TVET CERTIFICATE V in ANIMAL HEALTH · 2020-01-14 · 10. Apply Advanced analysis and statistics...
Transcript of TVET CERTIFICATE V in ANIMAL HEALTH · 2020-01-14 · 10. Apply Advanced analysis and statistics...
5
TVET CERTIFICATE V in
ANIMAL HEALTH
CODE
AGRANH5001
Kigali, March, 2014
2 | P a g e
AGRANH5001-TVET CERTIFICATE V
Animal Health
REQF Level 5 CURRICULUM
i | P a g e
© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
March, 2014
ii | P a g e
Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2014
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
iii | P a g e
Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
A c k n o w l e d g m e n t s v i i i
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 3
2.4 Job related information 3
2.5 Employability skills and life skills 4
2.6 Information about competencies 6
3 . T R A I N I N G P A C K A G E 7
3.1 Course structure 7
3.2 Competencies chart 7
3.4 Flowchart 9
4 . A S S E S S M E N T G U I D E L I N E S 1 0
4.1 Assessment Methodology 10
4.2 Portfolio 10
C C M S W 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 1
LU 1: Conduct OSH (occupational safety and health) monitoring 13
LU 2:Collect and analyze Occupational health, safety incidents report 18
LU 3: Train all staff on occupational health and safety matters 24
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 3 0
LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 33
LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 40
LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 50
LU 4:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 60
iv | P a g e
LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 71
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 8 0
LU 1: Communicate orally in social and professional situations with ease 83
LU 2:Read correctly a range of materials 88
LU 3:Listen to audio messages with different English accents to get the intended message 93
LU 4:Produce a variety of medium texts on professional and general topics 98
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 1 0 6
LU 1: Communicate with customers and colleagues from diverse backgrounds 108
LU 2: Address cross-cultural misunderstandings 113
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 125
LU 3: Manage Data 131
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 9
LU 1:Apply human values 141
LU 2:Respect engineering ethics 147
LU 3:Apply safety 151
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 6
LU 1: Identify Activities To Be Accomplished For Real Business 158
LU 2: Create a productive working environment 165
LU 3: Run real business operation 174
LU 4: Monitor and evaluate the business 181
A N H I A 5 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 7
LU 1: Apply for internship/employment 190
LU 2:Demonstrate appropriate workplace behavior and attitudes 194
LU 3: Respect worker’s and employer’s rights and responsibilities 199
LU 4: Organize and evaluate one’s internship 205
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 1 2
LU 1: Apply fundamentals of integrals 214
LU 2: Identify measures of dispersion and interpret bivariate data 218
A N H A E 5 0 1 - A G R I C U L T U R A L E X T E N S I O N 2 2 3
v | P a g e
LU 1:Identify the innovation 226
LU 2: Impement the innovation 231
LU 3: Monitor and evaluate the innovation implementation 237
A N H A I 5 0 1 - A R T I F I C I A L I N S E M I N A T I O N 2 4 2
LU 1: Identify artificial insemination tools and equipment 245
LU 2: Collect and process sperms 251
LU 3: Apply artificial insemination techniques 259
Summative Assessment 266
A N H A P 5 0 1 - Q U A L I T Y C O N T R O L O F A N I M A L P R O D U C T S 2 7 1
LU 1: Design an abattoir 274
LU 2: Perform meat inspection 279
LU 3: Control the quality of milk 286
LU 4: Control the quality of honey 291
LU 5: Control the quality of fish 296
U 6: Control the quality of eggs 300
Summative Assessment 305
A N H C A 5 0 1 - C O M P A N I O N A N I M A L S K E E P I N G 3 0 9
LU 1: Identify companion animals species and breeds 313
LU 2: House companion animals 318
LU 3: Keep companion animals 323
LU 4: Control specific diseases of companion animals 329
A N H F F 5 0 1 - F I S H F A R M I N G 3 3 8
LU 1: Select fish species 342
LU 2: Construct fish farming enclosures 347
LU 3: Stock fish farming enclosures 353
LU 4: Stock fish farming enclosures 357
LU 4: Control fish diseases and predators 363
Summative Assessment 368
A N H M S 5 0 1 - M A J O R S U R G E R Y 3 7 2
LU 1:Perform head and neck surgery 375
LU 2:Perform abdominal surgery 380
LU 3:Perform orthopaedic surgery 391
vi | P a g e
Summative Assessment 396
A N H P F 5 0 1 - P I G F A R M I N G 4 0 0
LU 1:Describe pig breeds 403
LU 2:Design and equip piggery 407
LU 3:Rotate and maintain supplies. 412
A N H P N 5 0 1 - N E C R O P S Y 4 3 2
LU 1:Identify necropsy equipment and tools 435
LU 2:Perform pre-necropsy evaluation 442
LU 3:Perform necropsy evaluation 446
Summative Assessment 453
A N H V E 5 0 1 - V E T E R I N A R Y E T H I C S A N D J U R I S P R U D E N C E 4 5 7
LU 1:Demonstrate professional behaviour 459
LU 2:Manage stakeholders relationship 464
LU 3:Respect laws and regulations in veterinary profession 468
Summative Assessment 473
G L O S S A R Y a
vii | P a g e
List of abbreviations
C Compulsory
CDU Curriculum Development Unit
CI Compulsory Indicator
CM Complementary Modules
CV Curriculum Vitae
E Essential
ICT Information Communication Technology
IPRC Integrated Polytechnics Regional Centers
LVS Code of Livestock
NE Non essential
PAFP “Programme d’Appui à la Formation Professionnelle”
PPE Personal Protective Equipment
RTQF Rwandan TVET Qualifications Framework
T Tolerable
TSS Technical Secondary Schools
TVET Technical and Vocational Education and Training
VTC Vocational Education Center
WDA Workforce Development Authority
viii | P a g e
Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
HABIMANA Théodore, TVET Training Department - WDA
MUHIRE Jean Marie Vianney, CDU - WDA
Facilitation
TUMAINI MANIMBI, CDU - WDA
Gratien HATEGEKIMANA, CDU – WDA
Aimable RWAMASIRABO, CDU – WDA
Felix NTAHONTUYE, CDU-WDA
Curriculum Development Team
Name Function Institution
1. Jean Francois MUSHIMIYIMANA Trainer ES Kinazi
2. Fulgence BIZIMUNGU School Manager GS Amitie Jomba
3. Francois MBARUSHIMANA Trainer EAVFO Kibisabo
4. Diogene NSABUMUREMYI Trainer Nyabikenke TSS
5. Gaspard BAVUGAMENSHI Trainer Kabutare TSS
6. Gervais HABARUGIRA Assistant Lecturer University of Rwanda
7. Emmanuel HANYURWIMFURA Managing Director Kamembe Vet Center
8. Marie Rose UWIZERA Trainer EAV Ntendezi
9. Jean Baptiste HAKIZIMANA Trainer Kinazi TSS
10. Celestin MUKURARINDA Managing Director LA MAISONVET Ltd
11. Felicien SEBUHINJA Managing Director AVEP Company Ltd
12. MUSAFIRI Ernest Instructor IPRC NGOMA
13. MUSONI Jean Claude Trainer Nyabihu TVET School
14. UWERA Marceline Socio-linguistics Officer RALC
ix | P a g e
15. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
16. MATATA Jean Bosco Teacher College Ami des Enfants
17. GASIMBA François Xavier Lecturer UR/College of Education
18. KAMBARI Vincent Teacher GS St Marcel/Kayonza
19. MUREGO Yves Quality Assurance Officer WDA
20. BUCYENSENGE Vincent Instructor IPRC KARONGI
21. GASANA Vedaste Lecturer INES
22. Dominique Xavier KANYAMIRERA
23. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
24. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School
25. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza
26. UWINEZA Patrice Sciences trainer Nyamata TVET School
27. UMUGABEKAZI Yvette Chemist ADM-IBTC
1 | P a g e
1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of a Veterinary Technician. It is designed
with an approach that takes into account the training needs, the work
situation, as well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
2 | P a g e
Section
2
2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes to entrants to
animal care and management industry. In
Rwanda, animal care or management may
be performed in a variety of private/public
workplaces, including farms, veterinary
clinics, animal research facilities, animal
feed stores, veterinary drugs stores, natural
parks or public services. Veterinary
technicians, , carry out diagnostic,
preventive and curative veterinary tasks
and other supporting activities to animal
health and production (artificial
insemination, extension services, animal
welfare...), more limited in scope and
complexity than those carried out by the
upper levels of veterinary workers ( Animal
health engineers and Veterinarians). They
may perform individually (alone) or in team.
At the end of this qualification, qualified
learners will be able to:
1. Monitor Occupational SHE best practices
2. Maintain professional conversation in upper-intermediate English
3. Gukoresha ikinyarwanda cy’’intyoza 4. Work in a socially diverse
environment 5. Use ICT at workplace 6. Apply professional ethics 7. Organize a business 8. Apply general physics 9. Apply general chemistry 10. Apply Advanced analysis and statistics 11. Perform necropsy 12. Perform major surgery 13. Perform artificial insemination 14. Perform fish farming 15. Perform agriculture extension 16. Perform pig farming 17. Perform quality control of animal
products
18. Integrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in animal halth or other relevant qualifications or through Recognition of Prior Learning.
Title: TVET Certificate V in Animal Health
Level: REQF Level 5
Credits: 124
Sector: Agriculture
Sub-sector: Animal Health
Issue date: March, 2014
3 | P a g e
2.3 Information about pathways
2.4 Job related information
▪ Veterinary technician occupation was identified as a priority during May 2011 workshop (organised by WDA and PAFP) on agriculture occupations identification and prioritisation. The areas of intervention of this occupation are focused typically on animal health and production. The practices focus on either small and large animal including companion animals, fishs and bees or games and wildlife providing direct or supporting services to improve animal production and animal welfare. This contributes to good human health and welfare, therefore the national economy.
▪ As such, the Veterinary technician is seen as an important key actor in the process of animal production intensification and the country's economy development.
Possible jobs related to this qualification
• Inseminator
• Fish farmer
• Agriculture extensionist
• Pig farmer
Veterinary technician
Preferred pathways for candidates
entering this qualification include:
▪ Candidates enter this qualification
after achieving TVET Certificate IV in
Anima health 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 Animal health.
Pathways into the qualification
Pathways from the qualification
4 | P a g e
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
▪ Documenting technical work in plain English
▪ Writing and presenting reports
Safety and security precautions
▪ Working collaboratively with project team members
Health and environment
▪ Health reproduction
▪ Rwanda environmental protection, practices rules and regulations
Business Plan
▪ Producing a small IT business plan
Planning and organizing
▪ Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
▪ Taking responsibility for own outputs in relation to specified quality standards
▪ working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
5 | P a g e
Technology
▪ Manipulate computer
▪ Using internet
Languages other than Kinyarwanda
• Using English as the medium of communication in the working environment
6 | P a g e
❖ Number of competencies: 18 ❖ Core competencies: 11 ❖ Complementary competencies: 7 ❖ The total number of Credits: 124
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
4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3
5 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. ANHVE501
Apply veterinary ethics and Jursprudence 3
2. GENAM501 Apply Advanced analysis and statistics 8
3. ANHAE501 Perform agriculture extension 4
SPEC
IFIC
4. ANHAI501 Perform artificial insemination 7
5. ANHAP501 Perform quality control of animal products 6
6. ANHCA501 Perform companion animal keeping 8
7. ANHFF501 Perform Fish Farming 12
8. ANHMS501 Perform Major surgery 12
9. ANHPH501 Perform Pig farming 5
10. ANHPN501 Perform Necropsy 8
11. ANHIA501 Integrate workplace 30
Total 103
7 | P a g e
3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2 Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
8 | P a g e
VETERINARY TECHNICIAN PROCESS
SPECIFIC COMPETENCIES Du
rati
on
(9
10 H
rs )
Pre
par
e to
ols
, Mat
eria
ls a
nd
eq
uip
men
t
Pre
par
e th
e si
te
Exec
ute
the
wo
rk
Car
ry o
ut
the
wo
rk
Wri
te t
he
rep
ort
Mo
nit
or
Occ
up
atio
nal S
HE
best
pra
ctic
e
Gu
kore
sha
Ikin
yarw
and
a cy
'inty
oza
Wo
rk in
so
cial
ly d
iver
se e
viro
nmen
t
Use
ICT
at w
ork
pla
ce
Org
aniz
e a
Bu
sin
ess
Ap
ply
pro
fess
ion
al e
thic
s
Man
age
team
Ap
ply
vet
erin
ary
ethi
cs a
nd
juri
spri
den
ce
Ap
ply
Adv
ance
d a
nal
ysis
an
d s
tati
stic
s
Per
form
agr
icu
ltu
re e
xten
sio
n
#
1 2 3 4 5 6 7 8 9
Duration (330 Hrs) 30
30
30
30
30
30
30
40
80
40
1 Perform Necropsy
60 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2 Assist reproducrive technology
100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
3 Perform fish farming
100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4 Perform major surgery
100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
5 Assist companion animal management 60 ▲ ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6 Assist raw animal production 70 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
7 Perform Bees keeping 80 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
8 Intergrate workplace 300 ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies|Between general and particular competencies
▲: Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
9 | P a g e
3.4 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Advanced analysis and statistics 8
Monitoring of occupational SHE at workplace 3
Uppper intermediate workplace English 3 Ikinyarwanda cy' intyoza 3
ICT at workplace 3
Working in socially diverse environment 3 Professional ethics 3
Companion animal keeping 8
Industrial attachment program (IAP) 30
Agriculture Extension 5 Veternary ethics and jurisprudence 3
Fish Farming 12 Pig Farming 5
Major surgery 12 Artificial Insemination 7
Quality control of animal products 6
Necropsy 8
Business organisation 3
10 | P a g e
Figure 2: Flowchart
4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
11 | P a g e
Competence
C C M S W 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501 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
12 | P a g e
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.
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
13 | P a g e
Learning unit
LU 1: 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
o Brainstorming
o Documentary research
o Group discussion
˗ Flipcharts
˗ Markers
˗ Flipcharts stand
˗ Internet
Resources Learning activities Content
14 | P a g e
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 Observation
equipment
✓ Health of employees
✓ Facilities
✓ Reporting of incidents and
accidents
✓ Emergency preparedness
procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
15 | P a g e
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
Formative Assessment 1.2
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: 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
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
16 | P a g e
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
Formative Assessment 1.3
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: 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
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
17 | P a g e
Observation
18 | P a g e
Learning unit
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; ✓ Consulting of incident
report documents ✓ Talk to people involved or
witnesses to the event ✓ 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
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Proper collection of data regarding OSHE incidents
Resources Learning activities Content
19 | P a g e
Types of evidence Portfolio assessment tools
• 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
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
20 | P a g e
• Impact of incidents ✓ 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
Formative Assessment 2.2
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: Analyzing the OSHE data collected
Performance criterion
Proper analysis of OSHE data collected
21 | P a g e
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
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
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)
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
22 | P a g e
▪ Task: Elaborating a compiled incident reports
Checklist Score
Yes No
✓ Types of incident reports are identified
✓ Categories of incidents are identified
✓ Template of incidents is well filled
Observation
Learning Outcome 2. 4: Recommend safest way to do the job
• Use of PPEs
• Emergency preparedness procedures
• hazard identification and risk control
• making the working area safe
• reporting of incidents and accidents
• Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
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
Performance criterion
Proper recommendation of safest way to do the job
Resources Learning activities Content
23 | P a g e
▪ Expose (presentation) ▪ Task: Recommending the safest way to do the job
Checklist Score
Yes No
✓ Use of adequate PPEs is recommended
✓ Emergency Preparedness Procedures is recommended
✓ Hazard Identification And Risk Control is recommended
✓ Making The Working Area Safe is recommended
✓ Reporting Of Incidents And Accidents is recommended
✓ Training of employees is recommended
Observation
24 | P a g e
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
10 Hours
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
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
25 | P a g e
• Using personal protection
and safety equipment as
required by the employer.
• Following safe work
procedures
• Knowing and complying with
all regulations.
• Reporting any injury or
illness immediately
• Reporting unsafe acts and
unsafe conditions
• Participating in joint health
and safety committees or as
the representative
✓ Responsibilities of supervisor
• Instructing workers to
follow safe work practices.
• Enforcing health and safety
regulations.
• Correcting unsafe acts and
unsafe conditions.
• Ensuring that only
authorized, adequately
trained workers operate
equipment.
• Reporting and investigating
all accidents/incidents.
• Inspecting own area and
taking remedial action to
minimize or eliminate
hazards.
• Ensuring equipment is
properly maintained
• Promoting safety
awareness in workers
✓ Responsibilities of management
• Providing a safe and healthful
workplace.
• Establishing and maintaining a
health and safety program.
• Ensuring workers are trained
or certified as required.
26 | P a g e
• 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
health and safety activities
• Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
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: 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)
Performance criterion
Appropriate provision of information and instructions
27 | P a g e
Observation
Formative Assessment 3.2
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
o Brainstorming
o Group work
o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
28 | P a g e
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: 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
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Formative Assessment 3.3
Resources Learning activities Content
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
29 | P a g e
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: 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
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
Performance criterion
Proper evaluation of trained OSHE programs
30 | P a g e
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.
31 | 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.
1.1 Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.
1.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
1.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye. 1.4 Guhindura inkurushusho mo agakino akurikiranya neza
ingingo. 1.5 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
4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye.
32 | P a g e
gutunganya ubutaka no gukoresha ibinyazina binyuranye.
4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 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.
33 | 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: - Ibisobanuro
by’amagambo akomeye; - 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 nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
˗ 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
34 | P a g e
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;
✓ ingingo z’umuco n’amateka;
✓ Inshamake y’inkurushusho;
✓ inshoza n’uturango by’inkurushusho;
✓ Isomo ry’ingenzi;
✓ Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye
35 | P a g e
• 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;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
▪ Uwiga asoma neza inkurushusho
▪ Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
✓ Ubwumvane mu matsinda;
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 1.3: Gusubiza ibibazo ku nkurushusho mu nyandiko iboneye.
Ubushobozi busuzumwa
Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
36 | P a g e
✓ Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
✓ Insanganyamatsiko; ✓ Inyunguramagambo; ✓ ingingo z’umuco
n’amateka; ✓ Inshamake
y’inkurushusho; ✓ inshoza n’uturango
by’inkurushusho; ✓ 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;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga asubiza neza ibibazo ku nkurushusho
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse
Ubushobozi busuzumwa
Yashubije ibibazo ku nkurushusho mu mvugo iboneye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
37 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
✓ Ubwumvane mu matsinda;
✓ Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho
✓ Insanganyamatsiko;
✓ Inyunguramagambo;
✓ Ingingo z’umuco n’amateka;
✓ Uturango by’inkurushusho;
✓ Isomo ry’ingenzi;
✓ Inshamake y’inkurushusho.
Umwanzuro
Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza ingingo.
✓ Inkurushusho ku kamaro
k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
✓ Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho o Gusesengura inkurushusho o Guhindura agakino mo
inkurushusho akurikiranya neza ingingo.
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.4
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
38 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Umukoro mu matsinda
▪ Inyandiko y'udukino dufatiye ku nkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
Ikitabwaho 2: Guhindura neza inkurushusho mo udukino
✓ Isesekaza;
✓ Isano y'inkurushusho n'udukino;
✓ Insanganyamatsiko.
Umwanzuro
Umusaruro w’inyigisho 1.5: Guhimba no kwandika inkurushusho akurikiranya neza ingingo.
ihimbankurushusho ✓ Insanganyamatsiko; ✓ Inyunguramagambo; ✓ ingingo z’umuco n’amateka; ✓ Uturango by’inkurushusho; ✓ isomo ry’ingenzi; ✓ isesekaza n’utwatuzo.
o Guhimba inkurushusho. o Kwandika inkurushusho
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahinduye inkurushusho mo agakino akurikiranya neza ingingo
39 | P a g e
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga ahimbainkurushusho
▪ Umukoro mu matsinda
▪ Inkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Guhimba no kwandika neza inkurushusho
✓ Insanganyamatsiko n'isomo ry’ingenzi;
✓ Inyunguramagambo;
✓ Ingingo z’umuco n’amateka;
✓ Uturango tw’inkurushusho;
✓ Isesekaza n’utwatuzo;
✓ Urukurikirane ruhwitse rw'ingingo.
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anandika inkurushushoakurikiranya neza ingingo.
40 | 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 y’ubworoherane.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
41 | P a g e
y’ubworoherane;
• Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
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.
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
✓ Ubwumvane mu matsinda;
✓ Ibyiyumviro by'uteze amatwi atarogoya
Ikitabwaho 2: Kugaragaza ko yumva neza
✓ Insanganyamatsiko;
✓ Inyunguramagambo;
✓ ingingo z’umuco n’amateka;
✓ Isomo ry’ingenzi;
Ubushobozi busuzumwa
Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku
nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
.
42 | P a g e
✓ Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 2.2: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
• Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
• Ibimenyetso by’utega amatwi atarogoya;
o Gusoma umwandiko bucece. o Gusoma umwandiko mu
matsinda o Gusoma umwandiko uwiga
aranguruye ; o Gusoma umwandiko
bakuranwa; o Kubahiriza isesekaza
n'utwatuzo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
▪ Uwiga asoma neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
▪ Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
43 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
✓ Ibyiyumviro by’uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
✓ Isesekaza;
✓ Utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
• 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 y’ubworoherane;
• Ihinamwandiko ku nsanganyamatsiko yo gukemura
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 y’ubworoherane.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandi
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
44 | P a g e
amakimbirane;
ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga asubiza neza ibibazo ku mwandiko ku nsanganyamatsiko
yo gukemura amakimbirane
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo ku
✓ Nyunguramagambo;
✓ Nsanganyamatsiko y’umwandiko;
✓ Ngingo z’umuco ;
✓ Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..);
✓ Buryo bufatika bwo gukemura amakimbirane mu muryango;
✓ Ndangagaciro y’ubworoherane.
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo ku mwandiko mu mvugo ikwiye.
45 | P a g e
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
• Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
• Inyunguramagambo;
• Insanganyamatsiko 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 Gukora inshamake y’umwandiko.
o Guhimba umwandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
46 | P a g e
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
▪ Umukoro mu matsinda
▪ Ihinamwandiko n'ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
✓ Inyunguramagambo;
✓ Insanganyamatsiko y’umwandiko;
✓ Ingingo z’umuco;
✓ Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
✓ Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;
✓ indangagaciro y’ubworoherane.
Umwanzuro
Umusaruro w’inyigisho 2.5: Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango.
• Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
• Ihangamwandiko ku
o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.
o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
47 | P a g e
nsanganyamatsiko yo gukemura amakimbirane.
• Imurikamwandiko
o Guhuza ingingo n'isomo n'ibyasomwe mu zindi nyandiko
o Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• 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
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane
✓ Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;
✓ Isano y'ingingo n'ibyasomwe mu bushakashatsi ku ngingo;
✓ Ugukoresha neza umwanya w'ijambo;
✓ Ukurasa ku ngingo.
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu
muryango
48 | P a g e
Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
• Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
• Ibinyazina: ✓ Nyereka ✓ Ngenera ✓ Ngenga
• Ihangamwandiko
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
o Gukorsha neza ibinyazina binyuranye mu mwandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
binyuranye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
✓ Ibinyazina bitandukanye:Nyereka, Ngenera na Ngenga
✓ Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
✓ Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
49 | P a g e
50 | P a g e
LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha
ibinyazina binyuranye.
3
Umusaruro w’inyigisho:
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 Kutarogoya ufite ijambo nta mpamvu.
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 ).
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 isuku n’isukura.
o Gukora inshamake y’umwandiko.
˗ 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.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
51 | P a g e
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
✓ Ubwumvane mu matsinda;
✓ Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza:
✓ Insanganyamatsiko;
✓ Inyunguramagambo;
✓ Ingingo z’umuco n’amateka;
✓ Inshamake y’umwandiko;
✓ Inshoza n’uturango by’umwandiko;
✓ Isomo ry’ingenzi;
✓ Isesekaza n’utwatuzo.
Umwanzuro
o Kujya impaka ku ngaruka z’umwanda.
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwandak’intyoza agaragazako yumva umwandiko ku
kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
52 | P a g e
Umusaruro w’inyigisho 3.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
• Umwandiko ku nsanganyamatsiko y' isuku n’isukura;
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya usoma nta mpamvu.
o Gusoma mu matsinda o Gusoma aranguruye agaragaza
isesekaza.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Murandasi;
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
▪ Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
▪ Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Gusoma neza umwandiko
✓ Ibyiyumviro by’uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
✓ Isesekaza;
✓ Utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
53 | P a g e
Umusaruro w’inyigisho 3.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
• 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 Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho ).
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 isuku n’isukura.
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka z’umwanda.
˗ 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.
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
54 | P a g e
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubiza neza ibibazo ku
✓ Nyunguramagambo;
✓ Nsanganyamatsiko y’umwandiko;
✓ Ngingo z’umuco.
Umwanzuro
55 | P a g e
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
• 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 Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
˗ 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.
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
56 | P a g e
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku
n’isukura
▪ Umukoro mu matsinda
▪ Ihinamwandinko n'ihangamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
✓ Inyunguramagambo;
✓ Insanganyamatsiko y’umwandiko;
✓ Ingingo z’umuco;
✓ Ingingo z’amateka;
✓ Indangagaciro na kirazira.
Umwanzuro
57 | P a g e
Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.
• Umwandiko ku nsanganyamatsiko ku 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
˗ 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.
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku
n’isukura
▪ Umukoro mu matsinda
▪ Inyandiko y'icyegeranyo ku kamaro k'isuku n'isukura
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
58 | P a g e
✓ Inyunguramagambo;
✓ insanganyamatsiko y’umwandiko;
✓ Isano y'umwandiko n'ibyasomwe ahandi;
✓ Ingingo z’umuco n'amateka;
✓ Gukoresha neza umwanya w'ijambo;
✓ Kurasa ku ntego.
Umwanzuro
Umusaruro w’inyigisho 3.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
• Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
• Ibinyazina ✓ Ngenera ngenga ✓ Ndafutura/ndasigura ✓ Mpamagazi
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ 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.
Isuzuma Mbonezanyigisho 3.6
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
59 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
bitandukanye
▪ Uwiga akoresha neza ibinyazina bitandukanye
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
✓ Ibinyazina bitandukanye: Ngenera ngenga, Ndafutura/ndasigura na Mpamagazi
✓ Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
✓ Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
60 | P a g e
LU 4:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye
4
Umusaruro w’inyigisho:
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 mitunganyirizey’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;
• Ihinamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu. o Kuvumbura insanganyamatsiko
ivugwa mu mwandiko. o Gukoresha Ikinyarwanda k'intyoza
agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora ubushakshatsi ku bivugwa mu mwandiko;
o Gukora inshamake y’umwandiko mu mvugo.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ 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’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
61 | P a g e
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga ateze amatwi umwandiko ku gufata neza ubutaka
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
✓ Ubwumvane mu matsinda;
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza:
✓ Insanganyamatsiko;
✓ Inyunguramagambo;
✓ ingingo z’umuco n’amateka;
✓ Inshamake ku mwandiko;
✓ Inshoza n’uturango by’umwandiko;
✓ Isomo ry’ingenzi.
Umwanzuro
62 | P a g e
Umusaruro w’inyigisho 4.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
• Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
• Ibimenyetso by’uteze amatwi atarogoya.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma bakuranwa. o Gusoma aranguruye
agaragaza isesekaza. o Gutega amatwi umwandiko
ku gufata neza ubutaka. o Kutarogoya ufite ijambo nta
mpamvu.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ 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’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
▪ Uwiga asoma neza umwandiko ku gufata neza ubutaka
▪ Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
63 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
✓ Ibyiyumviro by’uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
✓ Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye
• 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 y'ubutaka ikwiye;
• Ihimbamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda;
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ 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’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
64 | P a g e
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza
ubutaka
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
✓ Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
✓ Nyunguramagambo;
✓ Nsanganyamatsiko y’umwandiko;
✓ Ngingo z’umuco;
✓ Ngingo z’amateka;
✓ Ndangagaciro na kirazira.
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.
65 | P a g e
Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
• Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
• Ihinamwandiko;
• Ihimbamwandiko.
o Gusoma no gusesengura umwandiko;
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gukora inshamake y’umwandiko.
o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ 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’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
66 | P a g e
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka
▪ Umukoro mu matsinda
▪ Ihinamwandiko n'ihangamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
✓ Inyunguramagambo;
✓ Insanganyamatsiko y’umwandiko;
✓ Ingingo z’umuco;
✓ Ingingo z’amateka;
✓ Indangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka.
• Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
• Ibimenyetso by’uteze amatwi atarogoya.
• Isesekaza n‘utwatuzo;
• Inyunguramagambo;
• Insanganyamatsiko y’umwandiko;
• Indangangakiro na
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
67 | P a g e
kirazira;
• Ingingo z’amateka n’umuco;
• Ingero zifatika zihamya imitunganyirize;
• Ihimbamwandiko.
-Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga ategura, amurika ingero zo gufata neza ubutaka
▪ Umukoro mu matsinda
▪ Inyandiko y'icyegeranyo ku gufata neza ubutaka
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka
68 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
✓ Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo
✓ Inyunguramagambo;
✓ Insanganyamatsiko y’umwandiko;
✓ Isano y'umwandiko n'ibyasomwe ahandi;
✓ Ingingo z’umuco n'amateka;
✓ Gukoresha neza umwanya w'ijambo;
✓ Kurasa ku ntego.
Umwanzuro
69 | P a g e
Umusaruro w’inyigisho 4.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
• Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
• Ikinyazina:
• Mbaza
• Mboneranteko
• Nyamubaro
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ 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’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina
binyuranye
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
70 | P a g e
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
• Ibinyazina bitandukanye:Mbaza, Mboneranteko na Nyamubaro;
✓ Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
✓ Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
71 | P a g e
LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
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;
• Ingingo z’umuco n’amateka;
• Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
• Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva ikinamico
n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa
mu ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa, baranguruye
bigana, abakinankuru. o Gukorera mu matsinda, bungurana
ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku kamaro k' imvugo ziboneye.
