tvet certificate iv in crop production · 2. gashabuka nsana eugène, agronomis rab 3. hakizimana...

4

TVET CERTIFICATE IV In

CROP PRODUCTION

CODE

AGRCRP4001

Kigali November, 2014

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AGRCRP4001-TVET CERTIFICATE IV In

Crop Production

RTQF Level 4 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

November, 2014

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Copyright

The Competent Development Body of this Curriculum is © Workforce Development Authority

(WDA). Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with WDA. This work is copyright, but

permission is given to trainers and teachers to make copies by photocopying or other

duplicating processes for use with their own training organizations or in a workplace where the

training is being conducted. This permission does not extend to the making of copies for use

outside the immediate training environment for which they are made, nor the making of copies

for hire or resale to third parties. The views expressed in this version of the work do not

necessarily represent the views of WDA. The competent Body does not give warranty nor

accept any liability.

The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in

full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright

must be included on any reproductions. Learners may copy reasonable portions of the

curriculum for the purpose of study. Any other use of this curriculum must be referred to the

WDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Internet: http:// www.wda.gov.rw

http://www.wda.gov.rw/

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Table of Contents

C o p y r i g h t i i

T a b l e o f C o n t e n t s i i i

L i s t o f a b b r e v i a t i o n s v i i

A c k n o w l e d g m e n t s v i i i

1 . G E N E R A L I N T R O D U C T I O N 1

2 . Q U A L I F I C A T I O N D E T A I L S 2

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 3

2.5 Employability skills and life skills 3

2.6 Information about competencies 7

3 . T R A I N I N G P A C K A G E 8

3.1 Course structure 8

3.2 Competencies chart 8

3.4 Flowchart 10

4 . A S S E S S M E N T G U I D E L I N E S 1 1

4.1 Assessment Methodology 11

4.2 Portfolio 11

C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 4

LU 1: Describe the operating system 16

LU 2: Customize computer features 24

LU 3: Protect computer system 29

C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 3 6

LU 1: Develop and maintain product, service and market knowledge. 39

LU 2 : Provide a quality service experience to customers. 47

LU 3:Deal with complaints and difficult customer service situations. 54

LU 4:Manage and use information about clients and customers. 62

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C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 6 6

LU 1: Identify hazardous areas to be improved. 68

LU 2 : Apply SHE practices. 74

LU 3: Assess and control risks. 82

LU 4: Awareness of SHE in working place. 87

C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 9 3

LU 1: Write factual, descriptive, and explanatory texts. 96

LU 2: Apply a range of listening strategies to understand predictable messages. 105

LU 3: Discuss general and trade-related topics. 110

LU 4: Read medium texts on general and trade-related topics. 116

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 2 2

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 125

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere

ry’umwuga no kugaragaza intêgo y’izina mbonera. 133

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko

no kugaragaza amategeko y’igenamajwi mu izina mbonera. 143

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza

ibidukikije. 149

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no

kwandika yubahiriza imyandikire y’Ikinyarwanda. 156

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 6 4

LU 1: Identify elements of business plan. 167

LU 2: Write a business plan in line with the identified elements 174

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 186

LU 4: Present a business plan 193

N E W I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 9

LU 1: Apply for internship/employment 201

LU 2:Demonstrate appropriate workplace behavior and attitudes 205

LU 3: Respect worker’s and employer’s rights and responsibilities 210

LU 4: Organize and evaluate one’s internship 216

G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 2 2

LU 1: Determine and analyze numerical functions 225

nnLU 2: Apply fundamentals of differentiation 231

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LU 3: Apply natural logarithmic functions 236

LU 4: Apply exponential functions 242

C R P M H 4 0 1 - B A S I C K N O W L E D G E O F M E C H A N I C A N D H E A T 2 4 9

LU 1: Apply the knowledge on measurement of physical quantities 251

LU 2: Apply the knowledge of kinematics and dynamics 256

LU 3: Apply the knowledge of Calorimetry 260

C R P I O 4 0 1 - B A S I C K N O W L E D G E O F O R G A N I C A N D I N O R G A N I C C H E M I S T R Y 2 6 4

LU 1: Apply basic knowledge of structure atoms and elements 266

LU 2: Apply basic knowledge of inorganic chemistry 270

LU 3: Apply basic knowledge of organic chemistry 275

C R P T P 4 0 1 - T O P O G R A P H I C D A T A C O L L E C T I O N 2 7 9

LU 1: Identify the site 281

LU 2: Select tools and equipment 285

LU 3: Apply land survey 289

Summative Assessment 293

C R P P F 4 0 1 - P O U L T R Y F A R M I N G 2 9 5

LU 1: Describe poultry breeds 298

LU 2: Design poultry shelters and hatchery 302

LU 3: Install the poultry shelters and hatchery equipment 306

LU 2: Manage poultry production 309

LU 3: Produce day old chicks, poults, duckling, Gosling 315

LU 3: Perform poultry health and diseases control 320


C R P T C 4 0 1 - T E R R A C E S C R E A T I O N 3 2 7

LU 1: Prepare tools, Equipment and workplace 329

LU 2: Characterize the site 333

LU 3: Construct bench terraces 337


C R P P D 4 0 1 - F I E L D P L A N T P E S T S A N D D I S E A S E S I D E N T I F I C A T I O N 3 4 3

LU 1: Select the site and materials 345

LU 2: Conduct sampling activity 350

LU 3: Perform visual characterization of plant pests and diseases 354

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C R P F C 4 0 1 - F R U I T S C R O P P I N G 3 6 1

LU 1: Prepare the field, tools, materials and equipment 363

LU 2: Conduct cultivation of passion fruits,banana and pineapple 367

LU 3: Harvest passion fruits, banana and pineapple 370


C R P C R 4 0 1 - C E R E A L S C R O P P I N G 3 7 6

LU 1: Select site, tools, materials and equipment 378

LU 2: Conduct maize, wheat, and rice cultivation 382

LU 3: Harvest and handle harvested products 385


C R P P H 4 0 1 - P O S T H A R V E S T A N D H A N D L I N G P R A C T I C E S 3 9 1

LU 1: Pre-store bulk products 393

LU 2: Apply post-harvesting treatments 398

LU 3: Store crop products 402

LU 3: Pack crop products 408


G L O S S A R Y a

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List of abbreviations

APEFE Association pour la promotion de l’éducation et de la formation à l’étranger

AQA Accreditation and quality assurance unit

BRC British retail consortium

CDU Curriculum development unit

CE Certification and examination unit

CV Curriculum vitae

EAV Ecole agri-vétérinaire

ES Ecole secondaire

GAP Good agricultural practices

GPS Global positioning system

IFS International food standard

ILO International labour organization

ISAE Higher institute of agriculture and animal husbandry

ISCO International standard classification of occupations

NAEB National agriculture export development board

NTQF National TVET qualification framework

OHS Occupational health and safety

PAFP Programme d’appui à la formation professionnelle

PPE Personal protective equipment

QA Quality assurance

RDB Rwanda Development board

RHODA Rwanda horticulture development authority

RHIO Rwanda horticulture interprofessional organization

RRWA Rwanda rainwater harvesting association

RTQF Rwanda TVET Qualification Framework

ToT Training of trainers unit

TVET Technical and vocational education and training

UGAMA Centre de services aux coopératives

VVOB Flemish association for development cooperation and technical assistance

WDA Workforce development authority

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Acknowledgments

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

the development of this curriculum:

Coordination

HABIMANA Théodore, TVET Training-WDA MUHIRE JMV, CDU-WDA

Facilitators NTAHONTUYE Félix, CDU-WDA

HATEGEKIMANA Gratien, CDU-WDA TUMAINI MANIMBI, CDU-WDA

MUKANGARAMBE Judith Judith, CDU-WDA Curriculum Development Team

NO Names Occupation Institution/Company

1. BAYIZERE Venuste Trainer agriculture KINAZI TSS 2. GASHABUKA NSANA Eugène, Agronomis RAB 3. HAKIZIMANA Alfred Trainer TSS KINAZI 4. HATEGEKIMANA Olivier Trainer Nyabikenke TSS 5. IMPANO Clarisse Agronomist ISAE 6. MANIRAGUHA Dieudonné Agronomist NAEB 7. MFURANZIMA Aury-Boris Agronomist Private Consultant 8. NIZEYIMANA Evelyne trainer Nyabikenke TSS 9. NKUNDWAKAZI Olive Agronomis RAB 10. NSENGIYUMVA Emmanuel Agronomist Private Consultant 11. NIYONKURU Jean Aimé Agronomist NAEB 12. RWABAHIZI Théophile Agronomist NAEB 13. TUYISHIME Olive Ass. Lecturer UR 14. UMUTONIWASE Primitive Trainer Kabutare TSS 15. URAYENEZA Xavier Trainer EAV Kabutare 16. UWANYIRINKA Marie Aimée Trainer EAVFO Kibisabo 17. UMUHOZA Chantal Agronomist FAIM Company 18. NYANZIRA Clemence Trainer Nyabikenke T.S.S 19. MANISHIMWE Aphrodis Trainer KINAZI T.S.S 20. NZIBONERA Gilbert Trainer KABUTARE T.S.S 21. UMUTONI Agnes Trainer KINAZI TSS

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of An Agriculture Assistant Technician. It

is designed with an approach that takes 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 competencies 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 competencies 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 competency is

performed, the prerequisite competencies, the learning units and the performance criteria.

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

outcomes (knowledge, skills and attitude) and the learning contents related to each learning

unit. Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

The purpose of this qualification is to allow

learners access to the medium agricultural

sector with specific reference to the field of

crop production. This qualification will allow

qualifying learners to become economically

active in farming practices that will have a

direct impact on local economic

development through the production of

food, the improvement of household food

security and access to mainstream

agriculture.

Work would be undertaken in various

construction and building industries where

interior design services including floor,

ceiling and wall design are provided.

Learners may work under minimum

supervision.

Level 4 in crop production is a medium

qualification to acquire the necessary

competence to participate as part of a

working team, performing the agricultural

processes as applicable to crop production

in a closely defined context and under

minimum supervision.

The learner will be able to carry out

repetitive procedures in a predictable

environment and will be able to adhere to

the relevant safety, quality, hygiene and

technical standards.

The learner will be able to take responsible

decisions within a limited range based on a

sound understanding of the medium

principles good agricultural practices.

Vision 2020 has identified agriculture as one

of the six pillars of Rwanda economic and

social development. It recommends that

the agriculture sector, now turned towards

the subsistence be transformed into a

value-added agriculture, market-oriented,

particularly through the production of high

value crops and modern livestock

management.

Also, the Vision 2020 and the "Economic

Development & Poverty Reduction Strategy

(EDPRS)" 2008-2012, envisions the

implementation of an ambitious agriculture

intensification programme in which the

major constraints of crop production will be

eradicated or controlled. In order to achieve

these goals, a capacity building strategy is

necessary. It’s in this regard that, the

strategic priorities identified in the

"Education Sector Strategic Plan” (ESSP)

2010-2015, relates to an improvement of

Title: TVET Certificate IV in Crop production

Level: REQF Level 4

Credits: 123

Sector: Agriculture and food processing

Sub-sector: Crop production

Issue date: November, 2014

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the Technical and Vocational Education and

Training (TVET) system to satisfy the market

demand of qualified workers.

This qualification prepares individuals to

integrate the Agriculture sector and operate

as an Agriculture assistant technician. This

qualification constitutes a basis for working

in farm especially in the crop production

industry.

Upon completion of this qualification the

learner will be able to:

1. Implement health safety and environment precaution

2. Develop business plan 3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha i Kinyarwanda cy’

umunyamwuga

7. Demonstrate basic knowledge of Mechanics and heat

8. Apply Basic Analysis 9. Demonstrate basic knowledge of

inorganic and organic chemistry 10. Perform topographic data collection 11. Perform Poultry farming 12. Create terraces 13. Perform field plant pest and disease

identification 14. Grow fruits crops 15. Grow cereals crops 16. Perform Post harvest and handling

practices 17. Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally

fit with broad knowledge, skills and attitude

of agriculture background.

2.3 Information about pathways

Pathways into the qualification

Pathways from the qualification

Pathways into this qualification may be:

To have completed TVET certificate III

in Crop production, related

qualification or through recognition of

prior learning

After achieving this qualification,

candidates may undertake TVET

certificate V in Crop production REQF

level 5.

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2.4 Job related information

This qualification prepares individuals to integrate the agriculture industry with the professionalization

of Agriculture assistant technician; this qualification again offers the opportunity to execute the works

as Cereals grower, Poultry farmer and Fruit grower while ensuring that safety, security and

environmental regulations are respected.

2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and

employability skills to meet the following industry or enterprise requirements:

Personal development

Understand own personal values, strengths and areas of challenge or weakness and are able to effectively use or address them;

Develop, implement and evaluate progress toward personal goals; Know own preferred way of learning, take initiative for learning new skills, and know how to

monitor own learning progress.

Interpersonal communication

Communicate and get along well with others, in a variety of settings and for a range of purposes;

Possible jobs related to this qualification

Agriculture assistant technician

Cereals grower

Poultry farmer

Fruit grower

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Speak and listen actively and appropriately, one-on- one and in groups;

Cooperate and work effectively within a group;

Provide good customer service.

Health, hygiene and safety

Know the standard health and safety practices and regulations in the workplace;

Maintain hygiene and personal grooming;

Identify unsafe situations;

Respond to emergencies and accidents at work;

Prevent HIV/AIDS and sexual violence.

Environment sustainability

Know the environmental regulations in Rwanda;

Dispose of waste;

Recycle waste;

Report environmental hazards to appropriate person.

Integration of the workplace

Know how to apply for and present themselves for employment;

Demonstrate good time management and show up for work on time;

Demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed;

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Take initiative and responsibility for own work and know how to work under and respect supervision;

Know the rights and responsibilities of workers and employers and explore ways to exercise rights in the workplace.

Financial fitness

Understand principles and tools behind personal and family money-management;

Understand the importance of saving and reducing expenses;

Organize and manage personal and household finances;

Create a personal budget and think strategically about their finances;

Evaluate their options for earning money and are familiar with ways to establish and maintain personal credit;

Be aware of the risks associated with credit.

Management of a small business

Simulate income-generating activities with the basic cycles of business;

Plan for income-generating activity expenses and loan repayments;

Keep basic business financial records;

Evaluate the risks and opportunities of using credit in income generating contexts;

Distinguish between money to be used for investment into own income-generating activities, for family expenses, and for savings;

Know the different market actors.

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Computer skills

Operate a computer

Use word processing applications in the production of workplace or personal documents

Create and use spreadsheets and charts through the use of spreadsheet software

Design electronic presentations

Send, receive and manage electronic mail (email), as well as to collaborate online using chat rooms, intranets and instant messaging.

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Number of competencies: 17 Core competencies: 11 Complementary competencies: 6 The total number of Credits: 123

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMCS401 Apply Computer skills 3

2 CCMQS401 Provide quality customer service 3

3 CCMHE401 Implement SHE policies and procedures 3

4 CCMEN401 Use intermediate English at workplace 3

5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

6 CCMDB401 Develop business plan 3

Total 18

No Code Core competencies Credit

GEN

ER

AL

1 CRPMH401 Demonstrate Basic knowledge of Mechanics and heat 4

3 CRPIO401 Demonstrate Basic knowledge of inorganic and organic chemistry 4

4 CRPTP401 Perform Topographical Data Collection 6

5 GENMA401 Apply Basic Analysis 10

SPEC

IFIC

6 CRPTC401 Create Terraces creation 6

7 CRPPF401 Perform Poultry farming 12

8 CRPPD401 Perform Field plant pests and disease identification 6

9 CRPCR401 Grow Cereals cropping techniques (Wheat, Maize and Rice ) 10

10 CRPFC401

Grow Fruits cropping techniques (Passion fruits, Banana and Pineapple)

10

11 CRPPH401 Perform Post harvest and handling practices 7

12 CRPIA401 Integrate the workplace 30

Total 102

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3. TRAINING PACKAGE

The training package includes the competencies chart, the flowchart, the

modules, the course structure, and the assessment guidelines.

3.1 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.

3.2 Competencies chart

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

general competencies, the work process and the time allocated to each competency. This table

provides an overall view of the competencies of the training program and allows identification

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

competencies 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 horizontal axis and those in the vertical

axis. The symbol (ο) marks a relationship between a general competency and specific

competency. The symbol (∆) indicates a relationship between a specific competency 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 competency.

The competencies chart allows the trainer to consider the complexity of the competencies in

the organization of the progress of learning. Therefore, the vertical axis shows the specific

competencies in the order they should be acquired.

This is the starting point of the presentation of the competencies in the flowchart presented in

the following pages.

Section

3

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AN AGRICULTURE ASSISTANT TECHNICIAN

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

rati

on

(8

10

Hrs

)

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# 1

2

3

4

5

9

11

12

Duration (420 Hrs) 30

30

30

30

30

30

10

0

40

60

40

1 Create Terraces creation 60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○

2 Perform Poultry farming 120 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○

3

Perform Field plant pests and disease identification 60

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○

4

Grow Cereals cropping techniques (Wheat, Maize and Rice ) 100

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○

5

Grow Fruits cropping techniques (Passion fruits, Banana and Pineapple) 100

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○

6 Perform Post harvest and handling practices 70

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○

7 Integrate workplace

300 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ●

Figure 1: Competencies chart

Between the process and particular competencies | Between general and particular

competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.4 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of

acquisition of the competencies. 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.

Computer skills 3 Providing quality customer service 3 Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3 Ikinyarwanda cy’umunyamwuga 3

Basic knowledge of inorganic and organic chemistry 4

Basic knowledge of Mechanics and heat 4 Topographical data collection 6

Poultry farming 12 Terraces creation 6

Field plant pests and disease identification 6

Fruits cropping techniques 10 Cereals cropping techniques 10

Post harvest and handling practices 7

Business plan development 3

Figure 2: Flowchart

Basic Analysis 10

Industrial Attachment Program ( IAP) 30

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous

evaluation that encourages learners to display understanding of the principles in application to

set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

A portfolio is a collection of learner work representing learner performance. It is a folder (or

binder or even a digital collection) containing the learner’s work as well as the learner’s

evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work

produced (such as papers and assignments, direct demonstration, indirect demonstration,

products, documents), but also it is a record of the activities undertaken over time as part of

learner learning. The portfolio is meant to show learner growth, development, and

achievements in the education system. It also shows that you have met specific learning goals

and requirements. A portfolio is not a project; it is an ongoing process for the formative

assessment. The portfolio output (formative assessment) will be considered only as enough for

complementary and general modules. Besides, it will serve as a verification tool for each

candidate that he/she attended the whole training before he/she undergoes the summative

assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

Assessment). Each assessment has its own rule for passing to be declared competent.

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)

A trainee to be competent for a formative module must have at least 70% on checked

items or “yes” in indicators (e.g. questions, indicators in the checklist)

Each trainee should be competent on all formative assessments to be declared competent

Section

4

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on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Summative/Integrated Assessment

All Summative/Integrated assessment should match with the content of the module in the

curriculum.

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of

assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be

carried out, the Trainer/Teacher has the role of developing another one referring to the

task to be carried out in the integrated situation in accordance to the circumstances inside

school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee

can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

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Rest of Criteria/ any other criteria

(example: Safety)

100%

Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in

which the Trainee was not able to meet during Summative/Integrated Assessment should not

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

1. During assessment, trainees with special needs (e.g. people with disability) should be

assisted accordingly.

2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider

the status (competent/not yet competent) of trainees before delivering the next module

with pre-requisites.

3. Respect of flowchart particularly in considering the delivery of modules which has

prerequisite of a following/subsequent module is considered in issuing TVET certificate,

otherwise other modules can be given anytime.

4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form

that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the

responsibility of School, Class Teacher, and Trainees. It should be given to trainees after

certification.

5. Industrial Attachment Program (IAP)

- All Trainees should finish and declared competent on all modules before taking IAP

module.

- Trainees should finish and declared competent on the 30 hours content of IAP

module written in the curriculum before they go to workplace or industry.

- The school should organize visit for all trainees in the workplace or industry to

confirm and assist IAP especially in filling up the logbook.

- An interview to the trainee should be conducted in the school after the IAP has

been completed and should be documented in the trainee portfolio.

- All completed logbooks should be part of the trainee portfolio.

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Competence

C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.

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Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1.Describe the operating system

1.1 Proper description of operating system components

1.2 Proper description of characteristics of an Operating System

1.3 Proper description of operating system types

1.4 Proper description of operating system functions

1.5 proper description of operating system file system

2.Customize the computer

features

2.1 Proper identification of customer requirements for an

operating system

2.2 Proper Identification of Minimum Hardware Requirements

for operating system to be used

2.3 Proper customization of operating system

3. Protect computer system

3.1 Proper installation of software utilities according to the

manufacturer specifications

3.2 Regular scanning of computer and elimination of virus as

per safety standards

3.3 Accurate backup of computer data based on OS installation

3.4 Appropriate restoration of computer data based on OS

installed

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Learning unit

LU 1: Describe the operating system

1

Learning Outcomes:

1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system 15 Hours

Learning Outcome 1.1:Describe components of operating system

User interface Graphical user interface

(GUI). Shell(CLI)

Kernel micro kernel monolithic kernel

File management system Disk-based Network-based Virtual

o Brainstorming on components of operating system

o Demonstration on components of operating system

o Group discussions on

components of operating

system

- Computer

- Projector

- software

- Whiteboard

- Marker

- Duster

- Text books

- Lecture notes

- Papers

- Internet

Content Learning activities Resources

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Formative Assessment 1.1

Assessor may collectamong the following evidences and make judgements on whether the

performance criterion has been achieved.

Types of evidence Portfolio assessment tools

Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )

Checklist Score

Yes No

Indicator: User interface is described

Graphical user interface (GUI).

Shell(CLI)

Indicator: kernel is described

Micro kernel

Monolithic kernel

Indicator : File management system is described

Disk-based

Network-based

Virtual

Observation

Learning Outcome 1.2: Describe the characteristics of operating system

Performance criterion

Proper description of components of operating system

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Multi-user

Multitasking

Multiprocessing

Multithreading

o Brainstorming on

characteristics of operating system


characteristics of operating system

- Computer

- Projector

- software

- Whiteboard

- Marker

- Duster

- Text books

- Lecture notes

- Papers

- Internet

-






Proper description of characteristics of an operating system

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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)

Checklist Score

Yes No

Indicator: Multi-user computer is described Indicator:Multitasking computer is described Indicator:Multiprocessing computer is described Indicator:Multithreading computer is described

Observation

Learning Outcome 1.3: Describe the types of operating system

Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone

Multi-user, multi-task

o Demonstration on types of operating system

o Group discussions on types of operating system

- Computer

- Projector

- software


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Unix Lunix

Real Time Operating Systems

Industrial machine Laboratories

machine

Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS

- Text books

- Lecture notes

- Papers

- Internet





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Single-user, single task operating system are described

Android

Blackberry iOS(iPhone OS) Windows 8 phone

Indicator : Multi-user, multi-task operating system are described


Proper description of operating system types

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Unix Lunix

Indictor: Real Time Operating Systems operating system are described Industrial machine Laboratories machine

Indicator : Single-user, Multi-tasking operating system are described Windows xp Windows vista Windows 7 Windows 8 Windows 10

Observation

Learning Outcome 1.4: Describe the functions of operating system

Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling

o Group discussions on functions of operating system

o Brainstorming on functions of operating system

- Computer

- Projector

- software

- Text books

- Internet






Proper description of operating system functions

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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Indicator: Basic functions of operating system are described

Intermediator Process Management File Management Memory Management Security Job Scheduling

Observation

Learning Outcome 1.5: Describe the operating system file system

File system role

File system types File Allocation

Table(FAT12,FAT16,FAT32,exFAT)

New Technology File System (NTFS).

Apple file system (APFS) Hierarchical file system(HFS

and HFS Plus) Veritas File System(VFS)

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations

o Practical exercises on

mathematical

function(average, minimum,

maximum and count

numbers

- Computer

- Projector

- software

- Whiteboard

- Marker

- Duster

- Text books

- Lecture notes


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- Papers

- Internet





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator : File system types are described

File Allocation Table(FAT12,FAT16,FAT32,exFAT) New Technology File System (NTFS). Apple file system (APFS) Hierarchical file system(HFS and HFS Plus) Veritas File System(VFS)

Observation


Proper description of operating system file system

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Learning unit

LU 2: Customize computer features

2

Learning Outcomes:

1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system

for operating system to be sued 3. Customize the operating system

10 Hours

Learning Outcome 2.1:Identify the customer requirement for an operating system

Requirements to be

considered

Budget constraints

Compatibility with

current hardware

Compatibility with

new hardware

How the computers

will be used

Compatibility with

existing applications

Types of new

applications to be

used

o Brainstorming on operating system customer requirements

o Group discussions on operating system customer requirements

o Demonstration on operating

system customer requirements

- Computer

- Projector

- software

- Text books


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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation

Checklist Score

Yes No

Indicator: Customer requirement for an operating system are identified

Budget constraints

Compatibility with current hardware

Compatibility with new hardware

How the computers will be used

Compatibility with existing applications

Types of new applications to be used

Observation


Proper identification of customer requirements for an operating system

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Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used

Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and

speed Motherboard


minimum hardware requirements

- Computer

- Projector

- software

- Text books

- Internet





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation



Proper identification of minimum hardware requirements for operating system to be used

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Learning Outcome 2.3:Customize the operating system

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Verify your network shares with Shared Folders

Control panel utilities

o Brainstorming on operating system customization

o Demonstration on operating system customization

o Practical exercises on operating system customization

- Computer

- Projector

- software

- Text books

- Internet





Written evidence

Oral evidence




Proper customization of the operating system

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Checklist Score

Yes No

Indicator: operating system is customized

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Observation

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Learning unit

LU 3: Protect computer system

3

Learning Outcomes:

1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed

5 Hours

Learning Outcome 3.1:Install software utilities

Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus

installation

- Computer Lab

- Projector

- Computer with OS installed

- White Board

- Markers

- Computer Lab with internet access

- Projector


- Antivirus


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Written or Oral


Checklist Score

Yes No

Indicator: Software tools utilities are installed

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Observation


Proper installation of software utilities according to the manufacturer

specifications

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Learning Outcome 3.2: Scan and Eliminate virus

Description of scan types Full system scan On demand scan On access scan

Description of san mode Manual Automatic Scheduled

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan


computer virus scan


- Projector


- Antivirus

- White Board

- Markers





Written


Checklist Score

Yes No

Indicator: Scan type are described

Full system scan

On demand scan



Regular computer scan and elimination of virus as per safety standards

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On access scan

Indicator: Scan mode is described

Manual

Automatic

Scheduled

Indicator: Virus are eliminated

Neutralization

Deleting

Quarantine

Observation

Learning Outcome 3.3: Backup of computer data based on OS

Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups

Selection of common backup devices Tape drive Digital audio

tape(DAT) drives Auto-loader tape

systems Magnetic optical

drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup


- Projector - Computer with OS

installed - Antivirus - White Board - Markers




Accurate backup of computer data based on OS installation

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Written evidence

Oral

Performance

Matching Sentence completion Ticking Expose (presentation ) Task on backing up data

Checklist Score

Yes No

Indicator: Backup types are described

Normal/Full backup

Copy backup

Differential backup

Incremental backup

Daily backups

Indicator: Common backup devices are selected

Tape drive

Digital audio tape(DAT) drives

Auto-loader tape systems

Magnetic optical drives

Removable disks

Disk drives

Observation

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Learning Outcome 3.4: Restore computer data based on OS installed

Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical

drives CDs DVDs Disc drives

o Brainstorming on backup types

o Practical exercises on data

restore

o Computer Lab with internet access

o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS

installed o Antivirus





Written evidence

Oral

Performance

Matching Expose (presentation ) Task on restoring data

Checklist Score

Yes No

Indicator: Restoring devices are selections

HHD/SSD

USB/ Flash Driver

Tapes drives

Magnetic optical drives

CDs

DVDs

Disc drives

Observation



Appropriate restoring of computer data based on OS installed

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References:

1. https://www.ctdlc.org/remediation/indexComputer.html

2. https://www.ctdlc.org/remediation/mouse.html

3. https://www.ctdlc.org/remediation/software.html

4. https://www.ctdlc.org/remediation/copypaste.html

5. https://cce.sydney.edu.Sau/course/BCEI

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Competence

C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE

CCMQS401 Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies. Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.

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Not applicable

Elements of competency and perfomance criteria






1. Develop and maintain product, service and market knowledge.

1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.

1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.

1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

2. Provide a quality service experience to customers.

1.1. Determination and clarification of customer preferences, needs and expectations.

1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.

1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.

1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling

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3. Deal with complaints

and difficult customer

service situations.

3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.

3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.

3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.

3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.

3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.

4. Manage and use

information about

clients and customers

3.1 Proper determination and record of customer information where appropriate to provide personalized service.

3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.

3.3 Proactive provision of enhanced products and services to clients and customers based on client information.

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Learning Outcome 1.1:Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

Products and services knowledge and its importance

Opportunities to develop and maintain knowledge of products and services

Membership of industry associations and networks

Conventional and creative sources of information

o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer

- Role play scenario - Reference books - Online materials - Scholarly materials

Learning unit

LU 1: Develop and maintain product, service and market knowledge.

1

Learning Outcomes:

1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

5 Hours


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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services. (Cont.)

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media

Attendance at conferences, trade shows and industry events

Distributing surveys and questionnaires








Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.

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Written evidence

Multiple choice True or false question Matching Sentence completion Ticking Essay (short responses / extended responses)

Checklist Score

Yes No

Products and services are identified

Opportunities to develop and maintain knowledge of products and services are

identified

Use of formal research techniques

Use of informal research techniques

Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

Content Learning activities

Resources

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Products, services and promotional initiatives

Tours and transport

Conferences and conventions

Function facilities

Entertainment

Shopping services

Restaurant facilities

Food and beverage

Add-on services

Special offers or packages.



Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations. (Cont.)


Resources

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Ways to determine customer preferences, needs and expectations:

Active listening

Questioning

Observation

Recognition of non-verbal signs

Factors influencing customer preferences, needs and expectations:

Age

Gender

Social and cultural characteristics

Prior knowledge

Special needs

Ways to satisfy customer preferences, needs and expectations:

Friendliness

Courtesy

Value for money

Prompt or timely

service

Assistance

Empathy and support

Comfort

New experience

Basic needs for food,

shelter, transport or

other services.



44 | P a g e





Written

Performance

Oral

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)

Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and

expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation


Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify

changes in customer preferences, needs and expectations.

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Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation






Written evidence

Practical task of a team

Checklist Score

Yes No

Identification of reasons to share knowledge of market, product and service

Application of methods and techniques of sharing knowledge at workplace

Observation



Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.

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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

o Individual reflection o Brainstorming o Large group discussion o Role play






Written evidence

Oral

Performance

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play

Checklist Score

Yes No

Application of product and Service adjustment procedure

Identification of the importance of product and Service adjustment procedure on customer satisfaction

Observation



Suggestion of ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to

organization policy.

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Learning unit

LU 2 : Provide a quality service experience to customers.

2

Learning Outcomes:

1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services

to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate

5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase

10 Hours

Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.

Customer needs and preferences

The importance of researching your customers needs and preferences

o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play





Proper determination and clarification of customer preferences, needs

and expectations.

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Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and

preferences

Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers to meet their needs and expectations.

Needs and expectations of customers on products and services

General features

Special features

Benefits

Disadvantages

Price

Special offers

Availability

How to purchase or order

o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play



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Written evidence

Oral evidence

Performance evidence


Checklist Score

Yes No

Information about products and services to customers

Observation

Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming

- Role play scenario - Reference books - Online materials - Scholarly materials - Video record


Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.


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Written evidence

Oral evidence



Checklist Score

Yes No

Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service

Observation


Anticipation of customer preferences needs and expectations throughout

the service experience and provide products and services in a timely

manner, appropriate to individual needs and preferences, and according

to organization standards.

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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays

Promotions

special offers and deals

menus and specials

word of mouth

up-selling.

Selling techniques:

Serving

Helping

Advising

building rapport with customers

arousing interest.

o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate

- Reference books - Online materials - Scholarly materials






Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.

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Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services

Observation

Learning Outcome 2.5: Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays

Promotions

special offers and deals

menus and specials

word of mouth

up-selling.

o Large group discussion o Question and answer o Debate o Observation o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario


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Selling techniques:

Serving

Helping

Advising

building rapport with customers

arousing interest.





Written evidence

Oral evidence



Checklist Score

Yes No

Identification of methods to promote products and services Application of selling techniques

Observation


Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and

appropriate employment of selling

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Learning unit

LU 3:Deal with complaints and difficult customer service situations.

3

Learning Outcomes:

1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints

4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

9 Hours

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

o Small group discussion o Individual work o Role play o Simulation




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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer

service situations

Observation

Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

Communication techniques Listening and active

listening Asking questions to

gain information, clarify ambiguities

o Group work o Presentation o Brainstorming o Role play



Proper use of questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer service

situation with the customer and assessment of the impact on the customer

of the situation.


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and adequately understand requirements

Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

Ability to speak clearly, be understood and use appropriate language, style and tone.






Role play


Effective use of communication techniques to assist in the management of

the complaint and handle the situation sensitively, courteously and discreetly

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Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints..

Organisation

constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play






Written evidence

Oral evidence


Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)



Proper determination of possible options to resolve the complaint and

prompt analysis and decision on the best solution, taking into account any

organization constraints.

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Presentation Role play

Checklist Score

Yes No

Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario






Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.

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Written evidence

Oral evidence



Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play







Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.

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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of the importance of feedback on customer complaints Effective feedback giving

Observation

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work





Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.

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Written evidence

Oral evidence

Product evidence


Checklist Score

Yes No

Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints

or difficult service situations

Observation

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Learning Outcome 4.1:Determine and record customer information where appropriate to provide personalised service.

Customer information

Collecting customer information

Storing information

Maintaining customer information

o Brainstorming o Large group discussion o Individual reflection o Pair work





Learning unit

LU 4:Manage and use information about clients and customers.

4

Learning Outcomes:

1. Determine and record customer information where appropriate to provide personalised service

2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate

3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours



Proper determination and record of customer information where

appropriate to provide personalized service.

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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate.

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity



64 | P a g e





Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional

initiatives

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and customers based on client information.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing

- - Reference books - Online materials - Scholarly materials


Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.


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Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and

services

Observation

References:

1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company

Profits"

2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice

(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.

3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

4. https://www.customersure.com/blog/customer-complaints-online/


Proactive provision of enhanced products and services to clients and

customers based on client information.

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/0-9753719-0-8

https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

https://www.customersure.com/blog/customer-complaints-online/

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Competence

C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES

CCMHE401 mplement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the outcomes required to implement Safety, Health and Environmental

(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure

own safety and that of others; together with protection of the environment. This includes

implementation of recognized environmental care principles.

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Maintaining SHE at workplace







1. Identify hazardous areas to be

improved

1.1 Proper physical inspection of the working area

1.2 Proper selection of the tools and materials

1.3 Proper marking and reporting of hazardous area

1.4 Proper reporting on the area of weakness according to

company procedure

2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements

2.2 Appropriate instruction to workers to follow safety best practices and enforce health and safety regulations

2.3 Proper establishment and maintenance of

communication with others in line with SHE

requirements

2.4 Proper performance of tasks in a safe manner and in

line with SHE best practices

3. Assess and control risks 3.1 Proper analysis of work practices and processes to

identify areas for improvement in relation to SHE issues

and hazards

3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents

3.3 Proper control of hazard to make them less dangerous

by looking at the most effective options

4. Promote awareness of SHE in working place

4.1 Proper implementation of environmental procedures

4.2 Adequate training of workers to operate tools and

equipment

4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards

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Learning unit

LU 1: Identify hazardous areas to be improved.

1

Learning Outcomes:

1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas

5 Hours

Learning Outcome 1.1: Select tools and materials

Types of tools,materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer

Types of tools,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Setting visual aids

o Preparing video and audio

materials with types of

equipment

- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared

thermometer - Strings and ropes - PPEs


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Tape measure Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves

Formative Assessment1.1




Written evidence

Oral evidence


Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area

identification

Checklist Score

Yes No

Indicator :Tools, materials and equipment used to identify hazards are selected accordingly

Dust sampler

Noise meter

Hammer

Brushes

Crowbar


Proper selection of the tools and materials

70 | P a g e

Ladder

Rock drill

Tape measure

Infrared thermometer

etc

Indicator:Tools, materials and equipment used to control hazards are selected accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Cement

Wire mesh

Marking paints

Tape measure

Level meter

Pick

Shovel

Saw

PPEs

Etc

Observation

Learning Outcome 1.2: Inspect and identify physical feature of dangerous area

Tools and equipment for inspection:

Adequate supply of tools and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area

Environment condition Water

o Presentation on checklists and work place examinations

o Observation of the working place

o Group discussion about qualities of a good working place

o Practical exercises of inspecting o On checklists and work place

examinations o Preparation of visual Aid

materials

- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen


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Cracks Air Dust

o Preparation of Video and audio aids





Written

Performance

Oral

Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place

Checklist Score

Yes No

Indicator: Tools and equipment for inspection are identified and supplied accordingly

Tools and equipment for inspection are identified according to each job specification

PPEs for inspection are supplied according to each job specification

Indicator : Environment conditions are examined accordingly

Water

Cracks

Air

Dust

Observation


Proper physical inspection of the working area

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Learning Outcome 1.3: Mark and report on the hazardous areas

Introduction to tools and

equipment for marking

hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap

(Warning sign) Cones

Use of tools and

equipment for marking

hazardous area

Reporting: Through the

administrative hierarchy

Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Preparation of visual Aid materials

o Preparation of video and audio materials

- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap





Written

Performance

Oral

Multiple choice

True or false question

Matching

Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting



Proper marking of hazardous area and proper reporting on the area of

weakness according to company procedure

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Checklist Score

Yes No

Indicator : Tools and equipment for marking hazardous area are introduced and used accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Barricade tap (Warning sign)

Cones

Indicator : Hazardous areas are reported according to the situation

Through the administrative hierarchy

Through Emergency reporting

Observation

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Learning unit LU 2 : Apply SHE practices.

2

Learning Outcomes:

1. Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements

2. Instruct workers to follow safety best practices and enforce health and safety regulations.

3. Establish and maintain communication with others in line with SHE requirements

4. Perform tasks in a safe manner and in line with SHE best practices

10 Hours

Learning Outcome 2.1: Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements

Occupationaland

organizational requirements:

Organizational policies and

procedures about

Manual handling

- shifting,

- lifting and

- carrying

Machine guarding Organizational and site

guidelines Own role and

responsibility Quality assurance

and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values Recording and reporting Equipment use,

o Research on OHS,

environmental, legislative and

Organizational requirements.

o Brainstorming on OHS,

environmental, legislative

requirements and

Organizational requirements.

o Group discussion on OHS,

environmental, Legislative and

organizational requirements

- PPEs - Reference books - Work sheet - Markers - Flip charts


75 | P a g e

maintenance and storage

Healthy and Safety

requirement:

Personal protective

equipment and clothing

First Aid and Firefighting

equipment

Hazard and risk control

equipment

Psychological conditions

control mechanisms

Environment requirement:

Safe forest practices

Waste management: Disposal, Recycling and Re-use guidelines





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety

and Environmental (OHSE) requirements


Proper identification and application of Occupational Health, Safety and

Environmental (OHSE) requirements

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Checklist Score

Yes No

Indicator : Occupational requirementsare properly identified and followed

Organizational policies and procedures about

Manual handling

Machine guarding

Organizational and site guidelines

Own role and responsibility

Quality assurance and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values

Indicator: Health and safety requirements are properly identified and followed

Personal protective equipment and clothing

First Aid and Firefighting equipment

Hazard and risk control equipment

Psychological conditions control mechanisms

Indicator : Environment requirement are properly identified and followed

Safe forest practices

Waste management guidelines

Disposal,

Recycling and

Re-use guidelines

Observation

Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.

Appropriate SHE

standards, regulations

tobe followed, and

tools and materials to

be used:

Use of PPEs

Use of inspection

o Observation about the need

of appropriate SHE

standards, regulations to be

followed, and tools and

materials to be used

o Group discussion on role of

appropriate SHE standards,

regulations to be followed,

- PPEs - Reference books - Work sheet - Markers - Flip charts


77 | P a g e

checklist and tools and materials to be

used


following appropriate SHE

standards, regulations, and

using appropriate tools and

materials





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations

Checklist Score

Yes No

Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations

Use of PPEs Use of inspection checklist

Observation


Appropriate instruction to workers to follow safety best practices and to

enforce health and safety regulations.

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Learning Outcome 2.3: Establish and maintain communication with others in line with SHE requirements

Applyingbasics of effective communinication:

Types of effective communication with others in line with SHE requirements:

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication with others in line with SHE requirements:

Effective oral communication

Effective written communication

Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and

cooperative language Appropriate language

and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

o Group discussion about

communication with others in

line with SHE requirements.

o Role play about effective communication

o Practical exercises of

communication with others in line with SHE requirements

- Public Board notices

- Communication

devices/phones

- Safety signage


79 | P a g e

Effective control of tone of voice and body language

etc

Types of questions to be asked during a communication process

Close-ended questions

Open-ended questions

etc





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE

requirements

Checklist Score

Yes No

Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication

Types of workplace effective communication

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication


Proper establishment and maintenance of communication with others in line

with SHE requirements.

80 | P a g e

Categories of effective communication

Effective oral communication

Effective written communication

Techniques of effective oral communication

Active listening

Constructive feedback

Positive, confident and cooperative language

Appropriate language and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

etc

Types of questioning in oral communication

Close-ended questions

Open-ended questions

etc

Observation

Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices

Environmental policy

content :

Compliance, improvement (where

required to reflect) and

prevention Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices

and systems

o Group discussion on content of the environment policy

o Practical exercises on applying environment policy

- Registration documents

- Regulations

- Safety standards


81 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Perform tasks in a safe manner and in line with SHE best

practices ( according to their specific trade)

Checklist Score

Yes No

Indicator : Tasks are performed in a safe manner and in line with SHE best practices

Environmental policy content:

Compliance Improvement (where required to reflect) Prevention

Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices and systems

Observation


Proper performance of tasks in a safe manner and in line with SHE best

practices

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Learning unit LU 3: Assess and control risks.

3

Learning Outcomes:

1. Analyze work practices and identify areas for improvement in relation to SHE issues and hazards

2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel

3. Control hazard to make them less dangerous by looking at the most effective options. 10 Hours

Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation to SHE issues and hazards

Applying Continuous Process Improvement

(CPI) concepts and tools: CPI “Musts” and

Principles:

Stop fixing and start improving

The best practices are the ones you already have

Changing behavior is more important than changing processes

If you aren’t failing, you aren’t trying

CPI Methods: Lean Six Sigma Theory of Constraints Business Process

Reengineering

o Small group discussion about Continuous Process Improvement(CPI) concepts and tools

o Individual workabout CPI Methods

o Role play about application of CPI musts and principles

o Simulation about roles and responsibilities of CPI



https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#three



https://daniellock.com/4-principles-of-continuous-improvement/#four

https://daniellock.com/4-principles-of-continuous-improvement/#four

83 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyze of work practices and processes to identify areas

for improvement in relation to SHE issues and hazards

Checklist Score

Yes No

Indicator: Work practices and processes are properly analyzed to identify areas for improvement in relation to SHE issues and hazards

Analysis of Work practices and processes according CPI musts and principles

Analysis of Work practices and processes according CPI Methods

Observation


Properanalysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards

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Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel

Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk

Exposure Threshold Develop Risk Mitigation

Option

Principles for Effective Verbal Intervention

Remain calm.

Isolate the individual.

Watch your body language.

Keep it simple.

Use reflective questioning.

Use silence.

Watch your preverbal.

Elements of good quality risk

statement Event or condition,

Consequences on program

objectives, and

Cause

o Group work on observing possible risks

o Presentation about risks assessment findings

o Brainstorming on risks awareness

o Role play about effective verbal intervention





Proper detection and assessment of risk, and detailed report and

investigation of all incidents/ accidents.

85 | P a g e




Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and

investigating all

Checklist Score

Yes No

Indicator: Risks are properly detected, assessed and reported through

Steps of Risk assessment tool

Principles for Effective Verbal Intervention Elements of good quality risk statement

Observation

Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most effective options.

Methods of Hazard control: prevention, handle, isolation, remove or use of PPE

Practical Problem Solving Model (PPSM):

Clarify & Validate the Problem Break Down the Problem/Identify

o Group discussion about control of hazards

o Practical exercises on Practical Problem Solving Model (PPSM)

o Brainstorming on control of hazards

Procedural manuals

Environmental policy

Reference books

Checklist

Papers

Pens

Internet


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Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through Confirm Results & Process Standardize Successful Processes





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area

Checklist Score

Yes No

Indicator: Hazards are properly controlled to make them less dangerous by looking at the most effective options through:

Application of methods of Hazard control

Practical Problem Solving Model (PPSM)

Observation


Proper control of hazard to make them less dangerous by looking at the most

effective options.

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Learning unit LU 4: Awareness of SHE in working place.

4

Learning Outcomes:

1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to

minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Definitions Environmentally sustainable work practices

Environmental Sustainability Strategies Recycling Strategy Waste Reduction

Paper Reduction Photocopiers,

Printers, Faxes & Office Equipment

Travel & Meetings Energy Efficiency &

Conservation Lights Computers and

monitors

o Brainstorming on

Environmental goals

o Research on Environmental

goals

o Group discussion

Environmental Sustainability

Strategies

- Procedural manuals - Organizational policies

and procedures - Environmental policy


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Air Conditioning Workers & Business

Partner Awareness





Written evidence

Oral evidence

Performance

Multiple choice

True or false question

Matching

Sentence completion

Ticking

Expose (presentation)

Task: Implementing environmental procedures

Checklist Score

Yes No

Indicator: Environmental procedures are Properly implemented through:

Environmentally sustainable work practices definition

Environmental Sustainability Strategies

Observation


Proper implementation of environmental procedures

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Learning Outcome 4.2: Provide training to workers on SHE and operational control

Design of OH&S package for training:

Program awareness

Specific roles in the safety and health program

Hazard identification and controls skills

Use of best methods in crosscutting issues training

On the job training Off the job training Apprenticeship Training Vestibule or Training Center

Training Training Via Internship

o Brainstorming on types

of trainings

o Group discussion of best

methods of training

o Preparation SHE package

to deliver

- Fire extinguisher - First aid kit - Fire triangle - Personal protective

equipment and clothing

- Safety equipment - First aid equipment - Procedural manuals - Organisational policies

and procedures - Environmental policy





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE

requirements



Adequate training of workers to operate tools and equipments

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Checklist Score

Yes No

Indicator: Workers are adequately trained to operate tools and equipments through:

Design of OH&S package for training Use of best methods in crosscutting issues training

Observation

Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize or eliminate hazards.

