tvet certificate iv in animal health · 7. gukoresha i kinyarwanda y umunyamwuga 8. pratiquer les...

Republic of Rwanda

Ministry of Education

TVET CERTIFICATE IV in

ANIMAL HEALTH

CODE AGRANH4002

Kigali, June 2019

REQFLEVEL

4

CURRICULUM

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AGRANH4002-TVET CERTIFICATE IV

ANIMAL HEALTH

REQF Level 4 CURRICULUM

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© Rwanda Polytechnic, 2019

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

Original published version updated:

June, 2019

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

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Copyright

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

Reproduced with permission

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

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

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

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

the training is being conducted. This permission does not extend to the making of copies for

use outside the immediate training environment for which they are made, nor the making of

copies for hire or resale to third parties. The views expressed in this version of the work do

not necessarily represent the views of RP. The competent Body does not give warranty nor

accept any liability.

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

full for bona fide study or classroom purposes only. Acknowledgment of the RP copyright

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

curriculum for the purpose of the study. Any other use of this curriculum must be referred

to the RP.

© Rwanda Polytechnic (RP) 2019

Published by

Rwanda Polytechnic (RP)

Website: www.rp.ac.rw

P.O. Box 164 Kigali, Rwanda


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Table of Contents

C o p y r i g h t i i i

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

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

3 . T R A I N I N G P A C K A G E 5

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

LU 1:Participate as part of a team and respect the rules of the training environment. 13

LU2:Explain the occupation and learning process 17

LU3:Respect the facilitation and apply learning methods. 20

LU4:Develop personal plans based on self-assessment practices 23

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

LU 1:Identify hazardous areas to be improved. 33

LU 2 :Apply SHE practices. 39

LU 3:Assess and control risks. 47

LU 4:Awareness of SHE in working place. 52

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

LU 1:Develop and maintain product, service and market knowledge. 60

LU 2:Provide a quality service experience to customers. 67

LU 3:Deal with complaints and difficult customer service situations. 74

LU 4:Manage and use information about clients and customers. 81

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 8 5

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 89

LU 2:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera. 97

LU 3:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera. 105

LU 4:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije. 112

LU 5:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda. 119

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

LU 1:Lire les différents textes techniques devant le public 129

LU 2:Rédiger des textes simples et autres écrits techniques. 134

LU 3:Appliquer certains éléments de la littérature en rapport avec son métier 138

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LU 4:Utiliser les expressions usuelles de la langue française. 142

LU 5:Exécuter les accords 146

C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 1 5 3

LU 1:Write factual, descriptive, and explanatory texts. 155

LU 2:Apply a range of listening strategies to understand predictable messages. 163

LU 3:Discuss general and trade-related topics. 169

LU 4:Read medium texts on general and trade-related topics. 175

LU 1:Describe the operating system 183

LU 2:Customize computer features 190

LU 3:Protect computer system 194

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 2 0 0

LU 1:Identify elements of business plan. 202

LU 2:Write a business plan in line with the identified elements 210

LU 3:Establish strategies to monitor evaluate and update the business plan (Contingency plan).221

LU 4:Present a business plan 228

C C M I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 3 6

LU 1:Investigate and secure industrial attachment place. 238

LU 2:Deal with workplace challenges. 246

LU 3:Get briefed on industrial attachment program. 250

LU 4:Develop one’s competencies on the workplace. 254

G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 5 9

LU 1: Determine and analyze numerical functions 262

nnLU 2: Apply fundamentals of differentiation 268

LU 3: Apply natural logarithmic functions 273

LU 4: Apply exponential functions 279

A N H L E 4 0 1 L I V E S T O C K E X T E N S I O N T E C H N I Q U E S 2 8 6

LU 1:Identify farmers` problems 289

LU 2:Provide solutions 294

LU 3: Assess extension impact 303

A N H M I 4 0 1 - M I C R O O R G A N I S M S I D E N T I F I C A T I O N 3 0 8

LU 1:Identify bacteria 310

LU 2:Identify viruses 318

LU 3: Identify fungi 325

A N H A P 4 0 1 - A N I M A L P H Y S I O L O G Y 3 3 1

LU 1:Describe animal cell physiology 333

LU 2:Describe body diffense mechanism 340

LU3:Describe the physiology of body system 345

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A N H R F 4 0 1 - R A B B I T F A R M I N G 3 5 9

LU 1:Construct rabbit hutches 361

LU 2:Apply rabbit rearing techniques 368

LU 3:Control diseases and predators 378

Summative Assessment 383

A N H P O 4 0 1 - P O U L T R Y F A R M I N G 3 8 9

LU 1:Construct poultry house 391

LU2: Apoultry rearing techniques 399

LU 3: Control poultry diseases 416


A N H P F 4 0 1 - P I G F A R M I N G 4 2 6

LU 1:Construct piggery 428

LU 2:Apply pig rearing techniques 435

LU 3: control diseases 445


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

M A N A G E M E N T 4 5 6

LU 1:Identify intoxications, nutritional and metabolic disorders 459

LU 2:Perform diagnosis of intoxications, nutritional and metabolic disorders 466

LU 3:Perform treatment of intoxications,nutritional and metabolicdisorders 473


A N H P D 4 0 1 - P A R A S I T I C D I S E A S E S 4 8 4

LU 1: Identify animal parasite 487

LU 2: Describe common parasitic diseases 492

LU 4:Treatment of parasitic diseases 505


A N H I D 4 0 1 - I N F E C T I O U S D I S E A S E S 5 1 8

LU 1: 520

Identify common infectious diseases 520

LU 1:Perform diagnosis of common infectious diseases 527

LU 3: Perform treatment of common infectious 533


G L O S S A R Y 5 4 4

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List of Abbreviations

AQA Accreditation and Quality Assurance

ICT Information and Communications

Technology

EDTA: Ethylenediamine tetraacetic acid

IPRC Integrated Polytechnic Regional Center

P6 Primary Six

PPE Personal Protective Equipment

REQF Rwanda Education Qualification

Framework

RP Rwanda Polytechnic

RTQF Rwanda TVET Qualification Framework

SHE Safety, Health and Environment

TVET Technical and Vocational Education and

Training

VTC Vocational Training Center

WDA Workforce Development Authority

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Acknowledgments

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

development of this curriculum:

Coordination

RWAMASIRABO Aimable- Curriculum Coordination Officer, RP

Facilitation

GAHUNGU Faradji, CBT/CBA Expert

NKUBANA Alphonse Co-facilitator/KUBALPHA ltd

Curriculum editing

SHEMA Bertin – Curriculum Editor

Curriculum Development Team

#

Names Function Institution

1 BIZIMUNGU Fulgence Chamber of Agri and Livestock PSF

2 NYIRANEZA Marie Joyeuse Assistant lecturer RP

3 HARINDINTWARI Canisius Trainer EAV NTENDEZI

4 BINEZA NGABO Alain Trainer KINAZI TVET

5 NIYODUSENGA Jean Bosco Trainer Fondation SINA Gerard

TVET school

6 UMUTONI Olive Associate manager MCC RYAF-RDDP

7 MUKURARINDA Celestin Director manager La maison vet

8 Dr IYAKAREMYE Abel Veterinary Consultancy BVM

9 BAYAVUGE Joel Veterinary NYABIHU-SARO

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competenciesto

perform the occupation ofa Veterinary nurse. It is designed with an approach

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

goals and the means to implement training.

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

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

activities. The competencies are the targets of the 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 attitudes) and the learning contents related to each learning unit.

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

Veterinary nurse is a person who is

responsible to describe basic animal

physiology, involve in domestic animals

farming, apply diseases control measures and

advise farmers under minimum supervision.

At the end of this qualification, qualified

learners will be able to:

1. Describe the occupation and learning process

2. Implement health safety and environment precaution

3. Develop business plan

4. Provide quality customer service

5. Apply Computer Skills

6. Use Intermediate English at workplace

7. Gukoresha i Kinyarwanda cy’ umunyamwuga

8. Pratiquer les activités de communication en Français dans le métier

9. Apply Basic Analysis

10. Apply general chemistry

11. Apply general physics

12. Describe animal body physiology

13. Perform rabbit

14. Perform pig animal

15. Perform poultry farming

16. Control parasitic diseases

17. Control infectious diseases

18. Manage intoxication, nutritional and

metabolic diseases

19. Apply livestock extension

20. Perform micro organism identification

2.2 Minimum entry requirements

Entry requirements for REQF Level IV include:

Candidates enter this qualification after

achieving TVET Certificate III in Animal health,

other relevant qualifications or through

Recognition of Prior Learning.

Title: TVET Certificate IV inAnimal health

Level: REQF Level 4

Credits: 120

Sector: Agriculture and food processing

Sub-sector: Animal health

Issue date: June, 2019

2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to be assigned as veterinary nurse intervener,animal production

adviser or livestock extension mobiliser.

2.5 Employability and life skills

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

skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English Writing and presenting reports Listening Speaking

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification after achieving TVET Certificate III in Animal

health 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 Level V in Animal health

Pathways into the qualification

Pathways from the qualification

Possible jobs related to this qualification

Assist animal diseases management

Perform animal husbandry

Perform farm activities

Prevent animal diseases

Advise farmers

Safety and security precautions

Working collaboratively with team members

Health and environment

Health reproduction Rwanda environmental protection, practices rules and regulations

Business plan

Producing a small business plan

Planning and organizing

Preparing and submitting hand over reports to the concerned person.

Self-management

Taking responsibility for innovation and output in relation to specified quality standards Working according to the Rwandan veterinary nurse service code of ethics regarding security,

legal, moral and ethical issues

Technology

Manipulate computerand PMS Using the Internet

Languages other than Kinyarwanda

English as the medium of communication in the working environment

Number of competencies: 18 Core competencies: 9 Complementary competencies: 9 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1. 1 CCMHE401 Apply SHE Policies, proceduces and principles 3

2. 2 CCMOL001 Occupation And Learning Process 3

3. 3 CCMEN401 Intermediate Workplace English 3

4. CCMLF401 Application Des Elements De La Langue Francaise 3

5. 5 CCMBP401 Business Plan Development 3

6. 7 CCMQS401 Providing Quality Customer Service 3

7. 8 CCMCS401 Computer Skills 3

8. 9 CCMKN401 Ikinyarwanda Cy’umunyamwuga 3

9. CCMIA401 Industrial Attachment Program 30

Total 54

No Code Core competencies Credit

GEN

ERA

L

1. ANHMI401 Perform Microorganism identification 7

2. ANHAP401 Describe Animal physiology 8

3. ANHLE401 Apply Livestock extension techniques 5

4. GENMA401 Apply Basic Analysis 4

SPEC

IFIC

5. ANHRF401 Perform Rabbit farming 5

6. ANHPO401 Perform Poultry farming 10

7. ANHPF401 Perform Pig farming 5

8. ANHPD401 Control Parasitic diseases 9

9. ANHID401 Control Infectious diseases 9

10. ANHNM401 Manage Intoxication,Nutritional and Metabolic desorders management

8

Total 66

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

VETERINARY NURSE PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

Du

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on

(4

60

Hrs

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1

2

3

4

5

6

7

8

9

10

11

12

Duration (740 Hrs) 30

30

30

30

30

30

30

30

30

0

80

70

50

1 Perform Rabbit farming 50 ∆ ∆ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ● ● ●

2 Perfom Poultry farming 100 ∆ ▲ ▲ ▲ ∆ ○ ○ ○ ○ ○ ○ ○ ● ● ●

3 Perform Pig farming 50 ∆ ▲ ▲ ▲ ∆ ○ ○ ○ ○ ○ ○ ○ ● ● ○

4 Control parasitic diseases 90 ∆ ∆ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ● ● ●

5 Control infectious diseases 90 ▲ ▲ ▲ ▲ ∆ ○ ○ ○ ○ ○ ○ ○ ● ● ●

6

Manage intoxication, nutritional and metabolic diseases

80 ▲ ∆ ▲ ∆ ▲ ○ ○ ○ ○ ○ ○ ○ ● ● ○

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

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.

Occupation and learning process 3

Figure 2: Flowchart

S.H.E. policies and procedures 3

Workplace english 3 Computer skills 3

Elements de la langue francaise 3

Ikinyarwanda cy’umunyamwuga 3 Quality customer service 3

Livestock extension techniques 5 Micro-organisms identification 6

Animal physiology 7 Rabbit farming 5

Pig farming 5 Poultry farming 10

Intoxications, nutritional and metabolic diseases

8 Parasitic diseases 9

Infectious diseases 9

Business plan 3

Industrial attachment program 30

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

Summative/Integrated Assessment

Section

4

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

curriculum.

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

assessment is not acceptable.

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

the Trainer/Teacher has the role of developing another one referring to the task to be carried out

in the integrated situation in accordance to the circumstances inside school, but the integrated

situation should stick on the components of a task.

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

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

declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

Trainee was not able to meet during Summative/Integrated Assessment should not be among those

indicators that can cause any hazard, or the one indicator that is performed poorly where there is room

for improvement.

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

accordingly.

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

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

requisites.

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

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

modules can be given anytime.

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

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

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

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

and assist IAP especially in filling up the logbook.

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

completed and should be documented in the trainee portfolio.

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

Competence

C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

REQF Level: 3 Learning hours

Credits: 3 30

Sector: ALL

Sub-sector: ALL

Issue date: July, 2019

Purpose statement

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

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

trainee will develop a comprehensive and clear vision of the occupation and the training progrmme. The

module will allow the participant to avoid mistakes of career guidance and confirm or deny his/her

choice from the start. The training and learning methods are presented to the learner. This approach

encourages greater motivation and, subsequently, a better integration of various learning.

Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

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

Elements of a good

Introduction.

Names

Academic

background

Closing sentence

Body language

Audible voice

Expectations about the

training

o Introduction and know each

other Game s

o Presentation of trainees’

expectations

- Trainer manual

Formative Assessment 1.1

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

performance criterion has been achieved.

Learning unit

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

1

Learning Outcomes:

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

6 Hours

Content Learning activities Resources

Performance criterion

Proper introduction of oneself

Types of evidence Portfolio assessment tools

Written or performance

Written assessment (Recommendation: ranking exercise)

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

Checklist Score

Yes No

Indicator 1: introducing each another is properly done

Learner opens introduction with a greeting

Learner says their name

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

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

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Indictor 2: expectations to the training are well highlighted and presented to others

Learner is able to share his/her hobbies/interests

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

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

Observation

Learning Outcome 1.2: Intergrate in team

Qualities of a good team member

Building trust

o Game

o Group discussions

- Trainer manual






Performance

Practical task of a team

Checklist Score

Yes No

Indicator 1: qualities of a good team member are expressed

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Complying with rules set Complement others’skills

Observation

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

Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual



Appropriate integration in team.





Written evidence


Checklist Score

Yes No

Indicator: setting classroom rules and adherence to them

Classroom rules are set

Duties and responsibilities are attributed

commitment contract Signed

Observation


Appropriate participation in setting rules and adhere to them.

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

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

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

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector




Learning unit

LU2:Explain the occupation and learning process

2

Learning Outcomes:

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

12 Hours



Proper description of the main/major elements of occupation


Written evidence Oral evidence

Essay Verbal explanation (interview)

Checklist Score

Yes No

Indicator: Occupation Description

Working conditions

Equipment tools and materials used in the occupation

REQF level

Award/ certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules) Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

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

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable







Written exercise

Verbal explanation (interview)

Checklist Score

Yes No

Indicator: Trainee’ qualification is well explain

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Observation


Adequate explanation about the qualification

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual

#





Written evidence

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

Learning unit

LU3:Respect the facilitation and apply learning methods.

3

Learning Outcomes:

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

2 Hours



Proper engagement in active and participatory learning methods

Checklist Score

Yes No

Indicator: engagement in the learning process is done

Results of assignment

Active participation

Responsibilities taker

Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

o Presentation by the trainer - Assessment manual






Adequate description of the assessment procedures



written assessment

Verbal explanation (interview)

Checklist Score

Yes No

Indicator : Assessment procedures are well described

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace

Group discussion on values

,skills and interests

Work readiness Training

manual





Written evidence

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

Learning unit

LU4:Develop personal plans based on self-assessment practices

4

Learning Outcomes:

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

10 Hours



Proper identification of values, skills and interests

Checklist Score

Yes No

Indicator: Values, skills and interests identified

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written evidence values, skills and interest self-assessment exercise

JOHARI window assessment



Proper assessment of values, skills and interests

Checklist Score

Yes No

Indicator: Values ,skills and interests are assessed

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual






Correct Setting of goals


Written evidence Written exercise

Project work

Checklist Score

Yes No

Indicator: Goal setting is done

Medium term SMART goals set

Long term SMART goals set

Strategies to reach set goal

Roadmap/timeframe

Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual






Written evidence Written exercise

Project work

Checklist Score

Yes No

Indicator: Planning to achieve goals is presented

Resources required

Activities to be performed

Possible obstacles

follow up on goal/progress report against set goal

One's learning style type (s)

Action to be taken

features of one's learning styles (s)

Observation

Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

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

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual


Correct Setting of goals






Written evidence

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Indicator: Learning styles are assessed

Learning by doing

Learning by writing

Learning by speaking

Learning by observing

Observation

Learning Outcome 4.6: Identification of learning strategies



Proper assessment of one’s learning style





Written evidence Performance evidence

Scenario analysis


Adequate identification of learning strategies

Checklist Score

Yes

No

Indicator: strategies for learning are identified

Auditory

Visual

Observation

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

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

Project. 3. https://teaching.berkeley.edu/active-learning-strategies 4. https://www.business-in-a-box.com/business-plan

https://teaching.berkeley.edu/active-learning-strategies

https://www.business-in-a-box.com/business-plan

Competence

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

CCMHE401Implement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the outcomes required to implement Safety, Health and Environmental

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

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

implementation of recognized environmental care principles.


Maintaining SHE at workplace







1. Identify hazardous areas to be

improved

1.1 Proper physical inspection of the working area

1.2 Proper selection of the tools and materials

1.3 Proper marking and reporting of hazardous area

1.4 Proper reporting on the area of weakness according to

company procedure

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

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

2.3 Proper establishment and maintenance of

communication with others in line with SHE

requirements

2.4 Proper performance of tasks in a safe manner and in

line with SHE best practices

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

identify areas for improvement in relation to SHE issues

and hazards

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

3.3 Proper control of hazard to make them less dangerous

by looking at the most effective options

4. Promote awareness of SHE in working place

4.1 Proper implementation of environmental procedures

4.2 Adequate training of workers to operate tools and

equipment

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

Learning unit

LU 1:Identify hazardous areas to be improved.

1

Learning Outcomes:

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

5 Hours

Learning Outcome 1.1: Select tools and materials

Types of tools, materials

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

Types of tools, materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure Level meter

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Setting visual aids

o Preparing video and audio

materials with types of

equipment

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

thermometer - Strings and ropes - PPEs


Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves

Formative Assessment1.1




Written evidence Oral evidence Performance evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area

identification

Checklist Score

Yes No

Indicator :Tools, materials and equipment used to identify hazards are selected accordingly

Dust sampler

Noise meter

Hammer

Brushes

Crowbar

Ladder

Rock drill


Proper selection of the tools and materials

Tape measure

Infrared thermometer

Etc

Indicator :Tools, materials and equipment used to control hazards are selected accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Cement

Wire mesh

Marking paints

Tape measure

Level meter

Pick

Shovel

Saw

PPEs

Etc

Observation

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

Tools and equipment for

inspection: Adequate supply of tools

and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area

Environment condition Water Cracks Air Dust

o Presentation on checklists and work place examinations

o Observation of the working place

o Group discussion about qualities of a good working place

o Practical exercises of inspecting o On checklists and work place

examinations o Preparation of visual Aid

materials o Preparation of Video and audio

aids

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






Written Performance Oral

Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place

Checklist Score

Yes No

Indicator : Tools and equipment for inspection are identified and supplied accordingly

Tools and equipment for inspection are identified according to each job specification

PPEs for inspection are supplied according to each job specification

Indicator : Environment conditions are examined accordingly

Water

Cracks

Air

Dust

Observation

Learning Outcome 1.3: Mark and report on the hazardous areas

Introduction to tools and

equipment for marking

hazardous area:

Hammer Brushes Crowbar

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Preparation of visual Aid

- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes


Proper physical inspection of the working area


Ladder Timber Nails Barricade tap

(Warning sign) Cones

Use of tools and

equipment for marking

hazardous area

Reporting: Through the

administrative hierarchy

Emergency reporting

materials o Preparation of video and audio

materials

- Crowbar - Ladder - Timber - Nails - Barricade tap






Multiple choice

True or false question

Matching

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


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

weakness according to company procedure

Checklist Score

Yes No

Indicator : Tools and equipment for marking hazardous area are introduced and used accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Barricade tap (Warning sign)

Cones

Indicator : Hazardous areas are reported according to the situation

Through the administrative hierarchy

Through Emergency reporting

Observation

Learning Outcome 2.1: Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements

Occupational and

organizational requirements:

Organizational policies

and procedures about

Manual handling

- shifting,

- lifting and

- carrying

Machine guarding Organizational and site

guidelines Own role and

responsibility Quality assurance

and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values Recording and reporting Equipment use,

maintenance and storage

o Research on OHS,

environmental, legislative and

Organizational requirements.

o Brainstorming on OHS,

environmental, legislative

requirements and

Organizational requirements.

o Group discussion on OHS,

environmental, Legislative and

organizational requirements

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

Learning unit

LU 2 :Apply SHE practices.

2

Learning Outcomes:

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

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

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

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

10 Hours


Healthy and Safety

requirement:

Personal protective

equipment and clothing

First Aid and Firefighting

equipment

Hazard and risk control

equipment

Psychological conditions

control mechanisms

Environment requirement:

Safe forest practices

Waste management: Disposal, Recycling and Re-use guidelines





Written evidence Oral evidence Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety

and Environmental (OHSE) requirements


Proper identification and application of Occupational Health, Safety and

Environmental (OHSE) requirements

Checklist Score

Yes No

Indicator : Occupational requirements are properly identified and followed

Organizational policies and procedures about

Manual handling

Machine guarding

Organizational and site guidelines

Own role and responsibility

Quality assurance and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values

Indicator: Health and safety requirements are properly identified and followed

Personal protective equipment and clothing

First Aid and Firefighting equipment

Hazard and risk control equipment

Psychological conditions control mechanisms

Indicator : Environment requirement are properly identified and followed

Safe forest practices

Waste management guidelines

Disposal,

Recycling and

Re-use guidelines

Observation

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

Appropriate SHE

standards, regulations

to be followed, and

tools and materials to

be used:

o Observation about the need of

appropriate SHE standards,

regulations to be followed, and

tools and materials to be used

o Group discussion on role of

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


Use of PPEs

Use of inspection

checklist


regulations to be followed, and

tools and materials to be used

o Practical exercises on following


regulations, and using appropriate

tools and materials






Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations

Checklist Score

Yes No

Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations

Use of PPEs Use of inspection checklist

Observation

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


Appropriate instruction to workers to follow safety best practices and to

enforce health and safety regulations.

Applying basics of effective communinication:

Types of effective communication with others in line with SHE requirements:

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication with others in line with SHE requirements:

Effective oral communication

Effective written communication

Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and

cooperative language Appropriate language

and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

etc

Types of questions to be asked during a

o Group discussion about

communication with others in

line with SHE requirements.

o Role play about effective communication

o Practical exercises of

communication with others in line with SHE requirements

- Public Board notices

- Communication

devices/phones

- Safety signage


communication process Close-ended

questions Open-ended

questions

Etc






Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE

requirements

Checklist Score

Yes No

Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication

Types of workplace effective communication

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication

Effective oral communication

Effective written communication

Techniques of effective oral communication

Active listening

Constructive feedback

Positive, confident and cooperative language

Appropriate language and concepts to individually social and cultural


Proper establishment and maintenance of communication with others in line

with SHE requirements.

differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

Etc

Types of questioning in oral communication

Close-ended questions

Open-ended questions

Etc

Observation

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

Environmental policy

content :

Compliance, improvement (where

required to reflect) and

prevention Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices

and systems

o Group discussion on content of the environment policy

o Practical exercises on applying environment policy

- Registration

documents

- Regulations

- Safety standards




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

practices





Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Perform tasks in a safe manner and in line with SHE best

practices ( according to their specific trade)

Checklist Score

Yes No

Indicator : Tasks are performed in a safe manner and in line with SHE best practices

Environmental policy content:

Compliance Improvement (where required to reflect) Prevention

Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices and systems

Observation

Learning unit

LU 3:Assess and control risks.

3

Learning Outcomes:

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

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

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

Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation to SHE issues and hazards

Applying Continuous Process Improvement

(CPI) concepts and tools: CPI “Musts” and

Principles:

Stop fixing and start improving

The best practices are the ones you already have

Changing behavior is more important than changing processes

If you aren’t failing, you aren’t trying

CPI Methods: Lean Six Sigma Theory of Constraints Business Process

Reengineering

o Small group discussion about Continuous Process Improvement (CPI) concepts and tools

o Individual work about CPI Methods

o Role play about application of CPI musts and principles

o Simulation about roles and responsibilities of CPI

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


https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#three



https://daniellock.com/4-principles-of-continuous-improvement/#four

https://daniellock.com/4-principles-of-continuous-improvement/#four






Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyze of work practices and processes to identify areas

for improvement in relation to SHE issues and hazards

Checklist Score

Yes No

Indicator: Work practices and processes are properly analyzed to identify areas for improvement in relation to SHE issues and hazards

Analysis of Work practices and processes according CPI musts and principles

Analysis of Work practices and processes according CPI Methods

Observation


Proper analysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards

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

Steps of Risk assessment tool

Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk

Exposure Threshold Develop Risk Mitigation

Option

Principles for Effective Verbal Intervention

Remain calm. Isolate the individual. Watch your body

language. Keep it simple. Use reflective

questioning. Use silence. Watch your preverbal.

Elements of good quality risk

statement Event or condition,

Consequences on program

objectives, and

Cause

o Group work on observing possible risks

o Presentation about risks assessment findings

o Brainstorming on risks awareness

o Role play about effective verbal intervention

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






Proper detection and assessment of risk, and detailed report and

investigation of all incidents/ accidents.



Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and

investigating all

Checklist Score

Yes No

Indicator: Risks are properly detected, assessed and reported through

Steps of Risk assessment tool

Principles for Effective Verbal Intervention Elements of good quality risk statement

Observation

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

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

Practical Problem Solving Model (PPSM):

Clarify & Validate the Problem Break Down the Problem/Identify

Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through

o Group discussion about control of hazards

o Practical exercises on Practical Problem Solving Model (PPSM)

o Brainstorming on control of hazards

Procedural manuals

Environmental policy

Reference books

Checklist

Papers

Pens

Internet


Confirm Results & Process Standardize Successful Processes






Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area

Checklist Score

Yes No

Indicator: Hazards are properly controlled to make them less dangerous by looking at the most effective options through:

Application of methods of Hazard control

Practical Problem Solving Model (PPSM)

Observation


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

effective options.

Learning unit

LU 4:Awareness of SHE in working place.

4

Learning Outcomes:

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

minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Definitions

Environmentally sustainable work practices

Environmental Sustainability Strategies Recycling Strategy Waste Reduction

Paper Reduction Photocopiers,

Printers, Faxes & Office Equipment

Travel & Meetings Energy Efficiency &

Conservation

Lights Computers and

monitors Air Conditioning

Workers & Business Partner Awareness

o Brainstorming on

Environmental goals

o Research on Environmental

goals

o Group discussion

Environmental Sustainability

Strategies

- Procedural manuals - Organizational policies

and procedures - Environmental policy







Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Implementing environmental procedures

Checklist Score

Yes No

Indicator: Environmental procedures are Properly implemented through:

Environmentally sustainable work practices definition

Environmental Sustainability Strategies

Observation


Proper implementation of environmental procedures

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

Design of OH&S package for

training: Program awareness Specific roles in the safety

and health program Hazard identification and

controls skills

Use of best methods in crosscutting issues training

On the job training Off the job training Apprenticeship Training Vestibule or Training Center

Training Training Via Internship

o Brainstorming on types of

trainings

o Group discussion of best

methods of training

o Preparation SHE package

to deliver

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

equipment and clothing

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

policies and procedures

- Environmental policy






Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE

requirements



Adequate training of workers to operate tools and equipments

Checklist Score

Yes No

Indicator: Workers are adequately trained to operate tools and equipments through:

Design of OH&S package for training Use of best methods in crosscutting issues training

Observation

Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize or eliminate hazards.

Environmental Impacts

awareness: Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding

Remedial actions: Workplace waste management

systems Emissions control of

greenhouse gases Use of non-renewable

resources control Chemical use control Supply chain management

o Research on environmental

impact

o Group discussion on work

sustainability

o Brainstorming on measures for

sustainability

- Environmental policy

- Procedural manuals

- Organisational policies and procedures






Proactive inspection of the working area and appropriate remedial action

to be taken to minimize or eliminate hazards.



Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE

requirements

Checklist Score

Yes No

Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards

Environmental Impacts awareness Remedial actions

Observation

References:

1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—

Principles and guidelines, Switzerland, 2009

2. The Green Workplace:Sustainable Strategies that Leigh BenefitEmployees, the Environmentand

the Bottom Line, Stringer2009. New York

3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015

4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)

5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009

6. Safety Management a Comprehensive Approach To developing A Sustainable System,Chitram Lutchman, 2012, Taylor & Francis Group,NY

7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

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

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

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

Competence

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

CCMQS401Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies.

Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.


Not applicable

Elements of competency and perfomance criteria






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

1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.

1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.

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

2. Provide a quality service experience to customers.

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

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

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

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

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

3. Deal with complaints

and difficult customer

service situations.

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

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

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

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

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

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

4. Manage and use

information about

clients and customers

4.1 Proper determination and record of customer information where appropriate to provide personalized service.

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

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

Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

Products and services knowledge and its importance

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

industry associations and networks

Conventional and creative sources of information

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


Learning unit

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

1

Learning Outcomes:

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

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

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

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

5 Hours


Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services. (Cont.)

Formal and informal

research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires



Formative Assessment 1.




Written evidence

Multiple choice True or false question Matching Sentence completion Ticking Essay (short responses / extended responses)



Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.

Checklist Score

Yes No

Products and services are identified

Opportunities to develop and maintain knowledge of products and services are

identified

Use of formal research techniques

Use of informal research techniques

Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

Products, services and promotional initiatives Tours and transport Conferences and

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

packages.




Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations. (Cont.)

Ways to determine customer preferences, needs and expectations:

Active listening Questioning Observation Recognition of non-

verbal signs

Factors influencing customer preferences, needs and expectations:

Age Gender Social and cultural

characteristics Prior knowledge Special needs

Ways to satisfy customer preferences, needs and expectations:

Friendliness

Courtesy

Value for money

Prompt or timely

service

Assistance

Empathy and support

Comfort

New experience

Basic needs for food,

shelter, transport or

other services.









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

Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and

expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation

Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation



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

changes in customer preferences, needs and expectations.






Written evidence


Checklist Score

Yes No

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

Application of methods and techniques of sharing knowledge at workplace

Observation

Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

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




Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.





Written evidence Oral Performance

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

Checklist Score

Yes No

Application of product and Service adjustment procedure

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

Observation


Suggestion of ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to

organization policy.

Learning unit

LU 2:Provide a quality service experience to customers.

2

Learning Outcomes:

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

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

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

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

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

10 Hours

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

Customer needs and

preferences

The importance of researching your customers needs and preferences

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





Proper determination and clarification of customer preferences, needs

and expectations.





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

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and

preferences

Observation

333

Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers to meet their needs and expectations.

Needs and expectations of customers on products and services

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

order

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







Written evidence

Oral evidence

Performance evidence


Checklist Score

Yes No

Information about products and services to customers

Observation

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

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming




Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.







Checklist Score

Yes No

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

Observation

Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays

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

- Reference books - Online materials - Scholarly materials


Anticipation of customer preferences needs and expectations throughout

the service experience and provide products and services in a timely

manner, appropriate to individual needs and preferences, and according

to organization standards.


Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.







Checklist Score

Yes No

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

Observation


Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.

Learning Outcome 2.5: Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers arousing interest.

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

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






Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and

appropriate employment of selling


Written evidence

Oral evidence



Checklist Score

Yes No

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

Observation

Learning unit

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

3

Learning Outcomes:

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

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

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

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

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

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

9 Hours

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

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





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

possible cause and details of the complaint or difficult customer service

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

of the situation.






Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer

service situations

Observation

Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

Communication

techniques Listening and active

listening Asking questions to

gain information, clarify ambiguities and adequately understand requirements

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

Empathizing with the

o Group work o Presentation o Brainstorming o Role play



customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

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






Role play

Checklist Score

Yes No

Application of communication techniques while handling customer

complaints

Observation


Effective use of communication techniques to assist in the management of

the complaint and handle the situation sensitively, courteously and discreetly

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints..

Organisation

constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

o Small group discussion o Individual work o Role play






Written evidence

Oral evidence



Checklist Score

Yes No

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

complaints

Observation

Content Learning

activities

Resources


Proper determination of possible options to resolve the complaint and

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

organization constraints.







Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

Methods of

transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

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



Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.

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

The importance of

feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play






Written evidence

Oral evidence



Checklist Score

Yes No

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

Observation



Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

Complaint analysis

May include: Tools of analyzing

customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work






Written evidence Oral evidence Product evidence




Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.

Learning Outcome 4.1: Determine and record customer information where appropriate to provide personalised service.

Customer information

Collecting customer information

Storing information

Maintaining customer information

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


Checklist Score

Yes No

Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future

complaints or difficult service situations

Observation

Learning unit

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

4

Learning Outcomes:

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

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

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

2 Hours








Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate.

Importance of

promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

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



Proper determination and record of customer information where

appropriate to provide personalized service.






Written evidence

Oral evidence


Checklist Score

Yes No

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

initiatives

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and customers based on client information.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

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

- - Reference books - Online materials - Scholarly materials


Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.








Checklist Score

Yes No

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

services

Observation

References:

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

Profits"

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

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

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

/

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


Proactive provision of enhanced products and services to clients and

customers based on client information.

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

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

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

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

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

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

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

Competence

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

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Nyakanga , 2017

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye

n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda; Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika yubahiriza

ifatana n’itandukana ry’amagambo.

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda kiboneye

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo

gakondo bufatiye ku mwuga.

1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye

ku mwuga

yubahiriza utwatuzo n’isesekaza.

1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

1.5. Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

2.5. Kumurika ingero zifatika zihamya uruhare

rw’ikoranabuhanga mu iterambere ry’umwuga.

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

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

mbonera.

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye

uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo

n’isesekaza.

4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo.

4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

4.6. Gukoresha neza indangahantu.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

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

5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye

avuga ibice n’ingingo by’umubiri.

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

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

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

inyunguramagambo ingingo z’umuco

n’amateka inshoza n’uturango

by’Urwenya Ihimbamwandiko

Urwenya

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

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

o Gutera urwenya baranguruye o Guhuza ibivugwa mu

nshoberane n’indangagaciro o Gusobanura ingingo z’umuco

n’amateka o Gusobanura inshoza

n’uturango by’ urwenya

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

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

n’inkoranyamuga

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

1

Umusaruro w’inyigisho:

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

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

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

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

5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

Ibyigwa Ibikorwa by’uwiga

activities

Imfashanyigisho

Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

(Ibikurikira)

Ubuvanganzo

gakondo bufatiye ku

mwuga

Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza

n’utwatuzo

Igitaramo gishingiye

ku buvanganzo

gakondo

Umwitozo wo gusoma

ubuvanganzo gakondo bufatiye ku

mwuga

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

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

o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye

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

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi

o Gusobanura ingingo z’umuco n’amateka

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

o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Gutahura isomo ry’ingenzi o Gutarama

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

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

n’inkoranyamuga

Isuzuma Mbonezanyigisho 1.1


activities

Imfashanyigisho

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

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Ikitabwaho 2:Urwenya:

uwiga yateye urwenya aranguruye

uwiga yateye urwenya ahuza ibivugwa n’indangagaciro

uwiga yateye urwenya asobanura ingingo z’umuco n’amateka

uwiga yateye urwenya anasobanura uturango tw’urwenya

Umwanzuro

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

bufatiye ku mwuga.

Reba

Umusaruro w’inyigisho 1.1

Reba Umusaruro w’inyigisho 1.1

Reba


Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.


activities

Imfashanyigisho



Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga

Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi

Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo

bwitwa”Amasare”

Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku

buvanganzo bwitwa “Ibyidogo”

Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa

“Amahamba”

Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

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

mwuga yubahiriza utwatuzo n’isesekaza.

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Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo

Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo

n’isesekaza

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro


activities

Imfashanyigisho


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.

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

akurikiranya neza ingingo.

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activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko

Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi

akurikiza amategeko y’ihimbamwandiko

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

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Gihamya Isuzuma


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

Amajwi n’amashusho ku gitaramo


Yego Oya

Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo

Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize

Umwanzuro

Imbumbe LU 2:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza

by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

2


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

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

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

Amasaha 6

Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga

abinyujije mu ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

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

Inyunguramagambo; Insanganyamatsiko

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

gukunda umurimo (umurimo unoze, kubahiriza igihe…);

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

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

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;

o Gusoma bucece;

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

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

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;


activities

Imfashanyigisho



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga

niterambere ry’umwuga

Uwiga yasubije ibibazo ku mwandiko

Uwiga yavumbuye insanganyamatsiko iri mu mwandiko

Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku

nsanganyamatsiko

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere

ry’umwuga abinyujije mu ngiro zinyuranye

Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga

abinyujije mu ngiro zinyuranye. (Ibikurikira).

Isesekaza n’utwatuzo;

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

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

Intego y’izina mbonera.

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

o Gusoma aranguruye agaragaza isesekaza;

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

o Gukora inshamake y’umwandiko;

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

o Kugaragaza intego y’izina mbonera.

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


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma



Yego Oya


activities

Imfashanyigisho


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

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

mu ngiro zinyuranye

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere

ry’umwuga

Umwanzuro

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

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Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga

Uwiga yagaragaje Insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu

mwandiko(Inyunguramagambo)

Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko


activities

Imfashanyigisho


Yashubije ibibazo mu mvugo iboneye ku mwandiko

Umwanzuro

Umusaruro w’inyigisho 2.4 : Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

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Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya



n’isesekaza

Umwanzuro


activities

Imfashanyigisho


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza

Umusaruro w’inyigisho 2.5 : Guhina no guhimba umwandiko akurikiranya ingingo.

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Gihamya Isuzuma

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


Yego Oya

Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza

amategeko y’ihangamwandiko

Umwanzuro

Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo

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Gihamya Isuzuma

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


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

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


activities

Imfashanyigisho


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga


activities

Imfashanyigisho

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Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba

zafatwa mu kubirwanya;

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Ikitabwaho 2:Intego y’izina mbonera

Uwiga yasobanuye icyo izina mbonera ari cyo

Uwiga yagaragaje indomo y’izina mbonera

Uwiga yagaragaje indanganteko y’izina mbonera

Uwiga yagaragaje igicumbi cy’izina mbonera

Umwanzuro


Yagaragaje intêgo y’izina mbonera

Imbumbe

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

3


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

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

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

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

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

abinyujije mu ngiro zitandukanye.

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

Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;

ingingo z’amateka; indangagaciro zo kubaha

ubuzima (kwiyitaho);

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

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

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.

o Gusoma bucece.

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

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga.

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

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activities

Imfashanyigisho


activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

Gihamya Isuzuma



Yego Oya

Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi

bw’ibiyobyabwenge

Uwiga yasobanuye amagambo akomeye mu

mwandikoInyunguramagambo

Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka

Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro

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

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Gihamya Isuzuma



activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


Yego Oya


Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza

Umwanzuro

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

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Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo


Yego Oya

Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko

y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko

y’ihangamwandiko

Umwanzuro

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

ry’ibiyobyabwenge mu rubyiruko.

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Gihamya Isuzuma

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


activities

Imfashanyigisho


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu

rubyiruko

Umwanzuro

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

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Gihamya Isuzuma

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


activities

Imfashanyigisho


Yagaragaje amategeko y’igenamajwi mu izina mbonera


Yego Oya

Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera

Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza

amategeko y’igenamajwi

Umwanzuro


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije

mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.

Inyunguramagambo ku mwandiko uvuga ku bidukikije

Insanganyamatsiko y’umwandiko ushingiye ku bidukikije

Ihimbamwandiko

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;

Isesekaza n’utwatuzo;

Indangahantu.

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.


o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

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

isesekaza. o Gukorera mu matsinda,

bungurana ibitekerezo ngamba zo kurengera ibidukikije.

o Gukora inshamake y’umwandiko.

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Amafoto.

Imbumbe

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

4


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

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora

kwangiza ibidukikije. 6. Gukoresha neza indangahantu

Amasaha 6


activities

Imfashanyigisho

o Kujya impaka ku ngaruka zo kwangiza ibidukikije.

o Gukoresha neza indangahantu.



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije

Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye

Uwiga yagaragaje insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu mwandiko

Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga

we

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza

ibidukikije mu ngiro zitandukanye

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

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Gihamya Isuzuma



Yego Oya

Ikitabwaho:Gusubiza ibibazo ku mwandiko

Uwiga yasubije yasobanuye amagambo akomeye

Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko

Umwanzuro


activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

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

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Gihamya Isuzuma



Yego Oya



n’isesekaza

Umwanzuro

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

ingingo

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Umusaruro w’inyigisho

Reba Reba


activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Imfashanyigisho

4.1 Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1



Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko

Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza

ingingo

Umwanzuro

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

bishobora kwangiza ibidukikije.

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Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Imfashanyigisho



Gihamya Isuzuma

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


Yego Oya

Ikitabwaho: ihimbamwandiko

Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza

ibidukikije

Umwanzuro

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.

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Yataramye akoresheje ubuvanganzo bwizwe.


activities

Imfashanyigisho



Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ikitabwaho: kumenya no gukoresha indangahantu

Umwanzuro


Yakoresheje neza indangahantu

Imbumbe

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

5


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

2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


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

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

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


o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.

o Gusoma bucece ikinamico. o Gusoma bakuramwa

baranguruye bigana abakinankuru.

o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

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

o Kubahiriza ifatana n’itandukana

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

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

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


activities

Imfashanyigisho

ry’amagambo. o Gutahura no gukosora amakosa

yubahiriza itandukana n’ifatana ry’amagambo.



Gihamya Isuzuma



Yego Oya

Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Uwiga yasomye ikinamico neza

Uwiga yagaragaje uturango tw’ikinamico

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro

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

Reba



Reba



Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi

bw’ibanze mu ngiro zitandukanye


activities

Imfashanyigisho



Gihamya Isuzuma



Yego Oya

Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro

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

Reba



Reba




Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Imfashanyigisho


Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yego Oya

Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico

Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo

Umwanzuro

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

Reba



Reba





Yasomye ikinamico yubahiriza uturango twayo


activities

Imfashanyigisho


Yahimbye anakina ikinamico ahuza imvugo n’ingiro

Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Ikitabwaho :ihangakinamico

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro

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

ibice n’ingingo by’umubiri.

Reba



Reba




Gihamya Isuzuma

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


activities

Imfashanyigisho


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri


Yego Oya

Ikitabwaho: Ikeshamvugo

Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

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

Reba



Reba





activities

Imfashanyigisho


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

Gihamya Isuzuma

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


Yego Oya

Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda

Uwiga yafatanije amagambo aho bikwiye

Uwiga yatandukanije amagambo aho bikwiye

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

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

Kigali

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

Fountain Publishers, Kigali

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

Publishers, Kigali

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

Publishers, Kigali

11. 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.

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

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

Rwanda, Imfashanyigisho ibanza, Kigali

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

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

Kigali

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

mu Cyiciro cya Gatatu, Kigali

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

Nyarwanda , Kigali.

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

Competence

C C M F T 4 0 1 - APPLICATION DES ELEMENTS DE LA LANGUE FRANCAISE

CCMFT401 Communiquer en appliquant les elements de la langue francaise

Niveau: 4 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration: Juillet, 2019

But visé

Ce module décrit l’application des éléments de la langue aux domaines techniques. A la fin de

ce module, l’apprenant sera capable de lire les différents textes techniques devant le public,

rédiger des textes simples et autres écrits techniques, appliquer certains éléments de la

littérature en rapport avec le métier, utiliser les expressions usuelles de la langue française tels

que jeux de rôles, devinettes, humours, proverbes et dictons et rédiger des lettres en rapport

avec le métier.

Prérequis pour le nouvel apprentissage

Non appliqué

Elements de compétence et les Critères de performance

Les unités d’apprentissage décrivent les résultats essentiels d’une compétence

A la fin de ce module, l’apprenant sera capable de:

Elements de competence Critères de performance

1. Lire les différents textes techniques

devant le public.

1.1. Lecture correcte du texte en prose respectant la

ponctuation, la liaison et les accents ;

1.2. Application correcte des règles d’intonation et

d’accentuation dans un texte donné

1.3. Déclamation rythmée d’un poème sur le métier

2. Rédiger des textes simples et autres

écrits techniques.

2.1. Composition propre d’un texte sur le thème du

règlement intérieur du centre de

formation

2.2. Description précise des traits caractéristiques de son

métier

2.3. Exposition méthodique de son expérience personnelle

dans le métier

3. Appliquer certains éléments de la

littérature en rapport avec le métier.

3.1. Interprétation adéquate de jeux de rôle sur le métier

3.2. Interprétation adéquate de chansons sur le métier

3.3. Exploitation correcte du vocabulaire technique d’un

texte sur les transports des

matériels et produits de son métier

4. Utiliser les expressions usuelles de la

langue française jeux de rôles,

devinettes, humours liés au métier

4.1. Utilisation correcte des proverbes et des dictons de la

langue française en rapport avec le métier

4.2. Interprétation correcte des devinettes en rapport avec

le métier

4.3. Utilisation correcte des locutions et des maximes de la

langue française en rapport avec le métier

5. Rédiger les lettres en rapport avec le

métier.

5.1. Adaptation correcte des formules aux destinataires

5.2. Application correcte des formules de politesse

5.3. Structuration appropriée d’un écrit épistolaire

5.4. Organisation correcte de la mise en page d’une lettre

et le curriculum vitae

Unité

d’apprentissage

LU 1:Lire les différents textes techniques devant le public

1

Résultats d’apprentissage:

1. Lire le texte en prose respectant la ponctuation, la liaison et les accents.

2. Appliquer des règles d’intonation et d’accentuation dans un texte donné.

3. Déclamer un poème sur le métier. 6 Heures

Résultats d’apprentissage 1.1:Lire le texte en prose respectant la ponctuation, la liaison et les accents.

Lecture du texte en

prose

Ponctuation

Liaison

Accents

o Lire un texte en respectant la

ponctuation, la liaison et les accents.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles

Evaluation Formative 1.1

Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de

performance à observer atteint ou a atteint le résultat escompté

Types de preuves Instruments d’evaluation du portfolio

Preuves écrites Dictée

Contenus Activités d’Apprentissage Ressources

Critère de performance

Lecture correcte du texte en prose respectant la ponctuation, la liaison et les

accents.

Preuves orales

Texte écrit

Lire le paragraphe donné

Liste de contrôle Résultat

Oui Non

Indicateur : Lecture d’un texte en respectant :

La ponctuation

La liaison

Les accents

Observations

Résultats d’apprentissage 1.2:Appliquer des règles d’intonation et d’accentuation dans

un texte donné..

Règles d’intonation.

Règles d’accentuation.

o Lire un texte en appliquant les règles

d’intonation et d’accentuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles



performance à observer atteint ou a atteint le résultat escompté.



Application correcte des règles d’intonation et d’accentuation dans un

texte donné.

Types de preuves Instruments d’evaluation du portfolio

Preuves écrites Preuves orales

Dictée. Texte écrit. Lire le paragraphe donné


Oui Non

Indicateur : Lecture d’un texte en appliquant les règles:

D’intonation

D’accentuation

Observations

Résultats d’apprentissage 1.3:Déclamer un poème sur le métier.

Rythmée d’un poème

Liaison

Pause

Ponctuation

o Déclamer un poème en respectant le rythme en particulier la liaison, la pause et la ponctuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et tableaux

feutres

- Projecteurs

- Matériels tactiles




Déclamation rythmée d’un poème sur le métier



Types de preuves Outils d’evaluation Portfolio


Poème écrit Déclamation d’un poème


Oui Non

Indicateur : Déclamation d’un poème en respectant le rythme, en particulier :

La liaison

La pause

La ponctuation

Observations

Unité

d’apprentissage

LU 2:Rédiger des textes simples et autres écrits techniques.

2


1. Composer un texte sur le thème du règlement intérieur du centre de formation.

2. Décrire les traits caractéristiques de son métier. 3. Exposer de son expérience personnelle dans le métier.

6 Heures

Résultats d’apprentissage 2.1:Composer un texte sur le thème du règlement intérieur

ducentre de formation.

Composition d’un

texte sur le règlement

intérieur du centre de

formation :

L’introduction

Le corps

La Conclusion

o Composer un texte en respectant les

parties d’un texte.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles






Précision nette de sa réponse relative au texte.


Preuves ecrites Preuves orales

Rédiger un texte Présentation du texte.


Oui Non

Indicateur: Composition d’un texte en dégageant:

L’introduction

Le corps

La Conclusion

Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.

Observations

Résultats d’apprentissage 2.2:Décrire les traits caractéristiques de son métier

Traits caractéristiques

de son métier :

L’introduction

Le corps

La Conclusion

o Composer un texte sur les caractéristiques de son métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles






Preuves écrites

Preuves orales

Rédiger un texte. Présentation du texte.


Oui Non

Indicateur : Composition d’un texte en dégageant :

L’introduction

Le corps

La conclusion

Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.

Observations

Résultats d’apprentissage 2.3:Exposer de son expérience personnelle dans le métier

Son expérience

personnelle dans le

métier.

o Composer et exposer un texte sur son

expérience dans le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres


Précision nette de sa réponse relative au texte.


- Projecteurs

- Flash Disk







Rédiger un texte et l’exposer Présentation du texte.


Oui Non

Indicateur : Composition et exposition d’un texte décrivant son expérience :

Professionnelle

Economique

Socio-culturelle dans le métier

Observations


Articulation convenable tenant compte de la ponctuation.

Résultats d’apprentissage 3.1: Interpréter les jeux de rôle sur le métier

Jeux de rôle sur le

métier

Scènes

Humour

o Interpréter un jeu de rôle

humoristique sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles




Unité

d’apprentissage

LU 3:Appliquer certains éléments de la littérature en rapport avec son métier

3


1. Interpréter les jeux de rôle sur le métier. 2. Interpréter les chansons sur le métier. 3. Exploiter le vocabulaire technique d’un texte sur les transports des

matériels et produits de son métier.

6 Heures



Production effective d’avis personnels dans son argumentation devant

l’auditoire.


Preuves écrites

Preuves orales

Rédiger un texte du jeu de rôle. Préparer par écrit les arguments à exposer.


Oui Non

Indicateur : Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant l’humour et le comique par :

Les mots

Les gestes

Les répétitions

Les situations

Observations

Résultats d’apprentissage 3.2:Interpréter les chansons sur le métier.

Chansons sur le

métier

Scènes

Les mots

Les gestes

Les répétitions

o Interpréter des chansons sur le métier. - Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles






Preuves écrites

Preuves orales

Rédiger une chanson du jeu de rôle. Présentation du chanson.


Oui Non

Indicateur : Interprétation d’un jeu de rôles humoristique sur le métier en réalisant l’humour et le comique par :

Les mots

Les gestes

Les répétitions

Les situations

Observations

Résultats d’apprentissage 3.3:Exploiter le vocabulaire technique d’un texte sur les

transports des matériels et produits de son métier.

Vocabulaire technique

d’un texte

Transports des

matériels de son

métier

o Identifier et définir le vocabulaire technique à travers un texte sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et


Appliquer certains éléments de la littérature en rapport avec son métier.


Transports des

produits de son métier

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Preuves écrites

Preuves orales

Texte écrit. Présentation du texte.


Oui Non

Indicateur: Application correcte de vocabulaire technique à travers un texte sur le métier :

Vocabulaire technique d’un texte :

Transports des matériels de son métier

Transports des produits de son métier

Observations


Application correcte de vocabulaire technique à travers un texte sur le métier.

Unité

d’apprentissage

LU 4:Utiliser les expressions usuelles de la langue française.

4


1. Utiliser des proverbes et des dictons de la langue française en rapport avec le métier.

2. Interpréter des devinettes en rapport avec le métier. 3. Utiliser des locutions et des maximes de la langue française en

rapport avec le métier. 6 Heures

Résultats d’apprentissage 4.1 : Utiliser des proverbes et des dictons de la langue

française en rapport avec le métier.

Proverbes de la langue

française liés au

métier ;

Dictons de la langue

française liés au métier.

o Insérer les expressions usuelles liées au

métier dans son discours.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles






Utiliser les expressions usuelles de la langue en rapport avec le métier.


Preuves écrites

Preuves orales

Rédiger un texte et l’exposer. Présentation du texte avec des expressions usuelles


Oui Non

Indicateur:Insertion d’expressions usuelles liées au métier :

3 Proverbes

3 Dictons

Idiomes

Observations

Résultats d’apprentissage 4.2 Interpréter des devinettes en rapport avec le métier

Devinettes liées au

métier.

o Répondre aux devinettes liées au métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs







Preuves écrites

Preuves orales

Rédiger un texte de jeu de rôle. Présentation des devinettes.


Oui Non

Indicateur : Analyser des Devinettes liées au métier

Déchiffrement de 5 devinettes liées au métier

Observations

Résultats d’apprentissage 4.3 Utiliser des locutions et des maximes de la langue

française en rapport avec le métier

Locutions de la langue

française liées au

métier.

Maximes de la langue

française liées au

métier.

o Interpréter un jeu de rôle en utilisant

des locutions et maximes de la langue

française en rapport métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs



Répondre aux devinettes liées au métier







Rédiger un texte de jeu de rôle.

Présentation de jeu de rôle.


Oui Non

Indicateur : Production effective des messages personnels liés à son métier

Interprétation d’un jeu de rôles en utilisant :

2 locutions ὰ rapport avec le métier

Maximes de la langue française liées au métier

Observations


Production effective des messages personnels liés à son métier.

Unité

d’apprentissage LU 5:Exécuter les accords

5

Résultats d’apprentissage

1. Adaptation correcte des formules aux destinataires. 2. Application correcte des formules de politesse. 3. Structurer d’un écrit épistolaire. 4. Organiser la mise en page d’une lettre et le curriculum vitae.

6 Heures

Résultats d’apprentissage 5.1:Adaptation correcte des formules aux destinataires.

Formules aux

destinataires.

Au début

Au milieu

A la fin.

o Rédiger des lettres en faisant

correspondre les formules requises aux

destinataires.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disk

Matériels tactiles






Adaptation correcte des formules aux destinataires.


Preuves écrites

Preuves orales

Rédiger une lecture. Présentation.


Oui Non

Indicateur : Rédaction d’une lettre ordinaire en faisant correspondre les formules requises aux destinataires :

Au début

Au milieu

A la fin.

Observations

Résultats d’apprentissage 5.2 : Application correcte des formules de politesse.

Formules de politesse

Formules de

politesse formelles

pour un supérieur

hiérarchique ou un

client.

Formules de

politesse formelles

pour une lettre de

motivation.

Formules de

politesse classiques

o Rédiger une lettre en y appliquant les formules de politesse.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs



pour la fin d’un

email.

Formules de

politesse pour les

nobles.





Preuves écrites

Preuves orales

Rédiger une lettre Présentation


Oui Non

Indicateur: Rédiger une lettre en y appliquant les formules de politesse.

Formules de politesse formelles pour un supérieur hiérarchique ou un client.

Formules de politesseformelles pour une lettre de motivation.

Formules de politesse classiques pour la fin d’un email.

Observations

Résultats d’apprentissage 5.3 : Structurer d’un écrit épistolaire

Ecrit épistolaire.

Les caractéristiques

de la lettre.

L’objet distribué.

L’objectif prioritaire

de la lettre.

o Structurer un écrit épistolaire.

o Distinguer Les caractéristiques de la

lettre épistolaire.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs



Application correcte des formules de politesse.







Rédiger d’un écrit épistolaire

Présentation d’un écrit épistolaire


Oui Non

Indicateur : Structuration appropriée d’un écrit épistolaire en respectant 5 éléments caractéristiques.

Les caractéristiques de la lettre.

L’objet distribué.

L’objectif prioritaire de la lettre.

Observations

Résultats d’apprentissage 5.4 : Organiser la mise en page d’une lettre et le curriculum

vitae.

Mise en page

Lettre

Curriculum vitae.

o Organiser la mise en page d’une

lettre.

o Etablir un curriculum vitae.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et


Structuration appropriée d’un écrit épistolaire.


tableaux feutres

- Projecteurs






Preuves écrites

Preuves orales

Composition d’une lettre.

Etablissement d’un curriculum vitae.


Oui Non

Indicateur: Composition d’une lettre en indiquant:

Le lieu

La date

L’auteur

Le destinataire

Les paragraphes dans le corps de la lettre

La signature

Le post-scriptum

Etablissement d’un curriculum vitae en en dégageant :

L’identification

Les études faites

Les diplômes obtenus

L’expérience professionnelle

Les préférences La certification

La signature


Organisation correcte de la mise en page d’une lettre et le curriculum vitae

Observations

Références:

1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.

2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.

3. GREVISSE MAURICE (1990). Précis de grammaire Française.

4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs

5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de

Français pour les écoles primaires. 5ème, Livre du maître.

6. Bardin, Laurence. 1996. L'analyse de contenu. Paris: Presses Universitaires de France. 291 p.

7. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de Français.

ISBN : 978-2-7531-0103-6.

8. Y.DELATOUR et al. , (1991). Grammaire du Français. HACHETTE, Paris.

9. Achille, Alice, Odile Deveme, Michel Gellereau et Evelyne Thoizet. 1992. La lettre et le récit. Paris:

Bertrand-Lacoste. 127 p.

Competence

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

CCMEN401 Use intermediate English at the workplace


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explanation and stating facts , use tenses Accurately, write structured factual, descriptive, and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening strategy depending on the listening purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.

Competence


Not applicable







1. Write factual, descriptive,

and explanatory texts

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

accurately 1.3 Clear distinction of factual, description and explanatory

paragraphs 1.4 Appropriate writing of well-structured factual, descriptive,

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

stating, explaining, or describing facts at the workplace 1.6 Production of small-scale reports on trade-related issues

(field visits, industrial attachments)

2. Apply a range of listening

strategies to understand

predictable messages

2.1 Accurate identification of different listening strategies 2.2 Proper selection of a listening strategy depending on the

listening purpose 2.3 Active application of listening strategies while listening to

audio messages 2.4 Adequate use of non-verbal clues (intonation, tone, body

movement) to detect messages implied by the speaker

3. Discuss general and trade-

related topics

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

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

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

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

4. Read medium texts on

general and trade-related

topics

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

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

4.3 Active application of reading techniques while reading different texts messages

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

Learning unit

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

1

Learning Outcomes:

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

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

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

industrial attachments)

10 Hours

Learning Outcome 1.1:Use proper terminology to report facts

Expressing facts

Expressions used in

outlining facts

The fact is that…

The (main) point is

that …

This proves that …

What it comes down to

is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt

that …

Comparing and reporting facts

Using comparatives and

o Group discussions

o Dialogues

o Role plays

o Short presentations

o Practical writing exercises

o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee

manuals

Stationeries

Lesson plans

Reference

books

Written

speeches

Newspaper

reports


superlatives

Quantifiers and modifiers


Assessor may collectamong the following evidences and make judgements on whether the



Written evidence Performance evidence

Presentations

Sentence completion

Matching

Writing practice

Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Indicator : Expressions are well used in outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt

Indicator : Comparing and reporting facts are well used


Use proper terminology to report facts

Using comparatives and superlatives

Quantifiers and modifiers

Observation

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

Using present tenses to

describe, explain and

state present facts

Using past tenses to

describe, explain and

state past facts

o Dialogues

o Storytelling


o Practical writing exercises

o Modelling

o Brainstorming

o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses



Describe, explain and state facts using tenses accurately

Checklist Score

Yes No

Indicator : Tenses are well used to describe , to explain and state facts

Present tenses

Past tenses

Observation

Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Factual paragraph

Title Introduction Describe in detail Additional info conclusion

Descriptive paragraph Sensory details Precise language Dominant impression Careful organization

Explanatory paragraph Organization Transitions Evidences and examples conclusion

o Group discussions

o Brainstorming

o Group works

-






Distinguish factual, description and explanatory paragraphs


Written Performance

Writing practice

Discussions

Matching

True or false questions

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

to their types

hecklist Score

Yes No

Indicator: Paragraphs are well classified and distinguished

Factual paragraphs

Descriptive paragraphs

Explanatory paragraphs

Observation

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

Sentence structure

Compound sentences

Coordinative

conjunction

Complex sentences

Main clauses

Subordinate clause

Subordinate

conjunctions

Compound complex

sentences

Structure of narrative,

argumentative, descriptive,

and explanatory texts

Present and past tenses

o Group works

o Pair work

o Jumbled paragraphs

o Gap-fill

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures






Written Performance

Matching

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

Checklist Score

Yes No

Indictor: An eassy is well written

Text is well structured

Types of texts is identified

Tense is well used

Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

Introduction to business

letters

Parts of a business letter

Introduction to email

correspondence

Parts of an email

Strategies for writing a

good email

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback

o Practical exercises on email

writing

o Practical exercises on

business letters

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples


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

range of topics






Written Performance

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

face at work.

Checklist Score

Yes No

Indicator: Parts of an email

Recipient's Address

Cc and Bcc

Subject Line

Body

Sender’s address

Send

Indicator :Parts of letters are well placed and recognized

The heading

Addresses are well placed

The salutation

The body

The complimentary close

The signature

Observation


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

describing facts at the workplace

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

Writing small-scale reports

Structure of a formal

report

Layout

Introduction

Body

Conclusion

o Report Writing practice

o Peer feedback

o Group work

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports





Written Performance

Writing practice

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

Checklist Score

Yes No

Indicator : Formal reports is well structured

Layout

Introduction

Body

Conclusion

Language is well used

Observation



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

industrial attachments)

Learning unit

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

2

Learning Outcomes:

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

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

7 Hours

Learning Outcome 2.1:Identify different listening strategies

Listening strategies

Listening for details

listening for the gist

note taking

Active listening and

response

Listening for specific

information

predicting

drawing inferences

summarizing

recognizing cognates

recognizing word-

order patterns

o Dialogues

o Role plays


o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios




Identify different listening strategies





Discussions

Presentations

Multiple choice

Listening practice Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Indicator :Listening strategies are explained

Listening for details

listening for the gist

note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences

recognizing cognates

recognizing word-order patterns

Observation

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

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1







Discussions

Presentations

Multiple choice

Listening practice Task: Which listening strategy would you use to get the main

idea of a recording?

Checklist Score

Yes No

Indicator : Listening strategies are well selected Listening for details listening for the gist note taking Active listening and response Listening for specific information Summarizing predicting drawing inferences recognizing cognates recognizing word-order patterns

Observation

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


Select appropriate listening strategy depending on the listening purpose


Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1





Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice Task: listen to the audio and find out the main idea and answer

question of comprehension on it

Checklist Score

Yes No

Indicator : The audio is well interpreted Main points are given Questions of comprehension are answered The message from the audio is clear and focus on the topic

Observation

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

Understanding non-verbal

clues

Voice clues Intonation Voice tone

Body movement facial expressions gestures

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

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings


Apply listening strategies while listening to audio messages


Reference books

Scenarios

Trainee manuals






Multiple choice Discussions

Audio-visual practice Task: Watch a video shown by the teacher and say what the

speaker’s gestures mean.

Checklist Score

Yes No

Indicator : Non -verbal clues are used to detect the message implied by the speaker Voice clues Body movement Message is fully detected

Observation

.


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

Learning unit

LU 3:Discuss general and trade-related topics.

3

Learning Outcomes:

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

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

3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 7 Hours

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

Expressing opinion in English

Agreeing with an opinion

Full agreement with an

opinion

Partial agreement with

an opinion

Disagreeing with an opinion

Forms of disagreement

When to disagree

Disagreeing politely

Using functional language in

argument building

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be

refuted

Sequencing ideas

Predicting ideas

o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual






Oral evidence Performance

Presentation practice

Writing practice

Discussions Task: Prepare a short presentation on a topic of interest and

share it with your class.

Checklist Score

Yes No

Indicator : Ideas and opinions are well presented during discussions

Agreeing with an opinion

Disagreeing with an opinion

Indicator : Functional language in argument building are well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation


Present personal ideas and opinions during discussions on selected topics of

interest

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

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





Oral evidence Performance

Discussions Presentations Task: Following instructions given by your teacher, use

functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

Indicator : Functional language in supporting or refuting ideas in a group discussion are well used Persuasion Asking questions Cause and effect Summarizing ideas to be refuted Sequencing ideas Predicting ideas

Observation



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

discussion

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

Dealing with argumentation

fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies

Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books






Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and

tell which argumentation fallacies the speaker is using then respond to them.



Detect and avoid argumentation fallacies in debates and discussions

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

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

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

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

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

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

Checklist Score

Yes No

Indicator: Argumentation fallacies are well identified and respond to them during listening Formal Fallacies Informal Fallacies

Observation

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

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

Claims Counterclaims Reasons Evidence

Types of arguments Deductive Argument Inductive Argument Abductive

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples






Discussions Writing practice Presentation Task: After drafting your argument on the role of TVET on

Rwanda’s development, indicate all the elements of an argument in it.



Build convincing arguments to support or refute an opinion

Checklist Score

Yes No

Indicator : Elements of an arguments are indicated Claims

Counterclaims

Reasons

Evidence

Indicator : Types of arguments are considered

Deductive Argument

Inductive Argument

Abductive

Observation

.

Learning unit

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

4

Learning Outcomes:

1. Identify different reading techniques

2. Select a reading technique depending on the reading purpose

and material

3. Apply reading techniques while reading different texts

4. Demonstrate ability to understand the inferences made in a

range of medium length texts

6 Hours

Learning Outcome 4.1:Identify different reading techniques

Reading techniques

Skimming

Scanning

Deep reading

Critical reading

o Practical exercises

o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials






Identify different reading techniques


Written evidence Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Differentiate reading techniques

Checklist Score

Yes No

Indicator: Reading techniques are differentiated

Skimming

Scanning

Deep reading

Critical reading

Observation

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







Adequate training of workers to operate tools and equipment



Reading practice

Multiple choice

True and false questions

Presentations Task: Select an appropriate reading strategy based on the

reading task given to you by the teacher.

Checklist Score

Yes No

Indicator: Selection of reading strategy is understood due to its purpose Skimming Scanning Deep reading Critical reading

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to

texts

General texts

Trade-related texts


o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper

reports

Reading


materials

Reference books






Reading practice

Presentations Task: Read a text and apply reading strategy based on the task

given to you by the teacher.

Checklist Score

Yes No

Indicator : Reading strategies are applied according to the purpose Look only for a specific fact or piece of information without reading everything

(scanning)

Looking only for the general or main ideas (skimming) Read a text thoroughly to understand and remember what you’ve read (deep

reading)

Involves analysis, interpretation, and evaluation. (Critical reading)

Observation


Apply reading techniques while reading different texts

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







Reading practice

Presentations Task: Read the text given by the teacher and identify what the

writer implies. How did you come up with such inferences?

Checklist Score

Yes No

Inferences are developed Inferences are justified

Observation

References:

1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-

speeding-up-your-reading/

2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.

2004.

3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),

4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.

Cambridge: Cambridge University Press.

5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:

Heinemann Education.



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

length texts

6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and

Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.

7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy

25 (Winter 1989): 121–139.

8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:

Broadman& Holman Publishers

9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.

10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.

Competence

C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.


Not applicable







1.Describe the operating system

1.1 Proper description of operating system components

1.2 Proper description of characteristics of an Operating System

1.3 Proper description of operating system types

1.4 Proper description of operating system functions

1.5 proper description of operating system file system

2.Customize the computer

features

2.1 Proper identification of customer requirements for an

operating system

2.2 Proper Identification of Minimum Hardware Requirements

for operating system to be used

2.3 Proper customization of operating system

3. Protect computer system

3.1 Proper installation of software utilities according to the

manufacturer specifications

3.2 Regular scanning of computer and elimination of virus as

per safety standards

3.3 Accurate backup of computer data based on OS installation

3.4 Appropriate restoration of computer data based on OS

installed

Learning unit

LU 1:Describe the operating system

1

Learning Outcomes:

1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system 15 Hours

Learning Outcome 1.1:Describe components of operating system

User interface Graphical user interface

(GUI). Shell(CLI)

Kernel micro kernel monolithic kernel

File management system Disk-based Network-based Virtual

o Brainstorming on components of operating system

o Demonstration on components of operating system

o Group discussions on

components of operating

system

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






Multiple choice True or false question Matching



Proper description of components of operating system

Sentence completion Ticking Expose (presentation )

Checklist Score

Yes No

Indicator: User interface is described

Graphical user interface (GUI).

Shell(CLI)

Indicator: kernel is described

Micro kernel

Monolithic kernel

Indicator : File management system is described

Disk-based

Network-based

Virtual

Observation

Learning Outcome 1.2: Describe the characteristics of operating system

Multi-user

Multitasking

Multiprocessing

Multithreading

o Brainstorming on

characteristics of operating system

o Group discussions on

characteristics of operating system





Proper description of characteristics of an operating system





Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)

Checklist Score

Yes No

Indicator: Multi-user computer is described Indicator: Multitasking computer is described Indicator: Multiprocessing computer is described Indicator: Multithreading computer is described

Observation

Learning Outcome 1.3: Describe the types of operating system

Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone

Multi-user, multi-task Unix Lunix

Real Time Operating

o Demonstration on types of operating system

o Group discussions on types of operating system

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


Systems Industrial machine Laboratories

machine

Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS







Checklist Score

Yes No

Indicator: Single-user, single task operating system are described

Android

Blackberry iOS(iPhone OS) Windows 8 phone

Indicator : Multi-user, multi-task operating system are described Unix Lunix

Indictor: Real Time Operating Systems operating system are described Industrial machine Laboratories machine


Proper description of operating system types

Indicator : Single-user, Multi-tasking operating system are described Windows xp Windows vista Windows 7 Windows 8 Windows 10

Observation

Learning Outcome 1.4: Describe the functions of operating system

Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling

o Group discussions on functions of operating system

o Brainstorming on functions of operating system

- Computer - Projector - software - Text books - Internet






Multiple choice True or false question Matching Sentence completion

Ticking

Expose (presentation)



Proper description of operating system functions

Checklist Score

Yes No

Indicator: Basic functions of operating system are described

Intermediator Process Management File Management Memory Management Security Job Scheduling

Observation

Learning Outcome 1.5: Describe the operating system file system

File system role

File system types File Allocation

Table(FAT12,FAT16,FAT32,exFAT)

New Technology File System (NTFS).

Apple file system (APFS) Hierarchical file system(HFS

and HFS Plus) Veritas File System(VFS)

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations


mathematical

function(average, minimum,

maximum and count

numbers





Proper description of operating system file system






Checklist Score

Yes No

Indicator : File system types are described

File Allocation Table(FAT12,FAT16,FAT32,exFAT) New Technology File System (NTFS). Apple file system (APFS) Hierarchical file system(HFS and HFS Plus) Veritas File System(VFS)

Observation

Learning unit

LU 2:Customize computer features

2

Learning Outcomes:

1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system

for operating system to be sued 3. Customize the operating system

10 Hours

Learning Outcome 2.1:Identify the customer requirement for an operating system

Requirements to be

considered

Budget constraints

Compatibility with

current hardware

Compatibility with

new hardware

How the computers

will be used

Compatibility with

existing applications

Types of new

applications to be

used

o Brainstorming on operating system customer requirements

o Group discussions on operating system customer requirements

o Demonstration on operating

system customer requirements

- Computer - Projector - software - Text books




Proper identification of customer requirements for an operating system





Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation

Checklist Score

Yes No

Indicator: Customer requirement for an operating system are identified

Budget constraints

Compatibility with current hardware

Compatibility with new hardware

How the computers will be used

Compatibility with existing applications

Types of new applications to be used

Observation

Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used

Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and speed Motherboard

o Group discussions on minimum hardware requirements





Proper identification of minimum hardware requirements for operating system to be used






Checklist Score

Yes No

Indicator: Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation

Learning Outcome 2.3:Customize the operating system

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Verify your network shares with Shared Folders

Control panel utilities

o Brainstorming on operating system customization

o Demonstration on operating system customization

o Practical exercises on operating system customization









Checklist Score

Yes No

Indicator: operating system is customized

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Observation


Proper customization of the operating system

Learning Outcome 3.1:Install software utilities

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

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

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus

installation

- Computer Lab - Projector - Computer with OS

installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS

installed - Antivirus


Learning unit

LU 3:Protect computer system

3

Learning Outcomes:

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

5 Hours



Proper installation of software utilities according to the manufacturer

specifications




Written or Oral


Checklist Score

Yes No

Indicator: Software tools utilities are installed

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Observation

Learning Outcome 3.2: Scan and Eliminate virus

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

Description of san mode Manual Automatic Scheduled

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan


computer virus scan

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers






Written


Checklist Score

Yes No

Indicator: Scan type are described

Full system scan

On demand scan

On access scan

Indicator: Scan mode is described

Manual

Automatic

Scheduled

Indicator: Virus are eliminated

Neutralization

Deleting

Quarantine

Observation


Regular computer scan and elimination of virus as per safety standards

Learning Outcome 3.3: Backup of computer data based on OS

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

Selection of common backup devices Tape drive Digital audio

tape(DAT) drives Auto-loader tape

systems Magnetic optical

drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers






Matching Sentence completion Ticking Expose (presentation ) Task on backing up data



Accurate backup of computer data based on OS installation

Checklist Score

Yes No

Indicator: Backup types are described

Normal/Full backup

Copy backup

Differential backup

Incremental backup

Daily backups

Indicator: Common backup devices are selected

Tape drive

Digital audio tape(DAT) drives

Auto-loader tape systems

Magnetic optical drives

Removable disks

Disk drives

Observation

Learning Outcome 3.4: Restore computer data based on OS installed

Selection restore devices

HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical

drives CDs DVDs Disc drives

o Brainstorming on backup types

o Practical exercises on data

restore

o Computer Lab with internet access

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

installed o Antivirus







Matching Expose (presentation ) Task on restoring data

Checklist Score

Yes No

Indicator: Restoring devices are selections

HHD/SSD

USB/ Flash Driver

Tapes drives

Magnetic optical drives

CDs

DVDs

Disc drives

Observation

References:

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

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

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

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

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


Appropriate restoring of computer data based on OS installed

tence

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

CCMBP401 Develop a business plan


Credits: 3

Sector: All 30

Sub-sector: All


Purpose statement

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

linked to organizational strategic outcomes and facilitates the achievement of service

delivery. The module will allow the learner to identify elements of business plan, develop

business plan in line with the identified elements, establish strategies to monitor, evaluate

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

Competence


Not applicable







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

1.2 Appropriate conduct of business feasibility study in line with business environment analysis results

1.3 Correct definition of business plan elements

2. Write a business plan in line with the

identified elements

2.1 Proper description of the business in accordance with business environment analysis results

2.2 Proper design of business production plan in line with results from business environment analysis

2.3 Clear design of marketing plan in line with market feasibility study and business products

2.4 Accurate develop of business staffing requirement plan in line with business activities

2.5 Proper design of business financial plan in line with business needs

2. Establish strategies to monitor,

evaluate and update the

business plan- contingency plan

3.1 Clear identification of risk in accordance with business environment

3.2 Accurate assessment of risk associated to the business in line with the business plan developed

3.3 Clear explanation of business contingency plan concepts

3.4 Accurate development of contingency plan in accordance of assessed risks

4. Present a business plan

4.1 Accurate preparation of business plan presentation in

accordance with business plan Clearly explain Clear

different ways to present the business plan

4.2 Appropriate presentation of a business plan

4.3 Present a business plan

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

Meaning of business

environment

Meaning of business situation

Types of business

environment.

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural

environment

o Brainstorming

o Questions and answers

o Story telling

o Problem solving

o Role play

o Practical exercise

- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis

template

- Industry trends

analysis template

Learning unit

LU 1:Identify elements of business plan.

1

Learning Outcomes:

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

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

3. Define elements of business plan 4 Hours


Political and Legal

environment

Technical environment

Demographical

environment

Natural environment

Learning Outcome 1.1: Analyse business environment in accordance with identified business idea. (Cont’d)

Current industrial trends

analysis:

Industry rivalry (Degree of

competition among

existing firms)

Treat of substitutes

(products or services)

Bargaining power of

buyers

Bargaining power of

suppliers

Barriers to entry (threat

of new entrants)

SWOT analysis of the business

o Brainstorming


o Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis

template

- Industry trends

analysis template






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



Proper analysis of business environment in accordance with identified

business idea.

Observation checklist A produced industrial analysis

Checklist Score

Yes No

Indicator: Business environment in accordance with identified business idea is analyzed

Meaning of business environment explained

Meaning of business situation

Indicator: Types of business environment explained

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

Indicator: Current industrial trends analysis applied

Industry rivalry (Degree of competition among existing firms)

Treat of substitutes (products or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new entrants)

Indicator: SWOT analysis of the business explained

Observation

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

Meaning of business feasibility

study

Purpose of business feasibility

study

Components of business

feasibility study

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and

conclusion

Steps involved in feasibility

analysis

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected

income statement

Step 3. Conduct a market

survey

Step 4. Plan business

organization and operations

Step 5. Prepare an opening

day balance sheet

Step 6. Review and analyze all

data

Step 7. Make "go/no go"

decision

o Brainstorming


o Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template






Written Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.