˗ 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.
Isuzuma Mbonezanyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
72 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse ku icinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza ikinamico
✓ Ubwumvane mu matsinda;
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza
✓ Insanganyamatsiko;
✓ Inyunguramagambo;
✓ Ingingo z’umuco n’amateka;
✓ Inshamake y' ikinamico;
✓ Inshoza n’uturango by’ ikinamico;
✓ Isomo ry’ingenzi.
Umwanzuro
Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro
zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane
73 | P a g e
• Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
• Ibimenyetso by’uteze amatwi atarogoya.
• Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru
˗ 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.
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
▪ Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye
ubwumvane
▪ Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza ikinamico
✓ Ibyiyumviro by’uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
✓ Utwatuzo n'isesekaza.
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza ikinamico yubahiriza uturango twayo
74 | P a g e
Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku ikinamico mu mvugo iboneye
• Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
• Ibimenyetso by’uteze amatwi atarogoya.
• Inyunguramagambo ku ngeri y’ikinamico;
• Ingingo z’umuco n’amateka;
• Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
• Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
˗ 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.
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse ku ikinamico yerekeye ubwumvane
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
75 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Ubwumvane mu matsinda;
✓ Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
✓ Nyunguramagambo;
✓ Nsanganyamatsiko y’ ikinamico;
✓ Ngingo z’umuco;
✓ Ngingo z’amateka;
✓ Ndangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro
• Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
• Ibimenyetso by’uteze amatwi atarogoya.
• Inyunguramagambo ku ngeri y’ikinamico;
• Ingingo z’umuco n’amateka;
• Isesekaza n’utwatuzo.
• Udukino ku nsanganyamatsiko ishingiye
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
˗ 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
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
76 | P a g e
ku bwumvane;
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko
y'ubwumvane
▪ Umukoro mu matsinda
▪ Ikinamico yanditswe
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhimba no gukina neza ikinamico
✓ Inyunguramagambo;
✓ Insanganyamatsiko y’ikinamico;
✓ Ingingo z’umuco;
✓ Ingingo z’amateka;
✓ Indangagaciro na kirazira;
✓ Utwatuzo n'isesekaza;
✓ Ibyiyumviro by'abakinankuru.
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
77 | P a g e
Umusaruro w’inyigisho 5.5: Gukoresha neza inzego z’ururimi.
• Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
• Ibimenyetso by’uteze amatwi atarogoya.
• Inyunguramagambo ku ngeri y’ikinamico;
• Ingingo z’umuco n’amateka;
• Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
• Isesekaza n’utwatuzo.
• Inzego z’ururimi: ✓ Imvugo ikocamye ✓ Imvugo isanzwe ✓ Imvugo ihanitse
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
˗ 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.
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego
z'ururimi
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego
z'ururimi
Ubushobozi busuzumwa
Yakoresheje neza inzego z’ururimi
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
78 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gusoma neza no gukurikira ikinamico
✓ Ubwumvane mu matsinda;
✓ Ibyiyumviro by'uteze amatwi atarogoya;
✓ Isesekaza n'utwatuzo;
Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye
✓ Inzego zitandukanye z’ururimi
✓ Imikoreshereze ikwiye y'inzego z'ururimi.
Umwanzuro
Umusaruro w’inyigisho 5.6: Kubahiriza imyandikire y’amazina bwite
• Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
• Amazina bwite ✓ y’ahantu afite indomo ✓ y’abantu arenze rimwe ✓ y’abantu n’ahantu ✓ y’amavamahanga ✓ y’idini yari asanzweho
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o 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.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
79 | P a g e
o Kujya impaka ku kamaro k'imyandikire ikwiye y'amazina bwite.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
• Amajwi n’amashusho
• Inyandiko
▪ Uwiga atahura, akosora imyandikire y'amazina bwite
▪ Umukoro mu matsinda
▪ Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina
bwite
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kubahiriza imyandikire
✓ y'amazina bwite y’ahantu afite indomo
✓ y'amazina bwite y’abantu arenze rimwe
✓ y'amazina bwite y’abantu n’ahantu
✓ y'amazina bwite y’amavamahanga
✓ y'amazina bwite y’idini yari asanzweho
Umwanzuro
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
Ubushobozi busuzumwa
Yubahirije imyandikire y’amazina bwite
80 | P a g e
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.
80 | P a g e
Competence
C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMEN501 Maintain professional conversation in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The
trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt
speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce
medium compositions on different trade-related subjects, Identify and differentiate different business
documents, Effective writing of different business documents, Identify and use of writing styles, read
different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key
terms/words in their context, Answer reading comprehension questions precisely, Analyze different
trade-related texts,Summarize trade-related texts (in own words), identify differences between
common English accents, Listen and respond to users of common English their accents, Reporting
information listened to from different common accents, Steps of speech preparation and delivery,
81 | P a g e
Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-
related texts and Summarise texts.
82 | P a g e
Learning assumed to be in place
Oral Basic English Communication Intermediate Workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate orally in social and
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
83 | P a g e
Learning unit
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
Resources Learning activities Content
84 | P a g e
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• 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
Performance criterion
Acceptable preparation of speeches on different social and professional occasions
85 | P a g e
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
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Performance evidence
▪ Presentation
Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Performance criterion
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and Suprasegmental
phonology
Resources Learning activities Content
86 | P a g e
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
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
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Asking relevant questions to clarify extend and follow up ideas according to
question forms
Resources Learning activities Content
87 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Performance 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
✓ Hypothetical questionswell formulated
✓ Embedded questionswell formulated
✓ Leading questionswell formulated
Observation
88 | P a g e
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
Resources Learning activities Content
89 | P a g e
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance 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
Performance criterion
Adequate reading of different trade-related texts
90 | P a g e
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
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Performance evidence
▪ Reading practice ▪ Presentations ▪ Multiple choice
Task: Read the text provided by the trainer and explain its purpose
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
Resources Learning activities Content
91 | P a g e
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
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
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Reading practice ▪ Writing practice ▪ Presentations
Task: Summarize the text given by the trainer
Performance criterion
Effective summary of key ideas in trade-related texts
Resources Learning activities Content
92 | P a g e
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
93 | P a g e
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
Resources Learning activities Content
94 | P a g e
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Performance 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
Performance criterion
Appropriate listening and responding to others
95 | P a g e
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
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Performance 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
Performance criterion
Clear identification of differences between common English accents
Resources Learning activities Content
96 | P a g e
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
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate reporting of information listened to in different accents
Resources Learning activities Content
97 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance 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
98 | P a g e
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
Resources Learning activities Content
99 | P a g e
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• 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
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
100 | P a g e
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
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
Resources Learning activities Content
101 | P a g e
Types of evidence Portfolio assessment tools
• 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
business document ✓ Editing the business
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Resources Learning activities Content
102 | P a g e
document
• Writing commonly used business documents
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Performance 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
Performance criterion
Appropriate writing of business documents
103 | P a g e
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
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Performance 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
Performance criterion
Appropriate use of writing style applicable to each type of business document
Resources Learning activities Content
104 | P a g e
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
106 | 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
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully
work in a socially diverse environment. The module will allow the participant to develop ways
of communicating with customers and colleagues from diverse backgrounds and
accommodating cultural differences. Furthermore, this module will enable the trainee to be
able to identify issues that may cause conflict or misunderstanding in the workplace because of
the cultural differences, find ways of resolving them and/or referring them to appropriate
individuals or bodies.
107 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate with customers 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.
108 | 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
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
Resources Learning activities Content
109 | P a g e
Types of evidence Portfolio assessment tools
• 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
customers ✓ give simple directions ✓ give simple instructions ✓ answer simple enquiries
o Brainstorming o Role play o Individual work
- Reference books - Role play scenario - Online materials
Resources Learning activities Content
110 | P a g e
Formative Assessment 1.2
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 ▪ Ticking ▪ Expose (presentation) ▪ Role play
Checklist Score
Yes No
Consideration of cultural differences through verbal and non-verbal communication
Overcoming language barriers
Observation
✓ prepare for, serve and assist customers
✓ describe goods and services
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
111 | P a g e
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Formative Assessment 1.3
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
▪ 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
Performance criterion
Proper obtaining assistance from colleagues, reference books or outside
organizations when required.
Resources Learning activities Content
112 | P a g e
113 | P a g e
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
Formative Assessment 2.1
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
Resources Learning activities Content
114 | P a g e
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
▪ 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
115 | P a g e
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
Formative Assessment 2.2
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
Resources Learning activities Content
116 | P a g e
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 ▪ Ticking ▪ Expose (presentation) ▪ Role play
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
Formative Assessment 2.3
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
Resources Learning activities Content
117 | P a g e
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 ▪ Ticking ▪ Expose (presentation) ▪ Role play
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.
118 | P a g e
Competence
C C M I W 5 0 1 - ICT AT WORKPLACE
CCMIW501 Use ICT at workplace
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This course focuses on providing skills, experience and confidence for those learners who struggle to
make the most of technology to demonstrate creative thinking, problem solving and knowledge
construction. It focuses on completing workplace tasks, such as researching and creating documents
with text, graphics and numerical information using commonly used tools such as: Microsoft Office –
(Word, Excel and PowerPoint), Email, and The Internet
119 | P a g e
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
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual
ones in their correct reading order. 1.3 Proper use of special effects
2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network
3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication
removal and Conditional formatting 3.5 Appropriate application of data protection
120 | P a g e
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
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper set up of a grid structure
Resources Learning activities Content
121 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance 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 are usually uniform across content pages.
o Practical exercise on editing and arrange a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Resources Learning activities Content
122 | P a g e
• Table of contents
• Notes like footnotes and end notes; bibliography
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance 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
Performance criterion
Proper arrangement of text zones and non-textual ones in their correct reading
order
123 | P a g e
Learning Outcome 1.3: Use special effects
• 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
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance 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
Performance criterion
Proper use of special effects
Resources Learning activities Content
124 | P a g e
Indicator: Runaround and intrusions is well detected
Observation
125 | P a g e
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
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate Conversion, Export and Import of files
Resources Learning activities Content
126 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance 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
Resources Learning activities Content
127 | P a g e
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions
Checklist Score
Yes No
Indicator:Different types of storageare well identified
✓ External removable hard drive
✓ Solid state drive
✓ Network attached storage
✓ USB thumb drive
✓ Cloud storage
✓ Optical drive
Indicator:Storage capacityis well detected
✓ Unit of data
Indicator:Disk formattingare well described
✓ Partitioning
✓ Erase data
Observation
Performance criterion
Appropriate use of storage media
128 | P a g e
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
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions
Performance criterion
Appropriate application of Printer settings
Resources Learning activities Content
129 | P a g e
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
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
Resources Learning activities Content
130 | P a g e
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions
Checklist Score
Yes No
Indicator:Common types of area networks based are well identified
✓ Personal area network, or PAN
✓ Local area network, or LAN
✓ Metropolitan area network
✓ Wide area network, or WAN
✓ Wireless Local Area Network or WLAN
Indicator:Common types of area networks based on main purposeis well detected
✓ Storage area network, or SAN
✓ Enterprise private network, or EPN
✓ Virtual private network, or VPN
Indicator: connect to the internet are well described
✓ Fixed internet
✓ Mobile internet
Observation
Performance criterion
Appropriate connect computer to the network
131 | P a g e
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
Formative Assessment 3.1
Performance criterion
Proper management of data types
Resources Learning activities Content
132 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions
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
133 | P a g e
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
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions
Checklist Score
Yes No
Indicator:Create validation are well identified
Indicator:Search/Find is well detected
Indicator: Deleting a range of textare well described
Observation
Performance criterion
Proper application of data validation
Resources Learning activities Content
134 | P a g e
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
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions
Performance criterion
Adequate application of Logical functions
Resources Learning activities Content
135 | P a g e
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
Formative Assessment 3.4
Performance criterion
Adequate performance of data analysis, duplication removal and Conditional
formatting
Resources Learning activities Content
136 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions
Checklist Score
Yes No
Indicator:Create different types of chartsare well identified
✓ Line and column charts
✓ Pie
✓ Miniature graphs
✓ Bar
Indicator:Table style is well detected
✓ Application
✓ conditional formatting
Indicator:Duplication removal are well described
Observation
Learning Outcome 3.5:Apply data protection
• Data protection principles ✓ Fair and lawful ✓ Purposes ✓ Adequacy ✓ Accuracy ✓ Retention ✓ Rights ✓ Security
o Compile activities reports ˗ Computer lab ˗ Projector
Formative Assessment 3.5
Resources Learning activities Content
137 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions
Checklist Score
Yes No
Indicator:Data protection principlesare well identified
✓ Fair and lawful
✓ Purposes
✓ Adequacy
✓ Accuracy
✓ Retention
✓ Rights
✓ Security
Observation
Performance criterion
Appropriate application of data protection
138 | P a g e
Reference books:
1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel
139 | P a g e
Competence
C C M P E 5 0 1 - PROFESSIONAL ETHICS
CCMPE501 Apply professional ethics
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
140 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply human values 1.1. Adequate valuation of human right. 1.2. Adequate promotion of integrity 1.3. Convenient valuation of time 1.4. Careful variety of moral issues
2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.
2.2. Adequate application of credible management of the work.
2.3. Adequate team spirit at the work.
3. Apply safety 3.1. Proper risk analysis 3.2. Convenient personal safety precautions 3.3. Adequate respect of hygienic rules
141 | P a g e
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
Formative Assessment 1.1
Performance criterion
Adequate valuation of human right.
Resources Learning activities Content
142 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written 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 - Whiteboard/ Black
board - Marker pen
Resources Learning activities Content
143 | P a g e
- Chalks - Projector - Pictures - Computer
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ Sentence completion
Checklist Score
Yes No
✓ Tax Compliance
✓ Environmental Protection
✓ Self-reliance
✓ Honesty
Observation
Performance criterion
Adequate promotion of integrity
144 | P a g e
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 - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ Sentence completion
Performance criterion
Convenient valuation of time
Resources Learning activities Content
145 | P a g e
Checklist Score
Yes No
✓ Agenda of Meeting
✓ Personal Agenda
Observation
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
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ Sentence completion
Performance criterion
Careful analysis of variety of moral issues
Resources Learning activities Content
146 | P a g e
Checklist Score
Yes No
✓ Resource Crunch
✓ Opportunity
✓ Attitude
Observation
147 | P a g e
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 - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate application of rules and regulations of the work.
Resources Learning activities Content
148 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ Sentence completion
Checklist Score
Yes No
✓ Public Building regulations
✓ Human Settlement Policies
Observation
Learning Outcome 2.2: Apply credible management of the work.
• 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 - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate application of credible management of the work
Resources Learning activities Content
149 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ 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 - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.3
Performance criterion
Adequate team spirit at the work.
Resources Learning activities Content
150 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ Sentence completion
Checklist Score
Yes No
✓ Understanding Others
✓ Service Orientation
✓ Uplift others
✓ Leveraging diversity
✓ Political awareness
Observation
151 | P a g e
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 - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper risk analysis
Resources Learning activities Content
152 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ Sentence completion
Checklist Score
Yes No
✓ Scenario Analysis
✓ Failure Mode and Effect Analysis
✓ Fault-tree Analysis
✓ Event-tree Analysis
✓ Human Error
Observation
Learning Outcome 3.2:Apply personal safety precautions
• 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 - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Resources Learning activities Content
153 | P a g e
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written
evidence
• Oral evidence
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ Sentence completion
Checklist Score
Yes No
Observation
Performance criterion
Convenient personal safety precautions
154 | P a g e
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 - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
▪ Multiple choice exercises
▪ Essay
▪ Merging Exercises
▪ True or false questioning
▪ Sentence completion
Checklist Score
Yes No
Maintenance of Hygiene
Observation
Performance criterion
Adequate respect of hygienic rules
Resources Learning activities Content
155 | P a g e
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
156 | P a g e
Competence
C C M B O 5 0 1 - BUSINESS ORGANISATION
CCMBO501 Organize a business
REQF Level: 5 Learning hours
Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to organize a business which is linked to
organizational strategic outcomes and facilitates the achievement of service delivery. The module will
allow the learner. Identify activities to be accomplished before real business operations, create a
productive working environment, run real business operations and monitor and evaluate the business.
157 | P a g e
Learning assumed to be in place
Business plan development
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify activities to be accomplished
before real business operations
1.1 Proper verification of business start-up
requirements
1.2 Accurate recruiting of employees in line with task
requirements
1.3 Effective performing purchasing of business
requirements in line with business plan
2. Create a productive working
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
158 | P a g e
Learning unit LU 1: Identify Activities To Be Accomplished For Real Business
1
Learning Outcomes:
4. Verify business start-up requirements
5. Recruit employees in line with task requirements
6. 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 ✓ Sources finances ✓ Allocation of
finance resources
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
Resources Learning activities Content
159 | P a g e
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence 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
Observation
Performance criterion
Proper verification of business start-up requirements
160 | P a g e
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 Shifts in urban,
suburban, and rural areas
Competition
• Recruitment process ✓ Staffing plans and
forecasting ✓ Write the job description
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
Resources Learning activities Content
161 | P a g e
and job specifications. ✓ Confirm job analysis ✓ Have a bidding system to
recruit and review internal candidate qualifications for possible promotions.
✓ Determine the best recruitment strategies for the position.
✓ Implement a recruiting strategy.
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Prodiuct evidence
▪ Observation checklist ▪ Number of employees recruited
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
Performance criterion
Accurate recruiting of employees in line with task requirements
162 | P a g e
✓ 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 ✓ 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
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 process
Resources Learning activities Content
163 | P a g e
✓ Credit note ✓ Receipt ✓ Statement of account
• Meaning of suppliers
• Factors influencing choice of effective suppliers
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
•
▪ Multiple choice exercises ▪ Essay& Cases study ▪ True or false questioning ▪ Sentence completion
Checklist Score
Yes No
Indicator: Perform purchasing of business requirements in line with business plan are explained
Purpose of purchasing are explained
Types of purchasing are explained ✓ Centralised purchasing ✓ Decentralised purchasing
Principles of purchasing are explained ✓ Right price ✓ Right quality ✓ Right quantity ✓ Right time ✓ Right place
Purchasing procedures are explained ✓ Meaning ✓ Steps involved in purchasing procedures
Documents used in purchasing procedures are explained
Performance criterion
Effective performing purchasing of business requirements in line with business
plan
164 | P a g e
✓ 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
165 | P a g e
Learning unit LU 2: Create a productive working environment
2
Learning Outcomes:
5. Set business ethical conduct
6. Assign responsibilities in accordance with organisation
structure
7. Match personal characteristics with business requirements
8. 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
Resources Learning activities Content
166 | P a g e
• Methods of handling unethical conduct in business
• Importance of positive ethical conduct in the business
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
▪ Multiple choice exercises ▪ Essay& Cases study ▪ True or false questioning ▪ Sentence completion
▪ Problem solving ▪ Observation checklist
Checklist Score
Yes No
Indicator: business ethical conduct setted
Objectives of ethical conduct in a business are explained
Rules and regulations of the business are identified ✓ Positive attitude required to business members
✓ sanctions proposed by the law in business
Types of unethical behaviour in a business are identified ✓ Mistreating Employees
✓ Financial Misconduct
Techniques of encouraging a positive ethical behaviour in business are identified ✓ Rewards
✓ Expectations
✓ Training
✓ Policies
Performance criterion
Accurate setting business ethical conduct
167 | P a g e
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).
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
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Effective assigning of responsibilities in accordance with organisation structure
Resources Learning activities Content
168 | P a g e
Types of evidence Portfolio assessment tools
• 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
169 | P a g e
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
✓ Defining strategies to eliminate gaps
• Self assessment in motivating employees practices ✓ Defining tool of
assessment ✓ Self Assessment ✓ Measuring gap between
personal characteristics and business requirements
✓ Defining strategies to eliminate gaps
• Self assessment in financial practices ✓ Defining tool of
assessment ✓ Self Assessment ✓ Measuring gap between
personal characteristics and business requirements
✓ Defining strategies to eliminate gaps
• Self assessment in inventory practices ✓ Defining tool of
assessment ✓ Self Assessment ✓ Measuring gap between
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
Resources Learning activities Content
170 | P a g e
personal characteristics and business requirements
✓ Defining strategies to eliminate gaps
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• 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
✓ Defining strategies to eliminate gaps
Self assessment in motivating employees practices are applied ✓ assessment
✓ Self Assessment
✓ Measuring gap between personal characteristics and business requirements
✓ Defining strategies to eliminate gaps
Self assessment in financial practices are applied
Performance criterion
Permanent matching personal characteristics with business requirements
171 | P a g e
✓ Defining tool of assessment
✓ Self Assessment
✓ Measuring gap between personal characteristics and business requirements
✓ Defining strategies to eliminate gaps
Self assessment in inventory practices are applied ✓ Defining tool of assessment
✓ Self Assessment
✓ Measuring gap between personal characteristics and business requirements
✓ Defining strategies to eliminate gaps
Observation
172 | P a g e
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.
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
•
▪ Multiple choice exercises ▪ Essay& Cases study ▪ True or false questioning ▪ Sentence completion ▪ Observation checklist
Performance criterion
Proper maintaining of good relationship with customers and suppliers
Resources Learning activities Content
173 | P a g e
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
174 | P a g e
Learning unit LU 3: Run real business operation
3
Learning Outcomes:
6. Set of short-term business goals
7. Optimize the utilization of available resources
8. 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
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Risk analysis
template
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper setting of short-term business goals
Resources Learning activities Content
175 | P a g e
Types of evidence Portfolio assessment tools
• 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
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
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan ˗ Computer
Resources Learning activities Content
176 | P a g e
✓ Targeted result ✓ Anticipated emergencies in
planning ✓ Inventory planed
• Importance of optimizing available resources for: ✓ Employees ✓ Business owners ✓ Business stakeholders
contingency plan
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• 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
✓ Inventory planed
Importance of optimizing available resources are described
Performance criterion
Accurate optimizing the utilization of available resources
177 | P a g e
✓ 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
• Marketing campaign ✓ Meaning ✓ Aspects of marketing campaign
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
Resources Learning activities Content
178 | P a g e
Components of marketing campaign
Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views Leads Customers
✓ Marketing campaign strategy
Clear & concise calls-to-action.
Hyper-target to a niche Audience.
Create a story that speaks to all Medias.
Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Regular employing targeted promotional and marketing campaigns
179 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
▪ Multiple choice exercises ▪ Essay& Cases study ▪ True or false questioning
▪ Sentence completion
▪ Observation checklist
Checklist Score
Yes No
Indicator: Employ targeted promotional and marketing campaigns are explained
Product promotion is explained ✓ Aspects of product promotion
Advertising product or brand Generating sales Creating brand loyalty
Elements/tools/piece of promotional plan are identified Public relations/publicity
Advertising
Sales promotion
Personal selling
Direct marketing
Promotional strategies are described ✓ Get the most out of social media
✓ Generate conversation with swag
✓ Offer incentives with targeted landing pages
✓ Appeal locally and create an event
✓ Boost your brand with education
Establishing promotional mix/plan of marketing campaign are identified Components of marketing campaign
Marketing Offer Creation
Goal Setting
Landing Page
Drive Traffic
Lead Nurturing
End & Analyze Your Campaign
Views
Leads
Customers
✓
Aspects of marketing campaign are identified Clear & concise calls-to-action.
180 | P a g e
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
181 | P a g e
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
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear preparation of a daily report of business activities
Resources Learning activities Content
182 | P a g e
Types of evidence Portfolio assessment tools
•
• Written evidence
•
▪ Multiple choice exercises ▪ Essay& Cases study ▪ True or false questioning ▪ Sentence completion
Checklist Score
Yes No
Indicator: a daily report of business activities is prepared
✓ Meaning of business daily report is explained
✓ Purpose of business daily report is explained is explained
✓ Format of daily report of business activities is explained
✓ Importance of business daily report to the business is explained
Observation
Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries and needs
• 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
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
Resources Learning activities Content
183 | P a g e
meeting Ways to make employee meeting more engaging
Facilitate brainstorming session
Stand up Set meeting goals
together Offer incentives and
rewards Set a clear framework
in advance
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
•
Multiple choice ▪ exercises ▪ Essay& Cases study ▪ True or false questioning ▪ Sentence completion
▪ Observation checklist
Checklist Score
Yes No
Indictor :Organize employee’s meeting in accordance with customer’s inquiries and needs are explained
Meaning of customer inquiries and needs is explained
Ways to make employee meeting more engaging are explained Facilitate brainstorming session
Stand up
Set meeting goals together
Offer incentives and rewards
Performance criterion
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
184 | P a g e
✓ Set a clear framework in advance
Purpose of employee’s meeting is explained
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
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Regular consultation of business plan
Resources Learning activities Content
185 | P a g e
Types of evidence Portfolio assessment tools
• 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
186 | P a g e
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
187 | P a g e
Competence
A N H I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
ANHIA501 Integrate workplace
REQF Level: 3 Learning hours
Credits: 30 300
Sector: ALL
Sub-sector: ALL
Issue date: July, 2019
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are
188 | P a g e
familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.
189 | P a g e
Learning assumed to be in place
All the modules covered at REQF level 3.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply for 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
190 | P a g e
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…
Formative Assessment 1.1
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
Performance criterion
Appropriate use of resources in the community or nationwide to find internship/employment information
Resources Learning activities Content
191 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written 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
Formative Assessment 1.2
Performance criterion
Proper writing of a basic accurate and neat CV
Resources Learning activities Content
192 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
▪ Observation checklist
▪ Questions and answers
Checklist Score
Yes No
Indicator: difference between CV and letter is explained
✓ A letter is more concise
✓ A letter express interest
✓ CV gives detailed information
Observation
Learning Outcome 1.3: Take part in an interview.
• Main parts of an interview
• Interviewing tips: what to do before, during and after the interview
• Typical questions asked during an interview
o Small group work o Interview role plays o Large group discussion
- Interview observation tool
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper demonstration of effective interviewing skills
Resources Learning activities Content
193 | P a g e
Types of evidence Portfolio assessment tools
• written
• oral
• performance
• questionnaires and answers
• scenarios
• True or false questioning
Checklist Score
Yes No
Indicator : Main parts of the interview are identified
- The body of the interview
- The opening
- The closing
Indicator: Typical questions asked during an interview are identified
✓ Tell me about yourself.
✓ Describe a difficult work situation or project and how.
✓ How do you handle stress and pressure?
✓ How do you handle stress and pressure?
✓ How do you handle stress and pressure?
✓ How do you handle stress and pressure?
✓ Why do you want this job?
✓ What are your salary expectations?
✓ Why are you leaving or why have you left your job?
✓ What is your greatest weakness?
✓ What is your greatest strength?
✓ Why should we hire you?
Observation
194 | P a g e
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
Formative Assessment 2.1
Performance criterion
Appropriate application of workplace habits and attitudes
Resources Learning activities Content
195 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance
• Essay& Cases study
• True or false questioning
• Observation checklist
• A produced schedule
Checklist Score
Yes No
Indicator1: appropriate workplace behaviors and attitudes are identified
✓ dress code
✓ time management
✓ respect
✓ honesty
✓ integrity
✓ work as a team member
Indicator2: Appropriate working habits are identified
✓ Cooperation
✓ Initiative
✓ Courtesy
✓ Constructive criticism
✓ Supervision, accuracy
✓ Pace of work
✓ Adaptability
✓ Personal appearance
✓ Punctuality
✓ Attendance
Observation
196 | P a g e
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
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• pPerformance
• Product
▪ Scenarios ▪ Different workplace documents
Performance criterion
Adequate implementation of strategies to manage time effectively
Resources Learning activities Content
197 | P a g e
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?”
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Efficient management of personal and work lives
Resources Learning activities Content
198 | P a g e
Types of evidence Portfolio assessment tools
Written
• Workplace documents
Checklist Score
Yes No
Indicator : Challenging to balance work and personal life are mentioned
✓ Lack of control.
✓ Unrealistic demands.
✓ Unsupportive relationships
✓ Lack of resources.
✓ Unhelpful attitude
✓ High-stress levels.
Indicator : Tips to manage personal and work lives are identified
✓ Prioritize your time
✓ Know your peaks and troughs
✓ Have set work hours and stick to them
✓ Find time for your finances
✓ Manage your time, long term
✓ Make your workspace work for you
Observation
199 | P a g e
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
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate of universal human rights
Resources Learning activities Content
200 | P a g e
Types of evidence Portfolio assessment tools
• written
• oral
• performance
▪ Essay& Cases study
▪ True or false questioning
▪ Observation checklist
▪ A produced schedule
Checklist Score
Yes No
Indicator: Universal declaration is explained
✓ know about your right
✓ be informed touniversal declaration human rights
Observation
Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.
• 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
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code
Resources Learning activities Content
201 | P a g e
Types of evidence Portfolio assessment tools
• 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.
Formative Assessment 3.3
Performance criterion
Appropriate respect of worker’s rights and responsibilities at the workplace
Resources Learning activities Content
202 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• writtten
• oral
• Perfornce
▪ Questions and answers
▪ 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.
Formative Assessment 3.4
Performance criterion
Appropriate respect of employer’s rights and responsibilities at the workplace
Resources Learning activities Content
203 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• 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
204 | 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
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Writtten
• oral
• Perfornce
o Essay (short responses /extended responses) o Role play o Scenarios o 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
Performance criterion
Appropriate reaction when the labour code is broken
Resources Learning activities Content
205 | 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
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate securing of the internship agreement with the enterprise
Resources Learning activities Content
206 | P a g e
Types of evidence Portfolio assessment tools
• Writtten
• Oral
• Perfornce
o Essay (short responses /extended responses) o Role play o Questionnaire and answers. o 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
207 | 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
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• writtten
• oral
▪ Expose
▪ Questions and answers
Checklist Score
Yes No
Indicator: presentation of the logbook is identified
✓ IAP list of competencies to be developed
✓ sheet
✓ IAP agreement
✓ IAP report form
✓ IAP interview form
✓ IAP Evaluation form
Indicator: Tips to fill in the logbook are mentioned
✓ Take Time to Write Your Log.
