TVET CERTIFICATE V In TELECOMMUNICATION

5

TVET CERTIFICATE V In

TELECOMMUNICATION

CODE

TSVTLC5001 December, 2018

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TSVTLC5001-TVET CERTIFICATE V In

Telecommunication

REQF Level 5 CURRICULUM

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© Rwanda Polytechnic, 2018

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

Original published version updated:

December, 2018

http://www.rp.ac.rw/

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Copyright

The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP).

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 RP. 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 RP. The competent Body does not give warranty nor accept

any liability.

The RP 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 RP 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 RP.

© Rwanda Polytechnic (RP) 2018

Published by

Rwanda Polytechnic (RP)

Internet: http://www.rp.ac.rw

P.O. Box: Kigali, Rwanda

http://www.rp.ac.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 i x

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

2.2 Minimum entry requirements 2

2.6 Information about competencies 5

2 . 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 9

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

4.1 Assessment Methodology 10

C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 3

LU1: Conduct OSH (occupational safety and health) monitoring 15

LU 2: Collect and analyze Occupational health, safety incidents report 19

LU 3: Train all staff on occupational health and safety matters 25

C C M E N 5 0 1 - U P P E R 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 3 2

LU 1: Communicate orally in social and professional situations with ease 34

LU 2: Read correctly a range of materials 39

LU 3:Listen to audio messages with different English accents to get the intended message 43

LU 4:Produce a variety of medium texts on professional and general topics 48

C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 5 5

LU 1: Communicate with customers and colleagues from diverse backgrounds 57

LU 2: Address cross-cultural misunderstandings 61

C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 6 6

LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 69

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LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane

no gukoresha ibinyazina binyuranye. 77

LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 87

LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no

gukoresha ibinyazina binyuranye 97

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

y’Ikinyarwanda. 108

C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 1 8

LU 1: Prepare document Layout 120

LU 2: Apply basic computer operations 124

LU 3: Manage Data 130

C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 3 7

LU 1:Apply human values 139

LU 2:Respect engineering ethics 144

LU 3:Apply safety 148

C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 5 3

LU 1: Identify Activities To Be Accomplished For Real Business 155

LU 2: Create a productive working environment 162

LU 3: Run real business operation 171

LU 4: Monitor and evaluate the business 178

E L S I A 3 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 8 4

LU 1: Apply for internship/employment 186

LU 2: Demonstrate appropriate workplace behavior and attitudes 190

LU 3: Respect worker’s and employer’s rights and responsibilities 195

LU 4: Organize and evaluate one’s internship 201

G E N A M 5 0 1 - A D V A N C E D A N A L Y S I S A N D S T A T I S T I C S 2 0 7

LU 1: Apply fundamentals of integrals 209

LU 2: Identify measures of dispersion and interpret bivariate data 213

G E N G P 5 0 1 - G E N E R A L P H Y S I C S 2 1 8

LU 1: Sources of Energy in the world 221

LU 2: Motion in orbits 226

LU 3: Mobile phone and radio communication 231

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LU 4: Mobile phone and radio communication 237

LU 5: Earthquakes, Tsunami, floods landslides and cyclone 242

LU 6: Earthquakes, Tsunami, floods landslides and cyclone 247

T L C A F 5 0 1 - A P P L I C A T I O N O F T E L E C O M T R A N S M I S S I O N F U N D A M E N T A L S 2 5 4

LU 1 Identification of Telecommunication regulatory authorities 256

LU 2:Describe telecommunication regulations authorities 260

LU 3:Describe transmission technologies 264

T L C T D 5 0 1 - T E C H N I C A L D R A W I N G 2 7 0

LU 1: Prepare drawing tools and materials 272

LU 2: Draw telecommunication diagram 278

LU 3: Read and Interpret 283

T L C C B 5 0 1 - C O N F I G U R A T I O N O F B R O A D C A S T I N G T R A N S M I S S I O N S Y S T E M 2 8 9

LU 1:Prepare tools and equipment 292

LU 2: Check Physical installation 297

LU 3:Set up streaming equipment parameters 302

LU 4: Set up terrestrial equipment parameters 308

LU 5: Set up satellite equipment (uplink and downlink) parameters 315

LU 6:Perform testing and acceptance of transmission system 322

Summative Assessment 326

T L C M B 5 0 1 - M A I N T E N A N C E O F B R O A D C A S T I N G T R A N S M I S S I O N S Y S T E M 3 3 1

LU 1: Prepare tools and materials for maintenance 334

LU 2: Conduct regular maintenance 342

LU 3: Diagnose and correct abnormalities and malfunctions 348


T L C O B 5 0 1 - O P E R A T I O N O F B R O A D C A S T I N G T R A N S M I S S I O N S Y S T E M

3 6 0

LU 1: Manipulate measurement instruments used in transmission 362

LU 2: Perform routine transmission activities 367

LU 3: Inspect signal parameters 372

LU 4: Carry out inventory and Perform requisition needs of transmission site 377

T L C C G 5 0 1 C O N F I G U R A T I O N O F G S M T R A N S M I S S I O N S Y S T E M 3 8 3

LU 1: Prepare tools and equipment 386

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Lu2: Check Design Layout Physical Installation 395

LU3 Set up GSM streaming transmission equipment parameters 400

LU 4: Set up GSM terrestrial Transmission equipment parameters 410

LU 5: Set up GSM satellite Transmission equipment parameters. 417


T L C G T 5 0 1 - M A I N T A I N A N C E O F G S M T R A N S M I S S I O N S Y S T E M E r r o r !

B o o k m a r k n o t d e f i n e d .

LU1: Prepare tools and materials for GSM Transmission maintenance 435

LU2: Conduct regular maintenance 444

LU3: Diagnose and correct abnormalities and malfunctions 450

G L O S S A R Y 4 6 3

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List of abbreviations

RP: Rwanda Polytechnic

N/A: Not applicable

ITU: International Telecommunication Union

ITU-R: ITU Radiocommunication Sector

ITU-T: ITU Telecommunication Standardization Sector

ITU-D: ITU Telecommunication Development Sector

ATU: African Telecommunication Union

EACO: East African Communications Organization

RURA: Rwanda Utilities Regulatory Authority

PPE: Personal Protecitive Equipment

RF: Radio Frequency

OTDR: Optical Time Domain Reflectometer

GSM: Global System for Mobile Communications

CD: Compact Disk

LOS: Line of Site

PAL: Phase Alternation Line

ISDB: Integrated Services Digital Broadcasting

ATSC: Advanced Television Systems Committee

SECAM: Système Électronique pour Couleur avec Mémoire

TCP/IP: Transmission Control Protocol/Internet Protocol

TCP: Transmission Control Protocol

IP: Internet Protocol

DHCP: Dynamic Host Configuration Protocol

UDP: User Datagram Protocol

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

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

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RTP: Real-time Transport Protocol

RTSP: Real Time Streaming Protocol

AM: Amplitude Modulation

FM: Frequency Modulation

PM: Phase Modulation

HPA: High Power Amplifiers

Ltd: Limited

IF: Intermediate Frequency

TX: Transmission

ESD: Electrostatic Discharge

LAN: Local Area Network

DNS: Domain Name System

TC: Telecommunications Closet

ID: Identity document

DCN: Dynamic Circuit Network

VLAN: Virtual Local Area Network

CAD: Computer Aided Design

RJ 45: Registered Jack 45 (RJ 45 Connector)

RJ 11: Registered Jack 11 (RJ 11 Connector)

VPN: Virtual Private Network

UPS: Uninterrupted Power Supply

AVR: Automatic Voltage Regulator

NTSC: National Television System Committee

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Acknowledgments

Rwanda Polytechnic wishes to thank the following persons who participated in the

development of this curriculum:

Coordination

RWAMASIRABO Aimable

Curriculum coordinator

Facilitator

NIYONGABO Ezechiel, Facilitator/RBA

Curriculum Development Team

# Names Function Institution

1. NSHIMIYIMANA Telesphore TVET Trainer Nyanza TVET School

2. NIYONZIMA Emmanuel TVET Trainer Nyanza TVET School

3. NIZEYIMANA Clement Telecom Engineer Ihaha Technology Ltd

4. NYABYUNGO Joseph Telecom Engineer Solve IT Ltd

5. TWIZIHIRWE Donatien IT Manager Youth Solutions Ltd

6. NDAYISENGA Callixte Head of Transmission and Energy

RBA

7. SIMBI Claude Engineer EEE

PROMO Engineering

8. HABIMANA Theobard

Technical expert MINEDUC

9. IGIRANEZA Benjamin Data Manager and Format Editor

Digital Link

10. MUSAFIRI Ernest Instructor IPRC NGOMA

11. MUSONI Jean Claude Trainer Nyabihu TVET School

12. UWERA Marceline Socio-linguistics Officer

RALC

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13. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

14. MATATA Jean Bosco Teacher College Ami des Enfants

15. GASIMBA François Xavier Lecturer UR/College of Education

16. KAMBARI Vincent Teacher GS St Marcel/Kayonza

17. MUREGO Yves Quality Assurance Officer

WDA

18. BUCYENSENGE Vincent Instructor IPRC KARONGI

19. GASANA Vedaste Lecturer INES

20. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi

21. NGEZAHAYO Emmanuel Maths Teacher/author

Rusumo High School

22. UWINEZA Patrice Sciences trainer Nyamata TVET School

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies

required to perform as telecom transmission technician. It is designed with an

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

well as the goals and the means to implement training.

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

part presents the qualification details including 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 credit values, and 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

1. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills, knowledge

and attitudes for a learner to be competent in

tasks and activities that require the application

of practical skills in a defined context. Work

would be undertaken in various technical

services sector/industries where configure

broadcasting and GSM transmission system,

operate broadcasting and GSM transmission

system, maintain broadcasting and GSM

transmission system, apply transmission

fundamentals are carried out. Learners may

work with minimum supervision.

At the end of this qualification, qualified

learners will be able to:

Apply mathematical advanced analysis and sitatistics

Monitor occupational SHE at workplace

Maintain professional conversation in

upper-intermediate English

Gukoresha ikinyarwanda cy’intyoza

Work in a socially diverse environment

Use ICT at workplace

Organize a business

Apply professional ethics

Apply transmission fundamentals

Configure broadcasting transmission

system

Operate broadcasting transmission

system

Maintain broadcasting transmission

system

Configure GSM transmission system

Maintain GSM transmission system

Integrate workplace

2.2 Minimum entry requirements

TVET Certificate IV in telecommunication services or other relevant qualifications or through recognition of prior learning.

Title: TVET Certificate V in Telecommunication

Level: REQF Level 5

Credits: 123

Sector: Technical services

Sub-sector: Telecommunication

Issue date: December, 2018

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the technical services industry with the

professionalization of telecommunication services; this qualification again offers the opportunity to

execute the works as telecommunication service technician while ensuring that safety, security and

environmental regulations are respected.

2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Writing and presenting reports

Pathways into the qualification

Pathways from the qualification

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification

after achieving TVET Certificate IV in

telecommunication services or other

relevant qualifications or through

Recognition of Prior Learning

Progression route of candidates achieving

this qualification include:

Candidates exiting this qualification are able to enter TVET Diploma in telecommunication services.

Possible jobs related to this qualification

Broadcasting transmission technician

GSM transmission technician

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Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

Preparing feasibility reports that take into account project scope, time, cost, quality,

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

working according to the Rwandan Computer Society Code of Ethics regarding security, legal,

moral and ethical issues

Technology

Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 17 Core competencies : 10 Complementary competencies : 7 The total number of Credits: 123

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMMS501 Monitor occupational SHE at workplace 3

2 CCMUE501 Maintain professional conversation in upper-intermediate English 3

3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

4 CCMSE501 Work in a socially diverse environment 3

5 CCMIW501 Use ICT at workplace 3

6 CCMBO501 Organize a business 3

7 CCMPE501 Apply professional ethics 3 Total 21

No Code Core competencies Credit

GEN

ERA

L 1. GENMA501 Apply mathematical advanced analysis and sitatistics 8

2. GENGP501 Apply general physics 5

3. TLCTD501 Apply technical drawing 3

SP

ECIF

IC

4. TLCAT501 Apply transmission fundamentals 4

5. TLCCB501 Configure broadcasting transmission system 12

6. TLCOB501 Operate broadcasting transmission system 8

7. TLCMB501 Maintain broadcasting transmission system 10

8. TLCCG501 Configure GSM transmission system 12

9. TLCMG501 Maintain GSM transmission system 10

10. TLCIA501 Integrate workplace 30

Total 102

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2. 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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BROADCASTING TRANSMISSION TECHNICIAN AND GSM TRANSMISSION TECHNICIAN

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES D

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Duration (510Hrs)

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1

Configure broadcasting transmission system

120 ▲ ▲ ▲ ▲ ∆ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●

●

2

Maintain broadcasting transmission system

90 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●

●

3

Operate broadcasting transmission system

90 ∆ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●

●

4

Configure GSM transmission system

120 ▲ ▲ ▲ ▲ ∆ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●

●

5

Maintain GSM transmission system

90 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●

●

6

Integrate the workplace

▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ●

●

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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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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.

Advanced Analysis and Statistics 8

Figure 2: Flowchart

General Physics 5

Industrial Attachment Program ( IAP) 30

Monitoring of occupational she at workplace 3

Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Professional ethcics 3

Business organisation 3

Apply transmission fundamentals 4

Apply Technical drawing 3

Configure broadcasting transmissionsystem12

Maintain broadcasting transmission system9

Operate broadcasting transmission system9

Configure GSM transmission system 12

Maintain GSM transmission system 9

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3. 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

Section

4

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All formative assessment should be declared competent before taking the

summative/integrated assessment

Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

carried out, the assessor has the role of developing a customized assessment referring to

the task to be carried out in the integrated situation in accordance with the environment

and the context in which they operate, but the integrated situation should stick on the

components of a task.

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria 100%

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(example: Safety)

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

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

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

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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Competence

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

FBSFT201 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

This module describes the skills, knowledge and attitudes required to perform OSHE monitoring

systems taken as instruments used for measurement and analysis in the area of occupational

safety and health. They are commonly used to inform and guide government policy. Typically,

these systems are used to give an indication of the number of work accidents or occupational

diseases, or they might record information about places of work, or about the activities of the

organizations involved in ensuring good working conditions. Moreover, the module describes

the skills, knowledge and attitudes required to monitor occupational safety, health and security

policies and procedures. Finally, the learner learns how to advice and train all employees on

health and safety matters.

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Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

1. Conduct OSHE ( occupational safety

and health) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best

practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors

on OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

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

1

Learning Outcomes:

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

2. Monitor use of PPEs

3. Monitor compliance of OSHE best practice

10 Hours

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

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees Responsibility of

administration Incident reporting Ventilation and air quality First aid facilities Hazard control in

workplace Equipment and machinery Emergency response plans

SHE standards; Responsibility in working

place Hazard identification and

risk Control Making the working area

safe Personnel protective

equipment Health of employees Facilities Reporting of incidents and

accidents Emergency preparedness

o Brainstorming o Documentary research o Group discussion

˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Internet

Resources Learning activities

Content

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Formative Assessment 1.1

The assessor may collect any of the following evidences and make judgements if the performance

criterion has been achieved.

Types of evidence Portfolio assessment tools

Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are

applied

Checklist Score

Yes No

OSHE policies are checked

OSHE regulations are checked

OSHE standards are checked

Observation

procedures

Performance criterion

Proper checking of application of OSHE policies, procedures and regulations

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Learning Outcome 1.2: Monitor use of PPEs

Types of PPEs to be used according to the trade

Physical verification of PPEs

Cleaning and storage of materials, tools and equipment

o Group discussion o Practical exercise

˗ Checklist

˗ PPEs

˗ Brushes

˗ Store

˗ Shelter

˗ Shelves

˗ Pen





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs

Checklist Score

Yes No

List of PPEs to be used according to the trade is checked

Physical verification of PPEs is done

Cleaning and storage of materials, tools and equipments are checked

Observation


Proper monitoring of the use of PPEs

Resources Learning activities Content

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Learning Outcome 1.3: Monitor compliance of OSHE best practice

OSHE best practice

regulations

standards

Standards checklist to be evaluated according to the specific trade

o Brainstorming o Group discussion o Group work





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice

Checklist Score

Yes No

OSHE best practices are checked

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

Observation


Proper monitoring the compliance of OSHE best practice


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

2

Learning Outcomes:

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

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; o Consulting of incident

report documents o Talk to people involved or

witnesses to the event o Site visit

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

o Small group discussions o Pair discussion o Brainstorming

- Reference books - Internet - Hand-outs - Didactic materials





Proper collection of data regarding OSHE incidents


Content

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Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents




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Social impact

loss of manpower

medical expenses Economic impact

poor production,

closer of the company

compensation

repairs Physical effects

permanent injuries,

loss of ability to handle materials,

persistent pain

headaches Psychological effects

anxiety,

depression





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected


Proper analysis of OSHE data collected

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Checklist Score

Yes No

Identification of root and causes of incident

Identification of impact of incidents

Observation

Learning Outcome 2. 3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal

permanent injury Minor accident (injuries) Near miss

Template of incidents







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports


Adequate elaboration of a compiled incident reports


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Checklist Score

Yes No

Types of incident reports are identified

Categories of incidents are identified

Template of incidents is well filled

Observation

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

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job


Proper recommendation of safest way to do the job


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Checklist Score

Yes No

Use of adequate PPEs is recommended

Emergency Preparedness Procedures is recommended

Hazard Identification And Risk Control is recommended

Making The Working Area Safe is recommended

Reporting Of Incidents And Accidents is recommended

Training of employees is recommended

Observation

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

3

Learning Outcomes:

1. Provide information and instructions

2. Train all employees and supervisors on OSHE standards/regulations

3. Evaluate trained OSHE programs

10Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of: An occupational health and safety

(OH&S) program A policy statement The program elements

Individual responsibility Joint occupational health and

safety committee Health and safety rules Correct work procedures Employee orientation Training Workplace inspections Reporting and investigating

accidents/incidents Emergency procedures Medical and first aid Health and safety promotion Workplace specific items

Responsibilities of the staff: Responsibilities of workers

Using personal protection and safety equipment as required by the employer.

Following safe work procedures

o Brainstorming o Group work o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


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Knowing and complying with all regulations.

Reporting any injury or illness immediately

Reporting unsafe acts and unsafe conditions

Participating in joint health and safety committees or as the representative

Responsibilities of supervisor Instructing workers to

follow safe work practices. Enforcing health and safety

regulations. Correcting unsafe acts and

unsafe conditions. Ensuring that only

authorized, adequately trained workers operate equipment.

Reporting and investigating all accidents/incidents.

Inspecting own area and taking remedial action to minimize or eliminate hazards.

Ensuring equipment is properly maintained

Promoting safety awareness in workers

Responsibilities of management Providing a safe and healthful

workplace. Establishing and maintaining a

health and safety program. Ensuring workers are trained

or certified as required. Reporting accidents/incidents

and cases of occupational disease to the appropriate authority

Providing medical and first aid facilities

Ensuring personal protective equipment is available

Providing workers with health and safety information

Supporting supervisors in their

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health and safety activities Evaluating health and safety

performance of supervisors





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health

and safety matters

Checklist Score

Yes No

A brief description of an occupational health and safety (OH&S) program is provided

A brief description of A policy statement is provided

A brief description of the program elements is provided

Responsibilities of the staff are described (workers, supervisor, Management staff)

Observation


Appropriate provision of information and instructions

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

Training on SHE regulations Safety roles of employees Responsibility of administration Incident reporting Ventilation and air quality First aid facilities Hazard control in workplace Equipment and machinery Emergency response plans

Training on SHE standards Responsibility in working place Hazard identification and risk

control Making the working area safe Personnel protective

equipment Health of employees Facilities Reporting of incidents and

accidents Emergency preparedness

Procedures


- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


Appropriate training to all employees and supervisors on OSHE

standards/regulations


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Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment


- Reference books - Internet - Hand-outs - Stories and

pictures





Proper evaluation of trained OSHE programs


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Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program

Checklist Score

Yes No

Evaluation forms are well developed

Learning assessment (Questions and responses, topic of discussion…) is well developed

Training impact assessment is well developed

Observation

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Reference:

1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:

9781472419712, Publication Date: 2015

2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.

(Author, Editor)

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

Date: 2009

4. G:\\Basic OH&S Program Elements OSH Answers.htm

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

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

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

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

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

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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Competence

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

CCMEN501 Maintain professional conversation in upper-intermediate English


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The

trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt

speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce

medium compositions on different trade-related subjects, Identify and differentiate different business

documents, Effective writing of different business documents, Identify and use of writing styles, read

different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key

terms/words in their context, Answer reading comprehension questions precisely, Analyze different

trade-related texts,Summarize trade-related texts (in own words), identify differences between

common English accents, Listen and respond to users of common English their accents, Reporting

information listened to from different common accents, Steps of speech preparation and delivery,

Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-

related texts and Summarise texts.

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Oral Basic English Communication Intermediate Workplace English







1. Communicate orally in social and

professional situations with ease

1.1 Acceptable preparation of speeches on different social and professional occasions

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

1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms

2. Read correctly a range of

materials

2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification

and description of characters, events and settings, as well as to express preferences by giving reasons)

2.3 Effective summary of key ideas in trade-related texts

3. Listen to audio messages with

different English accents to get

the intended message

3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between

common English accents 3.3 Accurate reporting of information listened to in

different accents

4. Produce a variety of medium

texts on professional and

general topics

4.1 Clear and detailed writing about a wide range of trade-related subjects.

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

4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each

type of business document

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Learning Unity

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

1

Learning Outcomes:

1. Prepare speeches for different social and professional occasions

2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according

to question forms

10 Hours

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

Steps for speech preparation Step 1: Research and

Preparation Step 2: Writing Your

Speech Step 3: Practicing Step 4: Putting

Together Visual Aids Step 5: Predicting

the Q&A

Identification of categories of audience Familiar audience Non-familiar

audience Adaptation of the

message to the audience

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books


Content

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

performance criterion has been achieved.


Written evidence

Performance evidence

Writing practice

Task: Write a 5 minutes’ speech on a topic of choice to be presented to

the class.

Checklist Score

Yes No

Indicator: Steps for speech preparation are well applied

Background of the topic is given

Speech script is prepared

Visual Aids are prearranged

Prospective Q&A are hypothesized

Indicator: Categories of audience are well identified

Familiar audienceis identified

Non-familiar audience is identified

Message is adapted to the audience

Observation


Acceptable preparation of speeches on different social and professional occasions

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Learning Outcome 1.2:Deliver speeches to an audience

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books





Oral evidence


Presentation

Task

Deliver a 5 minutes’ speech on a topic of choice to the class.

Checklist Score

Yes No

Indicator 1:EffectiveSpeech delivery to an audience

Tips for speech delivery are applicable

Dos and Don’ts on speech delivery are applicable

Indicator 2:Message articulation is effective

Pronunciation is accurate

Speed is considerable

Tone is formal

Observation


Effective delivery of speeches by audible and clear articulation of messages

addressed to an audience using pronunciation, segmental and Suprasegmental

phonology


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

Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions

o Practical exercise o Presentation o Role plays o Group work

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries





Oral evidence


Discussions

Presentations

Task: Answer at least 3 questions from the audience on your 5-minute speech.

Checklist Score

Yes No

Indicator: Questions are well formulated

Yes/No questionswell formulated

Wh-questionswell formulated

Choice questions are well stated


Asking relevant questions to clarify extend and follow up ideas according to

question forms


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Hypothetical questionswell formulated

Embedded questionswell formulated

Leading questionswell formulated

Observation

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Learning unit

LU 2: Read correctly a range of materials

2

Learning Outcomes:

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

5 Hours

Learning Outcome 2.1: Read different trade-related texts adequately

Types of texts Expository Narrative Descriptive Directive Argumentative

Application of reading techniques on selected texts Reading for details Reading for specific

information Explanation of key

terms/words in the text Provision of answers to

reading comprehension questions

o Brainstorming o Documentary research o Practical exercise o Group work o Presentation

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual



Adequate reading of different trade-related texts


Content

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Written evidence

Oral evidence


Reading practice Presentations Matching Multiple choice

Task: Using an appropriate reading strategy, read the text provided to

you and answer its comprehension questions

Checklist Score

Yes No

Indicator 1: The type of texts is understood

Expository text is understood

Narrative text is understood

Descriptive text is understood

Directive text is understood

Argumentative text is understood

Indicator 2: Reading techniques are applied

Reading for details is applied

Reading for specific information is applied

Indicator 3: Vocabulary and comprehension

Key terms/words are explained

Comprehension questions are answered

Observation

Learning Outcome 2.2:Analyse trade-related texts

Identification and description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

Writer’s stance

o Practical exercise o Presentation o Role play o Group discussion

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries

Lesson plan

Trainee manual


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Written evidence


Reading practice Presentations Multiple choice

Task: Read the text provided by the trainer and explain its purpose

Checklist Score

Yes No

Indicator: The trade related text is accurately analyzed

Text Structure: characters, events and settings are analyzed

Purpose of the text is understood

Style is identified

Writer’s stance is recognized

Observation


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

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

Steps to summarize: Maintenance of the

most important ideas

Elimination of the less important details

Paraphrasing in own words

o Practical exercise o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan





Written evidence

Oral evidence


Reading practice Writing practice Presentations

Task: Summarize the text given by the trainer

Checklist Score

Yes No

Indicator: Steps to summarize are followed

The most important ideas are maintained

Less important details are eliminated

The content is paraphrased in own words

Observation


Effective summary of key ideas in trade-related texts


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Learning unit

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

3

Learning Outcomes:

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

4 10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

Application of active listening strategies to different accents Listening for General

information Listening for Specific

information

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Responding to different accents Responding through

Interactions Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Audiovisual materials

Scenarios

Stationeries

Projector

Computer

Lesson plan

Trainee manual

Recordings


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Oral evidence


Listening practice Discussions True or false questions

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

Checklist Score

Yes No

Indicator 1: Active listening strategies are applied

Active listening is applied for general information

Active listening is applied for specific information

Indicator 2: Types of listening are correctly applied

Informative listening is applied

Discriminative listening is applied

Relationship listening is applied

Appreciative listening is applied

Indicator 3: Exact reactions to different accents are processed

Questions are asked for clarification

Satisfaction testimonial is expressed

Observation


Appropriate listening and responding to others

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Learning Outcome 3.2: Identify differences between common English accents clearly

Introduction to English accents Defining an English accent Common English accents

Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation

o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan





Oral evidence


Listening practice Discussions True or false questions Note taking

Task: Listen to two different recordings played by the trainer and

identify

the differences between the accents of both speakers


Clear identification of differences between common English accents


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Checklist Score

Yes No

Indicator 1: Introduction to English accents is understood

English accent is defined

Common English accents are mastered

Indicator 2: American and British English accents are differentiated

Vowel Pronunciation is considered

Consonant pronunciation is considered

Rhotic accent is considered

Change of stress is considered

Changes in articulation are considered

Observation

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

Reporting information General information Specific information

o Practical exercise o Presentation o Drilling/ o Modelling

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries





Accurate reporting of information listened to in different accents


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Written evidence

Oral evidence


Listening practice

Discussions

Presentations

Task:

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

Checklist Score

Yes No

Indicator: Reporting is done according to types of information

Reported considering general information

Reported considering specific information

Observation

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Learning unit

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

4

Learning Outcomes:

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

5 Hours

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

Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and

contrast writing Evaluative writing Summary writing

The Writing processes Exploring and

planning Drafting Building effective

paragraphs Editing

o Brainstorming o Documentary research o Practical exercise o Group work

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual



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Written evidence

Performance

Writing practice Presentations

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

Checklist Score

Yes No

Indicator 1: Varieties of writing are understood

Chronological writing is understood

Analytical writing is understood

Descriptive writing is understood

Compare and contrast writing

Evaluative writing is understood

Summary writing is understood

Indicator 2: The Writing processes is followed

Exploring and planning is considered

Drafting is done

Effective paragraphs are built

Editing is done

Observation


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

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Learning Outcome 4.2: Differentiate business documents effectively

Identification and differentiation of business documents Business plans and Goals

Business proposals Concept notes

Accounting Documents Financial reports Financial statements Goods received note Purchase order Goods delivery note Requisition

Customer service documents

Business reports Annual reports Term reports Quarterly report Activity/Operation reports

Operational documents Contracts Business letters Memorandum of

Understanding

o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Roleplay

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual





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


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Written evidence

Oral

Performance

Writing practice Discussions Presentations Multiple choice Matching

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

Checklist Score

Yes No

Indicator: Business documents are explored

Business plan is explored (characteristics, structure, elements, importance,..)

Accounting documents are explored (characteristics, structure, elements, importance,..)

Customer service documents are explored (types, characteristics, structure, elements, importance,..)

Business reports are explored (characteristics, structure, elements, importance,..)

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

Observation

Learning Outcome 4.3: Write business documents perfectly

Steps to write business documents Identifying the

audience Identifying the

document’s purpose

Organizing the writing

Proofreading the

o Practical exercise o Documentary research o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan


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business document Editing the business

document

Writing commonly used business documents





Written evidence


Writing practice Presentation

Task:

Write a business of a project you would implements upon graduation

Checklist Score

Yes No

Indicator 1: Steps to write business documents are followed accurately

The audience is identified

The document’s purpose is identified

The writing is organized

The business document is proofread

The business document is edited

Indicator 2: Commonly used business documents are correctly written

Business plans are elaborated

Accounting documents are prepared

Customer service documents are written

Business reports are drafted

Operational documents are prepared

Etc

Observation


Appropriate writing of business documents

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

Application of principles and techniques of business writing

Formatting a business document

o Practical writing exercises o Group work o Documentary research o Presentation

- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan





Written evidence


Writing practice Presentation Matching

Task:

Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.

Checklist Score

Yes No

Indicator: Content and format are respected

Different principles and techniques of business writing are applied

Accurate business document format is used

Observation


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


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Reference books:

1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7

2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85 3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble,

1981), p. 276 4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54,

Mar. 15, 1988, p. 343 6. Robert A. Rackleff, “The Art of Speechwriting,” Vital Speeches of the Day, vol. 54, Mar.

1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and

Row,1981), p. 73 8. Dwyer, Karan Kangas&Marlina M. Davidson. “Is Public Speaking Really More Feared than

Death?” Communications Research Reports, Vol. 29, Issue 2, 2012. Pages 99 – 107. 9. Beebe, S. A., & Beebe, S. J. Public speaking: An audience-centered approach (6th ed.). (

New York: Pearson, 2006). 10. Fraleigh, D. M., &Tuman, J. S. Speak up! An illustrated guide to public speaking. (New

York: Bedford/St. Martins, 2009). 11. Paul Taylor, "Analysis and Synthesis of Intonation using Tilt Model", Journal of the

Acoustical Society of America. Vol 107 3, pp. 1697-1714. 12. Gimson, A. C.. "An introduction to the pronunciation of English". London: Arnold, 1989. 13. Trudgill, P. and J. Hanna. "International English: a guide to the varieties of

StandardEnglish". London: Hodder Education, 2008. 14. S. H. Weinberger and S. A. Kunath, “The Speech Accent Archive: towards a typology

of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication

excellence in English, the language of business worldwide", First Edition. Canada, 2013 16. Green, G. M., Kantor, R. N., Morgan, J. L., Stein, N. L., Hermon, G., Salzillo, R., Sellner, M.

B., Bruce, B. C., Gentner, D., & Webber, B. L. Problems and Techniques of Text Analysis, April 1980.

17. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998

18. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004

55 | P a g e

C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT

CCMSE501 Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to be able to successfully

work in a socially diverse environment. The module will allow the participant to develop ways

of communicating with customers and colleagues from diverse backgrounds and

accommodating cultural differences. Furthermore, this module will enable the trainee to be

able to identify issues that may cause conflict or misunderstanding in the workplace because of

the cultural differences, find ways of resolving them and/or referring them to appropriate

individuals or bodies.

56 | P a g e


Not applicable







1. Communicate with customers and colleagues from diverse backgrounds.

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

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

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

2. Address cross-cultural misunderstandings

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

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

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

57 | P a g e

LU 1: Communicate with customers and colleagues from diverse backgrounds

1

Learning Outcomes:

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

2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.

3. Obtain assistance from colleagues, reference books or outside organisations when required.

12 Hours

Learning Outcome1.1: Value customers and colleagues from different cultural groups and

treat them with respect and sensitivity

Treating different groups effectively

forms of address

levels of formality or informality

observance of special religious, feasts or other celebratory days

customs, beliefs and values

Product preferences

o Role play o Individual work o Group discussion o Large group discussion o Brainstorming

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

materials



Adequate Valuing customers and colleagues from different cultural groups and

treating them with respect and sensitivity.


Content

58 | P a g e




Written

Oral

Performance

Multiple choice True or false question Ticking Expose (presentation) Role play

Checklist Score

Yes No

Effective treatment of different groups

Observation

Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-

verbal communication and overcome language barriers.

Verbal and non-verbal communication:

varied cultural interpretation of non-verbal behaviour and gestures

personal grooming, including dress and hygiene habits

language spoken

language written

Overcoming language barriers:

meet, greet and farewell

o Brainstorming o Role play o Individual work

- Reference books - Role play scenario - Online materials


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Written

Oral

Performance


Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation

customers

give simple directions

give simple instructions

answer simple enquiries

prepare for, serve and assist customers

describe goods and services


Adequate Taking into consideration cultural differences in all verbal and non-

verbal communication and overcoming language barriers.

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

organisations when required





Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation

Partnerships for efficient communication

interpreter services

diplomatic services

local cultural organizations

appropriate government agencies

educational institutions

Disability advocacy groups.

o Group discussion o Individual work o Large group discussion

- Reference books - Online materials - Specialised materials


Proper obtaining assistance from colleagues, reference books or outside

organizations when required.


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LU 2: Address cross-cultural misunderstandings

2

Learning Outcomes:

1. Identify issues that may cause conflict or misunderstanding in the workplace.

2. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace.

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

18 Hours

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

workplace

Cultural differences

Causes of conflict

race

language

special needs

disabilities

gender

age

roles,

emotions,

misinformation

misinterpretation

values

o Individual work o Group discussion o Large group discussion o Brainstorming

- Reference books - Online materials - Specialised materials



Content

62 | P a g e




Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Demonstration of knowledge about cultural differences

Identification of issues that may causes conflict at workplace

Observation


Proper identification of issues that may cause conflict or misunderstanding in the

workplace.

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

misunderstandings at workplace

Settlement of misunderstandings

greetings

key phrases

customs

protocol,

business practices

what is done for fun

appreciation of cultural difference

Avoidance to compromise own values

being accommodating

Different Communication Styles

Different Attitudes Toward Conflict

Different Approaches to Completing Task

Different Decision-Making Styles

Different Attitudes Toward Disclosure

o Role play o Group discussion o Large group discussion o Individual work

- Reference books

- Role play scenario

- Online materials

- Specialised materials





Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.


64 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Settlement of misunderstandings

Observation

Learning Outcome 2. 3: Referring problems and unresolved issues to the appropriate team

leader or supervisor for follow-up

Raising issues

informal communication

informal meeting

Mediation

formal communication

formal writing

formal meetings

work ethics

o Role play o Individual task o Group work o Large group discussion

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

materials





Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.


65 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Raising issues to the appropriate level at workplace

Observation

Reference books:

1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.

2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.

3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.

4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.

66 | P a g e

Competence

C C M K N 5 0 1 - IKINYARWANDA K’INTYOZA

CCMKN501 IKINYARWANDA K’INTYOZA

Ikiciro: 3 Amasaha ateganijwe

Indengo y'amasaha: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Ukuboza, 2016

Intego nyamukuru

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

Kumva, kuvuga, gusoma no kwandika Ikinyarwanda k’intyoza mu bikorwa bijyanye n’umwuga we.

Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.

Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.

Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.

Guhanga no kumurika mu rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.

Gukoresha neza ibinyazina bitandukanye.

Kwandika neza amazina bwite anyuranye.

67 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda cy'umunyamwuga

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.

.1 Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.

.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.

.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye.

.4 Guhindura inkurushusho mo agakino akurikiranya neza ingingo.

.5 Guhimba no kwandika inkurushusho akurikiranya neza ingingo.

2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

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

2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura

amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

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

3.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku

n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

4. Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no

4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye.

4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza

68 | P a g e

gukoresha ibinyazina binyuranye.

4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye

y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

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

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

5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo ikwiye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.

69 | P a g e

Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye.

Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.

Inkurushusho Insanganyamatsiko;

Inyunguramagambo;

ingingo z’umuco n’amateka;

Inshamake y’inkurushusho;

inshoza n’uturango by’inkurushusho;

isomo ry’ingenzi;

isesekaza n’utwatuzo.

o Gusoma inkurushusho bucece.

o Gusoma inkurushusho mu matsinda bashaka:

o Ibisobanuro by’amagambo akomeye;

o Ibisubizo by’ibibazo byo kumva inkurushusho no kumurika ibivuyemo;

o Gusoma inkurushusho uwiga aranguruye ;

o Gusoma inkurushusho bakuranwa ;

o Guhuza ibivugwa mu nkurushusho n’indangagaciro;

o Gusanisha ingeso zivugwa mu

˗ Ibitabo by’ubuvanganzo (inkurushusho) ;

˗ Ibinyamakuru bikoresha inkurushusho ;

˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi

1

Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye 2. Gusubiza ibibazo ku nkurushusho mu mvugo ikwiye. 3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5. Guhimba no kwandika inkurushusho

Amasaha 6

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

70 | P a g e

nkurushusho n’imyitwarire y’abantu;

o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;

o Gusobanura ingingo z’umuco n’amateka;

o Gusobanura inshoza n’uturango by’inkurushusho;

o Gutahura isomo ry’ingenzi;

o Guhina mu magambo inkurushusho;

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

Amajwi n’amashusho

Inyandiko

Uwiga akurikiye neza inkurushusho

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Gukurikira neza inkurushusho

Ubwumvane mu matsinda;

Ibyiyumviro by'uteze amatwi atarogoya;

Ikitabwaho 2: Kugaragaza ko yumva neza

Insanganyamatsiko;

Inyunguramagambo;


Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye

71 | P a g e



Isomo ry’ingenzi;

Isesekaza n’utwatuzo.

Umwanzuro

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

Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)

o Gusoma inkurushusho bucece.

o Gusoma inkurushusho mu matsinda

o Gusoma inkurushusho uwiga aranguruye ;

o Gusoma inkurushusho bakuranwa;






Gihamya Isuzuma


Uwiga asoma neza inkurushusho

Umukoro mu matsinda


Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.


activities

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72 | P a g e


Yego Oya

Ikitabwaho: Gusoma neza inkurushusho

o Ubwumvane mu matsinda;

o Ibyiyumviro by'uteze amatwi atarogoya;

o Utwatuzo n'isesekaza.

Umwanzuro

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


Insanganyamatsiko;

Inyunguramagambo;




isomo ry’ingenzi;

o Gusoma inkurushusho o Guhuza ibivugwa mu

nkurushusho n’indangagaciro; o Gusanisha ingeso zivugwa mu

nkurushusho n’imyitwarire y’abantu;

o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;

o Gusobanura ingingo z’umuco n’amateka;

o Gusobanura inshoza n’uturango by’inkurushusho;

o Guhina inkurushusho mu nyandiko ikwiye

o Gutahura isomo ry’ingenzi;





activities

Ibyigwa

73 | P a g e



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku nkurushusho

Umukoro mu matsinda



Yego Oya

Ikitabwaho: Gusoma neza inkurushusho



Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho

Insanganyamatsiko;

Inyunguramagambo;

Ingingo z’umuco n’amateka;

Uturango by’inkurushusho;

Isomo ry’ingenzi;

Inshamake y’inkurushusho.

Umwanzuro


Yashubije ibibazo ku nkurushusho mu mvugo iboneye

74 | P a g e

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


Udukino dufatiye ku nkurushusho

o Gusoma inkurushusho

o Gusesengura inkurushusho

o Guhindura agakino mo inkurushusho akurikiranya neza ingingo.






Gihamya Isuzuma


Inyandiko

Umukoro mu matsinda

Inyandiko y'udukino dufatiye ku nkurushusho


Yego Oya

Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho



Ikitabwaho 2: Guhindura neza inkurushusho mo udukino

Isesekaza;

Isano y'inkurushusho n'udukino;

Insanganyamatsiko.

Umwanzuro


Yahinduye inkurushusho mo agakino akurikiranya neza ingingo


activities

Ibyigwa

75 | P a g e

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

ihimbankurushusho

Insanganyamatsiko;

Inyunguramagambo;


Uturango by’inkurushusho;

isomo ry’ingenzi;

isesekaza n’utwatuzo.

o Guhimba inkurushusho.

o Kwandika inkurushusho






Gihamya Isuzuma


Inyandiko

Uwiga ahimba inkurushusho

Umukoro mu matsinda

Inkurushusho


Yego Oya

Ikitabwaho: Guhimba no kwandika neza inkurushusho

Insanganyamatsiko n'isomo ry’ingenzi;

Inyunguramagambo;


Yahimbye anandika inkurushusho akurikiranya neza ingingo.


activities

Ibyigwa

76 | P a g e


Uturango tw’inkurushusho;

Isesekaza n’utwatuzo;

Urukurikirane ruhwitse rw'ingingo.

Umwanzuro

77 | P a g e

LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

2

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.

2. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya ingingo 5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura

amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye

Amasaha 6

Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

- Ibimenyetso by’utega amatwi atarogoya;

- Inyunguramagambo; - Insanganyamatsiko

y’umwandiko; - Ingingo z’umuco; - Ingingo z’amateka (gusasa

inzobe, Gacaca, Imimaro,..); - Ingero zifatika zigaragaza

uburyo bwo gukemura amakimbirane mu muryango.

- Indangagaciro

o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro

˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.


activities

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78 | P a g e

y’ubworoherane; - Ihinamwandiko ku

nsanganyamatsiko yo gukemura amakimbirane;

y’ubworoherane.

o Gusoma mu matsinda bashaka:

-Ibisobanuro by’amagambo akomeye.

-Ibisubizo by’ibibazo byo kumva umwandiko.

o Kumurika mu ruhame ibyavuye mu matsinda.

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo guhembera amakimbirane.



Gihamya Isuzuma


Inyandiko

Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo

gukemura amakimbirane

Umukoro mu matsinda



Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku

nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

.

79 | P a g e


Yego Oya

Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko


Ibyiyumviro by'uteze amatwi atarogoya


Insanganyamatsiko;

Inyunguramagambo;


Isomo ry’ingenzi;


Umwanzuro

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



o Gusoma umwandiko bucece.

o Gusoma umwandiko mu matsinda

o Gusoma umwandiko uwiga aranguruye ;

o Gusoma umwandiko bakuranwa;

o Kubahiriza isesekaza n'utwatuzo






Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.


activities

Ibyigwa

80 | P a g e

Gihamya Isuzuma


Uwiga asoma neza umwandiko ku nsanganyamatsiko yo


Umukoro mu matsinda


Yego Oya

Ikitabwaho: Gusoma neza umwandiko

Ibyiyumviro by’uteze amatwi atarogoya;


Isesekaza;

Utwatuzo.

Umwanzuro

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




y’umwandiko; - Ingingo z’umuco; - Ingingo z’amateka

(gusasa inzobe, Gacaca, Imimaro,..);

- Ingero zifatika zigaragaza uburyo bwo gukemura

o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.


o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.


o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro




activities

Ibyigwa

81 | P a g e

amakimbirane mu muryango.

- Indangagaciro y’ubworoherane;

- Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

y’ubworoherane.


-Ibisobanuro by’amagambo akomeye.

-Ibisubizo by’ibibazo byo kumva umwandi



o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.


o Kujya impaka ku ngaruka zo guhembera amakimbirane.



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku nsanganyamatsiko

yo gukemura amakimbirane

Umukoro mu matsinda



Yashubije ibibazo ku mwandiko mu mvugo ikwiye.

82 | P a g e


Yego Oya

Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko



Ikitabwaho 2:Gusubizaneza ibibazo ku

o Nyunguramagambo;

o Nsanganyamatsiko y’umwandiko;

o Ngingo z’umuco ;

o Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..);

o Buryo bufatika bwo gukemura amakimbirane mu muryango;

o Ndangagaciro y’ubworoherane.

Umwanzuro

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


activities

Ibyigwa

83 | P a g e



y’umwandiko; - Ingingo z’umuco ; - Ingingo z’amateka

(gusasa inzobe, Gacaca, Imimaro,..);

- Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.

- Indangagaciro y’ubworoherane;

- Ihinamwandiko ku

nsanganyamatsiko yo gukemura amakimbirane;

- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

o Gusoma no gusesengura umwandiko ku nsanganyamatsiko yo gukemura amakimbirane


o Guhimba um wandiko





Gihamya Isuzuma


Inyandiko

Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko yo


Umukoro mu matsinda

Ihinamwandiko n'ihimbamwandiko


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

84 | P a g e


Yego Oya

Ikitabwaho: Guhina no guhimba neza umwandiko

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco;

Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);

Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;

indangagaciro y’ubworoherane.

Umwanzuro

Umusaruro w’inyigisho 2.5: Kumurika ingero zifatika zigaragaza uburyo bwo gukemura

amakimbirane mu muryango.


- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

- Imurikamwandiko

o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.

o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane

o Guhuza ingingo n'isomo n'ibyasomwe mu zindi nyandiko

o Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.




activities

Ibyigwa

85 | P a g e



Gihamya Isuzuma


Inyandiko

Uwiga amurika neza umwandiko ku buryo bwo gukemura amakimbirane mu muryango

Umukoro mu matsinda

Inyandiko y'icyegeranyo ku buryo bwo gukemura amakimbirane

mu muryango


Yego Oya

Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane

Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;

Isano y'ingingo n'ibyasomwe mu bushakashatsi ku ngingo;

Ugukoresha neza umwanya w'ijambo;

Ukurasa ku ngingo.

Umwanzuro

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


- Ibinyazina:

Nyereka

o Gusoma no gusesengura umwandiko

o Gutahura imikoreshereze y’ibinyazina binyuranye.

o Gukorsha neza ibinyazina


˗ SEDE (CD); ˗ Disiketi ;


activities

Ibyigwa


Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu

muryango

86 | P a g e

Ngenera

Ngenga

- Ihangamwandiko

binyuranye mu mwandiko ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.



Gihamya Isuzuma


Inyandiko

Uwiga atahura amakosa ku mikoreshereze y'ibinyazina

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina

binyuranye


Yego Oya

Ikitabwaho:Gukoresha neza ibinyazina binyuranye

Ibinyazina bitandukanye: Nyereka, Ngenera na Ngenga

Isesengura ku mikoreshereze y'ibinyazina bitandukanye;

Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.

Umwanzuro


Yakoresheje ibinyazina binyuranye ku buryo bukwiye

87 | P a g e

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

3


1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo 5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda k'intyozan uwiga agaragaza ko yumva

umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko ku

isuku n’isukura; Ibimenyetso by’uteze

amatwi atarogoya ufite ijambo.

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco

n’amateka; Isesekaza n’utwatuzo; Indangagaciro zo

kubaha ubuzima; ingero zifatika zihamya

akamaro k’isuku n’isukura;

Ihinamwandiko ku nsanganyamatsiko y’

isuku n’isukura;

Ihangamwandiko ku isuku n’isukura.

o Gutega amatwi umwandiko ku isuku n’isukura.


o Kuvumbura insanganyamatsiko ivugwa

mu mwandiko.

o Gukoresha Ikinyarwanda k'intyoza agaragaza

indangagaciro yo kubaha ubuzima (Kubaha

uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo

ryose,kwiyitaho ).


-Ibisobanuro by’amagambo akomeye;

-Ibisubizo by’ibibazo byo

˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;

˗ Ibitabo by’ikibonezamvugo;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga

ry’uburenganzira bwa Muntu,

˗ Itegeko Nshinga rya Repubulika y’u Rwanda;

˗ Amafoto ku bikorwa by’isuku n’isukura.


activities

Ibyigwa

88 | P a g e



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda



Yego Oya




Ikitabwaho 2: Kugaragaza ko yumva neza:

Insanganyamatsiko;

Inyunguramagambo;


kumva umwandiko;

o Kumurika mu ruhame ibyavuye mu matsinda ;


o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.


o Kujya impaka ku ngaruka z’umwanda.


Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku

kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

89 | P a g e

Inshamake y’umwandiko;

Inshoza n’uturango by’umwandiko;

Isomo ry’ingenzi;


Umwanzuro

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

Umwandiko ku nsanganyamatsiko y' isuku n’isukura;


o Kutarogoya usoma nta mpamvu.

o Gusoma mu matsinda



˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Murandasi;



Gihamya Isuzuma


Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda




activities

Ibyigwa

90 | P a g e

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

Umwandiko ku nsanganyamatsiko ku isuku n’isukura;





kubaha ubuzima; ingero zifatika zihamya


Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;

Ihangamwandiko ku




o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho ).



-Ibisubizo by’ibibazo byo kumva umwandiko;

o Kumurika mu ruhame








Yego Oya

Ikitabwaho : Gusoma neza umwandiko



Isesekaza;

Utwatuzo.

Umwanzuro


activities

Ibyigwa

91 | P a g e

isuku n’isukura.

ibyavuye mu matsinda ;



o Gukora inshamake y’umwandiko mu mvugo.




Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda



Yego Oya




Ikitabwaho 2:Gusubiza neza ibibazo ku

o Nyunguramagambo;


o Ngingo z’umuco.

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

92 | P a g e

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






kubaha ubuzima; Ingero zifatika zihamya


Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;

Ihangamwandiko ku isuku n’isukura.




o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).


o -Ibisobanuro by’amagambo akomeye;

o -Ibisubizo by’ibibazo byo kumva umwandiko;

o -Bamurika mu ruhame ibyavuye mu matsinda ;












activities

Ibyigwa

93 | P a g e



Gihamya Isuzuma


Inyandiko

Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

Ihinamwandinko n'ihangamwandiko


Yego Oya


Inyunguramagambo;


Ingingo z’umuco;

Ingingo z’amateka;

Indangagaciro na kirazira.

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

94 | P a g e

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


Imurikamwandiko

o Gusoma no gusesengura umwaniko ku isuku n’isukura.

o Guhuza ibivugwa mu mwandiko n'ibindi byasomye mu zindi nyandiko

o Kujya impaka ku ngaruka z’umwanda

o Kumurika imyanzuro ku ngero zifatika zihamya akamaro k’isuku n’isukura









Gihamya Isuzuma


Inyandiko

Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

Inyandiko y'icyegeranyo ku kamaro k'isuku n'isukura


Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura


activities

Ibyigwa

95 | P a g e


Yego Oya




Ikitabwaho 2:Gusubizaneza ibibazo

o Inyunguramagambo;

o insanganyamatsiko y’umwandiko;

o Isano y'umwandiko n'ibyasomwe ahandi;

o Ingingo z’umuco n'amateka;

o Gukoresha neza umwanya w'ijambo;

o Kurasa ku ntego.

Umwanzuro



Ibinyazina o Ngenera ngenga o Ndafutura/ndasigura o Mpamagazi





˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo

Mpuzamahanga ry’uburenganzira bwa Muntu,


˗ Amafoto ku bikorwa


activities

Ibyigwa

96 | P a g e

by’isuku n’isukura.



Gihamya Isuzuma


Inyandiko

Uwiga atahura amakosa ku mikoreshereze y'ibinyazina

bitandukanye

Uwiga akoresha neza ibinyazina bitandukanye

Umukoro mu matsinda



Yego Oya


o Ibinyazina bitandukanye: Ngenera ngenga, Ndafutura/ndasigura na Mpamagazi



Umwanzuro



97 | P a g e

LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye

4


1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

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

y’ubutaka. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Amasaha 6

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

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;

ibimenyetso by’uteze

amatwi atarogoya. Isesekaza n‘utwatuzo; Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Indangangakiro na

kirazira; Ingingo z’amateka

n’umuco; Ingero zifatika zihamya

imitunganyirize;

o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.



o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.




o Gusoma aranguruye agaragaza

˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;


˗ SEDE (CD);

˗ Disiketi ;

˗ Ikibaho;

˗ Marikeri;

˗ Murandasi;

˗ Inkoranyamagambo;

˗ Itangazo Mpuzamahanga ry’uburenganzira bwa


activities

Ibyigwa

98 | P a g e

Ihinamwandiko.

isesekaza.

o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.

o Gukora ubushakshatsi ku bivugwa mu mwandiko;

o Gukora inshamake y’umwandiko mu mvugo.

o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.


Muntu;


˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.



Gihamya Isuzuma


Inyandiko

Uwiga ateze amatwi umwandiko ku gufata neza ubutaka

Umukoro mu matsinda



Yego Oya





Ikitabwaho 2: Kugaragaza ko yumva neza:

Insanganyamatsiko;

Inyunguramagambo;


Inshamake ku mwandiko;


Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku

mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

99 | P a g e

Inshoza n’uturango by’umwandiko;

Isomo ry’ingenzi.

Umwanzuro

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


Ibimenyetso

by’uteze amatwi atarogoya.

o Gusoma bucece.

o Gusoma mu matsinda.

o Gusoma bakuranwa.


o Gutega amatwi umwandiko ku gufata neza ubutaka.




˗ SEDE (CD);

˗ Disiketi ;

˗ Ikibaho;

˗ Marikeri;

˗ Murandasi;


˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;




activities

Ibyigwa

100 | P a g e



Gihamya Isuzuma


Uwiga asoma neza umwandiko ku gufata neza ubutaka

Umukoro mu matsinda


Yego Oya

Ikitabwaho: Gusoma neza umwandiko



Utwatuzo n'isesekaza.

Umwanzuro

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


Ibimenyetso by’uteze

amatwi atarogoya.

Isesekaza n‘utwatuzo; Inyunguramagambo; Insanganyamatsiko






-Ibisubizo by’ibibazo byo



˗ SEDE (CD);

˗ Disiketi ;

˗ Ikibaho;

˗ Marikeri;


activities

Ibyigwa



101 | P a g e


n’umuco; Ingero zifatika

zihamya imitunganyirize y'ubutaka ikwiye;

Ihimbamwandiko.

kumva umwandiko;


o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;





o Kumurika mu ruhame ibyavuye mu matsinda;

˗ Murandasi;







Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza

ubutaka

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku gufata neza ubutaka


Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.