Appropriately conduct business feasibility study in line with business

environment analysis results

Learning Outcome 1.3:Define elements of business plan

Meaning of the term business

plan Difference between business

plan and project plan Importance of the business plan The needs of the business plan

Internal use External use

Elements of business plan Title/cover Page Executive Summary Description of the business

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

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

Checklist Score

Yes No

Indicator: business feasibility study in line with business environment analysis results are conducted

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility study identified

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Performing steps involved in feasibility analysis explained Steps involved in feasibility analysis

Step 1. Conduct a preliminary analysis

Step 2. Prepare a projected income statement

Step 3. Conduct a market survey

Step 4. Plan business organization and operations

Step 5. Prepare an opening day balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

Observation


Production plan Marketing plan Business staff plan Financial plan

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

the business activities





Written Performance

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

Checklist Score

Yes No

Indicator: elements of business plan are defined

Meaning of the term business plan

Importance of the business plan

The needs of the business plan

Internal use

External use

Indicator: Elements of business plan identified

Title/cover Page

Executive Summary Description of the business

Production plan Marketing plan

Business staff plan Financial plan


Correctly define elements of business plan

Risk associated to the business identified

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

Observation

Learning unit

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

2

Learning Outcomes:

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

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

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

20 Hours

Learning Outcome 2.1: Describe the business

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

developed the business In which month and year

plan is issued.

Executive summary the name and location of

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

business the uniqueness of the

products/services and what proprietary rights of the business

the current stage of development for the venture

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

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

template Including questions that guiding trainee to write a business plan


the legal form of the organization and why

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




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

Executive summary (Cont’d) Projection of sales the break-even Who is requesting the

funds For what purpose are the

funds being requested the expected benefits of

this investment to your company

funds repayment collateral to be used to

secure a loan the business financial

milestones

Description of the business The rationale of the

business idea Structure of the business What is the type of the

business (Manufacturing? Services? Construction?

Business mission Business vision Business objectives Competitive advantage of

the business


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




Proper description of the business in accordance with business environment

analysis results


Written evidence Oral Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.

Checklist Score

Yes No

Indicator: business is described

Title Page

Business name

Business logo

Product mark

Address

Name of person who developed the business

In which month and year plan is issued.

Executive summary

the name and location of the business

Type of business to be done

the industry/market of the business

the uniqueness of the products/services and what proprietary rights of the business



the legal form of the organization and why

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

Projection of sales

the break-even

Who is requesting the funds

For what purpose are the funds being requested

the expected benefits of this investment to your company

funds repayment

collateral to be used to secure a loan

the business financial milestones

Description of the business are identified

The rationale of the business idea

Structure of the business

What is the type of the business (Manufacturing? Services? Construction?

Business mission

Business vision

Business objectives

Competitive advantage of the business

Observation

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

Product design Branding and Packaging

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

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the

production will pass through

Raw materials The amount of raw materials

needed to produce a given quantity of product

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

Competing technologies the technology to be used during

the production process technologies that should be

developed by other and affect your business


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


Learning Outcome 2.2: Design business production plan in line with results from business environment analysis (Cont’d)


Manufacturing and operations the cost of manufacturing Reduction of the

manufacturing cost

Quality control and ongoing service

plan to avoid defects or imperfections of products

Monitoring or inspection that you intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed

during production process the required skills of each

workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the

production

Packaging equipment required Types of materials that you will

use to package your product Source of supply and the

quantity needed The terms and conditions of

suppliers

Importance of business product









Proper designing of business production plan in line with results from

business environment analysis



Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.

Checklist Score

Yes No

Indicator : Design business production plan in line with results from business environment analysis are designed

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

Observation

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


Market research (Customer description)

Market Analysis Geographical location of the

customers The size of the different

market segments? The current and past trends

affecting the market you plan to enter

Competition analysis Major competitors the SWOT of your

competitors Use their weakness to

compete them strategy to address the

threats

Target market core customer group of customers that

made you to start your business

Marketing objectives market share The level of sales Market intermediaries

Product description Product positioning the proportions of sales

revenue for each type of product/service

Economic value of your products/services

Price of products/services

Place Where will you locate your

business and why At which market will you sell

your product? What is channel of

distribution of your product

Promotion How will you communicate to

customers the availability of your product

How will you offer discount to customer

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template

Including

questions that

guiding trainee

to write a

business plan

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products (Cont’d)

Market Strategies What will be the partners of

your business How will you manage your

customers How will you increase

market share

Ongoing marketing evaluation What methods will you

use to track customer satisfaction

What methods will you use to track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan template

Including questions

that guiding trainee to

write a business plan






Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.



Clearly design marketing plan in line with market feasibility study and

business products

Checklist Score

Yes No

Indicator: Marketing plan in line with market feasibility study and business products are designed

Market research Target market Marketing objectives Product description Price Place Promotion Market Strategies Ongoing marketing evaluation Marketing budget

Observation

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

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the

performance requirements to a specific task

Organizational structure What is the hierarchy of

the staff










Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.

Checklist Score

Yes No

Indicator: business staff in line with business activities are designed

Job analysis designed

Job description designed

Job specifications designed

Organizational structure designed

Observation

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

Total cost

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

items your business will need in its first year of implementation

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

source of fund: What is the share owner

Projected cash flow statement for the first three years what is the estimated profit in three years?)


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan

template Including questions that guiding trainee to


Accurately develop business requirements in terms of staffing in line with

business activities






Written evidence Multiple choice exercises

Details Period of twelve months

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

term of income for 3 years

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

position of your business in the first three years

Liquidity ration What is the business ability to

pay its short term obligations

Debt Equity ratio

Return of investment ratio What is profitability percentages

on business performance How efficiently the company will

use their total assets base to generate sales

Breakeven point At which point your business,

product will become financially viable

Payback period At which period the business

will cover cash invested on its asset

Projected sales plan

Loan payment plan

write a business plan


Properly design business financial plan in line with business needs

Oral Product

Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.

Checklist Score

Yes No

Indicator: business financial plan in line with business needs are developed Total cost Start-up requirements plan Projected Income (Profit & Loss) statement for the first three years Projected balance sheet for the first three years Projected cash flow statement for the first three years Liquidity ration Debt Equity ratio Return of investment ratio Breakeven point Payback period Projected sales plan Loan payment plan

Observation

Learning unit

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

3

Learning Outcomes:

1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks

Learning Outcome 3.1: Analyse risk in accordance with business environment

Meaning of Monitoring,

Evaluation and Updating business plan

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

Importance of Monitoring and Evaluation

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

tools: SWOT Analysis PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

Risk estimation tools: Risk impact chart Probability chart

o Oral presentation

o Brainstorming



o Flipchart

o Marker pen

o Pen

o Internet

o Reference books

o Case studies

o Risk analysis

template


3 Hours



Clearly identified risk in accordance with business environment




Written evidence Oral

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

Checklist Score

Yes No

Indicator: risk in accordance with business environment is analyzed

Meaning of monitoring, evaluation and updating business plan

Important tools used in updating business plan

Meaning of risk analysis

Importance of risk analysis

Steps involved in risk analysis

Steps involved in risk analysis

Observation

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


Factors influencing risks assessment

SWOT analysis

What factors are critical

for the success of your

plan?

What risk does your plan

should face?

Analyze the source of the

risk, the probability of it

happening and the effects

What measures can you

take to avoid these risks?

Define operational plan

PESTEL analysis

What factors are critical

for the success of your

plan in relation with

politics, economy,

social, technological,

environment and legal

What measures can you

take to avoid these risks


o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer








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

plan developed

Checklist Score

Yes No

Indicator: Assess identified risks in accordance with business plan are developed

Factors influencing risks assessment identified

SWOT analysis

What factors are critical for the success of your plan? What risk does your plan should face?

Analyze the source of the risk, the probability of it happening and the effects

What measures can you take to avoid these risks?


PESTEL analysis

What factors are critical for the success of your plan in relation with politics,

economy, social, technological, environment and legal

What measures can you take to avoid these risks

operational plan defined

Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer







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

Checklist Score

Yes No

Indicator : business contingency plan concepts are explained Meaning of contingency plan




Observation

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

Steps involved in contingency plan

Identifying requirements related to

specific contingency plan

Cost Calculation of requirements

identified

Appreciation of company capacity

to cover risks identified

Decide choice to undertake

Adaptation

o Brainstorming

o Oral presentation

o Group discussion


o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play


Briefly explain business contingency plan concepts

Content Learning

activities

Resources

Complementarity

Abandon

Specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

scenarios

- Business plan

- Computer






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

Checklist Score

Yes No

Indicator: A Development contingency plan in accordance of assessed risks are explained

Steps involved in contingency plan

Identifying requirements related to specific contingency plan

Cost Calculation of requirements identified

Appreciation of company capacity to cover risks identified

Decide choice to undertake

Specific strategies to make the contingency plan operational

the risk statement described

the protocol defined

Observation


Accurate development of contingency plan in accordance of assessed risks

Learning unit

LU 4:Present a business plan

4

Learning Outcomes:

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

3 Hours

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

Purpose of business plan presentation

Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience Select a topic Define the objective of the

presentation of business plan.

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


Prepare the body of the business plan to be presented and anticipate the questions from audience

Prepare the suggestions and conclusion.

Practice delivering the presentation of business plan

Presentation content Business idea Market Marketing strategy






Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan

Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

Purpose of business plan presentation Financing support

Strategic orientation

Attracting investors

Types of preparation required

Content preparation Material preparation

Psychological preparation Steps involved in preparation of business plan presentation

Analyze your audience Select a topic

Define the objective of the presentation of business plan

Prepare the body of the business plan to be presented and anticipate the questions from audience

Prepare the suggestions and conclusion. Practice delivering the presentation of business plan

Presentation content explained

Business idea

Market

Marketing strategy

Observation


Accurately prepare of business plan presentation in accordance with business

plan







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

The business plan shall be presented

shareholder

stakeholder

Procedures involved in business plan

presentation

Connect with your audience Business like

Simple language

Presentation touch at a

personal level

Paint a picture in your audience’ minds Pick out great images and

visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Graph

o Brainstorming Questions and

answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet



Clearly explain different ways to present the business plan

Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

The business plan shall be presented Shareholder

stakeholder

Procedures involved in business plan presentation

Connect with your audience Business like

Simple language

Presentation touch at a personal level

Paint a picture in your audience’ minds Pick out great images and visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Observation

Learning Outcome 4.3: Present a business plan

Techniques to present your

business plan Only write key points Don’t read them, speak

about them Use visualization, pictures,

symbols, colours, tables Short, concise, come to

o Brainstorming o Group discussion o Questions and answers o Role play

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


the point, not more than 10 min.

React positive to questions

Use body language, voice, appearance

Try to convince

Integrating comments, suggestions and remarks in the business plan

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






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

Checklist Score

Yes No

Indicator: Present a business plan explained Techniques to present your business plan explained

Integrating comments, suggestions and remarks in the business plan explained

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

further collaboration explained

Observation


Appropriately present a business plan

References:

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

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

institutions, third edition. Uganda: Kyambogo University.

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

Limited.

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

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

Competence

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

CCMIA401 Integrate the workplace


Credits: 30 300

Sector: All

Sub-sector: All


Purpose statement

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

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

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

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

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


All the modules covered at REQF level 4.







1. Investigate and secure industrial

attachment place

1.1 Accurate description of types of industries

1.2 Appropriate mapping of the industry organizational

structure

1.3 Proper identification of importance of industrial

attachment

1.4 Accurate collection of information on different

industries where one can carry his/her IAP

1.5 Proper selection of industrial attachment place based

on training package

1.6 Appropriate application of correspondences

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

challenges

2.2 Careful development of ways/ strategies to overcome

industrial attachment challenges

2.3 Regular creativity and innovation in accordance with

work situation

3. Get briefed on industrial attachment

program

3.1 Proper setting of industrial attachment goals.

3.2 Proper description of IAP documents

3.3 Clear explanation on how IAP assessment is conducted.

4. Develop one’s competencies on the

workplace

4.1 Expected competencies are fully developed

4.2 Trainee logbook is completely and well filled

4.3 Proper description of gained work experience

Learning unit

LU 1:Investigate and secure industrial attachment place.

1

Learning Outcomes:

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

Learning Outcome 1.1:Describe types/categories of industry.

Definition of terms Firm Sector Industry Company Organization Factory Enterprise

Industry classification Primary industry Genetic industry Extractive industry Manufacturing

industry Construction industry Service industry

Industry sectors

o Small group work o Large group discussion o Observation of pictures o Presentation of videos o Group discussions o Group work on the industry

classification. o Site visit

- Pictures and videos of

various industries

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

categories of industry




Accurate description of types of industries.





Essay (extended responses) Sentence completion Expose /presentation Concept / mind map (organizational chart)

Checklist Score

Yes No

Indicator: Industries classification are identified

Primary industry

Genetic industry

Extractive industry

Manufacturing industry

Construction industry

Service industry

Industry sectors

Observation

Learning Outcome 1.2: Map the industry organizational structure

Purpose of

organizational structure

Benefits to use

organizational

chart

Types of organizational

structure.

o Large group discussion

o Individual work

o Pair work

o Small group work


o Learning through pictures.

o mapping the industry


- Sample of organizational

structure

- Reference books

- Chalkboard

- Projector

- Power Point presentation on

mapping the industry


- Pictures






Written Oral evidence

Expose /presentation Concept / mind map (organizational chart)

Checklist Score

Yes No

Indicator: Purpose of organization structure is identified

Benefits to use organizational chart

Observation

Learning Outcome 1.3:Identify importance of industrial attachment

Benefits of IAP

Identify the challenges

faced by workers

Being more informed

about project research

Exposing the student to

demand and challenges

of the work place.

Gaining of practical

experience.

Helping the student

acquire self-reliance skills

Characteristics of IAP

o Small group work


o Asking questions

o Group work on the IAP

characteristics.

o Research on IAP.

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

importance of

industrial attachment


Appropriate mapping of the industry organizational structure.


to adapt.

Professional Communication

Skills.

Critical Thinking.





Written Oral evidence

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

Checklist Score

Yes No

Benefits of AIP:

Identify the challenges faced by workers

Being more informed about project research

Exposing the student to demand and challenges of the work place.

Gaining of practical experience.

Helping the student acquire self-reliance skills.

Characteristics of AIP

to adapt.

Professional Communication Skills.

Critical Thinking.

Observation


Proper identification of importance of industrial attachment

Learning Outcome 1.4:Collect information on different industries

industry location

Industry type

Industry size

o Observation of the environment

o Research on the industry types

and size

o Guided learning on how to collect

information

o Learning through maps

o Asking questions

o Group work on the given topic

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

collection of

information on

different industries





Written Oral

Essay (short responses / extended responses) Expose (presentation)

Checklist Score

Yes No

Information about:

industry location

Industry type

Industry size

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

Observation



Accurate collection of information on different industries where one can

carry his/her IAP.

IAP selection criteria

Training package

Tasks related to the

field.

Working hours

o Reflection on the training

package

o Pair sharing of selection criteria

of IAP place

o Discussions

o Asking questions

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

selection of industrial

attachment)





Oral

Question and answer

Checklist Score

Yes No

Appropriate IAP should be based on the following:

Training package

Tasks related to the field.

Working hours

Observation



Proper selection of industrial attachment place based on training package

Learning Outcome 1.6:Apply correspondences

Use of workplace documents.

IAP application letter

Curriculum vitae

E-mail

Complain letter

Thanks letter

o Research on how to use

workplace documents

o Guided learning on how to write

workplace documents

o Asking questions

o Group work on the

interpretation of the workplace

documents

- Sample of IAP

application letter

- Sample of Curriculum

vitae

- Sample of Complain

letter

- Sample of thanks

letter

- Reference books

- Chalkboard

- Projector

- Correspondences





Written

Product

Short responses

Different Workplace documents

Checklist Score

Yes No

Workplace documents must be well filled

Essential element of workplace documents:

Being up to date

well explained

Be clear

Observation



Appropriate application of correspondences.

Learning unit

LU 2:Deal with workplace challenges.

2

Learning Outcomes:

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

challenges 3. Discuss creativity and innovation at work place

20 Hours

Learning Outcome 2.1:Identify industrial attachment challenges

IAP challenges (before ,During and

After)

Budget issues

Cope with a new work situation

Insufficient of industrial

attachment place

Lack of assistance from

industrial attachment in charge

Industry attitude toward interns

o Observation of the

environment

o Group discussion on IAP

challenges

o Pair sharing of IAP challenges.

- Reference books

- Projector

- Power Point

presentation on

creativity and innovation






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



Proper identification of industrial attachment challenges.

Checklist Score

Yes No

Indicator: Possible IAP challenges (before,during and after) are identified

Budget issues

Cope with a new work situation

Insufficient of industrial attachment place

Lack of assistance from industrial attachment in charge

Industry attitude toward interns

Observation

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

Effective strategies to

enhance IAP

Partnership with

industries

Collaboration/Regular

contact

Early Preparation of IAP

Tips for Overcoming Your IAP

Challenges

Being patient

Meet new people

Effective communication

o Pair sharing on effective

strategies to enhance IAP

o Brainstorming on the way to

overcome IAP challenges.

o Research on effective

strategies and tips to

overcome IAP challenges

o Asking questions

o Group discussion on ways to

overcome IAP challenges

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and innovation







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

Checklist Score

Yes No

Indicator: Effective strategies to enhance IAP are identified Partnership with industries Collaboration/Regular contact

Early Preparation of IAP Indicator: Strategies to overcome IAP challenges are identified

Being patient

Meet new people

Effective communication

Observation

Learning Outcome 2.3:Discuss creativity and innovation at work place

Ways to develop creativity in

the workplace.

Ways to promote innovation

o Pair sharing of effective ways to

promote creativity and innovation

o Research on good ways to

develop creativity and innovation

- Reference books

- Chalkboard

- Projector

- Power Point


Careful development of ways/ strategies to overcome industrial

attachment challenges.


in your workplace.

Be Efficient.

Have the Right Tools and

Equipment

Improve workplace

conditions.

Practice Positive

Reinforcement.

Share ideas with

colleagues

o Asking questions

o Discussions on ways to promote

and develop creativity and

innovation

presentation on

creativity and

innovation)





Written evidence

Multiple choice True or false question

Essay (short responses /extended responses)

Checklist Score

Yes No

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

Be Efficient.

Have the Right Tools and Equipment

Improve workplace conditions.

Practice Positive Reinforcement.

Share ideas with colleague

Observation


Regular creativity and innovation in accordance with work situation.

Learning unit

LU 3:Get briefed on industrial attachment program.

3

Learning Outcomes:

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

5 Hours

Learning Outcome 3.1:Set industrial attachment goals.

Goals of industrial attachment

To understand real life

situations.

To develop skills in the

application of theory to

practical work situations.

To develop skills and

techniques in the careers.

To increase sense of

responsibility.

To have higher levels of

academic performance.

To enhance the ability to

improve students’

creativity skills and sharing

ideas.

To build a good

o Group discussion on the IAP goal

o Research on the IAP goals

o Asking questions

o Individual work on the setting of

own IAP goals

- Hand out onindustrial

attachment goals.


communication skill






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

Checklist Score

Yes No

Indictor: industrial attachment goals are set

To experience and understand real life situations.

To develop skills in the application of theory to practical work situations.

To develop skills and techniques in the careers.

To increase sense of responsibility and good work habits.

To have higher levels of academic performance.

To enhance the ability to improve students’ creativity skills and sharing ideas.

To build a good communication skill

Observation


Proper setting of industrial attachment goals.

Learning Outcome 3.2: Describe of IAP documents.

IAP attendance IAP Logbooks:

IAP list of competencies to be

developed

sheet

IAP agreement

IAP report form

IAP Evaluation form

IAP interview form

o Presentation

o Small group work on the

interpretation of IAP

logbooks

o Exercise on the completion of

IAP logbooks

o Guided learning on how to

complete IAP logbooks

- Logbooks






Multiple choice exercises

Essay& Cases study

True or false questioning

Sentence completion

Observation checklist

Checklist Score

Yes No

Indicator: IAP documents are described IAP list of competencies to be developed IAP attendance sheet IAP agreement IAP report form IAP Evaluation form IAP interview form

Observation



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

plan developed

Learning Outcome 3.3: Explain how IAP assessment is conducted.

Written tests

Performance evidence(marked by company supervisor)

Respond to interview questions

o Presentation by trainees and trainer

o Discussion on IAP assessment is conducted

o Asking questions

- Vocational tools - Task sheets






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

Checklist Score

Yes No

Indicator: IAP assessment is conducted through Written evidence oral questions A produced schedule




Observation



Briefly explain business contingency plan concepts

Learning unit

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

4

Learning Outcomes:

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

280Hours

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

Competencies o Preform daily workplace

routine tasks related to one’s field.

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





Performance Product

Essay& Cases study

True or false questioning

Observation checklist

A produced schedule



Expected competencies are fully developed.

Checklist Score

Yes No

List of well performed activities

tasks given by industry

Observation

Learning Outcome 4.2: Fill in trainee logbook

Trainee logbooks:

IAP list of

competencies

to be

developed

sheet

IAP agreement

IAP report form

IAP Evaluation

form

IAP interview

form

o Complete trainee logbook

o Complete IAP reports

o Complete IAP Evaluation

o Conduct IAP interview

- Logbooks







Trainee logbook is completely and well filled.

Performance Product

Expose (presentation) reports workplace documents

Checklist Score

Yes No

Indicator: trainee logbooks are mentioned

IAP list of competencies to be developed

Sheet

IAP agreement

IAP report form

IAP Evaluation form

AP interview form

Observation

Learning Outcome 4.3: Describe gained work experience

Work experiences o Presentation on work

experience related to one’s field

- Questionnaires related to work experience.






Proper description of gained work experience.



Expose (presentation)

Essay (short responses / extended responses)photos

Checklist Score

Yes No

Indicator: Gained work experience during the industrial attachment period Specialist skills

advice from colleagues

put together a portfolio of work

general skills

self-reliance skills

Brief presentation of experience gained during the industrial attachment period

Observation

References:

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

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

attachment/

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

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

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

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

structure/

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

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

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

workplace-improve-innovation/

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

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

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

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

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

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

(IAP)-challenges/

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

ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3

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

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

Industrial Attachment Program (IAP)s

18. AdupeprohJ.,Frank.B.KTwenefour (2015) industrial training program of polytechnics in Ghana:

the pertinent issues, Ghana

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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



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

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

Competence

G E N A M 4 0 1 - BASIC ANALYSIS

GENAM401 Apply Basic Analysis


Credits: 4 40

Sector: All

Sub-sector: All


Purpose statement

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

Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday

mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other

fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)

of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply

analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential

functions. This module will be useful to trainee as a means of both measuring and improving their

understanding of Mathematics and he/she will be equipped to perform well in any fields that require

some knowledge of mathematics as well as working in design, demography, solving real problems, good

performance in critical thinking and so on.


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. Determine and analyze numerical functions

1.1. Accurate determination of the domain and range of numerical function based on existence condition.

1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).

1.3. Perfect determination of limits of a function based on theory of calculating limits.

1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.

2. Apply fundamentals of differentiation

2.1. Proper determination of derivative from given definition.

2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.

2.3. Appropriate application of derivative based on definitions and calculation of derivatives.

2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.

3. Apply natural logarithmic functions

3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.

3.2. Accurate calculation of limits of natural logarithmic functions based on logarithmic properties.

3.3. Appropriate solving of equations involving logarithms based on domain of validity.

3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.

3.5. Accurate curve sketching of logarithmic functions

based on table of variation.

4. Apply exponential functions

4.1. Accurate determination of the domain of definition of function based on existence condition.

4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.

4.3. Appropriate determination of solutions of exponential equations according to domain of validity.

4.4. Perfect differentiation of exponential functions based on definition of derivative.

4.5. Adequate curve sketching of exponential functions according to the table of variation.

Learning unit LU 1: Determine and analyze numerical functions

1

Learning Outcomes:

1. Determine the domain and range of numerical function

2. Identify the symmetry of numerical function

3. Determine limits of a function

4. Determine the asymptotes to the rational and polynomial functions 10 Hours

Learning Outcome 1.1: Determine the domain and range of numerical function

Definitions Existence

condition Domain of

definition of a function

Range of a function

Calculations Domain of

definition of a function

Range of a function

o Group discussion on existence condition

o Practical exercises determination of domain and range of a function

o Documentary Research

- Reference Books - Didactic materials such as

manila paper, … - Hand-out notes - Internet




Accurate determination of the domain and range of numerical function based on

existence condition




Written evidence Short questions Open questions Matching

Checklist Score

Yes No

Indicator: Definition is well given

Concept of existence condition is properly given

Concept of domain of definition (all allowed inputs) is properly given

Concept of range (all possible outcomes) is properly given

Indicator: Calculation is accurately done

Launch of existence condition is appropriately given

Determination of domain of definition is appropriately done

Determination of range is accurately found

Observation

Learning Outcome 1.2:Identify the symmetry of numerical function

Even function

Odd function

o Group discussion symmetry of

numerical function

o Pairing work

o Practical exercises o Documentary Research

- Reference Books - Didactic materials

such as manila paper, …

- Hand-out notes - Internet






Written evidence Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function

Checklist Score

Yes No

Indicator: Identification of Parameters that influence symmetry

Definition of even function is well given

Definition of odd function is well given

Identification of even function is correctly done

Identification of odd function is appropriately done

Observation

Learning Outcome 1.3:Determine limits of a function

Finite limits

Infinite limits

Limit at infinity

Indeterminate case

0

0

0

o Group discussion on

calculation of limits

o Pairing work

o Practical exercises on calculation of limits


- Reference Books - Hand-out notes - Didactic materials


- Internet


Adequate identification of symmetry (parity) of numerical function based on

definitions of key words (even and odd)






Written evidence

Open questions Short questions

Checklist Score

Yes No

Indicator: Perfect determination of limit

Finite limits are accurately determined

Infinite limits are accurately determined

Limit at infinity are accurately determined

Indeterminate cases are accurately determined

Indicator: Good performance in Determination of limit for indeterminate case

0

0

0

Observation


Perfect determination of limits of a function based on theory of calculating limits

Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial functions

Definitions

Boundaries of

domain of definition

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

Calculations

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

o Pairing work on boundaries of

domain of definition

o Practical exercises on different

types of asymptotes


- Reference Books - Didactic materials


- Hand-out notes - internet





Written evidence

Open questions

Short questions

Checklist Score

Yes No

Indicator: Definition is well given

Definition of Boundaries of domain of definition is properly given

Definition of Horizontal asymptote is perfectly given

Definition of Vertical asymptote is perfectly given



Accurate determination of the asymptotes to the rational and irrational

functions based on limits calculation

Definition of Oblique asymptote is perfectly given

Indicator: Calculation/ determination of related asymptote is accurately done

Determination of Horizontal asymptote is appropriately done

Determination of Vertical asymptote is perfectly done

Determination of Oblique asymptote is appropriately done

Observation

Learning unit nnLU 2: Apply fundamentals of differentiation

2

Learning Outcomes:

1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function

12 Hours

Learning Outcome 2.1:Determine derivative of a function

Definition of derivative

Calculation of derivatives Derivative of function at a given

point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives

o Group discussion on derivative of function


- Reference Books - Didactic

materials such as manila paper, …

- Hand-out notes - internet


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


Written evidence

Short questions Open questions all based on definition or determination of derivative



Proper determination of derivative from given definition

Checklist Score

Yes No

Indicator:Definition is given

Definition of derivative is correctly given

Indicator : Calculation is well performed

Calculation of derivative of a function at a given point is accurately done

Calculation of derivative of a polynomial function is accurately done

Calculation of derivative of a rational function is accurately done

Calculation of derivative of an irrational function is accurately done

Calculation of successive derivative is accurately done

Observation

Learning Outcome 2.2 :Interpret derivative of a function

Geometric interpretation of a derivative of a function at a point

Kinematical meaning of a derivative

o Group discussion on derivative function


- Reference Books - Geometric

instruments - Didactic materials






Written evidence

Short questions based on interpretation of derivative Open questions based on interpretation of derivative



Adequate interpretation of derivative of a function by illustrating a curve with its

tangent and secant line

Checklist Score

Yes No

Indicator: Interpretation of derivative is correctly given

Geometric interpretation of a derivative is correctly given

Kinematical meaning of a derivative is correctly given

Observation

Learning Outcome 2.3:Apply derivative

Tangent and normal at a point of a function

Increasing and decreasing function

Maximum and minimum points of a function

Concavity, inflection point on a curve

o Group discussion on differentiation of function

o Practical exercises on different applications of derivative



instruments - Didactic materials


- Hand-out notes




Written evidence

Short questions Open questions



Appropriate application of derivative based on definitions and calculation of

derivatives

Checklist Score

Yes No

Indicator : Application of derivative is accuratelydone

Determination of tangent at a point of a function is properly done

Determination of increasing interval is appropriately done

Determination of decreasing interval is appropriately done

Calculation of Minimum point of a function is accurately done

Calculation of Maximum point of a function is accurately done

Determination of concavity of a curve is appropriately done

Determination of inflexion point on a curve is accurately done

Observation

Learning Outcome 2.4: Sketch an accurate curve of a given function

Parameters required Variation table Additional points

Curve sketching Curve sketching of

polynomial function Curve sketching of rational

function Curve sketching of

irrational function

o Group discussion on different types of function

o Practical exercises on curves sketching


- Scientific calculator


instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …






Accurate curve sketching of a numerical function from the table of variation of

the given function


Written evidence

Short questions based on derivative Open questions based on derivative and table of variation Curve sketched

Checklist Score

Yes No

Indicator : Parameters that influence curve skecthing are well established

Construction of table of variation is appropriately done

Choice of additional points is appropriately done

Indicator : Curve sketching is accurately done

Curve sketching of polynomial function is properly done

Curve sketching of rational function is properly done

Curve sketching of irrational function is properly done

Observation

Learning unit LU 3: Apply natural logarithmic functions

3

Learning Outcomes:

1. Determine the domain of definition of natural logarithmic

functions

2. Calculate limits of natural logarithmic functions

3. Solve equations involving logarithms

4. Differentiate natural logarithmic functions

5. Sketch the curve of logarithmic functions 10 Hours

Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming on existence condition

o Pairing in determining the boundaries of domain of definition

o Group work on determination of domain of definition

- Hand-out notes - Reference books - Didactic materials such as

manila paper, … - Internet






Proper determination of the domain of natural logarithmic functions based on

existence conditions


Written evidence

Short questions related to existence condition Open questions related to determination of domain of definition

of logarithmic functions.

Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Determination of existence conditions is well given

Indicator: Determination of domain is accurate

Determination of boundaries of domain of definition is perfectly done

Deduction of domain of definition is correctly done

Observation

Learning Outcome 3.2: Calculate limit of natural logarithmic functions

Properties of logarithms

Finite limits

Limits at infinity

Deduction of Asymptotes

o Brainstorming on calculation of limits

o Documentary Research o Group work in determining

asymptotes equations

- Reference books - Didactic materials such as






Written evidence

Short questions based on logarithmic properties Open questions related to limits calculation of natural

logarithmic function



Accurate calculation of limit of natural logarithmic functions based on

logarithmic properties

Checklist Score

Yes No

Indicator: Calculation is perfectly done


Limits at infinity are well identified

Indicator: Deduction/ Calculation of asymptotes is appropriately done

Vertical asymptotes are appropriately determined

Horizontal asymptotes are appropriately determined

Oblique asymptotes are appropriately determined

Observation

Learning Outcome 3.3: Solve equations involving logarithms

Domain of validity

Solving logarithmic equations

Set of solutions

o Brainstorming on domain of validity and solution set of logarithmic equation

o Group discussion on solving logarithmic equations








Written evidence

Short questions Open questions Solving equations



Appropriate solving of equations involving logarithms based on domain of validity

Checklist Score

Yes No

Indicator: Application of properties of logarithms is well performed

Application of properties of logarithms is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is accurately done

Indicator: Solving logarithmic equation is well done

Solutions of logarithmic equations are accurately given

Identification of domain of validity and set of solutions is accurately done

Observation

Learning Outcome 3.4: Differentiate natural logarithmic functions

Differentiation

Increasing and decreasing intervals

Concavity

o Brainstorming on differentiation o Group discussion on

differentiating natural logarithmic functions

o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.








Perfect differentiation of natural logarithmic functions according to

differentiation definition


Written evidence

Short questions Open questio

Checklist Score

Yes No

Indicator: Determination/ calculation is well performed

Calculation of First derivative

Identification of increasing intervals

Identification of decreasing intervals

Determination of maximum points

Determination of minimum points

Calculation of second derivative

Identification of concavity

Determination of inflection points

Observation

Learning Outcome 3.5: Sketch the curve of logarithmic functions


Curve sketching

o Brainstorming variation table o Group discussion on how to

choose additional points o Pairing work on curve sketching o Documentary Research

- Hand-out notes - Reference books - Geometric instruments

(Ruler, T-square,..) - Didactic materials such as





Accurate curve sketching of logarithmic functions based on table of variation




Written evidence

Short questions Open questions Curve sketched

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table is properly done

Selection of additional points is properly done

Indicator: Curve sketched is accurate

Presentation of asymptotes if any is properly done

Plotting the curve is properly done

Observation

Learning unit LU 4: Apply exponential functions

4

Learning Outcomes:

1. Determine the domain of exponential functions

2. Calculate limit of exponential functions

3. Solve equations involving exponentials

4. Differentiate exponential functions

5. Sketch the curve of exponential functions 20 Hours

Learning Outcome 4.1: Determine the domain of exponential functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming domain and range of exponential function

o Group work on determination of domain of definition of exponential function



manila paper, … - Internet - Hand-out notes





Written evidence

Short questions related to existence condition Open questions related to determination of domain of definition

of exponential functions.



Accurate determination of the domain of definition of function based on

existence condition

Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Existence conditions are appropriately indicated

Indicator: Determined domain is appropriate

Determination of boundaries of domain of definition is properly done

Deduction of domain of definition is perfectly done

Observation

Learning Outcome 4.2: Calculate limit of exponential functions

Finite limits

Limits at infinity

Deduction/ calculation of Asymptotes

o Brainstorming on calculating limits

o Documentary Research o Group work on determination of

asymptotes

- Hand-out notes - Reference books - Didactic materials such as






Written evidence

Short questions Open questions



Adequate calculation of limit of exponential functions based on properties of

exponentials

Checklist Score

Yes No

Indicator: Limits calculation is perfectly done


Limits at infinity are properly found

Indicator: Deduction/ Calculation of asymptotes is appropriate

Horizontal asymptotes are appropriately determined

Vertical asymptotes are appropriately determined

Oblique asymptotes are accurately determined

Observation

Learning Outcome 4.3: Solve equations involving exponentials

Properties of exponentials

Domain of validity

Solving equations involving exponentials

Set of solutions

o Discussion on domain of validity o Group work on solving

exponential equations o Documentary Research

Hand-out notes

Reference books

Didactic materials such as manila paper, …

Internet





Written evidence

Short questions Open questions Solving equations



Appropriate determination of solutions of exponential equations according to

domain of validity

Checklist Score

Yes No

Indicator: Application of properties of exponentials is well performed

Application of properties of exponentials is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is appropriately done

Indicator: Solving exponential equation is well done

Solutions of exponential equations are appropriately found

Identification of domain of validity is properly done

Determination of solutions set is appropriately done

Observation

Learning Outcome 4.4: Differentiate exponentials functions

Differentiation


Concavity

o Brainstorming differentiation o Group discussion on increasing

and decreasing intervals o Pairing work on concavity o Documentary Research

Hand-out notes

Reference books


Internet





Written evidence

Short questions related to derivative Open questions related to derivative



Perfect differentiation of exponential functions based on definition of derivative

Checklist Score

Yes No

Indicator: Calculation/determination is well performed

First derivative


Maximum or minimum points

Second derivative

Concavity

Inflection points

Observation

Learning Outcome 4.5: Sketch the curve of exponential functions


Curve sketching

o Brainstorming on variation table o Group discussion on curve

sketching o Documentary Research

Hand-out notes

Reference books

Geometric instruments (Ruler, T-square,..)


Internet






Adequate curve sketching of exponential functions according to the table of

variation


Written evidence

Open questions related to table of variation Sketching curve

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table

Selection of additional points

Indicator: Curve sketched is accurate

Presentation of asymptotes if any

Plotting the curve

Observation

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

Competence

A N H L E 4 0 1 LIVESTOCK EXTENSION TECHNIQUES

ANHLE401A Apply livestock extension techniques


Credits: 5 50

Sector: Agriculture and Food processing

Sub-sector: Animal Health


Purpose statement

This module describes the skills, knowledge and attitudes required to characterize, assess and

grade livestock extension agent. At the end of this module, participants will be able to identify

Competence

farmers` problems on field, to provide solutions of identified problems and finally to assess the

impact of his/her extension.


1. Implementing S.H.E. Policies and procedures

2. Computer skills

3. Providing quality customer service







1. Identify farmers` problems

1.1 Proper application of surveying techniques in accordance with the extension area

1.2 Effective analysis and interpretation of collected data according to the procedures

1.3 Proper designing problem tree according to findings

2. Provide solutions 2.1. Proper identification of solution in accordance with the identified problems

2.2. Proper selection of extension methods based on the beneficiaries and types of solution

2.3. Proper description of community behavior according to their culture

2.4. Proper implementation of the solution according to the plan 2.5. Proper monitoring of the implementation based on the

procedures

3. Assess extension impact

3.1. Proper identification of the evaluation tools in accordance with the extension techniques

3.2. Proper application of evaluation techniques according to the procedures

3.3. Proper assessment of impact based on strategies

Learning unit LU 1:Identify farmers` problems

1

Learning Outcomes:

1. Apply surveying techniques 2. Analyze and interpret collected data 3. Design problem

15 Hours

Learning Outcome 1.1: Apply surveying techniques

Data collection methods Qualitative data Quantitative data

Data collection techniques Questionnaire Interview Observation Focus group

Target group sampling

Simple random sampling

Systematic sampling

Stratified sampling

Cluster sampling

Data collection challenges

Sampling strategies used

Dropout and refusals

Poor choice of method

o Brainstorming on data collection methods

o Individual/group research on questionnaire writing

o Tutorial on analyzing on qualitative data collection method

o Brainstorming on group target identification

o Group work data collection challenges

- Documents

- Internet

- Books

- Flip chart

- Blackboard

- Chalks

- Pens

- Note books

- Calculator





Typesof evidence Portfolio assessment tools

Written evidence

Oral evidence


Multiple choice questions

Matching questions

Assay

Task: Elaborate questionnaire for data collection

Checklist Score

Yes No

Indicator:Data collection methods are well used

Qualitative data

Quantitative data

Indicator:Data collection techniques are well applied

Questionnaire

Interview

Observation

Focus group

Indicator:Target group are well sampled

Simple random sampling

Systematic sampling

Stratified sampling

Cluster sampling

Indicator:Data collection challenges are well described

Sampling strategies used

Dropout and refusals

Poor choice of method


Proper application of surveying techniques in accordance with the extension area

Observation

Learning Outcome 1.2: Analyze and interpret collected data

Qualitative data analysis Content analysis Narrative analysis

Quantitative data analysis Mean calculation Quartile calculation Hypothesis testing

Techniques of qualitative data analysis

Techniques of quantitative data analysis

Interpretation of analyzed data Qualitative data

interpretation Quantitative data

interpretation

SWOT analysis Strength analysis Weakness analysis Opportunity analysis Threat analysis

o Research on qualitative data analysis

o Group discussion on narrative analysis

o Brainstorming on formula of means, standard deviation

o Group work on regression analysis

o Group work on hypothesis analysis

o Tutorial on analyze for two variables

o Tutorial on analyze for one variables

o Documents o Internet o Books o Flip chart o Blackboard o Chalks o Pens o Note books o Calculator







Effective analysis and interpretation of collected data according to the procedures

Written evidence

Oral evidence


Matching questions Multiple questions Short questions

Task: To calculate mean and standard deviation

Checklist Score

Yes No

Indicator:Qualitative data are well analysis

Content analysis

Narrative analysis

Indicator:Quantitative data are well analysis

Mean calculation

Quartile calculation

Hypothesis testing

Indicator:Techniques of qualitative data analysis are well applied

Indicator:Techniques of quantitative data analysis are well applied

Indicator:Data are well interpreted

Qualitative data interpretation

Quantitative data interpretation

Indicator:SWOT are well analyzed

Strength analysis

Weakness analysis

Opportunity analysis

Threat analysis

Observation

Learning Outcome 1.3: Design problem

Identifying the causes of the problem Direct causes Indirect causes

Identifying the problem

o Research on direct causes of problem

o Group discussion indirect causes of problem

o Brainstorming on how to

o Documents o Internet o Books o Flip chart o Blackboard


Identifying the effect of the problem Historical effect Currents effect Future effect

Identification of the impact of the problem Direct impact Indirect impact

design a problem tree o Group work on direct impact

of problem o Group work types of victims

o Chalks o Pens o Note books





Written evidence

Oral evidence

Open questions Multiple questions Short questions

Checklist Score

Yes No

Indicator:Identifying the causes of the problem

Direct causes

Indirect causes

Indicator:Identifying the problem

Indicator:Identifying the effect of the problem

Historical effect

Currents effect

Future effect

Indicator:Identification of the impact of the problem

Direct impact

Indirect impact

Observation


Appropriate setting of priorities in line with the identified problems

Learning unit LU 2:Provide solutions

2

Learning Outcomes:

1. Identify solution 2. Selection extension methods 3. Describe community behavior 4. Implement the solutions 5. Monitor the implementation

25 Hours

Learning Outcome 2.1: Identify solution

Process of choosing the solution Making list of all possible

solution Arrange the solution by

priority Analyze the feasibility of

solution PESTEL factors Judgement of important

and urgent Judgment of time and

cost benefit ratio

Limitation of choosing solution Interaction with others

substitutes Lack of information on

community background

o Research on solution tree o Group discussion on making

list of possible solution o Brainstorming on how to set

the priorities o Group work on PESTEL factors o Group work on judgment of

important and urgent or urgent non important

o Tutorial on how to choose solution after feasibility study

Tutorial on limitation of choosing

solution

- Documents - Internet - Books - Flip chart - Blackboard - Chalks - Pens - Note books - Calculator - Geographical

map






Written evidence

Oral evidence

Open questions Assay


Matching questions

Checklist Score

Yes No

Indicator:Process of choosing the solution is respected

Making list of all possible solution

Arrange the solution by priority

Analyze the feasibility of solution

Indicator:Limitation of choosing solution are well described

Interaction with others substitutes

Lack of information on community background

Observation

Learning Outcome 2.2: Select extension methods

Types of extension methods Individual visit method Group method Mass method

Criteria to use in selecting extension method Message to deliver Number of participants Available resources Complementarity

o Research on types of extension

o Group discussion on house to house method

o Presentation on mass media method

o Brainstormingon advantage of group method

o Brainstormingon disadvantage of mass method

o Brainstormingon advantage of

- Pictures

- Video

- Projector

- Computer

- Audiovisual

equipment

- Documents - Internet - Books - Flip chart


Proper identification of solution in accordance with identified problem


individual visit o Demonstration on how

individual method is used o Practical exercises on house to

house method o Group work on criteria to

select extension method

- Blackboard - Chalks - Pens - Note books





Written evidence

Oral evidence


Open questions Multiple choice questions

Matching questions

Assay

Task: Apply extension using individual method

Checklist Score

Yes No

Indicator: Extension methods are well applied

Individual visit method

Group method

Mass method

Indicator: Criteria to consider during extension are well selected

Message to deliver

Number of participants

Available resources

Complementarity

Observation


Proper selection of extension methods based on the beneficiaries and types of solution

Learning Outcome 2.3: Describe community behavior

Level of farmers’ understanding Innovators Early adopters The majority Laggard

Socio-cultural barriers to extension change Respect of tradition Responsibility and social

obligation Relative values

Communication in extension Chain of communication

Sources Message channel Receiver

Types of communication Oral communication Written

communication Audio visual

communication

o Research on level of farmers ‘behavior

o Group discussion on characteristics of innovator

o Group discussion on characteristics of early adopters

o Group discussion on characteristics of the majority

o Presentation on channel of communication

o Brainstorming on types of communication

- Projector

- Computer

- Documents - Internet - Books - Flip chart - Blackboard - Chalks - Pens - Note books





Written evidence

Oral evidence


Matching questions




Proper description of community behavior according to their culture

Checklist Score

Yes No

Indicator:Farmers’ understanding are well known

Innovators

Early adopters

The majority

Indicator:Socio-cultural barriers to extension change are well described

Respect of tradition

Responsibility and social obligation

Relative values

Indicator:Communication in extension is well described

Channel of communication

Types of communication

Observation

Learning Outcome 2.4: Implement the solutions

Preparation of extension session Setting of objectives

General objective Specific objectives

Setting of the methodology and techniques of adult training

Appropriate methods Communication in adult

training Crisis management

Prepare facilities and equipment

Development of implementation plan Baseline Target Logical framework Verification indicators Budget

Session delivering Introduce training topic to

o Research on how to set the objectives

o Group discussion methodology used for adult training

o Presentation on crisis management

o Brainstorming on preparing facilities and equipment

o Practical exercises on component of implementation plan Group work on designing the implementation plan

o Group exercises on how to deliver a session

o Tutorial on listing of expected outcomes of the session

o Group discussion on advantages and disadvantages of various training styles

- Projector

- Computer

- Documents - Internet - Books - Flip chart - Blackboard - Chalks - Pens - Note books - Flip chart

stand - Papers - Calendar


trainees Expected outcomes Generate interest

Training styles Laissez-faire Authoritarians Democratic

Training techniques Demonstrations Explanations Question and answer session Case studies Discovery activities Problem-solving

Communication with audience

o Group discussion on limitation of training techniques





Written evidence

Oral evidence



Matching questions


Assay

Task: Prepare a session to deliver

Checklist Score

Yes No

Indicator:Extension session is well prepared

Setting of objectives

Setting of the methodology and techniques of adult training

Prepare facilities and equipment

Indicator:Implementation plan is well planned

Baseline

Target


Proper implementation of the solution according to the plan

Logical framework

Verification indicators

Budget

Indicator:Session is well delivered

Introduce training topic to trainees

Training styles

Training techniques

Communication with audience

Observation

Learning Outcome 2.5: Monitor the implementation

Elaboration of monitoring work plan Monitor logical framework

Time scheduled Progress of activities

and targets Monitor delivering of

session Methodologies used

Execution of monitoring plan Monitor logfram Monitor delivering of

session Engagement of

stakeholders in monitoring

o Research on checking logical framework

o Group discussion on how goals and target are achieved

o Presentation on monitoring of session delivery

o Brainstorming on steps of monitoring delivering

- Projector

- Computer

- Documents - Internet - Books - Flip chart - Blackboard - Chalks - Pens - Note books - Flip chart stand - Papers - Calendar





Written evidence

Oral evidence


Matching questions


Assay



Proper monitoring of the implementation based on the procedures

Checklist Score

Yes No

Indicator:Monitoring work plan is well planned

Monitor logical framework

Monitor delivering of session

Indicator:Monitoring plan is well executed

Monitor logical framework

Monitor delivering of session

Engagement of stakeholders in monitoring

Observation

Learning unit

LU 3: Assess extension impact

3

Learning Outcomes:

1. Identify the evaluation tools 2. Apply evaluation techniques 3. Assess impact

10Hours

Learning Outcome 3.1: Identify the evaluation tools

Tools of valuation Questionnaires Interviews Observations Reading of documents

Techniques of using evaluation tools Questionnaires Interviews Observations Reading of documents

Advantages and limitation of tools of evaluation Questionnaires Interviews Observations


questionnaire elaboration

o Group discussion on how the

observation is done

o Research on performance record

o Group discussion on survey conduct

o Brainstorming on limitations

of tools of evaluation

- Projector

- Computer

- Documents - Internet - Books - Flip chart - Blackboard - Chalks - Pens - Note books - Flip chart stand - Papers


Reading of documents


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

criterion has been achieved or not.


Written evidence

Oral evidence



Short questions

Task:Elaborate questionnaire

Checklist Score

Yes No

Indicator:Tools of valuation is well identified

Questionnaires

Interviews

Observations


Indicator:Techniques of using evaluation tools is well used

Questionnaires

Interviews

Observations


Indicator:Advantages and limitation of tools are well described

Questionnaires

Interviews

Observations


Observation


Proper identification of the evaluation tools in accordance with the extension techniques

Learning Outcome 3.2: Apply evaluation techniques

Evaluation approach Participatory approach Empowerment approach

Phases of evaluation Planning evaluation Mid-term review Outcome-impact

evaluation

Development of evaluation plan Outcome evaluation Impact evaluation

o Group discussion on importance of evaluation

o Group work on how participatory approach is used

o Group work on how empowerment approach is used

o Brainstorming on planning evaluation

o Brainstorming midterm review o Brainstorming on impact

evaluation

- Projector

- Computer






Written evidence


Matching questions


Checklist Score

Yes No

Indicator:Evaluation approach are well applied

Participatory approach

Empowerment approach

Indicator:Phases of evaluation are well respected

Planning evaluation

Mid-term review

Outcome-impact evaluation

Indicator:Evaluation plan is well developed



Proper application of evaluation techniques according to the

procedures

Outcome evaluation

Impact evaluation

Observation

Learning Outcome 3.3: Assess impact

Indicators of impact: Achievement of

Specific objectives Achievement of

General objectives

Collect of data

Analyze data collected

Interpret result Conclusion and

recommendations

o Research on qualitative data analysis

o Group discussion on narrative analysis

o Brainstorming on formula of means,

o Group work on Quartile formula

o Group work on hypothesis analysis

o Brainstorming on component of conclusion and recommendations

- Projector

- Computer






Written evidence


Matching questions


Checklist Score

Yes No

Indicator: Indicators of impact are well verified

Achievement of Specific objectives



Proper assessment of result based on strategies used

Achievement of General objectives

Indicator: Data are well collected

Indicator: Data collected are well analyzed

Indicator: Interpret result is well interpreted

Indicator: Conclusion and recommendations are well dressed

Observation

Reference books:

1. https://research-methodology.net/sampling-in-primary-data-collection/

2. https://www.unicef-irc.org/publications/pdf/brief_10_data_collection_analysis_eng.pdf

3. http://maryland.beaconhealthoptions.com/provider/forms/oms/Introduction-to-Data-and-

Data-Analysis.pdf

4. https://www.sisense.com/blog/5-techniques-take-data-analysis-another-level/

5. https://dae.portal.gov.bd/sites/default/files/files/dae.portal.gov.bd/publications/435fe031_883

a_43af_864c_1240c7da0fbf/Extension_Mannual_Chapt9.pdf

6. http://www.worldagroforestry.org/Units/Library/Books/Book%2006/html/13.0_monitoring_an

d_evaluation.htm?n

7. https://core.ac.uk/download/pdf/38072597.pdf

8. https://www.who.int/diagnostics_laboratory/documents/guidance/trainer's_guide_section2.pd

f?ua=1

9. https://www.asean.org/storage/images/2013/economic/matm/Toolboxes%20for%20Six%20To

urism%20Labour%20Divisions/Common%20Competencies%20(as%20of%20February%202013)/

Prepare%20and%20deliver%20training%20sessions/TM_Prepare_&_deliver_training_sessions_

310812.pdf

10. https://www.jica.go.jp/project/cambodia/0601331/pdf/english/5_TrainingEvaluation.pdf

11. https://nuremberg-toastmasters.de/wp-content/uploads/2018/09/8100-Evaluation-and-

Feedback.pdf

12. https://www.atsdr.cdc.gov/communityengagement/pce_program_methods.html

13. https://www.sida.se/contentassets/7b4d7a21332b4fa8a6e7ff47ec97ee38/0631-the-national-

agriculture-and-livestock-extension-programme-nalep-phase-i-impact-assessment_2038.pdf

https://research-methodology.net/sampling-in-primary-data-collection/

https://www.unicef-irc.org/publications/pdf/brief_10_data_collection_analysis_eng.pdf

http://maryland.beaconhealthoptions.com/provider/forms/oms/Introduction-to-Data-and-Data-Analysis.pdf

http://maryland.beaconhealthoptions.com/provider/forms/oms/Introduction-to-Data-and-Data-Analysis.pdf

https://www.sisense.com/blog/5-techniques-take-data-analysis-another-level/

https://dae.portal.gov.bd/sites/default/files/files/dae.portal.gov.bd/publications/435fe031_883a_43af_864c_1240c7da0fbf/Extension_Mannual_Chapt9.pdf

https://dae.portal.gov.bd/sites/default/files/files/dae.portal.gov.bd/publications/435fe031_883a_43af_864c_1240c7da0fbf/Extension_Mannual_Chapt9.pdf

https://core.ac.uk/download/pdf/38072597.pdf

https://www.who.int/diagnostics_laboratory/documents/guidance/trainer's_guide_section2.pdf?ua=1

https://www.who.int/diagnostics_laboratory/documents/guidance/trainer's_guide_section2.pdf?ua=1

https://www.asean.org/storage/images/2013/economic/matm/Toolboxes%20for%20Six%20Tourism%20Labour%20Divisions/Common%20Competencies%20(as%20of%20February%202013)/Prepare%20and%20deliver%20training%20sessions/TM_Prepare_&_deliver_training_sessions_310812.pdf




https://www.jica.go.jp/project/cambodia/0601331/pdf/english/5_TrainingEvaluation.pdf

https://nuremberg-toastmasters.de/wp-content/uploads/2018/09/8100-Evaluation-and-Feedback.pdf

https://nuremberg-toastmasters.de/wp-content/uploads/2018/09/8100-Evaluation-and-Feedback.pdf

https://www.atsdr.cdc.gov/communityengagement/pce_program_methods.html

https://www.sida.se/contentassets/7b4d7a21332b4fa8a6e7ff47ec97ee38/0631-the-national-agriculture-and-livestock-extension-programme-nalep-phase-i-impact-assessment_2038.pdf

https://www.sida.se/contentassets/7b4d7a21332b4fa8a6e7ff47ec97ee38/0631-the-national-agriculture-and-livestock-extension-programme-nalep-phase-i-impact-assessment_2038.pdf

Competence

ANHMI401 - MICROORGANISMS IDENTIFICATION

ANHMI401 Perform Microorganisms Identification


Credits: 7 70

Sector: Agriculture and Food Processing



Purpose statement

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

required by the learner to identify micro-organisms. For the veterinary assistant involved in

both veterinary and farming practices, this competence is very important to enable him or her

to perform better his professional work. It is a prerequisite for all the specific modules of the

Competence

qualification involving the manipulation and treatment of the different animal species. Upon

completion of this module, the trainee will be able to: Identify Bacteria, Viruses,and Fungi.


N/A







1. Identify bacteria 1.1 Proper description of bacteria according to their

morphology and bio- chemical characteristics.

1.2 Correct selection of material, tools and equipment for

bacteria identification based on protocol

1.3 Proper collection of samples based on protocol

1.4 Appropriate application of bacteria identification methods

according to the protocol

2. Identify viruses 2.1 Proper description of viruses according to their types

2.2 Correct selection of material, tools and equipment for virus

identification based on the protocol


2.4 Appropriate application of virus identification methods


3. Identify fungi 3.1 Proper description of fungi according to their types

3.2 Correct selection of material, tools and equipment for

fungi identification based on the protocol


3.4 Appropriate application of fungi identification methods


Learning unit LU 1:Identify bacteria

1

Learning Outcomes:

1. Describe bacteria according to their morphology and bio- chemical characteristics.

2. Select material, tools and equipment for bacteria identification based on protocol

3. Collect samples based on protocol

4. Apply bacteria identification methods according to the protocol

40 Hours

Learning Outcome 1.1: Describe bacteria according to their morphology and bio- chemical characteristics.

Description of

microbiological concepts

Microbiology Microorganism Microbe Spontaneous

generation Important of

microorganism Microbiological

Relationships The Infectious Process Aspects of

Pathogenicity Host Resistance

Describe Structure of

bacteria

General Structures Special Structures

Classification of Bacteria Biochemical reactions Colonies

o Audio-visual presentation on

structure of bacteria

o Brainstorming on structure of

bacteria

o Demonstration of gram staining

techniques


microorganisms cells structure

o Group work/research on

microorganisms multiplication,

pathogenicity, resistance and

culture conditions

o Individual and group research on

material used in microbiology

o Micro-organisms and sample

collection and analysis

o Observation of microorganisms

cells in microscope

o Poster presentation of bacteria

- Books

- Colony counter

- Colony reader

- Documentary film

- Immersion oil

- Internet connection

- Light Microscopes

(teaching / demonstration

& diagnostic)

- Microscope with digital

component with TV

monitor

- pH Meter

- Pictures

- Posters

- PPE

- Prepared slides


Elevation Environmental

Reservoirs Form Gram stain Growth Requirements Margin Serologic systems

Characterization of Bacteria Multiplication of

bacteria Binary fission Bacteria growth

curve Pathogenicity of

Bacteria

Resistance of bacteria Culture conditions

Some bacteria with veterinary importance

o Tutorial

o Visit of Laboratory for

observation of identified

microorganisms

o Visit of Veterinary clinic for






Written evidence

Oral evidence


Matching questions


Appropriate Description of bacteria according to their morphology and

bio- chemical characteristics

Checklist Score

Yes No

Indicator : Microbiological concepts are well described

Aspects of Pathogenicity

Host Resistance

Important of microorganism

Microbiological Relationships

Spontaneous generation

TheInfectiousProcess

Indicator: Structure of bacteria is properly described

General structure

Special structure

Indicator:Bacteria are well Classified

Biochemical reactions

Colonies

Elevation

Environmental Reservoirs

Form

Gram stain discussion

Growth Requirements

Margin

Serologic systems

Indicator:Bacteria are well characterized

Multiplication of bacteria

Bacteria growth curve

Pathogenicity of Bacteria

Resistance of bacteria

Culture conditions

Some bacteria with veterinary importance

Observation technique





Written evidence

Oral evidence

Open questions Multiple choice questions Short questions

Marching questions

Learning Outcome 1.2: Select material, tools and equipment for bacteria identification based on protocol.

Selection of: Material, tools and

equipmentfor sample collection

Material, tools and equipment for sample transportation

Material, tools and equipment for sample conservation

Material, tools and equipment for culture media

Equipment for sterilization Culture media

sterilization Glass ware

sterilization

o Audio-visual presentation on material, tools and equipment for bacteria identification

o Demonstration on material, tools and equipment for bacteria identification

o Individual and group search on material used in microbiology

o Observation o Visit of :

Laboratory Veterinary clinic

- Applicator sticks

- Bottles

- Computer

- Cool box

- Cotton/Cotton swabs

- Disinfectants

- Disposable syringes and

needles

- Glass slides

- Parafirm paper

- Permanent markers

- Petri dish

- PPE

- Projector

- Refrigerator

- Swabs

- Tissue forceps



Appropriate Selection of material, tools and equipment for bacteria

identification based on protocol.

Checklist Score

Yes No

Indicator: Material, tools and equipment are well selected

Material, tools and equipment for Sample collection

Material, tools and equipment for Sample transportation

Material, tools and equipment for Sample conservation

Material, tools and equipment for Culture media

Indicator: Equipment for sterilization

Culture media sterilization

Glass ware sterilization

Observation

Learning Outcome 1.3: Collect samples based on protocol

Application of Aseptic Techniques Working Area

Disposal of Contaminated Materials

Personal Cleanliness

Sample collection:

Blood

Urine

Swabs

o Audio-visual presentation

o Demonstration

o Group work/search

o Individual and group search on

sample collection

o Practical work on sample

collection

o Observation

o Visits

Laboratory

Veterinary clinic

- Aluminum foil - Autoclaves - Bacteriological

filters - Biosafety

cabinets - Bunsen burners - Centrifuges

(ordinary) - Cooling

centrifuges - Cotton swabs - Deep freezers - Flasks - Needles






Written evidence

Oral evidence



Matching questions

Task:collect sample for microorganism identification

Faeces (stool)

Milk

Mucus

Lymph

Organs and tissues

Scabs

- Syringes - Parafirm paper - Permanent

markers - Petri dishes - pH Meter - PPE - Refrigerators - Test tubes - Water baths

Checklist Score

Yes No

Indicator: Aseptic Techniques is well done

Working Area

Disposal of Contaminated Materials

Personal Cleanliness Indicator : Samples are well collected

Swabs sample Faeces (stool) sample

Milk sample


Proper Collection of samples based on protocol

Learning Outcome 1.4: Apply bacteria identification

Isolation of Bacteria

Types of culture media

Preparation of culture

media

Dilution series

Inoculation of sample on

culture media

Streak Plate

Pour Plate Method

Test Tube Cultures

Identification of bacteria

Microscope manipulation

Types of microscopes

Microscope parts and

structure

Care and handling of

microscope

Gram Stain

Antimicrobial Susceptibility


o Brainstorming

o Demonstration

o Group work/search

o Individual and group search on

material used in microbiology


o Visits:

Medical laboratories for

microscope manipulation,

care and handling

Research centers

Veterinary laboratories

- Agar medium - Autoclaves - Bacteriological

filters - Biological

indicators - Bunsen burners - Centrifuges - Colony counter - Colony reader - Cover slide - Disk dispenser - Flasks - Gram stain kit - Immersion oil - Incubators - Kirby-Bauer disk - Light

Microscopes - Magnetic stirrers - MH plate - Müeller Hinton

Agar - Parafirm paper - Permanent

markers - Petri dishes - pH Meter - Pipette - Rotator - Slide

Mucus Lymph

Organs and tissues Scabs sample

Observation


Testing (Antibiogram) - Specimens - Virkon

disinfectant - Water baths - Weighing

balances - Wire loops - Wires for stab

inoculation





Written evidence

Oral evidence


Product


Matching questions

Task: Identify bacteria using a microscope

Checklist Score

Yes No Indicator: Isolation of Bacteria is well performed

Types of culture media Preparation of culture media

Dilution series

Inoculation of sample on culture media Test Tube Cultures

Indicator: Identification of bacteria is well done

Use of microscope

Gram Stain

Antimicrobial Susceptibility Testing (Antibiogram)

Observation


Proper bacteria identification methods according to the protocol

Learning Outcome 2.1: Describe viruses

Structure of virus Genetic material Capsid Envelope

Classification of Virus Morphology Chemical composition

Characterization of virus Multiplication of virus Pathogenicity of virus Resistance of virus Culture conditions of virus

Viruses of veterinary importance


o Brainstorming

o Demonstration of gram

staining techniques

o Group discussion


microorganisms

multiplication, pathogenicity,

resistance and culture

conditions

o Individual and group research

on material used in

microbiology

o Observation of different

forms of micro-organism

o Personal research

o Visit of:

- Books

- Colony counter

- Colony reader

- Computer

- Documentary films

- Immersion oil


- Light Microscopes

(teaching/demonstr

ation & diagnostic)

- Microscope with

digital component

with TV monitor

- pH Meter

- Posters

- PPE

- Projector

Learning unit

LU 2:Identify viruses

2

Learning Outcomes:

1. Describe viruses 2. Select material, tools and equipment for virus identification

3. Collect samples

4. Apply virus identification 20 Hours


Laboratory for


microorganisms

Veterinary clinic for


micro-organisms and

sample collection and

analysis





Written evidence

Oral evidence


Matching questions

Checklist Score

Yes No Indicator: structure of virus is well described

Genetic material

Protein coat/shell/capsid

Envelope

Indicator: Classification of Virus is well done

Morphology Chemical composition

Indicator: viruses are well characterized

Multiplication of viruses

Pathogenicity of viruses Resistance of viruses

Culture conditions of viruses


Proper description of viruses according to their types

Observation

Learning Outcome 2.2: Select material, tools and equipment for virus identification






o Audio-visual presentation o Demonstration o Individual and group search

on material used in

microbiology

o Observation o Visit of:


- Applicator sticks

- Bottles

- Cool box

- Cotton/Cotton swabs

- Disinfectants

- Disposable syringes and

needles

- Glass slides

- Parafirm paper

- Permanent markers

- Petri dishes

- PPE

- Refrigerator

- Swabs

- Tissue forceps





Written evidence

Oral evidence


Product evidence


Matching questions

Task:Select material, tools and equipment for virus

identification



Correct selection of material, tools and equipment for virus

identification based on the protocol

Checklist Score

Yes No Indicator: Material, tools and equipment are well selected

Material, tools and equipment for Sample collection

Material, tools and equipment for Sample transportation

Material, tools and equipment for Sample conservation

Material, tools and equipment for Culture media

Observation

Learning Outcome 2.3: Collect samples

Samples collection Blood Urine Swabs Faeces (stool) Milk Scabs Lymph Mucus Organs and tissues

o Audio-visual presentation o Demonstration o Group work/search o Individual and group search

on material used in

microbiology

o Observation o Visit:


- Aluminum foil

- Autoclave tapes

- Bacteriological filters

- Biosafety cabinets (Level, I

& II or even III)

- Bunsen burners

- Centrifuge tubes (assorted)

- Centrifuges (ordinary)

- Cooling centrifuges

- Cotton swabs

- Deep freezers (-20 & -

70oC)

- Flasks (conical without

stopper) 1

- Modern Autoclaves






Written evidence

Oral evidence


Product evidence


Matching questions


Task: Make presentation of collected sample

Checklist Score

Yes No Indicator: Collection of sample is well performed

Blood sample collection

Urine sample collection

Swabs sample collection Faeces (stool)sample collection

Milk sample collection Scabs sample collection

Lymph sample collection

Mucus sample collection

Organs and tissues sample collection

- Parafirm paper

- Permanent markers

- Petri dishes (autoclavable)

- pH Meter

- PPE

- Refrigerators (ordinary)

- Refrigerators 10-30oC

- Water baths


Proper collection of samples based on protocol

Observation

Learning Outcome 2.4: Apply virus identification

Virus identification: Preparation of material for

virus culture Inoculation of sample on

culture media Isolation of virus Detection of virus:

Hemagglutination assay Nucleic acid amplification

assay PCR RT-PCR Enzyme immunoassay EIAS ELISA

o Audio-visual presentation on virus identification

o Brainstorming on virus identification

o Group discussion

o Group work/research on virus identification

o Individual and group research on virus identification

o Personal research o Visit of:

Laboratory for observation of identified microorganisms

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

- Books

- Colony counter

- Colony reader

- Computer

- Documentary films

- Eggs with embryo


- Light Microscopes

(teaching/demonstrati

on & diagnostic)

- Live tissue

- Immersion oil

- Microscope with

digital component

with TV monitor

- pH Meter

- Pictures

- Posters

- PPE

- Projector

- Video






Appropriate application of virus identification methods according to

the protocol


Written evidence

Oral evidence


Product evidence


Assay

Checklist Score

Yes No

Indicator: Virus identification methods are well applied

Isolation of virus

Cultivation of virus

Detection of virus

Hemagglutination assay

PCR

RT-PCR

EIAS

ELISA

Observation

Learning unit

LU 3: Identify fungi

3

Learning Outcomes:

1. Describe fungi according to their types 2. Select material, tools and equipment for fungi identification based on

the protocol 3. Collect samples based on protocol 4. Apply fungi identification methods according to the protocol

10 Hours

Learning Outcome 3.1: Describe fungi

Description of Structure of Fungi

Yeasts

Molds

Classification of Fungi

Phycomycetes Class Ascomycetes Class Basidiomycetes Deuteromyceters

Fungal Grouping:

Geographic grouping Epidemiologic grouping


o Brainstorming

o Brainstorming

o Group discussion


micro-organisms types and

classification of fungi

o Observation of different

forms of micro-organisms

o Personal research

o Tutorial

- Books

- Colony counter

- Colony reader

- Documentary

films

- Immersion oil

- Internet

connection

- Laptop

- Light

Microscopes






Written evidence

Oral evidence


Matching questions

Checklist Score

Yes No

Indicator:Structure of Fungi

Yeasts

Molds

Indicator:Classification of Fungi

Phycomycetes

Class Ascomycetes

Class Basidiomycetes

Deuteromycetes

Indication : Fungal Groupings

Geographic grouping

Epidemiologic grouping

Taxonomy grouping

Topographic Grouping

Observation

Taxonomy grouping Topographic Grouping:

Superficial Cutaneous Subcutaneous Systemic

- pH Meter

- Posters

- PPE

- Projector


Proper Description of fungi according to their types

Learning Outcome 3.2: Select material, tools and equipment for fungi identification based on the protocol






o Audio-visual presentation o Individual and group search

on material used in identification of fungi

o Demonstration o Observation o Visit of:


- Agar

- Autoclave

- Bacto peptone

- Buckets and basin

- Bunsen burner

- Different culture media

- Disinfectants

- Disposable sterile

graduated 1ml pipettes

- Glass Petri dishes

- Glass pipettes

- Glass rod

- Inoculation loop

- Inoculation needle

- Laptop

- Microscope slides

- Needle holder

- Oxoid malt extract

- Plastic containers with

lids

- Plastic Petri dishes

- PPE

- Projector

- Sigma yeast extract

- Syringes and Needles

- Tissues

- Water bath




Relevant Selection of material, tools and equipment for fungi identification

based on the protocol.




Written evidence

Oral evidence



Matching questions

Task: select material and equipment for fungi identification

Reference books:

Books:

1. Acheson NH. 2006. Fundamentals of Molecular Virology. Wiley.

2. Alberts B, Johnson A, Lewis J, et al. Molecular Biology of the Cell.4th edition. (2002)

3. Baron, J. H. Jorgensen, M. L. Landry, and M. A. Pfaller (ed.), Manual of clinical

microbiology, 9th ed. ASM Press, Washington, D.C.

4. Bauer, A. W., W. M. M. Kirby, J. C. Sherris, and M. Turck. 1966. Antibiotic susceptibility

testing by a standardized single disk method. Am. J. Clin. Pathol. 36:493-496.

5. Carter J & Saunders V. 2007. Virology: Principles and Applications. 1st Ed. Wiley.

6. Clinical Laboratory Standards Institute. 2006. Performance standards for antimicrobial

disk susceptibility tests; approved standard—9th Ed.

Checklist Score

Yes No

Indicator: Material, tools and equipmentare well selected

Material, tools and equipmentfor sample preparation

Material, tools and equipment for sample culturing


Material, tools and equipmentof culture media

Observation

7. CLSI document M2-A9. 26:1. Clinical Laboratory Standards Institute, Wayne, PA.

8. D. S. Weiss. Molecular Microbiology-Bacterial cell division and the septal ring. (2004)

vol. 54, pp. 588-597.

9. Difco. 1984. Difco manual, 10th ed. Difco Laboratories, Detroit, MI.

10. Dr. M.K. Lalitha, 2004, Manual on Antimicrobial Susceptibility Testing

11. Dwight C. Hirsh, N. James MacLachlan and Richard L. Walker, 2004, Veterinary

Microbiology, 2nd Edition. Blackwell Publishing

12. Frank Lowy, Bacterial Classification, Structure and Function, 2008

13. Gelderblom HR. Structures and Classification of Viruses. 1996. Medical Microbiology.

Baron S, editor. Available athttp://www.gsbs.utmb.edu/microbook/toc.htm

14. Glen Sonder J & Karen W Post 2005. Veterinary Microbiology: Bacterial & Fungal Agents

of Animal Diseases. Cold Spring

15. Harbor Lab. Press. Prescot LM, Harley JP &Klen DA. 2005. Microbiology. W. C. Brown

Publ.

16. Jalpa P. Tewari, 2009, Veterinary Mycology, University of Alberta, Canada

17. Jan Hudzicki, 2009, Kirby-Bauer Disk Diffusion Susceptibility Test Protocol

18. Jorgensen, J. H., and J. D. Turnidge. 2007. Susceptibility test methods: dilution and disk

diffusion methods, p. 1152–1172. In P. R. Murray, E. J.

19. Knipe DM, Howley PM, Griffin DE. 2006. Fields Virology. 5th Ed. Vols.I, II.Lippincott,

Williams & Wilkins.

20. Lansing M. Prescott, 2002, Microbiology (5th Edition)

21. Mahy BWJ & Kangaroo HO. 1996.Virology Methods Manual.Academic Press.

22. Murphy FA, Gibbs, EPJ, Holzmek MK &Studdert MJ. 1999. Veterinary Virology. 3th Ed.

Academic Press.

23. Murphy FA. Gibbs EPJ, Horzinek MC, Studdert MJ. 1999, Veterinary Virology, 3rd Edition.

San Diego: Academic Press, Inc.;

24. Quinn PJ, Carter ME, Markey B & Carter GR. 1994.Clinical Veterinary Microbiology.Wolfe

Publ.

25. Scott Mc Vey D. , Melissa Kennedy and M. M. Chengappa, 2013, Veterinary

Microbiology (3rd Edition)

26. Sofia Perea and Thomas F. Patterson, 2002, Antifungal Resistance in Pathogenic Fungi

(Article)

27. The Manual of Clinical Microbiology, 8th Ed. The procedures are paraphrased from the

National Committee for Clinical Laboratory Standards (NCCLS) 2000.Taken by HardyDisk®

Antimicrobial Sensitivity Test (AST) Disks, 2001

28. Tortora GJ, Funke BR &Case CL. 2004. Microbiology: An

Introduction.Benjamin/Cummins Publ.

29. Winn, Jr., W., et al. 2006. Konemann’s color atlas and diagnostic text of microbiology,

6th ed., p. 945–1021.Lippencott Williams & Wilkins Publishers, Philadelphia, PA.

http://www.gsbs.utmb.edu/microbook/toc.htm

30. Wold Assembly of Delegates of OIE, 2013, Collection, submission and storage of

diagnostic specimens

Electronic Resources:

1. www.arjournals.annualreviews.org/loi/micro (Annual Reviews of Microbiology)

2. www.benthem.org/open/tomycj (The Open Mycology Journal)

3. www.edusanjalmicro.blogspot.com/2010/07/types-of-bacteriological-culture-

medium.html

4. www.elsevier.com/locate/vetmic (Veterinary Microbiology)

5. www.gsbs.utmb.edu/microbook/ch041.htm (Structure and Classification of viruses)

6. www.jac.oxford.journals.org (Clinical Bacteriology)

7. www.jb.asm.org (Journal of Bacteriology)

8. www.jcm.asm.org(Journal of Clinical)

9. www.nature.com/nrmicro (Nature Review of Microbiology)

10. www.trends.com/tim (Trends in Microbiology)

11. www.virology.com (Virology Journal)

http://www.arjournals.annualreviews.org/loi/micro

http://www.benthem.org/open/tomycj

http://www.edusanjalmicro.blogspot.com/2010/07/types-of-bacteriological-culture-medium.html

http://www.edusanjalmicro.blogspot.com/2010/07/types-of-bacteriological-culture-medium.html

http://www.elsevier.com/locate/vetmic

http://www.gsbs.utmb.edu/microbook/ch041.htm

http://www.jac.oxford.journals.org/

http://www.jb.asm.org/

http://www.jcm.asm.org/

http://www.nature.com/nrmicro

http://www.trends.com/tim

http://www.virology.com/

Competence

A N H A P 4 0 1 - ANIMAL PHYSIOLOGY

ANHAP401 Describe animal body physiology


Credits: 8 80


Sub-sector:Animal Health


Purpose statement

This module describes the skills, knowledge and attitudes required to characterize, assess and

grade food raw materials. At the end of this module, participants will be able to determine how

suitable the raw material is for further processing, analyze the physical quality of raw material

in order to ensure that contaminants, water, particles, and/or degradants meet specifications

and regulatory requirements.

Competence


N/A







1. Describe animal cell

physiology

1.1 Proper description of the animal cell according to types.

1.2 Proper description of cell organelles based on their functions

1.3 Proper description of cell membrane function according to

their types

1.4 Appropriate description of cell multiplication, based on their

types

2. Describe body defense

mechanism

2.1 Proper description of body defense mechanism according to

their types

2.2 Proper description of defensive cells based on their types

2.3 Proper description of immune system according to their

components

3. Describe the physiology

of body systems

3.1 Proper description of musculoskeletal system physiology

according to their anatomical functions

3.2 Proper description of the circulatory system physiology

according to their types

3.3 Proper description of the respiratory system physiology

based their types.

3.4 Proper description of digestive system physiology based on

the Gastro-intestinal types

3.5 Proper description of uro-genital system physiology based on

the species and sex

3.6 Proper description of nervous system physiology based on

the types

3.7 Proper description of endocrine system physiology according

to organ function

3.8 Proper description of integumentary system physiology based

on the species

Learning Outcome 1.1: Describe animal cell.

Description of animal body organization Cell

Tissue

Organ

System

Description of types of

animal cells

Prokaryotic cells

Typical organisms

Typical size

Type of nucleus

DNA

Ribosomes

Cytoplasmatic structure

Cell movement

Mitochondria

o Research on description of

animal cells according to

types

o Brainstorming on animal

body construction


difference between types of

animal cells

o Microscopic observation on

specimen of cells.

- Pictures

- Video

- Projector

- Computer

- Makers

- Flipchart - Printers - References books - Blackboard - Chalks - Photos - Computers - Microscope - All materials needed in

observation of animal cells into microscope(laboratory)

Learning unit LU 1:Describe animal cell physiology

1

Learning Outcomes:

1. Describe animal cell. 2. Describe cell organelles 3. Describe cell membrane function 4. Describe cell multiplication

20 Hours


http://www.biology-online.org/dictionary/Prokaryotic

Chloroplasts

Organization

Cell division

Eukaryoticcells

Typical organisms

Typical size

Type of nucleus

DNA

Ribosomes


Cell movement

Mitochondria

Chloroplasts

Organization

Cell division





Written evidence

Oral

Open questions


Matching questions

Checklist Score

Yes No

Indicator: Animal body organization is well described

Cell

Tissue

Organ

Organ system

Indicator : Eucaryotic cell is well described


Proper description of animal cell according to types

http://www.biology-online.org/dictionary/Eukaryotic

Typical organisms

Typical size

Type of nucleus

DNA

Ribosomes


Cell movement

Mitochondria

Chloroplasts

Organization

Cell division

Indicator: Procaryotic cell is well described

Typical organisms

Typical size

Type of nucleus

DNA

Ribosomes


Cell movement

Mitochondria

Chloroplasts

Organization

Cell division

Learning Outcome 1.2: Describe of cell organelles

Description of cell organelles Cell membrane or

plasma membrane Centrosome The Golgi Apparatus Lybosome Mitochondria Nucleolus(within

nucleus) Endoplasmic reticulum

(ER)- Vacuole

o Presentation of picture on cell

o Video presentation on cell o Group work on cells

organelles.

- Pictures

- Video

- Projector

- Computer

- Makers

- Flipchart - Printers - References books - Blackboard - Chalks - Photos


cytoplasm Lysosomes Flagellae Plasma membrane





Written evidence

Oral evidence



Description and designing cell structure using prepared slides

into microscope

Checklist Score

Yes No

Indicator: organelles of the cell are well described

Cell membrane or plasma membrane

Centrosome

The Golgi Apparatus

Lybosome

Mitochondria

Nucleolus(within nucleus)

Endoplasmic reticulum (ER)-

Performance criteria

Proper description of cell organelles based on their functions

Vacuole

Cytoplasm

Lysosomes

Flagellae

Plasma membrane

Observation

Learning Outcome 1.3: Describe cell membrane function

Description protection function

Description of transport function Passive transport

Diffusion Facilitated diffusion Osmosis Filtration

Active Transport Primary Active Transport Secondary Active Transport

Phagocytosis Pinocytosis

Description of response to external

stimuli function

o Presentation of picture on cell

o Video presentation on cell o Group work on cells

organelles.

- Pictures

- Video

- Projector

- Computer

- Makers

- Flipchart - Printers - References

books - Blackboard - Chalks - Photos






Proper description of cell membrane function according to their

types


Written evidence

Oral evidence


Learning Outcome 1.4: Describe cell multiplication

Description of cell Division Mitosis

Meiosis

o Presentation of picture on cell division

o Video presentation on cell o Group work on cells types

of cell division

- Pictures

- Video

- Projector

- Computer

- Makers

- Flipchart - Printers - References books - Blackboard

Checklist Score

Yes No

Indicator: Response to external stimuli is well described

Indicator: cell protection is well described

Indicator:animal cell membrane transport is well described

Diffusion

Facilitated diffusion

Osmosis

Filtration

Primary Active Transport

Secondary Active Transport

Phagocytosis

Pinocytosis

Observation


- Chalks - Photos - Computers





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Cell organization is well described

Indicator: Cell division is well described

Mitosis

Meiosis

Observation


Appropriate description of cell multiplication, based on their types

Learning Outcome 2.1: describe body defense cells

Definition of basic

terminologies

Immunity

Immune system

Immune response

Allergens

Antibody

Antigen

Autoimmune

Epitope or Antigenic

Determinant

Description of nonspecific

immunity

First line of defense

mechanism:Intact,

o Presentation of body defense mechanism

o Video presentation on body defense mechanism

o Group work on body defense mechanism

- Pictures

- Video

- Projector

- Computer

- Makers

- Flipchart - Printers - References books - Blackboard - Chalks - Photos - Computers

Learning unit LU 2:Describe body diffense mechanism

2

Learning Outcomes:

1. Describe body defense mechanism 2. Describe defensive cells 3. Describe immune system

20 Hours


unbroken skin, Eyes,

Outer ear canal, Mucus

membranes,Digestive

tract , Genitourinary

tract, Respiratory

tract,Microbial

antagonism

Second line of defense

mechanism:

phagocytosis (cellular

defense), inflammation,

Chemotaxis(fever),

Description of Specific

immunity (Response of

immune system)

Specialized

lymphocytes

Antibodies


Checklist Score

Yes No

Indicator:Basic terminologies are well defined

Immunity

Immune system

Immune response

Allergens

Antibody

Antigen

Autoimmune

Epitope or Antigenic Determinant

Indicator:Nonspecific immunity is well described

First line of defense mechanism

Second line of defense mechanism

Indicator: Specific immunity is well described

Specialized lymphocytes

Antibodies




Written evidence

Oral evidence


Matching questions

Learning Outcome 2.2: Describe body defensive cells (leukocytes)

Description of Phagocytes Granulocytes:

Basophils, neutophils, Eosinophils

Agranulocytes: monocytes, macrophages

Description of Lymphocytes T-cells B-cells

o Presentation of body defense cells classification and structures

o Video presentation on body defense cells

o Group work on body defense cells

- Pictures

- Video

- Projector

- Computer

- Makers


Observation


Proper description body defence mechanism according to their

types






Written evidence

Oral evidence


Matching questions

Checklist Score

Yes No

Indicator:Body defense cells are well described

Basophils

Neutophils

Eosinophils

Monocytes

Macrophages

T-cells

B-cells

Observation

Learning Outcome 2.3: Describe immune system


Proper description of body defensive cells based on their types

Description of components of the Immune system Tonsils and Thymus Lymphatic system Bone marrow Spleen White blood cells

o Presentation of animal Immune system description

o Group work on components of animal Immune system

- Pictures

- Video

- Projector

- Computer

- Makers






Written evidence

Oral evidence

Open questions Matching questions


Checklist Score

Yes No

Indicator: Components of the Immune system are well described

Tonsils

Thymus

Lymphatic system

Bone marrow

Spleen

White blood cells

Observation



Proper description of immune system according to their components

Learning Outcome 3.1:Describe musculoskeletal system physiology

Description bone physiology

Structure of bone Types of bone cells Function of skeletal

System Bone marrow Bone development

Description of muscles physiology Types of muscles

Skeletal muscles

Smooth muscles

Cardiac muscle

Structure of muscle Properties of muscles

Excitability

Contractability

Elasticity

Extensibility

o Presentation of power point

slide on musculoskeletal

system physiology

o Video presentation on

musculoskeletal system

physiology

o Group work on musculoskeletal

system physiology

o Assignments on

musculoskeletal system

physiology,

o Tutorials on musculoskeletal

system physiology

- Pictures

- Video

- Projector

- Computer

- Makers

- Flipchart - Printers - References

books - Blackboard - Chalks - Photos

Learning unit LU3:Describe the physiology of body system

3

Learning Outcomes:

1. Describe musculoskeletal system physiology 2. Describe digestive system physiology 3. Describe the circulatory system physiology 4. Describe the respiratory system physiology 5. Describe uro-genital system physiology 6. Describe nervous system physiology 7. Describe endocrine system physiology

40Hours




performance criterion has been achieved or not.


Written evidence

Oral evidence


Short questions

Checklist Score

Yes No

Indicator: Bone physiology is well described

Structure of bone

Bone marrow

Function of skeletal System

Bone development

Types of bone cells

Indicator: Muscles physiology is well described

Types of muscles

Structure of muscle

Properties of muscles

Observation


Proper description of musculoskeletal system physiology according to their anatomical functions

Learning Outcome 3.2:Describe digestive system physiology

Description of mechanical

digestion

In monogastric

animals

In avians

In ruminants

Description of biological

digedtion

fermentation

Synthetic activity

Recycling of Nitrogen

into proteins

Description of

Biochemical

digestion/Anzymatic

digestion

Salivary gland

Stomach

The pancreas and the

biliary system

Liver

Gall bladder

caecum

o Presentation of power point slide on digestive system physiology

o Video presentation on digestive system physiology

o Group work on digestive system physiology

o Assignments on digestive system physiology,

o Tutorials on digestive system physiology

- Pictures

- Video

- Projector

- Computer

- Makers






Written evidence Matching questions



Proper description of the digestive system physiology according to their types

Oral evidence

Performance

evidence

Open questions


Using stethoscope to asses stomach movement sound and

frequency

Checklist Score

Yes No

Indicator:Mechanical digestion is well described

In monogastric mammals

In avians

In ruminants

Indicator: Biological digestion or Breakdown by microrganisms

Fermentation

Synthetic activity

Recycling of Nitrogen into proteins

Indicator: Biochemical digestion (enzymatic digestion)

Salivary glands

Stomach

The pancreas and the biliary system

Liver

Gall bladder

Cecum

Observation

Learning Outcome 3.3: describe circulatory system physiology

Description of heart as a

pump

Description of blood

vessels

o Presentation of power

point slide on circulatory

system physiology

- Pictures

- Video

- Projector

- Computer


Description of dynamics

of exchange across the

blood capillaries

Description of

pulmonary and systemic

circulation

Description of blood

components physiology

Blood cells

Plasma

o Video presentation on

circulatory system

physiology

o Group work on circulatory

system physiology

o Assignments on

circulatory system

physiology,

o Tutorials on circulatory

system physiology

- Makers






Written evidence

Oral evidence

Performance

evidence

Matching questions

Open questions


Using stethoscope to asses stomach movement sound and

frequency

Checklist Score

Performance criterion Proper description of circulatory system physiology based on the

Gastro-intestinal types

Yes No

Indicator: The heart as a pump were well discribed

Indicator: Blood vessels are well described

Indicator: Dynamics of exchange across the blood capillaries is well described

Indicator: Pulmonary and systemic circulation is well described

Indicator:Blood components physiology is well described

Observation

Learning Outcome 3.4: describe the respiratory system physiology


respiration

Description of external

respiration

Inspiration

Expiration

Description of internal

respiration

Description of cellular

respiration

Description of muscles that

intervene in respiratory

physiology

Muscles of inspiration

Muscles of expiration

Description of frequency

and amplitude of

respiration

Methods of diagnosis of

respiratory rate

Description of carbon

monoxide Poisoning

o Presentation of power point slide on respiratory system physiology

o Video presentation on respiratory system physiology

o Group work on respiratory system physiology

o Assignments on respiratory system physiology,

o Tutorials on respiratory system physiology

- Pictures

- Video

- Projector

- Computer

- Makers






Written evidence

Oral evidence





Proper description of the respiratory system physiology based

their types.

Checklist

Score

Yes No

Indicator: Types of respiration are well described

Description of external respiration

Description of internal respiration

Description of cellular respiration

Indicator:Muscles that intervene in respiratory physiology are well described

Muscles of inspiration

Muscles of expiration

Indicator: requency and amplitude of respiration are well explained

Indicator: Methods of diagnosis of respiratory rate are well explained

Indicator: Carbon Monoxide Poisoning well described

Observation

Learning Outcome 3.5:Describe urogenital system

Description of the urinary

system physiology

Function of the kidney

Urine formation and

excretion

Composition and Properties

of Urine

Description of reproductive

system physiology

Structure and functions of

reproductive organs of males

of different species

Puberty

Spermatogenesis

Structure and functions of

o Presentation of power point

slide on musculoskeletal

system physiology

o Video presentation on uro-

genital system physiology

o Group work on uro-genital

system physiology

o Assignments on uro-genital

system physiology,

o Tutorials on uro-genital

system physiology

- Pictures

- Video

- Projector

- Computer

- Makers


-


reproductive organs of

female:

Puberty

Ovogenesis and

ovulation





Written evidence

Oral evidence


Short questions


Checklist Score

Yes No

Indicator:Urinary system physiology well described

function of the kidney

Urine formation and excretion

Composition and Properties of Urine

Indicator: Describe the reproductive system physiology

Structure and functions of reproductive organs of males of different species

Structure and functions of reproductive organs of female

Observation

Learning Outcome 3.6: Describe nervous system physiology


Proper description of urogenital system physiology according to their anatomical functions


Description of General organization of nervous system physiology Description of Central

Nervous System physiology Function of C.N.S Transmission of

impulse across the synapsis

Reflex arc Description of

Peripheral Nervous Systemphysiology

Cranial nerves Spinal nerve Autonomic

nervous system (sympathetic system and the parasympathetic system)

Description of Sense organsphysiology Sensory Receptors General sense: Skin

Basic functions of the skin:Sensing stimuli

Temperature control :

(Poikilothermic,

Homoiothermic)

Production of vit D

Structures and function of keratin (Calluses,Scales,Nails,Claws, Hoofs andHorns)

Structures of hairs Glands of the skin

(Sweat,Scent,PreenMammary)

Special senses Eye:(muscles,optic

nervetear gland, cone,rod,accommodation,nictating membrane)

o Group work on nervous system physiology Assignments on nervous system physiology,

o Presentation of power point slide on nervous system physiology

o Tutorials on nervous system physiology

o Video presentation on nervous system physiology

o Visit veterinary clinic

- Books - DVD / CD - Knives - Laptop - Pictures - Posters - Power point Slide - PPE - Projector - Scalpel blade

Nose (olfactory nerve)

Tongue (taste buds) Ear (Balance,

Vestibular nerve,Eustachian tube)





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator:Description of Central Nervous System physiologyis properly described

Function of C.N.S

Transmission of impulse across the synapsis

Reflex arc

Indicator : Description of Peripheral Nervous System physiologyis well discussed

Cranial nerves

Spinal nerve

Sympathetic system

Parasympathetic system

Indicator : Description of Sense organs physiology

Sensory Receptors


Relevant Description of nervous system physiology based on the types.

Skin

Eye

Nose

Tongue

Ear

Observation

Learning Outcome 3.7: Describe endocrine system physiology

Classification of endocrine glands: Adrenal gland Hypothalamus Pancreas Parathyroid gland Pineal gland Pituitary gland Testes Thyroid gland Ovaries

Description of Main hormones produced by endocrine glands ADH Adrenaline FSH Glucagon Insulin LH Melatonin MSH Oestrogen Parathormone Progesterone Testosterone

o Group work on nervous system physiology Assignments on endocrine system physiology,

o Presentation of power point slide on nervous system physiology

o Tutorials on endocrine system physiology

o Video presentation on endocrine system physiology

- Books - DVD / CD - Knives - Laptop - Pictures - Posters - Power point Slide - PPE - Projector - Scalpel blade


Thyroxine

Description of Homeostasis Blood Pressure

Regulation Osmoregulation Temperature

Regulation

Description of feedback control Negative feedback Positive feedback

REFERENCES 1. DEHARENG D., Zootechnie générale (1ere et 2eme partie), Université du Burundi, faculté

des sciences agronomiques, département des sciences animales, 174 p 2. 3. Colville T and Bassert J.M., 2008, Clinical anatomy and physiology for veterinary technicians,

second edition, Mosby Elsevier, Pennsylvania, 543 p. 4. 5. LARRAT R. et al., 1984, Manuel vétérinaire des agents techniques de l’élevage tropical,

Ministère des relations extérieures, coopération et développement, Institut d’élevage et de médecine vétérinaire des pays tropicaux, 519 p

6. S. MORRIS; 2006; Circulatory system

7. www.worldofteaching.com

8. Kristy Baird; 2009; a comparison of the different livestock systems

9. Georgia Agricultural Education Curriculum Office; July 2002; Livestock Digestive Systems

10. Blessing, William W. The Lower Brainstem and Bodily Homeostasis.New York: Oxford University Press, 1997

11. Saladin, Kenneth S. Anatomy and Physiology—The Unity of Form and Function, 2nd ed. Dubuque, IA: McGraw-Hill Higher Education, 2001.

http://www.worldofteaching.com/

12. Willmer, P., G. Stone, and I. Johnson.Environmental Physiology of Animals.Oxford: Blackwell Science, 2000.

13. http://nhscience.lonestar.edu/BIOL/tissue.html

14. Stephen B. Adams, DVM, MS, DACVS; October 2014; musclosqueletel system

15. Anatomy & Physiology C. Dugdale, David (16 September 2011). MedLine Plus Medical

Encyclopedia. 16. Maton, Anthea; Jean Hopkins; Charles William McLaughlin; Susan Johnson; Maryanna Quon

Warner; David LaHart; Jill D. Wright (1993). Human Biology and Health.

17. Caldwell HK, Young WS III (2006).. In Lajtha A, Lim R. Handbook of Neurochemistry and Molecular Neurobiology.

http://nhscience.lonestar.edu/BIOL/tissue.html

359 | P a g e

Competence

A N H R F 4 0 1 - RABBIT FARMING

ANHRF401 Perform rabbit farming


Credits: 5 50




Purpose statement

This module describes the skills, knowledge and attitudes required for learners to be

competent in Rabbit farming. At the end of this module, participants will be able to

determine Construct rabbit hutches, management of production, Control diseases

andpredators and record keeping.

360 | P a g e

Competence


N/A

Construct rabbit hutches

Rabbit rearing techniques

Animal handling

Management of production

Control diseases and predator



Performance criteria describe the required performance needed to demonstrate

achievement of the learning unit.



4. Construct rabbit hutches 1.1 Proper selection of hutch site according to the standards

1.2 Appropriate sketching of hutches based on standard 1.3 Properconstruction of hutches according to the

standards

2. Apply rabbit rearing techniques

2.1 Proper selection of breed according to rearing purpose

2.2 Methodical stocking of rabbit according to age and sex

2.3 Adequate feeding based on nutritional requirements

2.4 Correct monitoring of reproduction process based on production plan

3. Control diseases and predators 3.1 Suitable application of hygienic measures according to biosecurity principles

3.2 Proper application of chemo-prophylaxis according to prevention plan

3.3 Proper protection of rabbit against predators

according to their types

361 | P a g e

Learning unit LU 1:Construct rabbit hutches

1

Learning Outcomes:

1. Select hutch site 2. Sketch hutches 3. Construct hutches

10Hours

Learning Outcome 1.1: Select hutch site

Hutch Site selection criteria:

Location of site

Distance from waste

disposal site

Distance from human

habitation

Noise and vibration

Code and regulation

Basic infrastructure and

services

Main road

Feed suppliers

Available market

Water supply

Power source

Soil structure

Type of soil

Ecological condition

Temperature

Humidity

Rain fall

Vegetation is suitable

Sun light

o Brainstorming on selection

environment rabbits are

active, needing opportunities

o Discussing on basic

infrastructure and services

o Presentation on soil

structure


selection criteria

o Field visit for assessing site

requirements

- Rabbit hutch

- Books

- Weather vane

- Thermometer

- Hygrometer

- Decameter

- Sketch

- Internet

- Model hutch sketch


362 | P a g e

Wind

altitude





Written evidence

Oral evidence



Matching questions

Task: Select a good site for constructing a hutch

Checklist Score

Yes No

Indicators: location of site

Distance from disposal waste

Distance from human habitation


Noise and vibration

Indicators: Basic infrastructure and services is considered

Main road

Telephone of services

Available market

Water supply

Power sources

Feed suppliers or store

Indicators: Types of soil is identified

Types of soil

Indicators: Ecological condition

Temperature


Proper selection of hutch site according to the standards

363 | P a g e

Humidity

Sun light

Rain fall


Sun ligth


Learning Outcome 1.2: Sketch hutches

Design different Types of hutches Outdoor colonies

Ground hutch Breeding fattening

Cage hutch

Breeding fattening

Battery hutch

Breeding fattening

Indoor colonies Wooden

Breeding fattening Wire mesh Breeding fattening Slit cage fattening Breeding

Consideration of categories of rabbit hutch Lactating doe Grower Fattening Young female rabbit Dry does buck cage Annexes of hutch:

o Research on Types of sketch hutches

o Group discussion on examples of outdoor colonies

o o Field visit for assessing site requirements

o Group research, discussion and presentation on requirements of rabbit hutch site

o Brainstorming on rabbit hutch components

o Group work on plan sketching

- Pictures

- Video

- Projector

- Computer

- Books

- Sketching

materials

- Weather vane

- Thermometer

- Hygrometer

- Meteorological

data

- Decameter

- Model hutch

sketch

- Internet

Content Learning activities

Resources

364 | P a g e

Office Store of feed and

drugs Feed preparation

room





Written evidence

Oral evidence



Task:Sketch different plans for different hutch types

Checklist Score

Yes No

Indicator: Types of sketch hutches is well identified

Outdoor colonies

Indoor colonies

Indicators: Rabbit hutch component is identified

Lactating doe cage

Grower cage

Fattening cage

Dry does

Buck cage

Annexes of hutch: - Office, Store of feed, Feed preparation room, Drug store.

Observation


Appropriate sketching of hutches based on standard

365 | P a g e

Learning Outcome 1.3: Construct hutches

Selection Criteria for rabbit hutch tools and equipment Cost

Strength

durability

Availability

Hygiene

Safety

Vermin protection

maintenance

Types of construction materials selection Wooden materials

Metallic materials

Fired bricks

Cement and cement

bricks

Concrete and stone

Parts of rabbit hutch Roof wall Floor

Specific equipment of

hutch.

Mangers

Drinkers

Nest

o Group discussion on presentation techniques of Construction materials and equipment selection of a rabbit hutch

o Brainstorming on presentation techniques construction of hutch

o Group presentation of Rabbit hutch tools and equipment selection

- Presentation tools

- hutch

- Pictures

- Video

- Projector

- Computer

- Wood

- Fire brick

- Mud bricks

- cement


366 | P a g e





Written evidence

Oral evidence



Matching questions Task: Construct a good breeding and fattening hutch

Checklist Score

Yes No

Indicator: Rabbit hutch tools and equipment selection is applied

Strength and durability

Cost

Availability

Hygiene

Safety

Vermin protection

Indicators: Construction materials selection is applied

Wooden materials

Metallic materials

Cement and cement bricks

Concrete and stone

Indicator: Types of rabbit hutch identified

Roof

Wall

Floor

Indicators: Designed equipment required of rabbit hutch is applied

Mangers


Properconstruction of hutches according to the standards

367 | P a g e

Drinker

Water tank

Nest

forage ruck,

Abservation

368 | P a g e

Learning unit LU 2:Apply rabbit rearing techniques

2

Learning Outcomes:

1. Select breed 2. Stock rabbit 3. Feed rabbit 4. Monitor reproduction of rabbit

20Hours

Learning Outcome 2.1: Select breed

Common Rabbit breed

Local rabbit

Californian

New Zealand white

Fauve de Bourgogne

Angora

Dutch rabbit

Flemish Giant Chinchilla rabbit

Factors to consider in rabbit breed characterization Coat color Eye color Origin Body conformation Weight Ear position Adaptability Litter size Prolificacy

o Brainstorming on rabbit breed o Group discussion on rabbit breed o Presentation on rabbit breed o Group discussion on categories of

chinchilla rabbit breed o Rabbit farm visit

- Rabbit farm

- Pictures

- Video

- Projector

- ComputeAudiovisual

equipment


369 | P a g e

Element to consider in selection

of rabbit to rear

Productivity of parent

Age

Productivity

Adaptability

Physical appearance

Feed conversion rate

Health temperament

status

Resistance against

disease

Maturity period

Fecundity

Method of selection

Mass selection

Pedigree selection

Selection on

offspring/Progeny

testing

Collateral relative

selection

Tandem selection

Rabbit rearing system

Intensive system

Semi-intensive system

Extensive system

Rabbit handling methods

Correct way to pick up rabbit

Holding a young rabbit head down

Identification methods Tagging

Tattooing

Ear notching



Proper selection of breed according to rearing purpose

370 | P a g e




Written evidence

Oral evidence



Matching questions

Task: Identification selection of breed

Checklist Score

Yes No

Indicators:Factors to consider in rabbit breed characterization

Californian

New Zealand white

Fauve de Bourgogne

Angora rabbit

Dutch rabbit

Flemish giant rabbit

Chinchilla rabbit

Indicator: Element to consider in selection of rabbit to rear

Productivity

Adaptability

Age

Physical appearance


Health status

Resistance against disease

Productivity

Maturity period

Fecundity

Temperament

Indicator: Method of selection

Mass selection

Progeny testing

Pedigree selection

Collateral relative selection

Indicators: Rearing system

Intensive system

Semi-intensive system

Extensive system

371 | P a g e

Indicators: Rabbit handling methods

Correct way to pick up rabbit

Holding a young rabbit head down

Indicators: Identification methods

Tagging

Tattooing

Ear notching

Observation

Learning Outcome 2.2: Stock rabbit

Categories of rabbit stock Lactating doe Grower Fattening Young female rabbit

Factors to consider in stocking rabbit Categories of rabbit Types of breed Welfare requirement

types of housing Air flow and draught feeding system Types of flooring and

drainage

o Research on categories of rabbit

o Group discussion on lactating does

o Presentation on stocking rabbit

o Brainstorming on grower o Practical exercises on

welfare requirement on types of feeding system

- Rabbit farm

- Pictures

- Books

- internet

- Video

- Projector

- Computer






Methodical stocking of rabbit according to age and sex

372 | P a g e


Written evidence

Oral evidence



Matching questions

Task: Describe stocking of rabbit

Checklist Score

Yes No

Indicator: Categories of rabbit stocking is well applied

Lactating of does

Grower

Fattening

Young female rabbit

Indicators: Factors to consider in assessing stocking density is well applied

Categories of rabbit

Types of breed

Welfare requirement types of housing

Air flow and draught

Types of feeding system

Observation

373 | P a g e

Learning Outcome 2.3:Feed rabbit

Types of Rabbit food forage

grasses Legumes Grains

Concentrates Identification of

poisoning plant grasses Legumes Grains

Particularity of rabbit digestive Caecotrophy/

coprophagy

Feeding practices Lactating does Grower Fattening Young female rabbit Watering Teeth overgrowth

control

Feeding records Technical sheet Feeding data

collection Cost ratio analysis Collection and

presentation

o Research on practices of feeding rabbit

o Group discussion on practices of feeding rabbit

o Presentation on the component of a balanced diet

o Brainstorming on component of a balanced diet

- Rabbit

- Diets/feed

- Pictures

- Video

- Projector

- Computer

- Reference books

- Flip chart




Adequate feeding based on nutritional requirements

374 | P a g e




Written evidence

Oral evidence



Matching questions


Task: identify poisoning plant rabbit feeding farmed in school

farm

Checklist Score

Yes No

Indicator: types of rabbit food

Forages

Concentrate

Indicators: Identification of poisoning plant

Grasses

Legumes

Grains

Indicators: Feeding practices

Lactating does

Grower

Fattening

Young female rabbit

Watering

Indicators : feeding records

Feeding card

Teeth overgrowth control

Feeding data analysis

Feeding data Collection and presentation

Technical sheet

Observation

375 | P a g e

Learning Outcome 2.4:Monitor reproduction of rabbit

Management of Rabbit sexing

Rabbit genitalia (young buck, adult, young does, adult does)

Management of rabbit reproduction of buck Puberty time Mating Mating ratio Culling

Management of does and young female Puberty time Mating kindling interval Culling time

Conduct mating Rabbit reproduction cycle Heat induction methods Heat detection Signs of successful mating

Management of pregnant rabbit Determining pregnant Fostering Climatic condition

monitoring

Management of kindle rabbit Kindling Nail trimming Castration Weaning

Rabbit genetic improvement Cross-breed:

Commercial breeding Upgrading Backcrossing, Terminal cross system

Reproduction record keeping Reproduction card

Reproduction data entry


selection criteria

o Group presentation on

selection method

o Brainstorming presentation

on rabbit rearing system

technique

-

- Rabbit farm

- Pictures

- Computer

- Reference books

- Internet

- Rabbit rearing records


376 | P a g e





Written evidence

Oral evidence



Matching questions


Task: Monitor rabbit reproduction of rabbit reared in your school

farm

Checklist Score

Yes No

Indicator: Rabbit sexing is identified

Rabbit genitalia (young buck, adult, young does, adult does)

Indicators: Manage of does and buck

Puberty time

Mating

Mating ratio

Culling

Indicators: Manage of does and young female

Puberty time

Mating

Farrowing interval

Culling time

Indicator: Management of pregnant rabbit is applied

Determining pregnant

Fostering weaning

Climatic condition monitoring

Indicators: Management of kindle rabbit

Kindling

Nail trimming

Castration


Correct monitoring of reproduction process based on production plan

377 | P a g e

Weaning

Indicators:Castration is applied

Castration techniques

Constraint of castration

Indicators: Rabbit genetic improvement well applied

Cross –breed: Commercial breeding, Up grading , Backcrossing, Terminal cross system

Indicators: Reproduction record keeping well applied

Mating day for each does

Outcome of palpation

Numerical size of each litter at birth

Numerical size of each litter at weaning

OBSERVATION

378 | P a g e

Learning unit LU 3:Control diseases and predators

3

Learning Outcomes:

1. Apply hygienic measures 2. Apply chemo-prophylaxis 3. Protect rabbit against predators

20Hours

Learning Outcome 3.1:Apply hygienic measures

General rabbit hutch

hygienic measure Hygiene in cage and

nest Disinfecting

Bio-security measures Isolation Quarantine Fencing Disposal of dead

animal Personnel safety Internal regulation

protocol

Sanitary record keeping Technical sheet Zoo-sanitary card

o Group discussion on general

rabbit hutch hygienic

measure


sanitization of rabbit hutch

o Brainstorming presentation

on biosecurity measures

- Rabbit farm - Books - Computer - Flipchart - Internet - Projector - Audio visual - Internet - Wire mesh - wood - panga - wheelbarrow - makers


379 | P a g e

Formative Assessment3.1Apply hygienic measure




Written evidence

Oral evidence



Short questions

Matching question

Checklist Score

Yes No

Indicator: General rabbit hutch hygienic measure is applied

Hygiene in cage and nest

Disinfecting

Indicators: Bio-security measures

Isolation

Quarantine

Fencing

Disposal of dead animals

Feed management

Personnel safety

Internal regulation protocol

Indicators: Sanitary record keeping is applied

Technical sheet

Zoo-sanitary card

Zoo-sanitary data entry

Observation

Learning Outcome 3.2: Apply chemo-prophylaxis


Suitable application of hygienic measures according to biosecurity

principles

380 | P a g e

s





Written evidence


Matching questions


Task: proper application of chemo-prophylaxis according

prevention plane

Selection of Bio-chemical prevention product

Wormicids Antibiotic Insecticides Acaricids Vaccine disinfectant

Establishment of chemo-prophylactic plan

Hutch hygiene schedule Bio chemical products

are systematically used

Administration techniques of bio-chemical prevention products

Splaying Injection Medicated feed

o Group discussion on standard purchase specification

o Practice of receiving stock items

o Group presentation on administration techniques of bio-chemical prevention product

- Books - Flipchart

Computer - Food items - Internet - Needles - Calendar

Content Learning

activities

Resources


Proper application of chemo-prophylaxis according to prevention plan

381 | P a g e

Checklist Score

Yes No

Indicators: Selection of Bio-chemical prevention product is Applied

Wormicids

Acaricids Antibiotic

Insecticides

Vaccine

Indicators: Establishment of chemo-prophylactic plan is well done Hutch hygiene schedule

Bio-chemical product systematically used

Indicators: Administration techniques of bio-chemical prevention products

Splaying

Injection

Medicated feed

Observation

Learning Outcome 3.3: protect rabbit against predators

Identification of rabbit

predators

Dogs

Cat

Snake

Rodent

Ants

Protection measures of

predators

Fence

Traps

creosote


Categories predators of

rabbit


Categories predators of

rabbit


Prevention of predators

- Audio visual - Rabbit farm - Projector - Computer - Flipchart - Video - markers - wire mesh - wood - internet


382 | P a g e





Written evidence

Oral evidence


Product evidence


Matching question

Checklist Score

Yes No

Indicators: identification of rabbit predators

Dog

Cat

Snake

Rodent

Ants

Indicators :protection measures of rabbit predators

Fencing

Creosote

Traps

Observation


Proper protection of rabbit against predators according to their types

383 | P a g e

Summative Assessment

Integrated situation Resources

URWIBUTSO Entreprise is a company , located at RULINDO District in Northern Province. This company wants to establish a model rabbit farm for supplying exotic breeeding rabbits to the local community. ( Californian, New Zealand white, Fauve de Bourgogne, Angora , Dutch, Chinchilla and Flemish giant).

For better management , URWUBUTSO Entreprise recruit you as veterinary in charge of this rabbit farming project.

You are requested to perform the following tasks:

To design rabbit hutch for five rabbit for each breeds in 1 hours

Select best quality rabbits to keep in 30 min Establish the feeding and rearing plan in 55min Establish the prophylactic plan in 35min

Be aware that:

All tools, material, equipment, products, land, building and market inventory are assumed to be available.

Tools - Decameter - Disinfectant - Drugs (antiseptics, antibiotics and

vaccines) - Farm cards and records - Farm records tools - Feed stuffs (Creep feed, concentrate,

kitchen residues, forage, nutrient supplement, bagger starters and feed additives)

- Hygrometer - Kids boxes - Meteorological data - Tattooing tools - Thermometer

Materials - animals - Building materials - Cleaning materials and products - Clinical materials ( castration

material) - high-pressure sprayer - Scale - Sketching materials

Equipment: - Composting system with deep pits - Feeder and drinker - Feeding system facilities - Feeds storage tanks and bin - Footbath - Land and perimeter fence - Wastes disposal facilities - PPE - Pumps - Water supply facilities - Weather van

384 | P a g e

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Tools, equipment and materials are selected

Tools

Brush

Hoe

Feeders

Drinkers

Thermometer

Calendar

Hygrometer

Decameter

Ear tags applicator

Farm cards

Farm records

Materials

Cleaning products

Bio-chemical product for rabbit

Ear tags

Equipment

Boots

Overall

Gloves

Wind vane

kids box

Water supply facilities

high-pressure sprayer

Scale

Footbath

PPE

Indicator: hutch welfare requirements are checked

Temperature

Ventilation

Orientation

Light

Hutch dimension

Safety of construction material

Indicator: The rabbit and hutch house are well cleaned

House is free of waste

Absence of flies

Appearance

Absence odor

385 | P a g e

Absence bees

Indicator: characteristics of rabbit breeds are identified

Origin

eyes color

coats color

conformation

Weight

ear position

adaptability

litter size

prolificacy

Indicator: selection criteria for selecting does and buck for breeding are setted

Body conformation

litter Size

Live weight


Easy to handle

Healthy status

body defects

Indicator:categories of feed for feeding plan are established

Fattener feeds for growers

Breeder feeds for does and buck

Indicator: prophylactic plan is correctly established

hutch hygienic schedule

biosecurity measures

Disposal of dead animal

Personnel safety


Isolation

Use of bio chemical products is considered

Observation

386 | P a g e

Assesment Criterion 2: Quality of product

Checklist Score

Yes No Indicator: requirements that influence the quality of good hutch are considered

Temperature

Ventilation

Orientation

Light

Cleanliness

Hutch dimension

Safety of construction materials

Indicator: Rabbit breeds are properly identified

Newzeland white

Californian

Fauve de Bourgogne

Angora

Dutch rabbit

Flemish giant

Chinchilla rabbit

Indicator: selection criteria for selecting rabbit for breeding are observed

Body conformation

Size of litter

Live weight


Easy to handle

healthy status

Nobody defects

Indicator : feeding plan is planed

Calendar

Quality

Quantity

frequency

Indicator: prophylactic plan is respected

hutch hygiene schedule

Bio chemical products

Fencing of hutch

Wastes disposal place


Observation

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Assesment Criterion 3: Relevance

Checklist Score

Yes No Indicator: Tools, equipment and materials are well used

Brush

Hoe

Feeders

Drinkers

Thermometer

Hygrometer

Tap measure

Ear tags applicator

Farm cards

Cleaning products

Bio-chemical product for rabbit

Ear tags

Boots

Overall

Gloves

Wind vane



Scale

Indicator: Factors that affect quality are well checked

Time

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No Indicator: Person protective equipment are used

Overall

Boots

Gloves

Indicator:Cleanliness of materials is respected

Brush

Panga

Hoe

Wheelbarrow

water supply facilities

388 | P a g e

Indicator: waste are well managed

Dead animal

Observation

Reference books:

Animal Health and Welfare Panel (2005). The impact of current housing and husbandry

systems onthe health and welfare of farmed domestic rabbits. Scientific Opinion and

Report. The EFSAJournal, 267: 1-31.

Animal Health and Welfare Panel (2006). The welfare aspects of the main systems of

stunning andkilling applied to commercially farmed deer, goats, rabbits, ostriches, ducks,

geese and quail.

https://www.herald.co.zw/construction-factors-to-consider-when-choosing-building-

materials/

https://animalcorner.co.uk/domestic-rabbit-breeds/

https://www.msdvetmanual.com/management-and-nutrition/nutrition-rabbit/feeding-

levels-and-practices-in-rabbit

https://www2.illinois.gov/sites/agr/Animals/AnimalHealth/Pages/Biosecurity-

Measures.aspx

https://www.herald.co.zw/construction-factors-to-consider-when-choosing-building-materials/


https://animalcorner.co.uk/domestic-rabbit-breeds/

https://www.msdvetmanual.com/management-and-nutrition/nutrition-rabbit/feeding-levels-and-practices-in-

https://www.msdvetmanual.com/management-and-nutrition/nutrition-rabbit/feeding-levels-and-practices-in-

https://www2.illinois.gov/sites/agr/Animals/AnimalHealth/Pages/Biosecurity-Measures.aspx


389 | P a g e

Competence

A N H P O 4 0 1 - POULTRY FARMING

ANHPO401 Perform poultry farming


Credits: 10 100

Sector: Agriculture



Purpose statement

This module describes the skills, knowledge and attitudes required to construct poultry house, apply poultry rearing techniques and control poultry diseases At the end of this module, participants will be able to select materials, equipment, breeds

and manage different poultry productions.

