TVET CERTIFICATE IV in ANIMAL HEALTH · 2018. 10. 24. · LU 1: Classify different types of micro-organisms 231 LU 2: Select material, media and Equipments 237 LU 3: Apply different

4

TVET CERTIFICATE IV in

ANIMAL HEALTH

CODE

AGRANH4001

Kigali January, 2014

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AGRANH4001-TVET CERTIFICATE IV

Animal Health

RTQF Level 4 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

January, 2014

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

represent the views of WDA. The competent Body does not give warranty nor accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i i

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

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

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

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

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 3

2.5 Employability skills and life skills 3

2.6 Information about competencies 6

3 . T R A I N I N G P A C K A G E 7

3.1 Course structure 7

3.2 Competencies chart 7

3.4 Flowchart 9

4 . A S S E S S M E N T G U I D E L I N E S 1 0

4.1 Assessment Methodology 10

4.2 Portfolio 10

C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 3

LU 1: Participate as part of a team and respect the rules of the training environment. 15

LU 2: Explain the occupation and learning process 19

LU 3: Respect the facilitation and apply learning methods. 22

LU 4: Develop personal plans based on self-assessment practices 25

C C M C S 4 0 1 - C O M P U T E R S K I L L S 3 1

LU 1: Protect computer system 33

LU 2: Use Spreadsheet. 39

LU 3: Use Presentation 48

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C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 5 4

LU 1: Develop and maintain product, service and market knowledge. 57

LU 2: Provide a quality service experience to customers. 64

LU 3: Deal with complaints and difficult customer service situations. 71

LU 4: Manage and use information about clients and customers. 80

C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 8 4

LU 1: Identify hazardous areas to be improved. 86

LU 2: Apply SHE practices. 92

LU 3: Assess and control risks. 100

LU 4: Awareness of SHE in working place. 105

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

LU 1: Write factual, descriptive, and explanatory texts. 114

LU 2: Apply a range of listening strategies to understand predictable messages. 122

LU 3: Discuss general and trade-related topics. 127

LU 4: Read medium texts on general and trade-related topics. 132

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 3 7

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 140

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

ry’umwuga no kugaragaza intêgo y’izina mbonera. 147

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no

kugaragaza amategeko y’igenamajwi mu izina mbonera. 155

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

ibidukikije. 162

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 168

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 7 5

LU 1: Identify elements of business plan. 177

LU 2: Write a business plan in line with the identified elements 183

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 194

LU 4: Present a business plan 201

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C C M I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 0 6

LU 1: Investigate and secure industrial attachment place. 208

LU 2: Deal with workplace challenges. 215

LU 3: Get briefed on industrial attachment program. 219

LU 4: Develop one’s competencies on the workplace. 223

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

LU 1: Classify different types of micro-organisms 231

LU 2: Select material, media and Equipments 237

LU 3: Apply different methods of identification 242

A N H R F 4 0 1 - R A B B I T F A R M I N G 2 4 9

LU 1: Describe rabbit breed 251

LU 2: Design and equip rabbit hutches 254

LU 3: Design hardwood floor 258

LU 4: Perform rabbit health and diseases control 265

Summative Assessment 271

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

P H Y S I O L O G Y 2 7 5

LU 1: Describe animal cell physiology 278

LU 2: Describe body defence mecanism 282

LU 3: Describe the physiology of different body systems 286


C R P O I 4 0 1 - B A S I C K N O W L E D G E O F O R G A N I C A N D I N O R G A N I C C H E M I S T R Y 2 9 7

LU 1: Apply basic knowledge of structure atoms and elements 299

LU 2: Apply basic knowledge of inorganic chemistry 303

LU 3: Apply basic knowledge of organic chemistry 308

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A N H P F 4 0 1 - P O U L T R Y F A R M I N G 3 1 2

LU 1: Describe poultry breeds 315

LU 2: Design poultry shelters and hatchery 319

LU 3: Install the poultry shelters and hatchery equipment 323

LU 4: Manage poultry production 326

LU 5: Produce day old chicks, poults, duckling, Gosling 332

LU 6: Perform poultry health and diseases control 337


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

LU 1: Identify common parasites 345

LU 2: Identify common parasitic diseases 350

LU 3: Perform diagnosis for parasitic diseases 355

LU 4: Perform treatment for parasitic diseases 360


A N H I D 4 0 1 - C O M M O N I N F E C T I O U S D I S E A S E S T R E A T M E N T 3 6 6

LU 1: Describe common infectious diseases 368

LU 2: Perform Diagnosis of infectious diseases 375

LU 3: Apply treatment for infectious diseases 379


A N H N M 4 0 1 - I N T O X I C A T I O N S , N U T R I T I O N A L A N D M E T A B O L I C D I S E A S E S

T R E A T M E N T 3 8 5

LU 1: Describe intoxications and toxi-infections 387

LU 2: Perform diagnosis of intoxications, nutritional and metabolic diseases 394

LU 3: Apply treatment of intoxications, nutritional and metabolic diseases 398


G L O S S A R Y a

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List of abbreviations

AGRANH Agricultural and food processing sector/ Animal health sub sector

APEFE Association pour la Promotion de l’Education Et de la Formation à l’Etranger

CDU Curriculum development unit

EAV Ecole agri-vétérinaire

ICT Information Communication Technology

ILO International labour organization

IM Intramuscular

ISAE “Institut Supérieur d’Agriculture et d’Elevage” (Higher Agriculture and Animal Husbandry Institute)

ISCO International standard classification of occupations

IV Intravenous

NTQF National TVET qualification framework

OHS Occupational health and safety

PAFP Programme d’Appui à la Formation Professionnelle

Per os By way of the mouth Oral

PPE Personal protective equipment

RAB Rwanda Agriculture Board

RBS Rwanda Bureau of Standards

REQF Rwandan Education Qualification Framework

SC Subcutaneous injection

TBD Tick Borne Disease

TVET Technical and vocational education and training

VSF Vétérinaires Sans Frontières

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

MUHIRE JMV

Facilitators

NTAHONTUYE Félix

HATEGEKIMANA Gratien

Curriculum Development Team

GAHUNGU Faradji

DODO Kimba

Dr Ciza Antoine

FILIOT Aline

NGOMA Marie-Pierre

AMAHIRWE Théogène

AKARIKUMUTIMA Clementine

AMAHIRWE Théogène

BANGUMUKUNZI Faustin

BWENGE Richard

DUKUZUMUREMYI Claude

GAKWISI Frédéric

KANKESHA Donatille

HABARUGIRA Gervais

HANYURWIMFURA Emmanuel

MAYIGANE Landry

MUKURALINDA Célestin

NGIZWENAYO Jean Claude

NGUTEGURE Elizabeth,

NISINGIZWE Protogene

NIWEMWERA Geovanie

NTIRENGANYA Jacques

NYIRIMANZI O. Philémon

RUGAMBWA Adolphe

SEBUHINJA Felicien

TWAGIRAYEZU J. Baptiste

USENGUMUREMYI Jean Chrisostome

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of Veterinary nurse. 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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2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes to new entrants to

animal care and management industry. In

Rwanda, animal care or management may

be performed in a variety of private/public

workplaces, including farms, veterinary

clinics, animal research facilities, animal feed

stores, veterinary drugs stores, natural parks

or public services.

Veterinary assistants, also known as

Veterinary auxiliary nurses, carry out

diagnostic, preventive and curative

veterinary tasks, more limited in scope and

complexity than those carried out by the

upper levels of veterinary workers

(Veterinary nurses, Veterinary technicians,

Animal health engineers and Veterinarians).

They may perform individually (alone) or in

team but usually under close supervision.

Work would be undertaken in various

construction and building industries where

interior design services including floor,

ceiling and wall design are provided.

Learners may work under minimum

supervision.

Vision 2020 has identified agriculture as one

of the six pillars of Rwanda economic and

social development. It recommends that the

agriculture sec

tor, now turned towards the subsistence be

transformed into a value-added agriculture,

market-oriented, particularly through the

production of high value crops and modern

livestock management.

Also, the Vision 2020 and the "Economic

Development & Poverty Reduction Strategy

(EDPRS)" 2008-2012, envisions the

implementation of an ambitious agriculture

intensification programme in which the

major diseases of livestock will be eradicated

or controlled. In order to achieve these

goals, a capacity building strategy is

necessary. It’s in this regard that, the

strategic priorities identified in the

"Education Sector Strategic Plan” (ESSP)

2010-2015, relates to an improvement of the

Technical and Vocational Education and

Training (TVET) system to satisfy the market

demand of qualified workers.

Veterinary assistant occupation was

identified as a priority during May 2011

workshop (organised by WDA and PAFP) on

Title: TVET Certificate IV in Animal Health

Level: REQF Level 4

Credits: 120

Sector: Agriculture and food

processing

Sub-sector: Animal Health

Issue date: January, 2014

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agriculture occupations identification and

prioritisation. The areas of intervention of

this occupation are focused typically on

livestock diseases prevention and control.

Livestock diseases contribute to an

important set of losses and issues including

animal welfare, productivity losses,

uncertain food security, loss of income and

zoonosis. Livestock disease management,

including good animal husbandry practices,

can improve human health and the animal

productions, therefore the national

economy. As such, the Veterinary nurse is

seen as an important stakeholder in the

process of animal production intensification

and the country's economy development.

At the end of this qualification, qualified

learners will be able to:

Describe the occupation and learning process

Implement health safety and environment precaution

Develop business plan

Provide quality customer service

Apply Computer Skills

Use Intermediate English at workplace

Gukoresha i Kinyarwanda cy’ umunyamwuga

Identify micro organisms

Demonstrate basic knowledge of

organic and inorganic chemistry

Perform Rabbit farming

Demonstrate basic knowledge on

domestic animal physiology

Perform Poultry farming

Treat common parasitic diseases

Treat common infectious diseases

Treat intoxication and food poisoning

Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally

fit with broad knowledge, skills and attitude

of agriculture background.

2.3 Information about pathways

Pathways into this qualification may be: TVET Certificate III in Animal health

or other related qualification

Recognition of prior learning related

to this qualification

After achieving this qualification,

candidates may undertake TVET

certificate V in animal health REQF

level 5 or other relate qualification.

Pathways into the qualification

Pathways from the qualification

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2.4 Job related information

This qualification prepares individuals to integrate the agriculture industry with the

professionalization of Agriculture assistant technician; this qualification again offers the

opportunity to execute the works as Cereals grower, Poultry farmer and Fruit grower while

ensuring that safety, security and environmental regulations are respected.

2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Personal development

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

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

monitor own learning progress.

Interpersonal communication

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

Speak and listen actively and appropriately, one-on- one and in groups; Cooperate and work effectively within a group; Provide good customer service.

Possible jobs related to this qualification

Rabbit farmer

Poultry farmer

Animal nurse

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Health, hygiene and safety

Know the standard health and safety practices and regulations in the workplace; Maintain hygiene and personal grooming; Identify unsafe situations; Respond to emergencies and accidents at work; Prevent HIV/AIDS and sexual violence.

Environment sustainability

Know the environmental regulations in Rwanda; Dispose of waste ; Recycle waste ; Report environmental hazards to appropriate person.

Integration of the workplace

Know how to apply for and present themselves for employment; Demonstrate good time management and show up for work on time; Demonstrate behavior and attitudes that are appropriate for the workplace and understand

that workplaces have policies and procedures that need to be followed; Take initiative and responsibility for own work and know how to work under and respect

supervision; Know the rights and responsibilities of workers and employers and explore ways to exercise

rights in the workplace.

Financial fitness

Understand principles and tools behind personal and family money-management; Understand the importance of saving and reducing expenses; Organize and manage personal and household finances; Create a personal budget and think strategically about their finances; Evaluate their options for earning money and are familiar with ways to establish and maintain

personal credit; Be aware of the risks associated with credit.

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Management of a small business

Simulate income-generating activities with the basic cycles of business; Plan for income-generating activity expenses and loan repayments; Keep basic business financial records; Evaluate the risks and opportunities of using credit in income generating contexts; Distinguish between money to be used for investment into own income-generating activities,

for family expenses, and for savings; Know the different market actors.

Computer skills

Operate a computer Use word processing applications in the production of workplace or personal documents Create and use spreadsheets and charts through the use of spreadsheet software Design electronic presentations Send, receive and manage electronic mail (email), as well as to collaborate online using chat

rooms, intranets and instant messaging.

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Number of modules: 16 Core modules : 8 Complementary modules : 8 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary Competencies Credit value

1 CCMOL001 Describe the Occupation and learning process 3

2 CCMCS401 Apply Computer skills 3

3 CCMQS401 Provide quality customer service 3

4 CCMHE401 Implement SHE policies and procedures 3

5 CCMEN401 Use Intermediate English at workplace 3

6 CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga 3

7 CCMDB401 Develop Business plan 3

8 CCMIA401 Integtare the workplace 30

Total 51

No Code Core competencies Credit

GEN

ERA

L 1 ANHMO401 Identify Micro-organisms 9

2 CRPOI401 Demonstrate basic knowledge of organic and inorganic chemistry

4

3 ANHAP401 Demonstrate basic knowledge on domestic animals physiology 9

SPEC

IFIC

4 ANHRF401 Perform Rabbit farming 8

5 ANHPF401 Perform Poultry farming 12

6 ANHPD401 Treat Common parasitic diseases 9

7 ANHID401 Treat Common infectious diseases 9

8 ANHNM401 Treat Intoxications, nutritional and metabolic diseases 9

Total 69

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

outcomes are the essential skills and knowledge to be acquired. The contents to be covered for

each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,

usually with several options, that will guide the learner and the trainer.

3.2 Competencies chart

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

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

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

the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

competencies that are particular to the occupation, as well as the key stages of the work process.

It shows the links between the elements in the horizontal axis and those in the vertical axis. The

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

symbol (∆) indicates a relationship between a specific competency and a step in the process of

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

description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

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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

Dur

atio

n (

470

Hrs

)

Prep

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Perf

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Prov

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Des

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and

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Impl

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on

Ap

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ills

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1 2 3 4 5 6 7 8 9 10 11

Duration (730 Hrs) 30 30 30 30 30 30 30 300

90 40 90

1 Rabbit farming 80 ∆ ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○

2 Poultry farming 120 ∆ ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○

3 Treat common paras i tic

diseases90 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○

4 Treat common infectious

diseases90 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○

5 Treat intoxication and

food poisoning90 ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ● ○ ● ● ● ○

GENERAL AND COMPLEMENTARY COMPETENCIESVeterinary nurse PROCESS

SPECIFIC COMPETENCIES

#

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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.

Figure 2: Flowchart

Occupation and learning process 3

Computer skills 3 Implementing S.H.E. Policies and procedures 3

Intermediate workplace english 3 Ikinyarwanda cy’umunyamwuga 3

Providing quality customer service 3

Micro-organisms identification 9

Demonstrating basic knowledge of

organic and inorganic chemistry 4

Rabbit farming 8

Demonstrating basic knowledge on

domestic animals physiology 9

Common parasitic diseases

treatment 9

Common infectious diseases

treatment 9

Poultry farming 12

Intoxications, nutritional and

metabolic diseases treatment 9

Business plan development 3

Industrial attachment program (IAP) 30

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

modules)

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

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

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

competent 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

(example: Safety)

100%

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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 O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

RTQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

This module is covered first in all qualifications. It allows the learner to get to know the other

participants to the training programme and to understand himself/herself as part of a team.

Also, the trainee will develop a comprehensive and clear vision of the occupation and the

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

and confirm or deny his/her choice from the start. The training and learning methods are

presented to the learner. This approach encourages greater motivation and, subsequently, a

better integration of various learning.

14 | P a g e

Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

15 | P a g e

LU 1: Participate as part of a team and respect the rules of the training environment.

1

Learning Outcomes:

1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them

6 Hours

Learning Outcome 1.1: Introduce oneself and get to know one another

Introductions

Expectations about the

training

o Introduction

o Game

Presentation of trainees’ expectations

- Trainer manual

Formative Assessment 1.1

Content Learning

activities

Resources

Performance criterion

Proper introduction of one self.

16 | P a g e

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 or performance

Written assessment (Recommendation: ranking exercise)

Group work (e.g. role play or scenario)

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

Learner includes his/her background (academic, technical & work qualifications)

Learner closes introduction (e.g. “I am happy to be with you”)

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

Learner is able to link his/her background to his/her future interests

Learner is able to advocate for his/her abilities, skills, interests

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Integrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual

Content Learning

activities

Resources

17 | P a g e





Performance

Practical task of a team

Checklist Score

Yes No

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Contribution of someone

Complying with rules set

Observation

Learning Outcome 1.3: Participate in setting rules and adhere to them

Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual

Content Learning

activities

Resources


Appropriate integration in team.

18 | P a g e





Written evidence


Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.

19 | P a g e

LU 2: Explain the occupation and learning process

2

Learning Outcomes:

1. Describe the main/major elements of occupation 2. Explain about the one’s qualification

12 Hours

Learning Outcome 2.1: Describe the main/major elements of occupation

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

o Group discussion o Personal research o Visit of a business in the

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector


Content Learning

activities

Resources


Proper description of the main/major elements of occupation

20 | P a g e




Written evidence

Oral evidence

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


RTQF level


Award certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

o Presentation by the teacher o Research o Visits of the premises of the

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable

Content Learning

activities

Resources

21 | P a g e





Written evidence

Oral evidence

Written exercise

Verbal explanation (interview)

Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions

Responsibilities taker Social interdependence Commitment of learners

Observation


Adequate explanation about the qualification

22 | P a g e

LU 3: Respect the facilitation and apply learning methods.

3

Learning Outcomes:

1. Engage in active and participatory learning methods 2. Describe the assessment procedures

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual


Content Learning

activities

Resources


Proper engagement in active and participatory learning methods

23 | P a g e




Written evidence

Scenarios of learning style analysis Role play on engagement and participatory learning methods

Checklist Score

Yes No

Results of assignment

Active participation

Responsibilities taker

Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

o Presentation by the trainer - Assessment manual


Content Learning

activities

Resources


Adequate description of the assessment procedures

24 | P a g e




Written evidence

Oral evidence

written assessment Verbal explanation (interview)

Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

25 | P a g e

LU 4: Develop personal plans based on self-assessment practices

4

Learning Outcomes:

1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace





Written evidence

values, skills and interest identification exercise scenario/case study analysis

Content Learning

activities

Resources


Proper identification of values, skills and interests

26 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written evidence values, skills and interest self-assessment exercise

JOHARI window assessment

Content Learning

activities

Resources


Proper assessment of values, skills and interests

27 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Written evidence

Written exercise

Project work

Content Learning

activities

Resources


Correct Setting of goals

28 | P a g e

Checklist (Correct Setting of goals) Score

Yes No

Medium term SMART goals set

Long term SMART goals set

Strategies to reach set goal

Roadmap/timeframe

Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual


Checklist (Proper development of plans in order to reach the set goal) Score

Yes No

Resources required

Activities to be performed

Possible obstacles

follow up on goal/progress report against set goal Action to be taken

One's learning style type (s)

features of one's learning styles (s)

Observation

Content Learning

activities

Resources

29 | P a g e

Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

Strategies for using one’s learning style in workplace/school

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Written evidence

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation

Content Learning

activities

Resources


Proper assessment of one’s learning style

30 | P a g e

Learning Outcome 4.6: Identification of learning strategies





Written evidence

Performance evidence

Scenario analysis

Checklist Score

Yes No

Auditory

Visual

Learning strategies for each style

Observation

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

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

Project.

Content Learning

activities

Resources


Adequate identification of learning strategies

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C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

RTQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now

used by most people, ranging from mobile phones and digital TVs through to personal

computers and the World Wide Web. This qualification focuses on providing skills, experience

and confidence for those learners who struggle to make the most of technology to demonstrate

creative thinking, problem solving and knowledge construction. It focuses on completing

workplace tasks, such as creating documents with text, graphics and numerical information

using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will

have the skills on how to protect the data in the computer systems.

32 | P a g e


Not applicable

Elements of competency and perfomance criteria






1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

33 | P a g e

LU 1: Protect computer system

1

Learning Outcomes:

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

5 Hours

Learning Outcome 1.1: Install software utilities

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

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

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus

installation

- Computer Lab - Projector - Computer with OS

installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS

installed - Antivirus

Content Learning

activities

Resources

34 | P a g e





Written or Oral

Multiple choice

True or false question

Matching

Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Description of software tools utilities

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

Observation


Proper installation of software utilities according to the manufacturer

specifications

35 | P a g e

Learning Outcome 1.2: Scan and Eliminate virus

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

Description of san mode Manual Automatic Scheduled

Description of virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan

o Practical exercises on

computer virus scan

o Computer Lab with internet access

o Projector o Computer with OS

installed o Antivirus o White Board o Markers





Performance

Written

Oral

Multiple choice

Expose /presentation

Task on scanning viruses

Checklist Score

Yes No

Description of scan types and san mode

Description of virus elimination

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

Observation

Content Learning

activities

Resources


Regular computer scan and elimination of virus as per safety standards

36 | P a g e

Learning Outcome 1.3: Backup of computer data based on OS

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

Selection of common backup devices Tape drive Digital audio

tape(DAT) drives Auto-loader tape

systems Magnetic optical

drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup


o Projector o Computer with OS

installed o Antivirus o White Board o Markers





Written evidence

Oral

Performance

Matching

Sentence completion

Ticking

Expose (presentation )

Task on backing up data

Content Learning

activities

Resources


Accurate backup of computer data based on OS installation

37 | P a g e

Checklist Score

Yes No

Selection of backup types

Selection of common backup devices

backup on various devices Tape drive Digital audio tape(DAT) drives Auto-loader tape systems Magnetic optical drives Removable disks Disk drives

Observation

Learning Outcome 1.4: Restore computer data based on OS installed

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

drives CDs DVDs Disc drives

o Brainstorming on backup types

o Practical exercises on data

restore


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

installed o Antivirus




Content Learning

activities

Resources


Appropriate restoring of computer data based on OS installed

38 | P a g e


Written evidence

Oral

Performance

Matching


Task on restoring data

Checklist Score

Yes No

Selection of restoring devices

Restoring of data on HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical drives CDs DVDs Disc drives

Observation

39 | P a g e

LU 2: Use Spreadsheet.

2

Learning Outcomes:

1. Describe elements of spreadsheet application 2. Use basic spreadsheet tasks 3. Format cell and their contents 4. Manage Sheets in workbook 5. Use essential functions 6. Optimize data (sorting, filtering, contiguous data) 15 Hours

Learning Outcome 2.1: Describe elements of spreadsheet application

Description of Workbooks and

Worksheets Cells Headings Formula bar Formatting tool Formula bar Colum headers Row headers Active Cell reference status bar application bar Spreadsheets tab Horizontal scroll bar Vertical scroll bar

o Brainstorming on elements of spreadsheet application

o Demonstration on elements of spreadsheet application

o Group discussions on elements

of spreadsheet application

o Computer o Projector o software o Whiteboard o Marker o Duster o Text books o Lecture notes o Papers o Internet

Content Learning

activities

Resources

40 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Description of Workbooks and Worksheets

Description of Cells

Description of Headings

Description of Formula bar

Description of Formatting Tools

Description of Formula bar

Description of Colum headers

Description of Row headers

Description of Active Cell reference

Description of status bar

Description of application bar

Description of Spreadsheets tab

Description of Horizontal scroll bar

Observation


Proper description of elements of spreadsheet application

41 | P a g e

Learning Outcome 2.2: Use basic spreadsheet tasks

Open

Close

New document

Undo

Save

Save as….

Sheet

Selecting a cell

Deleting Cell contents

Modifying cell contents

Selecting group of cells

Increase and reduce the cell size

Delete row and Colum

Duplicate cell

o Brainstorming on basic spreadsheet tasks

o Group discussions on opening, closing, new document, save and save us a new document.

o Practical exercises on selecting, deleting, modifying a group of cells

o Practical exercises on deleting

row ad Colum

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet -





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Content Learning

activities

Resources


Proper formatting of cells and their content

42 | P a g e

Checklist Score

Yes No

Formatting of text and cells Choice font, size, color Adjustment of Cow height Alignment of cell Formatting of Number Insertion of rows Merging cells Creating of border

Observation

Learning Outcome 2.3: Format cell and their contents

Formatting text and cells

Choosing font, size, color

Adjusting Cow height

Alignment of cell

Formatting Number

Inserting rows

Merging cells

Creating borders

Patterns

o Demonstration on formatting, text and cells

o Group discussions on choosing font, size and color.

o Practical exercises on Inserting

and formatting row ,number,

creation of border and partners

- Computer - Projector - software - Text books - Lecture notes - Papers - Internet




Content Learning

activities

Resources


Proper management of sheets in workbook

43 | P a g e


Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Selection of Sheet Renaming of a Sheet Insertion of new sheets Moving of a Sheet in a workbook Deleting a sheet

Observation

Learning Outcome 2.4: Manage Sheets in workbook

Selecting a Sheet

Renaming a Sheet

Insert new sheets

Moving a Sheet in a workbook

Deleting a sheet

o Demonstration on selection of sheets

o Group discussions on inserting new sheet

o Practical exercises on inserting and formatting sheets

o Practical exercises on moving

sheet in workbook.

- Computer - Projector - software - Text books - Internet


Content Learning

activities

Resources

44 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Use of Numbers and Mathematical calculations Use of Addition operation Use of Multiplication operation Use of Division operation Use of Subtraction operation Use of AutoSum operation Use of Function operation Use of Average operation Use of Min operation use of Max operation

Observation


Adequate using of essential functions

45 | P a g e

Learning Outcome 2.5: Use essential functions

Use of Numbers and

Mathematical calculations

Addition Multiplication Division Subtraction AutoSum Function Average Minimum Maximum Count numbers

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations


mathematical

function(average, minimum,

maximum and count numbers

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Content Learning

activities

Resources


Proper optimization of data

46 | P a g e

Checklist Score

Yes No

Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels

Observation

Learning Outcome 2.6: Optimize data (sorting, filtering, contiguous data)

Sorting data by multiple columns at the same time

Creation of customized list and performing a custom sort

Automatically filter of list in place

Application of filter options to a list

Use of automatic sub-totalling features

Expanding, collapsing outline detail levels

o Brainstorming on data optimizations(sorting, filtering, contiguous data )

o Demonstration on sorting by multiple columns and creation of customized list

o Group discussions on application of filter options to a list

o Practical exercises data

optimization

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet


Content Learning

activities

Resources


Proper optimization of data

47 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place

Observation

48 | P a g e

LU 3: Use Presentation

3

Learning Outcomes:

1. Describe elements of presentation application 2. Manage a slide 3. Use Templates 4. Apply Animation and sound in presentation

10 Hours

Learning Outcome 3.1: Describe elements of presentation application

Title Bar

Menu Bar

Toolbars

Formatting tool bar

Standard toolbar

Outline slides tabbed planes

View button

Status bar

Tri-panel view

Drawing toolbar

Office asset

Task pane

Help

o Brainstorming on elements of presentation application

o Group discussions on elements of presentation application

o Demonstration on elements of

presentation application

o Computer o Projector o software o Text books


Content Learning

activities

Resources


Proper description of elements of presentation application

49 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking

Expose (presentation

Checklist Score

Yes No

Description of Title Bar

Description of Menu Bar

Description of Toolbars

Description of Formatting tool bar

Description of Standard toolbar

Description of Outline slides tabbed planes

Description of View button

Description of Status bar

Description of Tri-panel view

Description of Drawing toolbar

Description of Office asset

Description of Task pane

Observation

Learning Outcome 3.2: Manage a slide

Creating a new slide

Modifying a slide

Duplicate selected slides

Slide from outline

Reusing slides

Entering a text

Formatting a slide

o Demonstration on creation, formatting of a new slide

o Group discussions on modification, duplication of slides

o Practical exercises on slide management

o Computer o Projector o software o Text books o Internet

Content Learning

activities

Resources

50 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Creation of a new slide

Modification of slide

Duplication of selected slides

Slide from outline

Reuse of slides

Entering a text

Formatting of slide

Observation


Proper slides formatting

51 | P a g e

Learning Outcome 3.3: Use Templates

Design new template

Insert a template

Remove a template

Editing a template

o Brainstorming on use of templates

o Demonstration on design of new slide

o Practical exercises on design template, inserting templates, removing a new template and editing a template






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Design of new template

Insertion of a template

Removing a template

Editing of a template

Observation

Content Learning

activities

Resources


Proper using of templates

52 | P a g e

Learning Outcome 3.4: Apply Animation and sound in presentation

Slide translation

Translation sound

Translation speed

Custom animation

o Brainstorming on slide translation

o Demonstration on translation sound

o Group discussions on elements of spreadsheet application

o Practical exercises on animation and sound in slides






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Translation of Slide

Translation of sound

Translation of speed

Custom animation

Observation

Content Learning

activities

Resources


Proper application of Animation and sound in presentation

53 | P a g e

References:

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

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

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

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

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

6. http://www.ecdl.ch/

7. https://www.google.rw/search?q=spreadsheet+application+parts&dcr=0&source=lnms&tbm=is

ch&sa=X&ved=0ahUKEwjUnLiHu5_XAhXG1hQKHecWCmsQ_AUICigB&biw=1366&bih=662

8. https://www.thoughtco.com/excel-step-by-step-basic-tutorial-3123501

9. https://chandoo.org/wp/excel-basics/

10. https://www.google.rw/search?q=powerpoint+presentation+parts&dcr=0&source=lnms&tbm=i

sch&sa=X&ved=0ahUKEwin-

fHhu5_XAhWI8RQKHdqPAN4Q_AUICigB&biw=1366&bih=662#imgrc=boZUYisyVUdFkM:

11. http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

54 | P a g e

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

CCMQS401 Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer

service and deal with any matter related to business during, before and after a service delivery.

The module will allow the participant to identify opportunities for products and services

delivery and reflect on information received to devise changes and suggest coping strategies.

Moreover, the trainee will also develop and use communication techniques intended for the

management of the complaints and ways of recording customer information.

55 | P a g e


Not applicable







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

1.1 Proper identification of opportunities and use of formal and

informal research to develop and maintain knowledge of products and services.

1.2 Appropriate use of customer feedback and workplace

observation to evaluate products, services and promotional

initiatives and identify changes in customer preferences,

needs and expectations. 1.3 Effective sharing of market, product and service knowledge

obtained with colleagues to enhance the effectiveness of the team.

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

2. Provide a quality service experience to customers.

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

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

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

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

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

56 | P a g e


3. Deal with complaints and difficult

customer service situations.

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

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

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

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

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

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

4. Manage and use information about

clients and customers 4.1 Proper determination and record of customer

information where appropriate to provide personalized service.

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

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

57 | P a g e

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

1

Learning Outcomes:

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

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

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

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

5 Hours

Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop

and maintain knowledge of products and services.

Products and services knowledge and its importance

Opportunities to develop and maintain knowledge of products and services Membership of

industry associations and networks

Conventional and creative sources of information

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

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

Content Learning

activities

Resources

58 | P a g e

Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop

and maintain knowledge of products and services. (Cont.)

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires







Written evidence

Multiple choice


Matching

Sentence completion

Ticking

Essay (short responses / extended responses)

Content Learning

activities

Resources


Proper identification of opportunities and use of formal and informal research

to develop and maintain knowledge of products and services.

59 | P a g e

Checklist Score

Yes No

Products and services are identified

Opportunities to develop and maintain knowledge of products and services are identified

Use of formal research techniques

Use of informal research techniques

Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate

products, services and promotional initiatives and identify changes in customer preferences,

needs and expectations.

Products, services and promotional initiatives Tours and transport Conferences and

conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or

packages.



Content Learning

activities

Resources

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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate

products, services and promotional initiatives and identify changes in customer preferences,

needs and expectations. (Cont.)

Ways to determine customer preferences, needs and expectations:

Active listening Questioning Observation Recognition of non-

verbal signs

Factors influencing customer preferences, needs and expectations:

Age Gender Social and cultural

characteristics Prior knowledge Special needs

Ways to satisfy customer preferences, needs and expectations:

Friendliness

Courtesy

Value for money

Prompt or timely

service

Assistance

Empathy and support

Comfort

New experience

Basic needs for food,

shelter, transport or

other services.



Content Learning

activities

Resources

61 | P a g e





Written

Performance

Oral

Multiple choice


Matching

Ticking


Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation


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

customer preferences, needs and expectations.

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Learning Outcome 1.3: Share market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation






Written evidence


Checklist Score

Yes No

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

Application of methods and techniques of sharing knowledge at workplace

Observation

Content Learning

activities

Resources


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.

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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

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






Written evidence

Oral

Performance

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

Checklist Score

Yes No

Application of product and Service adjustment procedure

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

Observation

Content Learning

activities

Resources


Suggestion of ideas to appropriate person for product and service adjustments

to meet customer needs for future planning according to organization policy.

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LU 2: Provide a quality service experience to customers.

2

Learning Outcomes:

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

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

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

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

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

10 Hours

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

Customer needs and preferences

The importance of researching your customers needs and preferences

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





Content Learning

activities

Resources


Proper determination and clarification of customer preferences, needs and

expectations.

65 | P a g e


Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and preferences

Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and services to

customers to meet their needs and expectations.

Needs and expectations of customers on products and services

General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or

order

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



Content Learning

activities

Resources

66 | P a g e




Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Information about products and services to customers

Observation

Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services in a timely manner, appropriate to

individual needs and preferences, and according to organization standards.

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming

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


Content Learning

activities

Resources


Proper offering of accurate information about appropriate products and services

to customers to meet their needs and expectations.

67 | P a g e




Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation


Anticipation of customer preferences needs and expectations throughout the

service experience and provide products and services in a timely manner,

appropriate to individual needs and preferences, and according to organization

standards.

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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide

personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.

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

- Reference books - Online materials - Scholarly materials





Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Content Learning

activities

Resources


Offering possible extras and add-ons appropriately and provision of personalized

and additional services and products where appropriate.

69 | P a g e

Checklist Score

Yes No

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

Observation

Learning Outcome 2.5: Promote products and services at appropriate opportunities according

to current organization goals and promotional focus and employ selling techniques

appropriately to encourage usage and purchase.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers arousing interest.

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

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


Content Learning

activities

Resources

70 | P a g e




Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation


Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and appropriate

employment of selling

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

3

Learning Outcomes:

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

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

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

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

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

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

9 Hours

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer service situation with the

customer and assess the impact on the customer of the situation.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

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


Content Learning

activities

Resources

72 | P a g e





Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer service situations

Observation


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

possible cause and details of the complaint or difficult customer service

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

the situation.

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Learning Outcome 3.2: Use communication techniques to assist in the management of the

complaint and handle the situation sensitively, courteously and discreetly.

Communication techniques Listening and active

listening Asking questions to

gain information, clarify ambiguities and adequately understand requirements

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

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

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

- Group work - Presentation - Brainstorming - Role play



Content Learning

activities

Resources

74 | P a g e





Role play

Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly

analyse and decide on the best solution, taking into account any organisation constraints..

Organisation constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play



Content Learning

activities

Resources


Effective use of communication techniques to assist in the management of the

complaint and handle the situation sensitively, courteously and discreetly

75 | P a g e




Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate

high quality customer service.

Content Learning

activities

Resources


Proper determination of possible options to resolve the complaint and prompt

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

constraints.

76 | P a g e

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

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





Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

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

avoid future occurrence

Content Learning

activities

Resources


Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.

77 | P a g e

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play






Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to

future complaints or difficult service situations.


Effective provision of feedback on complaints to appropriate personnel in order

to avoid future occurrence.

78 | P a g e

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work






Written evidence

Oral evidence

Product evidence

Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints or difficult service situations

Content Learning

activities

Resources


Reflection and evaluation of complaint and solution to enhance response to

future complaints or difficult service situations.

79 | P a g e

Observation

.

80 | P a g e

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

4

Learning Outcomes:

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

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

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

Learning Outcome 4.1: Determine and record customer information where appropriate to

provide personalised service.

Customer information

Collecting customer information

Storing information

Maintaining customer information

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



Content Learning

activities

Resources


Proper determination and record of customer information where appropriate to

provide personalized service.

81 | P a g e




Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional

initiatives and implement where appropriate.

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

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


Content Learning

activities

Resources

82 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

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

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and

customers based on client information.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

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

- - Reference books - Online materials - Scholarly materials

Content Learning

activities

Resources


Perfect development and maintaining of knowledge of organization promotional

initiatives and implementation where appropriate.

83 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

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

Observation

References:

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

Profits"

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

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

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

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


Proactive provision of enhanced products and services to clients and customers

based on client information.

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

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

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

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

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

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

84 | P a g e

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

CCMHE401 Implement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the outcomes required to implement safety, health and environmental

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

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

implementation of recognized environmental care principles.

85 | P a g e


Not applicable







1. Identify hazardous areas to be

improved

1.1 Proper selection of the tools and materials

1.2 Proper physical inspection of the working area

1.3 Proper marking and reporting of hazardous area

1.4 Proper reporting on the area of weakness according to

company procedure

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

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

2.3 Proper establishment and maintenance of

communication with others in line with SHE

requirements.

2.4 Proper performance of tasks in a safe manner and in

line with SHE best practices

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

identify areas for improvement in relation to SHE issues

and hazards

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

3.3 Proper control of hazard to make them less dangerous

by looking at the most effective options.

4. Promote awareness of SHE in working place

4.1 Proper implementation of environmental procedures

4.2 Adequate training of workers to operate tools and

equipment

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

86 | P a g e

LU 1: Identify hazardous areas to be improved.

1

Learning Outcomes:

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

5 Hours

Learning Outcome 1.1: Select tools and materials

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

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Visual aids

o Video and audio materials on

types of equipment

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

Content Learning

activities

Resources

87 | P a g e

Learning Outcome 1.1: Select tools and materials (cont.)

Types of tools ,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure Level meter Pick Shovel Saw PPEs (nose masks,

hearing Protection, goggles, helmets , overalls, protective footwear, gloves)

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Visual aids

o Video and audio materials on

types of equipment

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

Formative Assessment1.1

Content Learning

activities

Resources


Proper selection of the tools and materials

88 | P a g e




Written evidence

Oral evidence


Multiple choice


Matching

Sentence completion

Ticking Expose (presentation)

Task: Selecting tools and materials for hazardous area identification

Checklist Score

Yes No

Identification of working area

Arrangement of tools according to their types and use

Arrangement of materials according to their types and use

Arrangement of equipment according to their types and use

Observation

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

Tools and equipment checklist: Adequate supply of

tools and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area Environment

condition Water

o Presentation on checklists and work place examinations

o Observation o Group discussion o Practical exercises o on checklists and work place

examinations o Visual Aid materials o Video and audio aids

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

Content Learning

activities

Resources

89 | P a g e

Cracks Air Dust





Written

Performance

Oral

Multiple choice


Matching

Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place

Checklist Score

Yes No

Identification of Environment condition

Identification of Adequate supply of tools and equipment for inspection

Identification of Appropriate PPE for inspection according to each job specification

Observation


Proper physical inspection of the working area

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Learning Outcome 1.3: Mark and report on the hazardous areas

Introduction to tools and

equipment for marking

hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap

(Warning sign) Cones

Use of tools and


hazardous area:

Reporting: Through the

administrative hierarchy

Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Visual Aid materials o Video and audio materials

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


Content Learning

activities

Resources


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

according to company procedure

91 | P a g e




Written

Performance

Oral

Multiple choice


Matching

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

Checklist Score

Yes No

Selection of tools according the hazardous area

Selection of materials according the hazardous area

Selection of equipment according the hazardous area

Appropriate use of tools and equipment for marking hazardous area:

A detailed report is produced

Observation

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LU 2: Apply SHE practices.

2

Learning Outcomes:

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

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

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

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

10 Hours

Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and

environmental (OHSE) requirements

OHS requirement:

Personal protective

equipment and clothing

safety equipment

first aid equipment

firefighting equipment

hazard and risk control

fatigue management

elimination of hazardous

materials and substances

safe forest practices

including required actions

relating to forest fire

manual handling including

shifting, lifting and carrying

machine guarding

o Research on OHS requirement,

environmental requirements,

Legislative requirements and

Organisational requirements

o Brainstorming on OHS

requirement, environmental

requirements, Legislative

requirements and


o Group discussion on OHS



requirements and


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

Content Learning

activities

Resources

93 | P a g e


environmental (OHSE) requirements (Cont.)

Environmental

requirements:

legislation organisational policies

and procedures workplace practices

Legislative requirements:

award and enterprise agreements

industrial relations Australian Standards confidentiality and

privacy OHS the environment equal opportunity anti-discrimination relevant industry

codes of practice








requirements and





requirements and



Content Learning

activities

Resources

94 | P a g e


environmental (OHSE) requirements (Cont.)

Organisational

requirements:

Legal

organisational and site

guidelines

policies and

procedures relating to

own role and

responsibility

quality assurance

procedural manuals

quality and

continuous

improvement

processes and

standards

OHS, emergency and

evacuation

procedures

ethical values

recording and

reporting

requirements

equipment use,

maintenance and

storage requirements

environmental

management

requirements (waste

disposal, recycling and

re-use guidelines)








requirements and





requirements and




Content Learning

activities

Resources

95 | P a g e




Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements

Checklist Score

Yes No

Respected OHSE requirements are well identified

Respected Environmental requirements are well identified

Respected Legislative requirements are well identified

Respected Organisational requirements are well identified

Observation

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

safety regulations.

SHE standards and

regulations to be

followed:

Use of PPEs

o Observation o Group discussion o Practical exercises o Checklists

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

Content Learning

activities

Resources


Proper identification of applicable Occupational Health, Safety and

Environmental (OHSE) requirements

96 | P a g e

Use of inspection

checklist

Appropriate tools

,materials and

equipment to be used





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Instructing SHE standards and regulations

Checklist Score

Yes No

Use of PPEs Use of inspection checklist of SHE standards and regulations Appropriate tools ,materials and equipment to be used

Observation


Appropriate instruction to workers to follow safety best practices and Enforce

health and safety regulations.

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

requirements

Communication:

verbal and non-verbal language

constructive feedback active listening questioning to clarify

and confirm understanding

use of positive, confident and cooperative language

use of language and concepts appropriate to individual social and cultural differences

control of tone of voice and body language

o Group discussion o Practical exercises

- Public Board notices

- Communication

devices/phones

- Safety signs





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Communicate with others in line with SHE requirements

Content Learning

activities

Resources


Proper establishment and maintenance of communication with others in line

with SHE requirements.

98 | P a g e

Checklist Score

Yes No

Verbal and non-verbal language are used constructive feedback is given active listening is respected questioning to clarify and confirm understanding

verbal and non-verbal language constructive feedback active listening questioning to clarify and confirm understanding use of positive, confident and cooperative language use of language and concepts appropriate to individual social and cultural

differences control of tone of voice and body language use of language and concepts appropriate to individual social and cultural

differences control of tone of voice and body language

Observation

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

Environmental policy

which ensures:

Compliance, improvement (where required to reflect environmental policy) and prevention

Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems

o Group discussion o Practical exercises

- Registration documents

- Regulations

- Safety standards

Content Learning

activities

Resources

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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Perform tasks in a safe manner and in line with SHE best practices ( according to their specific trade)

Checklist Score

Yes No

Compliance Improvement (where required to reflect environmental policy) Prevention Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems

Observation

.


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

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LU 3: Assess and control risks.

