Domestic Electrician

THE REPUBLIC OF UGANDA
Ministry of Education and Sports
Directorate of Industrial Training
Assessment and Training

Package
For a
DOMESTIC ELECTRICIAN
Qualification Level: 1
Occupational Cluster: Technology and Design
September 2020
Developed by: Funded by:
Qualifications Standards Department Government of Uganda
Assessment and Training Package
For a
DOMESTIC ELECTRICIAN
Qualification Level: 1
Occupational Cluster: Technology and Design
Plot 97/99 Jinja Road/ Corner 3rd Street,
P.O Box 20050, Lugogo, Kampala, Uganda
Tel: +256 414 253 704; +256 312 279 344
E-mail: [email protected]
Web: www.dituganda.org
© Directorate of Industrial Training

2021
ISBN: 978-9913-626-71-2
ISO: 9001:2015 Certificate No.: UG92580A
All rights reserved. No reproduction or copy transmission of this publication may

be made without written permission or in accordance with the provisions of the
Copyright, Designs and Patents Act or under the terms of licence permitting
limited copying issued by the licencing agency in Uganda. Any person who does
any unauthorised act in relation to this publication may be liable to criminal
prosecution and civil claims for damages.
UVQF: Assessment and Training Package (ATP) for a DOMESTIC ELECTRICIAN
QUALIFICATION LEVEL: 1 September 2020
Under BTVET Act, 2008, the functions of the Directorate of Industrial Training are:
(a) To identify the needs of the labour market for occupational competencies that fall
under the UVQF.
(b) To regulate apprenticeship schemes.
(c) To foster and promote entrepreneurial values and skills, as an integral part of the
UVQF.
(d) To secure adequate and sustainable financing for the efficient operations of the
Directorate.
(e) To accredit training institutions or companies as assessment centres.
(f) To determine fees payable under the Act.
(g) To develop, apply, expand and improve the purposeful application of Uganda
vocational qualifications defined in the UVQF.
(h) To assess and award Uganda Vocational Qualifications.
(i) To promote on-the-job training in industry for apprenticeship, traineeship and
indenture training and for other training such as further skills training and
upgrading.
(j) To prescribe the procedure for the making of training schemes.
Further to the above provisions, there is an established Uganda Vocational

Qualifications Framework (UVQF), under part V of the BTVET Act, 2008. It is stated
that:
The purpose of the UVQF is to;

(a) Define occupational standards in the world of work.
(b) Define assessment standards.
(c) Award vocational qualifications of learners who meet the set standards of
different studies.
(d) Provide guidelines for modular training.
The UVQF shall follow principles of Competence Based Education and Training
(CBET) which include:
(a) Flexible training or learning modules.
(b) Positive assessment and certification.
(c) Assessment of prior learning.
(d) Recognition of formal and non-formal training.
(e) Self-paced or individual learning.
(f) Work place learning.
i
For award and recognition of certificates, the BTVET Act, 2008 provides that:
(1) The Directorate and other examination boards established under the Act shall
award certificates and diplomas for Business, Technical or Vocational Education
and Training under the UVQF.
(2) The Certificates and Diplomas to be awarded shall be in the form prescribed by
the Minister on the recommendation of the Industrial Training Council.
(3) The Certificates and Diplomas awarded under the Act shall be recognised in the
Uganda education system and by the labour market.
Under the TVET Implementation Standards 2020, the proposed new mandate of the
Directorate of Industrial Training shall be restricted to promoting the highest standards in
the quality and efficiency of industrial training in the country and ensuring an adequate
supply of properly trained manpower at all levels in the industry and the world of work.
The functions shall include:

(a) Regulating Industrial Training and Trainers.
(b) Developing Industrial Training Curricula.
(c) Harmonising Curricula and Certificates of competence.
(d) Assessing Industrial Training.
(e) Development of Occupational Standards and Assessment and Training
Packages (ATPs) for Trade Testing for the industry and world of work.
(f) Awarding certificates in that respect.
At operational level in the Directorate, the Qualification Standards Department performs

development tasks related to concepts, procedures and instruments for establishment of
the UVQF in close collaboration with both public and private stakeholders in vocational
training.
In particular, the Department organises and coordinates the development of

Assessment and Training Packages for use in competence-based vocational training as
well as standards-based assessment and certification.
The Directorate has therefore produced this Assessment and Training Package for use
in implementing Competence-Based Education and Training mechanisms.
ii
TABLE OF CONTENTS
Word from Permanent Secretary .................................................................................iv

Executive Summary......................................................................................................vi
Acknowledgement ......................................................................................................viii
Abbreviations and Acronyms ......................................................................................ix
Key definitions .............................................................................................................. x
1.0 ATP-PART I .......................................................................................................... 1
Occupational Profile for a Domestic Electrician ................................................. 1
2.0 ATP-PART II .......................................................................................................... 8
Training Modules for a Domestic Electrician ...................................................... 8
3.0 ATP-PART III ........................................................................................................24
Assessment Instruments for a Domestic Electrician ........................................24
Written Test Items (Samples) ..............................................................................26
Performance Test Items (Samples) .....................................................................33
4.0 ATP- PART IV .......................................................................................................36
Information on Review Process ..........................................................................36
iii
Word from Permanent Secretary
The Kajubi Report (1989) and the Uganda Government White Paper on Education
Review (1992) emphasised that the Uganda Secondary School Education should be
vocationalised.
The World Bank Report on education in Uganda 2007 observed that although Uganda
was experiencing steady economic growth on one hand, the secondary education
curriculum was inadequately addressing the social and economic needs of the country
on the other. The Report further noted that it is not the very top academic cadres that
contribute most to the growth of the GDP but rather the competent middle level
technicians that are flexible and technologically literate that the economy needs in the
labour market at all levels.
Correspondingly, the NDP III 2020/21- 2024/5 highlights (i) low labour productivity (ii)
high youth unemployment (38%) (iii) low transition rates from training to employment
(35%) as some of the key challenges to Human Capital Development in Uganda.
In order to overcome these challenges, NDP III 2020/21- 2024/5, under objective 2
peaks the need to train the learners for the urgently needed skills and mainstream a
dual education and training system. This paved way for the development of the lower
secondary school vocational curriculum which supports both academic and vocational
training.
The afore is in line with the Uganda Vision 2040. Under section 261, it emphasises that
learners will be accorded opportunities to excel in the skills areas they are placed into.
These will range from sports and cut to technical and vocational training. Hitherto,
section 262 clearly states that the entire education system will be changed to emphasise
practical skills, attitude and moral values.
Government of Uganda through the Ministry of Education and Sports rolled out the New
Lower Secondary Curriculum in secondary schools countrywide during the first term of
the academic year 2020. The overall goal of this curriculum is to produce graduates with
employable skills and who are competitive in the labour market. It should be
emphasised that vocational training will produce graduates who are employable. In the
New curriculum, emphasis will be on equipping learners with employable skills and
competencies. This will enable learners perform the requisite duties of the specified
occupations. This is the reason why the lower secondary school vocational curriculum
was tailored to the assessment requirements of the world of work.
Reading from the Curriculum Framework page 12, it is stated that the learners will be
assessed by DIT. Upon assessment and certification, the graduates will be employable
and competitive in the labour market. It’s against this background that DIT, within its
mandate vested in the BTVET Act, 2008 comes on board to take the lead in the
development of the requisite Assessment and Training Packages (ATPs) for the various
occupations that will be assessed under the Lower Secondary Curriculum.
iv
The ATPs can be used by any training provider and/or those who wish to present
themselves for Occupational Assessment and Certification.
Herewith, the Directorate of Industrial Training presents the Assessment and Training
Package for training, assessment and certification of a DOMESTIC ELECTRICIAN
QUALIFICATION LEVEL 1.
Finally, I thank all individuals, organisations and review partners who have contributed
and/or participated in the review of this noble document.
Alex Kakooza
Permanent Secretary
v
Executive Summary
This Assessment and Training Package is a Competence-Based Education and Training
(CBET) tool and consists of three major parts:
0.1 PART I: The Occupational Profile (OP) of a DOMESTIC ELECTRICIAN. This