Competence

390 | P a g e


N/A







1. Construct poultry house 1.1 Proper selection of poultry house site according to the standards

1.2 Appropriate sketching of poultry house based on standard

1.3 Proper construction of poultry house according to the standards

2. Apply poultry rearing techniques 2.1 Proper preparation of brooding room according to species standard

2.2 Methodical stocking of poultry according to standards

2.3 Proper rearing of parent stock according to their species

2.4 Proper rearing of layers based on their breeds and age

2.5 Proper rearing of broilers based on their breeds and age

2.6 Proper rearing of duck, turkey, geese Guinea fowls and pigeon according to their age

4. Control poultry diseases

3.1 Suitable application of hygienic measures according to biosecurity principles

3.2 Proper application of bio-chemical prophylaxis according to prevention plan

3.3 Proper protection of poultry stress according their causing factors

391 | P a g e

Learning Outcome 1.1: select poultry house site

Poultry shelter site selection

criteria:

Ecological condition Temperature Humidity Rainfall Vegetation Sunlight wind

Soil structure Soil type Altitude

Environment Code and regulation Distance from other

farms Distance from

wastes disposal Distance from

human habitation Site dimension Noise and vibration

Infrastructure and

services:

o Field visit for checking site

ecological condition

requirements

o Poultry farm visit for looking

site selection requirements


environmental

considerations

o Audio visual presentation of

constructing site

o Brainstorming on


types

- Poultry farm

- Audio visual equipment

- Meteorological data

Field visit for checking

site ecological condition

requirements

- Pig farm visit for looking

site selection

requirements

- Group discussion on

environmental

considerations

- Audio visual

presentation of

constructing site

- Brainstorming on

infrastructure and

services types

- Internet

- Van

- Register

- Marker

Learning unit LU 1:Construct poultry house

1

Learning Outcomes:

1. Select poultry house site 2. Sketch poultry house 3. Constructpoultry house

10 Hours


392 | P a g e

Water supply

electricity

market

road

- Chalk

- Board

- Thermometer

- Hygrometer





Written evidence

Oral evidence



Matching questions

Assay

Task: select a good site for constructing a poultry house

Checklist Score

Yes No Indicator : Ecological conditions are checked

Temperature

Humidity

Rainfall

Vegetation

Sunlight

Wind

Indicator: Soil structure is well observed

Soil type

Altitude

Indicator: environment is well observed

Legislation/code and regulation


Proper selection of poultry house site according to the standards

393 | P a g e

Site dimension

Distance from other farms

Distance from wastes disposal


Noise and vibration

Indicator: basic infrastructure and services are identified

Water supply

Electricity

Market

Road


Learning Outcome 1.2: Sketch poultry house

Designing different types of Poultry shelters types: Housing with a run Brooders house, Grower house, Hatchery, Broilers house, Layers house, Foot bath, Run/grasses area, Baths for ducks and gooses,

dimensions , Feed store, Feed mill, Compost pit, Drug store Office

Housing with litter but without a run Housing with slatted

flooring Brooders house, Grower house, Hatchery, Broilers house, Layers house, Foot bath,

o Brainstorming on Shelter components

o Group work on ground plan sketching

o Poultry farm visit for checking component arrangement

o Group discussion on Shelter component arrangement

o Group discussion on ground plan sketch

o Audio visual presentation on Shelter components arrangement

- Poultry farm

- Sketching materials

- Poultry house

ground plan

- Reference books


- Audio-visual

equipment

- Computer


394 | P a g e

Run/grasses area, Baths for ducks and

gooses, dimensions , Feed store, Feed mill, Compost pit, Drug store Office

Battery cages

Brooders house, Grower house, Hatchery, Broilers house, Layers house, Foot bath, Run/grasses area, Baths for ducks and

gooses, dimensions , Feed store, Feed mill, Compost pit, Drug store

Office





Written evidence

Oral evidence


Product evidence


Assay

Task: Sketch a poultry house


Appropriate sketching of poultry house based on standard

395 | P a g e

Checklist Score

Yes No

Indicator:Poultry shelters components are well designed

Brooders house,

Grower house,

Hatchery,

Broilers house,

Layers house,

Foot bath,

Run/grasses area,

Baths for ducks and gooses, dimensions ,

Feed store,

Feed mill,

Compost pit,

Drug store

Office

Indicator:Housing with litter but without a run Housing with slatted flooring

Brooders house

Grower house

Hatchery

Broilers house

Layers house

Foot bath

Run/grasses area

Baths for ducks and gooses, dimensions

Feed store

Feed mill

Compost pit

Drug store

Office

Indicator:Housing with litter but without a run Battery cages

Brooders house

Grower house

Hatchery

Broilers house

Layers house

Foot bath

Run/grasses area

Baths for ducks and gooses, dimensions

Feed store

Feed mill,

Compost pit,

Drug store

Office

396 | P a g e

Observation

Learning Outcome 1.3: construct poultry house

Selection criteria for construction material Cost Availability Durability Hygiene Safety Vermin protection Maintenance

Types of construction material Wooden materials Metallic materials Muddy bricks Fired bricks Cement and cement bricks Concrete and stones

Plastic materials Part of poultry house

Roof Walls floor

Tools, materials and equipment specifications of poultry house

Feed Trough water trough

water tank

Installation of poultry house material and equipment Installation criteria: Age of poultry animal Breeds density

Positioning principles

o Group discussion on selection criteria for construction materials

o Brainstorming on types of construction materials

o Visit of hardware shop for observation of construction materials

o Audio visual presentation on construction materials

o Farm visit for checking construction materials, tools and equipment

o roup discussion on specification on tools, materials and equipments

- Poultry farming

- Hardware shop

- Building

materials

- Pictures

- Audio visual

equipment

- Computer


397 | P a g e





Written evidence

Oral evidence


Product evidence


Assay

Task: construct a good poultry house

Checklist Score

Yes No

Indicator: Selection criteria of shelter material and equipment are considered

Cost

Availability

Durability

Hygiene

Safety

Vermin protection

Maintenance

Indicator : types of construction materials are identified

Wooden materials

Metallic materials

Muddy bricks

Fired bricks


Concrete and stones

Plastic materials

Indicator: Part of poultry house are identified

Roof

Walls


Proper construction of poultry house according to the standards

398 | P a g e

Floor

Indicator: Tools , materials and equipment specifications of poultry house

Feed Trough

water trough

Indicator: Installation of poultry house material and equipment criteria are considered

Age of poultry animal

Breeds

density

Indicator: Positioning principles

Observation

399 | P a g e

Learning unit LU2: Apoultry rearing techniques

2

Learning Outcomes:

1. Prepare brooding room 2. Stock poultry 3. Rear Poultry parent stock 4. Rear layers 5. Rear broilers 6. Rear duck, turkey, geese Guinea fowls and pigeon

80 Hours

Learning Outcome 2.1: Prepare brooding room

Identification of poultry species and breed Guinea fowl Pigeon Chicken Breeds Duck breeds Goose breeds Turkeys breeds

Local breeds Pure chicken

breeds Hybrids

Physical, morphological,

functional main

characteristics of poultry

breeds

Breeds criteria identifications

Size, color, types of comb, feathering, origin,

o brainstorming on poultry breeds o group discussion on poultry

characterization o Group work /research for poultry

breed identification o Audiovisual presentation for

poultry breed identification o Posters presentation o poultry farm visit o Group work on poultry

identification techniques o Brainstorming on rearing systems o Group research on rearing

systems o Demonstration of poultry

identification techniques o Audiovisual presentation on

rearing system or poultry identification techniques

- pig f poultry

- Pictures

- posters

- audio visual

equipment

- Computer

- Internet

- Ear tags

- Ear tag applicator

- Ear notcher - PPE - Poultry farm - Audiovisual equipment - Books - Internet - Brooding material and

equipment : litter, heater, lamps, thermometer, hygrometer, feeders,


400 | P a g e

eggshell color, production, adaptability

Chicken Breeds :

Cobb 500, hubbard, Euribrid, Hybro g, Euribrid Hybro N, Shaver starbro, Ross, New Hampshire, Light Sussex

Duck breeds : - Muscovi or

canard de barbarie,

- Khaki Campbel - Pekin

Goose breeds : Toulouse Pilgrim

Guinea fowl breeds

Pigeon breeds White king Carneau Hommer French Mondain Suiss Mondain Guinea fowl beeds Vulturine guinea

fowl Crested guinea

fowl Helmetedguinea

fowl

Brooding room preparation Installation of

different types of brooders

Correct bedding Relative humidity Lighting Feeding systems Drinking systems

drinkers, sacs, poultry feeds,

- Poultry animal

401 | P a g e





Written evidence

Oral evidence


product



Matching questions

Task: Prepare brooding room

Checklist Score

Yes No

Indicator: Species and breeds are well identified

Guinea fowl

Pigeon

Chicken Breeds:

Duck breeds

Goose breeds

Turkeys breeds

Indicator:brooding room is prepared

Brooding room preparation

Installation of different types of brooders

Correct bedding

Relative humidity

Lighting

Feeding systems

Observation


Proper preparation of brooding room according to species standard

402 | P a g e

Learning Outcome 2.2: stock poultry

categorization of poultry Chicks Growers finisher

Factors to consider in assessing stocking densities:

Type of breed Category of Poultry Welfare requirement Type of housing Type of flooring and

drainage Type of feeding system

o Brainstorming on categories of Poultry

o Group discussion on Poultry stocking density

o Research/ group work on factor to consider in stocking densities

o Video presentation on Poultry farming

o Poultry farm visit


- Pictures

- Computer


- Poultry farm

- Reference books





Written evidence

Oral evidence


Product evidence


Matching questions

Task: prepare a poultry for stocking different categories of

poultry



Methodical stocking of pigs according to age and sex

403 | P a g e

Checklist Score

Yes No

Indicator: categorization of poultry is well done

Chicks

Growers

Finisher

Indicator: Factors to consider in poultry stocking densities are well assessed

Category of Poultry

Welfare requirement

Type of housing

Type of flooring and drainage

Type of feeding system

Category of Poultry

Observation

Learning Outcome 2.3:Rear Stock Parent poultry

Rearing stages Brooding stage

Grading procedures Grading using CV% Grading using

uniformity Post grading practices

Growing stage Grading procedures

Grading using CV%

Grading using

uniformity

Post grading practices

Laying stage Grading procedures

Grading using CV%

Grading using

uniformity

Post grading practices

Management into lay to peak production - Stocking density - Feeder management - Drinker management - Lighting

o Video presentation on brooding

o poultry farm visit brooding, grading

o Group work on poultry Grading techniques

o Brainstorming on rearing systems

o Group research on rearing systems

o Demonstration on grading o Audiovisual presentation on

rearing system

- PPE - Poultry farm - Audiovisual equipment - Books - Internet - Brooding material and

equipment : litter, heater, lamps, thermometer, hygrometer, feeders, drinkers, sacs, poultry feeds,

- Poultry animal


404 | P a g e

Management into lay peak production to depletion

- Stocking density - Feeder management - Drinker management - Lighting





Written evidence

Oral evidence


Product evidence


Matching questions

Assay

Task: Perform stock parents rearing

Checklist Score

Yes No Indicator: Rearing stages are performed

Brooding stage

Growing stage

Laying stage

Management into lay to peak production

Management into lay peak production to depletion

Observation


Methodical stocking of poultry according to standards

405 | P a g e

Learning Outcome 2.4: Rear poultry layers

Description of types production systems

Extensive systems

Free Running Range system

Intensive systems: Slatted floor

system Cage rearing

(Battery cage system)

Types of cage rearing system

Deep litter system Semi-intensive

Run system Fold unit system

Layer Feeding Nutritional needs Feed consumption

Layer watering Quality Quantity

Layer Culling Records keepind

o Group discussionon types of production systems

o Video presentation intensive systems poultry farm visit on intensive systems

o Group work on Layer feeding o Brainstorming on rearing

systems o Group research on rearing

systems o Demonstration on grading

- PPE - Poultry farm - Audiovisual equipment - Books - Internet - Brooding material and

equipment : litter, heater, lamps, thermometer, hygrometer, feeders, drinkers, sacs, poultry feeds,

- Poultry animal





Written evidence

Oral evidence


Product evidence


Matching questions


Assay

Task: rear poultry layers



Proper rearing of layers based on their breeds and age

406 | P a g e

Checklist Score

Yes No

Indicator: Extensive systems are describe

Free Running

Range system

Indicator: Intensive systems are describe

Slatted floor system

Cage rearing (Battery cage system)

Types of cage rearing system

Indicator: Semi-intensive system are describe

Run system

Fold unit system

Indicator: Layer Feeding is applied

Nutritional needs

Feed consumption

Indicator: Layer watering is applied

Quality

Quantity

Indicator: Layer Culling is applied

Layer Culling

Observation

Learning Outcome 2.5: Rear Broilers

Brooding stage Broiler

Starter Feeds Feed

consumption Broiler

Housing requirement

Ventilation Bedding Equipment Good Lighting

practices Stock density

Growing stage

o Field visit on Broiler

Housing requirements

o Audiovisual

presentation on Broiler

Housing requirement

o Practical work on broiler feeding , stock densities

- PPE - Poultry farm - Audiovisual equipment - Books - Internet - Brooding material and equipment :

litterHeaterLampsThermometerhygrometer, feedersdrinkerssacs, poultry feeds

- Poultry animal


407 | P a g e

Growing

Feeds

Feed

consumption

Broiler

Housing

requirement

Ventilation

Bedding

Equipment

Good Lighting

practices

Stock density

Finishing stage

Finishing

Feeds

Feed

consumption

Broiler

Housing

requirement

Ventilation

Bedding

Equipment

Good Lighting

practices

Stock density

408 | P a g e





Proper rearing of broilers based on their breeds and age

409 | P a g e


Written evidence

Oral evidence


Product evidence


Matching questions


Assay

Task: rear broiler poultry

Checklist Score

Yes No

Indicator: Brooding stage is performed

Broiler Starter Feeds

Feed consumption

Broiler Housing requirement

Ventilation

Bedding

Equipment

Good Lighting practices

Stock density

Indicator: Growing stage is performed

Broiler Growing Feeds

Feed consumption


Ventilation

Bedding

Equipment


Stock density

Indicator: Finishing stage is performed

Broiler Finishing Feeds

Feed consumption


Ventilation

Bedding

Equipment


Stock density

Observation

410 | P a g e

Learning Outcome 2.6: Rear Guinea fowls , duck , geese, turkey and pigeon

Rearing of guinea fowls Rearing of guinea fowls

breeds

Vulturine guinea fowl Crested guinea fow Helmetedguinea fowl

guinea fowls housing Selection criteria for

construction material Types of construction

material Part of poultry house

Tools , materials and equipment specifications of poultry house

Installation of poultry house material and equipment

Feeding Nutrient needs Feed consumption Feeding equipment Watering systems

Reproduction Select breeds Hatchering egg diseases Incubation

Production systems Extensive system Semi- intensive systems Intensive

Diseases control Viral diseases Bacterial diseases Protozoa diseases Parasitic diseases

Ducks Ducks breeds

Pekin

o Group discussionon rearing guinea fowl, pigeons, ducks, turkey, geese beeds

o Video presentation on Poultry housing of guinea fowl, pigeons, ducks, turkey and geese

o poultry farm visit on rearing guinea fowl, pigeons, ducks, turkey, geese breeds

o Group work on feeding of guinea fowl, pigeons, ducks, turkey and geese

o Group research on production systems

- PPE - Poultry farm - Audiovisual

equipment - Books - Internet - Brooding material

and equipment : litterHeaterLampsThermometerhygrometer, feeders drinkerssacs, poultry feeds

- Poultry animal


411 | P a g e

Rouen duck Ducks housing

Selection criteria for construction material

Types of construction material

Part of poultry house




Reproduction

Select breeds Hatchering egg diseases Incubation



Geese rearing Geese Breeds Heavy breads Mediun breeds Light breed Geese housing





Installation of poultry house material and equipment Feeding

Nutrient needs

412 | P a g e

Feed consumption Feeding equipment Watering systems




Turkey rearing Turkey Breeds

Board breasted bronze Board breasted white Beltsville small white

Turkey housing Selection criteria for

construction material Types of construction

material Part of poultry house






Diseases control Viral diseases Bacterial diseases

413 | P a g e

Protozoa diseases Parasitic diseases

Pigeon rearing Pigeon Breeds

White King Carneau Homer French Mondain Suiss Mondain

Pigeon housing









Diseases control Viral diseases Bacterial diseases Protozoa diseases Parasitic diseases Predators

414 | P a g e





Written evidence

Oral evidence


Product evidence


Matching questions


Assay

Task: Apply rearing techniques of guinea foawl, duck, geese,

turkey and pigeon

Checklist Score

Yes No

Indicator: Rearing of Guinea fowls is preformed

Guinea fowl Breeds

Guinea fowl house

Guinea fowl feeding

Guinea fowl reproduction

Guinea fowl production system

Guinea fowl diseases

Indicator:Rearing of ducks is performed

Ducks breeds

Ducks breeds house

Ducks breeds feeding

Ducks breeds reproduction

Ducks breeds production system

Ducks breeds diseases

Indicator:Rearing of geese is performed

Geese breeds

Geese breeds house

Geese s breeds feeding

Geese breeds reproduction

Geese s breeds production system

Geese breeds diseases

Indicator: Rearing of turkey


Proper rearing of pigeon, Guinea fowls, duck and geese , turkey according to their age

.

415 | P a g e

Turkey breeds

Turkey breeds house

Turkey breeds feeding

Turkey breeds reproduction house

Turkey breeds production systems

Turkey breeds diseases a

Indicator: Rearing of turkey

Pigeon breeds

Pigeon breeds house

Pigeon breeds feeding

Pigeon breeds reproduction house

Pigeon breeds production systems

Pigeon breeds diseases

Observation

416 | P a g e

Learning Outcome 3.1:.apply hygienic measures

General piggery hygienic

measures Sanitization of piggery:

Cleaning sanitation

Biosecurity measures: Quarantine Isolation Fencing Disposal of dead

animals Feed management Personnel safety Internal regulation

protocol

o Demonstration on hygienic and biosecurity measures application

o Poultry farm visit o Group works/research on

poultry house hygienic

measures application

- PPE - Piggery - computer - Audiovisual equipment - internet - Cleaning materials and

products - Books - disinfectants


Learning unit LU 3: Control poultry diseases

3

Learning Outcomes:

1. apply hygienic measures 2. apply bio-chemical prophylaxis 3. protect poultry stress

10Hours



Suitable application of hygienic measures according to biosecurity principles

417 | P a g e




Written evidence

Oral evidence


Product evidence


Short questions

Task: Apply poultry house hygiene measures

Checklist Score

Yes No

Indicator: Sanitization of piggery is applied

Cleaning

sanitation

Indicator: Biosecurity measures is applied

Quarantine

Isolation

Fencing


Feed management

Personnel safety

Observation

Learning Outcome 3.2: apply bio-chemical and chemical prophylaxis

Selection of Bio-chemical prevention products: anthelmintics Acaricids Insecticides Vaccines disinfectant

Administration techniques of bio-chemical and chemical prevention product Splaying Injection Medicated feed

o Demonstration on bio-chemical products ministrations administration

o Audiovisual presentation o Group work/ research on

Selection of bio-chemical products

o Group work on sanitary record keeping

- PPE - Bio-chemical product for

Poultry - Audiovisual equipment - Internet - Books - Veterinary pharmacy


418 | P a g e

Sanitary record keeping: Zoo-sanitary cards


Disinfection of poultry houses disinfection

techniques disinfection

products

Disinfection of Poultry material and Equipment disinfection

techniques disinfection

products





Written evidence


Product evidence

Matching questions


Matching questions

Open-ended question

Task: Apply bio-chemical prophylaxis in poultry farming

Checklist Score

Yes No

Indicator: Selection of Bio-chemical prevention products are identified

Anthelmintics

Acaricids

Insecticides

Disinfectants

disinfection products

Caccines


Proper application of bio-chemical prophylaxis according to prevention plan

.

419 | P a g e

Indicator:Administration techniques of bio-chemical prevention productare applied

Splaying

Injection

Medicated feed

Indicator: Sanitary record keeping is performed

Technical sheet

Zoo-sanitary cards


Observation

Learning Outcome 3.3: protect poultry stress

Identification of poultry

stress factors

Predator attacks

Insects infestations

Ecological conditions

High or low

temperatures

Environment

changes

Shows

Breeding issues

Treatments

Bathing

Transport

Noise

Feeding

Watering

Diseases

Management of stress

Environmental

Nutritionnal

Physiological

Physical stress

Social

Psycological

Pathological

o Discussion on poultry stress factors

o Group search on management of stress factors

- Books - Internet - laptop


420 | P a g e





Written evidence

Oral evidence


Product evidence


Task: manage poultry stress

Checklist Score

Yes No Indicator: Management of poultry stress is performed

Predator attacks

Insects infestations

Ecological conditions

Breeding issues

Treatments

Bathing

Transport

Noise

Feeding

Watering

Diseases

Stress is well managed

Environmental

Nutritionnal

Physiological

Physical stress

Social

Psychological

Pathological

Observation


Proper protection of poultry stress according their causing

421 | P a g e



A farmer in BUGESERA District, MAYANGE has 1000 chicken among them he has 500one day old chick, growers 300 and layers 200.The activities of this farming is on-going because she has already built a poultry houses, He has bought different materials and equipment and after that he got information that when the materials and equipment are not well installed the expected results were not achieved. As veterinary nurse, he recruits you in order to solve that problem of installation of materiel and equipment in poultry house (brooder house, grower house and layer house) you have 2 hours for solving that problem All needed resources you need are available his farm.

- Tools, materials and equipment: - PPE: (safety shoes/ boots, filter

mask, gloves, lab coats/ Overall) - Feeders, - drinkers, - eggs trays, - Barrels, - hygrometer - litter (wood shaving), - heater(charcoal stoves) - charcoals - Cleaning materials(brush,

buckets, Jerry cans, squeegees, )

- Lamps - Sacs - Scales - Thermometers - Wheelbarrow - Shovel - Laying nests - Perches - Cleaning products and

disinfectants

- Bio-chemoprevention products


Checklist Score

Yes No

Indicator: Tools, equipment and materials are selected

Indicator: Tools and materials

Feeders

drinkers

egg trays

litter (wood shaving)

heater(charcoal stoves)

charcoals

Barrels

Hygrometer

Brush

squeegees

Lamps

422 | P a g e

Sacs

Thermometers

Shovel

Perches

Jerrycans

Buckets

Indicator: Equipment

Scales

Laying nests

Wheelbarrow


Indicator: poultry houses are prepared

Walls

Floor

Ventilation

Observation


Checklist Score

Yes No

Indicator: Installation of equipment in poultry brooder house is well done

Tools and equipments

Thermometer

Hygrometer

Litter

Heater

Feeders

Drinkers

Lamps

Indicator: Installation of equipment in poultry grower house is well done

Thermometer

Hygrometer

Litter

Heater

Feeders

Drinker

Perches

Lamps

Indicator: Installation of equipment in poultry layer house is well done

Thermometer

Hygrometer

Litter

Heater

Feeders

423 | P a g e

Drinker

Perches

Lamps

Laying nests

Observation


Checklist Score

Yes No

Indicator: tools, materials and equipments are well installed

Feeders

drinkers

egg trays

litter (wood shaving)


charcoals

Barrels

Hygrometer

Brush is

squeegees

Lamps

Sacs

Thermometers

Shovel

Perches

Jerrycans

Buckets

Indicator: Favorable conditions of brooder house are well installed

Temperature

Stocking density

Humidity

Time

Indicator: Favorable conditions of growers house are well installed

Temperature

Stocking density

Humidity

Time

Indicator: Favorable conditions of layers house are well installed

Temperature

Stocking density

Humidity

Time

424 | P a g e

Observation


Checklist Score

Yes No

Indicator: tools, materials and equipments are used

Boots

Coverall

Filter mask

Indicator: wastes are well managed

Non degradable waste

Degradable waste

Observation

Reference books:

Professional cooking (seventh edition) ), WAYNE GISSLEN, 2011

https://thepoultrysite.com/articles/site-selection-factors-for-new-poultry-facilities

https://www.researchgate.net/publication/322021302_Different_Types_of_Poultry_Housing_Syste

m_for_Tropical_Climate/

http://es.aviagen.com/assets/Tech_Center/AA_Breeder_ParentStock/AAPSHandBook2018.pdf

Parents stock handbook 2018

https://www.researchgate.net/publication/281207190_ASSESSMENT_OF_THE_QUALITY_OF_THE_P

OULTRY_FEED_AND_ITS_EFFECT_IN_POULTRY_PRODUCTS_IN_BANGLADESH/download

file:///D:/Users/CELESTIN/Downloads/Qualityofpoultryfeed.pdf

https://www.fastonline.org/CD3WD_40/JF/414/05-234.pdf

http://www.aviagenturkeys.com/uploads/2018/04/16/ATL_Iss1_Management%20Guidelines%20for

%20Breeding%20Turkeys.pdf

https://thepoultrysite.com/articles/site-selection-factors-for-new-poultry-facilities

https://www.researchgate.net/publication/322021302_Different_Types_of_Poultry_Housing_System_for_Tropical_Climate/

https://www.researchgate.net/publication/322021302_Different_Types_of_Poultry_Housing_System_for_Tropical_Climate/

http://es.aviagen.com/assets/Tech_Center/AA_Breeder_ParentStock/AAPSHandBook2018.pdf

https://www.researchgate.net/publication/281207190_ASSESSMENT_OF_THE_QUALITY_OF_THE_POULTRY_FEED_AND_ITS_EFFECT_IN_POULTRY_PRODUCTS_IN_BANGLADESH/download

https://www.researchgate.net/publication/281207190_ASSESSMENT_OF_THE_QUALITY_OF_THE_POULTRY_FEED_AND_ITS_EFFECT_IN_POULTRY_PRODUCTS_IN_BANGLADESH/download

https://www.fastonline.org/CD3WD_40/JF/414/05-234.pdf

http://www.aviagenturkeys.com/uploads/2018/04/16/ATL_Iss1_Management%20Guidelines%20for%20Breeding%20Turkeys.pdf

http://www.aviagenturkeys.com/uploads/2018/04/16/ATL_Iss1_Management%20Guidelines%20for%20Breeding%20Turkeys.pdf

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https://www.yourchickens.co.uk/care-and-advice/stress-in-chickens-1-3426757?action=register

http://agritech.tnau.ac.in/expert_system/poultry/Biosecurity%20and%20Disease%20Management.h

tml

http://es.aviagen.com/assets/Tech_Center/AA_Breeder_ParentStock/AA-PocketGuide2019-

1Rearing-EN.pdf

http://www2.ca.uky.edu/agcomm/pubs/ASC/ASC209/ASC209.pdf

https://www.yourchickens.co.uk/care-and-advice/stress-in-chickens-1-3426757?action=register

http://agritech.tnau.ac.in/expert_system/poultry/Biosecurity%20and%20Disease%20Management.html

http://agritech.tnau.ac.in/expert_system/poultry/Biosecurity%20and%20Disease%20Management.html

http://es.aviagen.com/assets/Tech_Center/AA_Breeder_ParentStock/AA-PocketGuide2019-1Rearing-EN.pdf

http://es.aviagen.com/assets/Tech_Center/AA_Breeder_ParentStock/AA-PocketGuide2019-1Rearing-EN.pdf

http://www2.ca.uky.edu/agcomm/pubs/ASC/ASC209/ASC209.pdf

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Competence

A N H P F 4 0 1 - PIG FARMING

ANHPF401 Perform pig farming


Credits: 5 50


Sub-sector: animal health

Issue date: June 2019

Purpose statement

This module describes the skills, knowledge and attitudes requiredfor a learner to be

competent in pig farming. At the end of this module, participants will be able to construct a

piggery, rear pigs and control pig diseases.

Competence

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Fodder crop and rangeland management

Concentrate feeds preparation and distribution

Prevention of animal diseases principles







5. 1.Construct piggery 1.1. Proper selection of piggery site according to the standards

1.2. Appropriate sketching of piggery based on standard

1.3. Proper construction of piggery according to the standards

6. 2.Apply pig rearing techniques 2.1. Proper selection of breed according to rearing purpose

2.2. Methodical stocking of pigs according to age and sex

2.3. Adequate feeding based on nutritional requirements

2.4. Correct monitoring of reproduction process based on production plan

7. 3.Control diseases

3.1. Suitable application of hygienic measures according to biosecurity principles

3.2. Proper application of bio-chemical prophylaxis according to prevention plan

3.3. Proper prevention of metabolic and nutritional disorders according to their causes

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Learning Outcome 1.1: select piggery site

Piggery site selection criteria:

Ecological condition Temperature Humidity Rainfall Vegetation Sunlight wind

Soil structure Soil type Altitude

Environment Code and regulation Distance from other

farms Distance from

wastes disposal Distance from

human habitation Site dimension Noise and vibration

Infrastructure and

services:

Water supply

electricity

o Field visit for checking site

ecological condition

requirements

o Pig farm visit for looking site

selection requirements


environmental

considerations

o Audio visual presentation of

constructing site

o Brainstorming on


types

- Pig farm

- Audio visual equipments

- Meteorological data

- Books

- Pictures

- Internet

- Van

- Register

- Marker

- Chalk

- Board

- Thermometer

- Hygrometer

Learning unit LU 1:Construct piggery

1

Learning Outcomes:

1. Select piggery site

2. Sketch piggery

3. Construct piggery

15Hours


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market

road





Written evidence

Oral evidence



Matching questions

Task : select a good site for constructing a piggery

Checklist Score

Yes No

Indicator: Ecological conditions are checked

Temperature is suitable

Humidity is suitable

Rainfall is appropriate


Sunlight is moderate

Wind is suitable

Indicator:Soil structure is well observed

Soil type

Altitude

Indicator: environment is well observed


Proper selection of piggery site according to the standards

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Legislation/code and regulation

Site dimension

Distance from other farms

Distance from wastes disposal


Noise and vibration

Indicator: basic infrastructure and services are identified

Water supply

Electricity

Market

Road

Observation:

Learning Outcome 1.2: Sketch piggery

Designing different types of piggery Breeding piggery components:

Dry sow/gilt pen Pregnant pen Farrowing pen Lactating pen Weaner pen Boar pen Annexes : Office Run Weighing yard Drug store Feed preparation room Kitchen Compost pit

Fattening piggery components:

Fattening pen Annexes :

Office Run Weighing yard

o Brainstorming on piggery components

o Group work on ground plan sketching

o Pig farm visit for checking piggery component arrangement

o Group discussion on piggery component arrangement

o Group discussion on ground plan sketch

o Audio visual presentation on piggery components arrangement

- Pig farm

- Sketching

materials

- Piggery ground

plan

- Reference

books

- Internet

connection

- Audio-visual

equipment

- Computer


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Drug store Feed preparation room Kitchen Compost pit

Breeding and fattening piggery

components: Dry sow/gilt pen Pregnant pen Farrowing pen Lactating pen Weaner pen Fattening pen Boar pen Annexes :

Office Run Weighing yard Drug store Feed preparation room Kitchen Compost pit




Typesof evidence Portfolio assessment tools

Written evidence

Oral evidence


Product evidence


Task: sketch different plans for different piggery types


Appropriate sketching of piggery based on standard

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Checklist Score

Yes No

Indicator: Breeding piggery is designed

Dry sow/gilt pen

Pregnant pen

Farrowing pen

Lactating pen

Weaner pen

Boar pen

Annexes

Indicator: fattening piggery is designed

Fattening pen

Annexes

Indicator: breeding and fattening piggery is designed

Dry sow/gilt pen

Pregnant pen

Farrowing pen

Lactating pen

Fattening pen

Boar pen

Annexes

Observation

Learning Outcome 1.3: construct piggery

Selection criteria for construction material Cost Availability Durability Hygiene Safety Vermin protection Maintenance

Types of construction material Wooden materials Metallic materials Muddy bricks Fired bricks

o Group discussion on selection criteria for construction materials

o Brainstorming on types of construction materials

o Visit of hardware shop for observation of construction materials

o Audio visual presentation on construction materials

o Farm visit for checking construction materials, tools and equipment

o Group discussion on specification on tools,

- Pig farm

- Hardware shop

- Building materials

- Pictures


- Computer


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Concrete and stones Plastic materials

Part of piggery

Roof Walls floor

Tools , materials and equipment specifications of piggery

Feed Trough water trough water tank

materials and equipments





Written evidence

Oral evidence


Product evidence


Task: Construct a good breeding and fattening piggery

Checklist Score

Yes No

Indicator: selection criteria for construction materials are identified

Cost

Availability

Durability

Hygiene

Safety

Vermin protection

Maintenance

Indicator: types of construction materials are identified

Wooden materials

Metallic materials

Muddy bricks

Fired bricks


Proper construction of piggery according to the standards

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Plastic materials


Concrete and stones

Indicator: Tools , materials and equipment specifications are respected

Feed Trough

water trough

water tank

Observation

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Learning Outcome 2.1: Select pig breeds

Common pig breed : Local breed Large white Landrace Pietrain Duroc Hampshire Tamworth Wessex saddleback Saddle back Combrough Large black Middle white

Factor to consider in pig breed characterisation : skin colour origin body conformation Weight ear position adaptability litter size prolificacy

element to consider in Selection

of pig to rear

Productivity of parents

Adaptability(hardness)

o brainstorming on pig breeds o group discussion on pig

characterization o Group work /research for pig

breed identification o Audiovisual presentation for pig

breed identification o Posters presentation o Pig farm visit o Group work on pig

identification techniques o Brainstorming on rearing

systems o Group research on rearing

systems o Demonstration of pig

identification techniques o Audiovisual presentation on

rearing system or pig identification techniques

- pig farm

- Pictures

- posters

- audio visual

equipment

- Computer

- Internet

- Ear tags

- Ear tag

applicator

- Ear notcher

Learning unit LU 2:Apply pig rearing techniques

2

Learning Outcomes:

1. Select pig breeds

2. Stock pigs

3. Feed pigs 4. Monitor pig reproduction

25 Hours


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Age

Physical appearance


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 Tandem selection

Rearing systems:

Intensive system Semi intensive system Extensive system:

Scavenging Backyard/tethering

Animal identification

techniques:

Tagging Ear notching Tattooing





Written evidence

Oral evidence


Product evidence


Matching questions

Task:select four pigs for rearing in AMAYAGA region in

permanent confinement


Proper selection of breed according to rearing purpose

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Checklist Score

Yes No

Indicator: Factors to consider in pig characterization are considered

skin colour

origin

body conformation

Weight

ear position

adaptability

litter size

prolificacy

Indicator: element to consider in selection criteria of pig to rear are well observed

Productivity of parents

Adaptability(hardness)

Age

Physical appearance


Health status

Resistance against diseases

Productivity

Maturity period

Fecundity

Temperament

Indicator: selection methods are well applied

Mass selection

Progeny testing or offspring testing

Pedigree selection

Collateral relative selection

Tandem selection

Indicator: Rearing system is identified

Intensive system

Semi intensive system

Extensive system

Indicator: Animal identification technique is performed

Tagging

Ear notching

Tattooing

Observation

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Learning Outcome 2.2: stock pigs

categorization of pigs : Dry sow/ gilt Pregnant sow Lactating sow with her

piglets Weaners Growers Boars

Factors to consider in assessing stocking densities: Type of breed Category of pig Welfare requirement Type of housing Type of flooring and

drainage Type of feeding system

o Brainstorming on categories of pigs

o Group discussion on pig stocking density

o Research/ group work on factor to consider in stocking densities

o Video presentation on pig farming

o Pig farm visit


- Pictures

- Computer


- Pig farm

- Reference books






Methodical stocking of pigs according to age and sex

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Written evidence

Oral evidence


Product evidence


Matching questions

Task: prepare a piggery for stocking different categories of

pigs

Checklist Score

Yes No

Indicator: categorization of pigs are well performed

Dry sow/ gilt

Pregnant sow

Lactating sow with her piglets

Weaners

Growers

Boars

Indicator:Factors to consider in stocking densities are well assessed

Type of breed

Category of pig

Welfare requirement

Type of housing

Type of flooring and drainage

Type of feeding system

Observation

Learning Outcome 2.3: feed pigs

Feeding practices for :

Boar

dry sow and gilt

Pregnant sow

Lactating sow and litter

Young piglets

Weaners

Grower and finisher

pigs

Watering pig

o Research / group work on balanced feed components

o Group discussion on pig feeding practices

o Brainstorming on components of balanced diet

o Audio visual presentation on pig feeding

o Practical exercises on feeding pigs

- Pictures


- Computer

- internet

- Reference books

- Flip chart

- Markers


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Feeding records:

feeding cards

feeding data collection

cost ratio analysis





Written evidence

Oral evidence


Product evidence


Matching questions


Task: perform pig feeding of pig farmed is school farm

Checklist Score

Yes No

Indicator: feeding practice is well performed

Boar, dry sow and gilt

Pregnant sow

Lactating sow and litter

Young piglets

Weaners

Grower and finisher pigs

Indicator: water is well distributed

Indicator: record keeping is well performed

Feeding data are well collected

Feeding cards are well filled

cost ratio analysis

Observation


Adequate feeding based on nutritional requirements

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Learning Outcome 2.4: monitor pig reproduction

Element to consider in

selection of sows for

breeding

Number of teats

Body conformation

Size of litter of which the

pig was a member

Live weight


Easy to handle

From healthy parents

Element to consider in

selection of boar for

breeding

Body conformation

Size of litter of which the

pig was a member

Live weight


Easy to handle

Two equal testicles for

boar


Management of boar:

Puberty time

Mating time

Mating ratio

Culling

Management of sow and

gilts:

Puberty time

Mating time

Heat detection

Farrowing

Fostering

Culling

Methods of services:

Natural mating

o Group work and discussion on future parent selection

o Demonstration of pig mating o Farm visit and demonstration of

farrowing preparation and young piglets care

o Audiovisual presentation on pig reproduction management

- Pig farm - Reference books - Pig reproduction

diagram - Pig reproduction

cards - Audiovisual

equipment - Pictures

- Computer

- internet

- Flip chart

- Markers


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Artificial insemination

Management of young

piglet:

Climatic condition

monitoring

Iron supplementation

Castration

Canine clipping

Tail docking

Weaning

Pig genetic improvement:

Cross breeding

Commercial breeding

Up grading

Backcrossing

Terminal cross system

Reproduction record

keeping:

Technical reproduction

diagram ( Annual

reproduction chart)

Reproduction cards

Reproduction data entry





Written evidence

Oral evidence


Product evidence


Matching questions


Task: monitor pig reproduction of pigs reared in your school farm


Correct monitoring of reproduction process based on production

plan

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Checklist Score

Yes No

Indicator: Selection criteria for sows for breeding are well observed

Number of teats

Body conformation

Size of litter of which the pig was a member

Live weight


Easy to handle


Indicator: Selection criteria for boar for breeding are well observed

Body conformation


Live weight


Easy to handle

Two equal testicles for boar


Indicator: management of boar is applied

Puberty time

Mating time

Mating ratio

Culling

Indicator: management of sow/ gilt is applied

Puberty time

Mating time

Heat detection

Farrowing

Fostering

Culling

Indicator: methods of services are identified

Natural mating

Artificial insemination

Indicator: Management of young piglet is applied

Climatic condition monitoring

Iron supplementation

Weaning

Castration

Canine clipping

Tail docking

Indicator: Pig genetic improvement is applied

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Cross breeding

Commercial breeding

Up grading

Backcrossing

Terminal cross system

Indicator: Reproduction record keeping is performed

Technical reproduction diagram ( Annual reproduction chart)

Reproduction cards

Reproduction data collection and interpretation

Observation

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Learning Outcome 3.1: apply hygienic measures.

General piggery hygienic

measures Sanitization of piggery:

Cleaning sanitation

Biosecurity measures: Quarantine Isolation Fencing Disposal of dead

animals Feed management Personnel safety Internal regulation

protocol

o Demonstration on hygienic and biosecurity measures application

o Pig farm visit Group works/research on

piggery hygienic measures

application

- PPE - Piggery - computer - Audiovisual equipment - internet - Cleaning materials and

products - Books - disinfectants


Learning unit LU 3: control diseases

3

Learning Outcomes:

1. Apply hygienic measures 2. Apply bio-chemical prophylaxis 3. Prevent metabolic and nutritional disorders

10Hours



Suitable application of hygienic measures according to biosecurity

principles

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Written evidence

Oral evidence


Product evidence


Short questions

Task: apply piggery hygiene measures of your school

Checklist Score

Yes No

Indicator: Sanitization of piggery is applied

Cleaning

sanitation

Indicator: Biosecurity measures is applied

Quarantine

Isolation

Fencing


Feed management

Personnel safety

Internal regulation protocol is respected

Observation

Learning Outcome 3.2: Apply bio-chemical prophylaxis

Selection of Bio-chemical prevention products: anthelmintics Acaricids Insecticides Vaccines disinfectant

Administration techniques of bio-chemical prevention product Splaying Injection Medicated feed

o Demonstration on bio-chemical product administration

o Audiovisual presentation o Group work/ research on bio-

chemical application measures

- PPE - Bio-chemical product for pig - Audiovisual equipment - Internet - Books - Veterinary pharmacy


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Sanitary record keeping: Zoo-sanitary cards Zoo-sanitary data

entry





Written evidence


Matching questions


Task: apply bio-chemical prophylactic measures in a pig farm

Checklist Score

Yes No

Indicator: Selection of Bio-chemical prevention products are identified

Anthelmintics

Acaricids

Insecticides

Disinfectants

Vaccines

Indicator:Administration techniques of bio-chemical prevention product are applied

Splaying

Injection

Medicated feed

Indicator: Sanitary record keeping is performed

Technical sheet

Zoo-sanitary cards


Observation


Proper application of bio-chemical prophylaxis according to prevention plan

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Learning Outcome 3.3: prevent metabolic and nutritional disorders

Common metabolic disorders:

Parakeratosis

Acidosis

Photosensitization

Three weeks crisis

Basic principles to control metabolic disorders:

Prevention of further absorption,

Supportive/symptomatic treatment

Specific antidotes

o Group work/ research on metabolic disorders of pigs

o Group discussion on the cause of metabolic disorders for pig

o Audio visual presentation on metabolic disorders of pigs


- Computer - internet - Flipchart - markers





Written evidence

Oral evidence


Product evidence



Matching questions

Task: control metabolic and nutritional disorders of pigs

Checklist Score

Yes No

Indicator: common metabolic and nutritional disorders are identified

Three weeks crisis

Parakeratosis

Acidosis

Photosensitization

Indicator: Basic principles to control metabolic disorders are applied



Proper prevention of metabolic disorder according to their causes

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Prevention of further absorption,

Supportive/symptomatic treatment

Specific antidotes

Observation



COEPO is a cooperative, located at RULINDO District in Northern Province. This cooperative in the past time has a pig farm that was managed in a traditional system. Now days the cooperative want to renew his farming and modernize his project of pig farming in order to maximize profit.

At this time, COEPO has adopted: To keep sows and boar to generate piglets to be sold at weaning

stage (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)

For better results, the cooperative wants to recruits you as a veterinary nurse in charge of this pig farming project. You are requested to: - Check if the piggery respect all requirement for a modern piggery

in 40 minutes

Select best quality pigs for breeding in 50 minutes

Establish the feeding plan in 30 minutes

Establish the prophylactic plan in 30 minutes

Be aware that: - All tools, material, equipment, products, land, buildings are

available.

Tools : - Thermometer - Hygrometer - Decameter - Ear tags applicator - Farm cards - Cleaning tools(spade,

brush, wheelbarrow, hoe)

- Feeders - drinkers

Materials and animals : - Animals (sows, boars,

piglets) - Cleaning products(soap,

disinfectant) - Bio-chemical product for

pig (anthelmintics, vaccines, Acaricids, insecticides)

- Feed stuffs - Blades - Ear tags - pen

Equipment: - Boots - Overall - gloves - Wind vane - Piglets hot boxes - Water supply facilities - high-pressure sprayer - Scale

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Checklist Score

Yes No

Indicator: Tools, equipment and materials are well selected

Tools

Brush

Spade

Hoe

Feeders

Drinkers

Thermometer

Hygrometer

Decameter

Ear tags applicator

Feeding cards

Pig reproduction diagram

Pig reproduction cards

Materials

Cleaning products

Bio-chemical products for pig

Ear tags

Equipment

Boots

Overall

Gloves

Wind vane

Piglets hot boxes



Scale

Indicator: piggery welfare requirements are checked

Temperature

Ventilation

Orientation

Light

Pen dimensions


Indicator: The pig and piggery house cleanliness is checked

House is free of dust

Absence of bad odor

Appearance

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Absence of flies

Indicator: characteristics of pig breeds are identified

skin color

origin

conformation

Weight

ear position

adaptability

litter size

prolificacy

Indicator: selection criteria for selecting sows and boar for breeding are setted

Number of teats

Body conformation


Live weight


Easy to handle

Two testicles for boar


Indicator:categories of feed in feeding plan are established

Creep feeds for piglets

Fattener feeds for growers

Breeder feeds for sows and boars

Indicator: feeding plan is established

Feeding schedule

Feeding cards

Indicator: prophylactic plan is established

Piggery hygienic schedule

Biosecurity measures


Observation

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Checklist Score

Yes No

Indicator: requirements that influence the quality of good piggery are identified

Temperature

Ventilation

Orientation

Light

Cleanliness

Pen dimensions


Indicator: pig breed is properly identified

skin colour

origin

conformation

Weight

ear position

adaptability

litter size

prolificacy

Indicator: selection criteria for selecting pigs for breeding are observed

Number of teats

Body conformation


Live weight


Easy to handle



Indicator : feeding plan is planned

Categories of feeds

Feeding frequencies

Quantity of feeds

Indicator: prophylactic plan is planned

Piggery hygiene schedule


Fencing of piggery

Wastes disposal place

Use of bio chemical products

Observation

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Checklist Score

Yes No

Indicator: Tools, equipment and materials are well used

Brush

Spade

Hoe

Feeders

Drinkers

Thermometer

Hygrometer

Decameter

Ear tags applicator

Farm cards

Pig reproduction diagram

Pig reproduction cards

Cleaning products

Bio-chemical product for pig

Ear tags

Boots

Overall

Gloves

Wind vane

Piglets hot boxes



Scale

Indicator: requirements that influence the quality of good piggery are well respected

Temperature

Ventilation

Orientation

Light

Cleanliness

Pen dimensions


Indicator: characterization of pig breed is properly done

skin colour

origin

conformation

Weight

ear position

adaptability

litter size

prolificacy

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Indicator: selection criteria for selecting pigs for breeding are well respected

Number of teats

Body conformation


Live weight


Easy to handle



Indicator: feeding plan is correctly established

Feeding schedule

Preparation of feeding cards

Indicator: prophylactic plan is correctly established

Piggery hygienic schedule

Biosecurity measures


Indicator: Factors that affect quality are well checked

Observation


Checklist Score

Yes No

Indicator: person protective equipments are used

Overall

Boots

Gloves

Indicator:cleanliness of materials is respected

Brush

Spade

Hoe

Wheelbarrow

water supply facilities

Indicator: waste are well managed

Observation

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References:

David H. holness, 1991, pigs, Harare, zimbabwe

Devendra, c.andFuller.M.F., 1979, pig production in the tropics, oxford university

press; oxford , England

Eusebio ,J.A. 1980, Pig production in the tropics. Longman, Harlow, England

Aherne, F. X., and R. N. Kirkwood. 1985. Nutrition and sow prolificacy. J. Reprod.

Fertil. Suppl. 33:169.

Wiley John, 2010, the merck veterinary manual, 10th edition.

ADAP Project, 1996, swine management manual

Animal husbandry in the tropics by G. Williamson and W.J.A Payne

Pig diseases by D.J. Tayler

Russ Grayson, 2004, pig farming, Honiara, Solomon Islands.

http://www.merckvetmanual.com/mvm/index.jsp?cfile=htm/bc/180202.htm.

http://www.defra.gov.uk/animalh/welfare/farmed/pigs/pigcode.pdf

https://www.herald.co.zw/construction-factors-to-consider-when-choosing-building-

materials/

https://animalcorner.co.uk/domestic-pig-breeds/

https://thepigsite.com/focus/advertiser/3663/the-different-breeds-of-swine-middle-white-

middle-white-pig-breed-middle-white-gilts-sows-and-boars

https://www.msdvetmanual.com/management-and-nutrition/nutrition-pigs/feeding-levels-

and-practices-in-pigs

https://www2.illinois.gov/sites/agr/Animals/AnimalHealth/Pages/Biosecurity-

Measures.aspx

https://articles.extension.org/pages/65877/livestock-biosecurity

http://www.merckvetmanual.com/mvm/index.jsp?cfile=htm/bc/180202.htm

http://www.defra.gov.uk/animalh/welfare/farmed/pigs/pigcode.pdf



https://animalcorner.co.uk/domestic-pig-breeds/

https://thepigsite.com/focus/advertiser/3663/the-different-breeds-of-swine-middle-white-middle-white-pig-breed-middle-white-gilts-sows-and-boars

https://thepigsite.com/focus/advertiser/3663/the-different-breeds-of-swine-middle-white-middle-white-pig-breed-middle-white-gilts-sows-and-boars

https://www.msdvetmanual.com/management-and-nutrition/nutrition-pigs/feeding-levels-and-practices-in-pigs

https://www.msdvetmanual.com/management-and-nutrition/nutrition-pigs/feeding-levels-and-practices-in-pigs



https://articles.extension.org/pages/65877/livestock-biosecurity

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Competence

A N H N M 4 0 1 - INTOXICATION, NUTRITIONAL AND METABOLIC DISORDERS MANAGEMENT

ANHNM401 Manage intoxication, nutritional and metabolic disorders


Credits: 8 80


Sub-sector: Animal heath


Purpose statement

This module describes the skills, knowledge and attitudes required to treat intoxications,

nutritional and metabolic disorders. At the end of this module, participants will be able to

identify, diagnose and treat intoxications, nutritional and metabolic disorders during the

professional work.

Competence

457 | P a g e


Micro-organisms identification

Basic knowledge on domestic animals physiology

Concentrate feeds preparation and distribution

Fodder crops and rangeland management







1. Identify intoxications,

nutritional and metabolic

disorders

1.1 Proper description of intoxication based on toxic

agents

1.2 Proper description of nutritional disorders based on

their causes

1.3 Proper description common metabolic disorder

based on their causes

2. Perform diagnosis of intoxications,

nutritional and metabolic disorders 2.1 Proper application of clinical examination based on

procedure

2.2 Appropriate collection of samples according to

clinical signs and protocol

2.3 Careful examination of sample according to protocol

2.4 Correct interpretation of results based on clinical and

laboratory findings

3. Perform treatment of intoxications,

nutritional and metabolic disorders

3.1 Proper prescription of drugs based on diagnosed

diseases

3.2 Effective treatment of intoxications according to

their causes

3.3 Effective treatment of nutritional disorders according

to their causes.

3.4 Effective treatment of metabolic disorders based on

their couses

3.5 Appropriate monitoring of health parameter and

application of biosecurity measures according to

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protocal

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Learning Outcome 1.1: Describe intoxications

Description of intoxications

based on their causes (origin,

signs, diagnosis, prevention and

treatment)

Intoxications caused by

metals:

Aluminum

Arsenic

Cadmium

Copper

Fluoride

Iron

Lead

Mercury

Molybdenum

Selenium

Sodium chloride

Sulfur

Zinc

Chromium

iodine

phosphorus

o Group discussion on intoxications

by metals

o Farms/School farms visit on

observations of poisonous

plants in grasslands

o Visits of agricultural and

veterinary pharmacies on

intoxications by drugs use

and abuse

o Visits of animal feeds store

and shops

- PPE

- Farms/school

farms

- Herbicides,

- fungicides,

- molluscicides,

- insecticides,

- rodenticides,

- acaricides

- Agrivet and

animal

- feeds shops

- Grasslands

- Books

- Veterinary

pharmacy

- Internet

- Books

- Flip chart

- Marker

- Chalks

- Black board

Learning unit LU 1:Identify intoxications, nutritional and metabolic disorders

1

Learning Outcomes:

1. Describe intoxication 2. Describe nutritional disorders 3. Describe common metabolic disorder

40 Hours


460 | P a g e


pesticides:

herbicides

Fungicides

molluscicides

insecticides

rodenticides

acaricides


environmental

pollutants :

Human activities

(Industrial Toxicants,

livestock)

Intoxications caused by drugs

use

and abuse


poisonous plants:

beet

fern

lantana

sorghum

cottonseed

datura

solanacea

cassava

clover

oxalates containing plants

nitrate and nitrite

containing plants


mycotoxicoses:

aflatoxines

clavacine


poisonous and venomous

organisms:

Snakes

bees

wasp

Intoxication causes by

bacterial toxins

enterotoxines

Intoxication caused by feeds

- Laptop

461 | P a g e

and water Contaminants





Written evidence

Oral evidence


Matching questions

Short questions

Checklist Score

Yes No Indication: Intoxications caused by metals

Aluminum

Arsenic

Cadmium

Copper

Fluoride

Iron

Lead

Mercury

Molybdenum

Selenium

Sodium chloride

Sulfur

Zinc

Chromium

iodine

phosphorus

Indicator: Intoxications caused by pesticides


Proper description of intoxication based on toxic agents

462 | P a g e

herbicides,

Fungicides,

Molluscicides

Insecticides

Rodenticides

Acaricides

Indicator: Intoxications caused by environmental pollutants

Human activities

Indicator: Intoxications by drugs use and abuse

Indicator: Intoxications by poisonous plants

Beet

fern

lantana

sorghum

cottonseed

datura

solanacea

cassava

clover

oxalates containing plants

nitrate and nitrite containing plants

Indicator: Intoxications by mycotoxicoses

aflatoxins

clavacine

Indicator: Intoxications by poisonous and venomous organisms

snakes

bees

wasp

Indicator: Intoxications by bacterial toxins

Indicator: Intoxications by feeds and Water Contaminants


463 | P a g e

Learning Outcome 1.2: Describe nutritional disorders

Description of nutritional disorders based on their causes (origin, signs, diagnosis, prevention and treatment)

proteins deficiency or excess: Energy nutrients deficiency

or excess Carbohydrates Lipids fats

Minerals deficiency or excess Milk fiver

(hypocalcaemia ) Grass tenany

(hypomagnesemia) Rachitism Urolithiasis Ostemalacia Osteofibrose Hyperkeratose Parakeratose Goiter

Vitamins disorders Hypovitaminose Hypervitaminoses

o Audiovisual presentations on animals with nutritional

disorders

o Posters observations on mineral nutritional disorders

o Groups search and presentation on drinking

and feeding errors

o Group discussion on digestive disorders.

- Posters

- Books

- Audiovisual

- equipment

- Farms,

- Internet

- Flip chart

- Marker

- Chalks

- Black board

- Laptop

- Projector






Proper description of nutritional disorders based on their causes

464 | P a g e


Written evidence

Oral evidence


Learning Outcome 1.3: Describe common metabolic disorders

Description of metabolic disorders: Nutritional metabolic

disorders : Acetonemia Rumen acidosis Alcalosis Bloating

Poisoning metabolic

o Group discussion on metabolic disorders

o Groups search and on physiologic disorders

- Posters

- Books

- Flip chart

- Marker

- Chalks

- Black board

Checklist Score

Yes No Indicator: Proteins deficiency or excess is well described

Indicator: Energy nutrients deficiency or excess is well described

Indicator: Energy nutrients deficiency or excess

Carbohydrates

Lipids

Fats

Indicator: Minerals deficiency or excess are well described

Milk fiver (hypocalcaemia )

Grass tenany (hypomagnesemia)

Rachitism

Urolithiasis

Ostemalacia

Osteofibrose

Hyperkeratose

Parakeratose

Goiter

Indicator: Vitamins disorders are well described

Hypovitaminose

Hypervitaminoses

Observation


465 | P a g e

disorders Inherited metabolic

disorders





Written evidence

Oral evidence


Task:Describe common metabolic disorders

Checklist Score

Yes No

Indicator: Nutritional metabolic disorders are well described

Acetonemia

Rumen acidosis

Alcalosis

Bloating

Indicator: Poisoning metabolic disorders are well described

Indicator :Inherited metabolic disorders are well described

Observation


Proper description common metabolic disorder based on their causes

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Learning Outcome 2.1: Apply clinical examination

Anamnesis process

Identification of animal owner

address

Owner’s name

Owner’s address: telephone or postal address

Identification of sick animal

Species

Breed

Sex

Age

Name

Identification Number

Coat

Particular marks

Present history of the patient and farm

Owner complaints Management and

environment Past history of the patient

Previous

prophylactictreatment Arrival time Ownership period Previous disease and

treatment

o Role play on anamnesis

o Visit of veterinary clinics on

general examination

o Audiovisual visual

presentation on general

examination

o Practical work on general

examination

- Identification

forms/cards

- Register

- Farm record

- Black board

- Animals

- Pen

- Notes book

- PPE

- Restraining

materials

instrument and

equipment

- Live animals

- Thermometer

- Lubricant

- Soap

- Antiseptics

- stethoscope

- Gloves

- animals

- watch

- Water

- Soap

- Veterinary clinics

Learning unit LU 2:Perform diagnosis of intoxications, nutritional and metabolic disorders

2

Learning Outcomes:

1. Apply clinical examination 2. Collect samples 3. Examine samples 4. Interprete results

20Hours


467 | P a g e

General examination: Examination( observation o) at

distance :

Gait ,

Posture ,

Behavior ,

Body condition ,

Hair condition,

Mucus discharges

Feed intake

Close examination( systematic

examination)

Digestive system

Circulatory apparatus

Respiratory apparatus

Uro-genital apparatus

Musculo-skeletal system

Integumentary system

Nervous system

Clinical examination record keeping

Anamnesis record keeping

General examination record

keeping

- Internet

- Audiovisual

equipment

- Percussion

hammer

- Pen

- General

examination/car

d format

- Anamnesis

record

card/format

- Vaginal speculum





Written evidence

Oral evidence


Product evidence


Matching questions

Formats to be fulfilled Task:Apply clinical examination of a sick animal


Proper application of clinical examination based on procedure

468 | P a g e

Checklist Score

Yes No

Indicator: Anamnesis process is well conducted

Identification of owner address



Past history of the patient

Indicator: General examination is well performed

Examination (observation)at distance

Close(systematic) examination

Indicator: Clinical examination record keeping


General examination record keeping

Observation

Learning Outcome 2.2: .Collect samples

Process of sample collection Preparation of

materials for sample collection

Animal handling labeling of containers collect samples

according to types of samples

samples transportation

Sample collections Feeds Blood Urine Various organs Stomach content

sample

o Group search on general principles of sample collection

o Group search on preparation of material for sample collection

o Audiovisual presentation on sample collection

o Farm visit for demonstration on sample collection

o Group research on labelling of specimen

o Group research on transport of specimen

- PPE

- Farm

- Feed store

- Vacutainer

- Syringe

- Needdle for injections

- Containers of samples


- Antiseptics and

disinfectants

- Internet

- Black board

- chalks

- Flip chart

- Laptop

- Projector


469 | P a g e





Written evidence

Oral evidence


Product evidence


Matching questions

Task:Performsamples collection

Checklist Score

Yes No

Indicator: Process of sample collection is well followed

Preparation of materials for sample collection

Animal handling

labeling of containers

collect samples


Indicator: Sample collection is well performed

Feeds sample

Blood sample

Urine sample

Various organs samples

Stomach content sample

Observation


Appropriate collection of samples according to clinical signs and protocol

470 | P a g e

Learning Outcome 2.3: Examine samples

Preparation of materials and equipment for sample examination

Examination of different samples

Feeds

Blood

Urine

Various organs (tissues)

Stomach content

o Audiovisual presentation on preparation of materials and equipment for samples examination

o Audiovisual presentation on examination of samples

o Demonstration on examination of samples

o Veterinary clinic visit on for practical on stomach content examination

- PPE

- Slide

- Cover slide

- Microscope

- Antigens

- Antidotes

- Reagents

- Culture media

- Samples

Feeds

Blood

Urine

Various organs

Stomach content

- Audiovisual

equipment

- Test tubes





Written evidence

Oral evidence


Product evidence


Matching questions


Task:Perform samples examination



Careful examination of sample according to protocol

471 | P a g e

Checklist Score

Yes No

Indicator:Preparation of materials, tools and equipment for sample examination is well done

Indicator:Examination of different samples is well performed

Feeds sample

Blood sample

Urine sample



Observation

Learning Outcome 2.4: Interprete results

Interpretation of clinical findings Anamnesis

Present history Past history

general examination distant

examination close examination

Interpretation of results based on examination of different samples. Feeds sample Blood sample Urine sample Various organs

samples Stomach content

sample

Prognosis Favorable unfavorable

o Brainstorming on results of anamnesis

o Veterinary clinic for practical work on general examination

o Audiovisual presentation on general examination

o Veterinary laboratory for practical work on sample examination

PPE

Veterinary clinic

Veterinary laboratory

Audiovisual equipment

Black board

Chalks

Laptop

Projector

Flip chart

marker


472 | P a g e





Written evidence

Oral evidence


Product evidence


Matching questions


Task:Interpret results according to the cases

Checklist Score

Yes No

Indicator: Interpretation of anamnesis is well done





Management and environmental history

Indicator: Interpretation of general examination is well performed

Examination( observation o) at distance

Close (systematic) examination

Indicator: Clinical examination record keeping is well done



Indicator: Examination of samples is well interpreted

Feeds sample

Blood sample

Urine sample



Indicator: Prognosis is well done

Favorable

Unfavorable

Observation


Correct interpretation of results based on clinical and laboratory

findings

473 | P a g e

Learning Outcome 3.1:Prescribe drugs

Prescription of drugs for intoxications cases Inscription Subscription instruction

o Research on drugs for

intoxication cases

o Farm/ veterinary clinic visit on

nutritional disorders cases

o Farm/veterinary clinic visit on

metabolic disorders treatment

o Audiovisual presentation on

nutritional disorders cases

- Books - Computer - Flipchart - Internet - Projector - Video - Veterinary clinic - Audiovisual equipment - Farm - Antidotes - Feed ingredients




Learning unit LU 3:Perform treatment of intoxications,nutritional and metabolicdisorders

3

Learning Outcomes:

1. Prescribe drugs 2. Treat intoxications 3. Treat nutritional disorders 4. Treat metabolic disorders 5. Monitor health parameters and apply biosecurity measures

20Hours



Proper prescription of drugs based on diagnosed diseases

474 | P a g e


Written evidence

Oral evidence


Short questions

Multiple questions

Matching questions

Checklist Score

Yes No Indicator: Prescription of drugs for intoxications cases is well done

Inscription

Subscription

Instruction

Observation

Learning Outcome 3.2: Treat intoxications

Management of the acutely poisoned animals by stabilizing vital signs

Symptomatic treatment maintenance of

respiration, maintenance of

cardiovascular function,

fluid therapy Facilitate removal of

the absorbed toxicant;

Supportive therapy and observation

•Specific treatment by using antidotes

Atropine sulphate, dimercaprol Epinephrine vitamine K1 Pralidoxime

hydrochloride

o Demonstration by administration of specific toxic to a healthy animal and treat it with all steps of examination, diagnosis and treatment

o Farm/veterinary clinic visit on intoxication case treatment

o Audiovisual presentation on intoxication case treatment

- PPE - specific antidotes - Farm (animals) - Audiovisual presentation

equipment - Feeds ingredients - Syringes - Needdle for injection - Veterinary clinic - Cardiovascular analeptics - Physiologic serum - Handling materials, tools

and equipment - Flip chart - marker


475 | P a g e

Copper glycinate Calcium disodium

EDTA Activated charcoal D-Penicillamine Sodium nitrite, sodium thiosulfate, sodium sulfate

Economical treatment Type of the

disease Cost of treatment

Administer an antidote Oral route Parenteral routes





Written evidence


Matching questions


Short question

Multiple choice

Task: Perform Treatment of intoxicated animal

Checklist Score

Yes No Indicator: Symptomatic treatment is well performed

maintenance of respiration,

maintenance of cardiovascular function,

fluid therapy

Facilitate removal of the absorbed toxicant;

Supportive therapy and observation

Indicator: Specific treatment is well performed

Atropine sulphate

Dimercaprol

Epinephrine


Effective treatment of intoxications according to their causes

476 | P a g e

vitamine K1

Pralidoxime hydrochloride

Copper glycinate

Calcium disodium EDTA

Activated charcoal

D-Penicillamine

Sodium nitrite

sodium thiosulfate

sodium sulfate

Indicator: Economical treatment is well done

Type of the disease

Cost of treatment

Indicator: Administer an antidote is well done

Oral route

Parenteral routes

Observation

Learning Outcome 3.3: Treat nutritional disorders

Correction of different

nutritional disorders

Damaged feeds

Shortage of feeds

Surplus of deeds

Expired feeds

Unbalanced diets

o Field/farm visit on possible


correction

o Farm/clinic visit on


treatment

- Farm - Veterinary clinic - PPE - Handling materials and

equipment - Feeds ingredients






Effective treatment of nutritional disorders according to their couses.

477 | P a g e


Written evidence

Oral evidence


Product evidence

Open questions

Matching questions Multiple choice questions

Task: Perform treatment of nutritional disorders

Checklist Score

Yes No Indicator:Correction of different nutritional disorders is well performed

Damaged feeds

Shortage of feeds

Surplus feeds

Expired feeds

Unbalanced diets

Observation

Learning Outcome 3.4.Treat metabolic disorders

Nutritional metabolic disorders:

Acetonemia Rumen acidosis Alcalosis Bloating

Poisoning metabolic disorders

Inherited metabolic disorders

o Farm /veterinary clinic visit and practical activity on nutritional metabolic disorders treatment

o Audiovisual presentation on poisoning metabolic disorders treatment

o Group search on inherited metabolic disorders treatment

- Thermometer - Stethoscope - Farm - Veterinary clinic - Disinfectants - Intravenous infusion

set - Glucose solution - PPE - Flip chart - Board - Projector - Laptop - Internet - Books - Trocart - Magnesium sulfate - Handling material,

tools and equipment


478 | P a g e





Written evidence

Oral evidence




Multiple questions

Matching questions

Task: Treat metabolic disorders

Checklist Score

Yes No

Indicator: Nutritional metabolic disorders are well treated

Acetonemia

Rumen acidosis

Alcalosis

Indicator: Poisoning metabolic disorders

Indicator: Inherited metabolic disorders

Observation

Learning Outcome 3.5.Monitor health parameters and apply biosecurity measures

Monitoring of health parameters

Body temperature Heart beat rate Respiration rate

Application of biosecurity measures Hygiene and disinfection of animal

shelters Quarantine Isolation Waste disposal(biodegradable,

non- biodegradable) Slaughtering

o Farm /veterinary clinic visit and practical activity on health parameters taking

o Group discussion on biosecurity measures

o Group work on biosecurity measures

- Thermometer - Stethoscope - Farm - Veterinary clinic - Disinfectants - PPE

- Flip chart - Black board - Projector - Laptop - Internet - Books


Effective treatment of metabolic disorders based on their couses


479 | P a g e

Fencing Foot bath PPE Prevent continued exposure to

the toxicant;

- Hygrometer - Detergents





Written evidence

Oral evidence




Task: Monitor health parameters and apply biosecurity measures

Checklist Score

Yes No Indicator: Monitoring of health parameters is well done

Body temperature

Heart beat rate

Respiration rate

Indicator: Application of biosecurity measures is well respected

Hygiene and disinfection of animal shelters

Quarantine

Isolation

Waste disposal(biodegradable,non- biodegradable)

Slaughtering

Fencing

Foot bath

PPE

Prevent continued exposure to the toxicant

Observation


Appropriate monitoring of health parameters and application of

biosecurity measures according to protocal

480 | P a g e



In one of GISHWATI pastures there is a case of sickness and

the assistance of veterinary agent to treat this animal is a great

necessity.

The dairy cow of jersey breed calved in last 48 hours has the

following signs: unsteady gait,sternal recumbency then lying

down with the head displaced toward the flank,inability to rise,

depression, dull eyes, dilated pupil, dry muzzle, cold legs and

ears, slight muscles spasms, constipation and bloat, heart beat

becomes weaker and faster, body temperature is below normal.

As a veterinary nurse, you are requested to perform treatment

of the case in one hour. All required materials, instruments and

equipment are available.

- PPE - Thermometer - Stethoscope - Disinfectants - Sick animal - Syringes - Needle for injections - Calcium borogluconate - Intravenous infusion set - Potable water - Detergent - Antiseptic - Bucket - Cotton and gauze - Record cards/forms - Ropes - Nose lead - Scalpel - Tape measure - Crush - Bucket - Balance


Checklist Score

Yes No

Indicator: Materials ,tools and equipment are well selected and prepared

Tools

Ropes

Nose lead

Stethoscope

Thermometer

Scalpel

Tape measure

Materials

Calcium borogluconate

intravenous infusion set

Detergent

Antiseptic

Gauze

Cotton

PPE

481 | P a g e

Equipment

Crush

Balance

Bucket

Indicator: Animal are handled

Indicator: Anamnesis is well conducted

Owner identification


Animal history taking

Indicator: Procedure of clinical examination is respected

Distance examination

Close examination

Indicator: Results are interpreted



Animal history

Distance examination

Close examination

Indicator: Medicines are selected

Antiseptics and disinfectant

Medicine for specific treatment

Indicator: Posology is performed

Dose

Duration of treatment

Precautions

Observation

Assesment Criterion 2: Qualityof product

Checklist Score

Yes No Indicator : The cow is well treated

Diagnosis

Decision

Drug

Observation

482 | P a g e


Checklist Score

Yes No Indicator: Tools are well used

Ropes

Nose

Stethoscope

Thermometer

Scalpel

Tape measure

Indicator : Materials are well used

Calcium borogluconate

intravenous infusion set

Detergent

Antiseptic

Gauze

Cotton

Indicator: Equipment are well used

Crush

Balance

Bucket

Observation


Checklist Score

Yes No Indicator: PPE are well used

Gloves

Overall

Boots

Animals restraining

Material and working place

Waste disposal

Wastes

Observation

483 | P a g e

References:

Books 1)Mollereau H., Porcher E., Nicolas E., Brion A.,1987, Vade-Mecum du Vétérinaire, 15eme Edition, Ed. Vigot 2)Institut de l’élevage, 2000, Maladies des bovins, 3eme edition, Ed. France Agricole, 3)Ramesh C. Gupta, Veterinary Toxicology, Basic and clinical principles, Elsevier, First edition 2007.

Electronic references https://www.abvt.org/public/docs/antidoteupdate08.pdf https://pdfs.semanticscholar.org/e22e/a39f0019cb115728f1a6c5d5b196bb3b4f82.pdfhttps

://www.pigprogress.net/Health/Health-Tool/diseases/Salt-poisoning-/

https://pdfs.semanticscholar.org/5896/77eb1572d548e264aa77acd4e7490cd89b23.pdf

https://pdfs.semanticscholar.org/e9ce/f07e1891dcae92c8e9a13f72537ce26f0f68.pdfwww.

abvt.org/public/docs/antidoteupdate08.pdf

httpZ:www.ivis.org/advaces/Beasley/cpt 18/ chapter-frm asp / LA=1

https://www.abvt.org/public/docs/antidoteupdate08.pdf

https://pdfs.semanticscholar.org/e22e/a39f0019cb115728f1a6c5d5b196bb3b4f82.pdf

https://pdfs.semanticscholar.org/e22e/a39f0019cb115728f1a6c5d5b196bb3b4f82.pdf

https://www.pigprogress.net/Health/Health-Tool/diseases/Salt-poisoning-/

https://pdfs.semanticscholar.org/5896/77eb1572d548e264aa77acd4e7490cd89b23.pdf

https://pdfs.semanticscholar.org/e9ce/f07e1891dcae92c8e9a13f72537ce26f0f68.pdf

https://pdfs.semanticscholar.org/e9ce/f07e1891dcae92c8e9a13f72537ce26f0f68.pdf

http://www.abvt.org/public/docs/antidoteupdate08.pdf

484 | P a g e

Competence

A N H P D 4 0 1 - PARASITIC DISEASES

ANHPD401 Control parasitic diseases


Credits: 9 90



Issue date: June, 2019s

Purpose statement

This module describes the skills, knowledge and attitudes required to control common

parasitic diseases. At the end of this module, participants will be able to upon completion of

this module; the trainee will be able to: Identify common parasites; Describe common parasitic

diseases;Perform diagnosis parasitic diseases;Perform treatment for parasitic diseases.

Competence

485 | P a g e


N/A







1. Identify animal parasites

1.1. Proper description of helminthes according

to their classes

1.2. Proper description of arthropods according

to their classes

1.3. Proper description of protozoa according to

their classes

2. Describe common parasitic

diseases

2.1. Proper description of helminthiasis diseases

according to their causes

2.2. Proper description of diseases caused and

transmitted by arthropod according to their

causes and species

2.3. Proper description of protozoosis according

to their causes

3. Diagnose common

parasitic diseases

3.1. Proper application of clinical examination

based on procedure

3.2. Appropriate collection of samples according

to clinical signs and protocol

3.3. Careful examination of sample according to

protocol

3.4. Correct interpretation of results based on

clinical and laboratory findings

486 | P a g e

4. Perform treatment of

common parasitic diseases

4.1. Effective treatment of helminthiasis

diseases according to their causes

4.2. Effective treatment of diseases caused by

arthropod according to their causes

4.3. Effective treatment of protozoosis

according to their causes

4.4. Appropriate monitoring of health

parameters according to protocol

4.5. Correct application of biosecurity measures

according to principles

487 | P a g e

Learning Outcome 1.1: Describe helminthes

Description of

nemathelminths

Morphology

localization (endo or

ecto-parasite)

Locomotion

life cycle

Feeding mode

Description of Plathelminths

Morphology


ecto-parasite)

Locomotion

life cycle

Feeding mode

Description of

acanthocephales

Morphology


ecto-parasite)

Locomotion

life cycle

o Brainstorming on worms (helminths)

o Observation of fresh and preserved helminths specimen

o Practical works: collect of helminths specimen for identification and preservation

o Group discussions: small groups formation, discussion and presentation

o Audi-visual presentation describing parasites

- Animals

- PPE

- Microscope, Magnifier

- Posters

- Audio-visual equipment

- Specimen of parasites

Learning unit LU 1: Identify animal parasite

1

Learning Outcomes:

1. Description of helminthes 2. Description of arthropods 3. Description of protozoa

20 Hours


488 | P a g e

Feeding mode





Written evidence

Oral evidence


Matching questions

Checklist Score

Yes No

Indicator :Description of nemathelminthes is well done

Morphology

localization (endo or ecto-parasite)

life cycle

Locomotion

Feeding type

Indicator :Description of plathelminthes is well done

Morphology


life cycle

Locomotion

Feeding mode

Indicator :Description of acanthocephales is well done

Morphology


life cycle

Locomotion

Feeding mode



Proper description of helminthes according to their classes

489 | P a g e

Learning Outcome 1.2:Description of arthropods

Description of Insects Morphology localization

(endo or ecto-

parasite)

role in disease

transmission

Locomotion

life cycle

Feeding mode

Description of arachnida Morphology localization

(endo or ecto-

parasite)

Locomotion

life cycle

Feeding mode

o Brainstorming on mites o Observation of parasites

under microscopes o Group discussions: small

groups formation, discussion and presentation

- PPE - Microscope, Magnifier - Posters - Audio-visual equipment - Specimen of parasites





Written evidence

Oral evidence


Content Learning

activities

Resources


Proper description of arthropods according to their classes

490 | P a g e

Checklist Score

Yes No

Indicator : Insects is well described

Morphology


Locomotion

life cycle

Feeding mode

Indicator: Description of arachnida is well done

Morphology


Locomotion

life cycle

Feeding mode

Observation

Learning Outcome 1.3: Describe protozoa

Elements to consider in protozoa description Morphology localization Locomotion life cycle Feeding type

Description of protozoa based on their classes Sarcomastigophora

Sarcodina Mastigophora

Sporozoa: Coccidia Piroplasmidia

Ciliophora Microspora

o Brainstorming on protozoa o Observation of fresh blood

under microscope (Trypanosoma sp.), fresh and fixed blood smears ad faecal samples

o Group discussions: small groups formation, discussion and presentation

o Audi-visual presentation describing the parasites

- PPE

- Microscope,

Magnifier

- Posters

- Audio-visual

equipment

- Specimen of

parasite


491 | P a g e





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator :Description of protozoa is well done

Morphology

localization

Locomotion

Life cycle

Feeding mode

Indicator : Description of protozoa based on their classes is well done

Sarcomastigophora

Sporozoa

Ciliophora

Microspore

Observation


Proper description of protozoa according to their classes

492 | P a g e

Learning unit LU 2: Describe common parasitic diseases

2

Learning Outcomes:

5. Describe helminthiasis 6. Describe diseases caused and transmitted by arthropods

7. Describe protozoosis

30 Hours

Learning Outcome 2.1: Describe helminthiasis

Elements to be considered for helminthiasis description

Etiology

Life cycle

epidemiology

pathogenicity

Clinical signs

Lesions

Description of Nemathelminthiasis

Ascardiosis

Syngamosis

Oxyurosis

Trichostrongylosis

Thelasiosis

Metastrongylosis

Schistosomiasis

Haemochosis Ostertagiosis

o Brainstorming on parasitic diseases

o Group discussions on parasitic diseases

o Individual or group searching works (library, internet)

o Visits (farms, clinics, slaughterhouses) to identify different diseases according to lesions and clinical signs

o Audi-visual presentation describing the disease

- Animals

- PPE

- Posters

- Audio-visual equipment

- Farm, Clinics, Slaughterhouse



493 | P a g e

Oesophagostomosis

Dictyaucaulosis

Parafilariosis (Subcuteneous)

Filariosis

Description of plathelminthiasis:

Paramphistomosis

Fasciolosis

Dicrocoeliosis

Taeniosis

Description of acanthocephalan





Written evidence

Oral evidence



Matching questions

Checklist Score

Yes No

Indicator:Elements to be considered for helminthiasis description are well identified

Etiology

Mode of transmission

Epidemiology

Pathogenicity

Clinical signs

Lesions

Indicator: Nemathelminthiasis are well described

Ascardiosis

Syngamosis

Oxyurosis

Trichostrongylosis

Thelasiosis


Proper description of helminthiasis according to their causes

494 | P a g e

Metastrongylosis

Schistosomiasis

Haemochosis Ostertagiosis

Oesophagostomosis

Dictyaucaulosis

Parafilariosis (Subcuteneous)

Filariosis

Indicator : Plathelminthiasis are well described

Paramphistomosis

Fasciolosis

Dicrocoeliosis

Taeniosis

Indicator : Acanthocephalan are well described

Observation

Learning Outcome 2.2: Describe diseases caused and transmitted by arthropods

Elements to be considered

for description disease

caused by arthropodes

Etiology

mode of transmission

epidemiology

pathogenicity

Clinical signs

lesions

Description of diseases

caused by insects

Ostrosis

Tungiansis

Description of diseases

transmitted by atrhrops

Acariosis

Insects

o Brainstorming on mange o Group discussions on mange o Individual or group searching works (library, internet)

o Visits (farms, clinics, slaughterhouses) to identify different diseases according to lesions and their locations, and clinical signs

- Animals - PPE - Posters - Audio-visual equipment - Farm, Clinics, Slaughterhouse


495 | P a g e



performance criterion has been achieved


Written evidence

Oral evidence


Matching questions

Checklist Score

Yes No

Indicator: Elements to be considered for description disease caused by arthropods are described

Etiology

Epidemiology

Pathogenicity

Clinical signs

Lesions

Indicator : Diseases caused by insects are well described

Ostrosis

Tungiansis

Indcator : Diseases transmitted by atrhrops are well described

Acariosis

Insects

Observation


Proper description of diseases caused and transmitted by arthropod

according to their causes and species

.

496 | P a g e





Written evidence

Oral evidence


Matching questions


Learning Outcome 2.3: Desrcibe protozoosis

Elements to be considered for description protozoosis

Etiology

Mode of transmission

Epidemiology

Pathogenicity

Clinical signs

Lesions

Description of common protozoasis

Theileriosis

Babesiosis

Anaplasmosis

Cowdriosis

Trypanosomiasis

Coccidiosis

Trichomoniasis

o Brainstorming on mange o Group discussions on mange o Individual or group searching

works (library, internet) o Visits (farms, clinics,

slaughterhouses) to identify different diseases according to lesions and their locations, and clinical signs

- Animals - PPE - Posters - Audio-visual equipment - Farm - Clinics - Slaughterhouse



Proper description of protozoosis according to their causes

497 | P a g e

Checklist Score

Yes No

Indicator:Elements to be considered for protozoasis is well described

Etiology

mode of transmission

Epidemiology

Pathogenicity

Clinical signs

Lesions

Indicator: Common protozoosis are well described

Theileriosis

Babesiosis

Anaplasmosis

Cowdriosis

Trypanosomiasis

Coccidiosis

Trichomoniasis

Observation

498 | P a g e

Learning Outcome 3.1. Apply clinical examination

Anamnesis process

Owner identification Animal history Environmental History:

General examination : Examination at distance

(observation): Posture , Behavior , Body condition Hair condition, Mucus discharges Feed intake

Close examination (systematic examination)

Digestive system Circulatory apparatus Respiratory apparatus Uro-genital apparatus Musculo-skeletal

system Integumentary system Nervous system

Laboratory examination

Record keeping Anamnesis record keeping General examination

record keeping

o Brainstorming on the history of diseases

o Simulation of the conversation between the owner and the veterinary technician

o Group discussion on anamnesis

o Individual and group search for better understanding of anamnesis

- Animals - PPE - Posters - Audio-visual

equipment - Animal owner, Farm - Clinics - books - pens - stethoscope - Muzzle - Taylor - Percussion - Hammer - stomach tube - trocar - intra-mammary

catheter - mare urinary

catheter - vaginal

speculum

Learning unit LU 3:Diagnose common parasitic diseases

3

Learning Outcomes:

1. Apply clinical examination 2. Collect samples 3. Examine samples 4. Interpret results

30 Hours


499 | P a g e


Laboratory record keeping





Written evidence

Oral evidence



Short questions

Checklist Score

Yes No

Indicator: Anamnesis process is well respected


Animal history

Environmental History

Indicator : General examination is well perfomed

Examination at distance (observation)

Close examination

Clinical examination

Indicator: Laboratory examination is well done

Indicator : Record keeping




Laboratory record keeping

Observation



500 | P a g e


Description of sample collection process preparation of

tools, equipment and material

Animal handling labeling of

containers collect samples

according to samples types



Feces Blood Skin scabs Mucus urine Various

organs (tissues)

o Brainstorming on types of diagnostics and prognosis

o Visits of the farms, clinics o Practical individual and

group work

- Animal - PPE - Library, laboratory, Animal

owner, container for fecal collection

- Beakers or plastic containers - A tea strainer or cheesecloth - Measuring cylinder - Stirring device (fork, tongue

blade) - Test tubes - Test tube rack - Methylene blue - Micro slide, cover slips - Balance or teaspoonMicroscope






Matching questions


Task: perform samples collection



Proper Collection of samples according to clinical signs and protocol

501 | P a g e

Checklist Score

Yes No

Indicator: Samples collection process is well respected

preparation of tools, equipment and material

animal handling


collect samples according to sample types

preparation of reagents


Indicator: Samples are well collected

Feces

Blood

Skin scabs

Mucus

urine

Tissues of various organs

Observation

Learning Outcome 3.3: Examine sample



Faecal

Blood

Urine


Skin scabs

Secretions


o Visits of the farms, clinics o Practical individual and group

work

- Animals PPE Library, laboratory, Animal owner, container for fecal collection

- Beakers or plastic containers

- Atea strainer or cheesecloth

- Measuring cylinder

- Stirring device (fork,

tongue blade)

- Test tubes

- Test tube rack


502 | P a g e

- Methylene blue

- Micro slide, cover slips

- Balance or

teaspoonMicroscope






Matching questions


Task: perform sample examination

Checklist Score

Yes No

Indicator: Preparation of materials, tools and equipment for sample examination is well done

Indicator:Examination of different samples is well performed

Feeds sample

Blood sample

Urine sample



Observation


Careful examination of sample according to protocol

503 | P a g e

Learning Outcome 3.4: Interpret results

Interpretation of anamnesis Identification of owner

address Identification of sick

animal Present history of

patient in the farm Past history of the

patient Management of

environmental history

Interpretation of general examination

distant examination close examination

Interpretation clinical examination

Interpretation of laboratory examination

Interpretation of different samples. Feces Blood Skin scabs Mucus urine Various organs

(tissues)

Prognosis Favorable unfavorable


o Visits of the farms, clinics o Practical individual and group

work o Laboratory analysis.

- Animals PPE Library, laboratory, Animal owner, container for fecal collection

- Beakers or plastic

containers

- A tea strainer or

cheesecloth

- Measuring cylinder

- Stirring device

(fork, tongue blade)

- Test tubes

- Test tube rack

- Methylene blue

- Micro slide, cover

slips

- Balance or

teaspoonMicroscop

e






Matching questions


Task: Perform samples collection



Correct interpretation of results based on clinical and laboratory findings

504 | P a g e

Checklist Score

Yes No










Indicator: Interpretation of clinical examination is well done

Indicator : Interpretation of laboratory examination

Indicator: Examined samples are well interpreted

Feces

Blood

Skin scabs

Mucus

urine


Observation

505 | P a g e

Learning Outcome 4.1: Apply treatment of helminthiasis

Description of types of treatment

Symptomatic treatment Specific treatment Economic treatment

Prescriptionof drugs for helminthiasis Inscription Subscription instruction

Drugs administration oral parenteral

o Brainstorming on drug selection

o Observation of drugs in a drug store and pharmacies

o Group work on notice reading

- PPE - Drugs, materials and

equipment - Animals - Farms record




Learning unit LU 4:Treatment of parasitic diseases

4

Learning Outcomes: 1. Apply treatment of helminthiasis 2. Apply treatment of diseases caused by arthropod 3. Apply treatment of protozoosis 4. Apply monitoring of health parameters 5. Apply biosecurity measures

10Hours



Effective treatment of helminthiasis according to their causes

506 | P a g e


Written evidence

Oral evidence


Product evidence

Matching questions Open questions Assay Multiple choice questions Task: perform helminthiasis treatment

Checklist Score

Yes No

Indicator: Treatment of helminthiasis is well perfomed

Symptomatic treatment

Specific treatment

Economic treatment

Indicator: Helminthiasis drugs are well brescribed

Inscription

Subscription

Instruction

Indicator:Drugs are well administrated

oral

parenteral

Observation

Learning Outcome 4.2: Apply treatment of diseases caused by arthropods


treatment

Symptomatic treatment Specific treatment Economic treatment

Prescriptionof drugs for diseases caused by arthrops Inscription Subscription Instruction

Drugs administration oral







507 | P a g e

parenteral





Written evidence

Oral evidence


Product evidence

Open questions Matching questions Multiple choice questions Assay Task: store and maintain tools and equipment

Checklist

Score

Yes No

Indicator: Types of treatment is well described


Specific treatment

Economic treatment

Indicator: Drugs for diseases caused by arthropods are well prescribed

Inscription

Subscription

Instruction

Indicator:Drugs are well administrated

oral

parenteral

Observation


Effective treatment of diseases caused by arthropods according

to theis causes

508 | P a g e

Learning Outcome 4.3: Apply treatment of protozoosis

Description of types of treatment


Specific treatment

Economic treatment

Prescriptionof drugs for protozoasis Inscription Subscription instruction











Written evidence

Oral evidence


Product evidence

Open questions Matching questions Multiple choice questions Assay Task: perform treatment of protozoasis



Effective treatment of protozoasis according their causes

509 | P a g e

Checklist

Score

Yes No

Indicator: Types of treatment of protozoasis are well described


Specific treatment

Economic treatment

Indicator: Drugs for protozoasis treatment is well prescribed

Inscription

Subscription

Instruction

Indicator:Drugs are well administratered

oral

parenteral

Observation

Learning Outcome 4.4: Apply monitoring of health parameters

Monitoring of health status Body temperatures Heartbeat rates, Respiratory rate, Administration of

drugs, Control of

complications Control of side effect

o Visit the farm o Group discussion

- PPE

- Thermometer

- Stethoscope

- drugs






Appropriate monitoring of health parameters according to protocol

510 | P a g e


Written evidence

Oral evidence


Product evidence

Matching questions Open questions Assay Multiple choice questions Task: perform bio-security measures

Checklist Score

Yes No

Indicator: Health status is well monitored

Body temperatures

Heartbeat rates

Respiratory rate

Administration of drugs

Control of complications

Control side effect

Observation

Learning Outcome 4.5: Apply bio-security measure

Risk and hazards control

Sanitary prophylaxis Cleaning the work

place Waste disposer Isolation Quarantine

Medical prophylaxis Administration of

drugs Vaccinations

Risk and harard

o Brainstorming on bio-security measures

o Group discussion bio-security measures

o Practical activities on bio-security measures

- PPE

- Drugs, materials and

equipment

- Farms record


511 | P a g e





Written evidence

Oral evidence


Product evidence

Open questions Matching questions Multiple choice questions Assay Task: perform bio-security measures

Checklist Score

Yes No

Indicator : Risk and hazards are well controlled

Indicator : Sanitary prophylaxis is well done

Cleaning the work place

Waste disposer

Isolation

Quarantine

Indicator : Medical prophylaxis is well perfomed


Vaccinations

Observation


Correct application of bio-security measures according to principles

512 | P a g e



A progressive farmer from KINONI Sector, BURERA District has imported and reared 25 exotic Cows from Holland and he is ordered by his neighbour that rearing cattle in pasture in this region is most profitable and he bought a pasture near BURERA lake after a short period he remarks that 5 cows among his cows have weight loss, cough, anaemia, abdominal pain, loss of appetite and he calls up on you to help him. In that area next year it was present fasciolosis. As veterinary nurser, you are requested to:

Diagnose those cows by performing fecal examination and advise him on treatment of founded diseases within 2 hours

All needed material, tools and equipment are available

Materials, tools and equipment: - PPE - Animals - Crush - Water - Beakers or plastic containers - A tea strainer or cheesecloth - Measuring cylinder - Stirring device (fork, tongue

blade) - Test tubes - Test tube rack - Methylene blue - Balance or teaspoon - Microscope - Cover slide - slide - Gloves - Grinder - Morter - Centrifuge - Stopper - Nose lead - Testing tube - Drugs(albendazole, Nitroxynil,

Closantel, Rafoxanide andOxyclozanide)

- Bottles


Checklist Score

Yes No

Indicator: Equipment ,tools and materials are selected

Materials

Animals

Buckets

Jerry cans

Water

Gloves

Beaker or plastic container

Atea strainer or cheesecloth

Measuring cylinder

Stirring device (fork,tongue blade)

513 | P a g e

Methylene bleu

Equipment

Microscope

Slide

Cover

Grinder

Morter

Nose lead

Centrifuge

Testing tube

Testing tube rack

Balances or tea spoon

Indicator : PPE is well selected

Gloves are

Cover all is

Boots are

Filter masqueis

Indicator: Work place is prepared

Crush

Work place

Indicator: Drugs are selected

Antihelmetics drugs

Indicator:Anamnesis is performed

Housing condition

Feeding condition

Anamneses on back ground history of the farm

Indicator :Fecal sample is well taken

Fecal sample

Fecal sample

Fecal sample to be used

Water is

Sample is deposited on microscopic slide

Cover slide is covered on microscopic slide

Oil immerging

Indicator: Microscopic exam is well performed

Handling of microscope

Cleaning of microscopy

Slide and cover slide

Microscopy manipulation

Indicator: Drugs are well selected

Drugs(albendazole, Nitroxynil, Closantel, Rafoxanide and Oxyclozanide)

Observation

514 | P a g e


Checklist Score

Yes No

Indicator: Laboratory examination results are well interpreted

Findings

Decions of diagnosis

Indicator: Calendar of animal deworming is established

Time of drug administration

Indicator: Dose of medicine is well respected

Criteria of selection of drugs

Drugs to be administrated

Indicator : The medicine is well administered

Drug administration route

Selected drug

Observation


Checklist Score

Yes No

Indicator: Tools ,materials and equipment are well used

Balance for fecal weighting

Microscopic exam

Measuring cylinder

Testing tube

Indicator : Available Product is well used

Methylene bleu

Drugs

Administration route

Indicator: Time is well respected

Observation

515 | P a g e


Checklist Score

Yes No

Indicator: PPE are well used

Gloves

Cover all

Boots

Filter masque

Indicator: Materials and equipment are well cleaned

Microscope

Morter

Nose lead

Centrifuge

Testing tube

Testing tube

Indicator : Waste are well managed and arranged

Non degradable waste

Degradable waste

Observation

References

Describe parasites and parasitic diseases https://www.cdc.gov/parasites/about.html https://en.wikipedia.org/wiki/Parasitic_disease https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6090379/ Interpretation https://www.msdmanuals.com/professional/infectious-diseases/approach-to-parasitic-

infections/approach-to-parasitic-infections#v1013582

Diagnosis https://www.cdc.gov/parasites/references_resources/diagnosis.html Biosecurity measures http://www.fao.org/3/i1547e/i1547e00.pdf https://www2.illinois.gov/sites/agr/Animals/AnimalHealth/Pages/Biosecurity-Measures.aspx https://en.wikipedia.org/wiki/Biosecurity https://www2.illinois.gov/sites/agr/Animals/AnimalHealth/Pages/Biosecurity-Measures.aspx Teaniasis https://www.who.int/taeniasis/symptoms/en/ https://www.who.int/taeniasis/disease/en/ https://en.wikipedia.org/wiki/Taeniasis https://www.who.int/taeniasis/resources/en/

https://www.cdc.gov/parasites/about.html

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

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6090379/

https://www.cdc.gov/parasites/references_resources/diagnosis.html

http://www.fao.org/3/i1547e/i1547e00.pdf


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


https://www.who.int/taeniasis/symptoms/en/

https://www.who.int/taeniasis/disease/en/

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

https://www.who.int/taeniasis/resources/en/

516 | P a g e

https://www.who.int/taeniasis/epidemiology/en/ https://www.who.int/taeniasis/symptoms/en/https://www.who.int/taeniasis/symptoms/en/

1. ^ "Signs, symptoms and treatment of taeniasis/cysticercosis". Retrieved 13

March 2014.

2. ^ "Surveillance, prevention and control of taeniasis/cysticercosis". Retrieved 13

March2014.

3. ^ Ale, Anita; Victor, Bjorn; Praet, Nicolas; Gabriël, Sarah; Speybroeck, Niko; Dorny,

Pierre; Devleesschauwer, Brecht (2014). "Epidemiology and genetic diversity of

Taenia asiatica: a systematic review". Parasites & Vectors. 7 (1):

45. doi:10.1186/1756-3305-7-45. PMC 3900737. PMID 24450957.

4. ^ Eckert, J. (2005). "Helminths". In Kayser, F.H.; Bienz, K.A.; Eckert, J.; Zinkernagel,

R.M. (eds.). Medical Microbiology. Stuttgart: Thieme. pp. 560–

562. ISBN 9781588902450

5. ^ Eom, Keeseon S.; Jeon, Hyeong-Kyu; Rim, Han-Jong (2009). "Geographical

distribution ofTaenia asiatica and related species". The Korean Journal of

Parasitology. 47 (Suppl): S115–

24. doi:10.3347/kjp.2009.47.S.S115. PMC 2769216. PMID 19885327.

6. ^ Flisser, A.; Avila G; Maravilla P; Mendlovic F; León-Cabrera S; Cruz-Rivera M; Garza

A; Gómez B; Aguilar L; Terán N; Velasco S; Benítez M; Jimenez-Gonzalez DE (2010).

"Taenia solium: current understanding of laboratory animal models of

taeniosis". Parasitology. 137(03): 347–

57. doi:10.1017/S0031182010000272. PMID 20188011.

7. ^ Galán-Puchades, M. T.; Fuentes, M. V. (2009). "Diagnosis of Human Cysticercosis

and Taenia asiatica". American Journal of Tropical Medicine and Hygiene. 81 (6):

1165–1165. doi:10.4269/ajtmh.2009.09-0398a.

8. ^ Galán-Puchades, M. Teresa; Fuentes, Mario V. (2013). "Taenia asiatica : the most

neglected human Taenia and the possibility of cysticercosis". The Korean Journal of

Parasitology. 51 (1): 51–

4. doi:10.3347/kjp.2013.51.1.51. PMC 3587749. PMID 23467406.

9. ^ Galán-Puchades, M.T.; Fuentes, M.V. (2008). "Taenia asiatica and pig

cysticercosis". Veterinary Parasitology. 157 (1–2): 160–

161. doi:10.1016/j.vetpar.2008.07.008. PMID 18752896.

10. ̂ Galán-Puchades, MT; Fuentes, MV (2013). "Lights and shadows of the Taenia

asiatica life cycle and pathogenicity". Tropical Parasitology. 3 (2): 114–

9. doi:10.4103/2229-5070.122114. PMC 3889087. PMID 24470994.

11. ̂ González LM, Montero E, Harrison LJ, Parkhouse RM, Garate T (2000). "Differential

diagnosis of Taenia saginata and Taenia solium infection by PCR". J Clin

Microbiol. 38 (2): 737–744. PMC 86191. PMID 10655377.

12. ̂ http://www.dpd.cdc.gov/DPDx/

https://www.who.int/taeniasis/epidemiology/en/



https://en.wikipedia.org/wiki/Taeniasis#cite_ref-WHOtaeniasisTreatment_4-0

http://www.who.int/taeniasis/symptoms/en/

https://en.wikipedia.org/wiki/Taeniasis#cite_ref-WHOtaeniasisPrevention_22-0

http://www.who.int/taeniasis/control/en/

https://en.wikipedia.org/wiki/Taeniasis#cite_ref-30

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3900737


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

https://doi.org/10.1186%2F1756-3305-7-45

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


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

https://www.ncbi.nlm.nih.gov/pubmed/24450957

https://en.wikipedia.org/wiki/Taeniasis#cite_ref-eck_31-0

https://books.google.com/books?id=L6OCIwb08LwC&printsec


https://en.wikipedia.org/wiki/Special:BookSources/9781588902450


http://www.parasitol.or.kr/kjp/DOIx.php?id=10.3347/kjp.2009.47.S.S115

http://www.parasitol.or.kr/kjp/DOIx.php?id=10.3347/kjp.2009.47.S.S115


https://doi.org/10.3347%2Fkjp.2009.47.S.S115







https://doi.org/10.1017%2FS0031182010000272





https://doi.org/10.4269%2Fajtmh.2009.09-0398a

https://en.wikipedia.org/wiki/Taeniasis#cite_ref-galan13_11-0




https://doi.org/10.3347%2Fkjp.2013.51.1.51







https://doi.org/10.1016%2Fj.vetpar.2008.07.008



https://en.wikipedia.org/wiki/Taeniasis#cite_ref-galan_12-0




https://doi.org/10.4103%2F2229-5070.122114












https://en.wikipedia.org/wiki/Taeniasis#cite_ref-dpd_23-0

http://www.dpd.cdc.gov/DPDx/

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13. ̂ Jeon, Hyeong-Kyu; Eom, Keeseon S. (2009). "Immunoblot Patterns of Taenia

asiaticaTaeniasis". The Korean Journal of Parasitology. 47 (1): 73–

7. doi:10.3347/kjp.2009.47.1.73. PMC 2655338. PMID 19290097.

14. ̂ Jimenez JA, Rodriguez S, Moyano LM, Castillo Y, García HH (2010). "Differentiating

Taenia eggs found in human stools - Does Ziehl Neelsen staining help?". Tropical

Medicine & International Health. 15 (9): 1077–1081. doi:10.1111/j.1365-

3156.2010.02579.x. PMC 3428859.

15. ̂ Jump up to:a b c "Taeniasis/Cysticercosis". WHO Fact sheet N°376. World Health

Organization. 2013. Retrieved 7 February 2014.

16. ̂ Jump up to:a b c Garcia, Oscar H. Del Brutto, Hector H. (2014). "Taenia solium:

Biological Characteristics and Life Cycle". Cysticercosis of the Human Nervous

System (1., 2014 ed.). Berlin: Springer-Verlag Berlin and Heidelberg GmbH & Co. KG.

pp. 11–21. ISBN 978-3-642-39021-0.

17. ̂ Jump up to:a b Jr, Larry S. Roberts, John Janovy, (2009). Gerald D. Schmidt & Larry S.

Roberts' Foundations of parasitology (8th ed.). Boston: McGraw-Hill. ISBN 0-07-

128458-3.

18. ̂ Liao, Wen-Shen; Bair, Ming Jong (2007). "Taenia in the Gastrointestinal Tract". New

England Journal of Medicine. 357 (10): 1028–

1028. doi:10.1056/NEJMicm067761. PMID 17804847.

19. ̂ Lopes WD, Cruz BC, Soares VE, Nunes JL, Teixeira WF, Maciel WG, Buzzulini C,

Pereira JC, Felippelli G, Soccol VT, de Oliveira GP, da Costa AJ (2014). "Historic of

therapeutic efficacy of albendazol sulphoxide administered in different routes,

dosages and treatment schemes, against Taenia saginata cysticercus in cattle

experimentally infected". Experimental Parasitology. 137 (1): 14–

20. doi:10.1016/j.exppara.2013.11.007. PMID 24309372.

20. ̂ McManus, Donald P. (2008). "Taenia in the Gastrointestinal Tract". New England

Journal of Medicine. 358 (3): 311–311. doi:10.1056/NEJMc072882. PMID 18199875.





https://doi.org/10.3347%2Fkjp.2009.47.1.73









https://doi.org/10.1111%2Fj.1365-3156.2010.02579.x

https://doi.org/10.1111%2Fj.1365-3156.2010.02579.x



https://en.wikipedia.org/wiki/Taeniasis#cite_ref-who_6-0



http://www.who.int/mediacentre/factsheets/fs376/en/

https://en.wikipedia.org/wiki/Taeniasis#cite_ref-garcia_2-0




https://en.wikipedia.org/wiki/Special:BookSources/978-3-642-39021-0

https://en.wikipedia.org/wiki/Taeniasis#cite_ref-schmidt_16-0

https://en.wikipedia.org/wiki/Taeniasis#cite_ref-schmidt_16-1






https://doi.org/10.1056%2FNEJMicm067761





https://doi.org/10.1016%2Fj.exppara.2013.11.007





https://doi.org/10.1056%2FNEJMc072882



518 | P a g e

Competence

A N H I D 4 0 1 - INFECTIOUS DISEASES

ANHID401 Control infectious diseases


Credits: 9 90


Sub-sector: animal health


Purpose statement

This module describes the skills, knowledge and attitudes required by a veterinary nurse in treating and preventing infectious diseases. Any veterinary nurse has to treat common infectious diseases during 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: identify common infectious diseases, Perform diagnosis of common infectious diseases, and Perform treatment of

common infectious diseases.

Competence

519 | P a g e


Microorganism







1. Identify common infectious diseases

1.1 Proper description of bacterial diseases based on their types

1.2 Proper description of viral diseases based on their types

1.3 Proper description of fungal diseases based on their types

2. Perform diagnosis of common infectious diseases

2.1 Proper application of clinical examination based on procedure

2.2 Appropriate collection of samples according to clinical signs and protocol

2.3 Careful examination of sample according to protocol

2.4 Correct interpretation of results based on clinical and laboratory findings

3. Perform treatment of common infectious diseases

3.1 Effective treatment of bacterial diseases according to their causes

3.2 Effective treatment of viral diseases according to their causes

3.3 Effective treatment of fungal diseases according to their causes

3.4 Appropriate monitoring of health parameters according to protocol

3.5 Correct application of biosecurity measures.

520 | P a g e

Learning Outcome 1.1:Describe bacterial diseases

Element to consider for

bacterial disease

description

Aetiology

Epidemiology

Pathogenesis

Clinical signs

Lesions

Description of Common

bacterial diseases

Anthrax ( Charbon

bacteridien)

Black quarter (black

leg)

Brucellosis

Tuberculosis

Tetanus

Contagious bovine

pleuropneumonia

pneumonia

Leptospirosis

Pasteurellosis

Salmonelloses

Mastitis

o Tutorials

o Group work/research

o Brainstorming

o Visit of veterinary clinic /

veterinary laboratories

o Posters of symptoms and

lesions

o Audiovisual presentation on

different diseases

- Books

- Internet

- Veterinary

clinic/laboratory

- Audiovisual equipment

- Posters

Learning unit LU 1: Identify common infectious diseases

1

Learning Outcomes:

1. Describe bacterial diseases 2. Describe viral diseases 3. Describe fungal diseases

50 Hours


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Absces

Colibacillosis

Omphalitis

Streptococcosis

Kerato- conjunctivitis

Otitis

Metritis

Gastro-enteritis

Erysipelas

Actinomycosis

botulism

Joint ill (Arthrite des

veaux)

Wooden tongue

Foot rot

Gastro-intestinal

infection




Written evidence

Oral evidence


Matching questions

Task: Describe bacterial diseases


Proper description of bacterial diseases based on their types

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Checklist Score

Yes No

Indicator: Element to consider for infectious diseases are well described

Definition

Aetiology

Epidemiology

Pathogenesis

Clinical signs

Indicator :Description of black quarter is welldone

Indicator :Bacterial diseases are well described

Anthrax ( Charbon bacteridien)

Black quarter (black leg)

Brucellosis

Tuberculosis

Tetanus

Contagious bovine pleuropneumonia

Pneumonia

Leptospirosis

Pasteurellosis

Salmonelloses

Mastitis

Absces

Colibacillosis

Omphalitis

Streptococcosis

Kerato- conjunctivitis

Otitis

Metritis

Gastro-enteritis

Erysipelas

Actinomycosis

Botulism

Joint ill (Arthrite des veaux)

Wooden tongue

Foot rot

Gastro-intestinal infection

Observation

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Learning Outcome 1.2: Describe viral diseases

Element to consider for viral disease description Aetiology Epidemiology Pathogenesis Clinical signs Lesions

Common viral diseases

Lumpy skin diseases Foot and mouth

disease (FMD) Rift valley fever

Rinder Pest

Sheep pox

Small ruminant pest

Contagious ecthyma

Blue tongue

Vesicular Stomatitis

Classical swine fever

African swine fever

Newcastle diseases

Gamboro disease

Chicken pox

Avian influenza

Canine distemper

Rabies

o Tutorials o Group work/research o Brainstorming o Visit of veterinary clinic /

veterinary laboratories o Posters of symptoms and

lesions o Audiovisual presentation on

different diseases

- Books

- Internet

- Veterinary

clinic/laboratory


- Posters


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

the performance criterion has been achieved.



Proper description of viral diseases based on their types

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Written evidence

Oral evidence


Product evidence


Assay

Task: prevent viral diseases

Checklist Score

Yes No

Indicator: Element to consider for viral disease are well description

Definition

Epidemiology

Pathogenesis

Clinical signs

Lesions

Indicator: Common Viral disease are well described

Lumpy skin diseases

Foot and mouth disease (FMD)

Rift valley fever

Rinder Pest

Sheep pox

Small ruminant pest

Contagious ecthyma

Blue tongue

Vesicular Stomatitis

Classical swine fever

African swine fever

Newcastle diseases

Gamboro disease

Chicken pox

Avian influenza

Canine distemper

Rabies

Observation

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Learning Outcome 1.3: Describe fungal diseases

Element to consider for

fungal disease description

Aetiology

Epidemiology

Pathogenesis

Clinical signs

Lesions

Common fungal diseases

Aspergillosis

Ringworm

Candidiasis

o Tutorials


o Brainstorming

o Visit of veterinary clinic /

veterinary laboratories

o Posters of symptoms and

lesions

o Audiovisual presentation on different diseases

- Books

- Internet

- Veterinary

clinic/laboratory


- Posters





Written evidence

Oral evidence


.



Proper description of fungal diseases based on their types

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Checklist Score

Yes No

Indicator: Element to consider for fungal disease are well described

Aetiology

Pathogenesis

Epidemiology

clinical signs

Indicator : Common fungal diseases are well described

Aspergillosis

Ringworm

Candidiasis

Observation

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Learning Outcome 2.1: Apply clinical examination

Anamnesis process Owner identification Animal history Environmental History

General examination: Examination( observation o) at

distance :

Posture

Behavior

Body condition

Hair condition

Mucus discharges

Feed intake

Close examination ( systematic

examination)

Digestive system

Circulatory apparatus

Respiratory apparatus

Uro-genital apparatus

Musculo-skeletal system

Integumentary system

Nervous system

Record keeping

o Brainstorming on the history

of diseases

o Simulation of the

conversation between the

owner and the veterinary

nurse


anamnesis

o Individual and group

search for better

understanding of

anamnesis

- Animals - PPE - Posters - Audio-visual

equipment - Animal owner,

Farm - Clinics - books - pens - stethoscope - Muzzle - Percussion - Hammer - stomach tube - trocar - intra-mammary

catheter - mare urinary

catheter - vaginal

speculum

Learning unit LU 1:Perform diagnosis of common infectious diseases

2

Learning Outcomes:

1. Apply clinical examination based on procedures 2. collect samples according to clinical signs and protocol 3. Examine sample according to protocol 4. Interprete results based on clinical and laboratory findings

20 Hours


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Written evidence

Oral evidence


product

Open questions Multiple choice questions Matching questions

Task: Perform clinical examination

Checklist Score

Yes No

Indicator: Anamnesis is well perfomed


Animal history

Environmental History

Indicator : General examination is well perfomed


Close examination

Indicator : Record is well kept

Observation


Description of sample collection process preparation of tools,

equipment and material

Animal handling labeling of containers collect samples

according to samples

o Visit o Laboratory o Veterinary clinic o Observation o Demonstration o Audio-visual presentation o Group work/search

Individual and group search on

- PPE

- Cotton swabs

- Petri dishes

(autoclavable)

- Bunsen burners

- Bacteriological filters

- Flasks (conical without

stopper)




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types samples transportation


Feces Blood Skin scabs Mucus Urine Various orgns (tissues)

- Aluminum foil

- Para firm paper

- Permanent markers

- Refrigerators (ordinary)

- Refrigerators 10-30oC

- Deep freezers (-20 & -

70oC)

- Biosafety cabinets

(Level, I & II or even III)

- Centrifuges (ordinary)

- Cooling centrifuges

- Centrifuge tubes

(assorted)

- Modern Autoclaves - Autoclave tapes

- Water baths

- pH Meter





Written evidence

Oral evidence


Product evidence


Matching questions

Task:perform samples collection

Checklist Score

Yes No

Indicator: Samples collection process is well respected

preparation of tools, equipment and material

animal handling


collect samples according to sample types


Indicator: Samples are well collected

Feces

Blood


Collect samples according to clinical signs and protocol

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Skin scabs

Mucus

Urine

Tissues of various organs

Observation

Learning Outcome 2.3: Examine sample


Examination of different samples Faecal Blood Urine Various organs (tissues) Skin scabs Secretions

o Demonstration on sampling

and routine laboratory

examination

o Audiovisual presentation


- PPE

- Animals

- CMT kit

- Reagent

- Milk

- Slides

- Test tubes

- Needles





Written evidence

Oral evidence


Product evidence


Matching questions


Assay

Task: examine samples



Examine sample according to protocol

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Checklist Score

Yes No

Indicator: Examine sample according to protocol of different species

Faecal

Blood

Urine

Various organs (tissues

Skin scabs

Secretions

Observation

Learning Outcome 2.4:Interprete results

Anamnesis Present history Past history Management and

environmental history

General examination distant examination close examination

Examination of different samples.

Feces Blood Skin scabs Mucus urine Various organs

(tissues)

Prognosis Favorable Unfavorable

Brainstorming on types of diagnostics and prognosis

Visits of the farms, clinics Practical individual and

group work Laboratory analysis.

- Animals - PPE - Library, laboratory, - Animal owner, - container for blood

sample - Beakers or plastic

containers - Slide - Reagent






Correct interpretation of results based on clinical and laboratory findings

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Written evidence

Oral evidence


Matching questions


Task: perform samples collection

Checklist Score

Yes No








Indicator: Examined samples are well interpreted

Feces

Blood

Skin scabs

Mucus

Urine


Observation

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Learning unit LU 3: Perform treatment of common infectious

1

Learning Outcomes:

1. Perform treatment of bacterial diseases 2. Perform treatment of viral diseases 3. Perform treatment of fungal diseases 4. Monitor health parameters 5. Apply bio-security measures.

20 Hours

Learning Outcome 3.1:Perform treatment of bacterial diseases


treatment Symptomatic

treatment Specific treatment Economic treatment

Prescription of drugs for infectious disease treatment Inscription Subscription instruction


o Visit of veterinary clinic o Demonstration on animal

treatment

- PPE - Veterinary clinic - Sick animals






Effective treatment of bacterial diseases according to their causes

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Written evidence

Oral evidence


Product evidence


Short questions

Task: perform treatment of black quarter

Checklist Score

Yes No

Indicator: Types of treatment of bacteria are well perfomed


Specific treatment

Economic treatment

Indicator: Drugs for bacteriall disease are well prescribed

Inscription

Subscription

Instruction

Indicator: Drugs are well administered

Oral

Parenteral

Observation

Learning Outcome 3.2 Perform treatment of viral diseases

Description of types of treatment Symptomatic

treatment Specific treatment Economic

treatment


Drugs administration

o Visit of veterinary clinic

o Demonstration on animal

treatment

- PPE

- Veterinary clinic

- Sick animals


535 | P a g e

oral parenteral





Written evidence

Oral evidence


Product evidence


Short questions

Task:prevent viral diseases

Checklist Score

Yes No

Indicator: Types of treatment of viral diseases are well perfomed


Specific treatment

Economic treatment

Indicator:Viral diseases drugs are well prescribed

Inscription

Subscription

Instruction


Oral

parenteral

Observation


Effective treatment of viral diseases according to their causes

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Learning Outcome 3.2 Perform treatment of fingal diseases

Description of types of treatment Symptomatic

treatment Specific treatment Economic

treatment



o Visit of veterinary clinic

o Demonstration on animal

treatment

- PPE

- Veterinary clinic

- Sick animals





Written evidence

Oral evidence


Product evidence


Short questions

Task: Perform treatment of fungal diseases

Checklist Score

Yes No

Indicator:types of treatments fungal diseases are well selected


Specific treatment

Economic treatment

Indicator: Fingal diseases drugs are well prescribed



Effective treatment of fingal diseases according to their causes

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Inscription

Subscription

Instruction


oral

parenteral

Observation

Learning Outcome 3.4: Monitor health parameters according to protocol

Monitoring of health status Body temperatures Heartbeat rates, Respiratory rate, Administration of

drugs, Control of

complications

Control of side effect

o Visits (farms, clinics) o Observations o Group discussions o Demonstrations o Practical works

- Animal





Written evidence


Matching questions


Task: Check the health status of the animal



Monitor health parameters according to protocol

538 | P a g e

Checklist Score

Yes No

Indicator: Health status is well monitored

Body temperatures

Heartbeat rates

Respiratory rate


Control of complications

Control side effect

Indicator : Side effect is well controlled

Observation

Learning Outcome 3.5: Apply bio-security measures

Risk and hazards control

Sanitary prophylaxis Cleaning the work

place Waste disposer Isolation Quarantine

Medical prophylaxis Administration of

drugs Vaccinations

Risk and harard

o Vaccinate different kinds of animals.

o Isolate sick animals o Make a quarantine

depending on the available disease

- Animal






Correct application of biosecurity measures according to principles

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Written evidence

Oral evidence


Product evidence


Task: perform bio-security measures

Checklist

SCORE

Yes No

Indicator : Risk and hazards are well controlled

Indicator: Application of biosecurity measures is well respected

Clean at workplace

Waste disposal (biodegradable, non- biodegradable)

Quarantine

Isolation

Indicator : Medical prophylaxis is well performed

adminsitration of drugs

vaccination, risk and hazard

Observation

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A progressive farmer from kagano Sector, NYAMASHEKE District has imported 6 exotic Cows from south Africa and he is ordered by his neighbour that rearing cattle in pasture in this region is most profitable and he bought a pasture in NYAMASHEKE near lake after a short period he remarks that cows among his herd have weight loss, multiple skin nodules which are circumscribed, firm, well defined and they develop particularly on the head, neck, udder and perineum, mucous membranes of the mouth and nares. fever, lacrimation, oedematous and the animal is reluctant to move, he calls up on you to help him. .As veterinary NURSE, you are requested to: Make treatment of the infection within 1 hours Advise him on bio security measures in 30 min

All needed material, tools and equipment are available

Materials, tools and equipment: - PPE - Animals - Crush - Water - Beakers or plastic containers

- Test tubes

- Test tube rack

- Microscope - Cover slide - slide,

- Gloves - Centrifuge - Stopper - Nose lead - Testing tube - Drugs(penstreptomycin,phe

nylbutazone,and vitamin) - Bottles


Checklist Score

Yes No

Indicator: Equipment and materials are selected

Materials

Animals

Syringes

Needles

Thermometer

Gloves

Equipment

Slide

Cover slide

Nose lead

Testing tube

Indicator : PPE is well used

Gloves

Cover all

Boots

Filter masque

Indicator: Work place is prepared

Crush

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Work place

Indicator: Drugs are selected

Antibiotic,anti-inflammatory drug

Indicator:Anamnesis is well performed

Housing condition

Feeding condition

Anamneses on back ground history of the farm is done

Indicator: blood sample is taken

Blood sample

blood sample

Indicator: Drugs are well selected

Drugs (penstreptomycine,oxytetracycline,gentamycine,phenylbutazone,vitamin)

Observation

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Checklist Score

Yes No

Indicator: treatment of infection is well done

Anamnesis

Clinical diagnosis

Sample collection

Results interpretation

Decision

Drug administration

Observation


Checklist Score

Yes No

Indicator: Tools ,materials and equipment are well used

Slides,

Indicator: Microscopic exam is well performed

Testing tube

Animals

Syringes

Needles are

Thermometer

Slide

Cover slide

Nose lead

Indicator : Available Product is well used

Medicines

Administration route

Indicator : The medicine is well administered

Drug administration route

Time

Observation

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Checklist Score

Yes No

Indicator: PPE are well used

Gloves

Cover all

Boots

Degradable waste

Observation

References:

1.Robson s.2007.blackleg in cattle.available at http//www.the

dairysite.com/article/843/blackleg in-cattle.accessed 22 august

20072.https://www.cdc.gov/anthrax/pdf/evergreen-pdfs/anthrax-evergreen-cont

3.https://www.who.int/tb/zoonoticAbdo J. (1993): The epidemiology and control of bovine

tuberculosis in Ethiopia. [MSc. Dissertation.]University of Edinburgh, Centre for Tropical Veterinary

4.Medicine, UK. Abel (1989): Survey of abattoir inspection data in DireDawa abattoir. Annual Report,

Dire-Dawa, Eastern Ethiopia. Alemayehu M. (2003): Country Pasture/Forage Resource Profiles. Suttie

J.M., Reynolds S.G. (eds.). 1–36. http:// www.fao.org Alemu T. (1992): Bovine tuberculosis in

Ethiopia. [MSc. Dissertation.]Tropical animal health and production.University of Edinburgh, Centre

for Tropical Veterinary Medicine, UK. Amanfu W. (2006): The situation of tuberculosis and

tuberculosis control in animals of economic interest. Tuberculosis, 86, 330–335. Ameni G. (1996):

Bovine tuberculosis: evaluation of diagnostic tests, prevalence and zoonotic importance. [DVM

Thesis.] Faculty of Veterinary Medicine, Addis Ababa University, Debre-Zeit, Ethiopia.5.Cattleto

6. www.thebeefsite.com

544 | 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

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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.

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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.

Skills for a better destiny

RWANDA POLYTECHNIC – RP Kigali-Rwanda Email: [email protected] Web site: www.rp.ac.rw

P.O. Box 164 Kigali, Rwanda