3

Learning Outcomes:

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

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

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

Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation

to SHE issues and hazards

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

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



Content Learning

activities

Resources


Proper analysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards

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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Analyze of work practices and processes to identify areas for improvement in relation to SHE issues and hazards

Checklist Score

Yes No

Analysis of work place to see if it is free from any hazard.

List of all identified risks/hazards in the working area to be improved

List of adequate measures to be used to improve unsafe area

Observation

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

appropriate personnel

Communication techniques Listening and active listening Asking questions to gain information,

clarify ambiguities and adequately understand requirements

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

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

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

- Group work - Presentation - Brainstorming - Role play

- Role play scenario

- Reference books - Online materials - Scholarly

materials

Content Learning

activities

Resources

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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Detecting and assessing risks, and detailed report and investigating all

Checklist Score

Yes No

Identification of hazards. Decide who might be harmed and how Evaluation of the risks and decide on precautions. Recording of findings and its implementation Reviewing risk assessment and update if necessary. Report to the appropriate personnel

Observation


Proper detection and assessment of risk, and detailed report and investigation

of all incidents/ accidents.

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

effective options.

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

Hazard reporting procedures job procedures and safe work

instructions and allocation of responsibilities

emergency procedures accident and near miss reporting and

recording procedures Consultation on Occupational Health

and Safety issues Selection, storage and maintenance

procedures for use of personal protective equipment (PPE)

o Group discussion o Practical exercises o Brainstorming o Research

Procedural manuals

Environmental policy

Reference books

Checklist

Papers

Pens

Internet





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Control of hazard options in working area

Content Learning

activities

Resources


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

effective options.

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Checklist Score

Yes No

Hazard control methods are applied Hazard reporting procedures are followed Job procedures and safe work instructions and allocation of responsibilities are respected Emergency procedures are planned Accident and near miss reporting and recording procedures are planned Consultation on Occupational Health and Safety issues Selection, storage and maintenance procedures for use of personal protective equipment (PPEs)

Observation

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LU 4: Awareness of SHE in working place.

4

Learning Outcomes:

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

minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Environmental goals:

environmental sustainability (Afforestation, conservation)

Energy promotion (use of renewable energy and other resource such as; solar and wind energy)

Emissions control and where possible, reduction

Waste generation control and where possible, reduction

Waste management, recycling, re-use and disposal.

o Brainstorming on

Environmental goals

o Research on Environmental

goals

o Group discussion

- Procedural manuals - Organisational policies

and procedures - Environmental policy

Content Learning

activities

Resources

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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Implementing environmental procedures

Checklist Score

Yes No

Environmental sustainability is maintained

Energy promotion is encouraged/sensitized

Emissions control and where possible, reduction is encouraged/sensitized

Waste generation control and where possible, reduction

Waste management, recycling, re-use and disposal is encouraged/sensitized

Observation


Proper implementation of environmental procedures

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

Training:

in-house or external training programs

one-on-one supervision programs that maintain up-to-

date knowledge of legislative changes at the local, State, Territory and Commonwealth levels

Operational controls:

Prevention of pollution Control of air emissions Solid and hazardous wastes Contamination of land Noise, Odour, Dust, Traffic Water discharges Raw material & resource use Hazardous material storage and

handling Compliance with legislation and

regulations Electronic or mechanical

technology to reduce emissions Routine preventive

maintenance programs to reduce wear and breakdown of equipment

Monitoring and observation of equipment performance

Types of Operational Controls

Standard Operating Procedures Signage Log Books Check Lists

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

equipment and clothing

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

and procedures - Environmental policy

Content Learning

activities

Resources

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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Training on operating tools and equipment In line with SHE requirements

Checklist Score

Yes No

Training on Operational control is provided

Observation


Adequate training of workers to operate tools and equipments

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Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize

or eliminate hazards.

Remedial actions to be inspected in the working area; workplace waste management

systems emissions control of greenhouse

gases use of non-renewable resources

control chemical use control supply chain management

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

o Research on environmental

impact

o Group discussion

o Brainstorming

- Environmental policy - Procedural manuals - Organisational policies

and procedures





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Training on operating tools and equipment In line with SHE requirements

Content Learning

activities

Resources


Proactive inspection of the working area and appropriate remedial action to be

taken to minimize or eliminate hazards.

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Checklist Score

Yes No

Remedial actions to be inspected in the working area are identified Identification of Environmental Impacts

Observation

References:

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

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

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

https://www.rospa.com/occupational-safety/advice/training-matters/

https://www.3tonline.fi/incident-reporting

http://www.safety.uwa.edu.au/topics/plant/inspection

http://www.hse.gov.uk/statistics/causdis/index.htm

https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

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

CCMEN401 Use intermediate English at the workplace


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and

attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and

opinions, discuss selected topics of interest, build a convincing argument to support or refute an

opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts,

describe, explanation and stating facts , use tenses Accurately, write structured factual,

descriptive, and explanatory texts on a range of topics, produce correspondence texts stating,

describe facts in the workplace, produce small scale-reports on trade-related issues, read

medium texts on general and trade-related topics, identify different reading techniques, select

and apply reading techniques to different texts, draw inferences from medium-length texts ,

Identify listening strategies, select appropriate listening strategy depending on the listening

purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to

detect messages implied by the speaker.

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Not applicable

Elements of competency and performance criteria






1. Write factual, descriptive, and

explanatory texts

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

facts accurately 1.3 Clear distinction of factual, description and

explanatory paragraphs 1.4 Appropriate writing of well-structured factual,

descriptive, and explanatory texts on a range of topics 1.5 Production of correspondence texts (letters, emails)

stating, explaining, or describing facts at the workplace

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

2. Apply a range of listening strategies

to understand predictable

messages

2.1 Accurate identification of different listening strategies

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

2.3 Active application of listening strategies while listening to audio messages

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

3. Discuss general and trade-related

topics

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

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

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

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

113 | P a g e


4. Read medium texts on general and

trade-related topics

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

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

4.3 Active application of reading techniques while reading different texts messages

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

114 | P a g e

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

1

Learning Outcomes:

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

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

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

industrial attachments)

10 Hours

Learning Outcome 1.1: Use proper terminology to report facts

Expressing facts

Expressions used in

outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is

that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt that …

Comparing and reporting facts

Using comparatives and

superlatives

Quantifiers and modifiers

o Group discussions

o Dialogues

o Role plays

o Short presentations

o Practical writing exercises

o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee

manuals

Stationeries

Lesson plans

Reference

books

Written

speeches

Newspaper

reports

Content Learning

activities

Resources

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Written evidence


Presentations

Sentence completion

Matching

Writing practice

Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Word choice

Comparatives and superlatives

Expression of facts

Observation


Use proper terminology to report facts

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

Using present tenses to

describe, explain and

state present facts

Using past tenses to

describe, explain and

state past facts

o Dialogues

o Storytelling


o Practical writing exercises

o Modelling

o Brainstorming

o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written

Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

Tense use

Description of facts

Observation

Content Learning

activities

Resources


Describe, explain and state facts using tenses accurately

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Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Introduction to tools and


hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning

sign) Cones

Use of tools and equipment

for marking hazardous area:

Reporting: Through the

administrative hierarchy Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Visual Aid materials o Video and audio materials

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





Written

Performance

Writing practice

Discussions

Matching

True or false questions

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

to their types

Content Learning

activities

Resources


Distinguish factual, description and explanatory paragraphs

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Checklist Score

Yes No

Paragraph types

Elements of a paragraph

Paragraph structure

Observation

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

range of topics

Sentence structure

Compound sentences

Coordinative

conjunction

Complex sentences

Main clauses

Subordinate clause

Subordinate

conjunctions

Compound complex

sentences

Structure of narrative,

argumentative, descriptive,

and explanatory texts

Present and past tenses

o Group works

o Pair work

o Jumbled paragraphs

o Gap-fill

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures


Content Learning

activities

Resources


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

topics

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Written

Performance

Matching

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

Checklist Score

Yes No

Text structure

Types of texts

Tense use

Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace

Introduction to business

letters

Parts of a business letter

Types of business letters

Introduction to email

correspondence

Parts of an email

Strategies for writing a

good email

Types of emails

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback

o Practical exercises on email

writing


business letters


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples

Content Learning

activities

Resources

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Written

Performance

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

at work.

Checklist Score

Yes No

Strategies for writing correspondence texts

Parts of an email

Parts of letters

Types of letters and emails

Observation

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

industrial attachments)

Writing small-scale

reports

Structure of a formal

report

Layout

Introduction

Body

Conclusion

o Report Writing practice

o Peer feedback

o Group work


Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports

Content Learning

activities

Resources


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

facts at the workplace

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Written

Performance

Writing practice

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

Checklist Score

Yes No

Structure of a report

Language use

Observation


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

attachments)

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

2

Learning Outcomes:

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

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

2 Hours

Learning Outcome 2.1: Identify different listening strategies

Listening strategies

Listening for details

listening for the gist

note taking

Active listening and

response

Listening for specific

information

predicting

drawing inferences

summarizing

recognizing cognates

recognizing word-order

patterns

Applying Listening strategies

Identifying the listening

purpose

Selecting the

appropriate listening

strategy

o Dialogues

o Role plays


o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Content Learning

activities

Resources

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Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Understanding of Listening strategies

Observation


Identify different listening strategies

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

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1





Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

Task: Which listening strategy would you use to get the main idea of a recording?

Checklist Score

Yes No

Understanding of Listening strategies Selection of listening strategies

Observation

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

Content Learning

activities

Resources

Content Learning

activities

Resources


Select appropriate listening strategy depending on the listening purpose

125 | P a g e

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1





Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice

Task: Which listening strategy would you use to get the main idea of a recording?

Checklist Score

Yes No

Understanding of Listening strategies Selection of listening strategies Listening purpose

Observation

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

Understanding non-verbal

clues

Voice clues

Intonation

Voice tone

Body movement

facial expressions

o role play

o video watching

o note taking

o modelling

o drilling

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Content Learning

activities

Resources


Apply listening strategies while listening to audio messages

126 | P a g e

gestures Scenarios

Trainee manuals





Written evidence

Oral evidence

Performance

Multiple choice

Discussions

Audio-visual practice

Task: Watch a video shown by the teacher and say what the speaker’s gestures mean.

Checklist Score

Yes No

Understanding of body language Interpreting voice clues

Observation

.


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

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LU 3: Discuss general and trade-related topics.

3

Learning Outcomes:

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

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

3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 5 Hours

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

topics of interest

Expressing opinion in English

Agreeing with an opinion

Full agreement with an

opinion

Partial agreement with an

opinion

Disagreeing with an opinion

Forms of disagreement

When to disagree

Disagreeing politely

Using functional language in

argument building

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be

refuted

Sequencing ideas

Predicting ideas

o Dialogues

o Role plays

o Modelling

o Group discussions

o Debates

o Mock speeches


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual

Content Learning

activities

Resources

128 | P a g e





Oral evidence

Performance

Presentation practice

Writing practice

Discussions

Task: Prepare a short presentation on a topic of interest and share it with your class.

Checklist Score

Yes No

Articulation of ideas

Using functional in expressing opinions

Observation

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

discussion

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

Content Learning

activities

Resources


Present personal ideas and opinions during discussions on selected topics of

interest

129 | P a g e





Oral evidence

Performance

Discussions

Presentations

Task: Following instructions given by your teacher, use functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

Observation

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

Dealing with argumentation fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Content Learning

activities

Resources


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

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

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

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

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

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

130 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice

Discussions

Listening practice

Note taking

Presentation

Task: Listen to the recording played to you by the teacher and tell which argumentation fallacies the speaker is using then respond to them.

Checklist Score

Yes No

Types of Argumentation fallacies Responding to fallacies

Observation

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

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

Claims Counterclaims Reasons Evidence

Types of arguments

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples

Content Learning

activities

Resources


Detect and avoid argumentation fallacies in debates and discussions

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Written evidence

Oral evidence

Performance

Discussions

Writing practice

Presentation

Task: After drafting your argument on the role of TVET on Rwanda’s development, indicate all the elements of an argument in it.

Checklist Score

Yes No

Understanding of an argument Elements of an argument Types of arguments

Observation

.


Build convincing arguments to support or refute an opinion

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

4

Learning Outcomes:

1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them

2 Hours

Learning Outcome 4.1: Identify different reading techniques

Reading techniques

Skimming

Scanning

Deep reading

Critical reading

o Practical exercises

o Debating texts read

o Presentations on texts read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials




Content Learning

activities

Resources


Identify different reading techniques

133 | P a g e


Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations

Task: Differentiate between different reading techniques

Checklist Score

Yes No

Reading techniques

Differentiating reading techniques

Observation

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

material



Content Learning

activities

Resources


Adequate training of workers to operate tools and equipments

134 | P a g e




Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations

Task: Select an appropriate reading strategy based on the reading task given to you by the teacher.

Checklist Score

Yes No

Reading techniques Differentiating reading techniques

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to texts

General texts

Trade-related texts


o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials

Reference books

Content Learning

activities

Resources

135 | P a g e





Written evidence

Performance

Reading practice

Presentations

Task: After using different strategies to read a given text, share with the class the differences you noticed.

Checklist Score

Yes No

Reading techniques Differentiating reading techniques Application of reading techniques

Observation

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

medium length texts


Content Learning

activities

Resources


Apply reading techniques while reading different texts

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Written evidence

Performance

Reading practice

Presentations

Task: Read the text given by the teacher and identify what the writer implies. How did you come up with such inferences?

Checklist Score

Yes No

Understanding of inferences Justifying inferences

Observation

References: .


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

length texts

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

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Mutarama, 2017

Intego nyamukuru

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

Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye

n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye

kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu

myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda;

Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura

intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika

yubahiriza ifatana n’itandukana ry’amagambo.

138 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda kiboneye

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo

gakondo bufatiye ku mwuga.

1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye

ku mwuga

yubahiriza utwatuzo n’isesekaza.

1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

1.5. Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

2.5. Kumurika ingero zifatika zihamya uruhare

rw’ikoranabuhanga mu iterambere ry’umwuga.

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

139 | P a g e

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

mbonera.

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye

uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo

n’isesekaza.

4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo.

4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

4.6. Gukoresha neza indangahantu.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

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

5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye

avuga ibice n’ingingo by’umubiri.

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

140 | P a g e

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

1

Umusaruro w’inyigisho:

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

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

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

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

5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

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

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya inyunguramagambo ingingo z’umuco

n’amateka inshoza n’uturango

by’Urwenya Ihimbamwandiko

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

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

o Gusoma urwenya baranguruye o Guhuza ibivugwa mu

nshoberane n’indangagaciro o Gusobanura ingingo z’umuco

n’amateka o Gusobanura inshoza

n’uturango by’ urwenya

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga

Ibyigwa Ibikorwa by’uwiga

activities

Imfashanyigisho

141 | P a g e


ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye. (Ibikurikira)

Ubuvanganzo gakondo bufatiye ku mwuga

Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza n’utwatuzo

Igitaramo gishingiye ku buvanganzo gakondo

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

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

o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye

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

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi

o Gusobanura ingingo z’umuco n’amateka

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

o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Gutahura isomo ry’ingenzi o Gutarama

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga


activities

Imfashanyigisho

142 | P a g e

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

Amavumvu, Amasare, Ibyidogo, Amahamba,..

Umwanzuro

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

bufatiye ku mwuga.

Reba Umusaruro w’inyigisho 1.1




activities

Imfashanyigisho

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

143 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Inyunguramagambo

Ingingo z’umuco n’amateka

Umwanzuro

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

mwuga yubahiriza utwatuzo n’isesekaza.





activities

Imfashanyigisho


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

144 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

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

akurikiranya neza ingingo.






activities

Imfashanyigisho


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

145 | P a g e


Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ihimbamwandiko

Ubuvanganzo gakondo bufatiye ku mwuga

Umwanzuro

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.






activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

146 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro

147 | P a g e

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

2


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

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

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

Amasaha 6


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

ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

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

Inyunguramagambo; Insanganyamatsiko

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

umurimo (umurimo unoze, kubahiriza igihe…);

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

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

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;

o Gusoma bucece; o

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

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;


activities

Imfashanyigisho

148 | P a g e


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

ngiro zinyuranye. (Ibikurikira)

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

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

Intego y’izina

mbonera.

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

o Gusoma aranguruye agaragaza isesekaza;

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

o Gukora inshamake y’umwandiko;

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

o Kugaragaza intego y’izina mbonera.

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


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



activities

Imfashanyigisho


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

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

ngiro zinyuranye

149 | P a g e


Gihamya Isuzuma



Yego Oya

Ibimenyetso by’uteze amatwi atarogoye

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.






Gihamya Isuzuma


activities

Imfashanyigisho


Yashubije ibibazo mu mvugo iboneye ku mwandiko

150 | P a g e

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko

Ingingo z’umuco

ingingo z’amateka

Indangagaciro zo gukunda umurimo

Umwanzuro

Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.






Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya



activities

Imfashanyigisho


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza

151 | P a g e

Umwanzuro

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






Gihamya Isuzuma

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


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere

ry’umwuga

Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere

ry’umwuga

Umwanzuro


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo

152 | P a g e

Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.






Gihamya Isuzuma

Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro


activities

Imfashanyigisho


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga

153 | P a g e

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






Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yego Oya

Intego y’izina mbonera

Umwanzuro


activities

Imfashanyigisho


Yagaragaje intêgo y’izina mbonera

154 | P a g e

155 | P a g e

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

3


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

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

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

Amasaha 6


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

ngiro zitandukanye.

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

Ibimenyetso by’uteze amatwi atarogoya;


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

kubaha ubuzima (kwiyitaho);

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

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

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.

o Gusoma bucece. o

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

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga.


activities

Imfashanyigisho

156 | P a g e


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

ngiro zitandukanye. (Ibikurikira)

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

Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.

Amategeko y’igenamajwi mu izina mbonera.

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

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanya, mu matsinda, ibitekerezo ku bubi bw’ibiyobyabwenge mu rubyiruko n’ingamba zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.

o Gukora inshamake y’umwandiko.

o Kugaragaza amategeko y’igenamajwi mu izina mbonera.

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



n’inkoranyamuga.



Gihamya Isuzuma


activities

Imfashanyigisho



ku nsanganyamatsiko ku bubi bw’ibiyobyabwenge mu rubyiruko abinyujije mu

ngiro zitandukanye

157 | P a g e



Yego Oya

Umwandiko ku nsanganyamatsiko y‘ububi bw’ibiyobyabwenge mu rubyiruko


Umwanzuro

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






Gihamya Isuzuma



Yego Oya

Inyunguramagambo


Ingingo z’umuco

ingingo z’amateka


activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

158 | P a g e

indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro

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






Gihamya Isuzuma



Yego Oya


Umwanzuro

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


activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza

159 | P a g e






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko

Umwanzuro

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

ry’ibiyobyabwenge mu rubyiruko.


activities

Imfashanyigisho


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo

160 | P a g e






Gihamya Isuzuma

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


Yego Oya

Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko

Umwanzuro

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





activities

Imfashanyigisho


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko

161 | P a g e



Gihamya Isuzuma

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


Yego Oya

Amategeko y’igenamajwi mu izina mbonera

Umwanzuro


Yagaragaje amategeko y’igenamajwi mu izina mbonera

162 | P a g e

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

4


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

Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Guhimba no kumurika umwandiko akurikiranya neza ingingo.

Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije.

Gukoresha neza indangahantu

Amasaha 6


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.


y’umwandiko; Ihimbamwandiko; Ibikorwa

by’abanyamwuga bishobora kwangiza ibidukikije;

Isesekaza n’utwatuzo; Indangahantu.

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.

o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’ inyunguramagambo. o Kuvumbura insanganyamatsiko

ivugwa mu mwandiko. o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza

isesekaza. o Gukorera mu matsinda, bungurana

ibitekerezo ngamba zo kurengera ibidukikije.

o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo kwangiza

ibidukikije. o Gukoresha neza indangahantu.

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;



n’inkoranyamuga; - Amafoto.


activities

Imfashanyigisho

163 | P a g e



Gihamya Isuzuma



Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije


Umwanzuro

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






activities

Imfashanyigisho



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije

mu ngiro zitandukanye


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

164 | P a g e


Gihamya Isuzuma



Yego Oya

Inyunguramagambo


Umwanzuro

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






Gihamya Isuzuma



activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza

165 | P a g e


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ihimbamwandiko

Umwanzuro


activities

Imfashanyigisho


Yahimbye anamurika umwandiko akurikiranya neza ingingo

166 | P a g e

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

kwangiza ibidukikije.






Gihamya Isuzuma

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


Yego Oya

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije

Umwanzuro


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

167 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Indangahantu

Umwanzuro


activities

Imfashanyigisho


Yakoresheje neza indangahantu

168 | P a g e

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

5


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

Gusubiza ibibazo mu mvugo iboneye ku ikinamico.

Gusoma ikinamico yubahiriza uturango twayo.

Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo by’umubiri.

Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


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

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

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

o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva

ikinamico n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu

ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa baranguruye bigana

abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

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

o Kubahiriza ifatana n’itandukana ry’amagambo.

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

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri

N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.


activities

Imfashanyigisho

169 | P a g e



Gihamya Isuzuma



Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze


Umwanzuro

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






activities

Imfashanyigisho


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku

nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye


Yashubije ibibazo mu mvugo iboneye ku ikinamico

170 | P a g e


Gihamya Isuzuma



Yego Oya

Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro

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






Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


activities

Imfashanyigisho


Yasomye ikinamico yubahiriza uturango twayo

171 | P a g e


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro


activities

Imfashanyigisho


Yahimbye anakina ikinamico ahuza imvugo n’ingiro

172 | P a g e

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

n’ingingo by’umubiri.






Gihamya Isuzuma

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


Yego Oya

Amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro


activities

Imfashanyigisho


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo

by’umubiri

173 | P a g e

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






Gihamya Isuzuma

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


Yego Oya

Ifatana n’itandukana ry’amagambo

Umwanzuro


activities

Imfashanyigisho


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

174 | P a g e

Ibitabo n’inyandiko byifashishijwe:

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

BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 1ère

Edition

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

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.

COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura

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

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

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

Publishers, Kigali

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

Publishers, Kigali

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

Publishers, Kigali

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.

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

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

Imfashanyigisho ibanza, Kigali

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

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

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

Cyiciro cya Gatatu, Kigali

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

, Kigali.

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

175 | P a g e

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

CCMBP401 Develop a business plan


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

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

to organisational strategic outcomes and facilitates the achievement of service delivery. The

module will allow the learner to identify elements of business plan, develop business plan in

line with the identified elements, establish strategies to monitor, evaluate and update the

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

176 | P a g e


Not applicable







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

with identified business idea.

1.2 Appropriate conduct of business feasibility study in line

with business environment analysis results

1.3 Correct definition of business plan elements

2. Write a business plan in line with the

identified elements

2.1 Proper description of the business in accordance with

business environment analysis results

2.2 Proper design of business production plan in line with

results from business environment analysis

2.3 Clear design of marketing plan in line with market

feasibility study and business products

2.4 Accurate develop of business staffing requirement plan

in line with business activities

2.5 Proper design of business financial plan in line with

business needs

3. Establish strategies to monitor,

evaluate and update the business plan-

contingency plan

3.1 Clear identification of risk in accordance with business

environment

3.2 Accurate assessment of risk associated to the business in

line with the business plan developed

3.3 Clear explanation of business contingency plan concepts

3.4 Accurate development of contingency plan in

accordance of assessed risks

4. Present a business plan

4.1 Accurate preparation of business plan presentation in

accordance with business plan Clearly explain Clear

different ways to present the business plan

4.2 Appropriate presentation of a business plan

177 | P a g e

LU 1: Identify elements of business plan.

1

Learning Outcomes:

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

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

3. Define elements of business plan 4 Hours

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

idea.

Meaning of business environment

Meaning of business situation

Types of business environment.

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

o Brainstorming

o Questions and answers

o Story telling

o Problem solving

o Role play

o Practical exercise

- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis

template

- Industry trends

analysis

template

Content Learning

activities

Resources

178 | P a g e

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

idea. (Cont’d)

Current industrial trends analysis:

Industry rivalry (Degree of

competition among existing

firms)

Treat of substitutes (products

or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new

entrants)

SWOT analysis of the business

o Brainstorming


o Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis template

- Industry trends analysis

template





Written evidence

Oral evidence

Product evidence

Multiple choice exercises

Essay& Cases study

True or false questioning

Sentence completion

Observation checklist

A produced industrial analysis

Content Learning

activities

Resources


Proper analysis of business environment in accordance with identified business

idea.

179 | P a g e

Checklist Score

Yes No

Types of business environment.

Analysis of business environment

Current industrial trends analysis

SWOT analysis of the business

Observation

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

analysis results

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility

study

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Steps involved in feasibility analysis

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected income

statement

Step 3. Conduct a market survey

Step 4. Plan business organization

and operations

Step 5. Prepare an opening day

balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

o Brainstorming


o Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template


Content Learning

activities

Resources

180 | P a g e




Written

Product evidence


Essay& Cases study


Sentence completion

Problem solving

A produced business feasibility study.

Checklist Score

Yes No

Identification of purpose of business feasibility study

Identification of components of business feasibility study

Performing steps involved in feasibility analysis

Observation


Appropriately conduct business feasibility study in line with business

environment analysis results

181 | P a g e

Learning Outcome 1.3: Define elements of business plan

Meaning of the term business plan

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan Internal use External use

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

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

business activities

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

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





Written

Performance


Essay& Cases study


Sentence completion

Content Learning

activities

Resources


Correctly define elements of business plan

182 | P a g e

Checklist Score

Yes No

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan

Identification of business plan elements

Observation

183 | P a g e

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

2

Learning Outcomes:

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

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

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

20 Hours

Learning Outcome 2.1: Describe the business

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

business In which month and year plan is

issued.

Executive summary the name and location of the

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

products/services and what proprietary rights of the business

the current stage of development for the venture

the legal form of the organization and why

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

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

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

Including questions that guiding trainee to write a business plan

Content Learning

activities

Resources

184 | P a g e

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

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

being requested the expected benefits of this

investment to your company funds repayment collateral to be used to secure a loan the business financial milestones

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

(Manufacturing? Services? Construction?

Business mission Business vision Business objectives Competitive advantage of the

business


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

Including questions that guiding trainee to write a business plan





Content Learning

activities

Resources


Proper description of the business in accordance with business environment

analysis results

185 | P a g e

Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced business caver page and description of the business.

Checklist Score

Yes No

Cover page- 1page

Executive summary-1 page

Description of the business

Reflecting business idea

Observation

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

environment analysis

Product design Branding and Packaging

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

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the production

will pass through

Raw materials The amount of raw materials

needed to produce a given quantity of product

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


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

template Including questions that guiding trainee to write a business plan

Content Learning

activities

Resources

186 | P a g e

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

environment analysis (Cont’d)

Competing technologies the technology to be used during the

production process technologies that should be developed

by other and affect your business

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

Quality control and ongoing service plan to avoid defects or imperfections

of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

production process the required skills of each workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the production

Packaging equipment required Types of materials that you will use to

package your product Source of supply and the quantity

needed The terms and conditions of suppliers

Importance of business product





Content Learning

activities

Resources


Proper designing of business production plan in line with results from business

environment analysis

187 | P a g e




Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced production plan of the business.

Checklist Score

Yes No

Product design Identification of business premises and plant location Estimation of equipment and machinery required Designing production planning Estimation of raw materials Setting competing technologies Manufacturing and operations Quality control and ongoing service Labour requirements Operations Utilities and office consumables Packaging equipment required Importance of business product

Observation

188 | P a g e

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

products

Market research (Customer description)

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

segments? The current and past trends affecting the

market you plan to enter

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

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

your business

Marketing objectives market share The level of sales Market intermediaries

Product description Product positioning the proportions of sales revenue for each

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

Price of products/services

Place Where will you locate your business and

why At which market will you sell your

product? What is channel of distribution of your

product

Promotion How will you communicate to customers

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

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan

Content Learning

activities

Resources

189 | P a g e

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

products (Cont’d)

Market Strategies What will be the partners of your

business How will you manage your

customers How will you increase market

share

Ongoing marketing evaluation What methods will you use to

track customer satisfaction What methods will you use to

track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that guiding

trainee to write a

business plan





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced marketing plan of the business plan.

Content Learning

activities

Resources


Clearly design marketing plan in line with market feasibility study and business

products

190 | P a g e

Checklist Score

Yes No

Market research

Target market

Marketing objectives

Product description

Price

Place

Promotion

Market Strategies

Ongoing marketing evaluation

Marketing budget

Observation

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

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the performance

requirements to a specific task

Organizational structure What is the hierarchy of

the staff

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



Content Learning

activities

Resources

191 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced developed business staff.

Checklist Score

Yes No

Job analysis

Job description

Job specifications

Organizational structure

Observation


Accurately develop business requirements in terms of staffing in line with

business activities

192 | P a g e

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

Total cost

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

items your business will need in its first year of implementation

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

source of fund: What is the share owner

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

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

term of income for 3 years

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

position of your business in the first three years

Liquidity ration What is the business ability to

pay its short term obligations

Debt Equity ratio

Return of investment ratio What is profitability percentages

on business performance How efficiently the company will

use their total assets base to generate sales

Breakeven point At which point your business,

product will become financially viable

Payback period


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan


Content Learning

activities

Resources

193 | P a g e

At which period the business will cover cash invested on its asset

Projected sales plan

Loan payment plan





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced business financial plan.

Checklist Score

Yes No

Total cost

Start-up requirements plan

Projected Income (Profit & Loss) statement for the first three years

Projected balance sheet for the first three years

Projected cash flow statement for the first three years

Liquidity ration

Debt Equity ratio

Return of investment ratio

Breakeven point

Payback period

Projected sales plan

Loan payment plan


Properly design business financial plan in line with business needs

194 | P a g e

Observation

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

3

Learning Outcomes:

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

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

3 Hours

Learning Outcome 3.1: Analyse risk in accordance with business environment

Meaning of Monitoring, Evaluation and Updating business plan

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

Importance of Monitoring and Evaluation

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

tools: SWOT Analysis

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template

Content Learning

activities

Resources

195 | P a g e

PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

Risk estimation tools: Risk impact chart Probability chart





Written evidence

Oral


Essay& Cases study


Sentence completion


Checklist Score

Yes No

Meaning of monitoring, evaluation and updating business plan

Important tools used in updating business plan

Meaning of risk analysis

Importance of risk analysis

Steps involved in risk analysis

Steps involved in risk analysis

Observation


Clearly identified risk in accordance with business environment

196 | P a g e

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

Factors influencing risks assessment

SWOT analysis

What factors are critical for

the success of your plan?

What risk does your plan

should face?

Analyze the source of the

risk, the probability of it

happening and the effects

What measures can you take

to avoid these risks?

Define operational plan

PESTEL analysis

What factors are critical

for the success of your

plan in relation with

politics, economy, social,

technological,

environment and legal

What measures can you

take to avoid these risks

Define operational plan

o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer


Content Learning

activities

Resources

197 | P a g e




Written evidence

Oral


Essay& Cases study


Sentence completion


Checklist Score

Yes No


Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

Content Learning

activities

Resources


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

developed

198 | P a g e

o Internet research - Business plan

- Computer





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule

Checklist Score

Yes No





Observation

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

Content Learning

activities

Resources


Briefly explain business contingency plan concepts

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Steps involved in contingency

plan

Identifying requirements

related to specific

contingency plan

Cost Calculation of

requirements identified

Appreciation of company

capacity to cover risks

identified

Decide choice to undertake

Adaptation

Complementarity

Abandon

Specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

o Brainstorming

o Oral presentation

o Group discussion


o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced contingency

Checklist Score

Yes No

Steps involved in contingency plan


Accurate development of contingency plan in accordance of assessed risks

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Specific strategies to make the contingency plan operational

Observation

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LU 4: Present a business plan

4

Learning Outcomes:

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

3 Hours

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

Purpose of business plan presentation Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

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

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

be presented and anticipate the questions from audience

Prepare the suggestions and conclusion. Practice delivering the presentation of

business plan

Presentation content Business idea Market Marketing strategy

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer

Content Learning

activities

Resources

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Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced presentation of business plan

Checklist Score

Yes No

Purpose (Why) of business plan presentation

Types of preparation required

Steps involved in preparation of business plan presentation

Observation


Accurately prepare of business plan presentation in accordance with business

plan

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

The business plan shall be presented

shareholder

stakeholder

Procedures involved in business plan

presentation

Connect with your audience

Business like

Simple language

Presentation touch at a

personal level

Paint a picture in your audience’ minds

Pick out great images and

visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Graph

o Brainstorming Questions

and answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet





Written evidence

Oral


Essay& Cases study


Sentence completion


Content Learning

activities

Resources


Clearly explain different ways to present the business plan

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Checklist Score

Yes No

Types of audience to whom to present a business plan

Procedures involved in business plan presentation

Observation

Learning Outcome 4.3: Present a business plan

Techniques to present your business

plan

Only write key points

Don’t read them, speak about

them

Use visualization, pictures,

symbols, colours, tables

Short, concise, come to the point,

not more than 10 min.

React positive to questions

Use body language, voice,

appearance

Try to convince

Integrating comments, suggestions

and remarks in the business plan

Planning to maintain and enforce

relationship with stakeholders

(audience) for further collaboration

o Brainstorming

o Group discussion


o Role play

o Internet

o Reference books

o Case studies

o scenarios

o Computer

o Internet

Content Learning

activities

Resources

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Written evidence

Oral

Performance


Essay& Cases study


Sentence completion


Video

photos

Checklist Score

Yes No

Techniques to present your business plan

Integrating comments, suggestions and remarks in the business plan

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

collaboration

Observation

References:

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


Appropriately present a business plan

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

206 | P a g e

C C M I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA401 Integrate the workplace


Credits: 30 300

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the

learners/internee in workplace for an industrial attachment program. The module will allow

the learner to investigate and secure industrial attachment place, deal with workplace

challenges, comprehend the whole process of the industrial attachment program and be able

to demonstrate the competencies acquired at school in the real workplace.

207 | P a g e


All the modules covered at RTQF level 4.







1. Investigate and secure industrial

attachment place

1.1 Accurate description of types of industries

1.2 Appropriate mapping of the industry organizational

structure

1.3 Proper identification of importance of industrial

attachment

1.4 Accurate collection of information on different

industries where one can carry his/her IAP

1.5 Proper selection of industrial attachment place based on

training package

1.6 Appropriate application of correspondences

2. Deal with workplace challenges 2.1 Proper identification of industrial attachment challenges

2.2 Careful development of ways/ strategies to overcome

industrial attachment challenges

2.3 Regular creativity and innovation in accordance with

work situation

3. Get briefed on industrial attachment

program

3.1 Proper setting of industrial attachment goals.

3.2 Proper description of IAP documents

3.3 Clear explanation on how IAP assessment is conducted.

4. Develop one’s competencies on the

workplace

4.1 Expected competencies are fully developed

4.2 Trainee logbook is completely and well filled

4.3 Proper description of gained work experience

208 | P a g e

LU 1: Investigate and secure industrial attachment place.

1

Learning Outcomes:

1. Describe types/categories of industry. 2. Map the industry organizational structure 3. Identify importance of industrial attachment 4. Collect information on different industries 5. Select industrial attachment place based on training package 6. Apply correspondences 10 Hours

Learning Outcome 1.1: Describe types/categories of industry.

Definition of terms

Firm

Sector

Industry

Company

Organization

Factory

Enterprise

Industry classification

Primary industry

Genetic industry

Extractive industry

Manufacturing industry

Construction industry

Service industry

Industry sectors

o Small group work

o Large group discussion

o Observation of pictures

o Presentation of videos

o Group discussions

o Group work on the industry

classification.

o Site visit

- Pictures and videos of

various industries

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

categories of industry

Content Learning

activities

Resources

209 | P a g e





Written evidence

Oral evidence

Product evidence

Essay (extended responses) Sentence completion Expose /presentation

Concept / mind map (organizational chart)

Checklist Score

Yes No

Types of industries

Industry classification

Industry sectors

Observation

Learning Outcome 1.2: Map the industry organizational structure

Purpose of organizational

structure

Benefits to use

organizational chart

Types of organizational

structure.


o Individual work

o Pair work

o Small group work


o Learning through pictures.

o mapping the industry

organizational structure

- Sample of organizational

structure

- Reference books

- Chalkboard

- Projector

- Power Point presentation

on mapping the industry

organizational structure

- Pictures

Content Learning

activities

Resources


Accurate description of types of industries.

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Written

Oral evidence

Expose /presentation Concept / mind map (organizational chart)

Checklist Score

Yes No

Organizational Chart

Observation

Learning Outcome 1.3: Identify importance of industrial attachment

Benefits of IAP

Characteristics of IAP

o Small group work


o Asking questions

o Group work on the IAP

characteristics.

o Research on IAP.

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

importance of

industrial attachment

Content Learning

activities

Resources


Appropriate mapping of the industry organizational structure.

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Written

Oral evidence

Multiple choice True or false question Matching Sentence completion Expose /presentation

Learning Outcome 1.4: Collect information on different industries

industry location

Industry type

Industry size

o Observation of the environment

o Research on the industry types

and size

o Guided learning on how to collect

information

o Learning through maps

o Asking questions

o Group work on the given topic

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

collection of

information on

different industries

Checklist Score

Yes No

Importance of industrial attachment

Observation

Content Learning

activities

Resources


Proper identification of importance of industrial attachment

212 | P a g e





Written

Oral



Learning Outcome 1.5: Select industrial attachment place based on training package.

IAP selection criteria

Training package

Tasks related to the field.

Working hours

o Reflection on the training

package

o Pair sharing of selection criteria

of IAP place

o Discussions

o Asking questions

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

selection of industrial

attachment)

Checklist Score

Yes No

Information about:

industry location

Industry type

Industry size

Recorded information on different industries where one can carry out his/her IAP

Observation

Content Learning

activities

Resources


Accurate collection of information on different industries where one can carry

his/her IAP.

213 | P a g e





Oral

Question and answer

Learning Outcome 1.6: Apply correspondences

Use of workplace documents.

IAP application letter

Curriculum vitae

E-mail

Complain letter

Thanks letter

o Research on how to use

workplace documents

o Guided learning on how to

write workplace documents

o Asking questions

o Group work on the

interpretation of the workplace

documents

- Sample of IAP

application letter

- Sample of Curriculum

vitae

- Sample of Complain

letter

- Sample of thanks letter

- Reference books

- Chalkboard

- Projector

- Correspondences

Checklist Score

Yes No

Appropriate industrial attachment place based on training package

Observation

Content Learning

activities

Resources


Proper selection of industrial attachment place based on training package

214 | P a g e





Written

Product

Short responses

Different Workplace documents

Checklist Score

Yes No

Workplace documents / completed Checklist

Essential element of workplace documents

Observation


Appropriate application of correspondences.

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LU 2: Deal with workplace challenges.

2

Learning Outcomes:

1. Identify industrial attachment challenges 2. Develop ways/strategies to overcome industrial attachment

challenges 3. Discuss creativity and innovation at work place

20 Hours

Learning Outcome 2.1: Identify industrial attachment challenges

IAP challenges (before ,During and

After)

Budget issues

Cope with a new work situation

Insufficient of industrial

attachment place

Lack of assistance from industrial

attachment in charge

Industry attitude toward interns

o Observation of the

environment

o Group discussion on IAP

challenges

o Pair sharing of IAP challenges.

- Reference books

- Projector

- Power Point presentation

on creativity and

innovation


Content Learning

activities

Resources


Proper identification of industrial attachment challenges.

216 | P a g e




Written evidence

Oral



Matching

Sentence completion

Expose (presentation).

Checklist Score

Yes No

List Possible industrial attachment challenges.

Observation

Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges

Effective strategies to enhance IAP

Partnership with industries

Collaboration/Regular contact

Early Preparation of IAP

Tips for Overcoming Your IAP

Challenges

Being patient

Meet new people

Effective communication

o Pair sharing on effective

strategies to enhance IAP

o Brainstorming on the way to

overcome IAP challenges.

o Research on effective

strategies and tips to

overcome IAP challenges

o Asking questions

o Group discussion on ways to

overcome IAP challenges

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and

innovation


Content Learning

activities

Resources

217 | P a g e




Written evidence

Performance

Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.

Checklist Score

Yes No

Possible ways/strategies to overcome industrial attachment challenges

Observation

Learning Outcome 2.3: Discuss creativity and innovation at work place

Ways to develop creativity in

the workplace.

Ways to promote innovation

in your workplace.

o Pair sharing of effective ways to

promote creativity and innovation

o Research on good ways to develop

creativity and innovation

o Asking questions

o Discussions on ways to promote and

develop creativity and innovation

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and

innovation)

Content Learning

activities

Resources


Careful development of ways/ strategies to overcome industrial attachment

challenges.

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Written evidence

Multiple choice True or false question

Essay (short responses /extended responses)

Checklist Score

Yes No

List of possible ways to develop creativity and innovation on the workplace

Observation


Regular creativity and innovation in accordance with work situation.

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LU 3: Get briefed on industrial attachment program.

3

Learning Outcomes:

1. Set industrial attachment goals. 2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.

5 Hours

Learning Outcome 3.1: Set industrial attachment goals.

Goals of industrial attachment

o Group discussion on the IAP

goal

o Research on the IAP goals

o Asking questions

o Individual work on the

setting of own IAP goals

- Hand out on industrial

attachment goals.




Content Learning

activities

Resources


Proper setting of industrial attachment goals.

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Written evidence

Oral

Essay (short responses /extended responses) Multiple choice True or false question Question and answer

Checklist Score

Yes No

Essential elements of IAP documents

Observation

Learning Outcome 3.2: Describe of IAP documents.

IAP Logbooks:

IAP list of competencies to be

developed

IAP attendance sheet

IAP agreement

IAP report form

IAP Evaluation form

IAP interview form

o Presentation

o Small group work on the

interpretation of IAP

logbooks

o Exercise on the completion

of IAP logbooks

o Guided learning on how to

complete IAP logbooks

- Logbooks


Content Learning

activities

Resources


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

developed

221 | P a g e




Written evidence

Oral


Essay& Cases study


Sentence completion


Checklist Score

Yes No


Observation

Learning Outcome 3.3: Explain how IAP assessment is conducted.

Written tests

Performance evidence(marked by

company supervisor)

Respond to interview questions

o Presentation by trainees

and trainer

o Discussion on IAP

assessment is conducted

o Asking questions

- Vocational tools

- Task sheets

-


Content Learning

activities

Resources


Briefly explain business contingency plan concepts

222 | P a g e




Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule

Checklist Score

Yes No





Observation

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LU 4: Develop one’s competencies on the workplace.

4

Learning Outcomes:

1. Develop competencies related to one’s field. 2. Fill in trainee logbook 3. Describe gained work experience

280 Hours

Learning Outcome 4.1: Develop competencies related to one’s field.

o Preform daily workplace routine tasks related to one’s field.

- Industry tools, equipment and consumables related to one’s field




Content Learning

activities

Resources


Expected competencies are fully developed.

224 | P a g e


Performance

Product

Checklist Score

Yes No

List of well performed activities

tasks given by industry (checklist)

Observation

Learning Outcome 4.2: Fill in trainee logbook

o Complete trainee logbook

o Complete IAP reports

o Complete IAP Evaluation

o Conduct IAP interview

- logbooks




Content Learning

activities

Resources


Trainee logbook is completely and well filled.

225 | P a g e


Performance

Product

Checklist Score

Yes No

List of well performed activities/ tasks given by industry (checklist)

Observation

Learning Outcome 4.3: Describe gained work experience

o Presentation on work experience related to one’s field

- Questionnaires related to work experience.


Content Learning

activities

Resources


Proper description of gained work experience.

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Written evidence

Oral


Essay (short responses / extended responses)photos

Checklist Score

Yes No

Brief presentation of experience gained during the industrial attachment period

Observation

References:

1. http://www.differencebetween.net/business/difference-between-factory-and-industry/

2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-

attachment/

3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

5. https://www.edrawsoft.com/why-use-orgchart.php

6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-

structure/

7. http://www.differencebetween.com/difference-between-company-and-vs-industry/

8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

http://www.differencebetween.net/business/difference-between-factory-and-industry/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

https://www.edrawsoft.com/why-use-orgchart.php

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://www.differencebetween.com/difference-between-company-and-vs-industry/

https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

227 | P a g e

9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-

workplace-improve-innovation/

10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

11. https://www.thebalance.com/creating-a-document-management-system-2948084

12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

13. https://bizfluent.com/how-5093085-write-daily-report.html

14. https://resources.workable.com/supervisor-job-description

15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program

(IAP)-challenges/

16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Tra

ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3

a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf

17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-

Industrial Attachment Program (IAP)s

18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana:

the pertinent issues, Ghana

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

https://www.thebalance.com/creating-a-document-management-system-2948084

http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

https://bizfluent.com/how-5093085-write-daily-report.html

https://resources.workable.com/supervisor-job-description

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Training_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf



https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

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A N H M O 4 0 1 - MICRO ORGANISMS IDENTIFICATION

ANHMO401 Perform micro organisms identification


Credits: 10 100

Sector: Agriculture and food processing



Purpose statement

This general module describes the performance outcomes, skills, knowledge and attitude required by the

learner to identify micro-organisms. For the veterinary assistant involved in both veterinary and farming

practices, this competence is very important to enable him to perform better his professional work. It is a

prerequisite for all the specific modules of the qualification involving the manipulation and treatment of

the different animal species. Upon completion of this module, the trainee will be able to:

- Classify different types of micro-organisms;

- Select material and equipment;

- Perform different methods of identification

230 | P a g e


Not applicable.

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.




Elements of competence Performance criteria

1. Classify different types of micro-organisms

1.1 Appropriate classification of different types of micro-

organisms

1.2 Proper characterization of bacteria, virus, fungi of

veterinary importance

2. Select material and equipments 2.1. Appropriate selection of material for sample

collection

2.2. Appropriate identification of material for culture

(isolation and identification)

2.3. Appropriate identification of material and equipment

for sterilization

2.4. Proper description of material for conservation

2.5. Appropriate selection of equipments for sample

conservation

3. Perform different methods of identification

3.1. Proper collection of samples

3.2. Respect of Steps for culture media preparation

3.3. Proper isolation of bacteria

3.4. Appropriate performing Gram stain

3.5. Proper use of Microscope

231 | P a g e

LU 1: Classify different types of micro-organisms

1

Learning Outcomes:

1. Identify different types of micro-organisms 2. Characterize different types of bacteria of veterinary importance 3. Characterise viruses of veterinary importance 4. Characterize Fungi of veterinary importance

27 Hours

Learning Outcome 1.1: Identify different types of micro-organisms

Different types of micro-organisms (structure): Bacteria Virus Fungi

o Posters presentation of

bacteria, viruses and fungi

o Group discussion on micro-

organisms cells structure

o Observation of micro-

organisms cells in microscope

- PPE

- Posters

- Prepared slides

- Pictures

- Microscope




Content Learning

activities

Resources


232 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 1.2: Characterize different types of bacteria of veterinary importance

Multiplication of bacteria

Pathogenicity of bacteria

Resistance

Culture conditions

types of bacteria: Based on forms Bacillus : straight and rod-

shaped Coccus: spherical Spirillum and Vibrios: long and

helical shorter forms S- or C-like Based on colonies Form: Circular, Irregular,

Filamentous, Rhizoid - Size - Surface - Texture - Colour

Elevation: Flat, Raised, Umbonate (having a knobby protuberance), Crateriform, Convex, Pulvinate (cushion-shaped)

Margin: Entire, Undulate (wavy), Lobate, Curled, Filiform (filamentous)

o Based on staining or coloration:

o Visits of : Laboratory for observation

of identified micro-organisms

Veterinary clinic for observation of identified micro-organisms and sample collection and analysis

o Observation of different forms of micro-organisms

o Demonstration of gram staining techniques

o Audio-visual presentation o Group work/research on

micro-organisms multiplication, pathogenicity, resistance and culture conditions

o Individual and group research on material used in microbiology

- PPE - Light Microscopes

(teaching / demonstration & diagnostic)

- Immersion oil - Microscope with

digital component with TV monitor

- Colony reader - Colony counter - pH Meter - Internet connection - Books - Posters - Documentary films

Content Learning

activities

Resources

233 | P a g e

Gram + and Gram –





Checklist Score

Yes No

Observation

Learning Outcome1.3.Characterise viruses of veterinary importance

Multiplication of viruses

Pathogenicity of viruses

Resistance

Culture conditions

Types: DNA Types Viruses

o Visits of : Laboratory for observation

of identified micro-organisms

Veterinary clinic for observation of identified

- PPE - Light Microscopes (

teaching/demonstration & diagnostic)

- Immersion oil

Content Learning

activities

Resources


234 | P a g e

RNA Types Viruses Reverse Transcriptase Viruses

micro-organisms and sample collection and analysis



o Audio-visual presentation o Group work/research on micro-

organisms multiplication, pathogenicity, resistance and culture conditions


o Brainstorming o Personal research o Group discussion

- Microscope with digital component with TV monitor

- Colony reader - Colony counter - pH Meter - Internet connection - Books - Posters

Documentary films





Checklist Score

Yes No

Observation


235 | P a g e

Learning Outcome1.4.Characterize Fungi of veterinary importance

Multiplication of fungi

Pathogenicity of fungi

Resistance

Culture conditions

Different types/classes of fungi

Different forms of fungal colonies Form: Circular, Irregular,

Filamentous, Rhizoid - Size - Surface - Texture - Colour

Elevation: Flat, Raised, Umbonate (having a knobby protuberance), Crateriform, Convex, Pulvinate (cushion-shaped)

Margin: Entire, Undulate (wavy), Lobate, Curled, Filiform (filamentous)Batching and mixing of ingredients for terrazzo pavement

Steps used for applying terrazzo pavement: Spreading terrazzo paste Screeding the surface

area Grouting the joints Curing terrazzo pavement

Batching and mixing of mortar ingredients for tiles and bricks works

Steps used for applying tiles and bricks :

o Visits of : Laboratory for

observation of identified micro-organisms

Veterinary clinic for observation of identified micro-organisms and sample collection and analysis



o Audio-visual presentation o Group work/research on

micro-organisms multiplication, pathogenicity, resistance and culture conditions


o Brainstorming o Personal research o Group discussion

- PPE - Light Microscopes (

teaching/demonstration & diagnostic)

- Immersion oil - Microscope with digital

component with TV monitor

- Colony reader - Colony counter - pH Meter - Internet connection - Books - Posters

Documentary films

Content Learning

activities

Resources

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Mix the mortar Spread the mortar Press the first tile in place Install more tiles Cut tiles to fit

Grout the floor





Checklist Score

Yes No

Observation


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LU 2: Select material, media and Equipments

2

Learning Outcomes:

1. Select material and equipment for sample collection 2. Select material and media for culture 3. Select material and equipment for sterilization

13 Hours

Learning Outcome 2.1: Select material, media and Equipments.

Material for sample collection

Material for sample transportation

Material and equipment for sample conservation

o Visits

Laboratory Veterinary clinic o Observation

o Demonstration

o Audio-visual presentation

o Individual and group search on

material used in microbiology

- PPE

- Cotton/Cotton swabs

- Tissue forceps

- Swabs

- Permanent markers

- Applicator sticks

- Parafirm paper

- Petri dish

- Disposable syringes and

needles

- Disinfectants

- Glass slides

- Refrigerator

- Bottles

- Petri dishes

- Cool box

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Select material and media for culture

Material for sample preparation

Material for sample culturing

Selection of solid culture media for enumeration

Selection of culture media for isolation Solid culture media Semi-solid media

o Visits Laboratory Veterinary clinic o Observation o Demonstration o Audio-visual presentation o Individual and group search on


- PPE - Disinfectants - Buckets and basin - Different culture media - Syringes and Needles - Needle holder - Tissues - Milk - Urine - Screw cap bottles

Content Learning

activities

Resources


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Liquid culture media

Selection of culture media for differentiation identification Solid culture media Semi-solid media Liquid culture media

Selection of material for inoculation

- Plastic containers with lids

- Bunsen burner - Inoculation loop - Glass rod - Water bath - Incubator

Formative Assessment 2.2.




Checklist Score

Yes No

Observation


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Learning Outcome 2.3: Select material and equipment for sterilisation

Material for culture media sterilization

Material for glassware sterilization

Equipment for sterilization

o Visits Laboratory Veterinary clinic o Observation o Demonstration o Audio-visual presentation o Individual and group search on


- PPE - Koch’s steamer – for

sterilizing culture media - Cotton wool - Bunsen burners - Aluminium foil - Stop clocks - Hot plates - Modern Autoclaves - Autoclave tapes - Pressure cookers (with

weights) - Hot air ovens - Water baths - Incubators

(microbiological work) - PCR Machine and

accessories - Water baths





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

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LU 3: Apply different methods of identification

3

Learning Outcomes:

1. Collect sample 2. Isolate bacteria 3. Use microscope

50 Hours

Learning Outcome 3.1: Collect sample

Blood sample collection

Urine sample collection

Collection of swabs

Faeces

Milk

Mucus

Lymphs

Organs and tissues

Scabs

o Visits

Laboratory Veterinary clinic

o Observation

o Demonstration


o Group work/search



- PPE - Cotton swabs - Petri dishes (autoclavable) - Bunsen burners - Bacteriological filters - Flasks (conical without

stopper) - Aluminum foil - Parafirm paper - Permanent markers - Refrigerators (ordinary) - Refrigerators 10-30oC - Deep freezers (-20 & -70oC) - Biosafety cabinets (Level, I & II

or even III)

- Centrifuges (ordinary)

- Cooling centrifuges

- Centrifuge tubes (assorted)

- Modern Autoclaves

- Autoclave tapes

- Water baths

- pH Meter

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 3.2 Isolate bacteria

Preparation of material for culture

Preparation of culture media

Dilutions series

Inoculation of sample on culture media

o Visit

Laboratory Veterinary clinic

o Observation

o Demonstration


- PPE - Cotton swabs - Anaerobic jar - Anaerobic incubator

(100L) with 5% CO2 - Pasteur pipettes with

rubber tube - Reagent Bottles - Universal bottles

Content Learning

activities

Resources


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Identification of colonies (Read, Count colonies, identify)

o Group work/search

o Individual and group search

- Immersion oil - Multichannel

micropipettes - Automatic pipettes (5, 10,

20, 50, 100, 500 & 1000µl) - Micropipette tips different

sizes - Eppendorfs - Petri dishes (autoclavable) - Glass rods (“hockey sticks)

for agar plate innoculation - Disposable hockey sticks

for agar plate innoculation - Wire loops (disposable &

re-useable) - Straight wires for stab

inoculation - Bunsen burners - Bacteriological filters - Flasks (conical without

stopper) - Aluminum foil - Parafirm paper - Permanent markers - Colony reader - Colony counter - Timers - Stop clocks - Hot plates - Multi-pipette dispenser - Vortex stirrers - Magnetic stirrers - Rotator/tray mixer - Stomacher and stomacher

bags - Shakers - Biosafety cabinets (Level, I

& II or even III) - Centrifuges (ordinary) - Centrifuge tubes

(assorted) - Modern Autoclaves - Autoclave tapes - Biological indicators

(Bacillus stearothermophilus)

- Water baths

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- Incubators (microbiological work)

- Water baths - Mounted slides for

demonstration (Microbiology)

- Weighing balances - Virkon disinfectant - pH Meter





Checklist Score

Yes No

Observation


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Learning Outcome 3.3: Use microscope

Types of microscopes Light microscopes:

Bright Field LM, Dark Field LM, Fluorescence LM, Phase Contrast LM

Electronic microscopes

Microscope structure and parts

Care and handling of microscope

Image focusing

Interpretation of results

o Demonstration’


o Visits

Veterinary laboratories Research centres Medical laboratories for

microscope manipulation, care and handling

- PPE

- Cotton wool

- Light Microscopes (

teaching/demonstration &

diagnostic)

- Immersion oil

- Microscope with digital

component with TV

monitor

- Stereo microscopes for

parasitology

- Kahn tube for

agglutination

- Cragie – for observing

motility test.

- Prepared and fixed

specimens





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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Learning Outcome 3.4 Identify bacteria

Techniques of bacteria identification Gram stain: Gram+ ,

Gram – Ziehl-Nelsen stain Microscopic

observation

Interpretation of results

Drug susceptibility testing (Antibiogram)

o Visits

Laboratory work Veterinary clinic

o Observation

o Demonstration


o Group work/search



- PPE - Light Microscopes

(teaching/demonstration & diagnostic)

- Immersion oil - Microscope with digital

component with TV monitor

- Petri dishes (autoclavable) - Glass rods (hockey sticks)

for agar plate innoculation - Colony reader - Colony counter - Biosafety cabinets (Level, I

& II or even III) - pH Meter





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

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A N H R F 4 0 1 - RABBIT FARMING

ANHRF401 Perform rabbit farming


Credits: 8 80




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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AGRAH 401 Micro-organisms identification







1. Identify rabbit breed 1.1. Proper identification of rabbit breeds

1.2. Proper characterization of rabbit breeds

2. Sketch and equip rabbit hutch 2.1. Proper selection of rabbit hutch site

2.2. Appropriate sketching of rabbit hutch

2.3. Adequate selection of construction material and

equipment of rabbit hutch

3. Manage rabbit farming 3.1. Proper selection of rabbit breeds

3.2. Appropriate application of rearing techniques

3.3. Proper feeding of different categories of rabbit

3.4. Proper management of rabbit reproduction

3.5. Adequate record keeping and interpretation of

rabbit reproduction and feeding data

4. Perform rabbit health and diseases control

4.1. Proper identification of specific disease of rabbit

4.2. Respect of hygiene and bio security measures

4.3. Appropriate establishment of prophylactic plan

4.4. roper selection of bio-chemical prevention

products

4.5. Proper administration of bio-chemical prevention

product

4.6. Adequate record keeping and interpretation of

zoo-sanitary data

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LU 1: Describe rabbit breed

1

Learning Outcomes:

1. Identify rabbit breeds 2h 2. Characterize rabbit breed

15 Hours

Learning Outcome 1.1: Identify rabbit breeds 2h

Rabbit breeds: Local rabbit Californian New Zealand white Fauve de bourgone Angora Dutch Chinchilla Petit russe Flemish giant

o Group work /research for rabbit breed identification

o Audiovisual presentation for rabbit breed identification

o Posters presentation o Rabbit farm visit o Tutorials

- Book

- rabbit farm

- Audiovisual equipment

- Posters

- Internet




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 1.2 Characterize rabbit breed

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 - Flemish giant

Cross breeds

o Audiovisual presentation on rabbit breeds

o Posters and pictures presentation

o Group work and discussion on rabbit breeds

o Group research on breeds selection

o Tutorials/Brainstorming on selection criteria

- Rabbit farm

- Posters and rabbit

- Books

- Internet


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation


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LU 2: Design and equip rabbit hutches

2

Learning Outcomes:

1. Select the site for rabbit hutches 2. Sketch a rabbit hutch 3. select construction materials and equipment of a hutch 5h

17 Hours

Learning Outcome 2.1 Select the site for rabbit hutches

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

o Rabbit hutch visit for checking rabbit hutch site selection requirement

o Field visit for assessing site requirements

o Tutorials o Group research, discussion and

presentation on requirements of rabbit hutch site

o Brainstorming on rabbit hutch components

o Group work on plan sketching

- Rabbit hutch

- Books

- Sketching materials

- Weather vane

- Thermometer

- Hygrometer

- Meteorological data

- Audio-visual equipment

- Decameter

- Model hutch sketch

- Internet

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Sketch a rabbit hutch

Type of rabbit hutch: Out door:

- Ground hutch - Battery hutch - Cage hutch

Indoor: - Wooden cage - Wire mesh cage - Slite cage

Rabbit hutch component and specification: Littering /lactating

doe cage Grower cage Dry doe/young

female rabbit cage

o Rabbit hutch visit for checking rabbit hutch site selection requirement

o Field visit for assessing site requirements

o Tutorials o Group research, discussion and

presentation on requirements of rabbit hutch site

o Brainstorming on rabbit hutch components

o Group work on plan sketching

- Rabbit hutch

- Books


- Weather vane

- Thermometer

- Hygrometer



- Decameter

- Model hutch sketch

- Internet

Content Learning

activities

Resources


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Fattening cage buck cage Annexes:

- Office - Store of feed - Feed preparation

room - Drug store - Compost pit

Plans of rabbit hutch





Checklist Score

Yes No

Observation


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Learning Outcome 2.3. Select construction materials and equipment of a hutch 5h

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

o Rabbit hutch visit for checking construction materials and equipment requirement

o Hardware shops visit for observation of construction materials

- Hardware shops

- Building materials

- Rabbit hutch equipment

- Posters and pictures





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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LU 3: Design hardwood floor

3

Learning Outcomes:

1. Select rabbit breed 2. Apply rabbit rearing techniques 10h 3. Perform rabbit feeding 4. Manage rabbit reproduction

30 Hours

Learning Outcome 3.1 Select rabbit breed

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

o Group work and research on breed selection criteria

o Brainstorming on breed selection criteria

o Rabbit hutch visit for assessing selection criteria

- Books

- Rabbit hutch

- Internet

- Rabbit rearing records

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 3.2. Apply rabbit rearing techniques 10h

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:

o Group work on rabbit identification techniques

o Group research on rearing systems and condition

o Visits o Brainstorming on rearing

systems o Demonstration of rabbit

identification techniques o Audiovisual presentation on

rearing system or rabbit identification techniques

- Books

- Internet

- Ear tags

- Ear tags applicator

- Ear notcher

- Blades


- disinfectant

Content Learning

activities

Resources


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Tagging Ear notching Tattooing





Checklist Score

Yes No

Observation


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Learning Outcome 3.3 Perform rabbit feeding

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

o Group work on feed stuff distribution

o Regular participation of students on school rabbit farming activities

o Group research and presentation on rabbit feeding practice

o Group work on feeding record collection and interpretation

- Feed stuffs

- Rabbit hutch cards and

records

- Books

- Internet

- Rabbit hutch


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.4 Manage rabbit reproduction

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:





- Feed stuffs

- Rabbit hutch cards

and records

- Books

- Internet

- Rabbit hutch

Content Learning

activities

Resources

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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 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

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Feeding grower and finisher rabbit

Watering of rabbit


feeding record keeping: Technical sheet feeding cards feeding data collection and

interpretation





Checklist Score

Yes No

Observation


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LU 4: Perform rabbit health and diseases control

4

Learning Outcomes:

1. Identify specific rabbit diseases 2. Apply hygiene and biosecurity measures 3. Apply Bio-chemical prevention measures

18 Hours

Learning Outcome 3.1 Identify specific rabbit diseases

Specific infectious diseases of rabbit

Specific parasitic diseases of rabbit

Specific nutritional deficiencies and metabolic disorders

o Group research on rabbit diseases

o Posters presentation of rabbit diseases

o Audiovisual presentation of rabbit diseases

o Rabbit hutch visit o Ambulatory clinic

- Books

- Internet


- Posters

- Rabbit hutch

- Clinical materials and

tools





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 4.2 Apply hygiene and biosecurity measures

General rabbit hutch hygienic measures

Sanitization of rabbit hutch

Biosecurity measures: Offensive measures Defensives measures

o Demonstration on hygienic and biosecurity measures application

o Rabbit hutch visit o Group works/research on

rabbit hutch hygienic measures application

- PPE


- Rabbit hutch

- Cleaning materials and

products

- Books

- disinfectants





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 4.3 Apply Bio-chemical prevention measures

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


o Demonstration on rabbit bio-chemical product administration

o Audiovisual presentation o Group work/ research on bio-

chemical application measures o ambulatory clinics

- PPE

- Bio-chemical product for

rabbit


- Internet

- Books

- Veterinary pharmacy




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.4 Manage rabbit reproduction

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





- Feed stuffs

- Rabbit hutch cards and

records

- Books

- Internet

- Rabbit hutch

Content Learning

activities

Resources

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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 Rabbit digestion particularity

Rabbit feed stuffs distribution : Cereals Legumes

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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


feeding record keeping: Technical sheet feeding cards feeding data







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Checklist Score

Yes No

Observation

Summative Assessment

Integrated situation Resources

URWIBUTSO Entreprise is a company , located at RULINDO District in Northern Province. This company has a rabbit farm which is managed in a traditional system. Different categories of rabbit breeds (Local breed, Californian, New Zealand white, Fauve de Bourgogne, Angora , Dutch, Chinchilla, Petit russe and Flemish giant) are reared. In order to extend and modernize his project of rabbit farming, the company has requested a loan from Grant Trust Bank. To maximize profit and get more money from different categories of rabbits and pay back quickly the loan, URWUBUTSO Entreprise has adopted a mixture of rabbit production systems: - To keep purchasedweaners to grow them for rearing and the

market.

- To keep the does and bucks to grow weaners for kidsproduction

- To keep does and bucks to sell weaners.

For better results, URWUBUTSO Entreprisewill recruit a veterinary nurse in charge of this rabbit farming project. You are then recruited to do this work: start and operate the project. You are requested to: - Adapt housing to production system in 4 hours

- Identify breeds in 10 minutes

- Select best quality rabbits to keep in 2 hours

- Establish the feeding and rearing plan in 2 hours

- Establish the prophylactic plan in 1 hour

Be aware that: - The operation is designed as a high investment totally confined

rabbit unit.

- All feed, with the exception of some bagged starter feed is

assumed to be produced on farm.

- The operation is assumed to use good lean gain genetics

Tools :

- Clinical tools

- Decameter

- Disinfectant

- Drugs (antiseptics,

antibiotics and vaccines)

- Farm cards and records

- Farm records tools

- Feed stuffs (Creep feed,

concentrate, kitchen

residues, forage, nutrient

supplement, bagger

starters and feed

additives)

- Hygrometer

- Kids boxes


- Rabbit reproduction

cards

- Rabbit reproduction

diagram

- Tattooing tools

- Thermometer

Materials and animals :

- Animals (does back and

kids)

- Building materials

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- All tools, material, equipment, products, land, building and

market inventory are assumed to be available.

Keep purchased weaners to grow them for rearing and the market, Keep

the does and bucks to grow weaners for kids production and keep does

and bucks to sell weaners

- Cleaning materials and

products

- Clinical materials (

castration material)

- Feeds stuffs

- high-pressure sprayer

- Scale


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

Indicators:

Current production system is checked and analysed

Breeds to use and good quality rabbits to keep are selected

Rabbits are categorized and kept in respective boxes

Feeds preparation and distribution are adapted to production systems

Prophylactic plan is established

Observation

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Assesment Criterion 2: Quality of Product

Checklist Score

Yes No

Indicators:

Hutch is transformed according to production system

Relevant rabbits breeds are selected according to production purpose

Rabbits are properly fed

Reproduction plan is well established

Prophylactic plan is well established

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicators:

Hutch requirements are fulfilled

Selection criteria of rabbits breeds are considered

Appropriate feeding practices are respected

Environment is sustained

Observation

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A N H A P 4 0 1 - DEMONSTRATING BASIC KNOWLEDGE ON DOMESTIC ANIMALS PHYSIOLOGY

ANHAP401 Demonstrate basic knowledge on domestic animal physiology


Credits: 9 90




Purpose statement

This module describes the skills, knowledge and attitude to be acquired by the learner to perform the

domestic animal body description. Any veterinary has to manipulate the body of the animal during his

professional work. So, this competence is very important for the Veterinary nurse training and it is a

prerequisite for all the specific modules of the qualification involving the manipulation and treatment of

the different animal species.


- Describe the animal morphology - Describe the body apparatus; - Assess anatomo- physiological parameters of the main functions

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1. Describe the animal cell physiology 1.1. 1 Proper description of the animal cell according to

types, shapes, sizes and organization

1.2 Proper description of cell organdies functions

1.3 Proper description of transport processes across the cell

membrane according to diffusion, pinocytosis and

phagocytosis, active and passive transport

1.4 Appropriate description of cell multiplication, growth,

death and replacement

1.5 Appropriate description of cell metabolism

2. Describe body defense mechanism 2.1. Proper classification of body defense mechanism

2.2 Correct explanation of homeostasis and control of

internal environment based on body temperature and pH

regulation

2.3 Proper description of blood component and blood

physiology

2.4 Correct explanation of body immunity according to

sources and mode of action

3. Describe the physiology of different

body systems

3.1. Proper description of musculoskeletal system

physiology according to types, structure and excitability

3.2 Proper description of the circulatory system physiology

with reference to general properties, physical and chemical

composition, types of blood cells, structure and function

3.3 Proper description of the respiratory system physiology

based on animal species, types of respiration and structures

of the respiratory systems (Conducting system, Transitional

system and Exchange system)

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3.4 Proper description of digestive system physiology based

on animal species and feeding habits of different species

3.5 Proper description of the genital/reproductive system

physiology based on different animal species, sex and age

3.6 Proper description of the urinary system physiology

based on animal species, feeding habits and environmental

factors

3.7 Proper description of the nervous system physiology

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LU 1: Describe animal cell physiology

1

Learning Outcomes:

1. Describe animal cell organisation 2. Describe animal cell membrane transport 3. Describe cell metabolism

30 Hours

Learning Outcome 1.1: Describe animal cell physiology

Cell structure and organisation Cell Membrane Cytoplasm Nucleus Mitochondria Chloroplast Ribosome Lysosome Vacuole Centrosome Golgi body Endothelium

Comparison between animal cell and plant cell

o Presentation of picture on cell o Video presentation on cell, o Group work on comparison of

cell. o Microscopic observation on

specimen of cells.

- Pictures, - Projector, - Pamphlets - Microscope, - DVD and CD, - Specimen.


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Describe animal cell membrane transport

Passive transport: Diffusion Facilitated diffusion Filtration Osmosis

Active transport

Phagocytosis

Pinocytosis

o Presentation of power point slide,

o Video presentation on cell membrane transport,

o Group work on cell membrane transport.

- Pictures, - Power point Slide, - Projector, - Pamphlets - DVD and CD.

Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Describe cell metabolism

Metabolism: Anabolism Catabolism

Source of cell energy

Characteristics of a living cell: Movement Respiration Growth & Death Excretion Nutrition Reproduction Sensitivity

o Presentation of power point slide on various topics,

o Video presentation on cell metabolism

o Group work on cell metabolism

- Pictures - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD.

Content Learning

activities

Resources


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Adaptability





Checklist Score

Yes No

Observation


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LU 2: Describe body defence mecanism

2

Learning Outcomes:

1. Describe body defence mechanisms 2. Describe animal homeostasis 3. Describe blood component and functions

30 Hours

Learning Outcome 2.1: Describe body defence mechanisms

Basic terminologies: Immunity, immune system, immune response, allergens, antibody, antigen, autoimmune, Hapten, Epitope or Antigenic Determinant

Classification of immunity: Innate immunity Acquired immunity:

natural, artificial, active, passive

o Presentation of power point slide on body defence mechanism,

o Video presentation on body defence mechanism,

o Group work on body defence mechanism

o Pictures, o Posters, o Pamphlets o Power point Slide, o Projector, o DVD and CD.


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 2.2:Describe animal homeostasis

Homeostatic organs: cells heart, skin, kidney, lungs, intestins and liver.

Mechanism of homeostasis Insulation Vasodilatation Vasoconstriction Sweating Skin receptors Shivering

o Presentation of power point slide on animal homeostasis,

o Video presentation on animal homeostasis,

o Group work on animal homeostasis

o Assignments on animal homeostasis

o Tutorials on animal homeostasis

- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Describe blood component and functions

Types of blood cells

Functions of blood cells

Platelets

Plasma and serum

Plasma proteins functions

Hematopoeisis

o Presentation of power point slide blood component and functions,

o Video presentation blood component and functions,

o Group work blood component and functions,

o Assignments blood component and functions,

o Tutorials blood component and functions

- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD - Microscope - Giemsa reagents - Blood specimen


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

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LU 3: Describe the physiology of different body systems

3

Learning Outcomes:

1. Describe musculoskeletal system physiology 2. Describe circulatory system physiology 3. Describe respiratory system physiology 4. Describe digestive system physiology 5. Describe the urinary system physiology 6. Describe the reproductive system physiology 7. Describe the nervous system physiology

30 Hours

Learning Outcome 3.1Describe musculoskeletal system physiology

Bone physiology:

Structure of bone

Function and clinical considerations of bone

Bone development Muscles physiology:

Types of muscles

Structure of muscle

Excitability: membrane and action potential

Theory of muscular contraction the sliding theory of muscular contraction

Conduction of impulse across the neuromuscular junction

o Presentation of power point slide on musculoskeletal system physiology

o Video presentation on musculoskeletal system physiology

o Group work on musculoskeletal system physiology

o Assignments on musculoskeletal system physiology,

o Tutorials on musculoskeletal system physiology


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Describe circulatory system physiology

The heart as a pump

The cardiac cycle, heart sounds

Enervation of the cardiac tissue

Dynamics of exchange across the blood capillaries

Electrocardiogram

Peripheral circulation , hepatic, pulmonary and cephalic circulations

Regulation of circulation

Circulation of blood in blood vessels: blood pressure

o Presentation of power point slide on circulatory system physiology

o Video presentation on circulatory system physiology

o Group work on circulatory system physiology

o Assignments on circulatory system physiology,

o Tutorials on circulatory system physiology


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Describe respiratory system physiology

Structures and functions of upper and lower respiratory organs

Muscles of respiration

External and internal respiration

Frequency and amplitude of respiration

Pulmonary ventilation

Gaseous exchange through the respiratory membrane

o Presentation of power point slide on respiratory system physiology

o Video presentation on respiratory system physiology

o Group work on respiratory system physiology

o Assignments on respiratory system physiology,

o Tutorials on respiratory system physiology


Content Learning

activities

Resources


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Oxygen and carbon dioxide transport in the blood

The respiratory system and the pH control





Checklist Score

Yes No

Observation

Learning Outcome 3.4 Describe digestive system physiology

Content Learning

activities

Resources


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Mechanical digestion

Breakdown by microrganisms

Biochemical digestion (enzymatic digestion)

Absorption and utilisation in the simple stomach

Absorption and utilisation in the ruminant stomach

Utilisation of the end products of digestion

o Presentation of power point slide on digestive system physiology

o Video presentation on digestive system physiology

o Group work on digestive system physiology

o Assignments on digestive system physiology,

o Tutorials on digestive system physiology






Checklist Score

Yes No

Observation


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Learning Outcome 3.5: Apply hardwood floor

Structure and function of the kidney The functional unit of

the kidney- the nephron

Urine formation and excretion

The role of the kidney in the regulation of acid-base balance

The kidney and the regulation of sodium and water in the body

The influence of the nervous system and hormones on the kidney

o Presentation of power point slide on urinary system physiology

o Video presentation on urinary system physiology

o Group work on urinary system physiology

o Assignments on urinary system physiology,

o Tutorials on urinary system physiology

- Picturess, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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Learning Outcome 3.6. Describe the reproductive system physiology

Structure and functions of reproductive organs (male and female) for different species,

Hormons involoved in reproduction (male and female)

Physiology of reproduction of male: Puberty Spermatogenesis

Physiology of reproduction of female: Puberty Ovigenesis and

ovulation Estrous cycle Fertilisation Gestation Parturition Lactation

o Presentation of power point slide on reproductive system physiology

o Video presentation on reproductive system physiology

o Group work on reproductive system physiology

o Assignments on reproductive system physiology,

o Tutorials on reproductive system physiology






Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.7: Describe the nervous system physiology

General organization of nervous system

Cerebral spinal fluid

Structure neuron

Excitation and conduction

Transmission of nerve impulse Sensory impulse Motor impulse

Somatic sensory system

o Presentation of power point slide on nervous system physiology

o Video presentation on nervous system physiology

o Group work on nervous system physiology

o Assignments on nervous system physiology,

o Tutorials on nervous system physiology






Content Learning

activities

Resources


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Checklist Score

Yes No

Observation



You are a veterinary nurse in charge of clinics of CAVM. Mr GAKWAYA a cattle farmer, in Byangabo village, Busogo sector has reported to you a disease which affects calves, heifers and adult cows. These different animals present the following signs: anorexia, tachypnea, nasal discharge, cough, high temperature and tachycardia. GAKWAYA request you to help him to diagnose that disease. As veterinarian nurse you are requested to take respiratory and cardiac rate of those different animals in order to diagnose the disease. This task will be achieved within 10 minutes for each animal.

All necessary materials are available in ISAE veterinary clinics.

Assess respiratory, cardiac rate of the calves, Assess respiratory, cardiac rate of the heifers and Assess respiratory, cardiac rate of the adult cows

Materials:

- Thermometer - Stethoscope - Recording material - Animals - Hygienic material and

products - Cleaning materials

Restraining materials - Crush - Nose lead - Ropes

Equipment: - PPE


Checklist Score

Yes No

Indicator: Tools, equipment and materials are selected

1. Materials are well selected

2. Animals are well restrained

3. Sites of operation are well selected

4. Sites of operation are well prepared

Observation

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Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator:

Temperature is taken properly

Respiration rate is taken accordingly

Cardiac rate is taken accordingly

Observation


Checklist Score

Yes No

Appropriate tools and equipment are well used

Sites of operation is well selected

Measurements are accurately taken

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

PPE are well used

Materials, Equipment and work place are well cleaned and rearranged

Wastes are properly disposed

Observation

Reference books: 1. Cunningham J. G., Klein B., G., 2002, Textbook of Veterinary Physiology 3rd Edition, W. B. Saunders

Company, Elsevier limited.

2. William O. R., 2004, Duke’s Physiology of Domestic Animals, Comstock Publishing associates a

division of Cornell University Press, Ithaca, London

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C R P O I 4 0 1 - BASIC KNOWLEDGE OF ORGANIC AND INORGANIC CHEMISTRY

CRPOI401 Demonstrate basic knowledge of organic and inorganic chemistry


Credits: 4 40




Purpose statement

This module describes the skills and knowledge required to apply the knowledge of chemistry

provided for level four. The module will allow the participant to describe, demonstrate and

identify different components of chemistry as basis of other related modules

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Not applicable.







Apply the basic knowledge on

structure of atoms and molecules

1.1.Proper description of atom particles

1.2 Proper calculation of atomic mass.

1.3 Appropriate description of chemical elements and

molecules

Apply the basic knowledge of

inorganic chemistry

2.1. Proper simple chemical equilibrium

2.2 Proper differentiation of Acids, Bases and Amphotere.

2.3 Proper description of solution

2.4 Proper calculation of concentration (Morality (C),

Normality, Molality (M), Percentage).

Apply/understand/acquire/ the basic

knowledge on organic chemistry

3.1. Proper classification of Organic compounds (Functional

group).

3.2. Proper simple polymerisation of organic molecules

3.2. Appropriate description of organic products

carbohydrates Proteins, Vitamins and lipids”.

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LU 1: Apply basic knowledge of structure atoms and elements

1

Learning Outcomes:

1. Describe atom particles 2. Calculate the atomic mass. 3. Describe chemical element and molecules

12 Hours

Learning Outcome 1.1: Describe atom particles

Description and structure of atoms Nucleus.

- Protons, - Neutrons

Electrons

o Brainstorming on atoms o Audio visual presentation on

structure of atoms Group discussion on structure of

atom

Reference books DVD players Internet connection





Content Learning

activities

Resources


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Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2: Calculate the atomic mass.

Mass of an atom

Relationship between atomic mass, number of Neutron and number of protons.

Description of isotopes

Brainstorming on atoms

Audio visual presentation on structure of atoms

Group discussion on structure of atoms






Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Describe chemical element and molecules

Differentiation of chemical elements basing on: Electronic

configuration Symbols Metal and their

properties Non metal and their

properties Groups and periods

Bonding

Description of molecules Classification of

molecules

Calculation of molar mass and mole number

o Brainstorming on chemical elements

o Audio visual presentation on structure on chemical elements

o Group discussion on structure of chemical elements

o Group presentation

Periodic tables Reference books DVD players Internet connection




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

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LU 2: Apply basic knowledge of inorganic chemistry

2

Learning Outcomes:

1. Acquire the knowledge of chemical equilibrium 2. Differentiate Acids bases and Amphotere. 3. Describe solution

12 Hours

Learning Outcome 2.1: Acquire the knowledge of chemical equilibrium

Difference between indices and coefficient number

Difference between reactants and products

Types of reaction Reversible irreversible

Methods of equilibrium Algebraic equilibrium

Randomly equilibrium

(Tatonnement)

o Brainstorming on chemical equilibrium

o Group discussion on structure of chemical equilibrium

o Exercises on chemical equilibrium and reaction

o Laboratory activities on chemical equilibrium and reaction

Periodic tables Reference books DVD players Internet connection Laboratory


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Differentiate Acids bases and Amphotere.

Properties of acids and bases

PH of solution (Acidic, Neutral and alkaline)

Some examples acids and bases

Citric acid (from citrus fruits and vegetables,)

Ascorbic acid (vitamin C, as from certain fruits)

Acetic acid (Vinegar) Lactic acids (Milk)

Examples of bases Na0H,

KOH.

o Brainstorming on acids, and bases.

o Group discussion on on acids, and bases.

o Practical exercises on PH test

o Laboratory activities on acids and bases differentiation.


Laboratory

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Describe solution

Definition of Solution

Properties of solute and solvents

Properties of solution

Some examples of solute, solvents and solution.

Solution preparation

o Brainstorming on solute and solvents

o Group discussion on preparation of solution.

Laboratory activities on

solution preparation

Reference books DVD players Internet connection Laboratory

Content Learning

activities

Resources


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Checklist Score

Yes No

Observation


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Learning Outcome 2.4: Calculate the surface and distance on a slope by triangular

measurements Calculate the concentration of solution

Definition of (Morality (C), Normality, Molality (M), Percentage).

Formula used for calculating: Morality(C), Normality, Molality (M), Percentage).

Application of (Morality (C), Normality, Molality (M), Percentage). Solution

Dilution

o Brainstorming on solution concentration.

o Group discussion on solution concentration.

o Practical exercises on solution preparation.

Laboratory activities on

solution preparation






Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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LU 3: Apply basic knowledge of organic chemistry

3

Learning Outcomes:

1. Classify Organic compounds 2. Polymerise organic simple molecules 3. Describe organic products

18 Hours

Learning Outcome 3.1: Classify Organic compounds

(Functional group): Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones

Nomenclature of organic compound

Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones

Function of organic

compound.

o Brainstorming on organic compound.

o Audio visual presentation o Group discussion on organic

compound. Exercises on nomenclature of

organic compound.



Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Polymerise organic simple molecules

Properties of organic simple molecules (alcohol, Ethylene, acetic acid and ester)

Equilibrium of organic simple molecules Polymerisation of

organic molecules

o Brainstorming on organic molecules.

o Audio visual presentation o Demonstration o Group discussion on organic

molecules. Practical exercises.



Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Describe organic products

Different organic products: carbohydrates Proteins, Vitamins and lipids”.

Importance of

carbohydrates

Proteins, Vitamins

and lipids”.

o Brainstorming on organic products.

o Audio visual presentation of organic products.

o Demonstration of organic products

o Group discussion on organic products. Practical exercises.



Content Learning

activities

Resources


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Checklist Score

Yes No

Observation


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A N H P F 4 0 1 - POULTRY FARMING

ANHPF401 Perform poultry farming


Credits: 12 120




Purpose statement

This core module provides the skills, knowledge and attitude for a learner to be competent in a

range of routine tasks and activities that require the application of practical skills in a defined

context of:

- Poultry breeds description;

- Poultry shelters and hatchery sketching;

- Poultry shelters and hatchery equipment installation;

- Poultry production management

- Day old chicks, poults, duckling, Gosling production;

- Poultry health and diseases control

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Learning assumed to be in place AGRAH 401 Micro-organisms identification







Describe poultry breeds

1.1Proper identification chicken, duck, Goose, Turkey

breeds

1.2 Proper classification of chicken, duck, Goose, Turkey

breeds

Sketch poultry shelters and

hatchery

2.1Proper selection of poultry shelters and hatchery site

(Chicken, turkey, duck, goose)

Proper sketching of poultry shelters and hatchery (plans,

annexes

Install the poultry shelters and

hatchery equipment

3.1. Correct selection of poultry and hatchery tools and

equipment

3.2.Accurate installation of poultry and hatchery tools and

equipment

Manage poultry production 4.1.Appropriate management of chicks, poults, duckling

and gosling

4.2.Proper rearing of broilers/ layers (chickens, turkeys,

ducks and goose)

4.3.Accurate records keeping and interpretation of

production data

Produce day old chicks, poults,

duckling, Gosling

5.1.Proper selection of eggs for incubation

5.2.Proper preparation of the hatchery

5.3.Proper management of the incubation

5.4.Proper conduct of hatching

5.5.Proper selection, sexing and vaccination of chicks,

poults, duckling and gosling

5.6.Proper disposal of the hatchery waste

Perform poultry health and

diseases control

6.1.Proper selection of eggs for incubation

6.2.Proper preparation of the hatchery

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6.3.Proper management of the incubation

6.4.Proper conduct of hatching

6.5.Proper selection, sexing and vaccination of chicks,

poults, duckling and gosling

6.6.Proper disposal of the hatchery waste

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LU 1: Describe poultry breeds

1

Learning Outcomes:

1. Classify poultry by species 2. Classify poultry by breeds 3. Classify poultry according to meat production

8 hours

Learning Outcome 1.1Classify poultry by species

Species: chicken, ducks, geese, turkeys

o Poultry Farms visit for

species and breeds

identification

o Audio visual presentation

o Posters

Group work/research for species and breeds identification and comparison

- Books

- Poultry farms


- Posters

- Internet

- Poultry breeds

comparative tables




Content Learning

activities

Resources


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Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2Classify poultry by breeds

Chicken Breeds:

Duck breeds

Goose breeds

Turkeys breeds

Local breeds

Pure chicken breeds

Hybrids


species and breeds

identification


o Posters

o Group work/research for

species and breeds

identification and comparison

- Books

- Poultry farms


- Posters

- Internet

- Poultry breeds

comparative tables




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Describe chemical element and molecules 1.3. Classify poultry

according to meat production

Physical,

morphological,

functional main

characteristics of

poultry breeds (Size,

color, types of comb,

feathering, origin,

eggshell color,

production,

adaptability):

Chicken Breeds :

Cobb 500, hubbard,

Euribrid, Hybro g,

Euribrid Hybro N,

Shaver starbro, Ross,

New Hampshire, Light

Sussex

Duck breeds :

Khaki Campbell

Muscovi or canard

de barbarie,

Pekin,


species and breeds

identification


o Posters

o Group work/research for

species and breeds

identification and comparison

- Books

- Poultry farms


- Posters

- Internet

- Poultry breeds

comparative tables

Content Learning

activities

Resources

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Rouen

Goose breeds :

Toulouse

Pilgrim





Checklist Score

Yes No

Observation


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LU 2: Design poultry shelters and hatchery

2

Learning Outcomes:

1. Select site for poultry shelters and hatchery 2. sketch poultry shelters, hatchery and accessories

10 Hours

Learning Outcome 2.1.Select site for poultry shelters and hatchery

Selection criteria: Accessibility: roads Water supply Power supply Distance from

habitations Soil structure Distance from any

source of nuisance Code and regulation Ecological

conditions Site dimension

o Poultry farms visit for site

selection criteria

o Site field visit for

requirements appreciation

o Brainstorming on site

selection criteria

o Group discussion on site

selection criteria

- Books

- Poultry farms

- Field site

- GPS

- Metric ribbon

- Pegs




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Sketch poultry shelters, hatchery and accessories

Poultry shelters types: Housing with a run,

Housing with litter

but without a run,

Housing with slatted

flooring

Battery cages,

Poultry shelters componentsand specifications: Brooders house,

Grower house,

Hatchery,

Broilers house,

Layers house,

Foot bath,

Run/grasses area,

Baths for ducks and

gooses, dimension ,

Feed store,

Feed mill,

Compost pit,

o Poultry farms visits for

poultry shelters types,

components ,accessories

observation

o Audiovisual presentation

o Individual research

o Individual Sketching

o Poultry farms visits for

poultry shelters types,

components

,accessories

observation

o Audiovisual

presentation

o Individual research

o Individual Sketching

Content Learning

activities

Resources

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Drug store

Office

Shelters and hatchery

isolation: heat,

humidity , cold and

predators

Ventilation and

cooling systems:

Ventilation types:

natural, forced

Cooling systems:

vaporization,

Nebulisation,

watering

Design accessories:

Laying cages (nest)

Perch,

Dust bathing cans,

Feeders and

drinkers,

Floor eggs,

Brooders and

heaters,

Lighting,

Heaters






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Checklist Score

Yes No

Observation

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LU 3: Install the poultry shelters and hatchery equipment

3

Learning Outcomes:

1. Select material and equipment 2. Apply material and equipment installation

12 Hours

Learning Outcome 3.1: Select material and equipment

Material and equipment requirement criteria: age, breed and size, climatic conditions, type of production, farming system

Identification of material and equipment for: Poultry house Hatchery Hygiene

o Poultry farm and hatchery

visit for observation of

material and equipment


o posters.

- Feeders, drinkers,

laying nests, perches,

brooders, floor eggs,

eggs trays, lighting

systems, heaters, dust

bathing cans

- Scales, thermometers,

candles, incubators and

hatchers, trays, carts,

saucepans for

fumigation, power

generator

- Wheelbarrow, shovel,

barrels, squeegees,

pipes

- Incubators,

thermometer,

hygrometer, fan, eggs

grader, tray with a

turning device,

thermostat

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Apply material and equipment installation

Installation criteria : Types of production

and equipment Age of poultry

animal

Breeds

density

Positioning principles

Installation methods:

o Poultry farm and hatchery

visit for observation of

material and equipment


o Group work/research

- Perch

- Laying nest

- Floor eggs

- Nest box

- Incubator

- Feeder

- Drinker


- Books

- Poultry farms

Content Learning

activities

Resources


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Maintenance of poultry and

hatchery material and

equipment





Checklist Score

Yes No

Observation


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LU 4: Manage poultry production

4

Learning Outcomes:

1. Select poultry breeds 2. Identify production systems 3. Rear broilers , layers chickens, turkeys, ducks and geese 4. Manage technical-economic production

35 Hours

Learning Outcome 4.1. Select poultry breeds

Breeds selection criteria:

breeds, origin, production per year, weight, eggshell color and size, rusticity, brooding, price, market situation, experience of the farmer, farm management, local preference and availability, adaptability, age, physical appearance, productivity of parents, feed conversion rate, health status, productivity, maturity period, fecundity, temperament

Methods of selection: mass, contemporary

comparison, collateral relative, progeny testing, tandem selection,

pedigree selection

o Brainstorming for selection

criteria

o Group discussion on

selection criteria

o Group /individual research

- Books

- Internet

- Different poultry breeds

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Identify production systems

Types of production systems : Extensive:

- Open range

and free-

range

systems ,

Intensive : - Fold unit

system

- Battery cage

system

o Visit of different poultry

production systems

o Practical exercise on

experimentation of poultry

production systems

o Group research

o Audiovisual

- PPE

- Poultry

- Battery cages

- Material for poultry

equipment and poultry

house

- Books

Internet

Content Learning

activities

Resources


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- Deep litter

system

Semi-intensive





Checklist Score

Yes No

Observation


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Learning Outcome 4.3. Rear broilers , layers chickens, turkeys, ducks and geese

Environmental

requirement in a

poultry house:

temperature, ventilation

systems, hygrometry,

gase content, dust, litter

Day old chicks, poults,

duckling, Gosling

management:

Brooding

preparation

Day old chicks

manipulation ,

transport and

reception

Control of ambiance

conditions

Growers management

Layers management

Culling

o Demonstration of brooding

preparation, day old chicks

manipulation and reception,

ambiance conditions

management

o Group work on growers and

layers management


- PPE

- Poultry farm


- Books

- Internet

- Brooding material and

equipment : litter,

heater, lamps,

thermometer,

hygrometer, feeders,

drinkers, sacs, poultry

feeds,

- Poultry animal





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 4.4: Manage technico-economic production

Record keeping:

Technical data sheets,

Accounting book

Data interpretation of :

Mortality rate Laying rate Feed conversion

rate, Weight of egg Weight daily gain

o Group work on technical sheets and accounting

o Analysis of poultry farm data

- Technical data sheets,

- Accounting book

- Poultry farm




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

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LU 5: Produce day old chicks, poults, duckling, Gosling

5

Learning Outcomes:

1. Prepare eggs for incubation 2. Prepare hatchery 3. Incubate eggs 4. Care chicks, poults, ducklings and goslings

25 Hours

Learning Outcome 5.1: Prepare eggs for incubation

Handling of hatching eggs

Selection criteria of eggs for hatching

Cleaning and disinfection of eggs

Storage of eggs for incubation

o Demonstration of eggs

preparation for incubation.

- Eggs

- Formaldehyde

- Potassium

permanganate

- Precision scale

- Cleaning materials

- PPE

- Grader

- Candeler




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 5.2 Prepare hatchery

Clean and disinfect the

hatchery room

Clean and disinfect the

hatchery equipment

Test the incubation material

and equipment


o Hatchery visit

o Demonstration

- PPE

- Hatchery farm


- Incubator





Checklist Score

Content Learning

activities

Resources


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Yes No

Observation

Learning Outcome 5.3 Incubate eggs

Incubation types: Natural, Artificial

Preparation and management of natural incubation

Prepare and management of artificial incubation Incubation conditions

of poultry species: - Temperature , - Humidity - Ventilation - Turning rate

Incubator loading Incubation Candling eggs Hatching Management of an

incubator

o Demonstration of natural and

/or artificial incubation

o Group research


- PPE

- Hatchery farm


- Incubator

- Internet

- Books


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 5.4: Care chicks, poults, ducklings and goslings

Counting

Selection and Sexing

Vaccination

Expedition

Hygiene

Waste treatment Record keeping

o Demonstration on chicks,

poults, ducklings and

goslings counting, selection,

sexing and vaccination


- PPE

- Chicks, poults,

ducklings and goslings



Content Learning

activities

Resources


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Checklist Score

Yes No

Observation


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LU 6: Perform poultry health and diseases control

6

Learning Outcomes:

1. Apply hygienic and biosecurity measures 2. Identify specific poultry diseases 3. Apply Bio-chemo prevention measures

30 Hours

Learning Outcome 6.1 Apply hygienic and biosecurity measures

General poultry hygienic measures

Sanitization of the poultry shelters

Bio security measures: Offensive measures Defensive measures

o Demonstration of poultry hygiene application

o Brainstorming on bio security measures

o Group research on bio security measures

o Poultry farm visit

- PPE - Cleaning material - Cleaning products and

disinfectants - Books - Internet - Poultry farm





Content Learning

activities

Resources


338 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 6.2 Identify specific poultry diseases

Specific poultry diseases : Parasitic Infectious Metabolic Toxi-infections

o Group research o Posters o Audiovisual Brainstorming

- Internet - Audiovisual equipment - Books - Posters





Checklist Score

Yes No

Content Learning

activities

Resources


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Observation

Learning Outcome 6.3 Apply Bio-chemo prevention measures

Selection of poultry bio-chemoprevention products: Vaccines Antiparasitic Antibiotic

Prophylactic plan

Administration route in poultry: Water Feed Aerosol:

- Nebulisation - Fumigation, - Pulverization - Injection

o Demonstration on administration of poultry

o bio-chemoprevention products

o Audiovisual presentation o Group work/research on

poultry hygienic measures o Poultry farm visit

- Audiovisual equipment - Bio-chemoprevention

drugs - PPE - Internet - Poultry farm





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation



Kayitera is farmer of chicken. In his poultry there is 3 different categories of chickens: growers, laying hens and the broilers.

There is a problem of cannibalism, decreased eggs production and growth retardation.

As you are veterinary assistant, Kayitera calls you for assist him for handling that problem.

Check and correct the stock density, imperfection of shelters, equipment and, feeding in 3 hours for each category of chicken

All materials, equipment, tools, poultry feed, are available in hardware and agri-vet shop near the site of chicken farm.

Perform growers poultry farming of layers hens, Perform poultry

farming of broilers and Perform poultry farming of chicks/growers

Tools and Materials: - Feeders, drinkers, eggs

trays,

- Barrels, squeegees, pipes hygrometer litter, heater,

- Cleaning material - Lamps, sacs - Scales, thermometers,

- Wheelbarrow, shovel,

Equipment - Brooders lighting

systems, heaters, dust

bathing cans

- Laying nests

- Perches,

PPE: - (safety shoes ) boots - Dust mask - Gloves - Lab coats/ Overall

Products

- Cleaning products and disinfectants

- Bio-chemoprevention drugs

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Checklist Score

Yes No

Indicators

Farm history is well assessed

Farm conditions are well checked

Farm conditions are analysed

Corrective measures are proposed

Observation

Assesment Criterion 2: Quality of Product

Checklist Score

Yes No

Indicators

Causes of problems are well identified

Corrective measures are applied

Corrective measures are properly applied

Observation


Checklist Score

Yes No

Indicators

The stocking density is respected

The shelter environment conditions are properly assessed

The hygiene and bio -security measures are applied

The quantity and quality feeds are accurately calculated

Observation

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Checklist Score

Yes No

Indicators

PPE are well used

Tools , Equipment and work place are well cleaned and rearranged

Wastes are properly disposed

Observation

References:

1. Kenneth K.G.k. et all., MK Secondary Agriculture Student’s Book Three, Book 3, Kampala, 204p

2. Sanofi santé animale, Guide de l’aviculture tropicale, 115p 3. Macdonald I.,LOW J.,1985, Livestock rearing in the Tropics, Macmillan, 138p. 4. Kühnemann H. , Les petits elevages , Animaux de basse –cour-moutons, chevres,

abeilles, 1992,Editions Eugen Ulmer, 206

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A N H P D 4 0 1 - COMMON PARASITIC DISEASES TREATMENT

ANHPD401 Treat Common Parasitic Diseases


Credits: 9 90




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

treatment of the common parasitic diseases.

Any veterinarian has to treat common parasitic diseases during his professional work. So, this

competence is very important for the Veterinary assistant training.


- Identify common parasites ;

- Identify common parasitic diseases ;

- Perform diagnosis of parasitic diseases;

- Perform treatment for parasitic diseases

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Not applicable.







1. Identify common parasites 1.1. Proper identification of helmenths

1.2. Proper identification protozoa

1.3. Proper identification of microscopic acarians

2. Identify common parasitic diseases 2.1. Proper identification of helmenthiasis

2.2. Proper identification protozoa diseases

2.3. Proper identification of microscopic acarian

diseases

3. Perform diagnosis of parasitic

diseases

3.1. Conducting appropriate Anamnesis

3.2. Carrying out adequate general examination

3.3. Conducting adequate specific examination

3.4. Performing adequate routine laboratory

examination

3.5. Performing appropriate diagnosis and prognosis

4. Perform treatment for parasitic

diseases

4.1. Proper Selection of appropriate treatment

4.2. Proper identification of medicines

4.3. Appropriate Prescription of medicines

4.4. Accurate Administration of prescribed medicine

4.5. Proper Follow up of patient

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LU 1: Identify common parasites

1

Learning Outcomes:

1. Classify poultry by species 2. Describe helminths 3. Describe protozoa 4. Describe mites

19 Hours

Learning Outcome 1.1: Classify poultry by species

Species: chicken, ducks, geese, turkeys

o Poultry Farms visit for species and breeds identification

- Books

- comparative tables





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Describe helminths

Morphology, Life cycle,

Classification:

Nemathelminths

Plathelminths Trematods (flukes) Cestodes

(tapeworms)

Acanthocephales

o Brainstorming on worms (helminths)

o Observation of fresh and preserved helminths specimen

o Practical works: collect of helminths specimen for identification and preservation

o Group discussions: small groups

formation, discussion and

presentation

o Audi-visual presentation

describing parasites

- Animals

- PPE

- Microscope, Magnifier

- Posters


- Specimen of parasites




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Describe protozoa


Classification:

Theleria

Anaplasma

Babesia

Trypanosoma

Coccidia

Trichomonas

Balantidia

o Brainstorming on protozoa o Observation of fresh blood

under microscope (Trypanosoma sp.), fresh and fixed blood smears ad faecal samples

o Group discussions: small groups


presentation

o Audi-visual presentation

describing the parasites

- Animals

- PPE


- Posters






Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 1.3 Describe mites


Classification:

Sarcoptes

Psoroptes

Demodex

Notoedres

Chorioptes

Psorergates

o Brainstorming on mites o Observation of parasites under

microscopes o Group discussions: small groups


presentation

- Animals

- PPE


- Posters







Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

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LU 2: Identify common parasitic diseases

2

Learning Outcomes:

1. Characterise helminthiasis 2. Characterise protozoal diseases 3. Identify different types of manges

53 Hours

Learning Outcome 2.1: Characterise helminthiasis

Definition, Etiology,

Geographical distribution,

Mode of transmission, Clinical

signs, Lesions:

Nemathelminthiasis: Ascardiosis Syngamosis Oxyurosis Trichostrongylosis Thelasiosis Metastrongylosis Schistosomiasis Haemochosis Ostertagiosis Oesophagostomosis Dictyaucaulosis Parafilariosis

(Subcuteneous filariosis)

Plathelminthiasis: Trematods (flukes):

- Paramphistomosis - Fasciolosis

o Brainstorming on parasitic diseases

o Group discussions on parasitic diseases

o Individual or group searching works (library, internet)

o Visits (farms, clinics, slaughterhouses) to identify different diseases according to lesions and clinical signs

o Audi-visual presentation describing the disease

- Animals

- PPE

- Posters


- Farm, Clinics,

Slaughterhouse

Content Learning

activities

Resources

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- Dicrocoeliosis Cestodosis

(tapeworms) - Cestodose

(immature and mature forms)

Acanthocephales





Checklist Score

Yes No

Observation


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Learning Outcome 2.2 Characterise protozoal diseases




signs, Lesions:

Tick-borne diseases Theleriosis Anaplasmosis Babesiosis Cowdriosis

Trypanosomiasis

Coccidiosis

Trichomoniasis

o

- Animals

- PPE

- Posters


- Farm, Clinics,

Slaughterhouse





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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Learning Outcome 2.3 Identify different types of manges




signs, Lesions:

Sarcoptic Mange

Notoedric Mange

Demodectic Mange

Otodectic Mange

Psoroptic Mange

Chorioptic mange

Psororergatic mange

o Brainstorming on mange o Group discussions on mange o Individual or group searching

works (library, internet) o Visits (farms, clinics,

slaughterhouses) to identify different diseases according to lesions and their locations, and clinical signs

- Animals

- PPE

- Posters


- Farm, Clinics,

Slaughterhouse





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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355 | P a g e

LU 3: Perform diagnosis for parasitic diseases

3

Learning Outcomes:

1. Perform anamnesis 2. Carry out general examination materials 3. Carry out specific examination 4. Make diagnosis and prognosis

7 Hours

Learning Outcome 3.1 Perform anamnesis

Techniques of history taking

Owner identification

Animal history: Immediate history (present

history) Past Histories Nutritional history

Environmental History: Farm Vicinity Climate

o Brainstorming on the history of diseases

o Simulation of the conversation between the owner and the veterinary technician

o Group discussion on anamnesis

o Individual and group search for better understanding of anamnesis

- Animals

- PPE

- Posters

- Audio-visual

equipment

- Animal owner, Farm,

Clinics




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Carry out general examination

Animal observation: At distance Close

Supplementary information (related to the suspicion)

o Visits of the farms, clinics o Practical group work o Audio-visual presentation of

various recorded cases

- Animals

- PPE

- Posters



Clinics





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.3 Carry out specific examination

Examination of body systems Digestive system Respiratory system Circulatory system Urinary system Musculo-skeletal system Reproductive system Integumentary system Nervous system

Systematical physical examination Temperature Palpation and hydration

status Percussion Auscultation (heart and

lungs) Abdominal auscultation

and assessment of rumen function

Succussion Olfactory and visual

inspection Examination of mucous

membranes

o Visits of the farms, clinics o Practical individual and group

work o Audio-visual presentation of

various recorded cases

- Thermometer,

stethoscope

- PPE

- Muzzle, Taylor

percussion hammer,

stomach tube, trocar,

intra-mammary

catheter, mare urinary

catheter, vaginal

speculum


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.4 Make diagnosis and prognosis

Concepts and definitions Suspicion Presumption Confirmation

Types of diagnosis Clinical Differential Etiological

- Helminths: Faecal examination (gross examination, direct smear, flotation, sedimentation)

- Protozoa: faecal examination (Coccidia, Balanthidia), blood smears

- Mites: direct microscopy of skin scabs Therapeutic

Prognosis Favourable Unfavourable

o Brainstorming on types of diagnostics and prognosis

o Visits of the farms, clinics o Practical individual and group

work

- Animals

- PPE

- Library, laboratory,


Clinics

Content Learning

activities

Resources

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Checklist Score

Yes

No

Observation


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LU 4: Perform treatment for parasitic diseases

4

Learning Outcomes:

1. Select appropriate treatment 2. Administer appropriate medicine 3. Follow up the case

11 Hours

Learning Outcome 4.1 Select appropriate treatment

Identification of antiparasitic drugs: Antihelminthics drugs, Antiptrotozoal drugs

Selection criteria: animals species, breeds, physiological status, parasite species, disease, age, treatment, value of animals, presentation of medicine, side effects, availability, financial resources of animal owner

o Brainstorming on drug selection

o Observation of drugs in a drug store and pharmacies

o Group work on notice reading

- PPE

- Drugs, materials and

equipment

- Animals

- Farms records




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Administer appropriate medicine

Administration routes and

techniques:

Per os

Parenteral

Local application of drug (Ointment)

o Practical work on drugs administration

o Audi-visual presentation of drug administration (drenching, injections)

- PPE

- Drugs, materials and

equipment

- Animals

- Farms records




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 4.3 Follow up the case

Regular monitoring for evolution and possible complications

Post treatment check up

o Practical work on evaluating the vital signs and body functions

o Farm and clinics visits

- Animals

- PPE

- Laboratory


Clinics





Content Learning

activities

Resources


363 | P a g e

Checklist Score

Yes No

Observation



A progressive farmer from KINONI Sector BURERA District has imported and reared exotic animal breeds of 25 Cows from USA, 20 Goats from South Africa and 35 Sheep from Israel. In this Sector there is high frequency of Fasciolosis diseases.

As Veterinary nurse you are called to: • Perform clinical and microscopic exams of Fasciolosis, • Diagnose Fasciolosis disease, • Treat Fasciolosis disease.

Perform clinical and microscopic exams of fasciolosis, Diagnose

fasciolosis disease and Treat fasciolosis disease

Animals

Crush

Syringes and needles

PPE,

Buckets,

Jerry cans,

Water

Microscope

Slide

Cover slide

Gloves

Grind

Morter

Centrifuger

Salt

Stopper

Nose lead

Dyer

Testing tube

Drugs

Botles

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Checklist Score

Yes No

Anamnesis is well conducted

General clinical examination is well done

Faeces sample is well collected

Microscopic examination is well performed

Material are well selected

PPE is well used

Animal restraining is well applied

Observation


Checklist Score

Yes No

Indicators

Calendar of animal deworming is established

Laboratory examination results are well interpreted

Dose of medicine is well respected

The medicine is well administered

Observation

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Checklist Score

Yes No

Indicators

Available Product is used

Medicines are selected accordingly

Administration route is respected.

Observation

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A N H I D 4 0 1 - COMMON INFECTIOUS DISEASES TREATMENT

ANHID401 Treat common infectious diseases


Credits: 9 90




Purpose statement

This core module describes the skills, knowledge and attitude required to treat common infectious

diseases. Any veterinary has to treat common infectious diseases during his professional work. So, this

competence is very important for the Veterinary assistant training.


- Describe common infectious diseases

- Perform diagnosis for infectious diseases

- Apply treatment for infectious diseases

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AGRAH404 Basic knowledge on domestic animals physiology







1. Describe common infectious

diseases

1.1 Proper identification of common infectious diseases

1.2 Proper characterization of common infectious diseases

2. Perform diagnosis for infectious

diseases

2.1. Proper Conducting of Anamnesis

2.2. Proper general examination

2.3. Conducting adequate Specific examination

2.4. Performing adequate Routine laboratory examination

2.5. Performing appropriate Diagnosis and prognosis

3. Apply treatment for infectious

diseases

3.1. Proper Selection of appropriate treatment

3.2. Proper identification of medicines

3.3. Appropriate Prescription of medicines

3.4. Accurate Administration of prescribed medicine

3.5. Proper Follow up of patient

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LU 1: Describe common infectious diseases

1

Learning Outcomes:

1. Identify common infectious diseases 2. Characterize common bacterial diseases 3. Characterize Common viral diseases 4. Characterize Common fungal diseases

50 Hours

Learning Outcome 1.1: Identify common infectious diseases

Common bacterial diseases:

Anthrax (Charbon bacteridien) Black quarter (black leg) Brucellosis Tuberculosis Tetanus Contagious bovine

pleuropneumonia pneumonia Leptospirosis Pasteurellosis Salmonellosis(Purollosis,thyphose) Mastitis Abces Colibacillosis Omphalitis Streptococcosis Kerato- conjunctivitis Stomatitis Otitis Metritis Gastro-enteritis Erysipelas Actinomycosis

o Tutorials o Group work/research o Brainstorming o Visit of veterinary clinic /

veterinary laboratories o Posters of symptoms and

lesions o Audiovisual presentation on

different diseases

- Books

- Internet

- Veterinary

clinic/laboratory

- Audiovisual

equipment

- Posters

Content Learning

activities

Resources

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Joint ill (Arthrite des veaux) Wooden tongue Foot rot Gastro-intestinal infection

Common viral diseases

Lumpy skin diseases Newcastle diseases Canine distemper Rabbies Rinder Peste Small ruminant peste Gumbolo disease Sheep pox Blue tongue Contagious ecthyma Classical swine fever African swine fever Foot and mouth disease (FMD) Chicken pox

Common fungal diseases

Aspergillosis Ringworm






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Checklist Score

Yes No

Observation

Learning Outcome 1.2 : Characterise common bacterial diseases

common bacterial diseases

(Definition,

Etiology,Geographical

distribution,Epidemiology

Pathogenesis, Symptoms

and lesions)

Anthrax (Charbon bacteridien)

Black quarter (black leg)

Brucellosis Tuberculosis Tetanus Contagious bovine

pleuropneumonia Pneumonia Leptospirosis Pasteurellosis Salmonellosis

(Purollosis,thyphose) Mastitis Abces Colibacillosis Omphalitis Streptococcosis Kerato- conjunctivitis Stomatitis




different diseases

- Books

- Internet

- Veterinary

clinic/laboratory


- Posters

Content Learning

activities

Resources

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Otitis Metritis Gastro-enteritis Erysipelas Actinomycosis Joint ill (Arthrite des

veaux) Wooden tongue Foot rot

Gastro-intestinal infectionPattern creation: Geometric shapes Shape arrangement Color arrangement





Checklist Score

Yes No

Observation


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Learning Outcome 1.3: Apply artificial floor finishes 1.3. Characterise Common viral diseases

Batching and mixing of ingredients for terrazzo pavement

Steps used for applying terrazzo pavement: Spreading terrazzo

paste Screeding the

surface area Grouting the joints Curing terrazzo

pavement

Batching and mixing of mortar ingredients for tiles and bricks works

Steps used for applying tiles and bricks : Mix the mortar Spread the mortar Press the first tile in

place Install more tiles Cut tiles to fit

Grout the floor




different diseases

- Books

- Internet

- Veterinary

clinic/laboratory


- Posters





Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 1.4: Characterise Common fungal diseases

Common fungal diseases

( Definition,

Etiology,Geographical

distribution,Epidemiology

Pathogenesis, Symptoms

and lesions

Aspergillosis Ringworm Candidosis


veterinary laboratories o Posters of symptoms and lesions o Audiovisual presentation on

different diseases

- Books

- Internet

- Veterinary

clinic/laboratory


- Posters




Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

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LU 2: Perform Diagnosis of infectious diseases

2

Learning Outcomes:

1. Conduct specific examination 2. Perform Routine laboratory examination 3. Perform Differential Diagnosis and prognosis

19 Hours

Learning Outcome 2.1: Conduct specific examination

Examination of apparatus: Digestive system: Auscultation(rumen

sound), Percussion(rumen sound), Observation (Buccal cavity, mucous membrane, ,faeces aspect, discharges)

Circulatory apparatus: Auscultation (heart beat(frequency and rythm),puls rate, Observation (Mucous membranes),

Respiratory apparatus: Auscultation (Respiratory rythm,frequency and sound,discharges)

Uro-genital apparatus: Observation (Uro-genital mucous aspect, urine coloration,vaginal discharges)

Musculo -skeletal system: Observation Aplombs,movements,hoof trimming(parage des pieds),standing positions

Integumentary system: Elasticity,coloration,oedema,lumps,phlegmon,skin abscess, sensibility,etc

Nervous system: Sensibility,reflexes,movement’s coordination,etc

o Demonstration of animal examination


o Group work/research

- Animal

- Audiovisual

equipment

- Stethoscope

- Thermometer

- Books

- Clinical

examination

tools and

equipment

Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Perform Routine laboratory examination

Sampling techniques

Californian mastitis test (CMT)

Milk ring test

Tuberculin test

Seroagglutination test

Blood smear

o Demonstration on sampling and routine laboratory examination

o Audiovisual presentation o Group work/research

- PPE

- Animals

- CMT kit

- Reagent

- Milk

- Slides

- Test tubes

- Needles

- Seringes

- Antigens

- Blood

- Cutimeter

- Register

Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Perform Differential Diagnosis and prognosis

Pathognomonic symptoms

Diagnosis(result interpretation)

Prognosis: Favourable unfavorable

Decision making: Refer the cases Treat

Complementary exam

o Demonstration on sampling and routine laboratory examination

o Audiovisual presentation o Group work/research

- PPE

- Animals

- CMT kit

- Reagent

- Milk

- Slides

- Test tubes

- Needles

- Seringes

- Antigens

- Blood

- Cutimeter

- Register

Content Learning

activities

Resources


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Checklist Score

Yes No

Observation


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LU 3: Apply treatment for infectious diseases

3

Learning Outcomes:

1. Select appropriate treatment 2. Prescribe medicines 3. Administer prescribed medicine

21 Hours

Learning Outcome 3.1: Select appropriate treatment

Types of treatment: Specific treatment Symptomatic treatment Economical treatment

o Visit of veterinary clinic o Demonstration on animal

treatment

- PPE

- Veterinary clinic

- Sick animals





Content Learning

activities

Resources


380 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Prescribe medicines

Identification of Anti-infectious drugs (classification, indication, uses,resistance,association): Antibiotics Sulfamides Anti-inflammatory drugs

Select medicines: Criteria of selection(animals, species,age,physiological status,weight,symptoms and diseases)

Prescription of medicines(inscription,subscription,instructions)

o Visit of veterinary clinic o Demonstration of

different drugs and drugs prescription

o Visit of veterinary pharmacies

o Group work/research o Audiovisual presentation

- PPE

- Veterinary

clinic

- Veterinary

pharmacies

- Books

- Internet

- Audiovisual

equipment

- Veterinary

drugs

- Prospectus

- Pens and

papers


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Administer prescribed medicine

Administration routes

Administration Techniques

Dosage

o Demonstration o Group work/research o Visit of veterinary clinic for

dosage and administration techniques

o Tutorials o Audiovisual presentation on

medicine administration

- PPE

- Animals

- Veterinary clinic

- Books

- Internet


- Seringues

- Needles

- Drugs


Content Learning

activities

Resources


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Checklist Score

Yes No

Observation

Learning Outcome 3.4: Follow up patient

Regular monitoring: Secondary effects:

allergy, anaphylactic shock

Recovering process Complications

Post treatment check up

o Visit of veterinary clinics o Audio visual presentation on

symptoms of secondary effects and complications and recovering process

o Experimentation by inducing allergic reaction on small animal

- Veterinary clinic


- Small animal

- PPE




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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You are veterinary nurse and you are requested to intervene in three different farms of Gishwati in NYABIHU District where the mastitis disease is frequent. As veterinary nurse you have ten minutes for each the fallowing tasks: • Perform clinical exam and CMT, • Diagnose mastitis infection , • Treat mastitis infection. Perform clinical exam and CMT, Diagnose mastitis infection and Treat

mastitis infection

Tools :

- Animals

- CMT kit

- Crush

- Milk

- Needles

- Nose lead

- Pens and Veterinary

drugs

- PPE

- Prospectus

- Syringes


Checklist Score

Yes No

Indicators

Anamnesis is well conducted

General clinical examination is well done

Milk sample is well collected

CMT is well performed

Material are well selected

PPE is well used

Animal restraining is well applied

Observation

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Checklist Score

Yes No

Indicatcator

CMT results are well interpreted

Dose of medicine is well respected

The medicine is well administered

Advises for a farmer are well provided

Observation


Checklist Score

Yes No

Indicators:

Available Products are used

Medicines are selected accordingly

Administration route is respected.

Observation

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A N H N M 4 0 1 - INTOXICATIONS, NUTRITIONAL AND METABOLIC DISEASES TREATMENT

ANHNM401 Treat intoxications, nutritional and metabolic diseases


Credits: 9 90




Purpose statement

This core module describes the skills, knowledge and attitude required by the learner to treat

intoxications, nutritional and metabolic diseases. Any veterinary has to treat intoxications, nutritional and

metabolic diseases during his professional work. So, this competence is very important for the Veterinary

assistant training.


- Describe intoxications , nutritional and metabolic diseases - Perform clinical diagnosis of intoxications, nutritional and metabolic diseases - Apply treatment of intoxications, nutritional and metabolic diseases

386 | P a g e



AGRAH404 Basic knowledge on domestic animals physiology







1. Describe intoxications , nutritional and metabolic diseases

1.1. Proper identification of intoxications and toxi-infections

1.2. Proper identification of food poisoning diseases 1.3. Proper identification of nutritional and metabolic

diseases 1.4. Proper characterization of intoxications and toxi-

infections 1.5. Proper characterization of food poisoning diseases 1.6. Proper characterization of nutritional and

metabolic diseases

2. Perform clinical diagnosis of intoxications, nutritional and metabolic diseases

2.1. Proper performing of clinical diagnosis of intoxications, food poisoning

2.2. Proper performing of clinical diagnosis of nutritional and metabolic

3. Apply treatment of intoxications, nutritional and metabolic diseases

3.1. Proper Selection of appropriate treatment 3.2. Appropriate Prescription of medicines, feed

additives and antidotes 3.3. Accurate Administration of prescribed medicine,

feed additives and antidote 3.4. Proper Follow up of patient

387 | P a g e

LU 1: Describe intoxications and toxi-infections

1

Learning Outcomes:

1. Identify intoxications and toxi-infections 2. Identify nutritional and metabolic diseases 3. Characterize toxicoses and toxi-infections 4. Characterize nutritional and metabolic diseases

54 Hours

Learning Outcome 1.1: Identify intoxications and toxi-infections

Definition of concepts: intoxications, toxi-infections, toxicoses, poison, LD50, antidote

Types and sources: Intoxications by metals:

Aluminum, Arsenic, Cadmium, Copper, Fluoride, Iron, Lead, Mercury, Molybdenum, Selenium, Sodium chloride, Sulfur, Zinc, Chromium, iodine and phosphorus

Intoxications by pesticides: herbicides, Fungicides, molluscicides, insecticides,

Rodenticides, acaricides Intoxications by

environnementals pollutants : Human activities (Industrial Toxicants, livestock)

Intoxications by drugs use and abuse

o Farms/School farms visit for observations of poisonous plants in grasslands

o Visits of agricultural and

veterinary pharmacies o Visits of animal feeds store

and shops o Brainstorming and group

work for intoxications and toxicosis

- PPE

- Farms/school farms

- Herbicides, fungicides,

molluscicides,

insecticides,

rodenticides,

acaricides

- Agrivet and animal

feeds shops

- Grasslands

- Books

Content Learning

activities

Resources

388 | P a g e

Intoxications by poisonous plants: beet, fern, lantana, sorghum, cottonseed, datura, solanacea, cassava, clover, oxalates containing plants, nitrate and nitrite containing plants

Intoxications by mycotoxicoses: aflatoxines, clavacine

Intoxications by poisonous and venomous organisms: snakes, bees, wasp

Bacterial Toxins Feed and Water

Contaminants





Checklist Score

Yes No

Observation


389 | P a g e

Learning Outcome 1.2: Identify nutritional and metabolic diseases

Nutritional disorders due to energetic and proteins deficiency or excess: Growth retardation, Cachexia, Lactic indigestions,

Metabolic diseases: Acetonemia, Rumen acidose, Alcalosis

Mineral nutritional disorders: Milk fiver (hypocalcemia), Grass tenany

(hypomagnesemia), Rachitism, Urolithiasis, Ostemalacia, Osteofibrose, Hyperkeratose, Parakeratose , Goiter

Vitamins nutritional disorders: Hypovitaminose and Hypervitaminoses

Drinking and feeding errors: Dehydration, Water hematuria,

Digestives disorders: Constipation, Diarrheas, Indigestions, Bloating, Dehydration, Alcalose, Acidose, Enterotoxemia, Vomiting

o Audiovisual presentations of animals with nutritional and metabolic diseases

o Farms visit for observations animal with nutritional and metabolic diseases

o Posters observations for animal with nutritional and metabolic diseases

o Groups search and presentation for toxicoses and toxi-infections

- Posters

- Books

- Audiovisual

equipment

- Farms,

- Internet

Content Learning

activities

Resources

390 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 1.3: Characterize toxicoses and toxi-infections

Difference between nutritional and metabolic diseases

Causes: Inadequate nutrients

provision (deficiency, excess, intoxications),



- Posters

- Books

- Audiovisual

equipment

Content Learning

activities

Resources


391 | P a g e

Metabolic routes alteration,

Unbalanced feed ration,

Inerts or actives feed contaminants

Drinking and feeding errors

Storage and conservation conditions

Characterization of nutritional and metabolic diseases (definition, causes, pathogenic, symptoms and lesions)



- Farms,

- Internet





Checklist Score

Yes No

Observation


392 | P a g e

Learning Outcome 1.4: Characterize nutritional and metabolic diseases

Difference between nutritional and metabolic diseases

Causes: Inadequate nutrients

provision (deficiency, excess, intoxications),

Metabolic routes alteration,

Unbalanced feed ration,

Inerts or actives feed contaminants

Drinking and feeding errors

Storage and conservation conditions

Characterization of nutritional and metabolic diseases (definition, causes, pathogenic, symptoms and lesions)





- Posters

- Books


- Farms,

- Internet




Content Learning

activities

Resources


393 | P a g e


Checklist Score

Yes No

Observation

394 | P a g e

LU 2: Perform diagnosis of intoxications, nutritional and metabolic diseases

2

Learning Outcomes:

1. Perform clinical diagnosis for intoxications 2. Perform diagnosis for nutritional and metabolic diseases 3. Perform prognosis

6Hours

Learning Outcome 2.1: Perform clinical diagnosis for intoxications

Anamnesis: Exposure history, time of onset, duration of effects

that are compatible to the toxic potential of the agent involved

Specific examination: Clinical signs: common

signs, pathognomonic signs

o Role play for anamnesis o Groups search and

presentation for common signs and pathognomonic signs

o Visit of veterinary clinics for observations of clinical examination

o Audiovisual presentation for intoxication cases

- PPE

- Books

- Papers and pens

- Veterinary clinics

- Internet





Content Learning

activities

Resources


395 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2: Perform diagnosis for nutritional and metabolic diseases

Anamnesis

Specific examination:





- PPE

- Books

- Papers and pens


- Internet





Content Learning

activities

Resources


396 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.3: Perform prognosis

Favorable

Unfavorable





- PPE

- Books

- Papers and pens


- Internet



Content Learning

activities

Resources


397 | P a g e




Checklist Score

Yes No

Observation

398 | P a g e

LU 3: Apply treatment of intoxications, nutritional and metabolic diseases

3

Learning Outcomes:

1. Select appropriate treatment 2. Prescribe medicines 3. Administer prescribed medicine 4. Follow up the patient

30 Hours

Learning Outcome 3.1: Select appropriate treatment

Manage the acutely poisoned animals: Stabilize vital signs:

maintenance of respiration, maintenance of cardiovascular function, fluid therapy

Clinical evaluation; Prevent continued

exposure to the toxicant;

Administer an antidote if available

Facilitate removal of the absorbed toxicant;

Supportive therapy and observation

Specific treatment

Symptomatic treatment

Economical treatment

o Demonstration by administration of specific toxic to a healthy animal and treat it with of all steps of examination, diagnosis and treatment

- PPE

- Animals,

- Antidotes,

- Drugs and feed additives

for intoxication, food

poisoning, nutritional and

metabolic diseases

Content Learning

activities

Resources

399 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.2: Prescribe medicines

Antidotes: atropine sulphate, dimercaprol, Epinephrine, vitamine K1, Pralidoxime hydrochloride, Copper glycinate, Calcium disodium EDTA, Activated charcoal, D-Penicillamine, Sodium nitrite, sodium thiosulfate, sodium sulfate

Drugs, feed additives for intoxication, food poisoning, nutritional and metabolic diseases


- PPE

- Animals,

- Antidotes,

- Drugs and feed

additives for

intoxication, food

poisoning, nutritional

and metabolic

diseases

Content Learning

activities

Resources


400 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.3: Administer prescribed medicine

Administration routes and techniques

Dosage


- PPE

- Animals,

- Antidotes,

- Drugs and feed additives

for intoxication, food

poisoning, nutritional and

metabolic diseases

Content Learning

activities

Resources


401 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.3: Follow up the patient

Regular monitoring for evolution and possible complications

Post treatment check-up Preventive measures:

preventing continued absorption of the Toxicant (Dilution, Corrosive Ingestions, Removal of the Toxicant from the Gastrointestinal Tract) Administration routes and techniques

Dosage


- PPE

- Animals,

- Antidotes,

- Drugs and feed

additives for

intoxication, food

poisoning, nutritional

and metabolic

diseases

Content Learning

activities

Resources


402 | P a g e





Checklist Score

Yes No

Observation



The three (3) farmers around EAV Ntendezi have three cases of sickness and need the assistance of the school clinic to treat their animals. The first case is cow of jersey breed calved in last 2 days which presents

the following signs:

Excitement lies, flat in its side, Dry muzzle, staring eyes, Cold legs and

ears, Constipation and bloat, Heart beat becomes weaker and faster,

Temperature falls below normal.


403 | P a g e

The second cow which is high productive Frisian presents the following

signs: partial anorexia and depression, pica, abnormal licking and

chewing, incoordination and abnormal gait, aggression and bellowing,

reduced milk production, empty” appearing abdomen, cows is afebrile

and slightly dehydrated.

The third case, after raining, the herd of goats forced for grazing on the

plants surrounding environment of the farm, when the animals come

back, some of animals present an acute illness with following signs:

bloat, excitement, rapid respiration, dyspnea, tachycardia, salivation,

excess lacrimation, convulsions.

As a veterinary assistant in EAV Ntendezi, you are requested to treat the three cases of diseases. Each case will be treated in one hour All required materials, drugs and labour are available in school clinic.


Checklist Score

Yes No

Materials are well selected and prepared

Procedure of clinical examination is respected

Medicines are well selected

Treatment is decided and applied

Observation


Checklist Score

Yes No

Diseases are well identified

Medicines are properly prescribed

Appropriate medicines are well administered

Observation

404 | P a g e


Checklist Score

Yes No

Clinical exam is well done

Dosage is well calculated

Administration routes are respected

Observation


Checklist Score

Yes No

PPE are well used

Animals restraining is well done

Material and working place are well cleaned and rearranged

Wastes are well disposed

Observation

References: www.abvt.org/public/docs/antidoteupdate08.pdf

httpZ:www.ivis.org/advaces/Beasley/cpt 18/ chapter-frm asp / LA=1

Mollereau H., Porcher E., Nicolas E., Brion A.,1987, Vade-Mecum du Vétérinaire, 15eme Edition, Ed.

Vigot

Institut de l’élevage, 2000, Maladies des bovins, 3eme edition, Ed. France Agricole,

Ramesh C. Gupta, Veterinary Toxicology, Basic and clinical principles, Elsevier, First edition 2007.

Note:

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment. Competency

standards are made up of units of competency,

which are themselves made up of elements of

competency, together with performance

criteria, a range of variables, and an evidence

guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure to

the tasks and series of training allowing one to

perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many cases

competency at a level will involve core modules

plus optional or specialization modules. Core

competencies are normally those central to work

in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a course

in recognition of having achieved particular

knowledge, skills or competencies; successful

completion of an apprenticeship or traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships to

other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving learners

greater choice of when, where and how they

learn. Flexible delivery may involve distance

education, mixed-mode delivery, online

education, self-paced learning, self-directed

learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally common

to several tasks and transferable to many work

situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for people

to participate effectively in the workforce. Key

competencies apply to work generally, rather

than being specific to work in a particular

occupation or industry. The following are key

areas of competency which were developed into

seven key competencies: collecting, analyzing

and organizing information; communicating

ideas and information; planning and organizing

activities; working with others and in teams;

using mathematical ideas and techniques;

solving problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study. In

CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that can

be developed during lesson planning and activity

preparation. The choice of learning activities

must be tailored according to group size,

available material resources and communication

tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed on

its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes which

need to be achieved in order to be deemed

competent. It describes the quality requirements

of the result obtained in labor performance.

Qualification: means the formal name for the

result of a process of assessment and validation,

which is obtained when a competent body

determines that an individual has achieved

learning outcomes to the standards laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization to

ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and use

the principle of “know how” to perform a specific

task and to solve the problem. In the context

of the CBE Framework, skills are defined as

cognitive (involving the use of logical, intuitive

and creative thinking), practical (including

physical skill and use of methods, materials,

devices and instruments) and social skills

(communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a particular

job or occupation. See also element of

competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity