Crop Production

TVET CERTIFICATE V in

CROP PRODUCTION

CODE AGRCRP5001

Kigali ,March, 2014

AGRCRP5001-TVET CERTIFICATE V Crop Production REQF Level 5 CURRICULUM

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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:

March, 2014

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

Published by Workforce Development Authority (WDA) P. O. BOX 2707 Kigali Tel: (+250) 255113365 Internet: http:// www.wda.gov.rw

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Table of Contents

C o py r i g ht ii Table of Contents iii L i s t of abbreviations v i i Acknowledgments ix 1. GENERAL INTRODUCTION 1 2. QUALIFICATION DETAILS 2 2.1 Description 2 2.2 Minimum entry requirements 2 2.3 Information about pathways 3 2.4 Job related information 3 2.5 Employability skills and life skills 4 2.6 Information about competencies 6 4. TRAINING PACKAGE 7 3.1 Course structure 7 3.2 Competencies chart 7 3.4 Flowchart 9 5. ASSESSMENT GUIDELINES 10 4.1 Assessment Methodology 10 4.2 Portfolio 10 C C M M S5 0 1 - MONITORING OF OC CUPATIONAL SHE AT WORKPLACE 13 LU1: Conduct OSH (occupational safety and health) monitoring 15 LU 2: Collect and analyze Occupational health, safety incidents report 19 LU 3: Train all staff on occupational health and safety matters 24 C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH 31 LU 1: Communicate orally in social and professional situations with ease 33 LU 2: Read correctly a range of materials 38 LU 3:Listen to audio messages with different English accents to get the intended message 42 LU 4:Produce a variety of medium texts on professional and general topics 47 CCMSE501 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT 54 LU 1: Communicate with customers and colleagues from diverse backgrounds 56 iii | P a g e

LU 2: Address cross-cultural misunderstandings 60 C C MKN 5 0 1 - IKINYARWANDA K’INTYOZA 6 5 LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 68 LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye. 75 LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 84 LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye 94 LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda. 104 C C MI W5 0 1 - ICT AT WORKPLACE 115 LU 1: Prepare document Layout 117 LU 2: Apply basic computer operations 121 LU 3: Manage Data 127 C C MP E 5 0 1 - PROFESSIONAL ETHICS 134 LU 1:Apply human values 136 LU 2:Respect engineering ethics 141 LU 3:Apply safety 145 C C MB O5 0 1 - BUSINESS ORGANISATION 150 LU 1: Identify Activities To Be Accomplished For Real Business 152 LU 2: Create a productive working environment 159 LU 3: Run real business operation 167 LU 4: Monitor and evaluate the business 174 ELSIA301 - INDUSTRIAL ATTACHMENT PROGRAM (IAP) 180 LU 1: Apply for internship/employment 183 LU 2: Demonstrate appropriate workplace behavior and attitudes 187 LU 3: Respect worker’s and employer’s rights and responsibilities 192 LU 4: Organize and evaluate one’s internship 198 GENAM501 - ADVANCED ANALYSIS AND STATISTICS 204 LU 1: Apply fundamentals of integrals 206 LU 2: Identify measures of dispersion and interpret bivariate data 210 GENGC501 - APPLY GENERAL CHEMISTRY 215 iv | P a g e

LU 1:Describe the transition metals 217 LU 2:Perform chemical titration 222 LU 3:Perform electrochemical cell reactions 228 LU 4: Describe polymerization 233 GNEGP501 - GENERAL PHYSICS 239 LU 1: Sources of Energy in the world 242 LU 2:Motion in orbits 247 LU 3: Mobile phone and radio communication 252 LU 4: Climate change and Greenhouse effect. 257 LU 5: Earthquakes, Tsunami, floods landslides and cyclone 261 LU 6: Application of optical fibre in telecommunication systems 266 C R P E T 5 0 1 - EXTENSION TECHNIQUES 273 LU 1: Prepare target group and area 276 LU 2: Select extension methods 281 LU 3: Disseminate technology 287 LU 4: Follow up and report 292 Summative Assessment 296 A N H P F5 0 1 - PIG FARMING 302 LU 1:Describe pig breeds 305 LU 2:Design and equip piggery 309 LU 3:Rotate and maintain supplies. 314 A N HR F4 0 1 - RABBIT FARMING 339 LU 1: Describe rabbit breed 342 LU 2: Design and equip rabbit hutches 347 LU 3: Manage rabbit farming 352 LU 4: Perform rabbit health and diseases control 360 Summative Assessment 366 CRPCD501 - COMMON PLANT PESTS AND DISEASES MANAGEMENT 376 LU 1: Identify disease and pest development stage 378 LU 2: Determine criteria for management methods 384 LU 3: Apply management methods 389 C R P S L 4 0 1 - SOIL LABORATORY ANALYSIS 401 v | P a g e

LU 1:Perform soil sampling 403 LU 2:Perform soil sample analysis 408 LU 3:Perform results interpretation 413 C R P MI 5 0 1 - SIMPLE METHODS OF IRRIGAT ION 418 LU:1 Apply manual methods of irrigation 420 LU 2: Establish sprinkler irrigation system 424 LU 3:Establish drip irrigation method 430 C R P I C 5 0 1 - INDUSTRIAL CROPS GROWING 441 LU 1: Prepare the field, tools, materials and equipment 443 LU 2: Conduct industrial crops plantation 448 LU 3: Harvest industrial crops 453 Summative Assessment 459 C R P P L 5 0 1 - PLANT LABORATORY ANALYSIS 465 LU 1: Perform plant sampling 467 LU 2:Perform plant sample analysis 472 LU 3:Perform results interpretation 477 GLOSSARY 483

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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

RHIO Rwanda horticulture interprofessional organization

RDB Rwanda Development board

RHODA Rwanda horticulture development authority

RRWA Rwanda rainwater harvesting association vii | P a g e

ToT Training of trainers unit

TVET Technical and vocational education and training

UGAMA Centre de services aux coopératives

UR University of Rwanda

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 Department - WDA MUHIRE Jean Marie Vianney, CDU - WDA Facilitation NTAHONTUYE Félix, CDU-WDA HATEGEKIMANA Gratien, CDU-WDA TUMAINI MANIMBI, CDU-WDA MUKANGARAMBE Judith, CDU-WDA MUKARUKAKA Placidie, TVET Trainer KABUTARE Curriculum Development Team

# NAMES INSTITUTION /COMPANY 1 BAYIZERE Venuste Trainer agriculture, KINAZI TSS

2 GASHABUKA NSANA Eugène RAB 3 HAKIZIMANA Alfred TSS KINAZI 4 HATEGEKIMANA Olivier Nyabikenke TSS/Trainer 5 IMPANO Clarisse ISAE 6 MANIRAGUHA Dieudonné NAEB 7 MFURANZIMA Aury-Boris Private Consultant 8 NIZEYIMANA Evelyne Nyabikenke TSS 9 NKUNDWAKAZI Olive RAB 10 NSENGIYUMVA Emmanuel ,Agronomist, Private Consultant 11 UMUTONIWASE Primitive Kabutare TSS 12 URAYENEZA Xavier EAV Kabutare 13 UWANYIRINKA Marie Aimée EAV FO Kibisabo

14 UZAMUKUNDA Francoise Trainer agriculture 15 UMUHOZA Chantal FAIM Company 16 NYANZIRA Clemence Trainer Nyabikenke T.S.S 17 MANISHIMWE Aphrodis Trainer KINAZI T.S.S 18 NZIBONERA Gilbert Trainer KABUTARE 19 UWAYO Guillaume EAV FO Kibisabo

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20 MUSONI Jean Claude Nyabihu TVET School 21 KAMBARI Vincent GS St Marcel/Kayonza 22 NIYIRERA Eugenie School of Arts, Multimedia, and Sports 23 NGEZAHAYO Emmanuel RUSUMO HIGH SCHOOL 24 NIYODUSENGA Patrick ECOLE DES SCIENCES DE NYANZA 25 UWINEZA Patrice NYAMATA TVET SCHOOL 26 UMUGABEKAZI Yvette ADM-IBTC 27 UWINEZA Patrick ADECOR Rwanda UWIHOREYE Jean Patrice G.S Gisovu 28 NZASANGAYEZU Theoneste Bigogwe TVET School 29 HANGANIMANA Paul The New Forests Company 30 NZIRORERA MUHIRE Eugene Kabutare TVET School 31 MANIRAGUHA Francois Kibisabo TVET School

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1. GENERAL INTRODUCTION Section 1 The curriculum presents a coherent and significant set of competencies to acquire to perform the occupation of AGRICULTURE 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.

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Section 2. QUALIFICATION DETAILS 2 2.1 Description At the end of this qualification, qualified learners will be able to: Title: TVET Certificate III in Animal 1. Monitor Occupational SHE best Health practices 2. Maintain professional conversation in Level: REQF Level 5 upper-intermediate English 3. Gukoresha ikinyarwanda cy’’intyoza Credits: 120 4. Work in a socially diverse environment Sector: Agriculture 5. Use ICT at workplace Sub-sector: Crop Production 6. Apply professional ethics 7. Manage a team Issue date: March, 2014 8. Organise a business 9. Perform soil laboratory analysis 10. Perform plant laboratory analysis 11. Perform Simple method of irrigation 12. Demonstrate basic knowledge of This Qualification provides the skills, electromagnetism and optics knowledge and attitude required for a 13. Perform rabbit farming qualified learner to become economically 14. Perform pig farming active in Agriculture sector that will have a 15. Apply extension techniques 16. Grow industrial crops (Coffee, Tea, direct impact on local economic with Pyrethrum, Sugarcane) production of food. Work would be 17. Manage common Plant pest and undertaken in various Agriculture-related disease industries where different works, industrial 18. Integrate workplace crops are grown, agriculture extension is 2.2 Minimum entry requirements applied, rabbits and pigs are reared under TVET Certificate IV crop Production in or other minimum supervision. relevant qualifications or through Recognition of Prior Learning.

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2.3 Information about pathways

Pathways into the qualification Pathways from the qualification

Preferred pathways for candidates entering Progression route of candidates achieving this qualification include: this qualification include:

 Candidates enter this qualification after  Candidates exiting this qualification achieving TVET Certificate IV in Crop are able to enter in TVET diploma in production or other relevant Crop Production qualifications or through Recognition of Prior Learning

3. 2.4 Job related information

This qualification prepares individuals to integrate the crop production sub-sector and operate as an Agriculture assistant technician. This qualification constitutes a basis for further learning in crop production. The individuals with this qualification can move to other levels as per REQF requirements in Crop production.

Possible jobs related to this qualification

. Agriculture technician . Industrial crops plantation Team leader . Rabbit farmer . Pig farmer . Extensionist

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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:

Communication

. Documenting technical work in plain English . Writing and presenting reports

Safety and security precautions

. Working collaboratively with project team members

Health and environment

. Health reproduction . Rwanda environmental protection, practices rules and regulations

Business Plan

. Producing a small IT business plan

Planning and organizing

. Preparing feasibility reports that take into account project scope, time, cost, quality, communications and risk management

Self-management

. Taking responsibility for own outputs in relation to specified quality standards . working according to the Rwandan Computer Society Code of Ethics regarding security, legal, moral and ethical issues

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Technology

. Manipulate computer . Using internet

Languages other than Kinyarwanda

 Using English as the medium of communication in the working environment

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2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMMS501 Monitor occupational SHE at workplace 3 2 CCMUE501 Maintain professional conversation in upper-intermediate English 3 3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3 4 CCMSE501 Work in a socially diverse environment 3 5 CCMIW501 Use ICT at workplace 3 6 CCMBO501 Organize a business 3 7 CCMPE501 Apply professional ethics 3 Total 21

No Code Core competencies Credit

1. GENAM501 Apply Advanced Analysis and Statistics 8

2. GENGC501 Apply General Chemistry 5

GENERAL 3. GENGP501 Apply general physics 6 4. CRPSL501 Perform soil laboratory analysis 6 5. CRPPL501 Perform plant laboratory analysis 5

6. CRPMI501 Perform Simple Method of Irrigation 6 7. CRPRF501 Perform Rabbit Farming 6

8. CRPPM501 Perform Pig Farming 5 SPECIFIC 9. CRPET501 Apply Extension Techniques 7 10. CRPIC501 Grow industrial crops (Coffee, Tea, Pyrethrum, Sugarcane) 8 11. CRPPM501 Manage Common Plant Pest and Disease 7 12. CRPIA501 Integrate workplace 30 Total 63

 Number of competencies: 19  Core competencies : 12  Complementary competencies : 7

 The total number of Credits: 120

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4. TRAINING PACKAGE Section 3 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.

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AGRICULTURE TECHNICIAN PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

intermediateEnglish

ikinyarwanda cy’intyoza ikinyarwanda

(800 Hrs ) Hrs (800

SPECIFIC COMPETENCIES

Duration of the client condition Assess the case Manage actions taken the Evaluate activity the document Report/ workplace at SHE occupational Monitor upper in conversation professional Maintain Gukoresha environment diverse socially a Workin ICT workplace at Use business a Organize ethics professional Apply chemistry General Apply phyisics General Apply and statistics analysis Advanced Apply

1 2 3 4 5 6 7 8 9 10

Duration (400 Hrs)

30 30 30 30 30 30 30 60 50 80 Perform soil laboratory ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 1 analysis 60 Perform plant laboratory ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 2 analysis 50 Perform Simple Method of ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ Irrigation 60 Perform Rabbit Farming 60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ Perform Pig Farming 50 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ Apply Extension Techniques 70 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ Manage Common Plant Pest ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ and Disease 70 Grow industrial crops (Coffee, ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ Tea, Pyrethrum, Sugarcane) 80 Integrate workplace 6 300 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●

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.

Monitoring of occupational she at workplace 3

Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Professional ethcics 3

General Physics 6

Advanced Analysis and Statistics 8 Genaral Chemistry 5

Extension Techniques 6 Pig Farming 6

Rabbit Farming 6 Soil Laboratory Analysis 4

Simple methods of Irrigation 5 Plant Laboratory Analysis 4 Industrial Crop Growing 8

Common Plant Pests and Diseases 7 management

Business organisation 3

Industrial Attachment Program ( IAP) 30

Figure 2: Flowchart

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Section 5. ASSESSMENT GUIDELINES

4 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 on that module All formative assessment should be declared competent before taking the summative/integrated assessment

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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% Rest of Criteria/ any other criteria 100% (example: Safety)

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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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C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE

FBSFT201 Monitor Occupational SHE best practices

Competence

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

This module describes the skills, knowledge and attitudes required to perform OSHE monitoring systems taken as instruments used for measurement and analysis in the area of occupational safety and health. They are commonly used to inform and guide government policy. Typically, these systems are used to give an indication of the number of work accidents or occupational diseases, or they might record information about places of work, or about the activities of the organizations involved in ensuring good working conditions. Moreover, the module describes the skills, knowledge and attitudes required to monitor occupational safety, health and security policies and procedures. Finally, the learner learns how to advice and train all employees on health and safety matters.

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Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Conduct OSHE ( occupational safety 1.1 Proper checking of application of OSHE policies, and health) monitoring procedures and regulations 1.2 Proper monitoring of the use of PPEs 1.3 Proper monitoring the compliance of OSHE best practice 2. Collect and analyze occupational 2.1 Proper collection of data regarding OSHE incidents health, safety incidents report 2.2 proper analysis of OSHE data collected 2.3 Adequate elaboration of a compiled incident reports 2.4 Proper recommendation of safest way to do the job 3. Train all staff on occupational 3.1 Appropriate provision of information and instructions health and safety matters 3.2 Appropriate training to all employees and supervisors on OSHE standards/regulations 3.3 Proper evaluation of trained OSHE programs

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Learning unit LU1: Conduct OSH (occupational safety and health) monitoring

Learning Outcomes: 1. Check if SHE policies, procedures and regulations are applied 2. Monitor use of PPEs 1 3. Monitor compliance of OSHE best practice

10 Hours

Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied

Content Learning activities Resources

SHE policies in accordance with the o Brainstorming ˗ Flipcharts discipline o Documentary research ˗ Markers  SHE regulations; o Group discussion ˗ Flipcharts stand  Safety roles of employees ˗ Internet  Responsibility of administration  Incident reporting  Ventilation and air quality  First aid facilities  Hazard control in workplace  Equipment and machinery  Emergency response plans  SHE standards;  Responsibility in working place  Hazard identification and risk Control  Making the working area safe  Personnel protective equipment  Health of employees  Facilities  Reporting of incidents and accidents  Emergency preparedness

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procedures

Formative Assessment 1.1

Performance criterion Proper checking of application of OSHE policies, procedures and regulations

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written . Multiple choice . True or false question  Oral . Matching  Performance . Sentence completion . Ticking . Expose (presentation) . Task: Checking if OSHE policies, procedures and regulations are applied

Checklist Score Yes No  OSHE policies are checked  OSHE regulations are checked  OSHE standards are checked

Observation

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Learning Outcome 1.2: Monitor use of PPEs

Content Learning activities Resources

 Types of PPEs to be used o Group discussion ˗ Checklist according to the trade o Practical exercise ˗ PPEs  Physical verification of PPEs ˗ Brushes  Cleaning and storage of ˗ Store materials, tools and ˗ equipment Shelter ˗ Shelves ˗ Pen

Formative Assessment 1.2

Performance criterion Proper monitoring of the use of PPEs

Checklist Score Yes No  List of PPEs to be used according to the trade is checked  Physical verification of PPEs is done  Cleaning and storage of materials, tools and equipments are checked Observation

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Learning Outcome 1.3: Monitor compliance of OSHE best practice

Content Learning activities Resources

 OSHE best practice o Brainstorming  regulations o Group discussion  standards o Group work

 Standards checklist to be

evaluated according to the specific trade

Formative Assessment 1.3

Performance criterion Proper monitoring the compliance of OSHE best practice

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . Multiple choice . True or false question  Oral . Matching  Performance . Sentence completion . Ticking . Expose (presentation) . Task: Monitoring the compliance of OSHE best practice

Checklist Score Yes No  OSHE best practices are checked

 List of standards to be evaluated according to the specific trade is checked Observation

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LU 2: Collect and analyze Occupational health, safety incidents report

Learning Outcomes: 1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 2 3. Elaborate compiled incident reports 4. Recommend safest way to do the job

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Content Learning activities Resources

 Steps of data collection; o Small group discussions - Reference books o Consulting of incident o Pair discussion - Internet report documents o Brainstorming - Hand-outs o Talk to people involved or - Didactic materials witnesses to the event o Site visit  Categories of incidents;  Major accident fatal permanent injury  Minor accident (injuries)  Near miss

Formative Assessment 2.1

Performance criterion Proper collection of data regarding OSHE incidents

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written . Multiple choice

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 Oral . True or false question . Matching  Performance . Sentence completion . Ticking . Expose (presentation) . Task: Collecting data regarding OSHE incidents in working area

Checklist Score Yes No  Steps of data collection are followed  Categories of incidents are identified Observation

Learning Outcome 2.2: Analyze OSHE data collected

Content Learning activities Resources

 Root and causes of incident; o Small group discussions - Reference books  Poor management o Pair discussion - Internet laziness o Brainstorming - Hand-outs stupidity - Didactic materials forgetfulness negligence ignorance  Influencing factors associated with the work environment individual physical abilities, organization and its management system  Overload  Poor procedures  Inadequate training  Low motivation  Impact of incidents  Social impact loss of manpower medical expenses  Economic impact

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poor production, closer of the company compensation repairs  Physical effects permanent injuries, loss of ability to handle materials, persistent pain headaches  Psychological effects anxiety, depression

Formative Assessment 2.2

Performance criterion Proper analysis of OSHE data collected

Checklist Score Yes No  Identification of root and causes of incident  Identification of impact of incidents Observation

Learning Outcome 2. 3: Elaborate compiled incident reports

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Content Learning activities Resources

 Type of incident reports; o Small group discussions - Reference books  Monthly report o Pair discussion - Internet  Quarterly report o Brainstorming - Hand-outs  Annual report - Didactic materials  Categories of incidents;  Major accident fatal permanent injury  Minor accident (injuries)  Near miss  Template of incidents Formative Assessment 2.3

Performance criterion Adequate elaboration of a compiled incident reports

Checklist Score Yes No  Types of incident reports are identified  Categories of incidents are identified  Template of incidents is well filled Observation

Learning Outcome 2. 4: Recommend safest way to do the job

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Content Learning activities Resources

 Use of PPEs o Small group discussions - Reference books  Emergency preparedness o Pair discussion - Internet procedures o Brainstorming - Hand-outs  hazard identification and risk - Didactic materials control  making the working area safe  reporting of incidents and accidents  Training of employees

Formative Assessment 2.4

Performance criterion Proper recommendation of safest way to do the job

Checklist Score Yes No  Use of adequate PPEs is recommended  Emergency Preparedness Procedures is recommended  Hazard Identification And Risk Control is recommended  Making The Working Area Safe is recommended  Reporting Of Incidents And Accidents is recommended  Training of employees is recommended Observation

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Learning unit LU 3: Train all staff on occupational health and safety matters

Learning Outcomes: 1. Provide information and instructions 2. Train all employees and supervisors on OSHE standards/regulations 3 3. Evaluate trained OSHE programs

10Hours

Learning Outcome 3.1: Provide information and instructions

Content Learning activities Resources

 Brief description of: o Brainstorming - Reference books  An occupational health and safety o Group work - Internet (OH&S) program o Discussion - Hand-outs  A policy statement - Stories and  The program elements pictures Individual responsibility Joint occupational health and safety committee Health and safety rules Correct work procedures Employee orientation Training Workplace inspections Reporting and investigating accidents/incidents Emergency procedures Medical and first aid Health and safety promotion Workplace specific items  Responsibilities of the staff:  Responsibilities of workers Using personal protection and safety equipment as required by the employer. Following safe work

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procedures Knowing and complying with all regulations. Reporting any injury or illness immediately Reporting unsafe acts and unsafe conditions Participating in joint health and safety committees or as the representative  Responsibilities of supervisor Instructing workers to follow safe work practices. Enforcing health and safety regulations. Correcting unsafe acts and unsafe conditions. Ensuring that only authorized, adequately trained workers operate equipment. Reporting and investigating all accidents/incidents. Inspecting own area and taking remedial action to minimize or eliminate hazards. Ensuring equipment is properly maintained Promoting safety awareness in workers  Responsibilities of management Providing a safe and healthful workplace. Establishing and maintaining a health and safety program. Ensuring workers are trained or certified as required. Reporting accidents/incidents and cases of occupational disease to the appropriate authority Providing medical and first aid facilities Ensuring personal protective equipment is available Providing workers with health and safety information

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Supporting supervisors in their health and safety activities Evaluating health and safety performance of supervisors

Formative Assessment 3.1

Performance criterion Appropriate provision of information and instructions

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written . Multiple choice . True or false question  Oral . Matching  Performance . Sentence completion . Ticking . Expose (presentation) . Task: Providing information and instructions on occupational health and safety matters

Checklist Score Yes No  A brief description of an occupational health and safety (OH&S) program is provided  A brief description of A policy statement is provided  A brief description of the program elements is provided  Responsibilities of the staff are described (workers, supervisor, Management staff) Observation

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Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations

Content Learning activities Resources

 Training on SHE regulations o Brainstorming - Reference  Safety roles of employees o Group work books  Responsibility of administration o Discussion - Internet  Incident reporting - Hand-outs  Ventilation and air quality - Stories and  First aid facilities  Hazard control in workplace pictures  Equipment and machinery  Emergency response plans  Training on SHE standards  Responsibility in working place  Hazard identification and risk control  Making the working area safe  Personnel protective equipment  Health of employees  Facilities  Reporting of incidents and accidents  Emergency preparedness Procedures Formative Assessment 3.2

Performance criterion Appropriate training to all employees and supervisors on OSHE standards/regulations

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. Task: Providing information on OSHE standards/regulations

Checklist Score Yes No  A brief description of SHE regulations is provided  A brief description of SHE standards is provided Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Content Learning activities Resources

 Evaluation forms o Brainstorming - Reference books  Learning assessment o Group work - Internet  Questions and responses, o Discussion - Hand-outs  topic of discussion - Stories and  Training impact assessment pictures

Formative Assessment 3.3

Performance criterion Proper evaluation of trained OSHE programs

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. Task: Evaluating trained OSHE program

Checklist Score Yes No  Evaluation forms are well developed  Learning assessment (Questions and responses, topic of discussion…) is well developed  Training impact assessment is well developed Observation

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Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN: 9781472419712, Publication Date: 2015 2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor) 3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009 4. G:\\Basic OH&S Program Elements OSH Answers.htm 5. https://www.rospa.com/occupational-safety/advice/training-matters/ 6. https://www.3tonline.fi/incident-reporting 7. http://www.safety.uwa.edu.au/topics/plant/inspection 8. http://www.hse.gov.uk/statistics/causdis/index.htm 9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

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C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH

CCMEN501 Maintain professional conversation in upper-intermediate English Competence

REQF Level: 5 Learning hours Credits: 3 30

Sector: All Sub-sector: All

Issue date: January, 2017

Purpose statement

This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce medium compositions on different trade-related subjects, Identify and differentiate different business documents, Effective writing of different business documents, Identify and use of writing styles, read different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key terms/words in their context, Answer reading comprehension questions precisely, Analyze different trade-related texts,Summarize trade-related texts (in own words), identify differences between common English accents, Listen and respond to users of common English their accents, Reporting information listened to from different common accents, Steps of speech preparation and delivery, Important tips on speech delivery, Requirements to properly articulate information, Analyse trade- related texts and Summarise texts.

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Learning assumed to be in place

Oral Basic English Communication Intermediate Workplace English

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Communicate orally in social and 1.1 Acceptable preparation of speeches on different professional situations with ease social and professional occasions 1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology 1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms 2. Read correctly a range of 2.1 Adequate reading of different trade-related texts materials 2.2 Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons) 2.3 Effective summary of key ideas in trade-related texts 3. Listen to audio messages with 3.1 Appropriate listening and responding to others different English accents to get 3.2 Clear identification of differences between the intended message common English accents 3.3 Accurate reporting of information listened to in different accents 4. Produce a variety of medium 4.1 Clear and detailed writing about a wide range of texts on professional and trade-related subjects. general topics 4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes) 4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each type of business document

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Learning Unity LU 1: Communicate orally in social and professional situations with ease

Learning Outcomes: 1. Prepare speeches for different social and professional occasions 1 2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according to question forms 10 Hours

Learning Outcome1.1:Prepare speeches for different social and professional occasions

Content Learning activities Resources

 Steps for speech  Flip charts preparation o Brainstorming  White/chalk Board  Step 1: Research and o Documentary research  Markers Preparation o Practical exercise  Microphones  Step 2: Writing Your o Presentation  Reference books Speech o Role plays  Scenarios  Step 3: Practicing  Stationeries  Step 4: Putting  Scenarios Together Visual Aids  Projector  Step 5: Predicting  Lesson plan the Q&A  Trainee manual

 Reference books  Identification of

categories of audience

 Familiar audience  Non-familiar audience  Adaptation of the message to the audience

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Formative Assessment 1.1

Performance criterion Acceptable preparation of speeches on different social and professional occasions

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Writing practice

 Performance evidence Task: 1 Write a 5 minutes’ speech on a topic of choice to be presented to the class.

Checklist Score Yes No Indicator: Steps for speech preparation are well applied  Background of the topic is given  Speech script is prepared  Visual Aids are prearranged  Prospective Q&A are hypothesized Indicator: Categories of audience are well identified  Familiar audienceis identified  Non-familiar audience is identified  Message is adapted to the audience Observation

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Learning Outcome 1.2:Deliver speeches to an audience

Content Learning activities Resources

 Important tips for speech  Flip charts delivery o Brainstorming  White/chalk Board  Dos and Don’ts on speech o Documentary research  Markers delivery o Practical exercise  Microphones  Requirements to articulate o Presentation  Reference books message o Role plays  Scenarios  Pronunciation  Stationeries  Speed  Scenarios  Tone  Projector  Lesson plan  Trainee manual  Reference books

Formative Assessment 1.2

Performance criterion Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology

 Performance evidence Task Deliver a 5 minutes’ speech on a topic of choice to the class.

Checklist Score Yes No Indicator 1:EffectiveSpeech delivery to an audience  Tips for speech delivery are applicable  Dos and Don’ts on speech delivery are applicable Indicator 2:Message articulation is effective  Pronunciation is accurate  Speed is considerable  Tone is formal

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Observation

Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question forms

Content Learning activities Resources

 Question forms o Practical exercise  Scenarios  Yes/No questions o Presentation  White/blackboard  Wh-questions o Role plays  Reference books  Choice questions o Group work  Markers  Hypothetical questions  Flip charts  Embedded questions  Paper  Leading questions  Stationeries

Formative Assessment 1.3

Performance criterion Asking relevant questions to clarify extend and follow up ideas according to question forms

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral evidence . Discussions . Presentations  Performance evidence Task: Answer at least 3 questions from the audience on your 5-minute speech.

Checklist Score Yes No Indicator: Questions are well formulated  Yes/No questionswell formulated

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 Wh-questionswell formulated  Choice questions are well stated  Hypothetical questionswell formulated  Embedded questionswell formulated  Leading questionswell formulated Observation

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Learning unit LU 2: Read correctly a range of materials

Learning Outcomes: 1. Read different trade-related texts adequately 2. Analyse trade-related texts 2 3. Summarize key ideas in trade-related texts

5 Hours

Learning Outcome 2.1: Read different trade-related texts adequately

Content Learning activities Resources

 Types of texts o Brainstorming - Flip charts  Expository o Documentary research - White/chalk Board  Narrative o Practical exercise - Markers  Descriptive o Group work - Reference books  Directive o Presentation - Stationeries  Argumentative - Projector  Application of reading - Lesson plan techniques on selected - Trainee manual texts  Reading for details  Reading for specific information  Explanation of key terms/words in the text  Provision of answers to reading comprehension questions

Formative Assessment 2.1

Performance criterion

Adequate reading of different trade-related texts

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Reading practice . Presentations  Oral evidence . Matching  Performance evidence . Multiple choice Task: 2 Using an appropriate reading strategy, read the text provided to you and answer its comprehension questions

Checklist Score Yes No Indicator 1: The type of texts is understood  Expository text is understood  Narrative text is understood  Descriptive text is understood  Directive text is understood  Argumentative text is understood Indicator 2: Reading techniques are applied  Reading for details is applied  Reading for specific information is applied Indicator 3: Vocabulary and comprehension  Key terms/words are explained  Comprehension questions are answered Observation

Learning Outcome 2.2:Analyse trade-related texts

Content Learning activities Resources

 Identification and description o Practical exercise  Scenarios  Text Structure o Presentation  White/blackboard  Purpose of the text o Role play  Reference books  Style o Group discussion  Markers Technicality  Flip charts Illustration  Paper Prose or verse  Stationeries  Writer’s stance  Lesson plan  Trainee manual

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Formative Assessment 2.2

Performance criterion Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Reading practice . Presentations  Performance evidence . Multiple choice Task: Read the text provided by the trainer and explain its purpose

Checklist Score Yes No Indicator: The trade related text is accurately analyzed  Text Structure: characters, events and settings are analyzed  Purpose of the text is understood  Style is identified  Writer’s stance is recognized Observation

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Learning Outcome 2.3:Summarize key ideas in trade-related texts

Content Learning activities Resources

 Steps to summarize: o Practical exercise - White/blackboard  Maintenance of the o Presentation - Reference books most important ideas o Group work - Markers  Elimination of the less - Flip charts important details - Paper  Paraphrasing in own - Stationeries words - Trainee manual - Lesson plan

Formative Assessment 2.3

Performance criterion Effective summary of key ideas in trade-related texts

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence . Reading practice . Writing practice  Oral evidence . Presentations  Performance evidence Task: Summarize the text given by the trainer

Checklist Score Yes No Indicator: Steps to summarize are followed  The most important ideas are maintained  Less important details are eliminated  The content is paraphrased in own words Observation

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Learning unit LU 3:Listen to audio messages with different English accents to get the intended message

Learning Outcomes: 1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 3 1. Report information listened to in different accents accurately

4 10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

Content Learning activities Resources

 Application of active  Flip charts listening strategies to different o Modelling  White/chalk Board accents o Practical exercise  Audiovisual  Listening for General o Presentation materials information o Role plays  Scenarios  Listening for Specific  Stationeries information  Projector  Computer  Types of listening  Lesson plan  Informative listening  Trainee manual  Discriminative listening  Recordings  Relationship listening  Appreciative listening

 Responding to different accents  Responding through Interactions Asking for clarification Expressing satisfaction

Formative Assessment 3.1

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Performance criterion Appropriate listening and responding to others

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Oral evidence . Listening practice . Discussions  Performance evidence . True or false questions

Task: Following your trainer’s instructions, listen and respond to what you hear.

Checklist Score Yes No Indicator 1: Active listening strategies are applied  Active listening is applied for general information  Active listening is applied for specific information Indicator 2: Types of listening are correctly applied  Informative listening is applied  Discriminative listening is applied  Relationship listening is applied  Appreciative listening is applied Indicator 3: Exact reactions to different accents are processed  Questions are asked for clarification  Satisfaction testimonial is expressed Observation

Learning Outcome 3.2: Identify differences between common English accents clearly

Content Learning activities Resources

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 Introduction to English accents o Practical exercise - Scenarios  Defining an English accent o Drilling/ - White/blackboard  Common English accents o Modeling - Reference books  Differences between American o Presentation - Markers and British English o Roleplay - Flip charts  Vowel Pronunciation - Stationeries  Consonant pronunciation - Audiovisual material  Rhotic accent - Recordings  Change of stress - Trainee manual  Changes in articulation - Lesson plan

Formative Assessment 3.2

Performance criterion

Clear identification of differences between common English accents

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral evidence . Listening practice  Performance evidence . Discussions . True or false questions . Note taking

Task: 3 Listen to two different recordings played by the trainer and identify 4 the differences between the accents of both speakers

Checklist Score Yes No Indicator 1: Introduction to English accents is understood  English accent is defined  Common English accents are mastered Indicator 2: American and British English accents are differentiated  Vowel Pronunciation is considered  Consonant pronunciation is considered  Rhotic accent is considered  Change of stress is considered

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 Changes in articulation are considered Observation

Learning Outcome 3.3:Report information listened to in different accents accurately

Content Learning activities Resources

 Reporting information o Practical exercise - Scenarios  General information o Presentation - White/blackboard  Specific information o Drilling/ - Reference books o Modelling - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries

Formative Assessment 3.3

Performance criterion Accurate reporting of information listened to in different accents

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Listening practice . Discussions  Oral evidence . Presentations  Performance evidence Task:

Listen and report to the information you hear from each recording played to you by the trainer

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Checklist Score Yes No Indicator: Reporting is done according to types of information  Reported considering general information  Reported considering specific information Observation

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Learning unit LU 4:Produce a variety of medium texts on professional and general topics

Learning Outcomes: 1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 4 3. Write business documents perfectly 4. Use writing style applicable to each type of business document

5 Hours

Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly

Content Learning activities Resources

 Varieties of writing o Brainstorming - Flip charts  Chronological writing o Documentary research - White/chalk Board  Analytical writing o Practical exercise - Markers  Descriptive writing o Group work - Reference books  Compare and - Stationeries contrast writing - Projector  Evaluative writing - Lesson plan  Summary writing - Trainee manual

 The Writing processes  Exploring and planning  Drafting  Building effective paragraphs  Editing

Formative Assessment 4.1

Performance criterion Clear and detailed writing about a wide range of trade-related subjects

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Task: Write a short text analysing an important issue affecting your career

Checklist Score Yes No Indicator 1: Varieties of writing are understood  Chronological writing is understood  Analytical writing is understood  Descriptive writing is understood  Compare and contrast writing  Evaluative writing is understood  Summary writing is understood Indicator 2: The Writing processes is followed  Exploring and planning is considered  Drafting is done  Effective paragraphs are built  Editing is done Observation

Learning Outcome 4.2: Differentiate business documents effectively

Content Learning activities Resources

 Identification and differentiation of business o Practical exercise - Scenarios documents o Brainstorming - White/blackboard  Business plans and Goals o Presentation - Reference books Business proposals o Documentary research - Markers Concept notes o Group work - Flip charts  Accounting Documents o Roleplay - Stationeries Financial reports - Lesson plan Financial statements - Trainee manual Goods received note Purchase order

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Goods delivery note Requisition  Customer service documents

 Business reports Annual reports Term reports Quarterly report Activity/Operation reports  Operational documents Contracts Business letters Memorandum of Understanding

Formative Assessment 4.2

Performance criterion Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Writing practice  Oral . Discussions  Performance . Presentations  . Multiple choice . Matching

Task: Name at least 4 different types of business documents and specify their differences

Checklist Score Yes No Indicator: Business documents are explored  Business plan is explored (characteristics, structure, elements, importance,..)  Accounting documents are explored (characteristics, structure, elements, importance,..)  Customer service documents are explored (types, characteristics, structure, elements, importance,..)  Business reports are explored (characteristics, structure, elements, importance,..)

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 Operational documents are explored (types, characteristics, structure, elements, importance,..) Observation

Learning Outcome 4.3: Write business documents perfectly

Content Learning activities Resources

 Steps to write business o Practical exercise documents o Documentary research - White/blackboard  Identifying the o Presentation - Reference books audience o Group work - Markers  Identifying the - Flip charts document’s purpose - Paper  Organizing the - Stationeries writing - Trainee manual  Proofreading the - Lesson plan business document  Editing the business document  Writing commonly used business documents

Formative Assessment 4.3

Performance criterion Appropriate writing of business documents

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence  Writing practice  Performance evidence  Presentation Task:   Write a business of a project you would implements upon

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graduation

Checklist Score Yes No Indicator 1: Steps to write business documents are followed accurately  The audience is identified  The document’s purpose is identified  The writing is organized  The business document is proofread  The business document is edited Indicator 2: Commonly used business documents are correctly written  Business plans are elaborated  Accounting documents are prepared  Customer service documents are written  Business reports are drafted  Operational documents are prepared  Etc Observation

Learning Outcome 4.4: Use writing style applicable to each type of business document

Content Learning activities Resources

 Application of principles o Practical writing exercises - White/blackboard and techniques of o Group work - Reference books business writing o Documentary research - Markers o Presentation - Flip charts  Formatting a business - Stationeries document - Trainee manual - Lesson plan

Formative Assessment 4.4

Performance criterion

Appropriate use of writing style applicable to each type of business document

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence . Writing practice  Performance evidence . Presentation . Matching  Task:  Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.

Checklist Score Yes No Indicator: Content and format are respected  Different principles and techniques of business writing are applied  Accurate business document format is used Observation

Reference books:

1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7 2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85 3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble, 1981), p. 276 4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54, Mar. 15, 1988, p. 343 6. Robert A. Rackleff, “The Art of Speechwriting,” Vital Speeches of the Day, vol. 54, Mar. 1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and Row,1981), p. 73 8. Dwyer, Karan Kangas&Marlina M. Davidson. “Is Public Speaking Really More Feared than Death?” Communications Research Reports, Vol. 29, Issue 2, 2012. Pages 99 – 107. 9. Beebe, S. A., & Beebe, S. J. Public speaking: An audience-centered approach (6th ed.). ( New York: Pearson, 2006). 10. Fraleigh, D. M., &Tuman, J. S. Speak up! An illustrated guide to public speaking. (New York: Bedford/St. Martins, 2009).

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11. Paul Taylor, "Analysis and Synthesis of Intonation using Tilt Model", Journal of the Acoustical Society of America. Vol 107 3, pp. 1697-1714. 12. Gimson, A. C.. "An introduction to the pronunciation of English". London: Arnold, 1989. 13. Trudgill, P. and J. Hanna. "International English: a guide to the varieties of StandardEnglish". London: Hodder Education, 2008. 14. S. H. Weinberger and S. A. Kunath, “The Speech Accent Archive: towards a typology of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication excellence in English, the language of business worldwide", First Edition. Canada, 2013 16. Green, G. M., Kantor, R. N., Morgan, J. L., Stein, N. L., Hermon, G., Salzillo, R., Sellner, M. B., Bruce, B. C., Gentner, D., & Webber, B. L. Problems and Techniques of Text Analysis, April 1980. 17. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998 18. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004

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CCMSE501 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT

CCMSE501 Work in a socially diverse environment

REQF Level: 5 Learning hours Credits: 3 30

Sector: All Sub-sector: All

Issue date: October, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to be able to successfully work in a socially diverse environment. The module will allow the participant to develop ways of communicating with customers and colleagues from diverse backgrounds and accommodating cultural differences. Furthermore, this module will enable the trainee to be able to identify issues that may cause conflict or misunderstanding in the workplace because of the cultural differences, find ways of resolving them and/or referring them to appropriate individuals or bodies.

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Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Communicate with customers 1.1 Adequate Valuing customers and colleagues from and colleagues from diverse different cultural groups and treating them with backgrounds. respect and sensitivity. 1.2 Adequate Taking into consideration cultural differences in all verbal and non-verbal communication and overcoming language barriers. 1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required. 2. Address cross-cultural 2.1 Proper identification of issues that may cause conflict misunderstandings or misunderstanding in the workplace. 2.2 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur. 2.3 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.

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LU 1: Communicate with customers and colleagues from diverse backgrounds

Learning Outcomes: 1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity. 1 2. Take into consideration cultural differences in all verbal and non- verbal communication and overcome language barriers. 3. Obtain assistance from colleagues, reference books or outside organisations when required.

12 Hours

Learning Outcome1.1: Value customers and colleagues from different cultural groups and treat them with respect and sensitivity

Content Learning activities Resources

 Treating different groups o Role play - Reference books effectively o Individual work - Role play scenario  forms of address o Group discussion - Online materials  levels of formality or o Large group discussion - Specialised informality o Brainstorming materials  observance of special religious, feasts or other celebratory days  customs, beliefs and values  Product preferences Formative Assessment 1.1

Performance criterion Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools

 Written . Multiple choice . True or false question  Oral . Ticking  Performance . Expose (presentation) . Role play

Checklist Score

Yes No

Effective treatment of different groups

Observation

Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non- verbal communication and overcome language barriers.

Content Learning activities Resources

 Verbal and non-verbal o Brainstorming - Reference books communication: o Role play - Role play scenario  varied cultural o Individual work - Online materials interpretation of non- verbal behaviour and gestures  personal grooming, including dress and hygiene habits  language spoken  language written  Overcoming language barriers:  meet, greet and farewell customers  give simple directions  give simple instructions  answer simple enquiries

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 prepare for, serve and assist customers  describe goods and services

Formative Assessment 1.2

Performance criterion Adequate Taking into consideration cultural differences in all verbal and non- verbal communication and overcoming language barriers.

