mis.rp.ac.rw · iv | P a g e CCMQS401 - PROVIDING QUALITY CUSTOMER SERVICE 53 LU 1: Develop and...

4

TVET CERTIFICATE IV in

FORESTRY

CODE

AGRFOR4001

Kigali January, 2014

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AGRFOR4001-TVET CERTIFICATE IV

Forestry

REQF 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 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 5

3 . T R A I N I N G P A C K A G E 6

3.1 Course structure 6

3.2 Competencies chart 6

3.3 Flowchart 8

4 . A S S E S S M E N T G U I D E L I N E S 9

4.1 Assessment Methodology 9

4.2 Portfolio 9

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 2

LU 1: Participate as part of a team and respect the rules of the training environment. 14

LU 2: Explain the occupation and learning process 18

LU 3: Respect the facilitation and apply learning methods. 21

LU 4: Develop personal plans based on self-assessment practices 24

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

LU 1: Protect computer system 32

LU 2: Use Spreadsheet. 38

LU 3: Use Presentation 47

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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 3

LU 1: Develop and maintain product, service and market knowledge. 56

LU 2: Provide a quality service experience to customers. 63

LU 3: Deal with complaints and difficult customer service situations. 70

LU 4: Manage and use information about clients and customers. 78

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 2

LU 1: Identify hazardous areas to be improved. 84

LU 2: Apply SHE practices. 90

LU 3: Assess and control risks. 98

LU 4: Awareness of SHE in working place. 103

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 0 9

LU 1: Write factual, descriptive, and explanatory texts. 112

LU 2: Apply a range of listening strategies to understand predictable messages. 120

LU 3: Discuss general and trade-related topics. 125

LU 4: Read medium texts on general and trade-related topics. 130

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 5

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 138

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

ry’umwuga no kugaragaza intêgo y’izina mbonera. 144

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 151

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

ibidukikije. 158

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 164

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 1

LU 1: Identify elements of business plan. 173

LU 2: Write a business plan in line with the identified elements 179

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 190

LU 4: Present a business plan 196

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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 1

LU 1: Investigate and secure industrial attachment place. 203

LU 2: Deal with workplace challenges. 210

LU 3: Get briefed on industrial attachment program. 214

LU 4: Develop one’s competencies on the workplace. 218

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

S T A T I S T I C S 2 2 2

LU 1: Demonstrate basic knowledge of geometry 224

LU 2: Demonstrate basic knowledge of trigonometry 227

LU 3: Demonstrate basic knowledge of descriptive statistics 231

C R P T D 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 3 4

LU 1: Apply basic knowledge of structure atoms and elements 236

LU 2: Apply basic knowledge of inorganic chemistry 239

LU 3: Apply basic knowledge of organic chemistry 243

C R P T D 4 0 1 - T O P O G R A P H I C D A T A C O L L E C T I O N 2 4 6

LU 1: Identify the site 248

LU 2: Select tools and equipment 252

LU 3: Apply data collection techniques 256

LU 4: Edit data 259

Summative Assessment 262

F O R E C 4 0 1 - E R O S I O N C O N T R O L I N F O R E S T 2 6 4

LU 1: Identify soil erosion 266

LU 2: Select tools and equipment 270

LU 3: Apply erosion control methods 273

LU 4: Maintain erosion control structures 277


F O R F C 4 0 1 - F I R E C O N T R O L 2 8 2

LU 1: Identify types of fire 284

LU 2: Select Tools and Equipment 288

LU 3: Apply fire control technques 291


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F O R P D 4 0 1 - P E S T A N D D I S E A S E S C O N T R O L T E C H N I Q U E S 2 9 7

LU 1: Identify pest and diseases 300

LU 2: Conduct pests and diseases survey 306

LU 3: Select tooland equipments 308

LU 4: Prepare phytosanitary products 311

LU 5: Apply pest and diseases control methods 316


F O R T D 4 0 1 - T E C H N I C A L D R A W I N G 3 2 4

LU 1:Select tools and equipment 326

LU 2: Apply drawing techniques 329

LU 3: Set the key 332


F O R F P 4 0 1 - F O R E S T P R E S E R V A T I O N 3 3 7

LU 1: Apply silvicultural operations 339

LU 2: Operate basic felling techniques 343

LU 3: Maintain forest facilities 348


G L O S S A R Y

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List of abbreviations

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

AQA Accreditation and quality assurance unit

CDU Curriculum development unit

CE Certification and examination unit

CV Curriculum vitae

EAVFo Ecole agricole, vétérinaire et forestière

ES Ecole secondaire

GPS Global positioning system

ILO International labour organization

ISAE Higher institute of agriculture and animal husbandry

ISCO International standard classification of occupations

NAFA National forest authority

NTQF National TVET qualification framework

OHS Occupational health and safety

PAFP Programme d’appui à la formation professionnelle

PAREF Projet d’appui au développement du secteur forestier au Rwanda

PPE Personal protective equipment

RDB Rwanda Development Board

ToT Training of trainers unit

TVET Technical and vocational education and training

UCK Université catholique de Kabgayi

UGAMA Centre de services aux coopératives

VVOB Flemish association for development cooperation and technical assistance

WDA Workforce development authority

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Acknowledgments

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

the development of this curriculum:

Coordination

HABIMANA Théodore

MUHIRE Jean Marie Vianney

Facilitators

NTAHONTUYE Felix

TUMAINI MANIMBI

GAHUNGU Faradji

Curriculum Development Team

UWIZEYIMANA Sixbert

KAREMERA INYANGE

Dr Ciza Antoine

NGOMA Marie-Pierre

AKANYANGE Francisca

GAHUNGU Faradji

HABIYAREMYE Michel

ISHIMWE Betty

KAMBANDA Dieudonné

MABOKO Eric Edwin

MANIRAGUHA François

NYIRIMANA Danatien

HANGANIMANA Paul

BABONAMPOZE Theotime

NYIRABAHIRE Chantal

MUTAKO Alphonsine

NSENGIYUMVA Emmanuel

GATARI Fabrice

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Silviculturist. It is designed with an

approach that takes into account the training needs, the work situation, as well

as the goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of

training. They have a direct influence on the choice of the theoretical and practical learning

activities. The competencies are the targets of training: the acquisition of each is required for

certification.

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

learning are developed on the basis of this document.

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

and goals of a program and the key concepts and definitions used in the document. The second

part presents the qualification, its level in the qualification framework, its purpose, its rationale

and the list of modules it comprises. The third part deals with the training package. It includes

the competencies chart, the sequencing of module learning, the description of each module

and the course structure.

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

module, the length of training, the amount of credits, the context in which the competency is

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

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

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

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

The purpose of this qualification is to allow

learners access to the forestry sector with

specific reference to silvicultural activities.

This qualification will allow qualifying

learners to become economically active in

forestry practices that will have a direct

impact on local economic development

through the production of wood and non-

wood forest products, improving household

access to energy.

Level 4 in forestry-option silviculture is an

introductory qualification to acquire the

necessary competence to participate as

part of a working team, performing the

silvicultural operations as applicable to

forestry production in a closely defined

context and under close supervision.

The learner will be able to carry out

repetitive procedures in a predictable

environment and will be able to adhere to

the relevant safety, quality, hygiene and

technical standards.

The learner will be able to take responsible

decisions within a limited range based on a

sound understanding of the basic principles

good environmental practices.

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

Demonstrate basic knowledge of Geometry, Trigonometry and Statistics

Demonstrate basic knowledge of inorganic and organic chemistry

Perform topographic data collection

Perform technical drawing

Preserve the forest

Perform erosion control

Control Fire

Apply pest and diseases control techniques

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.

Title: TVET Certificate IV in Forestry

Level: REQF Level 4

Credits: 120

Sector: Agriculture and Food Processing

Sub-sector: Forestry

Issue date: January, 2014

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2.3 Information about pathways

2.4 Job related information

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

of Silviculturist; this qualification again offers the opportunity to execute the works as Forest seeds

collectorwhile 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.

Possible jobs related to this qualification

Silviculturist

Forest seeds collector

Preferred pathways for candidates entering

this qualification include:

TVET Certificate III in Forestry

Recognition of prior learning related

to this qualification

Progression route of candidates achieving

this qualification include:

TVET Certificate V in Forestry

A range of other related TVET

Certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

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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.

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 behaviour 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.

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Financial fitness

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

Understand the importance of saving and reducing expenses;

Organize and manage personal and household finances;

Create a personal budget and think strategically about their finances;

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

personal credit;

Be aware of the risks associated with credit.

Management of a small business

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

Plan for income-generating activity expenses and loan repayments;

Keep basic business financial records;

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

Distinguish between money to be used for investment into own income-generating activities,

for family expenses, and for savings;

Know the different market actors.

Computer skills

Operate a computer

Use word processing applications in the production of workplace or personal

documents

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

Design electronic presentations

Send, receive and manage electronic mail (email), as well as to collaborate online using

chat rooms, intranets and instant messaging.

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

2.6 Information about competencies

No Code Complementary competencies Credit

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 I Kinyarwanda cy’umunyamwuga 3

7 CCMDB401 Develop business plan 3

8 CCMIA401 Integrate the workplace 30

Total 51

No Code Core competencies Credit

GEN

ERA

L

1 CRPTS401 Demonstrate basic knowledge of Geometry, Trigonometry and Statistics

4

2 CRPOI401 Demonstrate basic knowledge of inorganic and organic chemistry 4

3 CRPTD401 Perform topographic data collection 6

SPEC

IFIC

4 FORTD401 Perform technical drawing 7

5 FORFP401 Preserve the forest 12

6 FOREC401 Apply erosion control in forest 12

7 FORFC401 Apply fire control 12

8 FORPD401 Apply pest and diseases control techniques 12

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.