✓ Use a Rough Book.
✓ Have One Logbook Per Project
✓ Keep a Summary List
Performance criterion
Adequate outlining of findings and experience
Resources Learning activities Content
208 | P a g e
✓ 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
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• writtten
• oral
• Questions and answers
• present
• oral questions and their answers
Performance criterion
Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience
Resources Learning activities Content
209 | 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
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Active participation in the assessment of one’s internship
Resources Learning activities Content
210 | P a g e
Types of evidence Portfolio assessment tools
• 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.co
212 | P a g e
Competence
Competence
G E N A M 5 0 1 - ADVANCED ANALYSIS AND STATISTICS
GENAM501 Apply Advanced analysis and statistics
REQF Level: 5 Learning hours
Credits: 8 80
Sector: All
Sub-sector: All
Issue date: August, 2019
Purpose statement This general module describes the knowledge, skills and attitude required to apply basic analysis and
statistics. At the end of this module, the trainee of Level Five will be able to apply integration, measure
of dispersion and interpret bivariate data. As Mathematics is a tool of different fields, this module will
be useful to trainee as a means of both measuring and improving their understanding of Mathematics
and he/she will be prepared to perform well in higher education or anywhere in any fields that require
some knowledge of mathematics especially integration and statistics as well as working in design,
financial and economics, good performance in critical thinking, data analysis with their interpretation,
and so on.
213 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply fundamentals of integrals
1.1. Proper determination of primitive functions based on definition.
1.2. Proper calculation of definite integrals based on definition.
1.3. Proper application of definite integrals through sketching and calculations.
2. Identify measures of dispersion and interpret bivariate data
2.1. Accurate determination of measures of dispersion according to definitions and calculations.
2.2. Appropriate identification of bivariate data measures based on definitions and calculations.
2.3. Appropriate determination of regression line based on calculations and plotting.
214 | P a g e
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
Formative Assessment 1.1
Learning unit LU 1: Apply fundamentals of integrals
1
Learning Outcomes:
7. Calculate the primitive functions 8. Calculate definite integrals 9. Apply definite integrals
50 Hours
Performance criterion
Proper determination of primitive functions based on definition
Resources Learning activities Content
215 | P a g e
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written 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
o Practical exercises o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Resources Learning activities Content
216 | P a g e
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
▪ Multiple choice questions ▪ Open questions
Checklist Score
Yes No
Indicator : Definition of definite integral is given
✓ Definition of definite integral is well given
Indicator:Tecnique of integration is appropriately applied
✓ Integration of definite integrals by immediate primitive is perfectly done
✓ Integration of definite integrals by decomposition is perfectly done
✓ Integration of definite integrals by decomposition is perfectly done
✓ Integration of definite integrals by parts is perfectly done
Observation
Learning Outcome 1.3:Apply definite integrals
• Calculation of area
• Calculation of volume
• Calculation of the length of curved surface
o Group discussion on definite integral and its application
o Practical exercises o Documentary Research
- Hand-out notes - Reference books - Didactic materials
such as manila paper, …
- Internet
Resources Learning activities Content
Performance criterion
Proper calculation of definite integrals based on definition
217 | P a g e
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
•
▪ Short questions ▪ Open questions ▪ Curve sketching
Checklist Score
Yes No
Indicator: Application of definite integrals is conveniently performed
✓ Calculation of area for regular shape using definite integrals is properly done
✓ Calculation of area for irregular shape using definite integrals is properly done
✓ Calculation of volume using definite integrals is properly done
✓ Calculation of length of curved surface using definite integrals is properly done
Observation
Performance criterion
Proper application of definite integrals through sketching and calculations
218 | P a g e
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
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
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
Performance criterion
Accurate determination of measures of dispersion according to definitions and calculations
Resources Learning activities Content
219 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence ▪ Short questions ▪ Open questions
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
o Documentary Research
- Hand-out notes - Reference books - Didactic
materials such as manila paper, …
- Internet
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Appropriate identification of bivariate data measures based on definitions and
calculations
Resources Learning activities Content
220 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
•
▪ Short questions ▪ Open questions
Checklist Score
Yes No
Indicator : Definition of a given measure of bivariate data is well given
✓ Definition of Correlation is well done
✓ Definition of Covariance is well done
Indicator : Calculation of a given measure of bivarriate data is correctly done
✓ Calculation of Covariance is accurately done
✓ Calculation of Coefficient of correlation is accurately done
Observation
Learning Outcome 2.3:Determine the regression line
• 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
o Documentary Research
- Hand-out notes - Reference books - Geometric
instruments (Ruler, T-square,..)
- Didactic materials such as manila paper, …
- Internet
Formative Assessment 2.3
Resources Learning activities Content
221 | P a g e
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
•
▪ Short question ▪ Open questions ▪ Scatter diagram and plotted regression lines
Checklist Score
Yes No
Indicator : Definition is given
✓ Scatter diagram is properly defined
✓ Regression line is properly defined
Indicator : Calculation is accurately peformed
✓ Calculation of coefficient of regression line of y on x
✓ Determination of regression line of 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
Performance criterion
Appropriate determination of regression line based on calculations and plotting
222 | P a g e
Reference books:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.
2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
223 | P a g e
A N H A E 5 0 1 - AGRICULTURAL EXTENSION
ANHAE501 Perform Agricultural Extension
RTQF Level: 5 Learning hours
Credits: 5 40
Sector: Agriculture and food processing
Sub-sector: Animal health
Issue date: November, 2013
Purpose statement
This module describes the skills and knowledge required to perform agricultural extension. For
the agricultural extensionist this module will enable him/her to better perform his/her
professional work. Upon completion of this module, the trainee will be able to:
-Identify the innovation
-Implement the innovation
- Monitor and evaluate the innovation implementation
224 | P a g e
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify the innovation 1.1. Careful assessment of economical, social and
political environment of the area in which the
extension will be carried out
1.2. Effective assessment of farmers needs and
behaviour in terms of their social, economic
Categories
1.3. Relevant assessment of the target group by
identifying opinion leader, innovators,
resistant and peasant logic
2. Implement the innovation 2.1. Relevant sampling technique based on the target
group category and its population size
2.2. Adequate application of the extension technique
and methods as per target group
2.3. Appropriate selection of the communication
channel depending on the social, economic and the
level of understanding of the target group
3. Monitor and evaluate the innovation
implementation
3.1. Proper elaboration of relevant monitoring tools in
accordance with the extension technique used and
the category of the target group dealing with.
3.2. Proper evaluation of the innovation implemented
3.3. Adequate analysis of the feedback from the
225 | P a g e
monitoring activity and make decisions accordingly
226 | P a g e
LU 1:Identify the innovation
1
Learning Outcomes:
1. Identify extension tools and equipments
2. Assess the extension area
3. Select the innovation
10 Hours
Learning Outcome1.1:Identify extension tools and equipment
• Data collection tools: ✓ secondary data ✓ local knowledge
• Analysing tools: ✓ Livelihood analysis ✓ Technology
assessment index ✓ Daily routine and
activity diagram ✓ Problem
identification, Problem tree
✓ Socio economic and gender analysis
• Communication tools and equipment
o Brainstorming on data collection tools
o Individual/group research on analyzing tools
o Tutorial on analyzing tools and data collection
o Demonstration on communication tools and equipment
- Documents
- Internet
- Seasonal calendars
- Resource maps
- Agro-ecology map
- Technology map
- Mobility map
- Time trend
Resources Learning activities Content
227 | P a g e
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• written evidence
- Matching questions
- Multiple questions
- Short questions
- Task: Identify extension tools and equipment
Checklist Score
Yes No
Data collection tools
✓ secondary data
✓ local knowledge
Analyzing tools
✓ Livelihood analysis
✓ Technology assessment index
✓ Daily routine and activity diagram
✓ Problem identification, Problem tree
✓ Socio economic and gender analysis
Communication tools and equipment
Observation
Performance criterion
Careful assessment of economical, social and political environment of the area in
which the extension will be carried out
228 | P a g e
Learning Outcome 1.2:Assess the extension area
• Area selection and delimitation ✓ Criteria :
✓ Intervention frame work ✓ Geographic situation ✓ Economic factor ✓ Administrative factor ✓ Adhesion factor ✓ Social factor ✓ Transportation means ✓ Ecological conditions
✓ Area delimitation
✓ Area characterization : ✓ Geographic situation ✓ Economic situation ✓ Social situation ✓ Infrastructure facilities ✓ Development centers ✓ Junction area
• Identification of the problems: ✓ Identification of the major problems faced by the
population ✓ Visualization of the problems in form of a diagram:
problem tree or hierarchy of problem
o Brainstorming on area selection and characterization
o Individual/group research on problem identification
o Tutorial on problem identification
o Group work on problem identification
o Field visits
- Impact diagram - Wealth ranking - Climatic diagram - Professional
ranking - Farming
households Map - Technology
assessment index
- Flow diagram - Venn diagram - Flip chart - Posters - Bulletin board - News papers - Audiovisual
equipment - Writing tools - Telephone - Transects
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
- Open questions
- Multiple questions
- Task: Assess the extension area
Performance criterion
Effective assessment of farmer’s needs and behavior in terms of their social,
economic categories.
categories
Resources Learning activities Content
229 | P a g e
Checklist Score
Yes No
Area selection and delimitation
✓ Criteria
✓ Area delimitation
✓ Area characterization
Identification of the problems
✓ Identification of the major problems faced by the population
✓ Visualization of the problems in form of a diagram: problem tree or hierarchy of problem
Observation
Learning Outcome 1.3: Select the innovation
• Identification of solutions : ✓ Possible solutions ✓ Visualization of the
solutions in form of a diagram: solutions tree
• Choosing the best solution
• Innovation formulation and its feasibility analysis
o Brainstorming on solutions identification
o Individual/group research on solutions identification
o Tutorial on solution identification
o Group work on innovation formulation
o
- Books - Internet - Farmers - Writing tools
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Relevant assessment of the target group by identifying opinion leader,
innovators, resistantant and peasant logic.
resistant and peasant logic
Resources Learning activities Content
230 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Performance evidence
- Open questions
- Multiple questions
- Short questions
- Task: Select the innovation
Checklist Score
Yes No
Identification of solutions
✓ Possible solutions
✓ Visualisation of the solutions in form of a diagram: solutions tree
Choosing the best solution
Innovation formulation and its feasibility analysis
Observation
231 | P a g e
LU 2: Impement the innovation
2
Learning Outcomes:
1. Identify the target group
2. Select the extension techniques and methods
3. Perform the extension campaign
10Hours
Learning Outcome 2.1. Identify the target group
• Target population characteristics:
✓ knowledge level ✓ cultural practice ✓ organisation, ✓ influence of the
environment and customs
• Target group categorization: ✓ Innovators ✓ Early adopters ✓ Late adopters ✓ Laggards
• Target group selection techniques: sampling :
✓ Random sampling ✓ Systematic sampling ✓ Stratified sampling ✓ Convenience
sampling ✓ Judgement sampling ✓ Quota sampling
o Brainstorming on target population characterization and categorization
o Individual/group research target group selection techniques
o Tutorial on sampling techniques
o Group work on target population characteristics and characterization
- Books - Internet - Farmers
Resources Learning activities Content
232 | P a g e
✓ Snowball sampling
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Performance evidence
- Open questions
- Short questions
- Task: Identify the target group
Checklist Score
Yes No
Target population characteristics
✓ knowledge level
✓ cultural practice
✓ organisation,
✓ influence of the environment and
Target group categorization
✓ Innovators
✓ Early adopters
✓ Late adopters
✓ Laggards
Target group selection techniques
✓ Random sampling
✓ Systematic sampling
✓ Stratified sampling
✓ Convenience sampling
✓ Judgement sampling
✓ Quota sampling
✓ Snowball sampling
Observation
Performance criterion
Relevant sampling technique based on the target group category and its
population size
233 | P a g e
Learning Outcome 2.2: Select the extension techniques and methods
• Extension approaches: ✓ Participatory ✓ Training and visit
• Extension systems: ✓ Technology generation ✓ Technology transfer and ✓ Technology utilization: ✓ Adoption & diffusion of
innovations. Factors affecting the change process.
• Extension methods: ✓ individual contact; ✓ group contact; ✓ mass contact
• Extension techniques: ✓ Visit to the farm and the
household ✓ Training a model farme ✓ Results demonstration ✓ Experimentation ✓ Methods demonstration ✓ Field day for target farmers ✓ Discussion workshop for peasant ✓ Rural radio program ✓ Newspaper and magazine for
agricultural extension ✓ Seminar
o Individual/group research on extension approach and techniques/methods
o Field visit o Demonstration on
experimentation o Group discussion
on extension techniques
o Role play on extension techniques
o Audiovisual
presentation on
extension
techniques
- Internet - Newspapers - Magazine - Audiovisual
equipment - Farmers - Model
experiments
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of the extension technique and methods suitable to the
target group .
dealt with.
Resources Learning activities Content
234 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
- Open questions
- Short questions
- Task: Select the extension techniques and methods
Checklist Score
Yes No
Extension approaches
✓ Participatory
✓ Training and visit
Extension systems
✓ Technology generation
✓ Technology transfer
✓ Technology utilization
Extension methods
✓ individual contact
✓ group contact
✓ mass contact
Extension techniques
✓ Visit to the farm and the household
✓ Training a model farmer
✓ Results demonstration
✓ Experimentation
✓ Methods demonstration
✓ Field day for target farmers
✓ Discussion workshop for peasant
✓ Rural radio program
✓ Newspaper and magazine for agricultural extension
✓ Seminar
Observation
235 | P a g e
Learning Outcome 2.3: Perform the extension campaign
• Preparation of the extension campaign:
✓ Formulation of the objectives of the extension campaign
✓ Organisation of the extension campaign
✓ Selection of the communication channel and methods
• Extension campaign implementation
o Brainstorming on communication chanel and methods
o Individual/group work on formulation of objectives
o Field visit o Tutorial on extension campaign
preparation o Group discussion on extension
campaign preparation o Audiovisual presentation on
extension campaign preparation and implementation
- Extension campaign diagram
- Audiovisual equipment
- Farmers - Writing tools
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Oral evidence
• Performance evidence
- Open questions
- Short questions
- Multiple choice
- Ticking
- Role play
- Task: Perform the extension campaign
Performance criterion
Appropriate selection of the communication channel depending on the social,
economic and the level of understanding of the target group
Resources Learning activities Content
236 | P a g e
Checklist Score
Yes No
Preparation of the extension campaign
✓ Formulation of the objectives of the extension campaign
✓ Organization of the extension campaign
✓ Selection of the communication channel and methods
Extension campaign implementation
Observation
237 | P a g e
LU 3: Monitor and evaluate the innovation implementation
3
Learning Outcomes:
1. Collect data for monitoring and evaluation 2. Analyse data 3. Interpret the evaluation results
20Hours
Learning Outcome 3.1:Collect data for monitoring and evaluation
• Monitoring and evaluation approaches
• Types of evaluation
• Evaluation indicators
• Types and sources of data
• Data collection procedures for evaluation
• Data collection instruments
o Brainstorming on types of evaluation, types and sources of data
o Individual/group work on data collection
o Tutorial on data collection
- Books - Internet - Writing tools
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper elaboration of relevant monitoring tools in accordance with the
extension technique used and the category of the target group dealing with.
Resources Learning activities Content
238 | P a g e
Types of evidence Portfolio assessment tools
• Written evidence
• Performance evidence
- Open questions
- Short questions
- Multiple choice
- Ticking
- Task: Collect data for monitoring and evaluation
Checklist Score
Yes No
✓ Monitoring and evaluation approaches
✓ Types of evaluation
✓ Evaluation indicators
✓ Types and sources of data
✓ Data collection procedures for evaluation
✓ Data collection instruments
Observation
Learning Outcome 3.2: Analyse data
• Data entry ✓ By hand ✓ By computer
• Data analysis tools:
✓ checksheet, ✓ histogram, ✓ Percentage ✓ Mean ✓ Mode ✓ Median ✓ Range ✓ Ranking
o Brainstorming on data analysis tools
o Individual/group work on data entry and analysis
o Tutorial on data entry and analysis
- Books - Internet - computer - Software - Writing tools
Resources Learning activities
Content
239 | P a g e
✓ curves ✓ Gantt chart ✓ Variance ✓ Standard deviation
• Data Analysing methods:
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Performance evidence
- Matching questions
- Open questions
- Multiple choice
- Ticking
- Task: Analyse data
Checklist Score
Yes No
✓ Data entry
✓ Data analysis tools
✓ Data Analysing methods
Observation
Performance criterion
Proper evaluation of the innovation implemented
240 | P a g e
Learning Outcome 3.3: Interpret the evaluation results
• Data interpretation
• Evaluation report writing
o Individual/group work
on data interpretation o Evaluation report writing
- Books - Internet - Writing tools - Extension
records
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Written evidence
• Performance evidence
- Open questions
- Matching questions
- Multiple choice
- Ticking
-
- Task: Interpret the evaluation results
Checklist Score
Yes No
✓ Data interpretation
✓ Evaluation report writing
Observation
Performance criterion
Adequate analysis of the feedback from the monitoring activity and make
decisions
accordingly
Resources Learning activities Content
241 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are well prepared
•
•
Indicator: Sample is well collected and transported
Indicator: Bio chemical properties are assessed
Indicator: Data are interpreted
Observation
Reference books:
1. http://asq.org/learn-about-quality/data-collection-analysis-tools
2. Workforce Development Authorithy, Agricultural extension, Student’s Book Senior 6 Agronomy
3. Karthikeyan C. and al.,2008, Agricultural Extension Management,Atlantic Publishers and
Distribution, 171p.
242 | P a g e
A N H A I 5 0 1 - ARTIFICIAL INSEMINATION
ANHAI501 Perform Artificial Insemination
RTQF Level: 5 Learning hours
Credits: 7 70
Sector: Agriculture
Sub-sector: Livestock
Issue date: November 2013
Purpose statement
This core module provides the skills, knowledge and attitude for a learner to be competent in a
range of routine tasks and activities that require the application of practical skills in artificial
insemination.
Upon completion of this module the learner will be able to:
- Identify artificial insemination tools and equipment
- Collect and process sperms
- Apply artificial insemination techniques
243 | P a g e
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.
Elements of competence Performance criteria
1. Identify artificial insemination tools and equipment
1.1. Proper identification of tools and equipment for
sperm collection and processing according to their
use
1.2. Proper identification of tools and equipment for
semen storage and transport according to their
use
1.3. Proper identification of tools and equipment for
artificial insemination as per the techniques and
species
2. Collect and process sperms 2.1. Proper selection of sires(males) suitable for semen
production.
2.2. Proper preparation of semen collection tools and
equipment according to their types
2.3. Proper training of sires (males) for sperm collection
according to the breeds
2.4. Adequate management of sires(males) by feeding,
diseases. control, proper housing as per their breeds.
2.5. Semen collection frequency according to the breeds.
2.6. Effective collection of sperms and semen processing
244 | P a g e
according to the techniques and standards
Appropriate maintenance of tools and equipment for
sperm collection and processing in terms of cleaning,
sterilization, disinfection, conservation.
3. Apply artificial insemination techniques
3.1. Appropriate detection of the animal heat by regarding
the external signs
3.2. Proper preparation of the female according to the
breeds
3.3. Adequate preparation of artificial insemination kit in
terms of arrangement.
3.4. Proper preparation of sperms by heating them using an
appropriate flask
3.5. Adequate restraining of the female with respect of the
norms.
3.6. Correct practice of the artificial insemination technique
by right implantation of the semen in the uterus.
3.7. Proper diagnosis of the pregnancy according to the
breeds
3.8. Appropriate maintenance of selected tools and
equipment for artificial insemination in terms of
cleaning, sterilization, disinfection, conservation and
stocking
245 | P a g e
LU 1: Identify artificial insemination tools and equipment
1
Learning Outcomes:
1. Identify tools and equipment for sperm collection and processing 2. Identify tools and equipment for semen storage and transport 3. Identify artificial insemination kit components
20 Hours
Learning Outcome1. 1: Identify tools and equipment for sperm collection and processing
• Tools and equipment for
sperm collection:
✓ Bull
✓ Ram and buck
✓ Boar
• Tools and equipment for
sperm processing
✓ Semen quality
evaluation
✓ Boar
o Presentation of tools and equipment for sperm collection and processing
o Audiovisual presentation o Individual/group research on
tools and equipment identification
o Field visit
- PPE
- Handler
- Collector
- Dummy bull, dummy
boar,
- Dummy ram and buck
- Estrus sow/doe/ewe
- Thermometer
- Water heater
- Warm soapy water
- Plastic insulated flask
- Stiff brush
- Artificial vagina
- Trailer
- Holding pen
- Squeeze chute/head
Resources Learning activities Content
246 | P a g e
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Identify tools and equipment for sperm collection and
processing
Checklist Score
Yes No
Indicator: Tools and equipment for sperm collection:
✓ Bull
✓ Ram and buck
✓ Boar
Indicator: Tools and equipment for sperm processing
✓ Semen quality evaluation
✓ Boar
Observation
Performance criterion
Proper identification of tools and equipment for sperm collection and processing
247 | P a g e
Learning Outcome 1.2: Identify tools and equipment for semen storage and transport
• Tools and equipment for semen transport
✓ Polystyrene foam insulated shipping container
✓ Large capacity dry shippers
• Tools and equipment for
semen storag
✓ Balloon or ice container
✓ Large storage refrigerators
✓ Bulk tanks
o Presentation of tools and equipment for sperm handling ,transportation and storage
o Audiovisual presentation o Individual/group research on
tools and equipment identification
o Field visit
- PPE -Audiovisual equipment -Books -Internet -Artificial insemination centers -Semen collection and processing centre - Liquid Nitrogen - LN vapor - Plastic goblets - Labeled metal
canes/racks - LN refrigerators - Pellets - Self-contained
breathing apparatus - Bland soap - Wooden
boards/pallets - Ventilated box - Record keeping tools - Gold colored
fluorescent light tube - Aluminium container
with vacuum - Breeding kit: sleeve,
sheaths, AI gun, scissors, paper towels,
- Forceps (tweezers) - Balloon or ice
container - Thermos bottle - Polystyrene foam
insulated shipping container
- Large capacity dry shippers
- Large storage refrigerators
- Bulk tanks
Resources Learning activities Content
248 | P a g e
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Identify tools and equipment for semen storage and
transport
Checklist Score
Yes No
Indicator: Tools and equipment for semen transport
✓ Polystyrene foam insulated shipping container
✓ Large capacity dry shippers
Indicator: Tools and equipment for semen storage
✓ Balloon or ice container
✓ Large storage refrigerators
✓ Bulk tanks
Observation
Performance criterion
Proper identification of tools and equipment for semen storage and transport
249 | P a g e
Learning Outcome 1.3: Identify artificial insemination kit components
• Identify artificial insemination kit components
o Presentation of tools and equipment artificial insemination
o Audiovisual presentation
o Individual/group research on tools and equipment identification
o Field visit on artificial insemination activities
- Crayon, - Heat mount detection pads, - Radiotelemetric systems
(heat watch) - Marking harnesses, - Heat expectancy l - Implant applicatorl sponges - Breeding chute - Frozen semen - Inseminotor’s kit - Thaw container - Lubricant gel - Paper towel and saop - Straw cutter - Forceps - Scissors - Insemination gun - Sheaths - Sheaths protector - Bucket and boot brush - Disinfectant solution - Disposable plastic
insemination tubes (catheter)
- Disposable plastic polybulbs or syringe
- Ampoule scribe - Poster on female
reproductive tract - Speculum
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of tools and equipment for artificial insemination
Resources Learning activities Content
250 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Identify artificial insemination kit components
Checklist Score
Yes No
Indicator: Artificial insemination kit components
Observation
251 | P a g e
LU 2: Collect and process sperms
2
Learning Outcomes:
1. Manage sire(males) 2. Collect sperms 3. Process sperm and semen
30 Hours
Learning Outcome 2.1:Manage sire(males)
• Selection of sires (males)
• Training of sires (males)
• Management of
sires(males):
✓ Feeding,
✓ Diseases. Control,
✓ Housing,
✓ Sperm collection
frequency
o Demonstration on sires training
o Audiovisual presentation on sires training
o Individual/group research on sires selection and management
o Field visit o Group work on sires
management o Demonstration on sperm
collection
- PPE
- Handler
- Collector
- Dummy bull, dummy boar,
- Dummy ram and buck
- Estrus sow/doe/ewe
- Thermometer
- Water heater
- Warm soapy water
- Plastic insulated flask
- Stiff brush
- Artificial vagina
- Trailer
- Holding pen
Resources Learning activities Content
252 | P a g e
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Manage sire(males)
Checklist Score
Yes No
Indicator: Selection of sires (males)
Indicator: Training of sires (males)
Indicator: Management of sires(males):
✓ Feeding,
✓ Diseases. Control,
✓ Housing,
✓ Sperm collection frequency
Observation
Performance criterion
Proper selection of sires suitable for semen production.
253 | P a g e
Learning Outcome 2.2: Collect sperms
• Sexual stimulation techniques
• Sexual preparation techniques
• Collection methods of the semen: ✓ Bull:
- Artificial vagina method - Electro-ejaculator method - Massaging the pelvic
accessory genital organs (ampullae) per rectum
- Recovering semen from the vagina of the cow that has been naturally serviced
✓ Ram and buck: artificial vagina
✓ Boar: Artificial vagina
o Audiovisual
presentation on sperm collection in bull, boar, ram and buck
o Field visit for semen collection observation
o Individual/group research on sperm collection
- PPE -Audiovisual equipment -Books -Internet -Semen collection and processing centre - Liquid Nitrogen - LN vapor - Plastic goblets - Labeled metal
canes/racks - LN refrigerators - Pellets
Self-contained breathing
- apparatus - Bland soap - Wooden
boards/pallets - Ventilated box - Record keeping
tools - Gold colored
fluorescent light tube
- Aluminium container with vacuum
- Breeding kit: sleeve, sheaths, AI gun, scissors, paper towels,
- Forceps (tweezers) - Balloon or ice
container - Thermos bottle - Polystyrene foam
insulated shipping container
- Large capacity dry
Resources Learning activities Content
254 | P a g e
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Collect sperm
Checklist Score
Yes No
Indicator: Sexual stimulation techniques
Indicator: Sexual preparation techniques
Indicator: Collection methods of the semen:
✓ Bull:
- Artificial vagina method
- Electro-ejaculator method
- Massaging the pelvic accessory genital organs (ampullae) per rectum
- Recovering semen from the vagina of the cow that has been naturally serviced
✓ Ram and buck: artificial vagina
✓ Boar: Artificial vagina
Observation
Performance criterion
Proper training of sires for sperm collection
255 | P a g e
Learning Outcome 2.3: Process sperm and semen
• Semen evaluation: ✓ Appearance and
viability ✓ Motility ✓ Morphology ✓ pH ✓ Sperm concentration
• Semen dilution: ✓ extenders and ✓ extension of the
semen
• Cooling of the semen
• Packaging
• Freezing
• Protecting sperm against damage
o Audiovisual presentation on sperm and semen processing in bull, boar, ram and buck
o Field visit for semen processing observation
o Individual/group research on sperm and semen processing
- PPE -Audiovisual equipment -Books -Internet -Semen collection and processing centre - Liquid Nitrogen - LN vapor - Plastic goblets - Labeled metal
- canes/racks - LN refrigerators - Pellets - Self-contained
breathing apparatus
- Bland soap - Wooden
boards/pallets - Ventilated box - Record keeping
tools - Gold colored
fluorescent light tube
- Aluminium container with vacuum
- Breeding kit: sleeve, sheaths, AI gun, scissors, paper towels,
- Forceps (tweezers)
- Balloon or ice container
- Thermos bottle - Polystyrene
foam insulated shipping container
Resources Learning activities Content
256 | P a g e
- Large capacity dry shippers
- Large storage refrigerators
- Bulk tanks
Formative Assessment 2.3
257 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• performanceevidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions
▪ Task: Process sperm and semen
Checklist Score
Yes No
Indicator: Semen evaluation:
✓ Appearance and viability
✓ Motility
✓ Morphology
✓ pH
✓ Sperm concentration
Indicator: Semen dilution:
✓ extenders and
✓ extension of the semen
Indicator: Cooling of the semen
Indicator: Packaging
Indicator: Freezing
Indicator: Protecting sperm against damage
Observation
Performance criterion
Effective collection of sperms and semen processing according to the techniques
and standards
258 | P a g e
259 | P a g e
LU 3: Apply artificial insemination techniques
3
Learning Outcomes:
1. Detect heat 2. Induce and synchronize heat 3. Practice artificial insemination 4. Make follow-up
20 Hours
Learning Outcome 3.1: Detect heat
• Physical restraining techniques
• Heat cycle for: Cows, doe, ewe, sow
• Heat signs for: Cows, doe, ewe, sow
• Heat detection techniques/methods: ✓ Visual observation ✓ Heat detection with aids
(teaser males, breeding
records)
• Heat detection in cattle
• Heat detection in goats
• Heat detection in sheep
• Heat detection in swine
• Time of insemination
o Farms visits
o Individual/group
research
o Audiovisual presentation
on heat signs and heat
cycle
o Brainstorming on heat
signs
o Heat expectancy charts/
Dairy herd monitor
presentation
- Dairy herd monitor - Heat expectancy
charts - Farms - Books - Internet - Audiovisual
equipment - Posters - Teasers males - Recording tools -
Resources Learning activities Content
260 | P a g e
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral
• Written evidence
• Performance evidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Detect heat
Checklist Score
Yes No
Indicator: Physical restraining techniques
Indicator: Heat cycle for: Cows, doe, ewe, sow
Indicator: Heat detection techniques/methods:
✓ Visual observation
✓ Heat detection with aids
(teaser males, breeding records)
Indicator: Heat detection in cattle
Indicator: Heat detection in goats
Indicator: Heat detection in sheep
Performance criterion
Appropriate detection of the animal heat by regarding the external signs
261 | P a g e
Indicator: Heat detection in swine
Observation
Learning Outcome 3.2: Induce and synchronize heat
• Heat induction and synchronization
• Pregnancy Diagnosis
• Oestrous synchronization methods and techniques
• Oestrous induction methods and
techniques
o Demonstration on heat
induction and
synchronization
techniques
o Practical work on heat
induction,
synchronization and
pregnancy diagnosis
o Audiovisual
presentation on heat
induction,
synchronization and
pregnancy diagnosis
o Field visit on heat
induction,
synchronization and
pregnancy diagnosis
- Farms - Audiovisual
equipment - Artificial
insemination centre
- Seringues - Prostagladin F2
Alpha - Oestradiol - Synchro-Mate B
(SMB) - Melengestrol - Implant
applicator - GnRH - PMSG - HCG - Norgestomet - Controlled
Internal Drug releaisin (CIDR)
- CIDR Applicator (cow,Sheep & Goat Size)
- Intravaginal sponges
Resources Learning activities Content
262 | P a g e
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions
▪ Task: Induce and synchronize heat
Checklist Score
Yes No
Indicator: Heat induction and synchronization
Indicator: Pregnancy Diagnosis
Indicator: Oestrous synchronization methods and techniques
Indicator: Oestrous induction methods and techniques
Indicator: Heat induction and synchronization
Indicator: Pregnancy Diagnosis
Performance criterion
Proper preparation of the female according to the breeds
263 | P a g e
Observation
Learning Outcome 3.3: Practise artificial insemination
o Artificial insemination methods : ✓ recto vaginal, ✓ speculum, ✓ vagina methods
o Steps of artificial insemination in : ✓ Cow ✓ Sows ✓ Ewe ✓ Doe
• Records keeping: artificial
insemination certificate, store cards
o Demonstration on
artificial insemination
methods/techniques
o Practical work on
artificial insemination
methods/techniques
o Audiovisual presentation
on artificial
o insemination
methods/techniques
o Field visit on artificial
insemination
methods/techniques
-Dairy herd monitor -Liquid Nitrogen - Semen - biostats - Bland soap - PPE - Record keeping
tools - Sleeve, - sheaths - AI gun - scissors, - paper towels - Forceps
(tweezers) - Thermos bottle - Bucket Lubricants
Formative Assessment 3.3
Performance criterion
Adequate preparation of artificial insemination kit in terms of arrangement.
