NATIONAL
CERTIFICATE IN
ACCOUNTING
AND FINANCE
Teaching Syllabus
NCAF
Teaching Syllabus
NATIONAL
CERTIFICATE IN
ACCOUNTING
AND FINANCE
NCAF
A product of the National Curriculum Development Centre for
the Ministry of Education and Sports
Published by
National Curriculum Development Centre
P.O. Box 7002,
Kampala- Uganda
www.ncdc.co.ug
ISBN: 978-9970-00-139-2
All rights reserved: No part of this publication may be re-
produced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior permission of the
copyright holder
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ivNATIONAL CERTIFICATE IN ACCOUNTING AND FINANCEiv
vNCAFv
viNATIONAL CERTIFICATE IN ACCOUNTING AND FINANCEvi
viiNCAFvii
viiiNATIONAL CERTIFICATE IN ACCOUNTING AND FINANCEviii
Government of Uganda through the National Curriculum Development
Centre, under the Ministry of Education and Sports embarked on
reviewing the Business, Technical and Vocational curricula to make it
competence based as advocated for by the BTVET Strategic Plan (2011 –
2020) of “Skilling Uganda”. Government emphasis has been placed on
provision of knowledge, skills and work attitudes for majority of Ugandans
with a view of improving service delivery and increasing productivity
citizens.
To ensure quality and standards across the country, the Ministry through
National Curriculum Development Centre (NCDC) and in partnership with
the various institutions that had developed individual curricula took up the
responsibility of harmonising the curricula materials for all institutions
both private and public. Government further streamlined all post Ordinary
level programmes to two years, with the aim of equating such
qualifications to the Advanced Certificate of Education to allow for
progression and in accordance with the recommendations of the
Government White Paper (1992).
The harmonisation of this curriculum was premised on the current labour
market demands, making it learner centred, and competence based. It
focuses on core tasks and continuous assessments, with each semester
involving execution of a real life project that makes the graduate
competent in the field of work. It aims at making Business, Technical,
Vocational and other Tertiary Institutions the Centres of excellence for
skills development which will result in greater trade, industrialisation, and
development of our country.
The increasing business demands with increasing enterprises established
daily in the economy, require acquisition of financial and accounting
knowledge and skills to facilitate learners in successfully monitoring and
managing their businesses through making appropriate financial decisions.
As long as businesses are established, knowledge of accounting and
finance will always be required, therefore, the Accounting and Finance
course is aimed at equipping learners with skills of managing businesses
efficiently thorough sound business decision making, understanding how
to record business transactions, how to prepare final accounts, where to
ixNCAFix
source for funding and how to tell whether the business is making profit or
not among others.
The Accounting and Finance program is one of the programmes that
support achievement of Government’s goal of employment creation. When
well implemented, it is expected to enable learners to perfect their
professional attitudes towards innovation and self-employment. As
Minister responsible for the provision of education, I endorse the National
Certificate in Accounting and Finance as the official curriculum to be
taught by all institutions engaged in offering a certificate in Accounting and
Finance in Uganda.
xNATIONAL CERTIFICATE IN ACCOUNTING AND FINANCEx
National Curriculum Development Centre (NCDC) extends her
appreciation to all panel members who participated in developing this
syllabus for National Certificate in Accounting and Finance. Great
thanks go to the following institutions that provided participants who
worked tirelessly to make better the curriculum for skills
development:
The Ministry of Education and Sports, Uganda Colleges of Commerce
(UCCs), Uganda National Examinations Board (UNEB), the Directorate
of Education Standards (DES), Universities, and the various institutions
under the UGAPRIVI umbrella.
Special thanks go to Uganda Business and Technical Examinations
Board (UBTEB) for the financial support that enabled the successful
review and harmonisation of the various curricula, as well as their
contributions towards the implementation policies.
The consultants are greatly applauded for the guidance provided
during the development of the professional profiles. Special thanks go
towards each and every individual who has worked behind the scenes
to ensure successful completion of this curriculum.
We shall always be grateful for your ideas, time and efforts offered
towards the design of this National Curriculum.
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CAO Chief Administrative Officer
CAS Current Awareness Services
CBET Competence Based Education and Training
CD Compact Disc
CGPA Cumulative Grade Point Average
CH Contact Hours
CPU Central Processing Unit
CTF Curriculum Task Force
CU Credit Units
DES Directorate of Education Standards
DVD Digital Versatile Disc
FVH Field Visit Hours
GDP Gross Domestic Product
GNP Gross National Product
GP Grade Point
GPA Grade Point Average
JVC Junior Vocational Certificate
LAM Local Area Network
MOES Ministry of Education and Sports
NCAF National Certificate in Accounting and Finance
NCBE Letter code for Introduction to Business Ethics
NCBS Letter code for Elements of Business Statistics
NCCA Letter code for Computer Applications Skills
NCCS Letter code for Basic Communication Skills
NCDC National Curriculum Development Centre
NCEA Letter code for Elements of Auditing
NCEC Letter code for Elements of Cost Accounting
NCED Letter code for Entrepreneurship Development
NCET Letter code for Elements of Taxation
NCIM Letter code for Introduction to Marketing
NCKS Letter code for Basic Kiswahili
NCPA Letter code for Public Sector Accounting
NCPE Letter code for Principles of Economics
xiiNATIONAL CERTIFICATE IN ACCOUNTING AND FINANCExii
NCPM Letter code for Public Sector Management
NGO Non-Governmental Organisation
NP Normal Progress
NPMO Non-profit Making organisations
NPV Net present Value
PBP Pay Back Period
PH Practical Hours
PP Probationary Progress
PSA Public Sector Accounting
PSM Public Sector Management
RAM Random Access Memory
ROM Read – Only Memory
SME Small scale and Medium Enterprises
SWOT Strength, Weaknesses, Opportunities, and Threats
TH Training Hours
UBTEB Uganda Business and Technical Examinations Board
UCCs Uganda Colleges of Commerce
UCE Uganda Certificate of Education
UGAPRIVI Uganda Association of Private Vocational Institutions
UNEB Uganda National Examinations Board
UPF Uganda Police Force
UPS Uninterrupted Power Supply
URA Uganda Revenue Authority
VAT Value Added Tax
WAN Wide Area Network
1NCAF1
This National Certificate in Accounting and Finance (NCAF) curriculum is
aimed at producing Accounts Assistants who are relevant to the industry
and world of work. It is learner-centred and competence-based,
emphasises acquisition of skills through practical teaching and execution
of projects.
The curriculum is in line with the BTVET Act (2008), the BTVET
Strategic Plan of “Skilling Uganda’’ and the Uganda Vision 2040 that
advocates for middle income earning.
The modules offered in this syllabus have been packaged in a manner that
will enable learners to attain particular skills needed to perform tasks at
the different levels of their respective stages of study. The competences
that a learner is expected to acquire are clearly spelt out for every module
in each semester and year of study.
There are core modules of; Bookkeeping, Business ethics, Cost accounting,
Entrepreneurship, Business ethics, Financial Accounting, and Business
finance that are aimed at equipping learners with the soft skills, knowledge
and techniques for effective management of business assets.
Modules of; Communication skills, Computer Applications, Marketing, and
Basic Kiswahili are aimed at enhancing the learner’s communication,
report writing, and presentation skills.
Internship, which comes at the end of each academic year, is aimed at
bridging the gap between institutional-based training and the world of
work.
A professional profile was developed which is an amalgamation of the
various tasks from which these modules were arrived at. This led to an
educational concept which focuses on the assessment criteria,
contributions of learners, teachers, and administrative staff towards
education.
The skills to be acquired will enhance the learners’ confidence and abilities
to participate effectively in income generating activities, not only as
members of the business fraternity, but also as creative citizens dealing
2NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE2
with issues emanating from the works that impact on their own and other
people’s lives.
When effectively implemented, this curriculum will produce graduates
with knowledge and skills to:
i. Record business transactions in the books of accounts
ii. Compute business profits/losses
iii. Prepare payrolls
iv. Manage business finances
v. Source for business finances
vi. Start up their own small scale businesses
Programme Title
The programme shall be called National Certificate in Accounting and
Finance abbreviated as NCAF.
Duration of the Programme
The National Certificate in Accounting and Finance is a full time course
taught in two academic years. Each academic year will consist of two
semesters composed of 17 weeks of which 15 weeks shall be for training
and continuous assessments and 2 weeks for final examinations.
The CBET system caters for free exit before completion of the programme
once the learner obtains reasonable skills to enable him/her do something
to earn a living. Such a learner may return to continue with the programme
at a later date as long as it is done within a period of not more than 5 years
from the date of enrolment.
Admission/Entry Requirements
A candidate shall be eligible for admission to the National Certificate in
Accounting and Finance course on meeting any of the following minimum
qualifications:
a) Ordinary Level Entry Scheme (Uganda Certificate of Education)
The candidate should be a holder of Uganda Certificate of Education (UCE)
with at least three passes obtained at the same sitting,
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b) Certificate Entry Scheme
The candidate should hold a Junior Vocational Certificate (JVC) or any other
relevant certificate obtained from a recognised institution.
Curriculum Implementation
The curriculum for National Certificate in Accounting and Finance is based
on a semester system which is modularised. During the training,
continuous assignments shall be carried out as a CBET requirement. Each
module contains sub-modules that will help the learner to understand how
to perform the core tasks through:
Applied knowledge,
Practical involvement, and
Professional attitude.
Learners will also have to operate real life projects every semester to put
into practice the knowledge and skills acquired from the classroom.
Prospects for National Certificate in Accounting and
Finance
NCAF graduates may opt to further their education and improve on their
skills by offering a diploma and or degree in Accounting and Finance or
any other related programme of one’s choice.
Assessment Criteria
a) Each module shall be assessed out of 100 marks as follows:
Continuous assessments 40%
Final examinations 60%
b) Continuous assessments
These shall be either individual based or group assignments. They will
consist of:
i. Classroom exercises and presentations
ii. Assignments
iii. Tests
iv. Practical work
v. Project execution and Internship.
vi. Case study analyses
4NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE4
c) There shall be final examinations within the last two weeks of
every semester set and conducted by UBTEB.
d) A candidate shall be considered to have acquired a competence on
performing tasks required in the labour market. One must have
attended at least 75% of each module lessons and done both
continuous assessments and end of semester final examinations.
e) Continuous assessment shall be handled by the facilitators at the
training institutions and verified by UBTEB officials.
Real Life Projects
This involves a combination of subject knowledge, process skills and
transferable abilities. Learners have to apply classroom knowledge and
skills proactively in a real-life context for an extended period of time to
produce an article or provide a service outside classroom time. At the end
of every semester a learner should have a visible real life project on the
ground to be authenticated by UBTEB. Project work shall be assessed
continuously by the instructors and marked out of 100% just like other
modules. This shall be based on both the final product and the process
involved in making it. A team of examiners from UBTEB will be moving
around to assess the implementation, authenticity, and progression of the
projects.
The following guidelines may be considered for project assessment:
Innovation and creativity 10 marks
Customer care 10 marks
Neatness 10 marks
Record keeping 05 marks
Health and safety observation 10 marks
Actual performance 30 marks
Final product 25marks
TOTAL 100 marks
Internship
Every student must get a placement for Internship to be done at the end of
the second academic year. A placement in this case is any place where
hands-on training and practice shall be applied to produce items or provide
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services. This may include manufacturing enterprises, companies,
corporate organisations, shops, supermarkets, media houses, hotels, a
restaurant, libraries, hospital, schools etc.
i. An industrial supervisor shall award 50% of the marks. This is because
she/he is in contact with the learner much of the time and gives the
necessary practical guidance, support, corrections, and observation.
ii. An academic supervisor shall visit the industry on appointment and
award 30% of the marks. She/he shall interact with the learner in the
presence of the industrial supervisor where applicable.
iii. An Internship report shall be written by the trainee and submitted to
UBTEB. This will be marked out of 20% and the scores added to the
marks awarded by the industrial and academic supervisors to make
100%. The following assessment guide may be applied by the
supervisors:
Attendance 05 marks
Time management 05 marks
Teamwork 05marks
Creativity and innovativeness 15 marks
Customer care 10 marks
Health and safety 15 marks
Actual performance 25 marks
Written report 20 marks
TOTAL 100%
Detailed samples of assessment forms for the academic and the work
supervisors are provided in the appendices.
Awards
A learner who completes the course with at least 2.0 Cumulative Grade
Point Average (CGPA) in each of the modules shall be awarded a classified
‘’National Certificate in Accounting and Finance by Uganda Business
and Technical Examinations Board (UBTEB).
A learner who completes the course and does not attain at least 2.0 (GPA)
in some modules shall be awarded a ‘’Competence Class Certificate” by
UBTEB for the modules passed. The competence class Certificate shall
enable the learner to have a specialised upgrading and employment since
6NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE6
he/she will have attained some useful competences and skills to perform
in the specialised field.
On completion of year one, a learner may on request be given a statement
of results by the UBTEB indicating the grades obtained in each module.
Module Credits and the Weighing System
i) Each module will be weighted using the credit units (CU).
ii) One credit unit is equivalent to 15 contact hours (CH).
iii) A contact hour can either be a teaching/lecture hour (LH), tutorial
hour (TH), field visit hour (FVH) or practical hour (PH).
iv) One contact hour is equivalent to 1 lecture hour/ 2 tutorial or
practical hours/field visits hours.
v) Credit units (CU) range from a minimum of 2.0 to a maximum of
5.0 based on the level of relevancy of each module in the
programme.
vi) Hence a module weighted 2 CU would take 30 contact hours, 3 CU
would take 45 contact hours 4 CU, would have 60 contact hours,
and 75 contact hours for a module with 5 CU. No module will have
less than 2 CUs or more than 5 CUs.
Grading of Modules
Each module shall be graded out of 100 marks and assigned an
appropriate letter grade and grade points as follows:
MARKS (%) LETTER
GRADE
GRADE POINT
(GP)
80-100 A 5.0
75-79 B+ 4.5
70-74 B 4.0
65-69 C+ 3.5
60-64 C 3.0
55-59 D+ 2.5
50-54 D 2.0
0 – 49 F 0
Cumulative Grade Point Average (CGPA)
The certificate awarded to a learner shall be graded based on the
Cumulative Grade Point Average (CGPA) score.
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Computation of the CGPA
The learner’s CGPA at a given time shall be obtained by:
i. Multiplying the grade points obtained in each module by the
corresponding credit units assigned to the module to arrive at the
weighted score for that module.
ii. Adding together the weighted scores for all modules up to that
time
iii. Dividing the total weighted scores by the total number of credit
units taken up to that time.
Classification of the Certificates
The National Certificate in Accounting and Finance shall be classified
according to the CGPA obtained up to the end of the module. The
certificates shall be classified as follows:
Class CGPA
Distinction 4.30 – 5.00
Credit 2.80 – 4.29
Pass 2.00 – 2.79
Progression of the Learner
Progression of a student shall be classified as normal, probationary, or stay
put.
a) Normal progress
Normal progression will occur when a student passes all the modules
taken in a semester with a grade point of not less than 2.0.
b) Probationary progress
This is a stage in which a student passes some modules but does not
measure up to the minimum GP of 2.0 in other modules. Such learner will
be allowed to move to the next level carrying along the failed module(s) as
“Retake(s)”
Retaking a Module
i) Retaking will require a learner to redo the entire module by attending
lectures, doing continuous assessments, and sitting the final
examinations of that module. There shall not be a supplementary
8NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE8
examination or test set for any retake but a learner will re-sit the
failed module when it is next examined.
ii) A learner may retake a module to improve the grades obtained at the
first sitting. Should the learner get a lower grade for a retake, his/her
original grade shall prevail.
iii) Whenever a module is retaken and passed, the academic transcript
should not indicate it as a retake.
Stay-put
A learner who does not measure up to the minimum GP of 2.0 in more than
half of the total number of modules in a semester shall not proceed to the
next semester until those modules are cleared. However, the passed
modules should not be repeated.
Dead Year
A learner shall be allowed to apply for a dead year of study due to financial
constraints, sickness or any other genuine problem and should be allowed
to resume the module at the level he/she exited for the dead year. A
learner who applies for a dead year should bear in mind that he/she has to
complete the course within duration of five (5) years from the time of
enrolment and registration into the programme.
Educational Prospects for NCAF Graduates
Graduates of NCAF may advance in education to improve on their skills
and competences. This can be by enrolling for:
i. Diploma programmes such as National Diploma in Accountancy
(NDA), National Diploma in Business Administration (NDBA),
National Diploma in Business Management (NDBM), or any other
of one’s choice.
ii. Degree programmes such as Bachelor in Business Administration
(BBA), Bachelor in Accounting and Finance (BAF) or any other.
iii. Professional programmes such as Association of Chartered
Certified Accountants (ACCA), Certified Public Accountants (CPA),
Certified Financial Analyst (CFA)
Academic Load
A Certificate programme shall carry a maximum of 25 Credit Units per
semester.
No semester should have more than seven modules/assessment units
including project work.
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Final Examinations Paper Format
Depending on the respective module examination paper formats the questioning
techniques to be applied should seek for the candidate’s ability to remember
comprehend, apply, analyse, synthesise, and evaluate conditions. All questions
should be guiding the learner to perform the tasks expected of him / her in the
world of work.
The structure below shall be followed to guide the assessors during item
writing.
Year 1 Semester 1
Paper Name and Code Examination Format
NCBK111: Bookkeeping
NCCS112: Basic
Communication Skills
NCPM113: Principles of
Management
NCBE114: Introduction to
Business Ethics
NCBS115: Elements of Business
Statistics
Each paper shall consist of seven
questions and the candidate shall be
required to answer any five marked
out of 100%. All questions shall
carry equal marks of 20 each.
The questioning techniques to be
applied should seek for the
candidate’s ability to remember,
comprehend, apply, analyse,
synthesise and evaluate conditions.
Duration shall be two and half hours.
NCAF116: Real Life Project 1
The real life project shall consist of
continuous assessment marks.
UBTEB shall verify the authenticity
of the awarded marks from the
completed projects and learners’
participation through presentations.
The tasks to be performed should
seek for the candidates’ ability to
remember, comprehend, apply,
analyse, synthesise and evaluate
conditions.
The total duration of the project
assessment shall be the period during
the 15 weeks of teaching in an academic
year of study.
10NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE10
Paper Name and Code Examination Format
Year 1 Semester 2
NCAF121: Introduction to
Financial Accounting
NCBF122: Elements of Business
Finance
NCPE123: Principles of
Economics
NCED125: Elements of
Entrepreneurship Development
Each paper shall consist of seven
questions and the candidate will be
required to answer any five. All
questions shall carry equal marks.
The questioning techniques to be
applied should seek for the candidate’s
ability to remember, comprehend, apply,
analyse, synthesise and evaluate
conditions.
Duration shall be two and half hours.
NCCA124: Computer
Applications
The paper shall consist of Four practical
questions set from any three computer
packages: of the syllabus. A candidate
will be required to answer any two. A
print out of the practical outputs
together with the softcopies of all files
used will be sent to UBTEB.
The duration of this examination shall
be three hours.
NCAF126: Real Life Project
The real life project shall consist of
continuous assessment marks.
UBTEB shall verify the authenticity
of the awarded marks from the
completed projects and learners’
participation through presentations.
The tasks to be performed should
seek for the candidates’ ability to
remember, comprehend, apply,
analyse, synthesise and evaluate
conditions.
The total duration of the project
assessment shall be the period during
the 15 weeks of teaching in an academic
year of study.
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Paper Name and Code Examination Format
Year 2 Semester 1
NCPM211: Introduction to
Public Sector Management
NCBL212: Introduction to
Business Law
NCEC214: Elements of Cost
Accounting
NCIM215: Introduction to
Marketing
Each paper shall consist of seven
questions and the candidate will be
required to answer any five. All
questions shall carry equal marks.
The questioning techniques to be
applied should seek for the candidate’s
ability to remember, comprehend, apply,
analyse, synthesise and evaluate
conditions.
Duration shall be two and half hours.
NCAF213: Fundamentals of
Computerized Accounting
The paper shall consist of Three
practical questions set from the
computerised accounting packages: of
Pastel, QuickBooks and Tally. A
candidate will be required to answer
any two in duration of three hours.
NCAF216: Real Life Project
The real life project shall consist of
continuous assessment marks.
UBTEB shall verify the authenticity
of the awarded marks from the
completed projects and learners’
participation through presentations.
The tasks to be performed should
seek for the candidates’ ability to
remember, comprehend, apply,
analyse, synthesise and evaluate
conditions.
The total duration of the project
assessment shall be the period during
the 15 weeks of teaching in an academic
year of study.
12NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE12
Paper Name and Code Examination Format
Year 2 Semester 2
NCPA221: Fundamentals of
Public Sector Accounting
NCET222: Elements of Taxation
NCEA224: Elements of Auditing
Each paper shall consist of seven
questions and the candidate will be
required to answer any five. All
questions shall carry equal marks.
The questioning techniques to be
applied should seek for the candidate’s
ability to remember, comprehend, apply,
analyse, synthesise and evaluate
conditions.
Duration shall be two and half hours.
NCKS223: Basic Kiswahili The paper shall consist of two
examinations; Paper 1 and 2
Paper 1 will consist of two sections A
and B
Section A will comprise one (1)
compulsory question of 20 marks
involving listening and speaking skills.
The question will be recorded
information to be played to the
candidates after which they will write
down the answers to the questions that
will follow in the question paper
provided.
Section B shall consist of 5 (five)
questions and the candidate will be
required to answer any 3 (three) to be
taken to UBTEB for marking. Each of
these questions shall be marked out of
20 marks.
Paper 2 will consist of several oral
questions where a candidate will
13NCAF13
Paper Name and Code Examination Format
directly interface with the examiner and
answer the questions in about 15
minutes while the marks are recorded.
The paper will carry a total of 40 marks.
NCAF225: Real Life Project
The real life project shall consist of
continuous assessment marks.
UBTEB shall verify the authenticity
of the awarded marks from the
completed projects and learners’
participation through presentations.
The tasks to be performed should
seek for the candidates’ ability to
remember, comprehend, apply,
analyse, synthesise and evaluate
conditions.
The total duration of the project
assessment shall be the period during
the 15 weeks of teaching in an academic
year of study.
NCAF226: Internship Internship shall be assessed by three (3)
supervisors:
One field supervisor,
One academic supervisor, and
UBTEB
The assessment guidelines to be
followed are provided in the appendix.
Professional Profile for NCAF
This section describes the professional profile of the National Certificate
in Accounting and Finance, the various job titles and the related tasks
that can be performed by the graduates of NCAF.
14NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE14
Main Job Titles and Tasks for NCAF
Job Title Duty Tasks
Accounts Clerk Manage petty
finances
- Make payments
- Receive payments
- Post entries
- Manage a safe
- Carry out banking
- Write a petty cash book
- Perform cash and bank
reconciliation - Prepare cash flow
statements
Compute business
profits/ losses - Prepare debtors accounts
- Acknowledge payments
- Follow up payments
- Prepare payments
- Reconcile accounts
- Calculate discounts
- Calculate taxes
- Prepare control accounts
- Follow up due incomes and
expenses - Prepare Asset registers
- Maintain a liability schedule
- Calculate provision and
reserves
Payroll Clerk Duty Tasks
Prepare payroll 1. Compute basic pay - Calculate allowances and
deductions - Generate a payment
schedule - Prepare pay slips
- Write salary cheques
- Prepare salary reports
7.
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Bookkeeper Duty Tasks
Record business
transactions - Prepare Journals and
cashbooks - Compile adjustments
- Compile tax & employee
returns - Prepare trading , profit &
loss accounts - Prepare a balance sheet
- Calculate basic accounting
ratios
Focus of Training
The training for NCAF should emphasise the following aspects of learning:
i) Competence Based Education and training (CBET)
ii) Modularisation of programmes
iii) Practical assignments and tests
iv) Entrepreneurship development
v) Integrated education (Knowledge, Application, Skills and attitude)
vi) Health, Safety and Environmental considerations
vii) Sports, Clubs and Social interactions
viii) Disability and gender consideration
ix) Sustainability of professional practices, general and specialised
code of conduct
x) Internship
xi) Real life project implementation
Roles of Learners, Teachers, and Administrative Staff
Individuals in the education sector have several roles and responsibilities
they play to make training and learning a smooth, pleasant, and
constructive process. Below are some of the roles of learners, teachers, and
administrative staff:
Role of Learners
A learner must seriously take into consideration that learning requires
great commitment. Their roles include among others to:
i) participate fully in class work and assignments.
16NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE16
ii) be resourceful in group and personal research.
iii) seek guidance.
iv) learn to communicate – oral presentation, report writing and
development of personal interactive skills.
v) learn to solve problems she/he has never faced before (initiation and
innovation).
vi) participate in community-based real life projects.
vii) serve as ambassadors of the institution to the world of work.
viii) learn to work independently and as part of a team.
ix) keep time and manage oneself and other people effectively.
x) participate in sports, social and guild activities.
xi) participate in environment, health, safety and security awareness as well
as preservation activities.
xii) practice leadership roles.
xiii) develop practical and entrepreneurship skills to enable them start up
projects on their own.
xiv) maintain discipline in and outside the institution.
Role of Teaching Staff
These are facilitators of the teaching and learning process. Their roles
include among others, to:
i) set the tone for a good learning environment.
ii) prepare schemes of work and lesson plans.
iii) keep records of attendance and assessment results.
iv) serve as instructors, supervisors, and coaches.
v) plan, design and carry out assessment of learners’ performance.
vi) engage learners in continuous assessments and help them to
understand what is expected of them.
vii) participate in quality assurance and ensure that training and
assessments are valid and reliable.
viii) contribute to continuing innovation in education.
ix) counsel and guide learners on career and social issues that may
affect their studies.
x) arrange for and carry out internship placement and supervision.
xi) arrange industrial tours and site visits.
xii) prepare learners for project work as well as assess and record
learners’ progress.
17NCAF17
xiii) guide learners in project design and report writing.
xiv) carry out interdisciplinary activities.
xv) guide learners on the effectiveness of the module.
xvi) demonstrate ethical roles.
xvii) identify learning materials for students.
xviii) update learners on the developments and requirement
standards of the industry.
Role of Administrative Staff
The Institute administrative staff coordinates the running of the institution
and plays various roles in the implementation of the training syllabi. Such
roles include among others to:
i) plan for the smooth running of the college by mobilising funds and
human resources.
ii) ensure equity and gender equality.
iii) link the institution with the government, world of work and other
stakeholders.
iv) support and facilitate teaching and learning.
v) keep custody of college property (inventories).
vi) admit learners to the institution.
vii) maintain and uphold the good image of the institution.
viii) ensure high academic standards of the institution.
ix) arrange for graduations and regular meetings of alumni.
x) maintain ethical and moral conduct.
xi) ensure a safe and conducive learning environment.
xii) provide learners with adequate materials.
xiii) allow and facilitate inter-institutional activities.
xiv) ensure co-curricular activities and implementation.
xv) appraise staff performance.
xvi) ensure the security of learners and their property.
xvii) ensure discipline among staff and learners.
xviii) recommend staff for promotion or disciplinary action.
Learning Environment
For successful implementation of NCAF syllabus, a conducive learning
environment has to be provided. This should include:
18NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE18
i) Adequate physical infrastructure such as lecture rooms,
laboratories, workshops and libraries equipped with relevant
resources
ii) An electronic learning and teaching environment which may
include computers, and the Internet sources among others, to
support teaching and learning processes
iii) Teaching and learning materials
iv) Healthcare facilities for hygiene and sanitation
v) Welfare and security officers
vi) Inspiration of staff and learners to feel committed to the module
vii) Adequate arrangements for seminars, workshops and exhibitions,
as well as sites and industrial visits
viii) A platform for learners and staff to air out their views such as
representation on governing councils
ix) Adequate maintenance of the learning facilities
Co-curricular Activities
Co-curricular activities are part of the institution’s activities and they
enhance the teaching/ learning process. Therefore the institution should
ensure that:
i) there are adequate sports and recreational facilities.
ii) there is an effective learners’ guild through which their affairs may
be channelled and organised.
iii) religious and cultural affairs of all learners are well catered for
without discrimination.
iv) disability and gender issues are taken into consideration.
Teaching and Learning Methods
The teaching and learning methods in this syllabus are just samples. It is at
the teacher’s discretion to apply any other methods deemed suitable to the
classroom setting. The type of methods selected should be guided by the
competences to be acquired by the learner. The teacher is encouraged to
use a variety of methods in a lesson to make it more interesting and
practical. Examples of some of the teaching/learning methods include:
19NCAF19 - Discussion
a) Group Discussions
Learners discuss issues in groups. This methodology enables
knowledge/information to come from the learners rather than from the
teacher. It promotes teamwork and allows all learners to have an
opportunity to give their opinions and ideas; and also stimulates their
interest as they learn from each other.
Guidelines for using group discussion method:
i) Group learners
ii) Give clear instructions to learners as to what each group should
do.
iii) Assign task(s) to each group.
iv) Give instructions on the pattern to be followed by learners when
discussing to ensure that each individual in the group contributes.
v) Monitor the group discussions to ensure that the social skills
development takes place.
vi) Assign responsibilities to learners for positions of Chairperson,
Secretary, Timekeeper, etc. for effective group dynamics.
vii) Learners discuss issues raised in the task with the guidance of the
facilitator
viii) Learners agree on the issues to be presented.
ix) Group presentations and general discussions.
x) Summary of agreed class points.
b) Guided discussions
Guidelines for using guided discussion method:
i) The facilitator leads the discussion and acts as the
chairperson/secretary.
ii) Give clear instructions to learners as to what they should do.
iii) Learners discuss issues raised in the task with the guidance of the
facilitator
iv) Learners agree on the issues.
v) Summarize the session by drawing on the main points.
20NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE20 - Case Study
This method is where learners are given information about a situation and
they have to come up with decisions or solutions to a problem. The
purpose of case study is to:-
i) Help learners to identify and solve problems in a typical situation
ii) Provide learners with confidence in decision making.
iii) Help learners develop analytical skills. - Brainstorming
This is a way of obtaining as many views as possible from the learners in a
short time. The learners should be guided to give as many ideas as they
can, on a particular issue. It is recommended that all ideas are accepted
without questioning. The ideas should be ranked according to the
relevancy to the issue being brainstormed.
Basic rules for brainstorming
i) Encourage as many ideas as possible.
ii) Criticisms of ideas should not be allowed. - Buzz Method
This is a method of training that requires learners seated near each other
to discuss an issue that could have a lot of points or controversy to be
agreed upon. The noise is the murmur that the class makes like that of
buzz. Therefore some manageable noise or murmur should not be
mistaken for no learning. This method is good in situations where one
cannot conduct effective training like when it’s raining.
The teacher asks questions on what learners have discussed to find out if
they have understood. - Guided Discovery
This method is based on the notion that the learners know more than they
think they know. The assumption is that they only need to be prompted to
discover this knowledge for themselves. The teacher’s role is to organise
the learning environment and present the content in such a way that the
learners can discover more knowledge and ideas.
21NCAF21 - Demonstration
This is the act of exhibiting, describing, and explaining the operation or
process by use of a device, machine, process, product to learners. A
demonstration can be carried out by the teacher or learners. - Illustration
This is a depiction or representation of a subject matter, such as a drawing,
sketch, painting, photograph, or other kind of image of things seen,
remembered or imagined, using a graphical representation. This method is
best used where words are not sufficient to clearly bring out a concept. It
gives a visual impression to what is being taught. - Guest Speaker
Guest speakers could be local entrepreneurs, government officials,
professional practitioners, or community leaders invited to make a
presentation to learners. Guest speakers can provide a variety to the
entrepreneurship education learning, share experience, add value by
engaging learners in an educational or informative manner.
The method provides learners with an opportunity to physically interact
with a practitioner and motivates them to develop an entrepreneurial
attitude. - Role Play
This method is where learners are presented with a situation they are
expected to explore by acting out the roles of those represented in this
situation. The role-play learners should be carefully selected and properly
prepared for their roles. The remaining learners should be equally
prepared for the role play by briefing them on how they are to act during
the presentation. The players should try to behave naturally during the
presentation.
The facilitator:
i) Observes when the presentation taking place.
ii) Guides learners in the course of presentation to ensure that they
focus on the theme of the play.
iii) Engages learners in a discussion or asks them questions about
what they have learnt from the role play with a view of finding
out if the role play has provided sufficient information. - Study Tour
22NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE22
This is when learners are taken out to perform particular tasks with the
aim of carrying out an observation, practice or witness the flow of events.
It enables the learners to link the school situation with the reality in the
communities or world of work. - Field Attachment
This is when learners are attached to some entrepreneur(s) to practice
during their study time. It does not only enable them to relate what they
have learnt in classroom but also allows them to acquire more knowledge
and skills beyond what was covered. It further motivates learners to
become practitioners or entrepreneurs.
National Certificate in Accounting and Finance program will run for two
academic years and each year is divided into two semesters as follows:
Year 1: Semester 1
CODE MODULE NAME LH PH CH CU
NCBK111 Bookkeeping 30 60 60 4
NCCS112 Basic Communication Skills 30 30 45 3
NCPM113 Principles of Management 60 30 75 5
NCBE114 Introduction to Business Ethics 30 30 45 3
NCBS115 Elements of Business Statistics 60 30 75 5
NCAF116 Real Life Project 15 90 60 4
Total 225 270 360 24
Year 1: Semester 2
CODE MODULE NAME LH PH CH CU
NCAF121 Introduction to Financial Accounting 60 30 75 5
NCBF122 Elements of Business Finance 60 30 75 5
NCPE123 Principles of Economics 30 30 45 3
NCCA124 Computer Applications 30 60 60 4
NCED125 Elements of Entrepreneurship
Development 40 40 60 4
NCAF126 Real Life Project 2 – 120 60 4
TOTAL 220 310 375 25
23NCAF23
Year 2 Semester 1
CODE MODULE NAME LH PH CH CU
NCPM211 Introduction to Public sector
management
30 30 45 3
NCBL212 Introduction to Business Law 30 30 45 3
NCAF213 Fundamentals of Computerized
Accounting 30 90 75 5
NCEC214 Elements of Cost Accounting 40 40 60 4
NCIM215 Introduction to Marketing 40 40 60 4
NCAF216 Real Life Project 2 – 120 60 4
TOTAL 170 350 345 23
Year 2 Semester 2
CODE MODULE NAME LH PH CH CU
NCPA221
Fundamentals of Public Sector
Accounting 60 30 60 4
NCET222 Elements of Taxation 40 40 60 4
NCKS223 Basic Kiswahili 30 30 45 3
NCEA224 Elements of Auditing 40 30 60 4
NCAF225 Real Life Project – 120 60 4
NCAF226 Internship (2 months) 20 220 60 4
TOTAL 160 470 345 23
24NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE24
Duration: 60 Hours
Module Overview
This module introduces learners to the theories and practices of
bookkeeping with emphasis on the framework and procedures of
recording classifying and summarising business transactions. Learners will
acquire knowledge and understanding of bookkeeping concepts and apply
the generally accepted accounting principles to their day – to – day
business scenarios. It mainly involves recording of transactions and
preparation of source documents, books of account and simple sets of
financial statements.
Learning Outcomes
By the end of this module, the learner should be able to:
i) prepare source documents.
ii) maintain ledger accounts.
iii) prepare basic financial statements.
Duration 8: Hours
Competences Content Teaching and
Learning Strategies
The learner:
differentiates
between forms
of accounting.
describes the
activities and
elements in the
accounting
cycle.
Definition of
Bookkeeping
Distinction between
Bookkeeping and
Accounting
Forms of Accounting:
- Financial
Accounting - Cost Accounting
Let learners
brainstorm on the
differences between
Bookkeeping and
Accounting.
Lead a guided
discussion on the
different forms of
accounting.
25NCAF25
Competences Content Teaching and
Learning Strategies
identifies the
users and uses
of accounting
information.
applies
accounting
concepts, bases
and standards. - Management
Accounting
Accounting Cycle
Importance of
Accounting information
Users and uses of
accounting information
Accounting Concepts,
Bases, and Standards
Assign learners to
identify users and
uses of accounting
information.
Demonstrate the
application of
accounting
concepts, bases and
standards.
Assessment Strategies
Assign learners to:
i) discuss the importance of bookkeeping
ii) identify the users and uses of accounting information.
Teaching and Learning Resources
Financial Reporting Conceptual framework
Duration: 8 Hours
Competences Content Teaching and Learning
Strategies
The learner:
classifies the
business
transactions.
identifies the
source
documents to
be used for each
form of business
transaction.
prepares source
documents for
the business.
Types of
business
transactions
Types of
source
documents
Preparation
of source
documents
Lead a guided
discussion on the
types of transactions
made by businesses.
Task learners to look
for copies of business
source documents
and discuss their
purposes in class.
Illustrate the
preparation of
different source
documents.
26NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE26
Assessment Strategy
Ask learners to identify the appropriate source document for each of
the classifications of transactions presented.
Teaching and Learning Resources
Source documents
Ledger books
Duration: 4 Hours
Competences Content Teaching and
Learning Strategies
The learner:
classifies journals
according to their
purposes.
prepares journals
using source
documents
information.
justifies the
importance of using
journals.
Meaning of
journal
Classification
of journals
Preparation of
journals
Importance of
journals
Illustrate the
preparation of
different
journals.
Give learners
exercise to
prepare
journals.
Assessment Strategies
Task learners to:
i) classify journals according to their purposes.
ii) record transactions in journals.
Teaching and Learning Resources
Samples of:
Invoices
Vouchers
Credit notes
Debit notes
Receipts
Journal books
27NCAF27
Duration: 8 Hours
Competence Content Teaching and Learning
Strategies
The learner
applies double
entry rules in
recording
transactions in
ledger
accounts.
Concept of
double entry
Double Entry
Rules
Meaning of a
ledger
Classification of
ledger accounts
Source
documents
Preparation of
ledger accounts
Balancing
ledger accounts
Illustrate the concept
of double entry system
of bookkeeping.
Let learners identify
the source documents
used in business and
discuss their purposes.
Demonstrate the
recording of business
transactions.
Guide learners in the
balancing of ledger
accounts.
Assessment Strategy
Give learners assignment to record business transactions in the ledgers
using double entry system and balance off accounts.
Teaching and Learning Resources
Source documents
Ledger books
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
categorises a
cashbook as a
book of
original/prime
entry (journal)
as well as a
principle book
Cashbook as a book of
original or prime entry
(Cash Receipts and
Cash Payments
Journal).
Cashbook as a ledger
book (with debit and
credit sides taking on
Let learners
discuss the
purpose of
preparing
cashbooks for
the business.
Guide learners
on the types of
28NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE28
Competences Content Teaching and
Learning Strategies
of accounts
(ledger).
identifies
different types
of cashbooks
records
transactions in
cashbooks.
prepares a
petty cashbook
following the
imprest
system.
double entry)
Types of cashbooks
(Single column,
Double column, and
Three column
cashbooks)
Posting cash, Bank and
discount transactions
in the cashbook
(including contra
entries)
Two column cashbook
Three column
cashbook
Petty Cashbook
cashbooks.
Provide
learners with
information
from which to
prepare
different
cashbooks.
Demonstrate
the preparing
of a petty
cashbook
using imprest
system.
Assessment Strategy
Assess learners on the preparation of cashbooks
Teaching and Learning Resources
Cashbooks
Source documents (receipts, cheques, bank statements)
Payment vouchers
Duration: 6 Hours
Competences Content Teaching and
Learning Strategies
The learner:
identifies the
purpose/uses
of a trial
balance.
prepares a
trial balance.
Meaning of trial
balance
Purpose/uses of a
trial balance
Preparation of
trial balance
Errors detected
and not detected
by trial balance
Guide learners on
the purpose of a
trial balance.
Let learners
prepare a trial
balance from a
given set of
information.
29NCAF29
Assessment Strategies
Give learners exercise to:
i) identify errors of the trial balance.
ii) extract the trial balance.
Teaching and Learning Resources
Ledger books
Format of a trial balance
Duration: 10 Hours
Competences Content Teaching and
Learning Strategies
The learner:
defines
elements of
financial
statements.
prepares
trading profit
or loss
account and
balance sheet
using
different
formats.
interprets the
balance sheet
equation.
Elements of financial
statements (incomes,
expenses, gross profit/loss,
net profit/loss, assets,
liabilities and capital)
Trading Account and
determination of Gross
Profit or Gross Loss
Profit and Loss Account
and the determination of
Net Profit or Net Loss
Combined Trading, Profit
and Loss Account
Accounting Equation and
the Balance Sheet
Balance Sheet and
determination of financial
position
Guide learners in
classifying
financial
information into
elements of
financial
statements.
Demonstrate the
preparation of
financial
statements
Task learners to
prepare final
accounts and
balance sheet
using different
formats.
Assessment Strategy
Task learners to prepare financial statements from a set of financial
transactions
Teaching and Learning Resources
Financial statements
Accounting manuals
Calculator
Ruler
30NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE30
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
explains the
importance of
bank
reconciliation
prepares a bank
statement
identifies the
discrepancies
between a
cashbook and a
bank statement.
adjusts the
cashbook.
reconciles the
cashbook and the
bank statement by
preparing a bank
reconciliation
statement.
The need for bank
reconciliation
Posting bank transactions
in the bank statement
Comparing the cashbook
and the bank statement
(practical)
Causes of differences
between the cashbook and
the bank statement
Adjusting or amending the
cashbook
Preparation of bank
reconciliation statement
starting with: - Adjusted cashbook
balance - Cashbook balance
- Bank Statement Balance
- Bank overdraft
Demonstrate the
process of
identifying
discrepancies
using a cashbook
and a bank
statement.
Guide learners to
correct the
cashbook and
prepare bank
reconciliation
statements.
Assessment Strategies
Give learners tasks to:
i) identify the causes of discrepancies between cashbook and bank
statement.
ii) update the cashbook.
iii) reconcile the cashbook balance with the bank statement balance.
Teaching and Learning Materials
Cash Deposit slips
Cheques Deposit slips
Withdrawal forms
Cheques
Cashbooks
Bank statements
31NCAF31
Suggested Reading Materials
Frank wood & Sangster (2018). Business Accounting 1. 14th edn: Pearson
Publishers.
Jennings, A.R. (2008). Financial Accounting. 10th edn. London, DP
Publications Ltd.
Saleemi, N.A. (2010). Financial Accounting Simplified. London, Champman
& Hall.
Elliott, B. & Elliott, J. (2007). Financial Accounting and Reporting. 6th edn.
London, Financial Times Prentice Hall.
Stickney, C.P. & Weil, R.L. (2008). Financial Accounting: An Introduction to
Concepts, Methods and Uses. Mason, South-Western College.
32NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE32
Duration: 45 Hours
Module Overview
The module provides learners with an opportunity to develop skills of
communication and get along with others through reading, writing,
speaking, listening, and interpreting of body language. Learners will
acquire skills needed perform business work such as welcoming clients,
consulting, giving the necessary advice and making simple reports.
Learning Outcomes
By the end of this module students should be able to:
i) communicate effectively with business stakeholders.
ii) handle correspondences at operational levels.
Duration: 04 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines
communication.
identifies the
importance of
communication in
business.
classifies the
categories of
communication.
applies the
different forms of
communication.
Meaning of
communication
Importance of
communication
Classification of
communication
(Internal and
External)
Forms of
communication
(Formal and
Informal)
Lead learners to
brainstorm on the
definition of
communication
Brainstorm on the
importance of
communication
Lead guided
discussion on types
and forms of
communication
Demonstrate to
learners the forms of
communication.
Assessment Strategy
Task learners to identify the types and forms of communication
33NCAF33
Teaching and Learning Resources
Video show on the forms of communication
Internet facilities
Duration: 06 Hours
Competences Content Teaching and
Learning Strategies
The learner:
applies the correct
grammar in speeches.
spells words
correctly.
constructs sentences
with the right tenses.
pronounces words
correctly.
Parts of speech
(nouns, pronouns,
verbs, adverbs,
adjectives,
conjunctions and
interjections)
Spellings
Tenses
Pronunciation
Guide a discussion
on the parts of
speech.
Give exercises on
spellings of words.
Organise a tutorial
for tenses and
pronunciations.
Assessment Strategies
i) Give learners tasks to construct sentences using nouns, verbs,
adverbs, and pronouns.
ii) Task learners to apply different tenses to construct meaningful
sentences.
iii) Task learners to read a text and take note of their pronunciation of
words.
Teaching and Learning Resources
English dictionary
Written speeches
Duration: 06 Hours
Competences Content Teaching and
Learning Strategies
The learner:
describes the elements
of communication.
develops the
communication channel.
Elements of
communication
process
Channels of
communication
Illustrate to learners
the communication
process.
Illustrate the
channels of
34NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE34
Competences Content Teaching and
Learning Strategies
identifies barriers to
effective
communication
identifies solutions to
the barriers to effective
communication
Barriers to
effective
communication
Solution to the
barriers of
communication
communication.
Task learners to
suggest ways of
overcoming barriers
to communication.
Assessment Strategies
Task learners to describe:
the communication process.
the barriers to effective communication.
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
writes business
correspondences.
writes reports.
prepares memos.
Business letters
Curriculum vitae
Applications
Business reports
Memorandum
Notices
Guide learners on
how to write business
letters, notices,
Memos and reports.
Let learners practise
written
communication.
Assessment Strategy
Give learners exercises to write business letters, memos, notices and
reports.
Teaching and Learning Resources
Samples of:
Business letters
Curriculum vitae
Application letters
Business reports
Memorandum
Notices
35NCAF35
Duration: 8 Hours
Competences Content Teaching and Learning
Strategies
The learner:
justifies the
importance of
oral
communication
organises
meetings
negotiates for
better business
terms
makes effective
public speeches.
Importance of oral
communication
Meetings
Negotiations
Public speeches
Use a video recording
reflecting conduct of
meetings.
Organise role plays
for learners to
demonstrate
meetings and
negotiations.
Organise debates for
learners to practice
making public
speeches.
Assessment Strategies
Let learners:
i) discuss the roles of a Chairperson and a secretary to a meeting
ii) make class presentations on the conduct of meetings and business
negotiations.
iii) task learners to demonstrate conducting a meeting by role playing
Teaching and Learning Resources
Video recording
Film shows on meetings, negotiations, public speaking
Duration: 06 Hours
Competences Content Teaching and
Learning Strategies
The learner:
applies non-verbal
communication to
express feelings.
interprets the non-
verbal
communication
made by others
Types of non- verbal
communication - Body language
- Facial expressions
- Gestures
- Postures
Eye contact
Advantages and
Use a video
recording
reflecting different
non-verbal
communications.
Organise role
plays in which
learners should
36NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE36
Competences Content Teaching and
Learning Strategies
correctly.
analyses the
advantages and
disadvantages of
non-verbal
communication.
disadvantages of non-
verbal communication
emulate different
non-verbal
communication
styles.
Assessment Strategy
Ask learners to describe the different types of non-verbal communications.
Duration: 5 Hours
Competences Content Teaching and
Learning Strategies
The learner:
justifies the importance
of effective listening.
listens effectively.
identifies the causes of
poor listening skills.
Importance of
listening
Barriers to
effective listening
Organise a video
show on listening
behaviour.
Conduct role-plays
on the listening
modes.
Assessment Strategy
Assess learners on the listening skills by use of audio players.
Teaching and Learning Resources
Video clip
Audio recorder
Suggested References
Wardrope, W. J. & Bayless, M. L. (2009). Oral Business Communication;
Instructions in Business Schools: Journal of Education for Business.
Florida, Pearson’s publishing.
Komunda, B. M., (2005). Business Communication Skills (2nd Ed).
Kampala, Mukono Printing and Publishing Company.
37NCAF37
Duration: 75 Hours
Module Overview
This module will equip the learner with skills in management practices;
emphasising the functions of motivating, planning, organising, leading, and
controlling. It aims at providing the learner with fundamental skills of
working with and through other people by coordinating activities in order
to accomplish set goals.
Learning Outcome
By the end of this course, learners should be able to demonstrate
managerial skills to coordinate and integrate work activities with the use
of human, machine and material resources.
Duration: 9 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines
management.
identifies
characteristics of
good
management.
performs the
managerial roles.
Definition of
Management
Characteristics
of good
management
Managerial roles
Lead a guided discussion
on the purpose and
characteristics of
management.
Task learners to identify
the major roles of a
business manager.
Assessment Strategy
Assign learners to discuss and make presentations on the roles of
Managers
Teaching and Learning Resource
Managerial code of conduct
38NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE38
Duration: 10 Hours
Assessment Strategy
Give learners assignments to research on the different types of
management styles and make classroom presentations.
Teaching and Learning Resource
Internet connection
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
justifies the purpose of
planning.
plans how to run the
organisation.
describes principles and
procedure of planning.
identifies benefits and
limitations of planning.
Purpose of
planning
Types of plans
Principles of
effective planning
Planning
procedure
Benefits and
Limitations of
planning
Illustrate the steps of
planning.
Ask learners to draft
plans for their future
businesses.
Let learners discuss
the benefits and
limitations of
planning.
Assessment Strategies
Assign learners to:
discuss the importance of planning in organizations.
develop a simple plan for a chosen activity.
Competences Content Teaching and
Learning
Strategy
The learner:
describes the different
management styles.
exhibits the different
types of management
skills.
Management by
objectives
Management by walking
around
Result oriented
management
Demonstrate the
different
management
styles.
39NCAF39
Teaching and Learning Resources
Sample business plans
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
justifies the purpose of
organising.
identify the types of
organisations.
draws the
organisational
structures.
sets measures to
mitigate challenges in
organising.
Importance of
Organizing at
Work place
Types of
organisations
Organisational
structure
Challenges in
Organizing
Discuss with
learners the
purpose of
organising.
Illustrate the
organisational
structure.
Let learners discuss
the challenges of
organising.
Assessment Strategies
i) Give learners a test on the importance of organising at a
workplace.
ii) Task learners to come up with an organisational structure of a
selected form of organisation.
Teaching and Learning Resources
Samples of organisational structures
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines staffing.
sets the
procedure for
acquiring new
staff.
observes the
importance of
Procedure for
staffing
(Recruiting
and selection,
Induction,
Motivation
Importance of
Illustrate the
procedure for
obtaining staff in an
organisation.
Guide a discussion
on the importance of
staffing at a work
40NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE40
Competences Content Teaching and Learning
Strategies
staff at a work
place.
sets mitigation
measures to
challenges in
staffing.
staffing at a
Work place
Challenges in
staffing
place.
Guide a
brainstorming
session on the
challenges in
staffing
Assessment Strategies
Give learners:
i) assignment to describe the process of staffing.
ii) task learners to identify indicators of a motivated staff and non-
motivated staff.
Teaching and Learning Resources
Staff recruitment guidelines
Written interviews
Duration: 12 Hours
Competences Content Teaching and Learning
Strategies
The learner:
analyses the
purpose of
leading.
describes the
leadership styles.
exhibits the
qualities of a
good leader.
describe the
challenges of
leading.
Definition of
Leadership
Importance of
Leading at a
Work place
Leadership
Styles
Qualities of a
good leader
Challenges of
Leading
Tasks learners to define
leadership
Lead a guided discussion on
the importance of
leadership.
Lead a brainstorming
session on qualities of a good
leader.
Demonstrate the different
leadership styles for learners
to emulate.
Lead a guided discussion on
the challenges faced in
leadership.
Assessment Strategy
Give learners a test on the qualities of a good leader.
41NCAF41
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines controlling
analyses the
importance of
controlling at work
place.
identifies the
challenges of
controlling work
activities.
Meaning of
controlling
Importance of
controlling at
workplace
Challenges of
controlling
Let learners brainstorm
on the meaning of
controlling.
Lead a discussion on the
importance of
controlling at
workplace.
Let learners discuss in
groups the challenges of
controlling work
activities.
Assessment Strategy
Give learners a test on the importance of controlling at work place.
Suggested References
Balunywa, W. (2007). Handbook of Business Management. Kampala. The
Rising Sun Publishers.
Harold Koontz, Heinz, Mark V Cannice, Management, 13th edn: McGraw Hill
Koontz and O’Donnell. Principles of Management, 10th edn: Mc. GrawHill
Book Company.
Navleen Kaur (2012) principles and Practices of Management, Think
Tanks Biyani Group of Colleges.
Peter, F. Drucker. The Practice of Management. Madras, Allied Publishers
Pvt. Limited.
S.M.S Abuthahir Ali (2014). Management Theory and Practice. New Delhi,
Nmims Global access School for continuing Education.
Thomas N Duening, John M Ivancevich Biztantra (2009). Management
Principle and Guidelines.
42NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE42
Duration: 45 Hours
Module Overview
In a competitive business world, customers and other business
stakeholders rely heavily on the integrity of the business
managers/operators. With business ethics training, a learner will acquire
the morals and behaviours needed to compete favourably in the open
markets.
Learning Outcomes
By the end of this module, the learner should be able to:
i) develop a sense of moral obligation.
ii) appreciates acceptable moral behaviour in business dealings.
Duration: 9 Hours
Competences Content Teaching and
Learning
Strategies
The learner:
describes the basic
concepts of business
ethics.
exhibits ethical code.
complies with the
ethical rules and
policies of business.
discusses the
importance of business
ethics.
Meaning of ethics
Ethical code
Ethical policies
Compliance with
ethical rules
Importance of
business ethics
Demonstrate the
ethical code.
Assign learners to
identify the
importance of
business ethics.
Assessment Strategies
i) Let learners research on the required business ethics and share
their findings in class through a guided discussion.
ii) Assess learners on how they view their roles in cases of
business ethics.
43NCAF43
Duration: 10 Hours
Competences Content Teaching and
Learning Strategies
The learner:
analyses organisational
ethics.
describes money
laundering.
follows ethical principles.
safeguards ethics.
controls corporate crime.
observes professional
ethics.
Ethical
principles
Professional
ethics
Ethical
safeguards
Corporate social
responsibility
Guide learners about
the ethical principles.
Demonstrate to
learners the
professional ethics.
Ask learners to discuss
in groups the measures
to safeguard ethical
behaviour.
Assessment Strategy
Test learners on the importance of business ethics.
Teaching and Learning Resources
Sample institutional codes of ethics
Duration: 10 Hours
Competences Content Teaching and
Learning
Strategies
The learner:
justifies the concept of
ethical leadership.
makes ethical decisions.
identifies subordinates’
ethical issues.
exercises social
responsibility.
observes corporate
governance.
Ethical issues in
business
Ethical
leadership
Ethical decision-
making
Ethical conflicts
and dilemmas.
Social
responsibility
Demonstrate ethical
leadership.
Invite a businessman
to guide learners on
ethical behaviour in
business.
Guide learners on
how to handle
subordinates’ ethical
issues.
44NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE44
Assessment Strategies
Task learners to write a report on how to monitor ethical behaviour
within a business and make presentations.
Teaching and Learning Resources
Sample institutional codes of ethics
Duration: 16 Hours
Competences Content Teaching and
Learning Strategies
The learner:
defines
unethical
behaviour.
analyses
unethical
issues relating
to business.
sets
mitigation
measures
to control
unethical
behaviours
in business.
Meaning of
unethical
behaviour
Recognising unethical
behaviour
Fraud in business
Corruption
Conflict of interest.
Organisational
violence.
Consequences of
unethical behaviour.
Controlling
unethical
behaviour
Let learners
brainstorm on what
they understand by
un-ethical behaviour
Let learners role-
play unethical
behaviours and how
they can be
minimised.
Create a case study
on unethical
behaviour and let
learners analyse it
to identify un-ethical
behaviour
Assessment Strategy
Let learners write a report on the mitigation measures to control un-
ethical behaviour.
Suggested References
Duska,R.F., (2007). Contemporary Reflections on Business Ethics, Vol 23;
Springer – Boston.
Halbert, T. & Ingulli, E., (2003). Law and Ethics in business environment,
4th edition; South-Western Publishing Company – New York.
Stanwick, P., (2013). Understanding business ethics, 2nd Edition; Auburn
University printing and publication – Auburn
45NCAF45
Duration: 75 Hours
Module Overview
This module will introduce the learner to elementary statistical concepts
providing them with a quantitative foundation in various statistical
techniques applicable to real life business situations. It will help to develop
the learner’s ability to conduct investigations and discover relationships
between variables.
Learning Outcome
By the end of this sub-module, learners should be able to apply statistical
concepts to make sound business decisions.
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines statistics.
identifies the uses
and limitations of
statistics.
determines the key
statistical concepts
and applies them in
business.
differentiates the
types of statistics.
Meaning of
statistics,
uses,
limitations
Key statistical
concepts
Statistical
application in
business
Types of
statistics
Lead a brainstorming
session on the meaning
of statistics, the uses
and limitations
Lead a discussion on the
key statistical concepts.
Group learners and task
them to discuss the
application of statistics
in business
Lead a brainstorming
session on the types of
statistics
Assessment Strategy
Task learners to discuss the uses of statistics in a business and present to
the rest of the class
46NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE46
Duration: 14 Hours
Competences Content Teaching and Learning
Strategies
The learner:
differentiates
between
quantitative and
qualitative data.
determines the
importance of data
collection
differentiates the
types of data
applies the data
collection
procedure to obtain
data.
presents data in
tabular, graphical,
diagrammatical and
pictorial forms.
Meaning of
data
Types of data:
Primary and
Secondary
Data collection
procedure,
tools and
techniques.
Classification
of data
Presentation of
data
(Frequency
distribution,
Tabulation,
Graphical,
Pictorial)
Lead a guided discussion
on quantitative and
qualitative data.
Lead a brainstorming
session on the importance
of data collection.
Lead a discussion on
primary and secondary
data.
Group learners and task
them to develop data
collection tools and send
them to the field to collect
the data.
Guide learners on how to
apply statistics to process
data.
Illustrate the
diagrammatical
presentation of data.
Assessment Strategies
i) Task learners to discuss the difference between quantitative and
qualitative data.
ii) Task learners to collect data and present it in tabular, graphical,
diagrammatical and pictorial form.
Teaching and Learning Resources
Frequency distribution tables, graphs
47NCAF47
Duration: 16 Hours
Competences Content Teaching and
Learning
Strategies
The learner:
defines measures of
central tendency.
calculates the
mean, mode and
median of a given
data.
compares the
measures of central
tendency to solve
statistical
problems.
Introduction to
measures of Central
tendency
Mean (definition, use
and calculation)
Median (definition,
use and calculation)
Mode (definition, use
and calculation)
Comparison of mean,
median and mode
Task
learners to
discuss the
measures of
central
tendency.
Illustrate the
calculation of
Mean,
Median and
Mode for the
learners to
practice.
Assessment Strategy
Give learners tasks to compute the mean, mode and median of a given set
of data and analyse their findings.
Teaching and Learning Resources
Mathematical table
Calculator
Duration: 14 Hours
Competence Content Teaching and
Learning Strategies
The learner
computes the
measures of
dispersion.
Concepts of
dispersion
The range
Variance
Deviation
Illustrate the
operation of
measures of
dispersion.
Let learners
compute the
measures of
dispersion.
48NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE48
Assessment Strategy
Give learners tasks to compute the range, variance, and deviation of a
given set of data.
Teaching and Learning Resources
Mathematical table
Calculator
Duration: 12 Hours
Competences Content Teaching and Learning
Strategies
The learner:
analyses the concepts
of probability.
applies the addition
and multiplication
rules of probability in
business situations.
predicts the
occurrence of
business events using
probability theories.
Meaning of
probability.
Rules of
probabilities:
additions,
multiplication
Probability of events: - Mutually exclusive
- Independent
- Conditional
- Complementary
Let learners experiment
probabilities by tossing
dice, coins or picking
cards.
Demonstrate the
different concepts of
probability and allow
learners to analyse the
outcomes of the tosses.
Illustrate the
probability of events for
the learners to practise.
Assessment Strategy
Give learners practical exercise to demonstrate the probability events.
Teaching and Learning Resources
Coins, dice, cards
Duration: 09 Hours
Competences Content Teaching and
Learning Strategies
The learner:
determines the
nature and
scope of
sampling
Nature and scope of
sampling
Methods of
sampling: - Simple random
Lead a guided
discussion
sampling
theory.
Demonstrate
49NCAF49
Competences Content Teaching and
Learning Strategies
theory
applies
methods of
sampling in
data collection.
sampling - Stratified
- Cluster
- Quota,
- Systematic
sampling
methods of data
collection for
the learners to
practise.
Assessment Strategy
Assess learners on the different sampling methods.
Teaching and Learning Resources
Graph paper theories
Scientific calculator
Mathematical tables
Coins
Dice
Play cards
Specimen questionnaires
Coloured chalk
Suggested References
Brenson, L. (2011). Basic Business Statistics Concepts and Applications.
12th edn. New Jersey, Pearson Publisher.
Kapoor, V.K. (1998). Problems and Solutions in Statistics. New Delhi,
Sultan Chand & Sons.
Saleemi N.A. (2010). Business Mathematics and Statistics Simplified. 4th
edn. Nairobi, Saleemi Publications.
Saleemi N.A. (2010). Quantitative Techniques Simplified. London,
Champman & Hall.
Sancheti, D.C. (2005). Statistics: Theory, methods and applications. New
Delhi, Sultan Chand & Sons.
William, F. (2008). An Introduction to Probability Theory and its
Applications. 3rd edn. Oklahoma, Athena Scientific Publishers.
50NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE50
Duration: 60 Hours
Module Overview
The module will introduce learners to real-life activities that will spark off
their lookout for business opportunities and develop their skills to plan
and work in a real-life context to build employable skills.
Learning Outcome
By the end of this module, a learner should be able to identify a project,
plan for sourcing of funds and other required resources and start up a real-
life project related to the programme.
Duration: 60 Hours
Competences Content Teaching and
Learning Strategies
The learner:
carries out a
feasibility
study.
identifies a
project.
determines the
initial capital
required.
draws the
budget.
mobilises
project
resources.
Feasibility
study
Identification
of business
opportunities
Capital
estimation
Budgeting
Mobilisation
of sources
Ask learners to carry
out feasibility studies
and identify
problems within
their communities
which they can
transform into
business
opportunities.
Guide learners to
make budgets for the
identified projects
and mobilise
resources.
51NCAF51
Sample Projects
A learner shall chose an affordable project that exposes him/her to
business dealings such as:
Canteen
Mobile money outlets
Stationery
Jewelleries
Food kiosks
Snacks and beverages
A learner may select one of these projects or take on any other of
his/her own choice to run during the programme.
Suggested References
Harold, K., (2010). Project Management: A Practical Planning and
Implementation Guide. Nairobi CBPS Publisher & Distributors.
Jason, W., (2006). The Project Management Life Cycle: A Complete Step by
Step Methodology for Initiating, Planning, Executing and Closing a
Project Successfully; New York, McGraw Hill Publishing Company Ltd.
Kerzner H. (2002). Project Management: A System Approach to Planning,
Scheduling & Controlling; 2nd edn: California CBP Publishing Company.
Lewis, J.P., (2004). Project Planning Schedule and Control: A Hands-on
Guide to Bringing Projects in on Time and on Budget. New Delhi, New
Age International (P) limited, Publishers.
52NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE52
Duration: 75 Hours
Module Overview
This Module builds on the fundamental principles and practices of
accounting that were learnt in bookkeeping. It provides an in-depth
knowledge and practical skills to compute profits and losses of a business
after taking into consideration the accruals and prepayments.
Learning Outcomes
By the end of this module, the learner should be able to:
i) correct accounting errors.
ii) prepare financial statements with adjustments.
Duration: 20 Hours
Competences Content Teaching and
Learning Strategies
The learner:
makes
adjustmen
ts for
prepayme
nts,
accruals,
provisions
, and
reserves.
journalize
s
adjustmen
ts.
Prepayments
Accruals or outstanding
expenses/incomes
Depreciation: - Definition of
depreciation - Recording
depreciation - Methods for
calculating
depreciation
(Straight line and
Reducing balance)
Brainstorm
with learners
on
identification
of
adjustments.
Guide learners
on how to
adjust
accounts using
a journal.
Let learners
prepare
53NCAF53
Competences Content Teaching and
Learning Strategies
prepares
adjusted
accounts
balance.
updates
the trial
balance.
Bad debts
Provisions (doubtful
debts and depreciation)
Journalizing adjustments
Preparation of adjusted
accounts
Preparation of adjusted
trial balance
accounts for
prepayments,
accruals, and
provisions.
Illustrate the
preparation of
accounts with
adjustments.
Assessment Strategies
Assess learners on the adjustments for:
i) prepayments.
ii) accruals.
iii) provisions.
Teaching and Learning Resources
Textbooks
Accounting
Journals
YouTube slides
Financial statements from archives
Duration: 12 Hours
Competences Content Teaching and Learning
Strategies
The learner:
identifies
errors and
classifies
them.
corrects
errors using
a journal and
ledger.
Types of
accounting errors
Identification of
errors
Journalizing
corrected errors
Updating ledger
accounts and trial
balance
Preparation of
Suspense Account
Lead a guided
discussion on the types
of accounting errors.
Guide learners through
the process of
identifying errors and
the need to correct
them.
Demonstrate the
correction of errors
using journals and
ledgers.
54NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE54
Assessment Strategy
Assess learners on the correction of errors using a journal and ledger.
Teaching and Learning Resources
Accounting journals, YouTube slides, financial statements from
archives
Duration: 12 Hours
Competences Content Teaching and Learning
Strategies
The learner:
prepares
adjusted
income
statement
prepares
adjusted
balance sheet.
Preparation of
the income
statement
Preparation of
the balance
sheet
Illustrate the
preparation of
income statement
with adjustments
Give learners tasks to
prepare final
accounts with
adjustments.
Assessment Strategy
Assess learners on recording adjustments in the ledger and income
statements and balance sheet.
Teaching and Learning Resources
Source documents
Templates of prepared journal and ledger records
Financial statements
Accounting manuals
Duration: 10 Hours
Competences Content Teaching and
Learning Strategies
The learner:
defines the
nature of
Nature of
partnership
business
Lead a discussion
on how a
partnership
55NCAF55
Competences Content Teaching and
Learning Strategies
partnership
business.
forms a
partnership
business
prepares the
partners’
accounts.
prepares
financial
statements of a
partnership
business.
Formation of
partnership
business
Preparation of
partners’
accounts
Preparation of
appropriation
account
Balance sheet of
a partnership
business is
formed.
Demonstrate the
preparation of
partnership
accounts.
Assign learners to
prepare different
partnership
accounts.
Assessment Strategy
Assess learners on the preparation of partnership accounts
Teaching and Learning Resources
Partnership Act
Articles and memorandum of association
Ledger books
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
describes non-
profit
organisations.
differentiates
between accounts
of profit and non-
profits
organisations.
Nature of non-profit
making
organisations
Differences between
accounts of profit
and non- profit
organisations
Sources of income
for non- profit
Lead a discussion on
the types of Non-
profiting making
organization with
examples.
Demonstrate the
preparation of
Income and
Expenditure a/c for
56NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE56
Competences Content Teaching and
Learning Strategies
identifies the
sources of income
for non-trading
organisations.
prepares accounts
for non-profit
making
organisations.
making
organizations
Preparation of
Financial
statements for non-
profit making
organizations
non-profit making
organisations.
Assign learners to
prepare accounts for
non-profit making
organisations.
Assessment Strategies
i) Let learners describe non-profit organisations and their sources
of income.
ii) Task learners to prepare accounts for non-trading organisations
from a given set of transactions.
Teaching and Learning Resources
Ledger books
List of non-profit making organisations
Accounts of NPMOs
Duration: 9 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines control
account.
identifies the
types of control
accounts.
analyses the
need for
preparing control
accounts.
prepares control
accounts.
Meaning of control
account
Types of control
accounts
Importance of control
accounts
Preparation of
Debtors/Sales ledger
control account
Preparation of
Creditors/Purchases
ledger control account
Lead a discussion on
the meaning and types
of control accounts.
Demonstrate the
preparation of control
accounts
Task learners in groups
to prepare control
accounts from
specimen sales and
purchases ledger.
57NCAF57
Assessment Strategy
Task learners to prepare control accounts from a given set of
transaction or specimen of sales and purchases ledger.
Teaching and Learning Resources
Ledger books
Calculator
Ruler
Suggested References
Frank wood & Sangster (2009). Business Accounting 1. 12th edition.
London, Pitman Publishers.
Jennings, A.R. (2008). Financial Accounting (10th Ed). London, DP
Publications Ltd.
Saleemi, N.A. (2010). Financial Accounting Simplified. London, Chapman &
Hall.
58NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE58
Duration: 75 Hours
Module Overview
The module provides learners with skills to manage business finances. It
involves making careful investment decisions and proper allocation of
capital funds in order to create wealth.
Learning Outcomes
By the end of this module, the learner should be able to:
i) budget for the business financial needs.
ii) secure funds for the business
iii) control funds and business supplies.
Duration: 9 Hours
Competences Content Teaching and
Learning Strategies
The learner:
defines finance
analyses the
objectives for
acquiring
business finance.
justifies the
importance of
financial
management.
Meaning of
finance
Objectives of
business finance
Functions of a
financial
manager
Importance of
financial
management
Lead a guided
discussion on the
objectives of
business finance.
Use a case study to
show learners the
importance of
proper management
of business finance.
Assessment Strategies
Give learners:
i) exercise on the functions of a financial manager.
ii) assignment on the importance of financial management.
59NCAF59
Learning and Teaching Resources
Financial management guidelines
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
observes the
concept of time
preference of
money.
computes the present
and future values of
money.
Time preference for
money
Present value
for money
Future value for
money
Lead a guided
discussion on the time
preferences for money.
Illustrate the
computation of time
values for money.
Assessment Strategy
Give learners exercises to compute the Present and Future Values for
money
Duration: 12 Hours
Competences Content Teaching and Learning
Strategies
The learner:
identifies the
sources of
business
financing.
controls the use of
business funds.
computes cost of
capital
Short-term sources
of finance
Long-term sources
of finance
Cost of Capital
Fund
utilisation
Lead a guided discussion
on the sources of business
finance.
Illustrate the computation
for cost of capital.
Task learners to conduct
research on the best way to
utilise business finance.
Assessment Strategy
Assess learners on the sources of business finance.
60NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE60
Duration: 14 Hours
Competences Content Teaching and
Learning Strategies
The learner:
defines Investment.
discusses
importance of
capital budgeting
decision.
describes the capital
budgeting process.
applies the
Techniques of
investment
appraisal.
Nature of the
Investment
Importance of the
capital budgeting
decision
The capital budgeting
process
Techniques of
investment appraisal
(PBP & NPV)
Computation of the
NBP and NPV
guided discussion
on the importance
of capital
budgeting
decision.
illustrates the
capital budgeting
process.
guides learners to
appraise
investments.
Assessment Strategy
Test learners on investment appraisal using Pay Back Period (PBP) and
Net Present Value (NPV)
Teaching and Learning Resources
Samples of budgets
Calculator
Duration: 16 Hours
Competences Content Teaching and
Learning Strategies
The learner:
defines working
capital.
appreciates the
importance of
working capital.
identifies the
determinants of
working capital.
evaluates working
capital financing
Meaning of working
capital
Importance of
working Capital
Determinants for
Working Capital
Working Capital
Financing
Management of
Cash
Management of
Let learners
brainstorm on the
concept of working
capital.
Group learners to
discuss the: - Importance of
working capital - Determinants of
working - Management of
61NCAF61
Competences Content Teaching and
Learning Strategies
alternatives.
sets measures for
managing cash,
inventory and
accounts
receivables.
Inventory
Management of
accounts
receivables
Computation of
working capital
Cash, Inventory and
Accounts
receivables
Demonstrate the
computation of
working capital.
Assessment Strategy
Give learners exercises to make a presentation on the importance of
working capital, and determinants of working capital financing
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
identifies types
of dividends.
justifies the
importance of
dividends to the
firm.
calculates the
amount of
dividends made.
Types of
dividends
Importance of
dividends to
the firm
Computation
of dividends
Guide a discussion
on the types and
importance of
dividends to the
firm.
Guide learners
through practice to
compute the
dividends.
Assessment Strategy
Assess learners on the importance, and types of dividends.
Suggested References
Campsey, B. J, Bringham, E. D., (1995). Introduction to Business Finance.
Illinois, Dryden Publishers.
Maheshwari, S.N.; (2004). Financial Management Principles and Practice.
9th edn: Delhi, Sultan Chand & Sons ltd.
Kabali, M., (2008). Basic Financial Management and Policy.
62NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE62
Duration: 45 Hours
Module Overview
This module introduces the learner to micro and macroeconomics concepts
and practices that develop his/her skills to analyse, assess, interpret and
mitigate economic problems that arise from scarcity and public issues such as
unemployment, income inequality, inflation and competition. It covers the
basic skills necessary to understand the supply and demand principles of
business, production and cost theories, market structures, consumer
equilibrium, money and banking functions, national income and trading
across borders. These are potential areas applicable to real-life situations in
today’s global markets for stimulation of self-employment.
Learning Outcomes
By the end of this module, the learner should be able to:
i) analyse the economic problems for business purposes.
ii) produce goods and services that provide consumer satisfaction.
iii) trade locally and internationally.
Duration: 4 Hours
Competences Content Teaching and
Learning Strategies
The learner:
makes choice
basing on the
resources
available.
analyses the
prevailing
economic
systems.
sets measures
to deal with
economic
problems.
Definition of Economics
Importance of studying
economics
Fundamental economic
problems of man (i.e.
scarcity, choice, opportunity
cost & Production Possibility
Frontier)
Economic questions
Economic systems
Positive versus normative
Economics
Microeconomics versus
macroeconomics
Let learners
brainstorm on the
importance of
economics.
Guide a discussion
on the economic
problems and on
how they affect
customer decision
making.
Discuss with
learners the
different types of
economics.
63NCAF63
Assessment Strategy
Give learners exercise to identify the economic problems and suggest
mitigation measures.
Teaching and Learning Resources
Economic reports
Newspapers
Journals
Duration: 4 Hours
Competences Content Teaching and
Learning Strategies
The learner:
identifies the
factors that affect
demand and
supply of a
commodity.
determines the
equilibrium point
of demand and
supply.
analyses the
responsiveness of
quantity
demanded or
supplied to
changes in price.
analyses the
concept of price
mechanism.
Concepts of
demand and
supply.
Demand
function,
schedule and
curves
Supply function,
schedule and
curves
Determination of
Equilibrium
Price and
Quantity
(graphical and
numerical)
Price Mechanism
Lead a guided
discussion on the
factors that affect
demand and
supply of a
commodity.
Illustrate: - Graphically the
equilibrium
point of the
demand and
supply. - The concepts of
elasticity of
demand and
supply - The concept of
price
mechanism.
Assessment Strategies
Task learners to:
i) prepare the demand and supply schedules.
ii) draw the demand and supply curves.
iii) determine the equilibrium point.
64NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE64
Teaching and Learning Resources
Price lists
Graph paper
Duration: 4 Hours
Competences Content Teaching and
Learning Strategies
The learner:
analyses the trends of
consumer behaviour.
relates the utility
theories to the
prevailing consumer
behaviour.
draws graphically the
budget line of the
consumer.
Cardinal
utility theory
Ordinal utility
theory
Budget line of
the consumer
Demonstrate how the
Cardinal and Ordinal
theories of economics
can be applied in a
Ugandan economic
system.
Guide learners on how
to determine a
graphical budget line of
a consumer.
Assessment Strategies
Task learners to research, in groups, on the assumptions of the cardinal
and ordinal utility theories, and how they relate to the economic
conditions in Uganda. Let them present their findings in class.
Duration: 7 Hours
Competences Content Teaching and Learning
Strategies
The learner:
identifies the
types, stages and
factors of
production.
classifies tasks in
the production
process
determines the
cost of
production.
Types of
production
(Direct and
Indirect)
Stages of
production
Factors of
production
Specialisation
and division of
labour
Guide learners to
brainstorm on the types,
stages, and factors of
production.
Task learners to compute
cost of production.
Illustrate the graphical
representation of
economies and
diseconomies of scale.
Let learners discuss in
65NCAF65
Competences Content Teaching and Learning
Strategies
describes the
economies and
diseconomies of
scale.
determines
location, revenue
and profit of the
firm.
Costs of
production
Economies and
diseconomies of
scale
Location of a
firm
Theory of
revenue and
profit
groups the factors to
consider when selecting
location of a firm.
Let learners visit their
community and propose
the best businesses that
can be established in the
community giving a
justification.
Assessment Strategies
Assess learners on the following:
i) Factors of production
ii) Cost of production
iii) Economies and diseconomies of scale
iv) Factors to consider when locating a production firm
Teaching and Learning Resources
Journals
YouTube Slides
Duration: 4 Hours
Competences Content Teaching and
Learning Strategies
The learner:
describes the
operations of
market structures.
determines the
equilibrium of
different market
structures.
identifies market
structures in an
economy.
Perfect
competition
Monopolistic
competition
Monopoly
Oligopoly
Illustrate the
equilibrium level of a
market’s operations
using cost and
revenue curves.
Divide learners in
groups to discuss
advantages and
disadvantages of
different market
structures.
66NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE66
Assessment Strategy
Assess learners on the different market structures.
Teaching and Learning Resources
Economic reports
Newspapers
Journals
YouTube slides
Duration: 6 Hours
Competences Content Teaching and
Learning Strategies
The learner:
computes the level of
national income.
justifies the uses and
limitations of measuring
national income.
analyses the inflows and
outflows of a nation’s
income.
compares national
income and the standard
of living.
computes and interprets
the price indices.
computes the
equilibrium level of the
nation’s income.
appreciates the need to
invest and save income.
Definition of
National
Income,
Approaches to
the
measurement
of National
Income
Circular flow
of income
Uses of
National
Income
statistics ,
(GDP, GNP,
Per Capita
Income)
Problems
faced in
compiling
national
income
statistics
Illustrate how
National income
figures are
measured.
Lead a guided
discussion on the
importance of
National income
statistics.
With the help of a
case study, let
learners discuss the
problems
encountered in
measuring national
income figures.
Illustrate the
Circular Flow of
income.
Give learners tasks o
compute price
indices.
Assessment Strategy
Task learners to compute the National Income statistics.
67NCAF67
Teaching and Learning Resources
National budgets
Uganda Bureau of statistics reports
URA reports
Duration: 6 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines money.
identifies the
functions of
money.
describes the
functions of a
central bank
operates as a
banking agent
uses e-banking
to run business.
Definition of
money, functions,
qualities of good
money
Functions of
Commercial
banks
Functions of a
Central bank
Emerging trends
in banking - Agent-
banking - E-banking
- Mobile
money
banking
Guide learners to discover the
qualities and functions of
money from their daily
experiences.
Invite a bank official to give a
public lecture on the
functions of Commercial and
Central banks.
Group learners to discuss the
non-banking financial
organisations.
Demonstrate the e-banking
process using e-banking
application on a mobile phone
Visit with learners an agent
banking outlet to have an
experience of the banking
function.
Assessment Strategy
Assess learners on:
i) features and characteristics of good money.
ii) functions of commercial and central banks.
iii) e-banking.
iv) assess a written report by learners on their visit to a banking
outlet.
Teaching and Learning Resources
Monetary policy reports
Newspaper articles
68NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE68
Currency notes and coins
Mobile money facility (Mobile phone)
Banking videos
Duration: 4 Hours
Competences Content Teaching and Learning
Strategies
The learner:
identifies the types
of inflation.
analyses the causes
and effects of
inflation.
sets measures to
mitigate inflation.
Types of
inflation
Causes of
inflation
Effects of
inflation
Controlling
inflation
Lead a discussion on
the types of inflation.
Group learners to
discuss the causes and
effects of inflation.
Let learners brainstorm
on the ways of
controlling inflation.
Assessment Strategies
i) Task learners to conduct a research on issues that give rise to
inflation.
ii) Let learners have class presentations on the control of inflation
in an economy.
Teaching and Learning Resources
Inflation rate charts
Price list charts
Receipts
69NCAF69
Duration: 6 Hours
Competences Content Teaching and
Learning Strategies
The learner:
applies the terms
used in international
trade correctly.
justifies the
importance of
international trade.
analyses the
problems of trading
internationally.
Importance of
International Trade
Problems of
international trade.
Terms used in
International trade
Restrictions to
International Trade
Need for foreign aid
Guide learners on
the importance of
international trade.
Lead a guided
discussion on the
problems a country
like Uganda may
encounter when it
gets involved in
international trade.
Assessment Strategies
Assess learners on the Importance of international trade
Teaching and Learning Resources
Business news articles
Documents used in international trade such as Balance of
payment, Terms of trade
Suggested References
Birungi,P. & Mutenyo. (2001). Principles of Economics. Kampala, Uganda.
Harvey, J., (1997). Modern Economics. London, MacMillan Education
Publishers.
Koutsoyiannis, A., (1979). Modern Micro Economics. 2nd edn. New Delhi,
MacMillan Education Ltd.
Lipsey G. R., (1999). Introduction to Positive Economics. 12th edn; Boston,
The Addison Wesley Publishers.
Saleemi N. A, (1991). Economics Simplified. Northampton, Edward Elgar
Publishing Ltd.
Ssentamu, J. D., (2010). Basic Economics for East Africa: Concepts, Analysis
and Applications. Kampala, Fountain House Publishers.
Tayebwa, B. M. (2007). Basic Economics. Kampala, Uganda.
70NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE70
Duration: 60 Hours
Module Overview
This module introduces the learner to the use of computers. It will provide
the learner with basic knowledge and skills to familiarise with the use and
working of computers using different modern information communication
technologies. He/she will acquire hands-on experience in Microsoft office
applications such as Word processing, Spreadsheets, Database
applications, publication and the use of internet resources; that will enable
them to digitally access, process, store, and disseminate information.
Learning Outcome
By the end of the module, the learner should be able to use and manipulate
a computer to prepare documents and search web based information from
the Internet.
Duration: 8 Hours
Competences Content Teaching and Learning
Strategies
The learner:
identifies the
origin of a
computer.
describes the
types of
computers
describes the
components of a
computer.
boots and shuts a
computer.
identifies the
computer
hardware.
identifies the
computer
software,
Origin of
computer
Types of
computers
Components of
a computer
Starting a
computer,
Closing down
the computer
Computer
Hardware
Computer
Software;
(Video card,
network cards,
ROM, RAM,
cameras,
Lead a guided discussion
on the origin of computers.
Display components of a
computer for learners to
identify their functions.
Guide learners through
practice to start and close a
computer.
Demonstrate the use of the
different components of a
computer.
Let learners demonstrate
the removal and
replacement of computer
RAMS.
Guide learners to use the
keyboard to manipulate
the typing techniques.
71NCAF71
Competences Content Teaching and Learning
Strategies
observes the need
for computers.
identifies the
dangers of using
computers.
provides safety
and security of a
computer.
processors)
Importance of a
computer.
Dangers of
using
computers,
Safety and
Security of a
computer
Lead a guided discussion
on the uses and dangers of
computers.
Guide learners through
practice to implement the
safety and security
measures of a computer.
Assessment Strategy
Assign learners to identify and sort out computer hardware, components
according to their application.
Teaching and Learning Resources
Computer
External drives
Keyboard
Mouse
Memory cards
RAM sets
CPU
Monitor/screen
UPS
Power cables
Power source
Duration: 6 Hours
Competences Content Teaching and Learning
Strategies
The learner:
classifies the
computer
operating
systems.
describes the
operation of
the computer
system.
identifies the
benefits of
using the
Types and
classification
of operating
systems.
Functions of
an operating
system.
Benefits of
operating
Systems
Installation
of windows
Assign learners to
research on the types
and classifications of
operating systems and
make class
presentations.
Lead a guided
discussion on computer
operating system and
its functions.
Guide learners through
a discussion on types,
72NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE72
Competences Content Teaching and Learning
Strategies
computer
operating
systems.
installs and
uninstalls
windows
operating
system,
application
software and
other support
programmes.
operating
system and
application
software
classification and
benefits of computer
operating system.
Demonstrate the
procedure of installing
and uninstalling
operation system and
other support
computer programmes.
Assessment Strategy
Task learners to install and uninstall the computer operating system.
Teaching and Learning Resources
Computers with installed operating system
Duration: 6 Hours
Competences Content Teaching and Learning
Strategies
The learner:
locates the desktop
start menu.
creates desktop
background and
screen saver.
identifies icons on
desktop and their
application.
resizes windows.
maximises and
minimises windows
to task pane.
closes and opens
windows from task
pane.
Start Menu
Applications
menu
Working with
the desktop
background and
screen saver.
Icons, files and
folders
Manipulating
open windows;
resizing,
maximizing,
minimizing task
pane, and tiling
windows.
Guide learners through
practice to locate desktop
start menu.
Guide learners through
practice to create desktop
background and screen
saver from default settings.
Demonstrate the
application of various
icons on desktop and allow
learners to practice.
Demonstrate the resizing,
minimizing and
maximizing of open
windows.
73NCAF73
Assessment Strategy
Task learners to create desktop background and screen saver from default
settings.
Teaching and Learning Resources
Functioning computers
Monitors/screens
Power
Duration: 12 Hours
Competences Content Teaching and Learning
Strategies
The learner:
starts, creates
or opens a
word window.
works with
texts and
manages files.
uses word
menus to
typeset and
edit
documents
formats
documents
saves
documents to
different
storage media.
Starting, creating
and opening a Word
window
Working with texts
Word menus for
document editing;
e.g. copy, paste, cut
Saving a Word
document
Formatting a page,
document, and
paper size
Working with tables
Working with
drawings, clipart
and pictures
Guide learners to open
new documents and work
with texts to manage files.
Guide learners through
practice to use Word
menus for document
editing; e.g. copy, paste,
cut.
Guide learners through
demonstrations and
practise to save a
document in different
formats and to a storage
media, e.g. flash disc.
Demonstrate the
formatting of a page and
documents for learners to
practice.
Assessment Strategy
Task learners to type documents and save on the desktop.
Teaching and Learning Resources
Computers
Power source
Power cable
Monitor
74NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE74
Duration: 4 Hours
Competences Content Teaching and Learning
Strategies
The learner:
installs a printer
to the computer.
describes the
procedure
followed when
printing
documents.
inserts tonner in
the printer.
prints documents
scans documents.
observes security
and safety
precautions
printing copying,
and scanning
documents.
Installing a printer
Working with
printer cartridges
and toners
Printing documents
Scanning
documents and
pictures
Safety, security and
health precautions
when printing,
scanning and
copying
documents.
Guide learners through
practice to install the
printer to a computer.
Guide learners on the
insertion of tonners
into a printer.
Demonstrate the
printing of a document.
Guide learners through
practice to scan and
copy documents.
Guide learners to
observe security and
safety precautions
when printing and
scanning documents.
Assessment Strategy
Task learners to type, print and/or scan/copy documents.
Teaching and Learning Resources
Working computers
Power source
Printer
Scanner
Tonner/Cartridge
75NCAF75
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
creates an excel
document.
enters data in a
spreadsheet.
edits and formats
spreadsheet
information.
applies excel
formulae to
calculate figures.
draws charts,
tables, and graphs
using excel icons.
prints excel
documents.
Creating an excel
document.
Entering data to a
spreadsheet, editing
and formatting a
datasheet
Using formulas and
functions
Creating/plotting
charts and graphs
from excel data values
Inserting tables to
excel worksheet
Printing a
spreadsheet
Guide learners
through practice to
create excel
documents.
Give learners tasks
to enter data in
excel sheets.
Guide learners
through practice to
calculate using
excel formulae.
Demonstrate the
insertion of tables,
charts, and graphs
in excel documents.
Assessment Strategy
Task learners to enter data in excel sheets and apply the formulae for
addition and multiplication to calculate figures, thereafter task them to
print the document
Teaching and Learning Resources
Computers
Power source
Samples of excel documents
Printer
76NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE76
Duration: 8 Hours
Competences Content Teaching and Learning
Strategies
The learner:
connects to an
internet website
surfs information
from the internet,
downloads and
saves information
from the internet
creates an e-mail
address.
creates an e-mail
password.
connects two
computers in one
room to a LAN.
sends messages
through e-mails.
downloads
messages received
through e- mails.
observes the
health, safety, and
security
precautions when
using the internet.
The Internet, Web
Browsers
Opening a website;
website address.
Internet surfing and
search engines
Saving information from
the Internet, downloading
files, music, pictures to
the computer
Electronic mail - Creating email
account - E-mail folders and
attachments - Attaching documents
to outgoing email - Downloading email
attachment - Formatting mail
- Searching mail
Health, safety and
security precautions
when using the Internet
and email.
Demonstrate the
connections to internet
websites.
Guide learners through
practice to browse
information from the
internet.
Guide learners to save
downloaded
information.
Demonstrate the
creation of an e-mail
account and password.
Give learners tasks to
write and send
messages through e-
mails, with an
attachment.
Lead a guided
discussion on the
security, safety and
health practices to be
observed when using
the internet and e-mail.
Assessment Strategies
Task learners to:
i) open e-mail addresses.
ii) write and send to each other electronic mails with attachments.
Teaching and Learning Resources
Computers
Internet connections
77NCAF77
Duration: 8 Hours
Competences Content Teaching and Learning
Strategies
The learner:
connects to
wireless and
cable
networks.
communicates
through the
LAN and WAN
troubleshoots
simple
network
connection
problems.
connects a
printer to a
network.
Introduction to
computer networking
Types of network; WAN
(Wide Area Networks),
LAN (Local Area
Network)
Types of
communication media;
cables, wireless, optic
fibres
Connecting a computer
to a network.
Troubleshooting simple
connection problems.
Connecting and
configuring a printer to
a network
Lead a guided
discussion on the types
of networks.
Guide learners to
connect to both cable
and wireless networks.
Demonstrate the
procedure of
networking and allow
learners to practice
Demonstrate the
installation and
disconnection of a
network computer and
modem.
Guide learners to
troubleshoot network
problems.
Assessment Strategy
Ask learners to send messages through LAN.
Teaching and Learning Materials
Internet router
Data cable
Computer
Local area Network
connections
Suggested References
Bazi, M, Baguma, I. &Anjoga, H. (2007). Unmasking Information
Communication Technology, 1st Ed, Kampala, Uganda.
Moya, M. and Nyeko, S. (2009). Information and Communication Technology
in business, 1st Edition.
Saleemi, N.A. (1997). Electronic data processing simplified. N.A Saleemi
Publishers, Nairobi, Kenya.
78NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE78
Duration: 60 Hours
Module Overview
The module will equip the learner with creative and innovative skills and
ability to look out for opportunities by manipulating the natural and man-
made resources into business. It is intended to make the learner develop a
positive career attitude towards entrepreneurship as a means of making a
living. It covers units concerning creativity and innovation, scanning the
environment for business opportunities, planning a business, managing a
business, and entrepreneurial ethics.
Learning Outcomes
By the end of this module, learners should be able to:
i) generate business ideas.
ii) identify viable business opportunities.
iii) mobilise business resources.
iv) start and manage a business.
79NCAF79
Duration: 6 Hours
Competences Content Teaching and Learning
strategies
The learner:
defines entrepreneur
and
entrepreneurship.
observes the
qualities of an
entrepreneur.
identifies the types
of entrepreneurs and
what they do.
justifies the roles of
entrepreneurs in the
community.
describes
entrepreneurship
process.
identifies the
barriers to
entrepreneurship
development.
Entrepreneur
and
entrepreneurs
hip
Characteristics
/qualities of an
entrepreneur
Types of
entrepreneurs
Roles of an
entrepreneur.
Entrepreneurs
hip process.
Barriers to
entrepreneurs
hip
development.
Let learners brainstorm
on the differences
between entrepreneur
and entrepreneurship.
Let learners discuss in
groups the qualities of a
good entrepreneur and
make presentations.
Lead a guided discussion
on the types and roles of
entrepreneurs in the
community.
Illustrate the process
followed by
entrepreneurs to create
business.
Guide learners on the
barriers to
entrepreneurship
development.
Assessment Strategy
Task learners to discuss in groups, the characteristics and qualities of a
good entrepreneur
Duration: 10 Hours
Competences Contents Teaching and Learning
strategies
The learner:
distinguishes
between creativity
and innovation.
demonstrates the
characteristics of a
creative person.
Distinction
between
Creativity and
innovation
Characteristics of
a creative person
Types of
Let learners brainstorm
on the differences
between creativity and
innovation.
Task learners to
research on the
characteristics of
80NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE80
Competences Contents Teaching and Learning
strategies
analyses the types
and causes of
innovation.
identifies barriers
to creative and
innovative
thinking.
justifies the
benefits of
innovation to
small businesses.
generates business
ideas for setting up
a business.
innovation
Causes of
innovation
Characteristics of
innovative people
Barriers to
creative and
innovation
thinking.
Benefits of
innovation to
small business.
Sources of
business ideas
creative and innovative
persons basing on a
personality in Uganda.
Lead a guided
discussion on the
barriers to creative
thinking.
Group learners to
discuss the benefits of
innovation in business
and make classroom
presentations.
Guide a brainstorming
session on the sources
of business ideas.
Assessment Strategies
i) Task learners to discuss in groups barriers to creativity and how
to overcome them.
ii) Task learners to prepare a power point presentation on the
characteristics of an innovative person.
Duration: 8 Hours
Competences content Teaching and Learning
Strategies
The learner:
identifies
business
opportunities.
screens business
opportunities to
select the most
appropriate.
analyses the
forms of
businesses.
sets up a business
based on the
Identifying
business
opportunities
Screening
business
opportunities
Forms of
business
ownership
(Sole
proprietorshi
p and
partnership)
Assign learners to
identify business
opportunities in
their communities.
Let learners make
presentation of the
identified business
opportunities so as
to screen out the
most viable ones.
Let learners discuss
the requirements
for starting up a
81NCAF81
Competences content Teaching and Learning
Strategies
analysis and
decisions made.
looks out for
causes of
businesses
success/failure.
Establishing a
business
Reasons for
success /
failure of
businesses
business.
Lead a guided
discussion on the
forms of business
ownership.
Assessment Strategies
i) Let learners discuss the different forms of business ownership.
ii) Task learners to give the causes of business success and failure.
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
identifies the
sources of
business idea.
analyse the
characteristics
of SMEs and
their sources of
capital.
analyses the
challenges faced
by SMEs and the
remedies to the
challenges.
Definition of SME
Sources of business
ideas
Characteristics of
small and medium
scale enterprises
Sources of capital
for small and
medium scale
enterprises.
Importance of small
and medium scale
businesses.
Challenges faced by
small scale
businesses in
Uganda.
Remedies to the
challenges
Lead a discussion on the
sources of business
ideas.
Let learners brainstorm
on the characteristics of
small and medium scale
enterprises.
Lead a guided
discussion on the
sources of capital for
small and medium scale
enterprises.
Let learners research on
the challenges faced by
small and medium scale
enterprises and suggest
remedies to the
challenges identified.
82NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE82
Assessment Strategies
i) Take learners for a field study on the importance and challenges
faced by Small and medium enterprises.
ii) Task learners to make a presentation on the challenges faced by
small scale enterprises and suggest remedies to the challenges
identified in class.
Teaching and Learning Resources
Newspapers
Business magazines
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
makes a business
plan.
justifies the
importance of a
business plan.
identifies the
challenges
involved in making
a business plan.
observes the role
of government in
entrepreneurship
development.
Structure of a
business plan
Uses of a business
plan
Challenges of
planning a
business.
Government role
in
entrepreneurship
development.
Illustrate to learners the
different structures of a
business plan.
Ask learners to draw a
business plan for their
projects.
Let learners make
classroom presentations
on the challenges
encountered in preparing
a business plan.
Lead a guided discussion
on the role of government
in entrepreneurship
development.
Assessment Strategy
Task learners to prepare a simple business plan for the business
opportunity identified.
Teaching and Learning Resources
Newspapers
Business magazines
83NCAF83
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
scans the
environment within
which to run a
business.
identifies the risks
involved in
managing a
business.
sets measures to
sustain competition
in business.
promotes
implementation of
the business plans.
Business
environment
Business risks
Sustaining
competitiveness
of a business
Leadership and
motivation in a
business
Implementing a
business plan
Lead a discussion on
how to manage a
business in a changing
environment.
Invite an industrialist
to guide learners on
the risks involved in
business and how to
sustain
competitiveness.
Demonstrate the best
leadership styles for
learners to emulate.
Assessment Strategies
Task learners to:
i) describe the macro and micro business environment.
ii) analyse the leadership styles, power, and motivation of an
entrepreneur.
Teaching and Learning Resources
Videos on leadership styles
Duration: 6 Hours
Competences Content Teaching and
Learning Strategies
The learner:
appreciates the
importance of
entrepreneurship
ethics.
identifies the roles of
ethics in
Introduction to
entrepreneurs
hip ethics
Importance of
entrepreneurs
hip ethics
Ethical
Guide group
discussions on the
importance and
roles of ethics in
entrepreneurship.
Guide a
brainstorming
84NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE84
Competences Content Teaching and
Learning Strategies
entrepreneurship.
describes the ethical
challenges facing
entrepreneurs.
identifies solutions to
ethical challenges.
challenges
facing
entrepreneurs.
Solution to
ethical
challenges.
session on ethical
challenges facing
entrepreneurs and
how to overcome
them.
Assessment Strategy
Task learners to discuss in groups the importance and role of ethics in
entrepreneurship and there after let them present their findings to the
entire class.
Teaching and Learning Resources
Business magazines
Compendiums about entrepreneurs
Free publicity and promotional materials
Government publications
Journal articles
Newspaper articles
Proceedings of conferences
Suggested References
Brychan, T., Miller, C. & Lyndon, M., (2011). Innovation and Small
Businesses, Vol.1; BookBoon Publishers – London.
Greg, B., (2006), Six Sigma for Small Business; Entrepreneur Press – Texas.
Kuratko, (2008).The Emergence of Entrepreneurship Education:
Development, Trends and Challenges. 9th Edition
Srivastava S.B.; (2001). A practical guide to industrial entrepreneurs;
Sultan Chand & Sons – New Delhi.
Timmons, J. A & Spinelli, S. (2003). New Venture Creation and
Entrepreneurship for the 21st century, 6th Edition, McGraw- Hill –
Boston
85NCAF85
Duration: 60 Hours
Module Overview
The module will develop the learner’s skills and abilities to create
awareness for the goods/services of the started project. This will involve
implementing the plans created in project 1 as the business runs. A series
of organising and management processes shall be undertaken to monitor,
control and maintain the deliverables as the project records for the
inventories, finances, achievements, and all transactions are emphasised.
Learning Outcomes
By the end of this project level the learner should be able to:
apply classroom knowledge proactively in a real life income
generating activity.
promote the goods/services.
sell and deliver goods/services to customers satisfactorily.
Duration: 60 Hours
Competences Content Teaching and Learning
Strategies
The learner:
creates awareness of
the nature of business.
provides the required
goods/service.
records the
transactions following
the accounting
principles.
Creating
awareness
Acquiring stock
Maintaining
records
Managing a
project
Encourage learners to
record every business
transaction.
Discuss with learners
how to manage
business.
Check on how learners
handle customers.
Sample Projects
Canteen
Mobile money outlets
Stationery
Jewelleries
Kiosks
86NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE86
Duration: 60 Hours
Module Overview
This module will provide learners with knowledge and skills to work in
public sectors and be able to observe the policies, governance and ethics
required in managing the public sector
Learning Outcomes
By the end of this module, the learner should be able to:
i) apply relevant theories of public sector management to tackle
business problems and challenges.
ii) deliver services to the community.
Duration: 10 Hours
Competences Content Teaching/Learni
ng Strategies
The learner:
identifies the roles of
public sectors in
Uganda.
justifies the purpose
of public sector
management.
draws a public
sector management
framework.
executes public
services.
Roles of public
sector in Uganda
Purpose of public
sector
management
Public sector
management
framework
Services rendered
by Public sector
Discuss with
learners the
roles of public
sectors in
Uganda.
Let learners
draw the
management
framework for
public sectors.
87NCAF87
Assessment Strategy
Let learners discuss in groups the roles of public sectors in Uganda and
submit a report.
Teaching and Learning Resources
Newspapers
Business magazines
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
distinguishes between
public sector and
private sector.
distinguishes between
traditional and modern
sector management.
observes the terms and
conditions of public
sector employment.
Nature of Public
and private
sectors
Traditional and
modern public
sector
management
Political executive
Legislature and
public service
Ask learners to
distinguish between
public and private
sectors.
Lead a discussion to
relate the traditional
public sector
management styles to
the modern public
sector management.
Assessment Strategy
Give learners group work to discuss different categories of public sectors
and make class presentations.
Teaching and Learning Resource
The statute on public and private sector
Duration: 14 Hours
Competences Content Teaching and
Learning
Strategies
The learner:
identifies the roles of
government agencies.
Role of Central
Government
Agencies
Invite a District
Speaker to guide
learners on roles
88NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE88
Competences Content Teaching and
Learning
Strategies
executes the traditional
service delivery
mechanisms.
adheres to the modern
means of service delivery.
adheres to the changes in
the structures and
processes of public sectors.
Traditional means of
service delivery in
public sector
Modern means of
service delivery in
public sector
Public sector reforms
in Uganda
of Central
government
agencies and
service delivery
in public sectors
Assessment Strategy
Task learners to research about the modern means of service delivery in
public sectors of Uganda and make a report.
Teaching and Learning Resources
Computer
Fax machines
Telephones
Duration: 14 Hours
Competences Content Teaching and
Learning Strategies
The learner:
applies set strategies for
decision-making in public
sectors.
establishes a benchmark
for good governance at
individual sector level.
detects challenges in public
sector management.
identifies mitigation
measures of conflict of
interest in public sectors.
Approaches to
management
decision-making
Governance in
public sector units
Challenges to
public sector
management
Managing conflicts
of interest in the
public sector
Hold tutorials in
which a guest
speaker will direct
learners on how
governance in
public sectors is
done.
Let the guest
speaker guide
learners how to
manage conflict in
public sectors.
89NCAF89
Assessment Strategies
In groups, task learners to discuss how public sector units are governed
and make a presentation, highlighting the challenges that are met
during public sector management.
Teaching and Learning Resources
Guidelines to managing public sector
Guidelines to conflict management
Duration: 10 Hours
Competences Content Teaching and
Learning Strategy
The learner:
practises preparation
of horizontal public
sector structures.
adheres to the
international public
management policies.
Horizontal
public sector
structures
International
public sector
management
Guide learners
on how to
prepare
horizontal and
international
structures for
public sectors.
Assessment Strategy
Task learners to identify key challenges faced by leaders in public
sector organisations.
Teaching and Learning Resources
PPDA Regulations and Guidelines
Public Administrations Act
Public Sector Employment and Management Act
Public sector reports
Suggested References
David, J., (2006). Public-Sector Management: Thinking Government, 2nd
Edition; Edward Elgar Publishing Ltd – Toronto.
McKevitt D. & Lawton A., (2012). Public Sector Management: Theory,
Critique and Practice; SAGE publications ltd – Los Angeles.
90NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE90
Kearney R. & Berman E., (1999). Public Sector Performance: Management,
Motivation and Measurement. Florida, Westview Press.
Lane J.E. (2000). The Public Sector: Concepts, Models and Approaches. 3rd
edn: Los Angeles, SAGE Publications Ltd.
Wiley, J. (2013). Public Sector and Development: International Journal of
Management Research and Practice. Charlotte, John Wiley & Sons,
Inc.
91NCAF91
Duration: 45 Hours
Module Overview
This module is designed to equip the learner with legal knowledge in
handling issues in business management. It will provide the learner with
basic knowledge about the court systems and his/her jurisdictions, terms
of agreements in trade and how to settle commercial disputes.
Learning Outcomes
By the end of this module, learners should be able to:
i) apply the legal principles to business problems.
ii) write legal agreements.
iii) operate business within the legal framework.
Duration: 06 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines
business law.
explains the
purpose of law.
identifies
classes of law.
Definition;
Nature of law
Purpose of the
law
Sources of law in
Uganda
Classification of
law
Teacher tasks learners to
define business law.
Teacher leads
Brainstorm session
about purpose of law.
Guided discussion on
classification of law.
Assessment Strategy
Task learner to explain the purpose of law as applied in business.
Teaching and Learning Resources
The Constitution of the Republic of Uganda, 1995 (amended
2005)
The Local Government Act
92NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE92
Duration: 06 Hours
Competences Content Teaching and Learning
Strategies
The learner:
illustrates the legal
procedures followed
in handling business
issues.
describes the
composition of the
different courts and
the powers of their
jurisdictions.
Court system
and hierarchy
Composition
and
jurisdiction of
different
courts
Let learners
brainstorm on the
powers and
jurisdiction of each
court.
Invite a court
magistrate to give a
talk to learners on the
procedure followed in
handling cases.
Assessment Strategy
Give learners task to illustrate the court system and Hierarchy in Uganda
Teaching and Learning Resources
The Constitution of the Republic of Uganda, 1995 (amended
2005)
The Local Government Act
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
describes the
legal persons
in eyes of law.
analyses the
capacity of
legal persons
to enter into
contracts.
Legal persons
Capacity of persons to
enter into legal relations:
Minors
Married women
Persons of unsound
mind
Unincorporated bodies
(sole proprietorship,
partnership,
associations)
Citizenship/nationality
and domicile
Lead a discussion on
the legal persons and
their capacities to
contract.
Task learners to
identify the
unincorporated
bodies and their
operations.
Let learners
distinguish between
nationality and
domicile.
93NCAF93
Assessment Strategies
Task learners:
i) to identify the legal persons in the eyes of law.
ii) with cases on capacity to contract, to analyse and advise the
parties involved.
iii) to describe the procedures for acquisition of citizenship.
Teaching and Learning Resources
The Constitution of the Republic of Uganda, 1995 (amended
2005)
The Local Government Act
FIDA laws
Children’s law
Duration: 12 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines a contract
analyses the
importance of
contract.
identifies the forms
and types of contracts.
observes the exclusion
clauses of a contract.
executes the essential
elements of a valid
contract.
discharges the
contract following the
recommendations by
law.
sets mitigation
measures for breach
of contract.
Definition and
nature of a
contract
Purpose and
importance of the
contract
Forms of
contracts
Exclusion clauses
Essential
elements of a
valid contract
Discharge /
termination of a
contract
Remedies for
breach of a
contract
Task Learners to define
the term contract.
Guide learners to
identify the importance
of signing a contract.
Lead learners in a
brainstorming session
in
Groups to discuss the
elements of a valid
contract.
Use a case study to
guide learners on the
factors that lead to
breach of a contract.
Lead a guided
discussion on the
circumstances under
which a contract may
be terminated.
94NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE94
Assessment Strategies
Test learners on:
Forms of contracts
Exclusion clauses
The essentials of a valid contract
The remedies for breach of contract
Teaching and Learning Resources
Samples of cases
Duration: 4 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines agency
identifies the types of
agents.
creates agency
relationship.
executes the duties of
a principal / agent.
appointments and
remunerations of an
agent
Definition of an
agency
Types of agents
Creation of
agency
Rights and duties
of the principal
and agent.
Appointment
remuneration
and termination
of an agent
Group learners to
role play a Principal-
Agent relationship.
Lead a guided
discussion on the
types of Agents in the
law of agency.
Task learners to
research on the
appointment,
remuneration and
termination of
agency.
Assessment Strategy
i) Task learners to discuss how agents are created and present to
the entire class their findings.
ii) Test learners on the duties and rights of the principal and an
agent.
Teaching and Learning Resources
Sample cases
95NCAF95
Duration: 7 hours
Competences Content Teaching and
Learning Strategies
The learner:
selects the method
for solving disputes.
follows the right
procedures to
resolve disputes.
solves disputes
without going to
court.
Methods of
dispute
resolution
Procedure
of dispute
resolution
Alternative
dispute
resolution
Give learners
dispute cases to
analyse and make
class
presentations.
Let learners
demonstrate
understanding of
dispute resolution
through role-plays.
Assessment Strategies
Let learners:
i) discuss the methods of dispute resolution in Uganda.
ii) describe the procedures for dispute resolution.
iii) solve disputes in case studies.
Teaching and Learning Resources
Samples of cases
Suggested References
Bakibinga, D. (2006). Law of Contract in Uganda. Kampala Professional
Publisher and Consultant ltd.
Essel, R.D. & Howard, C.G., (2011). Principles of Business Law, 4th edn;
New Jersey, Pearson Prentice Hall Inc.
96NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE96
Duration: 75 Hours
Module Overview
The module will equip the learner with basic computerised accounting
knowledge and skills to process accounting information digitally. The
learner will apply accounting software to record, process and store
business transactions.
Learning Outcomes
By the end of this module, the learner should be able to generate financial
statements using Pastel, Tally, and Quick Books.
Duration: 7Hours
Competences Content Teaching and
Learning strategies
The learner:
identifies features of
the selected
accounting software.
justifies the
purposes of
computerised
accounting.
analyses the benefits
and limitations of
accounting software.
An over view of
pastel, tally and
quick books
Purpose of
computerised
accounting
Benefits and
limitations of
accounting software
Demonstrate how
to apply the
accounting
software.
Let learners discuss
the benefits and
limitations of
accounting
software.
Assessment Strategy
In groups, task learners to apply concepts of accounting in the
Computerised environment
Teaching and Learning Resource
Computer set
97NCAF97
Duration: 12 Hours
Competence Content Teaching and Learning
Strategy
The learner
creates
different
source
documents
using
accounting
software.
Credit Notes
Receipts
Deposit slips
Cheques
Vouchers (Purchase
and Sales)
Purchases/sales
Invoice
Illustrate the
preparation of source
documents.
Let learners develop
different source
documents and make
class presentations of
what they have
developed.
Assessment Strategy
Task learners to prepare different source documents and submit in soft
copies
Teaching and Learning Resources
Sample of source documents
Duration: 10 Hours
Competences Content Teaching and
Learning
Strategies
The learner:
transfers records from
source documents to
journals.
records opening balances
for assets, capital and
liabilities.
draws the sales and
purchases journals to
record customers’ and
suppliers’ information.
Linking Source
Documents to
Journals
Recording
Opening balances
for assets,
liabilities, and
capital
Recording
customer/
supplier
information
Illustrate the link
between source
documents and
Journals.
Learners create
sales and
purchases
journals.
98NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE98
Assessment Strategy
Provide specimen from which learners will prepare journals.
Teaching and Learning Resources
Sample of computerised journal
Duration: 16 Hours
Competences Content Teaching and Learning
Strategies
The learner:
posts transactions
from the journals
to the ledgers.
draws a cash book.
designs a payroll.
extracts a trial
balance.
corrects the
accounting errors.
reconciles the
cashbook with the
bank statement
records.
banks on-line.
Posting to Ledger
accounts
Posting receipts
and payments to
the cashbook
Designing a
payroll
Drawing a trial
balance
Correcting errors
Reconciling cash
book and bank
statement records
E-Banking
Provide learners with
transactions to post to
ledger accounts.
Let learners prepare
and record transactions
in the cash book.
Guide learners on how
to design a pay roll.
Illustrate the
recommended way of
correcting errors.
Demonstrate banking
on-line.
Assessment Strategies
Give learners:
i) Assignment to record transactions in ledger accounts
ii) Exercise to construct a cashbook from a given set of
transactions.
iii) Homework in groups to design a pay-roll.
Teaching and Learning Resources
Sample of a pay roll
Receipts
Bank statement
99NCAF99
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
corrects the accounting
errors.
reconciles the cashbook
with the bank statement
records.
Correcting
errors
Reconciling
cashbook and
bank statement
records
Guide learners on
how to correct
accounting errors
using an accounting
package.
Assessment Strategies
Task learners to:
i) correct accounting errors using an accounting package.
ii) reconcile a cashbook and a bank statement.
Teaching and Learning Resources
Computer
Accounts with errors
Duration: 10 Hours
Competences Content Teaching and
Learning Strategies
The learner:
designs the local purchases
order.
fills the goods received note.
designs the stock record
card.
Local purchases
order
Goods received
note
Stock record
cards
Illustrate how to
make stock records.
Let learners
prepare the
different stock
documents.
Assessment Strategy
Task learners to prepare different stock management documents
Teaching and Learning Resources
Specimen of:
stock record cards
local purchase orders
goods received notes
100NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE100
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
prepares the income
statement with
software
applications.
generates a balance
sheet.
Income
statement
Balance
sheet
Illustrate the
development of
an income
statement.
Guide learners to
generate the
balance sheet
with software.
Assessment Strategy
Give learners assignments to prepare computerised income statement and
balance sheet.
Teaching and Learning Resources
Accounting manuals
Computer set
Suggested References
Marshall B.R., (2011). Accounting Information Systems. 12th edn: London,
Prentice Hall.
Elmasri, R., (2010). Fundamentals of Database Systems. 6th edn; Delhi,
Vikas Publishing House.
Nagpur, M. (2009). Computerized Accounting. Revised Edition:
Maharashtra, Vision Publications.
Yacht, C. (2012). Computer Accounting Essentials. 2nd edn; Berkshire,
McGraw-Hill.
Donna, K., (2011). Computer Accounting with Quick Books: 11th edn;
Irwin, Mcgraw Hill.
Fardon, M., (2012). Computerised Accounting Tutorial. 2nd edn: Macgraw
Hill.
101NCAF101
Duration: 60 Hours
Module Overview
This module introduces the learner to the basic concepts of accounting for
business costs. The learner will develop competences to apportion
material, labour and overhead costs appropriately, using different
techniques such as process and labour costing for profitable business
performance.
Learning Outcomes
By the end of the course, the learner should be able to:
i) demonstrate knowledge and skills of elementary cost control.
ii) prepare material, labour and overheads related documents.
Duration: 6 Hours
Competences Content Teaching and
Learning Strategies
The learner:
defines cost
accounting.
compares Cost
Accounting with
Financial and
Management
Accounting.
identifies the
purpose and
limitations of Cost
accounting.
Definition of Cost
Accounting
Comparison of Cost
accounting with
financial accounting
and management
accounting.
Costing Concepts and
Principles
Purpose of Cost
Accounting.
Limitations of Cost
Accounting
Lead learners in a
group discuss on
the purpose and
limitations of Cost
accounting.
Task learners to
identify
differences
between Cost
accounting and
other branches of
accounting.
Assessment Strategy
Assess learners on the concepts and purpose of Cost Accounting
Teaching and Learning Resources
Guidelines to costing of materials
102NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE102
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
classifies
costs.
segregates
costs
between
variable
and fixed
costs.
Purpose of Cost Classification
Classification of costs according
to: - Behaviour
- Nature
- Function
- Association with the product
- Planning and Control
- Decision Making
- Favourability and Normality.
Segregation of semi-variable
costs using the high-low method.
Guide learners in
a discussion on
the classification
and segregation
of costs.
Ask learners to
give examples on
the different
classes of costs
based on the
explanation
provided.
Assessment Strategy
Assess learners on the classification and segregation of costs.
Teaching and Learning Resource
Chart of cost classification
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
identifies
documents in
the purchasing
procedures.
records and
classifies
materials.
values
materials using
the FIFO, LIFO,
and WAC.
Key concepts of materials
management
Document used in materials
management
Materials purchasing
procedures
Classification of Materials
Recording of materials
Storekeeping and store
systems
Stock Control Techniques
Stock Valuation Methods
(FIFO, LIFO)
Lead a discussion
on documentation
and purchase
procedures
Task learners to
record and classify
cost data in the
cost ledger using
(FIFO, LIFO, and
WAC
103NCAF103
Assessment Strategies
i) Task learners to prepare a purchases procedure and enter
related transactions in the Stores ledger cards.
ii) Give learners exercise to compute stock values using the FIFO
and LIFO methods.
Teaching and Learning Resources
Goods received note
Requisitions
Goods issued note
Weighing scale
Samples of shopping lists
Duration: 14 Hours
Competences Content Teaching and
Learning Strategies
The learner:
applies time
keeping and
piece rate
methods to
determine
labour costs.
describes
causes of
labour
turnover.
Determination of
Labour costs
Time keeping
methods
Remuneration
methods: (Time rate,
Piece Rate)
Causes of Labour
Turnover
(Controllable and
Uncontrollable
Causes).
Demonstrate
application of
time and piece
rate method of
computing cost
of labour.
Guide learners
in a discussion
on the causes of
labour
turnover.
Assessment Strategies
Task learners to prepare time and piece rate records for costing
purposes
Teaching and Learning Resources
Clock
Payment slips
104NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE104
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
identifies and
explains key
concepts of
overheads.
collects and
classify
overheads.
prepares cost
sheets to
allocate/apport
ion costs.
Meaning of
Overheads
Collection and
classification of
Overheads
Allocation and
Apportionment of
Overheads to Cost
Centres
Preparation of
primary and
secondary cost
sheets (direct,
step, repeated
distribution and
algebraic
methods).
Guide learners
on the
identification
and classification
of overheads.
Demonstrate the
allocation/re-
apportionment
of overheads in a
secondary cost
sheet (direct,
step, repeated
distribution and
algebraic
method).
Assessment Strategy
Task learners to absorb overheads using basic apportionment
approaches.
Teaching and Learning Resources
Guidelines for apportioning costs
Calculator
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
identifies key
concepts and
characteristic
s of specific
Definitions and key
concepts of specific
order costing: - Job Costing
- Batch Costing
Guide learners
in a discussion
on definition,
characteristics
and
105NCAF105
Competences Content Teaching and
Learning Strategies
order costing.
prepares cost
sheets for job
and batch
arrangements
.
Characteristics of
specific order and batch
costing
Preparing cost sheets
for job and batch
costing
preparation of
cost sheets in
specific order
and batch
costing.
Assessment Strategies
i) Let learners discuss the methods of accumulating costs under
specific order methods.
ii) Task learners to prepare cost sheets for job and batch costing.
Teaching and Learning Resources
Samples of cost sheets
Calculator
Stocktaking and requisition book
Score cards
Bin cards
Employee time card
Stock ledgers
BEP charts
Electronic calculators
Suggested References
Bhabatosh, B. (2006). Cost Accounting: Theory and Practices. 12th edition;
New Delhi, Prentice Hall.
Saleemi N.A., (2005). Job Costing for Planning and Control of Services.
Nairobi, N.A. Saleemi Publishers.
106NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE106
Duration: 45 Hours
Module Overview
The module introduces the learner to the basic principles and practices of
marketing by which products and services are brought to the awareness of
the existing and prospective buyers.
Learning Outcomes
By the end of this module learners should be able to:
i) select, use and integrate communication skills to develop
informative and persuasive adverts.
ii) create awareness of the existing products/services to prospective
customers.
Duration: 05 Hours
Competences Content Teaching and Learning Strategy
The learner:
defines
marketing and
its concepts.
analyses the
philosophies of
marketing.
identifies the
importance and
challenges of
marketing.
Concepts of
marketing
Philosophies of
marketing
Importance of
marketing
Challenges of
marketing
Lead a brainstorming session to
define marketing and its
concepts.
Lead a guided discussion with
the learners on the philosophies
of Marketing.
Group the learners to discuss
the importance of Marketing.
Provide a case study depicting
challenges encountered in
marketing and task learners to
discuss the solutions to the
problems.
Assessment Strategies
Assess learners on the following:
i) The importance of marketing
ii) The marketing philosophies
107NCAF107
Teaching and Learning Strategies
Guidelines to marketing
Duration: 08 hours
Competences Content Teaching and
Learning Strategy
The learner:
defines the
marketing
environment
analyses the nature
of marketing
environment
observes the Micro
and Macro
environment factors
within which to
operate.
Definition of
marketing
environment
Nature of the
marketing
environment: - Internal
environment - External
environment
Micro and macro
environment factors
Ask learners to
define marketing
environment.
Lead a group
discussion on the
nature of the
marketing
environment.
Guide learners to
brainstorm the
Micro and Macro
environment factors.
Assessment Strategy
Task learners to discuss the nature of marketing environment in groups
Teaching and Learning Strategies
Video shows on marketing
Duration: 12 Hours
Competence Content Teaching and Learning
Strategy
The learner:
defines the
marketing
mix.
applies the
marketing
mix to
execute a
sale.
Meaning of
marketing mix
Marketing mix
strategies (4Ps). - Product
strategy - Price strategy
- Place strategy
- Promotion
strategy
Let learners brainstorm
the meaning of
marketing mix.
Lead a guided
discussion on the 4
strategies of marketing
mix.
Demonstrate the
operation of the
marketing mix.
108NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE108
Assessment Strategy
Assess learners on the 4Ps of a marketing mix.
Teaching and Learning Strategies
Price lists
Market places
Sample products
Free publicity and promotional materials.
Duration: 10 Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines service
marketing.
identifies
characteristics of a
service.
creates a marketing
system for services.
differentiates
between a service
and a good.
applies the service
marketing mix in
executing a sale.
Meaning of a
service
Characteristics of a
Service
Importance of
service marketing.
Difference between
a service and a
good
Service Marketing
Mix: - People
- Process
- Physical
evidence
Marketing a service
Task learners to
define service
marketing
Demonstrate the
characteristics of a
service.
Group learners to
discuss the
importance of service
marketing and task
them to present in
class
Develop a role-play
for the learners to act
and practice
marketing of a
service.
Assessment Strategy
Task the learner to discuss the service marketing mix in executing a sale.
Teaching and Learning Strategies
Electronic media
Service marketing manuals
Marketing information systems manual
109NCAF109
Duration: 06 Hours
Competences Content Teaching and Learning
Strategies
The learner:
observes the market
segments for a
product.
describes the
bases of market
segmentation.
analyses the
importance of
market
segmentation.
Process of
segmentation
Bases/variab
les of
segmentation
Importance
of
segmentation
Illustrate the
process of
segmenting a
market.
Guide learners on
the importance of
market
segmentation.
Assessment Strategy
Assess learners on the process of segmenting a market.
Duration: 04 Hours
Competence Content Teaching and Learning
Strategies
The learner:
defines marketing
management.
applies the service
marketing mix in
executing a sale
(similar to blue
highlight above).
Definition of
marketing
management.
Importance of
marketing
management.
Ask learners to define
marketing
management.
Lead a guided
discussion on the
importance of
marketing
management.
Assessment Strategy
Task learners to discuss the importance of marketing management.
Teaching and Learning Strategies
Marketing manuals
Marketing magazines
Electronic media
110NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE110
Suggested References
Belch, G.E., (2011). Advertising and Promotion: An Integrated Marketing
Communication Perspective. 9th edn; San-Diego, McGraw Hill.
Cowell, D. W., (1994). The marketing Services. London, Heinmann
Professional Publishers.
Jefkins, F., (2003). Introduction to Marketing, Advertising and Public
Relations, 7th edn; London, Macmillan Education.
Jefkins, F., (2004). The Marketing Concepts in the 21st Century. New edn;
Maidenhead: London, McGraw-Hill Book Company.
Kotler, P. & Keller, K. L., (2008). Marketing Management; 12th edn: Boston,
Pearson Education Publishers.
Armstrong, G. (2004). Marketing: An Introduction. 6th edn; Boston, Pearson
Education Publishers.
111NCAF111
Duration: 60 Hours
Module Overview
This project level will enhance learners’ skills to add value to the
products/services in order to compete favourably.
Learning Outcome
By the end of this project level, the learner should be able to set up
strategies through which to remain in business despite the availability of
competition.
Duration: 60 Hours
Competences Content Teaching and
Learning
Strategies
The learner:
improves
product/service
quality.
creates product
distinction.
offers favourable
prices.
cuts expenses.
provides
outstanding
customer services.
Emphasis:
Product/servic
e quality
Uniqueness of
products/
services
Cost
management
Customer care
Monitor the
project progress.
Supervise the
use of assets.
Let learners
prepare interim
financial
statements for
their projects.
Sample Projects
Designing adverts
Production of product manuals
Brochures and flyer
Render services such as typing and printing
112NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE112
Duration: 60 Hours
Module Overview
This module consists of basic accounting practices and finance that relates
to public service. The aim of the module is to equip the learner with basic
competences in establishing and maintaining accounts for central and local
governments.
Learning Outcomes
By the end of this module, the learner should be able to:
i) prepare financial statements for the public sector.
ii) keep accounts of public concerns.
Duration: 8 Hours
Competences Content Teaching and Learning
Strategies
The learner:
discusses the history
and development of
public sector
accounting.
appreciates the nature
and objectives of
government
accounting.
describes the legal
regulatory framework.
Meaning of
public sector
accounting.
Nature and
objectives of
Public sector
accounting
Legal
regulatory
framework.
Lead the learners to
discuss the historical
development of public
sector accounting in
Uganda.
Task learners to research
on the legal and regulatory
framework of public sector
accounting in Uganda.
113NCAF113
Assessment Strategy
i) Let learners discuss in groups the importance of public sectors
accounting in Uganda.
ii) Task learners to make a presentation on the legal and regulatory
framework on public sector accounting in Uganda.
Teaching and Learning Resource
PPDA Act
Duration: 14 Hours
Competence Content Teaching and
Learning Strategies
The learner
demonstrates
understanding of the
basic elements of public
and private sector
accounting by listing
the differences.
Principles and basis
of government
accounting and
financial
instruments.
Government
accounting system
Ask the students to
produce a word processed
listing of the basic
elements and distinction
between private sector
accounting.
Assessment Strategy
Give learners group work to discuss difference between public sector
accounting and private sector accounting.
Teaching and Learning Resources
Financial instruments
Accounting manuals for local government
Government standing orders
114NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE114
Duration: 10 Hours
Competences Content Teaching and
Learning Strategies
The learner:
identifies the sources
of government
revenue and
expenditure
procedures for
Government.
demonstrates the
process of recording
revenue and
expenditure in the
Departmental Vote
Expenditure
Allocation Book.
Sources of
government
revenue,
expenditures
warrant, and
departmental
expenditure
allocation book
Relevant
documents and
books kept in
public sector
accounting
Ask the students to
list various sources of
government revenue,
expenditures warrant,
etc.
Display to students
relevant documents
and books of accounts
to be kept by Central
and Local
Governments.
Assessment Strategy
Task learners to identify and list government expenditures and sources of
revenue.
Teaching and Learning Resources
Cashbooks
Bank statements
PPDA guidelines
Duration: 14 Hours
Competence Content Teaching and Learning
Strategies
The learner
prepares
different types
of budget in
the public
Types and
techniques of
government
budgeting,
Budget preparation
Lead the students to
identify types and
techniques of budgeting in
public sector with specific
examples on central and
115NCAF115
Competence Content Teaching and Learning
Strategies
sector using
various
techniques.
including cash
budget’s with
worked examples.
Local Government.
Using a spreadsheet,
illustrate the process of
receipts and recurrent and
capital expenditure.
Assessment strategy
Task learners to prepare a simple budget.
Teaching and Learning Resources
Examples of government budgets
Duration: 14 Hours
Competence Content Teaching and
Learning Strategy
The learner analyses
the functions of
various government
committees e.g. Public
Account Committee,
Auditor General, CAO.
Meaning of financial
control.
Responsibilities of
finance officers of
government
Guide the students to
list the functions of
various committees and
commissions
responsible for control.
Assessment Strategy
Let learners discuss in class the responsibilities of Government accounting
officers.
Teaching and Learning Resources
Local Government Financial and Accountability Regulations
Treasury Accounting Instructions
Published audited statements
Finance and Accountability Act
Accounting manuals for local government
Government standing orders
116NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE116
Suggested References
Adams R.A., (2010). Public Sector Accounting & Finance Made Simple. 2nd
edn; Calgary, Venture Publishing Inc.,
Jacobs J.F., (2010). Budgeting and Budgetary Control for Public Sectors.
Canada, Centre of Science and Education.
Rowan, H.J., (2000). Public Sector Accounting. London Prentice Hall.
Spencer, M. & Pegler, (1991). Public Sector Accounting and Finance. New
York, Pitman Publishing.
117NCAF117
Duration: 60 Hours
Module Overview
The module introduces learners to the basic aspects of tax systems in
Uganda. It provides learners with a foundation to prepare tax returns
for individual, business and non-business tax payers.
Learning Outcomes
By the end of this module, the learner should be able to:
i) carry out simple tax assessments.
ii) apply the basic concepts of taxation to compute taxable income and
liabilities.
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
discusses the
development of taxation
in Uganda.
justifies the purpose of
taxation.
applies the terms used
in taxation.
applies the principles of
taxation.
Purpose of
taxation
Terms used in
taxation
Principles/
canons of
taxation
Lead learners
in a discussion
on the purpose
and principles
of taxation.
Guide learners
on the
application of
tax principles.
Assessment Strategy
Tax learners to conduct a research on the canons of taxation and write
a report.
Teaching and Learning Resource
Uganda Tax Guide, 2012
118NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE118
Duration: 6 Hours
Competences Content Teaching and Learning
Strategies
The learner:
classifies taxes
according to their
categories.
describes
Uganda’s tax
structure.
describes how tax
bodies operate.
Uganda’s tax
structure
Classification
of taxes
(direct and
indirect)
Operations of
tax bodies
Let learners discuss
the classifications
of taxes.
Invite a tax official
in the discussion on
Uganda’s tax
structure.
Demonstrate how
tax bodies operate.
Assessment Strategy
Task learners to identify and discuss the types of taxes implemented by
URA
Teaching and Learning Resources
Tax structure
Uganda Tax Guide, 2012.
Income Tax Act
Duration: 16 Hours
Competences Content Teaching and Learning
Strategies
The learner:
identifies
taxable income
and their
sources.
computes
employment.
business and
property
income.
distinguishes
Definition of
taxable income.
Sources of
taxable income
Computation
of: - Employment
income, - Business
income, - Property
Task learners to
identify taxable
incomes and their
sources.
Illustrate the
computation of
employment,
business and
property income.
Guide a discussion
on distinctions
119NCAF119
Competences Content Teaching and Learning
Strategies
between exempt
income and
presumptive tax.
income.
Exempt
income.
Presumptive
tax.
between exempt
income and
presumptive tax.
Assessment Strategy
Task learners to compute tax rates for different incomes from a given
set of transactions.
Teaching and learning Resources
Uganda Tax Guide, 2012.
Income Tax Act
Duration: 10 Hours
Competence Content Teaching and
Learning Strategy
The learner
distinguishes
between tax
revenue and
non-tax
revenue.
Tax Revenues (Pay as
you earn, Local Service
tax
Non Tax Revenues
(Fees, Fines, Penalties,
Grants, Donations)
Guided
discussion on
distinction
between tax
revenue and
non-tax revenue.
Assessment strategy
Assess learners on the tax revenues and non-tax revenues in Uganda
Duration: 12Hours
Competences Content Teaching and Learning
Strategies
The learner:
defines the scope of
VAT.
describes the
registration and de-
Meaning of
VAT
Reasons for
VAT in Uganda
Types of VAT
Involve a tax
official in the
discussion on the
scope of VAT, the
registration and
120NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE120
registration process for
VAT.
identifies the tax rates
charged on supplies.
computes VAT.
justifies the penalties
for tax invasion.
Advantages
and
disadvantages
of VAT
Computation of
VAT
de-registration
process for VAT
and the penalties
associated with
tax invasion.
Let learners
compute the VAT
on particular
goods.
Assessment Strategy
Task learners to compute VAT on selected goods.
Teaching and Learning Resource
VAT Certificate
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
demonstrates the
filing of revenue
returns
analyses the
procedure for
registering for
VAT.
adheres to VAT
regulations.
Disclosure/
filing of returns
of income
Registration and
de-registration
for VAT
Tax Recovery
Tax offences
and penalties
Guide a study
tour to a revenue
department to
witness filing of
income returns.
Illustrate the
registration
exercise for VAT.
Assessment Strategy
Ask learners to describe the VAT registration process.
Teaching and learning Resources
Uganda Tax Guide, 2012.
Income Tax Act
Calculator
121NCAF121
Suggested References
Bahemuka, P.K., (2008). Income Tax in Uganda. 2nd edn: Kampala,
Fountain Publishers,
Income Tax Act, 1997.
Mugume, C. (2006). Managing Taxation in Uganda; Kampala, Makerere
University Printing Press -.
Tumuhimbise M., (2000). Introduction to Taxation in Uganda; Kampala,
Makerere University Business School.
122NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE122
Duration: 45 Hours
Module Overview
This module introduces the learner to the basic Kiswahili used in the
industry and by the general public to carry out daily business. It also
enables the learner to carry out his/her profession in any part of East
Africa where Kiswahili is the major language of communication.
Learning Outcomes
By the end of the module the learner should be able to:
i) make simple expressions in Kiswahili.
ii) count in Kiswahili.
iii) construct coherent Kiswahili sentences.
iv) communicate in Kiswahili while transacting business.
Duration: 4 Hours
Competences Content Teaching and
Learning Strategies
The learner:
acknowledges the
importance of
learning and using
Kiswahili language.
correctly greets
elders, peers and the
young at different
times.
introduces oneself.
makes introduction
of oneself and other
persons.
Origin and spread of
Kiswahili
Importance of
Kiswahili to Ugandans
Greetings - At different times
- To elders, peers,
the young - To one person
- To many people
General Introduction - Of oneself
- Of others
Allow learners to
buzz over
different greeting
styles.
Ask learners to
make self-
introductions
before the class.
Let learners role
play greeting
each other in
Kiswahili .
Assessment Strategies
Assess learners on the:
i) importance of learning Kiswahili in the context of accounting and
finance.
123NCAF123
ii) let learners role play greeting of peers, elders and supervisors at
different times and take note of their pronunciation and
intonation.
Duration: 06 Hours
Competences Content Teaching and Learning
Strategies
The learner:
makes correct use
of the Kiswwahili
alphabet.
pronounces
Kiswahili verbs
and names in the
correct accent.
States phrases in
the correct tense.
Vowels and
Consonants,
Verbs and
Nouns
Production of
Swahili
sounds/
Accent
Use audio players or a
telephone for learners to
listen to word sounds and
pronunciations.
Guide learners on the
names of different places
and common titles in the
catering profession.
Set out a number of
Kiswahili vowels, verbs
and nouns for the learners
to practice their
application.
Use a recorder to produce
Kiswahili sounds for
learners to emulate.
Assessment Strategies
Assess learners on:
i) word pronunciation.
ii) use of verbs and nouns.
Teaching and Learning Resources
Kiswahili dictionary
Documentaries
Charts
Video recordings
Tape recorders
Radio cassettes
124NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE124
Duration: 7 Hours
Competences Content Teaching and Learning
Strategies
The learner:
expresses
appreciation to
others.
makes requests
for products,
services, or
places by names.
identifies people
by their
professional
titles.
Welcoming
customers
Making requests
Presenting bills
Expressing
appreciation
Advertising of
products
Negotiating for
better terms
Asking for pardon
Organise a role-play in
which learners shall
make simple expressions
involving asking for a
particular product,
service, place or
direction and
appreciating for the
assistance offered.
Let learners express
themselves by asking for
forgiveness for a wrong
done.
Assessment Strategies
Task learners to:
i) role play the receiving of clients and providing information on the
available goods/services.
ii) give assignment to design and format a Kiswahili advert for any
business.
Teaching and Learning Resources
The internet
Kiswahili dictionary
Duration: 6 hours
Competences Content Teaching and Learning
Strategies
The learner:
combines
words to
construct
appropriate
Introductory
vocabulary
Sentence pattern
Questions and
responses
Guide learners to use the
indefinite article to
construct sentences.
Group learners to role
play the asking and
125NCAF125
Competences Content Teaching and Learning
Strategies
sentences.
asks questions
and responds
to inquiries.
expresses likes
and dislikes.
Expressing likes
and dislikes
answering of questions
related to catering
services.
Ask learners to express
their likes and dislikes in
the role play.
Assessment Strategy
Assess learners on the construction of sentences in response to questions.
Duration: 06 hours
Competences Content Teaching and Learning
Strategies
The learner:
counts and
numbers items
using the cardinal
and ordinal
numbers.
states the time,
date, days and
months correctly.
Counting
Cardinal
numbers
Counting Ordinal
numbers
Time, Dates,
Days, Months
Lead learners in the
counting exercise.
Guide learners in
stating time and
dates.
Ask learners to make
presentations of
their dates of birth.
Assessment Strategies
i) Let learners count using ordinal and cardinal numbers.
ii) Task learners to state different periods in Kiswahili.
Teaching and Learning Resources
Charts of numbers, dates and days
Calendar
Clock
Mathematical symbols
126NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE126
Duration: 08 hours
Competences Content Teaching and Learning
Strategies
The learner:
makes a logical flow of
sentence construction.
applies the singular
and plural
nouns/verbs
correctly.
applies correct
Kiswahili tenses in
sentence construction.
Basic sentence
elements
Sentence logic
Singular and
plural
Tenses
Guide learners to make
sentences in Kiswahili
using first person
singular and first
person plural.
Let learners
demonstrate the
application of different
tenses in sentence
construction.
Assessment Strategies
Assess learners on:
i) the way they arrange the words in a sentence.
ii) the rule of singular and plural.
iii) the application of tenses.
Duration: 08 Hours
Competences Content Teaching and
Learning Strategies
A learner:
applies the
accounting
terminologies
correctly.
identifies and
names the tools,
materials, and
equipment used in
accounting and
finance.
refers to officers by
their titles.
describes the tasks
performed by
different officials in
Terminologies
used in accounting
and finance
Prices, Quantity,
Quality, Order
Names of tools,
materials, and
equipment used in
accounting and
finance.
Professional titles
like accountant,
treasurer, auditor,
bursar, manager,
cashier, visitor,
and customer.
Guide learners to
identify and name
the tools, materials,
and equipment used
in accounting and
finance.
Ask learners to
research on the
Swahili titles for the
staff that work in
the accounts and
finance department.
Discuss with
learners the tasks
performed by
different officials in
127NCAF127
Competences Content Teaching and
Learning Strategies
the accounts and
finance
department.
Tasks performed
in accounting and
finance
the accounts and
finance department.
Assessment Strategy
Assign a learner to write the titles and tasks performed by various
professionals in accounting and finance departments.
Teaching and Learning Resources
Kiswahili dictionary
Reading charts
Audio CD packs
Radio cassette
Video tapes
Suggested References
Almasi, W.F (2014). Swahili Grammar for Introductory and Intermediate
Levels.
Donovan, M. & Lutz, M., (2011). Swahili: A Complete Course for Beginners.
2nd edn: Dar es Salaam, Living Language Publishers.
Maw, J.E (2012). Swahili for Starters: A Practical Introductory and
Intermediate Level.
Perrott, D.V., (2010). Essentials of Business Kiswahili: A Teach Yourself
Guide. Nairobi, Kenway Publications.
Peter, M.W., (2006). Simplified Swahili. New York, Longman Group.
128NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE128
Duration: 60 Hours
Module Overview
The module will provide the learner with an overview and understanding
of auditing to enable them assess actions of others and report on business
resources. The module covers the fundamental concepts concerning the
procedure and professional behaviour of auditors.
Learning Outcomes
By the end of the course, the learner should be able to:
i) apply auditing principles in solving organizational problems.
ii) emulate the roles of auditors in business dealings
iii) demonstrate the application of audit procedures.
Duration: 8 Hours
Competences Content Teaching and
Learning Strategies
The learner:
justifies the purpose of
auditing.
discusses the
objectives of auditing.
describes audit
concepts.
identifies users of audited
information.
Purpose of
Auditing
Objectives of
Auditing
Audit
Concepts
Users of
Audited
Information
Guided
discussion on
purpose and
objectives of
auditing.
Let learners
brainstorm on
the users of
audit
information.
Assessment Strategies
i) Let learners discuss the purpose of auditing.
ii) Ask learners to identify the users of audited information.
129NCAF129
Duration: 12 hours
Competences Content Teaching and
Learning
Strategies
The learner:
defines the different
audits.
observes the purpose
of the different
audits.
executes audits
control measures.
Private audits
Statutory audits
Continuous audits
Interim audits
Procedural audits
Management audits
Final audits
Group learners
to discuss the
different types
of audits.
Assessment Strategy
Group learners to discuss the types of audits and make class
presentations.
Duration: 12 Hours
Competences Content Teaching and Learning
Strategies
The learner:
distinguishes
between internal
and external
auditors.
describes the
qualities of a
good auditor.
performs the
functions of an
auditor.
exercises the
rights and
powers of an
auditor.
Types of
auditors
Qualities of a
good auditor
Functions of
auditors
Rights and
powers of an
auditor
Appointment,
termination
and
resignation of
an external
auditor
Let learners
brainstorm the
differences
between internal
and external
auditors.
Lead a guided
discussion on the
qualities, functions
and rights of an
auditor.
Illustrate the
appointment,
termination and
resignation process
of auditors.
130NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE130
Assessment Strategies
Give learners:
i) task to discuss in class the roles and qualities of an auditor.
ii) homework on the rights and powers of an auditor.
Duration: 12 Hours
Competences Content Teaching and
Learning Strategies
The learner:
plans how to execute
the audit work.
makes audit
programme.
prepares an audit
working paper.
evaluates the risks to be
encountered in the
audit work.
Audit planning
Audit
programmes
Audit working
paper
Evaluation of
audit risks
Let learners
illustrate an
audit plan.
Guide learners
to design an
audit working
paper.
Demonstrate how
to evaluate audit
risks.
Assessment Strategy
Task learners in groups to draw audit plans, and audit programmes;
and make class presentations.
Teaching and Learning Strategy
Samples of:
Audit plan
Audit working paper
Duration: 16 Hours
Competences Content Teaching and
Learning Strategies
The learner:
classifies the internal
controls.
analyses the strengths
Classifications of
internal controls
(preventive,
detective and
Let learners
identify the
internal
control
131NCAF131
Competences Content Teaching and
Learning Strategies
and weaknesses of the
internal controls.
tests the control
mechanisms.
corrective)
Purpose of
internal controls
Test of controls
mechanisms.
Guide learners
on how to test
the internal
controls.
Assessment Strategy
Give learners:
i) a task to write about internal control systems.
ii) a test on the purpose of the different internal control measures.
Teaching and Learning Resources
Audit manuals
Sample of audit working paper
Financial statements
Specimen of audit reports
Suggested References
Big W.W. (2009). Practical Auditing; London, HLF Publishers.
Chambers, A. & Seleem. G., (1998). London, Internal Auditing; Pitman.
Gupta, K., (2005). Contemporary Auditing. New Delhi, Tata McGraw Hill.
Hayes, R. (2004). Principles of Auditing: An Introduction to International
Standards on Auditing, 2nd edn; California, FT Prentice-Hall –.
IFAC, (2012). Handbook of international Auditing, Assurance and Ethics
Pronouncements. New York.
Leslie, R. H., (2008). Auditing. London, Macdonald and Sons.
Handbook of international Auditing, Assurance and Ethics
132NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE132
Duration: 60 Hours
Module Overview
The module will enhance the learner’s skills to draw the financial
statements for any small business enterprise. The will examine the
financial records of the project and compute the profits/losses
generated.
Learning Outcome
By the end of this project level the learner should be able to generate a
report on the general business status and wind up the project.
Duration: 120 Hours
Competences Content Teaching and
Learning Strategies
The learner:
carries out
environmental
analysis.
adheres to tax
requirements and
other public
policies.
writes formal
reports.
Emphasis on:
Preparation of
income statement
and balance sheet
Examining the
records
Business
reporting
Project closure
Cross check
the
authenticity of
the accounts
records.
Supervise the
making of the
report.
133NCAF133
Duration: 240 Hours
Module Overview
This module provides the learner with an opportunity of placement in
organisations to have practical exposure to unfamiliar environments and
critically assess existing practices in workplaces as they apply skills
acquired in class into his/her career-related areas.
Learning Outcomes
By the end of this exercise, the learner should have:
i) developed the interpersonal, communication and teamwork
skills.
ii) enhanced the work ethics and professionalism.
iii) been talent-spotted by the organisation where he/she had the
internship attachment from.
Competences Content Teaching and
Learning Strategies
The learner:
applies the concepts
learnt in class to
practically perform the
assigned tasks in the
organisation.
identifies the
challenges at the work
place.
adheres to the
timeframe.
writes an internship
report following the
guided format.
Purpose of
the
internship
Placement
procedures
Internee
activities
Roles of
supervisors
Format of
internship
report
Guide learners on
the placement
procedures.
Lead a field visit to
expose learners to
the working
environment.
Supervise the
internees on the
activities undertaken
in their training.
Guide learners on
the format of writing
internship reports.
Suggested References
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134NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE134
Abuthahir Ali S. M. S (2014). Management Theory and Practice. New Delhi,
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135NCAF135
Chambers, A. & Seleem. G., (1998). Internal Auditing. London, Pitman.
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136NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE136
Harold, K., (2010). Project Management: A Practical Planning and
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137NCAF137
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138NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE138
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140NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE140
The guidelines below should be followed during Internship:
i) It starts at the end of the 4th semester (2nd year)
ii) It takes a minimum period of 8 weeks
iii) It is carried out at the world of work located in any part of Uganda
including the training institutions
iv) The training institution has the duty of budgeting for Internship,
obtaining money from government for government sponsored
students, explaining to the learners what they are expected to do,
finding placements for the learners, posting learners, supervising
and assessing them during the Internship.
Supervision
i) There should be two supervisors; one from the world of work /
field / industry supervisor and an academic supervisor from the
training institution.
ii) The academic supervisor will visit the learner at least once. During
these visits, she/he will interact with the learner and the field
supervisor to assess the learner’s performance.
Assessment
Marks for assessment should be divided into three as follows:
i) Assessment by field supervisor 50%
ii) Assessment by academic supervisor 30%
iii) Field attachment report 20%
All the above assessment must be carried to ascertain the learner’s
competences.
Note: The institutions should submit the list of industrial placements for
the candidates with contacts in order for the examination board to carry
out its external supervision and verification.
141NCAF141
Name of Institution……………………. Name of the firm………………………..
Name of the Learner……………………..Signature………………………………
Registration. ……………………… Name of Supervisor…………………
Signature………………………….. Date. ………………………………………….
Area of Assessment Mar
ks
Score Area of Improvement
A Attendance (% age of days
and times within the days
present)
5
B Work Performance
Involvement
30
- Co-operation with other
staff
5 - General ability to use
various equipment,
machines or plant in the
workplace
10 - Flexibility—willingness
to learn from various
sections in industry
7 - Job planning 8
C Initiative and Innovations 15 - Problem-solving 8
- New ideas on
improvement for
efficiency of
performance or
operations
7
D Time Management 5 - Reporting on time 1
- Leaving at specified
break-off or stoppage
time
1 - Meeting deadlines on
assignments given by
supervisors or
instructors
3
E Discipline and Safety
Observation
15 - Use of right equipment
for right job
4
142NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE142 - Obeying instructions 4
- Proper handling of
equipment and or
materials
2 - Ability to practice safety
measures in the
workplace
3 - Knowledge of first aid
procedures in case of
accident
2
F Practical Skills 20 - Ability to put into
practice training
instructions from
facilitators and
supervisors
4 - Ability to relate
theoretical knowledge
with practical
applications
4 - Proper use of manuals
and guidelines
4 - Ability to carry out
troubleshooting on
equipment use
4 - Ability to service and
maintain equipment
(clean and protect from
damage )
4
G General Remarks
(other assessment at
discretion of assessor)
5
The assessment shall be carried out as indicated in each area, then the
total marks obtained will be computed to 50%.
143NCAF143
Name of Institution……………………….. Name of the firm……………………………..
Name of the Learner ………………………………. Signature……………………………
Registration Number……………………. Name of supervisor …………………….
Signature………………………….. Date……………………………………….
Area of Assessment Marks Score Area of Improvement
A Attendance (was the
learner at his/her
work place?)
5
B Understanding of
tasks
21 - Did the learner
provide weekly
summary of work
performed?
2 - How did the
learner describe
the tasks
performed?
4 - How was the
learner able to
explain why tasks
were being done in
a particular way?
3 - How did the
learner explain
problems
experienced when
carrying out the
work and how they
were solved?
3 - How did the
learner explain the
knowledge and
skills acquired at
the institute that
enabled to
perform?
2
144NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE144 - How did the
learner describe
the new knowledge
and skills gained?
3 - How did the
learner explain the
relationship with
other workers and
supervisors and
how he/she plans
to improve or
maintain it?
2 - How did the
learner relate the
internship training
tasks to the
classroom
training?
2
C General Remarks
(Other assessment
at discretion of
examiner)
4
Total mark 30
The assessment shall be carried out as indicated in each area and then the
total marks obtained shall be computed to 30%.
145NCAF145
The report should be written in English and must contain the following to
be assessed as shown:
No Contents Maximum
Score
1 Cover page:
i) Name of institution
ii) Name of department
iii) Name of learner and year of study
iv) Place of internship training
v) Period of internship training e.g. July- September, 1510
vi) Academic and Field Supervisor’s signatures
1 mark
2 Acknowledgements
i) Acknowledge all assistance during field training
ii) Acknowledge assistance during report writing
0.5 marks
3 Executive summary or abstract
i) To include statement of the most practical work carried
out
ii) Challenges
iii) Conclusions
2 marks
4 Table of contents
To show the content of the report and page numbers where
they first occur
0.5 marks
5 List of figures
i) All figures in the report must have a number and a
caption
ii) Figures must be numbered according to the chapters
where they occur for example; Figure 4.1, to refer to
first Figure in chapter 4
iii) The pages where the figures occur must be shown in the
list of figures
0.5 marks
6 List of tables
i) All tables in the report must have a number and a
header
ii) Tables must be numbered according to the chapters
where they occur; for example, Table 2.1, to refer to
first table in Chapter 2
iii) The pages where the tables occur must be shown in the
list of tables
0.5 marks
146NATIONAL CERTIFICATE IN ACCOUNTING AND FINANCE146
7 List of acronyms or abbreviations
Acronyms used should be given in alphabetical order with
their full meaning shown
0.5 marks
8 Introduction
i) Location and description of place of field attachment
ii) Objectives of field attachment
iii) Structure, organisation
iv) Major activities of the firm attached to e.g. if District
Local Government, describe its role in the society
2 Marks
9 Main body of the report
i) Description of work carried out
ii) Duties and responsibilities assigned and how they were
carried out
iii) New knowledge and skills gained
iv) Relationship with other staff and supervisor
v) Problems experienced and how they were handled
8 marks
10 Conclusions
A brief summary of knowledge gained as outlined in the
objectives
1mark
11 Recommendations
i) For improving internship training, usually derived from
problems experienced
ii) For improvement of work output at the firm (this is
included if allowed by the workplace supervisor)
1.5 marks
12 References
i) Textbooks and internet material
ii) APA style of referencing must be used for example
Kyalikisa R. (2010). “Effect of window net on the
reduction of Malaria,” Journal Health Construction, Vol
17, New York.
1 mark
13 Appendices
i) Guidelines used during training
ii) Photographs, maps, etc.
1 mark
Total mark 20 marks
147NCAF
National Curriculum
Development Centre ,
P.O. Box 7002,
Kampala.
www.ncdc.go.ug