102 | P a g e


Yego Oya




Utwatuzo n'isesekaza;


o Nyunguramagambo;


o Ngingo z’umuco;

o Ngingo z’amateka;

o Ndangagaciro na kirazira.

Umwanzuro

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


Ihinamwandiko;

Ihimbamwandiko.

o Gusoma no gusesengura umwandiko;



o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.



˗ SEDE (CD);

˗ Disiketi ;

˗ Ikibaho;

˗ Marikeri;

˗ Murandasi;


˗ Itangazo Mpuzamahanga ry’uburenganzira bwa


activities

Ibyigwa

103 | P a g e

Muntu;





Gihamya Isuzuma


Inyandiko

Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka

Umukoro mu matsinda

Ihinamwandiko n'ihangamwandiko


Yego Oya


Inyunguramagambo;


Ingingo z’umuco;


Indangagaciro na kirazira.

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo

104 | P a g e

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

y’ubutaka.


Ibimenyetso by’uteze

amatwi atarogoya.

Isesekaza n‘utwatuzo; Inyunguramagambo; Insanganyamatsiko



n’umuco; Ingero zifatika

zihamya imitunganyirize;

Ihimbamwandiko.




o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.








o Kumurika mu ruhame ibyavuye mu matsinda



˗ SEDE (CD);

˗ Disiketi ;

˗ Ikibaho;

˗ Marikeri;

˗ Murandasi;






activities

Ibyigwa

105 | P a g e



Gihamya Isuzuma


Inyandiko

Uwiga ategura, amurika ingero zo gufata neza ubutaka

Umukoro mu matsinda

Inyandiko y'icyegeranyo ku gufata neza ubutaka


Yego Oya





Ikitabwaho 2:Gusubizaneza ibibazo

o Inyunguramagambo;

o Insanganyamatsiko y’umwandiko;

o Isano y'umwandiko n'ibyasomwe ahandi;

o Ingingo z’umuco n'amateka;

o Gukoresha neza umwanya w'ijambo;

o Kurasa ku ntego.

Umwanzuro



activities

Ibyigwa


Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka

106 | P a g e

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka; Ikinyazina: Mbaza Mboneranteko Nyamubaro





˗ SEDE (CD);

˗ Disiketi ;

˗ Ikibaho;

˗ Marikeri;

˗ Murandasi;







Gihamya Isuzuma


Inyandiko

Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina

binyuranye

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina



107 | P a g e


Ibinyazina bitandukanye: Mbaza, Mboneranteko na Nyamubaro;




Yego Oya

108 | P a g e

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

5


1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

2. Gusoma neza ikinamico yubahiriza uturango twayo. 3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro 5. Gukoresha neza inzego z’ururimi. 6. Kubahiriza imyandikire y’amazina bwite.

Amasaha 6

Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;

Ibimenyetso by’uteze amatwi atarogoya.

Inyunguramagambo ku ngeri y’ikinamico;


Udukino ku nsanganyamatsiko ishingiye ku bwumvane;


o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.


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 Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;

˗ 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

109 | P a g e

o Kujya impaka ku kamaro k' imvugo ziboneye.



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku icinamico


Yego Oya

Ikitabwaho 1: Gutega amatwi no gukurikira neza ikinamico





Insanganyamatsiko;

Inyunguramagambo;


Inshamake y' ikinamico;

Inshoza n’uturango by’ ikinamico;

Isomo ry’ingenzi.

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro

zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane

110 | P a g e

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







o Gusoma bakuramwa, baranguruye bigana, abakinankuru







Gihamya Isuzuma


Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye

ubwumvane

Umukoro mu matsinda


Yasomye neza ikinamico yubahiriza uturango twayo


activities

Ibyigwa

111 | P a g e


Yego Oya

Ikitabwaho: Gusoma neza ikinamico



Utwatuzo n'isesekaza.

Umwanzuro

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



















activities

Ibyigwa

112 | P a g e



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku ikinamico yerekeye ubwumvane


Yego Oya

Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico





o Nyunguramagambo;

o Nsanganyamatsiko y’ ikinamico;

o Ngingo z’umuco;

o Ngingo z’amateka;

o Ndangagaciro na kirazira.

Umwanzuro


Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico

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






















Yahimbye anakina ikinamico ahuza imvugo n’ingiro.


activities

Ibyigwa

114 | P a g e

Gihamya Isuzuma


Inyandiko

Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko

y'ubwumvane

Umukoro mu matsinda

Ikinamico yanditswe


Yego Oya

Ikitabwaho: Guhimba no gukina neza ikinamico

Inyunguramagambo;

Insanganyamatsiko y’ikinamico;

Ingingo z’umuco;


Indangagaciro na kirazira;


Ibyiyumviro by'abakinankuru.

Umwanzuro

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








o Kuvumbura insanganyamatsiko ivugwa





activities

Ibyigwa

115 | P a g e



Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse

mu ikinamico.





o Kujya impaka ku mvugo ziboneye.




Gihamya Isuzuma


Inyandiko

Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego

z'ururimi

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego

z'ururimi


Yego Oya

Ikitabwaho 1: Gusoma neza no gukurikira ikinamico



Isesekaza n'utwatuzo;

Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye

Inzego zitandukanye z’ururimi

Imikoreshereze ikwiye y'inzego z'ururimi.


Yakoresheje neza inzego z’ururimi

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Umwanzuro

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


Amazina bwite

o y’ahantu afite indomo o y’abantu arenze rimwe o y’abantu n’ahantu o y’amavamahanga o y’idini yari asanzweho









o Kujya impaka ku kamaro k'imyandikire ikwiye y'amazina bwite.

o Gutahura no gukosora amakosa mu myandikire






activities

Ibyigwa

117 | P a g e

y’amazina bwite.



Gihamya Isuzuma


Inyandiko

Uwiga atahura, akosora imyandikire y'amazina bwite

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina

bwite


Yego Oya

Ikitabwaho: Kubahiriza imyandikire

o y'amazina bwite y’ahantu afite indomo

o y'amazina bwite y’abantu arenze rimwe

o y'amazina bwite y’abantu n’ahantu

o y'amazina bwite y’amavamahanga

o y'amazina bwite y’idini yari asanzweho

Umwanzuro


Yubahirije imyandikire y’amazina bwite

118 | P a g e

Ibitabo n’inyandiko byifashishijwe:

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

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

3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris. 4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

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

5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain

Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain

Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain

Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions

actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.

11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,

Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu

Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo

Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

118 | P a g e

Competence

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

CCMIW501 Use ICT at workplace


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This course focuses on providing skills, experience and confidence for those learners who struggle to

make the most of technology to demonstrate creative thinking, problem solving and knowledge

construction. It focuses on completing workplace tasks, such as researching and creating documents

with text, graphics and numerical information using commonly used tools such as: Microsoft Office –

(Word, Excel and PowerPoint), Email, and The Internet

Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,

Communicate and collaborate, Locate, use and synthesize information found using technology and

Develop skills necessary to function in this century.

119 | P a g e


Not applicable







1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual

ones in their correct reading order. 1.3 Proper use of special effects

2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network

3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication

removal and Conditional formatting 3.5 Appropriate application of data protection

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Learning unit LU 1: Prepare document Layout

1

Learning Outcomes:

1. Set up a grid structure

2. Arrange text zones and non-textual ones

3. Use special effects

10 Hours

Learning Outcome1.1:Set up a grid structure

- Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))

- Use asymmetrical grids to

add interest to your design.

- Work with margins, row and column gaps (Placement of intentional whitespace).

- Usage of mixed grids.

o Practical exercise on designing a cover page of a given document

˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal



Proper set up of a grid structure


Content

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Written evidence

Oral evidence


- Multiple choice/ Ticking - True or false questions - Matching - Sentence completion - Open ended questions - Expose (presentation)

Checklist Score

Yes No

Indicator: Basic grid structures for page layout a are well identified

Indicator: Asymmetrical grids is well detected

Indicator:Working with margins are well described

Observation

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

- Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads

- Size and position of images and figures and work with image captions

- Pull quotes and nut graphs which might be added out of course or to make a short story fit the layout

- Box outs and sidebars, which present information as asides from the main text flow

- Page headers and page footers, the contents of which

o Practical exercise on editing and arrange a given document

˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal


122 | P a g e

are usually uniform across content pages.

- Table of contents - Notes like footnotes and end

notes; bibliography





Written evidence

Oral evidence


- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions - Expose (presentation)

Checklist Score

Yes No

Indicator:Work with Stylesare well identified

Indicator: Size and position of images is well detected

Indicator:Pull quotes and nut graphs is well detected

Indicator:Box outs and sidebars are well identified

Indicator:Page headers are well described

Observation

Learning Outcome 1.3: Use special effects



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

order

123 | P a g e

- Methods of overlaying text on an image for readability

Position the Text Appropriately

Increase the Contrast Use a Transparent

Overlay Drop Shadow

- Runaround and intrusions, or bleeding an image over the page margin

o Practical exercise on adding special effects in a given document

- Computer - Applications - Trainer manual - Flipcharts - Markers - Flipcharts stand - Computer Lab - Sample of journal





Written evidence

Oral evidence


- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions - Expose (presentation)

Checklist Score

Yes No

Indicator: Methods of overlaying text on an image are well identified

Insert text appropriately

Increase the contrast

Use a transparent overlay

Drop shadow

Indicator: Runaround and intrusions is well detected

Observation


Proper use of special effects

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Learning unit LU 2: Apply basic computer operations

2

Learning Outcomes:

1. Import, Export, and Convert Data Files

2. Use storage media

3. Apply printer settings

4. Connect computer to the network 10Hours

Learning Outcome 2.1:Import, Export, and Convert Data Files

- Variety of different file formats Formats Typical Extension

- Data Import techniques - Data Export techniques - Compress a file - File Conversion

o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,

Export and Import of files o Appropriate use of storage

media o Appropriate application of

Printer settings o Connect Computer to the

network

˗ Projector ˗ White Board ˗ Computer Lab





Appropriate Conversion, Export and Import of files


Content

125 | P a g e


Written evidence

Oral evidence


- Multiple choice/ Ticking - True or false question - Matching - Sentence completion - Open ended questions

Checklist Score

Yes No

Indicator:Variety of different are well identified

- Formats

- Typical Extension

Indicator: Data Import techniquesis well detected

Indicator:Data Export techniquesare well described

Indicator: Compress a fileare well identified

Indicator: File Conversionare well described

Observation

Learning Outcome 2.2:Use of storage media

- Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive or Flash Drive Optical Drive (CD/ DVD discs) Cloud Storage.

- Storage capacity Description of units of data

- Disk formatting Partitioning Erase data

o Brainstorming on storage types

o Practical exercises on disk formatting

˗ Projector ˗ White Board ˗ Computer Lab ˗ Storage devices



126 | P a g e




Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Different types of storageare well identified

External removable hard drive

Solid state drive

Network attached storage

USB thumb drive

Cloud storage

Optical drive

Indicator:Storage capacityis well detected

Unit of data

Indicator:Disk formattingare well described

- Partitioning

- Erase data

Observation


Appropriate use of storage media

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Learning Outcome 2.3:Apply printer settings

Page setup Print preview Print dialog box

Selecting printer name Printer options Printing one or more

copies Printing in black/white

or color Print page ranges

o Exercises on printing one or more copies of a colored document, in black and white

o Printing in landscape, portrait different pages

˗ Computer Lab With Current Word processing Package installed in each computer

˗ Printer ˗ Projector





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: Page setup are well identified

- Print preview

- Print dialog box

Indicator:Selecting printer name is well detected

Printer options

Printing one or more copies

- Printing in black/white or color

- Printing in black/white or color


Appropriate application of Printer settings


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Observation

Learning Outcome 2.4: Connect computer to the network

Common types of area networks based on size Personal area network,

or PAN Local area network, or

LAN Metropolitan area

network, or MAN Wide area network, or

WAN Wireless Local Area

Network or WLAN

Common types of area networks based on main purpose Storage area network, or

SAN Enterprise private

network, or EPN Virtual private network,

or VPN

Connect to the internet

Fixed internet Mobile internet

o Exercises on connect computer to the internet

o

˗ Computer Lab With Internet

˗ Projector





Appropriate connect computer to the network


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Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Common types of area networks based are well identified

Personal area network, or PAN

Local area network, or LAN

Metropolitan area network

Wide area network, or WAN

Wireless Local Area Network or WLAN

Indicator:Common types of area networks based on main purposeis well detected

Storage area network, or SAN

Enterprise private network, or EPN

Virtual private network, or VPN

Indicator: connect to the internet are well described

Fixed internet

Mobile internet

Observation

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Learning unit LU 3: Manage Data

3

Learning Outcomes:

1. Manage data types

2. Apply data validation

3. Apply logical functions

4. Analyze data

5. Apply data protection

10Hours

Learning Outcome 3.1: Manage data types

- Description of data types Data type (Byte, integer, long,

single, double, currency, decimal, string, Boolean, date, object, variant)

Length Description

- Techniques of entering data types in cells and their default formats

- Labels to describe pieces of information - Values (Raw numbers or dates) - Formulas to perform calculations

o Brainstorming on data types

˗ Computer Lab ˗ Projector





Proper management of data types


131 | P a g e


Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: Description of data are well identified

Data type

Length

Description

Indicator: Techniques of entering is well detected

data types in cell

default formats

Indicator: Labels to describe are well described

Indicator: Valuesis well detected

Indicator: Formulas to perform are well described

Observation

Learning Outcome 3.2:Apply data validation

Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)

Search/Find .Replace

Deleting a range of text

The undo command

Spelling and grammar

Synonyms

o Practical exercises on data validation based on calculation in another cell

- Computer Lab - Projector


132 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Create validation are well identified

Indicator:Search/Find is well detected

Indicator: Deleting a range of textare well described

Observation

Learning Outcome 3.3:Apply logical functions

- Logical function overview (AND, OR, XOR and NOT)

- Between condition (IF function)

o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis

˗ Computer lab ˗ Projector



Proper application of data validation

133 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Logical function overview are well identified

AND

OR

NOT

XOR

Indicator:Between condition is well detected

IF function

Observation

Learning Outcome 3.4:Analyse data

- Create different types of charts

- Table style and application of conditional formatting

- Duplication removal

o Perform practical exercises on data analysis

o compile activities reports

˗ Computer lab ˗ Projector



Adequate application of Logical functions

134 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Create different types of chartsare well identified

Line and column charts

Pie

Miniature graphs

Bar

Indicator:Table style is well detected

Application

conditional formatting

Indicator:Duplication removal are well described

Observation

Learning Outcome 3.5:Apply data protection

- Data protection principles Fair and lawful Purposes Adequacy Accuracy

o Compile activities reports ˗ Computer lab ˗ Projector



Adequate performance of data analysis, duplication removal and Conditional

formatting

135 | P a g e

Retention Rights Security





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Data protection principlesare well identified

Fair and lawful

Purposes

Adequacy

Accuracy

Retention

Rights

Security

Observation


Appropriate application of data protection

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Reference books:

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

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Competence

C C M P E 5 0 1 - PROFESSIONAL ETHICS

CCMPE501 Apply professional ethics


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This particular module describes the skills, knowledge and attitude required for the trainee to apply

professional conduct at workplace.

138 | P a g e


Not applicable







3 Apply human values 3.1 Adequate valuation of human right.

3.2 Adequate promotion of integrity

3.3 Convenient valuation of time

3.4 Careful variety of moral issues

4 Respect engineering ethics 4.1 Appropriate application of rules and regulations of the work.

4.2 Adequate application of credible management of the work.

4.3 Adequate team spirit at the work.

5 Apply safety 5.1 Proper risk analysis

5.2 Convenient personal safety precautions

5.3 Adequate respect of hygienic rules

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Learning unit

LU 1:Apply human values

1

Learning Outcomes:

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

7 Hours

Learning Outcome1.1: Valuate human right

Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)

Intellectual Property Right

Confidentiality

o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality

o Group Discussion on Human Right Issues, Intellectual Property Right and Confidentiality

o Demonstration by video/ Picture of Human right issues

Books

World Health Organization Reports

Notebook

Pen

Workshop

Whiteboard/ Black board

Marker pen

Chalks

Projector

Pictures

Computer



Adequate valuation of human right.


Content

140 | P a g e




Written evidence

Oral evidence

Multiple choice exercises

Essay

Matching exercise Exercises

True or false questioning

Sentence completion

Checklist Score

Yes No

Privacy

Independence

Security

Right to vote

Medication

Education

Employment

Promotion

Leave( Holydays)

Observation

Learning Outcome 1.2:Promote integrity

Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty

Respect for others

o Brainstorming on Civic Virtues o Group Discussion on Civic Virtues o Role play on Civic Virtues o Sketches on Civic Virtues o Site visit on environmentally

Protected areas

Books

Environmental reports ( National and International)

Notebook

Pen

Workshop



141 | P a g e

Marker pen

Chalks

Projector

Pictures

Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Tax Compliance

Environmental Protection

Self-reliance

Honesty

Observation


Adequate promotion of integrity

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Learning Outcome 1.3: Valuate time

Preparation of Agenda Agenda of Meeting Personal Agenda

o Brainstorming on preparation of Agenda

o Group Discussion on preparation of Agenda

o Practical exercise on preparation of Agenda

Books

Agenda of some meetings

Personal Agenda

Notebook

Pen / Pencil

Workshop


Marker pen

Chalks

Projector

Pictures

Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Agenda of Meeting

Personal Agenda

Observation


Convenient valuation of time


143 | P a g e

Learning Outcome 1.4: Analyse variety of moral issues

Reason of Behaving Unethically

Resource Crunch Opportunity Attitude

o Brainstorming on Reason of Behaving Unethically

o Group Discussion on Reason of Behaving Unethically

Books

Chocks

Blackboard





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Resource Crunch

Opportunity

Attitude

Observation


Careful analysis of variety of moral issues


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Learning unit

LU 2:Respect engineering ethics

2

Learning Outcomes:

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

15 Hours

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

Different Professional rules and regulations Public Building

regulations Human Settlement

Policies

Labor Code National International

o Brainstorming on Professional rules and regulations and Labor Code

o Group Discussion on Professional rules and regulations and Labor Code

o Demonstration by video/ on Professional rules and regulations and Labor Code

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Pictures

Computer





Appropriate application of rules and regulations of the work.


Content

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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Public Building regulations

Human Settlement Policies

Observation

Learning Outcome 2.2: Apply credible management of the work.

Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory

o Brainstorming on ethical theories about Right Action

o Group Discussion on ethical theories about Right Action

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer



Adequate application of credible management of the work


146 | P a g e




Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Utilitarian Theory

Duty Ethics

The virtue Theory

Self- realization ethics

Justice (Fairness) theory

Observation

Learning Outcome 2.3: Work with team spirit

Cooperation

Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness

o Brainstorming on cooperation and empathy

o Group Discussion on cooperation and empathy

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer



147 | P a g e




Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Understanding Others

Service Orientation

Uplift others

Leveraging diversity

Political awareness

Observation


Adequate team spirit at the work.

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Learning unit

LU 3:Apply safety

3

Learning Outcomes:

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

8 Hours

Learning Outcome 3.1: Analyse risk

Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect Analysis Fault-tree Analysis Event-tree Analysis Human Error

o Brainstorming on analytical Methods for Risk Analysis

o Group Discussion on analytical Methods for Risk Analysis

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer





Proper risk analysis


149 | P a g e


Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Scenario Analysis

Failure Mode and Effect Analysis

Fault-tree Analysis

Event-tree Analysis

Human Error

Observation

Learning Outcome 3.2:Apply personal safety precautions

Safety and Risk

Saving Endangered Lives ( Occupational hazards)

Safe Exit

o Brainstorming on Application of personal safety precautions

o Group Discussion on Application of personal safety precautions

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer


150 | P a g e





Written

evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Observation


Convenient personal safety precautions

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Learning Outcome 3.3:Respect hygienic rules

Maintenance of Hygiene

Importance of PPE

o Brainstorming on Maintenance of Hygiene and Importance of PPE

o Group discussion on Maintenance of Hygiene and Importance of PPE

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Maintenance of Hygiene

Observation


Adequate respect of hygienic rules


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Reference books:

1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL

PUBLISHERS, India

2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF

COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY

3. Vee, C. and Skitmore, R.M. (2003) Professional ethics in the construction industry. Engineering

Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.

4. AAT Code of Professional Ethics – Version 2.0 January 2014

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Competence

C C M B O 5 0 1 - BUSINESS ORGANISATION

CCMBO501 Organize a business


Credits: 3 30

Sector: ALL

Sub-sector: ALL


Purpose statement

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

organizational strategic outcomes and facilitates the achievement of service delivery. The module will

allow the learner. Identify activities to be accomplished before real business operations, create a

productive working environment, run real business operations and monitor and evaluate the business.

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Business plan development







1. Identify activities to be accomplished

before real business operations

1.1 Proper verification of business start-up

requirements

1.2 Accurate recruiting of employees in line with task

requirements

1.3 Effective performing purchasing of business

requirements in line with business plan

2. Create a productive working

environment

2.1 Accurate setting business ethical conduct

2.2 Effective assigning of responsibilities in accordance

with organisation structure

2.3 Permanent matching personal characteristics with

business requirements

2.4 Proper maintain good relationship with customers

and suppliers

3. Run real business operations 3.1 Proper setting of short-term business goals

3.2 Accurate optimizing the utilization of available

resources

3.3 Regular employing targeted promotional and

marketing campaigns

4. Monitor and evaluate the business 4.1 Clear preparation of a daily report of business

activities

4.2 Regular organization of employee’s meeting in

accordance with customer’s inquiries and needs

4.3 Regular consultation of business plan

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

1

Learning Outcomes:

1. Verify business start-up requirements

2. Recruit employees in line with task requirements

3. Perform purchasing of business requirements in line with business plan

5 Hours

Learning Outcome1.1: Verify business start-up requirements

Meaning of business requirements

Steps of business requirements estimation

Business location

Working place layout

Office equipment

Office furniture

Raw materials for initial storage

Production equipment and machinery

Production consumables

Start-up finances Quantity of financial

needs

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 ˗ Post note


Content

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Sources finances Allocation of finance

resources





Written evidence Product evidence

Essay& Cases study

True or false question A produced start up plan

Checklist Score

Yes No

Indicator: business start-up requirements are verfied

Meaning of business requirements are explained

Steps of business requirements estimation are explained

Business location

Working place layout

Office equipment

Office furniture

Raw materials for initial storage are identified

Production equipment and machinery are identified

Production consumables are identified

Start-up finances are identified

Quantity of financial needs are identified

Sources finances are identified

Allocation of finance resources are identified


Proper verification of business start-up requirements

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Observation

Learning Outcome 1.2: Recruit employees in line with task requirements

Meaning of employee recruitment

Functions of employees recruitment Job design and

development Identifying and seeking

candidates Receiving and tracking

applicants Reference and

background checks Testing Interview Evaluation and hiring

Principles of strategic employee recruitment

Factors influencing employees recruitment Internal factors

Budget constraints Expected or trend of

employee separations Production levels Sales increases or

decreases Global expansion plans

External factors

Changes in technology Changes in laws Unemployment rates Shifts in population

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

˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Employee

recruitment template


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Shifts in urban, suburban, and rural areas

Competition

Recruitment process Staffing plans and

forecasting Write the job description

and job specifications. Confirm job analysis Have a bidding system to

recruit and review internal candidate qualifications for possible promotions.

Determine the best recruitment strategies for the position.

Implement a recruiting strategy.





Oral evidence

Prodiuct evidence

Observation checklist Number of employees recruited


Accurate recruiting of employees in line with task requirements

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Checklist Score

Yes No

Identified Recruit employees in line with task requirements are identified

Functions of employees recruitment are explained Job design and development Identifying and seeking candidates Receiving and tracking applicants Reference and background checks Testing Interview Evaluation and hiring

Principles of strategic employee recruitment are explained

Factors influencing employees recruitment are explained Internal factors

External factors

Recruitment process are explained Staffing plans and forecasting Write the job description and job specifications. Confirm job analysis Have a bidding system to recruit and review internal candidate qualifications

for possible promotions. Determine the best recruitment strategies for the position. Implement a recruiting strategy.

Observation

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

Meaning of purchasing

Purpose of purchasing

Types of purchasing Centralised purchasing Decentralised purchasing

Principles of purchasing Right price Right quality Right quantity

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

˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Template of documents

used in purchasing


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Right time Right place

Purchasing procedures Meaning Steps involved in

purchasing procedures

Documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account

Meaning of suppliers

Factors influencing choice of effective suppliers

process





Written evidence

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


Effective performing purchasing of business requirements in line with business

plan

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Checklist Score

Yes No

Indicator: Perform purchasing of business requirements in line with business plan are explained

Purpose of purchasing are explained

Types of purchasing are explained Centralised purchasing Decentralised purchasing

Principles of purchasing are explained Right price Right quality Right quantity Right time Right place

Purchasing procedures are explained Meaning Steps involved in purchasing procedures

Documents used in purchasing procedures are explained Material requisition form

Inquiry

Reply

Purchase order

Advice note

Delivery note

Invoice

Credit status inquiry

Debit note

Credit note

Receipt

Statement of account

Factors influencing choice of effective suppliers are explained

Observation

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Learning unit LU 2: Create a productive working environment

2

Learning Outcomes:

1. Set business ethical conduct

2. Assign responsibilities in accordance with organisation structure

3. Match personal characteristics with business requirements

4. Maintain good relationship with customers and suppliers 7Hours

Learning Outcome 2.1: Set business ethical conduct

Define term ethical conduct

Objectives of ethical conduct in a business

Rules and regulations of the business Positive attitude

required to business members

sanctions proposed by the law in business

Types of unethical behavior in a business Mistreating Employees Financial Misconduct Misrepresentation

Techniques of encouraging a positive ethical behaviour in business Rewards Expectations Training Policies

Ways to address address unethical behaviour at the workplace

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

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

templateIncluding questions that guiding trainee to write a business plan


Content

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Methods of handling unethical conduct in business

Importance of positive ethical conduct in the business





Written evidence

Oral evidence


Problem solving Observation checklist

Checklist Score

Yes No

Indicator: business ethical conduct setted

Objectives of ethical conduct in a business are explained

Rules and regulations of the business are identified Positive attitude required to business members

sanctions proposed by the law in business

Types of unethical behaviour in a business are identified Mistreating Employees

Financial Misconduct

Techniques of encouraging a positive ethical behaviour in business are identified Rewards

Expectations


Accurate setting business ethical conduct

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Training

Policies

Ways to address unethical behaviour at the workplace are identified

Methods of handling unethical conduct in business are identified

Importance of positive ethical conduct in the business are identified

Observation

Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure

Meaning of responsibilities assignment in business

Attribution of responsibilities Estimation of volume of task Determination of task’s

requirements Allowing time to the volume of

task

Responsibility assignment matrix RAC (Responsible, Accountable,

Consulted and Informed).


˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan

templateIncluding questions that guiding trainee to write a business plan





Effective assigning of responsibilities in accordance with organisation structure


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Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: responsibilities in accordance with organisation structure are assigned

Meaning of responsibilities assignment in business are explained

Attribution of responsibilities are identified Estimation of volume of task Determination of task’s requirements Allowing time to the volume of task

Responsibility assignment matrix are identified

RAC (Responsible, Accountable, Consulted and Informed)

Observation

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

Self assessment of time management practices Defining tool of

assessment Self Assessment Measuring gap between

personal characteristics and business requirements



books ˗ Case studies ˗ Business plan

templateInclu


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Defining strategies to eliminate gaps

Self assessment in motivating employees practices Defining tool of




Self assessment in financial practices Defining tool of




Self assessment in inventory practices Defining tool of




ding questions that guiding trainee to write a business plan



Permanent matching personal characteristics with business requirements

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Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study

True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: Match personal characteristics with business requirements identfied

Self assessment of time management practices are applied Defining tool of assessment

Self Assessment

Measuring gap between personal characteristics and business requirements


Self assessment in motivating employees practices are applied assessment

Self Assessment



Self assessment in financial practices are applied Defining tool of assessment

Self Assessment



Self assessment in inventory practices are applied Defining tool of assessment

Self Assessment

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Observation

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

Meaning of a term relationship in a business

Purpose of maintaining a good relationship with customers and suppliers

Methods used to Maintain good relationship with: customers suppliers

Importance of maintaining good customers and suppliers relationship to the business: With customers With suppliers

Ways to address: Customer complaints Suppliers complaints

Manual procedures for business operations as tool for maintain customer and suppliers relationship.





Oral evidence

Written evidence

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


Proper maintaining of good relationship with customers and suppliers


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Checklist Score

Yes No

Indictor : Maintain good relationship with customers and suppliers are explained

Purpose of maintaining a good relationship with customers and suppliers are identified

Methods used to Maintain good relationship are identified

Importance of maintaining good customers and suppliers relationship are identified

Ways to address: Customer complaints Suppliers complaints

Manual procedures for business operations as tool for maintain customer and suppliers relationship are identified

Observation

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Learning unit LU 3: Run real business operation

3

Learning Outcomes:

1. Set of short-term business goals

2. Optimize the utilization of available resources

3. Employ targeted promotional and marketing campaigns

10Hours

Learning Outcome 3.1: Set of short-term business goals

Defining business goals

Categorization of business goals

Long-term goals Medium goals Short-term goals

Setting business: Long-term goals Medium goals Short-term goals



books ˗ Case studies ˗ Risk analysis

template





Proper setting of short-term business goals


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Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study

True or false questioning Sentence completion

Observation checklist

Checklist Score

Yes No

Indicator: Set of short-term business goals are explained

Categorization of business goals explained

Setting business: Long-term goals Medium goals Short-term goals

Observation

Learning Outcome 3.2: Optimize the utilization of available resources

Meaning of business resources

Types of business resources Financial resources Assets Human resources Technological resources

Purpose of optimizing the utilisation of available resources

Methods to optimise utilisation of available resources

Methods used to control utilisation of resources: Procedures of using resources Targeted result Anticipated emergencies in

planning

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

o Group discussion o Documentary research o Internet research o Practical exercise on

identifying risk to be covered by a contingency plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan ˗ Computer


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Inventory planed

Importance of optimizing available resources for: Employees Business owners Business stakeholders





Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: Optimize the utilization of available resources are explained

Types of business resources are explained Financial resources

Assets

Human resources

Technological resources

Purpose of optimizing the utilisation of available resources are explained

Methods to optimise utilisation of available resources Are identified

Methods used to control utilisation of resources are identified Procedures of using resources

Targeted result

Anticipated emergencies in planning


Accurate optimizing the utilization of available resources

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Inventory planed

Importance of optimizing available resources are described Employees

Business owners

Business stakeholders

Observation

Learning Outcome 3.3: Employ targeted promotional and marketing campaigns

Product promotion Meaning Aspects of product promotion

Advertising product or brand Generating sales Creating brand loyalty

Elements/tools/piece of promotional mi/plan

Public relations/publicity Advertising Sales promotion Personal selling Direct marketing

Promotional strategies

Get the most out of social media

Generate conversation with swag

Offer incentives with targeted landing pages

Appeal locally and create an event

Boost your brand with education

Establishing promotional

mix/plan

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

o Group discussion o Documentary research o Internet research o Practical exercise on

defining contingency plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Role play

scenarios ˗ Business plan ˗ Computer


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Marketing campaign Meaning Aspects of marketing campaign

Components of marketing campaign

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

Marketing campaign strategy

Clear & concise calls-to-action.

Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.





Regular employing targeted promotional and marketing campaigns

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Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning

Sentence completion


Checklist Score

Yes No

Indicator: Employ targeted promotional and marketing campaigns are explained

Product promotion is explained Aspects of product promotion

Advertising product or brand Generating sales Creating brand loyalty

Elements/tools/piece of promotional plan are identified Public relations/publicity

Advertising

Sales promotion

Personal selling

Direct marketing

Promotional strategies are described Get the most out of social media

Generate conversation with swag

Offer incentives with targeted landing pages

Appeal locally and create an event

Boost your brand with education

Establishing promotional mix/plan of marketing campaign are identified Components of marketing campaign

Marketing Offer Creation

Goal Setting

Landing Page

Drive Traffic

Lead Nurturing

End & Analyze Your Campaign

Views

Leads

Customers

Aspects of marketing campaign are identified Clear & concise calls-to-action.

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Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

Make it easy to Share.

Inspire interaction.

Use a memorable and repeatable Spokesperson.

Observation

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Learning unit LU 4: Monitor and evaluate the business

4

Learning Outcomes:

1. Prepare a daily report of business activities

2. Organize employee’s meeting in accordance with customer’s

inquiries and needs

3. Consult to business plan 8 Hours

Learning Outcome 4.1: Prepare a daily report of business activities

Meaning of business daily report

Purpose of business daily report

Format of daily report of business activities

Importance of business daily report to the business

o Brainstorming on present the business plan

o Demonstration on present the business plan

o Practical exercise on present the business plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ play scenarios ˗ Computer





Clear preparation of a daily report of business activities


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Written evidence


Checklist Score

Yes No

Indicator: a daily report of business activities is prepared

Meaning of business daily report is explained

Purpose of business daily report is explained is explained

Format of daily report of business activities is explained

Importance of business daily report to the business is explained

Observation

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

Meaning of effective employees’ meeting

Purpose of employee’s meeting

Meaning of customer inquiries and needs

Ways of gathering customer’s inquiries and needs

Steps of effective employee’s meeting

Setting meeting objectives

Preparing meeting requirements

Running employee’s meeting

Ways to make employee meeting more engaging

o Brainstorming on communication of business plan, strategy and outcomes

o Role play on communication of business plan, strategy and outcomes

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet


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Facilitate brainstorming session

Stand up Set meeting goals

together Offer incentives and

rewards Set a clear framework

in advance





Written evidence

Oral evidence



Checklist Score

Yes No

Indictor :Organize employee’s meeting in accordance with customer’s inquiries and needs are explained

Meaning of customer inquiries and needs is explained

Ways to make employee meeting more engaging are explained Facilitate brainstorming session

Stand up

Set meeting goals together

Offer incentives and rewards

Set a clear framework in advance

Purpose of employee’s meeting is explained


Regular organization of employee’s meeting in accordance with customer’s

inquiries and needs

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Ways of gathering customer’s inquiries and needs are explained

Steps of effective employee’s meeting are explained Setting meeting objectives

Preparing meeting requirements

Running employee’s meeting

Observation

Learning Outcome 4.3: Consult to business plan

Purpose of business plan for the business

Purpose of consulting business plan during a business operations

Critical part of the business to be considered while running business

Identification of what to be consulted in your business plan

Using business plan as tool

o Brainstorming on importance of presenting business plan.

o Role play on importance of presenting business plan.

˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet





Regular consultation of business plan


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Oral evidence

Product evidence

Proposed tools: Observation checklist A produced consultation plan

Checklist Score

Yes No

Indicator: Consult to business plan is explained

Purpose of consulting business plan during a business operations is explained

Critical part of the business to be considered while running business is explained

Identification of what to be consulted in your business plan is explained

Using business plan as tool is explained

Observation

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Reference books:

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

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

edition. Uganda: Kyambogo University.

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

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

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Competence

E L S I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

ELSIA501 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: July, 2019

Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.

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All the modules covered at REQF level 3.


Learning units describe the essential outcomes of a competence


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


1. Apply for internship/employment

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

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

2. Demonstrate workplace behavior and attitudes

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

effectively 2.3. Efficient management of personal and work lives

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

a. Respect of universal human rights b. Respect of worker’s and employer’s obligations according

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

workplace d. Respect of employer’s rights and responsibilities at the

workplace e. Appropriate reaction when the labor code is broken

4. Organize and evaluate one’s internship

a. Appropriate securing of the internship agreement with the enterprise

b. Adequate outlining of findings and experience c. Proper writing of the internship report that contains all

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

experience

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

5. Develop one’s competences on the workplace

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

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

5.3. Adequate demonstration of work behaviour and attitudes

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

Resources to find employment in the community and at national level

- Job announcements

- Newspapers

advertisements

- From recruitment

agencies

- Internet websites

Identify contact persons

o Small group work o Panel discussion o Large group discussion o Speakers

- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…

Learning unit

LU 1: Apply for internship/employment

1

Learning Outcomes:

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

10 Hours


Content

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Written evidences Perfomance

Essay

Scenarios

Checklist Score

Yes No

Indicator: Resources to find a job are identified

Job announcements

From recruitment agencies

Newspaper advertisements

Internet websites

Observation

Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

o Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter



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

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Written evidence


Questions and answers

Checklist Score

Yes No

Indicator: difference between CV and letter is explained

A letter is more concise

A letter express interest

CV gives detailed information

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview

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

Typical questions asked during an interview

o Small group work o Interview role plays o Large group discussion

- Interview observation tool



Proper writing of a basic accurate and neat CV

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written

oral

performance

questionnaires and answers

scenarios


Checklist Score

Yes No

Indicator : Main parts of the interview are identified

- The body of the interview

- The opening

- The closing

Indicator: Typical questions asked during an interview are identified

Tell me about yourself.

Describe a difficult work situation or project and how.

How do you handle stress and pressure?




Why do you want this job?

What are your salary expectations?

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

What is your greatest weakness?

What is your greatest strength?

Why should we hire you?

Observation


Proper demonstration of effective interviewing skills

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Learning unit

LU 2: Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

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

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

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

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

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory



Appropriate application of workplace habits and attitudes


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Written evidence

Oral evidence

Performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator1: appropriate workplace behaviors and attitudes are identified

dress code

time management

respect

honesty

integrity

work as a team member

Indicator2: Appropriate working habits are identified

Cooperation

Initiative

Courtesy

Constructive criticism

Supervision, accuracy

Pace of work

Adaptability

Personal appearance

Punctuality

Attendance

Observation

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Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking. Review your day.

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory





pPerformance

Product

Scenarios

Different workplace documents


Adequate implementation of strategies to manage time effectively


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Checklist Score

Yes No

Indicator: Effective management of time

Plan activities on time

Attend regularly

Promote effective work

Indicator Strategies to better manage time are mentioned

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking.

Review your day.

Observation

Learning Outcome 2.3: Balance work and personal life.

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

Tips to manage personal and work lives

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

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





Efficient management of personal and work lives


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Written

Workplace documents

Checklist Score

Yes No

Indicator : Challenging to balance work and personal life are mentioned

Lack of control.

Unrealistic demands.

Unsupportive relationships

Lack of resources.

Unhelpful attitude

High-stress levels.

Indicator : Tips to manage personal and work lives are identified

Prioritize your time

Know your peaks and troughs

Have set work hours and stick to them

Find time for your finances

Manage your time, long term

Make your workspace work for you

Observation

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Learning unit

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

3

Learning Outcomes:

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

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

5Hours

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

Definition of “right” and “human rights.

Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of Human Rights - Plain language version





Appropriate of universal human rights


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written

oral

performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator: Universal declaration is explained

know about your right

be informed touniversal declaration human rights

Observation

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

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

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

o Large group activity o Discussion o Small group work o Observation

- Statements and answers for Agree/Disagree game on Rwandan labour law

- Articles 47 and 48 of the labour code



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


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writtten evidence

oral evidence

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

Checklist Score

Yes No

Indicator :Legal obligations of employers are identified

Duty to pay worker

Plan for work

To have managerial skills

Indicator : Legal obligations of workers are mentioned

Provide information

Control of the workplace

Take reasonable care

Observation

Learning Outcome 3.3: Identify one’s rights and responsibilities at work.

‘Rights’ (what you can expect your employer to provide)

‘Responsibilities’ (what your employer can expect that you will do)

o Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.


198 | P a g e





writtten

oral

Perfornce


Expose

Discussion

Scenarios

Checklist Score

Yes No

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

- Understanding the conditions of your employment.

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

others

Observation

Learning Outcome 3.4: Explore one’s personal rights and responsibilities.

Definition of “responsibility”

Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming and

discussion

- Worksheet on rights and responsibilities at work.



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

199 | P a g e





writtten evidence

oral evidence

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

Checklist Score

Yes No

Indicator: Definition of responsibility is well understood

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

over someone.

Indicator: Relationship between rights and responsibilities is indicated.

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

religion.

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

doing your homework.

- Voting is both a right and a responsibility

Observation


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

200 | P a g e

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

Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts





Writtten

oral

Perfornce

Essay (short responses /extended responses)

Role play

Scenarios

Scenarios – Completed checklist.

Checklist Score

Yes No

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

Dismiss the work

Reduction to a lower post

Stoppage of promotion

Suspension without wages

Withholding of increment

Observation


Appropriate reaction when the labour code is broken


201 | P a g e

Learning unit

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

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

270 Hours

Learning Outcome 4.1:Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement





Appropriate securing of the internship agreement with the enterprise


202 | P a g e


Writtten

Oral

Perfornce

Essay (short responses /extended responses)

Role play

Questionnaire and answers.

Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: Definition of internship is well understood

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

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

development.

Indicator: Objectives of the internship are mentioned

- Gain valuable work experience

Explore a career path.

Develop and refine skills.

Receive financial compensation

Network with professionals in the field.

Gain confidence

Transition into a job

Indicator :Presentation of internship agreement is indicated

Number your slides and give them a title

Prepare an Agenda or Table of Contents slide.

Tell a story

Prepare a company logo slide for your presentation

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

Observation

203 | P a g e

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

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook





writtten

oral

Expose


Checklist Score

Yes No

Indicator: presentation of the logbook is identified

IAP list of competencies to be developed

Sheet

IAP agreement

IAP report form

IAP interview form

IAP Evaluation form

Indicator: Tips to fill in the logbook are mentioned


Adequate outlining of findings and experience


204 | P a g e

Take Time to Write Your Log.

Use a Rough Book.

Have One Logbook Per Project

Keep a Summary List

Computer Filing

Be Consistent

Write a Conclusion.

Observation

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

Presentation techniques Contents of the internship report

o Group discussion o Role play

- Sample internship report





writtten

oral


present

oral questions and their answers


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


205 | P a g e

Checklist Score

Yes No

Indicator: contents of the internship report

- Declaration

- Approval

- Acknowledgement

- Abbreviations and acronyms

- General introduction

- Presentation of the institution where internship took place

- Achievements

- conclusion and recommendation

Indicator 2: Presentation techniques

Students-centered approach

make a structure

Observation

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

Internship assessment and self-assessment packages

o Group discussion o Presentation by the trainer





Active participation in the assessment of one’s internship


206 | P a g e


writtten

oral

Perfornce

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

Checklist Score

Yes No

Indicator:Internship assessment and self-assessment packages are indicated

Internship data

Educational and professional aspects

Relational and management aspects

Future perspective

Observation

Reference books:

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

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

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

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

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

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

7. https://canadiangis.com

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

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

10. https://www.collinsdictionary.com

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

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

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

https://canadiangis.com/

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

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

Competence

G E N A M 5 0 1 - ADVANCED ANALYSIS AND STATISTICS

GENAM501 Apply Advanced analysis and statistics


Credits: 8 80

Sector: All

Sub-sector: All

Issue date: August, 2019

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

statistics. At the end of this module, the trainee of Level Five will be able to apply integration, measure

of dispersion and interpret bivariate data. As Mathematics is a tool of different fields, this module will

be useful to trainee as a means of both measuring and improving their understanding of Mathematics

and he/she will be prepared to perform well in higher education or anywhere in any fields that require

some knowledge of mathematics especially integration and statistics as well as working in design,

financial and economics, good performance in critical thinking, data analysis with their interpretation,

and so on.


Not applicable



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



1. Apply fundamentals of integrals

7.1. Proper determination of primitive functions based on definition.

7.2. Proper calculation of definite integrals based on definition.

7.3. Proper application of definite integrals through sketching and calculations.

2. Identify measures of dispersion and interpret bivariate data

8.1. Accurate determination of measures of dispersion according to definitions and calculations.

8.2. Appropriate identification of bivariate data measures based on definitions and calculations.

8.3. Appropriate determination of regression line based on calculations and plotting.

Learning unit LU 1: Apply fundamentals of integrals

1

Learning Outcomes:

1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals

50 Hours

Learning Outcome 1.1:Calculate the primitive functions

Definition

Properties The derivative of the indefinite

integral The integral of differential of a

function Factor out constant function from

integral sign The indefinite integral of the

algebraic sum of two functions Immediate primitive

Techniques of integration Integration by change of variable Integration by decomposition Integration by parts

o Group discussion on primitive function

o Practical exercises o Documentary Research

- Hand-out notes - Reference books - Didactic

materials such as manila paper, …

- Internet



Proper determination of primitive functions based on definition


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


Written evidence

Short questions Open questions

Checklist Score

Yes No

Indicator:Definition of primitive function is given

Definition of primitive function is well given

Indicator: Properties of primitive functions are correctly applied

The derivative of the indefinite integral

The integral of differential of a function

Factor out constant function from integral sign

The indefinite integral of the algebraic sum of two functions

Indicator:Tecniques of integration are appropriately used

Integrals calculation by Immediate primitive

Integrals calculation by change of variable

Integrals calculation by decomposition

Integrals calculation by parts

Observation

Learning Outcome 1.2:Calculate definite integrals

Definition

Methods of integration Integration of definite integrals by

change of variable Integration of definite integrals by

decomposition Integration of definite integrals by

parts

o Group discussion on definite integral




- Internet





Written evidence

Multiple choice questions Open questions

Checklist Score

Yes No

Indicator : Definition of definite integral is given

Definition of definite integral is well given

Indicator:Tecnique of integration is appropriately applied

Integration of definite integrals by immediate primitive is perfectly done

Integration of definite integrals by decomposition is perfectly done

Integration of definite integrals by decomposition is perfectly done

Integration of definite integrals by parts is perfectly done

Observation

Learning Outcome 1.3:Apply definite integrals

Calculation of area

Calculation of volume

Calculation of the length of curved surface

o Group discussion on definite integral and its application


- Hand-out notes - Reference books - Didactic materials

such as manila paper, …

- Internet



Proper calculation of definite integrals based on definition




Written evidence

Short questions Open questions Curve sketching

Checklist Score

Yes No

Indicator: Application of definite integrals is conveniently performed

Calculation of area for regular shape using definite integrals is properly done

Calculation of area for irregular shape using definite integrals is properly done

Calculation of volume using definite integrals is properly done

Calculation of length of curved surface using definite integrals is properly done

Observation


Proper application of definite integrals through sketching and calculations

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

2

Learning Outcomes:

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

30 Hours

Learning Outcome 2.1:Identifythe measures of dispersion

Variance

Standard deviation

Coefficient of variation

o Group discussion on measures of dispersion

o Practical exercises standard deviation and coefficient of variation

o Documentary Research



- Internet




Written evidence Short questions Open questions


Accurate determination of measures of dispersion according to definitions and calculations


Checklist Score

Yes No

Indicator : Definition of a measure of dispersion is well given

Definition of Variance is well given

Definition of Standard deviation is well given

Indicator : Calculation of a given measure of dispersion is perfectly done

Calculation of Variance is accurately done

Calculation of Standard deviation is accurately done

Calculation of Coefficient of variation is accurately done

Observation

Learning Outcome 2.2:Describe the measures of the bivariate data

Correlation

Covariance

Coefficient of correlation

o Group discussion on correlation

o Practical exercises on covariance and coefficient of correlation




- Internet




Written evidence

Short questions Open questions

Checklist Score

Yes No


Appropriate identification of bivariate data measures based on definitions and

calculations


Indicator : Definition of a given measure of bivariate data is well given

Definition of Correlation is well done

Definition of Covariance is well done

Indicator : Calculation of a given measure of bivarriate data is correctly done

Calculation of Covariance is accurately done

Calculation of Coefficient of correlation is accurately done

Observation

Learning Outcome 2.3:Determine the regression line

Definitions Scatter diagram Regression lines

Calculation and plotting of regression lines

o Group discussion on scatter diagram

o Practical exercises on equation of regression line


- Hand-out notes - Reference books - Geometric

instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …

- Internet




Written evidence

Short question Open questions Scatter diagram and plotted regression lines

Checklist Score


Appropriate determination of regression line based on calculations and plotting


Reference books:

Yes No

Indicator : Definition is given

Scatter diagram is properly defined

Regression line is properly defined

Indicator : Calculation is accurately peformed

Calculation of coefficient of regression line of y on x

Determination of regression line of y on x

Calculation of coefficient of regression line of x on y

Determination of regression line of x on y

Indicator : Graphical presentation is accurate

Presentation of scatter diagram is properly done

Plotting regression line of y on x is appropriately done

Plotting regression line of x on y is appropriately done

Observation

1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press. 2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd

edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.

4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.

5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.

6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.

7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.

8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.

9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.

10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.

11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.

12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board

G E N G P 5 0 1 - GENERAL PHYSICS

GENGP501 Apply general physics


Credits: 3 50

Sector: All

Sub-sector: All


Purpose statement

This general module describes the knowledge, skills, and attitude required to apply concepts of physics.

At the end of this module, the trainee will be able to describe source of energy, motion in orbits,

communication system, climate change and greenhouse effect. He/she will also be able to apply

Newton’s laws and Kepler’s Laws; apply refractive index and total internal reflection in optical fibers.

This module will facilitate the trainee to perform well his/her tasks. It will be useful to trainee to be

prepared to perform well in higher education or analyze data and solve problems in the sciences and

engineering, as well as in economics and public policy.


Not applicable







1. Characterize sources of energy in

the world

1.1. Proper identification of types of energy according

to the sources

1.2. Accurate description of extraction and creation

of energy based on sources

1.3. Proper analysis of relative advantages and

disadvantages of various energy sources

according to the sources.

2. Describe motion in orbits

2.1 Clear application of gravitation based on

Newton’s law

2.2 Accurate explanation of planetary motion

according to Kepler’s laws

2.3 Proper description of satellites and rockets

according their motion in orbits

3. Categorize Mobile phone and

radio communication.

3.1 Proper interpretation of concepts based on

transmission system

3.2 Clear description of principle of cellular radio and

Structure of cellular network

3.3 Adequate identification of types of modulations

(AM, FM, and PM) based on communication

systems

3.4 Clear description of Post, telegraph and

telephone (PTT) according to telecommunication

4 Describe Climate change and

Greenhouse effect.

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

4.2 Clear explanation of Greenhouse effect according to climate change

4.3 Proper explanation of climate change and relate

facts based on concept of physics

5 Describe Earthquakes, Tsunami,

floods landslides and cyclone

5.1 Clear description of Causes of earthquakes,

Tsunami, floods landslide and cyclone on earth

‘surface

5.2 Proper determination of effect of earthquakes on

environment based on earth ‘surface

5.3 Accurate Understanding of Safety and

emergency measure son earth ‘surface

6 Describe optical fibre in

telecommunication systems

6.1 Clear description of principle of operation of

optical fibers according to physical properties of

light

6.2 Proper identification of the types of optical fiber

based on the composition of optical fiber

6.3 Accurate description of mechanism of

attenuation in an optical fiber according to the

working principle of optic fiber

6.4 Clear description of optical transmitter and

optical receiver according to transmitter system

LU 1: Sources of Energy in the world

1

Learning Outcomes:

1. Identify types of energy according to the sources 2. Describe extraction and creation of energy based on sources 3. Analyze relative advantages and disadvantages of various energy

sources according to the sources 4. relative advantages and disadvantages of various energy sources

according to the sources 7 Hours

Learning Outcome1.1: Identify types of energy according to the sources

Description of energy:

Definition of source of energy

Identification of sources of energy: Renewable

Biomass, biogas, geothermal, wood waste, hydropower, wind, solar

Non-renewable Crude oil (

petroleum) Natural gas, Coal Nuclear energy

o Discuss in groups and present on renewable and non-renewable energy sources.

o Search internet for details on

world energy resources.

- Pictures - Video, - Projector - Computer - Internet



Content




Written evidence

Multiple choice exercises Matching Exercises True or false questioning

Checklist Score

Yes No

Indicator: Source of energy is well defined:

Indicator: Types of source energy are well identified

Renewable energy

Non-renewable energy

Observation

Learning Outcome 1.2: Describe extraction and creation of energy based on sources

Explanation of two sources of energies:

Renewable energy. Non-renewable

energy. Creation of energy.

o Discuss in groups and present

on extraction and creation of

renewable and non-renewable

energy sources.

- Pictures

- Video,

- Projector

- Computer




Proper identification of types of energy according to the sources




Written evidence


Checklist Score

Yes No

Indicator: source of energies are well explained:

Renewable energy

Non-renewable energy

Indicator: Creation of source energies is well explained:

Creation of renewable energy

Creation of non –renewable

Observation

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

according to the sources


Accurate description of extraction and creation of energy based on sources

Advantages and disadvantages of Non- renewable (fossil fuel) energy :

Oil coal natural gases

Advantages and disadvantages of renewable sources:

Wind Solar Geothermal hydropower

o Discuss in groups and present on advantages of renewable energy sources.

o Discuss in groups and present on Disadvantages of renewable energy sources.

o Discuss in groups and present on advantages of non-renewable energy sources.

o Discuss in groups and present on non-renewable energy sources.

- Video,

- Projector

- Internet - Books





Written evidence


Checklist Score

Yes No

Indicator: Advantages of fossil fuel are well analyzed:

Oil


Proper analysis of relative advantages and disadvantages of various energy

sources according to the sources


coal

natural gases

Indicator: Disadvantages of fossil fuel are well analyzed:

Oil

coal

natural gases

Indicator: Advantages of renewable sources are well analyzed:

Wind

Solar

Geothermal

Hydropower

Indicator: Disadvantages of renewable sources are well analyzed:

Wind

Solar

Geothermal

Hydropower

Observation

LU 2: Motion in orbits

2

Learning Outcomes:

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

10 Hours

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

Definition of orbit

motion

Description of Newton’s law:

State of Newton ‘s law of gravitation

Properties of gravitational force

Application of Newton’s law of gravitation

o Brainstorming o Group discussion

o research Search internet for details on planetary motion

- Internet - Video - Reference books - Picture - Computer -



Clear application of gravitation based on Newton’s law


Content




Written evidence

Multiple choice exercises Matching Exercises True or false questioning Problem solving

Checklist Score

Yes No

Indicator:orbit motion is well defined

Indicator:Newton’s law of gravitation is well described:

Newton ‘s law of gravitation is stated

Newton ‘s law of gravitation is applied

Properties of gravitational force are explained

Observation

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

Definition of Planetary motion

Description of Kepler ‘laws:

Kepler ‘laws.

Application of Kepler

‘laws.

o Use simulators to

demonstrate Kepler’s

laws of planetary motion

and present

o In working in groups

discuss Kepler’s laws of

planetary motion and

present summary

o Search internet for

details on planetary

motion

- Books

- Internet

- Picture

- Projector

- Video






Written evidence

Multiple choice exercises Matching Exercises True or false questioning Problem solving on kepler’s laws

Checklist Score

Yes No

Indicator: planetary motion is well defined

Indicator: Kepler’s laws are well described :

Kepler’s laws are stated

Kepler’ laws are applied

Observation


Accurate explanation of planetary motion according to Kepler’s laws

Learning Outcome 2.3: Describe satellites and rockers according to their motion

Power

Definition of Rockets

Description of Spacecraft propulsion:

Its characteristics

Classification of spacecraft propulsion:

Chemical propulsion Electric propulsion Nuclear propulsion

Description of Satellites: Types of satellites

orbits

Explanation of three Cosmic velocities:

First cosmic velocity Second cosmic

velocity Third cosmic velocity

o Discuss in groups cosmic

velocities and present findings. o Work in groups to compute

problems related to planetary motion and cosmic velocities.

o Search internet for details on planetary motion

- Books

- Internet

- Picture

- Projector

- video





Written evidence

Multiple choice exercises Matching Exercises True or false questioning Problem solving on cosmic velocities


Proper description of satellites and rockets according their motion in orbits


Checklist Score

Yes No

Indicator: Rocket is well defined

Rocket

Indicator: Spacecraft propulsion is well described

Spacecraft propulsion is defined

Spacecraft propulsion are characterized

Indicator: propulsion systems are well classified

Nuclear propulsion

Chemical propulsion

Electric propulsion

Indicator: Satellite is well defined

Satellite

Indicator: Types of satellites are well explained:

Geo-stationary earth orbit

Medium Earth orbit

Low earth orbit

Highly elliptical orbit

Indicator: Cosmic velocities are well explained

First cosmic velocity

Second cosmic velocity

Third cosmic velocity

Observation

LU 3: Mobile phone and radio communication

3

Learning Outcomes:

1. Interpret concepts based on transmission system 2. Describe principle of cellular radio and Structure of

cellular network. 3. Identify types of modulations (AM, FM, and PM) based on

communication systems. 4. Describe Post, telegraph and telephone (PTT) according

to telecommunication

9 Hours

Learning Outcome 3.1: Interpret concepts based on transmission system

Explanation of transmission system.

Description of terms used in

transmission system:

Transmitter

Channel

Receiver

Digital communication

Analog communication

o Role play

o Group discussion

o Presentation

- Books

- Internet

- Picture

- Projector

- video






Proper interpretation of concepts based on transmission


Written evidence


Checklist Score

Yes No

Indicator: Transmission system is well defined:

Transmission system

Indicator : Terms used in transmission system are well described:

Transmitter

Chanel

Receiver

Digital communication

Analog communication

Observation

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

Explanation of cellular radio.

Illustration of structure of cellular network.

Explanation of principle of cellular radio

Explanation of cellular network.

o Research internet

o Work in groups and

assemble simple

cellular radio.

- Books

- internet

- projector

- videos






Written evidence


Checklist Score

Yes No

Indicator:cellular radio is well explained:

Cellular radio

Indicator: Structure of cellular network is well illustrated:

Cellular network

Indicator: Principle of cellular radio is well explained:

Principle of cellular radio

Indicator: Principle of cellular network is well explained:

Principle of cellular network

Observation

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

communication systems.


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

Definition of modulation.

Explanation of types of modulation:

Frequency modulation

Amplitude modulation

Phase modulation

o Group discussion o Role play o Presentation o Role play in groups about

types of modulation

- Books

- internet

- Radio





Written evidence


Checklist Score

Yes No

Indicator:modulation is well defined:

Modulation

Indicator: Types of modulation are well explained


Phase modulation


Observation


Adequate identification of types of modulations (AM, FM, and PM) based on

communication systems


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

telecommunication

Explanation of postal, telegraph

and telephone services :

Postal

Telegraph

Telephone

o Group discussion o Role play in groups o Presentation o Discuss difference in

telephone and radio systems.

- Electric wires, - microphone, - loudspeaker.





Written evidence


Checklist Score

Yes No

Indicator: Postal, telegraph and telephone services are well explained:

Postal


Clear description of Post, telegraph and telephone (PTT) according to

telecommunication.


Telegraph

Telephone

Observation

LU 4: Mobile phone and radio communication

4

Learning Outcomes:

1. Describe intensity of the sun’s radiation reaching planets on climate change

2. Explain Greenhouse effect according to climate change 3. Explain climate change and relate facts based on the concepts

of physics 7 Hours

Learning Outcome 4.1: Describe intensity of the sun’s radiation reaching planets based on

climate change

Definition of black body radiation

Description of Intensity of the sun’s radiation and Albedo

Definition of intensity of the sun’s radiation

Definition of Albedo Application of

formula of Albedo

Factors affecting planet’s Albedo:

Clouds Oceans Thick vegetation

covers or forested areas

Surface Albedo.

o Brainstorming o Group work o Presentations

˗ Reference books ˗ Internet ˗ Scenario ˗ Environmental

journals






Written evidence


Checklist Score

Yes No

Indicator: Black body radiation is well defined:

black body radiation

Indicator :intensity of the sun’s radiation is well described:

Intensity of the sun’s radiation well defined

Albedo is well defined

Formula of Albedo is well applied

Indicator : Factors affecting Earth’s Albedo are well explained:

Clouds

Oceans

Thick vegetation covers or forested areas

Surface Albedo

Observation


Clear Description of intensity of the sun’s radiation reaching planets based on

climate change

Learning Outcome 4.2: Explain Greenhouse effect according to climate change

Definition of Greenhouse gases

Explanation of Impact of greenhouse effect on climate change: Global warming

Explanation of Human activities causing global warming

Burning of fossil fuel Deforestation Agriculture

Explanation of Natural activities causing Global warming:

Volcanicity Ocean currents

o In group discuss and

present on the application of energy from greenhouse effect

o Search internet for information on climate change and greenhouse effect

o Fieldwork: visit a greenhouse and report

o Investigate sources of major greenhouse gases .

˗ Books ˗ Internet ˗ Scenario ˗ Computer ˗ Greenhouse ˗ Environmental

journals





Written evidence


Checklist Score


Clear explanation of Greenhouse effect according to climate change


Yes No

Indicator:Greenhouse gases are well defined:

Greenhouse gases

Indicator: Impact of greenhouse effect are explained:

Greater strength of extreme weather events

Increasing number and size of forest fires

Rising sea levels

Melting of glaciers and polar ice

Increasing acidity in the ocean, resulting in bleaching of coral reefs and damage To oceanic wildlife

Indicator:Human activities causing global warming are well explained:

Burning of fossil fuel

Deforestation

Agriculture

Indicator: Human activities causing global warming are well explained:

Volcanicity

Ocean currents

Observation

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

Explanation of Climate change related facts:

Climate lag Climate model climate feedback

Explanation of Causes of climate.

o Discus in groups causes of climate change

o Search internet for information on climate change.

˗ books ˗ Internet ˗ Greenhou

se, Environmental journals.



Proper explanations of climate change and relate facts based on concept of

physics





Written evidence Written evidence

Multiple choice questions

True-False questions

Matching

Presentation

Checklist Score

Yes No

Indicator: Climate change and relate facts are well explained:

Climate change

Climate lag

Climate model

Climate feedback

Indicator: Causes of climate change are well explained:

burning large amounts of fossil fuels

deforestation

Observation

LU 5: Earthquakes, Tsunami, floods landslides and cyclone

5

Learning Outcomes:

1. Describe Causes of earthquakes, Tsunami, floods landslide and cyclone based on surface of the earth

2. Determine effect of earthquakes on environment based on the surface the earth.

3. Describe safety and emergency measures based on the surface of the earth.

7Hours

Learning Outcome 5.1: Describe Causes of earthquakes, Tsunami, floods landslide and cyclone

based on surface of the earth.

Definition of: Earthquakes Tsunami, Floods Landslide Cyclone.

Explanation of causes of: Earthquakes Tsunami Floods Landslide Cyclone.

o Brainstorming o Presentations o Research o Work in groups simulate

earthquakes, flood, tsunami, cyclone etc

o Carry out internet search for causes of earthquakes, Tsunami and landslides on the environment

o In groups, discuss relationship of physics concepts to occurrence of earthquakes, landslide, floods and tsunami

- Seismometers, - Journals and

scientific reports - Computer

simulation software



Description of Causes of earthquakes, Tsunami, floods landslide and cyclone

based on earth ‘surface






o


Checklist Score

Yes No

Indicator: Earthquakes , Tsunami , Floods , landslides and cyclones are well defined:

earthquakes

Tsunami

floods

landslides

Cyclone

Indicator: Causes of earthquakes , Tsunami , Floods , landslides and cyclones are well listed:

earthquakes

Tsunami

Floods

landslides

Cyclones

Observation

Learning Outcome 5.2: Determine effect of earthquakes on environment based on surface of

earth

o Explanation of effects of

earthquakes on environment: geological faults, volcanic activity, landslides, mine blasts.

o Group discussion o Group presentation o Carry out internet

search for occurrence and impact of earthquakes on environment.

˗ Environment ˗ Simulations

software, ˗ Journals and

scientific reports, ˗ pluviometer, ˗ Thermometer






o


Checklist Score

Yes No

Indicator: Effects of earthquakes on environment are well explained:

Geological faults

Volcanic activity

Landslides

Mine blasts

Observation


Proper determination of effect of earthquakes on environment based on

surface of the earth


Learning Outcome 5.3: Explain Identify safety and emergency measures based on surface of

the earth

o Identification of safety and emergency measures on

an earthquake: Preventive measures Control measures Adaptive measures

o Illustration of safety and emergency measures on landslides:

Preventive measures Control measures Adaptive measures

o Illustration of safety and emergency measures on cyclones:

Preventive measures Control measures Adaptive measures

o Illustration of safety and

emergency measures on

Floods: Preventive measures Control measures Adaptive measures

o Work in groups o Groups discussion o Carry out internet

- seismometers, - journals and

scientific reports ,

- computer simulation software





Accurate identification of Safety and emergency measures based on surface of

the earth






Matching

Checklist Score

Yes No

Indicator: safety and emergency measures of earthquakes are well illustrated :

Preventive measures

Control measures

Adaptive measures

Indicator: safety and emergency measures of landslides are well illustrated :

Preventive measures

Control measures

Adaptive measures

Indicator: safety and emergency measures of cyclones are well illustrated :

Preventive measures

Control measures

Adaptive measures

Indicator: safety and emergency measures of floods are well illustrated :

Preventive measures

Control measures

Adaptive measures

Observation

LU 6: Earthquakes, Tsunami, floods landslides and cyclone

6

Learning Outcomes:

1. Describe the principle of operation of optical fibers according to physical properties of light

2. Identify types of optical fiber based on the composition of optical fiber

3. Describe mechanism of attenuation in an optical fiber according to the working principle of optical fiber

4. Describe Optical transmitter and optical receiver. According to transmission system

10Hours

Learning Outcome 6.1: Describe the principle of operation of optical fibres according to

physical properties of light

Description of optical fiber Definition of optical

fiber Layers that make up

an optical fibre: Core Cladding Coating

Illustration of the structure of an optical fibre

Explanation of refraction index of light: Refractive index Formula of refractive

index

Explanation of total internal reflection: Total internal reflection Formula of critical angle

o Group discussion o Roles play. o Search internet o Solving problems on

refractive index and total internal reflection

˗ Books ˗ Internet ˗ Simulation







12Hours


Problem solving on critical angle and refractive index

Checklist Score

Yes No

Indicator: Optical fibre is defined:

Definition of optical fiber

Indicator: Layers made up on optical fibre:

Core

Cladding

Coating

Indicator: The structure of optical fibre is illustrated:

the structure of optical fibre is illustrated

Indicator: refractive index of light is explained

refractive index

formula of refractive index

Indicator: Total internal refraction is explained

Total internal refraction

Formula of critical angle

Observation

Learning Outcome 6.2: Identify types of optical fiber based on the composition of optical

fiber


Clear description of principle of operation of optical fibres according to physical

properties of light

Identification of types of optical fibre:

Single mode, Multimode Special purpose

Illustration of structure of types of optical fibre

Brainstorming Group work Presentation Role play

˗ Books ˗ Internet ˗ Simulation





Written evidence

E


Checklist Score

Yes No

Indicator: Types of optical fiber is explained :

Single mode optical fiber

Multiple mode optical fiber

Special purpose optical fiber

Indicator: Structures of types of optical fibre are illustrated

the structure of single mode optical fiber

the structure of multiple mode optical fiber

the structure of special purpose optical fiber

Observation


Proper identification of the types of optical fiber based on the

composition of optical fiber


Learning Outcome 6.3: Describe mechanism of attenuation in an optical fibre according to the

working principle of optical fiber.

Definition of attenuation Factors causing attenuation Description of Light:

Light scattering Light absorption

Explanation of measures to avoid attenuation:

Repeaters Regenerators Optical amplifiers

o Group discussion o Group presentation o Research internet

˗ Books ˗ Internet ˗ Repeaters, ˗ regenerators, ˗ switches, ˗ spicing, ˗ receivers, ˗ transmitters, ˗ light sources ˗ fibre cables





Written evidence o


Checklist Score

Yes No

Indicator: Attenuation is defined :


Accurate description of mechanism of attenuation in an optical fiber

according to the working principle of optic fiber


Definition of attenuation

Indicator: Factors causing attenuation are explained:

factors causing attenuation

Indicator :Light scattering and absorption are described:

light scattering

light absorption

Indicator :Measures avoiding to reduce attenuation are explained:

Repeaters

Regenerators

Optical amplifiers

Observation

Learning Outcome 6.4: Describe Optical transmitter and optical receiver according to

transmitter system

Explanation of Optical transmitter and optical receiver.

Explanation of Light emitting diode and laser diode.

Explanation of Photodiode. The optical receivers Transmitter and receiver block Illustration of communication

mechanism (transmitter, receiver blocks)

Description of advantages and disadvantages of optical fibre are described

o Group discussion. o Roles play. o Search internet

˗ Books ˗ Internet ˗ Computer ˗ Simulation





Clear description of optical transmitter and optical receiver according to

transmitter system




o


Checklist Score

Yes No

Indicator: Optical transmitter and optical receiver are well explained:

Optical transmitter

Optical receiver

Indicator :light emitting diode and laser diode are well explained:

Light emitting diode ( LEDs)

Laser diode

Differentiation of light emitting diode and Laser diode

Indicator :photodiode is explained :

Photodiode

Indicator: Communication mechanism (transmitter, receiver blocks) are well illustrated:

Transmitter block

Receiver block

Indicator: advantages and disadvantages of optical fibre are described

Advantages of optical fiber

Disadvantages of optical fiber

Observation

Reference books:

1. E school today. (2008-2018). Retrieved February 19, 2018, from natural disasters: http 2. Avison, J. (1989). The world of PHYSICS. Cheltenham: Thomas Nelson and Sons Ltd. 3. Chand, S., & S.N., G. S. (2003). Atomic Physics (Modern Physics) (1 ed.). India. 4. CPMD. (2015). Advanced Level Physics Syllabus. Kigali: REB. 5. Cunningham, & William, P. (2000). Environmental science (6 ed.). Mc Graw-Hill. 6. Cutnell, J. D., & Johnson, K. W. (2006). Essentials of Physics. USA: John Wlley &Sons, Inc. 7. Cutnell, J. D., & Johnson, K. W. (2007). Physics. (7 ed.). USA: John Wiley; Sons, Inc 8. Cuttnell, J. D., & kennety, W. J. (2007). Physics (7 ed.). United State of America: John Willey &

Sons . Inc 9. Douglass, C. G. (2014). PHYSICS, Principles with applications. (7 ed.). Pearson Education 10. Douglass, C. G. (2014). PHYSICS, Principles with applications. (8 ed.). Pearson Education. 11. Duncan, T., & Kennett, H. (2000). Advanced Physics (5 ed.). London, UK: Holder Education. 12. Giancoli, D. (2005). PHYSICS: Principles with applications. New Jersey: Pearson Education, Inc. 13. Giancoli, D. C. (2005). Physics principals with application. Upper Saddle River, NJ 07458: Pearson

Education, Inc. 14. Giancoli, D. C. (2005). Physics: principals with application. Upper Saddle River, NJ 07458:

Pearson Education, Inc. 15. MIDIMAR. (2012). Disaster High Risk Zones on Floods and Landslide. Kigali: MIDMAR 16. Office, U. M. (2011). Warming: A guide to climate change. U.K.: Met Office Hadley Centre. 17. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach (Vol. 2).

San Francisco: Pearson Education. 18. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach. (Vol. 3).

San Fransisco: Pearson Education, Inc. 19. Randall, D., & Knight. (2008). Physics for scientists and engineers: Strategic approach. (2 ed., Vol.

3). San Francisco: Pearson Education, Inc. 20. REMA. (n.d.). Rwanda Second National Communication under the UNFCCC. KIGALI: MINISTRY OF

NATURAL RESOURCES, RWANDA 21. Science, G. (2006). Florida Physical Science with Earth Science. USA: Mc Graw Hill Glencoe

Companies, Inc. 22. Serway, R. A. (1986). Physics for Scientists and Engineers (2 ed.). Saunders College Publishing. 23. IPCC. (1996). Economics of Greenhouse Gas limitation, Main report “Methodological Guidelines. 24. John, M. (2009). Optical Fiber Communications, Principals and Practice (3rd Ed.). London:

Pearsnon Prentice Hall. 25. Tipler, P. A. (1991). Physics for Scientists and Enginners. (3 ed., Vol. 1). USA: Worth Publishers,

Inc

T L C A F 5 0 1 - APPLICATION OF TELECOM TRANSMISSION FUNDAMENTALS

TLCAF501 Apply Telecom transmission fundamentals


Credits: 4 40


Sub-sector: Telecommunication services


Purpose statement

This is a core module which describes the performance outcomes, skills, knowledge and attitude

required to apply telecommunication transmission fundamentals.


N/A





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


1. Identify Telecommunication regulatory authorities

1.1. Proper identification of international

telecommunication authority

1.2. Proper identification of regional

telecommunication authorities

1.3. Proper identification of local telecommunication

regulation authority

2. Describe telecommunication regulations authorities

2.1. Proper description of international

telecommunication authority

2.2. Proper description of regional telecommunication

authorities

2.3. Proper description of local telecommunication regulation authority

3. Describe transmission technologies 3.1. Proper description of terrestrial technology 3.2. Proper description of satellite technology 3.3. Proper description of streaming technology

LU 1 Identification of Telecommunication regulatory authorities

1

Learning Outcomes:

1. Identify international telecommunication union sectors 2. Identify of regional telecommunication authorities

3. Identify local telecommunication regulation authority

6 Hours

Learning Outcome 1.1: Identify international telecommunication union sectors

ITU Sectors

Radio communication(ITU-R)

Standardization(ITU-T)

Development (ITU-D)

ITU-telecom

o Presentation o Brainstorming o Discussions o Asking questions o Assignments

- Book - Notebook - Pen - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - Internet




Content Learning activities Resources


Proper identification of international telecommunication authority


Written evidence

Oral evidence

Multiple Choice questions

True – False questions

Matching

Checklist Score

Yes No

Indicator:International telecommunication authority sectors are well identified

Radio communication(ITU-R)

Standardization(ITU-T)

Development (ITU-D)

ITU-telecom

Observation

Learning Outcome1.2: Identify regional telecommunication authorities

ATU

EACO







Content Learning activities

Resources


Proper identification of regional telecommunication authorities


Written evidence

Oral evidence



Matching

Checklist Score

Yes No

Indicator:Regional telecommunication authorities are well identified

ATU

EACO

Observation

Learning Outcome 1.3: Identify local telecommunication regulation authority

RURA


- Book - Notebook - Pen - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Internet






Proper identification of local telecommunication regulation authority


Written evidence

Oral evidence

Open questions

Multiple questions

Short questions

Task: Select embroidery material, tools and equipment.

Checklist Score

Yes No

Indicator: local authority is well identified

RURA

Observation

LU 2:Describe telecommunication regulations authorities

2

Learning Outcomes:

1. Describe international telecommunication authority 2. Describe regional telecommunication authorities 3. Describe local telecommunication regulation authority

10Hours

Learning Outcome 2.1: Describe international telecommunication authority

Definition

History

Telecom services

Scope

o Presentation o Asking questions o Assignments o Group research

- Book - Notebook - Pen - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Internet





Resources


Proper description of international telecommunication authority


Written evidence

Oral evidence



Matching

Checklist Score

Yes No

Indicator:International telecommunication authority is well described

Definition

History

Telecom services

Scope

Observation

Learning Outcome 2.2:Describe regional telecommunication authority

Definition

History

Telecom services

Scope









Written evidence

Oral evidence



Matching

Checklist Score

Yes No

Indicator:Regional telecommunication authorities are well described

Definition

History

Telecom services

Scope

Observation

Learning Outcome 2.3:Describe local telecommunication regulation authority

Definition

History

Telecom services



board - Marker pen - Chalks


Proper description of regional telecommunication authorities


Scope

- Projector - Computer - Internet





Written evidence

Oral evidence



Matching

Checklist Score

Yes No

Indicator:Local telecommunication regulation authority are well described

Definition

History

Telecom services

Scope

Observation


Proper description of local telecommunication regulation authority

LU 3:Describe transmission technologies

3

Learning Outcomes:

1. Describe terrestrial technology

2. Describe satellite technology

3. Describe streaming technology

24 Hours

Learning Outcome 3.1: Describe terrestrial technology

Definition

Application

Advantages/Disadvantages

Requirements for terrestrial

technology:

Terrestrial Antennas

Terrestrial frequencies

Terrestrial bandwidth

Terrestrial Media

Terrestrial rack

equipment

Presentation Asking questions Assignments Group research Physical demonstration

Book Notebook Pen Whiteboard/ Black

board Marker pen Chalks Projector Computer Internet






Written evidence

Oral evidence

Multiple Choice questions True – False questions Matching

Checklist Score

Yes No

Indicator:Terrestrial technology is propery described

Definition

Application

Advantages

Disadvantages

Requirements for terrestrial technology:

- Terrestrial Antennas

- Terrestrial frequencies

- Terrestrial bandwidth

- Terrestrial Media

- Terrestrial rack equipment

Observation

Learning Outcome 3.2:Describe satellite technology


Proper description of terrestrial technology

Definition

Application


Requirements

Satellite Antennas

Satellite frequencies

Satellite bandwidth

Satellite Media

Satellite rack

equipment








Written evidence

Oral evidence



Matching

Checklist Score

Yes No



Proper description of satellite technology

Indicator:Satellite technology is well described

Definition

Application

Advantages

Disadvantages

Requirements for satellite technology:

- Satellite Antennas

- Satellite frequencies

- Satellite bandwidth

- Satellite Media

- Satellite rack equipment

Observation

Learning Outcome 3.3:Describe streaming technology

Definition

Application


Requirements

Streaming IP

Streaming encoder and

decoder

Streaming Media









Written evidence

Oral evidence



Matching

Checklist Score

Yes No

Indicator:Streaming technology is well described

Definition

Application

Advantages

Disadvantages

Requirements for streaming technology:

˗ Streaming IP

˗ Streaming encoder and decoder


Proper description of streaming technology

˗ Streaming Media

Observation

REFERENCES:

https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf

https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/

Radio and Television Broadcasting Technology/Technician

http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi

cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors

https://www.indeed.com/q-Broadcast-Technician-jobs.html/



https://www.education.nh.gov/career/career/documents/pc_arts_rtvb.pdf


http://www.education.vic.gov.au/safe@work/modules/general/protect.asp

http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publications/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors



T L C T D 5 0 1 - TECHNICAL DRAWING

TLCTD501 Apply technical drawing


Credits: 3 30



Issue date: June, 2018

Purpose statement

This module describes the skills and knowledge required to draw telecommunication system

installation. This competence is intended for illiterate and literate. At the end of this

competence, learners will be able to prepare drawing tools and materials, draw

telecommunication system diagram, read and interpret drawing.

.


N/A







1. Prepare drawing tools and

materials

1.1 Proper selection of drawing tools and materials

1.2 Appropriate identification of drawing types

1.3 Correct presentation of drawing sheets

2. Draw Telecommunication

diagram

2.1 Taking measurement of drawing according to the

size of paper

2.2 Proper drawing of telecommunication diagram

2.3 Effective verification of final telecommunication

diagram

3. Read and interpret drawing 3.1 Proper differentiation of drawing symbols

3.2 Proper interpretation of the scale

3.3 Appropriate lettering

LU 1: Prepare drawing tools and materials

1

Learning Outcomes:

1. Select drawing tools and materials 2. Identify drawing types 3. Present drawing sheets

8 Hours

Learning Outcome 1.1: Select drawing tools and materials

Different types of drawing

instruments:

Drawing board

Ruler

Set square 60 o and 45 o

Protractor

Compass

French curves

Pencils

Drawing sheet

set of scale

templates

Brainstorming on how to identify

drawing instrument and their

application.

Demonstration of drawing tools

and materials.

Group discussion on their

applications.

Exercises on how to draw with

drawing instruments and their

applications.

- Books

- Handouts

notes

- Drawing board

- Ruler

- Set square 60 o

and 45 o

- Protractor

- Compass

- French curves

- Pencils

- Drawing sheet

- set of scale

- templates






Written evidence


Open questions

Multiple questions

Task: Demonstrate function of tools and equipment

Checklist Score

Yes No

Indicator: Tools and materials of drawing are selected

Drawing board

Ruler

Set square 600 and 450

Protractor

Compass

French curves

Pencils

Drawing sheet

Set of scale

Templates

Indicator: Drawing types are identified

Schematic diagram

Circuit diagram

Wiring diagram

Indicator: Drawing sheets are presented

Margin line

Title block

Legend

Observation

Learning Outcome 1.2: Identify drawing types


Prepare drawing tools and materials

Types of telecommunication

drawings:

Wiring diagram

Circuit diagram

Schematic diagram

Site diagram

o Group discussion on

telecommunication diagrams

Schematic

Wiring

Circuit

o Brainstorming on


o Demonstration of


Schematic

Wiring

Circuit

o Practical exercises on Drawing


Schematic

Wiring

Circuit

o Practical Exercises on


with material used in

telecommunication drawings.

- Different types of

food materials,

- Pictures

- Video,

- Projector

- Computer






Resources


Written

Performance

Matching questions

Multiple questions

Short questions

Task: Pick raw materials with good quality based on their physical

properties.

Checklist Score

Yes No

Indicator:

Indicator:

Indicator:

Observation

Learning Outcome 1.3: Present drawing sheets

Use standard lettering:

Lettering type A: Vertical

and Sloped at 75 o

Lettering type B: i) Vertical

and ii) sloped at 75 o to the

horizontal

Prepare Sheet lay out

Margin line Title block

Use of scale (plain,

diagonal):

Full scale drawing

Reduced scale drawing

Enlarged scale drawing

Brainstorming on

standard lettering

Group discussion of

types of lettering

Exercises on how to use

a good standard.

Exercises on how to

present drawing sheet.

Brainstorming on how

to present drawing

sheets.

Group discussion on

how to prepare sheet

layout.

o Pencil (HP,2H), eraser,

erasing shield, graduated

ruler, divider, set squares,

compass, T-square, French

curves, clinograph

(adjustable set

square),tracing paper,

drawing ink.

- Drawing room, drawing

table.

- Standard sheets A4, A3, A2,

A1, A0.

- Corresponding sheet

dimensions 297x219,

297x420, 594x420,

594x841, 1189x841.

o Handout notes

Books Pictures





Written evidence


Open questions

Multiple questions

Short questions

Task: Select embroidery material, tools and equipment.



Checklist Score

Yes No

Indicator:

Indicator: Impurity is well detected

Observation

LU 2: Draw telecommunication diagram

2

Learning Outcomes:

1. Take measurement of drawing according to the size of paper 2. Draw telecommunication installation diagram 3. Verify of telecommunication installation diagram

15 Hours

Learning Outcome 2.1: Take measurement of drawing according to the size of paper

Application of paper

standards

A0 sheet

A1 sheet

A3 sheet

A4 sheet

A5 sheet

Brainstorming on

standard papers

Group discussion on

standard papers

Exercises on how to use on

standard papers

Demonstration of

standardized papers

Books

Hand outs notes

A0 sheet

A1 sheet

A3 sheet

A4 sheet

A5 sheet





Resources


Draw telecommunication diagram


Written evidence


Open questions

Short questions

Task: Use different hand embroidery tools

Checklist Score

Yes No

Indicator: Measurement is taken

Indicator: Telecommunication diagrams are drawn

Telecommunication symbols

Telecommunication diagram

Gloss is considered

State is considered

Result is well presented

Indicator: Final telecommunication diagram is verified

Interpretation

Observation

Learning Outcome 2.2: Draw telecommunication diagram

Practice freehand sketching:

Free hand detailing

Material for free hand drawing

Thick and thin line technique

Applying telecommunication

symbols and diagram in site

plan (Circuit diagrams and

corresponding symbols)

Practical exercises on

drawing circuit diagrams

and corresponding

symbols applied in site

plans

Brainstorming on

telecommunication

symbols

Demonstration on

telecommunication

hand-out notes

Books

Clutch pencil

Rules

Rubber

Drawing papers

o Pencil (HP,2H),

eraser, erasing


Make architectural drawing

symbols

Basics symbols used

in site plans

Telecommunication

symbols and diagrams

used in site plan

shield, graduated

ruler, divider, set

squares, compass, T-

square, French

curves, clinograph

(adjustable set

square),tracing

paper, drawing ink.

- Standard sheets A4,

A3, A2, A1, A0

- Corresponding

sheet

dimensions297x219,

297x420, 594x420,

594x841, 1189x841.





Written evidence


Open questions

Short questions

Task: Set embroidery machine in work place and put their

accessories

Checklist Score

Yes No

Indicator:

Observation


Learning Outcome 2. 3: Verify telecommunication installation diagram

Interpretation of

telecommunication

drawings

Interpretation of

architectural plans

Brainstorming on

telecommunicationdra

wings and architectural

plans.

Practical exercises on

telecommunication drawings

and architectural plans

interpretation

Group discussion on

telecommunication drawings

and architectural plans

hand out notes

Books

telecommunication

drawings

Architectural plans





Written evidence


Open questions

Short questions

Task: Make stitches on fabric by using embroidery machine for

Checklist Score



Yes No

Indicator:

Observation

LU 3: Read and Interpret

3

Learning Outcomes:

1. Identify drawing symbols 2. Perform drawing scale 3. Perform lettering

7 Hours

Learning Outcome 3.1: Identify drawing symbols

Drawing symbols

Practical demonstration on

different types of lines


erasing shield,

graduated ruler,

divider, set squares,

compass, T-square,

French curves,

clinograph (adjustable

set square),tracing

paper, drawing ink.

- Drawing room,

drawing table.


A3, A2, A1, A0.


dimensions297x219,

297x420, 594 x 420,

594 x 841, 1189x841.

- Books


o Handout notes





Written evidence


Open questions

Short questions

Task: Test the machine which has following problems

- Breaking needle

- Skipping stitch

- Upper thread breaking

Checklist Score

Yes No

Indicator:

Appearance is stated

Texture is stated

Gloss is stated

Observation


Read and interpret drawing

Learning Outcome 3.2: Perform drawing scale

Interpretation of drawing

Type of scale

Full scale,

Reducing scale and

Enlarging scales

o Physical demonstration of scale

drawing

o Hands on Practices


erasing shield,

graduated ruler,

divider, set squares,

compass, T-square,

French curves,

clinograph (adjustable

set square),tracing

paper, drawing ink.

- Drawing room,

drawing table.


A3, A2, A1, A0.


dimensions297x219,

297x420, 594 x 420,

594 x 841, 1189x841.

- Books

- Handout notes







Accurate selection of cleaning materials and products

Written evidence


Matching questions

Open questions

Task: Differentiate cleaning material and product

Checklist Score

Yes No

Indicator: Parameters that influence quality are well identified

Appearance is stated

Texture is stated

Gloss is stated

State is stated

Indicator: Impurity is well detected

Appearance is considered

Texture is considered

Gloss is considered

State is considered

Result is well presented

Indicator: Factors that affect quality are well described

Temperature is well discussed

Age is well discussed

Spoilage is well discussed

Maturity is well discussed

Density is well discussed

Abnormality is well discussed

Observation

Learning Outcome 3.3: Perform lettering

Lettering

Gothic lettering

Roman lettering

Italic

Text lettering types

o Physical demonstration of scale

drawing

o Hands on Practices

o Pencil (HP,2H),

eraser, erasing

shield, graduated

ruler, divider, set

squares, compass, T-

square, French

curves, clinograph

(adjustable set

square),tracing


paper, drawing ink.

- Drawing room,

drawing table.


A3, A2, A1, A0.

- Corresponding

sheet

dimensions297x219,

297x420, 594 x 420,

594 x 841,

1189x841.

- Books

o Handout notes

- Drawing room,

drawing table






Appropriate application of basic maintenance of equipment and tools

T L C C B 5 0 1 - CONFIGURATION OF BROADCASTING TRANSMISSION SYSTEM

TLCCB501 Configure Broadcasting Transmission System


Credits: 12 120




Purpose statement

This module describes the skills, knowledge and attitudes required to configure Broadcasting

transmission system. At the end of this module, participants will be able to set signal

parameters by using streaming, satellite and terrestrial technologies; perform testing and

acceptance of transmission system.


Apply telecommunication transmission fundamentals.





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


1. Prepare tools and equipment. 1.1. Proper Identification of the required equipment according to the service to be delivered

1.2. Proper Selection and verification of the tools according to the task to be done

1.3. Proper selection of PPE (personal protective

equipment)

2. Check physical installation. 2.1. Proper site layout design of broadcasting transmission equipment according to

equipment to be installed. 2.2. Proper Manipulation of measurement

instruments

2.3. Proper Checking of logical interconnection of equipment

3. Set up streaming equipment

parameters

3.1. Proper setting of audio parameters according to the system requirement

3.2. Proper setting of video parameters according to the system requirement

3.3. Proper setting of IP parameters according to the

system requirement

4. Set up terrestrial equipment

parameters

4.1. Proper setting of audio parameters according to the system requirement

4.2. Proper setting of video parameters according to the system requirement

4.3. Proper setting of RF parameters according to the system requirement

5. Set up satellite equipment 5.1. Proper setting of audio parameters according to the system requirement

parameters 5.2. Proper setting of video parameters according to the system requirement

5.3. Proper setting of RF parameters according to the system requirement

5.4. Proper Alignment of uplink and downlink antenna according to the service to be delivered

6. Perform testing and acceptance of

transmission system

6.1. Verify feedback of signal delivery to end users using appropriate equipment.

6.2. Appropriate eleboration of acceptance documents according to the service delivered

6.3. Adequate technical reporting

6.4.

LU 1:Prepare tools and equipment

16 Hours

Learning Outcomes:

1. Identify the required equipment 2. Select and verify the tools

3.Select PPE (personal protective equipment)

Learning Outcome 1.1: Identify the required equipment used in broadcasting transmission

Identification of transmission equipment RF Exciter RF Power amplifiers RF Filters RF Transmission line RF Combiner Antennas and

accessories RF Splitters RF Jumpers RF Feeder

o Physical demonstration

o Brain storm

o Discussion

o Individual research

o Group research

- Internet - Books - CDs - Markers - Videos - Catalog - RF Exciter - RF Power

amplifiers - RF Filters - RF Transmission

line - RF Combiner - Antennas and

accessories - RF Splitters - RF Jumpers - RF Feeder






Proper Identification of the required equipment and accessories/consumables

according to the service to be delivered


Written evidence

Oral evidence

Multiple Choice questions True – False questions Matching

Checklist Score

Yes No

Indicator:Equipment and accessories/consumables are well identified

RF Exciter

RF Power amplifiers

RF Filters

RF Transmission line

RF Combiner

RF Splitters

RF feeder Jumpers

RF Feeder

RF Combiner

Antennas and accessories

Observation

Learning Outcome1.2:Select and verify tools

Selection and verification of transmission tools:

Electrical and Electronics measuring tools

RF measuring tools Spectrum

analyzer Phase tester Signal tester

Cable tester OTDR

Electrical and electronics toolkit

o Physical demonstration,

o Demonstration by pictures and videos

o Brainstorming

o Personal research

o Group discussion

o Practical exercise

- Reference books - Internet - Digital Multimeter - Power meter - Spectrum analyzer - Phase tester - Signal tester - Continuity tester - Oscilloscope - Cable tester - OTDR - Computer - Videos - Pictures - Screwdrivers - Allan keys - Spanners


Resources

Testing tools Digital

Multimeter Power meter





Written evidence

Oral evidence


Multiple Choice questions True – False questions Matching Checking list Concept / mind map

Checklist Score

Yes No

Indicator:Transmission tools are well selected

Digital Multimeter

Power meter

Spectrum analyzer

Phase tester

Signal tester

Continuity tester

Oscilloscope

Cable tester

OTDR

Observation


Proper Selection and verification of tools according to the task to be done

Learning Outcome 1.3: Select and verify PPE

Hearing protective devices: Ear muffs Ear plugs.

Respiratory protective equipment Eye and face protection:

safety glasses Face shields.

Safety helmets.

Fall arrest harnesses for working at heights.

Skin protection Gloves, Gauntlets Sunscreen. Overall



o Brainstorming

o Personal research

o Group discussion


- Reference books - Internet - Projector - Computer - Ear muffs - Ear plugs. - safety glasses - Face shields. - Safety helmets. - Gloves, - Gauntlets - Sunscreen. - Overall





Written evidence

Oral evidence


Multiple Choice questions True – False questions Matching Checking list Concept / mind map



Proper selection of PPE (personal protective equipment)

Checklist Score

Yes No

Indicator:Personal protective equipment are properly selected

Ear muffs

Ear plugs.

safety glasses

Face shields.

Safety helmets

Gloves,

Gauntlets

Sunscreen.

Overall

Observation

LU 2: Check Physical installation

2

Learning Outcomes:

1. Check positions of RF transmission equipment 2. Manipulate measurement instruments 3. Check logical interconnection of equipment

10Hours

Learning Outcome 2.1: Design site layout of broadcasting transmission equipment according

to equipment to be installed.

Checking the antennas position

Azimuth Elevation LOS Cable Routing On

The Tower and in the cabinet

Check position of transmission node in the cabinet

Checking power equipment position

Power back up Voltage regulator

Brainstorming Group discussion Demonstration using video/audio Individual research

Reference books Internet Computer CD White board Markers Pens Projector Screwdrivers Allan keys Wrenches

Content

Learning activities Resources





Written evidence

Oral evidence


Multiple Choice questions True – False questions Matching Checking list Essay (short responses/ extended responses Concept / mind map

Checklist Score

Yes No

Indicator:Positions of broadcasting transmission equipment is properly checked

Antennas position Azimuth Elevation LOS Cable Routing On The Tower and in the cabinet

Position of transmission node in the cabinet

Power equipment position Power back up Voltage regulator

Observation

Learning Outcome 2.2: Manipulate measurement instrument


Proper checking positions of broadcasting transmission equipment

Manipulate power

measurement instrument:

Multimeters

Power meter

Phase tester

Ohmmeter

Manipulate IF

measurement instruments :

Spectrum

analyzer

OTDR

Continuity

Tester

SIGNAL GENERATOR

IF attenuator

Bandwidth

tester

Frequency

counter

Microwave

power meter

Manipulate cable tester

instruments.

Cable tester

OTDR

o Brainstorming o Demonstration o Individual research o Group work o Individual practice

- Reference books - Internet - Tutorials - Computer

- Millimeters

- Power meter

- Phase tester

- Ohmmeter - Oscilloscope - Spectrum analyzer - OTDR - Continuity Tester - SIGNAL GENERATOR - RF attenuator - Bandwidth tester - Frequency counter - Microwave power meter

Formative Assessment 2.2:


Resources

Assessor may collect among the following evidences and makejudgments on whether the

performance criterion hasbeen achieved.



Oral evidence

Product evidence

Observation check list

Physical end product with assessor’s completed checklist

Checklist Score

Yes

No

Indicator: Measurement instrument is properly manipulated Multimeters Power meter Phase tester

Ohmmeter Oscilloscope Spectrum analyzer OTDR Continuity tester Signal generator RF attenuator Bandwidth tester Frequency counter Microwave power meter

Observation


Proper Manipulation of measurement instrument

Learning Outcome 2.3: Check logical interconnection of equipment.

Logical connections

testing techniques

Pinging technique

Network scanning

Remote control.

o Brainstorming

o Demonstration


o Group work

o Individual practice

- Reference books

- Internet

- White board - Markers


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




Oral evidence

Product Evidence

Multiple Choice questions True – False questions Matching Checking list

Checklist Score

Yes No

Indicator: Logical connections testing techniques are properly applied

Pinging technique

Network scanning



Proper Checking of logical interconnection of equipment

Remote control

Observation

LU 3:Set up streaming equipment parameters

3 Learning Outcomes:

1. Set audio parameters 2. Set video parameters 3. Set IP parameters

32 Hours

Learning Outcome 3.1:Set audio parameters

Audio bandwidth

Audio nominal level

Audio power level

in decibels

Audio voltage level

Audio impedance

Audio codec

Audio bitrates


o Brainstorming

o Personal research

o Group discussion


- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures





Resources


Proper setting of audio parameters

https://en.wikipedia.org/wiki/Bandwidth_(signal_processing)

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

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

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

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


Written evidence

Oral evidence


Product evidence

Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist

Checklist Score

Yes No

Indicator:Audio parameters are properly set

Audio bandwidth

Audio nominal level

Audio power level in decibels

Audio voltage level

Audio impedance

Audio codec

Audio bitrates

Observation

Learning Outcome 3.2:Set video parameters

- Video codec

- Video file format

- Video dimension (resolution)

- Video frame rate


o Brainstorming

o Personal research

o Group discussion

- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video







- Video bitrates

- Video standard:

PAL ISDB ATSC ISDB-Tb SECAM

Practical exercise - Pictures





Written evidence

Oral evidence


Product evidence


Checklist Score

Yes No

Indicator:Video parameters are properly set

Video codec

Video file format

Video dimension (resolution)

Video frame rate

Video bitrates

Video standard PAL ISDB ATSC ISDB-Tb


Proper setting of video parameters according to the system requirements



https://en.wikipedia.org/wiki/ISDB-Tb




SECAM

Observation

Learning Outcome 3.3: Set IP parameters

TCP/IP parameters Host name.

DHCP client.

Domain name.

IP address.

Subnet mask.

Broadcast

address.

Default router.

UDP parameters UDP Uncast

UDP Multicast

UDP Protocols

RTP RTSP


o Brainstorming

o Personal research

o Group discussion


o Presentation

- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures - Router - Switch




Proper Setting of IP parameters according to the service to be deliverly




Written evidence


Oral evidence

Product evidence


Checklist Score

Yes No

Indicator:IP parameters are properly set

TCP/IP parameters

Host name.

DHCP client.

Domain name.

IP address.

Subnet mask.

Broadcast address

Default router

UDP parameters

UDP Uncast

UDP Multicast

UDP Protocols

RTP

RTSP

Observation

LU 4: Set up terrestrial equipment parameters

4

Learning Outcomes:

4.1 Set audio parameters

4.2 Set video parameters

4.3 Set RF parameters

4.4 Polarize antenna

32 Hours

Learning Outcome 4.1: Set audio parameters

Audio bandwidth

Audio nominal level

Audio power level

in decibels

Audio voltage level

Audio impedance

Audio codec

Audio bitrates


o Brainstorming

o Personal research

o Group discussion













Written evidence


Product evidence



Matching



Checklist Score

Yes No


Audio bandwidth

Audio nominal level


Audio voltage level

Audio impedance

Audio codec

Audio bitrates

Observation

Learning Outcome 4.2:Set video parameters


Proper setting of audio parameters according to the system requirements






Video codec

Video file format

Video dimension

(resolution)

Video frame rate

Video bitrates

Video standard:


o Demonstration by pictures and

videos

o Brainstorming

o Personal research

o Group discussion


- Reference books

- User manual

- Internet

- Computer

- Encoder

- Software

application

- Projector

- Video

- Pictures





Written evidence

Oral evidence


Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist/ extended

responses) Concept / mind map

Checklist Score



Proper setting of video parameters according to the service to be delivered




Yes No


Video codec

Video file format


Video frame rate

Video bitrates

Video standard: PAL ISDB ATSC ISDB-Tb

SECAM

Observation

Learning Outcome 4.3:Set RF parameters

Frequency configuration

Carrier frequency

bandwidth

Power calibration

Output power

Forward power

Reflected power

Modulation schemes

Amplitude Modulation

(AM) Count

Frequency Modulation

(FM) Deliver

Phase Modulation

(PM)

o Brainstorming

o Personal research

o Group discussion

o Practical exercise o Presentation

- Reference books - Internet - Computer - Vector Network

Analyzers - Spectrum Analyzers - Signal Generators

Forms - RF Power Meters - Oscilloscopes - Transceiver - Receiver - antenna with

mounting support - RF High power

amplifier(s) (HPA) - Up converter - Modulator - Signal monitoring - Baseband signal

processing.









Written evidence

Oral evidence




Matching

Checking list

Report with assessor’s completed quality checklist/ extended

responses)

Concept / mind map

Checklist Score

Yes No

Indicator:RF parameters are properly set

Frequency configuration:

- Carrier frequency

- Bandwidth

Power calibration

Output power

Modulation schemes:

- Amplitude Modulation (AM) Count

- Frequency Modulation (FM) Deliver

- Phase Modulation (PM)

Observation

Learning Outcome 4.4:Polarization of antenna


Proper setting of RF parameters

Antenna calibration:

- Power

- Azimuth

- elevation

Polarization of Antennas

Linear Polarization

Circular Polarization

Elliptical Polarization

o Brainstorming

o Personal research

o Group discussion



AnalyzersSpectrum Analyzers

- Signal Generators Forms

- RF Power Meters - Oscilloscopes - Function and

Arbitrary Waveform Generators

- Transmitter - Transceiver - Receiver





Written evidence

Oral evidence




Matching

Checking list

Report with assessor’s completed quality checklist/ extended

responses)



Proper Polarization of antennas according to the service delivery

Concept / mind map

Checklist Score

Yes No

Indicator:Antenna calibration and Polarization are well done

Linear Polarization

Circular Polarization

Elliptical Polarization

Observation

LU 5: Set up satellite equipment (uplink and downlink) parameters

5

Learning Outcomes:

1. Set audio parameters 2. Set video parameters 3. Set RF parameters 4. Align of uplink and downlink antenna

35 Hours

Learning Outcome 5.1: Set audio parameters

Audio bandwidth

Audio nominal level

Audio power level

in decibels

Audio voltage level

Audio impedance

Audio codec

Audio bitrates


o Brainstorming

o Personal research

o Group discussion














Oral evidence


Product evidence



Checklist Score

Yes No


Audio bandwidth

Audio nominal level


Audio voltage level

Audio impedance

Audio codec

Audio bitrates

Observation

Learning Outcome 5.2: Set video parameters


Proper Setting of audio parameters according to the system requirements






Video codec

Video file format

Video dimension

(resolution)

Video frame rate

Video bitrates

Video standard:



o Brainstorming

o Personal research

o Group discussion








Oral evidence


Product evidence





Proper setting of video parameters according to the system requirements




Learning Outcome 5.3: Set RF parameters


Power calibration

Output power

Forward power

Reflected power

Modulation schemes

Amplitude Modulation

(AM) Count

Frequency Modulation

(FM) Deliver

Phase Modulation (PM)

o Brainstorming

o Personal research

o Group discussion




- Signal Generators Forms - RF Power Meters - Oscilloscopes - Transceiver - Receiver - antenna with mounting

support - RF High power amplifier(s)

(HPA) - Up converter - Modulator - Signal monitoring - Baseband signal

processing.


Checklist Score

Yes No


Video codec

Video file format


Video frame rate

Video bitrates

Video standard: - PAL - ISDB - ATSC - ISDB-Tb

- SECAM

Observation









Oral performance

Product evidence



Matching

Checking list

Report with assessor’s completed quality checklist/ extended responses)

Concept / mind map

Checklist Score

Yes No

Indicator:RF parameters are properly set


Power calibration

Output power

Modulation

Observation


Proper Setting of RF parameters according to the system requirements

Learning Outcome 5.4:Align of uplink and downlink antenna

Antenna mounting

Elevation angle

Azimuth angle

Inclination parameter

Polarization

Vertical polarization

Horizontal polarization

Circular polarization

o Brainstorming

o Personal research

o Group discussion




- Signal Generators Forms - RF Power Meters - Oscilloscopes - HPA - Receiver - Antenna with mounting

support - RF high power amplifier(s)

(HPA) - up converter - Modulator - Signal monitoring - Baseband signal

processing






Product evidence

Written evidence

Oral evidence





Appropriate Alignment of uplink and downlink antenna according to the system

requirements

Checklist Score

Yes No

Indicator:Uplink and downlink antenna are properly aligned

Antenna mounting

Elevation angle

Azimuth angle

Inclination parameter

Polarization

Observation

Learning Outcome 6.1: Verify feedback of signal delivery to end users using appropriate

equipment

Signal level

Signal strength

Signal quality

Power output


o Brainstorming

o Personal research

o Group discussion


o Presentation

- Reference books - User manual - Internet - Computer - Software application - Projector - Video - Pictures - Receivers




LU 6:Perform testing and acceptance of transmission system

6

Learning Outcomes:

1. Verify feedback of signal delivery to end users using appropriate equipment.

2. Create acceptance documents 3. Perform technical reporting

5 Hours



Proper verification of feedback of signal delivery to end users using appropriate

equipment.


Written evidence

Oral evidence



Matching

Concept / mind map

Checklist Score

Yes No

Indicator:Feedback of signal delivery to end users is well tested

Signal level

Signal strength

Signal quality

Power output

Observation

Learning Outcome 6.2: Create acceptance documents

Quantity acceptance

document as per bill

of quantity

Quality acceptance

document as per

contract


o Brainstorming

o Personal research

o Group discussion


o Presentation

- Reference books - Catalog - Contract - Computer - Offer documents - Projector






Written evidence

Oral evidence

Multiple Choice questions True – False questions Matching Concept / mind map

Checklist Score

Yes No

Indicator:Acceptance documents

User acceptance testing document

Operational acceptance testing document

Contract and regulation acceptance testing document

Alpha and Beta testing document

Observation

Learning Outcome 6.3: Perform technical reporting

Technical status report

Instruction report

Feasibility and recommendation

o Brainstorming

o Personal research

o Group discussion

- Reference books - Computer - Internet - Projector


Proper elaboration of acceptance documents according to the work done


report

Primary research report

Technical specifications report

Report length proposal

Business prospectus report

o Presentation





Written evidence

Oral evidence

Multiple Choice questions True – False questions Matching Concept / mind map

Checklist Score

Yes No

Indicator: technical reporting is well done

Technical status report

Instruction report

Feasibility and recommendation report

Primary research report

Technical specifications report

Report length proposal

Business prospectus report

Observation


Proper elaboration of adequate technical reporting.

Summative Assessment

Integrated situation Resources

Southern Company Ltd for Broadcasting Transmission has installed a terrestrial FM radio broadcasting transmission equipment at NDIZA Site. Unfortunately, the Technician in charge of configuration was imprisoned. The detailed report of planer showing implementation feasibility; the Company needs a broadcasting transmission technician to configure mounted FM radio broadcasting transmission equipment at NDIZA site. The site has the following equipment to be configured: one Audio processor, one Exciter and one power amplifier. The following Parameters need to be configured on FM radio Transmission equipment: Frequency Modulation delivery of 91.1MHZ, bandwidth of 200 KHz, audio nominal level of -1.3decibels, Forward power of 600W and audio bitrates of 192kbit/s. As competent broadcasting transmission Technician you are required to carry out the following activities in 5 hours:

Select Appropriate tools, consumables/accessories and measurement instruments to use for radio broadcasting transmission equipment

Check physical installation of radio broadcasting transmission equipment following the drawing design

Configure radio broadcasting transmission equipment by using given parameters

Perform testing and acceptance report for the installed FM radio broadcasting system.

Needed resources are available on site shelter

Tools: -

Equipment: -

Materials -

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Appropriate tools, consumables/ accessories are well selected

Screwdrivers

Allen keys

Spanners

CDs of software

Catalog

Computer

Digital Multimeter

RF Power meter

OTDR

Spectrum analyzer

Phase tester

Signal tester

Continuity tester

Oscilloscope

Cable tester

Screwdrivers

Allen keys

Spanners

Indicator: Physical installation of radio broadcasting is well checked

Antennas Elevation

Antennas LOS

Cable Routing On The Tower and in the cabinet

Position of transmission node in the cabinet

Position of Voltage regulator

Position of Power back up

Antennas Elevation

Indicator: Terrestrial FM Radio broadcasting Transmission equipment parameters are well configured

Audio bandwidth

Audio nominal level

Audio bitrates

Indicator: Testing, acceptance and Technical report are well done

Testing report

Acceptance Report

Technical report

Observation

Assesment Criterion 2: Quality of product



Checklist Score

Yes No

Indicator: Transmission equipment are well configured

Exciter

Audio processor

Power amplifier

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: The signal quality is well tested

The minimum audio nominal level of 90% is respected

Bitrates of 192kbit/s is set up

The frequency bandwidth of 200KHZ is set up

Forward power of 600W is set up

Frequency modulation delivery of 91.1MHz is set up

Indicator: Time keeping

5 hours are respected

Observation

Reference books:















T L C M B 5 0 1 - MAINTENANCE OF BROADCASTING TRANSMISSION SYSTEM

TLCMB501 Maintain Broadcasting Transmission System


Credits: 10 100



Issue date: December 2018

Purpose statement

This is a core module which describes the performance outcomes, skills knowledge and attitude

required to maintain broadcasting transmission system. At the end of this module, the

participants will be able to conduct regular preventive maintenance; Identify faults and repair

abnormalities and malfunctions in transmission equipment.


Apply Telecom Transmission fundamentals

Apply technical drawing







1. Prepare

tools and materials for maintenance.

1.1. Proper Selection and

verification of equipment and accessories/consumables

related to the maintenance

1.2. Proper Selection and

verification of tools related to maintenance

1.3. Proper identification of

required spares according to the maintenance work

1.4. Proper selection of PPE

2. Conduct

regular preventive maintenance

2.1. Proper elaboration of

Preventive Maintenance Schedules

2.2. Proper performance of the

routine and Predictive maintenance based on the

manufacturer's instructions


hardware maintenance


software maintenance

3. Diagnose

and correct abnormalities and

malfunctions

3.1. Proper interpretation of the

system alarms/indicators

3.2. Proper location of the faulty

components/section based on the system alarms,

indicators or user Manuel

3.3. Proper detection and

interpretation of abnormalities and malfunctions

3.4. Proper proposition and

implementation of solutions according to different

existing techniques and Report activities

Learning Outcome 1.1: Identify Broadcasting transmission equipments and tools.

Broadcasting transmission equipment

Reflector dish

Feed horn

Antenna mounting Pole

Splitter

Waveguide

Dish Brackets

IF Cable

IF Connector

Antenna brackets

Network cable

Fiber

Antenna tilting arm (up-down

direction)

Pigtail

o Brain storm

o Discussion


o Group Research


o Study visit

- Computers - Internet - Books - CDs - Markers - Videos - chalk - Reflector dish

- Feed horn

- Antenna mounting

Pole

- Splitter

- Waveguide

- Dish Brackets

- IF Cable

- IF Connector

- Antenna brackets

- Antenna tilting arm

(up-down

LU 1: Prepare tools and materials for maintenance

1

Learning Outcomes:

1. Identify equipment

2. Select and verify tools

3. Select spares, accessories and consumables

4. Select Carefully PPE

24 Hours


Tools

Electrical and Electronics

measuring tools Tx measuring tools Cable tester Electrical and electronic

toolkit

direction)

- Antenna panning

arm (left-right

direction)

- Fiber cables

- Pigtails

- Jumpers

- Feeders

- Fiber

- Network cable

- RJ 45

- RJ 11





Written evidence

Oral evidence






Proper identification of required equipment according to the service to be

delivered

Checklist Score

Yes No

Indicator: Equipment are well selected

Reflector dish


Feed horn

Types of Splitter

Dish Brackets

Types of IF Cable and connectors

Antenna tilting arm (up-down direction)

Network cable

IF cable

IF connector

Fiber

Antenna Brackets

Waveguide

Splitter

Observation

Learning Outcome 1.2: Select and verify tools related to maintenance

Selection and verification of transmission tools:


RF measuring tools

Cable tester


Testing tools



o Brainstorming

o Personal research

o Group discussion


- Reference books - Internet - Digital Multi meter - RF Power meter - Spectrum analyzer - Phase tester - Signal tester - Continuity tester - Oscilloscope - Cable tester - OTDR - Computer - Videos - Pictures - Screwdrivers


Resources

- Allan keys - Spanners





Written evidence

Oral evidence




Matching

Essay (short responses / extended responses)


Checklist Score

Yes No

Indicator: Transmission tools are well selected


RF measuring tools

Cable tester


Testing tools

Observation



Learning Outcome 1.3: Select spares, accessories and consumables

Spare-parts, accessories and consumables

Air filter Different hardware materials Miscellaneous electrical and

electronics equipment Security element Foam cleaner Oil Labeling tapes

o Brainstorming

o Personal research


o Group discussion


- Reference books - Internet - Projector - Computer - Ear muffs - Ear plugs. - safety glasses - Face shields. - Safety helmets. - Gloves, - Gauntlets - Sunscreen. - Overall






Product evidenceProduct

evidence


Report with assessor’s completed quality checklist



Proper Selection of spares, accessories and consumables according to the task to

be done

Checklist Score

Yes No

Indicator: Spare, accessories and consumables are well selected

Air filter

Different hardware materials

Miscellaneous electrical and electronics equipment

Security element

Foam cleaner

Oils

Labeling tapes

Observation

Learning Outcome 1.4: Select carefully PPE

Selection of needed PPE

Overall

Security shoes /boots

Gloves

ESD tools

Helmet

Harnesses

Eye protection glasses

o Brainstorming

o Personal research


o Group discussion


Internet Overall


Gloves

ESD(electrostatic

discharge) tools

Helmet


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

the performance criterion has been achieved.






Careful selection of PPE according to the work to be done

Checklist Score

Yes

No

PPE: Overall

Security shoes /boots Gloves ESD tools Helmet Harnesses

eye protection glasses

Observation

Learning Outcome 2.1: Elaborate Preventive Maintenance Schedules

Preventive maintenance Schedules Create a plan Inventory facility

equipment/ assets Status of equipment Physical protection Software protection Regular replacement of

single use parts as per recommendation

Brainstorming

Group work

Presentations

Individual research

Physical presentation

- Reference books - Internet - Computer - Projector - Samples




LU 2: Conduct regular maintenance

2

Learning Outcomes:

1. Elaborate preventive maintenance schedules

2. Perform routine and predictive maintenance

3. Perform hardware maintenance

4. Perform software maintenance

38 Hours



Proper elaboration of Preventive Maintenance Schedules according

to the work to be done


Written evidence

Product evidence

Multiple choice questions True-False questions Matching Observation check list

Checklist Score

Yes

No

Indicator: Preventive maintenance plan is well scheduled

Create a plan

Inventory of facility equipment/assets

Status of equipment

Physical protection

Software protection

Regular replacement of single use parts as per recommendation

Observation

Learning Outcome 2.2: Perform the routine and Predictive maintenance

Perform the routine maintenance Physical checking of equipment Checking equipment ‘status Interpret the alarms and

indicators Labeling according to status Cleaning as per requirement

o Brainstorming o Individual research o Group work o Demonstration o Individual practice o Physical demonstration

- Reference books - Internet - tutorials - Computer - Catalogue







Product evidence



Checklist Score

Yes No

Indicator: Routine and predictive maintenance is well done Physical checking of equipment Checking equipment ‘status Interpret the alarms and indicators Labeling according to status Cleaning as per requirement

Observation

Learning Outcome 2.3: Perform hardware maintenance


Strategical performance of routine and Predictive maintenance according to the service deliverly

hardware

maintenance hardware cleaning

hardware replacing

hardware repair

o Brainstorming o Individual research o Demonstration o Individual practice

- Reference books - Internet - Computer - catalogue






Product evidence



Checklist Score

Yes No

Indicator: hardware Maintenance is well done

hardware cleaning

hardware replacing

hardware repair

Observation

Learning Outcome 2.4: Perform the software maintenance



Proper performance of hardware maintenance according to the equipment functionality

Software maintenance Software update

Software upgrade

Software protection

o Brainstorming o Individual research o Demonstration o Individual practice

- Reference books - Internet - Computer - catalogue






Product evidence





Proper performance of software maintenance

Checklist Score

Yes No

Software maintenance is well done

Software update

Software upgrade

Software protection

Observation

Learning Outcome 3.1:Interpret the system alarms, snags and indicators

system alarms, snags and

indicators Error alarms Error indicator Power alarms Power Indicator Good connectivity alarms Good connectivity indicator Identify the snags

o Brainstorming o Presentations o Individual research o Individual practice o Physical presentation

- Reference books - Internet - Computer - Video - Audio - Projector - Sound system - catalogues




LU 3: Diagnose and correct abnormalities and malfunctions

3

Learning Outcomes:

1. Interpret system alarms, snags and indicators

2. Locate faulty components/section

3. Detect and interpret abnormalities and malfunctions

4. Propose and implement solutions

38 Hours



Appropriate Interpretation of the system’s alarms, snags and indicators


Written evidence

Product evidence



Matching

Checklist Score

Yes

No

Alarms, indicators and snags are well interpreted

Error alarms

Error indicator

Power alarms

Power Indicator

Good connectivity alarms

Good connectivity indicator

Identify the snags

Observation

Learning Outcome 3.2: Locate faulty components/section

faulty

components/section Physical location

Components status

Cause of fault

Brainstorming

Demonstration

Individual research

Individual practice


- Reference books - Internet - Tutorials - Computer - Sketch books - user Manuel - study visit







Product evidence



Checklist Score

Yes

No

Faulty components/section is well located

Physical location

Components status

Cause of fault

Observation

Learning Outcome 3.3: Detect and interpret abnormalities and malfunctions.


Proper Location of the faulty components/section based on the system

alarms, indicators or user Manuel

Abnormalities and malfunctions.

error alarms Error indicator Power alarms Power Indicator Physical checking

Brainstorming

Group work

Presentations

Individual research


- Reference books - Internet - Computer - Projector - Samples - catalogue





Written evidence


Product evidence

Observation check list Physical end product with assessor’s completed checklist

Checklist Score

Ye No



Proper detection and interpretation of abnormalities and malfunctions.

s

Abnormalities and malfunctions are properly identified

Error alarms

Error indicators

Power alarms

Power Indicators

Physical checking

Observation

Learning Outcome 3.4 Propose and implement solutions

solutions proposals equipment Repair equipment replacement system upgrade

solutions implementation equipment Repair equipment replacement system upgrade

possible logs:

instrument's log maintenance logs

troubleshooting log

inventory logs

acceptance forms preparation or filling

technical report

o Brainstorming o Individual research o Group work o Demonstration o Individual practice o Physical demonstration

- Reference books - Internet - tutorials - Computer - Catalogue

- instrument's log

sheet

- maintenance log

sheet

- troubleshooting

log sheet







Product evidence

Written evidence



Checklist Score

Yes No

Solutions and Report are well done

solutions proposals

equipment Repair

equipment replacement

system upgrade

solutions implementation

equipment Repair


system upgrade

logs:

instrument's log

maintenance logs

troubleshooting log

inventory logs


Observation


Proper proposition and implementation of solutions according to different

existing techniques and Reporting of activities



Rwinyagamburiro Management has outsourced a competent company to install a transmission site at Muhabura mount to extend the coverage of Bahumurize Radio to operate on 94.5MHz. After six months from the end of warrant period, the coverage capacity decreased due to the damages of site equipment where the capacity of transmitter decreased from 2000 Watts to 900 watts. Therefore the management of Rwinyagamburiro is recruiting experienced and qualified maintenance technician to maintain the site equipment for normal working conditions. The main duties and responsibilities of the maintenance technician will focus on the maintenance of the following site equipment: electrical equipment (UPS, Generator, AVR and related accessories). Transmission equipment: Audio processor, exciter, power amplifier, combiner, antennas transmission line, feeders and other related accessories (cables, connectors and consumable materials). On the maintenance schedule, first of all, you are required to perform the maintenance of the following equipment: TX antennas, power amplifier, combiner, feeders and other related accessories.

As Maintenance technician you are required to carry out the following activities in 4hours:

Prepare the maintenance plan

Prepare tools, materials and equipment for maintenance.

Conduct required maintenance

Identify faults, repair abnormalities and malfunctions in transmission equipment

Elaborate the maintenance report

Tools: -

Equipment: -

Materials -


Checklist Score

Yes No

Indicator: Maintenance plan is well prepared

Previous records are interpreted

Draft of the system status

Maintenance time estimation

Communicate the maintenance plan.

Technical report

Indicator: Tools, materials and equipment for maintenance are well prepared

RF power meters

Spanners

Screwdrivers

Digital Multi meter

RF Power meter

Spectrum analyzer

Phase tester

Signal tester

Continuity tester

Oscilloscope

Cable tester

OTDR

Cable ties

Binoculars

Insulating tapes

Screws and nuts

Allan keys

Labeling tapes

Respiratory protective equipment

Eye protection

Safety helmets.

Fall arrest harnesses for working at heights.

Overall

Face shields.

Foams cleaners

Indicator: Maintenance preliminaries are properly applied

Interpretation of of alarms and indicator faulty logs are consulted

Antennas is checked

RF Power amplifier is checked

RF Combiner is checked

RF parameter are measured

RF Power parameters are checked

The faulty equipment is located

Indicator: The fault is properly rectified

TX antennas is fixed

TX antennas is re polarized

RF jumpers and feeder are fixed

RF combiner is repaired or replaced

RF power amplifier is repaired or replaced

RF cables are re- arranged

LOS parameter are measured and tested

RF power parameters are tested

RF parameters are tested and measured

Indicator: The preventive maintenance is well conducted

Cabinet is cleaned

Snags are cleared

Nuts and bolts are tightened

Power cables are checked

Ground cables are verified

LOS obstacles are removed if any

Indicator: Technical report, maintenance report, requisition document and inventory documents are well done

Technical report

Inventory document

Maintenance report

Requisition document

Observation


Checklist Score

Yes No

Indicator: Bahumurize Radio coverage is properly extended

TX antennas are working properly

combiners works properly

feeder and jumpers are fixed and routed properly

The exciter works properly

Power amplifiers work well

Observation


Checklist Score

Yes No

Indicator: The coverage of uncovered area is provided as required

100% of coverage of Rwinyagamburiro

Indicator: Transmission power is boosted

2000 Watts


4hours are kept

Indicator: Operating frequency is maintained

92.1MHz

Observation

Reference books:















T L C O B 5 0 1 - OPERATION OF BROADCASTING TRANSMISSION SYSTEM

TLCOB501 Operate broadcasting transmission system


Credits: 8 80



Issue date: December 2018

Purpose statement


required to operate broadcasting transmission system


N/A







2. Manipulate measurement

instruments used in transmission

2.1. Proper manipulation of physical connections testing instruments.

2.2. Proper manipulation of RF measurement instrument

2.3. Proper manipulation of signal quality testing instruments.

2.4. Proper manipulation of line-of sight measurement instrument

7. Perform routine transmission

activities

7.1. Proper Monitoring of broadcasting operations to ensure proper functioning.

7.2. Proper Selection of different signal sources to be transmitted according to the techniques to be used.

7.3. Proper reporting of operations on transmission system status

8. Inspection of signal parameters 8.1. Proper inspection of audio parameters 8.2. Proper inspection of video parameters 8.3. Proper inspection of radio frequency parameters 8.4. Proper inspection of streaming parameters 8.5. Proper inspection of line-of sight

9. Carry out inventory and Perform

requisition needs of transmission

site

9.1. Proper identification and listing of transmission equipment

9.2. Proper identification of physical and working status

9.3. Proper request of needs for normal working of transmission system

Learning Outcome 1.1: Manipulate physical connections testing instruments

Manipulate electrical testing

measurement instrument

Voltage detector

Analog and digital

multi meter

Clamp type meter

Solenoid voltage

meter

Manipulate network cable

testing instrument

Toner and probe

combination

Mod taps

Presentation Brainstorming Demonstration Discussions Practical work Asking questions

- Book - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - Voltage detector - Analog and digital

multi meter - Clamp type meter - Solenoid voltage

meter - Toner and probe

combination

- Mod taps


LU 1: Manipulate measurement instruments used in transmission

1

Learning Outcomes:

1. Manipulate physical connections testing instruments. 2. Manipulation of RF and signal quality measurement instrument 3. Manipulation of line-of sight testing instruments

8 Hours





Written evidence

Oral evidence




Matching



Checklist Score

Yes No

Indicator: Electrical testing instruments are well manipulated

Voltage detector

Analog and digital multi meter

Clamp type meter

Solenoid voltage meter

Indicator: Network cable testing is well done

Toner and probe combination

Mod taps

Observation


Proper manipulation of physical connections testing instruments according to

measurements required

Learning Outcome 1.2: Manipulation of RF, signal quality and signal strength measurement

instrument

RF measurement instrument

RF power meters

RF spectrum or RF signal

analyzer

Network analyzer

Receivers


- Book - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - RF power meters - RF spectrum or RF

signal analyzer - Network analyzer - Receivers





Written evidence




Matching


Observation check list.

Checklist Score


Resources


Proper manipulation of RF, signal quality and signal strength measurement

instrument

Yes No

Indicator: RF measurement instruments are well manipulated

RF power meters

RF spectrum or

RF signal analyzer

Network analyzer

Receivers

Observation

Learning Outcome 1.3: Manipulation of line-of sight testing instruments

Line-of sight measurement

instrument:

Binoculars

Inclinometer

Spectrum compact

signal generator

Spectrum compact

analyzer

Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments

- Book - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Binoculars - Inclinometer - Spectrum compact signal

generator - Spectrum compact analyzer




Proper manipulation of line-of sight measurement instrument according to the

result required




Written evidence

Oral evidence




Matching



Checklist Score

Yes No

Indicator: Line-of site measurement instruments are well manipulated

Binoculars

Inclinometer

Spectrum compact signal generator

Spectrum compact analyzer

Observation

Learning Outcome 2.1: Monitor broadcasting operations

Output Power

Power in a band

Unwanted signals

Phase noise

Modulation quality

Signal quality

Signal strength


Book Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Internet RF power meters RF spectrum or RF signal

analyzer Network analyzer Receivers




LU 2: Perform routine transmission activities

2

Learning Outcomes:

1. Monitor broadcasting operations 2. Select different signal sources to be transmitted 3. Report operations on transmission system status

18 Hours


Resources


Proper Monitoring of broadcasting operations parameters to ensure proper

functioning


Written evidence

Oral evidence




Matching



Checklist Score

Yes No

Indicator: Operations parameters are well measured

Output Power

Power in a Band

Unwanted Signals

Phase Noise

Modulation Quality

Signal quality

Signal strength

Observation

Learning Outcome 2.2: Select different signal sources to be transmitted

Microwave link system

Off-air receivers

Satellite (downlink)

Recorded signal

Streaming

VPN (Virtual Private network)

Web streaming


Book Pen Workshop Whiteboard/ Black

board Marker pen Projector Computer

Off-air receivers

Microwave system Receiving satellite kit Internet Encoder CD, flash disk,

memory cards


http://www.ni.com/newsletter/51446/en/#toc1









Written evidence

Oral evidence




Matching



Checklist Score

Yes No

Indicator: different signal sources are well selected

Microwave link system

Off-air receivers

Satellite (downlink)

Recorded signal

Streaming

VPN (Virtual Private network)

Web streaming

Observation

Learning Outcome 2. 3: Report operations on transmission system status


Proper selection of different signal sources to be transmitted according to the

techniques to be used.

System Operations Reports

Electrical equipment

status report

RF equipment status

report

Cooling equipment

status report

Operational problem

reporting

Presentation Brainstorming Demonstration Discussions Asking questions Assignments

Book Pen Whiteboard/ Black

board Marker pen Chalks Projector Computer Internet Sample of reports





Written evidence

Oral evidence




Matching



Checklist Score

Yes No

Indicator: System operations reports are well done

Electrical equipment status report



Proper reporting of operations on transmission system status

https://www.entsoe.eu/publications/system-operations-reports/

https://www.entsoe.eu/publications/system-operations-reports/

RF equipment status report

Cooling equipment status report

Observation

Learning Outcome 3.1: Inspect audio parameters

Audio bandwidth Audio nominal level Audio power level in decibels Audio voltage level Audio impedance Audio codec Audio bitrates Audio gain Audio format Audio mode

Mono Right and Right Stereo

Frequency response Total Harmonic Distortion plus

Noise Signal-to-Noise Ratio Inter-modulation Distortion

o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments


board Marker pen Chalks Projector Computer Internet Spectrum analyzer Network analyzer Audio generator Oscilloscope

LU 3: Inspect signal parameters

3

Learning Outcomes:

5. Inspect audio parameters 6. Inspect video parameters 7. Inspect RF parameters

36 Hours


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

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


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

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





Written evidence

Oral evidence




Matching



Checklist Score

Yes No

Indicator: audio parameters are well inspected

Audio bandwidth

Audio nominal level


Audio voltage level

Audio impedance

Audio codec

Audio bitrates

Audio gain

Audio format

Audio mode

Frequency response

Total Harmonic Distortion plus Noise

Signal-to-Noise Ratio

Inter-modulation Distortion

Observation


Proper inspection of audio parameters according to system functionality

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


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

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

Learning Outcome 3.2: Inspect video parameters

- Video codec

- Video file format

- Video dimension

(resolution)

- Video frame rate

- Video bitrates

- Video format

- Video standard:




board Marker pen Chalks Projector Internet Computer Application software Video analyzer Spectrum analyzer Network analyzer Oscilloscope





Written evidence

Oral evidence




Matching





Proper inspection of video parameters according to the system functionality




Checklist Score

Yes No

Indicator: video parameters are inspected

Video codec

Video file format


Video frame rate

Video bitrates

Video standard

Observation

Learning Outcome 3.3: Inspect RF parameters

RF Output Power

Unwanted Signals

Phase Noise

Modulation Quality



o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments


board Marker pen Chalks Projector Internet Computer RF power meters RF spectrum or RF

signal analyzer Network analyzer Receivers Oscilloscope










Written evidence

Oral evidence




Matching



Checklist Score

Yes No

Indicator: RF parameters are well inspected

Output Power

Unwanted Signals

Phase Noise

Modulation Quality



Output Power

Observation


Proper inspection of radio frequency parameters according to the system

functionality






Learning Outcome 4.1: Identify and listing of transmission equipment

Identification of transmission equipment RF Exciter Audio processor RF Power

amplifiers RF Filters RF Transmission

line RF Combiner Antennas and

accessories RF Splitters RF Feeder Jumpers RF Feeder


o Computers o Internet o Books o CDs o Markers o Videos o Catalog o Exciter o Power amplifiers o Filters o Transmission line o Combiner o Antennas and

accessories o Splitters o Jumpers o Feeder


LU 4: Carry out inventory and Perform requisition needs of transmission site

4

Learning Outcomes:

1. Identify and listing of transmission equipment 2. List transmission equipment working status 3. Interpret installation procedures

18 Hours





Written evidence

Oral evidence


Multiple Choice questions True – False questions Matching Essay (short responses / extended responses) Observation check list

Checklist Score

Yes No

Indicator: Transmission equipment are well selected

RF Exciter

Audio processor

RF Power amplifiers

RF Filters

RF Transmission line

RF Combiner

Antennas and accessories

RF Splitters

RF Jumpers

RF Feeder

Observation

Learning Outcome 4.2: List transmission equipment working status


Proper identification and listing of transmission equipment according to the

work to be done

Asset list and tags

Checking working status

Inventory Results and

Reports

Disposal

Missing assets


Book Pen Whiteboard/ Black board Marker pen Chalks Projector Computer Asset register machines





Written evidence

Oral evidence


Multiple Choice questions True – False questions Matching Essay (short responses / extended responses) Observation check list

Checklist Score

Yes No

Indicator: inventory of transmission equipment is well done



Proper identification of physical and working status

Disposal assets

Missing assets

Working in normal conditions asset

Asset to be repaired

Asset to be upgraded

Observation

Learning Outcome 4.3: Interpret installation procedures

Tools and equipment

Placement steps

Maintenance


Book Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Timber Ceiling materials






Proper request of needs for normal working of transmission system


Written evidence

Oral evidence




Matching



Checklist Score

Yes No

Indicator: needed materials are well identified

materials in the store

materials to be purchased

material requisition form

requisition documents

Observation

Reference books:















T L C C G 5 0 1 CONFIGURATION OF GSM TRANSMISSION SYSTEM

TLCCG501 Configure GSM transmission system


Credits: 12 120




Purpose statement

This module describes the skills, knowledge and attitudes required to configure GSM

transmission equipment. At the end of this module, participants will be able to configure GSM

equipment used in terrestrial, streaming and satellite communication


N/A



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

learning unit.



1. Prepare tools and equipment 1.1 Proper identification of required equipment according

to the service to be delivered

1.2 Proper Selection and verification of tools according to

the task to be done.

1.3 Proper Selection of accessories/consumables according

to the task to be done.

1.4 Careful selection of PPE.

2. Check physical installation 2.1 Adequate checking positions of each equipment

according to the design

2.2 Proper manipulation of measurement instruments

according to the service required

2.3 Check logical interconnection of equipment according

to the network design using appropriate software

2.4 Proper verification of wiring diagram according the

technical drawing

3. Set up GSM streaming

transmission equipment

parameters.

3.1 Proper selection of streaming transmission media

according to the service delivery

3.2 Proper set up of GSM Tx node parameters according

to the service delivery

3.3 Appropriate verification of the feedback signal

delivered from one end to another using appropriate

equipment

3.4 Proper filling of the acceptance documents and

Adequate technical reporting

4. Set up GSM satellite

Transmission equipment

parameters.

4.1 Proper selection of satellite transmission media




4.3 Proper setting of Uplink and down link according to the

service delivery

4.4 Proper verification of feedback signal delivered from

one end to another using appropriate equipment

4.5 Proper filling of acceptance documents and technical

reporting

5. Set up GSM terrestrial

Transmission equipment

parameters.

5.1 Proper setting of terrestrial transmission media




5.3 Appropriate verification of the feedback signal

delivered from one end to another using appropriate

equipment

5.4 Proper filling of the acceptance documents and

Adequate technical reporting

LU 1: Prepare tools and equipment


1. Identify the required equipment according to the service to be delivered

2. Select and verify tools according to the task to be done.

3. Select the accessories/consumables according to the task to be done.

4. Careful selection of PPE.

5 Hours

Learning Outcome 1.1: Identify the required equipment

Identification of GSM

transmission equipment

Reflector dish

Feed horn


Splitter

Waveguide

Dish Brackets

IF Cable

IF Connector

Antenna brackets

Antenna tilting arm (up-

down direction)

Antenna panning arm


o Brain storm

o Discussion


o Group research

- Computers

- Internet

- Books

- CDs

- Markers

- Videos

- chalk

- Reflector dish

- Feed horn

- Antenna mounting Pole

- Splitter

- Waveguide

- Dish Brackets


(left-right direction)

Fiber cables

Pigtails

Jumpers

Feeders

- IF Cable

- IF Connector

- Antenna brackets

- Antenna tilting arm

(up-down direction)

- Antenna panning arm

(left-right direction)

- Fiber cables

- Pigtails

- Jumpers

- Feeders



Assessor may collect among the following evidences and make judgment on whether the performance




delivered

Written evidence



True/ False questions


Checklist Score

Yes No

Equipment are identified:

Reflector

Feed horn

Antenna mounting Poles

Splitters

Types of Waveguide

IF Cable

Dish Brackets

IF Connectors

Antenna brackets

Antenna panning arm

Antenna tilting arm

Jumpers and feeders

Observation

Learning Outcome 1.2: Select and verify tools

Select and verify required

tools:


measuring tools

TX measuring tools

Cable tester

Electrical and electronics

toolkit

Brainstorming

Group work

Presentations

Individual research

Reference books

Internet

Digital Multimeter

Power meter

Spectrum analyzer

Phase tester

Signal tester

Continuity tester

Cable tester

Computer

Videos

Screwdrivers

Allan keys

Wrenches








Written evidence





Checklist Score

Yes No

Tools are well selected:

Digital Multimeter

Power meter

Spectrum analyzer

Phase tester

Signal tester

Continuity tester

Cable tester

Screwdrivers

Allan keys

Wrenches

Observation

Learning Outcome 1.2: Select accessories/consumables

Select

accessories/consumables

cable ties

insulating tapes

water proofing tapes

marking set

cable clamps

cable connectors

Brainstorming

Group work

Individual research

Reference books

Internet

cable ties

insulating tapes


marking set

cable clamps

- cable connectors


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



Written evidence






Proper Selection of accessories/consumables according to the task to be done

Checklist Score

Yes No

Accessories and consumable:

cable ties

insulating tapes


marking set

cable clamps

cable connectors

Observation

Learning Outcome 1.3: Careful selection of PPE.


Hearing protective devices:

Ear muffs

Ear plugs.

Respiratory protective equipm

ent

. Eye and face protection:

safety glasses

Physical demonstration,

Demonstration by pictures and

videos

Brainstorming

Personal research

Group discussion

Reference books

Internet

Overall


Gloves

ESD(electrostatic discharge)

tools

Helmet

Harnesses

Sun glasses


Face shields.

Safety helmets.

Fall arrest harnesses for

working at heights.

Skin protection

Gloves,

Gauntlets

Sunscreen.

Overall


Assessor may collect among the following evidences and make judgments on whether the performance



Written evidence





Score

Careful selection of PPE.

Checklist Yes No

PPE are selected:

Eye and face protection

Hearing protective devices

Skin protection

Respiratory protective equipment

Ear protective devices

Observation

Learning Outcome 2.1: Check design layout of GSM transmission equipment

Checking the antennas position

Azimuth

Elevation

LOS

Cable Routing On The Tower

and in the cabinet

Check position of transmission

node in the cabinet

Checking power equipment

position

Power back up

Voltage regulator

Brainstorming

Group discussion

Demonstration using video/audio

Individual research

Reference books

Internet

Computer

CD

White board

Markers

Pens

Projector

Screwdrivers

Allan keys

Wrenches


Lu2: Check Design Layout Physical Installation


1. Check positions of GSM transmission equipment according to

the design

2. Manipulate measurement instruments

3. Check logical interconnection of equipment

10 Hours





Written evidence

. performance evidence

. oral evidence



Matching


Checklist Score

Yes No

Equipment positions are well checked:

Antennas( azimuth and elevation)

TX node

Power equipments

Cable routing

Observation


Adequate checking of the positions of each equipment according to the

design

Learning Outcome 2.2: Manipulate measurement instrument

Manipulate power

measurement instrument:

Multimeters

Power meter

Phase tester

Ohmmeter

Manipulate IF measurement

instruments :

Spectrum analyzer

OTDR

Continuity Tester

SIGNAL GENERATOR

IF attenuator

Bandwidth tester

Frequency counter

Microwave power meter

Manipulate cable tester

instruments.

Cable tester

OTDR

Brainstorming

Demonstration

Individual research

Group work

Individual practice

Reference books

Internet

Tutorials

Computer

Millimeters

Power meter

Phase tester

Ohmmeter

Oscilloscope

Spectrum analyzer

OTDR

Continuity Tester

SIGNAL GENERATOR

RF attenuator

Bandwidth tester

Frequency counter

Microwave power meter


Formative Assessment 2.2:






Checklist Score

Yes No

Instruments are well manipulated:

Power measuring instruments

IF measuring instruments

Cable tester measuring instruments

Observation


Proper manipulation of measurement instruments according to the

service required

Learning Outcome 2.3: Check logical interconnection of equipment.

Logical connections testing

techniques

Pinging technique

Network scanning

Remote control.

Brainstorming

Demonstration

Individual research

Group work

Individual practice

Reference books

Internet

White board

Markers






written evidence

oral evidence


multiple choice

true or false



Adequate Checking of logical interconnection of equipments

according to the network design using appropriate software

Checklist Score

Yes No

Logical interconnection techniques are well applied

Pinging

Remote control

Scanning

LU3 Set up GSM streaming transmission equipment parameters

Learning Outcome 3.1: Select the Streaming transmission media

Types of streaming media

Ethernet cables

Fiber optic cables.

Physical demonstration

Brainstorming

Group work

Presentations

Individual research

Reference books

Internet

Computer

LAN cable

Fiber optic cable


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



Written evidence Multiple choice questions

3 Learning Outcomes

1. Select the Streaming transmission media

2. Set up of GSM Tx node parameters

3. Verify feedback signal delivered from one end to another using

appropriate equipment

4. Fill acceptance documents and technical reporting 35 Hours



Proper selection of streaming transmission media


oral evidence


Matching


Checklist Score

Yes No

Streaming medium:

Fiber optic cable

Ethernet cable

Observation

Learning Outcome 3.2: Set up Tx node parameters

Classification of IP Classes

Class A

Class B

Class C

Private IP address

Elements of IP address

Host IP address

Subnet mask

Brainstorming

Individual research

Group discussions

Group work

Individual practice

Reference books

Internet

Computer

Chalk

Markers

Projector

Flip chart

White board


Default gate way

Preferred DNS

Alternate DNS

Configure streaming Tx Equipment

parameters:

Log in parameters

DHCP

IP address

Protocols(UDP/TC/IP)

Configure the channel parameters

Frequency

Power

Bandwidth

Protocol type

Type of encryption

RATE

Clock Source

Line Loop back

Line and Section Overhead

Media type Controller

Data format

Black board

Router

Switch

LAN cables

Clipping tool

Network cable tester






written evidence



Matching


Checklist Score

Yes No

IP are properly configured:

CLASS A

CLASS B

CLASS C

Elements of IP address :

Host IP address

Subnet mask

Default gate way

Preferred DNS

Alternate DNS


Proper set up of GSM Tx node parameters

Streaming Tx Equipment parameters:

Log in parameters

DHCP

IP address

Protocols(UDP/TC/IP)

IF parameter:

Frequency

Power

Bandwidth

Protocol type

Type of encryption

RATE

Clock Source

Line Loop back

Line and Section Overhead


IF Parameters:

Frequency

Power

Bandwidth

Protocol type

Type of encryption

RATE

Clock Source



Data format

Line Loop back

Data format

Observation

Learning Outcome 3.3: Verify the feedback signal

Verify the feedback signal

delivered from one end to

another

Perform drive test using test

phone

Verify the data quality ( audio,

video, text)

Verify the link stability


Brainstorming

Group work

Presentations

Individual research

Reference books

Internet

Computer

Test phone






proper Verification of the feedback signal delivered from one end to

another using appropriate equipment


Written evidence


oral evidence



Matching


Checklist Score

Yes No

Verify:

drive test using test phone

data quality :

Audio

Video

Text

link stability

Observation

Learning Outcome 3.5: Fill the acceptance documents and adequate technical reporting.

Fill the logs:

Instrument's log

Maintenance logs

Troubleshooting log

Complete the inventory logs

Prepare or fill the acceptance forms

Prepare technical report

Brainstorming

Individual research

Group discussions

Group work

Individual practice

demonstration using

video/pictures

Reference books

Internet

Computer

Chalk

Markers

Projector

Flip chart

White board

Black board

instrument logs

maintenance logs

inventory logs





Performance evidence Observation check list



adequate Filling of the acceptance documents and technical reporting

Product evidence

Physical end product

Checklist Score

Yes No

Logs:

Maintenance

Troubleshooting

Equipment

Reports:

Acceptance forms

technical report

Observation

LU 4: Set up GSM terrestrial Transmission equipment parameters


1. Select terrestrial transmission media

2. Set GSM TX node parameters

3. Verify feedback signal delivered from one end to another using appropriate

equipment

4. Fill acceptance documents and technical reporting

35 Hours

Learning Outcome 4.1: Select terrestrial transmission media

Select the transmission media.

IF Cables and accessories

Jumpers and accessories

Feeder and accessories


Brainstorming

Group work

Individual research

Group research

Reference books

Internet

Computer









Proper Selection of terrestrial transmission media


Written evidence


oral evidence



Matching


Checklist Score

Yes No

terrestrial transmission media are well identified

IF Cable

IF Connectors

Observation

Learning Outcome 4.2: Set the TX node parameters.

Set GSM TX node

parameters:

Software upgrade or

downgrade

Node ID

Carrier frequency

Brainstorming

Individual research

Group discussions

Group work

Individual practice

Demonstration by video/pictures

Reference books

Internet

Computer

Chalk

Markers

Projector


Tx power

Propagation mode

Bandwidth

DCN/VLAN

Simulation

Flip chart

White board

Black board






oral evidence

written evidence



Matching


Checklist Score

Yes No


proper Setting of GSM TX node parameters according to service delivery

Tx node Parameters are well set:

Software upgrade or downgrade

Node ID

Carrier frequency

Tx power

Propagation mode

Bandwidth

DCN/VLAN

Observation


Verify the feedback signal

delivered from one end to

another

Perform drive test using test

phone

Verify the data quality ( audio,

video, text)



Brainstorming

Group work

Presentations

Individual research

Reference books

Internet

Computer

Test phone



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



Written evidence


oral evidence



Matching


Checklist Score

Yes No

feedback signal is well tested:


data quality :

Audio

Video

Text

link stability

Observation


Proper verification of the feedback signal delivered from one end to



Fill the logs:

Instrument's log

Maintenance logs

Troubleshooting log


Prepare or fill the

acceptance forms


Brainstorming

Individual research

Group discussions

Group work

Individual practice

demonstration using

video/pictures

Reference books

Internet

Computer

Chalk

Markers

Projector

Flip chart

White board

Black board

instrument logs

maintenance logs

inventory logs






adequate Filling of the acceptance documents and technical reporting



Product evidence



Checklist Score

Yes No

Logs:

Maintenance

Troubleshooting

Equipment

Reports are available:

Acceptance forms

technical report

Observation

Learning Outcome 5.1: Select satellite transmission media

Select the transmission media.





Brainstorming

Group work

Individual research

Demonstration using video/pictures

Reference books

Internet

Computer







LU 5: Set up GSM satellite Transmission equipment parameters.


1. Select satellite transmission media

2. Set GSM TX node parameters

3. Proper setting of Uplink and down link

4. Verify feedback signal delivered from one end to another using

appropriate equipment

5. Fill acceptance documents and technical reporting 35 Hours



Proper selection of satellite transmission media


Written evidence


oral evidence



Matching


Checklist Score

Yes No

Accessories and consumables are well prepared




Observation

Learning Outcome 5.2: Set GSM TX node parameters

Set GSM TX node

parameters:

Software upgrade or

downgrade

Node ID

Carrier frequency

Tx power

Propagation mode

Bandwidth

DCN/VLAN

Brainstorming

Individual research

Group discussions

Group work

Individual practice

Reference books

Internet

Computer

Chalk

Markers

Projector

Flip chart

White board

Black board







Proper setting of TX node parameters

Written evidence


oral evidence



Matching


Checklist Score

Yes No

Parameters are well set:

Software upgrade or downgrade

Node ID

Carrier frequency

Tx power

Propagation mode

Bandwidth

DCN/VLAN

Observation

Learning Outcome 5.3: verify Uplink and down link

Verification of the

up/down link

up/down link power

up/down link

frequency

Brainstorming

Individual research

Group discussions

Group work

Individual practice

Reference books

Internet

Computer

Chalk

Markers

Projector

Flip chart

White board

Black board

satellite receiver





Performance

evidence





Proper setting of Uplink and down link according to the service delivery

Product evidence

Checklist Score

Yes No

Parameters are well verified:

Up link power

Down link power

Up link frequency

Down link frequency

Observation \


Verify the feedback

signal delivered from

one end to another

Perform drive test

using test phone

Verify the data quality (

audio, video, text)



Brainstorming

Group work

Presentations

Individual research

Reference books

Internet

Computer

Test phone






Written evidence


oral evidence



Matching


Checklist Score


Proper verification of the feedback signal delivered from one end to


Yes No

Parameters are well verified


data quality :

Audio

Video

Text

link stability

Observation


Fill the logs:

Instrument's log

Maintenance logs

Troubleshooting log


Prepare or fill the

acceptance forms

Brainstorming

Individual research

Group discussions

Group work

Individual practice

demonstration using

video/pictures

Reference books

Internet

Computer

Chalk

Markers

Projector

Flip chart

White board



Black board

instrument logs

maintenance logs

inventory logs






Product evidence



Checklist Score

Yes No

Logs:

Maintenance

Troubleshooting

Equipment

Reports:

Acceptance forms


Adequate Filling of the acceptance documents and technical reporting

technical report

Observation



"TELESOFT company" is a company dealing with GSM installations as

well as GSM equipment sales.

TELESOFT have got a contract for supplying, install and configure GSM

transmission systems for "WORLD-COM” an operator company

operating all over the world. WORLD-COM Company has a GSM

transmission system site located at Byangabo in western province.

WORLD-COM wants TELESOFT to configure a transmission Node for

Byangabo streaming transmission link with the following parameters:

Parameters Site A

Transmission power 18 dB

Site name Rwanda Tx 128

Site ID RTx128

Latitude 01 56 23.14 S

Longitude 029 57 51.88 E

Azimuth 106 degree

Antenna height 28 m

Tx frequency 17810 MHz

Polarization Vertical

Internet protocol TCP/IP

IP address 192.168.0.14

Subnet mask 255.255.255.0

Default gateway 192.168.0.1

Preferred DNS 192.168.0.13

Alternate DNS 192.168.0.12

As TELESOFT GSM transmission technician you are required to perform

the following activities i perform the following activities in 4 hours.

Prepare tools, materials, consumables and equipments

Check physical installation of GSM transmission link

Configuration the required parameters of GSM transmission

link

Perform the testing and acceptance report

Tools: -

Equipment: -

Materials -


Checklist Score

Yes No

Indicator: Tools, materials, consumables and equipments are well prepared

Laptop machine with configuration software

Network cable

Over all

Wrist strap

Pigtail

Digital multi meter

Power meter

Ohmmeter

Helmet

Continuity tester

Cable tester

Electrical and electronic toolkit

Cable tie

Safety shoes

CDs of software

Catalog

Labeling tapes

Indicator: PPEs are properly used

Over all

Safety shoes

Wrist strap

Helmet

Indicator: Transmission equipment are properly interconnected

Transmission node is connected and powered

signal cable are connected

Power cable are connected

Transmission node is connected

Dish antennas are well fixed

Indicator: Transmission equipment parameters are properly configured

Appropriate ip address

Subnet mask

Default gateway

Default dns server

Alternative dns server

Login parameters

Bandwidth

Protocol(tcp/ip)

Site name

Latitude

Longitude

Antenna

Polarization

Indicator: Testing, acceptance and Technical report are well done

Testing report

Acceptance report

Technical report

Observation


Checklist Score

Yes No

Indicator: Byangabo streaming transmission link is properly configured

Transmission node configuration

Observation


Checklist Score

Yes No

Indicator: The TX node parameters are properly configured

Transmission power 18 dB

Site name Rwanda Tx 128

Site ID RTx128

Latitude 01 56 23.14 S

Longitude 029 57 51.88 E

Azimuth 106 degree

Antenna height 28 m

Transmission frequency 17810 MHz

Polarization Vertical

Internet protocol

TCP/IP

IP address 192.168.0.14

Subnet mask 255.255.255.0

Default gateway 192.168.0.1

Preferred DNS 192.168.0.13


4 hours respected

Observation

REFERENCES:















Competence

T L C G T 5 0 1 - MAINTAINANCE OF GSM TRANSMISSION SYSTEM

FBSFT201 Maintain F&B store


Credits: 12 120




Purpose statement


required to maintain GSM transmission system. At the end of this module, the participants will be able

to Conduct regular preventive maintenance; Identify faults and repair abnormalities and malfunctions

in transmission equipment.

LevLearning assumed to be in place

Apply Telecom Transmission fundamentals

Apply technical drawing



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

learning unit.



1. Prepare tools and

materials for

maintenance

1.1. Proper identification of required equipment according to the service to be

delivered

1.2. Proper Selection and verification of tools according to the task to be done.

1.3. Proper Selection of spares, accessories and consumables according to the task

to be done.

1.4. Careful selection of PPE.

2. Conduct regular

maintenance

2.1. Proper elaboration of Preventive Maintenance Schedules

2.2. Proper performance of the routine and Predictive maintenance based on the

manufacturer's instructions

2.3. Proper performance of the hardware maintenance

2.4. Proper performance of the software maintenance

3. Diagnose and correct

abnormalities and

malfunctions

3.1. Proper interpretation of the system’s alarms, snags and indicators

3.2. Proper location of the faulty components/section based on the system alarms,

indicators or user Manuel.

3.3. Proper detection and interpretation of abnormalities and malfunctions.

3.4. Proper proposition and implementation of solutions according to different

existing techniques and Report activities

LU1: Prepare tools and materials for GSM Transmission maintenance


Identify equipments.

22 Hours Select and verify tools.

Select spares, accessories and consumables

Select Carefully PPE.

Learning Outcome 1.1: Identify GSM transmission equipments and tools.

GSM transmission

equipment

Reflector dish

Feed horn

Antenna mounting

Pole

Splitter

Waveguide

Dish Brackets

IF Cable

IF Connector

Brain storm

Discussion

Individual research

Group Research


Study visit

Computers

Internet

Books

CDs

Markers

Videos

chalk

Reflector dish

Feed horn


Splitter


Antenna brackets

Network cable

Fiber

Antenna tilting arm

(up-down direction)

Pigtail

Tools

Electrical and

Electronics measuring

tools

Tx measuring tools

Cable tester

Electrical and

electronic toolkit

Waveguide

Dish Brackets

IF Cable

IF Connector

Antenna brackets

Antenna tilting arm (up-down

direction)

Antenna panning arm (left-

right direction)

Fiber cables

Pigtails

Jumpers

Feeders

Fiber

Network cable

RJ 45

RJ 11





Written evidence

Performance

evidence




Checklist Score

Yes No

Equipment are well identified:

Reflector dish


Feed horn

Types of Splitter

Dish Brackets

Types of IF Cable and connectors



delivered

Antenna tilting arm (up-down direction)

Network cable

IF cable

IF connector

Fiber optics

Antenna Brackets

Waveguide

Splitter

Observation

Learning Outcome 1.2 Select and verify tools

Specific tools for maintenance


measuring tools

Transmission measuring tools

Cable tester


Brain storm

Discussion


Study visit

Reference books

Internet

Digital Multimeter

Power meter

Phase tester

Signal tester

Continuity tester

Cable tester

Computer

Videos


Screwdrivers

Allan keys

Wrenches





Written evidence





Checklist Score

Yes No

Tools are well identified


Transmission measuring tools

Cable tester




Observation

Learning Outcome 1.3: Select spares, accessories and consumables

Spare-parts,

accessories and

consumables

Air filter

Different hardware

materials

Miscellaneous

electrical and

electronics equipment

Security element

Foam cleaner

Lubricant Oil

Labeling tapes

Brainstorming

Personal research

Individual practice

Group discussion


- Reference books

- Internet

- tutorials

- Computer

- Data socket

- Power outlet socket

- Cable ties

- Connectors

- Foam cleaner

- Oil

- Labeling tapes

- Rocker







Product evidence


Report with assessor’s completed quality checklist

Checklist Score

Yes No

Spare, accessories and consumables are properly selected:

Air filter

Different hardware materials

Miscellaneous electrical and electronics equipment

Security element

Foam cleaner

Lubricant Oils

Labeling tapes

Observation


Proper Selection of spares, accessories and consumables according to the task to

be done.

Learning Outcome 1.4: Select Carefully PPE


Overall


Gloves

ESD tools

Helmet

Harnesses

Eye protection glasses

Brainstorming

Personal research

Individual practice

Group discussion


Internet

Overall


Gloves

ESD(electrostatic discharge)

tools

Helmet





Performance evidence Observation check list



Careful selection of PPE

Checklist Score

Yes No

PPE are well selected

Overall


Gloves

ESD tools

Helmet

Harnesses

eye protection glasses

Observation

L earning Outcome 2.1: Elaborate Preventive Maintenance Schedules

Preventive maintenance

Schedules

Create a plan

Inventory facility equipment/

assets

Status of equipment

Physical protection

Software protection

Regular replacement of single use

parts as per recommendation

Brainstorming

Group work

Presentations

Individual research


Reference books

Internet

Computer

Projector

Samples


LU2: Conduct regular maintenance


6. elaborate Preventive Maintenance Schedules

7. perform routine and Predictive maintenance

8. perform hardware maintenance

9. perform software maintenance 39 Hours





Written evidence

Product evidence



Matching


Checklist Score

Yes No

Preventive maintenance plan is well done:

Create a plan

Inventory of facility equipment/assets

Status of equipment

Physical protection

Software protection

Regular replacement of single use parts as per recommendation

Observation


Proper elaboration of Preventive Maintenance Schedules

Learning Outcome 2.2: Perform the routine and Predictive maintenance

Perform the routine

maintenance

Physical checking of equipment

Checking equipment ‘status

Interpret the alarms and

indicators

Labeling according to status

Cleaning as per requirement

Brainstorming

Individual research

Group work

Demonstration

Individual practice


Reference books

Internet

tutorials

Computer

Catalogue






Perform routine and Predictive maintenance



Product evidence



Checklist Score

Yes No

Routine and predictive maintenance is well done

Physical checking of equipment

Checking equipment ‘status

Interpret the alarms and indicators

Labeling according to status

Cleaning as per requirement

Observation

Learning Outcome 2.3: Perform hardware maintenance

hardware maintenance

hardware cleaning

hardware replacing

hardware repair

Brainstorming

Individual research

Demonstration

Individual practice

Reference books

Internet

Computer

catalogue







Product evidence



Checklist Score

Yes No

Hardware Maintenance is done:

hardware cleaning

hardware replacing

hardware repair

Observation


Proper performance of hardware maintenance

Learning Outcome 2.4: Perform the software maintenance

software maintenance

Software update

Software upgrade

Software protection

Brainstorming

Individual research

Demonstration

Individual practice

Reference books

Internet

Computer

Catalogue






Product evidence



Checklist Score

Yes No

Software maintenance is well done:

Software update

Software upgrade

Software protection

Observation



Proper performance of software maintenance

Learning Outcome 3.1: Interpret the system alarms, snags and indicators

system alarms, snags and

indicators

Error alarms

Error indicator

Power alarms

Power Indicator



Identify the snags

Brainstorming

Presentations

Individual research

Individual practice


Reference books

Internet

Computer

Video

Audio

Projector

Sound system

catalogues


LU3: Diagnose and correct abnormalities and malfunctions


1. Interprete System Alarms, Snags and Indicators

2. Locate Faulty Components/Section

3. Detect and Interprete Abnormalities and Malfunctions

4. Propose and implement solutionsperform software maintenance 39 Hours



Interpretation of the system’s alarms, snags and indicators




Written evidence

Product evidence



Matching

Checklist Score

Yes No

Alarms, indicators and snags are well detected

Error alarms

Error indicator

Power alarms

Power Indicator



Identify the snags

Observation

Learning Outcome 3.2: Locate faulty components/section

faulty

components/section

Physical location

Components status

Cause of fault

Brainstorming

Demonstration

Individual research

Individual practice


Reference books

Internet

Tutorials

Computer

Sketch books

user Manuel

study visit






Product evidence





Proper Location of the faulty components/section based on the system alarms,

indicators or user Manuel

Checklist Score

Yes No

Faulty components/section are well located

Physical location

Components status

Cause of fault

Observation

Learning Outcome 3.3:Detect and interpret abnormalities and malfunctions.

abnormalities and malfunctions.

error alarms

Error indicator

Power alarms

Power Indicator

Physical checking

Brainstorming

Group work

Presentations

Individual research


Reference books

Internet

Computer

Projector

Samples

catalogue






Written evidence


Product evidence



Checklist Score

Yes No

Abnormalities and malfunctions are properly detected:

Error alarms

Error indicators

Power alarms

Power Indicators

Physical checking

Observation


Proper detection and interpretation of abnormalities and malfunctions.

Learning Outcome 3.4 Propose and implement solutions

solutions proposals

equipment Repair


system upgrade


possible logs:

instrument's log

maintenance logs

troubleshooting log

inventory logs

acceptance forms preparation

or filling

technical report

Brainstorming

Individual research

Group work

Demonstration

Individual practice


Reference books

Internet

tutorials

Computer

Catalogue

instrument's log sheet

maintenance log

sheet

troubleshooting log

sheet







Product evidence

Written evidence



Checklist Score

Yes No

Solutions and Report are well scheduled

solutions proposals

equipment Repair


system upgrade


equipment Repair



Proper proposition and implementation of solutions according to different

existing techniques and Reporting of activities

system upgrade

logs:

instrument's log

maintenance logs

troubleshooting log

inventory logs


Observation

Assessment Package



BEST COMPANY Ltd is a company specialised in GSM TRANSMISSION

SYSTEM installations and maintenance.

The company is a contractor to AFRI GSM Ltd, an operator company

covering all Africa with telecom services. AFRI GSM Ltd has a GSM

TRANSIMISSION SYSTEM site located in western province and it is

reported, in the monitoring system, to have alarm indicating that the

system node is not working due to unknown cause.

The basic node configurations are as follow:

Carrier frequency: 18200 MHz

Carrier power: 50 dB

Bandwidth: 200 MHz

Node ID: RTx128

Propagation mode: Horizontal

Transmission rate: 500 mbps

Reflector dish & accessories

As BEST COMPANY Ltd’s Transmission technician you are required to

maintain the system and to re-establish the service in 4 hours.

The proposed maintenance activities are as follow:

Make a maintenance plan

Prepare maintenance tools and materials for maintenance

Interpret alarms and indicators

Rectifier the fault

Conduct regular maintenance

Elaborate the maintenance report

˗ IF Cable

˗ IF Connectors

˗ Antenna brackets

˗ Network cable

˗ Fiber cable

˗ Pigtail

˗ Digital multimeter

˗ Power meter

˗ Spectrum analyser

˗ Cable tester

˗ Electrical and

electronic toolkit

˗ Cable ties

˗ Electrical connectors

˗ Safety belt

˗ Safety shoes

˗ Helmet

˗ Overall

˗ Gloves

˗ Foam cleaner

˗ Oil

˗ Labeling tapes


Checklist Score

Yes No

Indicator: The maintenance plan is well done

Previous maintenance report is interpreted

Draft system status is well done

Maintenance time is estimated

Maintenance manual is referred

Indicator: Tools, materials, consumables and spares are prepared

Reflector dish & accessories

Antenna brackets

Network cable

Fiber cable

Pigtail

Digital multimeter

Power meter

Spectrum analyser

Cable tester

Electrical and electronic toolkit

Cable ties

Indicator: Maintenance preliminaries are properly applied

Alarms and indicator are checked

Alarms and indicator are interpreted

Transmission node is checked

The faulty component is located

Indicator: The fault is properly rectified

Carrier frequency is reconfigured

Carrier power is set

Bandwidth is set

Indicator: The preventive maintenance is well conducted

Work place is cleaned

Snags are cleared

Nuts and bolts are tightened

Power cables checked

Ground cables are verified

Los obstacles are removed if any

Observation


Checklist Score

Yes No

Indicator: The equipment is performing well

No alarm

No error in the system log

Observation


Checklist Score

Yes No

Indicator: Maintenance is time is respected

4 hours

Indicator: The node parameters are configured and The service is re-established

Carrier frequency: 18200 MHz

Carrier power: 50 dB

Bandwidth: 200 MHz

Transmission rate: 500 mbps

Observation

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.

RWANDA POLYTECHNIC – RP Kigali-Rwanda E [email protected] I www.RP.gov.rw

P.O. Box 164 Kigali, Rwanda

http://www.rp.gov.rw/

TVET CERTIFICATE V In TELECOMMUNICATION

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