Resources Learning activities Content
264 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• performanceevidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions
▪ Task: Practise artificial insemination
Checklist Score
Yes No
Indicator: Artificial insemination methods :
✓ recto vaginal,
✓ speculum,
✓ vagina methods
Indicator: Steps of artificial insemination in :
✓ Cow
✓ Sows
✓ Ewe
✓ Doe
Indicator: Records keeping: artificial insemination certificate, store cards
Observation
Learning Outcome 3.4: Make follow-up
o Pregnancy diagnosis methods:
✓ Visual observation
✓ rectal palpation ✓ rectal abdominal
palpation o Pregnancy diagnosis in
✓ Cow ✓ Ewe and doe
o Brainstorming on causes of
infertility
o Individual/group research
on causes of infertility
o Demonstration on
pregnancy diagnosis, new
o Books o Internet o Audiovisual
equipment o Recording tools o Ear tags o Ear tags applicators o Farms o
Resources Learning activities Content
265 | P a g e
✓ Sow o Causes of infertility ✓ New born identification
and registration
born identification and
registration
o Audiovisual presentation
on pregnancy diagnosis
o Practical work on
pregnancy diagnosis, new
born identification and
registration
o Field visit on pregnancy
diagnosis, new born
identification and
registration
Formative Assessment3. 4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral
• Written evidence
• Performance evidence
•
▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions
▪ Task: : Make follow-up
Checklist Score
Yes No
Indicator: Pregnancy diagnosis methods:
✓ Visual observation
✓ rectal palpation
✓ rectal abdominal palpation
Indicator: Pregnancy diagnosis in
Performance criterion
Proper preparation of sperms by heating them using an appropriate flask
266 | P a g e
✓ Cow
✓ Ewe and doe
✓ Sow
Indicator: Causes of infertility
✓ New born identification and registration
Observation
Summative Assessment
Integrated situation Resources
The NGO ‘’Farm for the future’’ has started a farming project in Muhanga District, Nyamabuye sector. This farming project deals with dairy cattle, goats and pigs. In order to improve the local breeds both in cattle, pigs and goats this NGO has introduced an artificial insemination project. AS veterinary nurse, the project request your assistance in doing the insemination. TASKS:
• Perform artificial insemination for 1 cow in 30 minutes
• Perform artificial insemination for 1 doe in 30 minutes
• Perform artificial insemination for 1 sow in 30 minutes All tools,materials, equipment and semen are available at the NGO office
- AI certificate
- AI gun,
- Balloon or ice
container
- biostats
- boot brush
- Boots
- Bucket
- Clocks
- Coveralls
- Crush
- -Dairy herd monitor
- Disinfectant solution
- Disposable plastic
insemination tubes
(catheter)
- Disposable plastic
polybulbs or syringe
- Doe
267 | P a g e
- Ear tags
- Ear tags applicators
- Forceps (tweezers)
- Frozen semen
- Gloves
- -Heat expectancy
charts
- Insemination gun
- Inseminator’s kit
- Lubricant gel
- Nitrogen liquid
- -Note book
- Paper towel
- paper towels,
- Pens
- -Register
- Rubbing alcohol
- saop
- scissors,
- Semen
- Sheaths protector
- sheaths,
- sleeve,
- Soap
- Speculum
- Sterile gauze
- Straw cutter
- Thaw container
- Thermometer
- Warm tap water
- Water bath/ Thermos
bottle
- Water heater
268 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Time of insemination is verified
Indicator: Working area and female are well prepared
Indicator: Materials and tools for artificial insemination are well selected and prepared
Indicator: Semen are well thawed
Indicator: Artificial insemination gun is correctly set up
Indicator: Palpation and cervix fixation are well done
Observation
269 | P a g e
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Semen are placed in the uterine body
Indicator: Artificial insemination certificate is correctly filled
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Right time for insemination is respected
Indicator: Thawing time is respected
Indicator: .Material and equipment for artificial insemination are properly used
Observation
270 | P a g e
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: Females are correctly restrained
Indicator: PPE is well worn
Indicator: Liquid nitrogen is well manipulated
Indicator: Environment is well sustained
Observation
Reference books:
1.JERE R. Mitchel, Gordon A. Doak, 2004, The Artificial insemination and embryo transfer of dairy and
beef cattle
2.Bearden H. J., Fuquay J. W., and Williad S. T., Applied Animal Reproduction, Pearson Education,
Pearson Prentice Hall, Upper Saddle River, New Jersey 07458.
3. http://www2.ctahr.hawaii.edu/oc/freepubs/pdf/LM-15.pdf
4. http://www.cals.ncsu.edu/an_sci/extension/animal/news/march97/mar97-4.htm
271 | P a g e
A N H A P 5 0 1 - QUALITY CONTROL OF ANIMAL PRODUCTS
ANHAP501 PERFORM QUALITY CONTROL OF ANIMAL PRODUCTS
REQF Level: 5 Learning hours
Credits: 6 60
Sector: Agriculture and Food processing
Sub-sector: Animal health
Issue date: October 2013
Purpose statement
This core module provides the skills, knowledge and attitude for a learner to be competent in a range of routine tasks and activities that require the application of practical skills in a defined context of meat, milk, eggs, honey and fish inspection.
Upon completion of this module, the trainee will be able to:
• Sketch an abattoir
• Perform meat inspection
• Perform fresh milk inspection
• Perform honey quality inspection
• Perform fish quality inspection
• Perform eggs quality
272 | P a g e
Learning assumed to be in place Domestic animal body description Animal physiology
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. Design an abattoir 1.1. Proper site selection according to the type of
abattoir and regulations
1.2. Proper sketching of abattoir according the
standards and regulations
1.3. Appropriate identification of tools and equipment
according to the standards and regulations
2. Perform meat inspection 2.1. Performing appropriate ante-mortem examination
according to their technique
2.2. appropriate application of slaughtering techniques
in according to the types of animal
2.3. Appropriate management of abattoir issues
according to their types and regulations
2.4. Proper application of meat inspection techniques
according to types of animal
2.5. Appropriate decision making and stamping of the
carcass according to the quality of meat.
2.6. Correct record keeping according to appropriate
formats
2.7. Proper certification of meat inspection according to
the quality of meat.
273 | P a g e
3.Control the quality of milk 3.1. Proper characterisation of milk according to the
milk properties
3.2. Proper identification of tools and equipment
according to their use
3.3. Proper checking of milk quality considering hygiene,
freshness and compostion.
4. Control the quality of honey 4.1. Proper characterisation of milk according to the
honey properties
4.2. Proper identification of tools and equipment
according to their use
4.3. Proper checking of honey quality considering
hygiene, freshness and compostion.
5. Control the quality of fish 5.1. Proper characterisation of fish as external
morphology
5.2. Thorough checking of fresh fish quality considering
hygiene and freshness
5.3. Thorough checking of conserved and processedfish
quality considering hygiene and healthiness
6. Control the quality of eggs 6.1. Proper Characterisation of eggs considering pyisico-
characteristics
6.1. Proper description of egg considering its parts
6.2. Thorough checking of eggs quality considering hygiene,
freshness, healthiness and parts
274 | P a g e
LU 1: Design an abattoir
1
Learning Outcomes:
1. Select site of the abattoir 2. Sketch an abattoir 3. Select tools and Equipment
10 Hours
Learning Outcome 1.1: Select site of the abattoir
• Legislation
• Selection criteria: ✓ Environment ✓ Geological structures and
features ✓ Site dimensions ✓ Services/basic
infrastructures: - Water supply - Effluent disposal - Power source - Access roads - Isolation from
habitations
o Abattoir visit for checking abattoir site selection requirement
o Field visit for assessing site requirements
o Tutorials o Group research, discussion
and presentation on requirements of abattoir site
o Brainstorming on abattoir components
o Group work on plan sketching
- Abattoir site - Books - Sketching materials - Meteorological data - Audio-visual
equipment - Decameter - Internet - Abattoir schematic
flow diagram - PPE
Resources Learning activities Content
275 | P a g e
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: select the site for abattoir construction
Checklist Score
Yes No
Legislation
Selection criteria
✓ Environment
✓ Geological structures and features
✓ Site dimensions
✓ Services/basic infrastructures:
✓ Environment
✓ Isolation from habitations
Observation
Performance criterion
Proper site selection according to the type of abattoir and regulations
276 | P a g e
Learning Outcome 1.2: Sketch an abattoir
• Abattoir types (industrials, moderns, traditionals)
• Difference between abattoir and slaughterhouses
• Abattoir components
• Plans and specifications of abattoir compartments
• Equipment construction: rail, scale, cooling system, cutter, incinerator,
• General requirements for construction materials
o Abattoir visit for checking abattoir site selection requirement
o Field visit for assessing site requirements
o Tutorials o Group research, discussion
and presentation on requirements of abattoir site
o Brainstorming on abattoir components
o Group work on plan sketching
- Abattoir site
- Books
- Sketching materials
- Meteorological
data
- Audio-visual
equipment
- Decameter
- Internet
- Abattoir schematic
flow diagram
- PPE
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Performance evidence
• Written evidence
▪ Labeling the sketch ▪ Sketching ▪ Open questions ▪ Task: sketch an abattoir
Checklist Score
Yes No
✓ Abattoir types (industrials, moderns, traditional
✓ Difference between abattoir and slaughterhouses
✓ Abattoir components
✓ Plans and specifications of abattoir compartments ✓ Equipment construction: rail,scale, cooling system, cutter, incinerator,
✓ General requirements for construction materials
Performance criterion
Proper sketching of abattoir according the standards and regulations
Resources Learning activities Content
277 | P a g e
Observation
Learning Outcome 1.3:Select tools and Equipment
• Types of abattoir
• Tools and equipment for an
abattoir
• General requirements
o Abattoirs visit o Group work for
selection tools and equipment of abattoir
o Audiovisual presentation
- Abattoir - Audiovisual equipment - Internet - Books - PPE
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: select the tools and equipment
Performance criterion
Appropriate identification of tools and equipment according to the
standards and regulations
Resources Learning activities Content
278 | P a g e
Checklist Score
Yes No
✓ Types of abattoir
✓ Tools and equipment for an abattoir
✓ General requirements
Observation
279 | P a g e
LU 2: Perform meat inspection
2
Learning Outcomes:
4. Identify companion animal houses/ cages types 5. Select companion animals house/cages site 6. Sketch and construct companion animals’ house/cages
10 Hours
Learning Outcome 2.1: Perform ante mortem inspection
• Objectives of ante mortem inspection
• Clinical examination: ✓ Observation of:
General behaviour of the animals
Nutritional status, Cleanliness, signs of diseases Abnormalities in: respiration, behavior,
gait, posture, structure and conformation
Abnormal discharges or protrusions from body
openings Abnormal color Abnormal odor
• Antemortem findings :
✓ Chills and sweating ✓ Dehydration ✓ Elevated body
temperature
o Demonstration of antemortem inspection
o Group work/research o Abattoir visit
- Animal - Abattoir - PPE - Internet - Books - Clinical examination
materials
Resources Learning activities Content
280 | P a g e
✓ Increased pulse and respiration
✓ Depression and dullness
✓ Anorexia and obstipation
✓ Diarrhea and vomiting
✓ Urinous or phenolic odour or breath
✓ Shock, convulsions and coma
• Make a decision: normal, conditional, delayed and sanitary slaughtering
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: perform ante mortem examination
Performance criterion
Performing appropriate ante-mortem examination according to their
technique
281 | P a g e
Checklist Score
Yes No
✓ Objectives of ante mortem inspection
✓ Clinical examination
✓ Antemor tem findings
✓ Make a decision: normal, conditional, delayed and sanitary slaughtering
Observation
Learning Outcome 2.2:Apply slaughtering techniques
• Slaughtering process: ✓ stunning (knocking), ✓ bleeding, ✓ skinning, ✓ evisceration, ✓ Carcass splitting
• Disposal of abattoir inedible offals : ✓ skin and hide ✓ blood, ✓ bones, ✓ horns and hooves, ✓ waste
o Demonstration o Group work/research o Audiovisual presentation o Abattoir visit for observation
slaughtering process
- Abattoir
- Animals
- Books
- Audiovisual
equipment
- Slaughtering
materials and
equipment
- Disposal
material and
equipment
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate application of slaughtering techniques in according to the
types of animal
Resources Learning activities Content
282 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: apply slaughtering techniques
Checklist Score
Yes No
Slaughtering process
✓ stunning (knocking),
✓ bleeding,
✓ skinning,
✓ evisceration,
✓ Carcass splitting
Disposal of abattoir inedible of fals
✓ skin and hide
✓ blood,
✓ bones,
✓ horns and hooves,
✓ waste
Observation
Learning Outcome 2.3: Apply meat inspection techniques
• Meat inspection techniques:
viewing, incision,
palpation/pression and
olfaction
• Meat inspection
procedures:
✓ General visual
examination
✓ Systematic examination:
o Demonstration on meat
inspection
o Group work/research
o Audiovisual presentation
- PPE
- Meat
inspection
tools and
equipment
- Books
- Internet
- Audiovisual
equipment
Resources Learning activities Content
283 | P a g e
- Visceral organs
- Carcass
- Heads
• Postmortem findings :
✓ Rigor mortis
✓ Putrefaction
✓ Congestion of
subcutaneous blood
vessels and carcass
✓ Enlarged lymph nodes
✓ Evidence of cloudy
swelling of liver, heart
and kidneys
✓ Emaciation
✓ Oedema (dropsy)
✓ Imperfect bleeding
✓ Bruising
✓ Haematoma
✓ Inflammation
✓ Abnormal odors
Abnormal colours/pigmentations
- Animals
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Apply meat inspection techniques
Performance criterion
Proper application of meat inspection techniques according to types of
animal
284 | P a g e
Checklist Score
Yes No
✓ Meat inspection techniques
✓ Meat inspection procedures
✓ Postmortem findings
Observation
Learning Outcome 2.4:Make decision and stamping
• Possible judgements/decisions: ✓ Authorisation for human
consumption ✓ Authorisation for animal
consumption ✓ Conditional
authorisation ✓ Trimming and partial
condemnation/rejection ✓ Total
condemnation/rejection ✓ Consign before further
examinations (collection of laboratory samples)
• Meat grading and Stamping
• Register the case: Registration method and
certificate delivery
o Brainstorming on possible decisions
o Group discussion o Group work/research
- Certificate specimen
- Internet - Books - Slaughterhouse - Register - Stamps and inks - Cold rooms and
refrigerators
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate decision making and stamping of the carcass according to the
quality of meat
Resources Learning activities Content
285 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Formats and records ▪ Task: make decision and stamping
Checklist Score
Yes No
✓ Possible judgements/decisions
✓ Meat grading and Stamping
✓ Register the case
Observation
286 | P a g e
Learning Outcome 3.1: Characterize milk
• Milk properties: ✓ Physical ✓ Chemical ✓ Organoleptics ✓ Biological
• Fresh milk composition (fat content, proteins, water,
lactose, vitamins and minerals)
o Visit of milk collecting centre
o Group work/research o Brainstorming
- PPE - Books - Internet - Milk - Milk collection
centre or dairy farm
LU 3: Control the quality of milk
3
Learning Outcomes:
1. Characterize milk 2. Identify tools and equipment 3. Check fresh milk quality
10Hours
Resources Learning activities Content
287 | P a g e
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Characterize milk
Checklist Score
Yes No
Milk properties
✓ Physical
✓ Chemical
✓ Organoleptics
✓ Biological
Fresh milk composition
Observation
Performance criterion
Proper characterization of milk according to the milk properties
288 | P a g e
Learning Outcome 3.2:Identify tools and equipmentheck
• Hygiene tools and equipment
• Testing tools and equipment
• Storage equipment
o Visit of milk collecting centre
o Group work/research o Brainstorming o Demonstration o Audiovisual presentation
- Alcoholmeter, - Butyrometer - Milk - Reagents for milk
testing - CMT test kit - Milk cell test kit - Clot on boiling
test material - Sieves - Strip papers - PH meter - Centrifuge - Lactodensimeter - Dornic acidimeter - Funnel - Tank and cans - Test tube
Bensen beak
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Identify tools and equipment
Performance criterion
Proper identification of tools and equipment according to their use
Resources Learning activities Content
289 | P a g e
Checklist Score
Yes No
✓ Hygiene tools and equipment
✓ Testing tools and equipment
✓ Storage equipment
Observation
Learning Outcome 3.3:Check fresh milk quality
• Milk quality control techniques and specification: ✓ Organoleptics and foreign matters
tests ✓ Milk cell test ✓ CMT test ✓ Alcohol test ✓ Acidity test ✓ Density test
• Clot on boiling test
o Visit of milk collecting centre
o Group work/research o Brainstorming o Demonstration o Audiovisual presentation
- Alcoholmeter, - Butyrometer - Milk - Reagents for milk
testing - CMT test kit - Milk cell test kit - Clot on boiling
test material
Formative Assessment 3.3
Performance criterion
Proper checking of milk quality considering hygiene, freshness and
compostion.
Resources Learning activities Content
290 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check fresh milk quality
Checklist Score
Yes No
Milk quality control techniques and specification
✓ Organoleptics and foreign matters tests
✓ Milk cell test
✓ CMT test
✓ Alcohol test
✓ Acidity test
✓ Density test
• Clot on boiling test
Observation
291 | P a g e
LU 4: Control the quality of honey
4
Learning Outcomes:
1. Characterize honey 2. Identify tools and equipment 3. Check honey quality
10Hours
Learning Outcome 4.1: Characterize honey
• Honey physical properties: ✓ densities ✓ acidity ✓ organoleptics
properties ✓ viscosity
• Honey chemical composition ✓ carbohydrates ✓ proteins ✓ water ✓ fructose ✓ glucose ✓ lactose ✓ vitamins ✓ minerals
o Visit of honey processing center
o Group work/research o Brainstorming
- Honey - Books - Internet - Honey processing
centre - PPE
Formative Assessment 4.1
Performance criterion
Proper characterization of milk according to the honey properties
Resources Learning activities Content
292 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Characterize honey
Checklist Score
Yes No
Honey physical properties
✓ Densities
✓ acidity
✓ organoleptics properties
✓ viscosity
Honey chemical composition
✓ carbohydrates
✓ proteins
✓ water
✓ fructose
✓ glucose
✓ lactose
✓ vitamins
✓ minerals
Observation
Learning Outcome 4.2:Identify tools and equipment
Resources Learning activities Content
293 | P a g e
• Equipment, tools and utensils for filtration and quality control: residues control
• Function and uses of these different equipment, tools and utensils
o Visit of honey processing centre
o Group work/research o Brainstorming o Demonstration o Audiovisual presentation
- Honey processing centre - Books - Internet - PPE - Honey store - Honey
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Identify tools and equipment
Checklist Score
Yes No
✓ Equipment, tools and utensils for filtration and quality control: residues control
✓ Function and uses of these different equipment, tools and utensils
Observation
Learning Outcome 4.3 Check honey quality
Performance criterion
Proper identification of tools and equipment according to their use
294 | P a g e
• Residues control method
• Honey tasting
• pH test
• Hydrometer test
• Specific gravity beads
o Visit of honey processing centre
o Group work/research o Brainstorming o Demonstration o Audiovisual presentation
- Honey processing centre - Books - Internet - PPE - Honey store - Honey
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check honey quality
Checklist Score
Yes No
✓ Residues control method
Performance criterion
Proper checking of honey quality considering hygiene, freshness and
composition.
Resources Learning activities Content
295 | P a g e
✓ Honey tasting
✓ pH test
✓ Hydrometer test
Observation
296 | P a g e
LU 5: Control the quality of fish
5
Learning Outcomes:
1. Characterize fish 2. Check fresh fish quality 3. Check conserved and processed fish
5Hours
Learning Outcome 4.1: Characterize fish
• Fresh Fish external aspects
• Conserved fish: dried,
smoked
• Processed fish: canned
o Visit of fisheries o Group work/research o Brainstorming
- Fisheries - Fish - Books - Internet - Fish store
Formative Assessment 5.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Characterize fish
Performance criterion
Proper characterization of fish as external morphology
Resources Learning activities Content
297 | P a g e
•
Checklist Score
Yes No
✓ Fresh Fish external aspects
✓ Conserved fish: dried, smoked
✓ Processed fish: canned
Observation
Learning Outcome 5.2: Check fresh fish quality
• Inspection techniques of fresh fish: ✓ appearance (eyes
colour, scales, gills, anus),
✓ consistency, ✓ smell
o Visit of fisheries o Group work/research o Brainstorming o Demonstration o Audiovisual presentation
- PPE - Books - Internet - Audiovisual equipment - Fisheries - Fish
Formative Assessment 5.2
Performance criterion
Checking of fresh fish quality considering hygiene and freshness
Resources Learning activities Content
298 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check fresh fish quality
Checklist Score
Yes No
Inspection techniques of fresh fish
✓ appearance (eyes colour, scales, gills, anus),
✓ consistency,
✓ Smell
Observation
Learning Outcome 5.3: Check conserved and processedfish quality
• Inspection techniques of conserved and processed:
✓ Dried/smoked consistency, appearance, smell
✓ Canned: consistency, appearance of the can, label
o Visit of fisheries o Group work/research o Brainstorming o Demonstration o Audiovisual presentation
- PPE - Books - Internet - Audiovisual equipment - Fisheries - Fish
Resources Learning activities Content
299 | P a g e
Formative Assessment 5.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check conserved and processed fish
Checklist Score
Yes No
Inspection techniques of conserved and processed
✓ Dried/smoked consistency, appearance, smell
✓ Canned: consistency, appearance of the can, label
Observation
Performance criterion
Thorough checking of conserved and processed fish quality considering
hygiene and healthiness
300 | P a g e
U 6: Control the quality of eggs
6
Learning Outcomes:
1. Characterize eggs 2. Describe egg parts 3. Check eggs quality
5Hours
Learning Outcome 4.1: Characterise eggs
• Physical characteristics
✓ Size
✓ Shape
✓ Weight
✓ Colour
✓ Shell consistence
✓ Egg density
✓ Egg integrity
✓ Egg cleanliness,
✓ Egg shell sizes
o Visit of poultry farm and
eggs store
o Group work/research
o Brainstorming
- Poultry farm - Books - Internet - Eggs store - Eggs
Formative Assessment 6.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper Characterization of eggs considering pyisico-characteristics
Resources Learning activities Content
301 | P a g e
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Performance evidence
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Characterize eggs
Checklist Score
Yes No
Physical characteristics
✓ Size
✓ Shape
✓ Weight
✓ Colour
✓ Shell consistence
✓ Egg density
✓ Egg integrity
✓ Egg cleanliness,
✓ Egg shell sizes
Observation
Learning Outcome 6.2: Describe eggs parts
• Egg componentS:
✓ Egg shell
✓ Egg yolk
✓ albumen
✓ Air cell
o Visit of poultry farm and
eggs store
o Group work/research
o Brainstorming
- Poultry farm - Books - Internet - Eggs store - Eggs
Resources Learning activities Content
302 | P a g e
Formative Assessment 6.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking
▪ Task: Describe eggs parts
Checklist Score
Yes No
Egg component
✓ Egg Shell
✓ Egg Yolk
✓ albumen
✓ Air cell
Observation
Learning Outcome 6.3: Check eggs quality
• Visual test ✓ Soft or thin shells ✓ Cracked or broken
shells. ✓ Dirty eggs
• Freshness testing techniques ✓ Floating
o Visit of poultry and eggs store o Group work/research o Brainstorming o Demonstration o Audiovisual presentation
- PPE - Eggs store - Eggs - Books - Internet - Audiovisual equipment - Candler - Grader
Resources Learning activities Content
Performance criterion
Proper description of egg considering its parts
303 | P a g e
✓ Candling
• Fertile egg versus non fertile egg ✓ Grading
- Salt - Water - bucket
Formative Assessment 6.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
evidence
•
▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check eggs quality
Checklist Score
Yes No
Visual test
✓ Soft or thin shells
✓ Cracked or broken shells.
✓ Dirty eggs
Freshness testing techniques
✓ Floating
✓ Candling
Fertile egg versus non fertile egg
✓ Grading
Observation
Performance criterion
Thorough checking of eggs quality considering hygiene, freshness,
healthiness and parts
304 | P a g e
305 | P a g e
Summative Assessment
Integrated situation Resources
The ministry of health has recommended an inspection tour for meat, milk and fish in Nyamabuye, Shyogwe and Nyarusange sectors for a research in animal products inspection. As veterinary nurse you are charged to do this work. You are requested to: - Perform meat inspection at slaughter house in these sectors in 3 hours, - Perform milk inspection at milk collection centers in these sectors in 3 hours - Perform fish inspection at market in these sectors in 3 hours All material, tools and equipment are assumed to be available.
Tasks:
• Perform meat, milk and fish inspections in NYAMABUYE sector
• Perform meat, milk and fish inspections in SHYOGWE sector
• Perform meat, milk and fish inspections in NYARUSANGE sector
- Meat inspection tools
- Books - Certificate specimen - Register - Stamps and inks - Cold rooms and
refrigerators - Animal - Meat inspection kit - Thermometer - Bull rings - Pen/pencil, pad of
paper and clipboard - Suspect and
Condemned tags - Tagging Pliers - PPE - Meat inspection
equipment - Milk - Sieves, - Strip paper - pH meter - Centrifuge - Lactodensimeter - Dornic acidimeter - Funnel, - Alcoholmeter, - Butyrometer - Milk - Reagents for milk
testing - CMT test kit - Milk cell test kit - Clot on boiling test
material - Fish
306 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Implementation plan of the work place is correctly verified
Indicator: tools, materials and equipment are well selected
Indicator: Outer appearance is correctly checked
Indicator: Systematic examination for meat, fish is properly done
Indicator: Biophysical common tests of milk are properly done
Indicator: Appropriate decision is taken
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Meat is properly inspected
Indicator: Milk is properly inspected
Indicator: Fish is properly inspected
Indicator: Appropriate certificates are delivered
Observation
307 | P a g e
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Required incisions are correctly done
Indicator:Material and equipment for milk testing are properly used
Indicator: Grading and scoring are accurately done
Indicator: The insects severity level is decreased
Indicator:certificates are fulfilled accordingly
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are well used
Indicator: Working area is well prepared, material , tools and equipment are properly used
Indicator: Environment is sustained
Indicator: Condemned products are properly disposed
Observation
308 | P a g e
Reference books:
1. http://www.fao.org/docrep/003/t0756e/T0756E02.htm 2. http://www.dave-cushman.net/bee/honey_testing.html 3. Ministry of Agriculture and Rural Development Animal and Plant Health Regulatory Directorate, 2008,
Construction Guideline 2 (for export abattoirs), Addis Ababa, Ethiopia, 41p.