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved. Types of evidence Portfolio assessment tools

 Written . Multiple choice . True or false question  Oral . Ticking  Performance . Expose (presentation) . Role play

Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation

Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside organisations when required

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Content Learning activities Resources

 Partnerships for efficient o Group discussion - Reference books communication o Individual work - Online materials  interpreter services o Large group discussion - Specialised materials  diplomatic services  local cultural organizations  appropriate government agencies  educational institutions  Disability advocacy groups. Formative Assessment 1.3

Performance criterion Proper obtaining assistance from colleagues, reference books or outside organizations when required.

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Written . Multiple choice . True or false question  Oral . Ticking . Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation

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LU 2: Address cross-cultural misunderstandings

Learning Outcomes: 1. Identify issues that may cause conflict or misunderstanding in the workplace. 2 2. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace. 3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up.

18 Hours

Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the workplace

Content Learning activities Resources

 Cultural differences o Individual work - Reference books  Causes of conflict o Group discussion - Online materials  race o Large group discussion - Specialised materials  language o Brainstorming  special needs  disabilities  gender  age  roles,  emotions,  misinformation  misinterpretation  values Formative Assessment 2.1

Performance criterion Proper identification of issues that may cause conflict or misunderstanding in the workplace.

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The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved. Types of evidence Portfolio assessment tools

 Written . Multiple choice . True or false question  Oral . Ticking . Expose (presentation)

Checklist Score

Yes No

Demonstration of knowledge about cultural differences

Identification of issues that may causes conflict at workplace

Observation

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Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or misunderstandings at workplace

Content Learning activities Resources

Settlement of misunderstandings o Role play - Reference  greetings o Group discussion books  key phrases o Large group discussion - Role play  customs o Individual work scenario  protocol, - Online  business practices materials  what is done for fun - Specialised  appreciation of cultural difference materials  Avoidance to compromise own values  being accommodating  Different Communication Styles  Different Attitudes Toward Conflict  Different Approaches to Completing Task  Different Decision-Making Styles  Different Attitudes Toward Disclosure

Formative Assessment 2.2

Performance criterion Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved. Types of evidence Portfolio assessment tools

 Written . Multiple choice . True or false question  Oral . Ticking  Performance . Expose (presentation) . Role play

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Checklist Score

Yes No

Settlement of misunderstandings

Observation

Learning Outcome 2. 3: Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up

Content Learning activities Resources

 Raising issues o Role play - Reference books  informal communication o Individual task - Role play scenario  informal meeting o Group work - Online materials  Mediation o Large group discussion - Specialised  formal communication materials  formal writing  formal meetings  work ethics

Formative Assessment 2.3

Performance criterion Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.

The assessor may collect any of the following evidences and make judgements if the performance criterion has been achieved. Types of evidence Portfolio assessment tools

 Written . Multiple choice . True or false question  Oral . Ticking  Performance . Expose (presentation) . Role play

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Checklist Score

Yes No

Raising issues to the appropriate level at workplace

Observation

Reference books:

1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley. 2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications. 3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs. 4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.

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CCMKN501 - IKINYARWANDA K’INTYOZA

CCMKN501 IKINYARWANDA K’INTYOZA

Competence

Ikiciro: 3 Amasaha ateganijwe Indengo y'amasaha: 3 30

Ishami: Yose Agashami: Twose

Igihe yateguriwe: Ukuboza, 2016

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore :

 Kumva, kuvuga, gusoma no kwandika Ikinyarwanda k’intyoza mu bikorwa bijyanye n’umwuga we.  Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.  Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.  Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.  Guhanga no kumurika mu rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.  Gukoresha neza ibinyazina bitandukanye.  Kwandika neza amazina bwite anyuranye.

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Ubushobozi fatizo

Ubushobozi mu Kinyarwanda cy'umunyamwuga

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 4.1 Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko nyandiko ashyikirana yumva inkurushusho abinyujije mu ngiro zitandukanye. n’abandi. 4.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye. 4.4 Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 4.5 Guhimba no kwandika inkurushusho akurikiranya neza ingingo. 2. Gukoresha Ikinyarwanda 2.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko k'intyoza uwiga agaragaza yumva umwandiko ku nsanganyamatsiko yo gukemura uburyo bunyuranye bwo amakimbirane abinyujije mu ngiro zitandukanye. gukemura amakimbirane no 2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. gukoresha ibinyazina 2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. binyuranye. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye. 3. Gukangurira abandi 3.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko akamaro k’isuku n’isukura yumva umwandiko ku kamaro k’isuku n’isukura abinyujije no gukoresha ibinyazina mu ngiro zitandukanye. binyuranye. 3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye. 4. Gukoresha Ikinyarwanda 4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva k'intyoza agaragaza uburyo umwandiko ku mitunganyirize y’ubutaka abinyujije mu bunyuranye bwo ngiro zitandukanye. gutunganya ubutaka no 4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza gukoresha ibinyazina 4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.

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binyuranye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye. 5. Gukoresha neza uburyo 5.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko bunyuranye bw’ yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane no kwandika ubwumvane mu ngiro zitandukanye. yubahiriza imyandikire 5.2. Gusoma neza ikinamico yubahiriza uturango twayo. y’Ikinyarwanda. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo ikwiye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.

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LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi

Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye 2. Gusubiza ibibazo ku nkurushusho mu mvugo ikwiye.

3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 1 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5. Guhimba no kwandika inkurushusho Amasaha 6

Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Ibimenyetso by’uteze amatwi o Gusoma inkurushusho ˗ Ibitabo by’ubuvanganzo atarogoya ufite ijambo. bucece. (inkurushusho) ; o Gusoma inkurushusho mu ˗ Ibinyamakuru bikoresha  Inkurushusho matsinda bashaka: inkurushusho ;  Insanganyamatsiko; o Ibisobanuro ˗ Sede (cd);  Inyunguramagambo; by’amagambo akomeye; ˗ Disiketi ;  ingingo z’umuco o Ibisubizo by’ibibazo byo ˗ Ikibaho; n’amateka; kumva inkurushusho no ˗ Marikeri;  Inshamake kumurika ibivuyemo; ˗ Murandasi; y’inkurushusho; o Gusoma inkurushusho uwiga ˗ Inkoranyamagambo.  inshoza n’uturango aranguruye ; by’inkurushusho; o Gusoma inkurushusho  isomo ry’ingenzi; bakuranwa ;  isesekaza n’utwatuzo. o Guhuza ibivugwa mu nkurushusho n’indangagaciro; o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu; o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi; o Gusobanura ingingo z’umuco

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n’amateka; o Gusobanura inshoza n’uturango by’inkurushusho; o Gutahura isomo ry’ingenzi; o Guhina mu magambo inkurushusho;

Isuzuma Mbonezanyigisho 1.1

Ubushobozi busuzumwa Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga akurikiye neza inkurushusho . Umukoro mu matsinda  Inyandiko . Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1: Gukurikira neza inkurushusho  Ubwumvane mu matsinda;  Ibyiyumviro by'uteze amatwi atarogoya; Ikitabwaho 2: Kugaragaza ko yumva neza  Insanganyamatsiko;  Inyunguramagambo;  ingingo z’umuco n’amateka;  Inshamake y’inkurushusho;  inshoza n’uturango by’inkurushusho;  Isomo ry’ingenzi;  Isesekaza n’utwatuzo. Umwanzuro

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Umusaruro w’inyigisho 1.2: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Inkurushusho ku o Gusoma inkurushusho ˗ Ibitabo by’ubuvanganzo kamaro k'imyuga bucece. (inkurushusho) ; n'ubumenyi ngiro mu o Gusoma inkurushusho mu ˗ Ibinyamakuru bikoresha muryango matsinda inkurushusho ; (nyarwanda) o Gusoma inkurushusho uwiga ˗ Sede (cd); aranguruye ; ˗ Disiketi ; o Gusoma inkurushusho ˗ Ikibaho; bakuranwa; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

Isuzuma Mbonezanyigisho 1.2

Ubushobozi busuzumwa Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asoma neza inkurushusho . Umukoro mu matsinda

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Gusoma neza inkurushusho o Ubwumvane mu matsinda; o Ibyiyumviro by'uteze amatwi atarogoya; o Utwatuzo n'isesekaza. Umwanzuro

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Umusaruro w’inyigisho 1.3: Gusubiza ibibazo ku nkurushusho mu nyandiko iboneye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Inkurushusho ku kamaro o Gusoma inkurushusho ˗ Ibitabo by’ubuvanganzo k'imyuga n'ubumenyi o Guhuza ibivugwa mu (inkurushusho) ; ngiro mu muryango nkurushusho n’indangagaciro; ˗ Ibinyamakuru bikoresha (nyarwanda) o Gusanisha ingeso zivugwa mu inkurushusho ; nkurushusho n’imyitwarire ˗ Sede (cd); y’abantu; ˗ Disiketi ; o Gukoresha Ikinyarwanda ˗ Ikibaho; k'intyoza agaragaza ˗ Marikeri;  Insanganyamatsiko; insanganyamatsiko z’ingenzi; ˗ Murandasi;  Inyunguramagambo; o Gusobanura ingingo z’umuco ˗ Inkoranyamagambo.  ingingo z’umuco n’amateka; n’amateka; o Gusobanura inshoza  Inshamake n’uturango by’inkurushusho; y’inkurushusho; o Guhina inkurushusho mu  inshoza n’uturango nyandiko ikwiye by’inkurushusho; o Gutahura isomo ry’ingenzi;  isomo ry’ingenzi;

Isuzuma Mbonezanyigisho 1.3

Ubushobozi busuzumwa

Yashubije ibibazo ku nkurushusho mu mvugo iboneye

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

Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asubiza neza ibibazo ku nkurushusho . Umukoro mu matsinda  Inyandiko . Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Gusoma neza inkurushusho  Ubwumvane mu matsinda;

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 Ibyiyumviro by'uteze amatwi atarogoya; Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho  Insanganyamatsiko;  Inyunguramagambo;  Ingingo z’umuco n’amateka;  Uturango by’inkurushusho;  Isomo ry’ingenzi;  Inshamake y’inkurushusho.

Umwanzuro

Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza ingingo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities ˗ Ibitabo by’ubuvanganzo  Inkurushusho ku kamaro o Gusoma inkurushusho (inkurushusho) ; k'imyuga n'ubumenyi ngiro o Gusesengura inkurushusho ˗ Ibinyamakuru bikoresha mu muryango (nyarwanda) o Guhindura agakino mo inkurushusho ; inkurushusho akurikiranya ˗ Sede (cd);  Udukino dufatiye ku neza ingingo. ˗ Disiketi ; nkurushusho ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

Isuzuma Mbonezanyigisho 1.4

Ubushobozi busuzumwa Yahinduye inkurushusho mo agakino akurikiranya neza ingingo

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

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Gihamya Isuzuma  Amajwi n’amashusho . Umukoro mu matsinda  Inyandiko . Inyandiko y'udukino dufatiye ku nkurushusho

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho  Ibyiyumviro by'uteze amatwi atarogoya;  Ubwumvane mu matsinda; Ikitabwaho 2: Guhindura neza inkurushusho mo udukino  Isesekaza;  Isano y'inkurushusho n'udukino;  Insanganyamatsiko.

Umwanzuro

Umusaruro w’inyigisho 1.5: Guhimba no kwandika inkurushusho akurikiranya neza ingingo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities ihimbankurushusho o Guhimba inkurushusho. ˗ Ibitabo by’ubuvanganzo  Insanganyamatsiko; o Kwandika inkurushusho (inkurushusho) ;  Inyunguramagambo; ˗ Ibinyamakuru bikoresha  ingingo z’umuco n’amateka; inkurushusho ;  Uturango by’inkurushusho; ˗ Sede (cd);  isomo ry’ingenzi; ˗ Disiketi ;  isesekaza n’utwatuzo. ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

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Isuzuma Mbonezanyigisho 1.5

Ubushobozi busuzumwa

Yahimbye anandika inkurushusho akurikiranya neza ingingo.

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

Gihamya Isuzuma  Amajwi n’amashusho . Uwiga ahimba inkurushusho . Umukoro mu matsinda  Inyandiko . Inkurushusho

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Guhimba no kwandika neza inkurushusho  Insanganyamatsiko n'isomo ry’ingenzi;  Inyunguramagambo;  Ingingo z’umuco n’amateka;  Uturango tw’inkurushusho;  Isesekaza n’utwatuzo;  Urukurikirane ruhwitse rw'ingingo. Umwanzuro

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LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo

bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane 2 abinyujije mu ngiro zitandukanye. 2. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. Amasaha 6 4. Guhina no guhimba umwandiko akurikiranya ingingo 5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye

Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities - Umwandiko ku o Gutega amatwi umwandiko ˗ Ibitabo bikubiyemo nsanganyamatsiko yo ujyanye no gukemura imyandiko yerekeye gukemura amakimbirane; amakimbirane. gukemura amakimbirane; o Kutarogoya ufite ijambo nta ibitabo - Ibimenyetso by’utega mpamvu. by’ikibonezamvugo; amatwi atarogoya; o Gusubiza ibibazo byo kumva ˗ SEDE (CD); umwandiko n’inyunguramaga ˗ Disiketi ; - Inyunguramagambo; mbo. ˗ Ikibaho; - Insanganyamatsiko o Kuvumbura ˗ Marikeri; y’umwandiko; insanganyamatsiko ivugwa mu ˗ Murandasi; - Ingingo z’umuco; mwandiko. ˗ Inkoranyamagambo. - Ingingo z’amateka (gusasa o Gukoresha Ikinyarwanda inzobe, Gacaca, Imimaro,..); k'intyoza agaragaza - Ingero zifatika zigaragaza indangagaciro uburyo bwo gukemura y’ubworoherane. amakimbirane mu o Gusoma mu matsinda muryango. bashaka: - Indangagaciro -Ibisobanuro by’amagambo

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y’ubworoherane; akomeye. - Ihinamwandiko ku -Ibisubizo by’ibibazo byo nsanganyamatsiko yo kumva umwandiko. gukemura amakimbirane; o Kumurika mu ruhame ibyavuye mu matsinda. o Gusoma aranguruye agaragaza isesekaza. o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane. o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo guhembera amakimbirane.

Isuzuma Mbonezanyigisho 2.1

Ubushobozi busuzumwa Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.

. Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo gukemura amakimbirane . Umukoro mu matsinda  Inyandiko . Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko  Ubwumvane mu matsinda;  Ibyiyumviro by'uteze amatwi atarogoya Ikitabwaho 2: Kugaragaza ko yumva neza  Insanganyamatsiko;  Inyunguramagambo;  ingingo z’umuco n’amateka;  Isomo ry’ingenzi;

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 Isesekaza n’utwatuzo. Umwanzuro

Umusaruro w’inyigisho 2.2: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities - Umwandiko ku o Gusoma umwandiko bucece. ˗ Ibitabo bikubiyemo nsanganyamatsiko yo o Gusoma umwandiko mu imyandiko yerekeye gukemura matsinda gukemura amakimbirane; amakimbirane; o Gusoma umwandiko uwiga ibitabo aranguruye ; by’ikibonezamvugo; o Gusoma umwandiko ˗ SEDE (CD); bakuranwa; ˗ Disiketi ; - Ibimenyetso by’utega o Kubahiriza isesekaza ˗ Ikibaho; amatwi atarogoya; n'utwatuzo ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

Isuzuma Mbonezanyigisho 2.2

Ubushobozi busuzumwa Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

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

Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asoma neza umwandiko ku nsanganyamatsiko yo gukemura amakimbirane . Umukoro mu matsinda

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Gusoma neza umwandiko  Ibyiyumviro by’uteze amatwi atarogoya;  Ubwumvane mu matsinda;  Isesekaza;

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 Utwatuzo. Umwanzuro

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

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities - Umwandiko ku o Gutega amatwi umwandiko ˗ Ibitabo bikubiyemo nsanganyamatsiko yo ujyanye no gukemura imyandiko yerekeye gukemura amakimbirane. gukemura amakimbirane; amakimbirane; o Kutarogoya ufite ijambo nta ibitabo mpamvu. by’ikibonezamvugo; - Ibimenyetso by’utega o Gusubiza ibibazo byo kumva ˗ SEDE (CD); amatwi atarogoya; umwandiko n’inyunguramaga ˗ Disiketi ; mbo. ˗ Ikibaho; - Inyunguramagambo; o Kuvumbura ˗ Marikeri; - Insanganyamatsiko insanganyamatsiko ivugwa mu ˗ Murandasi; y’umwandiko; mwandiko. ˗ Inkoranyamagambo. - Ingingo z’umuco; o Gukoresha Ikinyarwanda - Ingingo z’amateka k'intyoza agaragaza (gusasa inzobe, Gacaca, indangagaciro Imimaro,..); y’ubworoherane. - Ingero zifatika o Gusoma mu matsinda zigaragaza uburyo bwo bashaka: gukemura -Ibisobanuro by’amagambo amakimbirane mu akomeye. muryango. -Ibisubizo by’ibibazo byo - Indangagaciro kumva umwandi y’ubworoherane; o Kumurika mu ruhame - Ihinamwandiko ku ibyavuye mu matsinda. nsanganyamatsiko yo o Gusoma aranguruye agaragaza gukemura isesekaza. amakimbirane; o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane. o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo guhembera amakimbirane.

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Isuzuma Mbonezanyigisho 2.3

Ubushobozi busuzumwa Yashubije ibibazo ku mwandiko mu mvugo ikwiye.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asubiza neza ibibazo ku mwandiko ku nsanganyamatsiko yo gukemura amakimbirane . Umukoro mu matsinda  Inyandiko . Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko  Ibyiyumviro by'uteze amatwi atarogoya;  Ubwumvane mu matsinda; Ikitabwaho 2:Gusubizaneza ibibazo ku o Nyunguramagambo; o Nsanganyamatsiko y’umwandiko; o Ngingo z’umuco ; o Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..); o Buryo bufatika bwo gukemura amakimbirane mu muryango; o Ndangagaciro y’ubworoherane.

Umwanzuro

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Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities - Umwandiko ku o Gusoma no gusesengura ˗ Ibitabo bikubiyemo nsanganyamatsiko yo umwandiko ku imyandiko yerekeye gukemura nsanganyamatsiko yo gukemura amakimbirane; amakimbirane; gukemura amakimbirane ibitabo o Gukora inshamake by’ikibonezamvugo; - Inyunguramagambo; y’umwandiko. ˗ SEDE (CD); - Insanganyamatsiko o Guhimba um wandiko ˗ Disiketi ; y’umwandiko; ˗ Ikibaho; - Ingingo z’umuco ; ˗ Marikeri; - Ingingo z’amateka ˗ Murandasi; (gusasa inzobe, Gacaca, ˗ Inkoranyamagambo. Imimaro,..); - Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango. - Indangagaciro y’ubworoherane;

- Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

Isuzuma Mbonezanyigisho 2.4

Ubushobozi busuzumwa Yahinnye anahimba umwandiko akurikiranya neza ingingo.

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

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Gihamya Isuzuma  Amajwi n’amashusho . Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko yo gukemura amakimbirane . Umukoro mu matsinda  Inyandiko . Ihinamwandiko n'ihimbamwandiko

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Guhina no guhimba neza umwandiko  Inyunguramagambo;  Insanganyamatsiko y’umwandiko;  Ingingo z’umuco;  Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);  Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;  indangagaciro y’ubworoherane. Umwanzuro

Umusaruro w’inyigisho 2.5: Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities - Umwandiko ku o Gusoma no gusesengura ˗ Ibitabo bikubiyemo nsanganyamatsiko yo umwandiko ujyanye no imyandiko yerekeye gukemura gukemura amakimbirane. gukemura amakimbirane; amakimbirane; o Gukora ubushakashatsi ku ibitabo buryo bwo gukemura by’ikibonezamvugo; - Ihangamwandiko ku amakimbirane ˗ SEDE (CD); nsanganyamatsiko yo o Guhuza ingingo n'isomo ˗ Disiketi ; gukemura n'ibyasomwe mu zindi ˗ Ikibaho; amakimbirane. nyandiko ˗ Marikeri; o Kumurika ingero zifatika ˗ Murandasi; - Imurikamwandiko zigaragaza uburyo bwo ˗ Inkoranyamagambo. gukemura amakimbirane mu muryango.

Isuzuma Mbonezanyigisho 2.5

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Ubushobozi busuzumwa Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga amurika neza umwandiko ku buryo bwo gukemura  Inyandiko amakimbirane mu muryango . Umukoro mu matsinda . Inyandiko y'icyegeranyo ku buryo bwo gukemura amakimbirane mu muryango

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane  Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;  Isano y'ingingo n'ibyasomwe mu bushakashatsi ku ngingo;  Ugukoresha neza umwanya w'ijambo;  Ukurasa ku ngingo. Umwanzuro

Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities - Umwandiko ku o Gusoma no gusesengura ˗ Ibitabo bikubiyemo nsanganyamatsiko yo umwandiko imyandiko yerekeye gukemura o Gutahura imikoreshereze gukemura amakimbirane; amakimbirane; y’ibinyazina binyuranye. ibitabo o Gukorsha neza ibinyazina by’ikibonezamvugo; - Ibinyazina: binyuranye mu mwandiko ˗ SEDE (CD);  Nyereka ˗ Disiketi ;  Ngenera ˗ Ikibaho;  Ngenga ˗ Marikeri;

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˗ Murandasi; - Ihangamwandiko ˗ Inkoranyamagambo.

Isuzuma Mbonezanyigisho 2.6

Ubushobozi busuzumwa Yakoresheje ibinyazina binyuranye ku buryo bukwiye

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

Gihamya Isuzuma  Amajwi n’amashusho . Uwiga atahura amakosa ku mikoreshereze y'ibinyazina  Inyandiko . Umukoro mu matsinda . Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina binyuranye

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho:Gukoresha neza ibinyazina binyuranye  Ibinyazina bitandukanye: Nyereka, Ngenera na Ngenga  Isesengura ku mikoreshereze y'ibinyazina bitandukanye;  Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko. Umwanzuro

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LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.

Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye. 3 2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo Amasaha 6 5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye. Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda k'intyozan uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gutega amatwi umwandiko ˗ Ibitabo bikubiyemo nsanganyamatsiko ku ku isuku n’isukura. imyandiko yerekeye isuku isuku n’isukura; o Kutarogoya ufite ijambo nta n’isukura;  Ibimenyetso by’uteze mpamvu. ˗ Ibitabo amatwi atarogoya ufite o Kuvumbura by’ikibonezamvugo; ijambo. insanganyamatsiko ivugwa ˗ SEDE (CD); mu mwandiko. ˗ Disiketi ;  Inyunguramagambo; o Gukoresha Ikinyarwanda ˗ Ikibaho;  Insanganyamatsiko k'intyoza agaragaza ˗ Marikeri; y’umwandiko; indangagaciro yo kubaha ˗ Murandasi;  Ingingo z’umuco ubuzima (Kubaha ˗ Inkoranyamagambo; n’amateka; uburenganzira bwa muntu, ˗ Itangazo Mpuzamahanga  Isesekaza n’utwatuzo; kwirinda ihohotera iryo ari ryo ry’uburenganzira bwa  Indangagaciro zo ryose,kwiyitaho ). Muntu, kubaha ubuzima; o Gusoma mu matsinda ˗ Itegeko Nshinga rya  ingero zifatika zihamya bashaka: Repubulika y’u Rwanda; akamaro k’isuku -Ibisobanuro by’amagambo ˗ Amafoto ku bikorwa n’isukura; akomeye; by’isuku n’isukura.  Ihinamwandiko ku -Ibisubizo by’ibibazo byo nsanganyamatsiko y’ kumva umwandiko; isuku n’isukura; o Kumurika mu ruhame ibyavuye mu matsinda ;  Ihangamwandiko ku o Gusoma aranguruye isuku n’isukura. agaragaza isesekaza. o Gukusanyiriza mu matsinda,

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ibitekerezo ku isuku n’isukura. o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka z’umwanda.

Isuzuma Mbonezanyigisho 3.1

Ubushobozi busuzumwa Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku  Inyandiko n’isukura . Umukoro mu matsinda . Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko  Ubwumvane mu matsinda;  Ibyiyumviro by'uteze amatwi atarogoya; Ikitabwaho 2: Kugaragaza ko yumva neza:  Insanganyamatsiko;

 Inyunguramagambo;  Ingingo z’umuco n’amateka;  Inshamake y’umwandiko;  Inshoza n’uturango by’umwandiko;  Isomo ry’ingenzi;  Isesekaza n’utwatuzo. Umwanzuro

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Umusaruro w’inyigisho 3.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gutega amatwi umwandiko ku ˗ Ibitabo bikubiyemo nsanganyamatsiko y' isuku n’isukura. imyandiko yerekeye isuku isuku n’isukura; o Kutarogoya usoma nta n’isukura; mpamvu. ˗ SEDE (CD); o Gusoma mu matsinda ˗ Disiketi ; o Gusoma aranguruye agaragaza ˗ Ikibaho; isesekaza. ˗ Murandasi;

Isuzuma Mbonezanyigisho 3.2

Ubushobozi busuzumwa Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku n’isukura . Umukoro mu matsinda

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho : Gusoma neza umwandiko  Ibyiyumviro by’uteze amatwi atarogoya;  Ubwumvane mu matsinda;  Isesekaza;  Utwatuzo. Umwanzuro

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Umusaruro w’inyigisho 3.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gutega amatwi umwandiko ˗ Ibitabo bikubiyemo nsanganyamatsiko ku ku isuku n’isukura. imyandiko yerekeye isuku isuku n’isukura; o Kutarogoya ufite ijambo nta n’isukura;  Ibimenyetso by’uteze mpamvu. ˗ Ibitabo amatwi atarogoya ufite o Kuvumbura by’ikibonezamvugo; ijambo. insanganyamatsiko ivugwa ˗ SEDE (CD); mu mwandiko. ˗ Disiketi ;  Inyunguramagambo; o Gukoresha Ikinyarwanda ˗ Ikibaho;  Insanganyamatsiko k'intyoza agaragaza ˗ Marikeri; y’umwandiko; indangagaciro yo kubaha ˗ Murandasi;  Ingingo z’umuco ubuzima (kwiyitaho ). ˗ Inkoranyamagambo; n’amateka; o Gusoma mu matsinda ˗ Itangazo Mpuzamahanga  Isesekaza n’utwatuzo; bashaka: ry’uburenganzira bwa  Indangagaciro zo -Ibisobanuro by’amagambo Muntu, kubaha ubuzima; akomeye; ˗ Itegeko Nshinga rya  ingero zifatika zihamya -Ibisubizo by’ibibazo byo Repubulika y’u Rwanda; akamaro k’isuku kumva umwandiko; ˗ Amafoto ku bikorwa n’isukura; o Kumurika mu ruhame by’isuku n’isukura. ibyavuye mu matsinda ;  Ihinamwandiko ku o Gusoma aranguruye nsanganyamatsiko y’ agaragaza isesekaza. isuku n’isukura; o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.  Ihangamwandiko ku o Gukora inshamake isuku n’isukura. y’umwandiko mu mvugo. o Kujya impaka ku ngaruka z’umwanda.

Isuzuma Mbonezanyigisho 3.3

Ubushobozi busuzumwa Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

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

Gihamya Isuzuma

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 Amajwi n’amashusho . Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku  Inyandiko n’isukura . Umukoro mu matsinda . Ibisubizo ku bibazo byanditse

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

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gutega amatwi umwandiko ˗ Ibitabo bikubiyemo nsanganyamatsiko ku ku isuku n’isukura. imyandiko yerekeye isuku isuku n’isukura; o Kutarogoya ufite ijambo nta n’isukura;  Ibimenyetso by’uteze mpamvu. ˗ Ibitabo amatwi atarogoya ufite o Kuvumbura by’ikibonezamvugo; ijambo. insanganyamatsiko ivugwa ˗ SEDE (CD); mu mwandiko. ˗ Disiketi ;  Inyunguramagambo; o Gukoresha Ikinyarwanda ˗ Ikibaho;  Insanganyamatsiko k'intyoza agaragaza ˗ Marikeri; y’umwandiko; indangagaciro yo kubaha ˗ Murandasi;  Ingingo z’umuco ubuzima (kwiyitaho). ˗ Inkoranyamagambo; n’amateka; o Gusoma mu matsinda ˗ Itangazo Mpuzamahanga  Isesekaza n’utwatuzo; bashaka: ry’uburenganzira bwa  Indangagaciro zo o -Ibisobanuro by’amagambo Muntu, kubaha ubuzima; akomeye; ˗ Itegeko Nshinga rya  Ingero zifatika zihamya o -Ibisubizo by’ibibazo byo Repubulika y’u Rwanda; akamaro k’isuku kumva umwandiko; ˗ Amafoto ku bikorwa n’isukura; o -Bamurika mu ruhame by’isuku n’isukura.  Ihinamwandiko ku ibyavuye mu matsinda ; nsanganyamatsiko y’ o Gusoma aranguruye isuku n’isukura; agaragaza isesekaza.  Ihangamwandiko ku o Gukusanyiriza mu matsinda, isuku n’isukura. ibitekerezo ku isuku n’isukura. o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka z’umwanda.

Isuzuma Mbonezanyigisho 3.4

Ubushobozi busuzumwa Yahinnye anahimba umwandiko akurikiranya neza ingingo.

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

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 Amajwi n’amashusho . Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku  Inyandiko n’isukura . Umukoro mu matsinda . Ihinamwandinko n'ihangamwandiko

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Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gusoma no gusesengura ˗ Ibitabo bikubiyemo nsanganyamatsiko ku umwaniko ku isuku n’isukura. imyandiko yerekeye isuku isuku n’isukura; o Guhuza ibivugwa mu n’isukura; mwandiko n'ibindi byasomye ˗ Ibitabo  Imurikamwandiko mu zindi nyandiko by’ikibonezamvugo; o Kujya impaka ku ngaruka ˗ SEDE (CD); z’umwanda ˗ Disiketi ; o Kumurika imyanzuro ku ngero ˗ Ikibaho; zifatika zihamya akamaro ˗ Marikeri;

k’isuku n’isukura ˗ Murandasi;

˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu, ˗ Itegeko Nshinga rya Repubulika y’u Rwanda; ˗ Amafoto ku bikorwa by’isuku n’isukura.

Isuzuma Mbonezanyigisho 3.5

Ubushobozi busuzumwa Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku  Inyandiko n’isukura . Umukoro mu matsinda . Inyandiko y'icyegeranyo ku kamaro k'isuku n'isukura

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Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko  Ibyiyumviro by'uteze amatwi atarogoya;  Ubwumvane mu matsinda; Ikitabwaho 2:Gusubizaneza ibibazo o Inyunguramagambo; o insanganyamatsiko y’umwandiko; o Isano y'umwandiko n'ibyasomwe ahandi; o Ingingo z’umuco n'amateka; o Gukoresha neza umwanya w'ijambo; o Kurasa ku ntego. Umwanzuro

Umusaruro w’inyigisho 3.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gusoma no gusesengura ˗ Ibitabo bikubiyemo nsanganyamatsiko ku isuku umwandiko imyandiko yerekeye n’isukura; o Gutahura imikoreshereze isuku n’isukura;  Ibinyazina y’ibinyazina binyuranye. ˗ Ibitabo o Ngenera ngenga by’ikibonezamvugo; o Ndafutura/ndasigura ˗ SEDE (CD); o Mpamagazi ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu, ˗ Itegeko Nshinga rya Repubulika y’u Rwanda; ˗ Amafoto ku bikorwa by’isuku n’isukura.

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Isuzuma Mbonezanyigisho 3.6

Ubushobozi busuzumwa Yakoresheje ibinyazina binyuranye ku buryo bukwiye

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga atahura amakosa ku mikoreshereze y'ibinyazina  Inyandiko bitandukanye . Uwiga akoresha neza ibinyazina bitandukanye . Umukoro mu matsinda . Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho:Gukoresha neza ibinyazina binyuranye o Ibinyazina bitandukanye: Ngenera ngenga, Ndafutura/ndasigura na Mpamagazi  Isesengura ku mikoreshereze y'ibinyazina bitandukanye;  Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko. Umwanzuro

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LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo

bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye

Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro 4 zitandukanye 2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye Amasaha 6 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingero zifatika zihamya imitunganyirize iboneye y’ubutaka. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gutega amatwi umwandiko ku ˗ Igitabo gikubiyemo nsanganyamatsiko mitunganyirize y’ubutaka. imyandiko ku yerekeye imitunganyirize o Kutarogoya ufite ijambo nta mpamvu. nsanganyamatsiko yo y’ubutaka; o Kuvumbura insanganyamatsiko gutunganya ubutaka ; ivugwa mu mwandiko. ˗ Ibitabo  ibimenyetso by’uteze o Gukoresha Ikinyarwanda k'intyoza by’ikibonezamvugo; amatwi atarogoya. agaragaza indangagaciro yo gukorera ˗ SEDE (CD); mu mucyo. ˗ Disiketi ;  Isesekaza n‘utwatuzo; o Gusoma mu matsinda bashaka: ˗ Ikibaho;  Inyunguramagambo; -Ibisobanuro by’amagambo akomeye; ˗ Marikeri;  Insanganyamatsiko -Ibisubizo by’ibibazo byo kumva ˗ Murandasi; y’umwandiko; umwandiko; ˗ Inkoranyamagambo;  Indangangakiro na o Gusoma aranguruye agaragaza ˗ Itangazo Mpuzamahanga kirazira; isesekaza. ry’uburenganzira bwa  Ingingo z’amateka o Gukusanyiriza mu matsinda, Muntu; n’umuco; ibitekerezo ku mitunganyirize ˗ Itegeko Nshinga rya  Ingero zifatika zihamya y’ubutaka. Repubulika y’u Rwanda; imitunganyirize; o Gukora ubushakshatsi ku bivugwa mu ˗ Amafoto ku bikorwa mwandiko; by’imitunganyirizwe

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 Ihinamwandiko. o Gukora inshamake y’umwandiko mu y’ubutaka. mvugo. o Kujya impaka ku ngaruka zo kudacunga neza ubutaka. o Kumurika mu ruhame ibyavuye mu matsinda.

Isuzuma Mbonezanyigisho 4.1

Ubushobozi busuzumwa Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga ateze amatwi umwandiko ku gufata neza ubutaka . Umukoro mu matsinda  Inyandiko . Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko  Ubwumvane mu matsinda;  Ibyiyumviro by'uteze amatwi atarogoya;  Isesekaza n’utwatuzo. Ikitabwaho 2: Kugaragaza ko yumva neza:  Insanganyamatsiko;  Inyunguramagambo;  ingingo z’umuco n’amateka;  Inshamake ku mwandiko;  Inshoza n’uturango by’umwandiko;  Isomo ry’ingenzi. Umwanzuro

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Umusaruro w’inyigisho 4.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gusoma bucece. ˗ Igitabo gikubiyemo nsanganyamatsiko o Gusoma mu matsinda. imyandiko ku yerekeye o Gusoma bakuranwa. nsanganyamatsiko yo imitunganyirize o Gusoma aranguruye gutunganya ubutaka ; y’ubutaka; agaragaza isesekaza. ˗ Ibitabo o Gutega amatwi umwandiko by’ikibonezamvugo;  Ibimenyetso ku gufata neza ubutaka. ˗ SEDE (CD); by’uteze amatwi o Kutarogoya ufite ijambo nta ˗ Disiketi ; atarogoya. mpamvu. ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu; ˗ Itegeko Nshinga rya Repubulika y’u Rwanda; ˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.

Isuzuma Mbonezanyigisho 4.2

Ubushobozi busuzumwa Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asoma neza umwandiko ku gufata neza ubutaka . Umukoro mu matsinda

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Gusoma neza umwandiko  Ibyiyumviro by’uteze amatwi atarogoya;  Ubwumvane mu matsinda;

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 Utwatuzo n'isesekaza. Umwanzuro

Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gutega amatwi ˗ Igitabo gikubiyemo nsanganyamatsiko umwandiko ku imyandiko ku yerekeye imitunganyirize mitunganyirize y’ubutaka. nsanganyamatsiko yo y’ubutaka; o Kutarogoya ufite ijambo gutunganya ubutaka ; nta mpamvu. ˗ Ibitabo  Ibimenyetso by’uteze o Gusoma mu matsinda by’ikibonezamvugo; amatwi atarogoya. bashaka: ˗ SEDE (CD); -Ibisobanuro ˗ Disiketi ;  Isesekaza n‘utwatuzo; by’amagambo akomeye; ˗ Ikibaho;  Inyunguramagambo; -Ibisubizo by’ibibazo byo ˗ Marikeri;  Insanganyamatsiko kumva umwandiko; ˗ Murandasi; y’umwandiko; o Kuvumbura ˗ Inkoranyamagambo;  Indangangakiro na insanganyamatsiko ivugwa ˗ Itangazo kirazira; mu mwandiko. Mpuzamahanga  Ingingo z’amateka o Gukora ubushakashatsi ku ry’uburenganzira bwa n’umuco; bindi bivugwa kuri iyi Muntu;  Ingero zifatika zihamya ngingo; ˗ Itegeko Nshinga rya imitunganyirize o Gusoma aranguruye Repubulika y’u y'ubutaka ikwiye; agaragaza isesekaza. Rwanda; o Gukusanyiriza mu ˗ Amafoto ku bikorwa  Ihimbamwandiko. matsinda, ibitekerezo ku by’imitunganyirizwe mitunganyirize y’ubutaka. y’ubutaka. o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo kudacunga neza ubutaka. o Kumurika mu ruhame ibyavuye mu matsinda; Isuzuma Mbonezanyigisho 4.3

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Ubushobozi busuzumwa Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza  Inyandiko ubutaka . Umukoro mu matsinda . Ibisubizo ku bibazo byanditse ku gufata neza ubutaka

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko  Ibyiyumviro by'uteze amatwi atarogoya;  Ubwumvane mu matsinda;  Utwatuzo n'isesekaza; Ikitabwaho 2:Gusubizaneza ibibazo ku o Nyunguramagambo; o Nsanganyamatsiko y’umwandiko; o Ngingo z’umuco; o Ngingo z’amateka; o Ndangagaciro na kirazira. Umwanzuro

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Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gusoma no gusesengura ˗ Igitabo gikubiyemo nsanganyamatsiko umwandiko; imyandiko ku yerekeye o Kujya impaka ku ngaruka zo nsanganyamatsiko yo imitunganyirize kudacunga neza ubutaka. gutunganya ubutaka ; y’ubutaka; o Gukora inshamake ˗ Ibitabo y’umwandiko. by’ikibonezamvugo;  Ihinamwandiko; o Guhimba umwandiko ku ˗ SEDE (CD); mitunganyirize ikwiye ˗ Disiketi ;  Ihimbamwandiko. y'ubutaka. ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu; ˗ Itegeko Nshinga rya Repubulika y’u Rwanda; ˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.

Isuzuma Mbonezanyigisho 4.4

Ubushobozi busuzumwa Yahinnye anahimba umwandiko akurikiranya neza ingingo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka  Inyandiko . Umukoro mu matsinda . Ihinamwandiko n'ihangamwandiko

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Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye y’ubutaka.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gutega amatwi ˗ Igitabo gikubiyemo nsanganyamatsiko umwandiko ku imyandiko ku yerekeye imitunganyirize mitunganyirize y’ubutaka. nsanganyamatsiko yo y’ubutaka; o Kutarogoya ufite ijambo gutunganya ubutaka ; nta mpamvu. ˗ Ibitabo  Ibimenyetso by’uteze o Kuvumbura by’ikibonezamvugo; amatwi atarogoya. insanganyamatsiko ivugwa ˗ SEDE (CD); mu mwandiko. ˗ Disiketi ;  Isesekaza n‘utwatuzo; o Gukoresha Ikinyarwanda ˗ Ikibaho;  Inyunguramagambo; k'intyoza agaragaza ˗ Marikeri;  Insanganyamatsiko indangagaciro yo gukorera ˗ Murandasi; y’umwandiko; mu mucyo. ˗ Inkoranyamagambo;  Indangangakiro na o Gusoma mu matsinda ˗ Itangazo kirazira; bashaka: Mpuzamahanga  Ingingo z’amateka -Ibisobanuro ry’uburenganzira bwa n’umuco; by’amagambo akomeye; Muntu;  Ingero zifatika zihamya -Ibisubizo by’ibibazo byo ˗ Itegeko Nshinga rya imitunganyirize; kumva umwandiko; Repubulika y’u o Gusoma aranguruye Rwanda;  Ihimbamwandiko. agaragaza isesekaza. ˗ Amafoto ku bikorwa o Gukusanyiriza mu by’imitunganyirizwe matsinda, ibitekerezo ku y’ubutaka. mitunganyirize y’ubutaka. o Gukora inshamake y’umwandiko.

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o Kujya impaka ku ngaruka zo kudacunga neza ubutaka. o Kumurika mu ruhame ibyavuye mu matsinda

Isuzuma Mbonezanyigisho 4.5

Ubushobozi busuzumwa Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga ategura, amurika ingero zo gufata neza ubutaka . Umukoro mu matsinda  Inyandiko . Inyandiko y'icyegeranyo ku gufata neza ubutaka

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko  Ibyiyumviro by'uteze amatwi atarogoya;  Ubwumvane mu matsinda;  Utwatuzo n'isesekaza; Ikitabwaho 2:Gusubizaneza ibibazo o Inyunguramagambo; o Insanganyamatsiko y’umwandiko; o Isano y'umwandiko n'ibyasomwe ahandi; o Ingingo z’umuco n'amateka; o Gukoresha neza umwanya w'ijambo; o Kurasa ku ntego. Umwanzuro

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Umusaruro w’inyigisho 4.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Umwandiko ku o Gusoma no gusesengura ˗ Igitabo gikubiyemo nsanganyamatsiko umwandiko imyandiko ku yerekeye imitunganyirize o Gutahura imikoreshereze nsanganyamatsiko yo y’ubutaka; y’ibinyazina binyuranye. gutunganya ubutaka ; ˗ Ibitabo  Ikinyazina: by’ikibonezamvugo;  Mbaza ˗ SEDE (CD);  Mboneranteko ˗ Disiketi ;  Nyamubaro ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu; ˗ Itegeko Nshinga rya Repubulika y’u Rwanda; ˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.

Isuzuma Mbonezanyigisho 4.6

Ubushobozi busuzumwa Yakoresheje ibinyazina binyuranye ku buryo bukwiye

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

Gihamya Isuzuma  Amajwi n’amashusho . Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina  Inyandiko binyuranye . Umukoro mu matsinda

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. Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho:Gukoresha neza ibinyazina binyuranye  Ibinyazina bitandukanye: Mbaza, Mboneranteko na Nyamubaro;  Isesengura ku mikoreshereze y'ibinyazina bitandukanye;  Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.

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LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.

Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro 5 zitandukanye. 2. Gusoma neza ikinamico yubahiriza uturango twayo. 3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. Amasaha 6 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro 5. Gukoresha neza inzego z’ururimi. 6. Kubahiriza imyandikire y’amazina bwite.

Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Ikinamico ku o Gutega amatwi ikinamico ku ˗ Ibitabo bikubiyemo nsanganyamatsiko nsanganyamatsiko yerekeye imyandiko yerekeye ubwumvane; ubwumvane. yerekeyeubwumvane;  Ibimenyetso by’uteze o Kutarogoya ufite ijambo nta mpamvu. ˗ Ibitabo amatwi atarogoya. o Gusubiza ibibazo byo kumva ikinamico by’ikibonezamvugo ; n’inyunguramagambo. ˗ SEDE (CD);  Inyunguramagambo ku o Kuvumbura insanganyamatsiko ivugwa ˗ Disiketi ; ngeri y’ikinamico; mu ikinamico. ˗ Ikibaho;  Ingingo z’umuco o Gusoma bucece ikinamico. ˗ Marikeri; n’amateka; o Gusoma bakuramwa, baranguruye ˗ Murandasi;  Udukino ku bigana, abakinankuru. ˗ Inkoranyamagambo; nsanganyamatsiko o Gukorera mu matsinda, bungurana ˗ Amabwiriza ya Minisitiri ishingiye ku ibitekerezo ku nsanganyamatsiko ivugwa N0 001/2014 yo ku wa bwumvane; mu ikinamico. 08/10/2014 agenga  Isesekaza n’utwatuzo. o Guhimba no gukina udukino ku imyandikire nsanganyamatsiko ishingiye ku y’Ikinyarwanda nk’uko bwumvane. yasohotse mu Igazeti ya o Kujya impaka ku kamaro k' imvugo Leta N0 41 bis yo ku wa ziboneye. 13/10/2014.

Isuzuma Mbonezanyigisho 5.1

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Ubushobozi busuzumwa Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane

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

Gihamya Isuzuma  Amajwi . Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane n’amashusho . Umukoro mu matsinda  Inyandiko . Ibisubizo ku bibazo byanditse ku icinamico

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1: Gutega amatwi no gukurikira neza ikinamico  Ubwumvane mu matsinda;  Ibyiyumviro by'uteze amatwi atarogoya;  Isesekaza n’utwatuzo. Ikitabwaho 2: Kugaragaza ko yumva neza  Insanganyamatsiko;  Inyunguramagambo;  Ingingo z’umuco n’amateka;  Inshamake y' ikinamico;  Inshoza n’uturango by’ ikinamico;  Isomo ry’ingenzi. Umwanzuro

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Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Ikinamico ku ˗ Ibitabo bikubiyemo nsanganyamatsiko o Gutega amatwi ikinamico ku imyandiko yerekeye ubwumvane; nsanganyamatsiko yerekeye yerekeyeubwumvane; ubwumvane. ˗ Ibitabo  Ibimenyetso by’uteze o Kutarogoya ufite ijambo nta by’ikibonezamvugo ; amatwi atarogoya. mpamvu. ˗ SEDE (CD); o Gusoma bucece ikinamico. ˗ Disiketi ;  Isesekaza n’utwatuzo. o Gusoma bakuramwa, ˗ Ikibaho; baranguruye bigana, ˗ Marikeri; abakinankuru ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.

Isuzuma Mbonezanyigisho 5.2

Ubushobozi busuzumwa Yasomye neza ikinamico yubahiriza uturango twayo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye ubwumvane . Umukoro mu matsinda

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Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Gusoma neza ikinamico  Ibyiyumviro by’uteze amatwi atarogoya;  Ubwumvane mu matsinda;  Utwatuzo n'isesekaza. Umwanzuro

Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku ikinamico mu mvugo iboneye

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Ikinamico ku o Gutega amatwi ikinamico ku ˗ Ibitabo bikubiyemo nsanganyamatsiko nsanganyamatsiko yerekeye imyandiko yerekeye ubwumvane; ubwumvane. yerekeyeubwumvane;  Ibimenyetso by’uteze o Kutarogoya ufite ijambo nta ˗ Ibitabo amatwi atarogoya. mpamvu. by’ikibonezamvugo ; o Gusubiza ibibazo byo kumva ˗ SEDE (CD);  Inyunguramagambo ku ikinamico ˗ Disiketi ; ngeri y’ikinamico; n’inyunguramagambo. ˗ Ikibaho;  Ingingo z’umuco o Kuvumbura ˗ Marikeri; n’amateka; insanganyamatsiko ivugwa ˗ Murandasi;  Udukino ku mu ikinamico. ˗ Inkoranyamagambo; nsanganyamatsiko o Gusoma bucece ikinamico. ˗ Amabwiriza ya Minisitiri ishingiye ku bwumvane; o Gusoma bakuramwa, N0 001/2014 yo ku wa  Isesekaza n’utwatuzo. baranguruye bigana, 08/10/2014 agenga abakinankuru. imyandikire o Gukorera mu matsinda, y’Ikinyarwanda nk’uko bungurana ibitekerezo ku yasohotse mu Igazeti ya nsanganyamatsiko ivugwa mu Leta N0 41 bis yo ku wa ikinamico. 13/10/2014.

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Isuzuma Mbonezanyigisho 5.3

Ubushobozi busuzumwa Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane . Umukoro mu matsinda  Inyandiko . Ibisubizo ku bibazo byanditse ku ikinamico yerekeye ubwumvane

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico  Ibyiyumviro by'uteze amatwi atarogoya;  Ubwumvane mu matsinda;  Utwatuzo n'isesekaza; Ikitabwaho 2:Gusubizaneza ibibazo ku o Nyunguramagambo; o Nsanganyamatsiko y’ ikinamico; o Ngingo z’umuco; o Ngingo z’amateka; o Ndangagaciro na kirazira. Umwanzuro

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

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

 Ikinamico ku o Gutegaactivities amatwi ikinamico ku ˗ Ibitabo bikubiyemo nsanganyamatsiko nsanganyamatsiko yerekeye imyandiko yerekeye ubwumvane; ubwumvane. yerekeyeubwumvane; o Kutarogoya ufite ijambo nta ˗ Ibitabo  Ibimenyetso by’uteze mpamvu. by’ikibonezamvugo ; amatwi atarogoya. o Gusubiza ibibazo byo kumva ˗ SEDE (CD); ikinamico ˗ Disiketi ;  Inyunguramagambo ku n’inyunguramagambo. ˗ Ikibaho; ngeri y’ikinamico; o Kuvumbura ˗ Marikeri;  Ingingo z’umuco n’amateka; insanganyamatsiko ivugwa ˗ Murandasi; mu ikinamico. ˗ Inkoranyamagambo;  Isesekaza n’utwatuzo. o Gusoma bucece ikinamico. ˗ Amabwiriza ya Minisitiri o Gusoma bakuramwa, N0 001/2014 yo ku wa  Udukino ku baranguruye bigana, 08/10/2014 agenga nsanganyamatsiko ishingiye abakinankuru. imyandikire ku bwumvane; o Gukorera mu matsinda, y’Ikinyarwanda nk’uko bungurana ibitekerezo ku yasohotse mu Igazeti ya nsanganyamatsiko ivugwa mu Leta N0 41 bis yo ku wa ikinamico. 13/10/2014. o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.

Isuzuma Mbonezanyigisho 5.4

Ubushobozi busuzumwa Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

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

Gihamya Isuzuma  Amajwi n’amashusho . Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko y'ubwumvane . Umukoro mu matsinda  Inyandiko . Ikinamico yanditswe

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Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Guhimba no gukina neza ikinamico  Inyunguramagambo;  Insanganyamatsiko y’ikinamico;  Ingingo z’umuco;  Ingingo z’amateka;  Indangagaciro na kirazira;  Utwatuzo n'isesekaza;  Ibyiyumviro by'abakinankuru. Umwanzuro

Umusaruro w’inyigisho 5.5: Gukoresha neza inzego z’ururimi.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Ikinamico ku o Gutega amatwi ikinamico ku ˗ Ibitabo bikubiyemo nsanganyamatsiko nsanganyamatsiko yerekeye imyandiko yerekeye ubwumvane; ubwumvane. yerekeyeubwumvane; o Kutarogoya ufite ijambo nta ˗ Ibitabo  Ibimenyetso by’uteze mpamvu. by’ikibonezamvugo ; amatwi atarogoya. o Gusubiza ibibazo byo kumva ˗ SEDE (CD); ikinamico ˗ Disiketi ;  Inyunguramagambo ku n’inyunguramagambo. ˗ Ikibaho; ngeri y’ikinamico; o Kuvumbura ˗ Marikeri; insanganyamatsiko ivugwa ˗ Murandasi;  Ingingo z’umuco n’amateka; mu ikinamico. ˗ Inkoranyamagambo; o Gusoma bucece ikinamico. ˗ Amabwiriza ya Minisitiri  Udukino ku o Gusoma bakuramwa, N0 001/2014 yo ku wa nsanganyamatsiko ishingiye baranguruye bigana, 08/10/2014 agenga ku bwumvane; abakinankuru. imyandikire o Gukorera mu matsinda, y’Ikinyarwanda nk’uko  Isesekaza n’utwatuzo. bungurana ibitekerezo ku yasohotse mu Igazeti ya nsanganyamatsiko ivugwa mu Leta N0 41 bis yo ku wa ikinamico. 13/10/2014.  Inzego z’ururimi: o Guhimba no gukina udukino  Imvugo ikocamye ku nsanganyamatsiko  Imvugo isanzwe ishingiye ku bwumvane.  Imvugo ihanitse o Kujya impaka ku mvugo ziboneye.

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Isuzuma Mbonezanyigisho 5.5

Ubushobozi busuzumwa Yakoresheje neza inzego z’ururimi

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego  Inyandiko z'ururimi . Umukoro mu matsinda . Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego z'ururimi

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho 1: Gusoma neza no gukurikira ikinamico  Ubwumvane mu matsinda;  Ibyiyumviro by'uteze amatwi atarogoya;  Isesekaza n'utwatuzo; Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye  Inzego zitandukanye z’ururimi  Imikoreshereze ikwiye y'inzego z'ururimi. Umwanzuro

Umusaruro w’inyigisho 5.6: Kubahiriza imyandikire y’amazina bwite

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities  Ikinamico ku o Gutega amatwi ikinamico ku ˗ Ibitabo bikubiyemo nsanganyamatsiko yerekeye nsanganyamatsiko yerekeye imyandiko ubwumvane; ubwumvane. yerekeyeubwumvane; o Kutarogoya ufite ijambo nta ˗ Ibitabo  Amazina bwite mpamvu. by’ikibonezamvugo ; o y’ahantu afite indomo o Gusubiza ibibazo byo kumva ˗ SEDE (CD);

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o y’abantu arenze rimwe ikinamico ˗ Disiketi ; o y’abantu n’ahantu n’inyunguramagambo. ˗ Ikibaho; o y’amavamahanga o Kuvumbura ˗ Marikeri; o y’idini yari asanzweho insanganyamatsiko ivugwa ˗ Murandasi; mu ikinamico. ˗ Inkoranyamagambo; o Gusoma bucece ikinamico. ˗ Amabwiriza ya Minisitiri o Gusoma bakuramwa, N0 001/2014 yo ku wa baranguruye bigana, 08/10/2014 agenga abakinankuru. imyandikire o Gukorera mu matsinda, y’Ikinyarwanda nk’uko bungurana ibitekerezo ku yasohotse mu Igazeti ya nsanganyamatsiko ivugwa Leta N0 41 bis yo ku wa mu ikinamico. 13/10/2014. o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane. o Kujya impaka ku kamaro k'imyandikire ikwiye y'amazina bwite. o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.

Isuzuma Mbonezanyigisho 5.6

Ubushobozi busuzumwa Yubahirije imyandikire y’amazina bwite

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Isuzuma  Amajwi n’amashusho . Uwiga atahura, akosora imyandikire y'amazina bwite  Inyandiko . Umukoro mu matsinda . Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina bwite

Urutonde rw’ibisuzumwa Arabishoboye Yego Oya Ikitabwaho: Kubahiriza imyandikire o y'amazina bwite y’ahantu afite indomo o y'amazina bwite y’abantu arenze rimwe o y'amazina bwite y’abantu n’ahantu o y'amazina bwite y’amavamahanga o y'amazina bwite y’idini yari asanzweho

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Umwanzuro

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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. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain Publishers, Kigali 10. 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. 11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda, Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

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C C M I W 5 0 1 - ICT AT WORKPLACE

CCMIW501 Use ICT at workplace

Competence

REQF Level: 5 Learning hours Credits: 3 30

Sector: All Sub-sector: All

Issue date: October, 2017

Purpose statement

This course 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 researching and creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – (Word, Excel and PowerPoint), Email, and The Internet

Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve, Communicate and collaborate, Locate, use and synthesize information found using technology and Develop skills necessary to function in this century.

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Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual ones in their correct reading order. 1.3 Proper use of special effects 2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network 3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication removal and Conditional formatting 3.5 Appropriate application of data protection

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Learning unit LU 1: Prepare document Layout

Learning Outcomes: 1. Set up a grid structure 2. Arrange text zones and non-textual ones 1 3. Use special effects

10 Hours

Learning Outcome1.1:Set up a grid structure

Content Learning activities Resources

- Usage of basic grid o Practical exercise on designing a ˗ Computer structures for page layout cover page of a given document ˗ Applications (Deciding on the number ˗ Trainer manual and size of columns and ˗ Flipcharts gutters (gaps between ˗ Markers columns)) ˗ Flipcharts stand ˗ Computer Lab - Use asymmetrical grids to ˗ Sample of journal add interest to your design. - Work with margins, row and column gaps (Placement of intentional whitespace). - Usage of mixed grids. Formative Assessment 1.1

Performance criterion Proper set up of a grid structure

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false questions  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions - Expose (presentation)

Checklist Score Yes No Indicator: Basic grid structures for page layout a are well identified

Indicator: Asymmetrical grids is well detected

Indicator:Working with margins are well described

Observation

Learning Outcome 1.2:Arrange text zones and non-textual ones. Content Learning activities Resources

- Work with Styles (Headings, o Practical exercise on editing and ˗ Computer Title and Subtitles) chapter or arrange a given document ˗ Applications section titles, or headlines and ˗ Trainer manual subheads ˗ Flipcharts - Size and position of images ˗ Markers and figures and work with ˗ Flipcharts stand image captions ˗ Computer Lab - Pull quotes and nut graphs ˗ Sample of journal which might be added out of course or to make a short story fit the layout - Box outs and sidebars, which present information as asides from the main text flow - Page headers and page footers, the contents of which are usually uniform across content pages. - Table of contents - Notes like footnotes and end

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notes; bibliography

Formative Assessment 1.2

Performance criterion Proper arrangement of text zones and non-textual ones in their correct reading order

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions - Expose (presentation)

Checklist Score Yes No Indicator:Work with Stylesare well identified Indicator: Size and position of images is well detected Indicator:Pull quotes and nut graphs is well detected Indicator:Box outs and sidebars are well identified Indicator:Page headers are well described Observation

Learning Outcome 1.3: Use special effects

Content Learning activities Resources

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- Methods of overlaying text on o Practical exercise on adding - Computer an image for readability special effects in a given - Applications  Position the Text document - Trainer manual Appropriately - Flipcharts  Increase the Contrast - Markers  Use a Transparent - Flipcharts stand Overlay - Computer Lab  Drop Shadow - Sample of journal - Runaround and intrusions, or bleeding an image over the page margin Formative Assessment 1.3

Performance criterion Proper use of special effects

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions - Expose (presentation)

Checklist Score Yes No Indicator: Methods of overlaying text on an image are well identified

 Insert text appropriately  Increase the contrast  Use a transparent overlay  Drop shadow Indicator: Runaround and intrusions is well detected

Observation

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Learning unit LU 2: Apply basic computer operations

Learning Outcomes: 1. Import, Export, and Convert Data Files 2. Use storage media 2 3. Apply printer settings 4. Connect computer to the network

10Hours

Learning Outcome 2.1:Import, Export, and Convert Data Files Content Learning activities Resources

- Variety of different file o Individual work ˗ Projector formats o Scenario based activities ˗ White Board  Formats o Brainstorming on data types ˗ Computer Lab  Typical Extension o Appropriate Conversion, - Data Import techniques Export and Import of files - Data Export techniques o Appropriate use of storage - Compress a file media - File Conversion o Appropriate application of Printer settings o Connect Computer to the network Formative Assessment 2.1

Performance criterion Appropriate Conversion, Export and Import of files

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions

Checklist Score Yes No Indicator:Variety of different are well identified - Formats - Typical Extension Indicator: Data Import techniquesis well detected Indicator:Data Export techniquesare well described Indicator: Compress a fileare well identified Indicator: File Conversionare well described Observation

Learning Outcome 2.2:Use of storage media Content Learning activities Resources

- Different types of storage (off-line/On- o Brainstorming on storage ˗ Projector line storage) types ˗ White Board  External/Removable Hard Drive o Practical exercises on disk ˗ Computer Lab  Solid State Drive (SSD) formatting ˗ Storage devices  Network Attached Storage (NAS)  USB Thumb Drive or Flash Drive  Optical Drive (CD/ DVD discs)  Cloud Storage. - Storage capacity  Description of units of data - Disk formatting  Partitioning  Erase data

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Formative Assessment 2.2

Performance criterion Appropriate use of storage media

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions

Checklist Score Yes No Indicator:Different types of storageare well identified  External removable hard drive  Solid state drive  Network attached storage  USB thumb drive  Cloud storage  Optical drive Indicator:Storage capacityis well detected  Unit of data Indicator:Disk formattingare well described - Partitioning - Erase data Observation

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Learning Outcome 2.3:Apply printer settings Content Learning activities Resources

 Page setup o Exercises on printing one or more ˗ Computer  Print preview copies of a colored document, in Lab With  Print dialog box black and white Current Word  Selecting printer name o Printing in landscape, portrait processing  Printer options different pages Package  Printing one or more installed in copies each  Printing in black/white computer or color ˗ Printer  Print page ranges ˗ Projector

Formative Assessment 2.3

Performance criterion Appropriate application of Printer settings

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Checklist Score Yes No Indicator: Page setup are well identified - Print preview - Print dialog box Indicator:Selecting printer name is well detected  Printer options  Printing one or more copies

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- Printing in black/white or color - Printing in black/white or color Observation

Learning Outcome 2.4: Connect computer to the network

Content Learning activities Resources

 Common types of area o Exercises on connect computer to ˗ Computer networks based on size the internet Lab With  Personal area network, o Internet or PAN ˗ Projector  Local area network, or LAN  Metropolitan area network, or MAN  Wide area network, or WAN  Wireless Local Area Network or WLAN  Common types of area networks based on main purpose  Storage area network, or SAN  Enterprise private network, or EPN  Virtual private network, or VPN  Connect to the internet

 Fixed internet  Mobile internet

Formative Assessment 2.4

Performance criterion Appropriate connect computer to the network

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions

Checklist Score Yes No Indicator:Common types of area networks based are well identified  Personal area network, or PAN  Local area network, or LAN  Metropolitan area network  Wide area network, or WAN  Wireless Local Area Network or WLAN Indicator:Common types of area networks based on main purposeis well detected  Storage area network, or SAN  Enterprise private network, or EPN  Virtual private network, or VPN Indicator: connect to the internet are well described  Fixed internet  Mobile internet Observation

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Learning unit LU 3: Manage Data

Learning Outcomes: 1. Manage data types 2. Apply data validation 3 3. Apply logical functions 4. Analyze data 5. Apply data protection 10Hours

Learning Outcome 3.1: Manage data types Content Learning activities Resources

- Description of data types o Brainstorming on data types ˗ Computer Lab  Data type (Byte, integer, long, ˗ Projector single, double, currency, decimal, string, Boolean, date, object, variant)  Length  Description - Techniques of entering data types in cells and their default formats - Labels to describe pieces of information - Values (Raw numbers or dates) - Formulas to perform calculations

Formative Assessment 3.1

Performance criterion Proper management of data types

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Checklist Score Yes No Indicator: Description of data are well identified

 Data type  Length  Description Indicator: Techniques of entering is well detected

 data types in cell  default formats Indicator: Labels to describe are well described Indicator: Valuesis well detected Indicator: Formulas to perform are well described

Observation

Learning Outcome 3.2:Apply data validation

Content Learning activities Resources

 Create validation rules (Entries allowed o Practical exercises on data - Computer Lab in the cell, prompt message and validation based on - Projector Warning alerts) calculation in another cell  Search/Find .Replace  Deleting a range of text  The undo command  Spelling and grammar  Synonyms

Formative Assessment 3.2

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Performance criterion Proper application of data validation

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions

Checklist Score Yes No Indicator:Create validation are well identified Indicator:Search/Find is well detected Indicator: Deleting a range of textare well described Observation

Learning Outcome 3.3:Apply logical functions

Content Learning activities Resources

- Logical function overview (AND, OR, o Practical exercises on use of ˗ Computer lab XOR and NOT) logical operators and ˗ Projector - Between condition (IF function) construct more elaborate logical tests to perform more complex calculations and more powerful data analysis

Formative Assessment 3.3

Performance criterion Adequate application of Logical functions

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions

Checklist Score Yes No

Indicator:Logical function overview are well identified

 AND  OR  NOT  XOR Indicator:Between condition is well detected  IF function Observation

Learning Outcome 3.4:Analyse data

Content Learning activities Resources

- Create different types of charts o Perform practical exercises ˗ Computer lab  on data analysis ˗ Projector - Table style and application of o compile activities reports conditional formatting - Duplication removal

Formative Assessment 3.4

Performance criterion Adequate performance of data analysis, duplication removal and Conditional formatting

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions

Checklist Score Yes No Indicator:Create different types of chartsare well identified  Line and column charts  Pie  Miniature graphs  Bar Indicator:Table style is well detected  Application  conditional formatting

Indicator:Duplication removal are well described Observation

Learning Outcome 3.5:Apply data protection

Content Learning activities Resources

- Data protection principles o Compile activities reports ˗ Computer lab  Fair and lawful ˗ Projector  Purposes  Adequacy  Accuracy  Retention  Rights  Security

Formative Assessment 3.5

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Performance criterion Appropriate application of data protection

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence - Multiple choice/ Ticking - True or false question  Oral evidence - Matching  Performance evidence - Sentence completion - Open ended questions

Checklist Score Yes No Indicator:Data protection principlesare well identified  Fair and lawful  Purposes  Adequacy  Accuracy  Retention  Rights  Security Observation

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Reference books:

1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel

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C C M P E 5 0 1 - PROFESSIONAL ETHICS

CCMPE501 Apply professional ethics

Competence

REQF Level: 3 Learning hours Credits: 3 30

Sector: All Sub-sector: All

Issue date: November, 2014

Purpose statement

This particular module describes the skills, knowledge and attitude required for the trainee to apply professional conduct at workplace.

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Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

3 Apply human values 3.1 Adequate valuation of human right. 3.2 Adequate promotion of integrity 3.3 Convenient valuation of time 3.4 Careful variety of moral issues

4 Respect engineering ethics 4.1 Appropriate application of rules and regulations of the work. 4.2 Adequate application of credible management of the work. 4.3 Adequate team spirit at the work.

5 Apply safety 5.1 Proper risk analysis 5.2 Convenient personal safety precautions 5.3 Adequate respect of hygienic rules

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Learning unit LU 1:Apply human values

Learning Outcomes: 1. Valuate human right 2. Promote integrity 1 3. Valuate time 4. Analyse variety of moral issues

7 Hours

Learning Outcome1.1: Valuate human right

Content Learning activities Resources

 Human Right Issues o Brainstorming on Human Right  Books  Privacy Issues, Intellectual Property Right  World Health  Independence and Confidentiality Organization Reports  Security o Group Discussion on Human Right  Notebook  Right to vote Issues, Intellectual Property Right  Pen  Medication and Confidentiality  Workshop  Education o Demonstration by video/ Picture of  Whiteboard/ Black board  Employment Human right issues  Marker pen  Promotion  Chalks  Leave( Holydays)  Projector  Intellectual Property  Pictures Right  Computer  Confidentiality

Formative Assessment 1.1

Performance criterion Adequate valuation of human right.

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises  Oral evidence . Essay  . Matching exercise Exercises . True or false questioning . Sentence completion

Checklist Score Yes No  Privacy  Independence  Security  Right to vote  Medication  Education  Employment  Promotion  Leave( Holydays)

Observation

Learning Outcome 1.2:Promote integrity

Content Learning activities Resources

 Civic Virtues o Brainstorming on Civic Virtues  Books  Tax Compliance o Group Discussion on Civic Virtues  Environmental reports  Environmental Protection o Role play on Civic Virtues ( National and  Self reliance o Sketches on Civic Virtues International)  Honesty o Site visit on environmentally  Notebook  Respect for others Protected areas  Pen  Workshop  Whiteboard/ Black board

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 Marker pen  Chalks  Projector  Pictures  Computer Formative Assessment 1.2

Performance criterion Adequate promotion of integrity

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises  Oral evidence . Essay  . Merging Exercises . True or false questioning . Sentence completion

Checklist Score Yes No  Tax Compliance  Environmental Protection  Self-reliance  Honesty Observation

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Learning Outcome 1.3: Valuate time

Content Learning activities Resources

 Preparation of Agenda o Brainstorming on  Books  Agenda of Meeting preparation of Agenda  Agenda of some meetings  Personal Agenda o Group Discussion on  Personal Agenda preparation of Agenda  Notebook o Practical exercise on  Pen / Pencil preparation of Agenda  Workshop  Whiteboard/ Black board  Marker pen  Chalks  Projector  Pictures  Computer Formative Assessment 1.3

Performance criterion

Convenient valuation of time

Checklist Score Yes No  Agenda of Meeting  Personal Agenda

Observation

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Learning Outcome 1.4: Analyse variety of moral issues

Content Learning activities Resources

 Reason of Behaving o Brainstorming on Reason of  Books Unethically Behaving Unethically  Chocks o Group Discussion on Reason  Blackboard  Resource Crunch of Behaving Unethically  Opportunity  Attitude

Formative Assessment 1.4

Performance criterion

Careful analysis of variety of moral issues

Checklist Score Yes No  Resource Crunch  Opportunity  Attitude Observation

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Learning unit LU 2:Respect engineering ethics

Learning Outcomes: 1. Apply rules and regulations of the work. 2. Apply credible management of the work. 2 3. Work with team spirit

15 Hours

Learning Outcome 2.1:Apply rules and regulations of the work.

Content Learning activities Resources

 Different Professional rules o Brainstorming on Professional  Books and regulations rules and regulations and  Notebook  Public Building Labor Code  Pen regulations o Group Discussion on  Workshop  Human Settlement Professional rules and  Whiteboard/ Black board Policies regulations and Labor Code  Marker pen  Labor Code o Demonstration by video/ on  Chalks  National Professional rules and  Projector  International regulations and Labor Code  Pictures  Computer

Formative Assessment 2.1

Performance criterion

Appropriate application of rules and regulations of the work.

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence  Multiple choice exercises  Oral evidence  Essay   Merging Exercises  True or false questioning  Sentence completion

Checklist Score Yes No  Public Building regulations  Human Settlement Policies Observation

Learning Outcome 2.2: Apply credible management of the work.

Content Learning activities Resources

 Ethical theories about Right Action o Brainstorming on ethical  Books  Utilitarian Theory theories about Right Action  Notebook  Duty Ethics o Group Discussion on ethical  Pen  The virtue Theory theories about Right Action  Workshop  Self- realization ethics  Whiteboard/ Black  Justice (Fairness) theory board  Marker pen  Chalks  Projector  Computer

Formative Assessment 2.2

Performance criterion

Adequate application of credible management of the work

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Checklist Score Yes No  Utilitarian Theory  Duty Ethics  The virtue Theory  Self- realization ethics  Justice (Fairness) theory Observation

Learning Outcome 2.3: Work with team spirit

Content Learning activities Resources

 Cooperation o Brainstorming on cooperation and  Books  Empathy empathy  Notebook  Understanding Others o Group Discussion on cooperation  Pen  Service Orientation and empathy  Workshop  Uplift others  Whiteboard/  Leveraging diversity Black board  Political awareness  Marker pen  Chalks  Projector  Computer

Formative Assessment 2.3

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Performance criterion

Adequate team spirit at the work.

Checklist Score Yes No  Understanding Others  Service Orientation  Uplift others  Leveraging diversity  Political awareness Observation

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Learning unit LU 3:Apply safety

Learning Outcomes: 1. Analyze risk 2. Apply personal safety precautions 3 3. Respect hygienic rules

8 Hours

Learning Outcome 3.1: Analyse risk

Content Learning activities Resources

 Analytical Methods for Risk Analysis o Brainstorming on analytical  Books  Scenario Analysis Methods for Risk Analysis  Notebook  Failure Mode and Effect Analysis o Group Discussion on  Pen  Fault-tree Analysis analytical Methods for Risk  Workshop  Event-tree Analysis Analysis  Whiteboard/ Black  Human Error board  Marker pen  Chalks  Projector  Computer

Formative Assessment 3.1

Performance criterion

Proper risk analysis

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises  Oral evidence . Essay  . Merging Exercises . True or false questioning . Sentence completion

Checklist Score Yes No  Scenario Analysis  Failure Mode and Effect Analysis  Fault-tree Analysis  Event-tree Analysis  Human Error Observation

Learning Outcome 3.2:Apply personal safety precautions

Content Learning activities Resources

 Safety and Risk o Brainstorming on  Books  Saving Endangered Lives ( Occupational Application of personal  Notebook hazards) safety precautions  Pen  Safe Exit o Group Discussion on  Workshop Application of personal  Whiteboard/ safety precautions Black board  Marker pen  Chalks

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 Projector  Computer

Formative Assessment 3.2

Performance criterion

Convenient personal safety precautions

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written  Multiple choice exercises evidence  Essay  Oral evidence  Merging Exercises  True or false questioning  Sentence completion

Checklist Score Yes No

Observation

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Learning Outcome 3.3:Respect hygienic rules

Content Learning activities Resources

 Maintenance of Hygiene o Brainstorming on  Books  Importance of PPE Maintenance of Hygiene and  Notebook Importance of PPE  Pen o Group discussion on  Workshop Maintenance of Hygiene and  Whiteboard/ Importance of PPE Black board  Marker pen  Chalks  Projector  Computer

Formative Assessment 3.3

Performance criterion

Adequate respect of hygienic rules

Checklist Score Yes No Maintenance of Hygiene Observation

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Reference books: 1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL PUBLISHERS, India 2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY 3. Vee, C. and Skitmore, R.M. (2003) Professional ethics in the construction industry. Engineering Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald. 4. AAT Code of Professional Ethics – Version 2.0 January 2014

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C C M B O 5 0 1 - BUSINESS ORGANISATION

CCMBO501 Organize a business

Competence

REQF Level: 5 Learning hours

Credits: 3 30

Sector: ALL

Sub-sector: ALL

Issue date: November, 2017

Purpose statement

This module covers the skills, knowledge and attitude to organize a business which is linked to organizational strategic outcomes and facilitates the achievement of service delivery. The module will allow the learner. Identify activities to be accomplished before real business operations, create a productive working environment, run real business operations and monitor and evaluate the business.

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Learning assumed to be in place

Business plan development

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Identify activities to be accomplished before real business operations 1.1 Proper verification of business start-up requirements 1.2 Accurate recruiting of employees in line with task requirements 1.3 Effective performing purchasing of business requirements in line with business plan 2. Create a productive working 2.1 Accurate setting business ethical conduct environment 2.2 Effective assigning of responsibilities in accordance with organisation structure 2.3 Permanent matching personal characteristics with business requirements 2.4 Proper maintain good relationship with customers and suppliers 3. Run real business operations 3.1 Proper setting of short-term business goals 3.2 Accurate optimizing the utilization of available resources 3.3 Regular employing targeted promotional and marketing campaigns 4. Monitor and evaluate the business 4.1 Clear preparation of a daily report of business activities 4.2 Regular organization of employee’s meeting in accordance with customer’s inquiries and needs 4.3 Regular consultation of business plan

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Learning unit LU 1: Identify Activities To Be Accomplished For Real Business

Learning Outcomes: 1. Verify business start-up requirements 2. Recruit employees in line with task requirements 1 3. Perform purchasing of business requirements in line with business plan

5 Hours

Learning Outcome1.1: Verify business start-up requirements

Content Learning activities Resources

 Meaning of business o Brainstorming ˗ Flipchart requirements o Questions and answers ˗ Marker pen  Steps of business o Story telling ˗ Internet requirements estimation o Problem solving ˗ Reference books  Business location o Role play ˗ Case studies  Working place o Practical exercise ˗ Scenarios layout ˗ Post note  Office equipment  Office furniture

 Raw materials for initial storage  Production equipment and machinery  Production consumables  Start-up finances  Quantity of financial needs  Sources finances  Allocation of finance resources

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Formative Assessment 1.1

Performance criterion Proper verification of business start-up requirements

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools Written evidence  Essay& Cases study Product evidence  True or false question . A produced start up plan

Checklist Score Yes No Indicator: business start-up requirements are verfied Meaning of business requirements are explained Steps of business requirements estimation are explained  Business location  Working place layout  Office equipment  Office furniture Raw materials for initial storage are identified  Production equipment and machinery are identified  Production consumables are identified Start-up finances are identified  Quantity of financial needs are identified  Sources finances are identified  Allocation of finance resources are identified

Observation

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Learning Outcome 1.2: Recruit employees in line with task requirements

Content Learning activities Resources

 Meaning of employee o Brainstorming ˗ Flipchart recruitment o Questions and answers ˗ Marker pens  Functions of employees o Story telling ˗ Pens recruitment o Problem solving ˗ Internet  Job design and ˗ Reference books development ˗ Case studies  Identifying and seeking ˗ Scenarios candidates ˗ Employee  Receiving and tracking recruitment applicants template  Reference and background checks  Testing  Interview  Evaluation and hiring  Principles of strategic employee recruitment  Factors influencing employees recruitment  Internal factors Budget constraints Expected or trend of employee separations Production levels Sales increases or decreases Global expansion plans

 External factors Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban, suburban, and rural areas Competition

 Recruitment process  Staffing plans and forecasting  Write the job description

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and job specifications.  Confirm job analysis  Have a bidding system to recruit and review internal candidate qualifications for possible promotions.  Determine the best recruitment strategies for the position.  Implement a recruiting strategy.

Formative Assessment 1.2

Performance criterion

Accurate recruiting of employees in line with task requirements

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Oral evidence . Observation checklist . Number of employees recruited  Prodiuct evidence

Checklist Score Yes No Identified Recruit employees in line with task requirements are identified Functions of employees recruitment are explained  Job design and development  Identifying and seeking candidates  Receiving and tracking applicants  Reference and background checks  Testing  Interview  Evaluation and hiring Principles of strategic employee recruitment are explained Factors influencing employees recruitment are explained  Internal factors

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 External factors Recruitment process are explained  Staffing plans and forecasting  Write the job description and job specifications.  Confirm job analysis  Have a bidding system to recruit and review internal candidate qualifications for possible promotions.  Determine the best recruitment strategies for the position.  Implement a recruiting strategy. Observation

Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan

Content Learning activities Resources

 Meaning of purchasing o Brainstorming ˗ Flipchart  Purpose of purchasing o Questions and answers ˗ Marker pens  Types of purchasing o Story telling ˗ Pens  Centralised purchasing o Problem solving ˗ Internet  Decentralised purchasing ˗ Reference books  Principles of purchasing ˗ Case studies  Right price ˗ Scenarios  Right quality ˗ Template of documents  Right quantity used in purchasing  Right time process  Right place  Purchasing procedures  Meaning  Steps involved in purchasing procedures  Documents used in purchasing procedures.  Material requisition form  Inquiry  Reply  Purchase order  Advice note  Delivery note  Invoice

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 Credit status inquiry  Debit note  Credit note  Receipt  Statement of account  Meaning of suppliers  Factors influencing choice of effective suppliers

Formative Assessment 1.3

Performance criterion Effective performing purchasing of business requirements in line with business plan

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Written evidence . Multiple choice exercises  . Essay& Cases study . True or false questioning . Sentence completion

Checklist Score Yes No Indicator: Perform purchasing of business requirements in line with business plan are explained Purpose of purchasing are explained Types of purchasing are explained  Centralised purchasing  Decentralised purchasing Principles of purchasing are explained  Right price  Right quality  Right quantity  Right time  Right place Purchasing procedures are explained  Meaning

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 Steps involved in purchasing procedures Documents used in purchasing procedures are explained  Material requisition form  Inquiry  Reply  Purchase order  Advice note  Delivery note  Invoice  Credit status inquiry  Debit note  Credit note  Receipt  Statement of account Factors influencing choice of effective suppliers are explained Observation

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Learning unit LU 2: Create a productive working environment

Learning Outcomes: 1. Set business ethical conduct 2. Assign responsibilities in accordance with organisation 2 structure 3. Match personal characteristics with business requirements 4. Maintain good relationship with customers and suppliers 7Hours

Learning Outcome 2.1: Set business ethical conduct

Content Learning activities Resources

 Define term ethical conduct o Oral presentation ˗ Flipchart  Objectives of ethical conduct o Brainstorming ˗ Marker pen in a business o Questions and answers ˗ Pen  Rules and regulations of the o Practical exercise ˗ Internet business ˗ Reference books  Positive attitude ˗ Case studies required to business ˗ Business plan members templateIncluding  sanctions proposed by questions that guiding the law in business trainee to write a  Types of unethical behavior business plan in a business  Mistreating Employees  Financial Misconduct  Misrepresentation  Techniques of encouraging a positive ethical behaviour in business  Rewards  Expectations  Training  Policies  Ways to address address unethical behaviour at the workplace

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 Methods of handling unethical conduct in business  Importance of positive ethical conduct in the business

Formative Assessment 2.1

Performance criterion Accurate setting business ethical conduct

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Written evidence . Multiple choice exercises  Oral evidence . Essay& Cases study . True or false questioning . Sentence completion . Problem solving . Observation checklist

Checklist Score Yes No Indicator: business ethical conduct setted Objectives of ethical conduct in a business are explained Rules and regulations of the business are identified  Positive attitude required to business members  sanctions proposed by the law in business Types of unethical behaviour in a business are identified  Mistreating Employees  Financial Misconduct Techniques of encouraging a positive ethical behaviour in business are identified  Rewards  Expectations  Training  Policies

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Ways to address unethical behaviour at the workplace are identified Methods of handling unethical conduct in business are identified Importance of positive ethical conduct in the business are identified Observation

Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure

Content Learning activities Resources

 Meaning of responsibilities assignment o Oral presentation ˗ Flipchart in business o Brainstorming ˗ Marker pen  Attribution of responsibilities o Questions and answers ˗ Pen  Estimation of volume of task o Practical exercise ˗ Internet  Determination of task’s ˗ Reference requirements books  Allowing time to the volume of ˗ Case studies task ˗ Business plan  Responsibility assignment matrix templateInclud  RAC (Responsible, Accountable, ing questions Consulted and Informed). that guiding trainee to write a business plan

Formative Assessment 2.2

Performance criterion Effective assigning of responsibilities in accordance with organisation structure

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools :  Written evidence . Multiple choice exercises  Oral evidence . Essay& Cases study  . True or false questioning . Sentence completion . Observation checklist

Checklist Score Yes No Indicator: responsibilities in accordance with organisation structure are assigned Meaning of responsibilities assignment in business are explained  Attribution of responsibilities are identified  Estimation of volume of task  Determination of task’s requirements  Allowing time to the volume of task

Responsibility assignment matrix are identified  RAC (Responsible, Accountable, Consulted and Informed)

Observation

Learning Outcome 2. 3: Match personal characteristics with business requirements

Content Learning activities Resources

 Self assessment of time o Oral presentation ˗ Flipchart management practices o Brainstorming ˗ Marker pen  Defining tool of o Questions and answers ˗ Pen assessment o Practical exercise ˗ Internet  Self Assessment ˗ Reference  Measuring gap between books personal characteristics ˗ Case studies and business ˗ Business plan requirements templateInclu

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 Defining strategies to ding eliminate gaps questions  Self assessment in motivating that guiding employees practices trainee to  Defining tool of write a assessment business plan  Self Assessment  Measuring gap between personal characteristics and business requirements  Defining strategies to eliminate gaps

 Self assessment in financial practices  Defining tool of assessment  Self Assessment  Measuring gap between personal characteristics and business requirements  Defining strategies to eliminate gaps

 Self assessment in inventory practices  Defining tool of assessment  Self Assessment  Measuring gap between personal characteristics and business requirements  Defining strategies to eliminate gaps

Formative Assessment 2.3

Performance criterion Permanent matching personal characteristics with business requirements

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Written evidence . Multiple choice exercises . Essay& Cases study  Oral evidence . True or false questioning . Sentence completion  . Observation checklist

Checklist Score Yes No Indicator: Match personal characteristics with business requirements identfied Self assessment of time management practices are applied  Defining tool of assessment  Self Assessment  Measuring gap between personal characteristics and business requirements  Defining strategies to eliminate gaps Self assessment in motivating employees practices are applied  assessment  Self Assessment  Measuring gap between personal characteristics and business requirements  Defining strategies to eliminate gaps Self assessment in financial practices are applied  Defining tool of assessment  Self Assessment  Measuring gap between personal characteristics and business requirements  Defining strategies to eliminate gaps Self assessment in inventory practices are applied  Defining tool of assessment  Self Assessment  Measuring gap between personal characteristics and business requirements  Defining strategies to eliminate gaps Observation

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Learning Outcome 2. 4: Maintain good relationship with customers and suppliers

Content Learning activities Resources

 Meaning of a term relationship in a business  Purpose of maintaining a good relationship with customers and suppliers  Methods used to Maintain good relationship with:  customers  suppliers  Importance of maintaining good customers and suppliers relationship to the business:  With customers  With suppliers  Ways to address:  Customer complaints  Suppliers complaints  Manual procedures for business operations as tool for maintain customer and suppliers relationship.

Formative Assessment 2.4

Performance criterion Proper maintaining of good relationship with customers and suppliers

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools

 Oral evidence . Multiple choice exercises  Written evidence . Essay& Cases study  . True or false questioning . Sentence completion . Observation checklist

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Checklist Score Yes No Indictor : Maintain good relationship with customers and suppliers are explained Purpose of maintaining a good relationship with customers and suppliers are identified Methods used to Maintain good relationship are identified Importance of maintaining good customers and suppliers relationship are identified Ways to address:  Customer complaints  Suppliers complaints Manual procedures for business operations as tool for maintain customer and suppliers relationship are identified Observation

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Learning unit LU 3: Run real business operation

Learning Outcomes: 1. Set of short-term business goals 2. Optimize the utilization of available resources 3 3. Employ targeted promotional and marketing campaigns

10Hours

Learning Outcome 3.1: Set of short-term business goals

Content Learning activities Resources

 Defining business goals o Oral presentation ˗ Flipchart  Categorization of business goals o Brainstorming ˗ Marker pen o Questions and answers ˗ Pen  Long-term goals o Practical exercise ˗ Internet  Medium goals ˗ Reference  Short-term goals books  Setting business: ˗ Case studies  Long-term goals ˗ Risk analysis  Medium goals template  Short-term goals

Formative Assessment 3.1

Performance criterion Proper setting of short-term business goals

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools

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 Written evidence . Multiple choice exercises  Oral evidence . Essay& Cases study  . True or false questioning . Sentence completion

. Observation checklist

Checklist Score Yes No Indicator: Set of short-term business goals are explained Categorization of business goals explained Setting business:  Long-term goals  Medium goals  Short-term goals Observation

Learning Outcome 3.2: Optimize the utilization of available resources

Content Learning activities Resources

 Meaning of business resources o Brainstorming on ˗ Flipchart  Types of business resources identifying meaning of ˗ Markers  Financial resources key words ˗ Pen  Assets o Oral presentation ˗ Internet  Human resources Demonstration of ˗ Reference  Technological resources contingency plan books  Purpose of optimizing the utilisation of samples ˗ Case studies available resources o Group discussion ˗ Business plan  Methods to optimise utilisation of o Documentary research ˗ Computer

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available resources o Internet research  Methods used to control utilisation of o Practical exercise on resources: identifying risk to be  Procedures of using resources covered by a  Targeted result contingency plan  Anticipated emergencies in planning  Inventory planed  Importance of optimizing available resources for:  Employees  Business owners  Business stakeholders

Formative Assessment 3.2

Performance criterion Accurate optimizing the utilization of available resources

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools

 Written evidence . Multiple choice exercises . Essay& Cases study  Oral evidence . True or false questioning  . Sentence completion . Observation checklist

Checklist Score Yes No Indicator: Optimize the utilization of available resources are explained Types of business resources are explained  Financial resources  Assets  Human resources  Technological resources Purpose of optimizing the utilisation of available resources are explained Methods to optimise utilisation of available resources Are identified Methods used to control utilisation of resources are identified  Procedures of using resources  Targeted result

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 Anticipated emergencies in planning  Inventory planed Importance of optimizing available resources are described  Employees  Business owners  Business stakeholders Observation

Learning Outcome 3.3: Employ targeted promotional and marketing campaigns

Content Learning activities Resources

 Product promotion o Brainstorming on ˗ Flipchart  Meaning identifying meaning of ˗ Markers  Aspects of product promotion key words ˗ Pen Advertising product or brand o Oral presentation ˗ Internet Generating sales Demonstration of ˗ Reference Creating brand loyalty contingency plan samples books  Elements/tools/piece of o Group discussion ˗ Case studies promotional mi/plan o Documentary research ˗ Role play Public relations/publicity o Internet research scenarios Advertising o Practical exercise on ˗ Business plan Sales promotion defining contingency plan ˗ Computer Personal selling Direct marketing

 Promotional strategies Get the most out of social media Generate conversation with swag Offer incentives with targeted landing pages Appeal locally and create an

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event Boost your brand with education

 Establishing promotional mix/plan

 Marketing campaign  Meaning  Aspects of marketing campaign

Components of marketing campaign Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views Leads Customers

 Marketing campaign strategy

Clear & concise calls-to- action. Hyper-target to a niche Audience. Create a story that speaks to all Medias. Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.

Formative Assessment 3.3

Performance criterion Regular employing targeted promotional and marketing campaigns

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools

 Written evidence . Multiple choice exercises  Oral evidence . Essay& Cases study  . True or false questioning . Sentence completion

. Observation checklist

Checklist Score Yes No Indicator: Employ targeted promotional and marketing campaigns are explained Product promotion is explained  Aspects of product promotion Advertising product or brand Generating sales Creating brand loyalty Elements/tools/piece of promotional plan are identified Public relations/publicity Advertising Sales promotion Personal selling Direct marketing Promotional strategies are described  Get the most out of social media  Generate conversation with swag  Offer incentives with targeted landing pages  Appeal locally and create an event  Boost your brand with education Establishing promotional mix/plan of marketing campaign are identified Components of marketing campaign Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views Leads Customers 

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Aspects of marketing campaign are identified Clear & concise calls-to-action. Hyper-target to a niche Audience. Create a story that speaks to all Medias. Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.

Observation

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Learning unit LU 4: Monitor and evaluate the business

Learning Outcomes: 1. Prepare a daily report of business activities 2. Organize employee’s meeting in accordance with customer’s 4 inquiries and needs 3. Consult to business plan

8 Hours

Learning Outcome 4.1: Prepare a daily report of business activities

Content Learning activities Resources

 Meaning of business daily o Brainstorming on present ˗ Flipchart report the business plan ˗ Markers  Purpose of business daily o Demonstration on present ˗ Pen report the business plan ˗ Internet  Format of daily report of o Practical exercise on ˗ Reference books business activities present the business plan ˗ Case studies  Importance of business daily ˗ play scenarios report to the business ˗ Computer

Formative Assessment 4.1

Performance criterion Clear preparation of a daily report of business activities

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools   Written evidence . Multiple choice exercises  . Essay& Cases study . True or false questioning . Sentence completion

Checklist Score Yes No Indicator: a daily report of business activities is prepared  Meaning of business daily report is explained  Purpose of business daily report is explained is explained  Format of daily report of business activities is explained  Importance of business daily report to the business is explained Observation

Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries and needs Content Learning activities Resources

 Meaning of effective o Brainstorming on ˗ Flipchart employees’ meeting communication of business ˗ Markers  Purpose of employee’s plan, strategy and ˗ Pen meeting outcomes ˗ Internet  Meaning of customer o Role play on ˗ Reference books inquiries and needs communication of business ˗ Case studies  Ways of gathering plan, strategy and ˗ scenarios customer’s inquiries and outcomes ˗ Computer needs ˗ Internet  Steps of effective employee’s meeting  Setting meeting objectives  Preparing meeting requirements  Running employee’s meeting Ways to make employee meeting more engaging

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Facilitate brainstorming session Stand up Set meeting goals together Offer incentives and rewards Set a clear framework in advance

Formative Assessment 4.2

Performance criterion Regular organization of employee’s meeting in accordance with customer’s inquiries and needs

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools Multiple choice  Written evidence . exercises  Oral evidence . Essay& Cases study  . True or false questioning . Sentence completion

. Observation checklist

Checklist Score Yes No Indictor :Organize employee’s meeting in accordance with customer’s inquiries and needs are explained

Meaning of customer inquiries and needs is explained Ways to make employee meeting more engaging are explained Facilitate brainstorming session Stand up Set meeting goals together Offer incentives and rewards  Set a clear framework in advance Purpose of employee’s meeting is explained

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Ways of gathering customer’s inquiries and needs are explained Steps of effective employee’s meeting are explained  Setting meeting objectives  Preparing meeting requirements  Running employee’s meeting

Observation

Learning Outcome 4.3: Consult to business plan

Content Learning activities Resources

 Purpose of business plan for o Brainstorming on ˗ Internet the business importance of presenting ˗ Reference books  Purpose of consulting business plan. ˗ Case studies business plan during a o Role play on importance of ˗ scenarios business operations presenting business plan. ˗ Computer  Critical part of the business ˗ Internet to be considered while running business  Identification of what to be consulted in your business plan  Using business plan as tool

Formative Assessment 4.3

Performance criterion Regular consultation of business plan

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools

 Oral evidence . Proposed tools:  Product evidence . Observation checklist  . A produced consultation plan

Checklist Score Yes No Indicator: Consult to business plan is explained  Purpose of consulting business plan during a business operations is explained  Critical part of the business to be considered while running business is explained  Identification of what to be consulted in your business plan is explained  Using business plan as tool is explained Observation

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Reference books: Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions, third edition. Uganda: Kyambogo University.

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

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

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ELS I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

ELSIA501 Integrate workplace

Competence

REQF Level: 3 Learning hours 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

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Learning assumed to be in place

All the modules covered at REQF level 3.

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.By the end of the module, the trainee will be able to:

Elements of competence Performance criteria

1. Apply for 1.1. Appropriate use of resources in the community or internship/employment 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 2.1. Appropriate application of workplace habits and attitudes behavior 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 a. Respect of universal human rights rights and responsibilities b. Respect of worker’s and employer’s obligations according to the Rwandan Labour code c. Respect of worker’s rights and responsibilities at the workplace d. Respect of employer’s rights and responsibilities at the workplace e. Appropriate reaction when the labor code is broken 4. Organize and evaluate one’s a. Appropriate securing of the internship agreement with the internship enterprise b. Adequate outlining of findings and experience c. Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience d. Active participation in the assessment of one’s internship 5. Develop one’s competences on 5.1. Adequate performance of tasks assigned according to the the workplace 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 unit LU 1: Apply for internship/employment

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 1

10 Hours

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

Content Learning activities Resources

 Resources to find o Small group work - Job announcements and employment in the o Panel discussion information: newspaper community and at national o Large group discussion advertisements; level o Speakers information from - Job announcements recruitment agencies, youth - Newspapers organizations such as YES advertisements Rwanda and government - From recruitment agencies such as the RDB, agencies RP; sample advertisements posted on business walls or - Internet websites bulletin boards, internet

websites, through  Identify contact persons cooperatives…

Formative Assessment 1.1

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

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools Written evidences  Essay Perfomance  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.

Content Learning activities Resources

 Differences between a CV and an o Large group discussion - Sample CVs and application letter o Individual work application letters  Types of application letters o Pair work - Format of an  Elements of a well written CV application letter  Elements of an application letter

Formative Assessment 1.2

Performance criterion Proper writing of a basic accurate and neat CV

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  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.

Content Learning activities Resources

 Main parts of an interview o Small group work - Interview observation tool  Interviewing tips: what to do o Interview role plays before, during and after the o Large group discussion interview  Typical questions asked during an interview

Formative Assessment 1.3

Performance criterion

Proper demonstration of effective interviewing skills

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  written  questionnaires and answers  oral  scenarios  performance  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?  How do you handle stress and pressure?  How do you handle stress and pressure?  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

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Learning unit LU 2: Demonstrate appropriate workplace behavior and attitudes

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

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

Content Learning activities Resources

 Appropriate workplace o Small group work - Workplace behaviour behaviours and attitudes o Large group discussion scenarios (dress code, time o Brainstorming - Work habits management, respect, inventory 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)

Formative Assessment 2.1

Performance criterion Appropriate application of workplace habits and attitudes

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence  Essay& Cases study  Oral evidence  True or false questioning  Performance  Observation checklist  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.

Content Learning activities Resources

 Importance of task planning o Large group discussion - Workplace and managing time o Small group activity (tower behaviour  Strategies to better manage building) scenarios time o Reflection - Work habits o Pair sharing inventory  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.

Formative Assessment 2.2

Performance criterion Adequate implementation of strategies to manage time effectively

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  pPerformance . Scenarios  Product . Different workplace documents

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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.

Content Learning activities Resources

 Common situations that make it o Large group discussion - Scenarios: “did she/he challenging to balance work & o Individual work do the right thing?” personal life o Self-assessment  Tips to manage personal and work o Pair sharing lives

Formative Assessment 2.3

Performance criterion

Efficient management of personal and work lives

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools 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

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

Learning Outcomes:

3 1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan Labour 5Hours 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

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

Content Learning activities Resources

 Definition of “right” and o Small group work -Universal Declaration of “human rights. o Large group discussion Human Rights  Universal Declaration of - Plain language version Human Rights

Formative Assessment 3.1

Performance criterion Appropriate of universal human rights

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  written . Essay& Cases study  oral . True or false questioning  performance . Observation checklist . 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.

Content Learning activities Resources

 Legal obligations of employers o Large group activity - Statements and Duty to pay worker o Discussion answers for Plan for work o Small group work Agree/Disagree To have managerial skills o Observation game on Rwandan  Legal obligations of workers labour law Control of the workplace - Articles 47 and 48 Provide information of the labour code Take reasonable care

Formative Assessment 3.2

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

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  writtten evidence . Multiple choice exercises  oral evidence . 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.

Content Learning activities Resources

 ‘Rights’ (what you can expect your o Large group discussion - Worksheet on employer to provide) o Small group work rights and  ‘Responsibilities’ (what your employer o Skits responsibilities at can expect that you will do) work.

Formative Assessment 3.3

Performance criterion

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

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  writtten . Questions and answers  oral . Expose  Perfornce . 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.

Content Learning activities Resources

 Definition of “responsibility” o Individual work - Worksheet on  Relationship between rights and o Pair share rights and responsibilities o Large group brainstorming and responsibilities at discussion work.

Formative Assessment 3.4

Performance criterion

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

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  writtten evidence . Multiple choice exercises . True or false questioning  oral evidence . 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

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Learning Outcome 3.5: React appropriately when the labour code is broken.

Content Learning activities Resources

 Possible solutions or responses in case o Small group work - Labour code the labour code is broken o Scenario analysis scenarios o Large group discussion - Labour code excerpts

Formative Assessment 3.5

Performance criterion

Appropriate reaction when the labour code is broken

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

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Learning unit LU 4: Organize and evaluate one’s internship

Learning Outcomes: 1. Conclude an internship agreement 2 Outline one’s findings and experience 4 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.

Content Learning activities Resources

 Definition of the concept o Brainstorming - Sample internship “internship” o Group discussion agreement  Objectives of the internship o Presentation by the trainer  Presentation of internship agreement

Formative Assessment 4.1

Performance criterion Appropriate securing of the internship agreement with the enterprise

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Writtten . Essay (short responses /extended responses)  Oral . Role play . Questionnaire and answers.  Perfornce . 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.

Content Learning activities Resources

 Presentation of the logbook o Presentation by the trainer - Logbook  Tips to fill in the logbook

Formative Assessment 4.2

Performance criterion

Adequate outlining of findings and experience

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  writtten . Expose  oral . Questions and answers

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  Take Time to Write Your Log.  Use a Rough Book.  Have One Logbook Per Project  Keep a Summary List

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 Computer Filing  Be Consistent  Write a Conclusion. Observation

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

Content Learning activities Resources

 Presentation techniques Contents o Group discussion - Sample of the internship report o Role play internship  report

Formative Assessment 4.3

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

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  writtten  Questions and answers  oral  present  oral questions and their answers

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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.

Content Learning activities Resources

 Internship assessment and self- o Group discussion assessment packages o Presentation by the trainer

Formative Assessment 4.4

Performance criterion

Active participation in the assessment of one’s internship

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  writtten . Multiple choice exercises  oral . Essay& Cases study . True or false questioning  Perfornce . 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

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GENAM501 - ADVANCED ANALYSIS AND STATISTICS

GENAM501 Apply Advanced analysis and statistics

Competence

REQF Level: 5 Learning hours Credits: 8 80

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 and statistics. At the end of this module, the trainee of Level Five will be able to apply integration, measure of dispersion and interpret bivariate data. As Mathematics is a tool of different fields, this module will be useful to trainee as a means of both measuring and improving their understanding of Mathematics and he/she will be prepared to perform well in higher education or anywhere in any fields that require some knowledge of mathematics especially integration and statistics as well as working in design, financial and economics, good performance in critical thinking, data analysis with their interpretation, and so on.

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Learning assumed to be in place

Not applicable Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Apply fundamentals of integrals 7.1. Proper determination of primitive functions based on definition. 7.2. Proper calculation of definite integrals based on definition. 7.3. Proper application of definite integrals through sketching and calculations.

2. Identify measures of dispersion and 8.1. Accurate determination of measures of interpret bivariate data dispersion according to definitions and calculations. 8.2. Appropriate identification of bivariate data measures based on definitions and calculations. 8.3. Appropriate determination of regression line based on calculations and plotting.

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Learning unit LU 1: Apply fundamentals of integrals

Learning Outcomes: 1. Calculate the primitive functions 2. Calculate definite integrals 1 3. Apply definite integrals

50 Hours

Learning Outcome 1.1:Calculate the primitive functions

Content Learning activities Resources

 Definition o Group discussion on - Hand-out notes  Properties primitive function - Reference books  The derivative of the indefinite o Practical exercises - Didactic integral o Documentary Research materials such as  The integral of differential of a manila paper, … function - Internet  Factor out constant function from integral sign  The indefinite integral of the algebraic sum of two functions  Immediate primitive  Techniques of integration  Integration by change of variable  Integration by decomposition  Integration by parts Formative Assessment 1.1

Performance criterion Proper determination of primitive functions based on definition

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence . Short questions  . Open questions

Checklist Score Yes No Indicator:Definition of primitive function is given  Definition of primitive function is well given Indicator: Properties of primitive functions are correctly applied  The derivative of the indefinite integral  The integral of differential of a function  Factor out constant function from integral sign  The indefinite integral of the algebraic sum of two functions Indicator:Tecniques of integration are appropriately used  Integrals calculation by Immediate primitive  Integrals calculation by change of variable  Integrals calculation by decomposition  Integrals calculation by parts Observation

Learning Outcome 1.2:Calculate definite integrals

Content Learning activities Resources

 Definition o Group discussion on - Hand-out notes  Methods of integration definite integral - Reference books  Integration of definite integrals by o Practical exercises - Didactic change of variable o Documentary Research materials such as  Integration of definite integrals by manila paper, … decomposition - Internet  Integration of definite integrals by parts

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Formative Assessment 1.2

Performance criterion Proper calculation of definite integrals based on definition

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice questions . Open questions

Checklist Score Yes No Indicator : Definition of definite integral is given  Definition of definite integral is well given Indicator:Tecnique of integration is appropriately applied  Integration of definite integrals by immediate primitive is perfectly done  Integration of definite integrals by decomposition is perfectly done  Integration of definite integrals by decomposition is perfectly done  Integration of definite integrals by parts is perfectly done Observation

Learning Outcome 1.3:Apply definite integrals

Content Learning activities Resources

 Calculation of area o Group discussion on - Hand-out notes  Calculation of volume definite integral and its - Reference books  Calculation of the length of curved application - Didactic materials surface o Practical exercises such as manila o Documentary Research paper, … - Internet

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Formative Assessment 1.3

Performance criterion Proper application of definite integrals through sketching and calculations

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Short questions  . Open questions . Curve sketching

Checklist Score Yes No Indicator: Application of definite integrals is conveniently performed  Calculation of area for regular shape using definite integrals is properly done  Calculation of area for irregular shape using definite integrals is properly done  Calculation of volume using definite integrals is properly done  Calculation of length of curved surface using definite integrals is properly done Observation

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Learning unit LU 2: Identify measures of dispersion and interpret bivariate data

Learning Outcomes: 1. Identify the measures of dispersion 2. Describe the measures of the bivariate data 3. Determine the regression line 2

30 Hours

Learning Outcome 2.1:Identifythe measures of dispersion

Content Learning activities Resources

 Variance o Group discussion on - Hand-out notes  Standard deviation measures of dispersion - Reference books  Coefficient of variation o Practical exercises standard - Didactic deviation and coefficient of materials such as variation manila paper, … o Documentary Research - Internet

Formative Assessment 2.1

Performance criterion Accurate determination of measures of dispersion according to definitions and calculations

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Checklist Score Yes No Indicator : Definition of a measure of dispersion is well given  Definition of Variance is well given  Definition of Standard deviation is well given Indicator : Calculation of a given measure of dispersion is perfectly done  Calculation of Variance is accurately done  Calculation of Standard deviation is accurately done  Calculation of Coefficient of variation is accurately done Observation

Learning Outcome 2.2:Describe the measures of the bivariate data

Content Learning activities Resources

 Correlation o Group discussion on - Hand-out notes  Covariance correlation - Reference books  Coefficient of correlation o Practical exercises on - Didactic covariance and coefficient materials such as of correlation manila paper, … o Documentary Research - Internet

Formative Assessment 2.2

Performance criterion Appropriate identification of bivariate data measures based on definitions and calculations

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Checklist Score Yes No Indicator : Definition of a given measure of bivariate data is well given  Definition of Correlation is well done  Definition of Covariance is well done Indicator : Calculation of a given measure of bivarriate data is correctly done  Calculation of Covariance is accurately done  Calculation of Coefficient of correlation is accurately done Observation

Learning Outcome 2.3:Determine the regression line

Content Learning activities Resources

 Definitions o Group discussion on scatter - Hand-out notes  Scatter diagram diagram - Reference books  Regression lines o Practical exercises on - Geometric  Calculation and plotting of regression equation of regression line instruments lines o Documentary Research (Ruler, T- square,..) - Didactic materials such as manila paper, … - Internet

Formative Assessment 2.3

Performance criterion Appropriate determination of regression line based on calculations and plotting

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Checklist Score Yes No Indicator : Definition is given  Scatter diagram is properly defined  Regression line is properly defined Indicator : Calculation is accurately peformed  Calculation of coefficient of regression line of y on x  Determination of regression line of on  Calculation of coefficient of regression line of on  Determination of regression line of on Indicator : Graphical presentation is accurate  Presentation of scatter diagram is properly done  Plotting regression line of on is appropriately done  Plotting regression line of on is appropriately done

Observation

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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

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G E N G C 5 0 1 - APPLY GENERAL CHEMISTRY

GENGC501 General Chemistry

REQF Level: 5 Learning hours Credits: 6 60

Sector: All Sub-sector: All

Issue date: November, 2018

Purpose statement

This module describes the skills, knowledge and attitudes required to describe the transition metals, perform chemical titration, perform electrochemical cell reactions, and to describe polymerization. At the end of this module, candidates will be able to demonstrate electronic structure of transition metals, and describe its properties; describe types of solutions and apply different titration methods; describe oxidation-reduction reactions in electrochemical cells; describe polymerization process based on different monomers.

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Learning assumed to be in place

N/A

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Describe the transition metals 1.1. Proper identification of the group of transition metals according to their location on the periodic table 1.2. Proper demonstration of the electronic configuration of each transition metal according to its atomic number (Z) 1.3. Effective description of the properties of transition metals based on their electronic configuration 2. Perform chemical titration 2.1. Proper identification of the types of solutions based on solutes and solvents 2.2. Accurate description of solubility according to the nature of solution. 2.3. Proper application of titration methods according to the procedure 3. Perform the electrochemical cell 3.1 Proper description of electrochemical cells according reactions to general representation 3.2 Proper description of reduction and oxidation reactions in electrochemical cells according to the component of electrodes 3.3 Accurate demonstration of electrochemical cell reaction and its overallenergy based on the electrodes 4. Describe polymerization 4.1. Proper identification of organic compounds according to their functional groups 4.2. Proper identification of types of polymers according to the monomers 4.3. Accurate demonstration of polymerization process according the monomers

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LU 1:Describe the transition metals

Learning Outcomes: 1. Identify the group of transition metals 2. Demonstrate the electronic configuration of each transition metal 1 3. Describe the properties of transition metals

10 Hours

Learning Outcome 1.1: Identify the group of transition metals

Content Learning activities Resources

 18 groups of elements on the o Observation - Pictures periodic table(group 1-group o Group discussion - Periodic table 18) o Presentation - Video

1. Atomic number (Z) o Brainstorming - Projector 2. Atomic mass (A) - Computer 3. Symbol - Books 4. Name - Internet 5. Electronic - Pens/Pencils configuration - Notebook 6. s,p,d,f orbitals on - Papers periodic table - Marker

- Board  Transition metals groups on - Chalks the periodic table in d-block:

 From group 3 up to group 12

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Formative Assessment 1.1

Performance criterion

Proper identification of transition metals groups

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written evidence . Open questions . Multiple questions  Oral evidence . Matching questions . Short questions . True-false questions . Sentence completion

Checklist Score Yes No Indicator:Periodic table is well read  Name of element is well stated  Symbol of an element is well identified  Atomic number of an element is well identified  Atomic mass of an element is well identified  Groups of elements on periodic table are identified  s,p,d,f blocks on periodic table are well identified Indicator:Transition metals on periodic table are well identified  d-block on periodic table is identified  Name of element is well stated  Symbol of an element is well identified  Atomic number of an element is well identified  Atomic mass of an element is well identified  Transition metals groups are stated Observation

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Learning Outcome 1.2: Demonstrate the electronic configuration of each transition metal

Content Learning activities Resources

 Distribution of electrons in o Observation on materials - Periodic table orbits o Group discussion - Pictures  Arrangement of o Presentation - Projector electrons in s,p,d and o Brainstorming - Computer f orbitals - Video  Orbitals are filled - Books based on Pauli - Internet exclusion principle - Pens/Pencils  Four orbitals are - Notebook filled according to: - Papers energy level - Marker valence - Board electrons - Chalks  d-orbitals are

partially filled

 Transition can have different oxidation states  Metal can lose or gain more than one electron(They have unpaired electrons in their d-subshell)

Formative Assessment 1.2

Performance criterion Proper demonstration of the electronic configuration of each transition metal

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . Matching questions  Oral . Multiple questions . Short questions . Open questions . True-false questions . Sentence completion

Checklist Score Yes No Indicator:Distribution of electrons in orbits is well done  Electrons in s,p,d and f orbitals are well arranged  Pauli exclusion principle is well stated  Energy level and valence electrons are well considered  d-orbitals of transition metals are well filled Indicator: Different oxidation states of transition metals are well stated  Metal loss or gain of one or more electron is well identified   Observation

Learning Outcome 1.3:Describe the properties of transition metals

Content Learning activities Resources

Common properties of transition o Observation on materials - Pictures metals: o Group discussion - Video  Physical properties o Presentation - Projector  High melting and o Brainstorming - Computer boiling points - Books  Hard and high - Internet densities - Pens/Pencils  Good conductors of - Notebook electricity and heat - Papers  Chemical properties - Marker  Less reactive than - Board alkali metals - Chalks  High catalytic activity  Variable oxidation state

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Formative Assessment 1.3

Performance criterion Effective description of the properties of transition metals

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Open questions  Oral evidence . Multiple questions . Short questions . Matching questions . True-false questions . Sentence completion

Checklist Score Yes No Indicator:Physical properties of transition metals are well identified  Melting and boiling points are well stated  Densities are well stated  Electricity and heat conductivity is well stated Indicator:Chemical properties of transition metals are well identified  Reactivity of transition metals is well stated  Catalytic activity is well stated  Different oxidation states are well identified Observation

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LU 2:Perform chemical titration

Learning Outcomes: 1. Identify the types of solutions 2. Describe solubility 2 3. Apply titration methods

25 Hours

Learning Outcome 2.1: Identify the types of solutions Content Learning activities Resources

 A chemical solution is made up of: o Group discussion - Pictures  Solute o Presentation - Video  Solvent o Observation - Projector  Types of solutions based on: o Brainstorming - Computer  Physical state: - Books Solid - Internet Liquid - Pens/Pencils Gas - Notebook  Nature of mixture: - Papers Homogeneous - Marker Heterogeneous - Board  Solute/solvent proportion - Chalks (Empirical solution) - Diluted Concentrated Unsaturated Super-saturated  Solution concentration concepts:  Molarity  Molality  Normality  Percentage

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Formative Assessment 2.1

Performance criterion Proper identification of the types of solutions

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Open questions . Short questions  Oral evidence . Matching questions . Multiple questions . True-false questions . Sentence completion

Checklist Score Yes No Indicator: The composition of chemical solution is well discussed  Solute of the solution is well identified  Solvent of the solution is well identified Indicator:Types of solutions are well classified  Classification based on physical state is well done  Classification of solutions based on nature of mixture is well done  Classification based on solute/solvent proportion is well done Indicator:Concepts of concentration are well discussed  Molarity is well discussed  Molality is well discussed  Normality is well discussed  Percentage is well discussed Observation

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Learning Outcome 2.2: Describe solubility

Content Learning activities Resources

 Description of solubility o Group discussion - Pictures  Definition of solubility o Presentation - Video  Factors that affect solubility o Observation - Projector  Temperature o Brainstorming - Computer  Pressure - Books -  Polarity Internet - Pens/Pencils  Molecular size of solute - Notebook  Solubility product - Papers  Definition of solubility - Marker product - Board  Symbol of solubility - Chalks product  Equilibrium constant Formative Assessment 2.2

Performance criterion Accurate description of solubility according to the nature of solution.

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Open questions  Oral evidence . Short questions . Multiple questions . Matching questions . True-false questions . Sentence completion

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Checklist Score Yes No Indicator:Solubility is well described  Solubility is well defined Indicator:Factors that affect solubility are well described  Temperature is considered  Pressure is considered  Polarity is considered  Molecular size of solute is considered Indicator:Solubility product is well described  Solubility product is well defined  Symbol of solubility product is identified  Equilibrium constant is well stated Observation

Learning Outcome 2.3: Apply titration methods Content Learning activities Resources

o Group discussion - Pictures  Describe titration o Brainstorming - Video  Define titration o Observation on materials - Projector  Types of titrations o Presentation - Computer Acid-base o Practical - Equipment and titration materials (burettes, Redox titration volumetric flasks,  Common indicators: stirrers, Erlenmeyer) Methyl violet - Reagents Bromophenol - Books blue - Internet Methyl orange - Pens/Pencils Methyl red - Notebook - Papers Litmus - Marker Bromothymol - Board blue - Chalks Phenolphthalein Alizarin yellow  Some uses of titration:  Wastewater analysis  Food and beverage  Pharmacology

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 Sample analysis in laboratory  Medicine  petrochemicals  Laboratory titration practical  Workplace preparation Procedure Equipment and materials Reagents Titrant and analytes  Conduct titration  Work done interpreted

Formative Assessment 2.3

Performance criterion Proper application of titration methods

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Open questions  Oral evidence . Short questions  Performance evidence . Multiple questions . Matching questions . True-false questions . Sentence completion Task: Conduct acid-base titration

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Checklist Score Yes No Indicator:Titration is well described  Titration is well defined  Types of titration are well discussed  Common indicators are well enumerated Indicator:Uses of titration are well identified  Use of titration in wastewater analysis is well discussed  Use of titration in food and beverage is well discussed  Use of titration in pharmacology is well discussed  Use of titration in sample analysis in laboratory is well discussed  Use of titration in medicine is well discussed  Use of titration in petrochemicals is well discussed Indicator:Laboratory titration practicals are well conducted  Workplace is preparation is well done  Titration is well conducted  Work done is accurately interpreted Observation

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LU 3:Perform electrochemical cell reactions

Learning Outcomes: 1. Describe electrochemical cells 2. Describe reduction and oxidation reaction in electrochemical 3 cells according the component of electrodes 3. Demonstrate electrochemical cell reactions and its overallenergy based on the electrodes 15 Hours

Learning Outcome 3.1: Describe electrochemical cell Content Learning activities Resources

 Describe electrochemical cells o Group discussion - Pictures  Definition of o Observation on materials - Video electrolysis o Presentation - Projector  Definition of o Brainstorming - Computer electrochemical cell - Books

Electrolytic - Internet

Galvanic - Pens/Pencils  Parts of electrochemical cells: - Notebook  Electrolyte - Papers  Two electrodes - Marker Cathode - Board Anode - Chalks  Types of batteries  Galvanic cell  Primary cell Daniell Dry Mercury  Secondary cell Lead-acid Nickel-cadmium  Fuel cell  Half-cells

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Formative Assessment 3.1

Performance criterion

Proper description of electrochemical cells according to general representation

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Checklist Score Yes No Indicator:Electrochemical cell is well described  Electrolysis is well defined  Electrochemical cell is defined Indicator:Parts of electrochemical cell are well identified  Electrolyte is identified  Electrodes (anode and cathode) are identified Indicator:Types of batteries are well identified  Galvanic cell is stated  Primary cell (Daniell, Dry, mercury) is well stated  Secondary cell (lead-acid, nickel-cadmium) is well stated  Fuel cell is stated  Half-cell is stated Observation

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Learning Outcome 3.2: Describe reduction and oxidation reactions in electrochemical cells Content Learning activities Resources

 Oxidation reaction in o Group discussion - Pictures electrochemical cell o Observation on materials - Video  Decrease of o Presentation - Projector oxidation o Brainstorming - Computer  Loss of electrons - Books  Happens at anode - Internet  Reduction reaction in - Pens/Pencils electrochemical cell - Notebook  Increase of oxidation - Papers number - Marker  Gain of electron - Board  Happens at cathode - Chalks

Formative Assessment 3.2

Performance criterion

Proper description of reduction and oxidation reactions in electrochemical cells

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Matching questions  Oral evidence . Open questions . Multiple questions . Short questions . True-false questions . Sentence completion

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Checklist Score Yes No Indicator:Oxidation reaction in electrochemical cell is well discussed  Change in oxidation is well stated  Change of electrons is well stated  Location ofoxidation on electrode is well identified Indicator:Reduction reaction in electrochemical cell is well discussed  Change in oxidation number is well stated  Change of electrons is well stated  Location of reduction on electrode is well identified Observation

Learning Outcome 3.3: Demonstrate electrochemical cell reactions and its overall energy

Content Learning activities Resources

 General representation of o Group discussion - Pictures electrochemical cell o Observation on materials - Video  Parameters of o Presentation - Projector electrodes o Brainstorming - Computer Anode - Books Cathode - Internet  Signs of electrodes - Pens/Pencils Positive - Notebook Negative - Papers  Half reactions - Marker

Reduction - Board

Oxidation - Chalks  Movement of electrons Inside the cell Outside the cell  Electrode potential, E  Demonstrate oxidation  Demonstrate reduction  Overall energy of the cell

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Formative Assessment 3.3

Performance criterion

Accurate demonstration of electrochemical cell reactions

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Open questions  Oral evidence . Multiple questions . Matching questions . Short questions . True-false questions . Sentence completion

Checklist Score Yes No Indicator:General representation of electrochemical cell is well done  Parameters of electrodes (anode and cathode) are well identified  Signs of electrodes are well identified  Half reactions are well discussed  Movement of electrons is well identified Indicator:Electrode potential, E, is well discussed  Oxidation reaction is well demonstrated  Reduction reaction is well demonstrated  Overall energy of the cell is well discussed Observation

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LU 4: Describe polymerization

Learning Outcomes: 1. Identify organic compounds according to their functional groups 4 2. Identify types of polymers according to the monomers 3. Demonstrate polymerization process according the monomers 10 Hours

Learning Outcome 4.1: Identify organic compounds according to their functional groups

Content Learning activities Resources

 Description of organic compound o Group discussion - Pictures o Defining organic o Observation on materials - Video compounds o Presentation - Projector o Classification of organic o Brainstorming - Computer compounds - Books

Natural compounds - Internet

Synthetic compounds - Pens/Pencils  Identification of - Notebook functional group - Papers  Nomenclature of organic - Marker compounds - Board  Properties of organic - Chalks compounds

Physical properties Chemical properties  Functional group o Defining functional group o Type of functional groups . Alkanes . Alkenes . Alcynes . Alcohol . Aldehyde

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. Ketones . Carboxylic acid . Ester . Amide . Amine . Ether . Thiols . Nitriles . Ether-oxides . Sulfides

Formative Assessment 4.1

Performance criterion

Proper identification of organic compounds

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice questions  Oral evidence . True-False questions . Matching questions . Sentence completion . Short questions . Open questions

Checklist Score Yes No Indicator:Organic compound is well described o Organic compounds are well defined o Organic compounds are well classified o Functional group is well Identified o organic compounds are well named o Properties of organic compounds are well discussed Indicator:Functional group is well identified o Functional group is well defined o Type of functional groups are well identified

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Observation

Learning Outcome 4.2: Proper identification of types of polymers according to the monomers Content Learning activities Resources

Describe polymers o Group discussion - Pictures  Monomers o Observation on materials - Video  Defining monomers o Presentation - Projector  Types of monomers o Brainstorming - Computer Simple sugar - Books monomers - Internet (Monosaccharide) - Pens/Pencils Monomers of fats - Notebook (Lipids: glycerol, fatty - Papers acids) - Marker Nucleotides as - Board monomers (nucleic - Chalks acids: DNA, RNA) Monomers of plastics (HDPE, LDPE) Monomers of proteins (Amino-acids)  Polymers  Defining polymers  Classification Origin/Source Structure Molecular forces Mode of polymerization Types of monomers  Properties Heat capacity/Heat conductivity Thermal expansion Crystallinity Permeability Elastic modulus Tensile strength Resistance to electric current

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Refractive index

Formative Assessment 4.2

Performance criterion

Proper identification of the types of polymers

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice questions  Oral evidence . True-False questions . Matching questions . Open questions . Short questions . Sentence completion

Checklist Score Yes No Indicator:Monomers are well discussed  Monomers are well defined  Types of monomers are well stated Indicator:Polymers are well discussed  Polymers are well defined  Polymers are well classified  Properties of polymers are well described Observation

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Learning Outcome 4.3: Demonstrate polymerization process Content Learning activities Resources

 Describing polymerization o Group discussion - Pictures  Chain-growth o Brainstorming - Video polymerization (Addition) o Observation on materials - Projector

Chain initiation o Presentation - Computer Chain propagation - Books Chain termination - Internet Ionic polymerization - Pens/Pencils Co-ordination - Notebook polymerization - Papers  Step-growth polymerization - Marker (Condensation) - Board

Addition - Chalks

Elimination

Formative Assessment 4.3

Performance criterion

Proper demonstration polymerization process

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Oral evidence . Multiple choice questions  Written evidence . True-False questions  Oral evidence . Matching questions . Sentence completion  . Open questions . Short questions

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Checklist Score Yes No Indicator:Description of polymerization is well done  Chain growth polymerization is well demonstrated  Step-growth polymerization is well demonstrated Observation

Reference books: 13. https://chem.libretexts.org/Textbook_Maps/Inorganic_Chemistry/Supplemental_Modules_(Inorgan ic_Chemistry)/Descriptive_Chemistry/Elements_Organized_by_Block/3_d- Block_Elements/1b_Properties_of_Transition_Metals/Electron_Configuration_of_Transition_Metals 14. https://www.toppr.com/guides/chemistry/the-d-and-f-block-elements/electronic-configuration-d- block-elements/ 15. https://chem.libretexts.org/Textbook_Maps/Inorganic_Chemistry/Supplemental_Modules_(Inorgan ic_Chemistry)/Descriptive_Chemistry/Elements_Organized_by_Block/3_d- Block_Elements/1b_Properties_of_Transition_Metals/Electron_Configuration_of_Transition_Metals /Oxidation_States_of_Transition_Metals 16. http://www.4college.co.uk/a/ss/varoxidation.php 17. https://www.lifepersona.com/chemical-solutions-types-preparation-and-examples 18. https://www.brightstorm.com/science/chemistry/chemical-solutions/types-of-solutions/ 19. https://www.solubilityofthings.com/basics/factors_affecting_solubility.php 20. https://www.toppr.com++electrochemical+cells&ie=utf-8&oe=utf-8&client=firefox-b-ab 21. https://www.sciencing.com+titration+in+chemistry&ie=utf-8&oe=utf-8&client=firefox-b-ab 22. https://www.thoughtco.com/definition-of-reduction-in-chemistry-604637 23. https://chem.libretexts.org/Textbook_Maps/Analytical_Chemistry/Supplemental_Modules_(Analyti cal_Chemistry)/Electrochemistry/Redox_Chemistry/Half-Reactions 24. https://chem.libretexts.org/Textbook_Maps/Analytical_Chemistry/Supplemental_Modules_(Analyti cal_Chemistry)/Electrochemistry/Redox_Chemistry/Balancing_Redox_reactions 25. https://www.chem.fsu.edu/chemlab/chm1046course/functional.html 26. https://www.britannica.com/science/chemical-reaction/Polymerization-reactions#ref499287 27. https://chem.libretexts.org/Textbook_Maps/General_Chemistry/Map%3A_General_Chemistry_(Pet rucci_et_al.)/27%3A_Reactions_of_Organic_Compounds/27.08%3A_Polymers_and_Polymerization_ Reactions 28. https://www.britannica.com/topic/industrial-polymer-chemistry-468716#ref608598

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GNEGP501 - GENERAL PHYSICS

GENGP501 Apply general physics

REQF Level: All Learning hours Credits: 5 50

Sector: All

Sub-sector: All

Issue date: November, 2018

Purpose statement

This general module describes the knowledge, skills, and attitude required to apply concepts of physics. At the end of this module, the trainee will be able to describe source of energy, motion in orbits, communication system, climate change and greenhouse effect. He/she will also be able to apply Newton’s laws and Kepler’s Laws; apply refractive index and total internal reflection in optical fibers. This module will facilitate the trainee to perform well his/her tasks. It will be useful to trainee to be prepared to perform well in higher education or analyze data and solve problems in the sciences and engineering, as well as in economics and public policy.

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Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Characterize sources of energy in 1.1. Proper identification of types of energy according the world to the sources 1.2. Accurate description of extraction and creation

of energy based on sources 1.3. Proper analysis of relative advantages and disadvantages of various energy sources according to the sources. 2. Describe motion in orbits 2.1 Clear application of gravitation based on Newton’s law 2.2 Accurate explanation of planetary motion according to Kepler’s laws 2.3 Proper description of satellites and rockets according their motion in orbits 3. Categorize Mobile phone and 3.1 Proper interpretation of concepts based on transmission system radio communication. 3.2 Clear description of principle of cellular radio and Structure of cellular network 3.3 Adequate identification of types of modulations (AM, FM, and PM) based on communication systems 3.4 Clear description of Post, telegraph and telephone (PTT) according to telecommunication 4 Describe Climate change and 4.1 Clear Description of intensity of the sun’s Greenhouse effect. radiation reaching planets based on climate change 4.2 Clear explanation of Greenhouse effect according to climate change

4.3 Proper explanation of climate change and relate

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facts based on concept of physics

5 Describe Earthquakes, Tsunami, 5.1 Clear description of Causes of earthquakes, floods landslides and cyclone Tsunami, floods landslide and cyclone on earth ‘surface 5.2 Proper determination of effect of earthquakes on environment based on earth ‘surface 5.3 Accurate Understanding of Safety and emergency measure son earth ‘surface

6 Describe optical fibre in 6.1 Clear description of principle of operation of telecommunication systems optical fibers according to physical properties of light 6.2 Proper identification of the types of optical fiber based on the composition of optical fiber 6.3 Accurate description of mechanism of attenuation in an optical fiber according to the working principle of optic fiber 6.4 Clear description of optical transmitter and optical receiver according to transmitter system

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LU 1: Sources of Energy in the world

Learning Outcomes: 1. Identify types of energy according to the sources 2. Describe extraction and creation of energy based on sources 1 3. Analyze relative advantages and disadvantages of various energy sources according to the sources 4. relative advantages and disadvantages of various energy sources 7 Hours according to the sources

Learning Outcome 1.1: Identify types of energy according to the sources

Content Learning activities Resources

Description of energy: o Discuss in groups and - Pictures  Definition of source of energy present on renewable and - Video,  Identification of sources of energy: non-renewable energy - Projector  Renewable sources. - Computer Biomass, o Search internet for details - Internet biogas, on world energy resources. geothermal, wood waste, hydropower, wind, solar  Non-renewable Crude oil ( petroleum) Natural gas, Coal Nuclear energy Formative Assessment 1.1

Performance criterion Proper identification of types of energy according to the sources

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools Written evidence  Multiple choice exercises  Matching Exercises   True or false questioning

Checklist Score Ye No s Indicator: Source of energy is well defined:  Indicator: Types of source energy are well identified  Renewable energy  Non-renewable energy Observation

Learning Outcome1.2: Describe extraction and creation of energy based on sources

Content Learning activities Resources

 Explanation of two sources o Discuss in groups and present of energies: on extraction and creation of - Pictures  Renewable energy. renewable and non-renewable - Video,  Non-renewable energy. energy sources. - Projector  Creation of energy. - Computer

Formative Assessment 1.2

Performance criterion Accurate description of extraction and creation of energy based on sources

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools Written evidence  Multiple choice exercises  Matching Exercises  True or false questioning

Checklist Score Yes No Indicator: source of energies are well explained:  Renewable energy  Non-renewable energy Indicator: Creation of source energies is well explained:  Creation of renewable energy  Creation of non –renewable Observation

Learning Outcome 1.3: Analyze relative advantages and disadvantages of various energy sources according to the sources

Content Learning activities Resources

 Advantages and disadvantages o Discuss in groups and - Video, of present on advantages of - Projector Non- renewable (fossil fuel) renewable energy sources. - Internet energy : o Discuss in groups and - Books  Oil present on Disadvantages  coal of renewable energy  natural gases sources.  Advantages and disadvantages o Discuss in groups and of renewable sources: present on advantages of  Wind non-renewable energy  Solar sources.  Geothermal o Discuss in groups and  hydropower present on non-renewable energy sources.

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Formative Assessment 1.3

Performance criterion Proper analysis of relative advantages and disadvantages of various energy sources according to the sources

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools Written evidence  Multiple choice exercises  Matching Exercises   True or false questioning

Checklist Score Yes No Indicator: Advantages of fossil fuel are well analyzed:  Oil  coal  natural gases Indicator: Disadvantages of fossil fuel are well analyzed:  Oil  coal  natural gases Indicator: Advantages of renewable sources are well analyzed:  Wind  Solar  Geothermal  Hydropower Indicator: Disadvantages of renewable sources are well analyzed:  Wind  Solar  Geothermal  Hydropower

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Observation

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LU 2:Motion in orbits

Learning Outcomes: 1. Apply gravitation based on Newton’s law 2. Explain planetary motion according to Kepler’s laws 2 3. Describe satellites and rockets according their motion in orbits

10 Hours

Learning Outcome 2.1: Apply gravitation based on Newton’s law

Content Learning activities Resources

 Definition of orbit motion o Brainstorming - Internet  Description of Newton’s law: o Group discussion - Video  State of Newton ‘s law o research Search - Reference books of gravitation internet for details on - Picture  Properties of planetary motion - Computer gravitational force -  Application of

Newton’s law of

gravitation

Formative Assessment 2.1

Performance criterion Clear application of gravitation based on Newton’s law

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence  Multiple choice exercises  Matching Exercises

 True or false questioning  Problem solving

Checklist Score Yes No Indicator:orbit motion is well defined  Indicator:Newton’s law of gravitation is well described:  Newton ‘s law of gravitation is stated  Newton ‘s law of gravitation is applied  Properties of gravitational force are explained Observation

Learning Outcome 2.2 : Explain planetary motion according to Kepler’s laws

Content Learning activities Resources

 Definition of Planetary motion o Use simulators to - Books  Description of Kepler ‘laws: demonstrate - Internet  Kepler ‘laws. Kepler’s laws of - Picture  Application of Kepler ‘laws. planetary motion - Projector and present - Video o In working in groups discuss Kepler’s laws of planetary motion and present summary o Search internet for details on planetary motion

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Formative Assessment 2.2

Performance criterion Accurate explanation of planetary motion according to Kepler’s laws

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence  Multiple choice exercises  Matching Exercises   True or false questioning  Problem solving on kepler’s laws

Checklist Score Yes No Indicator: planetary motion is well defined  Indicator: Kepler’s laws are well described :  Kepler’s laws are stated  Kepler’ laws are applied Observation

Learning Outcome 2.3: Describe satellites and rockers according to their motion Power Content Learning activities Resources

 Definition of Rockets o Discuss in groups cosmic - Books  Description of Spacecraft velocities and present - Internet propulsion: findings. - Picture  Its characteristics o Work in groups to compute - Projector  Classification of problems related to - video spacecraft propulsion: planetary motion and  Chemical propulsion cosmic velocities.  Electric propulsion o Search internet for details  Nuclear propulsion on planetary motion  Description of Satellites:

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 Types of satellites orbits  Explanation of three Cosmic velocities:  First cosmic velocity  Second cosmic velocity  Third cosmic velocity

Formative Assessment 2.3

Performance criterion Proper description of satellites and rockets according their motion in orbits

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence  Multiple choice exercises  Matching Exercises   True or false questioning  Problem solving on cosmic velocities

Checklist Score Yes No Indicator: Rocket is well defined  Rocket Indicator: Spacecraft propulsion is well described  Spacecraft propulsion is defined  Spacecraft propulsion are characterized Indicator: propulsion systems are well classified  Nuclear propulsion  Chemical propulsion  Electric propulsion Indicator: Satellite is well defined  Satellite Indicator: Types of satellites are well explained:  Geo-stationary earth orbit  Medium Earth orbit

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 Low earth orbit  Highly elliptical orbit Indicator: Cosmic velocities are well explained  First cosmic velocity  Second cosmic velocity  Third cosmic velocity Observation

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LU 3: Mobile phone and radio communication

Learning Outcomes: 1. Interpret concepts based on transmission system 2. Describe principle of cellular radio and Structure of cellular 3 network. 3. Identify types of modulations (AM, FM, and PM) based on communication systems. 9 Hours 4. Describe Post, telegraph and telephone (PTT) according to telecommunication

Learning Outcome 3.1: Interpret concepts based on transmission system

Learning activities Resources Content

 Explanation of transmission o Role play - Books system. o Group discussion - Internet  Description of terms used in o Presentation - Picture transmission system: - Projector - video  Transmitter  Channel  Receiver  Digital communication  Analog communication

Formative Assessment 3.1

Performance criterion Proper interpretation of concepts based on transmission system

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises  . True or false questioning . Problem solving

Checklist Score Yes No Indicator: Transmission system is well defined:  Transmission system Indicator : Terms used in transmission system are well described:  Transmitter  Chanel  Receiver  Digital communication  Analog communication Observation

Learning Outcome 3.2: Describe Principle of cellular radio and Structure of cellular network. Content Learning activities Resources

 Explanation of cellular . Research internet - Books radio. . Work in groups and assemble - internet  Illustration of structure of simple cellular radio. - projector cellular network. - videos  Explanation of principle

of cellular radio  Explanation of cellular network.

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Formative Assessment 3.2

Performance criterion Clear description of principle of cellular radio and Structure of cellular network

Checklist Score Yes No Indicator: cellular radio is well explained:  Cellular radio Indicator: Structure of cellular network is well illustrated:  Cellular network Indicator: Principle of cellular radio is well explained:  Principle of cellular radio Indicator: Principle of cellular network is well explained:  Principle of cellular network Observation

Learning Outcome 3.3: Identify types of modulations (AM, FM, and PM) based on communication systems.

Content Learning activities Resources

 Definition of modulation. o Group discussion - Books  Explanation of types of o Role play - internet o modulation: Presentation - Radio o Role play in groups about  Frequency modulation types of modulation  Amplitude modulation  Phase modulation

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Formative Assessment 3.3

Performance criterion Adequate identification of types of modulations (AM, FM, and PM) based on communication systems

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises  . True or false questioning . Problem solving

Checklist Score Yes No Indicator:modulation is well defined:  Modulation Indicator: Types of modulation are well explained  Amplitude modulation  Phase modulation  Frequency modulation Observation

Learning Outcome 3.4: Describe Post, telegraph and telephone (PTT) according to telecommunication

Content Learning activities Resources

 Explanation of postal, o Group discussion - Electric wires, telegraph and telephone o Role play in groups - microphone, services : o Presentation - loudspeaker.  Postal o Discuss difference in  Telegraph telephone and radio  Telephone systems.

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Formative Assessment 3.4

Performance criterion Clear description of Post, telegraph and telephone (PTT) according to telecommunication.

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools Written evidence . Multiple choice exercises . Matching Exercises  . True or false questioning

Checklist Score Yes No Indicator: Postal, telegraph and telephone services are well explained:  Postal  Telegraph  Telephone Observation

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LU 4: Climate change and Greenhouse effect.

Learning Outcomes: 1. Describe intensity of the sun’s radiation reaching planets on climate change 4 2. Explain Greenhouse effect according to climate change 3. Explain climate change and relate facts based on the concepts of physics 7 Hours

Learning Outcome 4.1: Describe intensity of the sun’s radiation reaching planets based on climate change Content Learning activities Resources

 Definition of black body radiation o Brainstorming - Reference books  Description of Intensity of the sun’s o Group work - Internet radiation and Albedo o Presentations - Scenario  Definition of intensity of the - Environmental sun’s radiation journals  Definition of Albedo  Application of formula of Albedo  Factors affecting planet’s Albedo:  Clouds  Oceans  Thick vegetation covers or forested areas  Surface Albedo.

Formative Assessment 4.1

Performance criterion Clear Description of intensity of the sun’s radiation reaching planets based on climate change

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises  . True or false questioning . Problem solving

Checklist Score Yes No Indicator: Black body radiation is well defined:  black body radiation Indicator :intensity of the sun’s radiation is well described:  Intensity of the sun’s radiation well defined  Albedo is well defined  Formula of Albedo is well applied Indicator : Factors affecting Earth’s Albedo are well explained:  Clouds  Oceans  Thick vegetation covers or forested areas  Surface Albedo Observation

Learning Outcome 4.2: Explain Greenhouse effect according to climate change

Content Learning activities Resources

 Definition of Greenhouse gases o In group discuss and - Books  Explanation of Impact of greenhouse present on the - Internet effect on climate change: application of energy - Scenario from greenhouse - Computer  Global warming effect - Greenhouse  Explanation of Human activities causing o Search internet for - Environmental global warming information on climate journals  Burning of fossil fuel change and  Deforestation greenhouse effect  Agriculture o Fieldwork: visit a  Explanation of Natural activities causing greenhouse and report Global warming: o Investigate sources of

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 Volcanicity major greenhouse  Ocean currents gases .

Formative Assessment 4.2

Performance criterion Clear explanation of Greenhouse effect according to climate change

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises . True or false questioning

Checklist Score Yes No Indicator: Greenhouse gases are well defined:  Greenhouse gases Indicator: Impact of greenhouse effect are explained:  Greater strength of extreme weather events  Increasing number and size of forest fires  Rising sea levels  Melting of glaciers and polar ice  Increasing acidity in the ocean, resulting in bleaching of coral reefs and damage To oceanic wildlife Indicator:Human activities causing global warming are well explained:  Burning of fossil fuel  Deforestation  Agriculture Indicator: Human activities causing global warming are well explained:  Volcanicity  Ocean currents Observation

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Learning Outcome 4.3: Explain climate change and relate factsbased on concept of physics

Content Learning activities Resources

 Explanation of o Discus in groups causes of - books  Climate change climate change - Internet  related facts: o Search internet for - Greenhouse, climate lag information on climate Environmental Climate model change. journals.  climate feedback  Explanation of Causes of climate.

Formative Assessment 4.3

Performance criterion Proper explanations of climate change and relate facts based on concept of physics

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools ten evidence . Multiple choice questions  Written evidence . True-False questions . Matching . Presentation

Checklist Score Yes No Indicator: Climate change and relate facts are well explained:  Climate change  Climate lag  Climate model  Climate feedback Indicator: Causes of climate change are well explained:  burning large amounts of fossil fuels  deforestation Observation

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LU 5: Earthquakes, Tsunami, floods landslides and cyclone

Learning Outcomes: 1. Describe Causes of earthquakes, Tsunami, floods landslide 2. and cyclone based on surface of the earth 5 3. Determine effect of earthquakes on environment based on the surface the earth. 4. Describe safety and emergency measures based on the surface 7 Hours of the earth

Learning Outcome 5.1: Describe Causes of earthquakes, Tsunami, floods landslide and cyclone based on surface of the earth. Content Learning activities Resources

 Definition of: o Brainstorming  Seismometers,  Earthquakes o Presentations  Journals and  Tsunami, o Research scientific reports  Floods o Work in groups simulate  Computer simulation  Landslide earthquakes, flood, tsunami, software  Cyclone. cyclone etc  Explanation of causes of: o Carry out internet search for  Earthquakes causes of earthquakes,  Tsunami Tsunami and landslides on the  Floods environment  Landslide o In groups, discuss relationship  Cyclone. of physics concepts to occurrence of earthquakes, landslide, floods and tsunami

Formative Assessment 5.1

Performance criterion Description of Causes of earthquakes, Tsunami, floods landslide and cyclone based on earth ‘surface

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises . True or false questioning

Checklist Score Yes No Indicator: Earthquakes , Tsunami , Floods , landslides and cyclones are well defined:  earthquakes  Tsunami  floods  landslides  Cyclone Indicator: Causes of earthquakes , Tsunami , Floods , landslides and cyclones are well listed:  earthquakes  Tsunami  Floods  landslides  Cyclones Observation

Learning Outcome 5.2: Determine effect of earthquakes on environment based on surface of earth Content Learning activities Resources

 Explanation of effects o Group discussion - Environment of earthquakes on o Group presentation - Simulations software, environment: o Carry out internet - Journals and scientific  geological faults, search for occurrence reports,  volcanic activity, and impact of - pluviometer,  landslides, earthquakes on - Thermometer.  mine blasts. environment.

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Formative Assessment 5.2

Performance criterion Proper determination of effect of earthquakes on environment based on surface of the earth

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises  . True or false questioning

Checklist Score Yes No Indicator: Effects of earthquakes on environment are well explained:  Geological faults  Volcanic activity  Landslides  Mine blasts Observation

Learning Outcome 5.3: Identify safety and emergency measures based on surface of the earth Content Learning activities Resources

 Identification of safety and o Work in groups - seismometers, emergency measures on o Groups discussion - journals and an earthquake: o Carry out internet scientific reports ,  Preventive measures - computer  Control measures simulation software  Adaptive measures  Illustration of safety and emergency measures on landslides:  Preventive measures

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 Control measures  Adaptive measures  Illustration of safety and emergency measures on cyclones:  Preventive measures  Control measures  Adaptive measures

 Illustration of safety and emergency measures on Floods:  Preventive measures  Control measures  Adaptive measures

Formative Assessment 5.3

Performance criterion Accurate identification of Safety and emergency measures based on surface of the earth

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice questions . True-False questions . Matching

Checklist Score Yes No Indicator: safety and emergency measures of earthquakes are well illustrated :  Preventive measures  Control measures  Adaptive measures Indicator: safety and emergency measures of landslides are well illustrated :  Preventive measures  Control measures  Adaptive measures Indicator: safety and emergency measures of cyclones are well illustrated :

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 Preventive measures  Control measures  Adaptive measures Indicator: safety and emergency measures of floods are well illustrated :  Preventive measures  Control measures  Adaptive measures Observation

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LU 6: Application of optical fibre in telecommunication systems

Learning Outcomes: 1. Describe the principle of operation of optical fibers according to physical properties of light 6 2. Identify types of optical fiber based on the composition of optical fiber 3. Describe mechanism of attenuation in an optical fiber according 10 Hours to the working principle of optical fiber 4. Describe Optical transmitter and optical receiver. According to transmission system

Learning Outcome 6.1: Describe the principle of operation of optical fibres according to physical properties of light

Content Learning activities Resources

 Description of optical fiber o Group discussion - Books  Definition of optical o Roles play. - Internet fiber o Search internet - Simulation  Layers that make o Solving problems on up an optical fibre: refractive index and total Core internal reflection Cladding Coating  Illustration of the structure of an optical fibre

 Explanation of refraction index of light:  Refractive index  Formula of refractive index  Explanation of total internal reflection:  Total internal

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reflection  Formula of critical angle Formative Assessment 6.1

Performance criterion Clear description of principle of operation of optical fibres according to physical properties of light

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises . True or false questioning 12Hours . Problem solving on critical angle and refractive index

Checklist Score Ye No s Indicator: Optical fibre is defined:  Definition of optical fiber Indicator: Layers made up on optical fibre:  Core  Cladding  Coating Indicator: The structure of optical fibre is illustrated:  the structure of optical fibre is illustrated Indicator: refractive index of light is explained  refractive index  formula of refractive index Indicator: Total internal refraction is explained  Total internal refraction  Formula of critical angle Observation

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Learning Outcome 6.2: Identify types of optical fiber based on the composition of optical fiber

Content Learning activities Resources

 Identification of types of optical o Brainstorming - Books fibre: o Group work - Internet  Single mode, o Presentation - Simulation  Multimode o Role play  Special purpose  Illustration of structure of types of optical fibre

Formative Assessment 6.2

Performance criterion Proper identification of the types of optical fiber based on the composition of optical fiber

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises E . True or false questioning

Checklist Score Yes No Indicator: Types of optical fiber is explained :  Single mode optical fiber  Multiple mode optical fiber  Special purpose optical fiber Indicator: Structures of types of optical fibre are illustrated  the structure of single mode optical fiber  the structure of multiple mode optical fiber  the structure of special purpose optical fiber Observation

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Learning Outcome 6.3: Describe mechanism of attenuation in an optical fibre according to the working principle of optical fiber. Content Learning activities Resources

 Definition of attenuation o Group discussion - Books  Factors causing attenuation o Group presentation - Internet  Description of Light: o Research internet - Repeaters,  Light scattering - regenerators,  Light absorption - switches,  Explanation of measures to - spicing, avoid attenuation: - receivers,  Repeaters - transmitters,  Regenerators - light sources  Optical amplifiers - fibre cables.

Formative Assessment 6.3

Performance criterion Accurate description of mechanism of attenuation in an optical fiber according to the working principle of optic fiber

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises  . Matching Exercises . True or false questioning . Problem solving

Checklist Score Yes No Indicator: Attenuation is defined :  Definition of attenuation Indicator: Factors causing attenuation are explained:  factors causing attenuation Indicator :Light scattering and absorption are described:  light scattering  light absorption Indicator :Measures avoiding to reduce attenuation are explained:  Repeaters  Regenerators  Optical amplifiers

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Observation

Learning Outcome 6.4: Describe Optical transmitter and optical receiver according to transmitter system Content Learning Resources

aactivities  Explanation of Optical o Group discussion. - Books transmitter and optical o Roles play. - Internet receiver. o Search internet - Computer  Explanation of Light - Simulation emitting diode and laser diode.  Explanation of Photodiode.  The optical receivers  Transmitter and receiver block  Illustration of communication mechanism (transmitter, receiver blocks)  Description of advantages and disadvantages of optical fibre are described

Formative Assessment 6.4

Performance criterion Clear description of optical transmitter and optical receiver according to transmitter system

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence . Multiple choice exercises . Matching Exercises . True or false questioning  . Problem solving

Checklist Score Yes No Indicator: Optical transmitter and optical receiver are well explained:  Optical transmitter  Optical receiver Indicator :light emitting diode and laser diode are well explained:  Light emitting diode ( LEDs)  Laser diode  Differentiation of light emitting diode and Laser diode Indicator :photodiode is explained :  Photodiode Indicator: Communication mechanism (transmitter, receiver blocks) are well illustrated:  Transmitter block  Receiver block Indicator: advantages and disadvantages of optical fibre are described  Advantages of optical fiber  Disadvantages of optical fiber Observation

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Reference books:

1. E school today. (2008-2018). Retrieved February 19, 2018, from natural disasters: http 2. Avison, J. (1989). The world of PHYSICS. Cheltenham: Thomas Nelson and Sons Ltd. 3. Chand, S., & S.N., G. S. (2003). Atomic Physics (Modern Physics) (1 ed.). India. 4. CPMD. (2015). Advanced Level Physics Syllabus. Kigali: REB. 5. Cunningham, & William, P. (2000). Environmental science (6 ed.). Mc Graw-Hill. 6. Cutnell, J. D., & Johnson, K. W. (2006). Essentials of Physics. USA: John Wlley &Sons, Inc. 7. Cutnell, J. D., & Johnson, K. W. (2007). Physics. (7 ed.). USA: John Wiley; Sons, Inc 8. Cuttnell, J. D., & kennety, W. J. (2007). Physics (7 ed.). United State of America: John Willey &Sons . Inc 9. Douglass, C. G. (2014). PHYSICS, Principles with applications. (7 ed.). Pearson Education 10. Douglass, C. G. (2014). PHYSICS, Principles with applications. (8 ed.). Pearson Education. 11. Duncan, T., & Kennett, H. (2000). Advanced Physics (5 ed.). London, UK: Holder Education. 12. Giancoli, D. (2005). PHYSICS: Principles with applications. New Jersey: Pearson Education, Inc. 13. Giancoli, D. C. (2005). Physics principals with application. Upper Saddle River, NJ 07458: Pearson Education, Inc. 14. Giancoli, D. C. (2005). Physics: principals with application. Upper Saddle River, NJ 07458: Pearson Education, Inc. 15. MIDIMAR. (2012). Disaster High Risk Zones on Floods and Landslide. Kigali: MIDMAR 16. Office, U. M. (2011). Warming: A guide to climate change. U.K.: Met Office Hadley Centre. 17. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach (Vol. 2). San Francisco: Pearson Education. 18. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach. (Vol. 3). San Fransisco: Pearson Education, Inc. 19. Randall, D., & Knight. (2008). Physics for scientists and engineers: Strategic approach. (2 ed., Vol. 3). San Francisco: Pearson Education, Inc. 20. REMA. (n.d.). Rwanda Second National Communication under the UNFCCC. KIGALI: MINISTRY OF NATURAL RESOURCES, RWANDA 21. Science, G. (2006). Florida Physical Science with Earth Science. USA: Mc Graw Hill Glencoe Companies, Inc. 22. Serway, R. A. (1986). Physics for Scientists and Engineers (2 ed.). Saunders College Publishing. 23. IPCC. (1996). Economics of Greenhouse Gas limitation, Main report “Methodological Guidelines. 24. John, M. (2009). Optical Fiber Communications, Principals and Practice (3rd Ed.). London: Pearsnon Prentice Hall. 25. Tipler, P. A. (1991). Physics for Scientists and Enginners. (3 ed., Vol. 1). USA: Worth Publishers, Inc

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CRPET501 - EXTENSION TECHNIQUES

CRPET501 Apply extension techniques

REQF Level: 5 Learning hours Credits: 6 50

Sector: Agriculture and Food processing Sub-sector: Crop production

Issue date: March 2014

Purpose statement

This module describes the skills, knowledge and attitude required by the learner to apply extension techniques. For the agricultural extensionist, this module will enable him/her to better perform his/her professional work. At the end of this module, the trainee will be able to:

Prepare target group and area Select extension methods Disseminate technology Follow up and report

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Learning assumed to be in place Simple methods of irrigation

Basic knowledge of electromagnetism and optics

Agrcp503 perform soil laboratory analysis

Agrcp504 plant laboratory analysis

Common plant pests and diseases management

Rabbit Farming

Pig Farming

Industrial crops growing (coffee, tea, pyrethrum, sugar cane)

Elements of competence and performance criteria Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

Elements of competence Performance criteria

1. Prepare target group and area 1.1 Proper identification of existing problems in area of

activity referring on target group. 1.2 Proper selection of the site and target group considering extension approach. 1.3 Proper sampling in target group and area according to existing problems 1.4 Appropriate registration of target group according to the standards.

2. Select extension methods 2.1 Adequate selection and preparation of the materials to be used referring on extension method. 2.2 Proper selection of communication ways considering target group and area 2.3 Proper development of instruction sheet based on

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area and target group 2.4 Proper selection of technology to be disseminated referring on existing problems in target group

3. Disseminate technology 3.1. Adequate planning of daily activities referring on

area and target group 3.2. Appropriate transmission of innovation to the target group according to extension method 3.3. Proper demonstration of the innovation in area of activity referring on area and target group

4. Follow up and report 4.1. Appropriate assessment of the new technology adoption based on type of innovation 4.2. Proper decision making due to innovation adoption 4.3. Suitable report writing according to standards

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LU 1: Prepare target group and area

Learning Outcomes: 1. Identify existing problems in area of activity referring on target group 2. Select the site and target group considering extension approach 1 3. Sample target group and area according to existing problems 4. Register target group according to the standards 10Hours

Learning Outcome 1.1: Identify existing problems in area of activity referring on target group

Content Learning activities Resources

 Methods of questionnaire - Internet connection preparation  Open and close o Brainstorming on questionnaire - Related books, questionnaires preparation newspapers and  Guided questionnaire scientific papers  Techniques of identification of o Group discussion/ debate on - Surrounding socio-economic situations. extension topic community  Focus group discussion  Meeting o Field visit for identification of - DVD players and  Interview socio-economic situations projector

o Internet research on extension topic

o Oral presentation on existing problems

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Formative Assessment 1.1

Performance criterion Proper identification of existing problems in area of activity referring on target group

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools Written . True or False questions Oral . Multiple choice questions . Recording

Checklist Score Yes No  Methods of questionnaire preparation  Open and close questionnaires  Guided questionnaire  Techniques of identification of socio-economic situations.  Focus group discussion  Meeting  Interview Observation

Learning Outcome1.2: Select the site and target group considering extension approach

Content Learning activities Resources

 Methods of Identification of - School farm o Field visit main stakeholders group/area - Related books,  Prioritization o Group discussion on extension  Categorization and topic adoption - Newspapers  Training process of identified o Oral presentation - group on problem solving. Reports and scientific papers.

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- DVD players and projector

Formative Assessment 1.2

Performance criterion Proper selection of the site and target group considering extension approach

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . open questions . checklist  Oral . recording  Performance . multiple choice questions

Checklist Score Yes No  Methods of Identification of main stakeholders group/area  Prioritization  Categorization and adoption  Training process of identified group on problem solving Observation

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Learning Outcome 1.3: Sample target group and area according to existing problems

Content Learning activities Resources

 Sample definition and delimitation o Brainstorming on sampling - ICT lab (internet)  Sampling techniques. techniques  Random sampling - Local community  Stratified sampling o Field visit  Cluster sampling - Related books, o Internet research on sample - Newspapers correction - Reports and o Group discussion on scientific papers sampling techniques - DVD players and o Oral presentation projector

Formative Assessment 1.3

Performance criterion Proper sampling in target group and area according to existing problems

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Performance . checklist . physical end product/out  Product

Checklist Score Yes No  Sample definition and delimitation  Sampling techniques  Random sampling  Stratified sampling  Cluster sampling Observation

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Learning Outcome 1.4: Register target group according to the standards

Content Learning activities Resources

 Registration forms - Appropriate  Filing ways of Registration forms o Group discussion on registration forms, registration form and its and data record filling ways, data record forms. process and forms. - Flip chart o Oral presentation - ICT lab. o Individual registration forms filling and data record - DVD players and projector

Formative Assessment 1.4

Performance criterion Appropriate registration of target group according to the standards

Checklist Score Yes No  Registration forms  Filing ways of Registration forms Observation

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LU 2: Select extension methods

Learning Outcomes: 2.1 Prepare the materials to be used referring on extension method 2.2 Select communication ways considering target group and area 2 2.3 Develop instruction sheet based on area and target group 2.4 Select technology to be disseminated referring on existing problems 10Hours in target group

Learning Outcome 2.1: Prepare the materials to be used referring on extension method

Content Learning activities Resources

 Types of extension materials - Posters  Posters o Brainstorming on extension  Leaflet material - Leaflet, banderols  banderols  Instruction sheets development o Group discussion/ debate on - Internet connection  For meeting extension materials -  Letter Related books,  Appointment o Internet research on - Newspapers and extension materials scientific papers o Oral presentation on - DVD players and extension material projector

Formative Assessment 2.1

Performance criterion Adequate preparation of the materials to be used referring on extension method

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . Open questions . Multiple questions  Oral . True or false questions

Checklist Score Yes No  Types of extension materials  Posters  Leaflet  banderols  Instruction sheets development  For meeting  Letter  Appointment Observation

Learning Outcome 2.2: Select communication ways considering target group and area

Content Learning activities Resources

 Individual method of - Telephone extension  Farm visit - Posters  Face to face interview - Leaflet, o Field visit in different meeting  Telephone call - Radio and TV  Group methods of o Group discussion and oral extension presentation on extension -  Group meeting Flip chart  Field days topic - Related books,  Tours o Watching TV and listening to  Mass methods of - Newspapers extension radio for communication ways differentiation  TV and radio - Reports and scientific  Newspapers papers.

- DVD players and projector

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Formative Assessment 2.2

Performance criterion Proper selection of communication ways considering target group and area

Checklist Score Yes No  Individual method of extension  Farm visit  Face to face interview  Telephone call  Group methods of extension  Group meeting  Field days  Tours  Mass methods of extension  TV and radio  Newspapers Observation

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Learning Outcome 2.3: Develop instruction sheet based on area and target group

Content Learning activities Resources

 Instruction sheet template - Internet connection  Formulation of instruction  Divide the topic into steps o Brainstorming on existing - Flip chart  Start each step with an action technology word - DVD players and  Follow a logical o Group discussion on new projector  Use positive actions technology.  Include alternatives  Use graphics where helpful o Oral presentation  Be brief

Formative Assessment 2.3

Performance criterion Proper development of instruction sheet based on area and target group

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Checklist Score Yes No  Instruction sheet template  Formulation of instruction  Divide the topic into steps  Start each step with an action word  Follow a logical  Use positive actions  Include alternatives  Use graphics where helpful  Be brief Observation

Learning Outcome 2.4: Selection of technology/innovation to be disseminated

Content Learning activities Resources

 Characteristics of good topic/ o Brainstorming on existing - Internet connection innovation specific technology  measurable - Flip chart  achievable o Group discussion on new - DVD players and  realistic technology.  time bond projector  Marketing oriented o Oral presentation technology. Formative Assessment 2.4

Performance criterion Proper selection of technology/innovation to be disseminated referring on existing problems in target group

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Checklist Score Yes No  Characteristics of good topic/ innovation  Specific  Measurable  Achievable  Realistic  time bond  Marketing oriented technology Observation

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LU 3: Disseminate technology

Learning Outcomes: 3.1 Plan daily activities referring on area and target group 3.2 Transmit innovation to the target group according to extension 3 method

15 Hours 3.3 Demonstrate of the innovation in area of activity referring on area and target group

Learning Outcome 3.1: Plan of daily activities referring on area and target group

Learning activities Resources Content

 Characteristics of guidance - Flip chart committee.  Progressive - DVD players and  Aware of problems o Brainstorming on working projector  Willing to attend the schedule (time table) meeting - Related books,  Good leadership o Group discussion on working - Newspapers  Working schedule (time table) schedule - Reports and scientific  Phase of training papers  Implementation and o Oral presentation evaluation phases  Characteristics of appropriate o Filling of one time table as manual. example  Technical feasible,  Economically feasible  social acceptable

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Formative Assessment 3.1

Performance criterion Adequate planning of daily activities referring on area and target group



Checklist Score Yes No  Characteristics of guidance committee  Progressive  Aware of problems  Willing to attend the meeting  Good leadership  Working schedule (time table)  Phase of training  Implementation and evaluation phases  Characteristics of appropriate manual Observation

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Learning Outcome 3.2: Transmit of innovation to the target group according to extension method

Content Learning activities Resources

 Differentiation of stakeholders o Brainstorming on o Flip chart characteristics advantages of new - Related books,  Innovator technology.  Progressist /Refractor - Newspapers  Resistant to change o Group discussion on - Reports and  Ways of manage stakeholders advantages of new scientific papers

technology o Demonstration  Approach methods of demonstration: plots (field)  FFS (Farmer field school) program o Oral presentation  Cooperative self-approach o DVD players and  Integrated development approach o Field working on new projector technology

Formative Assessment 3.2

Performance criterion Appropriate transmission of innovation to the target group according to extension method

Checklist Score Yes No  Differentiation of stakeholders characteristics  Innovator  Progressist /Refractor  Resistant to change  Ways of manage stakeholders

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 Approach methods of demonstration:  FFS (Farmer field school) program  Cooperative self-approach  Integrated development approach Observation

Learning Outcome 3.3: Demonstrate the innovation in area of activity referring on area and target group

Content Learning activities Resources

 Differentiation of stakeholders o Flip chart characteristics  Innovator o Brainstorming on advantages - Related books,  Progressist /Refractor of new technology. - Newspapers  Resistant to change - Reports and scientific  Ways of manage stakeholders o Group discussion on papers advantages of new technology o Demonstration plots  Approach methods of (field) demonstration: o Oral presentation  FFS (Farmer field school) o DVD players and program o Field working on new projector  Cooperative self-approach technology  Integrated development approach

Formative Assessment 3.3

Performance criterion Proper demonstration of the innovation in area of activity referring on area and target group

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . open questions . multiple choice questions  Oral . checklist  Performance . recording  Product

Checklist Score Yes No  Differentiation of stakeholders characteristics  Innovator  Progressist /Refractor  Resistant to change  Ways of manage stakeholders  Approach methods of demonstration:  FFS (Farmer field school) program  Cooperative self-approach  Integrated development approach Observation

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LU 4: Follow up and report

Learning Outcomes:

4.1 Assess the new technology adoption based on type of innovation 4.2 Proper decision making due to innovation adoption 4 4.3 Write Report according to standards

15Hours

Learning Outcome 4.1: Assess the new technology adoption based on type of innovation

Learning activities Resources Content

 Core Monitoring and Evaluation - Related books, o Brainstorming on monitoring methods - Newspapers methods  Stakeholders analysis - Reports and scientific  Documentation review o Group discussion on papers  Direct observation monitoring methods  Questionnaire and surveys o Field visit - Field visits  Semi- structured interviews o Filling of monitoring and  Case-study evaluation forms

Formative Assessment 4.1

Performance criterion Appropriate assessment of the new technology adoption based on type of innovation

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . Open question . Multiple choice questions  Oral . Matching . True or false questions 

Checklist Score Yes No  Core Monitoring and Evaluation methods  Stakeholders analysis  Documentation review  Direct observation  Questionnaire and surveys  Semi- structured interviews  Case-study Observation

Learning Outcome 4.2: Make decision due to innovation adoption

Learning activities Resources Content

 Decision making process - Flip chart  Identify the problem o Brainstorming on report - Related books,  Generating alternatives writing - Reports and  Evaluating alternatives o Group discussion on report scientific papers.  Choosing an alternative writing  Implementing the decision o Oral presentation  Evaluating decision effectiveness

Formative Assessment

Performance criterion Proper decision making due to innovation adoption

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Checklist Score Yes No  Decision making process  Identify the problem  Generating alternatives  Evaluating alternatives  Choosing an alternative  Implementing the decision  Evaluating decision effectiveness Observation

Learning Outcome 4.3: Write Report according to standards

Learning activities Resources Content

 Characteristics of report o Brainstorming on report - Flip chart  Clear writing - Related books,  Precise - Reports and  Concise o Group discussion on report scientific papers.  Different parts of report writing writing  Introduction  Development o Oral presentation  Conclusion

Formative Assessment

Performance criterion Suitable report writing according to standards

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . open questions . multiple choice question  Oral . checklist  Performance . recording  Product

Checklist Score Yes No  Characteristics of report  Clear  Precise  Concise  Different parts of report writing  Introduction  Development  Conclusion Observation

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Summative Assessment

Integrated situation Resources The Price project operating in Kirehe District has a program for Consumables: Agriculture innovation transfer. After conducting assessment, the - Organic fertilizer project has found that in this District, Nyakarambi sector, the Coffee - Mineral fertilizer ( production is very low due to the ineffective agriculture practices. NPK 17-17-17) - fungicide The project decides to introduce the following innovations in order to - water address aforementioned problems: Combination of mineral ( NPK 17- coffee cherries ( 2 kg) 17-17) and organic fertilizers application on 18 m2; Control coffee rust Tools and equipment disease on 6 trees and Post harvest handling of 2 kg of coffee cherries. Posters You are recruited as Agriculture technician to help this project to Telephone Hand hoe sensitize farmers to these innovations by using meeting and Pegs demonstration methods. This task should be achieved in 2 hours Rope Tape measure All tools, material and equipment are available at the project office Balance basket Audiovisual equipment Speakers Microphone PPE Wheelbarrow

Assesment Criterion 1: Quality of Process

Checklist Score Yes No Indicator 1: Existing problems are properly identified in area of activity referring on target group

 Methods of questionnaire preparation  Open and close questionnaires  Guided questionnaire  Techniques of identification of socio-economic situations  Focus group discussion  Meeting  Interview

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Indicator 2: The site and target group are properly selected considering extension approach

 Methods of Identification of main stakeholders group/area  Prioritization  Categorization and adoption  Training process of identified group on problem solving Indicator 3: Target group and area is properly sampled according to existing problems

 Sample definition and delimitation  Sampling techniques  Random sampling  Stratified sampling  Cluster sampling Indicator 4: Registration of target group is appropriately done according to the standards

 Registration forms  Filing ways of Registration forms Indicator 5: Adequate preparation of the materials to be used referring on extension

 Types of extension materials  Posters  Leaflet  banderols  Instruction sheets development  For meeting  Letter  Appointment Indicator 6: Communication ways are properly selected considering target group and area

 Individual method of extension  Farm visit  Face to face interview  Telephone call  Group methods of extension  Group meeting  Field days  Tours  Mass methods of extension  TV and radio

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 Newspapers Indicator 7: Instruction sheet is properly developed of based on area and target group

 Instruction sheet template  Formulation of instruction  Divide the topic into steps  Start each step with an action word  Follow a logical  Use positive actions  Include alternatives  Use graphics where helpful  Be brief Indicator 8: technology/innovation to be disseminated is properly selected referring on existing problems in target group  Characteristics of good technology/ innovation  Specific  Measurable  Achievable  Realistic  Time bond  Marketing oriented technology Indicator 9: Daily activities are adequately planned referring on area and target group

 Characteristics of guidance committee  Progressive  Aware of problems  Willing to attend the meeting  Good leadership  Working schedule (time table)  Phase of training  Implementation and evaluation phases  Characteristics of appropriate manual Indicator 10: Innovation is appropriately transmitted to the target group according to extension method

 Differentiation of stakeholders characteristics  Innovator  Progressist /Refractor

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 Resistant to change  Ways of manage stakeholders  Approach methods of demonstration:  FFS (Farmer field school) program  Cooperative self-approach  Integrated development approach  Indicator 11: Proper demonstration of the innovation in area of activity referring on area and target group

 Differentiation of stakeholders characteristics  Innovator  Progressist /Refractor  Resistant to change  Ways of manage stakeholders  Approach methods of demonstration:  FFS (Farmer field school) program  Cooperative self-approach  Integrated development approach  Indicator 12: Adoption of the new technology is appropriately assessed based on type of innovation

 Core Monitoring and Evaluation methods  Stakeholders analysis  Documentation review  Direct observation  Questionnaire and surveys  Semi- structured interviews  Case-study Indicator 13: Decision is properly made due to innovation adoption  Decision making process  Identify the problem  Generating alternatives  Evaluating alternatives  Evaluating alternatives  Choosing an alternative  Implementing the decision  Evaluating decision effectiveness

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Indicator 13 report is well written according to standards  Characteristics of report  Clear  Precise  Concise  Different parts of report writing  Introduction  Development  Conclusion Observation

Assesment Criterion 2: Quality of product

Checklist Score Yes No Indicator 1: Extension area is well selected and delimited  Prioritization method  Categorization method  Sampling techniques Indicator 2: Meeting is well done  Stakeholders characteristics  Innovator  Progressist /Refractor  Resistant to change Indicator 3: Demonstration is properly conducted  Demonstration Approaches  FFS (Farmer field school) program  Cooperative self-approach  Integrated development approach Observation

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Assesment Criterion 3: Relevance

Checklist Score Yes No Indicator : Extension techniques/methods are adapted to the target group  Individual method  Group method  mass media method Indicator : The sensitization time is respected  2 hours Observation

Reference books:

1. MINAGRI: National Agriculture extension Strategy, April 2011. 2. WWW: ifad.org/evaluation, (IFAD, AN Gov and IIRR2001),

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A N H P F 5 0 1 - PIG FARMING

ANHPF501 Perform Pig Farming

RTQF Level: 5 Learning hours Credits: 6 60

Sector: Agriculture and food processing Sub-sector: Animal Health

Issue date: January 2014

Purpose statement

Upon completion of this module, the trainee will be able to:

- Identify pig breed;

- Sketch and equip piggery;

- Manage pig farming;

- Perform pig health and diseases control

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Learning assumed to be in place

Not Applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. By the end of the module, the trainee will be able to:

Elements of competence Performance criteria

1. Identify pig breed 1.4. Proper identification of pig breeds found in the region 1.5. Proper characterization of pig breeds according to their features.

2. Sketch and equip piggery 3.1. Proper selection of piggery site according to pig welfare 3.2. Appropriate sketching of piggery according to the standards 3.3. Adequate selection of construction material and equipment of piggery according to the type and materials available

3. Manage pig farming 3.1. Proper selection of pig breeds according to their characteristics 3.2. Appropriate application of rearing techniques according to the standard of the pig farming 3.3. Proper feeding of pigs according their categories 3.4. Proper management of pigs reproduction 3.5. Adequate record keeping and interpretation of pig reproduction and feeding data

4. Perform pig health and diseases 4.1. Proper identification of specific disease of pigs control found in the region 4.2. Respect of hygiene and bio security measures according to their welfare 4.3. Appropriate establishment of prophylactic plan 4.4. Proper selection of bio-chemical prevention products according to product available 4.5. Proper administration of bio-chemical prevention product

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4.6. Adequate record keeping and interpretation of zoo-sanitary data

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LU 1:Describe pig breeds

Learning Outcomes: 1. Identify pig breed found in the region 2. Characterize pig breeds according to their features 1

8 Hours

Learning Outcome: 1.1 Identify pig breed found in the region

Content Learning activities Resources

 Pig breed : o Group work /research for pig - Book  Local breed breed identification - Pig farm  Large white o Audiovisual presentation for pig - Audiovisual equipment  Landrace breed identification - Posters  Pietrain o Posters presentation - Internet  Duroc o Pig farm visit o tutorials  Hampshire  Tamworth  Wessex saddleback  Saddle back  Combrough  Large black  Middle white Formative Assessment 1.1

Performance criterion Proper identification of pig breeds found in the region

. Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions Evidence

Checklist Score Yes No Pig breed  Local breed  Large white  Landrace  Pietrain  Duroc  Hampshire  Tamworth  Wessex saddleback  Saddle back  Combrough  Large black  Middle white

Observation

Learning Outcome: 1.2: Characterize pig breeds according to their features

Content Learning activities Resources

 Pig characterization (weight, o Audio-visual presentation on pig - Pig farm skin colour ,origin, breeds - Posters and pictures conformation, ear position, o Posters and pictures presentation - Books adaptability, litter size, o Group work and discussion on - Internet prolificacy ) pigs breeds - Audiovisual equipment  Pig breeds o Group research on breeds  VegLocal breed selection o Tutorials/Brainstorming on

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 Large white selection criteria  Landrace  Pietrain  Duroc  Hampshire  Tamworth  Wessex saddleback  Saddle back  Combrough  Large black  Middle white  etables,  Bones  Herbs  Spices,  Flavoring

Formative Assessment 1.2

Performance criterion Proper characterization of pig breeds according to their features.

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence Per

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Checklist Score Yes No Pig characterization (weight, skin colour ,origin, conformation, ear position, adaptability, litter size, prolificacy ) Pig breeds  VegLocal breed  Large white  Landrace  Pietrain  Duroc  Hampshire  Tamworth  Wessex saddleback  Saddle back  Combrough  Large black  Middle white  Etables  Bones  Herbs  Spices,  Flavoring Observation

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LU 2:Design and equip piggery

Learning Outcomes: 1. Select the site of piggery site according to pig welfare 2. Sketch a piggery according to the standards 2 3. Select construction materials and equipment of a piggery according to the type and materials available

12 Hours

Learning Outcome: 2.1: Select the site of piggery site according to pig welfare

Content Learning activities Resources

 Selection criteria o Pig farm visit for checking - Pig farm  Legislation/code and piggery site selection - Books regulation requirement - Sketching materials  Environment o Field visit for assessing site - Weather vane  Ecological condition requirements - Thermometer o Tutorials - Hygrometer  Soil structure o Group research, discussion - Meteorological data  Site dimension and presentation on - Audio-visual equipment  Distance from Other requirements of piggery site - Decameter Farms o Brainstorming on piggery - Model piggery ground  Basic infrastructure and services: components plan  Water supply o Group work on ground plan - Internet  Power sources sketching  Accessibility  Market  Feed suppliers or stores  Isolation from habitation

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Formative Assessment 2.1

Performance criterion Proper selection of piggery site according to pig welfare

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

Checklist Score Yes No Selection criteria  Legislation/code and regulation  Environment  Ecological condition  Soil structure  Site dimension  Distance from Other Farms Basic infrastructure and services  Water supply  Power sources  Accessibility  Market  Feed suppliers or stores  Isolation from habitation Observation

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Learning Outcome: 2.2 Sketch a piggery according to the standards

Content Learning activities Resources

 Selection criteria o Pig farm visit for checking - Pig farm  Breeding piggery piggery site selection - Books  Fattening piggery requirement - Sketching materials  Breeding and fattening o Field visit for assessing site - Weather vane requirements - Thermometer  Basic infrastructure and services: o Tutorials - Hygrometer  Pregnant sow pens o Group research, discussion - Meteorological  Farrowing pens and presentation on data  Dry sow/gilt pens requirements of piggery site - Audio-visual  Weaner pens o Brainstorming on piggery equipment  Fattening pig pens components - Decameter  Boar pens o Group work on ground plan - Model piggery Run sketching ground plan Weighing yard - Internet Office Drug store Store of feeds Feed preparation room Kitchen Compost pit • Ground plans of piggery Formative Assessment 2.2

Performance criterion Appropriate sketching of piggery according to the standards

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

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Checklist Score Yes No Selection criteria  Breeding piggery  Fattening piggery  Breeding and fattening Basic infrastructure and services  Pregnant sow pens  Farrowing pens  Dry sow/gilt pens  Weaner pens  Fattening pig pens  Boar pens:  Run  Weighing yard  Office  Drug store  Store of feeds  Feed preparation room  Kitchen  Compost pit  Ground plans of piggery Observation

Learning Outcome 2.3 Select construction materials and equipment of a piggery according to the type and materials available

Content Learning activities Resources

 Selection criteria o Farm visit for checking construction - Hardware shops  Identification of materials and equipment - Building materials construction material requirement - Posters and  General requirement o Hardware shops visit for pictures of construction observation of construction - Constructing site materials materials o Visit constructing site  Selection of piggery tools and

equipment:  Identification of

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piggery equipment

 General requirement of piggery equipment and tools

Formative Assessment 2.3

Performance criterion Adequate selection of construction material and equipment of piggery according to the type and materials available

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

Checklist Score Yes No Selection criteria  Identification of construction material  General requirement of construction materials Selection of piggery tools and equipment  Identification of piggery equipment  General requirement of piggery equipment and tools Observation

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LU 3:Rotate and maintain supplies.

Learning Outcomes: 1. Select pig breed according to their characteristics 2. Apply pig rearing techniques according to the standard of the 3 pig farming 3. Perform pig feeding according their categories 4. Manage pig reproduction 20Hours 5. Perform record keeping and interpretation

Learning Outcome 3.1: Selection of pig breeds according to their characteristics

Content Learning activities Resources

 Selection criteria: o Group work and research - Books  Productivity of parents on breed selection criteria - Pig farm  Adaptability(hardness) o Brainstorming on breed - Internet selection criteria - Farm records  Age o Farm visit for assessing  Physical appearance selection criteria  Feed conversion rate  Health status  Resistance against diseases  Productivity  Maturity period  Fecundity  Temperament  Method of selection  Mass selection  Progeny testing or offspring testing  Pedigree selection  Collateral relative selection

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Formative Assessment 3.1

Performance criterion Proper selection of pig breeds according to their characteristics

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence Task: Selection of pig breed.

Checklist Score Yes No Selection criteria  Productivity of parents  Adaptability(hardness)  Age  Physical appearance  Feed conversion rate  Health status  Resistance against diseases  Productivity  Maturity period  Fecundity  Temperament Method of selection  Mass selection  Progeny testing or offspring testing  Pedigree selection  Collateral relative selection Observation

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Learning Outcome 3.2: Apply pig rearing techniques according to the standard of the pig farming

Content Learning activities Resources

 General condition for pig rearing: o Group work on pig - Books  Temperature identification technics - Internet  Ventilation o Group research on rearing - Ear tags systems and condition - Ear tags  Orientation o Visits applicator  Light o Brainstorming on rearing - Ear notcher  Method of selection systems - Blades  Intensive system o Demonstration of pig - Audiovisual  Semi intensive system identification technics equipment  Extensive system: o Audiovisual presentation on - Disinfectant Scavenging rearing system or pig Backyard/tethering identification technics  Animal identification techniques:  Tagging  Ear notching  Tattooing

Formative Assessment 3.2

Performance criterion Appropriate application of rearing techniques according to the standard of the pig farming

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence Task: Apply pig rearing techniques

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Checklist Score Yes No General condition for pig rearing:  Temperature  Ventilation  Orientation  Light Method of selection  Intensive system  Semi intensive system  Extensive system Animal identification techniques:  Tagging  Ear notching  Tattooing Observation

Learning Outcome 3.3: Perform pig feeding according their categories

Content Learning activities Resources

 Feed stuffs distribution: o Group work on feed stuff - Feed stuffs  Cereals distribution - Farm cards  Legumes o Regular participation of and records  Tubers students on school pig farm - Books  Agro-industrial by-products activities - Internet o -  Waste from slaughterhouses Group research and Pig farm presentation on pig feeding  Kitchen waste practice  Feeding practices for : o Group work on feeding  Boar, dry sow and gilt record collection and  Pregnant sow interpretation  Lactating sow and litter  Young piglets  Weaners  Grower and finisher pigs  Watering pig  Feeding practices for :

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 Technical sheet  feeding cards  feeding data collection and interpretation

Formative Assessment 3.3

Performance criterion Proper feeding of pigs according their categories

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

Checklist Score Yes No Feed stuffs distribution  Cereals  Legumes  Tubers  Agro-industrial by-products  Waste from slaughterhouses  Kitchen waste  Feeding practices for  Boar, dry sow and gilt  Pregnant sow  Lactating sow and litter  Young piglets  Weaners  Grower and finisher pigs  Watering pig Feeding practices for  Technical sheet

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 feeding cards  feeding data collection and interpretation Observation

Learning Outcome 3.4: Manage pig reproduction

Content Learning activities Resources

 Selecting boar and sows for breeding o Group work and discussion - Pig farm  Number of teats on future parent selection - Books  Long body o Group research and - Pig  Size of litter of which the pig presentation on reproduction was a member management of different diagram -  Live weight categories of pig Pig o Farm visit and reproduction  High feed conversion rate demonstration of cards  Easy to handle farrowing preparation and - Audiovisual  Two testicles for boar young piglets care equipment  Good aplomb o Demonstration of pig

 From healthy parents mating  Management of boar o Audiovisual presentation  Puberty time on pig reproduction  Mating time management  Mating ratio  Culling  Management of sow and gilts:  Puberty time  Mating time  Heat detection  Farrowing  Fostering  Culling  Methods of services:  Natural mating  Artificial insemination  Management of young piglet:  Climatic condition monitoring:  Iron supplementation  Weaning

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 Castration  Canine clipping  Tail docking  Pig genetic improvement:  Cross breeding  Commercial breeding  Up grading  Backcrossing  Terminal cross system  Selection  Reproduction record keeping:  Technical reproduction diagram ( Annual reproduction chart)  Reproduction cards  Reproduction data collection and interpretation

Formative Assessment 3.4

Performance criterion

Proper management of pig reproduction

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

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Checklist Score Yes No Selecting boar and sows for breeding  Number of teats  Long body  Size of litter of which the pig was a member  Live weight  High feed conversion rate  Easy to handle  Two testicles for boar  Good aplomb  From healthy parents Management of boar  Puberty time  Mating time  Mating ratio  Culling Management of sow and gilts  Puberty time  Mating time  Heat detection  Farrowing  Fostering  Culling Methods of services  Natural mating  Artificial insemination Management of young piglet  Iron supplementation  Weaning  Castration  Canine clipping  Tail docking Pig genetic improvement:  Cross breeding  Commercial breeding  Up grading  Backcrossing  Terminal cross system  Selection  Reproduction record keeping:  Technical reproduction diagram ( Annual reproduction chart)  Reproduction cards  Reproduction data collection and interpretation

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 Iron supplementation  Weaning  Castration  Canine clipping  Tail docking

Learning Outcome 3.5: Keep and intepret record of pig reproduction and feeding data

Content Learning activities Resources

 Importance of Recording o Group work on the - Books  Major types of recording: importance of recording - Internet  physical o Brainstorming on the - Ear tags

 Breeding importance of the different - Ear tags types of recording applicator  production o Audiovisual presentation on - Ear notcher  feeding the different types of - Blades  health recording - Audiovisual  Financial equipment  Interpretation - Disinfectant

Formative Assessment 3.5

Performance criterion Adequate record keeping and interpretation of pig reproduction and feeding data

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

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Checklist Score Yes No Importance of Recording Major types of recording  Physical  Breeding  production  Feeding  Health  Financial Interpretation Observation

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LU 3: Perform pig health and diseases control

Learning Outcomes:

1. Identify specific pig diseases found in the region 4 2. Apply hygiene and biosecurity measures according to their welfare 3. Apply Bio-chemical prevention measures according to product available 20 Hours

Learning Outcome:4.1: Identify specific pig diseases found in the region

Content Learning activities Resources

 Specific infectious diseases of pig o Group research on pig - Books  Specific parasitic diseases of pig diseases - Internet  Specific nutritional deficiencies and o Posters presentation on pig - Audiovisual metabolic disorders diseases equipment o Audiovisual presentation of - Posters pig diseases - Pig farms o Pig farm visit - Clinical materials o Ambulatory clinic and tools

Formative Assessment 4.1

Performance criterion Proper identification of specific disease of pigs found in the region

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools

 Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

Checklist Score Yes No

 Specific infectious diseases of pig  Specific parasitic diseases of pig  Specific nutritional deficiencies and metabolic disorders Observation

Learning Outcome 4.2: Respect hygiene and biosecurity measures according to their welfare

Content Learning activities Resources

 General piggery hygienic measures o Demonstration on hygienic - PPE  Sanitization of piggery and biosecurity measures - Audiovisual  Biosecurity measures: application equipment  Offensive measures o Pig farm visit - Piggery  Defensives measures o Group works/research on - Cleaning materials piggery hygienic measures and products application - Books - disinfectants

Formative Assessment 4.2

Performance criterion Respect of hygiene and bio security measures according to their welfare

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools

 Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

Checklist Score Yes No

General piggery hygienic measures  Sanitization of piggery  Biosecurity measures  Offensive measures  Defensives measures Observation

Learning Outcome 4.3: Selection bio-chemical prevention product according to product available

Content Learning activities Resources

 Selection of Bio-chemical prevention o Demonstration on pig bio- - PPE products: chemical product - Bio-chemical  anthelmintics administration product for pig  Acaricids o Audiovisual presentation - Audiovisual  Antibiotic o Group work/ research on equipment  Insecticides bio-chemical application - Internet  Vaccines measures - Books  Establishment of prophylactic plan o ambulatory clinics - Veterinary  Administration technics of bio- pharmacy chemical prevention product  Sanitary record keeping:  Technical sheet  Zoo-sanitary cards  Zoo-sanitary data collection and interpretation

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Formative Assessment 4.3

Performance criterion Proper selection of bio-chemical prevention products according to product available

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools

 Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence

Checklist Score Yes No

Selection of Bio-chemical prevention products  Anthelmintics  Acaricids  Antibiotic  Insecticides  Vaccines Establishment of prophylactic plan Administration technics of bio-chemical prevention product Sanitary record keeping:  Technical sheet  Zoo-sanitary cards  Zoo-sanitary data collection and interpretation Observation

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Summative Assessment

Integrated situation Resources CODAF is a cooperative, located at Musanze District in Northern  Tools : Province. This cooperative has a pig farm which is managed in a - Thermometer traditional system. Different categories of pig breeds (Local breed, - Hygrometer Large white, Landrace, Pietrain) are reared. - Meteorological data In order to extend and modernize his project of pig farming, the - Decameter cooperative has requested a loan from Rwanda Development Bank - Farm records tools (BRD). To maximize profit and get more money from different - Ear tags categories of pigs and pay back quickly the loan, CODAF has adopted: - Ear tags applicator - Ear notcher - To keep sows and boar to sell weaners (farrow to wean), - Blades - To keep the sows and boars to grow weaners for market (farrow - Disinfectant to finish), - Feed stuffs( creep feed, - To purchase weaners to grow them for the market (wean to finish concentrate, kitchen or feeder pigs) residues, forage, nutrient For better results, the cooperative will recruit a veterinary assistant in supplement like iron charge of this pig farming project. You are then recruited to do this sources, bagger starters work: start and operate the project. You are requested to: and feed additives) - Identify breeds in 10 minutes - Farm cards and records - Select best quality pigs to keep in 1 hours - Pig reproduction diagram - Establish the feeding plan and feed distribution in 2hour - Pig reproduction cards - Establish the prophylactic plan in 2 hours - Clinical tools Be aware that: - Drugs (tincture of iodine, - The operation is designed as a high investment totally confined farrowing inducers,) and swine unit. vaccines - All feed, with the exception of some bagged starter feed is - Bio-chemical product for assumed to be produced on farm. pig - The operation is assumed to use good lean gain genetics - Farrowing facilities - All tools, material, equipment, products, land, building and - Obstetrical tools (pig market inventory are assumed to be available. pullers, forceps or nylon cord ) - Piglets hot boxes  Materials and animals : - Sketching materials - Tractor - Animals (sows, boars, piglets) - Cleaning materials and products - Clinical materials (Clip needle teeth, side-cutter pliers, stub, castration material - Building materials - Feeds stuffs

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- high-pressure sprayer - Scale - Room environment monitoring facilities

 Equipment: - PPE - Weather vane - Grinding and mixing machine - Building - Water supply facilities - Manure wagon - Mortality disposal facilities Land and perimeter fence

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Assesment Criterion 1: Quality of Process

Checklist Score Yes No Indicator: Pig breeds found in the region is properly identified  Pig breed   Local breed  Large white  Landrace  Pietrain  Duroc  Hampshire  Tamworth  Wessex saddleback  Saddle back  Combrough  Large black  Middle white Indicator: Pig breeds is properly characterized according to their features  Pig characterization (weight, skin colour ,origin, conformation, ear position, adaptability, litter size, prolificacy )  Pig breeds  VegLocal breed  Large white  Landrace  Pietrain  Duroc  Hampshire  Tamworth  Wessex saddleback  Saddle back  Combrough  Large black  Middle white  Etables  Bones  Herbs  Spices,  Flavoring Indicator: Piggery site is properly selected according to pig welfare  Selection criteria

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 Legislation/code and regulation  Environment  Ecological condition  Soil structure  Site dimension  Distance from Other Farms  Basic infrastructure and services  Water supply  Power sources  Accessibility  Market  Feed suppliers or stores  Isolation from habitation  Indicator: Piggery is appropriately sketched according to the standards  Selection criteria  Breeding piggery  Fattening piggery  Breeding and fattening  Basic infrastructure and services  Pregnant sow pens  Farrowing pens  Dry sow/gilt pens  Weaner pens  Fattening pig pens  Boar pens  Run  Weighing yard  Office  Drug store  Store of feeds  Feed preparation room  Kitchen  Compost pit  Ground plans of piggery Indicator: Construction material and equipment of piggery are adequately selected according to the type and materials available Selection criteria  Identification of construction material  General requirement of construction materials  Selection of piggery tools and equipment

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 Identification of piggery equipment  General requirement of piggery equipment and tools Indicator: Pig breeds is properly selected according to their characteristics  Selection criteria  Productivity of parents  Adaptability(hardness)  Age  Physical appearance  Feed conversion rate  Health status  Resistance against diseases  Productivity  Maturity period  Fecundity  Temperament  Method of selection  Mass selection  Progeny testing or offspring testing  Pedigree selection  Collateral relative selection Indicator: Rearing techniques are appropriately applied according to the standard of the pig farming  General condition for pig rearing:  Temperature  Ventilation  Orientation  Light  Method of selection  Intensive system  Semi intensive system  Extensive system  Animal identification techniques:  Tagging  Ear notching  Tattooing Indicator: Pigs are properly fed according to their categories  Feed stuffs distribution  Cereals  Legumes  Tubers  Agro-industrial by-products

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 Waste from slaughterhouses  Kitchen waste  Feeding practices for  Boar, dry sow and gilt  Pregnant sow  Lactating sow and litter  Young piglets  Weaners  Grower and finisher pigs  Watering pig  Feeding practices for  Technical sheet  feeding cards  feeding data collection and interpretation Indicator: Pigs reproduction is properly managed  Selecting boar and sows for breeding  Number of teats  Long body  Size of litter of which the pig was a member  Live weight  High feed conversion rate  Easy to handle  Two testicles for boar  Good aplomb  From healthy parents  Management of boar  Puberty time  Mating time  Mating ratio  Culling  Management of sow and gilts  Puberty time  Mating time  Heat detection  Farrowing  Fostering  Culling  Methods of services  Natural mating  Artificial insemination

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 Management of young piglet  Iron supplementation  Weaning  Castration  Canine clipping  Tail docking  Pig genetic improvement  Cross breeding  Commercial breeding  Up grading  Backcrossing  Terminal cross system  Selection  Reproduction record keeping:  Technical reproduction diagram ( Annual reproduction chart)  Reproduction cards  Reproduction data collection and interpretation  Iron supplementation  Weaning  Castration  Canine clipping  Tail docking Indicator: Pig reproduction and feeding data are adequately kept and interpreted record  Importance of recording  Major types of recording  Physical  Breeding  production  Feeding  Health  Financial  Interpretation Indicator: Specific disease of pigs found in the region is properly identified  Specific infectious diseases of pig  Specific parasitic diseases of pig  Specific nutritional deficiencies and metabolic disorders Indicator: Hygiene and bio-security measures is respected according to their welfare  General piggery hygienic measures  Sanitization of piggery  Biosecurity measures

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 Offensive measures  Defensives measures Indicator: bio-chemical prevention products is properly selected according to product available  Selection of Bio-chemical prevention products  Anthelmintics  Acaricids  Antibiotic  Insecticides  Vaccines  Establishment of prophylactic plan  Administration technics of bio-chemical prevention product  Sanitary record keeping  Technical sheet  Zoo-sanitary cards  Zoo-sanitary data collection and interpretation Observation

Assesment Criterion 2: Quality of product

Checklist Score Yes No Indicator 1: The boxes are occupied accordingly  Piglet box  Grower box  young female pig box  Fattening box  Porc box  Annexes Indicator 2: Relevant pig breeds are selected according to production purpose  Productivity of parents  Adaptability(hardness)  Age  Physical appearance Indicator 3: Pigs are fed accordingly  Feeding male pig  Feeding Pregnant pig  Feeding Lactating pig

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 Feeding piglets  Feeding grower and finisher pig  Watering of pig Indicator 4: Reproduction plan is well established  Puberty time  Mating  Heat induction methods  Pregnancy control methods  mother care  pig genetic improvement  Reproduction record keeping Indicator 5: Prophylactic plan is well established  Identification of Specific infectious diseases of pig  Identification of Specific parasitic diseases of pig  Identification of Specific nutritional deficiencies and metabolic disorders  Sanitization of piggery  Apply Bio-security measures  Apply Offensive measures  Apply Defensives measures  Selection of Bio-chemical prevention products Observation

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Assesment Criterion 3: Relevance

Checklist Score Yes No Indicator 1: Piggery requirements are fulfilled  Environment conditions  Selection of construction materials, tools and equipment  piggery component and specification  Feed preparation room  Types of piggery are well identified Indicator 2: Selection criteria of pigs breeds are considered  Productivity of parents  Adaptability (hardness)  Age  Physical appearance  Health status  Resistance against diseases Indicator 3: Appropriate feeding practices are respected  Feeding male  Feeding Pregnant pig  Feeding Lactating pig  Feeding piglet  Feeding grower and finisher pig  Watering of pig Observation

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Reference books:

1. Berckmans, D. 2014 My Vision of Precision Pig Farming in 2020, BPEX-Innovation Conference 2014, Stoneleigh Park, Warwickshire

2. Hungu, C.W.; Gathumbi, P.K.; Maingi, N. and Ng’ang’a, C.J. 2013 Production characteristics and constraints of rabbit farming in central, Nairobi and Rift-Valley provinces in Kenya Livestock Research for Rural Development. Volume 25, Article #3. http//www.Irrd.org/Irrd25/1/hung25003.htm accessed on November 2018

3. Kemm, E.H. 2002, Guide to small-scale pig farming, Department of Agriculture, Resource center, Directorate Agricultural Information Service, South Africa

4. MATON A, DAELEMANS J & LAMBRECHT J 1985, Housing of Animals, Elsevier Science Publishers, Netherlands

5. Morgan, J. 2014 Intensive pork production, 1st edition, Department of primary Industries, NSW

6. Pearson, G. & Barugh, I. 2013 Small scale pig farming: Practices and obligations New Zealand Pork, Massey University

7. Stern, S.; Sonesson, U.; Gunnarsson, S.; Kumm, K.S.; Oborn, I.; and Nybrant, T. 2005 Sustainable Pig production in the future- development and evaluation of different scenarios. Report Food 21 No 5/2005, SIK, Sweden

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A N H R F 4 01- RABBIT FARMING

ANHRF501 Perform rabbit farming

RTQF Level: 5 Learning hours Credits: 6 60

Sector: Agriculture and food processing Sub-sector: Crop production

Issue date: January, 2014

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 the rabbit farming. Upon completion of this module, the trainee will be able to: - Identify rabbit breed - Sketch and equip rabbit hutch - Manage rabbit farming - Perform rabbit health and diseases control

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Learning assumed to be in place Micro-organisms identification

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria 1. Describe rabbit breed 1.1. Proper identification of rabbit breeds found in the region

1.2. Proper selection of rabbit breeds according to their characteristics

1.3. Proper characterization of rabbit breeds according to their features.

2. Design and equip rabbit hutch 2.1. Proper selection of rabbit hutch site according to rabbit welfare

2.2. Appropriate sketching of rabbit hutch according to the standards

2.3. Adequate selection of construction material and equipment of rabbit hutch according to the type and materials availability.

3. Manage rabbit farming 3.1. Appropriate application of rearing techniques according to the standard of the rabbit farming system. 3.2. Proper feeding of rabbit according to their categories 3.3. Proper management of rabbit reproduction according to their breeds 3.4. Adequate record keeping of rabbit reproduction and feeding data 4. Perform rabbit health and diseases 4.1. Proper identification of specific disease of rabbit control found in the region

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4.2. Respect of hygiene and bio security measures according to the standards 4.3. Proper application of bio-chemical prevention products 4.4. Adequate record keeping of zoo-sanitary data

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LU 1: Describe rabbit breed

Learning Outcomes: 1. Identify rabbit breeds found in the region 2. Select rabbit breeds according to their characteristics 1 3. Characterize of rabbit breeds according to their features

10 Hours

Learning Outcome 1.1:Identify rabbit breeds found in the region

Content Learning activities Resources

 Rabbit breeds: o Group work /research for rabbit - Book  Local rabbit breed identification - rabbit farm  Californian o Audiovisual presentation for - Audiovisual equipment  rabbit breed identification New Zealand white - Posters  Fauve de bourgeon o Posters presentation - Internet  Angora o Rabbit farm visit  Dutch o Tutorials

 Chinchilla  Petit ruse  Flemish giant

Formative Assessment 1.1

Performance criterion Proper identification of rabbit breeds found in the region

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written Open question  Oral Multiple choice questions  Performance Matching Recording Checklist

Checklist Score Yes No  Rabbit breeds  Local rabbit    Californian    New Zealand white    Fauve de bourgeon    Angora    Dutch    Chinchilla    Petit ruse    Flemish giant    Observation

Learning Outcome 1.2 Select rabbit breeds according to their characteristics

Content Learning activities Resources

 Selection criteria: o Group work and research on - Books  Productivity of parents breed selection criteria - Rabbit hutch  Adaptability(hardness) o Brainstorming on breed - Internet  Age selection criteria - Rabbit rearing records  Physical appearance o Rabbit hutch visit for assessing  Feed conversion rate selection criteria  Health status  Resistance against diseases  Productivity  Maturity period  Fecundity  Temperament  Method of selection:

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 Mass selection  Progeny testing or offspring testing  Pedigree selection  Collateral relative selection

Formative Assessment 1.2

Performance criterion Proper selection of rabbit breeds according to their characteristics

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral . Recording  Written . Open question  Performance . Matching . Multiple choice questions . checklist

Checklist Score Yes No Selection criteria  Productivity of parents  Adaptability(hardness)  Age  Physical appearance  Feed conversion rate  Health status  Resistance against diseases  Productivity  Maturity period  Fecundity  Temperament Methods of selection  Mass selection  Progeny testing or offspring testing  Pedigree selection  Collateral relative selection

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Observation

Learning Outcome 1.3 Characterize of rabbit breeds according to their features

Content Learning activities Resources

 Rabbit characterization o Audiovisual presentation on - Rabbit farm (weight, skin color, origin, rabbit breeds - Posters and rabbit conformation, ear position, o Posters and pictures - Books eyes color, adaptability, presentation - Internet litter size, prolificity) o Group work and discussion on - Audiovisual equipment  Rabbit breeds: rabbit breeds  Fancy and fur breeds o Group research on breeds - Angora selection - Chinchilla o Tutorials/Brainstorming on  Meat breeds selection criteria - Local rabbit - Californian - New Zealand white - Fauve de bourgone - Dutch - Chinchilla - Petit russe - Flemish giant  Cross breeds

Formative Assessment 1.3

Performance criterion Proper characterization of rabbit breeds according to their features.

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . Open question  Oral . Multiple choice questions  Performance . checklist

Checklist Score Yes No Rabbit characterization  Weight  Skin color  Origin  Conformation  Ear position  Eyes color  Adaptability,  Litter size,  Prolificity Rabbit breeds Fancy and fur breeds  Angora  Chinchilla  Meat breeds  Local rabbit  Californian  New Zealand white  Fauve de bourgone  Dutch  Chinchilla  Petit russe

Observation

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LU 2: Design and equip rabbit hutches

Learning Outcomes: 1. Select rabbit hutch site according to rabbit welfare 2. Sketch rabbit hutch according to the standards 2 3. Select construction material and equipment of rabbit hutch according to the type and materials available

20 Hours

Learning Outcome 2.1. Select rabbit hutch site according to rabbit welfare

Content Learning activities Resources

 Selection criteria: o Rabbit hutch visit for checking - Rabbit hutch  Environment rabbit hutch site selection - Books  Ecological condition requirement - Sketching materials  o Field visit for assessing site Soil structure - Weather vane  Site dimension requirements - Thermometer  Distance from Other o Tutorials Farms o Group research, discussion and - Hygrometer  Basic infrastructure and presentation on requirements - Meteorological data services: of rabbit hutch site - Audio-visual equipment - Water supply o Brainstorming on rabbit hutch - Decameter - Power sources components - Model hutch sketch - Market o Group work on plan sketching - Internet - Accessibility - feed suppliers or stores

Formative Assessment 2.1

Performance criterion Proper selection of rabbit hutch site according to rabbit welfare

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Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Written . Open questions  Performance . Multiple choice question . matching Checklist Score Yes No Selection criteria  Environment  Ecological condition  Soil structure  Site dimension  Distance from Other Farms Basic infrastructure and services  Water supply  Power sources  Market  Accessibility  feed suppliers or stores Selection criteria  Environment conditions Observation

Learning Outcome 2.2: Sketch rabbit hutch according to the standards

Content Learning activities Resources

 Type of rabbit hutch: o Rabbit hutch visit for checking - Rabbit hutch  Outdoor: rabbit hutch site selection - Books - Ground hutch requirement - Sketching materials - Battery hutch o Field visit for assessing site - Weather vane - Cage hutch requirements - Thermometer  Indoor: o Tutorials - Wooden cage o Group research, discussion and - Hygrometer - Wire mesh cage presentation on requirements - Meteorological data - Slite cage of rabbit hutch site - Audio-visual equipment  Rabbit hutch component o Brainstorming on rabbit hutch - Decameter and specification: components - Model hutch sketch  Littering /lactating doe o Group work on plan sketching

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cage - Internet  Grower cage  Dry doe/young female rabbit cage  Fattening cage  buck cage  Annexes: - Office - Store of feed - Feed preparation room - Drug store - Compost pit  Plans of rabbit hutch

Formative Assessment 2.2

Performance criterion Appropriate sketching of rabbit hutch according to the standards

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . Open questions  Oral . Multiple choice questions  Performance . Matching . Checklist Checklist Score Yes No Type of rabbit hutch Outdoor  Ground hutch  Battery hutch  Cage hutch Indoor  Wooden cage  Wire mesh cage  Slite cage

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Rabbit hutch component and specification  Littering /lactating doe cage  Grower cage  Dry doe/young female rabbit cage  Fattening cage  buck cage Annexes  Office  Store of feed  Feed preparation room  Drug store  Compost pit Plans of rabbit hutch Observation

Learning Outcome 2.3. Select construction material and equipment of rabbit hutch according to the type and materials available

Content Learning activities Resources

 Selection of construction o Rabbit hutch visit for checking - Hardware shops materials construction materials and - Building materials  Identification of rabbit equipment requirement - Rabbit hutch equipment hutch construction o Hardware shops visit for - Posters and pictures material observation of construction  General requirement materials of rabbit hutch construction materials  Selection of rabbit hutch tools and equipment  Identification of rabbit hutch equipment  General requirement of rabbit hutch equipment and tools

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Formative Assessment 2.3

Performance criterion Adequate selection of construction material and equipment of rabbit hutch according to the type and materials available

Checklist Score Yes No Selection of construction materials  Identification of rabbit hutch construction material  General requirement of rabbit hutch construction materials Selection of rabbit hutch tools and equipment  Identification of rabbit hutch equipment  General requirement of rabbit hutch equipment and tools Observation

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LU 3: Manage rabbit farming

Learning Outcomes:

o Apply rearing techniques according to the standard of 3 the rabbit farming o Feed rabbit according to their categories o Manage rabbit reproduction according to their breeds 20 Hours o record, keep and interpret rabbit reproduction and feeding data

Learning Outcome 3.1: Apply rearing techniques according to the standard of the rabbit farming

Content Learning activities Resources

 General conditions for o Group work on rabbit - Books rabbit rearing: identification techniques - Internet  Temperature o Group research on rearing - Ear tags  Ventilation systems and condition - Ear tags applicator  Orientation o Visits - Ear notcher  Light o Brainstorming on rearing  Noiseless systems - Blades o Demonstration of rabbit - Audiovisual equipment  Rearing system: identification techniques - disinfectant  Intensive system o Audiovisual presentation on  Semi intensive system rearing system or rabbit  Extensive system identification techniques  Rabbit handling methods  Rabbit sexing  Rabbit identification techniques:  Tagging  Ear notching  Tattooing

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Formative Assessment 3.2

Performance criterion Appropriate application of rearing techniques according to the standard of the rabbit farming

Checklist Score Yes No General conditions for rabbit rearing  Temperature  Ventilation  Orientation  Light  Noiseless Rearing system  Intensive system  Semi intensive system  Extensive system  Rabbit handling methods  Rabbit sexing Rabbit identification techniques  Tagging    Ear notching    Tattooing    Observation

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Learning Outcome 3.2: Feed rabbit according to their categories

Content Learning activities Resources

 Rabbit digestion o Group work on feed stuff - Feed stuffs particularity distribution - Rabbit hutch cards and  Rabbit feed stuffs o Regular participation of records students on school rabbit distribution : - Books  Cereals farming activities - Internet  Legumes o Group research and  Tubers presentation on rabbit feeding - Rabbit hutch  Agro-industrial by- practice products o Group work on feeding record  Green grass: collection and interpretation - Appetite fodder - Toxic and poisonous plants  Kitchen waste  Feeding practices:  Feeding buck, dry doe and young female  Feeding Pregnant doe  Feeding Lactating doe and litter  Feeding young rabbit  Feeding grower and finisher rabbit  Watering of rabbit  Teeth overgrowth control:  wood sticks,  concrete bricks  feeding record keeping:  Technical sheet  feeding cards  feeding data collection and interpretation Formative Assessment 3.2

Performance criterion Proper feeding of rabbit according to their categories

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Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . Open questions  Oral . Multiple choice questions  Performance . Checklist

Checklist Score Yes No Rabbit digestion particularity Rabbit feed stuffs distribution  Cereals  Legumes  Tubers  Agro-industrial by-products Green grass  Appetite fodder  Toxic and poisonous plants  Kitchen waste Feeding practices  Feeding buck, dry doe and young female  Feeding Pregnant doe  Feeding Lactating doe and litter  Feeding young rabbit  Feeding grower and finisher rabbit  Watering of rabbit  Teeth overgrowth control  wood sticks,  concrete bricks Feeding record keeping  Technical sheet  feeding cards  feeding data collection and interpretation Observation

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Learning Outcome 3.3 Manage rabbit reproduction

Content Learning activities Resources

 Selecting buck and doe for o Group work on feed stuff - Feed stuffs breeding: distribution - Rabbit hutch cards  Number of teats o Regular participation of and records  Live weight of rabbit students on school rabbit - Books  High feed conversion ratio farming activities - Internet  Easy to handle o Group research and  Mating age presentation on rabbit feeding - Rabbit hutch  For male number testicles practice  Size of litter of which the o Group work on feeding record rabbit was a member collection and interpretation  From healthy parent  Management of buck:  Puberty time  Mating  Mating ratio  Culling  Cause of mating problems  Management of doe and young female:  Puberty time  Mating  Farrowing interval  Culling time Conduct mating:  Rabbit reproduction cycle  Heat induction methods  Heat detection  Signs of successful mating  Management of pregnant rabbit and kindles  Pregnancy control methods  False pregnancy (pseudo pregnancy)  Kindling and mother care  Fostering Management of kindles:  Climatic condition monitoring  Weaning  Castration  Nail trimming  Rabbit genetic improvement:  Cross breeding

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- Commercial breeding - Up grading - Backcrossing - Terminal cross system  Selection  Reproduction record keeping:  Reproduction diagram  Reproduction cards  Reproduction data collection and interpretation Rabbit digestion particularity  Rabbit feed stuffs distribution :  Cereals  Legumes  Tubers  Agro-industrial by-products  Green grass: - Appetite fodder - Toxic and poisonous plants  Kitchen waste  Feeding practices:  Feeding buck, dry doe and young female  Feeding Pregnant doe  Feeding Lactating doe and litter  Feeding young rabbit  Feeding grower and finisher rabbit  Watering of rabbit  Teeth overgrowth control:  wood sticks,  concrete bricks  feeding record keeping:  Technical sheet  feeding cards  feeding data collection and interpretation Formative Assessment 3.4

Performance criterion Proper feeding of rabbit according to their categories

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Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . Open questions  Oral . Multiple choice questions  Performance . Checklist 

Checklist Score Yes No Selecting buck and doe for breeding  Number of teats  Live weight of rabbit  High feed conversion ratio  Easy to handle  Mating age  For male number testicles  Size of litter of which the rabbit was a member  From healthy parent Management of buck  Puberty time  Mating  Mating ratio  Culling  Cause of mating problems Management of doe and young female  Puberty time  Mating  Farrowing interval  Culling time  Conduct mating:  Rabbit reproduction cycle  Heat induction methods  Heat detection  Signs of successful mating  Management of pregnant rabbit and kindles  Pregnancy control methods  False pregnancy (pseudo pregnancy)  Kindling and mother care  Fostering Management of kindles  Climatic condition monitoring

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 Weaning  Castration  Nail trimming  Rabbit genetic improvement  Cross breeding  Commercial breeding  Up grading  Backcrossing  Terminal cross system  Selection Reproduction record keeping  Reproduction diagram  Reproduction cards  Reproduction data collection and interpretation Rabbit digestion particularity  Rabbit feed stuffs distribution  Cereals  Legumes  Tubers  Agro-industrial by-products Green grass  Appetite fodder  Toxic and poisonous plants  Kitchen waste Feeding practices  Feeding buck, dry doe and young female  Feeding Pregnant doe  Feeding Lactating doe and litter  Feeding young rabbit  Feeding grower and finisher rabbit  Watering of rabbit Teeth overgrowth control  wood sticks,  concrete bricks feeding record keeping  Technical sheet  feeding cards  feeding data collection and interpretation Observation

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LU 4: Perform rabbit health and diseases control

Learning Outcomes: 1. Identify specific disease of rabbit found in the region 2. Apply hygiene and bio security measures according to the 4 standards 3. Apply bio-chemical prevention measures 4. Record and keep zoo-sanitary data 10 Hours

Learning Outcome 4.1: Identify specific rabbit diseases

Content Learning activities Resources

 Specific infectious diseases of o Group research on rabbit - Books rabbit diseases - Internet  Specific parasitic diseases of o Posters presentation of rabbit - Audiovisual equipment diseases rabbit - Posters  Specific nutritional o Audiovisual presentation of - Rabbit hutch deficiencies and metabolic rabbit diseases disorders o Rabbit hutch visit - Clinical materials and o Ambulatory clinic tools

Formative Assessment 4.1

Performance criterion Proper Identification of specific disease of rabbit found in the region

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . Open questions  Oral . Multiple choice questions  Performance . Checklist 

Checklist Score Yes No  Specific infectious diseases of rabbit  Specific parasitic diseases of rabbit  Specific nutritional deficiencies and metabolic disorders Observation

Learning Outcome 4.2 Apply hygiene and biosecurity measures

Content Learning activities Resources

 General rabbit hutch o Demonstration on hygienic and - PPE hygienic measures biosecurity measures - Audiovisual equipment  Sanitization of rabbit hutch application - Rabbit hutch o Rabbit hutch visit  Biosecurity measures: - Cleaning materials and  Offensive measures o Group works/research on products  Defensives measures rabbit hutch hygienic measures application - Books - disinfectants

Formative Assessment 4.2

Performance criterion Adequate application of hygiene and biosecurity measures according to the standard of the rabbit farming

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  written . Open questions  oral . Multiple choice questions  performance . Checklist . recording

Checklist Score Yes No  General rabbit hutch hygienic measures  Sanitization of rabbit hutch Biosecurity measures  Offensive measures  Defensives measures Observation

Learning Outcome 4.3: Apply Bio-chemical prevention measures Content Learning activities Resources

 Selection of Bio-chemical o Demonstration on rabbit bio- - PPE prevention products: chemical product - Bio-chemical product for  Wormicids administration rabbit  Acaricids o Audiovisual presentation - Audiovisual equipment  Antibiotic o Group work/ research on bio- - Internet  Insecticides chemical application measures  Vaccines o ambulatory clinics - Books  Establishment of - Veterinary pharmacy prophylactic plan  Administration technics of bio-chemical prevention product  Sanitary record keeping:  Technical sheet  Zoo-sanitary cards  Zoo-sanitary data collection and interpretation

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Formative Assessment 4.3

Performance criterion Proper application of bio-chemical prevention measures

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . Open questions  Performance . Multiple choice questions . checklist . matching

Checklist Score Yes No Selection of Bio-chemical prevention products  Wormicids  Acaricids  Antibiotic  Insecticides  Vaccines  Establishment of prophylactic plan  Administration technics of bio-chemical prevention product Sanitary record keeping  Technical sheet  Zoo-sanitary cards  Zoo-sanitary data collection and interpretation Observation

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Learning Outcome 4.4: Peform record keeping

Content Learning activities Resources

 Importance of Recording o Group work on the - Books  Major types of recording: importance of recording - Internet o Brainstorming on the - Ear tags  physical importance of the different - Ear tags types of recording applicator  Breeding o Audiovisual presentation on - Ear notcher  production the different types of - Blades  feeding recording - Audiovisual  health equipment  Financial - Disinfectant  Interpretation

Formative Assessment 4.4

Performance criterion Adequate record keeping and interpretation of pig reproduction and feeding data

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools  Oral evidenve . Open questions . Multiple choice questions  written evidence . Ticking questions  Performance . Short questions evidence . checklist

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Checklist Score Yes No Importance of Recording  Major types of recording  Physical  Breeding  production  Feeding  Health  Financial  Interpretation Observation

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Summative Assessment

Integrated situation Resources  Tools : URWIBUTSO Enterprise is a company, located at RULINDO District in - Clinical tools Northern Province. This company has a rabbit farm which is - Decameter managed in a traditional system. Different categories of rabbit breeds (Local breed, Californian, New Zealand white, Fauve de - Disinfectant Bourgogne, Angora, Dutch, Chinchilla, Petit russe and Flemish giant) - Drugs (antiseptics, are reared. antibiotics and vaccines) In order to extend and modernize his project of rabbit farming, the - Farm cards and records company has requested a loan from Grant Trust Bank. To maximize - Farm records tools profit and get more money from different categories of rabbits and - Feed stuffs (Creep feed, pay back quickly the loan, URWUBUTSO Enterprise has adopted a concentrate, kitchen mixture of rabbit production systems: - To keep purchased weaners to grow them for rearing and the residues, forage, nutrient market. supplement, bagger - To keep the does and bucks to grow weaners for kids production starters and feed - To keep does and bucks to sell weaners. additives) - Hygrometer For better results, URWUBUTSO Enterprise will recruit an agriculture - Kids boxes technician in charge of this rabbit farming project. You are then - Meteorological data recruited to do this work: start and operate the project. You are - Rabbit reproduction requested to: cards - Adapt housing to production system in 2 hours - Rabbit reproduction - Identify breeds in 10 minutes diagram - Select best quality rabbits to keep in 1 hours - Tattooing tools - Establish the feeding and rearing plan in 1 hours - Thermometer - Establish the prophylactic plan in 30 hour  Materials and animals : Be aware that: - Animals (does back and - The operation is designed as a high investment totally confined kids) rabbit unit. - Building materials - All feed, with the exception of some bagged starter feed is - Cleaning materials and assumed to be produced on farm. products - The operation is assumed to use good lean gain genetics - Clinical materials ( - All tools, material, equipment, products, land, building and castration material) market inventory are assumed to be available. - Feeds stuffs - high-pressure sprayer - Scale

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- Sketching materials  Equipment: - Building - Composting system with deep pits - Feeder and drinker - Feeding system facilities - Feeds storage tanks and bins - Footbath - Grinding and mixing machine - Land and perimeter fence - Manure wagon - Mortality disposal facilities - PPE - Pumps - Water supply facilities - Weather vane

Assesment Criterion 1: Quality of Process

Checklist Score Yes No Indicator: Rabbit breeds found in the region are properly identified Rabbit breeds  Local rabbit  Californian  New Zealand white  Fauve de bourgeon  Angora  Dutch  Chinchilla

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 Petit ruse  Flemish giant Indicator: Rabbit breeds are properly characterized according to their features Rabbit characterization  Weight  Origin  Conformation  Ear position  Eyes color  Adaptability,  Litter size,  Prolificity Rabbit breeds Fancy and fur breeds  Angora  Chinchilla Meat breeds  Local rabbit  Californian  New Zealand white  Fauve de bourgone  Dutch  Chinchilla  Petit russe Indicator: Rabbit hutch site is properly selected according to pig welfare Selection criteria Environment Ecological condition Soil structure Site dimension Distance from Other Farms Basic infrastructure and services Water supply Power sources Market Accessibility Feed suppliers or stores Indicator: Rabbit hutch is appropriately sketched according to the standards Type of rabbit hutch Outdoor  Ground hutch  Battery hutch  Cage hutch Indoor

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 Wooden cage  Wire mesh cage  Slite cage Rabbit hutch component and specification  Littering /lactating doe cage  Grower cage  Dry doe/young female rabbit cage  Fattening cage  buck cage  Annexes  Office  Store of feed  Feed preparation room  Drug store  Compost pit Plans of rabbit hutch Indicator : Construction material and equipment of rabbit hutch are adequately selected according to the type and materials available Selection of construction materials  Identification of rabbit hutch construction material  General requirement of rabbit hutch construction materials Selection of rabbit hutch tools and equipment  Identification of rabbit hutch equipment  General requirement of rabbit hutch equipment and tools Indicator : Rabbit breeds are properly selected according to their characteristics Selection criteria  Productivity of parents  Adaptability(hardness)  Age  Physical appearance  Feed conversion rate  Health status  Resistance against diseases  Productivity  Maturity period  Fecundity  Temperament Method of selection  Mass selection  Progeny testing or offspring testing  Pedigree selection  Collateral relative selection Indictor: Rearing techniques are appropriately applied according to the standard of the rabbit farming General conditions for rabbit rearing

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 Temperature  Ventilation  Orientation  Light  Noiseless Rearing system  Intensive system  Semi intensive system  Extensive system  Rabbit handling methods  Rabbit sexing Rabbit identification techniques  Tagging  Ear notching  Tattooing Indicator : Rabbits are properly fed according to their categories  Rabbit digestion particularity Rabbit feed stuffs distribution  Cereals  Legumes  Tubers  Agro-industrial by-products Green grass  Appetite fodder  Toxic and poisonous plants  Kitchen waste Feeding practices  Feeding buck, dry doe and young female  Feeding Pregnant doe  Feeding Lactating doe and litter  Feeding young rabbit Feeding grower and finisher rabbit  Watering of rabbit  Teeth overgrowth control  Wood sticks,  Concrete bricks Feeding record keeping  Technical sheet  Feeding cards  Feeding data collection and interpretation Indicator : Rabbit reproduction is properly managed according to their breeds Selecting buck and doe for breeding  Number of teats  Live weight of rabbit

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 High feed conversion ratio  Easy to handle  Mating age  For male number testicles  Size of litter of which the rabbit was a member  From healthy parent Management of buck  Puberty time  Mating  Mating ratio  Culling  Cause of mating problems Management of doe and young female  Puberty time  Mating  Farrowing interval  Culling time  Conduct mating  Rabbit reproduction cycle  Heat induction methods  Heat detection  Signs of successful mating Management of pregnant rabbit and kindles  Pregnancy control methods  False pregnancy (pseudo pregnancy)  Kindling and mother care  Fostering Management of kindles  Climatic condition monitoring  Weaning  Castration  Nail trimming Rabbit genetic improvement Cross breeding  Commercial breeding  Up grading  Backcrossing  Terminal cross system  Selection Reproduction record keeping  Reproduction diagram  Reproduction cards  Reproduction data collection and interpretation of Rabbit digestion particularity Rabbit feed stuffs distribution

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 Cereals  Legumes  Tubers  Agro-industrial by-products Green grass  Appetite fodder  Toxic and poisonous plants  Kitchen waste Feeding practices  Feeding buck, dry doe and young female  Feeding Pregnant doe  Feeding Lactating doe and litter  Feeding young rabbit  Feeding grower and finisher rabbit  Watering of rabbit  Teeth overgrowth control  Wood sticks,  Concrete bricks Feeding record keeping  Technical sheet  Feeding cards  Feeding data collection and interpretation Indicator : Specific diseases of rabbit found in the region are properly identified  Specific infectious diseases of rabbit  Specific parasitic diseases of rabbit  Specific nutritional deficiencies and metabolic disorders Indicator : Hygiene and biosecurity measures are adequately applied according to the standard of the rabbit farming  General rabbit hutch hygienic measures  Sanitization of rabbit hutch Biosecurity measures  Offensive measures  Defensives measures Indicator : Bio-chemical prevention measures are properly applied Selection of Bio-chemical prevention products  Wormicids  Acaricids  Antibiotic  Insecticides  Vaccines  Establishment of prophylactic plan  Administration technics of bio-chemical prevention product Sanitary record keeping  Technical sheet

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 Zoo-sanitary cards  Zoo-sanitary data collection and interpretation Indicator : Pig reproduction and feeding data are adequately recorded, kept and interpreted  Importance of Recording Major types of recording  Physical  Breeding  Production  Feeding  Health  Financial Observation

Assesment Criterion 2: Quality of Product

Checklist Score Yes No Indicator: Hutch is transformed according to production system  Littering /lactating doe cage  Grower cage  Dry doe/young female rabbit cage  Fattening cage  buck cage  Annexes Indicator: Relevant rabbits breeds are selected according to production purpose  Productivity of parents  Adaptability(hardness)  Age  Physical appearance Indicator: Rabbits are properly fed  Feed for buck, dry doe and young female  Feed for Pregnant doe  Feed for Lactating doe and litter  Feed foryoung rabbit  Feed for grower and finisher rabbit  Watering of rabbit Indicator: Reproduction plan is well established  Puberty time

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 Mating  Heat induction methods  Pregnancy control methods  Kindling and mother care  Rabbit genetic improvement  Reproduction record keeping Indicator: Prophylactic plan is well established  Specific infectious diseases of rabbit  Specific parasitic diseases of rabbit  Specific nutritional deficiencies and metabolic disorders  Sanitization of rabbit hutch  Bio-security measures  Offensive measures  Defensives measures  Selection of Bio-chemical prevention products Observation

Assesment Criterion 3: Relevance

Checklist Score Yes No Indicator: Hutch requirements are fulfilled  Environment conditions  Selection of construction materials, tools and equipment  Rabbit hutch component and specification  Feed preparation room  Types of rabbit hutch Indicator: Selection criteria of rabbits breeds are considered  Productivity of parents  Adaptability (hardness)  Age  Physical appearance  Health status  Resistance against diseases

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Indicator: Appropriate feeding practices are respected  Feed for buck, dry doe and young female  feed for Pregnant doe  Feed for Lactating doe and litter  feed for young rabbit  Feed for grower and finisher rabbit  Watering of rabbit Indicator: Environment is sustained  Ecological condition  Soil structure  Site dimension  Distance from Other Farms Observation

References

1. Fanatico, A. & Green C. 2012 Small-Scale Sustanaible Rabbit Production, The National Sustainable Agriculture Information Service, ATTRA, NCAT

2. Hungu, C.W. 2011 Production characteristics and constraints of rabbit farming in central Nairobi and Rift-Valley provinces, Kenya. Thesis MSc degree, University of Nairobi

3. Jangue, J.; Ouma, E.; Dorresteijn, D.B. ; Kawuma, B. and Smith, J. 2015 Pig business planning and financial management: Uganda smallholder pig value chain capacity development training manual, ILRI Manual 12

4. Lebas, F,; Coudert, P. and Theboult, R.G., 1997 The rabbit-Husbandry, health and production, FAO Animal Production and Health Series No 21

5. Mailafia, S.; Onavpa, M.M. and Owolke, O.E. 2010 Problems and prospects of rabbits production in Nigeria- A review, Bayara Journal of pure and applied Sciences, 3 (2): 20-25

6. Peace corps 2014 A complete handbook on backyard and commercial rabbit production, Peace Corps Publication No Roo41 Washington, DC. USA

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C R P C D 5 0 1 - COMMON PLANT PESTS AND DISEASES MANAGEMENT

CRPCD501 Manage common diseases and pests

REQF Level: 5 Learning hours Credits: 8 80

Sector: Agriculture Sub-sector: Crop Production

Issue date: June, 2018

Purpose statement

This module provides skills and knowledge required to identify and treat pests and diseases, follow instructions and precautions for good application of chemicals. It will allow the learner as well to conserve chemicals, monitor and evaluate treatment efficiently.

It is important for a learner to be aware of different ways of fighting pests and disease in order to increase the production in terms of quality and quantity.

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Learning assumed to be in place

N/A

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Identify disease and pest 1.1 Proper determination of disease incidence according to development stages type of crop 1.2 Appropriate determination of disease severity according to crop type and environmental conditions 1.3 Proper identification of pest life cycle according to type of pests 2. Determine criteria for management 2.1 Proper identification of crop growth stage considering methods the type of crop 2.2 Proper identification of environment conditions considering the type of pest and disease 2.3 Proper identification of injury level and economic threshold considering the pest damages

3. Apply management methods 3.4 Proper identification of management methods considering the type of pest/disease 3.5 Appropriate selection of management methods basing on pest/diseases and available resources 3.6 Appropriate application of management techniques according to the pest and disease

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LU 1: Identify disease and pest development stage

Learning Outcomes: 1.1. Determine disease incidence according to type of crop 1.2. Determine disease severity according to crop type and environmental 1 conditions 1.3. Identify pest life cycle according to type of pests

20 Hours

Learning Outcome1.1: Determine disease incidence according to type of crop

Content Learning activities Resources

 Categories of common plant o Presentation on types of - Attacked Field disease symptoms pathogens - Reference books Necrotic o Group discussion on types of - Internet  Wilting pathogens - Secateurs  Spot o Documentary research on types - Hoe  Blight of pathogens - Shovel  Blast o Field visit on identification of - Magnifying glass  Damping off types of diseases - PPE  Dieback o Practical exercises on - Sheets of paper  Rots identification of types of diseases - Pens  Root rot/stem - calculator rot

 Red oRot  Soft rt  Black rot  Streak  Water-soaking (Hydrosis)  Canker Hypoplastic  Dwarfing  Rosetting

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 Chlorosis  Mosaic Hyperplastic  Leaf curls  Scabs  Tumours  Crown galls  Club root  Root knots  Calculating the percentage of affected plants/area

Formative Assessment 1.1

Performance criterion Proper determination of disease incidence according to the type of crop

Checklist Score Yes No Categories of plant disease symptoms  Necrotic  Wilting  Spot  Blight  Blast  Damping off  Dieback  Rots  Root rot/stem rot

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 Red Rot  Soft rot  Black rot  Streak  Water-soaking (Hydrosis)  Canker  Hypoplastic  Dwarfing  Rosetting  Chlorosis  Mosaic  Hyperplastic  Leaf curls  Scabs  Tumours  Crown galls  Club root  Root knots  Calculating the percentage of affected plants/area Observation

Learning Outcome 1.2: Determine disease severity according to crop type and environmental conditions

Content Learning activities Resources

 Disease triangle elements (host, o Presentation of different pathogen and environment) plant part affected and non - Audio visual media  Characteristics of affected plant affected - Reference books parts. o Group discussion on - Internet  Stunting growth symptoms of diseased plants - Pangas  Chlorosis o Field visit - Knife  Discoloration o Documentary - Magnifying glass  Curling of leaves - PPE  Necrosis  Rotting  Wilting  Diagramme scale of severity damage indexes

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Formative Assessment 1.2

Performance criterion Appropriate determination of disease severity according to crop type and environmental conditions

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools . Open questions  Written evidence . True or false questions  Product evidence . Multiple choice . Matching . Practical exercises

Checklist Score Yes No Disease triangle elements  Host  Pathogen  Environment Characteristics of affected plant parts  Stunting growth

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 Chlorosis  Discoloration  Curling of leaves  Necrosis  Rotting  Wilting Diagramme scale of severity damage indexes Observation

Learning Outcome 1.3: Identify pest life cycle according to type of pests

Content Learning activities Resources

 Types of metamorphosis o Presentation on pests  Complete development stages - Audio visual media  Incomplete o Group discussion on - Reference books  Damaging stage of main different pests development - Internet pests stages - Pests  Eggs o Documentary - Containers  Larvae o Field visit - Traps  adult - Hoe - knife - PPE

Formative Assessment 1.3

Performance criterion Proper identification of pest life cycle according to type of pests

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written evidence . Open questions  Performance evidence . True or false questions . Matching . Filling . Observation check list

Checklist Score Yes No Types of metamorphosis  Complete  Incomplete  Damaging stage of main pests  Eggs  Larvae  Adult

Observation

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LU 2: Determine criteria for management methods

Learning Outcomes: 2.1. Identify crop growth stage considering the type of crop 2.2. Identify environment conditions considering the type of pest and 2 disease 2.3. Identify injury level and economic threshold considering the pest damages 20 Hours

Learning Outcome 2.1: Identify crop growth stage considering the type of crop

Content Learning activities Resources

 Main growth stages of o Presentation on growth stage - Audio visual media different crops o Documentary - Reference books  Germination o Field visit - Internet  Leaf production o Group discussion - Knives  Tiller - Panga production/Tillering - Hoes  Stem elongation/Node production  Root initiation  Flowering  Booting  Heading  Anthesis /Pollination  Fruit bearing  Maturity stage  vulnerable plant parts according to the pest and disease attack  Bud  Petioles

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 Branches,  Seeds  Rootlets  upper surface of the leaves  Stem  large roots  Fruits  Flowers

Formative Assessment 2.1

Performance criterion Proper identification of crop stage considering the type of crop

Checklist Score Yes No Main growth stages of different crops  Germination  Leaf production  Tiller production/ Tillering  Stem elongation/Node production  Root initiation  Flowering  Booting  Heading  Anthesis /Pollination  Fruit bearing  Maturity stage The vulnerable plant parts according to the pest and disease attack

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 Bud  Petioles  Branches,  Seeds  Rootlets  upper surface of the leaves  Stem  large roots  Fruits  Flowers Observation

Learning Outcome 2.2: Identify environment conditions considering the type of pest and disease

Content Learning activities Resources

 Weather conditions that favor disease o Visit of meteorological - Audio visual media and pest development: station - Reference books  Temperature o Documentary - Internet  Humidity o Field visit - Thermometer  Light - Rain gauge  Rainfall - Hygrometer

Formative Assessment 2.2

Performance criterion Proper identification of environment conditions considering the type of pest and disease

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools . Written evidence . Open questions . True or false questions . Matching

Checklist Score Yes No Weather conditions that favor disease and pest development  Temperature  Humidity  Light  Rainfall

Observation

Learning Outcome 2.3: Identify injury level and economic threshold considering the pest damages

Content Learning activities Resources

 Introduction to plant injury level o Field visit - PPE and economic threshold o Documentary - Audio visual  Calculation of economic injury o Practical exercises media level and economic threshold - Reference books  decision making steps - Internet  Identifying a range of pest management options  Analyzing these options  Deciding on the most appropriate option/s

Formative Assessment 2.3

Performance criterion Proper identification of injury level and economic threshold considering the pest damages

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Checklist Score Yes No  Introduction of plant injury level and economic threshold  Calculation of economic injury level and economic threshold  Decision making steps  Identifying a range of pest management options  Analyzing these options  Deciding on the most appropriate option/s Observation

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LU 3: Apply management methods

Learning Outcomes: 3.1. Identify management methods considering the type of pest/disease 3.2. select management methods basing on pest/diseases and available 3 resources 3.3. Apply management techniques according to the pest and disease

40 Hours

Learning Outcome 3.1: Identify management methods considering the type of pest/disease

Content Learning activities Resources

 Different management methods for o Field visit - PPE pest and diseases: o Documentary - Reference books  Biological control o Brainstorming - Internet  Chemical control(Fumigation, o Group discussion - Audio visual media Spraying, Dusting) - Different chemicals  Mechanical/physical - Sprayers control(trapping) - Traps  Cultural control( - Hoes ,Rouging/uprooting,) - Panga  Legislative control(Quarantine, - Knives standards and traceability) - Clippers  Integrated pest management(IPM)

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Formative Assessment 3.1

Performance criterion Proper identification of management methods considering the type of pest/disease

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Open questions  Performance . Multiple choice evidence . Matching . Observation checklists

Checklist Score Yes No Different management methods for pest and diseases  Biological control  Chemical control  Mechanical/physical control(trapping  Cultural control  Legislative control  Integrated pest management(IPM)

Observation

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Learning Outcome 3.2: Select management methods basing on pest/diseases and available resources

Content Learning activities Resources

 Selection criteria of management o brainstorming - Reference books methods o Documentary - Internet  Effectiveness and efficiency of o Field visit - Audio visual management method o Group discussion media  Cost  Time  Environmental sustainability

Formative Assessment 3.2

Performance criterion Appropriate selection of management methods basing on pest/diseases and available resources

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written  Open questions  Multiple choice  Matching

Checklist Score Yes No Selection criteria of management methods  Effectiveness and efficiency of management methods  Cost  Time  Environmental sustainability

Observation

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Learning Outcome 3.3: Apply management techniques according to disease and pest

Content Learning activities Resources

 Procedure of management o brainstorming - Site techniques application o Documentary - Reference books  Selection of tools, materials and o Field visit - Internet equipment - Audio visual media

 Calculation of dosage  Application technique according to o Type of management o Type of pest and diseases

Formative Assessment 3.3

Performance criterion Appropriate application of management techniques according to pest and disease

Assessor may collect among the following evidence and make judgement on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written evidence . Open questions  Performance evidence . Matching  Product evidence . True or false . Observation of checklist . Checklist

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Checklist Score Yes No Procedure of management techniques application  Selection of tools, materials and equipment  Calculation of dosage  Application technique according to  Type of management  Type of pest and diseases Observation

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Summative Assessment

Integrated situation Resources Consumables SIBOMANA is a farmer from RUHANGO District, Mbuye sector, has  Fungicides coffee plantation which gives the yield of 2kgs of cherries per tree.  Water This year, 10% of these cherries are damaged by Antestia bug, the Tools and equipment whole plantation is attacked by coffee leaf rust and suckers are so  Sprayer many in the plantation due to inappropriate cultural practices. This  PPE leads to the reduction of cherries quality and quantity.  Secateurs  Hoe You are requested to demonstrate to Mr SIBOMANA how to  Panga manage this coffee plantation by using technical skills for successful  Saw pesticide application on Antestia bug and coffee leaf rust and  Weighing scale appropriate cultural practices. This task must be done on 9m2 of the  Container plantation, within one hour (1h).  Syringe

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Assesment Criterion 1: Quality of Process

Checklist Score Yes No Indicator: The disease incidence is properly determined according to the type of crop Categories of plant disease symptoms  Necrotic  Wilting  Spot  Blight  Blast  Damping off  Dieback  Rots  Root rot/stem rot  Red Rot  Soft rot  Black rot  Streak  Water-soaking (Hydrosis)  Canker  Hypoplastic  Dwarfing  Rosetting  Chlorosis  Mosaic  Hyperplastic  Leaf curls  Scabs  Tumours  Crown galls  Club root  Root knots  Calculating the percentage of affected plants/area Indicator: The disease severity is appropriately determined according to the crop type and environmental conditions  Disease triangle elements  Host  Pathogen  Environment  Characteristics of affected plant parts  Stunting growth  Chlorosis  Discoloration

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 Curling of leaves  Necrosis  Rotting  Wilting  Diagramme scale of severity damage indexes Indicator: The pest life cycle is properly identified according to the type of pests  Types of metamorphosis  Complete  Incomplete  Damaging stage of main pests  Eggs  Larvae  Adult Indicator: The crop growth stage is properly identified considering the type of crop  Main growth stages of different crops  Germination  Leaf production  Tiller production/ Tillering  Stem elongation/Node production  Root initiation  Flowering  Booting  Heading  Anthesis /Pollination  Fruit bearing  Maturity stage Indicator: Environmental conditions are properly identified considering the type of pest and disease  Weather conditions that favor disease and pest development  Temperature  Humidity  Light  Rainfall Indicator: Injury level and economic threshold are properly identified considering the pest damages  Introduction of plant injury level and economic threshold  Calculation of economic injury level and economic threshold  Decision making steps:  Identifying a range of pest management options  Analyzing these options  Deciding on the most appropriate option/s Indicator: Management methods are properly identified considering the type of pest/disease  Different management methods for pest and diseases

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 Biological control  Chemical control  Mechanical/physical control  Cultural control  Legislative control  Integrated pest management(IPM) Indicator: Management methods are appropriately selected basing on pest/diseases and available resources  Selection criteria of management methods  Effectiveness and efficiency of management methods  Cost  Time  Environmental sustainability Indicator: Management techniques are appropriately applied according to the pest and disease  Procedure of management techniques application  Selection of tools, materials and equipment  Calculation of dosage  Application technique according to  Type of management  Type of pest and diseases Observation

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Assesment Criterion 2: Quality of product

Checklist Score Yes No Indicator: Technical skills for successful application of pesticide are well applied  Mixing ratio (dosage)  Time of application  Right fungicide  Right insecticide  PPE  Application technique Indicator: Cultural practices are appropriately applied  Pruning  Weeding  Mulching  Light Indicator: Damages of pests are well managed under economic injury level  Reduced Pest damages  Health cherries Indicator: Disease incidence and severity are significantly reduced  Disease symptoms  Coffee leaves

Observation

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Assesment Criterion 3: Relevance

Checklist Score Yes No Indicator: Area is well delimitated 9m2 Indicator: Time is well respected 1hour Indicator : OHS is accurately respected Use of PPE Indicator: Disease is appropriately identified Coffee leaf rust Indicator: Pest is properly identified Antestia bug Observation

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References:

1. Best Practices (Imikorere myiza mu buhinzi). Kigali. 2. Jean A., 1985. Le stockage des produits vivriers et semenciers 1er volume: dégâts, pertes et moyens de stockage. 3. Jean A., 1985. Le stockage des produits vivriers et semenciers 2eme volume : ute contre les ravageurs hygiene du stockage. Maison Larose et ACCT. 4. Jean S., 1989. Traite de pathologie vegetale. Les presses agronomiques de Gembloux, Belgique. 5. Maison Larose et ACCT. 6. Minagri, 2010. Farmer’s dairy, Kigali. 7. Republic of Rwanda- OCIR Café & TechnoServe, 2010. East African Coffee Initiative : Rwanda 2010 : Agronomy

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C R P S L 4 0 1 - SOIL LABORATORY ANALYSIS

CRPSL401 Perform soil laboratory analysis

REQF Level: 5 Learning hours Credits: 4 60

Sector: Agriculture and Food processing Sub-sector: Crop production

Issue date: March, 2014

Purpose statement

This module is provided for the trainees of level five and describes the skills, knowledge and attitudes required to perform soil l laboratory data analysis.

Moreover, this module will enable the trainee to prepare the laboratory tools, materials and equipment, perform soil sample analysis and interpret laboratory results.

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Learning assumed to be in place

Elements of competence and performance criteria

Elements of competence they are builing blocks of a competence.

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

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

Elements of competence Performance criteria

1.Perform soil sampling 1.1 Proper selection of soil analysis parameter considering the purpose of soil analysis 1.2 Adequate selection of soil sampling tools according to parameters to be analysed 1.3 Appropriate soil sampling and handling according to protocols 2.Perform soil sample analysis 2.1 Proper preparation of soil sample respecting the laboratory protocol 2.2 Proper preparation of reagents, soil laboratory tools, materials and equipment respecting the laboratory protocol 2.3 Adequate use of laboratory equipment according to the analysis procedure 3.Perform results interpretation 3.1 Suitable data recording referring to guidelines 3.2 Relevant analysis and interpretation of results referring to norms and standards 3.3 Correct report writing respecting the guidelines

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LU 1:Perform soil sampling

Learning Outcomes: 1. Select soil analysis parameter considering the purpose of soil analysis 1 2. Select soil sampling tools according to parameters to be analysed 3. Handle soil sampling according to protocols

20 Hours

Learning Outcome 1.1: Select soil analysis parameter considering the purpose of soil analysis

Content Learning activities Resources

 Soil compostion o Group discussion on soil - Flip chart  Clay analysis parameters - School farm  Sand o Oral presentation on soil - Samples  Silt analysis parameters - Soil laboratory  Organic matter - Internet connection  Air - Related books,  Water - Newspapers  Soil properties: Reports and scientific  Chemical: paper Soil pH Ion exchange capacity, soil fertility (nutrients)  Physical: Soil texture Soil structure Soil porosity Soil density  Criteria for selecting method of soil analysis  Availability of

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resources  Types of analysis  Duration  Cost

Formative Assessment 1.1

Performance criterion Proper selection of soil analysis parameter considering the purpose of soil analysis

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools . Written evidence . Multi choice questions . True or False questions . Matching questions . Short and open questions . Performance evidence . Observation check list .

Checklist Score Yes No Soil compostion Clay Sand Silt Organic matter Air Water Soil properties Chemical: Soil pH Ion exchange capacity, soil fertility (nutrients) Physical:   Soil texture  

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Soil structure Soil porosity Soil density Criteria for selecting method of soil analysis Availability of resources Type of analysis Duration Cost Observation

Learning Outcome 1.2: Select soil sampling tools according to parameters to be analysed

Content Learning activities Resources

 Criteria for selecting o Group discussion and - Auger sampling tools presentation on soil sampling - Panga  Type of analysis tools - Bucket  Type of soil - Plastic bags  Availability of tools - Envelopes - Sampling cylinder

Formative Assessment 1.2

Performance criterion Adequate selection of soil sampling tools according to parameters to be analysed

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Checklist Score Yes No Criteria for selecting sampling tools Type of analysis Type of soil Availability of tools Observation

Learning Outcome 1.3: Sample and handle soil sample according to protocols

Content Learning activities Resources

 Sampling methods o Group discussion on soil - Auger  Traverse sampling sampling and handling - Panga  Zigzag sampling o Oral presentation on soil - Bucket sampling and handling  Spot sampling - Plastic bags o Practical exercise on soil -  Random sampling sampling and handling Envelopes  Systematic sampling - Sampling cylinder  Startified sampling - Soap  Types of sample - Hoes  Composite sample - Picks  Distrurbed sample  undisturbed sample  Packing  Labelling  Transport

Formative Assessment 1.3

Performance criterion Appropriate soil sampling and handling according to protocols

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Checklist Score Yes No Sampling methods Traverse sampling Zigzag sampling Spot sampling Random sampling Systematic sampling Startified sampling Types of sample Composite sample Distrurbed sample undisturbed sample Packing Labelling Transport Observation

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LU 2:Perform soil sample analysis

Learning Outcomes: 1. Prepare soil sample respecting the laboratory protocol 2. Prepare reagents, soil laboratory tools, materials and equipment 2 respecting the laboratory protocol 3. Use laboratory equipment according to the analysis procedure

30 Hours

Learning Outcome 2.1: Prepare soil sample respecting the laboratory protocol

Content Learning activities Resources

 Soil sample preparation procedures: o Group discussion onsample - Mortar  Coding preparation - Pestle  Drying o Oral presentation on sample - Sieve  Grinding preparation - Oven  Sieving o Demonstration on sample preparation o Practical exercise on soil sample preparation

Formative Assessment 2.1

Performance criterion Proper preparation of soil sample respecting the laboratory protocol

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Checklist Score Yes No Soil sample preparation procedures: Coding Drying Grinding Sieving Observation

Learning Outcome 2.2: Prepare reagents, soil laboratory tools, materials and equipment respecting the laboratory protocol

Content Learning activities Resources

 o Group discussion on equipment - Flip chart  Identification of reagents laboratory adjustment. - Soil laboratory tools,  Protocol for reagents o Oral presentation materialsand equipment preparation o Laboratory visit for identify - Reagents  Tools and equipment different equipment used in selection laboratory. o Demonstration on laboratory equipment utilization. o Practical exercises on laboratory equipment utilization

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Formative Assessment 2.2

Performance criterion Proper preparation of reagents, soil laboratory tools, materials and equipment respecting the laboratory protocol

Checklist Score Yes No reagents Protocol for reagents preparation Tools and equipment selection Observation

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Learning Outcome 2.3: Use laboratory equipment according to the analysis procedure

Content Learning activities Resources

 Types of soils analysis o Group discussion on - Flip chart  Soil pH Laboratory data recording - Soil laboratory tools,  Cation exchange forms and oral presentation materialsand equipment capacity, o Individual work on filling - Reagents  soil fertility Laboratory data recording - Soil sample  Soil organic matter forms.  Soil texture  Porosity  Protocol for parameters analysis

Formative Assessment 2.3

Performance criterion Adequate use of laboratory equipment according to the analysis procedure

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Checklist Score Yes No Types of soils analysis Soil PH Cation exchange capacity, soil fertility Soil organic matter Soil texture Porosity Protocol for parameters analysis

Observation

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LU 3:Perform results interpretation

Learning Outcomes: 1. Record data referring to guidelines 2. Analyse and interpret results referring to norms and standards 3 3. Write report respecting the guidelines

20 Hours

Learning Outcome 3.1: Record data referring to guidelines

Content Learning activities Resources

 Laboratory recordform o Group discussion on Laboratory - Plate readers elements data analysis techniques. - Wave length and shape  Date - Markers  Labo identification o Oral presentation - Indicator papers  Sample origin o  Results Laboratory visit to identify - Computers  Types of record laboratory data analysis aids - Flip chart  Written recording o Laboratory experience as - Internet connection  Soft record on example. - Library electronic devices o Practical exercises on laboratory - Related books,

data analysis. - Newspapers - Reports and scientific paper - DVD players and projector

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Formative Assessment 3.1

Performance criterion

Suitable data recording referring to guidelines

Checklist Score Yes No Laboratory record form elements Date Labo identification Sample origin Results Types of record Written recording Soft record on electronic devices Observation

Learning Outcome 3.2: Analyse and interpret results referring to norms and standards

Content Learning activities Resources

 Protocol of analysis o Presentation on data treatment o Norms catalogues  Norms/standards of and interpretation of norms and o Reference books interpretation results interpretation o Audio visual media o Demonstration on data o Internet treatment and interpretation of o Protocols

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norms and results o Laboratory interpretation o Soil analysis software o Practical exercises on data o Computer treatment and interpretation of norms and results interpretation o Group discussion on result interpretation.

Formative Assessment 3.2

Performance criterion

Relevant analysis and interpretation of results referring to norms and standards

Checklist Score Yes No Protocol of analysis Norms/standards of interpretation Observation

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Learning Outcome 3.3: Write report respecting the guidelines

Content Learning activities Resources

 Characteristics of report - Flip chart  Clear o Brainstorming on report writing - Related books,  Precise o Group discussion on report writing Reports and scientific  Concise o Oral presentation papers.  Different parts of report writing  Introduction  Development  Conclusion and recommendations

Formative Assessment 3.3

Performance criterion

Correct report writing respecting the guidelines

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Checklist Score Yes No Characteristics of report Clear Precise Concise Different parts of report writing Introduction Development Conclusion and recommendations Observation

Reference books:

1. Delgade, A. & Gomez, J.A. 2016 The soil. Physical, chemical and biological properties, Springer International Publishing AG 2016 F.J Villalobas, E. Fereres (eds), Principles of Agronomy for Sustainable Agriculture. 2. Estefan, G. Sommer R. and Ryan J. (2013) Methods of soil plant, and water analysis: A manual for the west Asia and North Africa Region. 3rd edition, ICARDA Beirut, Lebanon. 3. FAO soil bulletin. Soil and plant test and analysis. 119p 4. Geeves, G.W., Graze, B. & Hamilton, G.J. 2000 Soil physical properties. In: P.E.V Charman, & B.W. Murphy (Eds), Soils: Their properties and management (2nd ed.). Oxford: Oxford University press. 5. Maguire R., and Heckendorn S., Soil testing and plant analysis. Available on www.ext.vt.edu accessed in November 2018 6. MC Cauley, A.; Jones, C.; Jeff J. 2005 Soil & Water management Module I, Basic Soil Properties, Montana University, MSU Extension Service. 7. Nagornyy, V.D. 2013 Soil and Plant Laboratory Analysis, textbook People’s Friendship University of Russia, Moscov, Russia 8. Wulfsohn, D. 2010. Sampling techniques for plants and soil in Landbaufschung Volkenrode, Special issues 340, 210

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CRP M I 5 0 1 - SIMPLE METHODS OF IRRIGATION

CRPSMI501 Perform Simple Methods of Irrigation

REQF Level: 5 Learning hours Credits: 7 70

Sector: Agriculture and Food processing Sub-sector: Crop production

Issue date: March, 2014

Purpose statement

This module describes the skills and knowledge required to identify the site for irrigation, establish and maintain basic irrigation structures. By the end of this module the participant will be able to apply manual methods of irrigation, establish sprinkler irrigation method, Establish drip irrigation method and apply basic knowledge of drainage

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Learning assumed to be in place

N/A

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Apply manual methods of 1.1. Adequate selection of tools, materials basing on irrigation irrigation techniques 1.2. Proper installation of manual irrigation system according to irrigation techniques 1.3. Appropriate maintenance of manual irrigation system according to irrigation techniques 2. Establish sprinkler irrigation 2.1. Proper characterization of the site considering edaphic method and climatic conditions 2.2. Adequate selection of tools, materials and equipment according to the standards 2.3. Proper installation of sprinkler irrigation system considering edaphic and climatic conditions 2.4. Appropriate maintenance of sprinkler irrigation system according to the standards 3. Establish drip irrigation method 3.1. Proper characterization of the site considering edaphic and climatic conditions 3.2. Adequate selection of tools, materials and equipment according to the standards 3.3. Proper installation of drip irrigation system considering edaphic and climatic conditions 4. Apply basic knowledge of 4.1 Proper identification of different methods of drainage drainage techniques referring on soil type and crop requirements 4.2 Proper inspection of an existing drainage system according to the standards and type of damage 4.3 Appropriate maintenance of an existing drainage system according to the standards and drainage method

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LU:1 Apply manual methods of irrigation

Learning Outcomes: 1. Select tools, materials basing on irrigation techniques 2. Install manual irrigation system according to irrigation techniques 1 3. Maintain manual irrigation system according to irrigation techniques

15 Hours

Learning Outcome 1.1: Select tools, materials basing on irrigation techniques

Content Learning activities Resources

 Tools and materials for - Watering can different types of manual - Clay pot irrigation: - Bottle - Porous and sectioned o Group discussion and oral  Watering can pipe presentation on tools, - Perforated plastic  Clay pot materials and equipment for sleeves  Bottle manual methods of irrigation  Porous and sectioned pipe  Perforated plastic sleeves

Formative Assessment 1.1

Performance criterion Adequate selection of tools, materials basing on irrigation techniques

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . Open questions . Multiple choice . Sentence completion

Checklist Score Yes No Tools and materials for different types of manual irrigation  Watering can  Clay pot  Bottle  Porous and sectioned pipe  Perforated plastic sleeves Observation

Learning Outcome1.2:Install manual irrigation system according to irrigation techniques

Content Learning activities Resources

 Principles of manual methods of - Watering can irrigation - Clay pot  Types of manual methods of - Bottle irrigation: - Porous and sectioned  Watering can o Group discussion and oral pipe presentation on principles and - Perforated plastic  Clay pot irrigation types of manual methods of sleeves  Bottled irrigation irrigation  Porous and sectioned o Field practical work on manual pipe irrigation systems layout  Perforated plastic sleeves

 Manual irrigation systems layout

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Formative Assessment 1.2

Performance criterion Proper installation of manual irrigation system according to irrigation techniques

Checklist Score Yes No  Principles of manual methods of irrigation  Types of manual methods of irrigation  Watering by watering can  Clay pot irrigation  Bottled irrigation  Porous and sectioned pipe  Perforated plastic sleeves  Manual irrigation systems layout Observation

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Learning Outcome 1.3: Maintain manual irrigation system according to irrigation techniques

Content Learning activities Resources

 Supervision of manual - Hoe irrigation systems - Spade  Maintenance of manual - Clay pot irrigation systems: - Bottle o Field work on - Porous and sectioned pipe  Cleaning maintenance of manual - Perforated plastic sleeves irrigation systems  Check and replace damaged components

Formative Assessment 1.3

Performance criterion Appropriate maintenance of manual irrigation system according to irrigation techniques

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . Open questions . Multiple choice questions  Performance . Checklist  product

Checklist Score Yes No  Supervision of manual irrigation systems    Maintenance of manual irrigation systems

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LU 2: Establish sprinkler irrigation system

Learning Outcomes: 1. Characterize the site considering edaphic and climatic conditions 2. Select tools, materials and equipment according to the standards 2 3. Install sprinkler irrigation system considering edaphic and climatic conditions 4. Maintain sprinkler irrigation system according to the standards 25 Hours

Learning Outcome 2.1: Characterize the site considering edaphic and climatic conditions

Content Learning activities Resources

 Factors for selection of the - Flipchart sprinkler irrigation system: - DVD o Group discussion and oral - Pen  Natural conditions presentation on site - Books Soil physical characterization o Field visit to identify the soil properties characteristics of the site for

Slope sprinkler irrigation  Type of crop to be grown

Formative Assessment 2.1

Performance criterion Proper characterization of the site considering edaphic and climatic conditions

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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . Open questions . Multiple choice . True or false questions

Checklist Score Yes No Factors for selection of the sprinkler irrigation system:  Natural conditions  Soil physical properties  Slope  Type of crop to be grown Observation

Learning Outcome 2.2:Select tools, materials and equipment according to the standards

Content Learning activities Resources

 Components of a sprinkler o Group discussion and oral - Pipes irrigation system: presentation on tools, - L-joints  Water source/tank materials and equipment for - T-joints  Filter sprinkler irrigation - Nipples  Valves - Tephron  Main line - Valves  Sub main line - Mechon  Laterals - Water tank  Sprinklers - Sprinklers - Water filter

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Formative Assessment 2.2

Performance criterion Adequate selection of tools, materials and equipment according to the standards

Checklist Score Yes No Components of a sprinkler irrigation system  Water source/tank  Filter  Valves  Main line  Sub main line  Laterals  Sprinklers Observation

Learning Outcome 2.3:Install sprinkler irrigation system considering edaphic and climatic conditions Content Learning activities Resources

 Joining components of a o Field practical work on - Pipes sprinkler irrigation system joining components of a - L-joints  Supervision of a sprinkler sprinkler irrigation system - T-joints irrigation system - Nipples - Tephron - Valves - Mechon

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- Water tank - Sprinklers - Water filter - Hand hoe - Spade - Pics - Measuring tape - Carpenter level - Cement - Bricks - Stones

Formative Assessment 2.3

Performance criterion Proper installation of sprinkler irrigation system considering edaphic and climatic conditions

Checklist Score Yes No  Joining components of a sprinkler irrigation system  Supervision of a sprinkler irrigation system Observation

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Learning Outcome 2.4: Appropriate maintenance of sprinkler irrigation system according to the standards

Content Learning activities Resources

 Maintenance of a sprinkler - Pipes irrigation system: - Filter  Cleaning filter - Tephron - Nipple  Check and repair - Menchon damaged - Valves components - L-joints o Field practical work on joining - T-joints components of a drip irrigation - Record union system - Hand hoe - Spade - Pics - Measuring tape - Carpenter level - Cement - Bricks - Stones

Formative Assessment 2.4

Performance criterion Proper installation of drip irrigation system considering edaphic and climatic conditions

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Checklist Score Yes No Maintenance of a sprinkler irrigation system  Cleaning filter  Check and repair damaged components Observation

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LU 3:Establish drip irrigation method

Learning Outcomes: 1. Characterize the site considering edaphic and climatic conditions 2. Select tools, materials and equipment according to the standards 3 3. Installdrip irrigation system considering edaphic and climatic conditions 4. Appropriate maintenance of drip irrigation system according 20 Hours to the standards

Learning Outcome 3.1: Characterize the site considering edaphic and climatic conditions

Content Learning activities Resources

 Factors for selection of the drip - Flipchart o irrigation system: Group discussion and oral - DVD presentation on site - Pen  Natural conditions characterization - Books o Soil physical properties Field visit to identify the soil characteristics of the site for Slope drip irrigation  Type of crop to be grown

Formative Assessment 3.1

Performance criterion Proper characterization of the site considering edaphic and climatic conditions

Assessor may collect among the followievidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . Open questions . Multiple choice . True or false

Checklist Score Yes No Factors for selection of the drip irrigation system:  Natural conditions  Soil physical properties  Slope  Type of crop to be grown Observation

Learning Outcome 3.2:Select tools, materials and equipment according to the standards

Content Learning activities Resources

Components of a drip irrigation - Pipes system: - Filter  Main line - Tephron  Sub main line - Nipple  Laterals o Presentation on tools, materials - Menchon  Drippers/Emitters and equipmentfor drip irrigation - Valves  Water source/tank - L-joints  Filter - T-joints - Record union

Formative Assessment 3.2

Performance criterion Adequate selection of tools, materials and equipment according to the standards

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Checklist Score Yes No Components of a drip irrigation system  Main line  Sub main line  Laterals  Drippers/Emitters  Water source/tank  Filter Observation

Learning Outcome 3.3: Install drip irrigation system considering edaphic and climatic conditions

Content Learning activities Resources

 Joining components of a drip - Pipes irrigation system - Filter

 Supervision of a dripirrigation - Tephron - Nipple system - Menchon - Valves o Field practical work on joining - L-joints components of a drip irrigation - T-joints system - Record union - Hand hoe - Spade - Pics - Measuring tape - Carpenter level

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- Cement - Bricks - Stones

Formative Assessment 3.3

Performance criterion Proper installation of drip irrigation system considering edaphic and climatic conditions

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools  Written . Open question . Multiple choice question  Performance . Checklist  product

Checklist Score Yes No  Joining components of a drip irrigation system  Supervision of a drip irrigation system Observation

Learning Outcome 3.4: Appropriate maintenance of drip irrigation system according to the standards

Content Learning activities Resources

 Maintenance of a drip irrigation - Pipes system: o Field practical work on joining - Filter  Cleaning filter components of a drip irrigation - Tephron system - Nipple  Check and repair - Menchon

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damaged - Valves components - L-joints - T-joints - Record union - Hand hoe - Spade - Pics - Measuring tape - Carpenter level - Cement - Bricks - Stones

Formative Assessment 3.4

Performance criterion Proper installation of drip irrigation system considering edaphic and climatic conditions

Checklist Score Yes No Maintenance of a drip irrigation system  Cleaning filter  Check and repair damaged components Observation

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Apply basic knowledge of drainage techniques

Learning Outcomes: 1. Identify different methods of drainage referring on soil type and crop requirements 4 2. Inspect an existing drainage system according to the standards and type of damage 10 Hours 3. Maintain an existing drainage system according to the standards and drainage method

Learning Outcome 4.1: Identify different methods of drainage referring on soil type and crop requirements

Content Learning activities Resources

 Methods of drainage o Group discussion and oral - Flipchart  Surface drainage presentation on Methods - DVD  Subsurface drainage of drainage - Pen  Pipe drainage o Field visit to identify the - Books Methods of drainage

Formative Assessment 4.1

Performance criterion Proper identification of different methods of drainage referring on soil type and crop requirements

Assessor may collect among the followievidences and make judgements on whether the performance criterion has been achieved.

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Types of evidence Portfolio assessment tools  Written . Open questions . Multiple choice . True or false

Checklist Score Yes No Methods of drainage  Surface drainage  Subsurface drainage  Pipe drainage Observation

Learning Outcome 4.2: Inspect an existing drainage system according to the standards and type of damage

Content Learning activities Resources

o Presentation on tools, materials and equipment for drip irrigation

 Prepare a drainage - Flipchart inspection form - DVD  Inspection of the - Pen following items: - Books  Bank slope - inspection form  Open ditches  vegetative strips

along a ditch  Ditch depth  Drain tie outlets  Crossing and culverts  Presence of trees along the bank  Presence of bridges

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 Location and nature of the necessary repair or maintenance

Formative Assessment 4.2

Performance criterion Proper inspection of an existing drainage system according to the standards and type of damage

Checklist Score Yes No  Prepare a drainage inspection form  Inspection of the following items:  Bank slope  Open ditches  vegetative strips along a ditch  Ditch depth  Drain tie outlets  Crossing and culverts  Presence of trees along the bank  Presence of bridges  Location and nature of the necessary repair or maintenance Observation

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Learning Outcome 4.3: Maintain an existing drainage system according to the standards and drainage method

Content Learning activities Resources

 Maintenance of drainage - Pipes system: - Hand hoe  Cleaning open - Spade - Pics drains and pipes o Preparation of materials and - Measuring tape  Check and repair tools - Carpenter level damaged o Brainstorming about the - Cement components maintenance of drainage - Bricks  Lining of drains - Stones  Planting grasses along the banks

Formative Assessment 4.3

Performance criterion Appropriate maintenance of an existing drainage system according to the standards and drainage method

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Checklist Score Yes No Maintenance of drainage system:  Cleaning open drains and pipes  Check and repair damaged components  Lining of drains  Planting grasses along the banks Observation

Reference:

1. Peter H. Stern, 1979; Small-scale irrigation, Southmpton Row, London UK

2. HuguesD.andPhilippe.L, 1990; Ways of water: Run-off, irrigation and drainage. Wagingen, Nerthalands.

3. FAO, 2010; Irrigation water management of irrigated lands

4. Adrian L, 2007; Irrigation Systems. Design, Planning and Construction, UK Cromwell Press, from copy supplied by the author

5. The Ride family's 'Nomad' brand tractor lawn sprinkler, National Museum of Australia

6. Howser, Huell (November 8, 2010). "Rainbird – California's Gold (12002)". California's Gold. Chapman University Huell Howser Archive.

7. Irrigation Pipe On Wheels Move Across Fields, July 1950 Popular Science, bottom of page 114

8. Davis, Mike (2006). City of Quartz: Excavating the Future in Los Angeles. London: Verso. p. 233. ISBN 978-1-84467-568-5.

9. Amimoto, P. Y. 1978. Erosion and sediment control handbook. California Division of Mines and Geology,Department of Conservation. 197 p.

10. Beschta, R. L. 1981. Streamflow estimates in culverts. Oregon State University, Forest Researph Laboratory, Res. Note. 67. 4 p.

11. Darrach, A. G., W. J. Sauerwein, and C. E. Halley. 1981. Building water pollution control into small private forest and ranchland roads. U. S. Department of Agriculture, Forest Service and Soil Conservation Service.

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12. Forest Soils Committee of the Douglas Fir Region. 1957. An introduction to the forest soils of the Douglasfir Region of the Pacific Northwest. University of Washington.

13. Highway Task Force. 1971. Handbook of steel drainage and highway construction products (2nd Ed). American Iron and Steel Institute, 150 E 2nd Street; New York. 368 p.

14. Megahan, W.F. 1977. Reducing erosional impacts of roads. In: Guidelines for Watershed Management. Food and Agriculture Organization, United Nations, Rome. p 237-261.

15. Minematsu, H. and Y. Minamikata, 1983. Optimum spacing for open - top culverts on forest roads. University of Agriculture and Technique, Tokyo. Jour. of J.F.S. 65(12):465-470.

16. Packer, P. 1967. Criteria for designing and locating logging roads to control sediments. Vol.1, No. 13.

17. Pearce, J. K. 1960. Forest engineering handbook. U. S. Department of Interior, Bureau of Land Management. 220 p.

18. Reid, L.M. 1981. Sediment production from gravel-surfaced forest roads, Clearwater basin, Washington. Publ. FRI-UW--8108, Univ. of Washington, Seattle. 247 p.

19. Searcy, J. K. 1967. Use of riprap for bank protection. Federal Highway Administration, Washington D. C. 43 p.

20. USDA, Forest Service. 1971. Transportation engineering handbook. Handbook No. 7709.11.

21. Yee, C. S. and T. D. Roelofs. 1980. Planning forest roads to protect salmonid habitat. U. S. Department of Agriculture, Forest Service. General Technical Report PNW-109. 26 p.

22. U.S. Dept. of Commerce, Bureau of Public Roads. 1963. Hydraulic Charts for the Selection of Highway Culverts, Hydraulic Engineering Circular No. 5.

23. U.S. Dept. of the Interior, Bureau of Reclamation. 1974. Earth Manual, a water resources technical publication. Second edition. Government Printing Office, Washington D.C.

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C R P I C 5 0 1 - INDUSTRIAL CROPS GROWING

CRPIC501 Grow Industrial Crops

REQF Level: 5 Learning hours Credits: 9 90

Sector: Agriculture and Food Processing

Sub-sector: Crop production

Issue date: March, 2014

Purpose statement

This module describes the skills and knowledge required to apply cropping and harvesting techniques applied to industrial crops (Coffee, Tea, Pyrethrum and Sugar cane) mainly grown in Rwanda.

The module will allow the learner to install the nurseries, establish, maintain and harvest industrial crops.

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Learning assumed to be in place

N A Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Elements of competence Performance criteria

1. Prepare tools, materials and 1.1. Proper identification of the site according to the crop equipment requirements 1.2. Proper preparation of tools and equipment referring on agricultural practices for industrial crops 1.3. Adequate preparation of planting materials respecting the standards 2. Conduct industrial crops plantation 2.1 Proper ploughing of the field according to crop requirements 2.2 Proper establishment of plantation for industrial crop considering the type of crops 2.3 Proper maintenance of plantation according to the standards 3. Harvest industrial crops 3.1 Proper identification of maturity signs according to the type of crop 3.2 Adequate selection of harvesting methods and techniques according to the standards and crop types 3.3 Adequate performance of pre-processing operations of rows materials according to requirements

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

Learning Outcomes: 1. Identify the site according to the crop requirements 2. Prepare tools and equipment referring on agricultural practices 1 for industrial crops 3. Prepare planting materials respecting the standards

20 Hours

Learning Outcome1.1: Identify the site according to crop requirements

Content Learning activities Resources

 Criteria for site selection on - pH meters industrial crops o Brainstorming on ecological - Thermometers  Back ground of the field requirement of industrial crops - Pluviometer  Field accessibility o Soil, temperature and rainfall - Clinometer  Ecological industrial crop measurement. - Flip chart requirements o Group discussion on site selection - DVD players and Soil criteria projector Rainfall - Related books, Temperature - Reports and scientific Altitude paper.

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Formative Assessment 1.1

Performance criterion Proper identification of the site according to the crop requirements

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 . Multi choice questions  Oral questions . True or False questions  Performance evidence . Matching questions  Product evidence . Short and open questions . Recording . Observation check list . Pictures . Checklist . Physical end product

Checklist Score Yes No Criteria for site selection on industrial crops  Back ground of the field  Field accessibility  Ecological industrial crop requirements  Soil  Rainfall  Temperature  Altitude Observation

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Learning Outcome 1.2: Prepare tools and equipment referring on agricultural practices for industrial crops

Learning activities Resources Content

 Criteria for selection of tools, o Viewing of pictures, DVD - Flip chart materials and equipment. o Demonstration (identification, - Planting materials  Soil description and functions of (cuttings/Seeds)  Field topography tools, materials and equipment) - Farm tools  Climate o Practical exercises on use of - Internet connection.  Crop tools, materials and equipment. - Related books, o Group discussion on tools, - Newspapers materials and equipment - Reports and scientific handling. o Oral presentation papers - DVD players

Formative Assessment 1.2

Performance criterion Proper preparation of tools and equipment referring on agricultural practices for industrial crops

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 . Multi choice questions  Performance evidence . True or False questions  Product evidence . Matching questions . Short and open questions . Observation check list . Pictures . Checklist . Physical end product

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Checklist Score Yes No Criteria for selection of tools, materials and equipment.  Soil  Field topography  Climate  Crop Observation

Learning Outcome 1.3: Prepare planting materials respecting the standards

Learning activities Resources Content

 Propagation ways of o Brainstorming planting - Flip chart industrial crops material preparation. - Planting materials  Generative propagation o Viewing of pictures, DVD (cuttings/Seeds)  Vegetative propagation o Group discussion on - Farm tools planting material - Related books,  Procedures for planting o Field visit in nursery of - Newspapers materials preparation industrial crop. - Reports and scientific paper  Sorting o Oral presentation on - Demonstration plot for  Grading industrial crops nursery nursery  Pre-treatment o Practical exercises on Internet connection  Nursery establishment for nursery establishment. industrial crops.  Site selection criteria for industrial crops nursery  Establishment of industrial crops nursery.  Maintenance of industrial crops seedlings in nursery

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Formative Assessment 1.3

Performance criterion Adequate preparation of planting materials respecting the standards

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Checklist Score Yes No Propagation ways of industrial crops  Generative propagation  Vegetative propagation  Procedures for planting materials preparation  Sorting  Grading  Pre-treatment  Nursery establishment for industrial crops  Site selection criteria for industrial crops nursery  Establishment of industrial crops nursery  Maintenance of industrial crops seedlings in nursery Observation

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LU 2: Conduct industrial crops plantation

Learning Outcomes: 1. Plough the field according to crop requirements 2. Establish the plantation for industrial crop considering the type 2 of crops 3. Maintain plantation according to the standards 40 Hours

Learning Outcome 2.1: Plough the field according to crop requirements

Learning activities Resources Content

 Land clearing for coffee, - Farm tools and equipment tea, pyrethrum and o Group discussion on - Demonstration plots sugarcane ploughing - Viewing DVD  Primary ploughing for - Projector o Practical exercises on coffee, tea, pyrethrum ploughing and sugarcane  Secondary ploughing for coffee, tea ,pyrethrum and sugarcane Formative Assessment 2.1

Performance criterion Proper ploughing of the field according to crop requirements

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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 . Multi choice questions  Performance . True or False questions evidence . Matching questions  Product evidence . Short and open questions . Observation check list . Pictures . Checklist . Physical end product

Checklist Score Yes No  Land clearing for coffee, tea ,pyrethrum and sugarcane  Primary ploughing for coffee, tea ,pyrethrum and sugarcane  Secondary ploughing for coffee, tea , pyrethrum and sugarcane Observation

Learning Outcome 2.2: Establish the plantation for industrial crop considering the type of crops

Content Learning activities Resources

 Procedures for industrial o Group discussion planting - Flip chart crops transplantation. procedures - DVD players  Planting material o Oral presentation on planting handling (trimming, procedures - Demonstration plot watering, shading, o Field visit of industrial crop transplantation transportation) plantations  Spacing - Farm tools  Fertilizer application o Demonstration on transplanting - Internet connection o Practical exercises on - Related books, transplanting of industrial crop. - Newspapers

- Reports and scientific papers

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Formative Assessment 2.2

Performance criterion Proper establishment of plantation for industrial crop considering the type of crops

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 . Multi choice questions  Performance . True or False questions evidence . Matching questions  Product evidence . Short and open questions . Observation check list . Pictures . Checklist . Physical end product

Checklist Score Yes No Procedures for industrial crops transplantation  Planting material handling practices  Trimming  Watering  Shading  Transportation  Spacing  Fertilizer application

Observation

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Learning Outcome 2.3: Maintain plantation according to the standards

Content Learning activities Resources

 Different maintenance techniques - Flip chart  Wind-break  Weeding o Group discussion on - Plantation of  Earthing up industrial crops industrial crop  Mulching maintenance - Farm tools  Fertilization o Field visit and observation  Pruning (time and procedure) of - Internet industrial crops o Demonstration on connection  Pests and diseases control for maintenance of industrial industrial crops - Related books, crops plantation.  Main pests of industrial crops - Newspapers  Types of diseases of industrial o Practical exercises on crops maintenance of industrial - Reports and

Fungal, crops plantation. . scientific paper Bacterial Viral Abiotic diseases

Formative Assessment 2.3

Performance criterion Proper maintenance of plantation according to the standards

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 . Multi choice questions  Oral questions . True or False questions  Performance evidence . Matching questions  Product evidence . Short and open questions . Recording . Observation check list . Pictures . Checklist . Physical end product

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Checklist Score Yes No Different maintenance techniques  Wind-break  Weeding  Earthing up  Mulching  Fertilization  Pruning (time and procedure) of industrial crops  Main pests of industrial crops  Types of diseases of industrial crops  Fungal,  Bacterial  Viral  Abiotic disease Observation

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LU 3: Harvest industrial crops

Learning Outcomes: 1. Identify maturity signs according to the type of crop 2. select harvesting methods and techniques according to the 3 standards and crop types 3. Perform pre-processing operations of raw materials according to requirements 30 Hours

Learning Outcome 3.1: Identify maturity signs according to the type of crop

Content Learning activities Resources

 Differentiation of base period for o Group discussion on - Flip chart industrial crops. differentiation of industrial - Pangas, Basket,  Maturity signs for industrial crops crops maturity. Sacs, (color, dimension/size, flowering) o Field visit and observation wheelbarrow,  Types of maturity for industrial crops on maturity signs. Buckets, weigh balance and PPE. Morphological maturity - Physiological maturity Plantation of Utility maturity industrial crop - Internet connection - Related books, - Newspapers - Reports and scientific paper. Formative Assessment 3.1

Performance criterion Proper identification of maturity signs according to the type of crop

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Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

Checklist Score Yes No  Base period for industrial crops Maturity signs for industrial crops  Color  Dimension  Size  Flowering  Types of maturity for industrial crops  Morphological maturity  Physiological maturity  Utility maturity Observation

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Learning Outcome 3.2 Select harvesting methods and techniques according to the standards and crop types

Content Learning activities Resources

 Identification of different parts to be o Group discussion on - Flip chart harvested on industrial crops. harvesting techniques of - Plantation of  Flower industrial crops.  Fruits industrial crop  Leaves o Industrial crops plantation - Internet  Harvesting techniques on industrial visit and observation on connection crops. harvesting operations.  Selective harvesting - Related books,  Harvest by stripping o Demonstration on  Mechanical harvesting harvesting operations. - Newspapers  Frequency of harvesting (Period) o Practical exercises on - Reports and harvesting operations. scientific paper

Formative Assessment 3.2

Performance criterion Adequate selection of harvesting methods and techniques according to the standards and crop types

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved.

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Checklist Score Yes No Identification of different parts to be harvested on industrial crops.  Flower  Fruits  Leaves Harvesting techniques on industrial crops  Selective harvesting  Harvest by stripping  Mechanical harvesting  Frequency of harvesting (Period)

Observation

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Learning Outcome 3.3. Perform pre-processing operations of raw materials according to requirements

Content Learning activities Resources

 Techniques of industrial products - Flip chart handling: - Plantation of Handling techniques of tea industrial crop leaves - Packages and  Packaging labels  Loading - Internet  Weighing connection  Quality analysis o Group discussion on - Related books, Handling techniques of - Newspapers Handling techniques of coffee industrial crops products  Sorting - Reports and  Packaging o Processing unit visit and scientific paper  Loading observation Handling techniques of o Demonstration on how to pyrethrum flowers handle the products.  Sorting  Packaging o Practical exercises product  Loading packaging and labeling  Drying  Storage Handling techniques of Sugarcane  Sorting  Packaging  Loading

Formative Assessment 3.3

Performance criterion Adequate performance of pre-processing operations of raw materials according to requirements

Assessor may collectamong the following evidences and make judgements on whether the performance criterion has been achieved

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Checklist Score Yes No Handling techniques of industrial products handling:  Handling techniques of tea leaves  Packaging  Loading  Weighing  Quality analysis  Handling techniques of coffee  Sorting  Packaging  Loading  Handling techniques of pyrethrum flowers  Sorting  Packaging  Loading  Drying  Handling techniques of Sugarcane  Sorting  Packaging  Loading Observation

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Summative Assessment

Integrated situation Resources

Materials ASSOPTHE is a farmers’ cooperative located in Rulindo District, - Tea crop KINIHIRA sector and it is engaged in tea production. In last two years, - Mineral fertilizers the farmers of this Cooperative faced a decrease of yield in tea crop - Organic fertilizers - Plots of coffee, tea at due to poor quality of planting material and inappropriate different growing stage maintenance practices. ASSOPTHE has decided to assist technically those farmers. Suppose that you are ASSOPTHE agronomist and you Tools are requested to perform three cultural practices (pegging,planting - Farm tools (Hoe, Panga, ,pruning and fertilizer application) on tea plot of 10m2 and preparation Forked hoe, Spade, , of tea planting material. The task will be achieved within 2 hours. watering can, spring balance, pots, measuring tape, pegs, pruning saws, secateurs, collection bags, baskets, Equipment - sprayer - Wheelbarrow - PPE

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Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator : Site is properly identified according to the crop requirements  Back ground of the field  Field accessibility  Ecological industrial crop requirements  Soil  Rainfall  Temperature  Altitude Indicator : Tools and equipment are properly prepared referring on agricultural practices for industrial crops  Criteria for selection of tools, materials and equipment  Soil  Field topography  Climate  Crop Indicator : Planting materials are adequately prepared respecting the standards  Propagation ways of industrial crops  Generative propagation    Vegetative propagation    Procedures for planting materials preparation  Sorting  Grading  Pre-treatment  Nursery establishment for industrial crops  Site selection criteria for industrial crops nursery  Establishment of industrial crops nursery  Maintenance of industrial crops seedlings in nursery Indicator: Field is properly ploughed according to crop requirements  Land clearing for coffee, tea ,pyrethrum and sugarcane  Primary ploughing for coffee, tea , pyrethrum and sugarcane  Secondary ploughing for coffee, tea , pyrethrum an sugarcane Indicator: Plantation for industrial crop is properly established considering the type of crops  Procedures for industrial crops transplantation.  Planting material handling (trimming, watering, shading, transportation)  Spacing  Fertilizer application Indicator: Plantation is properly maintained according to the standards

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 Different maintenance techniques  Wind-break    Weeding    Earthing up    Mulching    Fertilization    Pruning (time and procedure) of industrial crops    Pests and diseases control for industrial crops  Main pests of industrial crops    Types of diseases of industrial crops  Fungal,    Bacterial    Viral    Abiotic diseases   Indicator: Maturity signs are properly identified according to the type of crop  Base period for industrial crops.  Maturity signs for industrial crops  Color  dimension/size  Flowering  Types of maturity for industrial crops  Morphological maturity  Physiological maturity  Utility/horticultural maturity Indicator: Harvesting methods and techniques are adequately selected according to the standards and crop types  Identification of different part to be harvested on industrial crops.  Flower    Fruits    Leaves    Harvesting techniques on industrial crops.  Selective harvesting    Harvest by stripping    Mechanical harvesting    Frequency of harvesting (Period) Indicator: Pre-processing operations of raw materials are adequately performed according to requirements  Handling techniques of industrial products handling  Handling techniques of tea leaves  Packaging    Loading    Weighing

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 Quality analysis  Handling techniques of coffee berries  Sorting  Packaging  Loading  Handling techniques of pyrethrum flowers  Sorting  Packaging  Loading  Drying  Handling techniques of pyrethrum flowers  Sorting  Packaging  Loading Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No Indicator: Tea plot is well maintained  Vigorous plants  Tea plot free from weeds  Pruned tea plot  Plants free from pests and diseases signs and symptoms Indicator :Tea planting material is well prepared  Length 4-5cm with one bud  Treatment of cutting  Free from pest and disease  Good physical appearance Observation

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Assesment Criterion 3: Relevance

Checklist Score

Yes No Indicator : Time is effectively managed according to the instructions  Duration:2 hours Indicator : Plot dimension is respected according to the instruction  Plot length (10m)  Plot width (1m) Indicator : agricultural practices are done properly according to the instructions  Pruning  fertilizers  Planting material Observation

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Reference:

1. Kurt, M.; Van Thiet Ng. & Jansen D.M. 2004 Manual for Arabica cultivation, coffee. Hand book, Tan Lam Agricultural Product Joint Stock Company & PPP Project: Improvement of coffee quality and sustainability of coffee production, in Vietnam, Cam Lo, Quang tri, Vietnam 2. Export Processing Zones Authority, 2005, Report, Nairobi, Kenya 3. Wandahwa, P. & Van Ranst, E. 1996 Qualitative land suitability assessment for pyrethrum cultivation in west Kenya based upon computer-captured expert knowledge and GIS in Agriculture Ecosystems & environment 56 (1996) 187. 4. Duncan, B. & Graham, F. 2002, Strategies for the Development of a competitive Pyrethrum- based pesticide sector in Kenya, Final report, University of Greenwich, NRI, Nairobi Kenya

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C R P P L 5 0 1 - PLANT LABORATORY ANALYSIS

CRPPL501 Perform plant laboratory analysis

REQF Level: 5 Learning hours Credits: 4 50

Sector: Agriculture and Food processing Sub-sector: Crop production

Issue date: March 2014

Purpose statement

This module is provided for the trainees of level five and describes the skills, knowledge and attitudes required to perform plant laboratory analysis. Moreover, this module will enable the trainee to prepare the laboratory tools, materials and equipment, perform plant sample analysis and interpret laboratory results.

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Learning assumed to be in place

Not Applicable

Elements of competence Performance criteria

1. Perform plant sampling 1.1 Adequate preparation of plant sampling tools and equipment based on activity to be carried out 1.2 Appropriate collection of plant sample from the field respecting the laboratory protocol 1.3 Proper identification of analysis methods considering type of analysis

2.Perform plant sample analysis 2.1 Proper preparation of cultural media and reagents respecting the laboratory protocol 2.2 Proper preparation of plant sample respecting the laboratory protocol 2.3 Appropriate analysis of parameters according to the laboratory protocol

3.Perform results interpretation 3.1 Suitable laboratory data recording following guidelines 3.2 Proper laboratory data treatment respectingthe laboratory protocol 3.3 Appropriate interpretation of laboratory results referring to the norms and standards

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LU 1: Perform plant sampling

Learning Outcomes: 1. Prepare plant sampling tools and equipment based on activity to be carried out 1 2. Collect plant sample from the field respecting the laboratory protocol 3. Identify analysis methods considering type of analysis 10 Hours

Learning Outcome 1.1: Prepare plant sampling tools and equipment based on activity tobe carried out

Content Learning activities Resources

 Identification, description and - Flip chart functions of tools and o Group discussion on plant - School farm equipment used for plant sampling tools - Samples sampling o Group discussion and - Plant laboratory  Criteria for choosing tools and presentation on preparation of - Internet connection equipment in sample collection tools and equipment. - Related books,  Type of activities - Newspapers  Types of crops

 Tools preparation techniques

 Sterilization  Disinfection  Cleaning Formative Assessment 1.1

Performance criterion Adequate preparation of plant sampling tools and equipment based on activity to be carried out

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Checklist Score Yes No Identification, description and functions of tools and equipment used for plant sampling Criteria for choosing tools and equipment in sample collection Type of activities Types of crops Tools preparation techniques Sterilization Disinfection Cleaning Observation

Learning Outcome1.2:Collect plant sample from the field respecting the laboratory protocol

Content Learning activities Resources

 Field sampling methods: - Flip chart  Random sampling - School farm  Systematic sampling - o Group discussion on plant Samples  Quadrat sampling - Plant laboratory sample collection methods  Cluster sampling - Internet connection o School farm visits and  Stratified sampling - Related books,  collection sample. Transect method - Newspapers

 Different parts to be collected - PPEs basing on types of disease: - Bags  Roots

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 Leaves  Stems  Buds  Fruits  Flowers  Seeds/tubers  Tissues (plant sap)  Sample size  Minimum number of sample to be taken  Sample handling techniques.  Packaging  Labelling

Formative Assessment 1.2

Performance criterion Appropriate collection of plant sample from the field respecting the laboratory protocol

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Checklist Score Yes No Field sampling methods Random sampling Systematic sampling Quadrat sampling Cluster sampling Stratified sampling

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Transect method Different parts to be collected basing on types of disease Roots Leaves Stems/Buds Buds Fruits Flowers Seeds/tubers Tissues (plant sap) Sample size Minimum number of sample to be taken Sample handling techniques. Packaging Labelling Observation

Learning Outcome 1.3: Identify analysis methods considering type of analysis

Content Learning activities Resources

 Methods of plant sample analysis based - Flip chart on types of pathogens. - Samples  Bacteria. - Plant laboratory MFM (Membrane filtration o Brainstorming on methods methods ) of plants sample laboratory - Related books, Presence and absence test analysis - Newspapers Media culture and types of - Reports and media o Laboratory visit  Fungus scientific papers o Group discussion on Direct transfer (Microscopy) - Internet methods of analysis Indirect transfer (Media connection culture) o Oral presentation  Virus ELISA test  Criteria for selecting method of plant samples analysis

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 Availability of tools and materials  Type of analysis  Duration  Cost

Formative Assessment 1.3

Performance criterion Proper identification of analysis methods considering type of analysis

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools . Written evidence . Multi choice questions . True or False questions . Performance evidence . Matching questions . . Short and open questions . Observation check list Checklist Score Yes No Methods of plant sample analysis based on types of pathogens. Bacteria. MFM (Membrane filtration methods ) Presence and absence test Media culture and types of media Fungus Direct transfer (Microscopy) Indirect transfer (Media culture) Virus ELISA test Criteria for selecting method of plant samples analysis Availability of tools and materials Type of analysis Duration Cost Observation

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LU 2:Perform plant sample analysis

Learning Outcomes: 1. Prepare cultural media and reagents respecting the laboratory protocol 2 2. Prepare plant sample respecting the laboratory protocol 3. Analyze parameters according to the laboratory protocol

25 Hours

Learning Outcome 2.1: Prepare cultural media and reagents respecting the laboratory protocol

Content Learning activities Resources

 Identification of cultural - Flip chart media and reagents used - Samples basing on pathogen - Different kind reagents  Fungi - Plant laboratory o Brain storming  Bacteria - Internet connection o Group discussion on different  Virus - Related books, types of media and reagents  Newspapers Techniques and procedures o Demonstration on media of reagents preparation preparation  Required items o Practical exercise on media  Instruction for preparation preparation o Oral presentation on media  Storages conditions preparation  Expiration date  Techniques of sterilization  Wet heat  Dry heat  Radiation  Solvents application

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Formative Assessment 2.1

Performance criterion Proper preparation of cultural media and reagents respecting the laboratory protocol

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools . Written evidence . Multi choice questions . Performance evidence . True or False questions . Product evidence . Matching questions . Short and open questions . Observation check list . Pictures . Checklist . Physical end product

Checklist Score Yes No Identification of cultural media and reagents used basing on pathogen Fungi Bacteria Virus Techniques and procedures of reagents preparation Required items Instruction for preparation Storages conditions Expiration date Techniques of sterilization Wet heat Dry heat Radiation Solvents application Observation

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Learning Outcome 2.2:Prepare plant sample respecting the laboratory protocol

Content Learning activities Resources

 Sample preparation techniques o Brainstorming - Flip chart  Grinding o Group discussion on sample - Samples  Scratching preparation - Plant laboratory  Drying o Oral presentation on plant - Internet connection  Squeezing sample preparation - Related books,  Dilution o Demonstration on plant - Newspapers sample preparation. o Practical exercises plant sample preparation. Formative Assessment 2.2

Performance criterion Proper preparation of plant sample respecting the laboratory protocol

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Checklist Score Yes No Sample preparation techniques Grinding Scratching Drying

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Squeezing Dilution Observation

Learning Outcome 2.3:Analyse parameters according to the laboratory protocol

Content Learning activities Resources

o Group discussion on sample - Flip chart Techniques of analysis analysis - Samples  Microscopy test o Individual work on sample - Different materials of  ELISA test analysis Plant laboratory  Gram staining Brainstorming - Internet connection - Related books, - Newspapers - Different type of

media

Formative Assessment 2.3

Performance criterion Appropriate analysis of parameters according to the laboratory protocol

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Checklist Score Yes No Techniques of analysis Microscopy test ELISA test Gram staining

Observation

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LU 3:Perform results interpretation

Learning Outcomes: 1. Record laboratory data following guidelines 2. Treat laboratory data respecting the laboratory protocol 3 3. Interpret laboratory results referring to the norms and standards

15 Hours

Learning Outcome 3.1:Record laboratory data following guidelines

Learning activities Resources Content

 Importance of laboratory data - Plate reader recoding - Markers  Laboratory data recording forms content - Computers Address of farmer  Group discussion on - Flip chart Plant species Laboratory data recording. - Internet connection Date of data records  Oral presentation - Library Activity  Laboratory visit performed/Methodolo - Related books,  Practical exercises on gy used - Newspapers laboratory data recording. Reagents and solvents - Reports and scientific  Field location brainstorming paper Growing situation - DVD players and Field size projector

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Formative Assessment 3.1

Performance criterion Suitable laboratory data recording following guidelines

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools . Written evidence . Multi choice questions . Performance evidence . True or False questions . . Matching questions . Short and open questions . Observation check list

Checklist Score Yes No Importance of laboratory data recoding Laboratory data recording forms content Address of farmer Plant species Date of data records Activity performed/Methodology used Reagents and solvents Field location Field size Observation

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Learning Outcome 3.2:Treatlaboratory data respecting the laboratory protocol

Content Learning activities Resources

 Microbiological units o Norms CFU, g/ml, number of bacteria/g, number of catalogues bacteria/ml. o o Presentation on data Reference books  Different formula used for calculation o treatment accordingly Audio visual

o Demonstration on data media o treatment Internet o o Practical exercises on data Protocols o treatment of norms result Laboratory o o Group discussion on result Computer o interpretation. Flip chart o Reports and scientific papers.

Formative Assessment 3.2

Performance criterion Proper laboratory data treatment respectingthe laboratory protocol

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

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Checklist Score Yes No Microbiological units CFU, g/ml, number of bacteria/g, number of bacteria/ml. Different formula used for calculation Observation

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Learning Outcome 3.3:Interpret laboratory results referring to the norms and standards

Content Learning activities Resources

 Interpretation of results - Flip chart according to the standards o Brainstorming on result - Related books,  Relationship between interpretation and report - Reports and scientific obtained results and writing papers. standards o Group discussion on  Interpretation of results interpretation of result and

 Report writing report writing  Characteristics of report o Oral presentation - Clear - Precise - Concise  Different parts of report writing

Formative Assessment 3.3

Performance criterion Appropriate interpretation of laboratory results referring to the norms and standards

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.

Types of evidence Portfolio assessment tools . Written evidence . Multi choice questions . Performance evidence . True or False questions . Matching questions . Short and open questions . Observation check list

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Checklist Score Yes No Interpretation of results according to the standards Relationship between obtained results and standards Interpretation of results Report writing Characteristics of report Clear Precise Concise Different parts of report writing Observation

References:

1. Delgade, A. & Gomez, J.A. 2016 The soil. Physical, chemical and biological properties, Springer International Publishing AG 2016 F.J Villalobas, E. Fereres (eds), Principles of Agronomy for Sustainable Agriculture. 2. Estefan, G. Sommer R. and Ryan J. (2013) Methods of soil plant, and water analysis: A manual for the west Asia and North Africa Region. 3rd edition, ICARDA Beirut, Lebanon. 3. FAO soil bulletin. Soil and plant test and analysis. 119p 4. Geeves, G.W., Graze, B. & Hamilton, G.J. 2000 Soil physical properties. In: P.E.V Charman, & B.W. Murphy (Eds), Soils: Their properties and management (2nd ed.). Oxford: Oxford University press. 5. Jane M-F Johnson and Jack Morgan, 2010. Sampling protocols. Chapter 2. Plant sampling guidelines. In Sampling protocols RF Follet.p 2-1 to 2-10 accessed in www.ars.usda.gov/research/GRACEnet 6. Maguire R., and Heckendorn S., Soil testing and plant analysis. Available on www.ext.vt.edu accessed in November 2018 7. Nagornyy, V.D. 2013 Soil and Plant Laboratory Analysis, textbook People’s Friendship University of Russia, Moscov, Russia 8. Wulfsohn, D. 2010. Sampling techniques for plants and soil in LandbaufschungVolkenrode, Special issues 340, 210

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GLOSSARY

Assessment: A process of gathering and judging Complementary competencies: Set of evidence in order to decide whether a person knowledge, skills and attitudes which are not has attained a standard of performance. directly linked to a specific occupation or industry, but which are important for work, Assessment criteria: Statements which describe education and life in general, such as performances and place them in context with communication, mathematics, organizational sufficient precision to allow valid and reliable aptitude, and computer literacy, interpersonal assessment. and analytical competency.

Best practice: Management practices and work Core modules: Modules leading to processes that lead to outstanding or top-class competencies’ acquisition that an industry performance and provide examples for others. sector has agreed upon as essential for a person Competency standard: An industry-determined to be accepted as competent at a particular specification of performance which sets out the level. All modules may be core, but in many skills, knowledge and attitudes required to cases competency at a level will involve core operate effectively in employment. modules plus optional or specialization Competency standards are made up of units of modules. Core competencies are normally competency, which are themselves made up of those central to work in a particular industry. elements of competency, together with Credential: Formal certification issued for performance criteria, a range of variables, and successful achievement of a defined set of an evidence guide. outcomes, e.g. successful completion of a Competency: means the ability to apply course in recognition of having achieved knowledge, skills and personal, social and particular knowledge, skills or competencies; methodological skills in the workplace or successful completion of an apprenticeship or during learning, as well as in personal and traineeship. professional development. This ability or Credit: The acknowledgement that a person has capacity is acquired through leaning, exposure satisfied the requirements of a module. to the tasks and series of training allowing one to perform specific task autonomously. Reason Curriculum: The specifications for a course or why in the context of the CBE Framework subject (module) which describe all the learning competencies are described as responsibility experiences a learner undergoes, generally and independence. including objectives, content, intended learning outcomes, teaching methodology, Competency-based assessment (or CBA): The recommended or prescribed assessment tasks, gathering and judging of evidence in order to assessment exemplars, etc. decide whether a person has achieved a standard of competency. Evidence guide: The part of a competency standard which provides a guide to the interpretation and assessment of the unit of

483 | P a g e competency, including the aspects which need particular occupation or industry. The following to be emphasized in assessment, relationships are key areas of competency which were to other units, and the required evidence of developed into seven key competencies: competency. collecting, analyzing and organizing information; communicating ideas and Flexible delivery: A range of approaches to information; planning and organizing activities; providing education and training, giving working with others and in teams; using learners greater choice of when, where and mathematical ideas and techniques; solving how they learn. Flexible delivery may involve problems; and using technology. distance education, mixed-mode delivery, online education, self-paced learning, self- Knowledge: means the result of the adoption directed learning, etc. of information through the learning process. Knowledge is a set of facts, principles, theories Formal education: Also formal training and practices related to area of work or study. education or training provided in educational In CBE context lifelong learning knowledge is institutions such as schools, universities, described as theoretical and / or factual. colleges, etc. or off the job in a workplace, usually involving direction from a teacher or Learning outcomes: are statements of what instructor. learner knows, understands and can perform, based on the completion of the learning General competencies: competencies process, defined by knowledge, skill and correspond to larger operations that go beyond competency. the tasks, but generally contribute to their implementation. These activities require more Learning activities: Suggested activities that fundamental learning and are generally can be developed during lesson planning and common to several tasks and transferable to activity preparation. The choice of learning many work situations. activities must be tailored according to group size, available material resources and Generic modules: Modules leading to the communication tools. attainment of complementary competencies. Learning hours: Amount of hours required to Informal education: The acquisition of acquire the competency, including the time knowledge and skills through experience, allocated to evaluation, which is estimated reading, social contact, etc. between 5 and 10% of the total learning time of Internship: An opportunity for a learner to the competency. integrate career related experience by Learning outcomes: Statements that indicate participating in planned, supervised work. what learners will know or be able to do as a Key competencies: Any of several generic skills result of a learning activity. Learning outcomes or competencies considered essential for are usually expressed as knowledge, skills, or people to participate effectively in the attitudes. workforce. Key competencies apply to work Learning unit: Any of the basic building blocks generally, rather than being specific to work in a of a module, which describes the key activities

or the elements of the work covered by the work or life experience, which may be used to module grant status or credit in a subject or module.

Module: A unit of training which corresponds to Skills: are the ability to apply knowledge and one competency and which can be completed use the principle of “know how” to perform a on its own or linked to others. specific task and to solve the problem. In the context of the CBE Framework, skills are Occupation: The principal business of one’s life. defined as cognitive (involving the use of logical, Performance criteria The part of a competency intuitive and creative thinking), practical standard specifying the required level of (including physical skill and use of methods, performance in terms of a set of outcomes materials, devices and instruments) and social which need to be achieved in order to be skills (communication and cooperation skills, deemed competent. It describes the quality emotional intelligence and other). requirements of the result obtained in labor Specific competencies: Competencies that are performance. directly related to the tasks of the occupation in Qualification: means the formal name for the the workplace context. They refer to concrete, result of a process of assessment and practical, and focused aspects validation, which is obtained when a competent Traineeship: A system of vocational training body determines that an individual has combining off-the-job training at an approved achieved learning outcomes to the standards training provider with on-the-job training and laid down. practical work experience. Traineeships Quality assurance: The systems and procedures generally take one to two years and are now a designed and implemented by an organization part of the New Apprenticeships system. to ensure that its products and services are of a Unit of competency: A component of a consistent standard and are being continuously competency standard. A unit of competency is a improved. statement of a key function or role in a Recognition of prior learning (or RPL): The particular job or occupation. See also element acknowledgement of a person’s skills and of competency, performance criteria, range of knowledge acquired through previous training, variables.

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw