 Prevention Programs
6.3.2 Early Intervention and
Screening
6.3.3 Treatment and
Rehabilitation Programs
6.3.4 Harm Reduction Strategies
6.3.5 Policy and Legal Measures
6.3.6 Social and Environmental
Interventions
6.4 Monitoring psycho-active drugs
use
6.5 Preparation and dissemination of
monitoring report
7.Manage minor ailments 7.1 Determination and identification of
patients with common ailments
and minor injuries

7.1.1 Lifestyle diseases

7.1.2 Malnutrition
7.1.3 Obesity
7.1.4 Genetics
(genetic/environmental
interaction)
7.1.5 Prematurity or birth
trauma

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 7.1.6 Exposures such as toxic
chemicals or certain
allergens
7.2 Home visitation
7.3 Clinical assessment of patients
7.4 Causes of common ailments and
injuries

7.4.1 Lifestyle diseases

7.4.2 Malnutrition
7.4.3 Obesity
7.4.4 Genetics
(genetic/environmental
interaction)
7.4.5 Prematurity or birth
trauma
7.4.6 Exposures such as toxic
chemicals or certain
allergens
7.5 Appropriate medication
7.6 Patients’ referrals
7.7 Identification of a range of
psychosocial and cultural factors
on the management of the patient
and remedies
7.8 Development of methods
for management of
minor injuries and
illnesses

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 Suggested Methods of Delivery:
• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
List of Recommended Resources for 25 trainees:
• Diagnostic tools and equipment
• 13 Computers
• SOPs
• 2 Projectors
• Flip charts
• Stationary
• Relevant charts
• Internet connectivity
• Relevant videos
• 5 Thermometer
• 5 Mid upper arm circumference tape
• 5 Weighing scale
• 10 Referral tools
• 5 Community referral form
• Sick child recording form
• RDT Kit
• Drugs
• ORS, Zinc
• 500 ml container
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 MODULE IV

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 ENTREPRENEURIAL SKILLS

ISCED UNIT CODE: 0413 551 13MA

TVET CDACC UNIT CODE: HE/CU/CH/BC/04/5/MA

UNIT DURATION: 40 HOURS

Relationship with occupational standards

This unit addresses the unit of competency: Apply Entrepreneurial Skills.

This unit covers the competencies required to demonstrate an understanding of

entrepreneurship. It involves demonstrating an understanding of financial literacy, applying
entrepreneurial concepts identifying entrepreneurship opportunities, applying business legal
aspects, and developing business innovative strategies and business plans.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
S/No. Learning Outcomes Duration(Hours)
1. Apply financial literacy 6
2. Apply the entrepreneurial concept 4
3. Identify entrepreneurship opportunities 6
4. Apply business legal aspects 6
5. Innovate Business Strategies 6
6. Develop business plan 12
TOTAL 40

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Learning Outcomes, Content and Suggested Assessment Methods
Suggested Assessment
Learning Outcome Content Methods
1. Apply financial 1.1 Personal finance management • Practical
literacy 1.2 Balancing between needs and wants • Portfolio of Evidence
1.3 Budget Preparation • Written assessment
1.4 Saving management • Oral assessment
1.5 Factors to consider when deciding • Third party report
where to save
1.6 Debt management
1.7 Factors to consider before taking a loan
1.8 Investment decisions
1.9 Types of investments
1.10 Factors to consider when investing
money
1.11 Insurance services
1.12 insurance products available in the
market
1.13 Insurable risks
2. Apply 2.1 Difference between Entrepreneurs and • Practical
entrepreneurial Business persons • Portfolio of Evidence
concept 2.2 Types of entrepreneurs • Written assessment
2.3 Ways of becoming an entrepreneur • Oral assessment
2.4 Characteristics of Entrepreneurs • Third party report
2.5 salaried employment and self-
employment
2.6 Requirements for entry into self-
employment
2.7 Roles of an Entrepreneur in an
enterprise
2.8 Contributions of Entrepreneurship
3. Identify 3.1 Sources of business ideas • Practical
entrepreneurship 3.2 Factors to consider when evaluating • Portfolio of Evidence
opportunities business opportunity • Written assessment
3.3 Business life cycle • Oral assessment
• Third party report
4. Apply business 4.1 Forms of business ownership • Practical
legal aspects 4.2 Business registration and licensing • Portfolio of Evidence
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 Suggested Assessment
Learning Outcome Content Methods
processing • Written assessment
4.3 Types of contracts and agreements • Oral assessment
4.4 Employment laws • Third party report
4.5 Taxation laws
5. Innovate 5.1 Creativity in business • Practical
business 5.2 Innovative business strategies • Portfolio of Evidence
Strategies 5.3 Entrepreneurial Linkages • Written assessment
5.4 ICT in business growth and • Oral assessment
development • Third party report
6. Develop 6.1 Business description • Practical
Business Plan 6.2 Marketing plan • Portfolio of Evidence
6.3 Organizational/Management • Written assessment
6.4 plan • Oral assessment
6.5 Production/operation plan • Third party report
6.6 Financial plan
6.7 Executive summary
6.8 Business plan presentation
6.9 Business idea incubation

Suggested Methods of Instruction

• Direct instruction with active learning strategies
• Project (Business plan)
• Case studies
• Field trips
• Group Discussions
• Demonstration
• Question and answer
• Problem solving
• Experiential
• Team training
• Guest speakers

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Recommended Resources for 25Trainees
S/No. Category/Item Description/Specifications Quantity Recommended
Ratio (Item:
Trainee)
A Learning Materials
1. PowerPoint For trainer’s use, covering 1 1:25
Presentations course content and practical
applications
2. Projector Functional projector for 1 1:25
displaying content during
presentations
3. Media Resources These include but are not
limited to:
• Video Clips
• Audio Clips
• TV Sets
• Radio Sets
• Newspapers
• Business Journals
• Case studies
4. Templates Templates for creating 25 1:1
various documents e.g.
business plan, invoices etc.
5. White board Quality whiteboard of 1 1:25
approximately 6 ft by 3 ft for
writing during theory
instruction
B Learning Facilities &
Infrastructure
1. Lecture/Theory Room Spacious, equipped with 1 1:25
/Learning Resource projectors and Seats for
Area* 25trainees, approximately 45
sqm (5 m x 9 m)
2. Computer Laboratory Equipped with at least 15 1 1:1
functional computers with
internet connectivity and the
following software:
• Windows/ Linux/
Macintosh Operating
System
• Microsoft Office
Software

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 • Google Workspace
Account
• Antivirus Software
C Consumable
Materials
1. Writing Materials Writing materials for note Enough
taking
2. Flashcards For carrying out various Enough
activities by trainees
3. Charts Sufficient for group work Enough
activities and displaying
4. Whiteboard Marker Dry-erase markers for Enough
Pens trainers use. Assorted colours

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 EPIDEMIOLOGY IN COMMUNITY HEALTH

ISCED UNIT CODE: 0988 554 14A

TVET CDACC UNIT CODE: HE/CU/CH/CC/04/5/MA

UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

The unit addresses the unit of competency: Epidemiology in community health.

Unit Description
The unit specifies the competencies required to apply epidemiology in community health.
It involves conducting disease surveillance, carrying out population screening,
monitoring disease occurrence and interpreting measures of risk. It also includes applying
epidemiologic study designs, interpreting epidemiologic data analysis and utilizing
epidemiology in community health.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Conduct disease surveillance 10
2. Carry out population screening 17
3. Monitor disease occurrence 18
4. Interpret measures of risk 17
5. Apply epidemiologic study designs 16
6. Interpret epidemiologic data analysis 18
7. Utilize epidemiology data 15
TOTAL 120 hours

Learning Outcomes, Content and Suggested Assessment Methods

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 Learning Outcome Content Suggested
Assessment
Methods
1. Conduct disease 1.1 introduction • Written tests
surveillance 1.1.1 Definition of terms • Oral
1.1.2 Epidemiology
• Practical/Projects
1.1.3 Disease surveillance
1.1.4 Frequency measures
1.1.5 Mortality
1.1.6 Epidemic
1.1.7 Endemic
1.2 Planning disease surveillance
systems
1.3 Identification of data collection

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 Methods
1.4 Observations
1.4.1 Interviews
1.4.2 Questionnaires
1.4.3 FDGs
1.5 Carrying out disease surveillance
1.6 Preparing and disseminating of
disease surveillance report
2. Carry out 2.1 Carrying out population screening • Written tests
populatio needs assessment • Oral
n 2.2 Development of population
• Practical/Projects
screening screening plan
2.3 Carrying out population screening
2.4 Preparation and dissemination of
population screening report
3. Monitor disease 3.1 Identification of disease progression • Written tests
occurrence 3.2 Notification of disease occurrences • Oral
3.3 Planning for disease surveillance • Practical/Projects
3.4 Planning Field surveillance
4.Community disease 4.1 Determination of areas of health • Written tests
surveillance interest • Oral
4.2 Determination of Objectives of
• Practical/Projects
surveillance systems
4.3 Preparation of Implementation of
surveillance systems
4.4 Preparation of Disease surveillance
resources.

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 4.5 Determination of Health information
providers are determined
4.6 Dissemination of Disease
surveillance report is disseminated
4.7 Dissemination of surveillance
diseases report
4.8 Determination of Need of
interventions
4.9 Determination of Health status and
behaviour.
5 Interpret measures 5.1 Identifying risks factors • Written tests
of risk 5.1.1 Behavioral Risk Factors • Oral
5.1.2 Environmental Risk
• Practical/Projects
Factors
5.1.3 Genetic and Biological
Risk Factors
5.1.4 Social and Economic Risk
Factors
5.1.5 Psychosocial and Mental
Health Risk Factors
5.2 Determining measures of
association
5.2.1 Relative risk ratio
5.2.2 Rate ratio
5.2.3 Odds ratio
5.2.4 Proportionate mortality
ratio
5.3 Interpretation of relative riskand
odds ratios

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 5.4 Determination of measures of
association and performing
calculations
5.5 Analysis and interpretation of
statistical data
5.6 Preparation and dissemination
of reports
6 Apply 6.1 Identification of epidemiological • Written tests
epidemiologic research • Oral
study designs 6.2 Determination of different study
• Practical/Projects
designs and their usefulness
6.2.1 Experimental
6.2.2 Observational
6.2.3 Analytical
6.2.4 Descriptive
6.3 Application of analytical study
designs in epidemiology research
guidelines
6.4 Application of observational study
designs
6.5 Identification of samples and

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 collection of exposure status and
outcome
6.6 Determination of diseases causes
and their effects in human
6.1.1 Populations
6.1.2 Infectious Diseases
6.1.3 NCDs
6.1.4 Environmental and
Occupational Diseases
6.1.5 Nutritional and
Metabolic Disorders
6.1.6 Mental Health
Disorders
7 Interpret 7.1 Estimation of population parameters • Written tests
epidemiologic data 7.2 Formulation and testing of data • Oral
analysis hypothesis
• Practical/Projects
7.3 Data comparison and matching
7.4 Preparation and dissemination of
data analysis report
8 Utilize 8.1 Community health diagnosis • Written tests
epidemiology data 8.1.1 Steps in community • Oral
healthdiagnosis • Practical/Projects
8.2 Prescription of appropriate
treatment
8.3 Determination and control of
community diseases
8.4 Determination of acceptable health
Interventions

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 Suggested Delivery Methods

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
Recommended Resources for 25 trainees
• 13 Computers
• 5 Flip charts
• Relevant manuals
• Past publications on epidemiology
• Analysis software

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 GENDER, DISABILITY AND VULNERABLE GROUPS

ISCED UNIT CODE: 0988 554 15MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/07/5/MA

UNIT DURATION: 120 HOURS

The unit addresses the Unit of Competency: Manage Gender, Disability and Vulnerable Groups

Unit Description:
The unit will equip trainees with competencies to manage gender, disability and vulnerable
groups, provide health care and social services linkages and carry out civic education, gender
disability and vulnerable groups.
Summary of Learning Outcomes
By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Identify the Gender, PADs and Vulnerable groups 10
2. Conduct health needs assessments 40
3. Carry out civic education 35
4. Provide health care and social services linkages 35
TOTAL 120 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment Methods
1 Identify vulnerable 1.0 Demographic information • Observation
groups 1.1 Basic concepts of • Case studies
disability, gender and • Oral
vulnerable groups • Third party report
1.1.1 PWD
1.1.2 PWHIV

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 1.1.3 Elderly
1.1.4 OVCs
1.1.5 Youth
1.2 Identification of GBV
cases
1.2.1 Physical Violence
1.2.2 Psychological or
Emotional Violence
1.2.3 Economic or Financial
Abuse
1.2.4 Harmful Traditional
Practices
1.2.5 Human Trafficking
1.2.6 Digital or Online GBV
1.2.7 Structural or
Institutional GBV
1.2.8 LGBTQ+ Specific
GBV
1.2.9 Femicide
1.2.10 Violence Against
Marginalized Groups
1.3 Determination of
Vulnerability factors
1.3.1 Culture
1.3.2 Poverty
1.3.3 Alcohol and substance
use
1.3.4 Media
1.3.5 Conflicts

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 1.3.6 Religion
1.3.7 Specialty care
populations e.g.
radiation/oncology
clinics, methadone
clinics
1.4 Interventions and
strategies to disability,
gender and vulnerable
groups mainstreaming
and integration
1.5 Stakeholders’
involvement and
identification of health
need of vulnerable
2 Conduct health needs 2.1 Identification of Health needs
assessment 2.2 Prioritization of health needs
2.3 Partners serving vulnerable
populations
2.4 Determination of Community
populations and areas that may
need targeting
2.5 Implementation of Action on
felt needs
2.6 Needs of vulnerable
populations
2.6.1 Basic needs
2.6.2 Food
2.6.3 Shelter/housing

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 2.6.4 Clothing
2.6.5 Health
2.6.6 Water and sanitary
facilities
2.6.7 Education
2.6.8 Access to information
3.Provide health care and 3.1 Creation of Health awareness • Written tests
social services linkages 3.2 Formation of Community
• Observation
linkage structures
3.3 Provision of social protection • Oral questioning
interventions
• Third party report
3.4 Conduction of Dialogue
3.5 Initiation of social assistance
programs
3.6 Address Service access barriers
3.7 Expansion of integrated social
protection systems
3.7.1 Local administration
3.7.2 Learning institutions
3.7.3 Child protection centers
3.7.4 Health facilities

4 Conduct civic 4.1 Identification of Issues of interest • Written tests

education 4.1.1 Early pregnancies
• Observation
4.1.2 Communicable and non-
communicable diseases • Oral questions
4.1.3 Environmental Health
• Third party report
4.1.3.1 Solid waste
management
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 4.1.3.2 Liquid waste
management
4.1.3.3 Air pollution
4.1.3.4 Water and sanitation
4.1.3.5 Vectors, rodents and
vermin control
4.2 Identification of Target audience on
needs assessment outcome
4.3 Design Civic education activity
4.4 Cohort selection.
4.5 Train and induct Civic educators
4.6 Train Civic educators
4.7 Conduction of Pilot test
4.8 Carry out Civic education

Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment

List of Recommended Resources for 25 trainees

• 5 Computers

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 • Training resources
• 2 Projectors
• 5 Flip charts
• 5 Charts with presentations of data
• 4G Internet connectivity
• Relevant videos

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 COMMUNITY HEALTH DIAGNOSIS AND PARTNERSHIP

ISCED UNIT CODE: 0988 554 16MA

TVET CDACC UIT CODE HE/CU/CH/CR/08/5/MA

UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

The unit addresses the Unit of Competency: Carry Out Community Health Diagnosis and
Partnership
Unit Description
The unit will equip trainees with competencies to carry out community health diagnosis and
partnership involves conducting community health needs assessment, advocating for individual
and community health needs, carrying out community action plan, developing inter-sectorial
collaboration and documenting community health information.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Conduct community health needs assessment 10
2. Advocate for individual and community health needs 25
3. Carry out community action plan 30
4. Develop inter-sectoral collaboration 25
5. Document community health information 30
TOTAL 120 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment Methods

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1. Conduct Community 1.0 Definition of terms
• Written tests
Health Needs 1.1 Identifying Community
Assessment • Observation
health needs partners
1.1.1 Administration • Oral
1.1.2 NGOs questioning
1.1.3 FBOs
• Third party
1.1.4 Community
report
1.2 Assigning Roles and responsibilities
1.3 Design of community health needs
assessment methodology and
process
1.3.1 Establish the assessment
team
1.3.2 Identify and secure
resources
1.3.3 Identify and engage
community partners
1.3.4 Collect, analyze, and
present data
1.3.5 Set health priorities
1.3.6 Clarify the issue
1.3.7 Set goals and measure
progress
1.3.8 Choose the strategy
1.3.9 Develop the community
health assessment
document
1.3.10 Manage and sustain the
process

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 1.4 Preparation of preliminary Health
Needs Identification Tools
1.5 Identifying Community
health needs
1.5.1 Obesity
1.5.2 Domestic/gender-based
violence
1.5.3 Heart disease and stroke
1.5.4 Adolescent substance abuse
1.5.5 Unwanted pregnancies
1.5.6 Child immunization
1.5.7 Breast feeding
1.5.8 Child abuse and neglect
1.5.9 Chronic diseases prevalence
1.5.10 Roles and responsibilities
1.6 Identification, interpretation, and
analysis of set of primary and
secondary data

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 1.7 Identification and selection of
community health need pre-
determined criteria
1.8 Prioritization of community health
needs
1.9 Developing Implementation
strategies
2.Advocate for 2.1 Analyzing health needs assessment • Written tests
individual and report • Observation
community health 2.2 Identification of advocacy resources • Oral questions
needs 2.2.1 Human • Third party report
2.2.2 Posters
2.2.3 Displays
2.2.4 Coalition team
2.2.5 Finance
2.2.6 Foundations
2.3 Advocacy strategies

2.3.1 Face to face meetings

2.3.2 Appointments with officials
2.3.3 Advocacy days
2.3.4 Writing campaigns
2.3.5 Petition
2.3.6 Media coverage
2.3.7 Door to door campaigns
2.4 Determination of existing facilities
and resources
2.5 Preparing Health advocacy plan is
prepared based on identified priority
health needs Relevant stakeholders

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 and partners
2.5.1 Health organizations
2.5.2 Social Service
2.5.3 Government organizations
2.5.4 Community-based
organization (CBOs)
2.5.5 Non-governmental
organizations (NGOs)
2.5.6 Faith-based organization
2.5.7 Established support groups
2.6 Carrying out health advocacy plan
2.7 Develop and implement of
improvement strategies
2.7.1 Provide parent education and
support
2.7.2 Establish mentoring programs
2.7.3 Trainings for peers
2.7.4 Parenting classes
2.7.5 Insurance outreach and
enrollment
3.Establish community 3.1 Development of community health
• Written tests
action plan goals, objectives and vision
3.2 Development of community-based • Observation
initiatives
• Oral questions
3.2.1 Forming community health
volunteer • Third party

3.2.2 Trainings on health issues report

3.2.3 Caring for the sick

3.2.4 WASH Program

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 3.2.5 Forming community-based
health champions
3.3 Determination of required resources
3.3.1 Finance
3.3.2 Human
3.3.3 Medicines
3.3.4 Medical equipment
3.3.5 Water
3.3.6 Soap
3.3.7 Brooms
3.3.8 Scrubs
3.3.9 SWOT Analysis
3.4 Definition of roles and
responsibilities
3.5 Determination of timelines
3.6 Development of methods of
monitoring and evaluation
3.7 Review of action plan
4.Develop inter- 4.1 Identification of inter-sectoral
• Written tests
sectoral collaboration collaboration partners
4.2 Development of terms of reference • Observation

and commissioning case studies • Oral questions

4.3 Partnership dialogue
• Third party
4.4 Development of partnership
report
network
4.5 Mobilization of resources
4.6 Development of strategies of

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 tackling health inequities
4.7 Preparation of community health
report
4.8 Incorporation of inter-sectoral
action
5.Document 5.1 Analysis of health data • Written tests
communityhealth 5.2 Developing Systems of information • Observation
information storage and retrieval • Oral questions
5.3 Sharing and maintenance of health • Third party report
information
5.3.1 Electronic Health Record
(EHR) System
5.3.2 Hospital Information System
(HIS)
5.3.3 Laboratory Information
System (LIS)
5.3.4 Picture Archiving and
Communication System
(PACS)
5.3.5 Public Health Information
System
5.3.6 Health Management
Information System (HMIS):
5.4 Undertaking corrective action plan
Suggested Methods of Delivery:
• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions

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 • Demonstration
• Practical
• Computer aided learning
List of Recommended Resources for 25 trainees:

• Research tools and equipment

• 5 Computers
• Stationery
• Standard Operating Procedures (SOPs)
• 2 Projectors
• 5 Flip charts
• Charts with presentations of data
• Internet
• Relevant videos

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 MODULE V UNITS

MANAGE COMMON DISEASES AND AILMENTS

ISCED UNIT CODE: 0988 554 17MA

TVET CDACC UIT CODE: HE/CU/CH/CC/01/6/MA
UNIT DURATION: 80 HOURS

Relationship to Occupational Standards

This unit addresses the unit of competency: Manage common diseases and ailments
Unit Description
This unit contains competencies required to manage common diseases and ailments, it includes
managing common disease and ailments, carrying out case management and conducting health
talks

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Manage common diseases and ailments 20
2. Carry out case management 30
3. Conduct health talks 30
TOTAL 80 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Content Suggested
outcome Assessment
Methods
1.1 Identification of Common diseases and ailments • Written tests
1.Manage 1.1.1 Non-communicable diseases • Oral
common diseases 1.1.1.1 Cancers questioning
and ailments 1.1.1.2 Auto-immune diseases • Assignments
1.1.1.3 Arthritis/Asthma • Supervised
1.1.2 Communicable diseases exercises
1.1.2.1 TB
1.1.2.2 Malaria
1.1.2.3 HIV and AIDs
1.1.2.4 Pneumonia
1.1.2.5 Syphilis
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 1.1.2.6 Gonorrhoea
1.1.2.7 STIs
1.1.2.8 Malaria
1.1.2.9 Cholera
1.1.2.10 Typhoid
1.1.2.11 Measles
1.1.2.12 Polio
1.2 Patients’ assessment for common diseases and ailments
1.3 Provision of Appropriate medication
1.4 Carrying out home visitation and follow up
1.5 Patients’ referrals
1.6 Psychosocial factors on the management of the patients
1.7 Cultural factors affecting management of the patients

• Written tests
2.Carry out case 2.1 Clinical assessment of the patients performed according to • Oral
management standard questioning
requirements • Assignments
• Supervised
2.2 Causes of common diseases determined based on assessment exercises
report
2.3 Methods for management of common diseases developed
according to standard operating procedures
2.4 Appropriate prevention and control measures provided
as per set standard.
2.5 Patients counselling and follow up provided as per laid down
procedures
2.6 Referral are determined as per the patient’s needs.
2.7 Myths and misconceptions demystified

• Written tests
3.Conduct health 3.1 Training needs assessment is conducted as per the health • Oral
talks questioning
assessment outcome
• Assignments
3.2 Target population is identified as per the health needs • Supervised
assessment exercises
3.3 Training materials are prepared as per the standards.
3.4 Health talks are conducted as per health standard requirement.

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 Suggested Delivery Methods

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment
Recommended Resources for 25 trainees

• Monitoring and evaluation tools

o Stationary
o Questionnaires
o Relevant software
o Observation checklist
• Charts with presentations of data
• Previous surveys/Documented data records

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 FIRST AID SERVICES

ISCED UNIT CODE: 0988 554 18MA

TVET CDACC UIT CODE: HE/CU/CH/CC/02/6/MA

UNIT DURATION: 80 HOURS

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Conduct first aid services
UNIT DESCRIPTION
This unit specifies the competencies required to provide first aid. It involves Promoting
community safety and health, assessing community hazards and risk prevention, assessing
causality, performing first aid, monitoring causality, winding up first aid and Providing
Psychological First Aid
Summary of Learning Outcomes
By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Promote community safety and health 5
2. Assess community hazards and risk prevention 10
3. Assessing causality 10
4. perform first aid 30
5. Monitor casualty 5
6. Wind-up first aid 10
7. Provide Psychological First Aid 10
TOTAL 80 hours

Elements and Performance Criteria

Learning Content Suggested Assessment
Outcome Method
1.Promote 1.1 Orientations on OSH • Written tests
community requirements/regulations of tasks. • Observation
safety and health 1.1.2 Building code • Oral questioning
1.1.3 Permit to Operate
1.2 Feedback on health, safety, and
security concerns are provided to
appropriate personnel.
1.3 Workplace procedures for reporting

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 hazards, incidents, injuries and sickness
1.4 OSH requirements/ regulations and
workplace safety and hazard control
procedures are reviewed, and
compliance reporting
1.5 OSH-related trainings
1.5.1 Safety Orientations relevant to
tasks
1.5.2 Safe and Correct Operation of
Tools and Equipment
1.5.3 Health Orientations/trainings
1.5.4 Prevention and Control of OSH
Hazards in the workplace
1.5.5 Chemical Handling
1.5.6 Safety Trainings
1.6 Prevention and Control of Work-related
Injuries and Illness
1.7 Basic First-aid Trainings
1.8 Emergency Response Trainings
1.9 Trainings on use of fire-extinguisher
2.Assess 2.1 Arrangement of work area and items • Written tests
community 2.2 Work standards and procedures • Observation
hazards and risk 2.3 Prevention and control measures. • Oral questioning
prevention 2.3.1 Eliminate the hazard
2.3.2 Isolate the hazard
2.3.3 Substitute the hazard
2.3.4 Administrative controls
2.3.5 Engineering controls
2.3.6 Personal protective equipment
2.4 Standards and procedures for
incidents and emergencies,
2.4.1 Chemical spills
2.4.2 Equipment/vehicle accidents
2.4.3 Explosion
2.4.4 Fire
2.4.5 Gas leak
2.4.6 Injury to personnel
2.4.7 Structural collapse
2.4.8 Toxic and/or flammable
vapours emission
2.5 Hazards and Risks are identification
2.5.1 Hazards
2.5.1.1 Fire hazards
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 2.5.1.2 Chemical exposure
2.5.1.3 Falls and falling objects
2.5.1.4 Electrical hazards
2.5.1.5 Environmental hazards
2.6 Hazards and risk prevention.
3. Assessing 3.1 Scene size up conduction • Written tests
causality 3.1.2 Scene safety • Observation
3.1.3 Personal safety • Oral questioning
3.1.4 Mechanism of injury
3.1.5 Nature of illnesses
3.2 Emergencies identification
3.2.1 Fractures
3.2.2 Snake bite
3.2.3 Choking
3.2.4 Burns and scalds
3.2.5 Trauma
3.2.6 Nose bleeding
3.2.7 Cuts
3.2.8 Drowning
3.2.9 Poisoning
3.2.10 Assisting patients with
medical conditions
3.3 Scene cordoning
3.4 Casualty securing
3.4.1 Preserve life
3.4.2 Prevent further injuries
3.4.3 Promote recovery
3.5 Determination of nature of
incident
3.6 Management of Casualty
condition
3.7 Emergency services Contacting.
3.8 Tools, equipment, materials and
supplies identification
3.8.1 Trolley
3.8.2 Stretcher
3.8.3 Gloves
3.8.4 Spine board
3.8.5 Sheets
3.8.6 Splints
3.8.7 Mask
3.8.8 Goggles
3.8.9 Apron/Gown/coverall/jump

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 suit
3.8.10 Air ways/ adjuncts
3.8.11 Ambu-bag
3.8.12 First Aid kit
4.perform first 4.1 First Aid measures identification ❑ Written tests
aid 4.1.1 Performing cardio- pulmonary ❑ Observation
resuscitation. ❑ Oral questioning
4.1.2 Managing -choking, burns, scalds,
trauma, nose bleeding, cuts,
fractures, drowning, poisoning and
snake bites
4.2 First Aid measures conducting
4.3 Casualty’s condition monitoring
4.4 Casualty condition conveying

5 Monitor 5.1 Casualty condition Monitoring • Written tests

casualty 5.2 Casualty condition is documented as • Observation
per first Aid principle • Oral questioning
5.3 casualty is handed over to the
emergency and medical personnel as
per first Aid principle

6 Wind-up first 6.1 First aid activities documented as per • Written tests
aid first aid principle • Observation
6.2 First aid area cleared as per first aid • Oral questioning
principles.
6.3 Material disposal
6.4 Infection Prevention and control
procedures
6.4.1 Thorough hand wash
6.4.2 Wear glove
6.4.3 Cover cuts and graces
6.4.4 Dispose waste safely
6.5 Reusable materials stored as per
work requirement

7 Provide 7.1 Psychological First Aid skills • Written tests

Psychological demonstrated as per psychological first • Observation
First Aid aid guidelines. • Oral questioning
7.1.1 Calmness
7.1.2 Building trust
7.1.3 Sence of self and
community
7.1.4 Efficasy
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 7.1.5 Connectedness
7.1.6 Reassuaring
7.1.7 Safety
7.2 Psychological first aid Assessment
tools obtained as per PFA Health
guidelines.
7.3 PFA client is identified as per
psychological first aid guidelines.
7.4 Psychological First Aid is provided
as per Psychological first aid
guidelines.
7.5 Linkage for appropriate services is
conducted as per work requirement
7.6 Appropriate Services reported as
per PFA health guidelines.
7.7 Difficult news is delivered as per
PFA health guidelines.
7.8 Debriefing first aid provider is
conducted as per PFA guidelines.

Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment

List of Recommended Resources for 25 trainees:

• Research resources
• Research tools and equipment
• Research manuals
• Computers
• Projectors
• Flip charts
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• Internet and Analysis software
• Relevant video
COMMUNITY HEALTH CARE

ISCED UNIT CODE: 0988 554 19A

TVET CDACC UNIT CODE: HE/CU/CH/CR/01/6/MA

UNIT DURATION: 80 HOURS

Relationship to Occupational Standards
This unit addresses the Unit of Competency: manage community health care
Unit Description
This unit specifies the competencies required to manage community health care. It involves
planning for community health education, conducting community health education,
carrying out community disease surveillance and managing essential drugs and supplies
for CHV kits.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Plan for community health education 10
2. Conduct community health education 25
3. Carry out community disease surveillance 25
4. Manage essential drugs and supplies for CHV kits 20
TOTAL 80 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods

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 1 Plan for community 1.1 Concepts and • Written tests
health education principles ofprimary • Observation
health care • Case study
1.1.1 Definitions • Oral questions
1.1.2 Community entry • Third party report
process • Teach back
1.1.3 Identification of methods
geographical area
1.2 Stakeholders are sensitized
based on legal health
requirements

1.3 Community health

needs assessments
carried out
1.4 Identification and
documentation of
training needs
1.4.1 Home visitation
1.4.2 Exclusive breast
feeding
1.4.3 Immunization
programmers
1.4.4 Communicable and
infectious disease
1.4.5 Non-communicable
diseases
1.4.6 Nutrition assessment
1.4.7 WASH
1.5 Identification of target
population and geographical
area
1.5.1 Children
1.5.2 Elderly
1.5.3 Adolescents
1.5.4 Mothers
1.5.5 Vulnerable groups
1.5.6 Breast feeding
1.5.7 Pregnant
1.6 Identification and
preparation of training
tools and materials
1.6.1 Training manuals
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 1.6.2 Stationery
1.6.3 Name tags
1.6.4 Flip chart and/or
white board
1.6.5 Computer
1.6.6 Projector
1.7 Identification and
training of TOTs
1.8 Participatory methods
and facilitation skills in
community health
1.8.1 Ad hoc
learning
1.8.2 Facilitation
methods and
skills
1.8.3 Managing a
facilitation
1.8.4 Session
2 Conduct community 2.1 Determination and • Written tests
health education sharing ofcommunity • Observation
health education • Oral questions
objectives • Third party report
2.2 Training material are
distributed according to
the training needs
2.3 Conducting community
healthtraining and
education
2.4 Preparation and sharing of
training and education report
3 Carry out 3.1 Determination of • Written tests
community disease areas ofinterest in • Observation
Surveillance health sector
3.1.1 Nutrition
3.1.2 Dietary
assessment
3.1.3 Surveillance
3.1.4 Anthropometri
c assessment
3.1.5 WASH • Oral questions

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 4 Communicable and non- • Third party report
communicable disease
4.1 Determination of
surveillancesystems
objectives
4.2 Design and
implementation of
surveillance systems
4.3 Disease surveillance
resources
4.4 Health information
providers
4.5 Collection and analysis of
healthdata
4.6 Preparation and
dissemination ofdisease
surveillance report
4.7 Determination of health status
and behavior
4.8 Need of interventions is
determined according to
disease surveillance report
4. Manage essential 4.1 CHV Kits • Written tests
drugs and supplies 4.1.1 Essential drugs • Observation
for CHV kits 4.1.2 Forecasting
4.2 Determination and
• Oral questions
approximation of drugsand
supplies for CHVs • Third party report
4.3 Preparation and maintenance of
database of essential drugs and
supplies
4.4 Identification and provision of
essential drugs and supplies
4.5 Utilization of essential drugs and

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 Supplies
4.5.1 Type of drugs
4.5.2 When, where and howto
use drugs
4.6 Maintenance of stock of essential
drugs and supplies
4.6.1 Storage and safe disposal
of essential
drugs

Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment

List of Recommended Resources for 25 trainees:

• 13 Computers
• Standard manuals/SOPs

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 HEALTH SYSTEM MANAGEMENT

ISCED UNIT CODE: 0988 554 20MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/02/6/MA
UNIT DURATION: 80 HOURS
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Apply Health Systems Management
Unit Description
This unit standard specifies the competencies required to apply health systems management. It
involves applying the concept and principles of leadership and management in healthcare services,
demonstrate the roles and functions of leadership and management in healthcare services,
demonstrate understanding of the six health systems building blocks, demonstrate understanding
of the six health systems building blocks and demonstrate effective public relations skills

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Apply the concepts and principles of leadership and 10
management in healthcare services.
2. Demonstrate the roles and functions of leadership and 10
management in health care services.
3. Demonstrate understanding on the and Organization of 20
health care services
4. Demonstrate understanding of the six health systems 20
building blocks.
5. Demonstrate effective public relations skills 20
TOTAL 80 hours

Learning Outcomes, Content and Suggested Methods of Assessment

Learning Outcome Content Suggested Methods of
Assessment
1. Apply the concepts 1.1.Definition of terms • Written Assessments
and principles of 1.2.Theories of • Observation
leadership and management • Case study
management in 1.3.Functions of health • Third party report
healthcare services system
1.4.Human resource
management
1.5.Functions of
management
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 1.5.1 Organizing
1.5.2 Controlling
1.5.3 Planning
1.5.4 Leading
1.5.5 Decision
making
1.5.6 Motivation
1.5.7 Decision
making
1.5.8 Delegation
2. Demonstrate effective 2.1.Public relations • Written Assessments
public relations skills definitions • Observation
2.2.public relations • Case study
principles • Third party report
2.3.public relations
strategies
2.4.public relations
effectiveness and
efficiency
2.5.Customer Care;
Customer care
definition, concepts,
building client
confidence,
relationship;
2.6.Factors in customer
satisfaction,
2.7.Measures of customer
care,
2.8.Types of customers,
Customer
characteristics
3. Demonstrate 3.1.Historical background • Written Assessments
understanding of of health care system • Observation
Structure and 3.2.components of a • Third party report
Organization of health system • Written Assessments
Health Services 3.3.organization of the
health care system,
3.4.organizational charts
and structures;
purposes of
organizational
structures, principles
of organizational

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 chart development,
common types of
organizational charts,
health sector reforms
3.5.Kenya health care
delivery system, UHC
3.6.levels of health care
services and functions
of each
1.7 service delivery
charters, relevant
regulations in health
service, Constitution
of Kenya, (relevant
sections), vision
2030, and related
Sustainable
Development Goals
4. Demonstrate 4.1.Definition of terms • Written Assessments
understanding of 4.2.Public finance • Observation
financial resource 4.3.Budgeting; purpose, • Third party report
management types, steps, • Written Assessments
constraints,
advantages and
disadvantages
4.4.Health economics;
economic indices,
healthcare financing
5. Demonstrate 5.1.Definition, • Written Assessments
understanding of personalities, • Observation
group and group 5.2.purpose of group • Third party report
dynamics development, • Written Assessments
5.3.stages of group
development by
Bruce Tuckman,
typical behaviors and
leader’s implications
in each group,
5.4.group dynamics;
types of groups,
typical behaviors of
members in a group,
group properties
(cohesiveness,
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 5.5.roles, norms, status
and size), Group
decision techniques
(didactic interaction,
5.6.brainstorming,
nominal group
techniques, Delphi
group techniques,
devil’s advocacy,
electronic meetings,
fish bowling and
interacting group
6. Deliver healthcare 6.1.Definition of terms • Written Assessments
service 6.2. Actors in healthcare • Observation
delivery • Third party report
6.3.Challenges facing • Written Assessments
healthcare delivery
6.4.Types of healthcare
services
6.4.1 Promotive
6.4.2 Preventive
6.4.3 Curative
6.4.4 Rehabilitative
6.5.Components of a
health care system
6.6.Basic and
comprehensive
package of Health
including maternal,
child, and
reproductive health
services, quality and
frequency of the
services
7. Plan healthcare policy 7.1.policy development • Written Assessments
and analysis; • Observation
7.2.Strategic planning in • Third party report
healthcare;
7.3.Health sector reform
and its impact on
health systems;
7.4.Regulatory
frameworks and
compliance Patient

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 safety and risk
management

Suggested Methods of Instruction:

• Direct instruction
• Project
• Case studies
• Group discussions
• Field trips /site visits
• Demonstration by trainer
• Practice by the trainees
• Industrial attachment
• Viewing of related videos

Recommended Resources for 25 Trainees

• 2 Projectors
• Flip charts
• 25 of each PPEs
• Training manuals
• Charts with presentations of data
• Internet
• Relevant videos
• 2 Printers
• Drug supplies and materials for CHVs
• Mother and child booklet
• Community health information system tools

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 BASIC STATISTICS IN COMMUNITY HEALTH

ISCED UNIT CODE: 0988 554 21MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/03/6/MA
UNIT DURATION: 60 HOURS
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Apply Health Statistics

Unit Description
This unit standard specifies the competencies required to apply Health Statistics. to equip the
learner with the knowledge, skills, and attitudes to effectively This unit is designed to equip the
learners with the knowledge, skills and attitude necessary to enable them collect, compute,
analyze, interpret and disseminate data for efficient and effective healthcare service delivery

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Apply the concept of health statistics 10
2. Apply vital statistics 5
3. Compute measures of central tendency and dispersion 10
4. Apply Health care administrative statistics in diverse 10
settings
4. Process, analyze, interpret, present and disseminate health 15
care data
5. Apply inferential statistics to make conclusion in health 10
care delivery
TOTAL 60 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Methods of
Assessment
1. 1. 1. 1. Apply the concept of 1.1 Introduction to health statistics; • Written Assessments
health statistics
1.1.1 Descriptive • Observation
1.1.2 Predictive • Case study
1.1.3 Inferential • Third party report
1.1.4 Correlational
1.2 Sources of health data, types of
data and scales of measurements:

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 2. Apply vital 2.1 Identification of Vital statistics • Written Assessments
statistics
2.1.1 Birth • Observation
2.1.2 Death • Case study
2.1.3 Marriages • Third party report
2.1.4 Divorce
2.1.5 Migration
2.2 Identification of Vital statistics
sources
2.3 Analyzing and interpretation of Vital
statistics
3. Process, analyze, 3.1 Conduction of Data analysis • Written Assessments
interpret, present and 3.2 Data presentation • Observation
disseminate of health 3.2.1 Graphical • Case study
care data 3.2.2 Tabular • Third party report
3.2.3 Textual
4. Apply Health care 4.1 Identification of Computation of • Written Assessments
administrative hospital administrative statistics • Observation
statistics in diverse 4.1.1 Occupied Bed days • Case study
settings 4.1.2 Inpatient days • Third party report
2. 4.1.3 Turnover interval
4.1.4 Bed turnover
4.1.5 Length of stay
4.1.6 Percentage occupancy
3. Demonstrate understanding 5.1 Calculation of Probability • Written Assessments
of probability and normal 5.2 Determination of Population mean and • Observation
distribution proportions • Case study
• Third party report

Suggested Methods of Instruction:

• Direct instruction
• Project
• Case studies
• Group discussions
• Field trips /site visits
• Demonstration by trainer
• Practice by the trainees
• Industrial attachment
• Viewing of related videos

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Recommended Resources for 25 Trainees
• 2 Projectors
• Flip charts
• 25 of each PPEs
• Training manuals
• Charts with presentations of data
• Internet
• Relevant videos
• 2 Printers
• Drug supplies and materials for CHVs
• Mother and child booklet
• Community health information system tools

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 MODULE VI

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 COMMUNITY HEALTH RESEARCH

ISCAD UNIT CODE: 0988 554 22MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/04/6/MA

UNIT DURATION: 120 HOURS

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Conduct Community Health Research

Unit description:
This unit contains competencies required to demonstrate knowledge on community health
research. It involves preparing for community health research, carrying out community health
research, analyzing the community health research findings, documenting the community health
research process and findings, disseminating the community health research and developing
research proposal.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Prepare for community health research 10
2. Carry out community health research 10
3. Analyze the community health research findings 28
4. Document the community health research process and findings 28
4. Disseminate the community health research 24
5. Develop research proposal 20
TOTAL 120 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment Methods

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1 Prepare for 1.1 Identifying ethics in research
• Written tests
community health 1.2 Identification of health research
research problem • Observation
1.3 Determination and design of
research questions • Oral questioning
1.4 Development of research
objectives
1.5 Development of research
conceptual framework
1.5.1 Analytical tool A diagram that
shows causes and effects of a
problem
1.5.2 A diagram that shows causes
and effects of a problem
1.5.3 Diagram that shows
connection of variables
1.6 Development of research
theoretical framework
1.6.1 Structure that can hold
or support a theory of a
research study.
1.6.2 Introduces and describes
the theory
1.6.3 Identification of theories
that relate to a research
problem
1.6.4 Context for explaining a
problem

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4. Carry out community health 2.1 Determination of target
• Written tests
research population • Observation
2.1.1 Elderly • Oral questions
2.1.2 Women of reproductive
stage
2.1.3 Children
2.1.4 Adolescents
2.1.5 Scholars
2.1.6 Community health workers
2.1.7 Vulnerable groups
2.2 Determination of sampling
techniques
2.2.1 Probability
2.2.2 Non-probability
2.3 Determination of sample
population
2.4 Identification and formulation of
research instruments
2,5 Undertaking data collection
5. Analyse the community 3.1 Determination of validity and
• Written tests
healthresearch data reliability of research findings
3.2 Determination of data analysis • Observation
techniques • Oral questioning
3.3 Discussion of research findings

6. Document the community 4.1 Documentation of research • Written tests

healthresearch findings finding • Observation
4.2 Recommendations of research • Oral questioning
Study
4.3 Compilation of research report

7. Disseminate the community 5.1 Determination of stakeholders in • Written tests

healthfindings community health research • Observation
5.2 Determination of appropriate • Oral questioning
methods for dissemination
5.2.1 Organizational
procedures
5.2.2 Principles of

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 dissemination
5.2.3 Ethical considerations
in dissemination
6.0 Develop a written 6.1 Research proposal structure: • Written tests
research proposal. 6.1.1 cover page • Observation
6.1.2 Abstract • Oral questioning
6.1.3 Table of contents
6.1.4 Introduction
6.1.5 Background information
6.1.6 Statement of the problem
6.1.7 Justification
6.1.8 Objective: Broad and
specific
6.1.9 Research questions
6.1.10 Hypothesis (where
applicable)
6.1.11 Theoretical Framework
6.1.12 Literature review
6.1.13 Research design and
methodology
6.1.14 Ethical consideration
6.1.15 References’
6.1.16 Work plan
6.1.17 Budget
6.1.18 Appendices

Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment

List of Recommended Resources for 25 trainees:

▪ Research resources
• Research tools and equipment
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 • Research manuals
▪ 13 Computers
▪ 2 Projectors
▪ Flip charts
▪ Internet
▪ Relevant videos
▪ Analysis software

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 COMMUNITY HEALTH PROGRAMMES MONITORING AND EVALUATION

ISCAD UNIT CODE: 0988 554 23MA

TVET CDACC UNIT CODE: HE/CU/CH/CC/03/6/MA
UNIT DURATION: 80 HOURS

Relationship to Occupational Standards

This unit addresses the unit of competency: Monitor Community Health Program

Unit Description
This unit specifies the competencies required to monitor and evaluate community health program.
It includes preparing for and carrying out project monitoring and evaluation activities. It also
entails documenting project monitoring and evaluation findings

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Prepare for project monitoring and evaluation 20
2. Carry out project monitoring and evaluation 30
3. Document project monitoring and evaluation findings 30
TOTAL 80 hours

Learning Outcomes, Content and Suggested Methods of Assessment

Learning Outcome Content Suggested Assessment
Methods
1. Prepare for project 1.0 Definition of terms • Written tests
monitoring and 1.1 Developing monitoring • Oral questioning
evaluation andevaluation plan • Assignments
1.2 Preparing of schedules • Practical
1.3 Undertaking • Supervised
familiarizing with exercises
project activities
1.4 Determining of
expected outcomes
1.5 Determining of
monitoring and evaluation
tools
1.5.1 Stationary
1.5.2 Computer

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 1.5.3 Questionnaires
1.5.4 Relevant software
1.5.5 Tablets/phones
1.5.6 Observation
checklist
1.6 Determining of M&E
methods
1.6.1 Theory based
Evaluation
1.6.2 Participatory
Methods
1.6.3 Impact evaluation
1.7 Formal Surveys
Performance Indicators
2. Carry out 2.0 Definition of terms • Written tests
project 2.1 Allocating of M&E resources • Oral
monitoring 2.1.1 Finance questioning
and evaluation 2.1.2 Human • Assignments
2.1.3 Physical • Supervised
2.1.4 Technological exercises
2.2 Assembling and distributing
of monitoring and evaluation
tools
2.3 Collecting project data
Analyzing of collected data
3. Document 3.1 Comparing expected • Assignments
project projectoutcomes with • Oral questioning
monitoring findings • Supervised
and evaluation 3.1.1 Short Term exercises
findings 3.1.2 Intermediate • Written tests
3.1.3 Long Term
3.2 Preparing of project
monitoringand evaluation
report
3.3 Sharing M&Ereport findings
Suggested Delivery Methods

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration

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• Practical
• Computer aided learning
• Industrial attachment

Recommended Resources for 25 Trainees

• 13 Computers
• 2 Projectors
• Flip charts
• Internet
• Relevant videos
• Analysis software
• Lecture/theory room

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 ENVIRONMENTAL HEALTH

ISCED UNIT CODE: 0988 554 24MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/05/6/MA

UNIT DURATION: 80 HOURS

Relationship to Occupational Standards

This unit addresses the unit of competency: Manage Environmental Health

Unit Description

This unit specifies the competencies required to apply Environmental Health in

community health. It involves management of water, sanitation and hygiene
practices, management of waste, complying with workplace sustainable waste
use, environmental pollution control and demonstrating food safety and hygiene
practices.

Summary of Learning Outcomes

Learning Outcomes Duration in hours
1. Manage water, sanitation and hygiene practices 15
2. Manage waste 20
3. Demonstrate sustainable waste use 15
4. Control environmental pollution 15
5. Demonstrate food safety and hygiene practices 15
TOTAL 80 hours

Learning Outcomes, Content and Suggested Assessment Methods

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 Learning Content Suggested
Outcome Assessment
Methods

1.1 Definition of terms • Written tests

1. Manage 1.2 Water sources • Oral
Water, 1.2.1 Rain water
Sanitation • Practical
1.2.2 Surface water
and tests
1.2.3 Underground water
Hygiene 1.2.4 Sea water • Project
Practices 1.3 Characteristics of potable water
1.4 Free from disease causing-
organism
1.5 Should be free from harmful
chemical substances
1.6 Should be pleasant to taste/ tasteless
1.7 Should be usable for domestic
purposes
1.8 Colorless and odorless Examination
of microbes andparasites
1.9 Diseases associated to water
1.9.1 Water borne diseases
1.9.2 Water washed diseases
1.9.3 Water based diseases
1.9.4 Water related vector diseases
1.9.5 Water safety measures
1.10 Small scale water treatment
practices
1.10.1 Chlorination
1.10.2 Boiling
1.10.3 Solar disinfection (SO-DIS)
1.10.4 Filtration
1.10.5 Large scale water treatment
process
1.10.6 Water harvesting from the
source
1.10.6.1 Aeration
1.10.7 Coagulation and flocculation
1.10.8 Sedimentation
1.10.9 Filtration
1.10.10Chlorination
1.10.11Storage
1.11 Water quality control
1.12 Sanitation methods
1.13 Non-water carriage system –

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 Latrine
1.14 Water carriage systems – Toilets
1.15 Community led total sanitation
phases
1.15.1 Pre-triggering phase
1.15.2 Triggering phase
1.15.3 Post triggering phase
1.16 Hygiene practices
1.16.1 Handwashing
1.16.2 Home and food safety
2 Manage 2.1 Definition of terms • Written tests
waste 2.2 Types of waste • Oral
2.2.1 Solid waste
• Practical
2.2.2 Liquid waste
2.2.3 Gaseous waste • Project
2.3 Waste categorization
2.3.1 Source of waste
2.3.2 Type of waste
2.3.3 Composition of waste
2.4 Methods of managing solid waste
2.4.1 Recycling
2.4.2 Compositing
2.4.3 Incineration
2.4.4 Landfilling
2.4.5 Open dumping
2.4.6 Burying
2.4.7 Burning
2.5 Solid waste segregation
2.5.1 Black bin- General waste
2.5.2 Blue bin- Recyclable waste
2.5.3 Green bin- Organic waste
2.6 Liquid waste management
2.6.1 Septic tanks
2.6.2 Soak pits
2.6.3 Sewage treatment
2.6.3.1 Preliminary stage
2.6.3.2 Primary treatment
2.6.3.3 Secondary treatment
2.6.3.4 Tertiary treatment
2.7 Diseases transmitted by liquid waste
2.7.1 Typhoid fever
2.7.2 Cholera
2.7.3 Intestinal worms
2.7.4 Poliomyelitis
2.7.5 Infective hepatitis A
2.7.6 Bacillary and amoebic

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 dysentery
2.8 Actors of waste management
2.8.1 Health department
2.8.2 Municipal
2.8.3 Community
2.8.4 Community health committee

3 Demonstrate 3.1 Methods for minimizing wastage are ❑ Written tests

sustainable complied with. ❑ Oral
waste use 3.2 3 Rs principles of waste management ❑ Practical tests
3.2.1 Reduce ❑ Project
3.2.2 Reuse
3.2.3 Recycle
3.3 Methods for economizing or reducing
resource consumption are practiced.
4. Control 3.1 Types of pollution • Written tests
environmental 3.1.1 Air pollution • Oral
pollution 3.1.2 Noise pollution
• Practical tests
3.1.3 Water pollution
3.1.4 soil pollution • Project
3.2 Health effects of pollution
3.2.1 Increased risk of cancer
3.2.2 Increased risk of
cardiovascular diseases
3.2.3 Increased risk of respiratory
diseases
3.3 Environmental pollution control
3.3.1 Methods for minimizing or
stopping spread and ingestion
of airborne particles
3.3.2 Methods for minimizing or
stopping spread and ingestion
of gases and fumes
3.3.3 Methods for minimizing or
stopping spread and ingestion
of liquid wastes
3.4 Methods for minimizing pollution

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 5 Demonstrate 5.1 Types of food contamination • Written tests
food safety 5.1.1 Physical contamination • Oral
and 5.1.2 Chemical contamination • Practical tests
hygiene 5.1.3 Biological contamination • Project
practices 5.2 Causes of food contamination
5.2.1 Cross contamination
5.2.2 Poor personal hygiene
5.2.3 Improper clean and
sanitation
5.2.4 Time and temperature abuse
5.3 Principles of food safety
management
5.3.1 Clean
5.3.2 Cross-contamination
5.3.3 Cook
5.3.4 Chill
5.4 Prevention of food contamination
5.4.1 Prevent cross contamination
5.4.2 Proper personal hygiene
5.4.3 Storing of cook food
5.4.4 Storing food
5.4.5 Pest control

Suggested Delivery Methods

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment
• Projectors

Recommended Resources for 25 Trainees

• 5 Computers
• 2 Projectors
• Flip charts
• Internet
• Relevant videos
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 • Analysis software
• Lecture/theory room

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 FUNDAMENTALS OF PRIMARY HEALTH CARE

ISCEDE UNIT CODE: 0988 554 24MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/06/6/MA
UNIT DURATION: 60 HOURS

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Apply fundamental of primary health care

Unit Description

This unit specifies the competencies required to apply fundamentals of primary health care. It
involves understanding the historical background and concept of PHC, demonstrating the
principles of PHC and applying implementation strategies of PHC.

Summary of Learning Outcomes

By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Understand the historical background and concept of 20
PHC
2. Demonstrate the principles, pillars and elements of PHC 20
3. Apply implementation strategies of PHC, achievements, 20
challenges and mitigation measures for effective PHC.
TOTAL 60 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Understand the 1.1 Definition of terms • Observation
historical background 1.1.1 PHC • Oral questioning
and concepts of PHC 1.1.2 Intersectoral • Portfolio of
collaboration evidence
1.1.3 Primary care • Interviews
1.1.4 Primary health care • Third party report
network • Written tests
1.1.5 UHC
1.2 Historical background of
PHC

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 1.3 The Alma Ata Declaration
of 1978
1.3.1 Concept of PHC
1.3.2 Accessibility
1.3.3 Acceptability
1.3.4 Affordability
1.3.5 Availability
1.3.6 Appropriate technology
1.4 Relevance of PHC to
community health
1.4.1 Improve health
outcome
1.4.2 Reduce health
inequalities
1.4.3 Cost effective
1.4.4 Community
empowerment
1.4.5 Crisis resilience
1.5 Levels of implementation
of PHC
2 Demonstrate the 2.1 Principles of PHC • Observation
principles, pillars and 2.1.1 Equity • Oral questioning
elements of primary 2.1.2 Inter-sectoral or • Portfolio of
health care multi sectoral evidence
approach • Interviews
2.1.3 Community • Third party report
participation • Written tests
2.1.4 Appropriate
technology
2.1.5 Health promotion
and disease
prevention
2.2 Decentralization
2.2.1 Pillars of PHC
2.2.2 Community
participation
2.2.3 Intersectoral
collaboration
2.2.4 Appropriate
technology
2.2.5 Support
mechanism made
available for
sustainability
2.3 Elements of PHC
2.3.1 Health education

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 2.3.2 Control of
endemic diseases
2.3.3 Expanded program
of immunization
2.3.4 Maternal, child
health care and
family planning
2.3.5 Essential drugs
supply
2.3.6 Nutrition and
adequate food
supply
2.3.7 Treatment and
prevention of
minor ailments
and injuries
2.3.8 Safe water supply
and good
sanitation
2.4 Additional PHC elements
in Kenya
2.4.1 Dental care
2.4.2 Mental health
2.4.3 Eye care
2.4.4 Community Based
rehabilitation
2.4.5 STI and HIV
/AIDs prevention
and control
2.4.6 Malaria control
3 Apply implementation 3.1 PHC implementation • Observation
strategies of PHC, Strategies • Oral questioning
achievements, 3.1.1 Community • Portfolio of
challenges and participation evidence
mitigation measures 3.1.2 Intersectoral • Interviews
for effective PHC collaboration • Third party report
3.1.3 Use of appropriate • Written tests
technology
3.1.4 Re-orientation of
health services to
accommodate PHC
approach
3.1.5 Greater emphasis on
disease prevention
and health
promotion

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 3.1.6 Mobilization of
political and
administrative
support for PHC
3.1.7 Decentralization of
health services
3.2 Financing for PHC
networks
3.2.1 Government
financing
3.2.2 Resource
mobilization
3.2.3 Pooling
3.2.4 Purchasing
3.2.5 Private sector
engagement
3.3 Achievements of PHC
3.3.1 Improved access
3.3.2 Better health
outcome
3.3.3 Elimination of
social cultural
barriers
3.3.4 Early intervention
3.3.5 Stronger health
systems
3.3.6 Reduced cost of
health care
3.3.7 Improved maternal
and infant health
3.4 Challenges of PHC
3.4.1 Poor planning
staffing and
shortage of health
personnel
3.4.2 Lack of community
participation
3.4.3 Poverty level
3.4.4 Lack of adequate
funding
3.4.5 Social cultural
barriers
3.4.6 Concentrated focus
on curative health
services rather than
preventive and

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 Promotive health
care services
3.4.7 Inadequate
technology and
equipment

3.5 Mitigation measures for

effective PHC

Suggested Delivery Methods

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
Recommended Resources for 25 Trainees
• 13 Computers
• 2 Projectors
• Flip charts
• Internet
• Relevant videos
• Analysis software
• Lecture/theory room

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 GERIATRIC CARE

ISCED UNIT CODE: 0988 554 26MA

TVET CDACC UNIT CODE: HE/CU/CH/CR/07/6/MA
UNIT DURATION: 80 HOURS
Relationship to Occupational Standards
This unit addresses the unit of competency: Coordinate Geriatric care

Unit Description
The course provides knowledge in the field of geriatrics and identifies problems of elderly
individuals care. The course covers definition and classification of age, assessment of elderly
individual and physiological changes in old age, nutrition, pain and dementia / Alzheimer in old
age, occurring accidents and ways of protection, psychosocial problems, quality of life and home
care, elder abuse, geriatric care issues, determining the effect of Polypharmacy and assessing the
Geriatrics Syndromes.

Learning Outcome
By the end of the unit the trainee should be able to:
Learning Outcomes Duration in hours
1. Determine Healthy ageing, well-being of older persons 15
2. Carry out Screening and managing declines in intrinsic 15
capacity
3. Assess Physical inactivity in elderly population 10
4. Provide Mental Health (MH) services for older persons 10
5. Assess Common Geriatric Syndromes 10
6. Assess Polypharmacy in geriatric population 10
7 Protect Older Persons in Emergencies and Disasters 10
TOTAL 80 hours

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Determine Healthy 1.2 Determination of Specific pillars of • Observation
ageing, well-being of healthy living • Oral questioning
older persons 1.3 Identify specific stages of human • Portfolio of
evidence
development
• Interviews
1.4 Identify specific components of well- • Case studies
being of older person • Third party report
• Written tests

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 1.5 Determination of Pillars of healthy
living
1.6 Determination Challenges facing
elderly population
2. Carryout Screening 2.1 Carry out Screening needs • Interviews
and managing assessment is carried out • Case studies
declines in intrinsic 2.2 Identification of Geriatric screening • Third party report
Written tests
capacity tools
2.3 Determination of Criteria for
screening
3. Assess Physical 3.1 Identification of the myth and • Observation
inactivity in elderly misconception on physical inactivity • Oral questioning
population among the older population • Portfolio of
evidence
3.2 Use appropriate tool to assess
• Interviews
physical inactivity among the elderly • Case studies
population • Third party report
3.3 Identify the effects of sedentary life Written tests
style among the elderly population
4 Provide Mental 4.1 Determination of Available mental • Observation
Health (MH) health services for older population • Oral questioning
services for older 4.2 Material and resources for mental • Portfolio of
persons evidence
health care service are assembled
• Interviews
4.3 Integration of Mental support • Case studies
systems • Third party report
4.4 Establish criteria for mental health Written tests
service provision
4.5 Provision of Referral for older
patient with mental health and
psychosocial support
5 Assess Common 5.1 Assemble Material and resources for • Observation
Geriatric assessing common Geriatric • Oral questioning
Syndromes Syndromes • Portfolio of
evidence
5.2 Determination of Effects of geriatric
• Interviews
syndrome • Case studies
5.3 Determination of Methods for • Third party report
assessing geriatric syndrome Written tests
6.1 Evaluate factors contributing to • Observation
6. Assess polypharmacy for older population • Oral questioning
Polypharmacy in • Portfolio of
geriatric evidence
population • Interviews
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 6.2 Determination of Effect of • Case studies
polypharmacy among older • Third party report
population Written tests
• Observation
6.3 Determination of Adherence and
• Oral questioning
compliance management of
polypharmacy among older
persons
7. Assess 1.5 Evaluate factors contributing to • Observation
Polypharmacy in polypharmacy for older population • Oral questioning
geriatric as per SOPs. • Portfolio of
population evidence
1.6 Determination of Effect of
• Interviews
polypharmacy among older • Case studies
population • Third party report
1.7 Determination of Adherence and • Written tests
compliance management of
polypharmacy among older persons
7 Protect Older 7.1 Define disasters and emergencies • Observation
Persons in 7.2 Causes of disasters and • Oral questioning
Emergencies and emergencies • Portfolio of
Disasters 7.3 Describe the types of disasters and evidence
emergencies • Interviews
7.4 Older persons’ vulnerability in • Case studies
relation to disasters and • Third party report
emergencies • Written tests
7.5 Preparedness and response to
disasters and emergencies

Suggested Methods of Delivery:

• Direct instruction
• Project
• Case studies
• Field trips/site visits
• Group discussions
• Demonstration
• Practical
• Computer aided learning
• Industrial attachment
Recommended Resources for 25 Trainees
• Fully equipped Community Health Worker Tool Kit
• Digital Health Tools for Community Health Worker Programs

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• MoH tools for Community based health care
• Stationaries

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