engine mechanics for-vtc

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MOTOR VEHICLE ENGINE MECHANIC CURRICULUM

VOCATIONAL TECHNICAL CENTERS

Kigali, February 2012

Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY – WDA

Ministry of Education Empowering people with employable skills and entrepreneurship capacity

P. O. BOX 2707

Tel: (+250) 255113365

E-mail: [email protected]

Web site: www.wda.gov.rw

mailto:[email protected]

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ACKNOWLEDGMENTS AND LIST OF PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING

PROGRAMME

The Workforce Development Authority wishes to thank the following persons who participated in the

development of this training programme:

1. HAVUGWEKONSILE Stanislas Head of Department IPRC Kigali

2. BUREGEYA Aaron Instructor IPRC Kigali

3. GENDANEZA Georges APAFORME Garage

4. MWISENEZA Albert ITH Hanika Garage

5. NIYITEGEKA Jean Claude Garage Diocese Kabgayi/ETEKA

6. HABIMANA André Instructor IPRC Kigali

7. HABIMANA Japhet Ecole Technique Muhima (ETM)

8. RUTABOBA Pierre Damien Instructor Kabarondo VTC / Mukarange Branch

9. HATEGEKIMANA Gratien WDA Curriculum Developer

10. MPAMO Aimé WDA Head of Curriculum Development Unit (CDU)

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Table of Contents

SECTION 1 .......................................................................................................................................................................................................................... 5

GENERAL INTRODUCTION ................................................................................................................................................................................................ 5

CONCEPTS AND DEFINITIONS .......................................................................................................................................................................................... 6

SECTION 2: QUALIFICATION .......................................................................................................................................................................................... 9

TITLE OF THE QUALIFICATION:......................................................................................................................................................................................... 9

RATIONALE OF THE QUALIFICATION ............................................................................................................................................................................. 10

ENTRY REQUIREMENTS TO THE QUALIFICATION .......................................................................................................................................................... 10

COMPLEMENTARY COMPETENCES ................................................................................................................................................................................ 11

SUPPLEMENTARY INFORMATION .................................................................................................................................................................................. 11

LIST OF MODULES .......................................................................................................................................................................................................... 12

NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS .................................................................................................................................. 13

SECTION 3: TRAINING PACKAGE ................................................................................................................................................................................. 14

COMPETENCES CHART ................................................................................................................................................................................................... 14

FLOWCHART ................................................................................................................................................................................................................... 16

MODULE 1: Occupation and Learning process .............................................................................................................................................................. 18

MODULE 2: Communication on the workplace ............................................................................................................................................................. 23

MODULE 3: Health, safety and security on the workplace ............................................................................................................................................ 30

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MODULE 4: Computer literacy ....................................................................................................................................................................................... 37

MODULE 5: Mechanical Sciences .................................................................................................................................................................................. 58

MODULE 6: Mechanical tools and equipment .............................................................................................................................................................. 68

MODULE 7: Basic technical drawing .............................................................................................................................................................................. 72

MODULE 8: Petrol engine .............................................................................................................................................................................................. 80

MODULE 9: Diesel engine .............................................................................................................................................................................................. 87

MODULE 10: Ignition system repairing .......................................................................................................................................................................... 99

MODULE 11: Motor vehicle engine repairing .............................................................................................................................................................. 112

MODULE 12: Cooling system repairing ........................................................................................................................................................................ 120

MODULE 13: Lubricating system repairing .................................................................................................................................................................. 124

MODULE 14: Engine faults diagnosis ........................................................................................................................................................................... 128

MODULE 15: Motor vehicle engine maintenance ....................................................................................................................................................... 136

MODULE 16: Entrepreneurship ................................................................................................................................................................................... 140

MODULE 17: Internship ............................................................................................................................................................................................... 147

Training Chronogram ................................................................................................................................................................................................... 156

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SECTION 1

GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competences to acquire in order to perform the

occupation of a Motor Vehicle Engine Mechanic. The curriculum design approach has taken into account the

training needs, the work situation, as well as the goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of training. They have a

direct influence on the choice of the theoretical and practical learning activities. The competences are the targets of

training: the acquisition of each is required for certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of learning are developed

on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature and goals of a

program and the key concepts and definitions used in the document. The second part presents the qualification, its

level in the qualification framework, its purpose, its rationale and the list of modules it comprises. The third part

deals with the training package. It includes the competences chart, the sequencing of module learning, the

description of each module and the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the module, the length of

training, the amount of credits, the context in which the competence is performed, the prerequisite competences,

the learning units and the performance criteria.

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In each module, a course structure is provided. The course structure describes the learning outcomes (knowledge

and skills) and the learning contents related to each learning unit. Also, the learning activities and resources for

learning are suggested.

CONCEPTS AND DEFINITIONS

Assessment: the process of gathering and judging evidence in order to decide whether a person has attained a

standard of performance. See also competency-based assessment.

Certification: the formal acknowledgement of successful achievement of a defined set of outcomes.

Competence: the ability to perform tasks and duties to the standard expected in employment.

Competences chart: a chart that shows the interrelationships between each of the competences deployed in the

execution of duties and tasks. This chart allows a relevant, coherent, applicable and feasible description of the

modules.

Complementary competences: (also known as employability skills or key skills) skills which are not specific to

work in a specific occupation or industry, but are important for work, education and life generally, such as

communication skills, mathematical skills, organisational skills, computer literacy, interpersonal competence and

analytical skills.

Credit: the acknowledgement that a person has satisfied the requirements of a module.

General competences : competences correspond to larger operations that go beyond the tasks, but generally

contribute to their implementation. These activities require more fundamental learning and are generally common

to several tasks and transferable to many work situations.

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Internship: an opportunity for a learner to integrate career related experience by participating in planned,

supervised work.

Learning activities: suggested activities that can be developed during lesson planning and activity preparation.

The choice of learning activities must be tailored according to group size, available material resources and

communication tools.

Learning assumed to be in place: a requirement for the attainment of a specific module or modules prior to

commencement of another module.

Learning hours : amount of hours required to acquire the competence, including the time allocated to evaluation,

which is estimated between 5 and 10% of the total learning time of the competence.

Learning outcomes: are statements that indicate what learners will know or be able to do as a result of a

learning activity. Learning outcomes are usually expressed as knowledge, skills, or attitudes.

Learning unit: any of the basic building blocks of a module which describes the key activities or elements of the

work covered by the module.

Levels: are progressive stages of competence or achievement. The level is defined in the Qualification Framework.

Mandatory module : a module that an economic sector or sub-sector deems mandatory within a field or sub-field

of learning. These are the essential occupational skills that are required to meet employment needs.

Module: a unit of education or training which corresponds to one competence and can be completed on its own or

as part of a qualification.

Occupation: the principal business of one‟s life.

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Performance criteria: are descriptions of the quality requirements of the result obtained in labour performance.

Qualification: the formal recognition of the attainment of requirements at a specific level.

Qualifications framework: a social construct whereby learner‟s acquired knowledge, skills and achievements,

either through formal, non-formal, informal or experiential means, can then be registered and recognized.

Specific competences : competences that are directly related to the tasks of the occupation in the workplace

context. They refer to concrete, practical, and focused aspects.

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SECTION 2: QUALIFICATION

TITLE OF THE QUALIFICATION:

The title of the Qualification must be unique at its level - i.e., different from any other title at that level. The Qualification type must be in accordance with the approved naming conventions e.g. “Certificate”,

“Diploma", "Bachelor‟s Degree", "Honours", "Masters", "Doctorate" or PhD,. The title must provide a pointed indication of the contents e.g. National Certificate: Fabrication: Welding

LEVEL:

CREDITS:

SECTOR:

SUB-SECTOR:

ISSUE DATE:

REVIEW DATE:

PURPOSE:

The Purpose should outline what the Qualification is intended to achieve. It should succinctly capture what the qualifying learner will be able to do on achievement of the Qualification.

= the specific/particular competencies

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RATIONALE OF THE QUALIFICATION

The Rationale should indicate how the Qualification meets the specific needs in the sector for which it is

generated.

The range of typical learners should be clearly identified with an indication of the occupations, jobs or areas of activity in which the qualifying learners will operate.

The Rationale should indicate how the Qualification meets the requirements that a Qualification is a planned combination of learning outcomes which have a defined purpose and will provide qualifying learners:

with applied competence, and a basis for further learning

The Rationale should give evidence as to how it will provide benefits to society and the economy. An indication should be given of the learning pathway into which the Qualification falls, e.g. which

Qualifications start and end the learning pathway. An indication should be given of how the Qualification will help achieve the objectives of the NQF.

ENTRY REQUIREMENTS TO THE QUALIFICATION

An indication should be given of which learners may access the Qualification. Such access should not be subjected to any unnecessary restrictions. Any restrictions should be fully justified. Consider variables such as :

physical traits or attributes and / or learned skills and / or learned knowledge and / or attitudes that a learner should possess to be successful on the job but that he/she will not get as a result of

training

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This section should also capture and reflect the “building blocks” of knowledge, skill and understanding which are assumed to be in place and which support the achievement of the Qualification by the learner. It should be simple statements of acquired competencies that will help the learner be successful with the learning involved with the Qualification.

COMPLEMENTARY COMPETENCES

Description of the complementary modules : communication in mother tongue, communication in another relevant language, basic skills in mathematics, science and technology, ICT skills, learning with autonomy, skill to develop interpersonal relationships and civic sense, entrepreneurship spirit and cultural expression

SUPPLEMENTARY INFORMATION

As required

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LIST OF MODULES

Module No Module title Type Credit Value

1. Occupation and learning process Complementary 2

2. Communication on the workplace Complementary 2

3. Health, safety and security on the workplace Complementary 2

4. Computer literacy Complementary 3

5. Mechanical sciences General 8

6. Tools and equipment General 4

7. Basic technical drawing General 10

8. Petrol engine Specific 7

9. Diesel engine Specific 8

10. Ignition system repairing Specific 9

11. Motor vehicle engine repairing Specific 10

12. Cooling system repairing Specific 5

13. Lubricating system repairing Specific 5

14. Engine faults diagnosis Specific 8

15. Motor vehicle engine maintenance Specific 3

16. Entrepreneurship Complementary 3

17. Internship Specific 30

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NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS

Assessment shall focus on the modules.

For each of the modules, successful candidates shall be awarded an Award of Achievement The National Qualification of ……………………. Level X will be attained through accumulation of the

Awards of Achievement for each the modules listed in the qualification section. Successful candidates shall be awarded a National Certificate signed by the WDA Director General.

The following are qualified to apply for assessment and certification:

- Graduates of formal, non-formal and informal including enterprise-based training programs

- Experienced Workers (wage employed or self-employed)

The guidelines on assessment and certification are discussed in detail in the “Procedures Manual on Assessment and Certification“.

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SECTION 3: TRAINING PACKAGE

The training package includes the competences chart, the sequencing of module learning, the description of each

module, and the course structure.

COMPETENCES CHART

The competences chart is a table that presents an overview of the specific competences, the general competences,

the work process and the time allocated to each competence. This table provides an overall view of the

competences of the training programme and allows to identify the logical sequence of the learning of these

competences.

The competences chart shows the relationship between general competences and specific competences that are

particular to the occupation, as well as the key stages of the work process. It shows the links between the elements

in the horizontally axis and those vertical axis. The symbol ( ) marks a relationship between a general competence

and specific competence. The symbol ( ) indicates a relationship between a specific competence and a step in

the process of work. When the symbols are darkened, it indicates that the link is taken into account in the

description of the specific competence.

The competences chart allows the trainer to consider the complexity of the competences in the organization of the

progress of learning. Therefore, the vertical axis shows the specific competences in the order they should be

acquired. This is the starting point of the presentation of the competences in the flowchart presented in the

following pages.

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1 3 5 7 6 2 4 16

DURATION

H

20 20 80 100 40 20 30 30 340

15 Maintain the motor vehicle engine 30

13 epair the lubricating system 50

12 Repair the cooling system 50

10 Repair the ignition system 9

14 Diagnose the engine faults 8

9 Supply the fuel and air system to the diesel engine

80

8 Supply the fuel and air system to the petrol engine

70

11 Repair the motor vehicle engine 100

17 Integrate the workplace 300

Total 850 1190 H

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FLOWCHART

The flowchart of sequencing of learning is a schematic representation of the order of acquisition of the competences. It provides an overall planning of the entire training programme and shows the relationship between the modules. This type of planning is to ensure consistency and progression of learning. For each module, the flowchart shows the learning that is already in place, the learning that is to take in parallel or later. The positions defined will have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the modules of the training programme is presented on the following page.