Section

3

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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

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1 2 3 4 5 6 7 8 9 10 11

Duration (650 Hrs) 30 30 30 30 30 30 30 300

40 40 60

1 Perform technica l drawing 70 ▲ ▲ ▲ ∆ ○ ○ ○ ● ○ ○ ○ ● ● ○ ●

2 Preserve the forest 120 ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ○ ○ ● ○ ○ ●

3 Apply eros ion control in forest 120 ▲ ▲ ▲ ∆ ○ ○ ● ○ ○ ○ ○ ● ○ ○ ●

4 Apply fi re control 120 ∆ ▲ ▲ ▲ ○ ○ ● ○ ○ ○ ○ ● ○ ○ ○

5Apply pest and diseases control

techniques120 ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ○ ○ ● ● ● ○

Silviculturist GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

#

PROCESS

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3.3 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 Providing quality customer service 3

Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3

Ikinyarwanda cy’umunyamwuga 3

Basic knowledge on geometry,

trigonometry and statistics4

Basic knowledge of organic and

inorganic chemistry4

Topographic data collection 6

Technical drawing 7 Forest preservation 12

Erosion control in forest 12 Fire control 12

Pest and diseases control

techniques12

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

Section

4

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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

REQF 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.

13 | 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

14 | 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

Performance criterion

Proper introduction of one self.

Resources Learning activities Content

15 | 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: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual


16 | 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




Appropriate integration in team.

17 | 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.

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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



Proper description of the main/major elements of occupation


19 | P a g e




Written evidence

Oral evidence

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF 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


20 | P a g e





Written evidence

Oral evidence

Written exercise


Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

21 | 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



Proper engagement in active and participatory learning methods


22 | 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


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





Adequate description of the assessment procedures


23 | P a g e


Written evidence

Oral evidence

written assessment


Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

24 | 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


Proper identification of values, skills and interests


25 | 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


Proper assessment 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 4.3: 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


Correct Setting of goals


27 | 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


28 | 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


Proper assessment of one’s learning style


29 | 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.


Adequate identification of learning strategies


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C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

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

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

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

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

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

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

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

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

31 | 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

32 | 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


33 | 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

34 | 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


Regular computer scan and elimination of virus as per safety standards


35 | 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


Accurate backup of computer data based on OS installation


36 | 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





Appropriate restoring of computer data based on OS installed


37 | 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

38 | 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


39 | 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

40 | 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



Proper formatting of cells and their content


41 | 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





Proper management of sheets in workbook


42 | 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



Adequate using of essential functions


43 | 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

44 | 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



Proper optimization of data


45 | 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



Proper optimization of data


46 | 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

47 | 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



Proper description of elements of presentation application


48 | 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


49 | 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

50 | 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


Proper using of templates


51 | 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


Proper application of Animation and sound in presentation


52 | 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

53 | 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.

54 | 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

55 | 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.

56 | 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


57 | 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)


Proper identification of opportunities and use of formal and informal research to

develop and maintain knowledge of products and services.


58 | 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.




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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.




60 | 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


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.


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

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

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

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






Written evidence

Oral

Performance

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

Checklist Score

Yes No

Application of product and Service adjustment procedure

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

Observation


Suggestion of ideas to appropriate person for product and service adjustments

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


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LU 2: Provide a quality service experience to customers.

2

Learning Outcomes:

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

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

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

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

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

10 Hours

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

Customer needs and preferences

The importance of researching your customers needs and preferences

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






Proper determination and clarification of customer preferences, needs and

expectations.


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Written evidence

Oral evidence

Multiple choice


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



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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



Proper offering of accurate information about appropriate products and services

to customers to meet their needs and expectations.

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Written evidence

Oral evidence


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


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

and additional services and products where appropriate.


68 | 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



Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and appropriate

employment of selling


69 | 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

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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



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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




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

complaint and handle the situation sensitively, courteously and discreetly


73 | 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




Proper determination of possible options to resolve the complaint and prompt

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

constraints.


74 | 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.

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

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



Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.


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Written evidence

Oral evidence


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

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play




Effective provision of feedback on complaints to appropriate personnel in order

to avoid future occurrence.


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Written evidence

Oral evidence


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.

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work



77 | P a g e





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

Observation

.


Reflection and evaluation of complaint and solution to enhance response to

future complaints or difficult service situations.

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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




Proper determination and record of customer information where appropriate to

provide personalized service.


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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



80 | 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



Perfect development and maintaining of knowledge of organization promotional

initiatives and implementation where appropriate.

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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/

82 | 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.

83 | 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.

84 | 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


85 | 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


Proper selection of the tools and materials


86 | 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 Cracks Air Dust

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


87 | P a g e





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



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

according to company procedure


89 | 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

90 | P a g e

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


91 | 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




92 | 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





Proper identification of applicable Occupational Health, Safety and

Environmental (OHSE) requirements


93 | 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

Use of inspection

checklist

Appropriate tools

,materials and

equipment to be used

o Observation o Group discussion o Practical exercises o Checklists

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


94 | P a g e





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.

95 | P a g e

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


Proper establishment and maintenance of communication with others in line

with SHE requirements.


96 | 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


97 | P a g e





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




Proper analysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards


99 | P a g e




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


100 | P a g e





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


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

effective options.


102 | P a g e

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


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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


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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


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

Issue date: January, 2017

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

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4. Read medium texts on general and

trade-related topics

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

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

4.3 Active application of reading techniques while reading different texts messages

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

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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


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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


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


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



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


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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



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


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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

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



Select appropriate listening strategy depending on the listening purpose



Identify different listening strategies

122 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

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

Checklist Score

Yes No

Understanding of Listening strategies Selection of listening strategies

Observation

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






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?


Apply listening strategies while listening to audio messages


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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 gestures

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

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Scenarios

Trainee manuals





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


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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

.

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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


126 | 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




Present personal ideas and opinions during discussions on selected topics of

interest

127 | 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



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#Formal_syllogistic_fallacies

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

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

128 | 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



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





Identify different reading techniques


131 | 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




Adequate training of workers to operate tools and equipments


132 | 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 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

Reference books


133 | 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




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.

136 | 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.

137 | 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.

138 | 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

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

139 | 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

Ibyigwa

140 | 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

Ibyigwa

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

141 | 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

Ibyigwa


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

142 | 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.






Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.

143 | 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.






Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

144 | 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

Ibyigwa

145 | 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;



Gihamya Isuzuma



Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

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

ngiro zinyuranye


activities

Ibyigwa

146 | P a g e


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

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


Yashubije ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

147 | P a g e

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






Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya


Umwanzuro

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





activities

Ibyigwa


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

148 | P a g e



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

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

iterambere ry’umwuga.





activities

Ibyigwa


Yahinnye anahimba umwandiko akurikiranya neza ingingo

149 | P a g e



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

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






Yagaragaje intêgo y’izina mbonera


activities

Ibyigwa


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga

150 | P a g e


Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yego Oya

Intego y’izina mbonera

Umwanzuro

151 | 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

Ibyigwa

152 | 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;

- Ibitabo by’ikibonezamvugo; - SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo

n’inkoranyamuga.



Gihamya Isuzuma




ku nsanganyamatsiko ku bubi bw’ibiyobyabwenge mu rubyiruko abinyujije mu

ngiro zitandukanye


activities

Ibyigwa

153 | 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

indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

154 | P a g e

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

Ibyigwa


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

155 | 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

Ibyigwa


Yahinnye anahimba umwandiko akurikiranya neza ingingo

156 | 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.







Yagaragaje amategeko y’igenamajwi mu izina mbonera


activities

Ibyigwa


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko

157 | 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

158 | 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;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Amafoto.


activities

Ibyigwa

159 | 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.






Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije

mu ngiro zitandukanye

160 | P a g e


Gihamya Isuzuma



Yego Oya

Inyunguramagambo


Umwanzuro

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






Gihamya Isuzuma



Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

161 | 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


Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Ibyigwa

162 | 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


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

163 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Indangahantu

Umwanzuro


Yakoresheje neza indangahantu


activities

Ibyigwa

164 | 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

Ibyigwa

165 | 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.






Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Ibyigwa


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku

nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye

166 | 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


Yasomye ikinamico yubahiriza uturango twayo


activities

Ibyigwa

167 | 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


Yahimbye anakina ikinamico ahuza imvugo n’ingiro


activities

Ibyigwa

168 | 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

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





activities

Ibyigwa


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

by’umubiri


activities

Ibyigwa

169 | P a g e



Gihamya Isuzuma

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


Yego Oya

Ifatana n’itandukana ry’amagambo

Umwanzuro

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


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

170 | P a g e

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.

171 | 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.

172 | 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

173 | 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


174 | 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


Proper analysis of business environment in accordance with identified business

idea.


175 | 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


176 | 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

177 | 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


Correctly define elements of business plan


178 | 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

179 | 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


180 | 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





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced business caver page and description of the business.


Proper description of the business in accordance with business environment

analysis results


181 | P a g e

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

Competing technologies the technology to be used during the

production process technologies that should be

developed by other and affect your business


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

template Including questions that guiding trainee to write a business plan


182 | P a g e

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

environment analysis (Cont’d)

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

Quality control and ongoing service plan to avoid defects or imperfections

of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

production process the required skills of each workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the

production

Packaging equipment required Types of materials that you will use to

package your product Source of supply and the quantity

needed The terms and conditions of suppliers

Importance of business product





183 | 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


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

environment analysis

184 | 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


185 | 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.


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

products


186 | 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




187 | 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

188 | 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 At which period the business will

cover cash invested on its asset

Projected sales plan

Loan payment plan


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan



189 | P a g e





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

Observation


Properly design business financial plan in line with business needs

190 | P a g e

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 PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

Risk estimation tools: Risk impact chart Probability chart

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template


191 | P a g e





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

192 | 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





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

developed


193 | 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



o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Briefly explain business contingency plan concepts


194 | P a g e


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

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


195 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced contingency

Checklist Score

Yes No

Steps involved in contingency plan

Specific strategies to make the contingency plan operational

Observation


Accurate development of contingency plan in accordance of assessed risks

196 | P a g e

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


197 | P a g e





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

198 | P a g e

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



Clearly explain different ways to present the business plan


199 | P a g e

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 Questions and answers o Role play

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





Appropriately present a business plan


200 | P a g e


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

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

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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.

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All the modules covered at REQF 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

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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



Accurate description of types of industries.


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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



Appropriate mapping of the industry organizational structure.


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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





Proper identification of importance of industrial attachment


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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


Accurate collection of information on different industries where one can carry

his/her IAP.


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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


Proper selection of industrial attachment place based on training package


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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


Appropriate application of correspondences.


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Written

Product

Short responses

Different Workplace documents

Checklist Score

Yes No

Workplace documents / completed Checklist

Essential element of workplace documents

Observation

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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





Proper identification of industrial attachment challenges.


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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



Careful development of ways/ strategies to overcome industrial attachment

challenges.


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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)





Regular creativity and innovation in accordance with work situation.


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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

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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.





Written evidence

Oral

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


Proper setting of industrial attachment goals.


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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





Written evidence

Oral


Essay& Cases study


Sentence completion



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

developed


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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





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule


Briefly explain business contingency plan concepts


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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





Expected competencies are fully developed.


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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





Trainee logbook is completely and well filled.


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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.





Written evidence

Oral


Essay (short responses / extended responses)photos


Proper description of gained work experience.


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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

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.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

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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C R P T S 4 0 1 - BASIC KNOWLEDGE ON GEOMETRY, TRIGONOMETRY AND STATISTICS

CRPTS401 Demonstrate basic knowledge on Geometry, Trigonometry and Statistics

RTQF Level: 4 Learning hours

Credits: 4 40

Sector: Agriculture and food processing



Purpose statement

This module provides the skills and knowledge required to perform basic calculation,

measurement and drawing of different features in soil conservation and land surveying.

Moreover, this module will provide skills and knowledge on simple farm data collection,

analysis and interpretation of results.

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Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.




Elements of competence Performance criteria

1. Demonstrate basic knowledge of

geometry

1.1. Appropriate drawing of regular and irregular shapes

1.2. Proper measurement of the distance and perimeter

1.3. Appropriate calculation of areas and volume of plots of different

shapes


trigonometry

2.1. Appropriate definition and representation of trigonometric

numbers and trigonometric circle

2.2. Proper measurement of the trigonometric angles

2.3. Appropriate calculation of the altitude gradient/difference

using the tangent

2.4. Proper calculation of surface and distance on a slope by

triangular measurements


descriptive statistics

3.1 Proper collection of data related to crop and animal production

3.2 Appropriate calculation of mean, median ,mode , standard

deviation and variance

3.3 Proper data analysis and results interpretation

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LU 1: Demonstrate basic knowledge of geometry

1

Learning Outcomes:

1. Draw regular and irregular shapes 2. Measure the distance and perimeter 3. Calculate the areas and volume of plots of different

40 Hours

Learning Outcome1.1: Draw regular and irregular shapes

Definition : regular and irregular

shapes

Drawing regular and irregular

shapes

o Group discussion o Group presentation

- Reference books - Internet - Ruler - Flipchart - figures





225 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.2: Measure the distance and perimeter

•Measuring of distance y using different instruments •Formula used for Calculating perimeter

of shapes.

o Group discussion o Field visit o Group presentation

- Reference books - Internet - photo



Checklist Score

Yes No

Observation



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Learning Outcome 1.3: Calculate the areas and volume of plots of different shapes

•Formula used on calculation of areas for regular shapes. •Formula used on calculation of volume for same shapes (cylinder, cone, sphere.) •Calculation of areas of irregular

shapes.

o Group discussion. o Presentation

- Reference book



Checklist Score

Yes No

Observation



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LU 2: Demonstrate basic knowledge of trigonometry

2

Learning Outcomes:

1. Represent trigonometric numbers and trigonometric circle 2. Measure the trigonometric angles 3. Calculate the altitude gradient/difference using the tangent 4. Calculate the surface and distance on a slope by triangular

measurements 12 Hours

Learning Outcome 2.1: Represent trigonometric numbers and trigonometric circle

Definition: •trigonometric circle(radius, line of cosine, line of sine 4quadrants, •trigonometric number(sine, cosine

,tangent ,cotangent )

o Demonstration of

trigonometric number by

using circle

-Reference books -Internet campus, ruler,




Resources

KLL

Learning activities Content

228 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Measure the trigonometric angles

Definition of angles(degree) •Measuring angles(degree and radians): •positive and negative angles •checking remarkable trigonometric identities •complementary angles and double angles •additional angles •representation of trigonometric function

-Reference books -Protractor, campus, ruler



Checklist Score

Yes No

Observation



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Learning Outcome 2. 3: Calculate the altitude gradient/difference using the tangent

•Definition of gradient •Calculation of altitude gradient by using tangent

o Group discussion develop -Reference books -Internet



Checklist Score

Yes No

Observation

Learning Outcome 2.4: Calculate the surface and distance on a slope by triangular

measurements

•Definition of triangle, •Calculation of surface by triangular measurement. •Calculation of distance on slope using

triangular measurement

o Group discussion o Group Presentation

-Reference books -Internet ruler -Audio visual media.




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Checklist Score

Yes No

Observation


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LU 3: Demonstrate basic knowledge of descriptive statistics

3

Learning Outcomes:

1. Collect the data related to crop and animal production 2. calculate the mean, median, mode , standard deviation and

variance 3. Analyze the results

16 Hours

Learning Outcome 3.1: Collect the data related to crop and animal production

•Definition of data, •types of data: quantitative and qualitative data ,discrete data and continuous data, •grouped data: grouped class inclusive and exclusive •ungrouped data: examples, •class limits and class boundaries, •frequency and cumulative frequency, •Method used on collecting data:

questionnaire, Interview Observation. Collection of data :census,

number of same crops

o Group discussion o Presentation

-Reference books -Internet -Photos




232 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.2: Calculate the mean, median, mode , standard deviation and variance

•Definition: Mean mode, median standard deviation and variance. •Formula used on calculation of mean, mode, median, standard deviation and variance for ungrouped and grouped data. •Relationship of mean ,mode and

median(mode=3median-2mean)


- Reference books

- Internet





233 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.3: Analyze the results

•data presentation: row form , tabular form ,pictogram, histogram, line graph, pie charts •purpose of data presentation: analysis

of data and interpretation of data


-Reference books -Internet -Photos



Checklist Score

Yes No

Observation



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C R P T D 4 0 1 - BASIC KNOWLEDGE OF ORGANIC AND INORGANIC CHEMISTRY

CRPTD401 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

235 | P a g e


Not applicable







4. Apply the basic knowledge on

structure of atoms and

molecules

1.4. Proper description of atom particles

1.5. Proper calculation of atomic mass.

1.6. Appropriate description of chemical elements and molecules

5. Apply the basic knowledge of

inorganic chemistry

2.1. Proper simple chemical equilibrium

2.2. Proper differentiation of Acids, Bases and Amphoteric.

2.3. Proper description of solution

2.4. Proper calculation of concentration (Morality (C), Normality,

Molality (M), Percentage).

6. Apply/understand/acquire/ the

basic knowledge on organic

chemistry

3.4 Proper classification of Organic compounds (Functional group).

3.5 Proper simple polymerization of organic molecules

3.6 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:

4. Describe atom particles 5. Calculate the atomic mass. 6. Describe chemical element and molecules

12 Hours

Learning Outcome1.1: Describe atom particles

•Description and structure of atoms Nucleus.

- Protons, - Neutrons

Electrons

o Brainstorming on atoms o Audio visual presentation

on structure of atoms o Group discussion on

structure of atom

- Reference books - DVD players - Internet

connection





237 | P a g e

Checklist Score

Yes No

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

o Brainstorming on atoms o Audio visual

presentation on structure of atoms

o Group discussion on structure of atoms

- Reference books

- DVD players - Internet

connection



Checklist Score

Yes No

Observation



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Learning Outcome 1.3: Describe chemical element and molecules

•Differentiation of chemical elements basing on:

Electronic configuration Symbols Metal and their

properties Nonmetal 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



Checklist Score

Yes No

Observation



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LU 2: Apply basic knowledge of inorganic chemistry

2

Learning Outcomes:

5. Acquire the knowledge of chemical equilibrium 6. Differentiate Acids bases and Amphoteric. 7. Describe solution 8. Calculate the concentration of 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



Resources

KLL


240 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2: Differentiate Acids bases and Amphotere.

•Properties of acids and bases •PH of solution (Acidic, Neutral and alkaline) •Some examples acids and bases

Citric acid (from citrus fruits and vegetables,)

Ascorbic acid (vitamin C, as from certain fruits)

Acetic acid (Vinegar) Lactic acids (Milk)

Examples of bases Na0H, KOH.

o Brainstorming on acids, and bases.

o Group discussion on acids, and bases.

o Practical exercises on PH test


acids and bases

differentiation.

- Reference books






241 | P a g e


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.


solution preparation

- Reference books





Checklist Score

Yes No

Observation



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Learning Outcome 2.4: 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.


solution preparation

- Reference books





Checklist Score

Yes No

Observation



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LU 3: Apply basic knowledge of organic chemistry

3

Learning Outcomes:

4. Classify Organic compounds 5. Polymerize organic simple molecules 6. Describe organic products

18 Hours

Learning Outcome 3.1: Classify Organic compounds

•Formula of organic compound (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.

o Exercises on

nomenclature of organic

compound.

- Reference books


connection




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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 •Polymerization of organic molecules

o Brainstorming on organic molecules.

o Audio visual presentation

o Demonstration o Group discussion on

organic molecules. o Practical exercises.

- Reference books







245 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.3: Describe organic products

•Different organic products: carbohydrates Proteins, Vitamins and lipids”. •Importance of

carbohydrates Proteins,

Vitamins and lipids”.

o Brainstorming on organic products.

o Audio visual presentation of organic products.

o Demonstration of organic products

o Group discussion on organic products.

o Practical exercises.

- Reference books





Checklist Score

Yes No

Observation



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C R P T D 4 0 1 - TOPOGRAPHIC DATA COLLECTION

CRPTD401 Perform Topographic Data Collection


Credits: 6 60




Purpose statement

The accurate data helps to make a proper topographic plan in forestry.

This module develops the skills and knowledge to collect topographic data from the field. At the

end of this module, the learner of level 4 will be able to perform delimitation of site, collect,

filter and fill the data in adequate manner throughout the forestry activities.

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This module must be assessed after the following prerequisite module:

CCM404 Basic knowledge of Geometry, Trigonometry and Statistics







1. Identify the site 1.1. Sketching of the site is done accordingly

1.2. Boundaries are set appropriately

1.3. Site features description is done properly

2. Select tools and equipment 2.1.Selection of topographic tools and equipment is done

adequately

2.2.Adjustment of tools and equipment is done accurately

2.3.Maintenance and handling of tools and equipment are done

properly

3. Apply data collection techniques 3.1 Survey techniques are chosen accordingly

3.2 Survey techniques are applied appropriately

3.3 Required data are recorded accurately

4. Edit data 4.1. Data are filled properly

4.2. Data filtration is done accurately

4.3. Data conversion is done appropriately

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LU 1: Identify the site

1

Learning Outcomes:

1. Perform sketching 2. Perform site delimitation 3. Describe the site

20 Hours

Learning Outcome1.1: Perform sketching

•Free hand drawing techniques Identification of principal

elements

o Group discussion o Presentation o Documentary research o Presentation

Pencils

Papers

Rubbers






Sketching of the site is done accordingly


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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Perform site delimitation

•Marking principles (corners, favorable distance, Starting point) •Reference point

o Observation on the field o Group discussion o Documentary research o Demonstration of

marking activity o Practical exercises

•Forest or land, pegs, measuring tape, reference books and rods.





Checklist Score

Yes No

Observation


Boundaries are set appropriately


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Learning Outcome 1.3: Describe the site

•Site configuration •Geographic coordinates (altitude, longitudes, latitudes) •Slope •Contour line •Contour interval •soil nature (sandy, clay and loamy) •Vegetation

o Group discussion o Documentary research o Presentation o Practical exercise on map

interpretation for slope, contours and contour interval

The site

GPS

Compass

Topographic Maps





Checklist Score

Yes No

Observation


Site features description is done properly


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LU 2: Select tools and equipment

2

Learning Outcomes:

1. Identify tools and equipment 2. Adjust tools and equipment 3. Maintain tools and equipment

20 Hours

Learning Outcome 2.1: Identify tools and equipment

•Types of topographic tools and equipment •Description of tools and equipment’s

and their functions

o Oral presentation o Audio visual o Group discussion o Demonstration o Practical exercises

- Theodolite - Compass - Clinometers - Dumpy level - N-frame level - A frame





Selection of topographic tools and equipment is done adequately

Resources

KLL


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Adjust tools and equipment

•Functions of topographic tools and equipment •Adjustment techniques


- Measuring tape

- Carpenter level

- Plumb bob - Ranging poles - Ropes





Checklist Score

Yes No


Adjustment of tools and equipment is done accurately


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Observation

Learning Outcome 2. 3: Maintain tools and equipment

•Simple repair •Cleaning of tools and equipment •Keeping of tools and equipment


- Pegs - GPS - Pencils - Reference

books /Field book






Maintenance and handling of tools and equipment are done properly


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Checklist Score

Yes No

Observation

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LU 3: Apply data collection techniques

3

Learning Outcomes:

1. Identify methods of collecting data 2. Apply survey techniques

20 Hours

Learning Outcome 3.1: Identify methods of collecting data

•Methods of topographic data collection Manual Digitalized

o Presentation o Documentary research o Audio visual

- Theodolite - Compass - Clinometers - Dumpy level - N-frame level - A frame - Measuring tape - Carpenter level - Plumb bob - Ranging poles - Ropes - Pegs - GPS - Pencils - Reference books/ field

book


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Apply survey techniques

• Leveling techniques

Slope measurements

Horizontal angles

measurements

Horizontal distance

Vertical distance

• Stepping techniques

Horizontal distance

• Data recording

o Observation o Demonstration and

practical exercises o Documentary research

- Theodolite - Compass - Clinometers - Dumpy level - N-frame level - A frame - Measuring tape - Carpenter level - Plumb bob - Ranging poles - Ropes - Pegs



Survey techniques are chosen accordingly

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- GPS - Pencils - Reference books





Checklist Score

Yes No

Observation


Survey techniques are applied appropriately

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LU 4: Edit data

4

Learning Outcomes:

1. Fill in the form (Fill data collection form) 2. Convert the data 3. Filter the data

10 Hours

Learning Outcome 4.1: Fill in the form (Fill data collection form)

Template conception

Number of column

Number of rows Template users training Determine the required

forms Printing out the template Data entry

o Presentation o Group discussion o Practical exercises

- Form - Computer - Paper.





Data are filled properly


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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Convert the data

Instrument reading

Units conversion

Distance

Horizontal angles

Vertical angle (Slope)

o Presentation o Group discussion o Practical exercises

- Form - Computer - Paper - Tape measure - Compass - Clinometers - GPS






Data filtration is done accurately


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Checklist Score

Yes No

Observation

Learning Outcome 4.3: Filter the data

Category of data

Qualitative (high, medium, low)

Quantitative (repetition of data)

Presentation

Group discussion

Practical exercises

- Form - Computer - Paper






Data conversion is done appropriately


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Checklist Score

Yes No

Observation

Summative Assessment

Integrated situation Resources

Kabutare T.S.S is a school of agriculture, forestry and veterinary

located in Huye District Southern Province; it has 3 plots located on

three hills namely, Save, Mwurire and Tumba. Headmaster would like

to carry out the economic activities in those plots, therefore, he called

upon the topographic technician to collect topographic data within 8

hours, in order to make relevant plan. Tools and equipment’s are

available in school’s store. The data must be rounded up remaining 1

digit after comma. (One decimal)

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Site is well identified

Appropriate tools and equipment’s are well selected

Setting up tools and equipment’s is well done

Appropriate survey technique is applied

Data record is well conducted

Observation

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Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Required data are obtained

Format data is well filled

The data is exploitable

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Time is respected

Appropriate survey techniques are respected

Data arrangement is well respected

Observation

Reference books:

Brower, C. and al., 1985. Elements of topographic surveying, Rome, Italy.

ftp://ftp.fao.org/agl/aglw/fwm/Manual2. Elements of Topographic Surveying, Consulted the 22nd,

7,2013

GOLAY Olivier, 1992.Genie forestier, Kigali, Rwanda.

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F O R E C 4 0 1 - EROSION CONTROL IN FOREST

FOREC401 Apply Erosion Control Methods


Credits: 12 120




Purpose statement

Erosion is among different threats to decrease agricultural production. This module will develop skills

and knowledge required to the learner of level 4 to control soil erosion. At the end of this module the

learner will be able to identify erosion types, control measures, and establish stabilizers on soil erosion

control structures, tools and equipment to be used under minimum supervision.

.

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N/A







1. Identify soil erosion 1.1 Types of erosion are described properly

1.2 Erosion causes are well identified according to types

of soil erosion

1.3 erosion effects are well identified according to the

causes of soil erosion

2. Identify tools and equipment 2.1 Tools and equipment are well selected according to the site

2.2 Tools and equipment status are well checked according to the tool’s specification

2.3 Tools and equipment are properly handled according

to the tools’ specification

3. Apply erosion control methods 3.1. Erosion control methods are identified properly

3.2. Estimation of task and timing is well done

3.3. Measurement of land slope is done accurately

3.4 Erosion control method is applied appropriately

4. Maintain erosion control structures 4.1. Maintenance techniques are identified properly

4.3 Stabilizers on soil erosion control structures are

established properly

4.4. Rehabilitation of erosion damaged structure is done

correctly

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LU 1: Identify soil erosion

1

Learning Outcomes:

4. soil erosion types and its forms 5. Identify erosion causes 6. Identify erosion effects

30 Hours

Learning Outcome1.1 Soil erosion types and its forms.

