Cooperative Marketing

Level – I
 TVT Curriculum Version-I
Based on March, 2022, Version- 3 Occupational
Standard

May, 2022
Addis Ababa, Ethiopia

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Acknowledgements
The Ministry of Labor and skill wishes to thank and appreciation to MoLS leaders and
experts, Regional Labor and skill/training Bureaus leader, experts, TVT College Deans,
Instructors and industry experts who contribute their time and professional experience to the
development of this Curriculum for cooperative marketing Program level I.
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 Table of contents
ACKNOWLEDGEMENTS...................................................................................................................................I

TABLE OF CONTENTS......................................................................................................................................II
PREFACE............................................................................................................................................................III
1. TVT-PROGRAM DESIGN....................................................................................................................1
1.1. TVT-PROGRAM TITLE: COOPERATIVE MARKETING -LEVEL I..........................................1
1.2. TVT-PROGRAM DESCRIPTION........................................................................................................1
1.3. TRAINING PROGRAM STRUCTURE...............................................................................................2
1.4. DURATION OF THE TVT-PROGRAM..............................................................................................5
1.5. QUALIFICATION LEVEL AND CERTIFICATION........................................................................5
1.6. TARGET GROUPS.................................................................................................................................6
1.7. ENTRY REQUIREMENTS....................................................................................................................6
1.8. MODE OF DELIVERY..........................................................................................................................6
1.9. INSTITUTIONAL ASSESSMENT........................................................................................................7
1.10. TVT TEACHERS PROFILE.................................................................................................................7
1.11. TRAINING AND ASSESSMENT METHODOLOGY........................................................................8
2. LEARNING MODULE DESIGN.........................................................................................................11
3. RESOURCE REQUIREMENTS.........................................................................................................31
4. Developers Profile...................................................................................................................................32

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 Preface
The reformed TVT-System is an outcome-based system. It utilizes the needs of the labor
market and occupational requirements from the world of work as the benchmark and standard
for TVT delivery. The requirements from the world of work is analyzed and documented
taking into account international benchmarking – as occupational standards (OS).
In the reformed TVT-System, curricula and curriculum development play an important role
with regard to quality driven comparable TVT-Delivery. The Curricula help to facilitate the
training process in a way, that trainees acquire the set of occupational competences (skills,
knowledge and attitude) required at the working place and defined in the occupational
standards (OS).
This curriculum is developed by a group of professional experts from different Regional TVT
Bureaus, colleges, Industries, Institutes and universities based on the occupational standard
for Cooperative Marketing Level I. The curriculum development process has been actively
supported and facilitated by Ministry of Labor and Skills.

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 1. TVT-Program Design
2.1. TVT-Program Title: Cooperative Marketing -Level I

2.2. TVT-Program Description

The Program is designed to develop the necessary knowledge, skills and attitude of the
trainees to the standard required by the occupation. The contents of this program are in line
with the occupational standard. The Trainees who successfully completed the Program will
be qualified to work as an Cooperative Marketing Worker with competencies elaborated in
the respective OS. Graduates of the program will have the required qualification to work in
the Agriculture Sector in the field of Cooperative Marketing.
The prime objective of this training program is to equip the Trainees with the identified
competences specified in the OS. Graduates are therefore expected to Develop Cooperative
Understanding, Identify Cooperative Marketing Environment, Develop Understanding of
Consumer Buying Behaviour, Develop Basic Understanding of Cooperative Marketing and
Identify Cooperative Market Opportunity in accordance with the performance criteria and
evidence guide described in the OS.

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 2.3. Training Program Structure
Sequences of Learning modules Nominal
Unit of competence Duration
Code  Title/ For Module name – Unit title
(In Hours)
EIS RTO3 01 0423 Conduct Full EIS RTO3 M01 0423 Conduct full train  Prepare for examination
Train examination  Prepare train for examination
Examination  Stable electric passenger train
 Examine rolling stock
 Examine load
 Document and action
examination results
EIS RTO3 02 0423 Test Train EIS RTO3 M02 0423 Test Train Braking system  Plan and prepare for train brake
Braking System inspection and testing
 Inspect and test train brake
operation
 Deal with identified faults
 Record test results
EIS RTO3 03 0423 Conduct Train EIS RTO3 M03 0423 Conduct train roll-by  Prepare for an on-ground or on-
Roll-By inspection train roll-by inspection
Inspection  Conduct a roll by inspection of a
moving train
 Report and action on ground
roll-by inspection results
EIS RTO3 04 0423 Stable a Motive EIS RTO3 M04 0423 Cooperative Marketing  Determine stabling location
Power Unit Opportunities  Stable motive power unit
 Carry out post operational checks

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  Complete post operational paper
work
EIS RTO3 05 0423 Prepare for  Prepare for pre departure checks
Prepare for train  Implement pre departure checks
Train Operation EIS RTO3 M05 0423 operation
 Confirm train is OK to proceed
 Set up remote control system
Set Up and Shut Set up and shut down on-
 Set up lead control system
EIS RTO3 06 0423
Down On-Train EIS RTO3 M06 0423 train remote control
 Shut down remote control
Remote Control system
equipment
Shunt, Couple  Plan and prepare for shunting
and Uncouple Shunt, couple and operation
 Shunt trains
EIS RTO3 07 0423 Electric EIS RTO3 M07 0423 uncouple electric
 Couple trains
Passenger and passenger and freight
 Uncouple trains
freight Trains Trains
 Use coupling adaptor

Stable Electric  Conduct pre stabling checks

EIS RTO3 08 0423 Stable electric passenger
Passenger Train EIS RTO3 M08 0423  Stable electric passenger train
train
 Conduct post-stabling checks
 Evaluate breakdown and/or
Coordinate emergency situation
personnel to Coordinate personnel to  Consult with relevant persons
EIS RTO3 09 0423 and authorities
handle EIS RTO3 M09 0423 handle breakdowns and
Breakdowns and emergencies  Coordinate breakdown and/or
Emergencies emergency situation
 Complete documentation
EIS RTO3 10 0423 Carry out EIS RTO3 M10 0423 Carry out Measurement  Estimate loads for transport or
Measurement and simple calculations storage

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 and simple  Estimate load limits of transport
calculations and/or storage.
 Organize load

EIS RTO3 11 0423 Implement and EIS RT03 M11 0423 Implement and monitor  Access information about OHS
Monitor occupational health and and the workplace policies and
safety procedures procedures
Occupational
 Implement and monitor
Health and procedures for identifying and
Safety assessing hazards
 Implement and monitor
procedures for controlling risks
 : Plan and supervise
housekeeping arrangements
 Implement and monitor
procedures for dealing with
hazardous events
EIS RTO3 12 0423 Test equipment EIS RTO3 M12 0423  scope of operation check
and isolate faults Test Equipment and  Operational Plan
Fault  Check full operating range
 Fault Isolation
EIS RTO3 13 0423 Control and EIS RTO3 M13 0423 Control and Coordinate  Status of local conditions with
coordinate local Local rail Traffic timetable
Movement  Local rail traffic movement

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 rail traffic management
movement  Basic Communication with
railway safety workers
 documentation of update rail
traffic Movement
EIS RTO3 14 0423 Plan Passenger EIS RTO3 M14 0423 Plan passenger train  requirements of passenger
Train Consists consists resources
 Local rail traffic movement
management
 Consistence of passenger train
EIS RTO3 15 0423 Plan Freight  requirements of freight train
Train Consists Plan freight train consists resources
EIS RTO3 M15 0423
 Plan consists for freight trains
 Operation on signal location
control
 Control railway traffic
movement
 Communication with railway
Operate signal
Operating signal panel or safety workers
EIS RTO3 16 0423 panel or EIS RTO3 M16 0423  Contingency plans with
equipment equipment
instruction
 Local railway traffic movement
documentation update
 Hand over control to relieving
signal man
 Signal man take-over control
EIS RTO3 17 0423 Provide cargo EIS RTO3 M17 0423 Provide cargo  Freight train customer inquiries
information to information to customers  Freight train process
customers explanation

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  Plan work of conditional
Coordinate privilege
Loading and  Operational management system
Coordinate Loading and on equipment control
EIS RTO3 18 0423 unloading Using EIS RTO3 M18 0423 unloading Using Gantry  Load characteristics
Gantry Equipment  Safely move load
Equipment  Operation control during
monitoring
 Secure equipment
 Assess the situation
EIS RTO3 19 0423 Assist with EIS RTO3 M19 0423
Assist with train operations  Apply first aid procedures
Train Operations  Incident communication
 Evaluation own performance

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 2.4. Duration of the TVT-Program
The Program will have duration of 456 hours including the in-school/ Institution training and
on-the-job practice or cooperative training time. Such cooperative training based on realities
of the industry, nature of the occupation, location of the TVT institution, and other factors
will be considered in the training delivery to ensure that trainees acquire practical and
workplace experience.
S.No Module title TVT Institution training Cooperative Total hours Remark
Theory Practical training
Basics of
1. 36 24 12 72
Cooperatives

Cooperative
2. 36 24 12 72
Marketing
3. Cooperative Marketing 24 16 8
Environment
48
Cooperative
4. Marketing 24 16 8 48
Opportunities
Consumer Buying 24 16 8
5. 48
Behaviour
Agricultural
6. Extension Service 24 16 8 48

Agribusiness
7. Marketing 24 16 8 48

Basics of Human 24 16 8
8. 48
Nutrition Practices
9. 5S Procedures 12 8 4 24
Total hour 144 228 152 456
Maximum
Project work title
one week
N.B. The cooperative training time can be managed for implementations according to the
context of the training environments of the institution.

2.5. Qualification Level and Certification

Qualification is a formal certificate issued by an official agency in recognition to that an
individual has been assessed as achieving learning outcomes or competencies to the standard

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 specified for the qualification title. A qualification confers official recognition of value in the
labour market and in further education and training. Based on the descriptors elaborated on
the Ethiopian National TVT Qualification Framework (NTQF) the qualification of this
specific TVT Program is Certificate Level I according to the level. The trainee will be
awarded transcript and the institutional certificate after successfully completing all the
modules in the level.

2.6. Target Groups

Any citizen who meets the entry requirements under items 1.7 and capable of participating in
the training activities is entitled to take part in the Program.
2.7. Entry Requirements
In principle everyone should be able to access training based on the labor market. Hence the
prospective participants of this program are any citizen who possesses the entry requirement
directive of the Ministry of Labor and Skills.

2.8. Mode of Delivery

This TVT-Program is characterized as a formal Program on middle level technical skills. The
mode of training delivery is in the institution and co-operative training. Cooperative training
is a model of training by the cooperation of enterprises/industries and TVT institutions
whereby trainees spend much of their time in the enterprises/industries to acquire industrial
knowledge, skills, experiences, and attitudes of the industrial environment and the remaining
time in TVT institutions to acquire basic skills and theoretical concepts. Therefore, it is
necessary to make the TVT sector more effective by strengthening a system of cooperative
training accepted by the industry.
The program will employ different alternatives of cooperative training such as
apprenticeships, internship and traineeship based on the nature of the occupation, location of
the TVT institutions, and interest of the industry. In addition, in the areas where industry is
not sufficiently available the established production and service centers/learning factories in
TVT institutions will be used as cooperative training places. The Training-Institution and
identified companies should have to take an agreement to co-operate with regard to the
implementation of this program.

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 2.9. Institutional Assessment
Two types of evaluation will be used in determining the extent to which training outcomes
are achieved. The specific training outcomes are stated in the modules. In assessing them,
verifiable and observable indicators and standards shall be used.
The formative assessment is incorporated in the training modules and form part of the
training process. Formative evaluation provides the trainee with feedback regarding success
or failure in attaining training outcomes. It identifies the specific training errors that need to
be corrected, and provides reinforcement for successful performance as well. For the teacher,
formative evaluation provides information for making instruction and remedial work more
effective.
Summative Evaluation the other form of evaluation is given when all the modules in the
program have been accomplished. It determines the extent to which competence have been
achieved. And, the result of this assessment decision shall be expressed in the term of
institutional Assessment implementation guidelines.
Techniques or tools for obtaining information about trainees’ achievement include oral or
written test, demonstration and on-site observation. Therefore, a trainee is required to earn at
least 60% to be theoretically qualified. This result should be 18% or more when converted to
30%. Regarding performance appraisal results, it must score at least 80% or at least 32% or
more when converted to 40%. Must cooperate at least 80% out of 100% in cooperative
training; When converted to 30%, it must register 24%.
2.10. TVT Teachers Profile
The trainers conducting this particular TVT Program are B Level and above who have
satisfactory practical experiences or equivalent qualifications.

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 2.11. Training and Assessment methodology
The program is delivered using a variety of training methods. The table below shows training and assessment methodology for non-impaired
trainees and with reasonable adjustment for impaired trainees. In addition, as per the nature of the module title the trainer can use recommended
and possible training and assessment methodology.
Learning Methods:
For none Reasonable Adjustment for Trainees with Disability (TWD)
impaired trainees Low Vision Deaf Hard of hearing Physical impairment
Lecture-  Provide large print text  Assign sign language interpreter  Organize the class room  Organize the class room
discussion  Prepare the lecture in Audio/video  Arrange the class room seating to seating arrangement to seating arrangement to be
 Organize the class room seating be conducive for eye to eye be accessible to trainees accessible for wheelchairs
arrangement to be accessible to trainees contact  Speak loudly users.
 Write short notes on the black/white  Make sure the luminosity of the  Ensure the attention of  Facilitate and support the
board using large text light of class room is kept the trainees trainees who have severe
 Make sure the luminosity of the light  Introduce new and relevant  Present the lecture in impairments on their upper
of class room is kept vocabularies video format limbs to take note
 Use normal tone of voice  Use short and clear sentences  Ensure the attention of  Provide Orientation on the
 Encourage trainees to record the lecture  Give emphasis on visual lecture the trainees physical feature of the work
in audio format and ensure the attention of the shop
 Provide Orientation on the physical trainees
feature of the work shop  Avoid movement during lecture
 Summarize main points time
 Present the lecture in video format
 Summarize main points
Demonstration  Conduct close follow up  use Sign language interpreter  Illustrate in clear &  Facilitate and support the
 Use verbal description  Use video recorded material short method trainees having severe upper
 Provide special attention in the process  Ensure attention of the trainees  Use Video recorded limbs impairment to operate
of guidance  Provide structured training material equipments/ machines
 facilitate the support of peer trainees  Show clear and short method  Ensure the attention of  Assign peer trainees to assist
 Prepare & use simulation  Use gesture the trainees  Conduct close follow up
 provide tutorial support  provide tutorial support  provide tutorial support

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 (if necessary) (if necessary) (if necessary
Group discussion  Facilitate the integration of trainees  Use sign language interpreters  Facilitate the integration  Introduce the trainees with
with group members  Facilitate the integration of of trainees with group their peers
 Conduct close follow up trainees with group members members
 Introduce the trainees with other group  Conduct close follow up  Conduct close follow
member  Introduce the trainees with other up
 Brief the thematic issues of the work group member  Introduce the trainees
with other group
member
 Inform the group
members to speak loudly
Exercise  Conduct close follow up and guidance  Conduct close follow up and  Conduct close follow up  Assign peer trainees
 Provide tutorial support if necessary guidance and guidance  Use additional nominal
 provide special attention in the  Provide tutorial support if  Provide tutorial support hours if necessary
process necessary if necessary
 provide special attention in the  provide special
process/practical training attention in the process/
 Introduce new and relevant practical training
vocabularies
 prepare the assignment questions in  Use sign language interpreter  Provide briefing
Individual large text  Provide briefing /orientation on the /orientation on the
assignment  Encourage the trainees to prepare and assignment assignment
submit the assignment in large texts  Provide visual recorded material  Provide visual recorded
 Make available recorded assignment material
questions
 Facilitate the trainees to prepare and
submit the assignment in soft or hard
copy

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Assessment Methods:
Interview  Use sign language interpreter  Speak loudly  Use written response
 Ensure or conform whether the proper  Using sign language interpreter if as an option for the
communication was conducted with necessary trainees having
the trainee through the service of the speech challenges
sign language interpreter
 Use short and clear questioning
 Time extension
Written test  Prepare the exam in large texts  Prepare the exam using short  Prepare the exam using short  Use oral response as
 Use interview as an option if sentences, multiple choices, True or sentences, multiple choices, true an option to give
necessary False, matching and short answers or false, matching and short answer for trainees
 Prepare the exam in audio  Avoid essay writing answers if necessary. having severe upper
format  Time extension limb impairment
 Assign human reader  Time extension for
 (if necessary) trainees having
 Time extension severe upper limb
impairment
Demonstration/  Brief the instruction or provide  Use sign language interpreter  Provide activity based assessment  Provide activity
Observation them in large text  Brief on the instruction of the exam  Brief on the instruction of the based assessment
 Time extension  Provide activity-based/ practical exam  Conduct close follow
assessment method  Use loud voice up
 Time extension  Time extension  Time extension

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2. Learning Module Design

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Module Code and title EIS RTO5 M13 1023: Train Derailment investigation

Nominal Duration : 72 Hrs

Module Description : unit involves the skills and knowledge required to undertake a derailment
investigation in accordance with legislative and regulatory requirements. It includes preparing for a
derailment investigation, determining potential contributory factors, planning for derailment
investigation report requirements, and investigating a derailment.
No licensing or certification requirements apply to this unit at the time of publication.
Training Outcomes
At the end of the module the trainee will be able to attain the following training objectives:
 Prepare for derailment investigate
 .Determine potential contributory components of the rail system to the derailment
 Plan for derailment investigation report requirements
 Investigate derailment
Module Contents:
Unit one: Preparation of derailment investigate
 Derailment investigation definitions
 Principles of systematic derailment investigation
 Purpose and objectives of derailment investigation
 Documentation on derailment investigation
 Derailment investigation Requirement
 Type of data collection
 Types of evidence collection
Unit two: .Contributory components of the rail system to the derailment
2.1. Components on Track structure
2.2. Rolling stock involved in derailment
2.3. Derailment operation for rolling stock
2.4. Safety work on Derailment operation
Unite Three: Plan and report requirement on derailment
3.1. Method of evidence gathering
3.2. Report stricture
3.3. Report producing and Time investigation
3.4. Equipment for derailment investigation
Unit four: Derailment Investigation
4.1. Resource requirement for derailment investigation
4.2. Evidence is gathered at derailment investigation
4.3. Completing Rail derailment investigation report
4.4. Submitting Rail derailment investigation report
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 Learning Methods:

 Lecture
 Group discussion
 Demonstration
 Role playing
 Case study
 Brainstorming
Assessment Methods:

 Written test
 Oral questioning
 Presentation
Assessment Criteria:

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 Unit one: Preparation of derailment investigate
 Define Derailment investigation definitions
 Explain Principles of systematic derailment investigation
 Identify Purpose and objectives of derailment investigation
 Describe Documentation on derailment investigation
 Identify Derailment investigation Requirement
 Explain Type of data collection
 Explain Types of evidence collection
Unit two: .Contributory components of the rail system to the derailment
 Components on Track structure
 Rolling stock involved in derailment
 Derailment operation for rolling stock
 Safety work on Derailment operation
Unite Three: Plan and report requirement on derailment
 Method of evidence gathering
 Report stricture
 Report producing and Time investigation
 Identify Equipment for derailment investigation
Unit four: Derailment Investigation
 Determine Resource requirement for derailment investigation
 Identify Evidence is gathered at derailment investigation
 Define Completing Rail derailment investigation report
 Write Submitting Rail derailment investigation report

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Module Code and
EIS RTO5 M14 0423: Managing Train crew and roster
Title

Nominal Duration: 72 Hours

Module Description: This module covers skills, knowledge and attitude required to understand
the concepts, functions, and features of cooperative marketing.
Training Outcomes
At the end of the module the trainee will be able to:
 Prepare to manage train crewing and roistering
 Establish crew resourcing framework
 Manage the development of train crew rosters
 Monitor train crew rosters
Module Contents:
Unit one: Concepts of Cooperative Marketing
1.1. Rosterring Train timetables
1.2. Train running time schedules
1.3. Working on Rosters
1.4. problems and their impact on operation
Unit Two resourcing crew framework
2.1 Train crew Ffitness work
2.2 Regulated competency management
2.3 Qualification of train crew
2.4 Organisational and workplace Management
Unit Three: development of train crew rosters management
3.1. Organizational regulation development
3.2. Strategies of Contingency plan
3.3. Oorganisational policies and procedures
3.4. Mechanism of addressing and receiving feed back
3.5. Procedures for documenting and distributing train crew rosters
Unit four: Monitor train crew rosters
3.6. Review train crew at appropriate time

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 Learning Methods:
 Lecture
 Group discussion
 Role play
 Demonstration
 Brainstorming
Assessment Methods:
 Written test
 Oral questioning
 Role play

Assessment Criteria:
Unit one: Concepts of Cooperative Marketing
 Understand the core concepts of marketing
 Identify market and marketing
 Understand the historic developments, role, nature and scope of marketing
 Differentiate marketing and selling
 Distinguish and discuss marketing mix elements
Unit Two: Functions of cooperative marketing
 Discuss the meaning and basic concepts of marketing function
 Identify and explain the characteristics of marketing functions
 Identify types of marketing function
 Apply marketing functions for the cooperative members’ better performance
Unit Three: Features of Cooperative marketing
 Access Current status of cooperative marketing
 Identify and explain cooperative marketing principles
 Explain the unique features of Cooperative marketing
 Differentiate between Cooperative and other marketing

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 Module Code and Title AGR CM1 M03 0522: Cooperative Marketing Environment

Nominal Duration: 48 Hours

Module Description: This module covers skills, knowledge and attitude required to distinguish a
market and marketing environment, identify marketing environment and recommend potential
market entries for Cooperative’s business.
Training Outcomes
At the end of the module the trainee will be able to:
 Explain the distinctions between marketing and market environment
 Identify Cooperative markets
 Select and employ Market information gathering tools
 Describe the internal and external environmental factors
 Identify cooperative market entry systems and challenges
 Describe approaches to respond to the marketing environment
Module Contents:
Unit one: Overview of Marketing Environment
1.1. Meaning and concept of Marketing Environment
1.2. Distinctions between marketing and market environment
Unit Two: The Cooperative marketing environment
2.1 Market information gathering tools
2.2 Micro Environment
2.3 Macro Environment
Unit Three: Responding to the Marketing Environment
3.1. Market entry systems and challenges for Cooperatives
3.2. Approaches to respond to the marketing environment

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 Learning Methods:
 Lecture
 Group discussion
 Role play
 Case study
 Brainstorming
Assessment Methods:
 Written test
 Oral questioning
 Observation in prepared checklist

Assessment Criteria:
Unit one: Overview of Marketing Environment
 Explain the meaning and concept of Marketing Environment
 Differentiate marketing and market environment
Unit Two: The Cooperative marketing environment
 Identify Market information gathering tools
 Identify the micro and macro environments of Cooperatives
 Recommend potential markets for Cooperatives
Unit Three: Responding to the Marketing Environment
 Describe the market entry systems and challenges
 Elaborate approaches to respond to the marketing environment

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 Module Code and Title AGR CM1 M04 0522: Cooperative Marketing Opportunities

Nominal duration: 48 Hours

Module Description: This module describes the performance outcomes, skills and knowledge
required to identify and take advantage of cooperative marketing opportunities through collecting
market data. It also includes Assessing Cooperative Markets and Recommending marketing
opportunities.
Training Outcomes
At the end of the module the trainee will be able to:
 Identify Cooperative Markets
 Explore marketing opportunities
 Recommend marketing opportunities
Module Contents:
Unit one: Market assessment
1.1. Marketing data collection
1.2. Identification of Potential and emerging market
Unit Two: Market opportunity identification
2.1 Source of marketing opportunities
2.2 Characteristics of good market opportunity
2.3 Market Opportunities selection and Prioritization
2.4 Utilizing marketing opportunities
Learning Methods:
 Lecture
 Group discussion
 Brainstorming
Assessment Methods:
 Written test
 Oral questioning
 Observation in prepared checklist
Assessment Criteria:
Unit one: Market assessment
 Identify Marketing data collection
 Identify Potential and emerging markets
Unit Two: Market opportunity identification
 Describe Source of marketing opportunities
 Explain Characteristics of good market opportunity
 Identify Market Opportunities selection and Prioritization
 Utilize marketing opportunities

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Ministry of Labor and Skills May 2022
 Module Code and Title AGR CM1 M05 0522: Consumers Behavior

Nominal Duration: 48 Hours

Module Description: This unit describes the performance outcomes, skills and knowledge required
to sort Consumers, identify buying process and identifies Factors affecting consumers buying
behavior to serve a specific cooperative markets and specific needs.
Training Outcomes
At the end of the module the trainee will be able to:
 Sort consumers
 Distinguish consumers and business buyers
 Identify consumers buying process
 Identify factors affecting consumers buying process
Module Contents:
Unit One: Concepts of consumers buying behavior
1.1. Consumer behavior an overview
1.2. Terminologies in consumer behavior
1.3. Nature and stages of consumers buying behavior
1.4. Scopes of consumer behavior
1.5. Consumers and business buyers
1.6. Patterns of consumer behavior
Unit Two: The buying process
2.1. Types of consumer buying behavior
2.2. Levels of consumer involvement
2.3. Steps in buying process
Unit Three: Factors affecting consumers buying behavior
3.1. Psychological factors
3.2. Social factors
3.3. Personal factors
3.4. Cultural factors

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Ministry of Labor and Skills May 2022
 Learning Methods:
 Lecture
 Group discussion
 Role play
 Demonstration
Module Code and Title AGR CM1 M06 0522: Agricultural Extension Service
 Brainstorming
Nominal Duration:
Assessment Methods: 48 Hours
 Written
Module test This unit describes the performance outcomes, skills and knowledge required to
Description:
understand
 Oral the Concept and evolution of agricultural Extension, apply extension methods and
questioning
Approaches, apply Agricultural extension Communication and facilitation for technology promotion,
 Practical demonstration
Conduct training and record and document data.
 Observation
Training Outcomes in prepared checklist
At the end of Criteria:
Assessment the module the trainee will be able to:
 the
During Describe the Concept
assessment and Evolution
the evidence mustof Agricultural
show that theExtension
trainee…..
 Apply Extension Methods and Approaches
Unit 1:Concepts of consumers buying behavior
 Apply Agricultural Extension Communication and Facilitation for Technology
 Describe the concept of Consumer behavior
Conduct Training
 list
Record
stagesand ofDocument
consumersData
buying behavior
Module Contents:
 Elaborate Scopes of consumer behavior
Unit One: Concept and evolution of Agricultural Extension
 Differentiate
1.1. ConceptConsumers
of Agricultural extensionbuyers
and business
1.2. Evolution and progress of agricultural extension
 Discuss the Patterns of consumer behavior
1.3. Role of extension in agricultural development
 Describe Terminologies
1.4. Importance in consumer
of Agricultural behavior
extension
Unit 2:The1.5.buying
Extension planning
process
Unit Two: Extension methods and Approaches
 List2.1.Steps in consumer
Extension buying process
methods
2.2. Extension
 Explain Levels ofapproaches
consumer involvement
2.3. Importance of extension methods and approaches
 Differentiate Types of consumer buying behavior
2.4. Extension methods and approaches
Unit Three:
3: Factors affecting consumers
Agricultural buying behavior
Extension Communication and Facilitation
 List3.1.Psychological
Concept, principle and type of communication
factors
3.2. Communication barriers,
 List3.3.Social factors
Elements of communication
 List3.4.Personal
Audio visual techniques
factors
3.5. Roles and characteristics of extension communicator
 List3.6.Cultural factorsof facilitation
Basic concept
3.7. Roles and responsibilities of a facilitator
3.8. Conflict resolution skills
3.9. Skills of a facilitator
Unit Four: Conducting Training
4.1. Conducting needs assessment

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Ministry of Labor and Skills May 2022
 4.2. Carrying-out preparation
4.3. Training Implementation
4.4. Evaluation
4.5. Recording and Documenting Data

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Ministry of Labor and Skills May 2022
Learning Methods:
 Lecture
 Group discussion
 Role play
 Case study
 Demonstration
 Brainstorming
Assessment Methods:
 Written test
 Oral questioning
 Practical demonstration
 Observation in prepared checklist
Assessment Criteria:
During the assessment the evidence must show that the trainee…..
Unit One: Concept and evolution of Agricultural Extension
 Elaborate Concept of Agricultural extension
 Explain the Role of extension in agricultural development
 Describe the Importance of Agricultural extension
 Prepare Extension Plan
Unit Two: Extension methods and Approaches
 Explain Extension methods
 Describe Extension approaches
 Describe Importance of extension methods and approaches
Unit Three: Agricultural Extension Communication and Facilitation
 Elaborate the principles and types of communication
 Explain barriers of Communication
 Describe Elements of communication
 Describe the Roles and characteristics of extension communicator
 Elaborate basic concept of facilitation
 Describe the Roles and responsibilities of a facilitator
 Explain the skills required to resolve Conflict
Unit Four: Conducting Training
 Conduct needs assessment
 Implement training
 Carry out Evaluation
 Record and Document Data

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Ministry of Labor and Skills May 2022
 Module Code and Title AGR CM1 M07 0522: Agribusiness Marketing

Nominal Duration: 48 Hours

Module Description: This unit describes the performance outcomes, skills and knowledge required
to Understand concept of agricultural marketing Understand concepts of agribusiness Identify
marketing targets for Agricultural products Implement marketing strategy. Establish contract
farming, and Apply Agricultural marketing services.
Training Outcomes
At the end of the module the trainee will be able to:
 Understand concept of agricultural marketing
 Understand concepts of agribusiness
 Identify marketing targets for Agricultural products
 Implement marketing strategy
 Establish contract farming
 Apply Agricultural marketing services
Module Contents:
Unit One: Concept of agricultural marketing
1.1. Concept of agricultural marketing
1.2. Importance of agricultural marketing
1.3. Roles of agricultural market
1.4. Principles of agricultural marketing
1.5. Marketing mix
1.6. Types of market structure
Unit Two: Concepts of agribusiness
2.1. Concept of agribusiness
2.2. Importance of agribusiness
2.3. Roles of agribusiness
2.4. Principles And Characteristic of agribusiness
2.5. Dimension and structures of Agribusiness
Unit Three: Marketing targets for agricultural products
3.1. Marketing strategy
3.2. Approaches of agricultural market
3.3. Market Segment descriptors
3.4. Agricultural marketing options
3.5. Marketing plan
3.6. Analyzing cost and benefit

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Ministry of Labor and Skills May 2022
 Unit Four: Implementing marketing strategy
4.1. Agricultural marketing functions strategy
4.2. Preparing marketing Action plan
4.3. Resource for agricultural marketing
Unit Five: Establishing contract farming
5.1. Concept of contract farming
5.2. Types of contract farming
5.3. Models of Contract farming
5.4. Steps and procedures of contract farming
5.5. Contract farming requirements
5.6. Contract farming systems
Unit Six: Agricultural marketing services
6.1. Types of Agricultural products
6.2. Conducting Need assessment
6.3. Develop Market strategies
Learning Methods:
 Lecture
 Group discussion
 Case studies
 Role play
 Demonstration
 Brainstorming
Assessment Methods:
 Written test
 Oral questioning
 Practical demonstration
 Observation in prepared checklist

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Ministry of Labor and Skills May 2022
 Assessment Criteria:
During the assessment the evidence must show that the trainee…..
Unit One: Concept of agricultural marketing
 Describe the concept and importance of agricultural marketing
 Explain the roles of agricultural market
 List down the principles of agricultural marketing
 Elaborate marketing mix
 Describe the types of market structure
Unit Two: Concepts of agribusiness
 Describe the concept of agribusiness
 Explain the importance of agribusiness
 Describe the roles of agribusiness
 List down the principles and characteristic of agribusiness
 Explain the dimension and structures of Agribusiness
Unit Three: Marketing targets for agricultural products
 Describe Marketing strategy
 Explain the Approaches of agricultural market
 Describe Market Segment
 Explain the Agricultural marketing options
 Prepare Marketing plan
 Analyze cost and benefit
Unit Four: Implementing marketing strategy
 Elaborate Agricultural marketing functions strategy
 Prepare marketing action plan
 Identify and explain resource for agricultural marketing
Unit Five: Establishing contract farming
 Describe the concept and types of contract farming
 Illustrate models of contract farming
 Elaborate the steps and procedures of contract farming
 Identify and explain contract farming requirements
 Describe the contract farming systems
Unit Six: Agricultural marketing services
 Identify and explain the types of Agricultural products
 Conduct need assessment
 Develop market strategies

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Ministry of Labor and Skills May 2022
 Module Code and Title AGR CM1 M08 0522: Basics of Human Nutrition

Nominal Duration: 48 Hours

Module Description: This unit describes the performance outcomes, skills and knowledge required
to categorize agricultural foods items, recognize malnutrition in the community, identify the role of
agriculture in nutrition and contribute to the awareness creation of the community in utilization of
agricultural products.
Training Outcomes
At the end of the module the trainee will be able to:
 Identify Categories of agricultural foods items
 Recognize malnutrition in the community
 Identify the role of agriculture in nutrition
 Demonstrate diversified Agricultural food production and consumption techniques
 Perform proper handling and storage of agricultural food products
 Document and report food production, consumption and difficulties
Module Contents:
Unit One: Categories of agricultural foods items
1.1. Terminologies and concepts in nutrition
1.2. Food groups, nutrient and their sources of balanced diet
1.3. Origin and composition of food stuffs
1.4. Energy dense and nutrient dense food sources
Unit Two: Malnutrition in the community
2.1. physical signs of malnutrition
2.2. forms, causes and consequences of malnutrition
2.3. Promoting measures to overcome malnutrition
2.4. Making awareness creation programs
Unit Three: The role of agriculture in nutrition
3.1. The role of agriculture for food Varity
3.2. Contribution of agriculture sector in nutrition
3.3. Nutrition sensitive agricultural practices

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Ministry of Labor and Skills May 2022
 Unit Four: Diversified Agricultural food production and consumption techniques
4.1 . Importance of diet diversification
4.2 . Techniques of diversified food production
4.3 . Techniques of enhancing the nutrient content of foods
4.4 . Identifying utensils and demonstrating cooking techniques
4.5 . Selecting and using PPE
4.6 . Balanced and nutrient dense diet preparation
Unit Five: Handling and storing agricultural food products
5.1. Importance of hygiene
5.2. Storage facilities and supporting family holds
5.3. Handling and storing agricultural products
5.4. Methods and techniques of handling and storing agricultural products
Unit Six: Documenting and reporting food production, consumption and difficulties
6.1. Documenting diversified food production and consumption activities
6.2. Reporting difficulties happened in the processes

Learning Methods:
 Lecture
 Group discussion
 Role play
 Demonstration
 Brainstorming
Assessment Methods:
 Written test
 Oral questioning
 Practical demonstration
 Observation in prepared checklist

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Ministry of Labor and Skills May 2022
 Assessment Criteria:
During the assessment the evidence must show that the trainee…..
Unit One: Categories of agricultural foods items
 Describe the Terminologies and concepts in nutrition
 Identify Food groups, nutrient and their sources of balanced diet
 Explain Energy dense and nutrient dense food sources
Unit Two: Malnutrition in the community
 Describe the physical signs of malnutrition
 Elaborate forms, causes and consequences of malnutrition
 Explain Promoting measures to overcome malnutrition
 Making awareness creation programs
Unit Three: The role of agriculture in nutrition
 Describe the role of agriculture for food Varity
 Elaborate the contribution of agriculture sector in nutrition
 List and explain Nutrition sensitive agricultural practices
Unit Four: Diversified Agricultural food production and consumption techniques
 Explain the Importance of diet diversification
 Elaborate the Techniques of diversified food production
 Describe the Techniques of enhancing the nutrient content of foods
 Identify utensils and demonstrating cooking techniques
 Select and use PPE
 Prepare balanced and nutrient dense diet
Unit Five: Handling and storing agricultural food products
 Describe the Importance of hygiene
 Elaborate the storage facilities and supporting family holds
 Handle and store agricultural products
 Explain the methods and techniques of handling and storing agricultural products
Unit Six: Documenting and reporting food production, consumption and difficulties
 Document diversified food production and consumption activities
 Prepare report on difficulties happened in the processes

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Ministry of Labor and Skills May 2022
 Module Code and Title AGR CM1 M09 0522: 5S Procedures

Nominal Duration: 48 Hours

Module Description: This unit describes the performance outcomes, skills and knowledge required to
apply 5S techniques to his/her workplace. It covers responsibility for the day-to-day operations of the
workplace and ensuring that continuous improvements of Kaizen elements are initiated and
institutionalized.
Training Outcomes
At the end of the module the trainee will be able to:
 Prepare for work
 Sort items
 Set all items in order
 Perform shine activities
 Standardize 5S
 Sustain 5S
Module Contents:
Unit One: Preparing for work
1.1. Using work instructions
1.2. Reading and interpreting job specifications
1.3. Observing OHS requirements
1.4. Preparing and using equipment
1.5. Identifying and checking safety equipment and tools
1.6. Preparing and using kaizen Board
Unit Two: Sorting items
2.1 Preparing plan
2.2 Performing cleaning activities
2.3 Identifying all items in the workplace
2.4 Listing necessary and unnecessary items
2.5 Using Red tag strategy
2.6 Evaluating and placing unnecessary items
2.7 Recording and quantifying necessary items
2.8 Reporting performance results
2.9 Checking the necessary items

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Ministry of Labor and Skills May 2022
 Unit Three: Setting all items in order
3.1 Preparing plan.
3.2 Performing cleaning activities
3.3 Deciding location/layout, storage and indication methods
3.4 Preparing and using necessary tools and equipment.
3.5 Placing items in their assigned locations
3.6 Returning the items after use
3.7 Reporting performance results
3.8 Checking each item regularly
Unit Four: Performing shine activities
4.1 Preparing plan
4.2 Preparing and using necessary tools and equipment
4.3 Implementing shine activity
4.4 Reporting performance results.
4.5 Conducting regular shining activities.
Unit Five: Standardizing
5.1. Preparing and using plan.
5.2. Preparing and implementing tools and techniques
5.3. Following checklists and report
5.4. Keeping workplace
5.5. Avoiding the problems
Unit Six: Sustaining
6.1. Preparing and following plan
6.2. Discussing, preparing and implementing tools and techniques
6.3. Inspecting the workplace specified standard
6.4. Cleaning up workplace
6.5. Identifying the situations and actions specified
6.6. Recommending improvements
6.7. Following checklists
6.8. Avoiding problems by sustaining activities.

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Ministry of Labor and Skills May 2022
 Learning Methods:
 Lecture
 Group discussion
 Role play
 Demonstration
 Brainstorming
3. Resource Requirements
Assessment Methods:
Item  Written test
Category/Item Description/ Specifications Quantity Recommended
No.  Oral questioning Ratio
 Practical demonstration (Item: Trainee)
 Observation
A. Learning Materialsin prepared checklist
1. Assessment
TTLM Criteria: MoLS 25 1:1
During the assessment the evidence must showL.,that
Evans, andthe trainee…..
G. Guthrie. 2006
A Dynamic Theory of Cooperatives:
Unit One: Prepar ing for work Journal of Institutional and Theoretical
2. The Link Between Efficiency and 5 1:5

Valuation.Identify OHS requirements Economics
 Prepare and use equipment
Cooperatives: An Economic and W. Cobia and Bruce L. Anderson.
3.  Identify and check safety equipment and tools 5 1:5
Management Perspective 2016
 Prepare and use kaizen Board 2014 William D Perreault Jr Phd
4. Basic marketing 19th Edition 15 1:2
Unit Two: Sorting items
Role of
Cooperatives in Improving
Prepare sorting plan Virendra Kumar, K. G. Wankhede, and
5. Livelihood of Farmers
 Identify, on Sustainable
Evaluate H. C. Gena,items
and place unnecessary American Journal of 5 1:5
Basis  Record and quantify necessaryEducational
items Research, vol. 3,
Cooperatives
 Report and Other Forms
performance resultsof Coop Africa, 2010
6. 15 1:2
Organizations
Unit Three: Setting all items in order
Cooperative Societies Proclamation The Federal Democratic Republic Of
7.  Prepare plan and Perform cleaning activities 25 1:1
985/2009 Ethiopia 2016 Federal Negarit Gazette
 Describe location/layout, storage and indication methods
Rural marketing 3rd edition
8. Unit Ravindranath V Badi 2015 5 1:5
Four: Performing shine activities
B. Learning Facilities &
 Preparing Infrastructure
shining activities plan
1. Lecture Room
Implement shining activities 5*5m 1 1:25
2. Unit Five: Standardizing
Library 20*30m 1 1:250
 Prepare
3. Cooperative lab standardizing plan 7*9m 2 1:25
 Elaborate
C. Consumable MaterialsPreparation and implementation tools and techniques
1. Paper Implement standardizing A4 5rim 1:5
Unit
2 Pen Six: Sustain ing Ball point 5 1:5
3 Marker  Preparing and following plan Packet 25 1:1
4 Duster  Inspect the workplace specified standard
Packet 5 1:5
 Identify the situations and actions specified
D. Tools and Equipments
1. Arm chair 54Cm *72 Cm *100Cm 25 Pcs 1:1
2. Notice board 150*100 Cm 1 Pcs 1:25
3. White board 240 Cm *120 Cm 1 Pcs 1:25
4. Computer 5 1:5

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Ministry of Labor and Skills May 2022
5. Printer 5 1:5
6. Computer table 5 1:5
7. Shelf 5 1:5
8. LCD Projector 2 1:1

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Ministry of Labor and Skills May 2022
 4. Developers Profile
N Name Qualification Field of Study Organization/ Institution Mobile E-mail
o (Level) number
1 Bereket Habtamu MBA Marketing Ardaita AVET College 0917859853 [email protected]

2 Belayhun Kelilew MBA Marketing Kombolcha/Wollo ATVT 0913371306 [email protected]

College
3 Nega Endale MA Cooperative Marketing Ardaita AVET College 0911023981 [email protected]
4 Abebayehu Munea BSC Ag. Economics, Wolaita Sodo AVET 0913288178 [email protected]
MSC Rural Development and College 0926427224 [email protected]
Planning
5 Samuel Kibebew MBA Marketing Ardaita AVET College 0910177704 [email protected]

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Ministry of Labor and Skills May 2022