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Total: 1190 hrs

8. Petrol engine: 70h

16. Entrepreneurship:

30h

15. Motor vehicle engine

maintenance: 30h

12. Cooling system

repairing: 50h

10. Ignition system

repairing: 90h

04. Computer literacy: 30h 02. Communication on the

workplace: 20 h

05. Mechanical sciences:

80h

07. Basic technical drawing:

100h

06. Mechanical tools and

equipment: 40h

03. Health, safety and security

on the workplace: 20h

11. Motor vehicle engine

repairing: 100h

14. Engine faults diagnosis:

80h

13. Lubricating system

repairing: 50h

9. Diesel engine: 80h

17. Workplace Integration

/Internship: 300h

01. Occupation and Learning

process: 20h

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MODULE 1: Occupation and Learning process

Competence 1: Understand the occupation and the learning process

RTQF LEVEL: CREDITS: 2 LEARNING HOURS : 20

SECTOR: All SUB-SECTOR: All

ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT

This module is covered first. It allows the trainee to get to know the other participants to the training programme

and to understand himself/herself as part of a team. Also, the trainee will develop a comprehensive and clear vision

of the occupation and the training programme. The module will allow the participant to avoid mistakes of career

guidance and confirm or deny his/her choice from the start.

The training and learning methods are presented to the trainee. This approach encourages greater motivation and,

subsequently, a better integration of various learning.

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

Learning unit By the end of the module, the trainee will

be able to :

Performance criteria

1.1. Understand oneself as part of a team and respect the rules of the workshop

Know each other. Be part of a team and behave accordingly. Rules and requirements are agreed upon and known.

1.2. Learn about the occupation and the training process

The occupation is understood. The training required is known. The training organisation is known.

1.3. Reflect upon the teaching and learning methods

The active and participatory learning methods are applied. The assessment method is understood.

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit. These learning outcomes are the

essential skills and knowledge to be acquired. The contents to be covered for each learning outcome are

prescriptive. The Learning Activities contain a series of suggestions, usually with several options, that will guide

the learner and the trainer.

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Learning Unit 1.1: Understand oneself as part of a team and respect the rules of the workshop

Duration: 6 periods

Learning outcomes Contents Learning activities Resources

1.1.1. Introduce oneself and get to know one another

Introductions Expectations about the

training

o Introduction o Game o Presentation of trainees‟

expectations

1.1.2. Work as a team

Working as a team Building trust

o Games o Group discussions

1.1.3. Setting rules and responsibilities

Rules of the classroom Group responsibilities

o Brainstorming o Discussions

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Learning Unit 1.2: Learn about the occupation and the training process Duration: 12 periods


1.2.1. Understand the occupation

Characteristics of the occupation

Working conditions

o Personal research o Visit of a business in the

neighbourhood

- Pictures of people in working situation

- Documents describing the occupation

1.2.2. Obtain an understanding of the goals of the training programme

Content of the training programme (modules)

Importance of the initial and continuous training

o Presentation by the teacher o Research

- Overview of the training programme

- Testimonies of people performing the occupation

1.2.3. Have a common understanding of the training organisation

Presentation of the timetable

Presentation of the classrooms and workshops

o Visits of the premises of the school.

- School year calendar - Timetable

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Learning Unit 1.3: Reflect upon the teaching and learning methods Duration: 2 periods


1.3.1. Understand the teaching and learning methods

Overview of the active and participatory teaching and learning methods

o Experience sharing. o Presentation by the trainer

1.3.2. Understand the assessment methodology

Assessment methodology and its purpose

o Explanation by the trainer

Reference books :

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.

2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.

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MODULE 2: Communication on the workplace

Competence 2: Communicate effectively on the workplace


SECTOR: Technical Servicing SUB-SECTOR: Automotive

ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others, in a

variety of settings and for a range of purposes. The module will allow the participant to speak and listen

actively and appropriately, one-on-one and in groups, to cooperate and work effectively within a group, to lead

a team and to provide good customer service.


Not applicable




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Learning unit

By the end of the module, the trainee

will be able to :


2.1. Listen and speak effectively

Strategies for effective listening are applied.

Instructions are adequately interpreted and followed.

Clear and accurate information and instructions are provided to

colleagues.

2.2. Cooperate and work as a team

member

Team objectives are reached through effective cooperation.

Diversity of team members is respected.

Lead a team efficiently

Demonstrate problem solving and decision making skills

2.3. Apply customer care

Importance and principles of good customer service are

understood.

Quality service is provided.

Clear verbal information is provided to customers face to face or

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on the telephone.

Conflicts with customers are handled politely and adequately.

COURSE STRUCTURE





Learning Unit 2.1: Listen and speak effectively Duration: 6 periods


2.1.1. Apply effective listen skills & strategies

Effective listening skills & strategies

Assess one‟s listening skills

Model good listening skills

o Role play o Observing role play o Feedback from observers o discussion

- Role play scenarios - List of effective

listening skills & strategies

- Effective Listening Observation Form

2.1.2. Give and receive instructions

Importance of giving clear, concise instructions

Formulation of instructions

Strategies to ask questions for clarification

o individual work o group discussion

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2.1.3. Identify non-verbal communication signs and the impact on people‟s perceptions

Importance of non-verbal communication

Impacts of non-verbal communication on how we give information and how we listen.

o pair work o large group discussion

2.1.4. Demonstrate effective speaking skills

Effective speaking skills and strategies

o small group work o practice presentations o large group discussion

- List of Effective Speaking Skills & Strategies

- Speaking Scenarios for group work

- Effective Speaking Observation Form

Learning Unit 2.2: Cooperate and work as a team member Duration: 8 periods


2.2.1. Identify the different personalities

Different personalities and approaches that individuals bring to a group

o Self-assessment o large group activity

(inner/outer circles) o Discussion

- Working in Groups

Self Assessment - Cooperating with

Others Roles - Elements of an

Effective & Cooperative Team Member

2.2.2. Handle different personalities in a group

Strategies on how to handle different personalities in a group

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2.2.3. Cooperate with others to reach the same objective

Characteristics of an effective and cooperative team member

o Large group activity o Large group discussion o Individual reflection/journal

writing o Pair work

2.2.4. Lead a team efficiently

Qualities of an effective leader

Different leadership styles

Appropriate leadership style in a given context

Strategies to lead a team efficiently

o large group discussion o small group work o role plays o small group activity

- Role play scenarios

2.2.5. Demonstrate problem solving and decision making skills

challenges and dynamics amongst people during the problem solving process

steps of problem solving to work and community related problems

Communication as a tool for problem solving

o Large group activity o pair sharing o small group work o large group discussion o Task leadership competition

- Scenarios for problem solving activity

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Learning Unit 2.3: : Apply customer care Duration: 6 periods


2.3.1. Understand the importance of good customer care

Definition of customer service

Levels of customer service

Customer care principles Importance of customer

care

o Experience sharing o Brainstorming Presentation by trainer

2.3.2. Provide exceptional quality service

Basic customer needs Service to meet basic

customer needs

Definition of customer‟s perception

Meeting and exceeding expectations

Getting feedback on the provided service

o individual reflection o large group discussion o role play

2.3.3. Communicate effectively with customers by telephone and face to face

Telephone tips

Recording a telephone message

o large group discussion o skit o pair role plays

- Role Play scenarios for Communicating with Customers

2.3.4. Handle conflict with difficult customers

Definition of conflict, conflict resolution/management

o individual reflection o Brainstorming o large group discussion

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Steps of conflict management with difficult customers

o role play

Reference books:

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.

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MODULE 3: Health, safety and security on the workplace

Competence3: Apply health, safety and security procedures on the workplace


SECTOR: SUB-SECTOR:

ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health, safety and security procedures, identify

hazards, assess the associated safety risks and take measures to eliminate or control and minimise the risk.

It is an obligation for each employee to participate in the management of their own health and safety and that of

their colleagues and anyone else in the workplace. They have a duty to cooperate with their employer's initiatives to

ensure safety at work.


Not applicable

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Learning unit

By the end of the module, the trainee will

be able to :


3.1. Apply good personal care and

healthy habits at work

Hands are washes at appropriate times and hand washing procedures

are followed correctly and consistently according to organisation and

legal requirements.

Clothes are clean, required personal protective clothing are worn and

only organisation-approved bandages and dressings are used.

Food is not contaminated with any body fluids or tobacco product

from sneezing, coughing, blowing nose, spitting, smoking.

Clean materials and clothes are used and safe and hygienic practices

are respected to ensure that no cross-contamination of other items in

the workplace occurs.

3.2. Address unsafe situations on the Appropriate methods are used to identify actual or foreseeable

hazards that have the potential to harm the health and safety of

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job

workers or anyone else in the workplace.

Immediate work area is free from hazards.

Control measures are implemented according to individual level of

responsibility or appropriate personnel is referred to for permission or

further action.

3.3. Respond appropriately to

emergencies at work

Emergency and potential emergency situations are recognised

promptly and required actions are determined or taken within the

scope of individual responsibility.

Appropriately response to emergencies is provided.

Assistance from colleagues or other authorities is sought promptly

and when appropriate.

3.4. Prevent HIV/AIDS and sexual

violence

Reproductive health is understood.

Transmission, prevention and treatment of HIV/AIDS and other STI‟s

are understood.

Sexual violence is understood and can be avoided.

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COURSE STRUCTURE





Learning Unit 3.1: Apply good personal care and healthy habits at work Duration: 4 periods.


1.3.1. Identify important health practices in the workplace

Healthy habits

o Discussion o Individual work o Presentation

- List of habits for good health

- Health education material from Ministry of Health or other organisations

- Posters/pictures of health habits

1.3.2. Describe the importance of personal and public cleanliness

Definition of hygiene Definition of sanitation Importance of hygiene

and sanitation at work

o Presentation by trainer o Group work and discussion o Role play

- Handout: healthy hygiene and sanitation practices, food sanitation, clean water and toilet facilities

1.3.3. Know how to prevent the spread of illness and contamination at work

Sources of germs, microbes

Prevention techniques (Hygiene and sanitation good practices)

o Brainstorming

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1.3.4. Identify important health practices in the workplace

Healthy habits

o Discussion o Individual work o Presentation

- List of habits for good health

- Health education material from Ministry of Health or other organisations

- Posters/pictures of health habits

Learning Unit 3.2: Address unsafe situations on the job Duration: 4 periods


3.2.1. Identify the primary hazards found in workplaces

Types of hazards in the workplace (safety, chemical, biological, other health hazards)

o Brainstorming o Group work o Discussion

- Pictures

3.2.2. Understand why the situation or substance is hazardous

Hazardous situations Dangerous substances

3.2.3. Identify the best ways to address specific problem situations

Control methods (remove hazard, work policies and procedures, protective equipment)

o Brainstorming o Discussion

- Stories and pictures

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Learning Unit 3.3: Respond appropriately to emergencies at work Duration: 6 periods


3.3.1. Identify emergencies

Definition of emergency Types of emergencies in

a workplace

o Presentation by the trainer o Experience sharing

3.3.2. Handle emergencies

Possible responses to emergencies in the workplace

o Disaster Blaster Game - Disaster Blaster Game board, paper, marker, dice, game cards

Learning Unit 3.4: Prevent HIV/AIDS and sexual violence Duration: 6 periods


3.3.3. Understand reproductive health

Puberty and body change

Female reproduction Male reproduction Consequences of early

pregnancy

o Small group discussions o Pair discussion

3.3.4. Be sensitized to HIV /AIDS

Definition

Transmission Prevention (ABC) Treatment Other STI‟s Stigma and VCT

o HIV game o Questions and answers o True or false o Group work o Demonstration (condom use) o Role play (condom

negotiation)

- Scenarios for HIV game

- True and false statements

3.3.5. Be sensitized to sexual violence

Definition of sexual violence

o Story telling o Group discussion

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Definition of rape

Consequences of sexual violence

o Large group discussion

Reference books:

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project. 3. HARE: Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.

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MODULE 4: Computer literacy

Competence 4: Demonstrate computer literacy



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This is a complementary module which describes the performance outcomes, skills and knowledge required to the computer literacy. Computer skills are very relevant to any work in our days.


Not applicable




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Learning units By the end of the module, the trainee will be able to :


4.1. Apply computer fundamentals

Identification of Various connectors and ports

Use of different I/O devices

Use of Desktop‟s elements

Scanning of Viruses in the computer and Different Storages Devices

4.2. Use a current word processing package

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header ,Footer and footnotes

4.3. Use current spreadsheet package

Using of basic excel tasks

Managing of Sheets in excel workbook

Formatting of cells and their contents

Using of functions and perform mathematical operations

39

Excel worksheet Printing

4.4. Use current Power Point Presentations

Creating of a new presentation

Creating , Inserting of a slide

Inserting of Graphics

Converting of word documents to PowerPoint presentation

Animation

Using of Different Presentation view

Presentation Printing

4.5. Use Internet/Intranet (Outlook)

Definition and explanation of a website

Interaction through instant messaging (Chatting)

Utilization of search Engines (example Google)

Creating , Managing of favorites using internet explorer

Browsing of the internet using the hyperlinks

Downloading and Uploading of files using internet

40

COURSE STRUCTURE





Learning Unit 4.1: Apply computer fundamentals Duration: 10 periods


4.1.1. Apply Computer

basics

Computer Definition

Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal

Digital

assistance)

Computer Hardware

Memory

Definition

o -Open a computer case

and Observe different

types of memory

o -Group Discussion on

each type of memory

-Computer Lab

-Computer Tool Kit

-CD, DVDs, Diskettes

-White Board

-Markers

41

Role of Memory

Features

- Capacity

- Speed

- Non Volativity

Types of Memory

- ROM (Read only

memory)

- RAM (Random

access memory)

- External/Internal

memories (Hard

disk,diskette,CD,

Flash disk,etc)

4.1.2. Identify Various

connectors

and ports

Connectors and ports

- Definition

I/O (Input and

Output) Ports and

connectors

o -Observe different

connectors as well as

input and output ports

o -Exercises on ports

identifications

-Computer Lab

-Computer Tool Kit


-Different types of Cables,

42

- Serial ports

- Parallel ports

- USB

- Keyboard,

Mouse

connectors

- VGA Connectors

Different types Connectors

-White Board

-Markers

4.1.3. Use different

I/O devices

Peripherals

- Definition

- Categories I/O

devices

Input

devices

(mouse,

Keyboard,

scanner,

CD/DVD-

ROM and

diskettes

drivers,

o Practical exercises on

connecting the mouse,

keyboard. Monitor to the

CPU (Central processing

unit)

-Computer Lab

-Computer Tool Kit


-Printer

-Scanner

-White Board

43

etc)

Output

devices

(Monitor,

Diskette,

CD/DVD-

ROM

Writer,

Printer,

etc)

Types of

keyboards

- AZER

TY

- QWE

RTY

4.1.4. Use Desktop‟s

elements

Windows and its

components:

- Desktop

- Task bar

o -Brainstorming on

Desktop‟s elements

o -Use the desktop, the

tasks bar and the start

menu

-Computer Lab

-Projector

44

- Start menu

- Minimize,

Maximize, Close

buttons

- My Computer

4.1.5. Scan Viruses in

the

computer

and

Different

Storages

Devices

(Flash disk,

External

Hard disk)

Antivirus definition

Importance of

antivirus

Functionality

Different Types of

antivirus

- Norton

- Kaspersky

- Symantec

Storages to be

scanned

- Flash disk

- External hard

o -Brainstorming the use of

antivirus

o -Practical exercises on

Scanning viruses

o -Compile activities

reports

-Computer Lab

-Flash disks

-External Hard disk

-Cds, DVDs

-Antivirus

-White Board

-Markers

45

disk

- Memory card

- Computer hard

disk

Learning Unit 4.2: Use a word processing package Duration: 5 periods


4.2.1. Format a text

Style,Font,Size,Colour

Paragraph

Column

Tabulation

Paragraph spacing

Inserting

symbols:Special

characters,bullet and

numbering

Borders and

shading,header and

o -Reproduce document

already formatted

o -Various exercises to

familiarize with

formatting a text.

-Computer Lab With

Current Word processing

Package installed in each

computer

-Projector

-White Board

-Markers

46

footer.

4.2.2. Create and edit

a table

Inserting a table

Inserting a column

Inserting a row

Deleting table

Deleting row

Deleting column

Merging cells

Splitting cells

Drawing a table

Table auto format

Formula

o -Practical exercises on

creating, editing and

handling a table

-Computer Lab With



computer

-Projector

-White Board

4.2.3. Edit document

(Text)

Search/Find.Replace

Deleting a range of text

The undo command

Spelling and grammar

o -Brainstorming Editing

text

o -Perform practical

exercises on the various

tips (options)

-Computer Lab With



computer

-Projector

47

synonyms o -compile activities reports -White Board

-Markers

4.2.4. Print document

Page setup

Print preview

Print dialog box

Selecting printer name

Printer options

Printing one or more

copies

Printing in black/white

or color

Print page ranges

o -Exercises on printing

one or more copies of a

colored document, in

black and white

o -printing in landscape,

portrait

-Computer Lab With



computer

-Printer

-Projector

4.2.5. Save

documents

File management

- Creation of files

- Creation of

Folders

- File Naming

o -Practical Exercises on

creation of files, folders

and file Saving


reports

-Computer Lab With



computer

-Projector

48

- File Formats

4.2.6. Insert Header

,Footer and

footnotes

Footnotes

Header and Footer

- Automatic page

numbering

- Total number of

pages

- Automatic date

- Automatic

automatic

author;s name

o -Exercises on footnotes

o -Create a document

containing several pages

o With elements such as

the page number, date

automation.

o -practical exercises.

-Computer Lab With



computer

-Projector

Learning Unit 4.3: Use current spreadsheet package Duration: 5 periods


4.3.1. Use Some basic

excel tasks

Basic excel tasks

- Open

- Close

o -Practical exercises on the

use of basic excel tasks

o -Compile activities reports

-Computer Lab With

Current spreadsheet

package installed in each

computer

49

- New document

- Undo

- Save,save as….

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell

contents

- Modifying cell

contents

- Selecting group of

cells

- Increase and

reduce the cell

size

- Delete row and

column

- Duplicate cell

-Projector

50

4.3.2. Manage Sheets

in excel

workbook

Selecting a sheet

Renaming a sheet

Insert new sheets

Moving a sheet in a

workbook

Deleting a sheet

o -Practical exercises

o On Managing sheets in

excel workbook

-Computer Lab With

Current spreadsheet


computer

-Projector

4.3.3. Format cells

and their

contents

Formatting text and

cells

- Choosing

font,size,colour

- Adjusting Cow

height

- Alignment of cell

- Number format

- Inserting rows

- Merging cells

- Creating borders

- patterns

o -Practical exercises in

groups and individual

homework on formatting

cells


-Computer Lab With

Current spreadsheet


computer

-Projector

51

4.3.4. Use some

functions and

perform

mathematical

operations

Numbers and

Mathematical

calculations

- Addition

- Multiplication

- Division

- Subtraction

- AutoSum

- Absolute and

relative Reference

- Function

Average

Minimum

Maximum

o -Practical exercises in

groups and individual

homework on formatting

cells


-Computer Lab With

Current spreadsheet


computer

-Projector

4.3.5. Print an excel

worksheet

Page setup

Print preview

Print dialogue box

o -Print one or more copies

of a worksheet

o -Print colour or white and

black worksheet

-Computer Lab With

Current spreadsheet


computer

52

Print options

Print one or more

copies

Print in black/white or

color

Print page ranges

Printing a selection

o -practical exercises

(individual and in group)

o -print

horizontally/vertically

-Projector

-Printer

Learning Unit 4.4: Use presentation application Duration: 5 periods


4.4.1. Launch Ms

Power point

Power point Definition

Role

Power point environment

- Title Bar

- Menu Bar

- Toolbars

- Formatting tool bar

o -Using a power point

presentation with

slide show,get

feedback from

learners on the area

of application of Ms

power point

o -Launch powerpoint

and observe the

screen individual

-Computer Lab With

Current presentation

Software installed in

each computer

-Projector

53

- Title

- Sub title

exercises.

4.4.2. Create a new

presentation

Creating new presentation

Blank presentation

Design template

Auto content wizards

o Create presentation

using the various

methods

o practical exercises

(individual and in

groups)

-Computer Lab With



each computer

-Projector

4.4.3. Create, Insert a

slide

Creating a slide

Inserting a slide

Modifying a slide

o -Exercises on creating,

inserting and modifying

a slide

-Computer Lab With



each computer

-Projector

4.4.4. Insert Graphics Graphics:Clip art,Word

Art,Library Images,Inserting

image from file

o Exercises on inserting

images in the slides

-Computer Lab With



each computer

-Projector

4.4.5. Convert word

documents to

Copy, Cut, Move o -Practical exercises on -Computer Lab With


54

PowerPoint

presentation

Process of conversion

File transformation


each computer

-Projector

4.4.6. Animate a

presentation

Animation

Custom animation

Slide transition

o -Familiarize with

animation of a

presentation

-Computer Lab With



each computer

-Projector

4.4.7. Use Different

Presentation

view

Normal View

Slide Sorter view

Slide show

o -Switch between the

views to improve the

presentation

o -Group discussion and

brainstorming

-Computer Lab With



each computer

-Projector

4.4.8. Print a

presentation

Printing a presentation

Print preview

Printing a copy or multiple

copies

Printing one slide on a page

Printing more slides on a page

o -Exercises on printing in

black and white or in

colour, printing one or

more copies of a

presentation

-Computer Lab With



each computer

-Projector

55

Learning Unit 4.5: Use Internet/Intranet (Outlook) Duration: 5 periods


4.5.1. Define and

explain a website

Introduction

World wide web

Web page

Web site

o -Visit web sites and

browse different

pages.

o -Group discussion

based on

observation

-Internet Connection

-Computer Lab

-projector

4.5.2. Interact through

instant

messaging

(Chatting)

Definition

Steps to create a chat account

Chatting options

Instant messaging with or

no web cam

Calling

Sending files

o -Group Discussion

on Interacting

through instant

messaging

o -Exercises on

chatting in groups


reports


-Computer Lab

-projector

4.5.3. Use search

Engines

(example

Search engines

- Definition

o -Perform practical

exercises on the

use of search


-Computer Lab

56

Google) - Role

- Some Types of search

engine

www.Google.com

www.Yahoo.com

engines -projector

4.5.4. Create, Manage

favorites using

internet explorer

Favorites

- Create Favorites

- Rename, Move Favorites


on creating, moving

and renaming

favorites


-Computer Lab

-projector

4.5.5. Browse the

internet using

the hyperlinks

Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- Front/Back arrows

- Refresh button

o -Open a web using

the address bar

o -Browse different

web pages

o -practical exercises

On Browsing

internet using

hyperlink


-Computer Lab

-projector

57

- Start page

4.5.6. Download and

Upload files

using internet

Downloading

File attachment


on downloading and

uploading files

using internet


-Computer Lab

-projector

58

MODULE 5: Mechanical Sciences

Competence 5: Apply mechanical sciences



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This general module describes the performance outcomes, skills and knowledge required to apply mechanical sciences. Mechanical sciences are applied when carrying out many mechanical tasks.

It may be assessed in parallel with the other following modules:

Module 6: Mechanical tools and equipment

Module 7: Basic technical drawing




59



5.1 Understand the concepts and effects of forces

Construction of the parallelogram of forces

Construction of the triangle and polygon of forces

5.2 Understand the effects of friction and the laws governing it.

Definition of friction and coefficient of friction

Determination of advantages and disadvantages of friction

5.3 Understand linear and angular motions of bodies.

Development of the relationship between angular and linear motions.

Definition of circular motion.

Explanation of centrifugal acceleration and centrifugal force.

5.4 Understand curvilinear motion of bodies.

Definition of Mass and Weight of a body.

Statement of Newton‟s Laws of motion.

Definition of Impulse and Momentum.

Statement of the Law of Conservation of Momentum.

Definition of Angular Momentum and Radius of Gyration.

Explanation of Moment of inertia.

5.5 Understand Momentum of bodies.

5.6 Understand the concepts of Work, Energy, and Power.

Definition of Work, Energy and Power.

Statement of the units of work, energy and power.

60

Development of Work, Energy and Power expressions.

Definition of Torque and work done by Torque.

Explanation of Tractive Force and driving Torque of a system.

Differentiation of Kinetic Energy and Potential Energy.

Explanation of Kinetic Energy of rotating bodies.

Explanation of Mechanical Efficiency in power transmission.

Explanation of Power transmission by flat belts, spur gearing and worm

gearing.

5.7 Understand general principle of operation of simple machines.

Definition of Simple machine.

Definition of Mechanical Advantage, Velocity Ratio and mechanical

Efficiency.

Development of the relationship for Mechanical Advantage, Velocity Ratio

and Efficiency of a wheel, pulley and screw jack.

COURSE STRUCTURE





61

Learning Unit 5.1: Understand the concepts and effects of forces Duration: 10 periods


5.1.1. Construct parallelogram of forces

Types of force

Graphical representation of a force

Addition of forces

Parallelogram of forces

Triangle of forces

Resolution of force

o Give examples describing force

o Explain in details the

concept and effects

of forces and their

moments.

o Guide the students

to solve problems

relating to forces and

its moments

o Assess students‟

assignments

o Demonstrate

activities for the

students to learn and

o Ask them to carry

out all the activities

- Recommended textbook,

- Chalkboard, - Duster, - Chalk, - Lecture notes, etc. - Drawing materials

/instruments.

5.1.2. Drawn triangle and Polygon of forces

5.1.3. Apply hydraulic principle

Mass

Pressure

Pascal‟s law

Pressure in hydraulic systems

Practical applications

62

Learning Unit 5.2: Understand the effects of friction and the laws governing it.

Duration: 10 periods


5.2.1. Define friction and coefficient of friction

Static friction

Sliding friction

Making use of friction

Belt drive

Angle of friction

Inclined plane

Inclined plane without friction

Inclined plane with friction

Screw thread

V-thread

Friction in a journal bearing


principles and effects

of friction and the law

governing it.

o Guide the students to

solve problems relating

to friction.

- Recommended textbooks,

- Chalkboard, - Duster, - Chalk, - Lecture notes.

5.2.2. Determine advantages and disadvantages of friction

63

Learning Unit 5.3: Understand linear and angular motions of bodies. Duration: 20 periods


5.3.1. Develop the relationship between angular and linear motions

Linear motion

Linear displacement and

distance

Linear velocity and speed

Linear acceleration

Equations for linear uniformly

accelerated motion


concepts of linear

motion of bodies.


draw velocity - time

graph and solve

problems relating to

displacement, velocity

and acceleration.

- Chalk, - Chalkboard, - Duster, - Recommended - textbooks, - Lecture notes, - Graph sheets, etc.

5.3.2. Define circular motion

Angular motion

Angular speed and velocity

Angular acceleration

Relationship between linear

and angular motion


speed and angular speed

Relationship between angular

speed and frequency of

rotation

5.3.3. Explain centrifugal acceleration and centrifugal force

http://www.efm.leeds.ac.uk/CIVE/CIVE1140/section01/mechanics_sec01_full_notes02.html#_Toc466103668

















64


acceleration and angular

acceleration

Uniform circular motion -

(acceleration)

Learning Unit 5.4: Determine curvilinear motion of bodies Duration: 10 periods


5.4.1. Define mass and Weight of a body

Mass and Weight of a body o Explain in details the

concept of curvilinear

motion of bodies.

o Guide students to

develop expressions for

centripetal and

centrifugal forces and

solve problems on

them.

o Assess the students‟

reports.

- Chalk, - Chalkboard, - Duster, - Recommended

textbooks, - Lecture notes, etc.

5.4.2. State Newton‟s Laws of motion

Newton‟s Laws of motion

5.4.3. Define impulse and Momentum

Impulse and Momentum






65

Learning Unit 5.5: Understand Momentum of bodies Duration: 10 periods


5.5.1. State The Law of Conservation of Momentum

The Law of Conservation of Momentum

o Describe in details the

concepts and principles

of momentum.


solve problems relating

to momentum.

o Assess students‟

assignments.

- Chalk, - Chalkboard, - Duster, - Recommended - textbooks, - Lecture notes, etc.

5.5.2. Define Angular Momentum and Radius of Gyration

Angular Momentum and

Radius of Gyration

5.5.3. Define Moment of inertia

Moment of inertia

Learning Unit 5.6: Understand the concepts of Work, Energy, and Power Duration: 10 periods


5.6.1. Define Work, Energy and Power

Work

Power

Work done by a torque

Work done by a constantly varying force

o Explain in details with

the concepts of work,

energy, torque and

power.


solve problems on work,

energy, power and

torque.

- Chalk, - Chalkboard - Duster, - Recommended - textbooks, - Lecture notes

5.6.2. State The units of work, energy and power

5.6.3. Develop expressions for Work, Energy and Power

66


reports.

5.6.4. Define Torque and work done by Torque

Mid-ordinate method for

calculating work done

5.6.5. Explain tractive force and driving torque of a system

5.6.6. Differentiate kinetic energy and potential energy

Energy

Potential energy

Chemical energy

Conservation of energy

Energy equation

Kinetic energy

Energy of a falling body

Kinetic energy of rotation

5.6.7. Explain Kinetic Energy of rotating bodies

5.6.8. Explain Mechanical Efficiency in power transmission

5.6.9. Explain power transmission by flat belts, spur gearing and worm gearing

67

Learning Unit 5.7: Understand general principle of operation of simple machines.



5.7.1. Define Simple machine

Simple Machines


features, types and

principle of operation

of simple machines.

o Give examples: o Lever, Pulley, Screw

Jack


derive the expression

for the Mechanical

o Advantage, Velocity

Ratio and Efficiency of

wheel, pulley and

screw jack and solve

problems on them.

- Chalk, - Chalkboard, - Duster, - Recommended - textbooks, - Lecture notes 5.7.2. Define

Mechanical Advantage , Velocity Ratio and mechanical Efficiency

Mechanical advantage

Velocity ratio (movement

ratio)

Efficiency of a machine

Work done against friction 5.7.3. Develop The

relationship for Mechanical Advantage, Velocity Ratio and Efficiency of a wheel, pulley and screw jack.

68

MODULE 6: Mechanical tools and equipment

Competence 6: Operate tools and equipment



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This general module describes the performance outcomes, skills and knowledge required to operate tools and equipment for an engine mechanic. Before every particular competence, a mechanic must identify the required tools and equipment and know how to use them.


Module 5: Mechanical sciences

Module 7: Basic technical drawing




69



6.1 Identify tools and equipment

Selection of tooling and equipment according to the job requirements

Selection of suitable tooling and equipment for use within the workplace

environment

Selection of tooling and equipment according to enterprise

procedures/policies

6.2 Store and secure tooling and equipment

Cleanness, checking and storing of tooling and equipment.

Fulfillment of documents according to enterprise policies and procedures

COURSE STRUCTURE





Learning Unit 6.1: Identify tools and equipment Duration: 30 periods


6.1.1. Use tools and equipment

Introduction of tools and equipment: - Hand tools

o Describe special conventional tools

o Guide students to:

- Chart - Instructional material - Overhead projector

70

- Measuring tools - Power tools - Special tools

- List the importance of tools and equipment.

- Identify the classes of tools.

- Explain the major difference between classes.

o Ask students to state the application of the tools.

- Manuals - Models - Tools

6.1.2. Service and maintain workplace, tooling and equipment

Hand tools and equipment

Power tools and equipment

Special tools and equipment Selection and use of tools and

equipment according to the tasks

Analysis of tools and equipment.

o Explain to students using different tools, manual the requirements.

o Guide students to: - Locate the legal

requirements in the manual of a particular tool.

- State the reasons for maintenance.

- Marker - Chart - Manuals - White board - Overhead projector - Model - Instructional material

71

Learning Unit 6.2: Store and secure tooling and equipment Duration: 10 periods


6.2.1. Arrange tools in store

Techniques rules of arrange tools:

- Using computer - Using list - Using order of utilities.


- State the reason why tools/equipment should be properly stored.

- State the types of storage system that is commonly applied.

- List the advantages and disadvantages of the storage system.

o Use notes to explain why tools control is important.

- Marker - Chart - Manuals - White board - Overhead projector - Model - Instructional material

6.2.2. Arrange and install equipment

Techniques rules of install

equipment:

- Electrical rules

- Hydraulic rules

- Mechanical rules

72

MODULE 7: Basic technical drawing

Competence 7: Apply basic technical drawing



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT

This general module describes the performance outcomes, skills and knowledge required to carry out basic

technical drawing for an engine mechanic. In order to perform many of particular competences successfully, a

mechanic must apply principles of technical drawing.


Module 5: Mechanical sciences

Module 6: Mechanical tools and equipment




73



7.1. Introduce technical drawing

Identification of the different types of drawing instruments, equipment

and materials.

Understanding of graphic language techniques.

Classification of different types of drawing.

7.2. Apply principles of drawing Identification of drawing sheets.

Application of drawing scales.

Use of lines.

Respect of drawing lettering standard rules.

Design of sections.

Application of drawing conventional representations dimensioning and

standard abbreviations.

7.3. Apply orthographic projections

Respect of principle of projections.

Application of methods of obtaining orthographic views.

Use of presentation of views.

Achievement of designation and relative positions of views.

Representation of position of the objects.

74

7.4. Represent Sectionals views Representation of full sections and half sections.

Use of auxiliary sections.

COURSE STRUCTURE





Learning Unit 7.1: Introduce technical drawing Duration: 20 periods


7.1.1. Identify the different types of drawing instruments, equipment and materials.

Drawing instruments, equipment and materials

o Present the students all drawing instruments:

- Drawing set - T-Square - Drawing board - Set squares - Types of pencils (H to B) o Show to demonstrate

and explain the uses of all of the above.

o Guide the students on the manner to be followed for preservation and precautions.

- Black board ruler (1m) - Black board Tee-

Square - Black board compass - Blackboard protector - Adjustable setsquare - 60 set square - 45 set square - French curve set - Templates - Duster - Chalk - Complete drawing table

75

7.1.2. Understand the graphic language techniques

Importance of Graphic

Language Need for Correct

Drawings

o Ask students to discuss about the importance of graphic language and assess.

o Ask students to correct some imperfect drawing and assess.

o Ask students to differentiate between hand drawing and machine drawing and assess.

o Ask students to represent and to use different features of assembly drawing and assess.


Square - Black board compass - Blackboard protector - Adjustable setsquare - 60 set square - 45 set square - French curve set - Templates - Duster - Chalk - Complete drawing table

7.1.3. Classify different types of drawing

Machine Drawing

Production Drawing Part Drawing Assembly Drawing

Learning Unit 7.2: Apply principles of drawing Duration: 30 periods


7.2.1. Identify drawing sheets

Lines

Sheet Sizes

Designation of Sizes

o Ask the students to illustrate in a drawing the various types of lines and assess.


Square - Black board compass

76

Title Block

Borders and Frames

Centering Marks

Metric Reference Graduation

Grid Reference System

(Zoning)

Trimming Marks

o Ask the students to set

drawing area on A1 paper with a title block and the boarder lines and assess.

o Ask students to

illustrate technical lettering in capital and small letters, using, free hand and using letter stencils and assess.

o Ask students to identify

the various standard sheets A0 -A4 and assess

o Ask student to draw

conventional signs and symbols and assess.

o Print letters and figures

of various forms and characters.

o Illustrate conventional

signs, symbols and

- Blackboard protector - Adjustable setsquare - 60 set square - 45 set square - French curve set - Templates - Duster - Chalk - Complete drawing table

7.2.2. Apply drawing scales

Designation Recommended Scales Scale Specification

7.2.3. Use Lines Thickness of Lines

Order of Priority of Coinciding Lines

Termination of Leader Lines

7.2.4. Respect drawing lettering standard rules

Dimensions

7.2.5. Apply dimension rules

General Principles Method of Execution Termination and Origin

Indication Methods of Indicating

Dimensions Arrangement of Dimensions

77

Special Indications appropriate lettering characters.

7.2.6. Design sections

Hatching of Sections Cutting Planes Revolved or Removed Section Half Section Local Section

Arrangement of Successive Sections

7.2.7. Apply drawing conventional representations dimensioning and standard abbreviations

Materials Machine Components

Learning Unit 7.3: Apply orthographic projections Duration: 30 periods


7.3.1. Respect principle of projections

Principle of First Angle

Projection

o Ask students to differentiate between first and third angle orthographic projection and assess.

o Ask students to explain the vertical and horizontal planes in


Square - Black board compass - Blackboard protector - Adjustable setsquare - 60 set square - 45 set square

7.3.2. Apply methods of obtaining orthographic views

View from the Front View from Above View from the Side

78

7.3.3. Use Presentation of views

Presentation of Views Designation and Relative Positions of Views

orthographic projection and assess.

o Ask students to construct orthographic projections of simple objects in first and third angle orthographic projections and assess.

o Ask student to represent different views of a simple object and complex object.

o Ask student to represent the views of hidden details of a complex object.

o Ask students to construct parallel and perpendicular lines and assess.

o Ask students to construct and bisect lines, angles, circles and areas and assess.

o Give assignment to students on geometrical constructions of circles.

- French curve set - Templates - Duster - Chalk - Complete drawing

table 7.3.4. Achieve

designation and relative positions of views

Hidden Lines Curved Surfaces

7.3.5. Represent position of the objects

One-view Drawings Two-view Drawings Three-view Drawings Development of Missing

Views Spacing the Views

79

Learning Unit 7.4: Represent Sectionals views Duration: 20 periods


7.4.1. Represent full sections and half sections

Introduction

Full Section

Half Section

Auxiliary Sections

o Ask students to differentiate between Isometric and oblique projections and assess.

o Ask students to construct a square and circle in isometric and oblique projections and assess.

o Ask students to construct and dimension holes circles, arcs and angles in isometric and oblique projection and label with appropriate conventional symbols and abbreviations and assess.

o Ask students to construct a full section and auxiliary sections and assess.

o Give assignment to students.