Soil texture and structure

Types of erosion Water erosion:

Forms of water erosion: Splash Sheet Rill Gully Landslide Banks erosion Flooding

Wind erosion; Forms of wind erosion: Suspension Saltation Soil creep

o Observation o Field visit o Audio visual presentation o Group discussion

- Reference books - Pictures - Internet site - Audio visual




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Checklist Score

Yes No

Observation

Learning Outcome 1.2 Identify erosion causes

Natural causes Rainfall Wind tectonic

movement(earthquake)

Artificial causes Human activities:

Deforestation Overgrazing Cropping practices

Poor land management

Factors influencing soil erosion slope vegetation cover

soil nature (soil texture and structure)

o Observation o Field visit o Audio visual presentation o Group discussion o Documentation/homework



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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Identify erosion effects

Ecosystem damage

Soil loss

Water sedimentation

Fertility decrease

Flora and fauna

Economic effect

Low production and

productivity

o Observation o Field visit o Audio visual

presentation o Group discussion






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Checklist Score

Yes No

Observation

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LU 2: Select tools and equipment

2

Learning Outcomes:

4. Identify tools and equipment 5. Check tools and equipment 6. Use and maintain tools and equipment

10 Hours

Learning Outcome 2.1 Identify tools and equipment

Types of tools and equipment Damping level Theodolite Clinometers Tape measure Pegs rods N-Frame level A level

Classification of tools and equipment Optic tools Mechanical

Estimation of tools and

equipment

o Observation o Field visit o Audio visual presentation o Group discussion o Documentation/homework

- Reference books - Pictures - Internet site - Audio visual - Damping level - Theodolite - Clinometres - Tape measure - Pegs - rods - N-Frame level - A level




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Checklist Score

Yes No

Observation

Learning Outcome 2.2 Check tools and equipment

Adjustments

Fixation

Oiling

o Practical exercises o Observation o Field visit(Hardware

store) o Group discussion o Documentation








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Checklist Score

Yes No

Observation

Learning Outcome 2. 3 Use and maintain tools and equipment

Positioning

Measurements

Recording data

Cleaning and

maintenance after using

o Practical exercises o Observation o Group discussion o Documentation

- Library - Pictures - Internet - Audio visual





Checklist Score

Yes No

Observation



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LU 3: Apply erosion control methods

3

Learning Outcomes:

3. Identify erosion control methods 4. Apply Agronomic/biological control methods 5. Apply Mechanical/physical control methods

40 Hours

Learning Outcome 3.1: Identify erosion control methods

Definition, description, purpose of: Agronomic/biological control

methods Mechanical/physical methods

o Demonstration o Field visit o Group discussion o Audio visual

presentation o Documentation







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Checklist Score

Yes No

Observation

Learning Outcome 3.2 Apply Agronomic/biological control methods

Agronomic methods Crop rotation principles Buffer strip (strip cropping, grasses)

principles Contour cultivation practices Agroforestry practices(Wind breaks,

Cover crops establishment(appropriate species))

Afforestation/reforestation Mulching practices Conservation tillage practices

o Demonstration o Practical exercises o Field visit o Group discussion Documentation/homework

- Library - Pictures - Internet - Audio visual - Forest

plantation model

- Sticks,

mulches,

seedlings,

grasses,

stones, Niles,

clay soil,

struts






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Checklist Score

Yes No

Observation

Learning Outcome 3.3. Apply mechanical/physical control methods

Water harvesting structures (ditches, channels)

Gabions

Stones bund

Vegetated waterway

wattle construction

Demonstration

Practical exercises

Field visit

Group discussion

Documentation/homework

Library

Pictures

Internet

Audio visual

Forest plantation model

Sticks, mulches,

seedlings,

grasses, stones,

Niles, clay soil,

struts






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Checklist Score

Yes No

Observation

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LU 4: Maintain erosion control structures

4

Learning Outcomes:

1. Identify types of damages on structure 2. Identify maintenance techniques 3. Rehabilitate soil erosion control structures

40 Hours

Learning Outcome 4.1: Identify types of damages on structure

silting

sedimentation

lands slide weeds

o Observation o Field visit o Group discussion o Documentation

silting

sedimentation

lands slide weeds







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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Identify maintenance techniques

Anti erosion infrastructures maintenance techniques Desisting Weeding Clearing

o Observation o Field visit o Group discussion o Documentation








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Checklist Score

Yes No

Observation

Learning Outcome 4.3: Rehabilitate soil erosion control structures

Identification the level of damages

Repairing practices/techniques

o Practical exercises o Observation o Field visit o Group discussion o Documentation/homework






Checklist Score

Yes No

Observation



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Rutabana, Gasamagera and Gasana are the farmers in NYABIHU district, Bigogwe sector, in Kijote village.They have got 3 woodlots. The woodlot of Rutabana is managed with discontinued ditches but destroyed. The woodlots of Gasamagera and Gasana are confronted with soil erosion problems. As a forest technician you are called upon to address the mentioned issues within 8 hours.

Pegs, clinometers, N flame level, A level, tape measures, rods , machetes, Ropes, Picks, Shovels, Carpentry level, Stabilizer plants, Axes, Hoe, Hammer,water levers,GPS

Hoes, Shovels, Fixing plants, Stakes, Ropes, Hammer,Wheel barrow,Machetes


Checklist Score

Yes No

Workplace is well cleared

Tools and equipments are well selected

Measurements are well conducted

Pegs are well fixed

Ditches excavation is well performed

Observation

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Checklist Score

Yes No

Ditches are well established

Stabilizer plants are well established The Soil erosion is adequately controlled by ditches

Observation


Checklist Score

Yes No

Dimensions of ditches are respected

The previous dimensions of ditches are respected .

The appropriate method is used

Time is well respected

Observation

Reference books:

BAZIVAMO, C. 2002.Protection et conservation des sols et de l’environnement au

Rwanda;Kigali,Rwanda.

Kunderman,B. 1993. Impact socio-économique du terrassement radical en milieu paysan,Project

GTZ/IPV,MINAGRI,RWANDA.

MKHWA B. and al., 2008. Macmillan agriculture for Southern Africa, Micmillan Boleswa, pp379.

NSENGIMANA, J. et GATERA, C. 1991. Mesures d’érosion au Rwanda, Evaluation des résultants

des expérimentations des pertes de terre sous différentes conditions de lutte érosive, MINAGRI,

RWANDA.

Olaitan S.O and Golombin ;1998. Introduction to tropical soil science;

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F O R F C 4 0 1 - FIRE CONTROL

FORFC401 Apply Fire Control Techniques


Credits: 4 40




Purpose statement

Forest fire is one of the major causes of the biodiversity degradation. This competence will develop

skills and knowledge required to control fire in the forest. At the end of this module, the learner of level

4 will be able to identify types of fire and fire stage, select appropriate fire control techniques and apply

fire fighting procedures under minimum supervision.

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Not applicable







1. Identify types of fire 1.1 Types of fire are identified properly 1.2 Fire causes are identified properly

1.3 Types of fire are classified adequately

2. Select tools and equipment

2.1 Tools and equipment are identified properly 2.2 Status of tools and equipment are well checked 2.3 Tools and equipments are handled properly

3. Apply fire control techniques 3.1 Fire stage is identified properly

3.2. Fire control techniques are selected appropriately

3.3. Fire fighting procedures are applied appropriately

3.4.Timely reporting on fire status is well done

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LU 1: Identify types of fire

1

Learning Outcomes:

1. Identification types of fire 2. Classification types of fire 3. Identification of forest fire causes

40 Hours

Learning Outcome1.1: Identify types of fire

Types/Categories of fire

(ground fire, surface fire,

crown fire)

o Oral presentation on types of fire

o Audio visual on types of fire o Group discussion on types of

fire o Field visit on types of fire

- Audio visual equipment

- Reference books - Internet - Burnt forest - Pictures





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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Classify types of fire

Classification of fire: Wild fire Fire outbreak (out of wild)

o Oral presentation on classes of fire

o Audio visual on classes of fire

o Group discussion on classes of fire

o Field visit on classes of

fire

- Audio visual equipment

- Reference books - Internet - Burnt forest - Pictures



Checklist Score

Yes No

Observation



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Learning Outcome 1.3: Identify causes of forest fire

Introduction, description of forest fire

Causal agents: - Natural causes (volcanic eruption, lightning, rubbing) - Man-made causes (Voluntary, semi-voluntary, Organised, Accidentally)

Influential Factors , human activities, nature of fuel:

-critical fuel -slow combustion fuel -green fuels

humidity content in fuels quantity of fuels Disposition/arrangement of

fuel Atmospheric factors:

-wind -temperature -precipitation/rain -relative humidity

Topography Season

o Oral presentation o Group discussion on fire

causes o Audio visual on fire

causes o Personal research

- Audio visual equipment - Reference books - Internet - Burnt forest - Pictures





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Checklist Score

Yes No

Observation

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LU 2: Select Tools and Equipment

2

Learning Outcomes:

1. Identify tools and equipment 2. Handle tools and equipment 3. Maintain tools and equipment

20 Hours


Introduction, description and functions of forest fire control tools and equipment

o Oral presentation o Demonstration (checking

tools) o Visit (store

- Fire control tools and equipment

- Procedures manuals

- Fire extinguisher,

pipes, sand, water,

helicopter, vehicle,

PPE





Resources

KLL


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Handle tools and equipment

Standards adjustment (size, fixing of screw, refilling of extinguisher powder)

Adjustment techniques

Criteria for forest fire tools and

equipments selection (nature of the

fire, type of fire)

o Oral presentation o Demonstration and

practical exercises (tools and equipment adjustment)

o Visit (Site, Store)

- Store - Fire control tools

and equipment - Standards

catalogue - Tool box - Extinguisher

powder



Checklist Score

Yes No

Observation



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Learning Outcome 2. 3: Maintain tools and equipment

Simple repairing

Cleaning

Oiling

Storage

o Oral presentation o Demonstration exercises on

cleaning and oiling and simple repairing

o practical exercises on cleaning and oiling and simple repairing

o Group discussion exercises on cleaning and oiling and simple repairing

o Store visit

- Oil, water,

lubricant, store,

tool box, pictures,

reference books



Checklist Score

Yes No

Observation



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LU 3: Apply fire control technques

3

Learning Outcomes:

1. Identify fire control techniques 2. Apply fire control techniques 3. Report of fire damages

50 Hours

Learning Outcome 3.1: Identify fire control techniques

Fire control techniques: Preventive techniques (fire

breaks: pyrophyte, pathways, stone, brick walls)

curative techniques ( utilisation of water, sand, extinguisher, fire against fire, brooms)

o Oral presentation o Demonstration o Practical exercises o (fire-fighting) o Visit (Demo plot)