Occupational Profile which was reviewed by Domestic Electricians practicing in the
world of work mirrors the duties and tasks that Domestic Electricians are expected
to perform.
0.2 PART II: Training Modules in the form of guidelines to train Domestic Electricians
both on the job as well as in training centres (or combinations of both venues of
learning). The Training Modules herein have been reviewed basing on the
Occupational Profile and hence are directly relevant for employment.
0.3 PART III: Assessment Instruments in the form of performance (Practical) and
written (theory) test items that can and should be used to assess whether a person
complies with the requirements of employment as a DOMESTIC ELECTRICIAN.
These assessment instruments were reviewed jointly by job practitioners
(Domestic Electricians) and instructors based on the occupational profile and
training modules.
0.4 While the Occupational Profile (OP) contained in PART I of this document provides
the information on WHAT a person is expected to do competently in the world of
work, the test items, - including performance criteria- of PART III qualify the HOW
and/or HOW WELL a person must do the job.
0.5 The modular format of the curriculum (PART II) allows learners to acquire job
specific skills and knowledge (i.e. competencies) module by module. A single
module can be accomplished within a relatively short duration allowing flexibility for
learners to move directly into an entry level job, go for further modules or advance
to higher levels of training. Modular courses allow more learners to access the
training system because training centres as well as companies can accommodate
more learners in a given period of time.
0.6 In addition to improved access, equity and relevance of BTVET, the UVQF will
also enable people who are convinced to have acquired competencies laid down
in this ATP through prior training and on-the-job experience to access assessment
and certification directly; be it on the basis of a single module, a group of modules
or all modules pertaining to the occupation at once. This achievement will facilitate
Recognition of Prior Learning (RPL).
vi
0.7 The parts of this Assessment and Training Package were sequentially reviewed as
follows:
i Part 1: Occupational Profile: August 2020

ii Part 2: Training Modules: August 2020
iii Part 3: Assessment Instruments (initial bank): August 2020
This ATP (or parts of it) may be periodically revised to match the dynamic trends
in the occupation and hence issued in different versions.
DIT takes responsibility of any shortcomings that might be identified in this

publication and welcomes suggestions for effectively addressing the
inadequacies. The suggestion can be communicated to DIT through P.O. Box
20050, Kampala or through email [email protected].
Patrick Byakatonda
Ag Director
vii
Acknowledgement
The Qualifications Standards Department of DIT wishes to sincerely acknowledge the
valuable contributions to the review of this Assessment and Training Package by the
following persons, Institutions and organisations:
 Members of the DIT Industrial Training Council,
 The Director and staff of DIT,

 Ministry of Education and Sports,
 The practitioners from the world of work,
 Teachers of Technology and Design from various Secondary Schools,
 Technology and Design Curriculum Specialists from NCDC,
 Examination Specialists from UNEB,
 The facilitators involved in guiding the review panel in their activities,
 The Government of Uganda for financing the review of this ATP.
viii
Abbreviations and Acronyms
A&C Assessment and Certification

ADB African Development Bank
ATP Assessment and Training Packages
CBET Competency Based Education and Training
DIT Directorate of Industrial Training
ITA Industrial Training Act
ITC Industrial Training Council
LWA Learning-Working Assignment
MC Modular Curriculum
MoES Ministry of Education and Sports
OP Occupational Profile
PEVOT Promotion of Employment Oriented Vocational and
Technical Training
PEX Practical Exercise
PTI Performance (Practical) Test Item
RPL Recognition of Prior Learning
TIB Test Item Bank
TVET Technical, Vocational Education and Training
UVQ Uganda Vocational Qualification
UVQF Uganda Vocational Qualifications Framework
WTI Written (Theory) Test Item
ERA Electricity Regulatory Authority
URA Uganda Revenue Authority
NGO Non-Government Organization
ix
Key definitions
Assessment Assessment is the means by which evidence is gathered and

judged to decide if an individual has met the stipulated
assessment standards or not. Testing is a form of formal
assessment.
Competence Integration of skills, knowledge, attitudes, attributes and

expertise in doing /performing tasks in the world of work to a set
standard.
Competency (Occupational) competence is understood as the ability to

perform tasks common to an occupation at an acceptable level.
Competence-based education and training means that

CBET programmes:
1. have content directly related to work
2. focus is on ‘doing something well’
3. assessment is based upon industry work standards, and
4. curricula are developed in modular form
Duty A Duty describes a large area of work in performance terms. A
duty serves as a title for a cluster of related Tasks (see also:
TASK).
Learning-Working LWA are simulated or real job situations / assignments that are
Assignment (LWA) suitable for learning in a training environment (e.g. “small
projects”). In a working environment LWA are real work
situations/assignments.
Module Modules are part(s) of a whole curriculum. Modules can be

considered as “self-contained” partial qualifications which are
described by learning outcomes or competencies and which
can be assessed and certified individually.
Occupational Profile An Occupational Profile is an overview of the duties and tasks a

(OP) job incumbent is expected to perform competently in
employment.
Occupational Profiles developed by practitioners from the world
of work enhance the relevance of training and learning to the
requirements of the world of work.
x
Occupational Profiles which define what a person is supposed

to do which become the reference points for developing
assessment standards and modular curricula.
Qualification A qualification is a formal reward for demonstrating

competence, based on formal assessment against set
standards and provided to the individual in the form of a
certificate specifying the nature of the competence.
Task Job tasks represent the smallest unit of job activities with a
meaningful outcome. Tasks result in a product, service, or
decision. They represent an assignable unit of work and have a
definite beginning and ending point. Tasks can be observed
and measured. (Also see: Duty)
xi
1.0 ATP-PART I
Occupational Profile for a DOMESTIC ELECTRICIAN
1.1 The OCCUPATIONAL PROFILE (OP) for “DOMESTIC ELECTRICIAN” below
defines the Duties and Tasks a competent Domestic Electrician is expected to
perform in the world of work (on the job) in Uganda and the East African region
today.
1.2 Since it reflects the skill requirements of work life, the Occupational Profile is the
reference document for the subsequent development of training modules and
assessment instruments (test items) which are directly relevant to employment in
Ugandan and the East African businesses and industries.
1.3 To ensure that the Occupational Profile is relevant for employment in Uganda and
East Africa, the DIT used the method of “occupational/job profiling.
This approach involves the brainstorming of a panel of 8 to 12 competent job

practitioners guided by trained and experienced facilitators. During a two-day
workshop the panelists defined the duties and tasks performed in employment, as
well as the prerequisite skills, knowledge, attitudes, tools and equipment, and the
future trends and concerns in the occupation/job.
1.4 The panelists, facilitators and coordinators who participated in developing this
Occupational Profile are listed on the following page.
1 The DACUM-method was used. DACUM is an acronym for ‘Develop A Curriculum’
1
ATP Part : I
[Occupational Profile]
Expert Panel
Kiyingi Mathias
Ntinda VTI
Mukasa Ssonko John