Square - Black board compass - Blackboard protector - Adjustable setsquare - 60 set square - 45 set square - French curve set - Templates - Duster - Chalk - Complete drawing

table

7.4.2. Use auxiliary sections

80

MODULE 8: Petrol engine

Competence 8: Supply the fuel and air system to the petrol engine



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT

This particular module describes the performance outcomes, skills and knowledge required to supply the fuel and

air to the petrol engine. It is very core to every mechanic to understand the working principle of fuel and air

supply system for a petrol engine.

It may be taught in parallel with the following module:

Module 9: Diesel engine




81



8.1 Understand the working principal of fuel and air supply system

Understanding of the function and operation of air and fuel supply

components and systems

Understanding of the operating principle, types and of carburetor

Understanding of the operation of electronic control systems and

components

8.2 Dismantle the system Disassembling and arrangement of the fuel and Air supply system

components

Identification of components state

State of the causes and remedies of faults including checking fuel pump

pressure and fuel leakage.

Outline of the procedures for fuel injection system service.

Demonstration of procedures for the assembling and disassembling of

fuel injections system including cleaning of parts

Rectification of fuel injection faults.

Testing of functionality.

8.3 Set Idling Speed Definition of the term “Idling Speed” and “RPM”

Distinction between idling speed and RPM.

82

Knowledge of the importance of having correct idling speed.

Selection of idling speed from manufacturer‟s specifications.

Application of procedures for setting idling speed.

8.4 Test the system Understanding of the methods used to test a fuel and air supply

system

Identification of faults and symptom on a fuel and air supply system

COURSE STRUCTURE





Learning Unit 8.1: Understand the working principle of fuel and air supply system



8.1.1. Understand the function and operation of air and fuel supply components and systems

Function of fuel and air

supply system

Design of fuel and air supply

system

Components of fuel and air

supply system

o Provide materials and

guide students learning

o Assess the students

understanding

o Guide students to

identify the main

- Chart - Models - Tools - Instructional

materials - Overhead projector - White marker board - Manual

83

Basic principles of mixture

formation

component parts of

electronics petrol

engine.

o Demonstrate with

modem the operating

principles of electronics

petrol engine.

o Allow students to try

their hands.

8.1.2. Understand the operating principle, types and of carburetor

Basic operating principal of carburetor

Carburetor types Designer of carburetor Carburetor system

8.1.3. Understand the operation of electronic control systems and components

Sensors, switches and actuators: - sensors - switches - actuators

Electronic Control Unit (ECU): - input and output

processes; - injector driver circuits; - fuel mapping

Emission control principles and components: - Exhaust gas oxygen

sensing; - Catalytic converter; - Exhaust gas recirculation

(EGR) and components; - Air injection and

components; - Effect of engine operating

conditions

84

Learning Unit 8.2: Dismantle the system Duration: 20 periods


8.2.1. Disassemble and arrange The fuel and Air supply system

Dismantle procedures of fuel and Air supply system on petrol engine

o Engage the students in

group work.


performances.

o Give relevant printed

and non-printed

academic materials,

websites and manuals

as references to

students.

o Demonstrate the

procedure to perform

these practical works.


group work.

- Whiteboard marker - Duster - Instructional drawing - Text books - Journals - Lecture notes

8.2.2. Identified components

state

8.2.3. State the causes and remedies of faults including checking fuel pump pressure and fuel leakage.

Causes and remedies of faults

Checking fuel pump pressure

Checking fuel leakage.

8.2.4. Outline the procedures for fuel injection system service.

Procedures for fuel injection system service.

8.2.5. Demonstrate procedures for the assembling and disassembling of fuel injections system including cleaning of parts.

Procedures for the assembling and disassembling

85

8.2.6. Rectify fuel injection faults.

Fuel injection faults

8.2.7. Carry out functionality test.

Testing methods

Learning Unit 8.3: Set Idling Speed Duration: 10 periods


8.3.1. Define the term “Idling Speed” and “RPM”

Idling speed RPM

o Assess the

students‟

performances.

o Give relevant

printed and non-

printed academic

materials,

websites and

manuals as

references to

students.

o Demonstrate the

procedure to

perform these

practical works.


8.3.2. Distinguish between idling speed and RPM.

8.3.3. State the importance of having correct idling speed.

Importance of having correct idling speed

8.3.4. Select idling speed from manufacturer‟s specifications.

Tools and instrument used in setting idling

8.3.5. Apply procedures for setting idling speed.

Procedures for setting idling speed.

86

Learning Unit 8.4: Test the system Duration: 10 periods


8.4.1. Understand the methods used to test a fuel and air supply system

Diagnostic equipment, tests

and adjustments: exhaust gas

analysis;

On-board diagnostics (OBD);

Vacuum pump;

Pressure gauge;

Injector delivery and spray

pattern;

Oscilloscope

o Demonstrate the

procedure to

perform these

practical works.


8.4.2. Identify faults and symptom on a fuel and air supply system

Injection systems faults and symptoms: - Throttle position sensor, - Mass air flow sensor, - Coolant sensor, - Crankshaft/camshaft

speed/position sensor, - Exhaust oxygen sensor, - Idle speed control valve

87

MODULE 9: Diesel engine

Competence 9: Supply the fuel and air system to the diesel engine

RTQF LEVEL: 1 CREDITS: 8 LEARNING HOURS : 80


ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This particular module describes the performance outcomes, skills and knowledge required to supply the fuel and air to the diesel engine. It is very core to every mechanic to understand the working principle of fuel and air supply system for a petrol engine.

It can be taught in parallel with the Module 8: Petrol engine

LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules :

Module 3 Safety precautions in the engine workshop

Module 6 Mechanical tools and equipment

88






9.1. Understand the working principal of

Understanding of the operational differences of diesel injection systems

Understanding of the function and operation of air and diesel fuel supply

components and systems

Understanding of the process of Phasing and calibrating Diesel Injection

Pump.

Understanding of the operation of diesel engine control systems and

components

9.2. Maintain Diesel Fuel Injection Pump

Outlining of procedures for dismantling and assembling of the injection

pump.

Knowledge of causes and remedies of faults.

Testing of the functionality of a diesel injection pump.

Dismantling and assembling of an injection pump

Timing of injection pump.

89

9.3. Service diesel fuel injector Knowledge of the functions of the injector nozzles.

Identification of the various types and their applications.

Knowledge of the components of diesel injector nozzles and their

functions.

Determining manufacturer‟s specifications on the various nozzles types.

Outlining of the procedures injector nozzles servicing.

9.4. Service Electronic Diesel Engines

Visual inspection of conventional diesel engine and electronic diesel

engine features.

visual inspection of electronically controlled diesel fuel injection pumps

and mechanical pump

Identification of the constructional features of the following types of Electronic Diesel Control systems (EDC)

9.5. Rectify faults on Electronic Diesel Engines.

Detection of the faults, symptoms and remedies of Common rail diesel

Injector (CDI) namely

Detection of Unit System (UPS) faults, symptoms and remedies.

Detection of the Unit Injector System (UIS) faults, systems and

remedies

Discussion of the electronic diesel engine service maintenance

procedures

90

COURSE STRUCTURE





Learning Unit 9.1: Understand the working principle of diesel injection systems



9.1.1. Understand the operational differences of diesel injection systems

Diesel injection system:

Principles of diesel fuel

combustion, combustion phases,

turbulence and the compression

of induced air, composition of

fuels used in diesel engines,

abnormal combustion and its

causes; conventional diesel fuel

injection systems; operational

factors

Diesel fuel supply:

Fuel supply pumps; means of

operation; fuel supply pressure

regulating valves (control of fuel

flow rates in high-pressure

o Provide materials and

guide students learning

o Assess the students

understanding

o Guide students to

identify the main

component parts of

electronics petrol

engine.

o Demonstrate with

modem the operating

principles of electronics

petrol engine.

o Allow students to try

- Whiteboard marker - Duster - Instructional

drawing - Text books - Journals - Lecture notes - Complete tool box, - Injector pump - Phasing and

calibrating machine, - Injector pump and

nozzle service kits, - Manufacturers‟

special tools.

91

systems); fuel heaters and

coolers; procedures for venting

diesel fuel injection systems; fuel

injection system settings

their hands.

9.1.2. Understand the function and operation of air and diesel fuel supply components and systems

Air supply system components:

Air cleaners; induction manifold design; use of resonance chambers to improve engine volumetric efficiency; variable geometry induction manifolds and variable geometry turbo chargers

Diesel fuel supply components:

Fuel tank ; filtration of the fuel ; control valves ; injector nozzles ; fuel injection pump; high and low pressure pipes

9.1.3. Understand the process of Phasing and calibrating Diesel Injection Pump.

“Phasing” and “Calibration” Appropriate tools and

equipment for phasing and calibration.

Manufacturer‟s specifications to determine various types of pump.

92

Phase the injection pump.

Calibrate the injection pump.

Perform functionality test.

9.1.4. Understand the operation of diesel engine control systems and components

Sensors and actuators: sensors eg engine speed, air mass, coolant temperature, throttle position, fuel pressure intake manifold pressure, intake manifold ; actuators eg electrical/hydraulic servo units, glow plugs (methods to reduce diesel knock), injectors, fuel pressure regulating valve, rotary injection pumps (distributor type injection pumps, drive methods and engine timing), auto-advance system, method to ensure correct firing order Control systems: common rail, electronically controlled, low pressure systems; common rail electronically controlled high-pressure system; diesel fuel injection cold start devices ; single, two and variable speed governing; hydraulic and

93

electrical

Electronic control unit (ECU):

Input and output processes; injector driver circuits; fuel mapping Emission control principles and components: Exhaust gas emissions under normal and abnormal running conditions; legal requirements for emissions ; effect of diesel engine operating conditions

Learning Unit 9.2: Maintain Diesel Fuel Injection Pump Duration: 20 periods


9.2.1. Outline procedures for dismantling and assembling of the injection pump.

Dismantle and assemble of

the injection pump

techniques.


group work.


performances. Give

relevant printed and

non-printed academic

materials, websites and

manuals as references

- Complete tool box, - Injector pump - Phasing and

calibrating machine, - Injector pump and


special tools.

9.2.2. State causes and remedies of faults.

Causes and remedies of

faults.

94

9.2.3. Test the functionality of a diesel injection pump.

Test the diesel injection pump

techniques

Dismantle and assemble an injection pump techniques

to students.

o Demonstrate the



9.2.4. Dismantle and

assemble an injection pump.

9.2.5. Carry out injection pump timing.

Injection pump timing techniques

Learning Unit 9.3: Service diesel fuel injector Duration: 20 periods


9.3.1. State the functions of the injector nozzles.

Functions of the injector

nozzles.


performances.


and non-printed

academic materials,


as references to

students.

o Solve as many

problems as possible

- Whiteboard marker - Duster - Instructional drawing

- Text books

- Journals

- Lecture notes - Complete tool box, - Injector pump - Phasing and

calibrating machine,

9.3.2. Identify the various types and their applications.

Types of the injector nozzles

Applications of the injector

nozzles

9.3.3. State the components of diesel injector

The components of diesel injector nozzles

95

nozzles and their functions.

for the students during

tutorial classes.


group work.


performances.


and non-printed

academic materials,


as references to

students.

o -Demonstrate the



- Injector pump and nozzle service kits,

- Manufacturers‟ special tools. 9.3.4. Determining

manufacturer‟s specifications on the various nozzles types.

Manufacturer‟s specifications on the various nozzles types.

9.3.5. Outline the procedures injector nozzles servicing.

Procedures injector nozzles servicing.

9.3.6. Use appropriate tools and equipment for nozzles services.

Appropriate tools and equipment for nozzles services.

Dismantle and assemble

injector nozzles procedures

o Engage the students

in group work.


performances.

o Give relevant

printed and non-9.3.7. Dismantle

and assemble

96

injector nozzles.

printed academic

materials, websites

and manuals as

references to

students.

o Demonstrate the

procedure to

perform these

practical works.

9.3.8. Demonstrate injector nozzle service according to specification.

9.3.9. Carry out tests on injector nozzles.

Tests on injector nozzles.

Learning Unit 9.4: Service Electronic Diesel Engines Duration: 10 periods


9.4.1. Identify by visual inspection different features of conventional diesel engine and electronic diesel engine.

Features of conventional

diesel engine

Features of electronic

diesel engine

o Demonstrate the procedure to perform these practical works.

- Whiteboard marker - Duster - Instructional drawing

- Text books

- Journals

- Lecture notes - Complete tool box, - Injector pump - Phasing and

9.4.2. Identify by visual inspection electronically controlled diesel fuel injection

Electronically controlled diesel fuel injection pumps

97

pumps and mechanical pump

calibrating machine, - injector pump and


special tools. 9.4.3. Identify the

constructional features of the following types of Electronic Diesel Control systems (EDC)

Common rail

Diesel Injection (CDI)

Unit Pump

System (UPS)

Unit Injector System(UIS)

Learning Unit 9.5: Rectify faults on Electronic Diesel Engines. Duration: 10 periods


9.5.1. Detect the faults, symptoms and remedies of Common rail diesel Injector (CDI) namely

Low rail pressure

High rail pressure


performances.


and non-printed

academic materials,


as references to

students.