- Demo plot,

Audio visual

Equipment,

pictures,

internet,

reference

books





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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Apply fre control techniques

Methods of application Preventive techniques

sensitisation, education, forest guards,

Curative techniques (spray water, spread soil on fire, spraying gases, fire boundary against fire)

Fire fighting procedures

Safety precautions

o Oral presentation o Demonstration o Practical exercises o (fire-fighting) o Visit (Demo plot)

- Tool box - Procedures

manuals - PPE - Pictures - Reference books



Checklist Score

Yes No

Observation



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Learning Outcome 3.3: Report of fire damages

Technical report form

Filling of technical report

Electronic reporting

o Exercises o Demonstration

- Papers and pens - Computer,



Checklist Score

Yes No

Observation



Babra farmer has an objective of protecting her 3 woodlots against bush fire the first woodlot is composed by Eucalyptus maidenii, the second by Pinus patula and the third by Cupressus lusthanica. Those woodlots are located in Nyamasheke District, Kilimbi Sector. During dry seasons the herdsmen burn the forests for searching fodder of their herds. That farmer wants the technician who is able to establish permanent fire control infrastructures with appropriate

Fire breaks, fire extinguisher, pipes, sand, water, wheelbarrow, PPE, extinguisher powder, seedlings of Green breaks species, hoes, machetes, baskets, measuring tape, pegs, ropes, hammer, knives,



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standards (Green breaks species and path ways) for protecting the woodlots at different sites in 8 hours. All necessary tools and equipment are available in place.

To protect plot of Eucalyptus maidenii against fire

To protect plot of Pinus patula against fire

To protect plot of Cupressus lusthanica against fire

Theodolite, compass, clinometers, Damping level, GPS, hand book, pencils, pens.

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Checklist Score

Yes No

Appropriate tools and equipment are well selected

Site is well identified

Fire control techniques are well applied

Observation


Checklist Score

Yes No

Appropriate path ways are established

Fire breaks are free of weeds and wastes Green breaks species are well planted on the boundaries


Checklist Score

Yes No

Appropriate path ways dimensions are well respected

Appropriate green breaks species are well selected

Time is well respected

Observation

Reference books: 1. http://en.wikipedia.org/wiki/Fire control. Consulted on 16/07/2013.

2. US Navy, Fire Controlman, Volume 02, Fire Control Radar Fundamentals.

3. http://en.wikipedia.org/wiki/Fire classes. Consulted on 16/07/2013.

4. USDA Forest Service Specification for Water Enhancers (Gels) for Wildland Firefighting. June 1, 2007.

http://en.wikipedia.org/wiki/Fire%20classes

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F O R P D 4 0 1 - PEST AND DISEASES CONTROL TECHNIQUES

FORPD401 Apply Pest and Diseases Control Technique12


Credits: 12 120




Purpose statement

Pest and diseases are among different threats to decrease agricultural production.

This module provides skills and knowledge required to identify and treat pests and diseases,

select and use appropriate tools and equipment. It will allow the learner of level 4 to handle

chemicals, follow instructions and precautions for their good application, monitor and

evaluate treatment efficiency. It is important for a learner to know different ways of pests

and diseases control in order to increase forest production..

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Occupational health and safety in forestry







1. Identify pest and diseases 1.1 Pests are collected properly 1.2 Pests are characterized properly 1.3 Affected trees are well identified 1.4 Sample of affected trees is well collected 1.5 Different symptoms are recorded accurately 1.6 Diseases are identified appropriately 1.7 Diseases are characterized properly

2. Conduct pests and diseases survey 2.1.Affected areas are well identified

2.2 survey sample is delimitated accurately

2.3 determination of factors of transmission is done

appropriately

2.4 severity of pest and disease is determined appropriately

2.5 incidence of pests and disease is determined properly

2.6. Data record and report submission is done timely

3. Select tools and equipments

3.1 Tools and equipments are identified properly 3.2 Tools and equipments are manipulated/operated

appropriately 3.3 Tools and equipments are cleaning properly

4. Prepare phytosanitary products 4.1 Phytosanitary products are classified properly 4.2 Appropriate phytosanitary products are chosen

accordingly 4.3 Dosage of phytosanitary products is done accurately 4.4 Ingredients are mixed properly

5. Apply pest and diseases control techniques

5.1 Pest and diseases control techniques are chosen appropriately

5.2 Mechanicals techniques are well applied 5.3 Chemicals techniques are well applied 5.4 Biological techniques are well applied 5.5 Evaluation Pest and diseases control is done efficiently

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5.6 Decision for efficiency evaluation is done accordingly 5.7 Reporting of activities is done adequately

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LU 1: Identify pest and diseases

1

Learning Outcomes:

1. Perform pests collection 2. Characterize the pests 3. Collect affected trees parts 4. Identify Viral diseases 5. Identify bacterial diseases 6. Identify fungal diseases 20 Hours

Learning Outcome1.1 Perform pests collection.

Trapping methods

Conservation methods

o Observation on the field o Demonstration o Group discussion o Documentary research o Practical exercises o Audio visual

- Pictures, wall chart, traps,

field plot, reference

books, internet,

audiovisual equipments,

containers, cotton,

chloroform, PPE.







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Checklist Score

Yes No

Observation

Learning Outcome 1.2 Characterise the pests

Description of pests

Classification of pests Insects (based on their

orders: Coleoptera, Diptera, Homoptera, Tysanoptera, Isoptera, Lepidoptera, Heteroptera, Hymenoptera, Hemiptera, Orthoptera, Tricoptera, Dermaptera, Odonata)

Rodents Weeds Nematodes

o Presentation of pests o Demonstration o Group discussion o Documentary research o Practical exercises o Audio visual

- Pictures, wall chart,

pests, reference books

and parasitological

laboratory, internet,

audiovisual

equipments






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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Collect affected tree parts

Physical appearance (Leaves color and form, root, stem, buds, fruits)

o Demonstration o Group discussion o Documentary research o Practical exercises o Audio visual o Field visit

- Pictures, reference books

and botanical laboratory,

internet, audiovisual

equipments, forest.







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Checklist Score

Yes No

Observation

Learning Outcome 1.4: Identify Viral diseases

Definition

List out of viral diseases Causing agent Symptoms Damages caused Propagation mode

o Observation of attacked trees

o Group discussion o Presentation o Documentary research o Audio visual o Field visit

- Field plot,

reference books,

Internet,

audiovisual

equipments,

cotation

range/scale



Checklist Score

Yes No

Observation



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Learning Outcome 1.5: Identify bacterial diseases

Definition

List out of bacterial diseases Causing agent Symptoms Damages caused Propagation mode



- Field plot,

reference books,

Internet,

audiovisual

equipments,

cotation

range/scale



Checklist Score

Yes No

Observation

Learning Outcome 1.6: Identify fungal diseases

Definition

List out of fungal diseases Causing agent Symptoms Damages caused Propagation mode



- Field plot,

reference books,

Internet,

audiovisual

equipments,

cotation

range/scale




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Checklist Score

Yes No

Observation


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LU 2: Conduct pests and diseases survey

2

Learning Outcomes:

1. Determine affected trees 2. Determine propagation factors

20 Hours

Learning Outcome 2.1 Determine affected trees

Sampling methods (Randomly, systematic and stratification)

Incidence rate

Severity level

Economic threshold


o Group discussion o Practical exercises o Presentation o Documentary research o Audio visual o Field visit

- Field plot, reference books,

Internet, audiovisual

equipments







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Checklist Score

Yes No

Observation

Learning Outcome 2.2 Setup embroidery machine parts

Propagation factors ( wind, animals, tools, pests, planting materials and seeds)

Favorable conditions (soil moisture

content, planting density, climate, soil

nutrients)



- Field plot,

reference books,

Internet,

audiovisual

equipments





Checklist Score

Yes No

Observation



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LU 3: Select tooland equipments

3

Learning Outcomes:

1. Identify tools and equipment 2. Use and maintain tools and equipment

7 Hours


Identification of equipment and tools PPE Spraying motorized Spraying manual

Specification of tools and

equipment

o Presentation o Visit (store) o Documentary research o Demonstration and

practical exercises (tools

and equipments)

- Tools and equipments

- Store - Standards

catalogue - Tool box - Reference books

PPE






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Checklist Score

Yes No

Observation

Learning Outcome 3.2 Use and maintain tools and equipment

Operation of tools and equipment

Cleaning of tools and equipment

Simple repairing of tools and equipment

Proper storage

o Presentation o Visit (store) o Documentary research o Demonstration and

practical exercises (tools

and equipments

adjustment)

- Tools and equipments

- Procedures manuals

- Store - Standards

catalogue - Tool box - Reference books - PPE







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Checklist Score

Yes No

Observation

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LU 4: Prepare phytosanitary products

4

Learning Outcomes:

1. Identify phytosanitary products 2. Select phytosanitary product 3. Follow phytosanitary precautions measures 4. Mix phytosanitary products

20 Hours

Learning Outcome 4.1: Identify phytosanitary products

Nature of phytosanitary products:

Liquid Solid Gas

Classification of phytosanitary products Fungicides Herbicides Insecticides Rodenticides Nematocides

o Presentation o Group discussion o Observation (in store) o Documentary research o Audiovisual

- Store - Phytosanitary products - Standards catalogue - audiovisual equipments - PPE - Reference books - Internet






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Checklist Score

Yes No

Identify timbers

Observation

Learning Outcome 4.2: Select phytosanitary product

Criteria of pytosanitary product action mode: - Systemic - By contact

o Presentation o Group discussion o Observation (in store) o Documentary research o Audiovisual

- Store - Phytosanitary products - Standards catalogue - audiovisual equipments - PPE - Reference books







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Checklist Score

Yes No

Observation

Learning Outcome 4.3: Folow phytosanitary precaution measures

Precautions of transport

Precautions of storage

Mixing precautions

Treatment precautions

Precautions after treatment

First aid in the case of intoxication

o Presentation o Demonstration o Group discussion o Documentary research o Practical exercises o Audiovisual

- Storage devices - Phytosanitary products - Notices - PPE - Sprayers, syringes,

spoons, graduated cylinders, precision







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Learning Outcome 4.4: Mix phytosanitarty products

Dosage procedures Ratio Quantity

Mixing procedures/precautions

o Presentation o Demonstration o Group discussion o Documentary research o Practical exercises o Audiovisual o Field visit

- Storage devices - Phytosanitary products - Notices - PPE - Sprayers, syringes, spoons,

graduated cylinders, precision scale, water, soaps/detergents.

- Audiovisual equipments - First Aid Kit - Reference books - field



Checklist Score

Yes No

Observation



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Checklist Score

Yes No

Observation

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LU 5: Apply pest and diseases control methods

5

Learning Outcomes:

1. Select pest and diseases control methods

2. Apply biological method

3. Apply mechanical method

4. Apply cultural method

5. Apply chemical method 20 Hours

Learning Outcome 5.1: Select pest and diseases control methods

Pest and diseases control methods: Biological,Mechanical,Chemical, Cultural;advantage/disadvantage

o Presentation o Group discussion o Documentary research o Audiovisual o Field visit

- Reference books, Forest plot, Internet, audiovisual equipments, pictures.







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Checklist Score

Yes No

Observation

Learning Outcome 5.2: Apply biological method

Identification of parasitic auxiliary faunas, repellent plants, botanical product, pathogens, herbivores and predators

Application techniques of biological

o Presentation o Demonstration o Group discussion o Practical exercises o Documentary research

- Reference books, Forest plot, Internet, audiovisual equipments, pictures, auxiliary faunas, repellent plants, botanical product, pathogens,







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Checklist Score

Yes No

Observation

Learning Outcome 5.3: Apply mechanical method

Trapping technique

Hand picking

o Presentation o Demonstration o Group discussion o Practical exercises o Documentary research o Audiovisual o Field visit

- Pictures, traps, field plot, reference books, internet, audiovisual equipments, containers, PPE.







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Checklist Score

Yes No

Observation

Learning Outcome 5.4: Apply cultural method

Silvicultural practices (weeding, pruning, thinning, coppicing, clearing, pollarding)

Mulching

Resistant tree species


- Pictures, field plot, reference books, internet, audiovisual equipments, PPE, slasher, pruning saw, machetes, axes, mulches, hoe, secateurs, ladder, tree species.


Types of evidence

Portfolio assessment tools

Checklist Score

Yes No

Observation



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Learning Outcome 5.5: Apply chemical method

Application techniques (speed of the nozzle, pressure of the nozzle, Flow rate of the nozzle, spraying)


- Phytosanitary products - Notices - PPE - Sprayers, syringes, spoons,

graduated cylinders, precision scale, water, soaps/detergents.

- Audiovisual equipments - First Aid Kit - Reference books - field



Checklist Score

Yes No

Observation



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Nyabinoni woodlot is one of the five woodlots of Nyamabuye Sector. That woodlot has 1 acre of Eucalyptus mycrocorys, it last one year and is located in Rwezamenyo village of Masangano cell. The woodlot has been affected by rodents, termites and Armirallia sp. Forest technician of that sector is called upon to control woodlot against rodents, termites and Armirallia sp within 8hrs. The necessary tools, equipments and drugs are available in store of that sector.

To control woodlot against rodents To control woodlot against Armirallia sp To control woodlot against termites

Traps, cats, rodenticides( bromethalin, cholecalciferol, strychnine, Bromadiolone, chlorophacinone, difethialone, diphacinone, brodifacoum, and warfarin), weighing scale, spoon, knives, buckets, sprayers, PPE, Syringues, Graduated sylinders, water, soaps/detergents

Fungicides(Triazole fungicide Propiconazole, Trichoderma hamatum, Potato dextrose, T. harzianum), Sprayers, PPE, slashers, first aid kit, machetes,

Insecticides (Gammalin, Permethrin

Cypermethrin, Fenvalerate, Bifenthrin

Chlorofenapyr, Fipronil, Imidacloprid, Hexaflumuron, Diflubenzuron, Hydramethylnon, Sulfuramid)

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Checklist Score

Yes No

Affected trees are well identified

Equipment, tools and products are well selected

Pests and disease surveillance is well done

The product is well prepared(mixing)

The product is well applied

Observation


Checklist Score

Yes No

Pests and disease incidence/severity rate is determined

Pests and disease incidence/severity rate is decreased

Targeted part of affected plant is well covered by the product


Checklist Score

Yes No

Time is respected

Appropriate product is selected

Favourable climatic conditions are respected

Appropriate dosage is respected

Appropriate control techniques are respected

Observation

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Reference books:

Baumgartner, K.., D.M. Rizzo. 2001. “Ecology of Armillaria species in mixedhardwood forests of

California.” Plant Disease 85:947–951.

Deacon, Jim, 2003, The Microbial World, Armillaria mellea and other wood decay fungi, Institute of Cell

and Molecular Biology, University of Edinburgh. Web site

http://helios.bto.ed.ac.uk/bto/microbes/armill.htm, consulted on 16/07/2013.

Munnecke, D.E., M.J. Kolbezen, W.D. Wilbur, H.D. Ohr. 1981. “Interactions involved in controlling

Armillaria mellea.” Plant Disease 65:384–389.

RHODA, 2009. Pest And Diseases Surveillance And Management In Horticulture, Kigali, Rwanda.

Kranz.J. et al; 1977. Disease,pest and weed in Tropical crops, Paul Parey, Berlin.

Jean Semal, 1989. Traite de la pathologie vegetale, Gembloux, Belgique

http://helios.bto.ed.ac.uk/bto/microbes/armill.htm

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F O R T D 4 0 1 - TECHNICAL DRAWING

FORTD401 Perform Technical Drawing


Credits: 7 70




Purpose statement

Topographic drawing activities help in orientation of different field realities in forest sector. This

module develops the skills and knowledge required to provide the information from the field

and help in forest activities plan. At the end of this module the learner of level 4 will be able to

perform the topographic drawing and their interpretation with minimum supervision. The

product will give orientation on different field realities in forest sector.

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Not applicable







5. Select tools and equipment

1.4. Tools and equipment are selected appropriately

1.5. Checking and adjustment of tools and equipment is well done

1.6. Tools and equipment are maintained properly.

6. Apply drawing techniques 2.1. Scale is determined accordingly

2.2. Determination of map orientation is well done

2.3. Draft is well applied

2.4.Topographic map is well produced

7. Set the key 3.4 Reading of topographic map is done accurately

3.5 Interpretation of topographic map is well done

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LU 1:Select tools and equipment

1

Learning Outcomes:

1. Select tools and equipment of technical drawing 2. Handle instruments 3. Maintain the instruments

10 Hours

Learning Outcome1.1: Select tools and equipment of technical drawing

Technical drawing tools and

equipment

o Oral presentation o Practical exercises o Visit (Demo plot)

- Technical drawing tools and equipment

- Store






Tools and equipment are selected appropriately


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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Handle instruments

.Use of instruments

Standards adjustment (size, fixing of

screw, sharpening)

Adjustment techniques

o Oral presentation o Demonstration o Practical exercises

- Standards catalogue

- Tool box - Procedures

manuals






Checking and adjustment of tools and equipment is well done


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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Maintain the instruments

Maintenance of instruments

o Oral presentation o Group discussion o Demonstration o Practical exercises

- Pencils - Tracing paper, graph paper,

pen to Chinese ink, ruler





Checklist Score

Yes No

Observation


Tools and equipment are maintained properly.


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LU 2: Apply drawing techniques

2

Learning Outcomes:

1. Determine a scale 2. Produce map

45 Hours

Learning Outcome 2.1: Determine a scale

Identification of scale choices

Magnitude of scale

o Oral presentation o Demonstration o Practical exercises o Group discussion

- Existing Map






Scale is determined accordingly

Resources

KLL


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Produce map

Convert data from field

map orientation:

cardinal directions (East west, north south)

Magnetic north (Bearing magnetic , Azimuth magnetic)

Drawing

o Oral presentation o Demonstration o Practical exercises o Group discussion o Audio visual demonstration o

- Specific Drawing materials

- Compass , Pencils - Tracing paper, graph

paper, pen to Chinese ink, ruler






Determination of map orientation is well done


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Checklist Score

Yes No

Observation

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LU 3: Set the key

3

Learning Outcomes:

1. Read the topographic map 2. Interpret the topographic map

15 Hours

Learning Outcome 3.1: Read the topographic map

Keying (Conventional Symbols, and

signs, scale, cardinal points)

Contour lines

o Oral presentation o Demonstration o Group discussion o Practical exercises

- Existing map - Threads - calculator






Reading of topographic map is done accurately


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Interpret the topographic map

Physical features

Cultural features

o Oral presentation o Demonstration o Group discussion o Practical exercises

- Existing map - Threads - calculator






Interpretation of topographic map is well done


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Checklist Score

Yes No

Observation



Kibisabo T.S.S is a school of agriculture, forestry and veterinary located

in Nyabihu District Western province, it has topographic data collected

from Kirorwe, Kabeza and Nyabyondo hills indicating perimeter, slope

and horizontal angles. The school needs to produce maps of three hills

for its land use plan. Headmaster called upon the technician to

produce map for each hill within 8 hours and must interpret it. Tools

and equipment’s are available in school store.

Restart monitor and rectification under-voltage and under-frequency

of the electrical generator

PPE

Dipstick

Infrared Thermometer

Screw driver

Spanners

Allen key

Torch

Multimeter

Phase Tester

Cleaning clothes

Wattmeter

Voltmeter

Ammeter

Logbook or

recoding sheet

Tachometer

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Checklist Score

Yes No

Appropriate tools and equipment are well selected

Scale is well determined

Magnetic north is well indicated

Map is well produced

Observation


Checklist Score

Yes No

Produced map contains the required information

Key is well established

Cardinal directions are well indicated

Shape of Produced map correspond with sketch

Observation


Checklist Score

Yes No

Time is respected

The size of produced map is matched with determined scale

Interpretation is well done

Observation

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Reference books: Brower, C. and al., FAO, 1985. Elements of topographic surveying, Rome, Italy.

ftp://ftp.fao.org/agl/aglw/fwm/Manual2. Elements of Topographic Surveying, Consulted the

22nd,7,2013

GOLAY Olivier, 1992.Genie forestier; Kigali, Rwanda.

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F O R F P 4 0 1 - FOREST PRESERVATION

FORFP401 Preserve forest


Credits: 12 120




Purpose statement

This module describes the skills and knowledge required to apply forest preservation techniques in the context of Rwanda.

The module will allow the learner to:

• Apply silvicultural operations;

• Operate basic felling techniques;

• Maintain forest facilities.

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This module must be assessed after the following prerequisite modules







1. Apply silvicultural operations 1.7. Gap filling is well done

1.8. Clearing techniques are well performed

1.9. Thinning techniques are done appropriately

1.10. Pruning techniques are well applied

2. Operate basic felling techniques 2.1.Workplace is prepared accordingly

2.2 Safety measures are well applied during felling, DE branching and

hauling

2.3 Basic felling techniques are well applied

2.4 DE branching techniques are applied properly

2.5 Bucking techniques are well implemented

2.6 Hauling techniques are well applied

3. Maintain forest facilities 3.6 Hedges are well maintained

3.7 Maintenance of fire firebreak is well done

3.8 Forest road is well maintained

3.9 Water evacuation systems is well maintained

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LU 1: Apply silvicultural operations

1

Learning Outcomes:

1. Perform gap filling 2. Apply clearing techniques 3. Operate thinning 4. Perform pruning techniques

40 Hours

Learning Outcome1.1: Perform gap filling

Survival rate evaluation

Determination of seedling

needed

Time of gap filling

o Oral presentation o Personal research (gap filling) o Demonstration, practical

exercises (survival rate evaluation, determination of seedling needed)

o Group discussion (survival rate evaluation, determination of seedling needed, time of gap filling)

o Visit (young planted forest

site)

- Young planted forest site

- Tools: hoe, shovel, secateurs

- Seedlings - Library - Internet


.



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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Apply clearing techniques

Purpose of clearing

Clearing techniques specific servers

o Oral presentation o Personal research, group

discussion, viewing pictures/DVD, demonstration, practical exercises (clearing techniques)

o Visit (young planted forest

site)

- Young planted forest site

- Tools: slasher, machete

- Audio visual media

- Library - Internet





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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Operate thinning

Purpose of thinning

Select and mark tree

Thinning techniques


discussion, viewing pictures/DVD, demonstration, practical exercises (thinning techniques)

o Visit (forest plantation site)

- Forest plantation site - Paint - Tools and equipment:

axe, machete, saw, chainsaw, scribe

- Audio visual media - Library - Internet



Checklist Score

Yes No

Observation



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Learning Outcome 1.4: Perform pruning techniques

Purpose of pruning and coppicing

Pruning techniques

forestry system: pruning

agroforestry system: root pruning, pollarding, lopping

Coppicing techniques


discussion, viewing pictures/DVD, demonstration, practical exercises (thinning techniques)


- Forest plantation site - Paint - Tools and equipment: axe,

machete, saw, chainsaw, scribe




Checklist Score

Yes No

Access methods



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LU 2: Operate basic felling techniques

2

Learning Outcomes:

1. Prepare the workplace 2. Apply basic felling techniques 3. Operate disbranching 4. Apply bucking techniques 7. Operate hauling techniques

50 Hours

Learning Outcome 2.1: Prepare the workplace

Safety measures: o PPE o securing work area


discussion (securing work area)

o Demonstration, practical exercises (PPE, securing work area)

o Visit (work area secured)

- Forest plantation site - PPE - Warning tape - Library - Internet




Resources

KLL


344 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Apply basic felling techniques

Safety measures for felling

Basic felling techniques


discussion, viewing pictures/DVD, demonstration, practical exercises (basic felling techniques)

o Visit (Forest plantation site)

- Forest plantation site - Tools and equipment’s:

axe, chainsaw, saws,

machete, cable, tackle

and accessories



Checklist Score

Yes No

Observation



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Learning Outcome 2. 3: Operate disbranching

Safety measures for Disbranching

Disbranching

techniques


discussion, viewing pictures/DVD, demonstration, practical exercises (disbranching techniques)


- Forest plantation site - Tools and equipment:

axe, chainsaw, saws, machete, cant hook, picaroon




Checklist Score

Yes No

Observation

Learning Outcome 2.4: Apply bucking techniques

Safety measures for bucking

bucking techniques


discussion, viewing pictures/DVD, demonstration, practical

- Forest plantation site - Tools and equipment’s:

axe, chainsaw, saws, machete, cant hook, picaroon




346 | P a g e

exercises (bucking techniques)





Checklist Score

Yes No

Observation

Learning Outcome 2.5: Operate hauling techniques

Safety measures for hauling

Hauling techniques


discussion, viewing pictures/DVD, demonstration, practical exercises (hauling techniques)


- Forest plantation site - Tools: machete, cant

hook, picaroon, cable,

sticks





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Checklist Score

Yes No

Observation

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LU 3: Maintain forest facilities

3

Learning Outcomes:

1. Maintain fences 2. Preserve fire breaks 3. Maintain forest roads 4. Preserve water evacuation system

30 Hours

Learning Outcome 3.1: Maintain fences

Types of fences

Maintenance of hedges

(live fences, dead

hedges)

o Oral presentation o Demonstration, practical

exercises (maintenance of hedges)


- Forest plantation site - Tools: hoe, machete,

slashed, saws, shovel





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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Preserve fire breaks

Types of fire breaks (logging road,

pyrophyte vegetation)

Firebreak maintenance

techniques(weeding)

o Oral presentation o Personal research

(pyrophyte species) o Viewing pictures/DVD

(firebreaks) o Demonstration, practical

exercises (maintenance of

fire breaks)


hoe, machete, slashed, shovel, wheelbarrow




Checklist Score

Yes No

Observation



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Learning Outcome 3.3: Maintain forest roads

• Forest road

maintenance

operations

(weeding, hole

filling, timing of

operations)

o Oral presentation o Viewing DVD (road status) o Demonstration, practical

exercises (forest road maintenance operations)

o Group discussion (road status, operation needed on a given forest road)



hoe, machete, slasher, shovel, pestle, hammer, wheelbarrow

- Materials: stones, soil - Audio visual media



Checklist Score

Yes No

Observation

Learning Outcome 3.4: Preserve water evacuation system

Water evacuation

system maintenance

operations

(desalting, gully and

gutter dimensions

o Oral presentation o Viewing pictures/DVD,

demonstration, practical exercises (desalting, replacement of damaged logs)


- Forest plantation site

- Tools and equipment: hoe, pick, axe, machete, spade, shovel,




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standards,

replacement of

damaged logs)

pestle, hammer, wheelbarrow, steel tape

- Audio visual media



Checklist Score

Yes No

Observation


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Karangwa is a farmer in Karongi District at Rwankuba Sector. He has a forest of 3 hectares composed of uneven aged stand where one hectare is covered by mature trees, one and half (1.5 ha) is covered by growing trees of about 3 years and a half of hectare (0.5 ha) is newly established with 3 months of age. However, mature trees need to be harvested and growing trees of 3 years need management for better growth. Some newly established plants of 3 months are damaged by pests and diseases hence few of them did not survive. Karangwa joined the Foresters in training so that they can help him; applying silvicultural operations; controlling pests and diseases and harvesting trees. This must be completed within 3 days. Resources: Axes, machete, hoes, saws, seedlings, pesticides, Knapsack sprayer, Wires, Nails, hammer, poles are available.


Checklist Score

Yes No

Steps are followed as recommended

Polyethylene Bags are removed before replanting

The tree to be removed are marked (tolerated)

Material are prepared and pesticides are measured

Observation


Checklist Score

Yes No

All gaps are filled

Sunlight reach the ground

Spacing is respected

Trees are healthy (no symbols of pests) attack

353 | P a g e

All mature trees are harvested (tolerated)

Observation


Checklist Score

Yes No

Recommended doses are respected

Materials are properly used (tolerated)

Pesticides application is carried out accordingly

Cutting procedures are done as recommended

All silvicultural operations are followed as recommended

Observation

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Reference books:

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1. http://www.diynetwork.com/how-to/rooms-and-spaces/floors/how-to-install-a-hardwood-floor

2. https://www.google.rw/search?dcr=1&source=hp&ei=n68CWqOfC8PxUo68pKgG&q=wood+floor+in

stallation&oq=wood+floor+inst&gs_l=psy-

ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-

ab..17.26.3333.6..35i39k1j0i10k1j0i22i30k1.397.a-kXHXCv7KY

Note:

http://www.diynetwork.com/how-to/rooms-and-spaces/floors/how-to-install-a-hardwood-floor

https://www.google.rw/search?dcr=1&source=hp&ei=n68CWqOfC8PxUo68pKgG&q=wood+floor+installation&oq=wood+floor+inst&gs_l=psy-ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-ab..17.26.3333.6..35i39k1j0i10k1j0i22i30k1.397.a-kXHXCv7KY




GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

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