Nice House of Plastics
THE REPUBLIC OF UGANDA
Shakillah Lwanga Ministry of Education and Sports
Nakawa VTI
Odama Ericson
Electric- Fix Business, Technical and Vocational
Education and Training (BTVET)
Kavubu John Bosco Sub sector Reform
Mt. St Mary’s Namagunga
Mujurizi Vincent
Ntare School Occupational Profile
Wakabi Yusuf
KMS Global Electrical Relief For a
Waggumba Kameth ''Domestic Electrician''

KMS Global Electrical Relief
Janja Bernard
NCDC
Tushabe Rossette
Lugogo VTI
Facilitators Reviewed by: Qualifications Standards

Komugisha Noeline Department of industrial training
Directorate of Industrial
Training
Co-ordinator
Dates of workshop: 07 -11th September 2020
Mukyala E Ruth
Directorate of Industrial
Training
Funded by
Government of Uganda
2
ATP Part : I
NOMENCLATURE OF THE DOMESTIC ELECTRICIAN OCCUPATION

Definition: A Domestic Electrician is a person who does domestic electrical installation,
maintenance of appliances and electric installations for voltages not exceeding 240
volts.
JOB ORGANISATION CHART FOR A DOMESTIC ELECTRICIAN
 Managers PEERS Domestic Electrician  Suppliers

 Transporters
 Casual  Plumber Level III
 Dealers
workers  Welder  Customers
 Security  Metal  NGO’s
Domestic Electrician
 Transporters  ERA
Fabricator
Level II  IEE
 operators  Sheet Metal  URA
 Personnel Worker  Training
officer Domestic Electrician institutions

 Carpenter
 UMEME
Level I
 Joiner
Internal Technical External

Links Links Links
Definitions
A Level I Domestic electrician: is a person who installs power and lighting
systems in two bedroomed houses, draws and
interprets circuit diagrams and carries out
maintenance on the systems and
home/domestic appliances
A level II Domestic electrician: is a person who carries out installation of
multiple switch systems, final circuits e.g.
heaters, cookers etc. and does the drawing and
interpretation of circuit diagrams for the above
systems.
A Level III Domestic electrician: is a person who handles installation and
maintenance of domestic equipment and
systems e.g. multiple earthing, lightening
arrestors, water pumps etc. in storied buildings.
3
ATP Part : I
Duties and Tasks
A. PLAN DOMESTIC A1 Survey A2 Identify materials, A3 Prepare work

ELECTRICAL installation site tools and schedules
WORKS equipment
A4 Sketch A5 Interpret electrical A6 Prepare bills of
electrical drawings quantities
diagrams
A7 Develop
maintenance
schedules
B. PERFORM B1 Apply safety B2 Train B3 Wear protective

OCCUPATIONAL rules and subordinates and gear
SAFETY, HEALTH regulations clients
AND
ENVIRONMENTAL B4 Display safety B5 Demarcate work B6 Administer first aid
PROTECTION signs area
PRACTICES
(OSHEPP) B7 Carry out
house keeping
C. PERFORM C1 Carryout C2 Draw in electrical C3 label electrical

DOMESTIC conduit work cables cores
ELECTRICAL
INSTALLATION
OF SINGLE C4 Terminate C5 Fix electrical C6 Perform earthing
PHASE conductors accessories
C7 Install C8 Test electrical C9 Install lightening

domestic installations arrestors
appliances
C10 Install C11 Store tools, C12 Set SOPs
domestic materials and
water pumps equipment
D. PERFORM
PREVENTIVE D1 Make D2 Clean electrical D3 Lubricate moving
MAINTENANCE OF consultations appliances parts
DOMESTIC
ELECTRICAL D5 Insulate bare D6 Tighten loose
APPLIANCES AND D4 Replace worn conductors electrical
INSTALLATIONS OF out electrical connections
240V ac AND parts
BELOW
4
ATP Part : I
E. PERFORM E1 Check faults E2 Trouble shoot E3 Replace faulty

CORRECTIVE for electrical faults electrical parts
MAINTENANCE OF appliances
DOMESTIC
ELECTRICAL E4 Modify E5 Join electrical E6 Test for functionality
APPLIANCES AND electrical parts conductors
INSTALLATIONS OF
240Vac AND BELOW
E7 Train user on
systems and
appliance use
F. PERFORM F1 Recruit F2 Participate in F3 Keep electrical works

MANAGEMENT workers meetings records
TASKS
F4 Supervise F5 Appraise workers F6 Remunerate workers
works
F7 Market F8 Carryout research F9 Sensitise workers on

electrical on electrical health matters e.g.
services related issues HIV/ AIDS Covid-19
awareness
5
ATP Part : I
Additional Information
Generic Knowledge & Skills

1. Plastering skills 14. Management skills
2. Chiselling skills 15. Rewinding skills
3. Mounting skills 16. Computer skills
4. Cable stripping skills 17. IEE Regulations and rules
5. Joint making skills 18. Supply authority’s regulations
6. Communication skills 19. Elementary mathematics
7. Cable clipping skills 20. Basic engineering drawings
8. Drilling skills 21. Use of measuring tools
9. Bending skills 22. Principles of electrical engineering science
23. Computer knowledge
10. Cutting skills
24. HIV/AIDs prevention measures
11. Entrepreneurship skills
25. COVID-19 SOP & Knowledge
12. Soldering skills
26. Geometrical drawings organisational
13. First aid skills
Tools, Materials and Equipment 38. Safety shoes

1. Tape measure 39. Couplers projectors
2. Screw drivers 40. Notebooks
3. Hammers 41. Tool boxes
4. Draw tape 42. Trolley
5. Pairs of pliers 43. Ladders
6. Clipping tools 44. Helmet
7. A set of drawing instruments 45. Overalls
8. Chisel 46. Safety boots
9. Soldering iron 47. Gloves
10. File 48. Masks
11. Cable stripper 49. Bending machine
12. Hacksaw 50. Air blower
13. Knife 51. Drilling machine
14. Hoe 52. Drawing board
15. Spirit level 53. Multi meter
16. Computer Takle meter 54. Tester phone
17. Posters/ Bill boards 55. Megger tester
18. Cables 56. Blower machine
19. Plain paper 57. Greasing/ oil gun
20. Connectors 58. Compressor
21. Charcoal and salt 59. Angle grinder
22. PVC insulating tape 60. Winding machine
6
ATP Part : I
23. Accessories 61. Chalk

24. Soldering wire 62. Glue
25. PVC metal conduits 63. Cable lugs
26. PVC metal trucking 64. Marker (cable)
27. Trays (cable) 65. Hand outs
28. Stickers 66. Soft board
29. Brooms 67. Angle line bars
30. Buckets 68. Screws and nuts
31. Water 69. Circular
32. Timber 70. Boxes
33. Safety belts 71. Saddles
34. Soap detergent 72. Junction boxes
35. Cotton wool 73. Joint boxes
36. Paint 74. Earth resistance tester
37. Security tape
Attitudes / Traits / Behaviour Trends and Concerns

1. Trustworthy 1. Employment challenges
2. Careful 2. Requires substantial start-up capital
3. Creative 3. Challenges with modern technology
4. Confident 4. Insufficient payment
5. Intelligent 5. Substandard tools, equipment and
materials
6. Obedient
6. Health hazards
7. Self-motivated
7. No insurance cover for staff
8. Attentive
8. Limited access to upgrading
9. Hardworking
9. Limited workplaces offering opportunities
10. Orderly
for hands-on practice
11. Analytical 10. Prepaid electrical tariff system
12. Team player 11. Codeless power discharge
13. Attitudes
14. Time management
15. Generic skills
7
ATP Part : I
2.0 ATP-PART II
Training Modules for a DOMESTIC ELECTRICIAN
2.1 A curriculum is a “guide / plan for teaching and learning” which provides a guide to
teachers, instructors and learners. In the envisaged system of competence-based
or outcome-oriented education and training (CBET), Curricula are no longer the
benchmark against which assessment is conducted. It is rather the Occupational
Profile and the related Test Items that provide the benchmark for assessment as
well as for Curriculum development.
2.2 Occupation to acquire job specific skills and knowledge (i.e. competencies) module
by module. A single module can be accomplished within a relatively short duration
of time allowing learners to move directly into an entry level job, do further modules
and advance to higher levels of training. Modular courses allow more learners to
access the training system because training centres as well as companies can
accommodate more students in a given period of time.
2.3 The modules were developed jointly by both instructors from training centres and
job practitioners. They were developed using the Occupational Profile as a
reference point and taking into account the specifications of training and learning
outcomes in the form of Test Items described in Part II.
2.4 The modules contain “Learning-Working Assignments” (LWAs) and related “Practical
Exercises” (PEXs) as key elements.
LWAs are simulated or real job situations / assignments that are suitable for
learning in a training environment (e.g. “small projects”). In a working environment,
LWAs are real work situations.
PEXs are therefore sub-sets of a LWA.
2.5 In principle, and following the philosophy of Competence-Based Education and

Training (CBET), the modules can be used as a guide for learning in a training
centre or at the work place; or combinations of both.
8
ATP Part : II
[Training Modules]
WHO IS A DOMESTIC ELECTRICIAN QUALIFICATION LEVEL 1?
A Domestic Electrician Level 1 handles the basic domestic electrical installations

working on electricity voltages that are 240 Volts and below.
This person must be able to produce basic electrical sketches and drawings for one-way
switching systems. He/she should also be able to perform up to two circuit domestic
electrical installations including lighting and socket systems. In addition, a Domestic
Electrician Qualification Level 1 must be able to carry out maintenance and repair of
basic domestic installations as well as electrical no electronic control appliances.
TRAINING MODULES FOR A DOMESTIC ELECTRICIAN
Average duration
Code Module Title Contact
Weeks
hours
Draw Domestic Electrical Drawing
UE/DE/M1.1 120 3
and Sketches
Perform Domestic Electrical
UE/DE/M1.2 160 4
Installation
Maintain Domestic Installations
UE/DE/M1.3 80 2
Appliances and Equipment
Start and Manage an Electrical
UE/DE/M1.4 160 4
Enterprises
Summary 4 training modules 520 hours 13 weeks
Note: Average duration is contact time but NOT calendar duration
It is assumed that:
• 1 day is equivalent to 8 hours of nominal learning and
• 1 month is equivalent to 160 hours of nominal learning.
Information given on the average duration of training should be understood as a
guideline. Quick learners may need less time than indicated or vice versa.
At completion of a module, the leaner should be able to satisfactorily perform the

included Learning Working Assignments, their Practical Exercises and attached
theoretical instruction, as the minimum exposure.
Prior to summative assessment by recognized Agencies, the users of these Module

Guides are encouraged to carefully consider continuous assessment using samples of
(or similar) performance (practical) and written test items available in part III of this ATP.
9
ATP Part : II
[Training Modules]
Code UE/DE/M1.1
Module title M1.1: Draw Domestic Electrical Drawings and Sketches
Related Part of:

Qualification Proposed Uganda Vocational Qualification 1
(Domestic Electrician UVQ 1)
Qualification Level 1
Module purpose The trainee shall be able to draw electrical symbols, interpret
electrical drawings and produce sketches of a one way switching
and power systems up to two circuits domestic installations
Learning-Working LWA 1/1: Design Electrical Diagrams

Assignments LWA 1/2: Interpret Electrical Diagrams and Sketches
(LWAs) LWA 1/3: Perform Measurements and Unit Conversions
LWA 1/4: Perform Occupational Safety, Health and
Environmental Protection Practices
Note:
1. The learning exercises may be repeated until the trainee
acquires targeted competence;
2. The trainer is advised to deliver relevant theoretical
instruction with demonstrations as required to perform
each learning working assignment
Related Practical LWA 1/1: Draw Electrical Diagrams

Exercises (PEXs) PEX 1.1: Design electrical diagrams
PEX 1.2: Draw electrical symbols for a lamp, consumer, junction
box, meter box, socket outlet
PEX 1.3: Develop electrical diagrams
LWA 1/2: Interpret Electrical Diagrams and Sketches

PEX 2.1: Interpret lighting circuits
PEX 2.2: Interpret socket outlet circuits
PEX 2.3: Interpret electrical symbols
LWA 1/3: Perform Basic Measurement and Units Conversion

PEX 3.1: Carry out basic measurements, units and quantities
PEX 3.2: Calculate values for voltage, current, resistance, and
power within the circuit
10
ATP Part : II
[Training Modules]

PEX 4.1: Manage waste
PEX 4.2: Administer first aid
PEX 4.3: Practice safe use of tools and equipment of
PEX 4.4: Domestic electrical work
PEX 4.5: Observe sitting posture
PEX 4.6: Wear personal protective gears
PEX 4.7: Sensitise workers on health issues
Occupational Precautions, rules and regulations on occupational health, safety

health and safety and environmental protection, included in the listed related
knowledge should be observed and demonstrated during LWAs
and PEXs.
Pre-requisite None
modules
Related For occupational theory suggested for instruction/ demonstration,

knowledge/ theory the trainer is not limited to the outline below. In any case, related
knowledge/ theory may be obtained from various recognised
reference materials as appropriate:
• Know different types of sketches and diagrams (block, line,

wiring and dotted diagram)
• Know types of lines used in sketches & diagrams e.g.
broken, dotted, thick and open lines
• Define and interpret electrical symbols and signs
• Basic mathematics- algebra, arithmetic, trigonometry
• The Uganda Industrial standards and drawing
• Common rules, sizes and types of drawings
• Types and uses of lines
• Types and uses of letters
• Types of scales
• Types of drawing projections
Average duration 160 hours (20 days) of nominal learning suggested to include:
of learning • 5 days of occupational theory and
• 15 days of occupational practice
11
ATP Part : II
[Training Modules]
Suggestions on The acquisition of competencies (skills, knowledge, attitudes)

organisation of described in this module may take place at a training centre or its
learning equivalent provided that all equipment and materials required for
this module training are in place.
Assessment Assessment to be conducted according to established regulations

by a recognised assessment body using related written test items
from item bank.
Minimum required drawing boards, set of drawing instruments, T-square, ruler,

tools/ equipment/ markers, protractor, compass, set square, divider, paper clips, ICT
implements or gadgets, drawing pad
equivalent
Minimum required assorted pencils, rubbers, markers, chalk, drawing paper, plain
materials and paper, drawing soft ware
consumables or
equivalent
Special notes
12
ATP Part : II
[Training Modules]
Code UE/DE/M1.2
Module title M1.2: Perform Domestic Electrical Installations
Related Part of:

(UVQ 1)- (Domestic Electrician)
Module purpose At the end of this module, the trainee shall be able to install power
and lighting systems in domestic houses of up to 2bedrooms and
a magnitude of up to 240Va.c.
Learning-Working LWA 2/1: Fix Conduits and Boxes

Assignments LWA 2/2: Draw in Electrical Cables
(LWAs) LWA 2/3: Terminate Cable Conductors
LWA 2/4: Fix Electrical Accessories
LWA 2/5: Perform Earthing Installation
LWA 2/6: Carryout Electrical Tests
LWA 2/7: Perform Occupational Safety Health and
Note:
each learning working assignment.
Related Practical LWA 2/1: Fix Conduits and Boxes

Exercises (PEXs) PEX 1.1: Mark out surfaces
PEX 1.2: Chase walls through markings
PEX 1.3: Position conduits and boxes
PEX 1.4: Secure conduits and boxes
LWA 2/2: Draw in Electrical Cables

PEX 2.1: Draw in steel (draw) tape to pull cables
PEX 2.2: Label cores
13
ATP Part : II
[Training Modules]
LWA 2/3: Terminate Cable Conductors

PEX 3.1: Connect single switched circuits and power circuits
PEX 3.2: Insulate bare conductors
LWA 2/4: Fix Electrical Accessories

PEX 4.1: Connect and mount electrical accessories
PEX 4.2: Carryout physical inspections
PEX 4.3: Carryout house keeping
LWA 2/5: Perform Earthing Installation

PEX 5.1: Prepare earthling pit
PEX 5.2: Install earthling components
PEX 5.3: Test earth resistance
LWA 2/6: Carryout Electrical Tests

PEX 6.1: Carryout continuity tests
PEX 6.2: Carryout polarity tests
PEX 6.3: Carryout insulation tests
PEX 6.4: Carryout earth loop impedance test

PEX 7.3: Practice safe use of tools and equipment in domestic
electrical work
PEX 7.6: Practice personal hygiene
PEX 7.7: Sensitise workers on health issues e.g. (covid-19 and
HIV/AIDS)
PEX 7.8: Perform firefighting
Occupational Precautions, rules and regulations on occupational health, safety

health and safety and environmental protection, included in the listed related
and PEXs.
Pre-requisite None
modules
14
ATP Part : II
[Training Modules]
Related For occupational theory suggested for instruction/ demonstration,

knowledge/ theory the trainer is not limited to the outline below. In any case, related
knowledge/ theory may be obtained from various recognised
reference materials as appropriate:
• Sizes of conduits
• Cable sizes
• Standard measurements of various accessories e.g.
consumer units, socket outlet, switches, lamp holder etc.
• Quality and quantity of materials determination methods
• Labelling of l circuits
• Methods of electrical earthing and their application
• Procedures of determining continuity, polarity and insulation
test
• Types of electrical accessories
• Recommended cable conductor terminal joints and their
application
• Types of tests (continuity test, polarity tests, and insulation
tests)
• Various electrical accessories and their functions
• The basic principles in performing different first aid
techniques
• The essential components of a first aid kit
• The features of a safe working environment
• The principles in establishing safe working zones
• Different protective gears for electricians and their purposes
• Methods of infectious diseases prevention
• Waste management methods
• IEE regulations on safety and health practices
• Personal hygiene practices
• Procedure of administering first aid
• Types of work place accidents
Average duration 120 hours (3 weeks) of nominal learning suggested to include:

of learning • 5 days of occupational theory and

organisation of described in this module may take place at a training centre or its
learning equivalent provided all equipment and materials required for
training are in place.
15
ATP Part : II
[Training Modules]
Assessment Assessment to be conducted according to established regulations

by a recognised assessment body using related practical and
written test items from item bank
Minimum required masonry hammer, chisel, tape measure, pliers, draw tape, cable
tools/ equipment/ stripper, hack saw, knife, hoe, drilling machine, lamp tester,
implements or accessories, spirit level, side cutter, screw drivers, ladder, multi-
equivalent meter, mega tester, earth resistance tester, phase tester,
Minimum required solvent cement, screws 4BA, 3BA, detergent soap, cotton wool,
materials and bandages, cable marker, MK boxes, conduits, charcoal & salt,
consumables or strip connectors, cables, stickers, insulating tape, water, junction
equivalent boxes, circular boxes, note books, posters, chalk, overall, safety
shoes, helmet, gloves, masks, first aid kit, brooms
Special notes At the end of this module the trainee shall be able to install power
and lights systems in domestic houses of up to 2 bedrooms.
16
ATP Part : II
[Training Modules]
Code UE/DE/M1.3
Module title M1.3: Maintain Domestic Installation Appliances and

Equipment
Related Part of:

Module purpose The domestic trainee shall be able to maintain domestic

installation as well as non-electric control electrical appliances
and equipment including all heating equipment of 240v or less
Learning-Working LWA 3/1: Maintain Domestic Electric Installations

Assignments LWA 3/2: Maintain non Electric Control Appliances
(LWAs) LWA 3/3: Perform Occupational Safety Health and
Environmental Protection Practice
Note:
Related Practical LWA 3/1: Maintain Domestic Electric Installations

Exercises (PEXs) PEX 1.1: Maintain earthling installation
PEX 1.2: Measure installation resistance
PEX 1.3: Maintain electrical circuit (wiring sockets, lights,
switches)
LWA 3/2: Maintain non Electric Control Appliances

PEX 2.1: Maintain hand held non-electric domestic equipment
and appliances
PEX 2.2: Maintain free standing electrical domestic equipment
17
ATP Part : II
[Training Modules]

Environmental Protection Practice
electrical work
PEX 3.6: Maintain personal hygiene
PEX 3.7: Sensitise workers on health issues e.g. (covid-19 and
HIV/AIDS)
Occupational health Precautions, rules and regulations on occupational health safety

and safety and environmental protection included in the listed related
and PEXs.
Pre-requisite To do repair one must have the knowledge of electrical

modules installation
Related knowledge/ For occupational theory suggested for instruction/

theory demonstration, the trainer is not limited to the outline below. In
any case, related knowledge/ theory may be obtained from
various recognised reference materials as appropriate:
• Describe the symptoms and nature of electric shock
• Explain the different causes of shock
• Describe the types of injuries that can be suffered and
explain the different first aid procedures that can be used
• Explain the reasons for performing first aid
• Describe the basic principles in performing different first
aid techniques
• Determine the essential components of a first aid kit
• Describe the features of a safe working environment
• Explain the principles in establishing safe working zones
• Explain the importance of using protective gear
• List types of protective gears used by an electrician
• List methods in which HIV/AIDS can be transmitted
• List methods of waste disposal
• IEE regulations on safety and health practices
• Personal hygiene practices
• Procedure of administering first aid
• Types of work place accidents
18
ATP Part : II
[Training Modules]
Average duration of 80 hours (10 days) of nominal learning suggested to include:

learning • 5 days of occupational theory and

organisation of described in this module may take place at a training centre or
learning its equivalent provided that all equipment and materials required
for this module training are in place.
Assessment Assessment to be conducted according to established

regulations by a recognised assessment body using related
practical and written test items from item bank
Minimum required stretchers, barricade, angle grinder, drill machine, ladders, fire
tools/ equipment/ extinguishers masonry hammer, chisel, tape measure, pliers,
implements or draw tape, cable stripper, hack saw, knife, hoe, lamp tester,
equivalent accessories, spirit level, side cutter, screw drivers, ladder, multi-
meter, mega tester, earth resistance tester, phase tester
Minimum required solvent cement, screws , detergent soap, cotton wool, bandages,
materials and cable marker, MK boxes, conduits, charcoal & salt, strip
consumables or connectors, cables, stickers, insulating tape, water, junction
equivalent boxes, circular boxes, note books, posters, chalk, overall, safety
shoes, helmet, gloves, masks, first aid kit, brooms
Special notes
19
ATP Part : II
[Training Modules]
Code UE/DE/M1.4
Module title M1.4: Start and Manage an Electrical Enterprise
Related Qualification Part of:

Proposed Uganda Vocational Qualification 1
Module purpose After completing this module, a trainee shall be able to start and
manage an electrical enterprise
Learning-Working LWA 4/1: Procure Tools, Materials and Equipment

Assignments (LWAs) LWA 4/2: Set Up an Electrical Workshop
LWA 4/3: Perform Administrative Works
LWA 4/4: Keep Records
Note:
1. The order of execution of the Learning Working
Assignments (LWA) may vary.
2. Entrepreneurial skills shall be limited to electrical
discipline for these learning exercises
3. The learning exercises may be repeated till the trainee
5. Learning exercises may be done through alternative
means like role plays.
Related Practical LWA 4/1: Procure Tools, Materials and Equipment

Exercises (PEXs) PEX 1.1: Determine tools, equipment and materials
PEX 1.2: Identify source of tools, equipment and materials
PEX 1.3: Negotiate payments terms
PEX 1.4: Acquire tools, equipment and materials
PEX 1.5: Transport tools equipment and material
PEX 1.6: Store tools, equipment and materials
20
ATP Part : II
[Training Modules]
LWA 4/2: Set Up an Electrical Workshop

PEX 2.1: Source capital
PEX 2.2: Prepare budget
PEX 2.3: Furnish workshop
PEX 2.4: Determine workshop location
PEX 2.5: Register business
PEX 2.6: Acquire operational permits and licences
LWA 4/3: Perform Administrative Works

PEX 3.1: Recruit workers
PEX 3.2: Train workers
PEX 3.4: Prepare work schedule
PEX 3.4: Assign work
PEX 3.5: Pay taxes
PEX 3.6: Remunerate workers
PEX 3.7: Market electrical services
PEX 3.8: Cost electrical services
LWA 4/4: Keep Records

PEX 4.1: Carry out business audit
PEX 4.2: Generate records
PEX 4.3: Store records

PEX 4.1: Display safety signs
PEX 4:4: Wear personal protective gears
electrical work
Occupational health Precautions, rules and regulations on occupational health,

and safety safety and environmental protection, included in the listed
related knowledge should be observed and demonstrated
during LWAs and PEXs.
Pre-requisite None
modules
21
ATP Part : II
[Training Modules]
Related knowledge/ For occupational theory suggested for instruction/

theory demonstration, the trainer is not limited to the outline below. In
any case, related knowledge/ theory may be obtained from
various recognised reference materials as appropriate:
• Types of records used by electricians

• Definition of the different types of documents used by
electricians
• Components of different types of documents used by
electricians
• Methods of marketing electrical services
• Explain marketing
• Definition of information, communication and technology
• Types of communications and technologies
• Benefits of communication and technology
• Procedure of starting an electrical service business
• Types of businesses
• Types of taxes payable
• Procedure of developing a budget and its components
• Importance of networking
• Dealing with competition
• Qualities of an entrepreneur
• Characteristics of a successful business
Average duration of 160 hours (20 days) of nominal learning suggested to include:
learning • 5 days of occupational theory and

organisation of described in this module may take place at a training centre or
learning its equivalent provided that all equipment and materials
required for this module training are in place.
Assessment Assessment to be conducted according to established

regulations by a recognised assessment body using related
practical and written test items from item bank
Minimum required calculator, telephone set/ mobile phone, electrical tools and
tools/ equipment/ equipment, computer
implements or
equivalent
22
ATP Part : II
[Training Modules]
Minimum required pens, pencils, paper, rubbers, rulers, reference text books
materials and
consumables or
equivalent
Special notes
23
ATP Part : II
[Training Modules]
3.0 ATP-PART III

Assessment Instruments for a DOMESTIC
ELECTRICIAN
3.1 Assessment of occupational competence is the procedure by which evidence is
gathered and judged to decide if an individual (candidate) has met the stipulated
assessment standards.
3.2 Assessment of occupational competence should comprise of both practical
(performance) testing and written (theory/knowledge) testing.
3.3 Based on the Occupational Profile and Training Modules, a combined panel of
job practitioners and Instructors developed a substantial number of test items for
assessing (practical) performance as well as items for assessing occupational
knowledge (theory) all stored in an electronic Test Item Bank (TIB) at the
Directorate of Industrial Training.
3.4 Performance (Practical) Test Items (PTI) are closely related to typical work
situations in Ugandan business enterprises. They comprise of a test assignment
for candidates and assessment criteria and/or scoring guides for assessors’ use.
3.5 Written Test items (WTI) for written testing of occupational theory, (knowledge)
are presented in different forms which include:
 Short answer test items.
 Multiple choice test items
 Matching test items,
These WTIs herein focus on functional understanding as well as trouble-shooting
typically synonymous with the world of work.
3.6 Composition of assessment/test papers will always require good choices of
different types of WTI in order to ensure the assessment of relevant occupational
knowledge required of candidates to exhibit competence.
3.7 The test items contained in the Test Item Bank may be used for
continuous/formative assessment during the process of training as well as for
summative assessment of candidates who have acquired their competences
non-formally or informally.
3.8 In this document, samples of test items for assessing both performance
(practical) and occupational knowledge (theory) of a DOMESTIC ELECTRICIAN
are included.
24
ATP Part : III
[Samples of Assessment Instruments]
3.9 Overview of Test Item Samples included:
No. Type of Test Item Number included
1. Written (Theory)- short answer 2
2. Written (Theory)- multiple choice- generic 2
3. Written (Theory)- matching item- generic 2
4. Written (Theory)- matching item (work sequence) 1
5. Performance (Practical) test items 1
TOTAL 8
25
ATP Part : III
WRITTEN TEST ITEMS (SAMPLES)
Test Item Database

DIT/ QS Written (Theory) Test Item- no. 1
Occupational Title: Domestic Electrician
Competence level: Level 1
Code no.
Short answer √
Multiple choice
Test Item type: Cause- Work-
Generic
Matching item Effect sequence
Complexity level: C2
Date of OP: September 2020
Related module: M1.2
Time allocation: 2 minutes
State the size of cables used in lighting and power circuits

Test Item
according to IEE regulations.
(i) ……………………………………………….…….
Answer spaces
(ii) …………………………………………….……….
(i) Power circuits: 2.5mm2

Expected Key
(answer) (ii) Light circuit: 1.5mm2
26
ATP Part : III
Test Item Database

Code no.
Short answer √
Multiple choice
Generic
Test Item Outline two causes of overheating of cables while in use.
(i) ………………….………………………….
Answer spaces
(ii) …………………….……………………….
(i) Under sizing

(ii) Loose connection
Expected Key
(answer) (iii) Over load
(iv) Short circuit
27
ATP Part : III
Test Item Database

Code no.
Short answer
Multiple choice √
Generic
Test Item Which of the following statement is true for bathroom switches?
A. Operated by an insulated pull cord

B. Made entirely of plastic
Distracters and
correct answer C. Operated by a rocker switch
D. Switch operated outside the bathroom
Key (answer) A
28
ATP Part : III
Test Item Database

Code no.
Short answer
Multiple choice √
Generic
Time allocation: 1 minute
Test Item In regard to domestic electric protective device, MCB stands for?
A. Main circuit breaker

B. Main current breaker
Distracters and
correct answer C. Miniature current breaker
D. Miniature circuit breaker
Key (answer) D
29
ATP Part : III
Test Item Database

Code no.
Short answer
Multiple choice
Generic
√
Test item Match the following electrical causes to their effects
Column A (Causes) Column B (Effects)

A Lamp produce no light 1 Poor Earthling
Electric shock from cooker
B 2 Short circuit
frame
C Overheating of conductor 3 Open circuit
D Circuit breaker tripped 4 Wrong size of cable
5 Big size of cable
6 Covered switch
Key (answer) A-3, B-1, C-4, D-2
30
ATP Part : III
Test Item Database

Code no.
Short answer
Multiple choice
Generic
√
Test Item Match the following equipment to their respective functions
Column A (Functions) Column B (Importance)

Sucks dust from the
A 1 Motor
surroundings
Converts mechanical energy
B 2 Inverter
into electrical power
Converts electrical power into
C 3 Converter
mechanical energy
Converts DC power into AC
D 4 Generator
power
5 Grinder
6 Hoover
Key (answer) A-6, B-4, C-1, D-2
31
ATP Part : III
Test Item Database

Code no.
Short answer
Multiple choice
Generic
√
Related modules: M1.1,M1.2
Arrange the following steps in the correct order taken when

Test Item installing surface sockets in a room using radial circuit
Column A
Column B (work steps) in wrong chronological order
(chronology)
1st A Fix socket accessories in their positions
Drill out points for fixing the accessories i.e. MK boxes,
2nd B
main switch
3rd C Select required tools and materials
Draw sketch diagram indicating positions of the
4th D
accessories
5th E Carry out testing
6th F Lay cables
7th G Carry out terminations
th
8 H Fix MK and main switch
Key (answer) 1-D, 2-C, 3-B, 4-H, 5-F, 6-A, 7-G, 8-E
32
ATP Part : III
PERFORMANCE TEST ITEMS (SAMPLES)
DIT/ QS Test Item Database

Performance Test Item- no. 8

Code no.
Install two socket-outlets and 2 lamps in a two roomed house

Test Item: using a 20mm PVC full conduit on the surface. The lamps should
be controlled independently.
Complexity level: P1
Related Modules: M1.2
Related skills and Describe different materials for domestic conduit work, explain the
knowledge: principles of electrical circuits,
Select and measure different types of materials, explain the
different units of measurements in installations, occupational
safety and environment.
Required tools, Hammer, pair of pliers, spring bender, set of screw drivers, tape
materials and measure, spirit level, draw tape, hacksaw, cable stripper, phase
equipment: tester, multi-meter, drilling machine, bulbs lamp holders, sockets,
switches, junction box, circular box, bushings, PVC conduit,
saddles, MK boxes, self-tap screws, wall plugs, draw tape
Time allocation: 2 Hours
Preferred venue: Construction site
• Any problems arising during the operation of power tools,

Remarks for should immediately be brought to the attention of the Assessor
candidates Team
• Observe health and safety precautions
Remarks for  Provide materials and tools (listed above)

assessors  Provide for the site
33
ATP Part : III
Assessment Max. Score

# Scoring guide
criteria Process Result
Preparation for Wore protective gears
the task 4
1 (Safety boots, helmet, over coat, gloves)
Selected tools, equipment and materials 2
Tested tools and equipment for
2
functionality
2 Laying of conduits Positions for mounting saddles drilled 4
Wall observed with no cracks 2
Fixed wall plugs in holes 2
Plugs flashing with wall observed 2
MK box mounted 3
Firmly mounted MK boxes observed 2
Fixed conduit 3
Conduits firmly fixed using saddles 2
Conduits fixed on MK box using
bushes 3
MK box mounted 300mm – 500mm

for sockets and 1500mm-1600 for 4
switches from finished floor verified
Drew in Cables in the conduit 2
Used a draw tape to insert cables 1
Stripped off insulation 2
No damage to conductors 1
Used a stripping tool or stripping knife 1
Terminated conductors 3
Electrically sound and mechanically firm
2
joints observed
3 Testing for Colour codes observed
continuity and - red/brown - Live
polarity 3
- black/blue - Neutral
- yellow/green- Earth
34
ATP Part : III
Assessment Max. Score

# Scoring guide
criteria Process Result
Accessory connected
- Socket outlets
3
- Switches
- bulbs
Conductors tightened, wires cannot be
3
pulled apart
Mains switched off and circuit connected
4
to the supply
Lighting circuit observed connected to the
2
5amps circuit breaker
Socket circuit observed connected to 15
2
amps circuit breaker
4 Testing circuit Isolated main supply before connecting
4
on power supply on the main supply
Switch on supply after connecting circuit 2
On switching on, there was evidence of
4
power supply
5 House keeping Demobilized tools and equipment 2
Cleaned tools and equipment 2
Stored tools, equipment and remaining
2
materials
Organised work area observed 2
TOTAL 47 34
MAXIMUM SCORE (Y) X/Y X100 81
35
ATP Part : III
4.0 ATP- PART IV

INFORMATION ON REVIEW PROCESS
4.1 Occupational Profile Review (September 2020)
The Occupational Profile was exclusively reviewed by job practitioners who were
working in the occupation of Domestic Electrician. The job expert panel, guided
by UVQF Facilitators defined duties and tasks performed and provided additional
generic information regarding the occupation.
4.2 Test Item Review (September 2020)

Based on the Occupational Profile for Domestic Electrician of September 2020,
test items were reviewed by combined panels of Instructors and job practitioners,
guided by UVQF Facilitators.
4.3 Training Module Review (September 2020)

Based on the Occupational Profile) for Domestic Electrician of September 2020,
training modules were developed by combined panels of Instructors and job
practitioners, guided by UVQF Facilitators.
4.4 Methodology
The rationale for the Assessment and Training Package development was to link
Vocational Education and Training to the real world of work by bridging
Occupational Standards to training standards through industry-led standards-
based assessment.
Active participation of both public and private partners, urban and rural panels
consolidated the development philosophy.
The panellists worked as teams in workshop settings complemented by off

workshop field research and literature review activities including international
benchmarking.
36
ATP Part : IV
[Review Process]
4.5 Review panels:

The participating panels of Job Practitioners and Instructors required at different
stages were constituted by members from the following organisations:
Review Panel
S/no Name Organisation
1. Kiyingi Mathias Ntinda Vocational Institute
2. Mukasa Ssonko John Nice House of Plastics
3. Lwanga Shakillah Nakawa Vocational Training Institute
4. Odama Ericson Electri-Fix
5. Kavubu John Bosco Mt. St. Mary’s Namagunga
6. Mujurizi Vincent Ntare School, Mbarara
7. Wakabi Yusuf KMS Global Electrical Relief
8. Waggumba Kenneth Roofings Rolling Mills
9. Janja Benard NCDC
10. Tushabe Rossette Lugogo Vocational Institute
4.6 Facilitator team

This Assessment and Training Package was reviewed by a Facilitator team listed
below:
1. Team Leader: Ms Mukyala Ruth Ag. Deputy Director/QS Dept, DIT
2. Facilitators: Mrs. Komugisha Noeline, Ms. Nuwayongyera Phionah,
3. Data Entrants: Mr Mugubya Ben, Najjuma Doreen, Namazzi Monica
4. Complied by: Ms. Najjuma Doreen
5. Edited by: Qualifications Standards Department, DIT;
6. Coordinated by: Mr. Byakatonda Patrick, Ag. Director, DIT; and Ms.
Mukyala Ruth Ag. Deputy Director QS Dept. DIT
37
ATP Part : IV
[Review Process]
4.7 Reference time:

The Assessment and Training Package was reviewed in September 2020 and may
be periodically revised again to match the dynamic trends in the occupation and
hence issued in different versions.
References
1. Thompson I,II, Electrical Installation Work

2. Lewis Maurice Electrical Installation Technology
3. E.L Donnely Electrical Installation Theory and Practice
4. Hughes Edward Principles of Electricity
5. Clifford M Engineering drawing from first principles
38
ATP Part : IV
[Review Process]

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THE REPUBLIC OF UGANDA

Ministry of Education and Sports

Directorate of Industrial Training

Assessment and Training

Occupational Cluster: Technology and Design

© Directorate of Industrial Training

ISO: 9001:2015 Certificate No.: UG92580A

All rights reserved. No reproduction or copy transmission of this publication may

Further to the above provisions, there is an established Uganda Vocational

The purpose of the UVQF is to;

The functions shall include:

At operational level in the Directorate, the Qualification Standards Department performs

In particular, the Department organises and coordinates the development of

Word from Permanent Secretary .................................................................................iv

Word from Permanent Secretary

0.1 PART I: The Occupational Profile (OP) of a DOMESTIC ELECTRICIAN. This

i Part 1: Occupational Profile: August 2020

DIT takes responsibility of any shortcomings that might be identified in this

 Members of the DIT Industrial Training Council,

 The Director and staff of DIT,

Abbreviations and Acronyms

A&C Assessment and Certification

Assessment Assessment is the means by which evidence is gathered and

Competence Integration of skills, knowledge, attitudes, attributes and

Competency (Occupational) competence is understood as the ability to

Competence-based education and training means that

Module Modules are part(s) of a whole curriculum. Modules can be

Occupational Profile An Occupational Profile is an overview of the duties and tasks a

Occupational Profiles which define what a person is supposed

Qualification A qualification is a formal reward for demonstrating

This approach involves the brainstorming of a panel of 8 to 12 competent job

1 The DACUM-method was used. DACUM is an acronym for ‘Develop A Curriculum’

Mukasa Ssonko John

Waggumba Kameth ''Domestic Electrician''

Facilitators Reviewed by: Qualifications Standards

NOMENCLATURE OF THE DOMESTIC ELECTRICIAN OCCUPATION

JOB ORGANISATION CHART FOR A DOMESTIC ELECTRICIAN

 Managers PEERS Domestic Electrician  Suppliers

officer Domestic Electrician institutions

Internal Technical External

Duties and Tasks

A. PLAN DOMESTIC A1 Survey A2 Identify materials, A3 Prepare work

B. PERFORM B1 Apply safety B2 Train B3 Wear protective

C. PERFORM C1 Carryout C2 Draw in electrical C3 label electrical

C7 Install C8 Test electrical C9 Install lightening

E. PERFORM E1 Check faults E2 Trouble shoot E3 Replace faulty

F. PERFORM F1 Recruit F2 Participate in F3 Keep electrical works

F7 Market F8 Carryout research F9 Sensitise workers on

Generic Knowledge & Skills

Tools, Materials and Equipment 38. Safety shoes

23. Accessories 61. Chalk

Attitudes / Traits / Behaviour Trends and Concerns

PEXs are therefore sub-sets of a LWA.

2.5 In principle, and following the philosophy of Competence-Based Education and

WHO IS A DOMESTIC ELECTRICIAN QUALIFICATION LEVEL 1?

A Domestic Electrician Level 1 handles the basic domestic electrical installations

TRAINING MODULES FOR A DOMESTIC ELECTRICIAN

At completion of a module, the leaner should be able to satisfactorily perform the

Prior to summative assessment by recognized Agencies, the users of these Module

Module title M1.1: Draw Domestic Electrical Drawings and Sketches

Related Part of:

Learning-Working LWA 1/1: Design Electrical Diagrams

Related Practical LWA 1/1: Draw Electrical Diagrams

LWA 1/2: Interpret Electrical Diagrams and Sketches