- Whiteboard Marker - Duster - Instructional drawing

- Text books

- Journals

- Lecture notes - Complete tool box, - Manufacturers‟

special tools.

9.5.2. Detect Unit System (UPS) faults, symptoms and remedies.

Unit System (UPS) faults

98

9.5.3. Detect the Unit Injector System (UIS) faults, systems and remedies

Unit Injector System (UIS) faults

9.5.4. Discuss to the electronic diesel engine service maintenance procedures

Electronic diesel engine service maintenance procedures

99

MODULE 10: Ignition system repairing

Competence 10: Repair the ignition system



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This particular module describes the performance outcomes, skills and knowledge required to repair the ignition system. It is very core to every engine mechanic to master the ignition system functionality.




100



Performance criteria describe the required performance needed to demonstrate achievement of the learning

unit.



10.1 Distinguish between conventional coil and transistorized ignition system.

Explanation of coil ignition system.

Description of the differences between conventional and transistorized

ignition system.

Composition of the operating principles of conventional and

transistorized ignition systems.

Demonstration of by physical inspection the different features of

conventional and transistorized ignition systems

10.2 Identify faults on a conventional coil ignition system

Description of the operating principles of a conventional coil ignition

system.

Identification of the different components of a conventional coil ignition

system and their functions.

Description of the principles of electromagnetism and electromagnetic

induction and their applications in conventional coil ignition systems.

101

Rectification of common faults on coil ignition systems.

Knowledge of the common faults on coil ignition systems, their causes

and effects.

Demonstration of the use of tools and equipment in servicing

conventional coil ignition system.

10.3 Rectify faults on conventional coil ignition systems.

Knowledge of the different methods used to rectify different faults on

conventional coil ignition systems.

Reading and interpretation manufacturer‟s specifications relating to

fault diagnosis and rectification.

Application of procedures for rectifying faults.

Checking of for continuity of high tension leads.

Replacing and adjusting spark plugs.

Replacing and adjusting contact breaker point.

Replacing of capacitor.

Replacing of high tension leads.

10.4 Set Ignition Timing Distinguishing of between various types of transistorized ignition,

systems and their applications.

Using of the ignition timing tools and equipment.

102

Application of the procedures for ignition timing.

Application of procedures for ignition timing.

10.5 Rectify faults on transistorized ignition systems

Detection of common faults on transistorized ignition systems, their

symptoms and remedies.

Using of tools and equipment for identifying faults on transistorized

ignition systems.

Reading and interpretation of manufacturer‟s specifications relating to

fault diagnosis and rectification.

Application of procedures for rectifying faults.

Testing of ignition System.

10.6 Understand the principles of operation of electronic ignition system

Identification of vehicles fitted with the static and dynamic ignition coil.

Discussion of the electronic ignition components, their functions and

operating principles.

10.7 Know how to set the electronic ignition system parameter

Detection of faults in electronic ignition system.

Knowledge of maintenance of electronic ignition systems using

appropriate diagnostic tools.

103

COURSE STRUCTURE





Learning Unit 10.1: Distinguish between conventional coil and transistorized ignition system.



10.1.1. Explain coil ignition system.

Designer of coil ignition system

o Assess the students‟ performances.


and non-printed academic materials, websites and manuals as references to students.

o Solve as many problems

as possible for the

- Whiteboard Marker

- Duster

- Instructional drawing

- Text books

- Journals

- Lecture notes

- Live vehicles with

conventional and

10.1.2. Describe the differences between conventional and transistorized ignition system.

Differences between conventional and transistorized ignition system.

10.1.3. Compose the operating principles of conventional and transistorized ignition systems.

Operating principles of conventional and transistorized ignition systems.

104

10.1.4. Demonstrate by physical inspection the different features of conventional and transistorized ignition systems

Different features of conventional and transistorized ignition systems

students during tutorial classes.

o Demonstrate the

procedure to perform the practical works

transistorized ignition

systems

Learning Unit 10.2: Identify faults on a conventional coil ignition system Duration: 20 periods


10.2.1. Describe the operating principles of a conventional coil ignition system.

The operating principles of a conventional coil ignition system.

The different components of

a conventional coil ignition

system and their functions.





as possible for the students during tutorial classes.

- Complete tool box,

- Multimeter,

- Test lamp,

- Feeler gauge,

- Capacitor,

- Wire brush

- Ignition coil tester,

- Stroboscopic lamp

10.2.2. Identify the different components of a conventional coil ignition system and their functions.

105

10.2.3. Describe the principles of electromagnetism and electromagnetic induction and their applications in conventional coil ignition systems.

The principles of electromagnetism and electromagnetic induction

Applications of

electromagnetism and electromagnetic induction in conventional coil ignition systems.

o Demonstrate the procedure to perform the practical works

10.2.4. Rectify common faults on coil ignition systems.

Procedures of rectify faults on coil ignition systems.

Causes and effects of

common faults on coil ignition systems

Use of tools and equipment

in servicing conventional coil

ignition system

10.2.5. State the common faults on coil ignition systems, their causes and effects.

10.2.6. Demonstrate the use of tools and equipment in servicing conventional

106

coil ignition system.

Learning Unit 10.3: Rectify faults on conventional coil ignition systems. Duration: 20 periods


10.3.1. State the different methods used to rectify different faults on conventional coil ignition systems.

Different methods used to rectify different faults on conventional coil ignition systems.

Manufacturer‟s specifications






o Demonstrate the

procedure to perform the practical works


- Multimeter,

- Test lamp,

- Feeler gauge,

- Capacitor,

- Wire brush

- Ignition coil tester,

- Stroboscopic lamp

10.3.2. Read and interpret manufacturer‟s specifications relating to fault diagnosis and rectification.

10.3.3. Apply procedures for rectifying faults.

Procedures for rectifying faults

107

10.3.4. Check for continuity of high tension leads.

Procedures for checking continuity of high tension leads

Procedures Replacing and

adjust spark plugs Procedures for replacing

and adjusting contact breaker point

Procedures for replacing

capacitor

Procedures for replacing

high tension leads.

10.3.5. Replace and adjust spark plugs.

10.3.6. Replace and adjust contact breaker point.

10.3.7. Replace capacitor.

10.3.8. Replace high tension leads.

Learning Unit 10.4: Set Ignition Timing Duration: 5 periods


10.4.1. Distinguish between various types of transistorized ignition, systems and

Define ignition timing.

State the purpose of ignition

timing



and non-printed academic materials, websites and manuals

- Complete toolbox,

- Multimeter,

- Stroboscopic lamp,

- Dwell angle tester,

108

their applications.

as references to students.



- Ignition coil tester

10.4.2. Use ignition timing tools and equipment.

10.4.3. Apply the procedures for ignition timing.

Outline procedures for

ignition timing.

10.4.4. Apply procedures for ignition timing.

Learning Unit 10.5: Rectify faults on transistorized ignition systems Duration: 5 periods


10.5.1. Detect common faults on transistorized ignition systems, their symptoms and remedies.

Faults on transistorized

ignition systems, their

symptoms

and remedies.

Tools and equipment for


o Give relevant printed and non-printed academic materials, websites and manuals as references to

- Complete toolbox,

- Multimeter,

- Stroboscopic lamp,

- Dwell angle tester,

109

10.5.2. Use tools and equipment for identifying faults on transistorized ignition systems.

identifying faults on

transistorized ignition

systems.

students. o Solve as many problems


- Ignition coil tester

10.5.3. Read and interpret manufacturer‟s specifications relating to fault diagnosis and rectification.

Manufacturer‟s

specifications relating to

fault diagnosis and

rectification

Procedures for rectifying

faults 10.5.4. Apply

procedures for rectifying faults.

10.5.5. Test ignition System.

Procedures for test ignition

System

110

Learning Unit 10.6: Understand the principles of operation of electronic ignition system



10.6.1. Identify vehicles fitted with the static and dynamic ignition coil.

Discuss the justification for

the electronic system in

modern vehicles

The limitations of coil ignition

systems.

Describe the transistorized

ignition system


o Give relevant printed and non-printed academic materials, websites and manuals as references to students.

o Solve as many problems as possible for the students during tutorial classes.


- Scan

tools/diagnostics

equipment,

- Computer

- printers,

- live vehicle with

electronic ignition

system,

- simulation/demons

tration board

10.6.2. Discuss the electronic ignition components, their functions and operating principles.

The constructional features of

the following electronic

ignition systems and their

applications, namely: static

and dynamic.

111

Learning Unit 10.7: Set the electronic ignition system parameter Duration: 10 periods


10.7.1. Detect faults in electronic ignition system.

Highlight common, electronic

ignition system faults, causes,

symptoms and remedies.

Different types the electronic

ignition maintenance and

diagnostic tools.


o Give relevant printed and non-printed academic materials, websites and manuals as references to students.

o Solve as many problems as possible for the students during tutorial classes.

- Whiteboard marker

- Duster

- Instructional drawing

- Text books

- Journals

- Lecture notes

- Complete toolbox,

- Scan tools /diagnostic

equipment,

- Multimeters,

- Computer

- Printers

10.7.2. Carry out maintenance of electronic ignition systems using appropriate diagnostic tools.

Right selection of tools

Adherence to manufacturers‟

specifications

Testing and replacement of

worm components

112

MODULE 11: Motor vehicle engine repairing

Competence 11: Repair the motor vehicle engine



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This particular module describes the performance outcomes, skills and knowledge required to repair the motor vehicle engine. It is very core to every mechanic to understand the working principle of fuel and air supply system for a petrol engine.




Module 8 Petrol engine

Module 9 Diesel engine

113






11.1. Understand the working principle of the engine

Understanding of the spark ignition engine Understanding of the functioning diesel engine Understanding of general physical and chemical principles

11.2. Disassemble the engine components

Separation of all the engine components.

Arrangement of all the engine components.

Cleanness of the engine components.

11.3. Inspect the engine components

Determination of the engine components state.

Replacement of the engine worn components.

11.4. Assemble the engine Assemblage of the engine components.

Reassembling of the engine.

11.5. Test the engine Starting up of the engine.

Running/progress of the engine.

114

COURSE STRUCTURE





Learning Unit 11.1: Understand the working principle of the engine Duration: 45 periods


11.1.1. Understand the design and operating principle of a four stroke engine

Spark ignition engine Diesel engine General physical and chemical

principles

o Describe the action of the components of the four stroke cycle engines.

o State the functions of the three piston rings.

o Explain the role of the dudgeon pin in coupling the piston and the connecting rod together.

o Explain the constructional differences between a two stroke and a four stroke engines.

o List the advantages and disadvantages of each engine.

- Lesson plan - Chalkboard - Overhead projector

and transparencies - Inlet valves - Exhaust valves - Valve timing diagrams - Live engine both

petrol and diesel. - Spark ignition system

model - Tool box - Feeler gauge

115

o Explain the operation of constant choke and variable choke carburetors.

o Explain the importance of correct gap setting

o Explain the meaning of the term phasing.

o Explain the effects on engine performance.

11.1.2. Identify engine mechanical components

engine case Crankshaft drive Engine timing

o Explain the function of valves, valve construction and valve timing.

o Explain the meaning of the term phasing.

o Assess students.

- Lesson plan - Chalk board - Overhead projector

and transparencies

- Complete tool box

11.1.3. Understand the design and operating principle of a two stroke engine

Design of a two stroke engine Operating principle of a two

stroke engine Types of control for a two

stroke engine Particular design features Application of a two stroke

engine

o Give reasons for differences in the physical construction of main engine components of petrol and diesel two strokes engines.

o Sketch each component part neatly on the chalkboard.

o Explain the

- Lesson plan - Chalkboard - Live diesel and

petrol engine - Lesson note books - Dead petrol and

diesel engine - Complete tool box. - Transparencies

116

constructional differences between a two stroke and a four stroke engines.

o List the advantages and disadvantages of each engine.

o Assess students

Learning Unit 11.2: Disassemble the engine components Duration: 10 periods


11.2.1. Remove the engine

Auxiliary installations (cooling system, lubricating system, fuel supply system, ignition system, starting system, charging system, exhaust system, air condition, gauge and indicators, steering system).

General remove procedures

o Guide students to: - Apply correct

procedures and Techniques for lifting.

- Demonstrate correct use of different protective wears and Equipment.

- Explain engine

removal process

- Use appropriate tools and equipment for removing engine.

- Diesel engine, - Spanners and - Screw drivers. - Different types of fuel

pump - Injector nozzles - Pressure gauge - Assorted hand tools

11.2.2. Dismantle General cleaning procedures o Guide students to: - Whiteboard

117

and clean the engine components

Techniques to dismantle the engine components

arrange the engine component

- Dismantle the engine component

- Demonstrate engine components services according to manufacturer‟s specification.

- Carry out tests on the engine

- Marker - Duster - Instructional drawing - Text books - Journals - Lecture notes

Learning Unit 11.3: Inspect the engine components Duration: 20 periods


11.3.1. Assess engine parts

Assessment methods(visual and functional check)

Measurement check Record measurements


- Identify the components of an engine and their functions.

- Demonstrate correct use of different protective wears and equipment.

- Observe workshop safety rules and regulations.

- Test the functionality of engine

- Spanners and screw drivers.

- Different types of engine.

- Instructional drawing - Text books - Journals - Lecture notes

11.3.2. Recondition components

Replacing techniques Repair techniques Work report

118

Learning Unit 11.4: Assemble the engine Duration: 20 periods


11.4.1. Assemble the corresponding engine components and reassemble the engine

Assembling techniques Reassembling techniques Tightening torque Adjustment (engine timing)

o Guide students to: - Demonstrate the

tightening sequence of bolts.

- Demonstrate engine servicing and timing.

- Demonstrate procedures for the assembling of engine.

- Rectify engine faults.



- Instructional drawing - Text books - Journals - Lecture notes

11.4.2. Install the engine

Engine installation techniques o Guide students to: - Explain engine

installing process

- Use appropriate tools and equipment for installing engine.



- Instructional drawing - Text books - Journals

- Lecture notes

119

Learning Unit 11.5: Test the engine Duration: 5 periods


11.5.1. Start the engine

Starting methods Engine indicators Engine checks(leaks, exhaust

gas, noise, …)

11.5.2. Check the engine

120

MODULE 12: Cooling system repairing

Competence 12: Repair the cooling system



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This particular module describes the performance outcomes, skills and knowledge required to repair the cooling system. Before running an engine, it is very important to check and handle the cooling system if necessary.

It can be taught in parallel with the Module 13: Lubricating system repairing.




121




Learning units Performance criteria

12.1. Perform heat transfer Treatment of water,

Treatment of air Application of different types for checking cooling system.

12.2. Rectify faulty components Replacing, adjusting and welding of cooling system component.

Installation and Testing of cooling system

COURSE STRUCTURE





Learning Unit 12.1: Understand the working principles of cooling system. Duration: 10 periods


12.1.1. Treat water and air.

Introduction of cooling system

Water treatment: - Thermo syphon

o Give detailed notes with diagram that will show the main components of water

- Flip chart - Hand tool - Wet model

cylinder

122

- Water pressure

Air treatment : - Air flow - Air pressure

cooling system - Dry cylinder

model

12.1.2. Apply different types for checking cooling system.

Visual inspection: - Level - color - Leak - condition of belt and

hoses Radiator pressure cap test Proper thermostat opening

and closing check Engine fan test Cooling system power flush

and refill

o Guide students to state the function of the component.

o Using the model, dismantle to show the main components of the cooling/heating systems for air and water.

o Demonstrate on the dismantled model how heat can be dissipated in the sytem.

o Test the student understanding

- Dismantling tools - Wet cylinder

model - Dry cylinder

model - Work bench - Flip chart.

Learning Unit 12.2: Rectify faulty components Duration: 40 periods


12.2.1. Replace, adjust and weld cooling system component.

Techniques of replacement: (Radiator, Belt, water pump /Fan, thermostat, cap, hoses and coolant ) Techniques of adjustment:

o Give detailed notes and explanation in each case.

o Use questions and answers to determine

- Flip chart - White board marker - Models - Overhead projector.

123

(Belt and Hoses Clamp )

Techniques of welding: Radiator

comprehension. o Assess the students

12.2.2. Install and Test cooling system

Techniques of installation:

- Water pump/Fan

- Radiator

- Thermostat

Techniques of testing system:

- Level

- Tension

- Leakage

Guide students to:

- Describe the process of installing and Testing the thermostat, water pump for effective operations

- Explain what happens to the boiling point of water when it is under pressure (e.g. increase in pressure increase the boiling point of water.)

- Vehicles with standard ignition system, feeler gauges and dwell meters

- Modern engine diagnostic equipment

124

MODULE 13: Lubricating system repairing

Competence 13: Repair the lubricating system



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This particular module describes the performance outcomes, skills and knowledge required to repair the lubricating system. Before running an engine, it is very important to check and handle the lubricating system if necessary.

It can be taught in parallel with the Module 12: Cooling system repairing.




125





13.1. Perform different tasks of lubricating system

- Identification of different tasks of lubricating system

- Application of different types of lubricating system

13.2. Rectify lubricating system faulty

- Replacing, adjusting the lubricating system components - Installation and Testing of lubricating system

COURSE STRUCTURE





Learning Unit 13.1: Understand the working principles of lubricating system



13.1.1. Identify different tasks of lubricating system

Introduction of lubricating system

Tasks of lubricating system: - Anti-friction

o Guide students to explain in details the principles and effects of friction and the law

- Recommended textbook,

- Chalkboard - duster

126

- Sealing - Cleaning - Cooling - Reducing noise

governing it. o Guide the students to

solve problems relating to friction

o List the main component of a lubrication system.

o Use lesson note to explain the function of the main components.

o Explain the viscosity, index and classification of lubricant.

o Show students the main parts and state their functions.

o Show students the different grades of lubricant.

o Name and sketch types of fuel pumps

o Name and sketch types of oil pumps

o Differentiate each application.

- Chalk - Lecture notes

13.1.2. Apply different types of lubricating system

Types of lubricating system: - Oil pressure - Mixte - Splash - Direct lubrication

Engine Oil: - Synthetic - Semi synthetic - Mineral

127

Learning Unit 13.2: Rectify lubricating system faulty Duration: 40 periods


13.2.1. Replace, adjust and lubricating system components

Techniques of replacement oil pump

Techniques of replacement Gaskets

Techniques of replacement oil filter.

o Guide students to: - Explain the functions of

fuel in motor vehicles - List functions of oil in

the motor vehicle - Explain steps in

changing engine oil. - List application of each

system. - Identify each type.

o Assess the students.

- Dismantling tools. - Class of lubricant. - Models - Chart - Overhead projector - Red wood

13.2.2. Install and Test lubricating system

Techniques of installation:

- Oil pump

- Radiator

- Filters

- Oil sump

Techniques of testing system:

- Level

- Leakage

o Demonstrate how to install lubricating system and

o Demonstrate how to carry out a lubricating test

o Assign the students into group to carry out lubrication.

- Lubrication bay, - grease gum, - grease,

128

MODULE 14: Engine faults diagnosis

Competence 14: Diagnose the engine faults



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This particular module describes the performance outcomes, skills and knowledge required to diagnose the engine faults. When running an engine, it is very core to a mechanic, to be able to diagnose the engine faults.




129





14.1. Understand vehicle specifications

State the purpose of vehicle specification for models and components

State the advantages of vehicle specification for models and components

Demonstrate procedures for checking/adjusting Demonstrate the procedures for fitting a new timing belt/chain/gear

Checking valve timing with and without manufacturers timing marks.

Read faults code on diagnostic scan tool.

14.2. Understand application of Engine diagnostic equipment

Explication of safety notes/warning notes signal test. Design and

maintenance worksheet.

Explication of how to carry out maintenance inspection of an engine using

engine test bench or endoscope.

Description of the application of Engine/Analyser scan tools

Descriptions of the application of Engine/Analyser scan tools.

Explacation of how to carry out a familiarisation visit to a standard engine

maintenance shop.

Testing to diagnose the following: Serviceability, Correct ignition timing,

130

correct mixture adjustment, Leaking induction system, Exhaust systems,

EGR Exhaust gas recirculation and Exhaust gas analyzer.

14.3. Understand Fuel Injection System Diagnosis.

Description of the concept of engine fuel economy and emission systems.

Discussion of factors affecting fuel consumption.

Description of the diagnostic and repair techniques of modern petrol

engines and fuel system using: analyzers, gauges, Meters etc.

Demonstration of the procedures for remedying the following faults: Difficult cold starting Lack of acceleration High fuel consumption Poor control of exhaust gas emission.

Demonstration of checking/adjusting mixture strength CO emission methods (with specialized equipment).

COURSE STRUCTURE





131

Learning Unit 14.1: Understand vehicle specifications Duration: 20 periods


14.1.1. State the purpose of vehicle specifications for models and components

Purpose of vehicle specifications for models and components


carry out the

procedures

o Explain causes of fault

read from scan tool.

o Explain the various

warning signs.

o Discuss when to apply

warning signs.

o Classify models and

components

o Explain the purpose of

vehicle specification for

models and

components

o Ask the students to

state the reasons for

- Diagnostic Equipment

- Live Vehicle Engine

- White Board & Maker

- Recommended

textbooks

- Models of engine

- Lecture notes.

- Workshop Manual

14.1.2. State the advantages of vehicle specifications for models and components

advantages of vehicle specifications for models and components

14.1.3. Demonstrate procedures for checking/adjusting

Incorrect mixture setting

Incorrect valve clearance

Exhaust gas leakage

Oil pressure

Compression test

14.1.4. Demonstrate the procedures for fitting a new timing belt/chain/gear

Procedures for fitting a new timing belt/chain/gear

132

14.1.5. Checking valve timing with and without manufacturers timing marks.

valve timing

specification for model

and components


carry out the

procedures of

identification of the

various safety

precautions and signs.

o Explain causes of fault

read

o From scan tool.

14.1.6. Read faults code on diagnostic scan tool.

Read faults code

Learning Unit 14.2: Understand application of Engine diagnostic equipment Duration: 30 periods


14.2.1. Explain safety notes/warning notes signal test. Design and maintenance worksheet.

Safety notes/warning notes signal test.

Design and maintenance worksheet.

o Perform a signal test

on safety notes/

warning notes.

o Ask the students to

calculate maintenance

- Signal tester

- Worksheet

- Engine test bench

- Endoscope 14.2.2. Explain how to carry out maintenance

Maintenance inspection of an engine using engine test bench or endoscope

133

inspection of an engine using engine test bench or endoscope.

interval.

o Perform routine test

using engine test

bench

o Take the students out

to visit a standard

automobile workshop.


identified hand tools

and equipment use in

o engine maintenance.

o Assign them to carry

out tests procedure for

each item.

- Hand tools etc

- Engine analyzer

- Engine CAN Tool

- Diagnostic Equipment

- Live Vehicle Engine


- Compression Tester

- Exhaust Gas analyzer

14.2.3. Describe the application of Engine/Analyser scan tools.

Application of engine/analyzer scan tools.

14.2.4. Explain how to carry out a familiarisation visit to a standard engine maintenance shop.

Familiarization visit to a standard engine maintenance shop.

14.2.5. Test to diagnose the following: • Serviceability • Correct ignition timing • Correct mixture adjustment • Leaking induction system • Exhaust systems • EGR Exhaust gas recirculating • Exhaust gas analyser.

Serviceability Correct ignition timing Correct mixture

adjustment Leaking induction system Exhaust systems EGR Exhaust gas

recirculating Exhaust gas analyser.

134

Learning Unit 14.3: Understand Fuel Injection System Diagnosis. Duration: 30 periods


14.3.1. Describe the concept of engine fuel economy and emission systems.

The concept of engine fuel economy and emission systems.

o Explain (EGR)

o Explain catalyst convert

o Explain Hydro carbon

emission.

o Compare the modern

diagnostic and repair

techniques with the

current practice

o List various test to be

performed.

o Assign students on

engine tester and

demand report

appropriately.

o Assess students ability

to detect faults in

starting vehicles.


- Recommended

Textbooks

- Workshop Manual

- Vehicle Owner

Handbook

- Flip chart Board

- Live Vehicle

- Engine

- Exhaust Gas analyzer

14.3.2. Discuss factors affecting fuel consumption.

Factors affecting fuel consumption.

14.3.3. Describe the diagnostic and repair techniques of modern petrol engines and fuel system using: analyzers, gauges, Meters etc.

Diagnostic and repair techniques of modern petrol engines and fuel system using: analyzers, gauges, Meters etc.

14.3.4. Diagnose the following using electronic engine tester: • Injectors, cold start injectors • Thermal sensors • Pressure regulators

Diagnose using electronic engine tester

135

14.3.5. Demonstrate the procedures for remedying the following faults: • Difficult cold starting • Lack of acceleration • High fuel consumption • Poor control of exhaust gas emission.

Difficult cold starting

Lack of acceleration High fuel consumption Poor control of exhaust

gas emission

14.3.6. Demonstrate methods of checking/adjusting mixture strength CO emission (with specialised equipment).

Methods of checking/adjusting mixture strength CO emission

136

MODULE 15: Motor vehicle engine maintenance

Competence 15: Maintain the motor vehicle engine



ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT This particular module describes the performance outcomes, skills and knowledge required to maintain the motor vehicle engine. Maintenance prevents from accidents and leads to the engine long lasting.




137






15.1. Understand the basic construction of a battery and carry out preventive maintenance

Explication of the basic construction of a battery and its components.

Top up battery electrolyte of correct specific gravity

Checking of specific gravity of a battery with an hydrometer

Checking, cleaning or replacing and tighten battery of terminals if

necessary.

15.2. Explain the basic processes of routine engine maintenance

Introduction and list basic processes of routine engine maintenance

Demonstration of the basic processes of routine engine maintenance.

COURSE STRUCTURE





138

Learning Unit 15.1: Understand the basic construction of a battery and carry out preventive maintenance



15.1.1. Explain the basic construction of a battery and its components.

Basic construction of a

battery and its components.

Techniques of Top up a

battery

Explain the functions of battery cells and construction

Describe using diagram or chart hydrometer and its use

List battery faults and remedies

Assess students

Lesson plan

• Chalkboard

• Used battery model

• Hydrometer 15.1.2. Top up battery electrolyte of correct specific gravity

15.1.3. Check specific gravity of a battery with an hydrometer

Use of an hydrometer

Check, clean or replace

battery terminals

Tighten battery terminals.

Teacher to demonstrate for students to practice till they become competent

Assess the students 15.1.4. Check, clean or replace if necessary and tighten battery terminals.

139

Learning Unit 15.2: Explain the basic processes of routine engine maintenance



15.2.1. Introduce and list basic processes of routine engine maintenance

Techniques of:

- Check burnt electrical components

- Clean air filter

- Service carburetor

- Check of radiator leakage

- Methods of replacing fan belt

- Change oil filter

- Change or clean spark plugs

- Change engine oil

- Check distributor and contact point

Manufacturers‟

specifications/recomme

ndations

Guide students to

understand the

manufacturers manual

or specifications

Assess and correct the

students

Tools and oil

Other lubricants

15.2.2. Demonstrate the basic processes of routine engine maintenance.

140

MODULE 16: Entrepreneurship

Competence 16: Create and manage a small business


SECTOR: SUB-SECTOR:

ISSUE DATE:

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and

operate a small business. At the end of this module, the participants understand the principles and tools behind

personal and family money-management. They are able to understand the importance of saving and reducing

expenses. They are able to organize and manage personal and household finances. They can create a personal

budget and think strategically about their finances. They can evaluate their options for earning money and are

familiar with ways to establish and maintain personal credit. They are aware of the risks associated with credit.

The participants simulate income-generating activities after which they are familiar with the basic cycles of

business. They can plan for income-generating activity expenses and loan repayments. They can keep basic

business financial records. They are able to evaluate the risks and opportunities of using credit in income

generating contexts. They are able to distinguish between money to be used for investment into their income-

generating activities, for their family expenses, and for savings. They learn about different market actors.

141


Not applicable




Learning unit

By the end of the module, the trainee

will be able to :


16.1. Manage money

Personal financial needs in different life situations are identified.

The required amount of money for different needs is acquired.

Money is managed effectively and waste of money is avoided.

Money is saved in the appropriate manner and within

appropriate institution.

Debts are managed effectively.

16.2. Keep record and budget Basic record-keeping is performed adequately.

142

A financial plan over a defined period of time is developed.

16.3. Manage a small business The basic business cycle is understood.

Credit risks and unexpected costs are dealt with appropriately.

Record-keeping is done on time and adequately.

16.4. Prepare a business plan for a

micro business

The objectives of the small business are realistic, clearly stated

and measurable.

The business plan template is filled in appropriately.

The simulated small business has brought benefits.

COURSE STRUCTURE





143

Learning Unit 16.1: Manage money Duration: 10 periods


16.1.1. Analyze

financial needs

Identify things they need money for

Identify how the things they need money for change as their life situations change

o small group discussion o brainstorming o large group discussion

16.1.2. Access money Plan how to get money Ways to access money

(borrowing, saving and working to earn money)

o small group discussion o brainstorming o prioritizing o role-play o large group discussion


16.1.3. Manage

money

effectively

Good ways to manage money Ways that they waste money Ways to cut costs through

reducing, recycling, repairing, and reusing

o exercise o role-play o large group discussion


16.1.4. Save money Definition of the concept of saving

Recognize that not only rich people can save

Reasons for saving (unexpected events and specific needs)

Savings goals Saving possibilities and

institutions

o Brainstorming o large group discussion o role-play o individual goal setting o guest speakers

144

16.1.5. Manage debts Definition of the concept of debt

Risks of getting into debt Strategies to avoid debt Strategies to get out of debt

o large group discussion o group work o prioritizing


Learning Unit 16.2: Keep record and budget Duration: 5 periods


16.2.1. Keep basic

personal

financial

records

Income Expenses Balance calculations

o group work o case study

16.2.2. Perform basic

budgeting

Definition of budget Definition of the concept of

budgeting Principle of budgeting

o group work o case study o individual work

16.2.3. Develop a

financial

strategic plan

structure of a financial plan o Brainstorming o large group discussion o individual work

- Financial fitness plan

145

Learning Unit 16.3: Manage a small business Duration: 5 periods


16.3.1. Understand

the business

cycle

Basic cycle of business: buying, adding value, selling for profit

Allocation of income between the business, personal expenses and savings

Importance of maintaining positive cash flow

o simulation game o large group discussion

- Entrepreneurs‟ profiles - Entrepreneur‟s Cycle

Chart

16.3.2. Deal with

unexpected

costs

List of possible unexpected expenses or financial events

Plan for, and deal with, unexpected financial events


- Life cards for simulation game

16.3.3. Identify the

risks of credits

Risks and potential benefits of selling to customers on credit

Financial risks involved with extending credit to friends and family members


- Life cards for simulation game

16.3.4. Fill in a record-

keeping sheet

Value of keeping records Sections of a record-keeping

sheet

o simulation game, o large group discussion

- Record-keeping template

146

Learning Unit 16.4: Prepare a business plan for a micro business Duration: 10 periods


16.3.5. Understand

the value of a

business plan

Value of a business plan Flexibility of a business plan Importance of realistic goals Sections of a business plan


- Entrepreneur‟s Cycle Chart

- Record-keeping template

- Business plan template 16.3.6. Identify the

profit to

achieve

16.3.7. Prepare a

business plan

16.3.8. Operate a

business

according to

the plan

Reference books:


147

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or

employment. At the end of this module, participants know how to apply for and present themselves for

employment. They demonstrate good time management and show up for work on time. They demonstrate

behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and

procedures that need to be followed. They take initiative and responsibility for their own work and know how to

work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and

employers and have explored ways to exercise rights in the workplace.


Not applicable

MODULE 17: Internship

Competence 17: Integrate the workplace


SECTOR: SUB-SECTOR:

ISSUE DATE:

REVIEW DATE:

148



Performance criteria describe the required performance needed to demonstrate achievement of the learning

unit.

Learning unit By the end of the module, the trainee will be able to :


17.1. Apply for internship / employment Appropriate resources in the community or nationwide

are used to find employment information.

A basic CV that is accurate and neat is written.

Application letters that target specific jobs or types of

jobs are written.

Effective interviewing skills are demonstrated.

17.2. Demonstrate appropriate workplace behaviour and attitudes

Appropriate workplace habits and attitudes are

observed.

Strategies to manage time effectively are implemented.

Personal and work lives are managed efficiently.

17.3. Have a good understanding of worker‟s and employer‟s rights and responsibilities

Worker‟s and employer‟s obligations according to the

Rwandan Labour code are understood.

149

The worker‟s responsibilities are performed on the

workplace.

Exercise rights on the workplace.

17.4. Organise and evaluate one‟s internship The internship agreement is concluded with the

enterprise.

The internship report contains all the required

elements as well as one‟s own findings and experience.

Active participation in the assessment of one‟s

internship.

17.5. Develop one‟s competences on the workplace The tasks assigned according the agreement with the

enterprise are performed adequately.

Positive response and active participation in meetings

with the “maître de stage”

Adequate work behaviour and attitudes are

demonstrated

150

COURSE STRUCTURE





Learning Unit 17.1: Apply for internship / employment. Duration: 8 periods


17.1.1. Identify and use resources to find a job

Resources to find employment in the community and at national level

Identify contact persons

o small group work

o panel discussion

o large group discussion

o speakers

- Job announcements

and information:

newspaper

advertisements;

information from

recruitment agencies,

youth organizations

such as YES Rwanda

and government

agencies such as the

RDB, WDA; sample

advertisements posted

on business walls or

bulletin boards,

internet websites,

151

through cooperatives…

17.1.2. Write a Curriculum Vitae (CV) and an application letter

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter


o individual work

o pair work

- sample CVs and

application letters

- format of an

application letter

17.1.3. Take part in an interview

Main parts of an interview

Interviewing tips : what to do before, during and after the interview

Typical questions asked during an interview

o small group work

o interview role plays


- Interview Observation

Tool

Learning Unit 17.2: Demonstrate appropriate workplace behavior and attitudes

Duration: 5 periods


17.2.1. Identify appropriate workplace behaviours and attitudes

Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work

o small group work


- Workplace behaviour

scenarios

- Work habits inventory

152

as a team member)

Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)

o brainstorming

17.2.2. Manage time Importance of task planning and managing time

Strategies to better manage time


o small group activity (tower

building)

o reflection

o pair sharing

17.2.3. Balance work and personal life

Common situations that make it challenging to balance work & personal life

Tips to manage personal and work lives


o individual work

o self assessment

o pair sharing

- Scenarios: “Did S/he

Do the Right Thing?”

153

Learning Unit 17.3: Have a good understanding of worker’s and employer’s rights and responsibilities

Duration: 8 periods


17.3.1. Be familiar with the universal human rights

Definition of “right” and “human right”

Universal Declaration of Human Rights

o small group work


- Universal Declaration

of Human Rights

- plain language version

17.3.2. Explore one‟s personal rights and responsibilities

Definition of “responsibility”

Relationship between rights and responsibilities

o individual work

o pair share

o large group brainstorming

and discussion

17.3.3. Identify one‟s rights and responsibilities at work

„rights‟ (what you can expect your employer to provide)

„responsibilities‟ (what your employer can expect that you will do)


o small group work

o skits

- Worksheet on Rights

and Responsibilities at

Work.

17.3.4. Become familiar with some of the provisions of the Rwandan Labour Law

legal obligations of employers

legal obligations of workers

o large group activity

o discussion

o small group work

o observation

- Statements and

Answers for

Agree/Disagree Game

on Rwandan Labour

Law

- Articles 47 and 48 of

154

the Labour Code

17.3.5. React appropriately when the Labour Code is broken

Possible solutions or responses in case the Labour Code is broken

o small group work

o scenario analysis


- Labour Code Scenarios

- Labour Code Excerpts

Learning Unit 17.4: Organise and evaluate one’s internship Duration: 9 periods


17.4.1. Conclude an internship agreement

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming

o Group discussion

o Presentation by the trainer

- Sample internship

agreement

17.4.2. Outline one‟s findings and experience

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook

17.4.3. Write and present the report of the internship

Contents of the internship report

Presentation techniques

o Group discussion

o Role play

- Sample internship

report

17.4.4. Participate actively to

Internship assessment and self-assessment

o Group discussion

155

the assessment of one‟s internship

guidelines o Presentation by the trainer

Learning Unit 17.5: Develop one’s competences on the workplace Duration: 270 periods

Reference books:


156

Training Chronogram

Specific competences General competences

Complementary competences

No 08 09 10 11 12 13 14 15 17 05 06 07 01 02 03 04 16

Duration 70 80 90 100 50 50 80 30 30 80 40 100 20 20 20 30 30

Weeks

1. 20

2. 8 8 4

3. 6 6 8

4. 6 6 8

5. 8 2 10

6. 8 8 4

7. 8 8 4

8. 8 8 4

9. 8 8 4

10. 8 6 6

11. 8 12

12. 8 12

13. 8 12

14. 8 12

15. 20

16. 6 4 10

157

17. 10 10

18. 10 10

19. 10 10

20. 10 10

21. 10 10

22. 10 10

23. 4 10 6

24. 6 14

25. 20

26. 20

27. 20

28. 10 10

29. 20

30. 20

31. 20

32. 20

33. 10 6 4

34. 10 10

35. 10 10

36. 10 10

37. 10 10

38. 4 6 10

158

39. 20

40. 20

41. 20

42. 10 10

43. 20

44. 20

45. 10 10

46. 20