Environmental Impacts awareness:

Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding

Remedial actions: Workplace waste management

systems Emissions control of greenhouse

gases Use of non-renewable resources

control Chemical use control Supply chain management

o Research on environmental

impact

o Group discussion on work

sustainability

o Brainstorming on measures

for sustainability

- Environmental policy

- Procedural manuals

- Organisational policies and procedures




Proactive inspection of the working area and appropriate remedial action to

be taken to minimize or eliminate hazards.

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Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE

requirements

Checklist Score

Yes No

Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards

Environmental Impacts awareness Remedial actions

Observation

References:

1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—

Principles and guidelines, Switzerland, 2009

2. The Green Workplace:Sustainable Strategies that Leigh BenefitEmployees, the Environmentand

the Bottom Line, Stringer2009. New York

3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN: 9781472419712, Publication Date: 2015

4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776

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5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009

6. Safety Management a Comprehensive Approach To developing A Sustainable System,ChitramLutchman, 2012, Taylor & Francis Group,NY

7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

https://ecu.on.worldcat.org/oclc/271786642?databaseList=638

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

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Competence

C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH

CCMEN401 Use intermediate English at the workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

This module describes the skills, knowledge and attitudes to be acquiredfor the trainee’s. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explanation and stating facts , use tenses Accurately, write structured factual, descriptive, and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening strategy depending on the listening purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.

94 | P a g e


Not applicable







1. Write factual, descriptive, and

explanatory texts

1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state

facts accurately 1.3 Clear distinction of factual, description and

explanatory paragraphs 1.4 Appropriate writing of well-structured factual,

descriptive, and explanatory texts on a range of topics

1.5 Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)

2. Apply a range of listening strategies

to understand predictable

messages

2.1 Accurate identification of different listening strategies

2.2 Proper selection of a listening strategy depending on the listening purpose

2.3 Active application of listening strategies while listening to audio messages

2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker

3. Discuss general and trade-related

topics

3.1 Presentations of personal ideas and opinions during discussions selected topics of interest

3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions

3.3 Proper use of functional language to support of refute ideas in a debate or discussion

3.4 Convincing building of arguments to support or refute an opinion (elements and types of an argument

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4. Read medium texts on general and

trade-related topics

4.1. Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)

4.2. Proper selection of a reading technique depending on the reading purpose and material

4.3. Active application of reading techniques while reading different texts messages

4.4. Demonstration of the ability to understand the inferences made in a range of medium length texts

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Learning unit

LU 1: Write factual, descriptive, and explanatory texts.

1

Learning Outcomes:

1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a

range of topics 5. Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,

industrial attachments)

10 Hours

Learning Outcome 1.1:Use proper terminology to report facts

Expressing facts

Expressions used in

outlining facts

The fact is that…

The (main) point is

that …

This proves that …

What it comes down to

is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt that …

Comparing and reporting facts

Using comparatives and

superlatives

Quantifiers and modifiers

o Group discussions

o Dialogues

o Role plays

o Short presentations

o Practical writing exercises

o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee

manuals

Stationeries

Lesson plans

Reference

books

Written

speeches

Newspaper

reports


97 | P a g e





Written evidence


Presentations

Sentence completion

Matching

Writing practice

Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Indicator: Expressions are well used in outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt

Indicator : Comparing and reporting facts are well used

Using comparatives and superlatives

Quantifiers and modifiers

Observation


Use proper terminology to report facts

98 | P a g e

Learning Outcome 1.2: Describe, explain and state facts using tenses accurately

Using present tenses to

describe, explain and

state present facts

Using past tenses to

describe, explain and

state past facts

o Dialogues

o Storytelling


o Practical writing exercises

o Modelling

o Brainstorming

o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written

Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses



Describe, explain and state facts using tenses accurately

99 | P a g e

Checklist Score

Yes No

Indicator : Tenses are well used to describe , to explain and state facts

Present tenses

Past tenses

Observation

Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Factual paragraph Title Introduction Describe in detail Additional info conclusion

Descriptive paragraph Sensory details Precise language Dominant impression Careful organization

Explanatory paragraph Organization Transitions Evidences and

examples conclusion

o Group discussions

o Brainstorming

o Group works

-






Distinguish factual, description and explanatory paragraphs

100 | P a g e


Written

Performance

Writing practice

Discussions

Matching

True or false questions

Task: Classify the paragraphs given to you by the teacher according

to their types

Checklist Score

Yes No

Indicator: Paragraphs are well classified and distinguished

Factual paragraphs

Descriptive paragraphs

Explanatory paragraphs

Observation

Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a range of topics

Sentence structure

Compound sentences

Coordinative

conjunction

Complex sentences

Main clauses

Subordinate clause

Subordinate

o Group works

o Pair work

o Jumbled paragraphs

o Gap-fill

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings


101 | P a g e

conjunctions

Compound complex

sentences

Structure of narrative,

argumentative, descriptive,

and explanatory texts

Present and past tenses

Reference books

Photos or pictures





Written

Performance

Matching

Writing practice Presentation Task: Write a short essay describing your career dreams

Checklist Score

Yes No

Indictor: An eassy is well written

Text is well structured

Types of texts is identified

Tense is well used

Observation


Write well-structured factual, descriptive, and explanatory texts on a

range of topics

102 | P a g e

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

Introduction to business

letters

Parts of a business letter

Introduction to email

correspondence

Parts of an email

Strategies for writing a

good email

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback

o Practical exercises on email

writing


business letters

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples





Written

Performance

Writing practice Task: Compose an email outlining some of the challenges you

face at work.

Checklist Score

Yes No

Indicator: Parts of an email

Recipient's Address

Cc and Bcc

Subject Line

Body

Sender’s address



Produce correspondence texts (letters, emails) stating, explaining, or

describing facts at the workplace

103 | P a g e

Send

Indicator :Parts of letters are well placed and recognized

The heading

Addresses are well placed

The salutation

The body

The complimentary close

The signature

Observation

Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits, industrial attachments)

Writing small-scale reports

Structure of a formal

report

Layout

Introduction

Body

Conclusion

o Report Writing practice

o Peer feedback

o Group work

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports






Produce small-scale reports on trade-related issues (field visits,

industrial attachments)

104 | P a g e


Written

Performance

Writing practice

Presentation Task: Produce a short report on your recent field visit

Checklist Score

Yes No

Indicator: Formal reports is well structured

Layout

Introduction

Body

Conclusion

Language is well used

Observation

105 | P a g e

Learning unit

LU 2: Apply a range of listening strategies to understand predictable messages.

2

Learning Outcomes:

1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening

purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker

7 Hours

Learning Outcome 2.1:Identify different listening strategies

Listening strategies

Listening for details

listening for the gist

note taking

Active listening and

response

Listening for specific

information

predicting

drawing inferences

summarizing

recognizing cognates

recognizing word-

order patterns

o Dialogues

o Role plays


o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios




Identify different listening strategies

106 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Indicator :Listening strategies are explained

Listening for details

listening for the gist

note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences

recognizing cognates

recognizing word-order patterns

Observation

Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1



107 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice Task: Which listening strategy would you use to get the main

idea of a recording?

Checklist Score

Yes No

Indicator : Listening strategies are well selected Listening for details listening for the gist note taking Active listening and response Listening for specific information Summarizing predicting drawing inferences recognizing cognates recognizing word-order patterns

Observation


Select appropriate listening strategy depending on the listening purpose

108 | P a g e

Learning Outcome 2.3: Apply listening strategies while listening to audio messages

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1





Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice Task: listen to the audioand find out the main idea and answer

question of comprehension on it

Checklist Score

Yes No

Indicator : The audio is well interpreted Main points are given Questions of comprehension are answered The message from the audio is clear and focus on the topic

Observation



Apply listening strategies while listening to audio messages

109 | P a g e

Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker

Understanding non-verbal

clues

Voice clues Intonation Voice tone

Body movement facial expressions gestures

o role play o video watching o note taking o modelling o drilling

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Scenarios

Trainee manuals





Written evidence

Oral evidence

Performance

Multiple choice Discussions

Audio-visual practice Task: Watch a video shown by the teacher and say what the

speaker’s gestures mean.

Checklist Score

Yes No

Indicator : Non -verbal clues are used to detect the message implied by the speaker Voice clues Body movement Message is fully detected

Observation



Use non-verbal clues to detect messages implied by the speaker

110 | P a g e

Learning unit

LU 3: Discuss general and trade-related topics.

3

Learning Outcomes:

1. Present personal ideas and opinions during discussions on selected topics of interest

2. Use functional language to support or refute ideas in a debate or discussion

3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 7 Hours

Learning Outcome 3.1:Present personal ideas and opinions during discussions on selected topics of interest

Expressing opinion in English

Agreeing with an opinion

Full agreement with an

opinion

Partial agreement with

an opinion

Disagreeing with an opinion

Forms of disagreement

When to disagree

Disagreeing politely

Using functional language in

argument building

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be

refuted

Sequencing ideas

Predicting ideas

o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual


111 | P a g e





Oral evidence

Performance

Presentation practice

Writing practice

Discussions Task: Prepare a short presentation on a topic of interest and

share it with your class.

Checklist Score

Yes No

Indicator : Ideas and opinions are well presented during discussions

Agreeing with an opinion

Disagreeing with an opinion

Indicator : Functional language in argument building are well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation


Present personal ideas and opinions during discussions on selected topics of

interest

112 | P a g e

Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or discussion

Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1





Oral evidence

Performance

Discussions Presentations Task: Following instructions given by your teacher, use

functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

Indicator :Functional language in supporting or refuting ideas in a group discussion are well used Persuasion Asking questions Cause and effect Summarizing ideas to be refuted Sequencing ideas Predicting ideas

Observation



Use functional language to support of refute ideas in a debate or

discussion

113 | P a g e

Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions

Dealing with argumentation fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies

Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books





Written evidence

Oral evidence

Performance

Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and

tell which argumentation fallacies the speaker is using then respond to them.



Detect and avoid argumentation fallacies in debates and discussions

https://en.wikipedia.org/wiki/List_of_fallacies#Propositional_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Quantification_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Faulty_generalizations

https://en.wikipedia.org/wiki/List_of_fallacies#Red_herring_fallacies

114 | P a g e

Checklist Score

Yes No

Indicator: Argumentation fallacies are well identified and respond to them during listening Formal Fallacies Informal Fallacies

Observation

Learning Outcome 3.4: Build convincing arguments to support or refute an opinion

Building a convincing argument Definition of an argument Elements of an argument

Claims Counterclaims Reasons Evidence

Types of arguments Deductive Argument Inductive Argument Abductive

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples





Written evidence

Oral evidence

Performance

Discussions Writing practice Presentation Task: After drafting your argument on the role of TVET on

Rwanda’s development, indicate all the elements of an



Build convincing arguments to support or refute an opinion

115 | P a g e

argument in it.

Checklist Score

Yes No

Indicator : Elements of an arguments are indicated Claims

Counterclaims

Reasons

Evidence

Indicator : Types of arguments are considered

Deductive Argument

Inductive Argument

Abductive

Observation

.

116 | P a g e

Learning unit

LU 4: Read medium texts on general and trade-related topics.

4

Learning Outcomes:

1. Identify different reading techniques

2. Select a reading technique depending on the reading purpose

and material

3. Apply reading techniques while reading different texts

4. Demonstrate ability to understand the inferences made in a

range of medium length texts

6 Hours

Learning Outcome 4.1:Identify different reading techniques

Reading techniques

Skimming

Scanning

Deep reading

Critical reading

o Practical exercises

o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials






Identify different reading techniques

117 | P a g e


Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Differentiate reading techniques

Checklist Score

Yes No

Indicator: Reading techniques are differentiated

Skimming

Scanning

Deep reading

Critical reading

Observation

Learning Outcome 4.2: Select a reading technique depending on the reading purpose and material





Adequate training of workers to operate tools and equipment

118 | P a g e




Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Select an appropriate reading strategy based on the

reading task given to you by the teacher.

Checklist Score

Yes No

Indicator: Selection of reading strategy is understood due to its purpose Skimming

Scanning

Deep reading

Critical reading

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to

texts

General texts

Trade-related texts


o Debating texts read

o Presentations on texts

read

Projector

Computer

Flipcharts

Markers

Lesson plans


119 | P a g e

o Group discussions Reference books

Written speeches

Newspaper

reports

Reading materials

Reference books





Written evidence

Performance

Reading practice

Presentations Task: Read a text and apply reading strategy based on the task

given to you by the teacher.

Checklist Score

Yes No

Indicator : Reading strategies are applied according to the purpose Look only for a specific fact or piece of information without reading everything

(scanning)

Looking only for the general or main ideas (skimming) Read a text thoroughly to understand and remember what you’ve read (deep

reading)

Involves analysis, interpretation, and evaluation. (Critical reading)

Observation


Apply reading techniques while reading different texts

120 | P a g e

Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of medium length texts






Written evidence

Performance

Reading practice

Presentations Task: Read the text given by the teacher and identify what the

writer implies. How did you come up with such inferences?

Checklist Score

Yes No

Inferences are developed Inferences are justified

Observation



Demonstrate ability to understand the inferences made in a range of medium

length texts

121 | P a g e

References:

1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-

speeding-up-your-reading/

2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.

2004.

3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),

4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.

Cambridge: Cambridge University Press.

5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:

Heinemann Education.

6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and

Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.

7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy

25 (Winter 1989): 121–139.

8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:

Broadman& Holman Publishers

9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.

10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.

122 | P a g e

Competence

C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Mutarama, 2017

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda; Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika yubahiriza

ifatana n’itandukana ry’amagambo.

123 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda kiboneye

Ingingo n’ibipimo by’ubushobozi

Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.

Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo

gakondo bufatiye ku mwuga.

1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo

bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.

1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku

mwuga akurikiranya neza ingingo.

1.5. Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

2.5. Kumurika ingero zifatika zihamya uruhare

rw’ikoranabuhanga mu iterambere ry’umwuga.

2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

124 | P a g e

mbonera. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye uburyo

bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo.

4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

4.6. Gukoresha neza indangahantu.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye

avuga ibice n’ingingo by’umubiri.

5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

125 | P a g e

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.

1

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.

3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.

4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.

5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

inyunguramagambo

ingingo z’umuco n’amateka

inshoza n’uturango by’Urwenya

Ihimbamwandiko

Urwenya

o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu

matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo

o Gutera urwenya baranguruye o Guhuza ibivugwa mu

nshoberane n’indangagaciro

o Gusobanura ingingo z’umuco n’amateka

o Gusobanura inshoza

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd)

- Disiketi

- Ikibaho

- Marikeri

- Murandasi

- Inkoranyamagambo n’inkoranyamuga

Ibyigwa Ibikorwa by’uwiga

activities

Imfashanyigisho

126 | P a g e

n’uturango by’ urwenya

Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

(Ibikurikira)

Ubuvanganzo

gakondo bufatiye ku

mwuga

Amavumvu,

Amasare,

ibyidogo,

amahamba,..

Isesekaza n’utwatuzo

Igitaramo gishingiye

ku buvanganzo

gakondo

Umwitozo wo gusoma

ubuvanganzo gakondo bufatiye ku

mwuga

o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo

bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.

o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye

o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi

o Gusobanura ingingo z’umuco n’amateka

o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd)

- Disiketi

- Ikibaho

- Marikeri

- Murandasi

- Inkoranyamagambo n’inkoranyamuga


activities

Imfashanyigisho

127 | P a g e

o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Gutahura isomo ry’ingenzi

o Gutarama

Isuzuma Mbonezanyigisho 1.1

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Ikitabwaho 2:Urwenya:

uwiga yateye urwenya aranguruye

uwiga yateye urwenya ahuza ibivugwa n’indangagaciro

uwiga yateye urwenya asobanura ingingo z’umuco n’amateka

uwiga yateye urwenya anasobanura uturango tw’urwenya

Umwanzuro

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

128 | P a g e

Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo

bufatiye ku mwuga.

Reba

Umusaruro w’inyigisho 1.1

Reba


Reba




Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga

Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi

Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo

bwitwa”Amasare”

Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku

buvanganzo bwitwa “Ibyidogo”

Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa

“Amahamba”

Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


activities

Imfashanyigisho


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

129 | P a g e

Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku

mwuga yubahiriza utwatuzo n’isesekaza.

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


activities

Imfashanyigisho


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.

130 | P a g e


Yego Oya

Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo

Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo

n’isesekaza

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro

Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

Reba


Reba


Reba




Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga



activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

131 | P a g e

Yego Oya

Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko

Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi

akurikiza amategeko y’ihimbamwandiko

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

132 | P a g e

Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize

Umwanzuro

133 | P a g e

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza

ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

2


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.

2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.

Amasaha 6


umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda

umurimo (umurimo unoze, kubahiriza igihe…);

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;

- SEDE (CD);

- Disiketi ;

- Ikibaho;

- Marikeri;

- Murandasi;

- Inkoranyamagambo n’inkoranyamuga;

- Ibikoresho


activities

Imfashanyigisho

134 | P a g e

umurimo;

o Gusoma bucece;

by’ikoranabuhanga;



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga niterambere

ry’umwuga

Uwiga yasubije ibibazo ku mwandiko

Uwiga yavumbuye insanganyamatsiko iri mu mwandiko

Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku

nsanganyamatsiko

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije

mu ngiro zinyuranye

135 | P a g e

Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga

abinyujije mu ngiro zinyuranye. (Ibikurikira).

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

Intego y’izina mbonera.

o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;

o Gusoma aranguruye agaragaza isesekaza;

o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

o Gukora inshamake y’umwandiko;

o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;

o Kugaragaza intego y’izina mbonera.

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;

- SEDE (CD);

- Disiketi ;

- Ikibaho;

- Marikeri;

- Murandasi;


- Ibikoresho by’ikoranabuhanga;




activities

Imfashanyigisho



ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije

mu ngiro zinyuranye

136 | P a g e

Gihamya Isuzuma



Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere

ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.3 : Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

Reba


Reba


Reba




Gihamya Isuzuma


activities

Imfashanyigisho


Yashubije ibibazo mu mvugo iboneye ku mwandiko

137 | P a g e

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga

Uwiga yagaragaje Insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu

mwandiko(Inyunguramagambo)

Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko

Umwanzuro

Umusaruro w’inyigisho 2.4 : Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

Reba


Reba


Reba




activities

Imfashanyigisho


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza

138 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya



n’isesekaza

Umwanzuro

Umusaruro w’inyigisho 2.5 : Guhina no guhimba umwandiko akurikiranya ingingo.

Reba


Reba


Reba





activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo

139 | P a g e

Gihamya Isuzuma

Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko

140 | P a g e


Yego Oya

Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza

amategeko y’ihangamwandiko

Umwanzuro

Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.

Reba


Reba


Reba




Gihamya Isuzuma

Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare


activities

Imfashanyigisho


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga

141 | P a g e

rw’ikoranabuhanga mu iterambere ry’umwuga


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.

Reba


Reba


Reba




Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


activities

Imfashanyigisho


Yagaragaje intêgo y’izina mbonera

142 | P a g e


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba

zafatwa mu kubirwanya;

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Ikitabwaho 2:Intego y’izina mbonera

Uwiga yasobanuye icyo izina mbonera ari cyo

Uwiga yagaragaje indomo y’izina mbonera

Uwiga yagaragaje indanganteko y’izina mbonera

Uwiga yagaragaje igicumbi cy’izina mbonera

Umwanzuro

143 | P a g e

Imbumbe

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.

3


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

abinyujije mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;

ingingo z’amateka; indangagaciro zo kubaha

ubuzima (kwiyitaho);

Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha

- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;

- Ibitabo by’ikibonezamvugo;

- SEDE (CD);

- Disiketi ;

- Ikibaho;

- Marikeri;

- Murandasi;

- Inkoranyamagambo


activities

Imfashanyigisho

144 | P a g e

rubyiruko;

ubuzima.

o Gusoma bucece.

n’inkoranyamuga.

Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi

bw’ibiyobyabwenge

Uwiga yasobanuye amagambo akomeye mu

mwandikoInyunguramagambo

Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka

Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro


activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

145 | P a g e

Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya


Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza

Umwanzuro


activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza

146 | P a g e

Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko

y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko

y’ihangamwandiko

Umwanzuro


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo

147 | P a g e

Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu

rubyiruko

Umwanzuro


activities

Imfashanyigisho


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko

148 | P a g e

Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Reba


Reba


Reba




Gihamya Isuzuma

Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera


Yego Oya

Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera

Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza

amategeko y’igenamajwi

Umwanzuro


activities

Imfashanyigisho


Yagaragaje amategeko y’igenamajwi mu izina mbonera

149 | P a g e

Imbumbe

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.

4


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora

kwangiza ibidukikije. 6. Gukoresha neza indangahantu

Amasaha 6


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.

Inyunguramagambo ku mwandiko uvuga ku bidukikije

Insanganyamatsiko y’umwandiko ushingiye ku bidukikije

Ihimbamwandiko

Ibikorwa by’abanyamwuga bishobora kwangiza

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.


o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gusoma bucece.

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo by’ikibonezamvugo;

- SEDE (CD);

- Disiketi ;

- Ikibaho;

- Marikeri;

- Murandasi;


activities

Imfashanyigisho

150 | P a g e

ibidukikije;

Isesekaza n’utwatuzo;

Indangahantu.

o Gusoma mu matsinda.

o Gusoma aranguruye agaragaza isesekaza.

o Gukorera mu matsinda, bungurana ibitekerezo ngamba zo kurengera ibidukikije.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo kwangiza ibidukikije.

o Gukoresha neza indangahantu.


- Amafoto.



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije

Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye

Uwiga yagaragaje insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu mwandiko

Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga

we

Umwanzuro



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza

ibidukikije mu ngiro zitandukanye

151 | P a g e

Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho:Gusubiza ibibazo ku mwandiko

Uwiga yasubije yasobanuye amagambo akomeye

Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko

Umwanzuro


activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

152 | P a g e

Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Reba


Reba


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Gihamya Isuzuma



Yego Oya



n’isesekaza

Umwanzuro


activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza

153 | P a g e

Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo

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Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko

Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza

ingingo

Umwanzuro


activities

Imfashanyigisho


Yahimbye anamurika umwandiko akurikiranya neza ingingo

154 | P a g e

Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

Reba


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Gihamya Isuzuma

Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije


Yego Oya

Ikitabwaho: ihimbamwandiko

Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza

ibidukikije

Umwanzuro


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

155 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.

Reba


Reba


Reba




Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ikitabwaho: kumenya no gukoresha indangahantu

Umwanzuro


activities

Imfashanyigisho


Yakoresheje neza indangahantu

156 | P a g e

Imbumbe

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.

2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.


o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.

o Gusoma bucece ikinamico.

o Gusoma bakuramwa baranguruye bigana abakinankuru.

o Gukorera mu matsinda,

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

- SEDE (CD);

- Disiketi ;

- Ikibaho;

- Marikeri;

- Murandasi;

- Inkoranyamagambo;

- Amabwiriza ya Minisitiri N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire


activities

Imfashanyigisho

157 | P a g e

bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu kaga.

o Kubahiriza ifatana n’itandukana ry’amagambo.

o Gutahura no gukosora amakosa yubahiriza itandukana n’ifatana ry’amagambo.

y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.



Gihamya Isuzuma



Yego Oya

Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Uwiga yasomye ikinamico neza

Uwiga yagaragaje uturango tw’ikinamico

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi

bw’ibanze mu ngiro zitandukanye

158 | P a g e

Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro


activities

Imfashanyigisho


Yashubije ibibazo mu mvugo iboneye ku ikinamico

159 | P a g e

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yego Oya

Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico

Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Reba


Reba


Reba



activities

Imfashanyigisho


Yasomye ikinamico yubahiriza uturango twayo


activities

Imfashanyigisho

160 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Ikitabwaho :ihangakinamico

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro

Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga

ibice n’ingingo by’umubiri.

Reba


Reba


Reba



Yahimbye anakina ikinamico ahuza imvugo n’ingiro


activities

Imfashanyigisho

161 | P a g e



Gihamya Isuzuma

Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri


Yego Oya

Ikitabwaho: Ikeshamvugo

Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Reba


Reba


Reba



Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri


activities

Imfashanyigisho

162 | P a g e



Gihamya Isuzuma

Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo


Yego Oya

Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda

Uwiga yafatanije amagambo aho bikwiye

Uwiga yatandukanije amagambo aho bikwiye

Umwanzuro


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

163 | P a g e

Ibitabo n’inyandiko byifashishijwe:

1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,

Edition

2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,

1ère Edition

3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.

4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré

Champion, Paris.

5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura

6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.

7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,

Kigali

8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,

Fountain Publishers, Kigali

9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain

Publishers, Kigali

10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain

Publishers, Kigali

11. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions

actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck

Université, Bruxelles.

12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF

13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u

Rwanda, Imfashanyigisho ibanza, Kigali

14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS

15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,

Kigali

16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo

mu Cyiciro cya Gatatu, Kigali

17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo

Nyarwanda , Kigali.

18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

164 | P a g e

Competence

C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT

CCMBP401 Develop a business plan


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module covers the skills, knowledge and attitude to develop a business plan which is

linked to organizational strategic outcomes and facilitates the achievement of service

delivery. The module will allow the learner to identify elements of business plan, develop

business plan in line with the identified elements, establish strategies to monitor, evaluate

and update the business plan (Contingency plan) and present a business plan.

165 | P a g e


Not applicable







1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance

with identified business idea.

1.2 Appropriate conduct of business feasibility study in line

with business environment analysis results

1.3 Correct definition of business plan elements

2. Write a business plan in line with the

identified elements

2.1 Proper description of the business in accordance with

business environment analysis results

2.2 Proper design of business production plan in line with

results from business environment analysis

2.3 Clear design of marketing plan in line with market

feasibility study and business products

2.4 Accurate develop of business staffing requirement plan

in line with business activities

2.5 Proper design of business financial plan in line with

business needs

2. E

stablish strategies to monitor,

evaluate and update the

business plan- contingency plan

3.1 Clear identification of risk in accordance with business

environment

3.2 Accurate assessment of risk associated to the business

in line with the business plan developed

3.3 Clear explanation of business contingency plan

concepts

3.4 Accurate development of contingency plan in

accordance of assessed risks

166 | P a g e

4. Present a business plan

4.1 Accurate preparation of business plan presentation in

accordance with business plan Clearly explain Clear

different ways to present the business plan

4.2 Appropriate presentation of a business plan

4.3 Present a business plan

167 | P a g e

Learning Outcome 1.1: Analyse business environment in accordance with identified business idea.

Meaning of business environment

Meaning of business situation

Types of business environment.

Internal environment

Financial resources

Assets

Human resources

Technological resources

Externalenvironment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

o Brainstorming

o Questions and answers

o Story telling

o Problem solving

o Role play

o Practical exercise

- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis

template

- Industry trends

analysis

template

Learning unit

LU 1: Identify elements of business plan.

1

Learning Outcomes:

1. Analyze business environment in accordance with identified business idea.

2. Conduct business feasibility study in line with business environment analysis results

3. Define elements of business plan 4 Hours


168 | P a g e

Demographical environment

Natural environment

Learning Outcome 1.1: Analyse business environment in accordance with identified business idea. (Cont’d)

Current industrial trends analysis:

Industry rivalry (Degree of

competition among existing

firms)

Treat of substitutes (products

or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new

entrants)

SWOT analysis of the business

o Brainstorming


o Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis template

- Industry trends analysis

template





Written evidence

Oral evidence

Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis



Proper analysis of business environment in accordance with identified

business idea.

169 | P a g e

Checklist Score

Yes No

Indicator: Business environment in accordance with identified business idea is analyzed

Meaning of business environment explained

Meaning of business situation

Indicator: Types of business environment explained Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

Indicator: Current industrial trends analysis applied

Industry rivalry (Degree of competition among existing firms)

Treat of substitutes (products or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new entrants)

Indicator: SWOT analysis of the business explained

Observation

170 | P a g e

Learning Outcome 1.2: Conduct business feasibility study in line with business environment analysis results

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility

study

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Steps involved in feasibility analysis

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected income

statement

Step 3. Conduct a market survey

Step 4. Plan business organization

and operations

Step 5. Prepare an opening day

balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

o Brainstorming


o Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template



171 | P a g e




Written

Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.

Checklist Score

Yes No

Indicator: business feasibility study in line with business environment analysis results are conducted

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility study identified

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Performing steps involved in feasibility analysis explained

Steps involved in feasibility analysis

Step 1. Conduct a preliminary analysis

Step 2. Prepare a projected income statement

Step 3. Conduct a market survey

Step 4. Plan business organization and operations

Step 5. Prepare an opening day balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

Observation


Appropriately conduct business feasibility study in line with business

environment analysis results

172 | P a g e

Learning Outcome 1.3:Define elements of business plan

Meaning of the term business plan

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan Internal use External use

Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan

Risk associated to the business Meaning of business risk Types of risks associated to

the business activities

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios





Written

Performance

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion



Correctly define elements of business plan

173 | P a g e

Checklist Score

Yes No

Indicator: elements of business plan are defined

Meaning of the term business plan

Importance of the business plan

The needs of the business plan

Internal use

External use

Indicator: Elements of business plan identified

Title/cover Page Executive Summary

Description of the business

Production plan

Marketing plan

Business staff plan Financial plan

Risk associated to the business identified

Meaning of business risk Types of risks associated to the business activities

Observation

174 | P a g e

Learning unit

LU 2: Write a business plan in line with the identified elements

2

Learning Outcomes:

1. Describe the business 2. Design business production plan in line with results from business

environment analysis 3. Design marketing plan in line with market feasibility study and

business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs

20 Hours

Learning Outcome 2.1: Describe the business

Title Page Business name Business logo Product mark Address Name of person who developed the

business In which month and year plan is

issued.

Executive summary the name and location of the

business Type of business to be done the industry/market of the business the uniqueness of the

products/services and what proprietary rights of the business

the current stage of development for the venture

the legal form of the organization

o Oral presentation o Brainstorming o Questions and answers o Practical exercise

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan


175 | P a g e

and why the key management personnel

and what skills do they have that will help the business

Learning Outcome 2.1: Describe the business (Cont’d)

Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds

being requested the expected benefits of this

investment to your company funds repayment collateral to be used to secure a

loan the business financial milestones

Description of the business The rationale of the business idea Structure of the business What is the type of the business

(Manufacturing? Services? Construction?

Business mission Business vision Business objectives Competitive advantage of the

business


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan






Proper description of the business in accordance with business environment

analysis results

176 | P a g e


Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.

Checklist Score

Yes No

Indicator: business is described

Title Page

Business name

Business logo

Product mark

Address

Name of person who developed the business

In which month and year plan is issued.

Executive summary

the name and location of the business

Type of business to be done

the industry/market of the business

the uniqueness of the products/services and what proprietary rights of the business



the legal form of the organization and why

the key management personnel and what skills do they have that will help the business

Projection of sales

the break-even

Who is requesting the funds

For what purpose are the funds being requested

the expected benefits of this investment to your company

funds repayment

collateral to be used to secure a loan

the business financial milestones

Description of the business are identified

The rationale of the business idea

Structure of the business

What is the type of the business (Manufacturing? Services? Construction?

Business mission

177 | P a g e

Business vision

Business objectives

Competitive advantage of the business

Observation

Learning Outcome 2.2: Design business production plan in line with results from business environment analysis

Product design Branding and Packaging

Business premises and plant location Location and reason of the choice House or land for the production

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the

production will pass through

Raw materials The amount of raw materials

needed to produce a given quantity of product

Amount of each ingredient that will be needed to formulate a batch/set of product

Competing technologies the technology to be used during

the production process technologies that should be

developed by other and affect your business


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan

template Including questions that guiding trainee to write a business plan


178 | P a g e

Learning Outcome 2.2: Design business production plan in line with results from business environment analysis (Cont’d)

Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost

Quality control and ongoing service plan to avoid defects or imperfections

of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

production process the required skills of each workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the

production

Packaging equipment required Types of materials

that you will use to package your product

Source of supply and the quantity needed

The terms and conditions of suppliers

Importance of business product







Proper designing of business production plan in line with results from

business environment analysis

179 | P a g e




Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.

Checklist Score

Yes No

Indicator : Design business production plan in line with results from business environment analysis are designed

Product design

Identification of business premises and plant location

Estimation of equipment and machinery required

Designing production planning

Estimation of raw materials

Setting competing technologies

Manufacturing and operations

Quality control and ongoing service

Labour requirements

Operations

Utilities and office consumables

Packaging equipment required

Importance of business product

Observation

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products

Market research (Customer description)

Market Analysis Geographical location of the customers The size of the different market

segments? The current and past trends affecting the

market you plan to enter

Competition analysis

o Oral presentation

o Brainstorming


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books


180 | P a g e

Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats

Target market core customer group of customers that made you to start

your business

Marketing objectives market share The level of sales Market intermediaries

Product description Product positioning the proportions of sales revenue for each

type of product/service Economic value of your products/services

Price of products/services

Place Where will you locate your business and

why At which market will you sell your

product? What is channel of distribution of your

product

Promotion How will you communicate to customers

the availability of your product How will you offer discount to customer

o Practical exercise - Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products (Cont’d)

Market Strategies What will be the partners of your

business How will you manage your

customers How will you increase market

share

Ongoing marketing evaluation What methods will you use to

track customer satisfaction

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan


181 | P a g e

What methods will you use to track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

template Including

questions that guiding

trainee to write a

business plan





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.

Checklist Score

Yes No

Indicator: Marketing plan in line with market feasibility study and business products are designed

Market research Target market Marketing objectives Product description Price Place Promotion Market Strategies Ongoing marketing evaluation


Clearly design marketing plan in line with market feasibility study and

business products

182 | P a g e

Marketing budget

Observation

Learning Outcome 2.4: Design business staff in line with business activities

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the performance

requirements to a specific task

Organizational structure What is the hierarchy of the

staff

o Oral presentation

o Brainstorming









Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.



Accurately develop business requirements in terms of staffing in line with

business activities

183 | P a g e

Checklist Score

Yes No

Indicator: business staff in line with business activities are designed

Job analysis designed

Job description designed

Job specifications designed

Organizational structure designed

Observation

Learning Outcome 2.5: Develop business financial plan in line with business needs

Total cost

Start-up requirements plan Cost items (What are the cost

items your business will need in its first year of implementation

Cost : how much each item cost Source of funds: what are the

source of fund: What is the share owner

Projected cash flow statement for the first three years what is the estimated profit in three years?) Details Period of twelve months

Projected Income: Profit & Loss statement for the first three years How your business will vary in

term of income for 3 years

Projected balance sheet for the first three years What will be the financial

position of your business in the first three years

Liquidity ration What is the business ability to

pay its short term obligations


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan



184 | P a g e

Debt Equity ratio

Return of investment ratio What is profitability percentages

on business performance How efficiently the company will

use their total assets base to generate sales

Breakeven point At which point your business,

product will become financially viable

Payback period At which period the business

will cover cash invested on its asset

Projected sales plan

Loan payment plan





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.


Properly design business financial plan in line with business needs

185 | P a g e

Checklist Score

Yes No

Indicator: business financial plan in line with business needs are developed Total cost Start-up requirements plan Projected Income (Profit & Loss) statement for the first three years Projected balance sheet for the first three years Projected cash flow statement for the first three years Liquidity ration Debt Equity ratio Return of investment ratio Breakeven point Payback period Projected sales plan Loan payment plan

Observation

186 | P a g e

Learning Outcome 3.1: Analyse risk in accordance with business environment

Meaning ofMonitoring, Evaluation and Updating business plan

Important tools used in updating business plan CANVAS model Marketing plan review

Importance of Monitoring and Evaluation

Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification tools:

SWOT Analysis PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

Risk estimation tools: Risk impact chart Probability chart

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template


LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).

3

Learning Outcomes:

1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan

developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks

3 Hours


187 | P a g e




Written evidence

Oral

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: risk in accordance with business environment is analyzed

Meaning of monitoring, evaluation and updating business plan

Important tools used in updating business plan

Meaning of risk analysis

Importance of risk analysis

Steps involved in risk analysis

Steps involved in risk analysis

Observation


Clearly identified risk in accordance with business environment

188 | P a g e

Learning Outcome 3.2: Assess identified risks in accordance with business plan developed

Factors influencing risks assessment

SWOT analysis

What factors are critical for

the success of your plan?

What risk does your plan

should face?

Analyze the source of the

risk, the probability of it

happening and the effects

What measures can you

take to avoid these risks?

Define operational plan

PESTEL analysis

What factors are critical

for the success of your

plan in relation with

politics, economy, social,

technological,

environment and legal

What measures can you

take to avoid these risks


o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer






Accurately assess risk associated to the business in line with the business

plan developed

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Written evidence

Oral


Checklist Score

Yes No

Indicator: Assess identified risks in accordance with business plan are developed

Factors influencing risks assessment identified

SWOT analysis

What factors are critical for the success of your plan? What risk does your plan should face?

Analyze the source of the risk, the probability of it happening and the effects What measures can you take to avoid these risks?


PESTEL analysis

What factors are critical for the success of your plan in relation with politics,

economy, social, technological, environment and legal

What measures can you take to avoid these risks

operational plan defined

Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies


190 | P a g e

o Internet research - Business plan

- Computer





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule

Checklist Score

Yes No

Indicator : business contingency plan concepts are explained Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

Observation

Learning Outcome 3.4: Development contingency plan in accordance of assessed risks


Briefly explain business contingency plan concepts

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Steps involved in contingency plan

Identifying requirements related to

specific contingency plan

Cost Calculation of requirements

identified

Appreciation of company capacity

to cover risks identified

Decide choice to undertake

Adaptation

Complementarity

Abandon

Specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

o Brainstorming

o Oral presentation

o Group discussion


o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency



Accurate development of contingency plan in accordance of assessed risks

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Checklist Score

Yes No

Indicator: A Development contingency plan in accordance of assessed risks are explained

Steps involved in contingency plan

Identifying requirements related to specific contingency plan

Cost Calculation of requirements identified

Appreciation of company capacity to cover risks identified

Decide choice to undertake

Specific strategies to make the contingency plan operational

the risk statement described

the protocol defined

Observation

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Learning unit

LU 4: Present a business plan

4

Learning Outcomes:

1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan

3 Hours

Learning Outcome 4.1: Explain different ways to present the business plan

Purpose of business plan presentation Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience Select a topic Define the objective of the presentation

of business plan. Prepare the body of the business plan to

be presented and anticipate the questions from audience

Prepare the suggestions and conclusion. Practice delivering the presentation of

business plan

Presentation content Business idea Market

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


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Marketing strategy





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan

Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

Purpose of business plan presentation Financing support

Strategic orientation

Attracting investors

Types of preparation required

Content preparation Material preparation

Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience Select a topic

Define the objective of the presentation of business plan

Prepare the body of the business plan to be presented and anticipate the questions from audience

Prepare the suggestions and conclusion.


Accurately prepare of business plan presentation in accordance with business

plan

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Practice delivering the presentation of business plan

Presentation content explained

Business idea

Market

Marketing strategy

Observation

Learning Outcome 4.2: Explain different ways to present the business plan

The business plan shall be presented

shareholder

stakeholder

Procedures involved in business plan

presentation

Connect with your audience Business like

Simple language

Presentation touch at a

personal level

Paint a picture in your audience’ minds Pick out great images and

visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Graph

o Brainstorming Questions

and answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet


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Written evidence

Oral


Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

The business plan shall be presented Shareholder

stakeholder

Procedures involved in business plan presentation

Connect with your audience Business like

Simple language

Presentation touch at a personal level

Paint a picture in your audience’ minds Pick out great images and visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Observation


Clearly explain different ways to present the business plan

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Learning Outcome 4.3: Present a business plan

Techniques to present your business plan Only write key points Don’t read them, speak about

them Use visualization, pictures,

symbols, colours, tables Short, concise, come to the point,

not more than 10 min. React positive to questions Use body language, voice,

appearance Try to convince

Integrating comments, suggestions and remarks in the business plan

Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration

o Brainstorming o Group discussion o Questions and answers o Role play

o Internet o Reference books o Case studies o scenarios o Computer o Internet





Written evidence

Oral

Performance

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos



Appropriately present a business plan

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Checklist Score

Yes No

Indicator: Present a business plan explained Techniques to present your business plan explained

Integrating comments, suggestions and remarks in the business plan explained

Planning to maintain and enforce relationship with stakeholders (audience) for

further collaboration explained

Observation

References:

1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business

institutions, third edition. Uganda: Kyambogo University.

3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education

Limited.

4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html

http://www.businessdictionary.com/definition/breakeven-point.html

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Competence

N E W I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

NEWIA401 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: July, 2019

Purpose statement

This module describes the skills, knowledge and attitudes 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.

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All the modules covered at REQF level 3.

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence


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

Elements of competence Performance criteria

1. Apply for internship/employment

1.1. Appropriate use of resources in the community or nationwide to find internship/employment information

1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills

2. Demonstrate workplace behavior and attitudes

2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time

effectively 2.3. Efficient management of personal and work lives

3. Respect worker’s and employer’s rights and responsibilities

o Respect of universal human rights o Respect of worker’s and employer’s obligations according

to the Rwandan Labour code o Respect of worker’s rights and responsibilities at the

workplace o Respect of employer’s rights and responsibilities at the

workplace o Appropriate reaction when the labor code is broken

4. Organize and evaluate one’s internship

4.1. Appropriate securing of the internship agreement with the enterprise

4.2. Adequate outlining of findings and experience 4.3. Proper writing of the internship report that contains all

the required elements as well as one’s own findings and

experience

4.4. Active participation in the assessment of one’s internship

5. Develop one’s competences on the workplace

5.1. Adequate performance of tasks assigned according to the agreement with the enterprise

5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)

5.3. Adequate demonstration of work behaviour and attitudes

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Learning Outcome 1.1:Identify and use resources to find a job.

Resources to find employment in the community and at national level

- Job announcements

- Newspapers

advertisements

- From recruitment

agencies

- Internet websites

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, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…

Learning unit

LU 1: Apply for internship/employment

1

Learning Outcomes:

1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview

10 Hours


Resources

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Assessor may collect among the following evidences and make judgements on whether the



Written evidences Perfomance

Essay

Scenarios

Checklist Score

Yes No

Indicator: Resources to find a job are identified

Job announcements

From recruitment agencies

Newspaper advertisements

Internet websites

Observation

Learning Outcome 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 Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter


Appropriate use of resources in the community or nationwide to find internship/employment information


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Written evidence

Observation checklist

Questions and answers

Checklist Score

Yes No

Indicator: difference between CV and letter is explained

A letter is more concise

A letter express interest

CV gives detailed information

Observation

Learning Outcome 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 o Large group discussion

- Interview observation tool


Proper writing of a basic accurate and neat CV


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written

oral

performance

questionnaires and answers

scenarios

True or false questioning

Checklist Score

Yes No

Indicator : Main parts of the interview are identified

- The body of the interview

- The opening

- The closing

Indicator: Typical questions asked during an interview are identified

Tell me about yourself.

Describe a difficult work situation or project and how.

How do you handle stress and pressure?




Why do you want this job?

What are your salary expectations?

Why are you leaving or why have you left your job?

What is your greatest weakness?

What is your greatest strength?

Why should we hire you?

Observation


Proper demonstration of effective interviewing skills

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Learning unit

LU 2:Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

1. Identify appropriate workplace behaviors and attitudes 2. Manage time 2. Balance work and personal life

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)

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

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory




Appropriate application of workplace habits and attitudes

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Written evidence

Oral evidence

Performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator1: appropriate workplace behaviors and attitudes are identified

dress code

time management

respect

honesty

integrity

work as a team member

Indicator2: Appropriate working habits are identified

Cooperation

Initiative

Courtesy

Constructive criticism

Supervision, accuracy

Pace of work

Adaptability

Personal appearance

Punctuality

Attendance

Observation

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Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking. Review your day.

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory





pPerformance

Product

Scenarios

Different workplace documents



Adequate implementation of strategies to manage time effectively

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Checklist Score

Yes No

Indicator: Effective management of time

Plan activities on time

Attend regularly

Promote effective work

Indicator Strategies to better manage time are mentioned

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking.

Review your day.

Observation

Learning Outcome 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 Large group discussion o Individual work o Self-assessment o Pair sharing

- Scenarios: “did she/he do the right thing?”


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Written

Workplace documents

Checklist Score

Yes No

Indicator : Challenging to balance work and personal life are mentioned

Lack of control.

Unrealistic demands.

Unsupportive relationships

Lack of resources.

Unhelpful attitude

High-stress levels.

Indicator : Tips to manage personal and work lives are identified

Prioritize your time

Know your peaks and troughs

Have set work hours and stick to them

Find time for your finances

Manage your time, long term

Make your workspace work for you

Observation


Efficient management of personal and work lives

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Learning unit

LU 3: Respect worker’s and employer’s rights and responsibilities

3

Learning Outcomes:

1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan Labour

Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken

5Hours

Learning Outcome 3.1:Get familiar with the universal human rights.

Definition of “right” and “human rights.

Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of Human Rights - Plain language version






Appropriate of universal human rights

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written

oral

performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator: Universal declaration is explained

know about your right

be informed touniversal declaration human rights

Observation

Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.

Legal obligations of employers Duty to pay worker Plan for work To have managerial skills

Legal obligations of workers Control of the workplace Provide information Take reasonable care

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 the labour code




Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code

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writtten evidence

oral evidence

Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation

Checklist Score

Yes No

Indicator :Legal obligations of employers are identified

Duty to pay worker

Plan for work

To have managerial skills

Indicator : Legal obligations of workers are mentioned

Provide information

Control of the workplace

Take reasonable care

Observation

Learning Outcome 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 Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.



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writtten

oral

Perfornce


Expose

Discussion

Scenarios

Checklist Score

Yes No

Indicator: one’s rights and responsibilities at work are identified.

- Understanding the conditions of your employment.

- Working in a way that is not harmful to the health and safety of yourself or

others

Observation

Learning Outcome 3.4: 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

- Worksheet on rights and responsibilities at work.



Appropriate respect of worker’s rights and responsibilities at the workplace


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writtten evidence

oral evidence

Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation

Checklist Score

Yes No

Indicator: Definition of responsibility is well understood

- the state or fact of having a duty to deal with something or of having control

over someone.

Indicator: Relationship between rights and responsibilities is indicated.

- Right is a freedom that is protected, such as the right to free speech and religion.

- A responsibility is a duty or something you should do, such as recycling or doing

your homework.

- Voting is both a right and a responsibility

Observation


Appropriate respect of employer’s rights and responsibilities at the workplace

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Learning Outcome 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 o Large group discussion

- Labour code scenarios

- Labour code excerpts





Writtten

oral

Perfornce

Essay (short responses /extended responses)

Role play

Scenarios

Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: possible solutions when the labour code is broken are identified

Dismiss the work

Reduction to a lower post

Stoppage of promotion

Suspension without wages

Withholding of increment

Observation



Appropriate reaction when the labour code is broken

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Learning unit

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

1. Conclude an internship agreement 2 Outline one’s findings and experience 3. Write and present the report of the internship 4. Participate actively to the assessment of one’s internship

270 Hours

Learning Outcome 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






Appropriate securing of the internship agreement with the enterprise

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Writtten

Oral

Perfornce

Essay (short responses /extended responses)

Role play

Questionnaire and answers.

Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: Definition of internship is well understood

- A structured work experience related to a student's major and/or career goal. An

experience that should enhance a student's academic, career, and personal

development.

Indicator: Objectives of the internship are mentioned

- Gain valuable work experience

Explore a career path.

Develop and refine skills.

Receive financial compensation

Network with professionals in the field.

Gain confidence

Transition into a job

Indicator :Presentation of internship agreement is indicated

Number your slides and give them a title

Prepare an Agenda or Table of Contents slide.

Tell a story

Prepare a company logo slide for your presentation

You can add a logo and other graphics to every slide using the slide master feature or by adding them to the footer

Observation

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Learning Outcome 4.2: Outline one’s findings and experience.

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook





writtten

oral

Expose


Checklist Score

Yes No

Indicator: presentation of the logbook is identified

IAP list of competencies to be developed

Sheet

IAP agreement

IAP report form

IAP interview form

IAP Evaluation form

Indicator: Tips to fill in the logbook are mentioned



Adequate outlining of findings and experience

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Take Time to Write Your Log.

Use a Rough Book.

Have One Logbook Per Project

Keep a Summary List

Computer Filing

Be Consistent

Write a Conclusion.

Observation

Learning Outcome 4.3: Write and present the report of the internship.

Presentation techniques Contents of the internship report

o Group discussion o Role play

- Sample internship report





writtten

oral


present

oral questions and their answers



Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience

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Checklist Score

Yes No

Indicator: contents of the internship report

- Declaration

- Approval

- Acknowledgement

- Abbreviations and acronyms

- General introduction

- Presentation of the institution where internship took place

- Achievements

- conclusion and recommendation

Indicator 2: Presentation techniques

Students-centered approach

make a structure

Observation

Learning Outcome 4.4: Participate actively to the assessment of one’s internship.

Internship assessment and self-assessment packages

o Group discussion o Presentation by the trainer






Active participation in the assessment of one’s internship

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writtten

oral

Perfornce

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule

Checklist Score

Yes No

Indicator:Internship assessment and self-assessment packages are indicated

Internship data

Educational and professional aspects

Relational and management aspects

Future perspective

Observation

Reference books:

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

2. https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities

3. https://www.slideshare.net/ranobiswas/labour-law-case-solutions

4. https://fremont.edu/8-benefits-of-an-internship/

5. https://internsdc.com/internship-opportunities/its-all-in-the-presentation/

6. https://mef.unimi.it/wp-content/uploads/Non-COSP

7. https://canadiangis.com

8. https://www.lifecoach-directory.org.uk

9. https://www.roche.com/careers/country/

10. https://www.collinsdictionary.com

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwie14WTke3hAhWDxIUKHZXDC9YQFjABegQICxAF&url=https%3A%2F%2Fwww.jobjumpstart.gov.au%2Farticle%2Fknow-your-workplace-rights-and-responsibilities&usg=AOvVaw0awznx0iIart86lOnqp25U

https://fremont.edu/8-benefits-of-an-internship/

https://mef.unimi.it/wp-content/uploads/Non-COSP

https://canadiangis.com/

https://www.lifecoach-directory.org.uk/

https://www.roche.com/careers/country/

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Competence

G E N A M 4 0 1 - BASIC ANALYSIS

GENAM401 Apply Basic Analysis


Credits: 10 100

Sector: All

Sub-sector: All

Issue date: August, 2019

Purpose statement

This general module describes the knowledge, skills and attitude required to apply basic analysis.

Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday

mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other

fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)

of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply

analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential

functions. This module will be useful to trainee as a means of both measuring and improving their

understanding of Mathematics and he/she will be equipped to perform well in any fields that require

some knowledge of mathematics as well as working in design, demography, solving real problems, good

performance in critical thinking and so on.

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Not applicable


Learning units describe the essential outcomes of a competence.

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



1. Determine and analyze numerical functions

1.1. Accurate determination of the domain and range of numerical function based on existence condition.

1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).

1.3. Perfect determination of limits of a function based on theory of calculating limits.

1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.

2. Apply fundamentals of differentiation

2.1. Proper determination of derivative from given definition.

2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.

2.3. Appropriate application of derivative based on definitions and calculation of derivatives.

2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.

3. Apply natural logarithmic functions

3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.

3.2. Accurate calculation of limits of natural logarithmic

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functions based on logarithmic properties.

3.3. Appropriate solving of equations involving logarithms based on domain of validity.

3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.

3.5. Accurate curve sketching of logarithmic functions based on table of variation.

4. Apply exponential functions

4.1. Accurate determination of the domain of definition of function based on existence condition.

4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.

4.3. Appropriate determination of solutions of exponential equations according to domain of validity.

4.4. Perfect differentiation of exponential functions based on definition of derivative.

4.5. Adequate curve sketching of exponential functions according to the table of variation.

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Learning unit LU 1: Determine and analyze numerical functions

1

Learning Outcomes:

1. Determine the domain and range of numerical function

2. Identify the symmetry of numerical function

3. Determine limits of a function

4. Determine the asymptotes to the rational and polynomial functions 20 Hours

Learning Outcome 1.1: Determine the domain and range of numerical function

Definitions Existence

condition Domain of

definition of a function

Range of a function

Calculations Domain of

definition of a function

Range of a function

o Group discussion on existence condition

o Practical exercises determination of domain and range of a function

o Documentary Research

- Reference Books - Didactic materials such as

manila paper, … - Hand-out notes - Internet



Resources


Accurate determination of the domain and range of numerical function based on

existence condition

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Written evidence Short questions Open questions Matching

Checklist Score

Yes No

Indicator: Definition is well given

Concept of existence condition is properly given

Concept of domain of definition (all allowed inputs) is properly given

Concept of range (all possible outcomes) is properly given

Indicator: Calculation is accurately done

Launch of existence condition is appropriately given

Determination of domain of definition is appropriately done

Determination of range is accurately found

Observation

Learning Outcome 1.2:Identify the symmetry of numerical function

Even function

Odd function

o Group discussion symmetry of

numerical function

o Pairing work

o Practical exercises o Documentary Research

- Reference Books - Didactic materials

such as manila paper, …

- Hand-out notes - Internet


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Written evidence Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function

Checklist Score

Yes No

Indicator: Identification of Parameters that influence symmetry

Definition of even function is well given

Definition of odd function is well given

Identification of even function is correctly done

Identification of odd function is appropriately done

Observation

Learning Outcome 1.3:Determine limits of a function

Finite limits

Infinite limits

Limit at infinity

Indeterminate case

0

0

0

o Group discussion on

calculation of limits

o Pairing work

o Practical exercises on calculation of limits


- Reference Books - Hand-out notes - Didactic materials


- Internet


Adequate identification of symmetry (parity) of numerical function based on

definitions of key words (even and odd)


228 | P a g e





Written evidence

Open questions Short questions

Checklist Score

Yes No

Indicator: Perfect determination of limit

Finite limits are accurately determined

Infinite limits are accurately determined

Limit at infinity are accurately determined

Indeterminate cases are accurately determined

Indicator: Good performance in Determination of limit for indeterminate case

0

0

0

Observation


Perfect determination of limits of a function based on theory of calculating limits

229 | P a g e

Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial

functions

Definitions

Boundaries of

domain of

definition

Horizontal

asymptote

Vertical asymptote

Oblique

asymptote

Calculations

Horizontal

asymptote

Vertical asymptote

Oblique

asymptote

o Pairing work on boundaries of

domain of definition

o Practical exercises on different

types of asymptotes


- Reference Books - Didactic materials


- Hand-out notes - internet





Written evidence

Open questions

Short questions

Checklist Score



Accurate determination of the asymptotes to the rational and irrational

functions based on limits calculation

230 | P a g e

Yes No

Indicator: Definition is well given

Definition of Boundaries of domain of definition is properly given

Definition of Horizontal asymptote is perfectly given

Definition of Vertical asymptote is perfectly given

Definition of Oblique asymptote is perfectly given

Indicator: Calculation/ determination of related asymptote is accurately done

Determination of Horizontal asymptote is appropriately done

Determination of Vertical asymptote is perfectly done

Determination of Oblique asymptote is appropriately done

Observation

231 | P a g e

Learning unit nnLU 2: Apply fundamentals of differentiation

2

Learning Outcomes:

1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function

20 Hours

Learning Outcome 2.1:Determine derivative of a function

Definition of derivative

Calculation of derivatives Derivative of function at a given point

Derivative of a polynomial function

Derivative of a rational function

Derivative of an irrational function

Successive derivatives

o Group discussion on derivative of function


- Reference Books - Didactic

materials such as manila paper, …

- Hand-out notes - internet


Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.


Resources


Proper determination of derivative from given definition

232 | P a g e


Written evidence

Short questions Open questions all based on definition or determination of derivative

Checklist Score

Yes No

Indicator:Definition is given

Definition of derivative is correctly given

Indicator : Calculation is well performed

Calculation of derivative of a function at a given point is accurately done

Calculation of derivative of a polynomial function is accurately done

Calculation of derivative of a rational function is accurately done

Calculation of derivative of an irrational function is accurately done

Calculation of successive derivative is accurately done

Observation

Learning Outcome 2.2 :Interpret derivative of a function

Geometric interpretation of a derivative of a function at a point

Kinematical meaning of a derivative

o Group discussion on derivative function


- Reference Books - Geometric

instruments - Didactic materials






Adequate interpretation of derivative of a function by illustrating a curve with its

tangent and secant line

233 | P a g e



Written evidence

Short questions based on interpretation of derivative Open questions based on interpretation of derivative

Checklist Score

Yes No

Indicator: Interpretation of derivative is correctly given

Geometric interpretation of a derivative is correctly given

Kinematical meaning of a derivative is correctly given

Observation

Learning Outcome 2.3:Apply derivative

Tangent and normal at a point of a function

Increasing and decreasing function

Maximum and minimum points of a function

Concavity, inflection point on a curve

o Group discussion on differentiation of function

o Practical exercises on different applications of derivative



instruments - Didactic materials


- Hand-out notes





Appropriate application of derivative based on definitions and calculation of

derivatives

234 | P a g e


Written evidence

Short questions Open questions

Checklist Score

Yes No

Indicator : Application of derivative is accuratelydone

Determination of tangent at a point of a function is properly done

Determination of increasing interval is appropriately done

Determination of decreasing interval is appropriately done

Calculation of Minimum point of a function is accurately done

Calculation of Maximum point of a function is accurately done

Determination of concavity of a curve is appropriately done

Determination of inflexion point on a curve is accurately done

Observation

Learning Outcome 2.4: Sketch an accurate curve of a given function

Parameters required Variation table Additional points

Curve sketching Curve sketching of

polynomial function Curve sketching of rational

function Curve sketching of

irrational function

o Group discussion on different types of function

o Practical exercises on curves sketching


- Scientific calculator


instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …



235 | P a g e




Written evidence

Short questions based on derivative Open questions based on derivative and table of variation Curve sketched

Checklist Score

Yes No

Indicator : Parameters that influence curve skecthing are well established

Construction of table of variation is appropriately done

Choice of additional points is appropriately done

Indicator : Curve sketching is accurately done

Curve sketching of polynomial function is properly done

Curve sketching of rational function is properly done

Curve sketching of irrational function is properly done

Observation


Accurate curve sketching of a numerical function from the table of variation of

the given function

236 | P a g e

Learning unit LU 3: Apply natural logarithmic functions

3

Learning Outcomes:

1. Determine the domain of definition of natural logarithmic

functions

2. Calculate limits of natural logarithmic functions

3. Solve equations involving logarithms

4. Differentiate natural logarithmic functions

5. Sketch the curve of logarithmic functions 20 Hours

Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming on existence condition

o Pairing in determining the boundaries of domain of definition

o Group work on determination of domain of definition

- Hand-out notes - Reference books - Didactic materials such as

manila paper, … - Internet






Proper determination of the domain of natural logarithmic functions based on

existence conditions

237 | P a g e


Written evidence

Short questions related to existence condition

Open questions related to determination of domain of definition of logarithmic functions.

Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Determination of existence conditions is well given

Indicator: Determination of domain is accurate

Determination of boundaries of domain of definition is perfectly done

Deduction of domain of definition is correctly done

Observation

Learning Outcome 3.2: Calculate limit of natural logarithmic functions

Properties of logarithms

Finite limits

Limits at infinity

Deduction of Asymptotes

o Brainstorming on calculation of limits

o Documentary Research o Group work in determining

asymptotes equations

- Reference books - Didactic materials such as






Written evidence

Short questions based on logarithmic properties Open questions related to limits calculation of natural

logarithmic function



Accurate calculation of limit of natural logarithmic functions based on

logarithmic properties

238 | P a g e

Checklist Score

Yes No

Indicator: Calculation is perfectly done


Limits at infinity are well identified

Indicator: Deduction/ Calculation of asymptotes is appropriately done

Vertical asymptotes are appropriately determined

Horizontal asymptotes are appropriately determined

Oblique asymptotes are appropriately determined

Observation

Learning Outcome 3.3: Solve equations involving logarithms

Domain of validity

Solving logarithmic equations

Set of solutions

o Brainstorming on domain of validity and solution set of logarithmic equation

o Group discussion on solving logarithmic equations








Written evidence

Short questions Open questions Solving equations



Appropriate solving of equations involving logarithms based on domain of validity

239 | P a g e

Checklist Score

Yes No

Indicator: Application of properties of logarithms is well performed

Application of properties of logarithms is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is accurately done

Indicator: Solving logarithmic equation is well done

Solutions of logarithmic equations are accurately given

Identification of domain of validity and set of solutions is accurately done

Observation

Learning Outcome 3.4: Differentiate natural logarithmic functions

Differentiation

Increasing and decreasing intervals

Concavity

o Brainstorming on differentiation o Group discussion on

differentiating natural logarithmic functions

o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.








Perfect differentiation of natural logarithmic functions according to

differentiation definition

240 | P a g e


Written evidence

Short questions Open questio

Checklist Score

Yes No

Indicator: Determination/ calculation is well performed

Calculation of First derivative

Identification of increasing intervals

Identification of decreasing intervals

Determination of maximum points

Determination of minimum points

Calculation of second derivative

Identification of concavity

Determination of inflection points

Observation

Learning Outcome 3.5: Sketch the curve of logarithmic functions


Curve sketching

o Brainstorming variation table o Group discussion on how to

choose additional points o Pairing work on curve sketching o Documentary Research

- Hand-out notes - Reference books - Geometric instruments

(Ruler, T-square,..) - Didactic materials such as





Accurate curve sketching of logarithmic functions based on table of variation

241 | P a g e




Written evidence

Short questions Open questions Curve sketched

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table is properly done

Selection of additional points is properly done

Indicator: Curve sketched is accurate

Presentation of asymptotes if any is properly done

Plotting the curve is properly done

Observation

242 | P a g e

Learning unit LU 4: Apply exponential functions

4

Learning Outcomes:

1. Determine the domain of exponential functions

2. Calculate limit of exponential functions

3. Solve equations involving exponentials

4. Differentiate exponential functions

5. Sketch the curve of exponential functions 40 Hours

Learning Outcome 4.1: Determine the domain of exponential functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming domain and range of exponential function

o Group work on determination of domain of definition of exponential function



manila paper, … - Internet - Hand-out notes





Written evidence

Short questions related to existence condition Open questions related to determination of domain of definition

of exponential functions.



Accurate determination of the domain of definition of function based on

existence condition

243 | P a g e

Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Existence conditions are appropriately indicated

Indicator: Determined domain is appropriate

Determination of boundaries of domain of definition is properly done

Deduction of domain of definition is perfectly done

Observation

Learning Outcome 4.2: Calculate limit of exponential functions

Finite limits

Limits at infinity

Deduction/ calculation of Asymptotes

o Brainstorming on calculating limits

o Documentary Research o Group work on determination

of asymptotes

- Hand-out notes - Reference books - Didactic materials such as






Written evidence

Short questions Open questions



Adequate calculation of limit of exponential functions based on properties of

exponentials

244 | P a g e

Checklist Score

Yes No

Indicator: Limits calculation is perfectly done


Limits at infinity are properly found

Indicator: Deduction/ Calculation of asymptotes is appropriate

Horizontal asymptotes are appropriately determined

Vertical asymptotes are appropriately determined

Oblique asymptotes are accurately determined

Observation

Learning Outcome 4.3: Solve equations involving exponentials

Properties of exponentials

Domain of validity

Solving equations involving exponentials

Set of solutions

o Discussion on domain of validity o Group work on solving

exponential equations o Documentary Research

Hand-out notes

Reference books

Didactic materials such as manila paper, …

Internet





Written evidence

Short questions Open questions Solving equations



Appropriate determination of solutions of exponential equations according to

domain of validity

245 | P a g e

Checklist Score

Yes No

Indicator: Application of properties of exponentials is well performed

Application of properties of exponentials is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is appropriately done

Indicator: Solving exponential equation is well done

Solutions of exponential equations are appropriately found

Identification of domain of validity is properly done

Determination of solutions set is appropriately done

Observation

Learning Outcome 4.4: Differentiate exponentials functions

Differentiation


Concavity

o Brainstorming differentiation o Group discussion on increasing

and decreasing intervals o Pairing work on concavity o Documentary Research

Hand-out notes

Reference books


Internet





Written evidence

Short questions related to derivative Open questions related to derivative



Perfect differentiation of exponential functions based on definition of derivative

246 | P a g e

Checklist Score

Yes No

Indicator: Calculation/determination is well performed

First derivative


Maximum or minimum points

Second derivative

Concavity

Inflection points

Observation

Learning Outcome 4.5: Sketch the curve of exponential functions


Curve sketching

o Brainstorming on variation table o Group discussion on curve

sketching o Documentary Research

Hand-out notes

Reference books

Geometric instruments (Ruler, T-square,..)


Internet






Adequate curve sketching of exponential functions according to the table of

variation

247 | P a g e


Written evidence

Open questions related to table of variation Sketching curve

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table

Selection of additional points

Indicator: Curve sketched is accurate

Presentation of asymptotes if any

Plotting the curve

Observation

248 | P a g e

Reference books:

1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press. 2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd

edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.

4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.

5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.

6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.

7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.

8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.

9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.

10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.

11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.

12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board

249 | P a g e

C R P M H 4 0 1 - BASIC KNOWLEDGE OF MECHANIC AND HEAT

CRPMH401 Demonstrate basic knowledge of mechanics and heat

RTQF Level: 4 Learning hours

Credits: 4 40

Sector: Agriculture



Purpose statement

This module describes the skills and knowledge required to apply the knowledge of physics

provided for level four. The module will allow the participant to describe, demonstrate and

apply different components of physics as basis of topographical data collection, creates terraces

and other related modules.

250 | P a g e


Not applicable.



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

learning unit.



1. A

pply basic knowledge on

measurement of physical quantities

1.1 Proper

description of physical quantities

1.2 Approp

riate differentiation of measuring instruments

1.3 Proper

differentiation of errors in measurement

1.4 Proper

measurement of physical quantities

2. Apply basic knowledge of kinematics

and dynamics

2.1. Proper characterization of body in motion

2.2.Proper description of relationship between motion and

forces

2.3.Proper calculation of work, energy and power

3. Apply basic knowledge of

calorimetry

3.1. Proper differentiation of heat and temperature

3.2.Adequate description of heat transmission

3.3.Adequate description of thermal expansion

251 | P a g e

LU 1: Apply the knowledge on measurement of physical quantities

1 Learning Outcomes:

1. Describe physical quantities 2. Differentiate instruments for physical quantities measurement 3. Differentiate errors for physical quantities measurement 4. Determine physical quantities

10 Hours

Learning Outcome 1.1: Describe physical quantities

Types of physical quantities and their international system unity;

Basic (length, mass, time,angles)

Derived( volume, area, density, force, pressure, speed and acceleration/deceleration, gravity)

o Group discussion on types physical quantities and their international system unity

o Presentation on types of physical quantities and their international system unity

- Reference books - Internet



Resources


252 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.2: Differentiate instruments for physical quantities measurement

Different instruments for physical quantities

Measuring tape (Length)

Micrometer screw (Diameter)

Verniercaliper (Thickness)

Beam balance (Mass)

Chronometer (Duration)

Burette(Volume)

Barometer, manometer (Density)

Dynamometer (Force )

Pressure gauge (Pressure)

o Practical exercises on differentiation of instruments for physical quantities measurement

- Meter,micrometer screw,Verniercaliper, beam balance,chronometer, Thermometer, Burette,Barometer, manometer, dynamometer, pressure gauge


253 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 1.3:Differentiate errors for physical quantities measurement

Types of errors and their prevention

Systematic

Accidental

Approximation

Absolute

o Group discussion different errors for physical quantities measurement

o Presentation on different errors for physical quantities measurement




254 | P a g e

Relative

Percentage





Checklist Score

Yes No

Observation

Learning Outcome 1.4: Determine physical quantities

Measure/calculate physical quantities

Length

Diameter

Thickness

o Group discussion and

presentation on measuring physical quantities

o Exercises on conversion of measurement units

- Meter, micrometer screw, Verniercaliper, beam balance, chronometer, Thermometer, Burette, Barometer, manometer,


Appropriate application of artificial floor finishes


255 | P a g e

Mass

Duration

Volume

Area

Density

Force

Pressure

dynamometer, pressure gauge






Checklist Score

Yes No

Observation


Appropriate application of artificial floor finishes

256 | P a g e

LU 2: Apply the knowledge of kinematics and dynamics


1. Characterize a body in motion 2. Determine relationship between motion and forces 3. Calculate the work, energy and power

15 Hours

Learning Outcome 2.1: Characterize a body in motion

Difference between

uniform rectilinear motion

and uniform rectilinear

motion with uniform

acceleration

Characteristics of a body in

motion

Distance

Time

Speed

Acceleration/Deceleration

Formula for calculating

Distance

Time

Speed

Acceleration/Deceleration


characteristics of a body in

uniform rectilinear motion

o Presentation on characteristics

of a body in uniform rectilinear

motion with uniform

acceleration

o Exercises on calculation distance,

time, speed,

acceleration/deceleration

- Reference books

- Projector

- Notebook


257 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.2: Determine relationship between motion and forces

Newton’s law of motion:

First law: Inertia

Second law:

Fundamental principle

of dynamics (F=m *a)

Third law : Action and


Newton’s law of motion

and Friction force

o Presentation on Newton’s

law of motion and Friction

force

- Reference books

- Internet

- Pen

- Projector

- Notebook


Appropriate selection of natural stone floor finishes


258 | P a g e

reaction





Checklist Score

Yes No

Observation

Learning Outcome 2.3: Calculate the work, energy and power

Characteristics of

Work ( force and

distance)

Energy (kinetic,

potential and

mechanical)


presentation on Characteristics

of work, energy, power

o Exercises on work, energy and

power calculation

- Reference books - Internet - Stones



259 | P a g e

Power ( work and time)

Formula for calculating work,

energy and power





Checklist Score

Yes No

Observation


Neat application of Natural stone floor finishing

260 | P a g e

LU 3: Apply the knowledge of Calorimetry


1. Differentiate heat and temperature 2. Describe the heat transmission 3. Describe thermal expansion

15 Hours

Learning Outcome 3.1: Differentiate heat and temperature

- Difference between heat

and temperature

- Temperature

measurement

- Different temperature

scales ( Celsius, Fahrenheit

and Kelvin scales)

- Heat quantity

measurement

- Group discussion on Difference

between heat and temperature

o Practical work on temperature

measurement

o Exercises on temperature scales

conversion

o Exercises on heat quantity

- Reference books

- Internet

- Thermometer

- Pen

- Heater

- Fridge

- Oven






261 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.2: Describe the heat transmission

Difference between

conductor and insulator

Different modes of heat

transmission:

Conduction

Convection

Radiation

Transformation

of state of matter

Evaporation

Sublimation

Solidification

Condensation

Fusion

o Practical work on distinction of

modes of heat transmission

- Nail

- Water

- Fire

- Sun rays

- Reference books

- Internet

- Candle


262 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.3: Describe thermal expansion

Different types of thermal

expansion:

Linear expansion

Superficial expansion

Cubic expansion

Formula on calculating the

thermal expansion


presentation on different types

of thermal expansion

o Exercises on thermal expansion

- Pen

- Notebooks

- Books

- DVD

- Heater

- Thermometer

- Piece of metals


263 | P a g e





Checklist Score

Yes No

Observation


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C R P I O 4 0 1 - BASIC KNOWLEDGE OF ORGANIC AND INORGANIC CHEMISTRY

CRPIO401 Demonstrate basic knowledge of organic and inorganic chemistry


Credits: 4 40

Sector: Agriculture



Purpose statement

This module describes the skills and knowledge required to apply the knowledge of chemistry

provided for level four. The module will allow the participant to describe, demonstrate and

identify different components of chemistry as basis of other related modules

265 | P a g e


Not applicable.







1. Apply the basic knowledge on

structure of atoms and

molecules

1.1.Proper description of atom particles

1.2 Proper calculation of atomic mass.

1.3 Appropriate description of chemical elements and

molecules

2. Apply the basic knowledge of

inorganic chemistry

2.1. Proper simple chemical equilibrium

2.2 Proper differentiation of Acids, Bases and Amphotere.

2.3 Proper description of solution

2.4 Proper calculation of concentration (Morality (C),

Normality, Molality (M), Percentage).

3. Apply/understand/acquire/ the

basic knowledge on organic

chemistry

3.1. Proper classification of Organic compounds (Functional

group).

3.2. Proper simple polymerisation of organic molecules

3.2. Appropriate description of organic products

carbohydrates Proteins, Vitamins and lipids”.

266 | P a g e

LU 1: Apply basic knowledge of structure atoms and elements

1

Learning Outcomes:

1. Describe atom particles 2. Calculate the atomic mass. 3. Describe chemical element and molecules

12 Hours

Learning Outcome 1.1: Describe atom particles

Description and structure of atoms Nucleus.

- Protons, - Neutrons

Electrons

o Brainstorming on atoms o Audio visual presentation on

structure of atoms Group discussion on structure of

atom

Reference books DVD players Internet connection





Resources


267 | P a g e


Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2: Calculate the atomic mass.

Mass of an atom

Relationship between atomic mass, number of Neutron and number of protons.

Description of isotopes

Brainstorming on atoms

Audio visual presentation on structure of atoms

Group discussion on structure of atoms







268 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 1.3: Describe chemical element and molecules

Differentiation of chemical elements basing on: Electronic

configuration Symbols Metal and their

properties Non metal and their

properties Groups and periods

Bonding

Description of molecules Classification of

molecules

Calculation of molar mass and mole number

o Brainstorming on chemical elements

o Audio visual presentation on structure on chemical elements

o Group discussion on structure of chemical elements

o Group presentation

Periodic tables Reference books DVD players Internet connection




269 | P a g e




Checklist Score

Yes No

Observation

270 | P a g e

LU 2: Apply basic knowledge of inorganic chemistry

2

Learning Outcomes:

1. Acquire the knowledge of chemical equilibrium 2. Differentiate Acids bases and Amphotere. 3. Describe solution

12 Hours

Learning Outcome 2.1: Acquire the knowledge of chemical equilibrium

Difference between indices and coefficient number

Difference between reactants and products

Types of reaction Reversible irreversible

Methods of equilibrium Algebraic equilibrium

Randomly equilibrium

(Tatonnement)

o Brainstorming on chemical equilibrium

o Group discussion on structure of chemical equilibrium

o Exercises on chemical equilibrium and reaction

o Laboratory activities on chemical equilibrium and reaction

Periodic tables Reference books DVD players Internet connection Laboratory


271 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.2: Differentiate Acids bases and Amphotere.

Properties of acids and bases

PH of solution (Acidic, Neutral and alkaline)

Some examples acids and bases

Citric acid (from citrus fruits and vegetables,)

Ascorbic acid (vitamin C, as from certain fruits)

Acetic acid (Vinegar) Lactic acids (Milk)

o Brainstorming on acids, and bases.

o Group discussion on on acids, and bases.

o Practical exercises on PH test o Laboratory activities on acids

and bases differentiation.

- Reference books - DVD players - Internet connection - Laboratory



272 | P a g e

Examples of bases Na0H,

KOH.





Checklist Score

Yes No

Observation

Learning Outcome 2.3: Describe solution

Definition of Solution

Properties of solute and solvents

Properties of solution

Some examples of solute, solvents and solution.

Solution preparation

o Brainstorming on solute and solvents

o Group discussion on preparation of solution.

Laboratory activities on

solution preparation

- Reference books - DVD players - Internet connection - Laboratory



273 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.4: Calculate the surface and distance on a slope by triangular

measurements Calculate the concentration of solution

Definition of (Morality (C), Normality, Molality (M), Percentage).

Formula used for calculating: Morality(C), Normality, Molality (M), Percentage).

Application of (Morality (C), Normality, Molality (M), Percentage). Solution

Dilution

o Brainstorming on solution concentration.

o Group discussion on solution concentration.

o Practical exercises on solution preparation.

Laboratory activities on

solution preparation

Reference books DVD players Internet connection Laboratory



274 | P a g e





Checklist Score

Yes No

Observation


275 | P a g e

Learning Outcome 3.1: Classify Organic compounds

(Functional group): Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones

Nomenclature of organic compound

Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones

Function of organic

compound.

o Brainstorming on organic compound.

o Audio visual presentation o Group discussion on organic

compound. Exercises on nomenclature

of organic compound.


LU 3: Apply basic knowledge of organic chemistry

3

Learning Outcomes:

1. Classify Organic compounds 2. Polymerise organic simple molecules 3. Describe organic products

18 Hours


276 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.2: Polymerise organic simple molecules

Properties of organic simple molecules (alcohol, Ethylene, acetic acid and ester)

Equilibrium of organic simple molecules Polymerisation of organic

molecules

o Brainstorming on organic molecules.

o Audio visual presentation o Demonstration o Group discussion on organic

molecules. Practical exercises.




277 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.3: Describe organic products

Different organic products: carbohydrates Proteins, Vitamins and lipids”.

Importance of

carbohydrates

Proteins, Vitamins

and lipids”.

o Brainstorming on organic products.

o Audio visual presentation of organic products.

o Demonstration of organic products

o Group discussion on organic products. Practical exercises.




278 | P a g e





Checklist Score

Yes No

Observation


279 | P a g e

C R P T P 4 0 1 - TOPOGRAPHIC DATA COLLECTION

AGRACP404 Perform topographic data collection


Credits: 6 60

Sector: Agriculture



Purpose statement

The accurate data help to make a proper topographic plan in crop production. This module

develops the skills and knowledge to collect topographic data from the field. At the end of this

module, the learner of level 4 will be able to perform delimitation of site, collect, filter and fill

the data in adequate manner throughout the crop production activities.

280 | P a g e


This module must be assessed after the following prerequisite module:

CCM404 Basic knowledge of Geometry, Trigonometry and Statistics







Identify the site 1.1 Proper sketching of the site

1.2. Appropriate setting of boundaries

1.3. Proper describe the site features

Select tools and equipment 2.1. Adequate selection of topographic tools and

equipment

2.2. Accurate adjustment of tools and equipment

2.3. Proper maintenance and handling of tools and

equipment.

Apply data collection techniques

3.1. Proper choice of survey techniques

3.2.Appropriate application of survey techniques

3.3.Proper recording the required data

Edit data 4.1. Adequate Filtering of data

4.2. Appropriate converting of measures

4.3. Proper filling of data

281 | P a g e

LU 1: Identify the site

1

Learning Outcomes:

1. Perform sketching 2. Perform site delimitation 3. Describe the site

15 Hours

Learning Outcome 1.1: Perform sketching

Free hand drawing

techniques

Identification of

principal elements

o Group discussion

o Presentation


o Presentation

- Pencils

- Papers

- Rubbers





Resources


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Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2: Perform site delimitation

Marking principles (corners,

favourable distance, Starting

point)

Reference point

o Observation on the field

o Group discussion


o Demonstration of marking

activity

Practical exercises

- Forest or land, pegs,

measuring tape,

reference books and

rods.






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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Describe the site

Site configuration

Geographic coordinates

(altitude, longitudes,

latitudes)

Slope

Contour line

Contour interval

soil nature (sandy, clay and

loamy)

Vegetation

o Group discussion


o Presentation

o Practical exercise on map

interpretation for slope,

contours and contour interval

The site

GPS

Compass

Topographic Maps







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Checklist Score

Yes No

Observation

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LU 2: Select tools and equipment

2

Learning Outcomes:

1. Identify tools and equipment 2. Adjust tools and equipment 3. Maintain tools and equipment

10 Hours

Learning Outcome 2.1: Identify tools and equipment

Types of topographic

tools and equipment

Description of tools

and equipments and

their functions

o Oral presentation

o Audio visual

o Group discussion

o Demonstration

- Theodolite

- Compass

- Clinometers

- Dumpy level

- N-frame level

- A frame

- Measuring tape

- Carpenter level

- Plumb bob

- Ranging poles

- Ropes

- Pegs

- GPS

- Pencils

Reference books /Field book


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Adjust tools and equipment

Simple repair

Cleaning of tools and

equipment

Keeping of tools and

equipment.

o Oral presentation

o Audio visual

o Group discussion

o Demonstration

Practical exercises

- Theodolite

- Compass

- Clinometers

- Dumpy level

- N-frame level

- A frame

- Measuring tape

- Carpenter level

- Plumb bob

- Ranging poles

- Ropes



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- Pegs

- GPS

- Pencils

Reference books /Field

book





Checklist Score

Yes No

Observation

Learning Outcome 2.3: Maintain tools and equipment

Simple repair

Cleaning of tools and

equipment

Keeping of tools and

equipment

o Oral presentation

o Audio visual

o Group discussion

o Demonstration


- Theodolite

- Compass

- Clinometers

- Dumpy level

- N-frame level

- A frame

- Measuring tape



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- Carpenter level

- Plumb bob

- Ranging poles

- Ropes

- Pegs

- GPS

- Pencils

Reference books /Field book Reference books

DVD players Internet connection Laboratory





Checklist Score

Yes No

Observation


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LU 3: Apply land survey

3

Learning Outcomes:

1. Identify methods of collecting data 2. Apply survey techniques 3. Fill in the format (Fill data collection format)

35 Hours

Learning Outcome 3.1: Identify methods of collecting data

Methods of topographic

data collection

Manual

Digitalized

o Presentation


o Audio visual.

- Compass

- Clinometers

- Dumpy level

- N-frame level

- A frame

- Measuring tape

- Carpenter level

- Plumb bob

- Ranging poles

- Ropes

- Pegs

- GPS

- Pencils

Reference books/ field book


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Apply survey techniques

Levelling techniques

Slope

measurements

Horizontal angles

measurements

Horizontal distance

Vertical distance

Stepping techniques

Horizontal distance

Data recording

o Observation

o Demonstration and practical

exercises


- Theodolite

- Compass

- Clinometers

- Dumpy level

- N-frame level

- A frame

- Measuring tape

- Carpenter level

- Plumb bob

- Ranging poles

- Ropes



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- Pegs

- GPS

- Pencils

- Reference books





Checklist Score

Yes No

Observation

Learning Outcome 3.3. Fill in the format (Fill data collection format)

Data editing techniques

Filtering of data

Arrangement of data

Converting measures

Calculations and

formulas

o Presentation

o Group discussion

o Practical exercises.

- Form

- Computer

- Paper



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Checklist Score

Yes No

Observation


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Summative Assessment

Integrated situation Resources

Kabutare T.S.S is a school of agriculture, forestry and veterinary located in Huye District Southern Province, it has 3 plots located on three hills namely, Save, Mwurire and Tumba. Headmaster would like to carry out the economic activities in those plots, therefore, he called upon the topographic technician to collect topographic data within 8 hours, in order to make relevant plan. Tools and equipments are available in school’s store. The data must be rounded up remaining 1 digit after comma. (One decimal)

Collect topographic data on Save, Mwurire and Tumba hills

Land, pegs, measuring tape, rods. Theodolite, compass, clinometers, Damping level, N-frame level, GPS, hand book,Forms, computer, pencils, pen, papers.

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicators:

Site is well identified

Appropriate tools and equipments are well selected

Setting up tools and equipments is well done

Appropriate survey technique is applied

Data record is well conducted

Observation

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Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicators:

Required data are obtained

Format data is well filled

The data is exploitable

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Time is respected

8 hours

Indicator: Data arrangements is well respected

Observation

Reference books:

Brower, C. and al., 1985. Elements of topographic surveying, Rome, Italy.

ftp://ftp.fao.org/agl/aglw/fwm/Manual2. Elements of Topographic Surveying,Consulted the

22nd,7,2013

GOLAY Olivier, 1992.Genie forestier, Kigali,Rwanda.

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C R P P F 4 0 1 - POULTRY FARMING

CRPPF401 Perform poultry farming


Credits: 12 120

Sector: Agriculture



Purpose statement

This core module provides the skills, knowledge and attitude for a learner to be competent in a range of

routine tasks and activities that require the application of practical skills in a defined context of:

- Poultry breeds description;

- Poultry shelters and hatchery sketching;

- Poultry shelters and hatchery equipment installation;

- Poultry production management

- Day old chicks, poults, duckling, Gosling production;

- Poultry health and diseases control

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Learning assumed to be in place AGRAH401 Micro-organisms identification







Describe poultry breeds

1.1Proper identification chicken, duck, Goose, Turkey

breeds

1.2 Proper classification of chicken, duck, Goose, Turkey

breeds

Sketch poultry shelters and hatchery 2.1Proper selection of poultry shelters and hatchery site

(Chicken, turkey, duck, goose)

Proper sketching of poultry shelters and hatchery (plans,

annexes

Install the poultry shelters and hatchery

equipment

3.1. Correct selection of poultry and hatchery tools and

equipment

3.2.Accurate installation of poultry and hatchery tools and

equipment

Manage poultry production 4.1.Appropriate management of chicks, poults, duckling

and gosling

4.2.Proper rearing of broilers/ layers (chickens, turkeys,

ducks and goose)

4.3.Accurate records keeping and interpretation of

production data

Produce day old chicks, poults, duckling,

Gosling

5.1.Proper selection of eggs for incubation

5.2.Proper preparation of the hatchery

5.3.Proper management of the incubation

5.4.Proper conduct of hatching

5.5.Proper selection, sexing and vaccination of chicks,

poults, duckling and gosling

5.6.Proper disposal of the hatchery waste

Perform poultry health and diseases

control

6.1.Proper selection of eggs for incubation

6.2.Proper preparation of the hatchery

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6.3.Proper management of the incubation

6.4.Proper conduct of hatching

6.5.Proper selection, sexing and vaccination of chicks,

poults, duckling and gosling

6.6.Proper disposal of the hatchery waste

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LU 1: Describe poultry breeds

1

Learning Outcomes:

1. Classify poultry by species 2. Classify poultry by breeds 3. Classify poultry according to meat production

8 hours

Learning Outcome 1.1Classify poultry by species

Species: chicken, ducks, geese, turkeys

o Poultry Farms visit for species

and breeds identification

o Audio visual presentation

o Posters

Group work/research for species and breeds identification and comparison

- Books

- Poultry farms

- Audiovisual equipment

- Posters

- Internet

- Poultry breeds

comparative tables



Resources


299 | P a g e




Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2Classify poultry by breeds

Chicken Breeds:

Duck breeds

Goose breeds

Turkeys breeds

Local breeds

Pure chicken breeds

Hybrids




o Posters

o Group work/research for

species and breeds

identification and comparison

- Books

- Poultry farms


- Posters

- Internet

- Poultry breeds

comparative tables






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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Describe chemical element and molecules 1.3. Classify poultry

according to meat production

Physical, morphological,

functional main

characteristics of poultry

breeds (Size, color, types of

comb, feathering, origin,

eggshell color, production,

adaptability):

Chicken Breeds : Cobb

500, hubbard, Euribrid,

Hybro g, Euribrid Hybro N,

Shaver starbro, Ross, New

Hampshire, Light Sussex

Duck breeds :

Khaki Campbell

Muscovi or canard de

barbarie,

Pekin,

Rouen

Goose breeds :

Toulouse

Pilgrim




o Posters

o Group work/research for

species and breeds

identification and comparison

- Books

- Poultry farms


- Posters

- Internet

- Poultry breeds

comparative tables


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Checklist Score

Yes No

Observation


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LU 2: Design poultry shelters and hatchery

2

Learning Outcomes:

1. Select site for poultry shelters and hatchery 2. sketch poultry shelters, hatchery and accessories

10 Hours

Learning Outcome 2.1.Select site for poultry shelters and hatchery

Selection criteria: Accessibility: roads Water supply Power supply Distance from

habitations Soil structure Distance from any

source of nuisance Code and regulation Ecological conditions

Site dimension

o Poultry farms visit for site

selection criteria

o Site field visit for requirements

appreciation

o Brainstorming on site selection

criteria

o Group discussion on site

selection criteria

- Books

- Poultry farms

- Field site

- GPS

- Metric ribbon

- Pegs


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Sketch poultry shelters, hatchery and accessories

Poultry shelters types: Housing with a run,

Housing with litter but

without a run,

Housing with slatted

flooring

Battery cages,

Poultry shelters componentsand specifications:

o Poultry farms visits for poultry

shelters types, components

,accessories observation

o Audiovisual presentation

o Individual research

o Individual Sketching

o Poultry farms visits for

poultry shelters types,

components ,accessories

observation


o Individual research

o Individual Sketching



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Brooders house,

Grower house,

Hatchery,

Broilers house,

Layers house,

Foot bath,

Run/grasses area,

Baths for ducks and

gooses, dimension ,

Feed store,

Feed mill,

Compost pit,

Drug store

Office

Shelters and hatchery

isolation: heat, humidity ,

cold and predators

Ventilation and cooling

systems:

Ventilation types:

natural, forced

Cooling systems:

vaporization,

Nebulisation, watering

Design accessories:

Laying cages (nest)

Perch,

Dust bathing cans,

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Feeders and drinkers,

Floor eggs,

Brooders and heaters,

Lighting,

Heaters





Checklist Score

Yes No

Observation


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LU 3: Install the poultry shelters and hatchery equipment

3

Learning Outcomes:

1. Select material and equipment 2. Apply material and equipment installation

12 Hours

Learning Outcome 3.1: Select material and equipment

Material and equipment requirement criteria: age, breed and size, climatic conditions, type of production, farming system

Identification of material and equipment for: Poultry house Hatchery Hygiene

o Poultry farm and hatchery visit

for observation of material and

equipment


o posters.

- Feeders, drinkers, laying

nests, perches, brooders,

floor eggs, eggs trays,

lighting systems, heaters,

dust bathing cans

- Scales, thermometers,

candles, incubators and

hatchers, trays, carts,

saucepans for fumigation,

power generator

- Wheelbarrow, shovel,

barrels, squeegees, pipes

- Incubators, thermometer,

hygrometer, fan, eggs

grader, tray with a turning

device, thermostat


307 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.2: Apply material and equipment installation

Installation criteria : Types of production

and equipment

Age of poultry animal

Breeds

density

o Poultry farm and hatchery visit for observation of material and equipment

o Audiovisual presentation o Group work/research

- Perch

- Laying nest

- Floor eggs

- Nest box

- Incubator



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Positioning principles

Installation methods: Maintenance of poultry and hatchery material and equipment

- Feeder

- Drinker


- Books

- Poultry farms





Checklist Score

Yes No

Observation


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Learning Outcome 4.1. Select poultry breeds

Breeds selection criteria: breeds, origin, production per year, weight, eggshell color and size, rusticity, brooding, price, market situation, experience of the farmer, farm management, local preference and availability, adaptability, age, physical appearance, productivity of parents, feed conversion rate, health status, productivity, maturity period, fecundity, temperament

Methods of selection: mass, contemporary

comparison, collateral relative, progeny testing, tandem selection,

pedigree selection

o Brainstorming for selection

criteria

o Group discussion on selection

criteria

o Group /individual research

- Books

- Internet

- Different poultry breeds

LU 2: Manage poultry production

4

Learning Outcomes:

1. Select poultry breeds 2. Identify production systems 3. Rear broilers , layers chickens, turkeys, ducks and geese 4. Manage technical-economic production

35 Hours


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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Identify production systems

Types of production systems : Extensive:

- Open range

and free-range

systems

Intensive : - Fold unit system

- Battery cage

o Visit of different poultry

production systems

o Practical exercise on

experimentation of poultry

production systems

o Group research

o Audiovisual

- PPE

- Poultry

- Battery cages

- Material for poultry

equipment and poultry

house

- Books



311 | P a g e

system

- Deep litter system

Semi-intensive

- Internet





Checklist Score

Yes No

Observation

Learning Outcome 4.3. Rear broilers , layers chickens, turkeys, ducks and geese

Environmental

requirement in a poultry

house: temperature,

ventilation systems,

hygrometry, gase content,

dust, litter

o Demonstration of brooding

preparation, day old chicks

manipulation and reception,

ambiance conditions

management

o Group work on growers and

- PPE

- Poultry farm


- Books



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Day old chicks, poults,

duckling, Gosling

management:

Brooding preparation

Day old chicks

manipulation ,

transport and

reception

Control of ambiance

conditions

Growers management

Layers management

Culling

layers management


- Internet

- Brooding material and

equipment : litter, heater,

lamps, thermometer,

hygrometer, feeders,

drinkers, sacs, poultry

feeds,

- Poultry animal





Checklist Score

Yes No

Observation


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Learning Outcome 4.4: Manage technico-economic production

Record keeping:

Technical data sheets, Accounting book

Data interpretation of :

Mortality rate Laying rate Feed conversion rate, Weight of egg Weight daily gain

o Group work on technical sheets and accounting

o Analysis of poultry farm data

- Technical data sheets,

- Accounting book

- Poultry farm







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Checklist Score

Yes No

Observation

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LU 3: Produce day old chicks, poults, duckling, Gosling

5

Learning Outcomes:

1. Prepare eggs for incubation 2. Prepare hatchery 3. Incubate eggs 4. Care chicks, poults, ducklings and goslings

25 Hours

Learning Outcome 5.1: Prepare eggs for incubation

Handling of hatching eggs

Selection criteria of eggs for hatching

Cleaning and disinfection of eggs

Storage of eggs for incubation

o Demonstration of eggs

preparation for incubation.

- Eggs

- Formaldehyde

- Potassium permanganate

- Precision scale

- Cleaning materials

- PPE

- Grader

- Candeler




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Checklist Score

Yes No

Observation

Learning Outcome 5.2 Prepare hatchery

Clean and disinfect the

hatchery room

Clean and disinfect the

hatchery equipment

Test the incubation material

and equipment


o Hatchery visit

o Demonstration

- PPE

- Hatchery farm


- Incubator






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Checklist Score

Yes No

Observation

Learning Outcome 5.3 Incubate eggs

Incubation types: Natural, Artificial

Preparation and management of natural incubation

Prepare and management of artificial incubation Incubation conditions of

poultry species: - Temperature , - Humidity - Ventilation - Turning rate

Incubator loading Incubation Candling eggs Hatching Management of an

incubator

o Demonstration of natural and

/or artificial incubation

o Group research


- PPE

- Hatchery farm


- Incubator

- Internet

- Books


318 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 5.4: Care chicks, poults, ducklings and goslings

Counting

Selection and Sexing

Vaccination

Expedition

Hygiene

Waste treatment Record keeping

o Demonstration on chicks,

poults, ducklings and goslings

counting, selection, sexing and

vaccination


- PPE

- Chicks, poults, ducklings

and goslings




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Checklist Score

Yes No

Observation


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LU 3: Perform poultry health and diseases control

6

Learning Outcomes:

1. Apply hygienic and biosecurity measures 2. Identify specific poultry diseases 3. Apply Bio-chemo prevention measures

30 Hours

Learning Outcome 6.1 Apply hygienic and biosecurity measures

General poultry hygienic measures

Sanitization of the poultry shelters

Bio security measures: Offensive measures Defensive measures

o Demonstration of poultry hygiene application

o Brainstorming on bio security measures

o Group research on bio security measures

o Poultry farm visit

- PPE - Cleaning material - Cleaning products and

disinfectants - Books - Internet - Poultry farm






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Checklist Score

Yes No

Observation

Learning Outcome 6.2 Identify specific poultry diseases

Specific poultry diseases : Parasitic Infectious Metabolic Toxi-infections

o Group research o Posters o Audiovisual Brainstorming

- Internet - Audiovisual equipment - Books - Posters






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Checklist Score

Yes No

Observation

Learning Outcome 6.3 Apply Bio-chemo prevention measures

Selection of poultry bio-chemoprevention products: Vaccines Antiparasitic Antibiotic

Prophylactic plan

Administration route in poultry: Water Feed Aerosol:

- Nebulisation - Fumigation, - Pulverization - Injection

o Demonstration on administration of poultry

o bio-chemoprevention products o Audiovisual presentation o Group work/research on

poultry hygienic measures o Poultry farm visit

- Audiovisual equipment - Bio-chemoprevention

drugs - PPE - Internet - Poultry farm




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Checklist Score

Yes No

Observation

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Kayitera is farmer of chicken. In his poultry there is 3 different categories of chickens: growers, laying hens and the broilers. There is a problem of cannibalism, decreased eggs production and growth retardation. As you are veterinary assistant, Kayitera calls you for assist him for handling that problem. Check and correct the stock density, imperfection of shelters,

equipment and, feeding in 3 hours for each category of chicken

All materials, equipment, tools, poultry feed, are available in hardware and agri-vet shop near the site of chicken farm.

Perform growers poultry farming of layers hens, Perform poultry farming of broilers and Perform poultry farming of chicks/growers

Tools and Materials:

- Feeders, drinkers, eggs

trays,

- Scales, thermometers,

- Wheelbarrow, shovel, - Barrels, squeegees, pipes

hygrometer litter, heater, - Lamps, sacs - Cleaning material

Equipment - Laying nests

- Perches,

- Brooders lighting

systems, heaters, dust

bathing cans

PPE: - Gloves - Lab coats/ Overall - (safety shoes ) boots - Dust mask

Products

- Cleaning products and disinfectants

Bio-chemoprevention drugs

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Checklist Score

Yes No

Indicator:

Farm history is well assessed

Farm conditions are well checked

Farm conditions are analysed

Corrective measures are proposed

Observation


Checklist Score

Yes No

Indicator:

Causes of problems are well identified

Corrective measures are applied

Corrective measures are properly applied

Observation

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Checklist Score

Yes No

Indicator

The stocking density is respected

The shelter environment conditions are properly assessed

The hygiene and bio -security measures are applied

The quantity and quality feeds are accurately calculated

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator

1. PPE are well used

2. Tools , Equipment and work place are well cleaned and rearranged

3. Wastes are properly disposed

Observation

References:

1. Kenneth K.G.k. et all., MK Secondary Agriculture Student’s Book Three, Book 3, Kampala, 204p 2. Sanofi santé animale, Guide de l’aviculture tropicale, 115p 3. Macdonald I.,LOW J.,1985, Livestock rearing in the Tropics, Macmillan, 138p. 4. Kühnemann H. , Les petits elevages , Animaux de basse –cour-moutons, chevres, abeilles,

1992,Editions Eugen Ulmer, 206

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C R P T C 4 0 1 - TERRACES CREATION

CRPTC401 Create terraces


Credits: 6 60

Sector: Agriculture



Purpose statement

This module provides the skills and knowledge required to create bench and progressive terraces. It is

crucial for each student to perform the creation of terraces in order to improve the production of

highland regions.

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CCM403 Basic knowledge of Mechanics and heat

CCM404 Basic knowledge of Geometry, Trigonometry and Statistics

CRPTP401 Topographical data collection







1. Prepare tools, equipment and the

workplace

1.1. Proper selection of tools and equipment 1.2. Proper checking of tools and equipment 1.3. Appropriate preparation of the workplace

2. Characterize the site

2.1. Proper measurement of the slope 2.2. Appropriate identification of the soil types 2.3. Proper recognition of climatic conditions

3.Construct bench terraces 3.1. Proper measurement of contour lines 3.2. Proper measurement of bench terrace 3.3. Proper excavation and storage of arable soil 3.4. Proper construction of embankment 3.5. Correct setting out of the inward slope 3.6. Appropriate re-filling and leveling with the arable

soil by respecting the inward slope 3.7. Proper creation of pathways 3.8. Correct setting of water retention ponds 3.9. Adequate planting of fixing plants

4.Construct progressive terraces

4.1. Proper measurement of contour lines 4.2. Respect of standards of the terraces ( Proper measurement of terrace ) 4.3 Appropriate digging of trenches by respecting the

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LU 1: Prepare tools, Equipment and workplace

1

Learning Outcomes:

1. Select tools and equipments 2. Check tools and equipment 3. Prepare workplace

5 hours

Learning Outcome 1.1 Select tools and equipments

Types of tools and

equipment for:

Cutting

Digging

Measuring

Levelling

Selection criteria of tools

and equipment:

Characteristics

of the site

Use

Standards

Availability

o Field trip onsite

o Workshop visit

o Demonstration

o Oral presentation


o Group discussion

o Brainstorming

- Hoes

- Pangas

- GPS

- Computer

- Remote sensor

- Theodolite

- Picks



Resources

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Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2. Check tools and equipment

Operation of equipment

Description of the tools

and equipment

Manipulation of

equipment

Adjustment of the

tools

Maintenance of tools and

equipment

General defaults and

o Field visit

o Demonstration


o Group discussion

o Brainstorming

o Individual practice on

operating tools and

equipment


maintaining tools and

equipments

- User manual

- Hoes

- Pangas

- GPS

- Computer

- Theodolite

- Picks

- Ropes

- Shovel

- Wheelbarrow

- Tape measure



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their prevention

- DVDs

- N-frame

- Lubricants

- Cleaning agents





Checklist Score

Yes No

Observation

Learning Outcome 1.3: Prepare workplace

Steps in preparing

the workplace

Facilitation of the site

accessibility

land clearing

o Field visit


o Group discussion

o Demonstration

o Brainstorming


preparing the site

- Hoes

- Pangas

- Picks

- Wheelbarrow

- Shovel

Materials for constructing

bridges

(wood,stones,metals



332 | P a g e





Checklist Score

Yes No

Observation


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Learning Outcome 2.1.Measure the slope

Topographic tools

Measurement of the

slope

Contour lines

measurement

Correction methods

o Field visit

o Group discussion

o Brainstorming

- GPS

- Theodolite

- Rope

- N- frame

- A frame

- Ranging poles

- Dumpy level (level glasses)

- Clysimeter

- Tape measure




LU 2: Characterize the site

2

Learning Outcomes:

1. Measure the slope 2. Identify the soil types 3. Recognize climatic conditions

10 Hours



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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Identify the soil types

Types of the soil

Sandy soil,

Clay,

Loamy

Volcanic

Structure and texture

properties of the soil

Physical

Biological

chemical

Soil corrective measures

appropriate pH

Manure application

o Field visit

o Group discussion

o Brainstorming

o Soil sampling

- Hoe

- Shovel

- Auger hole

- Soil container




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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Recognize climatic conditions

Meteorological records

interpretation (of 5 years

back)

Rainfall

Temperature

Wind and drought

Types of existing (natural

and artificial) vegetation

o Field visit (on meteorological

station)

o Group discussion

o Brainstorming

Presentation

- Available meteorological

records (data)

- Pluviometer

- Barometer

- Thermometer

- Girouette

- Anemometre

- Meteorological station




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Checklist Score

Yes No

Observation

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Learning Outcome 3.1 Perform measurements

Progressive terraces norms Width and length of

the platform Width and length of

anti-erosive ditches Embankment height

o Field visit. o Transect walk o Group discussion o Brainstorming

- Theodolite - Rope, - N frame, - A frame - Ranging poles - Clinometer - Tape measure - Hammer - Pegs - Panga




LU 3: Construct bench terraces

3

Learning Outcomes:

1. Perform measurements 2. Create platform 3. Maintain bench terraces

20 Hours



338 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.2 Make trench

Types of anti-erosive ditches

discontinuous continuous)

Anti erosive ditches dimensions

Soil excavation procedures

o Field visit. o Transect walk o Group discussion o Brainstorming

o Theodolite o Rope, o N frame, o A frame o Ranging poles o Clinometer o Tape measure o Hammer o Pegs o Panga






339 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.3. Maintain progressive terraces

Techniques of soil exploitation

vertical ploughing Rotation

Plantation of fixing plants

Anti erosive ditches destruction factors :

Excessive rainfall Animals Inappropriate

ploughing Destructive tree

harvesting and grasses

Cleaning anti erosive ditches Weeding Di-silting

o Field visit o Audio visual presentation on

maintenance of progressive terraces

o Group discussion on factors that can destroy anti erosive ditches

o Brainstorming how inappropriate soil exploitation affects progressive terraces

o Demonstration on cleaning anti erosive ditches

o Practical exercises on cleaning anti erosive ditches.

- Hoe - Shovel - Soil container - Dumping level - Site - Seedlings - Rhizome- grasses


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Checklist Score

Yes No

Observation


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In June 2013 NYAMAGABE district wants to increase the production on three hills in NTANTAMIRA cell located in BURUHUKIRO sector, which have between 5 to 55% of the slope. As a technician you are requested to create bench and progressive terraces on an area of 10 square meters within eight hours each task.

Create Progressive and bench terraces on those three hills

Consumables:

- Seedlings

- Fixing plants

- Pegs

Equipment and tools - Hoes

- Pangas

- GPS

- Computer

- Theodolite

- Picks

- Ropes

- Hammer

- Pegs

- Shovel

- Wheelbarrow

- Tape measure

- N-frame


Checklist Score

Yes No

Indicators:

1. Tools and equipment are well selected

2. Cleaning of the workplace is done according to environment requirements

3. Measurements of the slope are well executed

4. Pegs are well fixed

5. Soil excavation and storage are well done

6. Constructing embankment is well performed

7. Leveling is well done

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Observation


Checklist Score

Yes No

Indicators:

1. Platform dimensions according to the slope are well respected

2. Inward slope is in accordance with norms

3. Embankment dimensions are respected

4. Water retention structures are there

5. Pathways are welldone

Observation


Checklist Score

Yes No

Indicators:

6. Platform dimensions according to the slope are well respected

7. Inward slope is in accordance with norms

8. Embankment dimensions are respected

Observation

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C R P P D 4 0 1 - FIELD PLANT PESTS AND DISEASES IDENTIFICATION

CRPPD401 Perform field plant pests and diseases identification


Credits: 6 60

Sector: Agriculture



Purpose statement

This module provides skills and knowledge required to identify pests and disease on plants.

It is important for a learner to be aware of different ways of identifying pests and disease in

order to increase the production in terms of quality and quantity.

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CCM408 Basic knowledge on plant biology







1. Select the site and materials

1.1. Proper selection of tools to be used

1.2. Adequate identification of field

1.3. Proper recognition of plant species

1.4. Proper recording of available information

2. Conduct sampling activity 2.1. Appropriate selection of sampling methods

2.2. Proper localization of symptoms/signs

1.3. Proper sampling procedures

3. Perform visual characterization of

plant pests and diseases

3.1. Proper differentiation causal agents

3.2. Proper description of symptoms

3.3. Proper reporting and recommendation

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LU 1: Select the site and materials

1

Learning Outcomes:

5. select tools and materials to be used 6. Identify the field 7. Recognize plants species 8. Record the available information

10 hours

Learning Outcome 1.1 Select tools and materials to be used

Materials and equipment

required to identify pest

and disease on field

Criteria for selection of

tools: Type of pest or

disease, size of the pest,

parts of plants attacked

of pest or disease,

symptoms.

Utilisation of materials

and tools

o Presentation on types of

materials and tools to be

used

o Group discussion on types of

materials and tools to be

used

o Documentary research on

types of materials and tools

to be used


identification of types of

materials and tools

Fact sheets

- Reference books

- Internet

- Containers

- Secateurs

- Hoe

- Shovel

- Magnifying glass

- Traps

-PPEKnives, laser blade,

pangas, , hoe, bleach,

clippers, traps,


Resources

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Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2. Identify the field

selection of field attacked by pest

and disease

Factors determining the choice of

the field(severity or incidence of

diseases/pests available, Period )


brainstorming

o Field visit


o Presentation on severity,

incidence and economic injury

level of diseases and pests

- Field

- Audio visual media

- Reference books



347 | P a g e

Actual diseases devastating the

crops in the region

Determination of economic injury

level


severity and incidence of

diseases and pests





Checklist Score

Yes No

Observation

Learning Outcome 1.3 Recognise plants species

Groups of crops

Vegetables and

fruits

Cereals

Legumes

Roots and tubers

Growth stage of

crops

o Presentation on different groups

of crops

o Group discussion different groups

of crops


different groups of crops

o Field visit on different groups of

crops


- Audio visual

media

- Reference

books

- Internet

- photos

Plant samples



348 | P a g e

different groups of crops





Checklist Score

Yes No

Observation

Learning Outcome 1.4.Record the available information



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Background of the field

Field accessibility

Environmental

conditions

o Presentation on crops

rotations


suitable crops related to

present climatic conditions


- Reference books

- Internet


Pen, note books, paper

sheet





Checklist Score

Yes No

Observation


350 | P a g e

LU 2: Conduct sampling activity

2

Learning Outcomes:

1. Select sampling methods 2. Localise symptoms/signs 3. Procedure sampling

20 Hours

Learning Outcome 2.1.Select sampling methods

Systematic sampling

Random sampling

o Selecting diseased part of

plants

o Harvesting plant affected


- Reference books

- Internet







351 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Localise symptoms/signs

Determine parts of

plants attacked

Roots

Stems

Leaves

Flowers

Fruits

Differentiate a healthy

plant and abnormal plant

o Presentation on different

parts of plants attacked by

pest and diseases

Documentary parts of plants

attacked by pest and

diseases

o Audio visual parts of plants

attacked by pest and

diseases

o Field visit on different

o parts of plants attacked by

pest and diseases

Demonstration on parts of

plants attacked by pest and

diseases

o

o Practical exercises on parts

of plants attacked by pest

and diseases

o Determination of different

healthy plants

o Determination of abnormal

plants

- field


- Reference books

- Internet

- Samples of different

parts of plants(healthy

and abnormal

- Photos

- Facts sheets

- Hoe

- Shovel

- Auger hole

- Soil container


352 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.3: Procedure sampling

Procedures for sample

collection, packaging and

submission

Obtain fresh

materials in

reasonable

quantity

Lift roots carefully

so as not to

leave feeder

roots or rotted

roots behind.

Place samples in

o Presentation on procedures

of sample collection,

packaging, and submission ,

o Documentary of procedures


packaging, and submission.

o Audio visual on procedures


packaging, and submission.

o Field visit on procedures of

sample collection, packaging,

and submission.

- Plastic and paper bags

- Paper towels

- Forms

- Pencil

- Padded collection boxes

- Disinfectant for hands

and tools

- Plastic/rubber gloves

- Wire twist ties

- Hand lens

- Field manuals

- Pruning shears, pruning

saw



353 | P a g e

appropriate bags

Wrap a wire twist

–tie around stem

at ground line to

keep soil off of

above ground

plants parts

Accurately label

samples

Keep sample cool

protected from

crushing

o

o Demonstration on

procedures of sample

collection, packaging, and

submission.


procedures of sample

collection, packaging, and

submission.

- Secateurs





Checklist Score

Yes No

Observation


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LU 3: Perform visual characterization of plant pests and diseases

3

Learning Outcomes:

1. Differenciate causal agent 2. Describe symptoms 3. Proper reporting and recommendation

30 Hours

Learning Outcome 3.1 Differenciate causal agent

Types of causal agent

Biotic

Fungus

Bacteria

Virus

Abiotic

Physiological

Edaphic

Climatic

Radiative

Types of pests :

Insects

Minor

Biters

Suckers

Rodents

Nematode

o Presentation differents types

of causal agents


differents types of causal

agents Documentary

research

o differents types of causal

agents

o Field visit on differents types

of causal agents

o


differents types of causal

agents

- Reference books

- Internet

- Containers

- Secateurs

- Hoe

- Shovel

- Magnifying glass

- Traps


355 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.2 Describe symptoms

Symptoms

BIOTIC

Fungus

Bacteria

Virus

Abiotic strains

Symptoms of :

Biters

Minors

Suckers

o Presentation on different

symptoms of Biotic, abiotic

agents, pests and nematode

o Group discussion on different



Documentary research on

Biotic, abiotic agents, pests and

nematode

o Field visit on identification


- Field


- Reference books

- Internet

- Fact sheets

- photos



356 | P a g e

Rodents

Symptoms of

nematode


Practical exercises on

identification of different







Checklist Score

Yes No

Observation

Learning Outcome 3.3. Proper reporting and recommendation

phytopathological form

Definition

Parts

Filling

o Presentation on

phytopathological form and

report writing



- Different forms - Flip shart

- Markers

- Pencils

- Photos



357 | P a g e

Report writing

Introduction

Body/development

conclusion

report writing



report writing

o Practical exercises on filling


report writing

- Facts sheets

- Fields





Checklist Score

Yes No

Observation


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hree farmers NYIRABAGENI, GAHIRE, GASHIRABAKE in RULINDO District in Bushoki sector have grown passion fruit their yields are decreased due to the attack of pests and diseases. The crops are showing the following symptoms yellow spots on leaves; curling of leaves and small black spots on the fruits, those farmers wants to improve the quality and quantity of the production in the next harvesting season by controlling those pest and diseases. As an assistant technician you are requested to identify and report the pests and diseases that had underpinned this plantation within 2h 40min per task (for five trees).

indentify disease or pest which show the following symptoms: yellow spots on leaves; curling of leaves and small black spots on the fruits in NYIRABAGENI‘s field, GAHIRE’s, field and GASHIRABAKE’s field

Consumables:

- Pen

- Paper

- Phytopathological form

Equipment and tools - PPE

- Secateurs

- Pangas

- Saw

- knife


Checklist Score

Yes No

Indicator:

1. Tools and materials are properly prepared

2. Identification of pests well performed

3. Identification disease is well performed

4. Identification of water shortage is well performed

5. Tools and equipment are well cleaned and stored

Observation

359 | P a g e


Checklist Score

Yes No

Indicator:

1. Incidence of diseases and /or pests have substantially identified

2. Severity of diseases and /or pests have substantially identified

3. Phytopathological form is well filled

Observation


Checklist Score

Yes No

Indicator

1. Appropriate techniques are well used to identify the problem

2. Time is respected

3. Tools and equipment are properly used

Observation

REFERENCES

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Jean A., 1985. Le stockage des produits vivriers et semenciers 1er volume: dégâts, pertes et

moyens de stockage.

Maison Larose et ACCT.

Jean A., 1985. Le stockage des produits vivriers et semenciers 2eme volume : ute contre les

ravageurs hygienedu stockage. Maison Larose et ACCT.

Jean S., 1989. Traite de pathologie vegetale. Les presses agronomiques de Gembloux,

Belgique.

Minagri, 2010. Farmer’s dairy, Kigali.

Republic of Rwanda- OCIR Café&TechnoServe, 2010. East African Coffee Initiative : Rwanda

2010 : Agronomy

Best Practices (Imikoreremyiza mu buhinzi). Kigali.

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C R P F C 4 0 1 - FRUITS CROPPING

CRPFC401 Grow fruits


Credits: 10 100

Sector: Agriculture



Purpose statement

This module describes the skills and knowledge required to apply cropping techniques for fruits crops

production Passion fruits, banana and pineapple adapted to the conditions of Rwanda.

The module will allow the learner to:

Establish the crop in the field ;

Maintain the crop in the field

Harvest the crop.

362 | P a g e








2. Prepare the field, tools, materials

and equipment

1.4. Proper identification of the site according to

passion fruits, banana, pineapples requirements

1.5. Proper selection and preparation of tools, materials

and equipment

1.6. Proper land preparation of passion fruits, banana,

pineapples

2. Perform cultivation of passion fruits,

banana and pineapples

2.1. Proper selection and preparation of planting materials

/ seeds of passion fruits, banana and pineapples

2.2. Adequate planting of seedlings according to the field

design

2.3. Proper and regular maintenance (Mulching, watering,

weeding, fertilization, stalking, pruning, disease and pest

control) of plantation according to the standards

3. Harvest of passion fruits, banana,

pineapples

3.1. Proper identification of maturity signs

3.2.Adequate selection of harvesting techniques according

to the requirements

3.3. Adequate handling of products according to

requirements

3.4.Proper storage of fruits

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LU 1: Prepare the field, tools, materials and equipment

1

Learning Outcomes:

1. Identify the site. 2. Prepare tools, materials and equipment 3. prepare land for passion fruits, banana, pineapples

20 hours

Learning Outcome 1.1 Identify the site

Criteria for site selection

on passion fruits, banana,

pineapples

Back ground of the

field

Field accessibility

Ecological

requirements

Soil

Rainfall

Temperature

Altitude

o Brainstorming on ecological requirement of passion fruits, banana, pineapples


selection criteria

o Oral presentation.

o Field visit

- Flip chart

- DVD players and projector

- Related books,

- Newspapers

- Reports and scientific

paper.



Resources

364 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.2. Prepare tools, materials and equipment


tools, materials and

equipment.

Soil

Field topography

Climate

Type of crop

Utilization of tools, materials

and equipment in fruit

production.

o Viewing of pictures, DVD on

tools, materials and equipment

o Demonstration (identification,

description and functions of

tools, materials and equipment)

o Practical exercises on use of

tools, materials and equipment.

o Group discussion on tools,

materials and equipment

- Flip chart

- Planting materials

seedlings

- Farm tools:

hand hoe, forked hoe, rake

maker, ropes, pegs,

wheelbarrow, buckets, baskets,

sacs, measuring tape, spade,

shovel, manure fork, sickles,



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handling.

o Oral presentation

watering can, wheelbarrow,

- Internet connection.

- Related books,

Newspapers

Reports and scientific

papers

DVD players





Checklist Score

Yes No

Observation

Learning Outcome 1.3 Prepare land for passion fruits, banana, pineapples



366 | P a g e

Land clearing

Tillage (primary)

Tillage (secondary)

Amendments application

(organic, mineral

Tillage systems (zero or

minimum tillage, flat

ploughing, ridging,

mound formation,

broad-bed and furrow

system, pitting)

Oral presentation

•Viewing of pictures, DVD (land

preparation)

•Demonstration (land preparation)

•Practical exercises (land

preparation)

•Group discussion (type of tillage to

do in a given situation)

• Visit (farms)

Tools and equipment

- Hand tools: hoe, tridents,

hook, spade, spading

fork, shovel, rake,

manure fork, pangas,

clippers, sickles, saws

- Power tools: tractor,

tiller

- Team (animal traction)

Attached equipment :

mouldboard plough, disc

plough, cultivator, harrow,

roller,





Checklist Score

Yes No

Observation


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LU 2: Conduct cultivation of passion fruits,banana and pineapple

2

Learning Outcomes:

1. Conduct plantation of passion fruits, banana and pineapple . 2. Maintain plantation of passion fruits, banana and pineapple crops

60 Hours

Learning Outcome 2.1.Conduct plantation of passion fruits, banana and pineapple .

criteria forseedlings and planting material selection

seedlings and planting material pre-treatment techniques:

Hardening-off, Disinfection Trimming at necessity

Planting methods: In row or per hole

planting Planting standards:

spacing, density,

fertilizers

application

(Methods,rate and

types)

o Group discussion planting

procedures

o Oral presentation on planting

o Field visit of passion fruits,

banana and pineapple

plantations

Practical exercises on

transplanting of passion fruits,

banana, pineapples

- Flip chart

- DVD players

- Demonstration plot

transplantation

- Farm tools:

- Farm tools:

hand hoe, forked hoe, rake maker, ropes, pegs, wheelbarrow, buckets, baskets, sacs, measuring tape, spade, shovel, manure fork, sickles, watering can, wheelbarrow, PPE - Internet connection

- Related books,


368 | P a g e

- Newspapers

Reports and scientific papers





Checklist Score

Yes No

Observation

Learning Outcome 2.2: Maintain plantation of passion fruits, banana and pineapple crops

Different maintenance

practices in passion fruits, banana and pineapple plantation:

Mulching Watering Gapping (passion fruits,

o Group discussion of passion

fruits, banana and pineapple

.maintenance

o Field visit and observation

- Flip chart

- Farm tools:

- Farm tools:

hand hoe, forked hoe, rake maker, ropes, pegs,



369 | P a g e

banana and pineapple s) Weeding and Earthing up Thinning pruning Fertilizers application

(Mineral fertilizers) Staking/propping (passion

fruits, banana and pineapple) Pests and diseases

control for passion fruits, banana and pineapple Main pests passion fruits, banana and pineapple

o Demonstration passion fruits,


maintenance


maintenance passion fruits,


wheelbarrow, buckets, buskets, sacs, measuring tape, spade, shovel, manure fork, sickles, watering can, wheelbarrow, PPE - Internet connection

- Related books,

- Newspapers

Reports and scientific paper





Checklist Score

Yes No

Observation


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LU 3: Harvest passion fruits, banana and pineapple

3

Learning Outcomes:

1. Identify signs of maturity forpassion fruits, banana and pineapple

2. Apply harvesting techniques 3. Perform handling techniques of passion fruits, banana and

pineapple 20 Hours

Learning Outcome 3.1 Identify signs of maturity forpassion fruits, banana and pineapple

Differentiation of maturity time for passion fruits, banana and pineapple

Maturity signs for passion fruits, banana and pineapple (Colour, dimension/size, hardness) Frequency of

harvesting (passion

fruits, banana and

pineapple.


differentiation passion fruits,

banana and pineapple crop

maturity.

o Field visit and observation on

maturity signs.

- Flip chart

- Plantation of passion fruits,


crops

- Internet connection

- Related books

- Newspapers


paper.




371 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.2 Apply harvesting techniques

Identification of different part to be harvested on passion fruits, banana and pineapple Fruits

Harvesting techniques on passion fruits, banana and pineapple Manual harvesting

(Picking) Mechanical harvesting

o Group discussion on harvesting

techniques passion fruits,

banana and pineapple and

plantation visit and observation

on harvesting techniques.

o Demonstration on harvesting

techniques.

o Practical exercises on harvesting

techniques

- Flip chart



- Basket, Sacs, wheelbarrow,

Buckets, weigh balance and

PPE


- Related books,

Newspapers


paper


372 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.3. Perform handling techniques of passion fruits, banana and pineapple

Techniques of products handling

Sorting Grading Washing Packaging materials and

labels Storage

o Group discussion on handling

techniques of passion fruits,


o Demonstration on how to

handle the passion fruits,


o Practical exercises on product

- Flip chart



crops

- Packages and labels



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packaging, labeling and storing - Internet connection

- Related books,

Newspapers


paper





Checklist Score

Yes No

Observation


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Mukabiganda a farmer of Gasange sector in GATSIBO District is facing a problem of low production of passion fruits, banana and pineapple due to inappropriate cropping techniques. As an assistant technician in the above sector; you are requested to perform cultural practices (plantation maintenance and harvesting of products) on mentioned crops. N.B: These activities have to be performed on plot of 5m2 as demonstration for farmers and will be achieved within 3 hours for each task.

Apply cultural practices on passion fruit, banana and pineapple

materials: - banana planting

material - Mineral fertilizers - Mulch - Organic fertilizers - passion fruit

seedlings - Pesticides - pineapple planting

material

Farm Tools : - Hoe, Panga, Forked

hoe, Spade, watering can, , spring balance, pots, measuring tape, pegs, saws,secateurs, pruning , clippers, knives, collection bags, baskets,

Equipment: - Sprayer - Wheelbarrow - PPE


Checklist Score

Yes No

Indicator:

1. Tools and equipment are well selected.

2. Seedlings are well planted

3. Maintenance is well performed.

4.Harvesting is well performed

Observation

375 | P a g e


Checklist Score

Yes No

Indicator:

1. Sowing density is well respected.

2. Maintained crops in field are observed

3. Maturity signs are observed.

Observation


Checklist Score

Yes No

Indicator

1. The methods of seedlings plantation are respected

2. Maintenance techniques are well applied.

3. Time of task execution is respected.

Observation

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C R P C R 4 0 1 - CEREALS CROPPING

CRPCR401 Grow Cereals


Credits: 10 100

Sector: Agriculture



Purpose statement

This module describes the skills and knowledge required to apply cropping techniques for cereal crops

production (Wheat, Maize and Sorghum, rice) mainly grown in Rwanda.


Establish cereal crops( Wheat, Maize and Rice )in the field ;

Maintain cereal crops( Wheat, Maize and Rice) in the field

Harvest cereal crops (Wheat, Maize and Rice)

Handle the products of cereal crops (Wheat, Maize and Rice)

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CRPPD401 Field plant pests and disease identification

CCM406 Basic knowledge of inorganic and organic chemistry







3. Select site, tools, materials and

equipment

1.7. Proper identification of the site according to the

Wheat, Maize and Rice requirements

1.8. Proper selection and preparation of tools, materials

and equipment

1.9. Adequate preparation of seeds

2. Conduct maize, wheat, rice and

sorghum cultivation

2.1. Proper first and second ploughing of the main field

2.2. Adequate sowing of maize, wheat and rice

2.3. Proper and regular maintenance (weeding,

fertilization, disease and pest control, watering, earthling

up) of Wheat, Maize and Sorghum and Rice accordingly

1. 3. Harvest and handle cereal

products

3.1. Proper identification of maturity signs of maize, wheat,

and rice

3.2. Adequate selection of harvesting methods and

techniques according to the standards of Wheat, Maize and

Rice

3.3. Adequate handling harvested maize, wheat and rice

products according to requirements

3.4. Proper storage of maize, wheat and rice products

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LU 1: Select site, tools, materials and equipment

1

Learning Outcomes:

1. Identify the site. 2. Prepare tools, materials and equipment 3. Prepare seeds

20 hours

Learning Outcome 1.1 Identify the site

• Criteria for site selection

of maize, wheat, and rice

crops

Back ground of the

field

Field accessibility

Ecological

requirements

Soil

Rainfall

Temperature

Altitude

o Brainstorming on ecological

requirement of maize, wheat,

and rice

o Soil, temperature and rainfall

measurement.


selection criteria

- Flip chart

- DVD players and

projector

- Related books,

- Newspapers


paper.

- field


Resources

379 | P a g e





Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2. Prepare tools, materials and equipment



equipment.

Soil

Field topography

Climate

Crop

Utilization of tools,


o Viewing of pictures, DVD

o Demonstration (identification,

description and functions of


equipment)

o Practical exercises on use of


- Seeds

- Farm tools (hoe, panga,

hammer, rake, spade,

wheelbarrow, sprayers)

- Pesticides

- Fertilizers

- Internet connection.

- Related books,




380 | P a g e

in Wheat, Maize, and Rice

crops production

equipment.

o Group discussion on tools,


handling.

o Oral presentation

papers

DVD players





Checklist Score

Yes No

Observation

Learning Outcome 1.3. Prepare seeds

Sorting

Grading

Pre-treatment (

coating seeds)

• Testing seed germination

rate

o Brainstorming on seeds

preparation.


o Group discussion on seeds

preparation

- Seeds

- Farm tools

Sand

- Watering can

- Related books,


paper



381 | P a g e






Checklist Score

Yes No

Observation


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LU 2: Conduct maize, wheat, and rice cultivation

2

Learning Outcomes:

1. Establish of maize, wheat, and rice crops into the field 2. Maintain maize, wheat, and rice

60 Hours

Learning Outcome 2.1.Establish of maize, wheat, and rice crops into the field.

Land preparation( first

and second ploughing)

Fertilizers application

Crop sowing methods of

maize, wheat and rice

o Group discussion on sowing

procedures

o Oral presentation on sowing

procedures

o Study tour on cereal fields


sowing

- DVD players

- Demonstration plot

- Farm tools


- Related books,


papers






383 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2.Maintain maize, wheat, and rice

Different maintenance

techniques of maize,

wheat and rice

Weeding

Earthing up

Fertilization

Watering

etc

Pests and diseases

control for maize, wheat,

rice, sorghum crops

Main pests of maize,

wheat and rice

Diseases of maize,

wheat and rice,

- Fungal,

- Bacterial

- Viral

o Group discussion maize,

wheat, rice, crop

maintenance

o Study tour on maize, wheat,

and rice fields

o Practical exercises on maize,

wheat, and rice crops field

maintenance

- field

- Farm tools


- Related books,


paper

Learning activities Resources

384 | P a g e





Checklist Score

Yes No

Observation


385 | P a g e

LU 3: Harvest and handle harvested products

3

Learning Outcomes:

1. Identify maturity physiological signs of maize, wheat and rice 2. Apply harvesting techniques of maize, wheat and rice 3. Handle harvested products of maize, wheat and rice

20 Hours

Learning Outcome 3.1 Identify maturity physiological signs of maize, wheat and rice

Life cycle of maize,

wheat, and rice crops.

Types of maturity

Utility maturity

Physiological maturity

of maize, wheat and

rice

Physiological signs of

maturity of maize,

wheat and rice for (

colour, dimension/size)


differentiation of cereal crops

maturity.

o Field visit and observation on

maturity signs

- Farm tools (panga,

Basket, Sacs,

wheelbarrow, Buckets,

balance)

- Cereal crops field


- Related books,


paper..




386 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.2Apply harvesting techniques of maize, wheat and rice

Identification of

different part to be

harvested on maize,

wheat, and rice

Seeds

Shaff

paddy

Harvesting techniques

on maize, wheat, and

rice

Selective harvesting

Non selective

harvesting

Manual harvesting

Mechanical

harvesting


harvesting techniques of

cereal crops.

o Study tour on cereal crops

field

o Demonstration on harvesting

operations.


harvesting operations

- Cereal crops field

- Bags

- Wheelbarrow

- Knives

- Hoe

- Ropes


- Related books,


paper


387 | P a g e





Checklist Score

Yes No

Observation


388 | P a g e

Learning Outcome 3.3. Handle harvested products of maize, wheat and rice

Techniques of products

handling of maize,

wheat and rice

Drying

Shelling

Winnowing

Sorting and grading

Moisture content

measurement

Pest prevention

Packaging and

labeling

o Group discussion on handling

techniques of cereal products

o Demonstration on handling


o Practical exercises on handling


- cereal (Wheat, Maize

and Rice)crops field

- Bags,

- Sheeting

- Hygrometer

- Sorting screen

- Pesticides

- Fumigants

- Winnower

- Stick

- Labels


- Related books,


paper






389 | P a g e


Checklist Score

Yes No

Observation



RUTAGENGWA, a farmer in Rwamagana District is growing Maize, Wheat and rice. In the last year, the production decreased due to utilization of poor quality seeds, inappropriate crop maintenance and poor harvesting techniques. As a technician, you are requested to perform seed preparation, crop maintenance and handle the harvested products on the above mentioned cereal crops.

N.B: These activities have to be performed on plot of 5m2 as demonstration for this farmer and will be achieved within 4 hours for each task.

Prepare seeds, maintain and harvest Maize, Wheat and Rice

Materials: - Mineral fertilizers - Organic fertilizers - Pesticides - Seeds of maize - Seeds of sorghum rice - Seeds of wheat

Farm Tools : - Hoe, Panga, Forked

hoe, Spade, watering

can, spring balance,

pots, measuring tape,

pegs, collection bags,

baskets, stakes

Equipment:

- Sprayer

- Wheelbarrow

- PPE


hecklist Score

390 | P a g e

Yes No

Indicator:

Tools and equipment are well selected.

Seeds are well sown in field

Maintenance is well performed.

Harvesting is well performed

Observation


Checklist Score

Yes No

Indicator:

Sowing density is well respected.

Maintained crops in field are observed

Maturity signs are observed.

Observation


Checklist Score

Yes No

Indicator

The methods of seeds sowing are respected

Maintenance techniques are well applied.

Time of task execution is respected.

Observation

391 | P a g e

C R P P H 4 0 1 - POST HARVEST AND HANDLING PRACTICES

CRPPH401 Perform post harvest and handling practices


Credits: 7 70

Sector: Agriculture



Purpose statement

This module describes the skills and knowledge required to apply post-harvesting techniques for crops

production (main cereals, main roots and tubers, grain legumes, cooking banana and main industrial

crops) adapted to the conditions of Rwanda.


• Pre-store bulk products ;

• Apply post-harvesting treatments ;

• Store field crop products ;

• Pack field crop products.

392 | P a g e


This module must be assessed after the following prerequisite modules:







1. Pre-store bulk products 1.1 Proper identification of pre-storage area 1.2 Adequate preparation of pre-storage area 1.3 Proper arrangement procedures of bulk products 1.4 Proper respect ofpre-storage conditions 1.5 Perform follow up procedures of bulk products

2. Perform post-harvesting treatments 2.1. Proper threshing/shelling of crop products 2.2 Adequate drying techniques of crop products 2.3 Proper measurement of Moisture content of crop products 2.4 Proper sorting /grading of crop products

3. Store crop products

3.1. Adequate preparation of storage area and equipment 3.2 Proper application of pesticides and wax in storage 3.3 Proper arrangement of crop products 3.4 Adequate inspection of stored crop products 3.5 Adequate recording of data about storage of crop products

4 Pack crop products 4.1 Adequate preparation of packing containers and equipment

4.2 Proper implementation of filling practices 4.3 Perform labeling of packed crop products 4.4 Proper storing of finished crop products

393 | P a g e

Learning Outcome 1.1 Identify pre-storage area

Pre-storage purpose (drying,

quality assurance, pests

protection)

Criteria for pre-storage area

selection

o Oral presentation

o Demonstration, practical

exercises and group

discussion on selection of

pre-storage area according

to criteria

- Pre-storage area

- Technical cards (quality

assurance.




LU 1: Pre-store bulk products

1

Learning Outcomes:

1. Identify pre-storage area 2. Prepare pre-storage area 3. Arrange bulk products 4. Follow up the bulk products

10 hours


Resources


394 | P a g e


Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2. Prepare pre-storage area

Preparation of the pre-

storage area: checking,

cleaning, structure

installation (shelves, cribs,

shed, sheeting, drying

floor).

Oral presentation

Viewing of pictures, DVD (pre-

storage area)

Demonstration, practical

exercises and group discussion on

preparation of pre-storage area

o Visit (farms)

Pre-storage area

Equipments for cleaning:

water, brush, detergent

Pre-storage structures:

shelves, cribs, shed,

sheeting, drying floor

Audio visual media

Farms




395 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.3 Arrange bulk products

Arrangement procedures

(cereals, grain legumes, roots

and tubers)

o Oral presentation


(arrangement of bulk

products)

o Demonstration, practical

exercises and group discussion

on arrangement of bulk

products

o Visit (farms)

- Pre-storage area

- Pre-storage structures:

shelves, cribs, shed,

sheeting, drying floor

- Field crop bulk products






396 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 1.4 Follow up the bulk products

Pre-storage conditions

(ventilation, temperature,

humidity)

Follow up procedures

o Oral presentation

o Personal research (pre-storage

condition for a given field crop

product, follow up

procedures)


exercises on follow up

procedures

- Pre-storage area

- Pre-storage structures

- Field crop bulk products






397 | P a g e


Checklist Score

Yes No

Observation

398 | P a g e

Learning Outcome 2.1. Perform threshing / shelling

Threshing / shelling

procedures(cereals, grain

legumes (Methods,rate and

types)

Oral presentation

Viewing of pictures, DVD

(threshing, shelling)

Demonstration and practical

exercises on threshing and

shelling for field crops

Visit (farms)

Threshing / shelling

equipments: thresher,

sheller, huller, gin

Field crop products

Audio visual media

Farms




LU 2: Apply post-harvesting treatments

2

Learning Outcomes:

1. Perform threshing / shelling 2. Apply drying techniques 3. Operate sorting and grading

25 Hours



399 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2: Apply drying techniques

Drying techniques (aeration,

unheated or natural grain

drying, heated air grain

drying) for cereals, grain

legumes, roots)

Moisture content standards

Moisture content

assessment and

measurement.

o Oral presentation

o Viewing of pictures, DVD (drying

techniques not available at

school)


exercises on drying techniques

and moisture content

assessment and measurement

o Visit (farms)

- Threshed / shelled field

crop products

- Drying equipments:

drying area, driers

- Moisture standards

- Moisture meter


- Farms






400 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.3. Operate sorting and grading

Sorting procedures for

cereals, grain legumes,

roots and tubers: visual,

winnowing, granulometry,

densimetry

grading procedures for

cereals, grain legumes, roots

and tubers: visual,

granulometry, densimetry

Oral presentation

Viewing of pictures, DVD (sorting

and grading for field crops)

Demonstration and practical exercises on sorting and grading field crop products, moisture content assessment and measurement (cereals),Visit

Dried field crop products

Sorting and grading

machines and equipments:

winnower, ventilator,

sieves, magnet

Water and containers

Audio visual media

Farms






401 | P a g e


Checklist Score

Yes No

Observation

402 | P a g e

LU 3: Store crop products

3

Learning Outcomes:

1. Prepare storage area and equipment 2. Apply conservation treatment 3. Arrange crop products in the store

25 Hours

Learning Outcome 3.1 Prepare storage area and equipment

Storage preparation:

cleaning, sanitizing,

checking status of

equipments, repair

Oral presentation


(storage structures)

Demonstration and practical

exercises on storage area

preparation (cleaning, sanitizing,

checking, repair)

o Visit (farms).

Storage area

Storage equipment: bags,

bin, silo, pallet, floor

Tool box

Various materials: water,

detergent, brush, chemicals

(disinfectant), insecticide,

sprayer, rat poison, traps

Audio visual media




403 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.2 Apply conservation treatment

Pesticide application for

storage: regulation, types of

pesticides, types of application

Oral presentation

Demonstration, simulation and

practical exercises on pesticide

application for storage

o Visit (farms)

PPE

crop products

Pesticides

Equipments for pesticides or

wax application: sprayer,

duster, mist blower,

fumigator






404 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.3. Arrange crop products in the store

Filling equipment: loader,

hopper, filling machines

Filling of storage containers:

bags, bin, silo

Arrangement of filled

containers: pallet, floor, lay out

Oral presentation


(storage structures with

products)

Demonstration, simulation and

practical exercises on

arrangement of field crop

products in a store

o Visit (farms)

crop products

Containers: bags, bin, silo,

pallet, floor



Audio visual media






405 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.4 Inspect stored crop products

Regular inspection

procedures

Correctives measures

o Oral presentation

o Personal research

(inspection procedures)

o Demonstration and


inspection for stored field

crop products

Stored field crop products

Stored products inspection

manual

Bags

Sampling gear






406 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.5 Record data about storage of field crop products

Data recording: entry products

(crop, date, quantity, moisture

content, container, pesticides

treatments), exit products

(crop, date, quantity)

o Oral presentation

o Demonstration, simulation

and practical exercises on

filling

- Technical cards

- Pen

- Computer





Checklist Score

Yes No



407 | P a g e

Observation

408 | P a g e

LU 3: Pack crop products

4

Learning Outcomes:

1.Prepare packing containers and equipment 2.Fill the packing containers 3. Label packed crop products 4. Store finished crop products

10 Hours

Learning Outcome 4.1 Prepare packing containers and equipment

Types of packing containers:

bags, bins, crate, baskets



o Oral presentation


(filling equipment not

available at school)

o Demonstration, simulation

and practical exercises on

preparation of packing

containers and equipment).

- Packing containers:

bags, bins, crate,

baskets

- Filling equipment:

loader, hopper, filling

machines







409 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.2 Fill the packing containers

Filling and sewing practices

Weighing

o Oral presentation

o Demonstration and

practical exercises on filling,

sewing and weighing

container

o Visit (farms)

- Field crop products

- Packing containers

- Filling and sewing

equipment: loader, hopper,

filling machines, sewing

machines, needle, sewing

thread

- Weighing scale







410 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.3.Label packed crop products

Types of labels

Label information: producer,

product, weight, date of

manufacture, grade

Oral presentation

o Demonstration, simulation and

practical exercises on labeling)

Labels, printer, marker, ink,

glue, stamp dater







411 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.4 Store finished crop products

Means of transport and

conditions

Finished field crop

products warehouse

conditions

o Oral presentation

o Demonstration and


storage of finished field

crop products

- Packed field crop products

- Transport means:

wheelbarrow, two-wheel

hand truck, trolleys,

vehicles

- Field crop products

warehouse

- Pallet







412 | P a g e

Checklist Score

Yes No

Observation



KAREKEZI, a farmer of Huye District, Ngoma Sectorhas grown rice, beans and maize. He would like to store his product in appropriate conditions. Unfortunately after harvesting his product had a moisture content of 16%, He has limited skills and knowledge in cereals and legumes post harvest techniques. As an assistant technician you are requested to conduct demonstration on how todry,to pack in containers and arrange products in the store.This work has to be performed on 100kgs per product within three hours. Demonstrate how to dry, to pack in containers , labelling and arrange maize, beans and rice in the store

Consumables:

- bags - beans - Containers - grain of maize - grain of rice - needles - rope

Tools - balai - basket - fork - glue - moisture meter - pencil/marker - sheeting/mat - sheller - Trays - winnowing van

Equipment - PPE - Weighing scale - Wheelbarrow

413 | P a g e


Checklist Score

Yes No

Indicator:

Tools and equipment are well selected.

Area of drying is well selected

Drying technique is well selected

Containers are well selected

Observation


Checklist Score

Yes No

Indicator:

Drying technique is well performed

Containers are well prepared

Containers are well fulfilled

Containers are well packed

Moisture content is well tested

Observation

414 | P a g e


Checklist Score

Yes No

Indicator

Moisture content test according to the standard

Labelling is well done

Packaging was performed.

Time of task execution is respected.

Observation

Note:

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

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.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

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 hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: 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 the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

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