309 | P a g e
A N H C A 5 0 1 - COMPANION ANIMALS KEEPING
ANHCA501 Perform companion animals keeping
REQF Level: 5 Learning hours
Credits: 8 80
Sector: Agriculture and Food processing
Sub-sector: Animal health
Issue date: October 2013
Purpose statement
This module is provided for the trainees of level five and describes the skills, knowledge and
attitudes required to perform agricultural laboratory data analysis.
Moreover, this module will enable the trainee to prepare the laboratory tools, materials and
equipment, perform sample analysis and interpret laboratory results.
310 | P a g e
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify companion animals
species and breeds
1.1. Proper identification of companion animals
according to animals’ species.
1.2. Proper identification of companion animals breeds
according to the morphology:
size, shape, weight, skin colour, origin,
conformation, ear position, eyes colour
1.3. Proper characterization of companion animals
breeds according to speed of growth, reproduction
mode, feeding behaviour, ecological condition,
adaptability, litter size, prolificacy.
1.4. Appropriate choice of companion animal as per
client preferences.
2. House companion animals 2.1. Proper identification of companion animal
housing/ caging types.
2.2. Proper selection of companion animals house
site according to species
2.3. Appropriate sketching of companion animals’
house in respecting the animal species, breeds
and standards in terms of ventilation,
temperature and humidity, lighting, noisy and
311 | P a g e
social interaction of the animal.
2.4. Adequate selection of construction material
and equipment of companion animals houses
according to the animal species and breeds,
financial means and availability of material.
2.5. Appropriate verification of building of the animal
companion house as per standards
3. Keep companion animals 3.1. Appropriate accommodation and bedding of
companion animal according to species
behavioral/ or reproductive needs, safety
conditions, food and water, biological needs,
cleanliness, restraint and behavior.
3.2. Proper feeding and watering of different
categories of companion animals according to
animal species.
3.3. Appropriate companion animals training
according to owner’s needs
3.4. Proper hygiene and aesthetic surgery of
companion animal
3.5. Effective euthanasia of companion animals in
terms of right techniques and product.
3.6. Adequate identification (tattoos or ear tags,
cage cards and micro chips) and record keeping
and interpretation of companion animals
rearing data by using the standard forms
3.7. Manage companion animals reproduction
Proper selection of male and female for
breeding in accordance with morphology, high
feed conversion Ratio, easy to handle, mating
age and its size of litter from healthy parent.
3.8. Adequate rearing of male and female in terms
312 | P a g e
of puberty time, mating, mating ratio,
farrowing, interval culling, cause of mating
problems.Proper conduction of mating:
reproduction cycle, Heat induction methods ,
Heat detection , Signs of successful mating
3.9. Adequate management of pregnant and young
companion animals: Pregnancy control
methods, Kindling and mother care, Fostering,
Management of young animals (Climatic
condition monitoring) Weaning Suitable genetic
improvement: Cross breeding and Selection
3.10. Correct reproduction record keeping:
Reproduction diagram, Reproduction cards,
reproduction data collection and interpretation
4. Control specific diseases of
companion animals
4.1. Proper identification of specific disease of
companion animals found in the region.
4.2. Respect of hygiene and biosecurity measures:
companion animal’s hygienic measures,
Sanitization of companion animal’s house,
offensive measures, defensives measures.
4.3. Appropriate establishment of prophylactic plan:
vaccination, deworming
4.4. Proper selection and administration of bio-
chemical prevention products
4.5. Adequate record keeping and interpretation of
zoo-sanitary data
313 | P a g e
LU 1: Identify companion animals species and breeds
1
Learning Outcomes:
4. Identify companion animals species 5. Identify companion animals breeds 6. Select companion animals
20 Hours
Learning Outcome 1.1: Identify companion animals species
• Identification of companion
animals species:
✓ Dogs
✓ Cats
✓ Equine species (horses,
donkeys)
o Brainstorming on companion
animals identification
o Group discussion on companion
animals species identification
o Research
o Audiovisual presentation
- Posters
- Audiovisual equipment
- Internet
- Books
- Animals
- Pictures
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of companion animals according to animals’ species.
Resources Learning activities Content
314 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify companion animals species
Checklist Score
Yes No
Indicators: Identification of companion animals species:
✓ Dogs
✓ Cats
✓ Equine species (horses, donkeys)
Observation
Learning Outcome 1.2: Identify companion animals breeds
• Identification of dogs
breeds:
✓ Sheepdogs and
Cattle Dogs:
o German
Shepherd Dog
o Belgian
Shepherd Dog
o South Russian
Shepherd Dog
✓ Dachshunds: Teckel
✓ Scenthounds and
Related Breeds:
Dalmatian
✓ Companion and Toy
Dogs
o Group discussion on companion
animals breeds
o Individual/group Research
o Audiovisual presentation
o Field visit for companion animals
breeds identification
o Brainstorming
o Tutorials on breeds identification
- Posters
- Audiovisual equipment
- Internet
- Books
- Animals
- Pictures
Resources Learning activities Content
315 | P a g e
• Identification of cats
breeds
• Identification of Horses
breeds
• Identification of donkeys
breeds:
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify companion animals breeds
Checklist Score
Yes No
Indicators: Identification of dogs breeds
✓ Sheepdogs and Cattle Dogs
✓ Dachshunds: Teckel
✓ Scenthounds and Related Breeds: Dalmatian
✓ Companion and Toy Dogs
Indicators: Identification of cats breeds
Indicators: Identification of Horses breeds
Indicators: Identification of donkeys breeds
Observation
Performance criterion
Proper identification of companion animals breeds according to the morphology: size, shape, weight, skin colour, origin, conformation, ear position, eyes
colour
316 | P a g e
Learning Outcome 1.3: Select companion animals
• Characterization of
companion animals by
species
• Selection criteria:
o Group discussion on
companion animal
characterization
o Audiovisual presentation
o Tutorial on companion
animal selection
o Field visit for companion
animal characterization
- Posters
- Audiovisual equipment
- Internet
- Books
- Animals
- Pictures
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Select companion animals
Checklist Score
Yes No
Indicators: Characterization of companion animals by species
Indicators: Selection criteria
Performance criterion
Proper characterization of companion animals breeds according to speed of
growth, reproduction mode, feeding behaviour, ecological condition,
adaptability,
litter size, prolificacy
Resources Learning activities Content
317 | P a g e
Observation
318 | P a g e
LU 2: House companion animals
2
Learning Outcomes:
7. Identify companion animal houses/ cages types 8. Select companion animals house/cages site 9. Sketch and construct companion animals’ house/cages
20 Hours
Learning Outcome 2.1: Identify companion animal houses/ cages types
• Houses/cages types for dogs
• Houses/cages types for cats
• Houses types for horses and donkeys
o Audiovisual presentation of
cages/houses types
o Group/individual research
- Posters
- Audiovisual equipment
- Internet
- Books
- Animals
- Pictures
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of companion animal housing/ caging types.
Resources Learning activities Content
319 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify companion animal houses/ cages types
Checklist Score
Yes No
Indicator: Houses/cages types for dogs
Indicator: Houses/cages types for cats
Indicator: Houses types for horses and donkeys
Observation
Learning Outcome 2.2: Select companion animals house/cages site
• Site selection criteria for ✓ Dogs houses/cages ✓ Cats houses/cages ✓ Horses and donkeys houses
o Brainstorming on site
selection criteria
o Field visit
o Group/individual research
- Kennel
- Internet
- Books
Resources Learning activities Content
320 | P a g e
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Select companion animals house/cages site
Checklist Score
Yes No
Indicator: Site selection criteria for
✓ Dogs houses/cages
✓ Cats houses/cages
✓ Horses and donkeys houses
Observation
Performance criterion
Proper selection of companion animal’s house site
321 | P a g e
Learning Outcome 2. 3: Sketch and construct companion animals’ house/cages
• Selection of construction
material and equipment for :
✓ Dogs houses/cages ✓ Cats houses/cages ✓ Horses and donkeys
houses
• Standards of : ✓ Dogs houses/cages ✓ Cats houses/cages ✓ Horses and donkeys
houses
• Sketching ✓ Dogs houses/cages ✓ Cats houses/cages ✓ Horses and donkeys
houses
o Brainstorming on site
selection criteria
o Field visit
o Group/individual research
- Kennel
- Internet
- Books
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Sketch and construct companion animals’ house/cages
Performance criterion
Appropriate sketching of companion animals’ house in respecting the animal
species, breeds and standards in terms of ventilation, temperature and
humidity,
lighting, noisy and social interaction of the animal.
Resources Learning activities Content
322 | P a g e
Checklist Score
Yes No
Indicator: Selection of construction material and equipment for :
✓ Dogs houses/cages
✓ Cats houses/cages
✓ Horses and donkeys houses
Indicator: Standards of :
✓ Dogs houses/cages
✓ Cats houses/cages
✓ Horses and donkeys houses
Indicator: Sketching
✓ Dogs houses/cages
✓ Cats houses/cages
✓ Horses and donkeys houses
Observation
323 | P a g e
Learning Outcome 3.1: Accommodate companion animal
• Accommodation of dogs,
cats, donkeys and horses
according to behavioral/ or
reproductive needs, safety
conditions, food and water,
biological needs, cleanliness,
restraint and behaviour
• bedding of dogs, cats,
donkeys and horses
according to behavioral/ or
reproductive needs, safety
conditions, food and water,
biological needs, cleanliness,
restraint and behaviour
o Brainstorming on site
selection criteria
o Field visit
o Group/individual research
- Kennel
- Internet
- Books
Formative Assessment 3.1
LU 3: Keep companion animals
3
Learning Outcomes:
1. Accommodate companion animal 2. Feed companion animals 3. Train companion animals 4. Manage companion animals reproduction 5. Provide hygiene and aesthetic surgery
20 Hours
Resources Learning activities Content
324 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Accommodate companion animal
Checklist Score
Yes No
Indicator: Accommodation of dogs, cats, donkeys and horses
Indicator: bedding of dogs, cats, donkeys and horses
Observation
Performance criterion
Appropriate accommodation and bedding of companion animal according to
species behavioral/ or reproductive needs, safety conditions, food and water,
biological needs, cleanliness, restraint and behavior
325 | P a g e
Learning Outcome 3.2: Feed companion animals
• Feeding and watering for: ✓ Dogs, ✓ Cats, ✓ Donkeys ✓ Horses
o Group discussion o Brainstorming Individual and
group research o Practical work
- Book
- internet
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Feed companion animals
Checklist Score
Yes No
Indicator: Feeding and watering for:
✓ Dogs,
✓ Cats,
✓ Donkeys
✓ Horses
Observation
Performance criterion
Proper feeding and watering of different categories of companion animals
according to animal species
Resources Learning activities Content
326 | P a g e
Learning Outcome 3.3: Train companion animals
• Dogs training purposes:
• Cats training purposes,
• Donkeys and horses:
• Training for: ✓ Dogs: hunting, guarding,
accompanying ✓ Cast: accompanying
• Donkeys and horses: sports,
traction, transport
o Group discussion o Brainstorming Individual and
group research
- Dogs
- Cat
- Donkeys
- horses
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Train companion animals
Checklist Score
Yes No
Indicator: Dogs training purposes:
Indicator: Cats training purposes,
Performance criterion
Appropriate companion animals training according to owner’s needs
Resources Learning activities Content
327 | P a g e
Indicator: Donkeys and horses:
Indicator: Training
✓ Dogs: hunting, guarding, accompanying
✓ Cats: accompanying
Indicator: Donkeys and horses: sports, traction, transport
Observation
Learning Outcome 3.4: Manage companion animals reproduction
• Marking techniques
• Selection of parents
• Rearing of parent
• Conduct companion animals reproduction : mating, management of pregnant and young companion animals, genetic improvement, reproduction record keeping
• Reproduction control
o Group discussion o Brainstorming Individual and
group research
- Internet
- Book
- Marking tools
and equipment
- Tags
- Microchips
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieve
Performance criterion
Proper hygiene and aesthetic surgery of companion animal
Resources Learning activities Content
328 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Manage companion animals reproduction
Checklist Score
Yes No
Indicator: Marking techniques
Indicator: Selection of parents
Indicator: Rearing of parent
Indicator: Conduct companion animals reproduction
Indicator: Reproduction control
Observation
329 | P a g e
LU 4: Control specific diseases of companion animals
4
Learning Outcomes:
1. Identify specific diseases of companion animals 2. Treat specific disease of companion animals 3. Prevent specific disease of companion animals
20 Hours
Learning Outcome 4.1: Identify specific diseases of companion animals
• Specific diseases for dogs and cats: ✓ Rabies,
✓ Canine distemper,
✓ Diabetes mellitus,
✓ Gout,
✓ Otitis
✓ Eczema,
✓ Mange,
✓ Prostate hyperplasia,
✓ Toxoplasmosis,
✓ Leptospirosis,
✓ Anaplasia,
✓ Hepatitis
• Specific diseases for horses and donkeys: ✓ Colic in horse,
✓ Pneumonia,
✓ Bronchitis,
✓ Equine
trypanosomiasis,
o Group discussion on companions diseases
o Brainstorming on companions diseases
o Individual and group research
- Books - Internet
Resources Learning activities Content
330 | P a g e
✓ African Horse Sickness,
✓ Monday sickness,
✓ Arthritis,
✓ Tendinitis
✓ Mal du garrot
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify specific diseases of companion animals
Checklist Score
Yes No
Indicator: Specific diseases for dogs and cats:
✓ Rabies,
✓ Canine distemper,
✓ Diabetes mellitus,
✓ Gout,
✓ Otitis
✓ Eczema,
✓ Mange,
✓ Prostate hyperplasia,
✓ Toxoplasmosis,
✓ Leptospirosis,
✓ Anaplasia,
✓ Hepatitis
Indicator: Specific diseases for horses and donkeys:
✓ Colic in horse,
Performance criterion
Proper identification of specific disease of companion animals
331 | P a g e
✓ Pneumonia,
✓ Bronchitis,
✓ Equine trypanosomiasis,
✓ African Horse Sickness,
✓ Monday sickness,
✓ Arthritis,
✓ Tendinitis
✓ Mal du garrot
Observation
Learning Outcome 4.2: Treat specific disease of companion animals
• Selection of appropriate
treatment for :
✓ Dogs and cats
✓ Horses and donkeys
• Medicines Prescription for:
✓ Dogs and cats
✓ Horses and donkeys
• Administration of
prescribed medicine for :
✓ Dogs and cats
✓ Horses and donkeys
• .Follow up patient
o Group discussion o Brainstorming o Individual and group research o
- Book - internet -
Formative Assessment 4.2
Performance criterion
Respect of hygiene and biosecurity measures: companion animal’s hygienic
measures, Sanitization of companion animal’s house, offensive measures,
defensives measures
Resources Learning activities Content
332 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieve
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Treat specific disease of companion animals
Checklist Score
Yes No
Indicator: Selection of appropriate treatment for :
✓ Dogs and cats
✓ Horses and donkeys
Indicator: Medicines Prescription for:
✓ Dogs and cats
✓ Horses and donkeys
Indicator: Administration of prescribed medicine for
✓ Dogs and cats
✓ Horses and donkeys
Indicator: Follow up patient
Observation
333 | P a g e
Learning Outcome 4.3: Prevent specific disease of companion animals
• Hygiene and biosecurity
measures :
✓ Hygienic measures,
✓ Sanitization of
companion animal’s
house,
✓ Offensive measures,
✓ Defensives measures.
• Establishment of
prophylactic plan
• Selection and
administration of bio-
chemical prevention
products
• Record keeping and
interpretation of zoo-
sanitary data
• Euthanasia of companion
animals
o Group discussion o Brainstorming o Individual and group research
- Book - Internet
- Kennel - Cats - Dogs - Register - Wheel borrow - Incinerator - Disinfectants - Sanitizers - Vaccines - Drugs for Euthanasia - PPE - Incinerator
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Prevent specific disease of companion animals
Performance criterion
Appropriate establishment of prophylactic plan: vaccination, deworming
Resources Learning activities Content
334 | P a g e
Checklist Score
Yes No
Indicator: Hygiene and biosecurity measures :
✓ Hygienic measures,
✓ Sanitization of companion animal’s house,
✓ Offensive measures,
✓ Defensives measures.
Indicator: Establishment of prophylactic plan
Indicator: Selection and administration of bio-chemical prevention products
Indicator: Record keeping and interpretation of zoo-sanitary data
Indicator: Euthanasia of companion animals
Observation
Summative Assessment
Integrated situation Resources
In Kigali city there is a problem of straying dogs and cats especially Kacyiru sector causing harm like biting children, eating small ruminants throughout the area. Today, the number of animals abandoned and in custody is unknown. As a veterinary nurse you are called by Kacyiru sector authorities to help them in problem handling. Your are asked to perform the following tasks: -To make the census of existing dogs and cats and their respective breeds -to make their identification -to make identification of diseases and their prevention -To advise how to keep and feed them and housing
- Kennel - Cats - Dogs - Register - Certificate of
vaccination - Vaccines - Euthanasia products - Feeds - Identification tools
and equipment - Restraining
335 | P a g e
equipment and toools
- Wheel borrow - Incinerator - Disinfectants
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Proper census of existing companion plan
Proper Identification of companion animal
Proper Identification and prevention of companion diseases
Appropriate Advises to keep and feed companion animal
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator:The Census report is well done
✓ The existing dogs and cats are correctly identified
✓ Diseases of dogs and cats are well identified
Indicator: The prophylactic plan is well established
✓ Straying dogs and cats are euthanized
✓ Advises to keep and feed companion animal are well provided
336 | P a g e
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Drugs are well used
Indicator: Materials ,tools and equipment are well used
Indicator: Certificates are well filled and delivered
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE is well worn
Indicator: Restraining of dogs and cats is well done
✓ Products for euthanasia are handled
Indicator: Dead animals are well disposed
Observation
337 | P a g e
Reference books:
DBT Science centre; Sri Guru Tegh Bahadur Khalsa College, University of Delhi First Edition January, 2012
James G. Linn & al. (2012). Feeding the dairy herd. North Central Regional Extension Publication 346.
University of Minnesota Extension.
http://www.extension.umn.edu/distribution/livestocksystems/di0469.html.
338 | P a g e
A N H F F 5 0 1 - FISH FARMING
ANHFF501 Perform fish farming
REQF Level: 5 Learning hours
Credits: 10 100
Sector: Agriculture and Food processing
Sub-sector: Animal health
Issue date: October 2013
Purpose statement
This core module provides the skills, knowledge and attitude for a learner to be
competent in a range of routine tasks and activities that require the application of
practical skills in a defined context of the fish farming.
Upon completion of this module, the trainee will be able to:
− Select fish species
− Construct a fish farming enclosures
− Stock farming enclosures
− Manage fish production
− Control fish diseases and predators
339 | P a g e
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. Select fish species 1.1. Proper identification of fish species found in the
region
1.2. Proper description of the characteristics of fish
species regarding speed of growth, reproduction
condition and mode, feeding behaviour, ecological
condition, weigh, origin, conformation adaptability
and prolificity
1.3. Adequate choice of fish species according to the
rearing conditions and market requirements
2. Construct a fish farming enclosures 2.1. Proper identification of fish farming enclosures
types.
2.2. Proper selection of fish farming enclosures site
according to the environmental and social
economic factors.
2.3. Adequate selection of construction material and
equipment of fish farming enclosures according to
the types and available materials
2.4. Proper sketching and construction of fish farming
enclosures according the site conditions,
management and standards of the fish farm.
340 | P a g e
3. Stock farming enclosures 3.1. Proper liming and fertilization in accordance with
the pH, size and natural resources of water of the
pond
3.2. Proper selection of parent stock according to stage
of growth, sex and sex ratio.
3.3. Proper conduction of natural reproduction
3.4. Proper conduction of artificial reproduction of fish
3.5. Appropriate hatchery management (Tilapia and
Catfish)
3.6. Adequate handling and transportation of the
fingerlings by imitating as much as possible the
natural environment conditions of fish.
3.7. Proper stocking according to the size of pond,
breeds of fish, quality of water, feeding capacity
and type of production
3.8. Adequate record keeping and interpretation of fish
reproduction
4. Manage fish production 4.1. Proper description of fish farming systems in terms
of input levels.
4.2. Monitoring of dissolved oxygen, water level, pH
and turbidity
4.3. Adequate maintenance of water supply channels,
inlet and outlet
4.4. Proper fish feeding according to the stocking
density, type of production and water quality.
4.5. Appropriate integration of fish farming with
livestock and crops
4.6. Proper rearing of fish in cages, pens, tanks and
hapas
4.7. Adequate fish harvesting according to the types of
fish pond, fish breed and market requirements
341 | P a g e
4.8. Adequate fish post-harvesting according to the
types of fish breed and market requirements
4.9. Adequate record keeping and interpretation of fish
rearing
5. Control fish diseases and predators 5.1. Proper identification of predators and specific
diseases of fish
5.2. Accurate respect of hygiene and biosecurity
measures
5.3. Appropriate establishment of prophylactic plan
5.4. Proper selection of bio-chemical prevention
products
5.5. Proper administration of bio-chemical prevention
product
5.6. Adequate record keeping and interpretation of
zoo-sanitary data
342 | P a g e
LU 1: Select fish species
1
Learning Outcomes:
1. Identify fish species 2. Describe fish species 3. Choose fish species for culture
15 Hours
Learning Outcome 1.1: Identify fish species
• Physical appearance of Common fish species
in the region :
✓ Oreochromisniloticus(Isamake)
✓ Cyprinuscarpio ( Common carp:
Inkuyu)
✓ Clariasgariepinus ( African catfish
:Inshonzi)
✓ Limnothrissamiodon (Isambaza)
✓ Protopterusaethiopicus ( Marbled
lungfish or Mamba)
✓ Haplochromissp(indugu)
✓ Lamprichytystanganicanus (Rwanda
rushya)
o Brainstorming on fish species identification
o Group discussion on fish species identification
o Individual research on fish species identification
o Audiovisual presentationon fish species identification
- Posters
- Audiovisual
equipment
- Internet
- Books
- Pictures
- Fish specimen
- Fish farms
- PPE
Formative Assessment 1.1
Performance criterion
Proper identification of fish species found in the region
Resources Learning activities Content
343 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify fish species
Checklist Score
Yes No
Indicators: Physical appearence of Common fish species in the region
✓ O reochromisniloticus(Isamake)
✓ Cyprinuscarpio ( Common carp: Inkuyu)
✓ Clariasgariepinus ( African catfish :Inshonzi)
✓ Limnothrissamiodon (Isambaza)
✓ Protopterusaethiopicus ( Marbled lungfish or Mamba)
✓ Haplochromissp(indugu)
✓ Lamprichytystanganicanus (Rwanda rushya)
Observation
Learning Outcome1.2: Describe fish species
• Characteristics of fish species
✓ Origin
✓ Size, colour of the
skin, shape and spins
✓ Speed of growth,
✓ Size and age at first
maturity
✓ Reproduction
condition and mode
✓ Feeding behaviour,
o Brainstorming on fish species description
o Group discussion on fish species description
o Research o Audiovisual presentation o Field visit
- Posters
- Audiovisual
equipment
- Internet
- Books
- Pictures
- Fish specimen
- Fish farms
- PPE
Resources Learning activities Content
344 | P a g e
✓ Ecological condition
✓ Hardiness and
susceptibility to
diseases,
✓ Potential productivity
✓ Adaptability and
prolificity
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Describe fish species
Checklist Score
Yes No
Indicators: Characteristics of fish species
✓ Origin
✓ Size, colour of the skin, shape and spins
✓ Speed of growth,
✓ Size and age at first maturity
✓ Reproduction condition and mode
✓ Feeding behaviour,
Performance criterion
Proper description of the characteristics of fish species regarding speed of
growth, reproduction condition and mode, feeding behaviour, ecological
condition, weigh, origin, conformation adaptability and prolificity
345 | P a g e
✓ Ecological condition
✓ Hardiness and susceptibility to diseases,
✓ Potential productivity
✓ Adaptability and prolificity
Observation
Learning Outcome 1.3:Choose fish species for culture
• Selection criteria:
✓ Market value
(demand and price)
✓ Growth rate
✓ Food preference and
efficient feed
conversion rate
✓ Ability to reproduce
in captivity
✓ Simple culture of
young fish
✓ Hardiness and
susceptibility to
diseases
✓ Tolerance to high
stocking density and
poor environmental
conditions
o Brainstorming on fish species description
o Group discussion on fish species description
o Research o Audiovisual presentation o Field visit
- Posters
- Audiovisual
equipment
- Internet
- Books
- Pictures
- Fish specimen
- Fish farms
- PPE
Formative Assessment 1.3
Resources Learning activities Content
346 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions
▪ Task: Choose fish species for culture
Checklist Score
Yes No
Indicators: Selection criteria
✓ Market value (demand and price)
✓ Growth rate
✓ Food preference and efficient feed conversion rate
✓ Ability to reproduce in captivity
✓ Simple culture of young fish
✓ Hardiness and susceptibility to diseases
✓ Tolerance to high stocking density and poor environmental conditions
✓ Market value (demand and price)
Observation
Performance criterion
Adequate choice of fish species according to the rearing conditions and market
requirements
347 | P a g e
LU 2: Construct fish farming enclosures
2
Learning Outcomes:
1. Identify fish farming types 2. Select fish farming enclosures site 3. Sketch and construct fish pond
25 Hours
Learning Outcome 2.1: Identify fish farming types
• Fish farming types: ✓ Caging system
✓ Ponds
✓ Race ways
✓ Recirculating system
o Brainstorming on fish farming types
o Group discussion o Audiovisual presentation o Visit of fish farms o Individual/group research
- Fish farms
- Audiovisual equipment
- Books
- Internet
- PPE
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
Performance criterion
Proper identification of fish farming enclosures types.
Resources Learning activities Content
348 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions
▪ Task: Identify fish farming types
Checklist Score
Yes No
Indicators: Fish farming types
✓ Caging system
✓ Ponds
✓ Race ways
✓ Re-circulating system
Observation
Learning Outcome 2.2: Select fish farming enclosures site
• Fish farming enclosures: ✓ Fish ponds
✓ Cages
✓ Tanks
✓ Hapas
• Fish ponds site selection criteria: ✓ Topography
✓ Soil types
✓ Quality and quantity
of water
o Demonstration on site slope determination and soil texture testing
o Brainstorming on fish farming enclosures and site selection criteria
o Group discussion on fish farming enclosures site selection criteria
o Audiovisual presentation o Visit of fish farms
- Fish ponds
- Cages
- Tanks
- Hapas
- Fish farms
- Audiovisual
equipment
- Books
- Internet
- PPE
Resources Learning activities Content
349 | P a g e
✓ Human activities
around the site
✓ Proximity to the
market
✓ Infrastructure
✓ Availability of needed
input
✓ Access to technical
advisors
✓ Competition
✓ Legal issues
• Cage site selection criteria: ✓ Water current
✓ Water depth
o Tutorials on site selection criteria
o Individual/group research on fish farming enclosures on fish ponds site selection criteria
- pH meter
- Clinometer
- N frame level
- Carpenter level
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance evidence
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Select fish farming enclosures site
Checklist Score
Yes No
Indicators: Fish farming enclosures
✓ Fish ponds
Performance criterion
Proper selection of fish farming enclosures site according to the environmental
and social economic factors.
350 | P a g e
✓ Cages
✓ Tanks
✓ Hapas
Indicators: Fish ponds site selection criteria
✓ Topography
✓ Soil types
✓ Quality and quantity of water
✓ Human activities around the site
✓ Proximity to the market
✓ Infrastructure
✓ Availability of needed input
✓ Access to technical advisors
✓ Competition
✓ Legal issues
Indicators: Cage site selection criteria:
✓ Water current
✓ Water depth
Observation
Learning Outcome 2.3:Sketch and construct fish pond
• The main characteristics of a fish pond
• Classification of fish ponds ✓ Criteria of
classification:
➢ Origin ➢ Water supply ➢ Layout ➢ Use
• Fish pond components
• Sketch of fish pond
• Identification of fish pond construction materials and equipments
• Fish pond construction steps ✓ Prepare the site
o Brainstorming on fish pond components, characterization and classification
o Group discussion on pond classification
o Audiovisual presentation o Visit of fish farms o Tutorials on pond
classification and characterization
o Individual/group research on classification and characterization
o Demonstration on fish pond construction
o Group work on fish pond construction
- Fish farms
- Audiovisual
equipment
- Books
- Internet
- PPE
- Sketching materials
- Hoes
- Pegs
- Ropes
- Decametre
- Shovel
- Machetes
- Carpenter level
- N frame level/
Resources Learning activities Content
351 | P a g e
✓ Building a clay core
✓ Dig the pond and build
the dikes
✓ Build the inlet and
outlet
✓ Protect the pond dikes
✓ Fence the pond
- Clinometer
- GPS
- Pipes
- Cement
- Stones
- Sands
- Wire mesh
- Hammer
- Trowel
- Wood
- Nails
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions
▪ Task: Sketch and construct fish pond
Checklist Score
Yes No
Indicators: The main characteristics of a fish pond
Indicators: Classification of fish ponds
✓ Criteria of classification
Indicators: Fish pond components
Indicators: Sketch of fish pond
Performance criterion
Proper sketching and construction of fish farming enclosures according the site
conditions, management and standards of the fish farm.
352 | P a g e
Indicators: Identification of fish pond construction materials and equipments
Indicators: Fish pond construction steps
✓ Fish pond components
✓ Sketch of fish pond
✓ Identification of fish pond construction materials and equipments
✓ Fish pond construction steps
✓ Fish pond components
✓ Sketch of fish pond
Observation
353 | P a g e
Learning Outcome 3.1: Prepare fish pond
• Fish pond preparation: ✓ Drainage and drying
✓ Liming
✓ Organic fertilization
✓ Water filling
✓ Inorganic
fertilization
✓ Water quality
assessment:
➢ Dissolved oxygen, ➢ Water level, ➢ pH ➢ Turbidity ➢ Water temperature
o Demonstration on fish pond preparation and water quality assessment
o Group work on fish pond preparation
o Tutorial on water quality assessment
o Field visit o Audiovisual presentation
- PPE
- Fish pond
- Lime
- Organic manure
- DAP fertilizer
- Urea
- NPK fertilizer
- pH meter
- Secchi disk
- Thermometer
- Audiovisual
equipment
Formative Assessment 3.1
LU 3: Stock fish farming enclosures
3
Learning Outcomes:
1. Prepare fish pond 2. Handle and transport the fingerlings 3. Stock fish farming enclosures
15Hours
Resources Learning activities Content
354 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Prepare fish pond
Checklist Score
Yes No
Indicator:
Observation
Learning Outcome 3.2: Handle and transport the fingerlings
• Guidelines for safe handling of fingerlings
• Transport of fingerlings ✓ Transport
conditions and
techniques
✓ Transport facilities
o Demonstration on safe handling of fingerlings and stocking
o Audiovisual presentation o Field visit
- PPE
- Fish transport facilities
- Polyethylene bags
- Oxygenated Tanks
- Boxes
- Ices
- Water
Resources Learning activities Content
Performance criterion
Proper liming and fertilization in accordance with the pH, size and natural
resources
of water of the pond
355 | P a g e
- Scoop nets
- Fingerlings
- Bucket
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions
▪ Task: Handle and transport the fingerlings
Checklist Score
Yes No
Indicator:
Observation
Learning Outcome 3.3:Stock fish farming enclosures
Resources Learning activities Content
Performance criterion
Adequate handling and transportation of the fingerlings by imitating as much as
possible the natural environment conditions of fish.
356 | P a g e
• Stocking criteria: ✓ Size of enclosure,
✓ Species of fish,
✓ Quality of water,
✓ Feeding capacity
✓ Type of production
• Fish stocking densities ✓ stocking precautions
and techniques
o Demonstration on safe handling of fingerlings and stocking
o Audiovisual presentation o Field visit
- PPE
- Fish transport
facilities
- Polyethylene bags
- Oxygenated Tanks
- Boxes
- Ices
- Water
- Scoop nets
- Fingerlings
- Bucket
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Stock fish farming enclosures
Checklist Score
Yes No
Indicator:
Observation
Performance criterion
Proper stocking according to the size of pond, breeds of fish, quality of water,
feeding capacity and type of production
357 | P a g e
LU 4: Stock fish farming enclosures
4
Learning Outcomes:
1. Describe fish farming systems 2. Rear fish 3. Pre-treat harvested fish
30Hours
Learning Outcome 4.1: Describe fish farming systems
• Fish farming systems: ✓ Extensive
✓ Semi-intensive
✓ Intensive
✓ Integrated fish
farming
o Brainstorming on fish farming systems
o Group discussion on fish farming systems
o Field visit o Audiovisual on Integrated fish
farming o Group/individual research on
fish farming systems
- Posters
- Internet
- Books
- Audiovisual equipment
- Fish farms
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of fish farming systems in terms of input levels.
Resources Learning activities Content
358 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions
▪ Task: Describe fish farming systems
Checklist Score
Yes No
Indicator: Fish farming systems:
✓ Extensive
✓ Semi-intensive
✓ Intensive
✓ Integrated fish farming
Observation
Learning Outcome 4.2: Rear fish
• General conditions for fish rearing
• Fish feed ✓ Natural feeding
✓ Artificial feeding
• Conduct fish reproduction ✓ Types reproduction:
➢ Natural reproduction
Selection of broodfish
Stocking broodfish (sexing and
sex-ratio)
Rearing the broodfish
Feed the fry
Harvest fry
o Demonstration on fish feeding, sexing, artificial reproduction, fry and fish harvesting
o Audiovisual presentation on fish rearing
o Group work on fish feeding and sexing, fish pond maintenance and monitoring
o Fish farms visit
- Fish farms
- Audiovisual
equipment
- Fishes
- Fish feeds
- Hatchery
equipment
- Maintenance
and monitoring
equipment and
tools
- PPE
- Shovel
Resources Learning activities Content
359 | P a g e
➢ Artificial reproduction
Selection and handling of
brooders
Collecting and injecting the
pituitary extract
Stripping the female and
fertilizing the eggs
Incubating the eggs
Larval rearing:
- Hatchery rearing
- First feeding of larvae
- Predation on the larvae
- Transferring fry to nursery
ponds
✓ Factors contributing to the
growth and survival fry
• Perform integrated fish farming ✓ Fish- livestock integration
✓ Fish -crop integration
✓ Fish farming-industry linkage
• Maintain and monitor fish pond ✓ Checking water supply, water
level and quality
✓ Prevent water leakages
✓ Removing aquatic weeds
✓ Checking pond fertility
✓ Prevent toxic Materials
• Harvest fish ✓ Preparing for the harvest
✓ Harvest techniques:
➢ Using nets
➢ Using drainage
➢ Using traps
• Rearing data collection and interpretation ✓ Feeding
✓ Reproduction
✓ Harvesting
- Hoes
- Machetes
- Baskets
- Nets
- Traps
360 | P a g e
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions
▪ Task: Rear fish
Checklist Score
Yes No
Indicator: General conditions for fish rearing
Indicator: Fish feed
Indicator: Conduct fish reproduction
Indicator: Perform integrated fish farming
Indicator: Maintain and monitor fish pond
Indicator: Harvest fish
Observation
Performance criterion
Proper rearing of fish in cages, pens, tanks and hapas
361 | P a g e
Learning Outcome 4.3:Pre-treat harvested fish
• Post harvest preparation: ✓ Evisceration,
✓ Cleaning,
✓ Cutting and filleted
• Fish preservation techniques: ✓ Drying,
✓ Salting,
✓ Smoking,
✓ Cooling and freezing
o Demonstration on post harvest preparation and preservation techniques
o Audiovisual presentation on post harvest preparation and preservation techniques
o Fish shops visit o Group work on fish preparation
and preservation
- Knives
- Fishes
- Buckets
- Fish shops
- Salts
- Fridge
- Smoke
- Stands
- Ices
- Coolboxes
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions
▪ Task: Pre-treat harvested fish
Performance criterion
Adequate fish harvesting according to the types of fish pond, fish breed and
market requirements
Resources Learning activities Content
362 | P a g e
Checklist Score
Yes No
Indicators: Post harvest preparation
✓ Evisceration,
✓ Cleaning,
✓ Cutting and filleted
Indicators: Fish preservation techniques:
✓ Drying,
✓ Salting,
✓ Smoking,
Observation
363 | P a g e
LU 4: Control fish diseases and predators
5
Learning Outcomes:
1. Control fish predators 2. Identify fish diseases 3. Control of fish diseases
15Hours
Learning Outcome 5.1: Control fish predators
• Common fish predators: ✓ Amphibians
✓ Reptiles
✓ Voracious fish
✓ Harmful birds
✓ Harmful invertebrates
✓ Harmful mammals
• Control of fish common predators
o Brainstorming on fish predators identification and control
o Group/individual research o Audiovisual presentation o Group work o Tutorial o Demonstration on control of
fish predators
- Books
- Posters
- Pictures
- Audiovisual equipment
- Lime
- Internet
- PPE
- Fish farm
- Traps
- Drugs
- Fencing materials
Formative Assessment 5.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of predators and specific diseases of fish
Resources Learning activities Content
364 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Control fish predators
Checklist Score
Yes No
Indicator: Common fish predators:
✓ Amphibians
✓ Reptiles
✓ Voracious fish
✓ Harmful birds
✓ Harmful invertebrates
✓ Harmful mammals
Indicator: Control of fish common predators
Observation
Learning Outcome 5.2: Identify fish diseases
• Fish specific diseases ✓ Bacterial diseases
✓ Viral diseases
✓ Fungal diseases
✓ Parasitic diseases
o Brainstorming on fish diseases identification
o Group/individual research o Audiovisual presentation o Group work o Tutorial
- Books
- Internet
- Posters
- Audiovisual equipment
- Fish specimen
- PPE
Formative Assessment 5.2
Resources Learning activities Content
365 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify fish diseases
Checklist Score
Yes No
Indicators: Fish specific diseases
✓ Bacterial diseases
✓ Viral diseases
✓ Fungal diseases
✓ Parasitic diseases
Observation
Learning Outcome 5.3: Control of fish diseases
• Hygiene and biosecurity measures:
✓ General fish
enclosures hygienic
measures
✓ Biosecurity
measures:
✓ Offensive measures
o Brainstorming on fish diseases prevention and treatment
o Group/individual research o Audiovisual presentation o Group work o Tutorial o Demonstration on fish diseases
prevention and treatment
- Books
- Internet
- Posters
- Audiovisual
equipment
- Fish specimen
- PPE
Resources Learning activities Content
Performance criterion
Proper identification of predators and specific diseases of fish
366 | P a g e
✓ Defensives measures
• chemical prevention measures: ✓ Selection of chemical
prevention products
✓ Establishment of
prophylactic plan
✓ Administration
techniques of
chemical prevention
product
✓ sanitary record
keeping:
✓ Technical sheet ✓ Zoo-sanitary cards ✓ Zoo-sanitary data
collection and
interpretation
- Drugs
- Record keeping tools
Formative Assessment 5.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Control of fish diseases
Checklist Score
Yes No
Indicators: Hygiene and biosecurity measures
✓ General fish enclosures hygienic measures
Performance criterion
Proper selection of bio-chemical prevention products
367 | P a g e
✓ Biosecurity measures
Indicators: chemical prevention measures:
✓ Selection of chemical prevention products
✓ Establishment of prophylactic plan
✓ Administration techniques of chemical prevention product
✓ sanitary record keeping
Observation
368 | P a g e
Summative Assessment
Integrated situation Resources
Rwasave fish farming station located in Huye district received fund from faculty of agriculture in order to solve the problems of fish shortage in Huye town.
After a deep analysis the station decides to increase the fish production by fry, fingerlings and adult fish rearing.
As an interner student you are called by fish farming station to perform harvesting, transportation, stocking of fry, fingerlings and adult fish in 40 minutes for each task
The new fish enclosures are well constructed and filled water.
The station has all materials, equipments and labour required
Tasks:
✓ Perform harvesting, transportation, stocking of fry ✓ Perform harvesting, transportation, stocking of fingerlings ✓ Perform harvesting and transportation of adult fish
− PPE
− Fish pond
− Lime
− Organic manure
− DAP fertilizer
− Urea
− NPK fertilizer
− pH meter
− Secchi disk
− Thermometer
− Polyethylene bags
− Oxygenated Tanks
− Boxes
− Nets
− Ices
− Water
− Scoop nets
− Bucket
369 | P a g e
Assessment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Materials are well selected and prepared
Indicator: Quality of water is well assessed and corrected
Indicator:Steps of harvesting and transport are well respected
Indicator: Steps of stocking are well respected
Observation
Assessment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator:Physical parameters are verified
Indicator: Chemical parameters are verified
Indicator: Biological parameters are verified
Indicator: Low mortality rate is observed
370 | P a g e
Observation
Assessment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Normal water parameters are respected
Indicator: Stocking density is respected
Indicator: Transport conditions is respected
Indicator: Relevant diseases are diagnosed
Observation
Assessment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are well used
Indicator:Fish are properly manipulated
Indicator: Working place and materials are well cleaned and rearranged
371 | P a g e
Observation
Reference books: 1. ARRIGNON J.C.V,2008, The Tropical Agriculturalist TILAPIA, CTA Macmillan, Malaysia,78p
2. RUTAISIRE J. &al., 2009, Fish farming as a business, Fountain Publishers, Kampala, 209p.
3. WDA,2011, Animal Husbandry-4th year, technical booklet Professional Agricultural
Education/Agronomy option, Kigali, 29p
4. Carballo E. & al., 2008, Small Scale freshwater fish farming, Agrodok 15, Agromisa Foundation
and CTA, Wageningen, 84p
5. Ngugi C.,C.& al., A new guide to fish farming in Kenya, USAID, CRSP,95p.
372 | P a g e
A N H M S 5 0 1 - MAJOR SURGERY
ANHMS501 Perform major surgery
RTQF Level: 5 Learning hours
Credits: 12 120
Sector: Agriculture
Sub-sector: Livestock
Issue date: November, 2013
Purpose statement
This core module describes the skills, knowledge and attitude required by the learner to perform major
surgery
Any veterinary has to do surgery in his professional work. So, this competence is very important for the
Veterinary Nurse training.
Upon completion of this module, the trainee will be able to:
Perform head and neck surgery
Perform abdominal surgery
Perform orthopedic surgery
It can be taught in parallel with
373 | P a g e
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. Perform head and neck surgery
o Proper management of oesophagealchoke in
accordance with pre-operatives, operatives and
post operatives procedures
o Proper performing of third eye lid surgery in
accordance with pre-operatives, operatives and
post operatives procedures
o Proper performing eye enucleation in accordance
with pre-operatives, and post operatives
procedures
2. Perform abdominal surgery
2.1. Appropriate treatment of hernia in accordance
with pre-operatives, operatives and post
operatives procedures
2.2. Proper performing of laparo-rumenotomy in
accordance with pre-operatives, operatives
and post operatives procedures
2.3. Proper performing of hysterectomy in
accordance with pre-operatives, operatives
and post operatives procedures
2.4. Proper performing of ovariectomy in accordance
with pre-operatives, operatives and post
operatives procedures
2.5. Proper performing of Foetotomy in accordance
with pre-operatives, operatives and post
operatives procedures
2.6. Proper performing of caesarean section in
accordance with pre-operatives,operatives and
post operatives procedures
3. Perform orthopaedic surgery o Appropriate treatment of sprain according to
pre-operatives, operatives and post operatives
procedures
374 | P a g e
o Appropriate and treatment of dislocation
according to pre-operatives, operatives and
post operatives procedures
o Appropriate reduction and treatment fracture
according to pre-operatives, operatives and
post operatives procedures
375 | P a g e
LU 1:Perform head and neck surgery
1
Learning Outcomes:
1. Manage oesophageal choke 2. Perform the surgery of the third eyelid 3. Perform eye enucleation
40 Hours
Learning Outcome1.1:Manage oesophageal choke
• Description of oesophageal choke
• Pre-operatory procedures ✓ Identification and
preparation of materials
✓ Identification and preparation of drugs
✓ Restraining technique
• Operatory procedures ✓ Foreign body removal
technique
• Post operatory care
o Brainstorming on oesophageal
choke causes
o Demonstrations on foreign
body removal technique
o Group work on probang usage
o Group discussion on
oesophageal choke causes
o Practical works
o Audiovisual presentation
- Animals - PPE - Audiovisual equipments - Trocard and canula - Probang - Pas d’anes - Needles, syringes, - Wash bottles - Antibiotics, - Lubricants - Crush - Ropes - Nose lead
Formative Assessment 1.1
Performance criterion
Proper management of oesophageal choke in accordance with pre-
Operatives, operatives and post operatives procedures
Resources Learning activities Content
376 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Manage oesophageal choke
Learning Outcome 1.2: Perform the surgery of the third eyelid
• Eyes anatomy
• Indications of third eyelid surgery
• Pre-operatory procedures:
• Identification and preparation of materials
• Identification and preparation of drugs
o -Group discussions on third eyelid Demonstrations on third eye surgery
o Practical works on third eye surgery
o Audio-visual presentation on third eye surgery
o Individual/group research on eye
✓ Animals
✓ PPE
✓ Pictures
✓ Posters
✓ Internet
✓ Books
✓ Audiovisual
Checklist Score
Yes No
Description of oesophageal choke
Pre-operatory procedures
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining technique
Operatory procedures
✓ Foreign body removal technique
Post operatory care
Observation
Resources Learning activities Content
377 | P a g e
• Restraining and preparation technique of the patient
• Operatory procedures:
• Anaesthesia
• Incisions
• Haemorrhage control
• Suturing techniques
• Post operative care
anatomy o Tutorial on eye anatomy
equipments
✓ Cotton, gauze, forceps
clips, scissors,
✓ needles, syringes,
surgical
✓ blades, scalpel handle,
suture
✓ materials
✓ Tranquilisers
✓ Local anaesthetics
✓ Wash bottles
✓ Antibiotics, antiseptics
✓ Crush
✓ Ropes
- Nose lead
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Perform the surgery of the third eyelid
Performance criterion
Proper performing of third eye lid surgery in accordance with pre-operatives,
Operatives and post operatives procedures
378 | P a g e
Checklist Score
Yes No
✓ Eyes anatomy
✓ Indications of third eyelid surgery
✓ Pre-operatory procedures:
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining and preparation technique of the patient
✓ Operatory procedures:
✓ Anaesthesia
✓ Incisions
✓ Haemorrhage control
✓ Suturing techniques
✓ Post operative care
Observation
Learning Outcome 1.3: Perform eye enucleation
• Indications of eye enucleation
• Pre-surgical procedures:
• Identification and preparation of materials
• Identification and preparation of drugs
• Restraining and preparation of the patient
• Operatory procedures: ✓ Anaesthesia ✓ Incisions ✓ Haemorrhage control ✓ Suturing techniques
• Post-operative care
• Group discussions on eye enucleation indications and technique Demonstrations on eye enucleation Practical works on eye enucleation technique
• Audiovisual presentation on eye enucleation
- Crush - Ropes - Nose lead - Animals - PPE - Audiovisual equipments - Cotton, gauze, forceps clips,
scissors, - needles, syringes, surgical - blades, scalpel handle,
suture - materials - Tranquilisers - Local anaesthetics - Wash bottles - Antibiotics, antiseptics
Resources Learning activities Content
379 | P a g e
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Perform eye enucleation
Checklist Score
Yes No
Indications of eye enucleation
Pre-surgical procedures:
Identification and preparation of materials
Identification and preparation of drugs
Restraining and preparation of the patient
Operatory procedures:
✓ Anaesthesia
✓ Incisions
✓ Haemorrhage control
✓ Suturing techniques
Post-operative care
Observation
Performance criterion
Proper performing eye enucleation in accordance with pre-operatives,
operatives and post operatives procedures
380 | P a g e
LU 2:Perform abdominal surgery
2
Learning Outcomes:
1. Treat hernia 2. Perform Laparo-rumenotomy 3. Perform hysterectomy 4. Perform ovariectomy 5. Perform foetotomy 6. Perform caesarean section
40Hours
Learning Outcome 2.1: Treat hernia
• Description of hernia
• Pre-surgical procedures:
• Identification and preparation of materials
• Identification and preparation of drugs
• Restraining and preparation animals
• Operatory procedures
• Anaesthesia
• Incisions
• Haemorrhage control
• Suturing techniques
• Post-operative care
o Group discussions on hernia;
o Demonstrations on hernia reduction;
o Practical works on hernia reduction; Audiovisual presentation on hernia reduction
o Individual/group research on hernia;
o Tutorial on hernia description
- Crush - Rope - Nose lead - Books - internet - Cloth fenestrated drape - Animals - PPE - Audiovisual equipments - Cotton, gauze, - Groove director - forceps, clips, needle
holders, scissors, - needles, syringes,
surgical - blades, scalpel handle,
suture - materials - Tranquilisers - Local anaesthetics - Wash bottles - Antibiotics, antiseptics - Anti-inflammatory drugs
Resources Learning activities Content
381 | P a g e
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short question
• Task: Treat hernia
Checklist Score
Yes No
✓ Description of hernia
✓ Pre-surgical procedures:
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining and preparation animals
✓ Operatory procedures
✓ Anaesthesia
✓ Incisions
✓ Haemorrhage control
✓ Suturing techniques
✓ Post-operative care
Observation
Performance criterion
Appropriate treatment of hernia in accordance with pre-operatives, operatives
and post operatives procedures
382 | P a g e
Learning Outcome 2.2:Perform Laparo-rumenotomy
• Indications of rumenotomy
• Laparo-rumenotomy approaches
• Pre-surgical procedures
• Identification and preparation of materials
• Identification and preparation of drugs
• Restraining and preparation of the patient
• Operative procedures
• Anaesthesia
• Incisions
• Haemorrhage control
• Suturing techniques
• Post operative care
o Group discussions on
laparotomy and
ruminotomy
o Demonstrations on
laparo-rumenotomy
technique;
o Practical works on
laparo-rumenotomy
technique ; Audiovisual
presentation on laparo-
rumenotomy
- Crush - Rope - Nose lead - Animals - PPE - Books - Internet - Cloth fenestrated drape - Audiovisual equipments - Cotton, gauze, forceps, clips, needle holders, scissors, - Needles, syringes, surgical - Blades, scalpel handle, suture - Materials - Groove director - Tranquilisers - Local anaesthetics - Wash bottles - Antibiotics,
antiseptics
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper performing of laparo-rumenotomy in accordance with pre-operatives and
post operatives procedures
Resources Learning activities Content
383 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short question
• Task: Perform laparo-rumenotomy
Checklist Score
Yes No
Indications of rumenotomy
Laparo-rumenotomy approaches
Pre-surgical procedures
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining and preparation of the patient
Operative procedures
✓ Anaesthesia
✓ Incisions
✓ Haemorrhage control
✓ Suturing techniques
Post operative care
Observation
384 | P a g e
Learning Outcome 2.3:Perform hysterectomy
• Indications of hysterectomy
• Pre-surgical procedures ✓ Identification and
preparation of materials ✓ Identification and
preparation of drugs ✓ Restraining and
preparation animals
• Operative procedures ✓ Anaesthesia ✓ Incisions ✓ Haemorrhage control ✓ Suturing techniques
• Post operative care
o Group discussions on hysterectomy
o Demonstrations on hysterectomy technique;
o Practical works on hysterectomy technique ; Audiovisual presentation hysterectomy
✓ Crush ✓ Rope ✓ Nose lead ✓ Books ✓ Internet ✓ Cloth
Fenestrated drape
✓ Groove director ✓ Animals ✓ PPE ✓ Audiovisual
equipment ✓ Cotton, gauze,
forceps, clips, needle holders, scissors,
✓ Needles, syringes, surgical
✓ Blades, scalpel handle, suture
✓ Materials ✓ Tranquilisers ✓ Local
anaesthetics ✓ Groove director ✓ Wash bottles ✓ Antibiotics,
antiseptics
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper performing of hysterectomy in accordance with pre-operatives,
operatives and post operatives procedures
Resources Learning activities Content
385 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short question
• Task: Perform hysterectomy
Checklist Score
Yes No
Indications of hysterectomy
Pre-surgical procedures
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining and preparation animals
Operative procedures
✓ Anaesthesia
✓ Incisions
✓ Haemorrhage control
✓ Suturing techniques
Post operative care
Observation
Learning Outcome 2.4:Perform ovariectomy
• Description of ovariectomy
• Pre-surgical procedures ✓ Identification and
preparation of materials ✓ Identification and
preparation of drugs ✓ Restraining and
preparation animals
• Operative procedures ✓ Anaesthesia ✓ Incisions ✓ Haemorrhage control ✓ Suturing techniques
• Post operative care
o Group discussions on ovariectomy
o Demonstrations on ovariectomy technique;
o Practical works on ovariectomy technique ; Audiovisual presentation ovariectomy
✓ Crush ✓ Rope ✓ Nose lead ✓ Books ✓ Internet ✓ Cloth
Fenestrated drape
✓ Groove director ✓ Animals ✓ PPE ✓ Audiovisual
equipments ✓ Cotton, gauze,
Resources Learning activities Content
386 | P a g e
forceps, clips, needle holders, scissors,
✓ Needles, syringes, surgical
✓ Blades, scalpel handle, suture
✓ Materials ✓ Tranquilisers ✓ Local
anaesthetics ✓ Wash bottles ✓ Antibiotics,
antiseptics
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short questions
• Task: Perform ovariectomy
Checklist Score
Yes No
Description of ovariectomy
Pre-surgical procedures
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining and preparation animals
Operative procedures
✓ Anaesthesia
✓ Incisions
Performance criterion
Proper performing of ovariectomy in accordance with pre-operatives,
operatives and post operatives procedures
387 | P a g e
✓ Haemorrhage control
✓ Suturing techniques
Post operative care
Observation
Learning Outcome 2.5:Perform foetotomy
• Description of foetotomy
• Pre-surgical procedures ✓ Selection and
preparation of materials ✓ selection and
preparation of drugs ✓ Retraining and
preparation animals
• Operatory procedures
• Post operative care
o Group discussions on foetotomy
o Demonstrations on foetotomy technique;
o Practical works on foetotomy technique ; Audiovisual presentation foetotomy
✓ Crush ✓ Rope ✓ Nose lead ✓ Books ✓ Internet ✓ Cloth
Fenestrated drape
✓ Groove director ✓ Animals ✓ PPE ✓ Audiovisual
equipments ✓ Cotton, gauze,
forceps, clips, needle holders, scissors,
✓ Needles, syringes, surgical
✓ Blades, scalpel handle, suture
✓ Materials ✓ Tranquilisers ✓ Local
anaesthetics ✓ Wash bottles ✓ Antibiotics,
antiseptics
Resources Learning activities Content
388 | P a g e
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short question
• Task: Perform foetotomy
Checklist Score
Yes No
Description of foetotomy
Pre-surgical procedures
✓ Selection and preparation of materials
✓ selection and preparation of drugs
✓ Retraining and preparation animals
Operatory procedures
Post operative care
Observation
Learning Outcome 2.6:Perform caesarean section
• Description of caesarean section
• Identification and selection of caesarean section approaches
• Pre-operative procedures ✓ Identification and
preparation of materials
o Group discussions on o caesarean section approaches o Demonstrations on caesarean
section technique; o Practical works on caesarean
section technique ; Audiovisual presentation caesarean section
✓ Crush ✓ Rope ✓ Nose lead ✓ Books ✓ Internet ✓ Cloth
Fenestrated drape
Resources Learning activities Content
Performance criterion
Proper performing of Foetotomy in accordance with pre-operatives,
operatives and post operatives procedures
389 | P a g e
✓ Identification and preparation of drugs
✓ Restraining and preparation animals
• Operative procedures ✓ Anaesthesia ✓ Incisions ✓ Haemorrhage control ✓ extraction and provide
new born care ✓ Suturing techniques
• Post operative care
✓ Groove director ✓ Animals ✓ PPE ✓ Audiovisual
equipments ✓ Cotton, gauze,
forceps, clips, needle holders, scissors,
✓ Needles, syringes, surgical
✓ Blades, scalpel handle, suture
✓ Materials ✓ Tranquilisers ✓ Local
anaesthetics ✓ Wash bottles ✓ Antibiotics,
antiseptics
Formative Assessment 2.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short questions
• Task: Perform caesarean section
Checklist Score
Yes No
Description of caesarean section
Identification and selection of caesarean section approaches
Pre-operative procedures
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining and preparation animals
Performance criterion
Proper performing of caesarean section in accordance with pre-operatives,
operatives and post operatives procedures
390 | P a g e
Operative procedures
✓ Anaesthesia
✓ Incisions
✓ Haemorrhage control
✓ extraction and provide new born care
✓ Suturing techniques
Post operative care
Observation
391 | P a g e
LU 3:Perform orthopaedic surgery
3
Learning Outcomes:
1. Treat sprain 2. Treat dislocation 3. Treat fracture
40 Hours
Learning Outcome 3.1: Treat sprain
• Description of sprain
• Treatment of sprain ✓ Manage inflammation ✓ Immobilization (compress or
bandage) ✓ Resting animals
• Follow Up
o Group discussions on sprain
o Demonstrations on sprain
treatment;
o Practical works on sprain
treatment ; Audiovisual
presentation on sprain
- Crush
- Rope
- Nose lead
- Books
- internet
- Animals
- PPE
- Audiovisual
equipments
- Cotton, gauze
- needles,
syringes
- bandage
materials
- Tranquilisers
- Local
anaesthetics
- Drugs
Resources Learning activities Content
392 | P a g e
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short questions
• Task: treat sprain
Learning Outcome 3.2:Treat dislocation
• Description of joint
• Description of dislocation
• Pre-operative procedures ✓ Identification and preparation of
materials
o Group discussions on
dislocation
o Description
o Demonstrations on
dislocation reduction
- Crush
- Rope
- Nose lead
- Books
- Internet
Checklist Score
Yes No
✓ Description of sprain
✓ Treatment of sprain
✓ Manage inflammation
✓ Immobilization (compress or bandage)
✓ Resting animals
✓ Follow Up
Observation
Resources Learning activities Content
Performance criterion
Appropriate treatment of sprain according to pre-operatives, operatives and
post operatives procedures
393 | P a g e
✓ Identification and preparation of drugs
✓ Restraining and preparation animals
• Operative procedures ✓ Restoration of joint in normal
position ✓ Immobilisation technique of joint:
Traditional splints, Casts, Bandages
• Post operative procedures ✓ Pain and infection Control ✓ Healing and recovery follow up
o Practical works on
dislocation reduction
technique ; Audiovisual
presentation dislocation
- Animals
- PPE
- Audiovisual
equipments
- Cotton, gauze
- Needles,
syringes
- Bandage
materials
- Tranquilisers
- Local
anaesthetics
- Antibiotics
- Anti
inflammatory
- Animals
- Veterinary
clinics
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short questions
• Task : treat dislocation
Performance criterion
Appropriate and treatment of dislocation according to pre-operatives, operatives
and post operatives procedures
394 | P a g e
Checklist Score
Yes No
✓ Description of joint
✓ Description of dislocation
✓ Pre-operative procedures
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining and preparation animals
✓ Operative procedures
✓ Restoration of joint in normal position
✓ Immobilisation technique of joint
✓ Post operative procedures
✓ Pain and infection Control
✓ Healing and recovery follow up
Observation
Learning Outcome 3.3:Treat fracture
• Description of fractures
• Pre-operative procedures: ✓ Identification and preparation of
materials ✓ Identification and preparation of
drugs ✓ Restraining and preparation
animals
• Operative procedures: ✓ Reduction : restoration of bones
in normal position ✓ Immobilisation technique of
broken bones: Traditional splints, Casts, Bandages
• Post operative procedures: ✓ Pain and infection Control ✓ Healing and recovery follow up
o Group discussions on
fractures
o Demonstrations fractures
reduction
o Practical works on fractures
reduction technique ;
o Audiovisual presentation on
fractures
- Crush
- Rope
- Nose lead
- Books
- internet
- Animals
- PPE
- Audiovisual
equipments
- Cotton, gauze
- needles,
syringes
- bandage
materials
- Tranquilisers
- Local
anaesthetics
- Antiinflammat
ory drugs
Resources Learning activities Content
395 | P a g e
antibiotics
- Plasters
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
• Open questions
• Multiple choice questions
• Ticking questions
• Short questions
Task: Treat fracture
Checklist Score
Yes No
✓ Description of fractures
✓ Pre-operative procedures:
✓ Identification and preparation of materials
✓ Identification and preparation of drugs
✓ Restraining and preparation animals
✓ Operative procedures:
✓ Reduction : restoration of bones in normal position
✓ Immobilisation technique of broken bones:
✓ Post operative procedures:
✓ Pain and infection Control
✓ Healing and recovery follow up
Observation
Performance criterion
Appropriate reduction and treatment fracture according to pre-operatives,
operatives and post operatives procedures
396 | P a g e
Summative Assessment
Integrated situation Resources
Situation Integration for major surgery A Farmer of cattle and small ruminants around NYABIKENKE TSS during
dry season grazes animals near the pit where the school put non
degradable wastes. After two months, one goat showed the loose of
25% of body weight, bloating and cachexia, while there is no change
about feeding and other management practice, one heifer got
obstruction of oesophagus and one lamb had a fracture of the left
forelimb.Farmer got information from the shepherd that one day the
goathas escaped and ate different pieces of nylon.
As a veterinary Nurse in NYABIKENKE TSS veterinary clinics you are
requested to perform the following tasks:
• Manage oesophageal choke of the heifer in 1 hour
• Perform Laparo-rumenotomy of the goat in 1 h 30 minutes
• Perform the treatment of the fracture of the lamb 1 hour
All the needed resources are available
• Tools, equipment and Materials - PPE - Rope - Cloth fenestrated
drape - Cotton, - gauze, - forceps, - clips, - needle holders - scissors, - needles for injections - suture needles - syringes, - surgical blades, - scalpel handle - suture materials - Groove director - Tranquilisers - Local anaesthetics - Wash bottles - Antibiotics - Antiseptics - Antinflammatory
drugs - Oesophageal tube - Gloves - Adhesives - Plaster cast - Bandages - splints
397 | P a g e
Assesment Criterion 1: Quality of Process
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Haemorrhage is properly stopped
Indicator: esophageal choke is well managed
Indicator: reduction of fracture is well dressed
Indicator: All foreign bodies are properly removed
Indicator: Animal health status is stable
Observation
Checklist Score
Yes No
Indicator: The workplace is properly prepared
Indicator: Materials and drugs are well selected and prepared
Indicator: Restraining and preparation of the patient is well done
Indicator: Incision and haemorrhage control is well done
Observation
398 | P a g e
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Appropriate medicines are well used
Indicator: Incision site is well localized
Indicator: Appropriate suture patterns is well done Indicator: time operation is well respected
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are well used
Indicator: Working place and materials are well cleaned and rearranged
Indicator: Wastes are well disposed
Observation
399 | P a g e
Reference books:
1 .cal.vet.upenn.edu/projects/saortho/chapter_11/11mast.htm
2. Brinker WO: Types of fractures and their repair. In Archibald J (ed): Canine Surgery, 2nd ed, pp 957-
960. Santa Barbara, American Veterinary Publications, 1974
3 .Denny HR: A Guide to Canine Orthopaedic Surgery. Oxford, Blackwell Scientific Publications, 1980
4. DePalma AF: The Management of Fractures and Dislocations, vol 1 and 2. Philadelphia, WB Saunders,
1959
5. Gartland JJ: Fundamentals of Orthopaedics, Phila- delphia, WB Saunders, 1965
6.JennyJ: Orthopaedic Notes. Unpublished, University of Pennsylvania, 1970
7.Leonard EP: Orthopaedic Surgery of the Dog and Cat, 2nd ed, pp 90-94. Philadelphia, WB Saunders,
1971
8. Salter RB, Harris WR: Injuries involving the epiphy- seal plate. J Bone Joint Surg 45A:587, 1963
9.Whittick WG: Canine Orthopaedics, pp 127-130. Philadelphia, Lea &Febiger
400 | P a g e
A N H P F 5 0 1 - PIG FARMING
ANHPF501 Perform Pig Farming
RTQF Level: 5 Learning hours
Credits: 5 50
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January 2014
Purpose statement
This core module provides the skills, knowledge and attitude for a learner to be competent in a range of routine tasks and activities that require the application of practical skills in a defined context of pig farming and breeds identification:
Upon completion of this module, the trainee will be able to:
- Identify pig breed ;
- sketch and equip piggery ;
- Manage pig farming
- Perform pig health and diseases control
401 | P a g e
Learning assumed to be in place
Not Applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify pig breed o Proper identification of pig breeds found in the
region
o Proper characterization of pig breeds according to
their features.
2. sketch and equip piggery 2.1. Proper selection of piggery site according to pig
welfare
2.2. Appropriate sketching of piggery according to the
standards
2.3. Adequate selection of construction material and
equipment of piggery according to the type and
materials available
3. Manage pig farming o Proper selection of pig breeds according to their
characteristics
o Appropriate application of rearing techniques
according to the standard of the pig farming
o Proper feeding of pigs according their categories
o Proper management of pigs reproduction
o Adequate record keeping and interpretation of
pig reproduction and feeding data
4. Perform pig health and diseases control
o Proper identification of specific disease of pigs
found in the region
o Respect of hygiene and bio security measures
according to their welfare
o Appropriate establishment of prophylactic plan
o Proper selection of bio-chemical prevention
402 | P a g e
products according to product available
o Proper administration of bio-chemical prevention
product
o Adequate record keeping and interpretation of
zoo-sanitary data
403 | P a g e
LU 1:Describe pig breeds
1
Learning Outcomes:
1. Identify pig breed
2. Characterize pig breeds
8 Hours
Learning Outcome: 1.1 Identify pig breed
• Pig breed : ✓ Local breed
✓ Large white
✓ Landrace
✓ Pietrain
✓ Duroc
✓ Hampshire
✓ Tamworth
✓ Wessex saddleback
✓ Saddle back
✓ Combrough
✓ Large black
✓ Middle white
o Group work /research for pig breed identification
o Audiovisual presentation for pig breed identification
o Posters presentation o Pig farm visit o Tutorials
- Book - Pig farm - Audiovisual equipment - Posters - Internet
Formative Assessment 1.1
Performance criterion
Proper identification of pig breeds found in the region
.
Resources Learning activities Content
404 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Identify pig breed
Checklist Score
Yes No
Indicators: pig types
✓ Local breed
✓ Large white
✓ Landrace
✓ Pietrain
✓ Duroc
✓ Hampshire
✓ Tamworth
✓ Wessex saddleback
✓ Saddle back
✓ Combrough
✓ Large black
✓ Middle white
Observation
405 | P a g e
Learning Outcome: 1.2: Characterize pig breeds
• Pig characterization (weight, skin colour ,origin, conformation, ear position, adaptability, litter size, prolificacy )
• Pig breeds ✓ VegLocal breed
✓ Large white
✓ Landrace
✓ Pietrain
✓ Duroc
✓ Hampshire
✓ Tamworth
✓ Wessex saddleback
✓ Saddle back
✓ Combrough
✓ Large black
✓ Middle white
✓ etables,
✓ Bones
✓ Herbs
✓ Spices,
✓ Flavoring
o Audiovisual presentation on pig breeds
o Posters and pictures presentation o Group work and discussion on
pigs breeds o Group research on breeds
selection o Tutorials/Brainstorming on
selection criteria
- Pig farm - Posters and pictures - Books - Internet - Audiovisual equipment
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper characterization of pig breeds according to their features.
Resources Learning activities Content
406 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Characterize pig breeds
Checklist Score
Yes No
Indicators: Pig characterization (weight, skin colour ,origin, conformation, ear position, adaptability, litter size, prolificacy )
Indicators: Pig breeds
✓ VegLocal breed
✓ Large white
✓ Landrace
✓ Pietrain
✓ Duroc
✓ Hampshire
✓ Tamworth
✓ Wessex saddleback
✓ Saddle back
✓ Combrough
✓ Large black
✓ Middle white
✓ etables,
✓ Bones
✓ Herbs
✓ Spices,
✓ Flavoring
Observation
407 | P a g e
LU 2:Design and equip piggery
2
Learning Outcomes:
1. Select the site of piggery 2. Sketch a piggery 3. Select construction materials and equipment of a piggery
12Hours
Learning Outcome: 2.1: Select the site of piggery
• Selection criteria
✓ Legislation/code and
regulation
✓ Environment
✓ Ecological condition
✓ Soil structure
✓ Site dimension
✓ Distance from Other
Farms
• Basic infrastructure and services:
✓ Water supply
✓ Power sources
✓ Accessibility
✓ Market
✓ Feed suppliers or stores
✓ Isolation from habitation
o Pig farm visit for checking piggery site selection requirement
o Field visit for assessing site requirements
o Tutorials o Group research, discussion
and presentation on requirements of piggery site
o Brainstorming on piggery components
o Group work on ground plan sketching
- Pig farm - Books - Sketching materials - Weather vane - Thermometer - Hygrometer - Meteorological data - Audio-visual equipment - Decameter - Model piggery ground
plan - Internet
Resources Learning activities Content
408 | P a g e
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Select the site of piggery
Checklist Score
Yes No
Indicators: Selection criteria
✓ Legislation/code and regulation
✓ Environment
✓ Ecological condition
✓ Soil structure
✓ Site dimension
✓ Distance from Other Farms
Indicators: Basic infrastructure and services:
✓ Water supply
✓ Power sources
✓ Accessibility
✓ Market
✓ Feed suppliers or stores
✓ Isolation from habitation
Observation
Performance criterion
Proper selection of piggery site according to pig welfare
409 | P a g e
Learning Outcome: 2.2: Sketch a piggery
• Selection criteria
✓ Breeding piggery
✓ Fattening piggery
✓ Breeding and fattening
• Basic infrastructure and services:
✓ Pregnant sow pens
✓ Farrowing pens
✓ Dry sow/gilt pens
✓ Weaner pens
✓ Fattening pig pens
✓ Boar pens
Run
Weighing yard
Office
Drug store
Store of feeds
Feed preparation
room
Kitchen
Compost pit
• Ground plans of piggery
o Pig farm visit for checking piggery site selection requirement
o Field visit for assessing site requirements
o Tutorials o Group research, discussion
and presentation on requirements of piggery site
o Brainstorming on piggery components
o Group work on ground plan sketching
- Pig farm - Books - Sketching materials - Weather vane - Thermometer - Hygrometer - Meteorological
data - Audio-visual
equipment - Decameter - Model piggery
ground plan - Internet
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Sketch a piggery
Performance criterion
Appropriate sketching of piggery according to the standards
Resources Learning activities Content
410 | P a g e
Checklist Score
Yes No
Indicators: Selection criteria
✓ Breeding piggery
✓ Fattening piggery
✓ Breeding and fattening
Indicators: Basic infrastructure and services:
✓ Pregnant sow pens
✓ Farrowing pens
✓ Dry sow/gilt pens
✓ Weaner pens
✓ Fattening pig pens
✓ Boar pens
Indicators: Ground plans of piggery
Observation
Learning Outcome 2.3 Select construction materials and equipment of a piggery
• Selection criteria
✓ Identification of
construction material
✓ General requirement
of construction
materials
• Selection of piggery tools and
equipment:
✓ Identification of
piggery equipment
✓ General requirement of piggery equipment and tools
o Farm visit for checking construction materials and equipment requirement
o Hardware shops visit for observation of construction materials
o Visit constructing site
- Hardware shops - Building materials - Posters and
pictures - Constructing site
Resources Learning activities Content
411 | P a g e
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Select construction materials and equipment of a piggery
Checklist Score
Yes No
Indicators: Selection criteria
✓ Identification of construction material
✓ General requirement of construction materials
Indicators: Selection of piggery tools and equipment:
✓ Identification of piggery equipment
✓ General requirement of piggery equipment and tools
Observation
Performance criterion
Adequate selection of construction material and equipment of piggery according
to the type and materials available
412 | P a g e
LU 3:Rotate and maintain supplies.
3
Learning Outcomes:
1. Selection of pig breed. 2. Apply pig rearing techniques 3. Perform pig feeding 4. Manage pig reproduction 5. Perform record keeping and interpretation 10Hours
Learning Outcome 3.1: Selection of pig breeds
• Selection criteria:
✓ Productivity of parents
✓ Adaptability(hardness)
✓ Age
✓ Physical appearance
✓ Feed conversion rate
✓ Health status
✓ Resistance against diseases
✓ Productivity
✓ Maturity period
✓ Fecundity
✓ Temperament
• Method of selection
✓ Mass selection
✓ Progeny testing or offspring
testing
✓ Pedigree selection
✓ Collateral relative selection
o Group work and research on breed selection criteria
o Brainstorming on breed selection criteria
o Farm visit for assessing selection criteria
- Books - Pig farm - Internet - Farm records
Resources Learning activities Content
413 | P a g e
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Selection of pig breed.
Checklist Score
Yes No
Indicators: Selection criteria:
✓ Productivity of parents
✓ Adaptability(hardness)
✓ Age
✓ Physical appearance
✓ Feed conversion rate
✓ Health status
✓ Resistance against diseases
✓ Productivity
✓ Maturity period
✓ Fecundity
✓ Temperament
Indicators: Method of selection
✓ Mass selection
✓ Progeny testing or offspring testing
✓ Pedigree selection
✓ Collateral relative selection
Observation
Performance criterion
Proper selection of pig breeds according to their characteristics
414 | P a g e
Learning Outcome 3.2: Apply pig rearing techniques
• General condition for pig rearing:
✓ Temperature
✓ Ventilation
✓ Orientation
✓ Light
• Method of selection
✓ Intensive system
✓ Semi intensive system
✓ Extensive system:
Scavenging
Backyard/tethering
• Animal identification techniques:
✓ Tagging
✓ Ear notching
✓ Tattooing
o Group work on pig identification technics
o Group research on rearing systems and condition
o Visits o Brainstorming on rearing
systems o Demonstration of pig
identification technics o Audiovisual presentation on
rearing system or pig identification technics
- Books - Internet - Ear tags - Ear tags
applicator - Ear notcher - Blades - Audiovisual
equipment - Disinfectant
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
Performance criterion
Appropriate application of rearing techniques according to the
standard of the pig farming
Resources Learning activities Content
415 | P a g e
evidence ▪ Task: Apply pig rearing techniques
Checklist Score
Yes No
Indicators: General condition for pig rearing:
✓ Temperature
✓ Ventilation
✓ Orientation
✓ Light
Indicators: Method of selection
✓ Intensive system
✓ Semi intensive system
✓ Extensive system
Indicators: Animal identification techniques:
✓ Tagging
✓ Ear notching
✓ Tattooing
Observation
Learning Outcome 3.3.Perform pig feeding
• Feed stuffs distribution:
✓ Cereals
✓ Legumes
✓ Tubers
✓ Agro-industrial by-products
✓ Waste from slaughterhouses
✓ Kitchen waste
• Feeding practices for :
✓ Boar, dry sow and gilt
✓ Pregnant sow
o Group work on feed stuff
distribution
o Regular participation of
students on school pig farm
activities
o Group research and
presentation on pig feeding
practice
o Group work on feeding
record collection and
- Feed stuffs
- Farm cards
and records
- Books
- Internet
- Pig farm
Resources Learning activities Content
416 | P a g e
✓ Lactating sow and litter
✓ Young piglets
✓ Weaners
✓ Grower and finisher pigs
• Watering pig
• Feeding practices for :
✓ Technical sheet
✓ feeding cards
✓ feeding data collection and
interpretation
interpretation
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Perform pig feeding
Checklist Score
Yes No
Indicators: Feed stuffs distribution:
✓ Cereals
✓ Legumes
✓ Tubers
✓ Agro-industrial by-products
✓ Waste from slaughterhouses
✓ Kitchen waste
Performance criterion
Proper feeding of pigs according their categories
417 | P a g e
Indicators: Feeding practices for
✓ Boar, dry sow and gilt
✓ Pregnant sow
✓ Lactating sow and litter
✓ Young piglets
✓ Weaners
✓ Grower and finisher pigs
Indicators: Feeding practices for :
✓ Technical sheet
✓ feeding cards
✓ feeding data collection and interpretation
Observation
Learning Outcome 3.4 Manage pig reproduction
• Selecting boar and sows for breeding:
✓ Number of teats
✓ Long body
✓ Size of litter of which the pig
was a member
✓ Live weight
✓ High feed conversion rate
✓ Easy to handle
✓ Two testicles for boar
✓ Good aplomb
✓ From healthy parents
• Management of boar:
✓ Puberty time
✓ Mating time
✓ Mating ratio
✓ Culling
• Management of sow and gilts:
✓ Puberty time
✓ Mating time
✓ Heat detection
o Group work and discussion
on future parent selection
o Group research and
presentation on
management of different
categories of pig
o Farm visit and
demonstration of
farrowing preparation and
young piglets care
o Demonstration of pig
mating
o Audiovisual presentation
on pig reproduction
management
- Pig farm
- Books
- Pig
reproduction
diagram
- Pig
reproduction
cards
- Audiovisual
equipment
Resources Learning activities Content
418 | P a g e
✓ Farrowing
✓ Fostering
✓ Culling
• Methods of services:
✓ Natural mating
✓ Artificial insemination
• Management of young piglet:
✓ Climatic condition monitoring:
✓ Iron supplementation
✓ Weaning
✓ Castration
✓ Canine clipping
✓ Tail docking
• Pig genetic improvement:
✓ Cross breeding
✓ Commercial breeding
✓ Up grading
✓ Backcrossing
✓ Terminal cross system
✓ Selection
• Reproduction record keeping:
✓ Technical reproduction
diagram ( Annual
reproduction chart)
✓ Reproduction cards
✓ Reproduction data collection
and interpretation
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper management of pig reproduction
419 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Manage pig reproduction
Checklist Score
Yes No
Indicators: Selecting boar and sows for breeding:
Indicators: Management of boar
Indicators: Management of sow and gilts
Indicators: Methods of services
Indicators: Management of young piglet
Indicators: Pig genetic improvement
Indicators: Reproduction record keeping
Observation
420 | P a g e
Learning Outcome 3.5 Peform record keeping and interpetaion
• Importance of Recording
• Major types of recording:
✓ physical
✓ Breeding
✓ production
✓ feeding
✓ health
✓ Financial
• Interpretation
o Group work on the importance of recording
o Brainstorming on the importance of the different types of recording
o Audiovisual presentation on the different types of recording
- Books - Internet - Ear tags - Ear tags
applicator - Ear notcher - Blades - Audiovisual
equipment - Disinfectant
Formative Assessment 3.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Perform record keeping and interpretation
Performance criterion
Adequate record keeping and interpretation of pig reproduction and
feeding data
Resources Learning activities Content
421 | P a g e
Checklist Score
Yes No
Indicators: Major types of recording:
✓ physical
✓ Breeding
✓ production
✓ feeding
✓ health
✓ Financial
Indicators: Interpretation
Observation
422 | P a g e
LU 3: Perform pig health and diseases control
4
Learning Outcomes:
1. Identify specific pig diseases
2. Apply hygiene and biosecurity measures
3. Apply Bio-chemical prevention measures
15Hours
Learning Outcome:4.1Identify specific pig diseases
• Specific infectious diseases of pig
• Specific parasitic diseases of pig
• Specific nutritional deficiencies and metabolic disorders
o Group research on pig diseases
o Posters presentation on pig diseases
o Audiovisual presentation of pig diseases
o Pig farm visit o Ambulatory clinic
- Books - Internet - Audiovisual
equipment - Posters - Pig farms - Clinical materials
and tools
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of specific disease of pigs found in the region
Resources Learning activities Content
423 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Identify specific pig diseases
Checklist Score
Yes No
Indicators: Specific infectious diseases of pig
Indicators: Specific parasitic diseases of pig
Indicators: Specific nutritional deficiencies and metabolic disorders
Indicators: Specific nutritional deficiencies and metabolic disorders
Observation
Learning Outcome 4.2: Apply hygiene and biosecurity measures
• General piggery hygienic measures
• Sanitization of piggery
• Biosecurity measures: ✓ Offensive measures ✓ Defensives measures
o Demonstration on hygienic and biosecurity measures application
o Pig farm visit o Group works/research on
piggery hygienic measures application
- PPE - Audiovisual
equipment - Piggery - Cleaning materials
and products - Books - disinfectants
Resources Learning activities Content
424 | P a g e
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
•
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Apply hygiene and biosecurity measures
Checklist Score
Yes No
Indicators: General piggery hygienic measures
Indicators: Sanitization of piggery
Indicators: Biosecurity measures:
✓ Offensive measures
✓ Defensives measures
Observation
Performance criterion
Respect of hygiene and bio security measures according to their welfare
425 | P a g e
Learning Outcome 4.3: Apply Bio-chemical prevention measures
• Selection of Bio-chemical prevention products: ✓ anthelmintics ✓ Acaricids ✓ Antibiotic ✓ Insecticides ✓ Vaccines
• Establishment of prophylactic plan
• Administration technics of bio-chemical prevention product
• Sanitary record keeping: ✓ Technical sheet ✓ Zoo-sanitary cards ✓ Zoo-sanitary data collection and
interpretation
o Demonstration on pig bio-chemical product administration
o Audiovisual presentation o Group work/ research on
bio-chemical application measures
o ambulatory clinics
- PPE - Bio-chemical
product for pig - Audiovisual
equipment - Internet - Books - Veterinary
pharmacy
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidenve
• written evidence
• Performance
evidence
•
▪ Open questions
▪ Multiple choice questions
▪ Ticking questions
▪ Short questions
▪ Task: Apply Bio-chemical prevention measures
Performance criterion
Proper selection of bio-chemical prevention products
Resources Learning activities Content
426 | P a g e
Checklist Score
Yes No
Indicators: Selection of Bio-chemical prevention products:
✓ anthelmintics
✓ Acaricids
✓ Antibiotic
✓ Insecticides
✓ Vaccines
Indicators: Establishment of prophylactic plan
Indicators: Administration technics of bio-chemical prevention product
Indicators: Sanitary record keeping:
✓ Technical sheet
✓ Zoo-sanitary cards
✓ Zoo-sanitary data collection and interpretation
Observation
Summative Assessment
Integrated situation Resources
CODAF is a cooperative, located at Musanze District in Northern Province. This cooperative has a pig farm which is managed in a traditional system. Different categories of pig breeds (Local breed, Large white, Landrace, Pietrain) are reared. In order to extend and modernize his project of pig farming, the cooperative has requested a loan from Rwanda Development Bank (BRD). To maximize profit and get more money from different categories of pigs and pay back quickly the loan, CODAF has adopted:
• Tools : - Thermometer - Hygrometer - Meteorological data - Decameter - Farm records tools - Ear tags - Ear tags applicator - Ear notcher
427 | P a g e
- To keep sows and boar to sell weaners (farrow to wean), - To keep the sows and boars to grow weaners for market (farrow
to finish), - To purchase weaners to grow them for the market (wean to finish
or feeder pigs) For better results, the cooperative will recruit a veterinary assistant in charge of this pig farming project. You are then recruited to do this work: start and operate the project. You are requested to: - Identify breeds in 10 minutes - Select best quality pigs to keep in 1 hours - Establish the feeding plan and feed distribution in 2hour - Establish the prophylactic plan in 2 hours Be aware that:
- The operation is designed as a high investment totally confined swine unit.
- All feed, with the exception of some bagged starter feed is assumed to be produced on farm.
- The operation is assumed to use good lean gain genetics - All tools, material, equipment, products, land, building and
market inventory are assumed to be available.
- Blades - Disinfectant - Feed stuffs( creep feed,
concentrate, kitchen residues, forage, nutrient supplement like iron sources, bagger starters and feed additives)
- Farm cards and records - Pig reproduction diagram - Pig reproduction cards - Clinical tools - Drugs (tincture of iodine,
farrowing inducers,) and vaccines
- Bio-chemical product for pig
- Farrowing facilities - Obstetrical tools (pig
pullers, forceps or nylon cord )
- Piglets hot boxes
• Materials and animals : - Sketching materials - Tractor - Animals (sows, boars,
piglets) - Cleaning materials and
products - Clinical materials (Clip
needle teeth, side-cutter pliers, stub, castration material
- Building materials - Feeds stuffs - high-pressure sprayer - Scale - Room environment
monitoring facilities
• Equipment: - PPE - Weather vane - Grinding and mixing
machine - Building - Water supply facilities - Manure wagon
428 | P a g e
- Mortality disposal facilities
Land and perimeter fence
429 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Current production system is checked and analysed
Indicator: Breeds to use and good quality pigs to keep are selected
Indicator: Pigs are categorized and kept in respective boxes
Indicator: Feeds preparation and distribution are adapted to production systems
Indicator: Prophylactic plan is established
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The boxes are occupied accordingly
Indicator: Relevant pig breeds are selected according to production purpose
Indicator: Pigs are fed accordingly
430 | P a g e
Indicator: Reproduction plan is well established
Indicator: Prophylactic plan is well established
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Piggery requirements are fulfilled
Indicator: Selection criteria of pigs breeds are considered
Indicator: Appropriate feeding practices are respected
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: Environment is well sustained
Indicator: restraining is correctly done
Indicator: Tools, materials and equipment are well handled
Indicator: PPE are well used
431 | P a g e
Observation
Reference books:
• http://www.asci-india.com/nos/Draft%20QP/Piggery%20Farmer%20(Fattening).pdf
• http://www.infonet-biovision.org/AnimalHealth/Record-keeping#simple-table-of-
contents-5
• https://www.wur.nl/upload_mm/d/f/0/4f6122c1-baa8-44df-8b96-
ca2ebd384a0d_2017-097%20Hoste_smart%20farming%20extract.pdf
• MATON A, DAELEMANS J & LAMBRECHT J 1985, Housing of Animals, Elsevier Science
Publishers, Netherlands
432 | P a g e
A N H P N 5 0 1 - NECROPSY
ANHPN501 Perform Necropsy
REQF Level: 5 Learning hours
Credits: 8 80
Sector: Agriculture
Sub-sector: Animal health
Issue date: October 2013
Purpose statement
This module describes the skills and knowledge required to perform Necropsy.
By the end of this module the participant will be able to:
− Identify necropsy equipment and tools
− Perform pre-necropsy evaluation
− Perform necropsy evaluation
433 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify necropsy equipment and
tools
1.1. Proper selection of necropsy and sampling
equipment and tools according to animal species,
age and field environment
1.2. Adequate preparation of the necropsy and
sampling tools and equipment according to the use
1.3. Appropriate use of necropsy and sampling
equipment and tools according to necropsy steps
1.4. Proper Selection of miscellaneous equipment and
tools according to their use
2. Perform pre-necropsy evaluation 2.1. Proper identification of the dead animal according
to owner name, age, animal name and number,
gender, markings, colour, breeds, date of death,
cause of death, brief history and nature of death
2.2. Correct review of clinical history
2.3. Careful examination of the necropsy request form,
organs to be examined with special attention, the
type of necropsy and other special exams.
2.4. Proper preparation and labelling of containers
according to the nature of sample and exams to be
performed
434 | P a g e
3. Perform necropsy evaluation 3.1. Proper identification of postmortem changes by
types
3.2. Appropriate description of lesions by types and
organs
3.3. Appropriate examination of external features of
the dead animal looking to body condition, skin and
hair coat appearance, discharge from body orifices,
eye appearance, ear appearance and mucous
membranes
3.4. Appropriate positioning of the body according to
animal species
3.5. Systematic carcass opening following different
layers and internal organs
3.6. Proper examination of body cavities, viscera, red
muscles, bones, joints and head by inspection,
palpation, and incision
3.7. Proper sample collection according to the nature of
sample and exams to be performed
3.8. Proper submission of sample according to the
nature of sample and exams to be performed
3.9. Correct interpretation of necropsy findings
435 | P a g e
LU 1:Identify necropsy equipment and tools
1
Learning Outcomes:
1. Select Protective equipment 2. select cutting instruments 3. select sampling equipment and tools 4. select miscellaneous equipment and tools
10 Hours
Learning Outcome 1.1: select Protective equipments
• Personal protective
equipments (PPE)
• Environmental protective
equipments (EPE)
o Presentation of power point slide
o Audio-Visual presentation on PPE
o Group work on PPE
o Tutorials on PPE
o Laboratory and Clinic Visits
- PPE: Rubber Gloves,
Rubber Boots or Plastic
Foot Protectors,
Rubber Apron,
Coveralls, Mask (to
cover mouth and nose)
and Eye Goggles or
Face Shield, Glove
Dispensers, Stainless
Steel Gloves, Cadaver
Covers, bonnet
- EPE: Bone Dust
Collector, Storage
Containers and Covers,
Cleaning and
Disinfecting, Body
Bags, Bedding (Dump)
Disposal
- Cantilever Racks, Body
Resources Learning activities Content
436 | P a g e
Tray Mattresses, Fluid
Collection, incinerator,
Lime
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions
▪ Task: select Protective equipments
Checklist Score
Yes No
✓ Personal protective equipments (PPE)
✓ Environmental protective equipments (EPE
Observation
Performance criterion
Proper selection of necropsy and sampling equipment and tools according to
Animal species, age and field environment
437 | P a g e
Learning Outcome1.2: select cutting instruments
• Material for solid sample
collection
• Material for liquid samples
collection
• Materials for labelling
o Presentation of power point
slide
o Audio-Visual presentation on
sample collection instruments
o Group work on sample
collection instruments
o Tutorials on sample collection
instruments
o Laboratory and Clinic Visits for
sample collection instruments
- Needles, Syringes,
Swabs, Appropriate
containers (Bottles,
Petri dishes, Test
tubes), Plastic bags,
Pens, indelible
markers, Pencils,
Register
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: select cutting instruments
Performance criterion
Adequate preparation of the necropsy and sampling tools and equipment
according to the use
Resources Learning activities Content
438 | P a g e
Checklist Score
Yes No
Indicator:
✓ Material for solid sample collection
✓ Material for liquid samples collection
✓ Materials for labelling
Observation
Learning Outcome 1.3:select sampling equipments and tools
• Material for solid sample
collection
• Material for liquid samples
collection
• Materials for labelling
o Presentation of power point
slide
o Audio-Visual presentation on
sample collection instruments
o Group work on sample
collection instruments
o Tutorials on sample collection
instruments
o Laboratory and Clinic Visits for
sample collection instruments
- Needles, Syringes,
Swabs, Appropriate
containers (Bottles,
Petri dishes, Test
tubes), Plastic bags,
Pens, indelible
markers, Pencils,
Register
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate use of necropsy and sampling equipment and tools according to
necropsy steps.
Resources Learning activities Content
439 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: select sampling equipment and tools
Checklist Score
Yes No
✓ Material for solid sample collection
✓ Material for liquid samples collection
✓ Materials for labelling
Observation
Learning Outcome 1.4:select miscellaneous equipment and tools
• Diluting fixative and other
reagents
• Photographic equipments
• Medical imaging equipments
• Material for body tag
• Cleaning and sterilisation of
sampling equipments
o Presentation of power point
slide
o Audio-Visual presentation on
miscellaneous equipment and
tools
o Group work on miscellaneous
equipment and tools
o Tutorials on miscellaneous
equipment and tools
o Laboratory and Clinic Visits for
miscellaneous equipment and
tools
- Formalin, Alcohol,
Body Trays, X -Ray
Trays, Transporters,
Cadaver Carriers,
Covered Cadaver
Carriers, Single Body
Tray Carriers, Self
Propelled Lifts,
Powered Propelled
Lifts, Cadaver Lift
Tray, Strainers Roller
Pallets, Cadaver Tray
Lift Bars, Cadaver Lift
Body Straps, Body
Tags, Body rests,
Instrument Trays,
Resources Learning activities Content
440 | P a g e
Measurement,
Elevating Body Slats,
Scales, Floor Scales, ,
Dissecting Lights,
Podiums
- Downdraft T-Shaped
Workstations, Animal
Science Tables, Large
Animal Transport
Cart, Elevating Animal
Science Table,
Trimming Stations,
Total draft
Workstations,
Portable Grossing
Stations, Fold-Up Wall
Mount Table,
Elevating Animal
Science Table, Small
Necropsy Tables,
Portable Workstation,
Downdraft, Mortuary
Racks, Cadaver,
Cadaver Lifts, digital
camera, Staplers,
Medical Bags, Soap,
Water, Brush
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task:select miscellaneous equipment and tools
Performance criterion
Proper Selection of miscellaneous equipment and tools according to their use
441 | P a g e
Checklist Score
Yes No
✓ Diluting fixative and other reagents
✓ Photographic equipments
✓ Medical imaging equipments
✓ Material for body tag
✓ Cleaning and sterilisation of sampling equipments
Observation
442 | P a g e
LU 2:Perform pre-necropsy evaluation
2
Learning Outcomes:
1. Identify dead animal to be necropsied 2. Examine the necropsy request form 3. Label the containers for sample collection
10 Hours
Learning Outcome 2.1:Identify dead animal to be necropsied
• Identification of the dead
animal
• Review clinical history of
the dead animal
o Audiovisual presentation on
dead animal identification
o Practical work
- Dead animal, Clinical
documents accompanying
the dead body, Body tags
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify dead animal to be necropsied
Performance criterion
Proper identification of the dead animal according to owner name, age, animal
name and number, gender, markings, colour, breeds, date of death, cause of
death, brief history and nature of death
Resources Learning activities Content
443 | P a g e
Checklist Score
Yes No
✓ Identification of the dead animal
✓ Review clinical history of the dead animal
✓ Identification of the dead animal
Observation
Learning Outcome 2.2:Examine the necropsy request form
• Special organs or systems to
examine with emphasis
• Special requests
o Brainstorming on request
form examination,
o Practical work
- Request form (card),
DVD, CD
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Examine the necropsy request form
Performance criterion
Correct review ofclinical history
Careful examination of the necropsy request form, organs to be examined with
Special attention, the type of necropsy and other special exams.
Resources Learning activities Content
444 | P a g e
Checklist Score
Yes No
✓ Special organs or systems to examine with emphasis
✓ Special requests
Observation
Learning Outcome 2.3:Label the containers for sample collection
• Containers labelling
• Reagents (fixative) preparation
o Brainstorming on labelling,
o Practical work
- Containers, Formalin,
Water, Alcohol, Picric
acid, Indelible
markers, Pencils,
Pens, Register,
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Label the containers for sample collection
Performance criterion
Proper preparation and labelling of containers according to the nature of
sample and exams to be performed
Resources Learning activities Content
445 | P a g e
Checklist Score
Yes No
✓ Containers labeling
✓ Reagents (fixative) preparation
Observation
446 | P a g e
LU 3:Perform necropsy evaluation
3
Learning Outcomes:
1. Identify post-mortem changes 2. Describe lesions by types and systems 3. Examine the external features 4. Open the carcass of the different animal species 5. Interpret necropsy findings
60 Hours
Learning Outcome 3.1:Identify post-mortem changes
• Post mortem scavenging,
• Rigor mortis
• Algor mortis
• Livor mortis
• Post mortem clotting
• Haemoglobin imbibition
• Bile imbibition
• Pseudomelanosis,
• Postmortem decompostion (Autolysis)
• putrefaction
• Postmortem emphysema (blotting)
• Rib indentation
• Postmortem rupture and organ displacement
• Lens opacity
o Brainstorming on post mortem
changes,
o Audiovisual presentations on
postmortem changes
o Tutorials on postmortem
changes
o Individual searching
o Practical work on dead animals
o Group work
o Veterinary laboratory visit
- PPE
- Dead animals,
- Posters,
- DVD, CD, Projector
(Overhead and/or
PPT), Pictures
- Veterinary laboratory
- Books
- Internet
- Audiovisual
equipment
Resources Learning activities Content
447 | P a g e
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify post-mortem changes
Checklist Score
Yes No
✓ Post mortem scavenging,
✓ Rigor mortis
✓ Algor mortis
✓ Livor mortis
✓ Post mortem clotting
✓ Haemoglobin imbibition
✓ Bile imbibition
✓ Pseudomelanosis,
✓ Postmortem decompostion (Autolysis)
✓ Putrefaction
✓ Postmortem emphysema (blotting)
✓ Rib indentation
✓ Postmortem rupture and organ displacement
✓ Lens opacity
Observation
Performance criterion
Proper identification of postmortem changes by types
448 | P a g e
Learning Outcome 3.2:Describe lesions by types and systems
• Growth and Differenciation
defects
• Disruptive defects (injuries)
• Cardiovascular disturbances
(defects)
• Degenerative defects
• Inflammation and repair
o Brainstorming on different
lesions,
o Audiovisual presentations on
different lesions
o Tutorials on different lesions
o Individual searching on different
lesions
o Practical work on dead animals
o Group work/search
o Field visit of abattoirs
- PPE
- Dead animals,
- Posters, DVD, CD,
Projector (Overhead
and/or PPT),
- Pictures
- Abattoirs
- Organs with lesions
- Formaldehyde
- Containers
- Audiovisual equipment
- Books
- Internet
- Coolboxes
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Describe lesions by types and systems
Performance criterion
Appropriate description of lesions by types and organs
Resources Learning activities Content
449 | P a g e
Checklist Score
Yes No
✓ Growth and Differenciation defects
✓ Disruptive defects (injuries)
✓ Cardiovascular disturbances (defects)
✓ Degenerative defects
✓ Inflammation and repair
Observation
Learning Outcome 3.3:Examine the external features
• Body condition assessment
• Skin and hair coat
• Body discharges
• Mucous membrane
o Audiovisual presentations on
external examination
o Tutorials on external
examination
o Individual searching
o Practical work on external
examination
o Group work/search
- PPE
- Dead animals,
- Posters, DVD, CD,
Projector (Overhead
and/or PPT),
- Pictures
- Necropsy form
- Necropsy request
form
- Pens
- Books
- Note books
- Sampling material
- Camera
- Formaldehyde
- Containers
- Coolboxes
Formative Assessment 3.3
Performance criterion
Appropriate examination of external features of the dead animal looking to body
condition, skin and hair coat appearance, discharge from body orifices, eye
appearance, ear appearance and mucous membranes
Resources Learning activities Content
450 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Examine the external features
Checklist Score
Yes No
✓ Body condition assessment
✓ Skin and hair coat
✓ Body discharges
✓ Mucous membrane
Observation
Learning Outcome 3.4: Open the carcass of the different animal species
• Recumbency (Positioning)
• Examination of the mucous
membranes
• Incisions
• Skining
• Abdominal cavity openning
• Thoracic cavity opening
• Viscera examination
• Examination of muscles,
joints and bones
• Examination of the head
o Audiovisual presentations on
carcass opening
o PPT presentation on carcass
opening
o Tutorials on carcass opening
o Individual searching
o Practical work on carcass opening
o Demonstrations on carcass
opening
- PPE
- Dead animals,
- Posters, DVD, CD,
Projector (Overhead
and/or PPT), Pictures
- Dissection kit
- Antiseptics
- Audiovisual equipment
- Books
- Internet
- Necropsy form
- Pens
- Note books
Resources Learning activities Content
451 | P a g e
o Group work - Sampling material
- Camera
- Formaldehyde
- Containers
- Coolboxes
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Open the carcass of the different animal species
Checklist Score
Yes No
✓ Recumbency (Positioning)
✓ Examination of the mucous membranes
✓ Incisions
✓ Skining
✓ Abdominal cavity openning
✓ Thoracic cavity opening
✓ Viscera examination
✓ Examination of muscles, joints and bones
✓ Examination of the head
Observation
Performance criterion
Systematic carcass opening following different layers and internal organs
Proper examination of body cavities, viscera, red muscles, bones, joints and
head by inspection, palpation, and incision
452 | P a g e
Learning Outcome 3.5:Interpret necropsy findings
• Analyse necropsy findings
• Make diagnosis
• Write necropsy report
o Tutorials on necropsy
interpretation
o Practical work on report writing
- Necropsy
forms/cards
- Register
- Pens
- Note books
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
• Performance
▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Interpret necropsy findings
Checklist Score
Yes No
✓ Analyse necropsy findings
✓ Make diagnosis
✓ Write necropsy report
Observation
Performance criterion
Proper sample collection according to the nature of sample and exams to be
performed
Resources Learning activities Content
453 | P a g e
Summative Assessment
Integrated situation Resources
You are a Veterinary Technician in Nyamabuye Sector, Muhanga District. One morning, Centre Saint André Kabgayi is reporting a high mortality in his poultry farm. His farm houses birds of different ages (broilers of 6 weeks of age, future layers and layers). You are requested to determine the cause of death by necropsy and advise them in order to limit the damage. The necropsy is to be done to different dead animals as follow:
✓ Four broilers of 6 weeks of age chosen randomly ✓ Four future layers chosen randomly ✓ Four layers chosen randomly
For each animal, the necropsy is to be done in 45 minutes.
All needed material, tools and equipment are available in your office.
• Tools:
- Dissection kit
- Body tags
• Materials:
- Reagents
- Sampling materials
- Necropsy form
- Necropsy register
- Note book
- Pens
• Equipment:
- PPE
- Sampling equipments
- Camera
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Materials are properly prepared
Indicator: Clinical history is reviewed carefully
Indicator: External features of the dead body are examined carefully and methodically
454 | P a g e
Indicator: The body is well positioned
Indicator: The carcass is properly opened
Indicator: Organs are examined carefully
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Postmortem changes are well identified
Indicator: Lesions are well identified
Indicator: Necropsy form is appropriately filled
Indicator: Necropsy results are well interpreted
Observation
455 | P a g e
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Materials are well used
Indicator: The body is in the appropriate recumbency
Indicator: Appropriate samples are collected
Indicator: Relevant diseases are diagnosed
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE and EPE are well used
Indicator:Used materials, equipment and workplace are well cleaned and rearranged
Indicator: Hazards stuffs are properly disposed
Observation
456 | P a g e
Reference books: 1. Veterinary Pathology: Jones and Hunt; 5th Edition, 1983.
2. Pathologic Basis of Disease: Robbins and Cotran; 2nd Edition, 1979.
3. Pathologic Basis of Disease: Robbins and Cotran, 4th Edition, 1991.
4. Cell Pathology: Cheville; 2nd Edition, 1983.
5. General Veterinary Pathology: Thompson, 1978.
6. Robbins Basic Pathology. Philadelphia: Richard Sheppard; Kumar, Vinay; Abbas, Abul K.; Fausto,
Nelson (2007): Saunders. ISBN 1-4160-2973-7. 8th edition
7. "Primary Biliary Cirrhosis: Fatty Liver, Cirrhosis, and Related Disorders: Merck Manual Home
Edition". http://www.merck.coml, 2008
8. Pathologic Basis of Veterinary Disease: James F. Zachary and M. Donald McGavin, 5th Edition,
2011.
9. Pathologic Basis of Veterinary Disease: James F. Zachary and M. Donald McGavin, 4th Edition,
2007.
457 | P a g e
A N H V E 5 0 1 - VETERINARY ETHICS AND JURISPRUDENCE
ANHVE501 Apply veterinary ethics and jurisprudence
RTQF Level: 5 Learning hours
Credits: 3 30
Sector: Agriculture
Sub-sector: Livestock
Issue date: November 2013
Purpose statement
This module describes the skills and knowledge required to apply veterinary ethics and
jurisprudence. Upon completion of this module the trainee will be able to:
- Demonstrate professional behaviour
- Manage stakeholders relationship
- Promote animal welfare
458 | P a g e
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Demonstrate professional behaviour 1.1 Appropriate respect of corporate values regarding the mission, vision and culture of the organization.
1.2 Regular practice of professional ethics values and norms in accordance with code of conduct and the positive image of the profession.
1.3 Respect of responsibility and accountability in terms of his/her duties, obligations, penalties vis-a- vis the stakeholders involved in the working environment
2. Manage stakeholders relationship 2.1 Proper communication with farmers, colleagues, public and private institutions by using the appropriate channel of communication suitable to the target group categories.
2.2 Proper maintenance of good relationship with farmers, colleagues, public and private institutions with respect of professional ethics values and norms.
2.3 Regular keeping of enterprise/farm records, reporting and transmission using the elaborated format.
2.4 Adequate setting of fees and price setting of the items with respect of government laws and regulations and the area situation.
3. Promote animal welfare 3.1 Correct respect of laws and legislation related to the animals keeping in accordance with the national livestock policy.
3.2 Careful handling of animals in terms of transport, slaughtering, restraining, treatment by respecting the laws, regulations and standard for each activity.
3.3 Proper participation in sensitization of farmers and others technicians about the animal welfare laws and legislation as per animals categories.
459 | P a g e
LU 1:Demonstrate professional behaviour
1
Learning Outcomes:
1. Apply professional ethics 2. Endorse responsibility and accountability 3. Respect corporate values and norms
10 Hours
Learning Outcome1.1: Apply professionalethics
• Veterinary ethics standards, values and norms:
✓ Integrity ✓ Honesty ✓ Transparency ✓ Accountability ✓ Confidentiality ✓ Objectivity ✓ Respectfulness ✓ Obedience to the law ✓ Loyalty ✓ Commitment
• Professional conduct and self-regulation
• Ethical issues regarding the veterinary profession:
o Brainstorming on ethical values and norms
o Group discussion on ethical values and norms
o Individual/group research on veterinary ethics, standards, values and norms
o Audiovisual presentation on ethical issues regarding the veterinary profession
o Field visit forethical issues regarding the veterinary profession
- Books - Internet - Audiovisual
equipment - Slaughterhouse - Farms - Veterinary clinics
Resources Learning activities Content
460 | P a g e
✓ Euthanasia ✓ Surgery ✓ Slaughtering and
meat inspection ✓ Animal welfare
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oralevidence
• Written evidence
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: Apply professional ethics
Checklist Score
Yes No
Indicator: Veterinary ethics standards, values and norms
Indicator: Professional conduct and self-regulation
Indicator: Ethical issues regarding the veterinary profession
Observation
Performance criterion
Appropriate respect of corporate values regarding the mission, vision and
culture of the organization.
461 | P a g e
Learning Outcome 1.2:Endorse responsibility and accountability
• Role and responsibilities of :
o Veterinary professionals in:
✓ Animal welfare and health
✓ Promotion of public health
✓ Conservation of livestock resources
o Paraprofessionals :
✓ Animal welfare and health
✓ Promotion of public health
✓ Conservation of livestock resources
o Brainstorming on role and responsibilities of Veterinary professionals and paraprofessionals
o Individual/group research on animal welfare and health,
o promotion of
public health,
conservation
of livestock
resources
- Books - Internet - Audiovisual
equipment - Slaughterhou
se - Farms - Veterinary
clinics
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: Endorse responsibility and accountability
Performance criterion
Regular practice of professional ethics values and norms in accordance with code
of conduct and the positive image of the profession.
Resources Learning activities Content
462 | P a g e
Checklist Score
Yes No
Indicator: Role and responsibilities of :
✓ Animal welfare and health
Indicator: Veterinary professionals in:
✓ Animal welfare and health
✓ Promotion of public health
✓ Conservation of livestock resources
Indicator: Paraprofessionals :
✓ Animal welfare and health
✓ Animal welfare and health
✓ Promotion of public health
✓ Conservation of livestock resources
Observation
Learning Outcome 1.3: Respect corporate values and norms
• Corporate value for a veterinary organisation
• Norms for veterinary organisation
o Brainstorming on corporate value for a veterinary organisation
o Group discussion on corporate value for a veterinary organisation
o Individual/group research on corporate
- Books - Internet - Slaughterhouse - Farms - Veterinary clinics
Formative Assessment 1.3
Performance criterion
Respect of responsibility and accountability in terms of his/her duties,
obligations, penalties vis-a- vis the stakeholders involved in the working
environment
Resources Learning activities Content
463 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: Respect corporate values and norms
Checklist Score
Yes No
Indicator: Corporate value for a veterinary organization
Indicator: Norms for veterinary organization
Observation
464 | P a g e
LU 2:Manage stakeholders relationship
2
Learning Outcomes:
1. Identify and communicate with stakeholders 2. Interact with Veterinary professionals stakeholders 3. Interact with non professionals stakeholders
10Hours
Learning Outcome 2.1: Identify stakeholders
• Internal stakeholders: ✓ Employees ✓ Manager ✓ Owners
• External stakeholders: ✓ Suppliers ✓ Society ✓ Government ✓ Creditors ✓ Shareholders ✓ customers
o Brainstorming on internal and external stakeholders
o Group discussion oninternal and external stakeholders
- Books - Internet
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper communication with farmers, colleagues, public and private institutions
by using the appropriate channel of communication suitable to the target group
categories
Resources Learning activities Content
465 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: identify stakeholders
Checklist Score
Yes No
Indicator: Internal stakeholders:
✓ Employees
✓ Manager
✓ Owners
Indicator: External stakeholders:
✓ Suppliers
✓ Society
✓ Government
✓ Creditors
✓ Shareholders
✓ customers
Observation
Learning Outcome 2.2: Interact with Veterinary professionals stakeholders
• Relationship in veterinary profession:
✓ professional to
professional relationship ✓ professional to
paraprofessional relationship
✓ Paraprofessional to paraprofessional relationship
o Brainstorming on relationship in veterinary profession
o Group discussion on relationship in veterinary profession
o Role play on veterinary profession relationship
- Books - Internet
Resources Learning activities Content
466 | P a g e
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
•
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: Interact with Veterinary professionals stakeholders
Checklist Score
Yes No
Indicator: Relationship in veterinary profession:
✓ professional to professional relationship
✓ professional to paraprofessional relationship
✓ Paraprofessional to paraprofessional relationship
Observation
Learning Outcome 2.3: Interact with non professionals stakeholders
• Relationship with: ✓ Suppliers ✓ Society ✓ Government ✓ Creditors ✓ Shareholders ✓ Customers
• Record keeping, reporting and
o Brainstorming on relationship with non professional stakeholders
o Group discussion on relationship with non professional stakeholders
o Role play on relationship with non professional stakeholders
- Books - Internet
Resources Learning activities Content
Performance criterion
Proper maintenance of good relationship with farmers, colleagues, public and
private institutions with respect of professional ethics values and norms.
467 | P a g e
transmission
• Setting of fees and pricing
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
•
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: Interact with non professionals stakeholders
Checklist Score
Yes No
Indicator: Relationship with:
✓ Suppliers
✓ Society
✓ Government
✓ Creditors
✓ Shareholders
✓ Customers
Indicator: Record keeping, reporting and transmission
Indicator: Setting of fees and pricing
Observation
Performance criterion
Regular keeping of enterprise/farm records, reporting and transmission using
the elaborated format.
468 | P a g e
LU 3:Respect laws and regulations in veterinary profession
3
Learning Outcomes:
1. Respect laws and regulations in veterinary profession
2. Apply handling laws and regulations of veterinary profession
3. Sensitize farmers and technicians about the animal welfare
10Hours
Learning Outcome 3.1: Respet laws and regulations in veterinary profession
• Identify veterinary body acts
• Identify laws and regulations on:
✓ animal health ✓ animal welfare ✓ Animal production ✓ Conservation of livestock
resources ✓ Promotion of public
health
o Brainstorming on veterinary body
o Group discussion on veterinary body
o Individual/group research on laws and regulation for veterinary profession
- Books - Internet
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct respect of laws and legislation related to the animals keeping in accordance with the national livestock policy.
Resources Learning activities Content
469 | P a g e
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: Respect laws and regulations in veterinary profession
Checklist Score
Yes No
Indicator: Setting of fees and pricing
Indicator: Identify laws and regulations on:
✓ Promotion of public health
✓ animal health
✓ animal welfare
✓ Animal production
✓ Conservation of livestock resources
Observation
Learning Outcome 3.2: Apply handling laws and regulations of veterinary profession
• Law and regulation on ✓ stray cattle and other
domestic animals ✓ Animal slaughtering,
meat inspection ✓ Transport and trade of
meat ✓ Prevention and fight
against contagious diseases for domestic animals
✓ Organisation and
o Brainstorming on veterinary profession laws and regulation
o Group discussion onveterinary profession laws and regulation
o Individual/group research on laws and regulation for veterinary profession
o Cases presentation on laws applications
- Books - Internet - Official gazettes - Audiovisual
equipment
Resources Learning activities Content
470 | P a g e
management of aquaculture and fishing
✓ Form and content of the aquaculture and fishing concession contract
✓ Requirements for issuance of fishing licence and its period of validity
✓ Aquaculture and fishing zones
✓ Importation, marketing and distribution modalities of aquaculture and fisheries products, equipment and materials
✓ Animal transportation ✓ Veterinary pharmacies
✓ Law establishing Rwanda
Council of Veterinary Doctors and determining its mission, organization and functioning
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
•
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: Apply handling laws and regulations of veterinary profession
Performance criterion
Careful handling of animals in terms of transport, slaughtering, restraining,
Treatment by respecting the laws, regulations and standard for each activity
471 | P a g e
Checklist Score
Yes No
Indicator: Law and regulation on
✓ stray cattle and other domestic animals
✓ Animal slaughtering, meat inspection
✓ Transport and trade of meat
✓ Prevention and fight against contagious diseases for domestic animals
✓ Organisation and management of aquaculture and fishing
✓ Form and content of the aquaculture and fishing concession contract
✓ Requirements for issuance of fishing licence and its period of validity
✓ Aquaculture and fishing zones
✓ Importation, marketing and distribution modalities of aquaculture and fisheries products, equipment and materials
✓ Animal transportation
✓ Veterinary pharmacies
✓ Law establishing Rwanda Council of Veterinary Doctors and determining its mission, organization and functioning
Observation
Learning Outcome 3.3: Sensitize farmers and technicians about the animal welfare
• Identify threat of animals: ✓ Transportation ✓ Slaughtering ✓ Restraining ✓ Treatment ✓ Hygiene ✓ Feeding ✓ Housing
• Sensitization: ✓ Farmers ✓ Technicians ✓ Slaughters ✓ Transporters ✓ Traders ✓ Authorities
o Brainstorming on veterinary body
o Group discussion on veterinary body
o Individual/group research on laws and regulation for veterinary profession
- Books - Internet
Resources Learning activities Content
472 | P a g e
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral evidence
• Written evidence
▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question
▪ Task: Sensitize farmers and technicians about the animal welfare
Checklist Score
Yes No
Indicator: Identify threat of animals
✓ Transportation
✓ Slaughtering
✓ Restraining
✓ Treatment
✓ Hygiene
✓ Feeding
✓ Housing
Indicator: Sensitization
✓ Farmers
✓ Technicians
✓ Slaughters
✓ Transporters
✓ Traders
✓ Authorities
Observation
Performance criterion
Proper participation in sensitization of farmers and others technicians about the
animal welfare laws and legislation as per animals categories.
473 | P a g e
Summative Assessment
Integrated situation Resources
You are a veterinary Nurse in a vet clinic of EAV Ntendezi. One day three cases come to you: The first one is Simba. “Simba” is a five year old female German Shepherd. She is the much loved pet of Peter and Joyce. After a full examination, you find that “Simba” is seriously unwell and need to have a laparotomy as she appeared to have an enlarged liver and the most probable cause is cancer. The surgery is to remove the affected liver and, if possible, leave sufficient viable liver to enable “Simba’s” survival. But the risks for the surgery is high as for the outcome. The only solution is to euthanize Simba because there is no possibility of survival. This is an enormous shock for Peter and Joyce. Peter agrees while Joyce says no. Joyce wants to take her home and allow her to die at home with her. The second one is a cow severely injured. The cow owner comes to you transporting it on a wheel barrow from the farm .The animal is in extreme distress and the condition is obviously irreversible.
You are requested to manage these three cases of : - Simba in 1 hour
- The injured cow in 30 minutes
- The cow presented for tail docking in 30 minutes
TASKS:
▪ Treat Simba affected by cancer ▪ Treat the injured cow ▪ Cow tail docking
• Tools :
- Writing tools - Thermometer - Stethoscope - Surgical tool
• Materials and
animals :
- Surgical material - Drugs
• Equipment:
- PPE - Surgical table - Fenistrated cloth
474 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Case reception is well done
Indicator: Animal owner complaints are well handled
Indicator:Animal complaints are well evaluated
Indicator:Decision is well taken and communicated to animal owner
Indicator: Decision taken is applied
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Animal welfare is well respected
Indicator: Stakeholders are well convinced and managed
Indicator: Professional behavior is appropriate
Indicator: Law and regulation are respected
Observation
475 | P a g e
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Right information is given to stakeholders
Indicator: Material and tools are properly used
Indicator: Decisions are communicated at time and properly
Indicator: Correct attitude is adopted
Observation
Assesment Criterion 3: Safety
Checklist Score
Yes No
Indicator: Working area is well prepared
Indicator: Tools, material and equipment are well used
Indicator: Environment is well sustained
Observation
476 | P a g e
Reference books:
http://www.avma.org/issues/animal_welfare/
http://www.ehow.com
OIE, 2010, The OIE Terrestrial Animal Health Code, available at http://www.oie.int/eng/normes/mcode/ en_sommaire.htm LEGOOD G., 2000, Veterinary ethics, an introduction, Continuum, London and New York,206 p.
AMERICAN VETERINARYMEDICAL ASSOCIATION,2007, the veterinarian’s role in Animal Welfare available at www.avma.org/issues/policy/animal_welfare/default.asp Tanya stephens, 2012 , Veterinary Professional Ethics inApplied Ethics: Strengthening Ethical Practices, Peter Bowden, Tilde University Press, 284pp.
477 | P a g e
478 | P a g e
GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment.
Competency standards are made up of units of
competency, which are themselves made up of
elements of competency, together with
performance criteria, a range of variables, and
an evidence guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure
to the tasks and series of training allowing one
to perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many
cases competency at a level will involve core
modules plus optional or specialization
modules. Core competencies are normally
those central to work in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a
course in recognition of having achieved
particular knowledge, skills or competencies;
successful completion of an apprenticeship or
traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships
to other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving
learners greater choice of when, where and
how they learn. Flexible delivery may involve
distance education, mixed-mode delivery,
online education, self-paced learning, self-
directed learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally
common to several tasks and transferable to
many work situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for
people to participate effectively in the
workforce. Key competencies apply to work
generally, rather than being specific to work in a
particular occupation or industry. The following
are key areas of competency which were
developed into seven key competencies:
collecting, analyzing and organizing
information; communicating ideas and
information; planning and organizing activities;
working with others and in teams; using
mathematical ideas and techniques; solving
problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study.
In CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that
can be developed during lesson planning and
activity preparation. The choice of learning
activities must be tailored according to group
size, available material resources and
communication tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity