TVET CERTIFICATE V in ANIMAL HEALTH · 2020-01-14 · 10. Apply Advanced analysis and statistics...

5

TVET CERTIFICATE V in

ANIMAL HEALTH

CODE

AGRANH5001

Kigali, March, 2014

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AGRANH5001-TVET CERTIFICATE V

Animal Health

REQF Level 5 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

March, 2014

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

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

accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i i

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

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

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

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

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 3

2.4 Job related information 3

2.5 Employability skills and life skills 4

2.6 Information about competencies 6

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

3.1 Course structure 7

3.2 Competencies chart 7

3.4 Flowchart 9

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

4.1 Assessment Methodology 10

4.2 Portfolio 10

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

LU 1: Conduct OSH (occupational safety and health) monitoring 13

LU 2:Collect and analyze Occupational health, safety incidents report 18

LU 3: Train all staff on occupational health and safety matters 24

C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 3 0

LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 33

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

no gukoresha ibinyazina binyuranye. 40

LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 50

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

gukoresha ibinyazina binyuranye 60

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

y’Ikinyarwanda. 71

C C M E N 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 8 0

LU 1: Communicate orally in social and professional situations with ease 83

LU 2:Read correctly a range of materials 88

LU 3:Listen to audio messages with different English accents to get the intended message 93

LU 4:Produce a variety of medium texts on professional and general topics 98

C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 0 6

LU 1: Communicate with customers and colleagues from diverse backgrounds 108

LU 2: Address cross-cultural misunderstandings 113

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

LU 1: Prepare document Layout 120

LU 2: Apply basic computer operations 125

LU 3: Manage Data 131

C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 3 9

LU 1:Apply human values 141

LU 2:Respect engineering ethics 147

LU 3:Apply safety 151

C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 5 6

LU 1: Identify Activities To Be Accomplished For Real Business 158

LU 2: Create a productive working environment 165

LU 3: Run real business operation 174

LU 4: Monitor and evaluate the business 181

A N H I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 8 7

LU 1: Apply for internship/employment 190

LU 2:Demonstrate appropriate workplace behavior and attitudes 194

LU 3: Respect worker’s and employer’s rights and responsibilities 199

LU 4: Organize and evaluate one’s internship 205

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

LU 1: Apply fundamentals of integrals 214

LU 2: Identify measures of dispersion and interpret bivariate data 218

A N H A E 5 0 1 - A G R I C U L T U R A L E X T E N S I O N 2 2 3

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LU 1:Identify the innovation 226

LU 2: Impement the innovation 231

LU 3: Monitor and evaluate the innovation implementation 237

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

LU 1: Identify artificial insemination tools and equipment 245

LU 2: Collect and process sperms 251

LU 3: Apply artificial insemination techniques 259

Summative Assessment 266

A N H A P 5 0 1 - Q U A L I T Y C O N T R O L O F A N I M A L P R O D U C T S 2 7 1

LU 1: Design an abattoir 274

LU 2: Perform meat inspection 279

LU 3: Control the quality of milk 286

LU 4: Control the quality of honey 291

LU 5: Control the quality of fish 296

U 6: Control the quality of eggs 300


A N H C A 5 0 1 - C O M P A N I O N A N I M A L S K E E P I N G 3 0 9

LU 1: Identify companion animals species and breeds 313

LU 2: House companion animals 318

LU 3: Keep companion animals 323

LU 4: Control specific diseases of companion animals 329

A N H F F 5 0 1 - F I S H F A R M I N G 3 3 8

LU 1: Select fish species 342

LU 2: Construct fish farming enclosures 347

LU 3: Stock fish farming enclosures 353

LU 4: Stock fish farming enclosures 357

LU 4: Control fish diseases and predators 363


A N H M S 5 0 1 - M A J O R S U R G E R Y 3 7 2

LU 1:Perform head and neck surgery 375

LU 2:Perform abdominal surgery 380

LU 3:Perform orthopaedic surgery 391

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A N H P F 5 0 1 - P I G F A R M I N G 4 0 0

LU 1:Describe pig breeds 403

LU 2:Design and equip piggery 407

LU 3:Rotate and maintain supplies. 412

A N H P N 5 0 1 - N E C R O P S Y 4 3 2

LU 1:Identify necropsy equipment and tools 435

LU 2:Perform pre-necropsy evaluation 442

LU 3:Perform necropsy evaluation 446


A N H V E 5 0 1 - V E T E R I N A R Y E T H I C S A N D J U R I S P R U D E N C E 4 5 7

LU 1:Demonstrate professional behaviour 459

LU 2:Manage stakeholders relationship 464

LU 3:Respect laws and regulations in veterinary profession 468


G L O S S A R Y a

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List of abbreviations

C Compulsory

CDU Curriculum Development Unit

CI Compulsory Indicator

CM Complementary Modules

CV Curriculum Vitae

E Essential

ICT Information Communication Technology

IPRC Integrated Polytechnics Regional Centers

LVS Code of Livestock

NE Non essential

PAFP “Programme d’Appui à la Formation Professionnelle”

PPE Personal Protective Equipment

RTQF Rwandan TVET Qualifications Framework

T Tolerable

TSS Technical Secondary Schools

TVET Technical and Vocational Education and Training

VTC Vocational Education Center

WDA Workforce Development Authority

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Acknowledgments

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

the development of this curriculum:

Coordination

HABIMANA Théodore, TVET Training Department - WDA

MUHIRE Jean Marie Vianney, CDU - WDA

Facilitation

TUMAINI MANIMBI, CDU - WDA

Gratien HATEGEKIMANA, CDU – WDA

Aimable RWAMASIRABO, CDU – WDA

Felix NTAHONTUYE, CDU-WDA

Curriculum Development Team

Name Function Institution

1. Jean Francois MUSHIMIYIMANA Trainer ES Kinazi

2. Fulgence BIZIMUNGU School Manager GS Amitie Jomba

3. Francois MBARUSHIMANA Trainer EAVFO Kibisabo

4. Diogene NSABUMUREMYI Trainer Nyabikenke TSS

5. Gaspard BAVUGAMENSHI Trainer Kabutare TSS

6. Gervais HABARUGIRA Assistant Lecturer University of Rwanda

7. Emmanuel HANYURWIMFURA Managing Director Kamembe Vet Center

8. Marie Rose UWIZERA Trainer EAV Ntendezi

9. Jean Baptiste HAKIZIMANA Trainer Kinazi TSS

10. Celestin MUKURARINDA Managing Director LA MAISONVET Ltd

11. Felicien SEBUHINJA Managing Director AVEP Company Ltd

12. MUSAFIRI Ernest Instructor IPRC NGOMA

13. MUSONI Jean Claude Trainer Nyabihu TVET School

14. UWERA Marceline Socio-linguistics Officer RALC

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15. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

16. MATATA Jean Bosco Teacher College Ami des Enfants

17. GASIMBA François Xavier Lecturer UR/College of Education

18. KAMBARI Vincent Teacher GS St Marcel/Kayonza

19. MUREGO Yves Quality Assurance Officer WDA

20. BUCYENSENGE Vincent Instructor IPRC KARONGI

21. GASANA Vedaste Lecturer INES

22. Dominique Xavier KANYAMIRERA

23. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi

24. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School

25. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza

26. UWINEZA Patrice Sciences trainer Nyamata TVET School

27. UMUGABEKAZI Yvette Chemist ADM-IBTC

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Veterinary Technician. It is designed

with an approach that takes into account the training needs, the work

situation, as well as the goals and the means to implement training.

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

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

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

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

and the course structure.

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

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

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

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

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

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes to entrants to

animal care and management industry. In

Rwanda, animal care or management may

be performed in a variety of private/public

workplaces, including farms, veterinary

clinics, animal research facilities, animal

feed stores, veterinary drugs stores, natural

parks or public services. Veterinary

technicians, , carry out diagnostic,

preventive and curative veterinary tasks

and other supporting activities to animal

health and production (artificial

insemination, extension services, animal

welfare...), more limited in scope and

complexity than those carried out by the

upper levels of veterinary workers ( Animal

health engineers and Veterinarians). They

may perform individually (alone) or in team.

At the end of this qualification, qualified

learners will be able to:

1. Monitor Occupational SHE best practices

2. Maintain professional conversation in upper-intermediate English

3. Gukoresha ikinyarwanda cy’’intyoza 4. Work in a socially diverse

environment 5. Use ICT at workplace 6. Apply professional ethics 7. Organize a business 8. Apply general physics 9. Apply general chemistry 10. Apply Advanced analysis and statistics 11. Perform necropsy 12. Perform major surgery 13. Perform artificial insemination 14. Perform fish farming 15. Perform agriculture extension 16. Perform pig farming 17. Perform quality control of animal

products

18. Integrate workplace

2.2 Minimum entry requirements

TVET Certificate IV in animal halth or other relevant qualifications or through Recognition of Prior Learning.

Title: TVET Certificate V in Animal Health

Level: REQF Level 5

Credits: 124

Sector: Agriculture

Sub-sector: Animal Health

Issue date: March, 2014

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2.3 Information about pathways

2.4 Job related information

▪ Veterinary technician occupation was identified as a priority during May 2011 workshop (organised by WDA and PAFP) on agriculture occupations identification and prioritisation. The areas of intervention of this occupation are focused typically on animal health and production. The practices focus on either small and large animal including companion animals, fishs and bees or games and wildlife providing direct or supporting services to improve animal production and animal welfare. This contributes to good human health and welfare, therefore the national economy.

▪ As such, the Veterinary technician is seen as an important key actor in the process of animal production intensification and the country's economy development.

Possible jobs related to this qualification

• Inseminator

• Fish farmer

• Agriculture extensionist

• Pig farmer

Veterinary technician

Preferred pathways for candidates

entering this qualification include:

▪ Candidates enter this qualification

after achieving TVET Certificate IV in

Anima health or other relevant

qualifications or through

Recognition of Prior Learning

Progression route of candidates

achieving this qualification include:

▪ Candidates exiting this qualification are able to enter TVET diploma in Animal health.

Pathways into the qualification

Pathways from the qualification

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2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Communication

▪ Documenting technical work in plain English

▪ Writing and presenting reports

Safety and security precautions

▪ Working collaboratively with project team members

Health and environment

▪ Health reproduction

▪ Rwanda environmental protection, practices rules and regulations

Business Plan

▪ Producing a small IT business plan

Planning and organizing

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

communications and risk management

Self-management

▪ Taking responsibility for own outputs in relation to specified quality standards

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

moral and ethical issues

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Technology

▪ Manipulate computer

▪ Using internet

Languages other than Kinyarwanda

• Using English as the medium of communication in the working environment

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❖ Number of competencies: 18 ❖ Core competencies: 11 ❖ Complementary competencies: 7 ❖ The total number of Credits: 124

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMMS501 Monitor occupational SHE at workplace 3

2 CCMUE501 Maintain professional conversation in upper-intermediate English 3

4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

5 CCMSE501 Work in a socially diverse environment 3

5 CCMIW501 Use ICT at workplace 3

6 CCMBO501 Organize a business 3

7 CCMPE501 Apply professional ethics 3

Total 21

No Code Core competencies Credit

GEN

ERA

L 1. ANHVE501

Apply veterinary ethics and Jursprudence 3

2. GENAM501 Apply Advanced analysis and statistics 8

3. ANHAE501 Perform agriculture extension 4

SPEC

IFIC

4. ANHAI501 Perform artificial insemination 7

5. ANHAP501 Perform quality control of animal products 6

6. ANHCA501 Perform companion animal keeping 8

7. ANHFF501 Perform Fish Farming 12

8. ANHMS501 Perform Major surgery 12

9. ANHPH501 Perform Pig farming 5

10. ANHPN501 Perform Necropsy 8

11. ANHIA501 Integrate workplace 30

Total 103

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

competency. The symbol (∆) indicates a relationship between a specific competency and a step

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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VETERINARY TECHNICIAN PROCESS

SPECIFIC COMPETENCIES Du

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#

1 2 3 4 5 6 7 8 9

Duration (330 Hrs) 30

30

30

30

30

30

30

40

80

40

1 Perform Necropsy

60 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2 Assist reproducrive technology

100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

3 Perform fish farming

100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

4 Perform major surgery

100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

5 Assist companion animal management 60 ▲ ▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○

6 Assist raw animal production 70 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

7 Perform Bees keeping 80 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

8 Intergrate workplace 300 ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●

Figure 1: Competencies chart

Between the process and particular competencies|Between general and particular competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.4 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of

acquisition of the competencies. It provides an overall planning of the entire training

programme and shows the relationship between the modules. This type of planning is to ensure

consistency and progression of learning. For each module, the flowchart shows the learning

that is already in place, the learning that is to take in parallel or later. The positions defined will

have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of

learning of the modules of the training programme is presented on the following page.

Advanced analysis and statistics 8

Monitoring of occupational SHE at workplace 3

Uppper intermediate workplace English 3 Ikinyarwanda cy' intyoza 3

ICT at workplace 3

Working in socially diverse environment 3 Professional ethics 3

Companion animal keeping 8

Industrial attachment program (IAP) 30

Agriculture Extension 5 Veternary ethics and jurisprudence 3

Fish Farming 12 Pig Farming 5

Major surgery 12 Artificial Insemination 7

Quality control of animal products 6

Necropsy 8

Business organisation 3

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Figure 2: Flowchart

4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

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

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

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

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Competence

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

CCMMS501 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

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

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

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

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

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

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

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

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

health and safety matters.

Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

1. Conduct OSHE ( occupational safety

and health) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best

practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors

on OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

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Learning unit

LU 1: Conduct OSH (occupational safety and health) monitoring

1

Learning Outcomes:

1. Check if SHE policies, procedures and regulations are applied 2. Monitor use of PPEs 3. Monitor compliance of OSHE best practice 10 Hours

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

SHE policies in accordance with the discipline

• SHE regulations; ✓ Safety roles of employees

✓ Responsibility of

administration

✓ Incident reporting

✓ Ventilation and air quality

✓ First aid facilities

✓ Hazard control in

workplace

✓ Equipment and machinery

✓ Emergency response plans

• SHE standards;

✓ Responsibility in working

place

✓ Hazard identification and

risk Control

✓ Making the working area

safe

✓ Personnel protective

o Brainstorming

o Documentary research

o Group discussion

˗ Flipcharts

˗ Markers

˗ Flipcharts stand

˗ Internet

Resources Learning activities Content

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Formative Assessment 1.1

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

criterion has been achieved.

Types of evidence Portfolio assessment tools

• Written

• Oral

• Performance

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

applied

Checklist Score

Yes No

✓ OSHE policies are checked

✓ OSHE regulations are checked

✓ OSHE standards are checked

observation Observation

equipment

✓ Health of employees

✓ Facilities

✓ Reporting of incidents and

accidents

✓ Emergency preparedness

procedures

Performance criterion

Proper checking of application of OSHE policies, procedures and regulations

15 | P a g e

Learning Outcome 1.2: Monitor use of PPEs

• Types of PPEs to be used

according to the trade

• Physical verification of PPEs

• Cleaning and storage of

materials, tools and

equipment

o Group discussion

o Practical exercise

˗ Checklist

˗ PPEs

˗ Brushes

˗ Store

˗ Shelter

˗ Shelves

˗ Pen





• Written

• Oral

• Performance

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

Checklist Score

Yes No

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

✓ Physical verification of PPEs is done

✓ Cleaning and storage of materials, tools and equipments are checked

Observation


Proper monitoring of the use of PPEs


16 | P a g e

Learning Outcome 1.3: Monitor compliance of OSHE best practice

• OSHE best practice

✓ regulations

✓ standards

• Standards checklist to be

evaluated according to the

specific trade

o Brainstorming o Group discussion o Group work





• Written

• Oral

• Performance

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

Checklist Score

Yes No

✓ OSHE best practices are checked

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


Proper monitoring the compliance of OSHE best practice


17 | P a g e

Observation

18 | P a g e

Learning unit

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

2

Learning Outcomes:

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

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

• Steps of data collection; ✓ Consulting of incident

report documents ✓ Talk to people involved or

witnesses to the event ✓ Site visit

• Categories of incidents; ✓ Major accident

• fatal

• permanent injury ✓ Minor accident (injuries) ✓ Near miss

o Small group discussions o Pair discussion o Brainstorming

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





Proper collection of data regarding OSHE incidents


19 | P a g e


• Written

• Oral

• Performance

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

Checklist Score

Yes No

✓ Steps of data collection are followed

✓ Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

• Root and causes of incident; ✓ Poor management

• laziness

• stupidity

• forgetfulness

• negligence

• ignorance ✓ Influencing factors associated with

the work

• environment

• individual

• physical abilities, organization and its management

• system ✓ Overload ✓ Poor procedures ✓ Inadequate training ✓ Low motivation




20 | P a g e

• Impact of incidents ✓ Social impact

• loss of manpower

• medical expenses ✓ Economic impact

• poor production,

• closer of the company

• compensation

• repairs ✓ Physical effects

• permanent injuries,

• loss of ability to handle materials,

• persistent pain

• headaches ✓ Psychological effects

• anxiety,

• depression





• Written

• Oral

• Performance

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


Proper analysis of OSHE data collected

21 | P a g e

Checklist Score

Yes No

✓ Identification of root and causes of incident

✓ Identification of impact of incidents

Observation

Learning Outcome 2.3: Elaborate compiled incident reports

• Type of incident reports; ✓ Monthly report ✓ Quarterly report ✓ Annual report

• Categories of incidents; ✓ Major accident

• fatal

• permanent injury ✓ Minor accident (injuries) ✓ Near miss

• Template of incidents







• Written

• Oral

• Performance

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


Adequate elaboration of a compiled incident reports


22 | P a g e

▪ Task: Elaborating a compiled incident reports

Checklist Score

Yes No

✓ Types of incident reports are identified

✓ Categories of incidents are identified

✓ Template of incidents is well filled

Observation

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

• Use of PPEs

• Emergency preparedness procedures

• hazard identification and risk control

• making the working area safe

• reporting of incidents and accidents

• Training of employees







• Written

• Oral

• Performance

▪ Multiple choice ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Ticking


Proper recommendation of safest way to do the job


23 | P a g e

▪ Expose (presentation) ▪ Task: Recommending the safest way to do the job

Checklist Score

Yes No

✓ Use of adequate PPEs is recommended

✓ Emergency Preparedness Procedures is recommended

✓ Hazard Identification And Risk Control is recommended

✓ Making The Working Area Safe is recommended

✓ Reporting Of Incidents And Accidents is recommended

✓ Training of employees is recommended

Observation

24 | P a g e

Learning unit

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

3

Learning Outcomes:

1. Provide information and instructions 2. Train all employees and supervisors on OSHE

standards/regulations 3. Evaluate trained OSHE programs

10 Hours

Learning Outcome 3.1: Provide information and instructions

• Brief description of:

✓ An occupational health and safety

(OH&S) program

✓ A policy statement

✓ The program elements

• Individual responsibility

• Joint occupational health and

safety committee

• Health and safety rules

• Correct work procedures

• Employee orientation

• Training

• Workplace inspections

• Reporting and investigating

accidents/incidents

• Emergency procedures

• Medical and first aid

• Health and safety promotion

• Workplace specific items

• Responsibilities of the staff:

✓ Responsibilities of workers

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


25 | P a g e

• Using personal protection

and safety equipment as

required by the employer.

• Following safe work

procedures

• Knowing and complying with

all regulations.

• Reporting any injury or

illness immediately

• Reporting unsafe acts and

unsafe conditions

• Participating in joint health

and safety committees or as

the representative

✓ Responsibilities of supervisor

• Instructing workers to

follow safe work practices.

• Enforcing health and safety

regulations.

• Correcting unsafe acts and

unsafe conditions.

• Ensuring that only

authorized, adequately

trained workers operate

equipment.

• Reporting and investigating

all accidents/incidents.

• Inspecting own area and

taking remedial action to

minimize or eliminate

hazards.

• Ensuring equipment is

properly maintained

• Promoting safety

awareness in workers

✓ Responsibilities of management

• Providing a safe and healthful

workplace.

• Establishing and maintaining a

health and safety program.

• Ensuring workers are trained

or certified as required.

26 | P a g e

• Reporting accidents/incidents

and cases of occupational

disease to the appropriate

authority

• Providing medical and first aid

facilities

• Ensuring personal protective

equipment is available

• Providing workers with health

and safety information

• Supporting supervisors in their

health and safety activities

• Evaluating health and safety

performance of supervisors





• Written

• Oral

• Performance

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

and safety matters

Checklist Score

Yes No

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

✓ A brief description of A policy statement is provided

✓ A brief description of the program elements is provided

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


Appropriate provision of information and instructions

27 | P a g e

Observation


Learning Outcome 3.2: Train all employees and supervisors on OSHE

standards/regulations

• Training on SHE regulations

✓ Safety roles of employees

✓ Responsibility of administration

✓ Incident reporting

✓ Ventilation and air quality

✓ First aid facilities

✓ Hazard control in workplace

✓ Equipment and machinery

✓ Emergency response plans

• Training on SHE standards

✓ Responsibility in working place

✓ Hazard identification and risk

control

✓ Making the working area safe

✓ Personnel protective

equipment

✓ Health of employees

✓ Facilities

✓ Reporting of incidents and

accidents

✓ Emergency preparedness

Procedures

o Brainstorming

o Group work

o Discussion

- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


28 | P a g e




• Written

• Oral

• Performance

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

Checklist Score

Yes No

✓ A brief description of SHE regulations is provided

✓ A brief description of SHE standards is provided

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

• Evaluation forms

• Learning assessment ✓ Questions and responses, ✓ topic of discussion

• Training impact assessment

o Brainstorming o Group work o Discussion

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

pictures




Appropriate training to all employees and supervisors on OSHE

standards/regulations

29 | P a g e




• Written

• Oral

• Performance

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

Checklist Score

Yes No

✓ Evaluation forms are well developed

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

✓ Training impact assessment is well developed

Observation

Reference:

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

9781472419712, Publication Date: 2015

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

(Author, Editor)

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

Date: 2009

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

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

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

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

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

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


Proper evaluation of trained OSHE programs

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

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

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

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

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

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

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

30 | P a g e

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

CCMKN501 IKINYARWANDA K’INTYOZA

Ikiciro: 3 Amasaha ateganijwe

Indengo y'amasaha: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Ukuboza, 2016

Intego nyamukuru

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

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

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

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

• Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.

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

• Gukoresha neza ibinyazina bitandukanye.

• Kwandika neza amazina bwite anyuranye.

31 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda cy'umunyamwuga

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.

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

1.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.

1.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye. 1.4 Guhindura inkurushusho mo agakino akurikiranya neza

ingingo. 1.5 Guhimba no kwandika inkurushusho akurikiranya neza

ingingo.

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

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

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

amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

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

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

3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

4. Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo

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

32 | P a g e

gutunganya ubutaka no gukoresha ibinyazina binyuranye.

4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye

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

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

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

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

33 | P a g e

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

inkurushusho abinyujije mu ngiro zitandukanye.

• Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.

• Inkurushusho ✓ Insanganyamatsiko; ✓ Inyunguramagambo; ✓ ingingo z’umuco

n’amateka; ✓ Inshamake

y’inkurushusho; ✓ inshoza n’uturango

by’inkurushusho; ✓ isomo ry’ingenzi; ✓ isesekaza n’utwatuzo.

o Gusoma inkurushusho bucece.

o Gusoma inkurushusho mu matsinda bashaka: - Ibisobanuro

by’amagambo akomeye; - Ibisubizo by’ibibazo byo

kumva inkurushusho no kumurika ibivuyemo;

o Gusoma inkurushusho uwiga aranguruye ;

o Gusoma inkurushusho bakuranwa ;

o Guhuza ibivugwa mu nkurushusho n’indangagaciro;

o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;

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

o Gusobanura ingingo z’umuco n’amateka;

˗ Ibitabo by’ubuvanganzo (inkurushusho) ;

˗ Ibinyamakuru bikoresha inkurushusho ;

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

LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi

1

Umusaruro w’inyigisho:

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

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

Amasaha 6

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

34 | P a g e

o Gusobanura inshoza n’uturango by’inkurushusho;

o Gutahura isomo ry’ingenzi; o Guhina mu magambo

inkurushusho;

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

• Amajwi n’amashusho

• Inyandiko

▪ Uwiga akurikiye neza inkurushusho

▪ Umukoro mu matsinda

▪ Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Gukurikira neza inkurushusho

✓ Ubwumvane mu matsinda;

✓ Ibyiyumviro by'uteze amatwi atarogoya;

Ikitabwaho 2: Kugaragaza ko yumva neza

✓ Insanganyamatsiko;

✓ Inyunguramagambo;

✓ ingingo z’umuco n’amateka;

✓ Inshamake y’inkurushusho;

✓ inshoza n’uturango by’inkurushusho;

✓ Isomo ry’ingenzi;

✓ Isesekaza n’utwatuzo.

Umwanzuro

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

Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye

35 | P a g e

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

o Gusoma inkurushusho bucece. o Gusoma inkurushusho mu

matsinda o Gusoma inkurushusho uwiga

aranguruye ; o Gusoma inkurushusho

bakuranwa;






Gihamya Isuzuma


▪ Uwiga asoma neza inkurushusho



Yego Oya

Ikitabwaho: Gusoma neza inkurushusho



✓ Utwatuzo n'isesekaza.

Umwanzuro

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


Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.


activities

Ibyigwa

36 | P a g e

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

✓ Insanganyamatsiko; ✓ Inyunguramagambo; ✓ ingingo z’umuco

n’amateka; ✓ Inshamake

y’inkurushusho; ✓ inshoza n’uturango

by’inkurushusho; ✓ isomo ry’ingenzi;

o Gusoma inkurushusho o Guhuza ibivugwa mu

nkurushusho n’indangagaciro; o Gusanisha ingeso zivugwa mu

nkurushusho n’imyitwarire y’abantu;

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

o Gusobanura ingingo z’umuco n’amateka;

o Gusobanura inshoza n’uturango by’inkurushusho;

o Guhina inkurushusho mu nyandiko ikwiye

o Gutahura isomo ry’ingenzi;






Gihamya Isuzuma


• Inyandiko

▪ Uwiga asubiza neza ibibazo ku nkurushusho




Yashubije ibibazo ku nkurushusho mu mvugo iboneye


activities

Ibyigwa

37 | P a g e


Yego Oya

Ikitabwaho: Gusoma neza inkurushusho



Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho



✓ Ingingo z’umuco n’amateka;

✓ Uturango by’inkurushusho;


✓ Inshamake y’inkurushusho.

Umwanzuro

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

✓ Inkurushusho ku kamaro

k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)

✓ Udukino dufatiye ku nkurushusho

o Gusoma inkurushusho o Gusesengura inkurushusho o Guhindura agakino mo

inkurushusho akurikiranya neza ingingo.






activities

Ibyigwa

38 | P a g e


Gihamya Isuzuma


• Inyandiko


▪ Inyandiko y'udukino dufatiye ku nkurushusho


Yego Oya

Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho



Ikitabwaho 2: Guhindura neza inkurushusho mo udukino

✓ Isesekaza;

✓ Isano y'inkurushusho n'udukino;

✓ Insanganyamatsiko.

Umwanzuro

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

ihimbankurushusho ✓ Insanganyamatsiko; ✓ Inyunguramagambo; ✓ ingingo z’umuco n’amateka; ✓ Uturango by’inkurushusho; ✓ isomo ry’ingenzi; ✓ isesekaza n’utwatuzo.

o Guhimba inkurushusho. o Kwandika inkurushusho





activities

Ibyigwa


Yahinduye inkurushusho mo agakino akurikiranya neza ingingo

39 | P a g e



Gihamya Isuzuma


• Inyandiko

▪ Uwiga ahimbainkurushusho


▪ Inkurushusho


Yego Oya

Ikitabwaho:Guhimba no kwandika neza inkurushusho

✓ Insanganyamatsiko n'isomo ry’ingenzi;



✓ Uturango tw’inkurushusho;

✓ Isesekaza n’utwatuzo;

✓ Urukurikirane ruhwitse rw'ingingo.

Umwanzuro


Yahimbye anandika inkurushushoakurikiranya neza ingingo.

40 | P a g e

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

2


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

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

amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye

Amasaha 6

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

umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

• Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

• Ibimenyetso by’utega amatwi atarogoya;

• Inyunguramagambo;

• Insanganyamatsiko y’umwandiko;

• Ingingo z’umuco;

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

• Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.

• Indangagaciro

o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.

o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo

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

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


activities

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y’ubworoherane;

• Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

akomeye. -Ibisubizo by’ibibazo byo kumva umwandiko.

o Kumurika mu ruhame ibyavuye mu matsinda.

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo guhembera amakimbirane.



Gihamya Isuzuma


• Inyandiko

▪ Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo

gukemura amakimbirane




Yego Oya

Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko


✓ Ibyiyumviro by'uteze amatwi atarogoya







Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku

nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

.

42 | P a g e


Umwanzuro

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



o Gusoma umwandiko bucece. o Gusoma umwandiko mu

matsinda o Gusoma umwandiko uwiga

aranguruye ; o Gusoma umwandiko

bakuranwa; o Kubahiriza isesekaza

n'utwatuzo





Gihamya Isuzuma


▪ Uwiga asoma neza umwandiko ku nsanganyamatsiko yo




Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.


activities

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Yego Oya

Ikitabwaho: Gusoma neza umwandiko

✓ Ibyiyumviro by’uteze amatwi atarogoya;


✓ Isesekaza;

✓ Utwatuzo.

Umwanzuro

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





• Ingingo z’umuco;



• Indangagaciro y’ubworoherane;

• Ihinamwandiko ku nsanganyamatsiko yo gukemura

o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.


o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.


o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.

o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandi



o Gukusanyiriza mu matsinda




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amakimbirane;

ibitekerezo ku kamaro ko gukemura amakimbirane.


o Kujya impaka ku ngaruka zo guhembera amakimbirane.



Gihamya Isuzuma


• Inyandiko

▪ Uwiga asubiza neza ibibazo ku mwandiko ku nsanganyamatsiko

yo gukemura amakimbirane




Yego Oya

Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko



Ikitabwaho 2:Gusubizaneza ibibazo ku

✓ Nyunguramagambo;

✓ Nsanganyamatsiko y’umwandiko;

✓ Ngingo z’umuco ;

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

✓ Buryo bufatika bwo gukemura amakimbirane mu muryango;

✓ Ndangagaciro y’ubworoherane.

Umwanzuro


Yashubije ibibazo ku mwandiko mu mvugo ikwiye.

45 | P a g e

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




• Ingingo z’umuco ;



• Indangagaciro y’ubworoherane;

• Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

• Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

o Gusoma no gusesengura umwandiko ku nsanganyamatsiko yo gukemura amakimbirane


o Guhimba umwandiko






Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

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46 | P a g e

Gihamya Isuzuma


• Inyandiko

▪ Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko yo



▪ Ihinamwandiko n'ihimbamwandiko


Yego Oya

Ikitabwaho: Guhina no guhimba neza umwandiko


✓ Insanganyamatsiko y’umwandiko;

✓ Ingingo z’umuco;

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

✓ Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;

✓ indangagaciro y’ubworoherane.

Umwanzuro

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

amakimbirane mu muryango.


• Ihangamwandiko ku

o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.

o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane


˗ SEDE (CD);


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nsanganyamatsiko yo gukemura amakimbirane.

• Imurikamwandiko

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

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

˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.



Gihamya Isuzuma


• Inyandiko

▪ Uwiga amurika neza umwandiko ku buryo bwo gukemura amakimbirane mu muryango


▪ Inyandiko y'icyegeranyo ku buryo bwo gukemura amakimbirane

mu muryango


Yego Oya

Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane

✓ Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;

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

✓ Ugukoresha neza umwanya w'ijambo;

✓ Ukurasa ku ngingo.

Umwanzuro


Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu

muryango

48 | P a g e

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


• Ibinyazina: ✓ Nyereka ✓ Ngenera ✓ Ngenga

• Ihangamwandiko

o Gusoma no gusesengura umwandiko

o Gutahura imikoreshereze y’ibinyazina binyuranye.

o Gukorsha neza ibinyazina binyuranye mu mwandiko





Gihamya Isuzuma


• Inyandiko

▪ Uwiga atahura amakosa ku mikoreshereze y'ibinyazina


▪ Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina

binyuranye


Yego Oya

Ikitabwaho:Gukoresha neza ibinyazina binyuranye

✓ Ibinyazina bitandukanye:Nyereka, Ngenera na Ngenga

✓ Isesengura ku mikoreshereze y'ibinyazina bitandukanye;

✓ Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.

Umwanzuro


Yakoresheje ibinyazina binyuranye ku buryo bukwiye


activities

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50 | P a g e

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

ibinyazina binyuranye.

3


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

2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza

ingingo

5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.

6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Amasaha

6

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

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

• Umwandiko ku nsanganyamatsiko ku isuku n’isukura;




• Ingingo z’umuco n’amateka;

• Isesekaza n’utwatuzo;

• Indangagaciro zo kubaha ubuzima;

• ingero zifatika zihamya akamaro k’isuku n’isukura;

• Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;

• Ihangamwandiko ku isuku n’isukura.

o Gutega amatwi umwandiko ku isuku n’isukura.



o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).

o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;

o Kumurika mu ruhame ibyavuye mu matsinda ;


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


˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;

˗ Ibitabo by’ikibonezamvugo;

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

ry’uburenganzira bwa Muntu,

˗ Itegeko Nshinga rya Repubulika y’u Rwanda;

˗ Amafoto ku bikorwa by’isuku n’isukura.


activities

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Gihamya Isuzuma


• Inyandiko

▪ Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura




Yego Oya




Ikitabwaho 2: Kugaragaza ko yumva neza:




✓ Inshamake y’umwandiko;

✓ Inshoza n’uturango by’umwandiko;



Umwanzuro

o Kujya impaka ku ngaruka z’umwanda.


Uwiga yakoresheje Ikinyarwandak’intyoza agaragazako yumva umwandiko ku

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

52 | P a g e

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

• Umwandiko ku nsanganyamatsiko y' isuku n’isukura;


o Kutarogoya usoma nta mpamvu.

o Gusoma mu matsinda o Gusoma aranguruye agaragaza

isesekaza.


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



Gihamya Isuzuma


▪ Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura



Yego Oya

Ikitabwaho : Gusoma neza umwandiko



✓ Isesekaza;

✓ Utwatuzo.

Umwanzuro




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








• ingero zifatika zihamya akamaro k’isuku n’isukura;






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


o Kumurika mu ruhame ibyavuye mu matsinda ;



o Gukora inshamake y’umwandiko mu mvugo.










Gihamya Isuzuma


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.


activities

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• Inyandiko

▪ Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura




Yego Oya




Ikitabwaho 2:Gusubiza neza ibibazo ku



✓ Ngingo z’umuco.

Umwanzuro

55 | P a g e

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








• Ingero zifatika zihamya akamaro k’isuku n’isukura;






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

o Gusoma mu matsinda bashaka:

o -Ibisobanuro by’amagambo akomeye;

o -Ibisubizo by’ibibazo byo kumva umwandiko;

o -Bamurika mu ruhame ibyavuye mu matsinda ;














Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

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Gihamya Isuzuma


• Inyandiko

▪ Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku

n’isukura


▪ Ihinamwandinko n'ihangamwandiko


Yego Oya





✓ Ingingo z’amateka;

✓ Indangagaciro na kirazira.

Umwanzuro

57 | P a g e

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


• Imurikamwandiko

o Gusoma no gusesengura umwaniko ku isuku n’isukura.

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

o Kujya impaka ku ngaruka z’umwanda

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









Gihamya Isuzuma


• Inyandiko

▪ Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku

n’isukura


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


Yego Oya




Ikitabwaho 2:Gusubizaneza ibibazo


Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura


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✓ insanganyamatsiko y’umwandiko;

✓ Isano y'umwandiko n'ibyasomwe ahandi;

✓ Ingingo z’umuco n'amateka;

✓ Gukoresha neza umwanya w'ijambo;

✓ Kurasa ku ntego.

Umwanzuro



• Ibinyazina ✓ Ngenera ngenga ✓ Ndafutura/ndasigura ✓ Mpamagazi





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

Mpuzamahanga ry’uburenganzira bwa Muntu,





activities

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Gihamya Isuzuma


• Inyandiko

▪ Uwiga atahura amakosa ku mikoreshereze y'ibinyazina

bitandukanye

▪ Uwiga akoresha neza ibinyazina bitandukanye




Yego Oya


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



Umwanzuro



60 | P a g e

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

4


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

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

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

Amasaha 6

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

• Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;

• ibimenyetso by’uteze amatwi atarogoya.

• Isesekaza n‘utwatuzo;



• Indangangakiro na kirazira;

• Ingingo z’amateka n’umuco;

• Ingero zifatika zihamya imitunganyirize;

• Ihinamwandiko.

o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.

o Kutarogoya ufite ijambo nta mpamvu. o Kuvumbura insanganyamatsiko

ivugwa mu mwandiko. o Gukoresha Ikinyarwanda k'intyoza

agaragaza indangagaciro yo gukorera mu mucyo.



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

o Gukora ubushakshatsi ku bivugwa mu mwandiko;

o Gukora inshamake y’umwandiko mu mvugo.

˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;



ry’uburenganzira bwa Muntu;


˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.


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o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.




Gihamya Isuzuma


• Inyandiko

▪ Uwiga ateze amatwi umwandiko ku gufata neza ubutaka




Yego Oya





Ikitabwaho 2: Kugaragaza ko yumva neza:




✓ Inshamake ku mwandiko;

✓ Inshoza n’uturango by’umwandiko;

✓ Isomo ry’ingenzi.

Umwanzuro

62 | P a g e

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


• Ibimenyetso by’uteze amatwi atarogoya.

o Gusoma bucece. o Gusoma mu matsinda. o Gusoma bakuranwa. o Gusoma aranguruye

agaragaza isesekaza. o Gutega amatwi umwandiko

ku gufata neza ubutaka. o Kutarogoya ufite ijambo nta

mpamvu.









Gihamya Isuzuma


▪ Uwiga asoma neza umwandiko ku gufata neza ubutaka





activities

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Yego Oya

Ikitabwaho: Gusoma neza umwandiko




Umwanzuro

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






• Indangangakiro na kirazira;


• Ingero zifatika zihamya imitunganyirize y'ubutaka ikwiye;

• Ihimbamwandiko.





o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;





o Kumurika mu ruhame ibyavuye mu matsinda;




Mpuzamahanga ry’uburenganzira bwa Muntu;




activities

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Gihamya Isuzuma


• Inyandiko

▪ Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza

ubutaka


▪ Ibisubizo ku bibazo byanditse ku gufata neza ubutaka


Yego Oya




✓ Utwatuzo n'isesekaza;




✓ Ngingo z’umuco;

✓ Ngingo z’amateka;

✓ Ndangagaciro na kirazira.

Umwanzuro


Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.

65 | P a g e

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


• Ihinamwandiko;

• Ihimbamwandiko.

o Gusoma no gusesengura umwandiko;



o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.










Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

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Gihamya Isuzuma


• Inyandiko

▪ Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka


▪ Ihinamwandiko n'ihangamwandiko


Yego Oya






✓ Indangagaciro na kirazira.

Umwanzuro

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

y’ubutaka.






• Indangangakiro na




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

o Gusoma mu matsinda bashaka:




Mpuzamahanga


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kirazira;


• Ingero zifatika zihamya imitunganyirize;

• Ihimbamwandiko.

-Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;





o Kumurika mu ruhame ibyavuye mu matsinda






Gihamya Isuzuma


• Inyandiko

▪ Uwiga ategura, amurika ingero zo gufata neza ubutaka


▪ Inyandiko y'icyegeranyo ku gufata neza ubutaka


Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka

68 | P a g e


Yego Oya





Ikitabwaho 2:Gusubizaneza ibibazo



✓ Isano y'umwandiko n'ibyasomwe ahandi;

✓ Ingingo z’umuco n'amateka;

✓ Gukoresha neza umwanya w'ijambo;

✓ Kurasa ku ntego.

Umwanzuro

69 | P a g e



• Ikinyazina:

• Mbaza

• Mboneranteko

• Nyamubaro











Gihamya Isuzuma


• Inyandiko

▪ Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina

binyuranye


▪ Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina




activities

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• Ibinyazina bitandukanye:Mbaza, Mboneranteko na Nyamubaro;



71 | P a g e

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

5


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

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

Amasaha 6

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

ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

• Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;


• Inyunguramagambo ku ngeri y’ikinamico;


• Udukino ku nsanganyamatsiko ishingiye ku bwumvane;

• Isesekaza n’utwatuzo.

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

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

n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa

mu ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa, baranguruye

bigana, abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.

o Kujya impaka ku kamaro k' imvugo ziboneye.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;

˗ Ibitabo by’ikibonezamvugo ;

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

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



activities

Ibyigwa

72 | P a g e


Gihamya Isuzuma


• Inyandiko

▪ Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane


▪ Ibisubizo ku bibazo byanditse ku icinamico


Yego Oya

Ikitabwaho 1: Gutega amatwi no gukurikira neza ikinamico








✓ Inshamake y' ikinamico;

✓ Inshoza n’uturango by’ ikinamico;

✓ Isomo ry’ingenzi.

Umwanzuro

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


activities

Ibyigwa


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

zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane

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o Gusoma bucece ikinamico. o Gusoma bakuramwa,

baranguruye bigana, abakinankuru







Gihamya Isuzuma


▪ Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye

ubwumvane



Yego Oya

Ikitabwaho: Gusoma neza ikinamico




Umwanzuro


Yasomye neza ikinamico yubahiriza uturango twayo

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









o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.


baranguruye bigana, abakinankuru.

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







Gihamya Isuzuma


• Inyandiko

▪ Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane


▪ Ibisubizo ku bibazo byanditse ku ikinamico yerekeye ubwumvane


Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico


activities

Ibyigwa

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Yego Oya

Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico






✓ Nsanganyamatsiko y’ ikinamico;

✓ Ngingo z’umuco;

✓ Ngingo z’amateka;

✓ Ndangagaciro na kirazira.

Umwanzuro

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






• Udukino ku nsanganyamatsiko ishingiye










N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire


activities

Ibyigwa

76 | P a g e

ku bwumvane;



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



Gihamya Isuzuma


• Inyandiko

▪ Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko

y'ubwumvane


▪ Ikinamico yanditswe


Yego Oya

Ikitabwaho: Guhimba no gukina neza ikinamico


✓ Insanganyamatsiko y’ikinamico;



✓ Indangagaciro na kirazira;


✓ Ibyiyumviro by'abakinankuru.

Umwanzuro


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

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







• Inzego z’ururimi: ✓ Imvugo ikocamye ✓ Imvugo isanzwe ✓ Imvugo ihanitse









o Kujya impaka ku mvugo ziboneye.







Gihamya Isuzuma


• Inyandiko

▪ Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego

z'ururimi


▪ Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego

z'ururimi


Yakoresheje neza inzego z’ururimi


activities

Ibyigwa

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Yego Oya

Ikitabwaho 1: Gusoma neza no gukurikira ikinamico



✓ Isesekaza n'utwatuzo;

Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye

✓ Inzego zitandukanye z’ururimi

✓ Imikoreshereze ikwiye y'inzego z'ururimi.

Umwanzuro

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


• Amazina bwite ✓ y’ahantu afite indomo ✓ y’abantu arenze rimwe ✓ y’abantu n’ahantu ✓ y’amavamahanga ✓ y’idini yari asanzweho














activities

Ibyigwa

79 | P a g e

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

o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.



Gihamya Isuzuma


• Inyandiko

▪ Uwiga atahura, akosora imyandikire y'amazina bwite


▪ Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina

bwite


Yego Oya

Ikitabwaho: Kubahiriza imyandikire

✓ y'amazina bwite y’ahantu afite indomo

✓ y'amazina bwite y’abantu arenze rimwe

✓ y'amazina bwite y’abantu n’ahantu

✓ y'amazina bwite y’amavamahanga

✓ y'amazina bwite y’idini yari asanzweho

Umwanzuro

Ibitabo n’inyandiko byifashishijwe:

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

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


Yubahirije imyandikire y’amazina bwite

80 | P a g e

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

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

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

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

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

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

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

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

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

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

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

80 | P a g e

Competence

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

CCMEN501 Maintain professional conversation in upper-intermediate English


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

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

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

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

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

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

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

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

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

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

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

81 | P a g e

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

related texts and Summarise texts.

82 | P a g e


Oral Basic English Communication Intermediate Workplace English







1. Communicate orally in social and

professional situations with ease

1.1 Acceptable preparation of speeches on different social and professional occasions

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

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

2. Read correctly a range of

materials

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

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

2.3 Effective summary of key ideas in trade-related texts

3. Listen to audio messages with

different English accents to get

the intended message

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

common English accents 3.3 Accurate reporting of information listened to in

different accents

4. Produce a variety of medium

texts on professional and

general topics

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

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

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

type of business document

83 | P a g e

Learning unit

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

1

Learning Outcomes:

1. Prepare speeches for different social and professional occasions

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

to question forms 10 Hours

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

• Steps for speech preparation ✓ Step 1: Research and

Preparation ✓ Step 2: Writing Your

Speech ✓ Step 3: Practicing ✓ Step 4: Putting

Together Visual Aids ✓ Step 5: Predicting

the Q&A

• Identification of categories of audience ✓ Familiar audience ✓ Non-familiar

audience ✓ Adaptation of the

message to the audience

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

− Flip charts

− White/chalk Board

− Markers

− Microphones

− Reference books

− Scenarios

− Stationeries

− Scenarios

− Projector

− Lesson plan

− Trainee manual

− Reference books


84 | P a g e


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

performance criterion has been achieved.


• Written evidence

• Performance evidence

✓ Writing practice

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

the class.

Checklist Score

Yes No

Indicator: Steps for speech preparation are well applied

✓ Background of the topic is given

✓ Speech script is prepared

✓ Visual Aids are prearranged

✓ Prospective Q&A are hypothesized

Indicator: Categories of audience are well identified

✓ Familiar audienceis identified

✓ Non-familiar audience is identified

✓ Message is adapted to the audience

Observation


Acceptable preparation of speeches on different social and professional occasions

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Learning Outcome 1.2:Deliver speeches to an audience

• Important tips for speech delivery

• Dos and Don’ts on speech delivery

• Requirements to articulate message ✓ Pronunciation ✓ Speed ✓ Tone

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

− Flip charts


− Markers

− Microphones

− Reference books

− Scenarios

− Stationeries

− Scenarios

− Projector

− Lesson plan

− Trainee manual

− Reference books





• Oral evidence


▪ Presentation

Task

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


Effective delivery of speeches by audible and clear articulation of messages

addressed to an audience using pronunciation, segmental and Suprasegmental

phonology


86 | P a g e

Checklist Score

Yes No

Indicator 1:EffectiveSpeech delivery to an audience

✓ Tips for speech delivery are applicable

✓ Dos and Don’ts on speech delivery are applicable

Indicator 2:Message articulation is effective

✓ Pronunciation is accurate

✓ Speed is considerable

✓ Tone is formal

Observation

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

forms

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

o Practical exercise o Presentation o Role plays o Group work

− Scenarios

− White/blackboard

− Reference books

− Markers

− Flip charts

− Paper

− Stationeries





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

question forms


87 | P a g e


• Oral evidence


▪ Discussions

▪ Presentations

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

Checklist Score

Yes No

Indicator: Questions are well formulated

✓ Yes/No questionswell formulated

✓ Wh-questionswell formulated

✓ Choice questions are well stated

✓ Hypothetical questionswell formulated

✓ Embedded questionswell formulated

✓ Leading questionswell formulated

Observation

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Learning unit

LU 2:Read correctly a range of materials

2

Learning Outcomes:

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

5 Hours

Learning Outcome 2.1: Read different trade-related texts adequately

• Types of texts ✓ Expository ✓ Narrative ✓ Descriptive ✓ Directive ✓ Argumentative

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

information

• Explanation of key terms/words in the text

• Provision of answers to reading comprehension questions

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

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


89 | P a g e






• Oral evidence


▪ Reading practice ▪ Presentations ▪ Matching ▪ Multiple choice

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

and answer its comprehension questions

Checklist Score

Yes No

Indicator 1: The type of texts is understood

✓ Expository text is understood

✓ Narrative text is understood

✓ Descriptive text is understood

✓ Directive text is understood

✓ Argumentative text is understood

Indicator 2: Reading techniques are applied

✓ Reading for details is applied

✓ Reading for specific information is applied

Indicator 3: Vocabulary and comprehension

✓ Key terms/words are explained

✓ Comprehension questions are answered

Observation


Adequate reading of different trade-related texts

90 | P a g e

Learning Outcome 2.2:Analyse trade-related texts

• Identification and description ✓ Text Structure ✓ Purpose of the text ✓ Style

Technicality Illustration Prose or verse

✓ Writer’s stance

o Practical exercise o Presentation o Role play o Group discussion

− Scenarios

− White/blackboard

− Reference books

− Markers

− Flip charts

− Paper

− Stationeries

− Lesson plan

− Trainee manual







▪ Reading practice ▪ Presentations ▪ Multiple choice

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


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


91 | P a g e

Checklist Score

Yes No

Indicator: The trade related text is accurately analyzed

✓ Text Structure: characters, events and settings are analyzed

✓ Purpose of the text is understood

✓ Style is identified

✓ Writer’s stance is recognized

Observation

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

• Steps to summarize: ✓ Maintenance of the

most important ideas ✓ Elimination of the less

important details ✓ Paraphrasing in own

words

o Practical exercise o Presentation o Group work

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






• Oral evidence


▪ Reading practice ▪ Writing practice ▪ Presentations

Task: Summarize the text given by the trainer


Effective summary of key ideas in trade-related texts


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Checklist Score

Yes No

Indicator: Steps to summarize are followed

✓ The most important ideas are maintained

✓ Less important details are eliminated

✓ The content is paraphrased in own words

Observation

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

3

Learning Outcomes:

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

4 10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

• Application of active listening strategies to different accents ✓ Listening for General

information ✓ Listening for Specific

information

• Types of listening ✓ Informative listening ✓ Discriminative listening ✓ Relationship listening ✓ Appreciative listening

• Responding to different accents ✓ Responding through

Interactions Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

− Flip charts


− Audiovisual materials

− Scenarios

− Stationeries

− Projector

− Computer

− Lesson plan

− Trainee manual

− Recordings


94 | P a g e





• Oral evidence


▪ Listening practice ▪ Discussions ▪ True or false questions

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

Checklist Score

Yes No

Indicator 1: Active listening strategies are applied

✓ Active listening is applied for general information

✓ Active listening is applied for specific information

Indicator 2: Types of listening are correctly applied

✓ Informative listening is applied

✓ Discriminative listening is applied

✓ Relationship listening is applied

✓ Appreciative listening is applied

Indicator 3: Exact reactions to different accents are processed

✓ Questions are asked for clarification

✓ Satisfaction testimonial is expressed

Observation


Appropriate listening and responding to others

95 | P a g e

Learning Outcome 3.2: Identify differences between common English accents clearly

• Introduction to English accents ✓ Defining an English accent ✓ Common English accents

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

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

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





• Oral evidence


▪ Listening practice ▪ Discussions ▪ True or false questions ▪ Note taking

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

▪ the differences between the accents of both speakers


Clear identification of differences between common English accents


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Checklist Score

Yes No

Indicator 1: Introduction to English accents is understood

✓ English accent is defined

✓ Common English accents are mastered

Indicator 2: American and British English accents are differentiated

✓ Vowel Pronunciation is considered

✓ Consonant pronunciation is considered

✓ Rhotic accent is considered

✓ Change of stress is considered

✓ Changes in articulation are considered

Observation

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

• Reporting information ✓ General information ✓ Specific information

o Practical exercise o Presentation o Drilling/ o Modelling

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





Accurate reporting of information listened to in different accents


97 | P a g e



• Oral evidence


▪ Listening practice

▪ Discussions

▪ Presentations

Task:

Listen and report to the information you hear from each recording

played to you by the trainer

Checklist Score

Yes No

Indicator: Reporting is done according to types of information

✓ Reported considering general information

✓ Reported considering specific information

Observation

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

4

Learning Outcomes:

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

5 Hours

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

• Varieties of writing ✓ Chronological writing ✓ Analytical writing ✓ Descriptive writing ✓ Compare and

contrast writing ✓ Evaluative writing ✓ Summary writing

• The Writing processes ✓ Exploring and

planning ✓ Drafting ✓ Building effective

paragraphs ✓ Editing

o Brainstorming o Documentary research o Practical exercise o Group work

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


99 | P a g e






• Performance

▪ Writing practice ▪ Presentations

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

Checklist Score

Yes No

Indicator 1: Varieties of writing are understood

✓ Chronological writing is understood

✓ Analytical writing is understood

✓ Descriptive writing is understood

✓ Compare and contrast writing

✓ Evaluative writing is understood

✓ Summary writing is understood

Indicator 2: The Writing processes is followed

✓ Exploring and planning is considered

✓ Drafting is done

✓ Effective paragraphs are built

✓ Editing is done

Observation


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

100 | P a g e

Learning Outcome 4.2: Differentiate business documents effectively

• Identification and differentiation of business documents ✓ Business plans and Goals

Business proposals Concept notes

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

✓ Customer service documents

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

✓ Operational documents Contracts Business letters Memorandum of Understanding

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

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





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


101 | P a g e



• Oral

• Performance

•

▪ Writing practice ▪ Discussions ▪ Presentations ▪ Multiple choice ▪ Matching

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

Checklist Score

Yes No

Indicator: Business documents are explored

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

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

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

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

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

Observation

Learning Outcome 4.3: Write business documents perfectly

• Steps to write business documents ✓ Identifying the

audience ✓ Identifying the

document’s purpose ✓ Organizing the

writing ✓ Proofreading the

business document ✓ Editing the business

o Practical exercise o Documentary research o Presentation o Group work

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


102 | P a g e

document

• Writing commonly used business documents







•

❖ Writing practice ❖ Presentation

Task: ✓ Write a business of a project you would implements upon

graduation

Checklist Score

Yes No

Indicator 1: Steps to write business documents are followed accurately

✓ The audience is identified

✓ The document’s purpose is identified

✓ The writing is organized

✓ The business document is proofread

✓ The business document is edited

Indicator 2: Commonly used business documents are correctly written

✓ Business plans are elaborated

✓ Accounting documents are prepared

✓ Customer service documents are written

✓ Business reports are drafted

✓ Operational documents are prepared

✓ Etc

Observation


Appropriate writing of business documents

103 | P a g e

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

✓ Application of principles and techniques of business writing

✓ Formatting a business document

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

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







•

▪ Writing practice ▪ Presentation ▪ Matching

Task: ✓ Using the appropriate writing style for each business document,

write a memo and business letter on a topic of your choice.

Checklist Score

Yes No

Indicator: Content and format are respected

✓ Different principles and techniques of business writing are applied

✓ Accurate business document format is used

Observation


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


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Reference books:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CCMSE501 Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

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

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

of communicating with customers and colleagues from diverse backgrounds and

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

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

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

individuals or bodies.

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Not applicable







1. Communicate with customers and colleagues from diverse backgrounds.

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

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

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

2. Address cross-cultural misunderstandings

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

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

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

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LU 1: Communicate with customers and colleagues from diverse backgrounds

1

Learning Outcomes:

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

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

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

12 Hours

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

treat them with respect and sensitivity

• Treating different groups effectively ✓ forms of address ✓ levels of formality or

informality ✓ observance of special

religious, feasts or other celebratory days

✓ customs, beliefs and values ✓ Product preferences

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

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

materials





Adequate Valuing customers and colleagues from different cultural groups and

treating them with respect and sensitivity.


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• Written

• Oral

• Performance

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

Checklist Score

Yes No

Effective treatment of different groups

Observation

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

verbal communication and overcome language barriers.

• Verbal and non-verbal communication: ✓ varied cultural

interpretation of non-verbal behaviour and gestures

✓ personal grooming, including dress and hygiene habits

✓ language spoken ✓ language written

• Overcoming language barriers: ✓ meet, greet and farewell

customers ✓ give simple directions ✓ give simple instructions ✓ answer simple enquiries

o Brainstorming o Role play o Individual work

- Reference books - Role play scenario - Online materials


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• Written

• Oral

• Performance


Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation

✓ prepare for, serve and assist customers

✓ describe goods and services


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

verbal communication and overcoming language barriers.

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

organisations when required





• Written

• Oral

▪ Multiple choice ▪ True or false question ▪ Ticking ▪ Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation

• Partnerships for efficient communication ✓ interpreter services ✓ diplomatic services ✓ local cultural

organizations ✓ appropriate government

agencies ✓ educational institutions ✓ Disability advocacy

groups.

o Group discussion o Individual work o Large group discussion

- Reference books - Online materials - Specialised materials


Proper obtaining assistance from colleagues, reference books or outside

organizations when required.


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LU 2: Address cross-cultural misunderstandings

2

Learning Outcomes:

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

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

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

18 Hours

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

workplace

• Cultural differences

• Causes of conflict ✓ race ✓ language ✓ special needs ✓ disabilities ✓ gender ✓ age ✓ roles, ✓ emotions, ✓ misinformation ✓ misinterpretation ✓ values

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

- Reference books - Online materials - Specialised materials



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

workplace.


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• Written

• Oral

▪ Multiple choice ▪ True or false question ▪ Ticking ▪ Expose (presentation)

Checklist Score

Yes No

Demonstration of knowledge about cultural differences

Identification of issues that may causes conflict at workplace

Observation

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

misunderstandings at workplace

Settlement of misunderstandings ✓ greetings ✓ key phrases ✓ customs ✓ protocol, ✓ business practices ✓ what is done for fun ✓ appreciation of cultural difference ✓ Avoidance to compromise own

values ✓ being accommodating ✓ Different Communication Styles ✓ Different Attitudes Toward

Conflict ✓ Different Approaches to

Completing Task ✓ Different Decision-Making Styles ✓ Different Attitudes Toward

Disclosure

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

- Reference books

- Role play scenario

- Online materials

- Specialised materials



Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.


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• Written

• Oral

• Performance


Checklist Score

Yes No

Settlement of misunderstandings

Observation

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

leader or supervisor for follow-up

• Raising issues ✓ informal communication ✓ informal meeting ✓ Mediation ✓ formal communication ✓ formal writing ✓ formal meetings ✓ work ethics

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

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

materials



Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.


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• Written

• Oral

• Performance


Checklist Score

Yes No

Raising issues to the appropriate level at workplace

Observation

Reference books:

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

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

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

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

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Competence

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

CCMIW501 Use ICT at workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

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

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

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

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

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

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

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

Develop skills necessary to function in this century.

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Not applicable







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

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

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

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

removal and Conditional formatting 3.5 Appropriate application of data protection

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Learning unit

LU 1: Prepare document Layout

1

Learning Outcomes:

1. Set up a grid structure

2. Arrange text zones and non-textual ones

3. Use special effects

10 Hours

Learning Outcome1.1:Set up a grid structure

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

• Use asymmetrical grids to add interest to your design.

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

• Usage of mixed grids.

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

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





Proper set up of a grid structure


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• Oral evidence


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

Checklist Score

Yes No

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

Indicator: Asymmetrical grids is well detected

Indicator:Working with margins are well described

Observation

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

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

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

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

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

• Page headers and page footers, the contents of which are usually uniform across content pages.

o Practical exercise on editing and arrange a given document

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


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• Table of contents

• Notes like footnotes and end notes; bibliography






• Oral evidence


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

Checklist Score

Yes No

Indicator:Work with Stylesare well identified

Indicator: Size and position of images is well detected

Indicator:Pull quotes and nut graphs is well detected

Indicator:Box outs and sidebars are well identified

Indicator:Page headers are well described

Observation


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

order

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Learning Outcome 1.3: Use special effects

• Methods of overlaying text on an image for readability

✓ Position the Text Appropriately

✓ Increase the Contrast ✓ Use a Transparent

Overlay ✓ Drop Shadow

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

o Practical exercise on adding special effects in a given document

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






• Oral evidence


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

Checklist Score

Yes No

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

✓ Insert text appropriately

✓ Increase the contrast

✓ Use a transparent overlay

✓ Drop shadow


Proper use of special effects


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Indicator: Runaround and intrusions is well detected

Observation

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Learning unit LU 2: Apply basic computer operations

2

Learning Outcomes:

1. Import, Export, and Convert Data Files

2. Use storage media

3. Apply printer settings

4. Connect computer to the network

10Hours

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

• Variety of different file formats ✓ Formats ✓ Typical Extension

• Data Import techniques

• Data Export techniques

• Compress a file

• File Conversion

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

Export and Import of files o Appropriate use of storage

media o Appropriate application of

Printer settings o Connect Computer to the

network

˗ Projector ˗ White Board ˗ Computer Lab





Appropriate Conversion, Export and Import of files


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• Oral evidence


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

Checklist Score

Yes No

Indicator:Variety of different are well identified

✓ Formats

✓ Typical Extension

Indicator: Data Import techniquesis well detected

Indicator:Data Export techniquesare well described

Indicator: Compress a fileare well identified

Indicator: File Conversionare well described

Observation

Learning Outcome 2.2:Use of storage media

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

• Storage capacity ✓ Description of units of data

• Disk formatting ✓ Partitioning ✓ Erase data

o Brainstorming on storage types

o Practical exercises on disk formatting

˗ Projector ˗ White Board ˗ Computer Lab ˗ Storage devices


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• Oral evidence



Checklist Score

Yes No

Indicator:Different types of storageare well identified

✓ External removable hard drive

✓ Solid state drive

✓ Network attached storage

✓ USB thumb drive

✓ Cloud storage

✓ Optical drive

Indicator:Storage capacityis well detected

✓ Unit of data

Indicator:Disk formattingare well described

✓ Partitioning

✓ Erase data

Observation


Appropriate use of storage media

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Learning Outcome 2.3:Apply printer settings

• Page setup ✓ Print preview ✓ Print dialog box

• Selecting printer name ✓ Printer options ✓ Printing one or more

copies ✓ Printing in black/white

or color ✓ Print page ranges

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

o Printing in landscape, portrait different pages

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

˗ Printer ˗ Projector






• Oral evidence




Appropriate application of Printer settings


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Checklist Score

Yes No

Indicator: Page setup are well identified

✓ Print preview

✓ Print dialog box

Indicator:Selecting printer name is well detected

✓ Printer options

✓ Printing one or more copies

✓ Printing in black/white or color

✓ Printing in black/white or color

Observation

Learning Outcome 2.4: Connect computer to the network

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

or PAN ✓ Local area network, or

LAN ✓ Metropolitan area

network, or MAN ✓ Wide area network, or

WAN ✓ Wireless Local Area

Network or WLAN

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

or SAN ✓ Enterprise private

network, or EPN ✓ Virtual private

network, or VPN

• Connect to the internet

✓ Fixed internet ✓ Mobile internet

o Exercises on connect computer to the internet

o

˗ Computer Lab With Internet

˗ Projector


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• Oral evidence



Checklist Score

Yes No

Indicator:Common types of area networks based are well identified

✓ Personal area network, or PAN

✓ Local area network, or LAN

✓ Metropolitan area network

✓ Wide area network, or WAN

✓ Wireless Local Area Network or WLAN

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

✓ Storage area network, or SAN

✓ Enterprise private network, or EPN

✓ Virtual private network, or VPN

Indicator: connect to the internet are well described

✓ Fixed internet

✓ Mobile internet

Observation


Appropriate connect computer to the network

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Learning unit LU 3: Manage Data

3

Learning Outcomes:

1. Manage data types

2. Apply data validation

3. Apply logical functions

4. Analyze data

5. Apply data protection 10Hours

Learning Outcome 3.1: Manage data types

• Description of data types ✓ Data type (Byte, integer, long,

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

✓ Length ✓ Description

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

• Labels to describe pieces of information

• Values (Raw numbers or dates)

• Formulas to perform calculations

o Brainstorming on data types

˗ Computer Lab ˗ Projector



Proper management of data types


132 | P a g e





• Oral evidence



Checklist Score

Yes No

Indicator: Description of data are well identified

✓ Data type

✓ Length

✓ Description

Indicator: Techniques of entering is well detected

✓ data types in cell

✓ default formats

Indicator: Labels to describe are well described

Indicator: Valuesis well detected

Indicator: Formulas to perform are well described

Observation

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Learning Outcome 3.2:Apply data validation

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

• Search/Find .Replace

• Deleting a range of text

• The undo command

• Spelling and grammar

• Synonyms

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

- Computer Lab - Projector






• Oral evidence



Checklist Score

Yes No

Indicator:Create validation are well identified

Indicator:Search/Find is well detected

Indicator: Deleting a range of textare well described

Observation


Proper application of data validation


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Learning Outcome 3.3:Apply logical functions

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

• Between condition (IF function)

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

˗ Computer lab ˗ Projector






• Oral evidence




Adequate application of Logical functions


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Checklist Score

Yes No

Indicator:Logical function overview are well identified

✓ AND

✓ OR

✓ NOT

✓ XOR

Indicator:Between condition is well detected

✓ IF function

Observation

Learning Outcome 3.4:Analyse data

• Create different types of charts ✓

• Table style and application of conditional formatting

• Duplication removal

o Perform practical exercises on data analysis

o compile activities reports

˗ Computer lab ˗ Projector



Adequate performance of data analysis, duplication removal and Conditional

formatting


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• Oral evidence



Checklist Score

Yes No

Indicator:Create different types of chartsare well identified

✓ Line and column charts

✓ Pie

✓ Miniature graphs

✓ Bar

Indicator:Table style is well detected

✓ Application

✓ conditional formatting

Indicator:Duplication removal are well described

Observation

Learning Outcome 3.5:Apply data protection

• Data protection principles ✓ Fair and lawful ✓ Purposes ✓ Adequacy ✓ Accuracy ✓ Retention ✓ Rights ✓ Security

o Compile activities reports ˗ Computer lab ˗ Projector



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• Oral evidence



Checklist Score

Yes No

Indicator:Data protection principlesare well identified

✓ Fair and lawful

✓ Purposes

✓ Adequacy

✓ Accuracy

✓ Retention

✓ Rights

✓ Security

Observation


Appropriate application of data protection

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Reference books:

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

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Competence

C C M P E 5 0 1 - PROFESSIONAL ETHICS

CCMPE501 Apply professional ethics


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2014

Purpose statement

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

professional conduct at workplace.

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Not applicable







1. Apply human values 1.1. Adequate valuation of human right. 1.2. Adequate promotion of integrity 1.3. Convenient valuation of time 1.4. Careful variety of moral issues

2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.

2.2. Adequate application of credible management of the work.

2.3. Adequate team spirit at the work.

3. Apply safety 3.1. Proper risk analysis 3.2. Convenient personal safety precautions 3.3. Adequate respect of hygienic rules

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Learning unit

LU 1:Apply human values

1

Learning Outcomes:

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

7 Hours

Learning Outcome1.1: Valuate human right

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

• Intellectual Property Right

• Confidentiality

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

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

o Demonstration by video/ Picture of Human right issues

- Books - World Health

Organization Reports - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer



Adequate valuation of human right.


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• Oral evidence

•

▪ Multiple choice exercises

▪ Essay

▪ Matching exercise Exercises

▪ True or false questioning

▪ Sentence completion

Checklist Score

Yes No

✓ Privacy

✓ Independence

✓ Security

✓ Right to vote

✓ Medication

✓ Education

✓ Employment

✓ Promotion

✓ Leave( Holydays)

Observation

Learning Outcome 1.2:Promote integrity

• Civic Virtues ✓ Tax Compliance ✓ Environmental Protection ✓ Self reliance ✓ Honesty

• Respect for others

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

Protected areas

- Books - Environmental reports

( National and International)

- Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen


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- Chalks - Projector - Pictures - Computer






• Oral evidence

•


▪ Essay

▪ Merging Exercises



Checklist Score

Yes No

✓ Tax Compliance

✓ Environmental Protection

✓ Self-reliance

✓ Honesty

Observation


Adequate promotion of integrity

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Learning Outcome 1.3: Valuate time

• Preparation of Agenda ✓ Agenda of Meeting ✓ Personal Agenda

o Brainstorming on preparation of Agenda

o Group Discussion on preparation of Agenda

o Practical exercise on preparation of Agenda

- Books - Agenda of some meetings - Personal Agenda - Notebook - Pen / Pencil - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer






• Oral evidence

•


▪ Essay





Convenient valuation of time


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Checklist Score

Yes No

✓ Agenda of Meeting

✓ Personal Agenda

Observation

Learning Outcome 1.4: Analyse variety of moral issues

• Reason of Behaving Unethically

✓ Resource Crunch ✓ Opportunity ✓ Attitude

o Brainstorming on Reason of Behaving Unethically

o Group Discussion on Reason of Behaving Unethically

- Books - Chocks - Blackboard






• Oral evidence

•


▪ Essay





Careful analysis of variety of moral issues


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Checklist Score

Yes No

✓ Resource Crunch

✓ Opportunity

✓ Attitude

Observation

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Learning unit

LU 2:Respect engineering ethics

2

Learning Outcomes:

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

15 Hours

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

• Different Professional rules and regulations ✓ Public Building

regulations ✓ Human Settlement

Policies

• Labor Code ✓ National ✓ International

o Brainstorming on Professional rules and regulations and Labor Code

o Group Discussion on Professional rules and regulations and Labor Code

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

- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer





Appropriate application of rules and regulations of the work.


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• Oral evidence

•


▪ Essay




Checklist Score

Yes No

✓ Public Building regulations

✓ Human Settlement Policies

Observation

Learning Outcome 2.2: Apply credible management of the work.

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

o Brainstorming on ethical theories about Right Action

o Group Discussion on ethical theories about Right Action

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer





Adequate application of credible management of the work


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• Oral evidence

•


▪ Essay




Checklist Score

Yes No

✓ Utilitarian Theory

✓ Duty Ethics

✓ The virtue Theory

✓ Self- realization ethics

✓ Justice (Fairness) theory

Observation

Learning Outcome 2.3: Work with team spirit

• Cooperation

• Empathy ✓ Understanding Others ✓ Service Orientation ✓ Uplift others ✓ Leveraging diversity ✓ Political awareness

o Brainstorming on cooperation and empathy

o Group Discussion on cooperation and empathy

- Books - Notebook - Pen - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer



Adequate team spirit at the work.


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• Oral evidence

•


▪ Essay




Checklist Score

Yes No

✓ Understanding Others

✓ Service Orientation

✓ Uplift others

✓ Leveraging diversity

✓ Political awareness

Observation

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Learning unit

LU 3:Apply safety

3

Learning Outcomes:

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

8 Hours

Learning Outcome 3.1: Analyse risk

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

o Brainstorming on analytical Methods for Risk Analysis

o Group Discussion on analytical Methods for Risk Analysis

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer





Proper risk analysis


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• Oral evidence

•


▪ Essay




Checklist Score

Yes No

✓ Scenario Analysis

✓ Failure Mode and Effect Analysis

✓ Fault-tree Analysis

✓ Event-tree Analysis

✓ Human Error

Observation

Learning Outcome 3.2:Apply personal safety precautions

• Safety and Risk

• Saving Endangered Lives ( Occupational hazards)

• Safe Exit

o Brainstorming on Application of personal safety precautions

o Group Discussion on Application of personal safety precautions




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• Written

evidence

• Oral evidence


▪ Essay




Checklist Score

Yes No

Observation


Convenient personal safety precautions

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Learning Outcome 3.3:Respect hygienic rules

• Maintenance of Hygiene

• Importance of PPE

o Brainstorming on Maintenance of Hygiene and Importance of PPE

o Group discussion on Maintenance of Hygiene and Importance of PPE








• Oral evidence


▪ Essay




Checklist Score

Yes No

Maintenance of Hygiene

Observation


Adequate respect of hygienic rules


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Reference books:

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

PUBLISHERS, India

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

COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY

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

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

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

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Competence

C C M B O 5 0 1 - BUSINESS ORGANISATION

CCMBO501 Organize a business


Credits: 3 30

Sector: ALL

Sub-sector: ALL


Purpose statement

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

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

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

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

157 | P a g e


Business plan development







1. Identify activities to be accomplished

before real business operations

1.1 Proper verification of business start-up

requirements

1.2 Accurate recruiting of employees in line with task

requirements

1.3 Effective performing purchasing of business

requirements in line with business plan

2. Create a productive working

environment

2.1 Accurate setting business ethical conduct

2.2 Effective assigning of responsibilities in accordance

with organisation structure

2.3 Permanent matching personal characteristics with

business requirements

2.4 Proper maintain good relationship with customers

and suppliers

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

3.2 Accurate optimizing the utilization of available

resources

3.3 Regular employing targeted promotional and

marketing campaigns

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

activities

4.2 Regular organization of employee’s meeting in

accordance with customer’s inquiries and needs

4.3 Regular consultation of business plan

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

1

Learning Outcomes:

4. Verify business start-up requirements

5. Recruit employees in line with task requirements

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

5 Hours

Learning Outcome1.1: Verify business start-up requirements

• Meaning of business requirements

• Steps of business requirements estimation

• Business location ✓ Working place

layout ✓ Office equipment ✓ Office furniture

• Raw materials for initial storage ✓ Production

equipment and machinery

✓ Production consumables

• Start-up finances ✓ Quantity of financial

needs ✓ Sources finances ✓ Allocation of

finance resources

o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise

˗ Flipchart ˗ Marker pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Post note


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Written evidence Product evidence

• Essay& Cases study

• True or false question ▪ A produced start up plan

Checklist Score

Yes No

Indicator: business start-up requirements are verfied

Meaning of business requirements are explained

Steps of business requirements estimation are explained

• Business location ✓ Working place layout ✓ Office equipment ✓ Office furniture

Raw materials for initial storage are identified

✓ Production equipment and machinery are identified

✓ Production consumables are identified

Start-up finances are identified

✓ Quantity of financial needs are identified

✓ Sources finances are identified

✓ Allocation of finance resources are identified

Observation


Proper verification of business start-up requirements

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Learning Outcome 1.2: Recruit employees in line with task requirements

• Meaning of employee recruitment

• Functions of employees recruitment ✓ Job design and

development ✓ Identifying and seeking

candidates ✓ Receiving and tracking

applicants ✓ Reference and

background checks ✓ Testing ✓ Interview ✓ Evaluation and hiring

• Principles of strategic employee recruitment

• Factors influencing employees recruitment ✓ Internal factors

Budget constraints Expected or trend of

employee separations Production levels Sales increases or

decreases Global expansion plans

✓ External factors

Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban,

suburban, and rural areas

Competition

• Recruitment process ✓ Staffing plans and

forecasting ✓ Write the job description

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

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

recruitment template


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

recruit and review internal candidate qualifications for possible promotions.

✓ Determine the best recruitment strategies for the position.

✓ Implement a recruiting strategy.





• Oral evidence

• Prodiuct evidence

▪ Observation checklist ▪ Number of employees recruited

Checklist Score

Yes No

Identified Recruit employees in line with task requirements are identified

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

Principles of strategic employee recruitment are explained

Factors influencing employees recruitment are explained ✓ Internal factors


Accurate recruiting of employees in line with task requirements

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✓ External factors

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

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

Observation

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

• Meaning of purchasing

• Purpose of purchasing

• Types of purchasing ✓ Centralised purchasing ✓ Decentralised purchasing

• Principles of purchasing ✓ Right price ✓ Right quality ✓ Right quantity ✓ Right time ✓ Right place

• Purchasing procedures ✓ Meaning ✓ Steps involved in

purchasing procedures

• Documents used in purchasing procedures. ✓ Material requisition form ✓ Inquiry ✓ Reply ✓ Purchase order ✓ Advice note ✓ Delivery note ✓ Invoice ✓ Credit status inquiry ✓ Debit note

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

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

used in purchasing process


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✓ Credit note ✓ Receipt ✓ Statement of account

• Meaning of suppliers

• Factors influencing choice of effective suppliers






•

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

Checklist Score

Yes No

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

Purpose of purchasing are explained

Types of purchasing are explained ✓ Centralised purchasing ✓ Decentralised purchasing

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

Purchasing procedures are explained ✓ Meaning ✓ Steps involved in purchasing procedures

Documents used in purchasing procedures are explained


Effective performing purchasing of business requirements in line with business

plan

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✓ Material requisition form

✓ Inquiry

✓ Reply

✓ Purchase order

✓ Advice note

✓ Delivery note

✓ Invoice

✓ Credit status inquiry

✓ Debit note

✓ Credit note

✓ Receipt

✓ Statement of account

Factors influencing choice of effective suppliers are explained

Observation

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Learning unit LU 2: Create a productive working environment

2

Learning Outcomes:

5. Set business ethical conduct

6. Assign responsibilities in accordance with organisation

structure

7. Match personal characteristics with business requirements

8. Maintain good relationship with customers and suppliers 7Hours

Learning Outcome 2.1: Set business ethical conduct

• Define term ethical conduct

• Objectives of ethical conduct in a business

• Rules and regulations of the business ✓ Positive attitude

required to business members

✓ sanctions proposed by the law in business

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

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

• Ways to address address unethical behaviour at the workplace

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

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

templateIncluding questions that guiding trainee to write a business plan


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• Methods of handling unethical conduct in business

• Importance of positive ethical conduct in the business






• Oral evidence


▪ Problem solving ▪ Observation checklist

Checklist Score

Yes No

Indicator: business ethical conduct setted

Objectives of ethical conduct in a business are explained

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

✓ sanctions proposed by the law in business

Types of unethical behaviour in a business are identified ✓ Mistreating Employees

✓ Financial Misconduct

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

✓ Expectations

✓ Training

✓ Policies


Accurate setting business ethical conduct

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Ways to address unethical behaviour at the workplace are identified

Methods of handling unethical conduct in business are identified

Importance of positive ethical conduct in the business are identified

Observation

Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure

• Meaning of responsibilities assignment in business

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

requirements ✓ Allowing time to the volume of

task

• Responsibility assignment matrix ✓ RAC (Responsible, Accountable,

Consulted and Informed).


˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan






Effective assigning of responsibilities in accordance with organisation structure


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• Oral evidence

•

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

Checklist Score

Yes No

Indicator: responsibilities in accordance with organisation structure are assigned

Meaning of responsibilities assignment in business are explained

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

Responsibility assignment matrix are identified

• RAC (Responsible, Accountable, Consulted and Informed)

Observation

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

• Self assessment of time management practices ✓ Defining tool of

assessment ✓ Self Assessment ✓ Measuring gap between

personal characteristics and business requirements

✓ Defining strategies to eliminate gaps

• Self assessment in motivating employees practices ✓ Defining tool of




• Self assessment in financial practices ✓ Defining tool of




• Self assessment in inventory practices ✓ Defining tool of




books ˗ Case studies ˗ Business plan



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• Oral evidence

•

▪ Multiple choice exercises ▪ Essay& Cases study

▪ True or false questioning ▪ Sentence completion ▪ Observation checklist

Checklist Score

Yes No

Indicator: Match personal characteristics with business requirements identfied

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

✓ Self Assessment

✓ Measuring gap between personal characteristics and business requirements


Self assessment in motivating employees practices are applied ✓ assessment

✓ Self Assessment



Self assessment in financial practices are applied


Permanent matching personal characteristics with business requirements

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✓ Defining tool of assessment

✓ Self Assessment



Self assessment in inventory practices are applied ✓ Defining tool of assessment

✓ Self Assessment



Observation

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

• Meaning of a term relationship in a business

• Purpose of maintaining a good relationship with customers and suppliers

• Methods used to Maintain good relationship with: ✓ customers ✓ suppliers

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

• Ways to address: ✓ Customer complaints ✓ Suppliers complaints

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





• Oral evidence


•

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


Proper maintaining of good relationship with customers and suppliers


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Checklist Score

Yes No

Indictor : Maintain good relationship with customers and suppliers are explained

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

Methods used to Maintain good relationship are identified

Importance of maintaining good customers and suppliers relationship are identified

Ways to address: ✓ Customer complaints ✓ Suppliers complaints

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

Observation

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Learning unit LU 3: Run real business operation

3

Learning Outcomes:

6. Set of short-term business goals

7. Optimize the utilization of available resources

8. Employ targeted promotional and marketing campaigns

10Hours

Learning Outcome 3.1: Set of short-term business goals

• Defining business goals

• Categorization of business goals

✓ Long-term goals ✓ Medium goals ✓ Short-term goals

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



books ˗ Case studies ˗ Risk analysis

template





Proper setting of short-term business goals


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• Oral evidence

•

▪ Multiple choice exercises ▪ Essay& Cases study

▪ True or false questioning ▪ Sentence completion

▪ Observation checklist

Checklist Score

Yes No

Indicator: Set of short-term business goals are explained

Categorization of business goals explained

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

Observation

Learning Outcome 3.2: Optimize the utilization of available resources

• Meaning of business resources

• Types of business resources ✓ Financial resources ✓ Assets ✓ Human resources ✓ Technological resources

• Purpose of optimizing the utilisation of available resources

• Methods to optimise utilisation of available resources

• Methods used to control utilisation of resources: ✓ Procedures of using resources

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

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

identifying risk to be covered by a

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan ˗ Computer


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✓ Targeted result ✓ Anticipated emergencies in

planning ✓ Inventory planed

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

contingency plan






• Oral evidence

•

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

Checklist Score

Yes No

Indicator: Optimize the utilization of available resources are explained

Types of business resources are explained ✓ Financial resources

✓ Assets

✓ Human resources

✓ Technological resources

Purpose of optimizing the utilisation of available resources are explained

Methods to optimise utilisation of available resources Are identified

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

✓ Targeted result

✓ Anticipated emergencies in planning

✓ Inventory planed

Importance of optimizing available resources are described


Accurate optimizing the utilization of available resources

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✓ Employees

✓ Business owners

✓ Business stakeholders

Observation

Learning Outcome 3.3: Employ targeted promotional and marketing campaigns

• Product promotion ✓ Meaning ✓ Aspects of product promotion

Advertising product or brand Generating sales Creating brand loyalty

✓ Elements/tools/piece of promotional mi/plan

Public relations/publicity Advertising Sales promotion Personal selling Direct marketing

✓ Promotional strategies

Get the most out of social media

Generate conversation with swag

Offer incentives with targeted landing pages

Appeal locally and create an event

Boost your brand with education

✓ Establishing promotional

mix/plan

• Marketing campaign ✓ Meaning ✓ Aspects of marketing campaign

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

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

defining contingency plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Role play

scenarios ˗ Business plan ˗ Computer


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Components of marketing campaign

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

✓ Marketing campaign strategy

Clear & concise calls-to-action.

Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

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





Regular employing targeted promotional and marketing campaigns

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• Oral evidence

•

▪ Multiple choice exercises ▪ Essay& Cases study ▪ True or false questioning



Checklist Score

Yes No

Indicator: Employ targeted promotional and marketing campaigns are explained

Product promotion is explained ✓ Aspects of product promotion

Advertising product or brand Generating sales Creating brand loyalty

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

Advertising

Sales promotion

Personal selling

Direct marketing

Promotional strategies are described ✓ Get the most out of social media

✓ Generate conversation with swag

✓ Offer incentives with targeted landing pages

✓ Appeal locally and create an event

✓ Boost your brand with education

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

Marketing Offer Creation

Goal Setting

Landing Page

Drive Traffic

Lead Nurturing

End & Analyze Your Campaign

Views

Leads

Customers

✓

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

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Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

Make it easy to Share.

Inspire interaction.

Use a memorable and repeatable Spokesperson.

Observation

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Learning unit LU 4: Monitor and evaluate the business

4

Learning Outcomes:

1. Prepare a daily report of business activities

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

inquiries and needs

3. Consult to business plan

8 Hours

Learning Outcome 4.1: Prepare a daily report of business activities

• Meaning of business daily report

• Purpose of business daily report

• Format of daily report of business activities

• Importance of business daily report to the business

o Brainstorming on present the business plan

o Demonstration on present the business plan

o Practical exercise on present the business plan

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





Clear preparation of a daily report of business activities


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•


•


Checklist Score

Yes No

Indicator: a daily report of business activities is prepared

✓ Meaning of business daily report is explained

✓ Purpose of business daily report is explained is explained

✓ Format of daily report of business activities is explained

✓ Importance of business daily report to the business is explained

Observation

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

• Meaning of effective employees’ meeting

• Purpose of employee’s meeting

• Meaning of customer inquiries and needs

• Ways of gathering customer’s inquiries and needs

• Steps of effective employee’s meeting

✓ Setting meeting objectives

✓ Preparing meeting requirements

✓ Running employee’s

o Brainstorming on communication of business plan, strategy and outcomes

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

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


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meeting Ways to make employee meeting more engaging

Facilitate brainstorming session

Stand up Set meeting goals

together Offer incentives and

rewards Set a clear framework

in advance






• Oral evidence

•

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


Checklist Score

Yes No

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

Meaning of customer inquiries and needs is explained

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

Stand up

Set meeting goals together

Offer incentives and rewards


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

inquiries and needs

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✓ Set a clear framework in advance

Purpose of employee’s meeting is explained

Ways of gathering customer’s inquiries and needs are explained

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

✓ Preparing meeting requirements

✓ Running employee’s meeting

Observation

Learning Outcome 4.3: Consult to business plan

• Purpose of business plan for the business

• Purpose of consulting business plan during a business operations

• Critical part of the business to be considered while running business

• Identification of what to be consulted in your business plan

• Using business plan as tool

o Brainstorming on importance of presenting business plan.

o Role play on importance of presenting business plan.

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





Regular consultation of business plan


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• Oral evidence

• Product evidence

•

▪ Proposed tools: ▪ Observation checklist ▪ A produced consultation plan

Checklist Score

Yes No

Indicator: Consult to business plan is explained

✓ Purpose of consulting business plan during a business operations is explained

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

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

✓ Using business plan as tool is explained

Observation

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Reference books:

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

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

edition. Uganda: Kyambogo University.

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

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

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Competence

A N H I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

ANHIA501 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: July, 2019

Purpose statement

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

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familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.

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All the modules covered at REQF level 3.


Learning units describe the essential outcomes of a competence


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


1. Apply for internship/employment

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

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

2. Demonstrate workplace behavior and attitudes

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

effectively 2.3. Efficient management of personal and work lives

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

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

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

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

workplace e. Appropriate reaction when the labor code is broken

4. Organize and evaluate one’s internship

a. Appropriate securing of the internship agreement with the enterprise

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

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

experience

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

5. Develop one’s competences on the workplace

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

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

5.3. Adequate demonstration of work behaviour and attitudes

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

• Resources to find employment in the community and at national level

- Job announcements

- Newspapers

advertisements

- From recruitment

agencies

- Internet websites

• Identify contact persons

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

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


Learning unit

LU 1: Apply for internship/employment

1

Learning Outcomes:

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

10 Hours


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


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Written evidences Perfomance

• Essay

• Scenarios

Checklist Score

Yes No

Indicator: Resources to find a job are identified

✓ Job announcements

✓ From recruitment agencies

✓ Newspaper advertisements

✓ Internet websites

Observation

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

• Differences between a CV and an application letter

• Types of application letters

• Elements of a well written CV

• Elements of an application letter

o Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter



Proper writing of a basic accurate and neat CV


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▪ Questions and answers

Checklist Score

Yes No

Indicator: difference between CV and letter is explained

✓ A letter is more concise

✓ A letter express interest

✓ CV gives detailed information

Observation

Learning Outcome 1.3: Take part in an interview.

• Main parts of an interview

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

• Typical questions asked during an interview

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

- Interview observation tool





Proper demonstration of effective interviewing skills


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• written

• oral

• performance

• questionnaires and answers

• scenarios

• True or false questioning

Checklist Score

Yes No

Indicator : Main parts of the interview are identified

- The body of the interview

- The opening

- The closing

Indicator: Typical questions asked during an interview are identified

✓ Tell me about yourself.

✓ Describe a difficult work situation or project and how.

✓ How do you handle stress and pressure?




✓ Why do you want this job?

✓ What are your salary expectations?

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

✓ What is your greatest weakness?

✓ What is your greatest strength?

✓ Why should we hire you?

Observation

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Learning unit

LU 2:Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

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

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

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

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

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory



Appropriate application of workplace habits and attitudes


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• Oral evidence

• Performance

• Essay& Cases study

• True or false questioning

• Observation checklist

• A produced schedule

Checklist Score

Yes No

Indicator1: appropriate workplace behaviors and attitudes are identified

✓ dress code

✓ time management

✓ respect

✓ honesty

✓ integrity

✓ work as a team member

Indicator2: Appropriate working habits are identified

✓ Cooperation

✓ Initiative

✓ Courtesy

✓ Constructive criticism

✓ Supervision, accuracy

✓ Pace of work

✓ Adaptability

✓ Personal appearance

✓ Punctuality

✓ Attendance

Observation

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Learning Outcome 2.2: Manage time.

• Importance of task planning and managing time

• Strategies to better manage time

✓ Start your day with a clear focus.

✓ Have a dynamic task list.

✓ Focus on high-value activities.

✓ Minimize interruptions.

✓ Limit multi-tasking. ✓ Review your day.

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory





• pPerformance

• Product

▪ Scenarios ▪ Different workplace documents


Adequate implementation of strategies to manage time effectively


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Checklist Score

Yes No

Indicator: Effective management of time

✓ Plan activities on time

✓ Attend regularly

✓ Promote effective work

Indicator Strategies to better manage time are mentioned

✓ Start your day with a clear focus.

✓ Have a dynamic task list.

✓ Focus on high-value activities.

✓ Minimize interruptions.

✓ Limit multi-tasking.

✓ Review your day.

Observation

Learning Outcome 2.3: Balance work and personal life.

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

• Tips to manage personal and work lives

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

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





Efficient management of personal and work lives


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Written

• Workplace documents

Checklist Score

Yes No

Indicator : Challenging to balance work and personal life are mentioned

✓ Lack of control.

✓ Unrealistic demands.

✓ Unsupportive relationships

✓ Lack of resources.

✓ Unhelpful attitude

✓ High-stress levels.

Indicator : Tips to manage personal and work lives are identified

✓ Prioritize your time

✓ Know your peaks and troughs

✓ Have set work hours and stick to them

✓ Find time for your finances

✓ Manage your time, long term

✓ Make your workspace work for you

Observation

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Learning unit

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

3

Learning Outcomes:

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

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

5Hours

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

• Definition of “right” and “human rights.

• Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of Human Rights - Plain language version





Appropriate of universal human rights


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• written

• oral

• performance

▪ Essay& Cases study



▪ A produced schedule

Checklist Score

Yes No

Indicator: Universal declaration is explained

✓ know about your right

✓ be informed touniversal declaration human rights

Observation

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

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

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

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

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

- Articles 47 and 48 of the labour code





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


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• writtten evidence

• oral evidence

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

Checklist Score

Yes No

Indicator :Legal obligations of employers are identified

✓ Duty to pay worker

✓ Plan for work

✓ To have managerial skills

Indicator : Legal obligations of workers are mentioned

✓ Provide information

✓ Control of the workplace

✓ Take reasonable care

Observation

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

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

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

o Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.



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


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• writtten

• oral

• Perfornce


▪ Expose

▪ Discussion

▪ Scenarios

Checklist Score

Yes No

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

- Understanding the conditions of your employment.

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

others

Observation

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

• Definition of “responsibility”

• Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming and

discussion

- Worksheet on rights and responsibilities at work.



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


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• writtten evidence

• oral evidence

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

Checklist Score

Yes No

Indicator: Definition of responsibility is well understood

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

over someone.

Indicator: Relationship between rights and responsibilities is indicated.

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

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

your homework.

- Voting is both a right and a responsibility

Observation

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

• Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts





• Writtten

• oral

• Perfornce

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

Checklist Score

Yes No

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

✓ Dismiss the work

✓ Reduction to a lower post

✓ Stoppage of promotion

✓ Suspension without wages

✓ Withholding of increment

Observation


Appropriate reaction when the labour code is broken


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Learning unit

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

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

270 Hours

Learning Outcome 4.1:Conclude an internship agreement.

• Definition of the concept “internship”

• Objectives of the internship

• Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement





Appropriate securing of the internship agreement with the enterprise


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• Writtten

• Oral

• Perfornce

o Essay (short responses /extended responses) o Role play o Questionnaire and answers. o Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: Definition of internship is well understood

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

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

development.

Indicator: Objectives of the internship are mentioned

- Gain valuable work experience

• Explore a career path.

• Develop and refine skills.

• Receive financial compensation

• Network with professionals in the field.

• Gain confidence

• Transition into a job

Indicator :Presentation of internship agreement is indicated

✓ Number your slides and give them a title

✓ Prepare an Agenda or Table of Contents slide.

✓ Tell a story

✓ Prepare a company logo slide for your presentation

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

Observation

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

• Presentation of the logbook

• Tips to fill in the logbook

o Presentation by the trainer - Logbook





• writtten

• oral

▪ Expose


Checklist Score

Yes No

Indicator: presentation of the logbook is identified

✓ IAP list of competencies to be developed

✓ sheet

✓ IAP agreement

✓ IAP report form

✓ IAP interview form

✓ IAP Evaluation form

Indicator: Tips to fill in the logbook are mentioned

✓ Take Time to Write Your Log.

✓ Use a Rough Book.

✓ Have One Logbook Per Project

✓ Keep a Summary List


Adequate outlining of findings and experience


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✓ Computer Filing

✓ Be Consistent

✓ Write a Conclusion.

Observation

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

• Presentation techniques Contents of the internship report

•

o Group discussion o Role play

- Sample internship report





• writtten

• oral

• Questions and answers

• present

• oral questions and their answers


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


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Checklist Score

Yes No

Indicator: contents of the internship report

- Declaration

- Approval

- Acknowledgement

- Abbreviations and acronyms

- General introduction

- Presentation of the institution where internship took place

- achievements

- conclusion and recommendation

Indicator 2: Presentation techniques

✓ Students-centered approach

✓ make a structure

Observation

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

• Internship assessment and self-assessment packages

o Group discussion o Presentation by the trainer





Active participation in the assessment of one’s internship


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• writtten

• oral

• Perfornce

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

Checklist Score

Yes No

Indicator:Internship assessment and self-assessment packages are indicated

• Internship data

• Educational and professional aspects

• Relational and management aspects

• Future perspective

Observation

Reference books:

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

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

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

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

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

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

7. https://canadiangis.com

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

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

10. https://www.collinsdictionary.co

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

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

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

https://canadiangis.com/

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

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

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Competence

Competence

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

GENAM501 Apply Advanced analysis and statistics


Credits: 8 80

Sector: All

Sub-sector: All

Issue date: August, 2019

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

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

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

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

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

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

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

and so on.

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Not applicable



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



1. Apply fundamentals of integrals

1.1. Proper determination of primitive functions based on definition.

1.2. Proper calculation of definite integrals based on definition.

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

2. Identify measures of dispersion and interpret bivariate data

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

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

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

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Learning Outcome 1.1:Calculate the primitive functions

• Definition

• Properties ✓ The derivative of the indefinite

integral ✓ The integral of differential of a

function ✓ Factor out constant function from

integral sign ✓ The indefinite integral of the

algebraic sum of two functions ✓ Immediate primitive

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

o Group discussion on primitive function

o Practical exercises o Documentary Research

- Hand-out notes - Reference books - Didactic

materials such as manila paper, …

- Internet


Learning unit LU 1: Apply fundamentals of integrals

1

Learning Outcomes:

7. Calculate the primitive functions 8. Calculate definite integrals 9. Apply definite integrals

50 Hours


Proper determination of primitive functions based on definition


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



•

▪ Short questions ▪ Open questions

Checklist Score

Yes No

Indicator:Definition of primitive function is given

✓ Definition of primitive function is well given

Indicator: Properties of primitive functions are correctly applied

✓ The derivative of the indefinite integral

✓ The integral of differential of a function

✓ Factor out constant function from integral sign

✓ The indefinite integral of the algebraic sum of two functions

Indicator:Tecniques of integration are appropriately used

✓ Integrals calculation by Immediate primitive

✓ Integrals calculation by change of variable

✓ Integrals calculation by decomposition

✓ Integrals calculation by parts

Observation

Learning Outcome 1.2:Calculate definite integrals

• Definition

• Methods of integration ✓ Integration of definite integrals by

change of variable ✓ Integration of definite integrals by

decomposition ✓ Integration of definite integrals by

parts

o Group discussion on definite integral




- Internet


216 | P a g e





▪ Multiple choice questions ▪ Open questions

Checklist Score

Yes No

Indicator : Definition of definite integral is given

✓ Definition of definite integral is well given

Indicator:Tecnique of integration is appropriately applied

✓ Integration of definite integrals by immediate primitive is perfectly done

✓ Integration of definite integrals by decomposition is perfectly done

✓ Integration of definite integrals by decomposition is perfectly done

✓ Integration of definite integrals by parts is perfectly done

Observation

Learning Outcome 1.3:Apply definite integrals

• Calculation of area

• Calculation of volume

• Calculation of the length of curved surface

o Group discussion on definite integral and its application


- Hand-out notes - Reference books - Didactic materials

such as manila paper, …

- Internet



Proper calculation of definite integrals based on definition

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•

▪ Short questions ▪ Open questions ▪ Curve sketching

Checklist Score

Yes No

Indicator: Application of definite integrals is conveniently performed

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

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

✓ Calculation of volume using definite integrals is properly done

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

Observation


Proper application of definite integrals through sketching and calculations

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Learning Outcome 2.1:Identifythe measures of dispersion

• Variance

• Standard deviation

• Coefficient of variation

o Group discussion on measures of dispersion

o Practical exercises standard deviation and coefficient of variation

o Documentary Research



- Internet



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

2

Learning Outcomes:

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

30 Hours


Accurate determination of measures of dispersion according to definitions and calculations


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• Written evidence ▪ Short questions ▪ Open questions

Checklist Score

Yes No

Indicator : Definition of a measure of dispersion is well given

✓ Definition of Variance is well given

✓ Definition of Standard deviation is well given

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

✓ Calculation of Variance is accurately done

✓ Calculation of Standard deviation is accurately done

✓ Calculation of Coefficient of variation is accurately done

Observation

Learning Outcome 2.2:Describe the measures of the bivariate data

• Correlation

• Covariance

• Coefficient of correlation

o Group discussion on correlation

o Practical exercises on covariance and coefficient of correlation




- Internet




Appropriate identification of bivariate data measures based on definitions and

calculations


220 | P a g e



•

▪ Short questions ▪ Open questions

Checklist Score

Yes No

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

✓ Definition of Correlation is well done

✓ Definition of Covariance is well done

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

✓ Calculation of Covariance is accurately done

✓ Calculation of Coefficient of correlation is accurately done

Observation

Learning Outcome 2.3:Determine the regression line

• Definitions ✓ Scatter diagram ✓ Regression lines

• Calculation and plotting of regression lines

o Group discussion on scatter diagram

o Practical exercises on equation of regression line


- Hand-out notes - Reference books - Geometric

instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …

- Internet



221 | P a g e




•

▪ Short question ▪ Open questions ▪ Scatter diagram and plotted regression lines

Checklist Score

Yes No

Indicator : Definition is given

✓ Scatter diagram is properly defined

✓ Regression line is properly defined

Indicator : Calculation is accurately peformed

✓ Calculation of coefficient of regression line of y on x

✓ Determination of regression line of y on x

✓ Calculation of coefficient of regression line of x on y

✓ Determination of regression line of x on y

Indicator : Graphical presentation is accurate

✓ Presentation of scatter diagram is properly done

✓ Plotting regression line of y on x is appropriately done

✓ Plotting regression line of x on y is appropriately done

Observation


Appropriate determination of regression line based on calculations and plotting

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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

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A N H A E 5 0 1 - AGRICULTURAL EXTENSION

ANHAE501 Perform Agricultural Extension

RTQF Level: 5 Learning hours

Credits: 5 40

Sector: Agriculture and food processing

Sub-sector: Animal health


Purpose statement

This module describes the skills and knowledge required to perform agricultural extension. For

the agricultural extensionist this module will enable him/her to better perform his/her

professional work. Upon completion of this module, the trainee will be able to:

-Identify the innovation

-Implement the innovation

- Monitor and evaluate the innovation implementation

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N/A




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


1. Identify the innovation 1.1. Careful assessment of economical, social and

political environment of the area in which the

extension will be carried out

1.2. Effective assessment of farmers needs and

behaviour in terms of their social, economic

Categories

1.3. Relevant assessment of the target group by

identifying opinion leader, innovators,

resistant and peasant logic

2. Implement the innovation 2.1. Relevant sampling technique based on the target

group category and its population size

2.2. Adequate application of the extension technique

and methods as per target group

2.3. Appropriate selection of the communication

channel depending on the social, economic and the

level of understanding of the target group

3. Monitor and evaluate the innovation

implementation

3.1. Proper elaboration of relevant monitoring tools in

accordance with the extension technique used and

the category of the target group dealing with.

3.2. Proper evaluation of the innovation implemented

3.3. Adequate analysis of the feedback from the

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monitoring activity and make decisions accordingly

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LU 1:Identify the innovation

1

Learning Outcomes:

1. Identify extension tools and equipments

2. Assess the extension area

3. Select the innovation

10 Hours

Learning Outcome1.1:Identify extension tools and equipment

• Data collection tools: ✓ secondary data ✓ local knowledge

• Analysing tools: ✓ Livelihood analysis ✓ Technology

assessment index ✓ Daily routine and

activity diagram ✓ Problem

identification, Problem tree

✓ Socio economic and gender analysis

• Communication tools and equipment

o Brainstorming on data collection tools

o Individual/group research on analyzing tools

o Tutorial on analyzing tools and data collection

o Demonstration on communication tools and equipment

- Documents

- Internet

- Seasonal calendars

- Resource maps

- Agro-ecology map

- Technology map

- Mobility map

- Time trend


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



• Oral evidence

• written evidence

- Matching questions

- Multiple questions

- Short questions

- Task: Identify extension tools and equipment

Checklist Score

Yes No

Data collection tools

✓ secondary data

✓ local knowledge

Analyzing tools

✓ Livelihood analysis

✓ Technology assessment index

✓ Daily routine and activity diagram

✓ Problem identification, Problem tree

✓ Socio economic and gender analysis

Communication tools and equipment

Observation


Careful assessment of economical, social and political environment of the area in

which the extension will be carried out

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Learning Outcome 1.2:Assess the extension area

• Area selection and delimitation ✓ Criteria :

✓ Intervention frame work ✓ Geographic situation ✓ Economic factor ✓ Administrative factor ✓ Adhesion factor ✓ Social factor ✓ Transportation means ✓ Ecological conditions

✓ Area delimitation

✓ Area characterization : ✓ Geographic situation ✓ Economic situation ✓ Social situation ✓ Infrastructure facilities ✓ Development centers ✓ Junction area

• Identification of the problems: ✓ Identification of the major problems faced by the

population ✓ Visualization of the problems in form of a diagram:

problem tree or hierarchy of problem

o Brainstorming on area selection and characterization

o Individual/group research on problem identification

o Tutorial on problem identification

o Group work on problem identification

o Field visits

- Impact diagram - Wealth ranking - Climatic diagram - Professional

ranking - Farming

households Map - Technology

assessment index

- Flow diagram - Venn diagram - Flip chart - Posters - Bulletin board - News papers - Audiovisual

equipment - Writing tools - Telephone - Transects






• Oral evidence

- Open questions


- Task: Assess the extension area


Effective assessment of farmer’s needs and behavior in terms of their social,

economic categories.

categories


229 | P a g e

Checklist Score

Yes No

Area selection and delimitation

✓ Criteria

✓ Area delimitation

✓ Area characterization

Identification of the problems

✓ Identification of the major problems faced by the population

✓ Visualization of the problems in form of a diagram: problem tree or hierarchy of problem

Observation

Learning Outcome 1.3: Select the innovation

• Identification of solutions : ✓ Possible solutions ✓ Visualization of the

solutions in form of a diagram: solutions tree

• Choosing the best solution

• Innovation formulation and its feasibility analysis

o Brainstorming on solutions identification

o Individual/group research on solutions identification

o Tutorial on solution identification

o Group work on innovation formulation

o

- Books - Internet - Farmers - Writing tools





Relevant assessment of the target group by identifying opinion leader,

innovators, resistantant and peasant logic.

resistant and peasant logic


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- Open questions


- Short questions

- Task: Select the innovation

Checklist Score

Yes No

Identification of solutions

✓ Possible solutions

✓ Visualisation of the solutions in form of a diagram: solutions tree

Choosing the best solution

Innovation formulation and its feasibility analysis

Observation

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LU 2: Impement the innovation

2

Learning Outcomes:

1. Identify the target group

2. Select the extension techniques and methods

3. Perform the extension campaign

10Hours

Learning Outcome 2.1. Identify the target group

• Target population characteristics:

✓ knowledge level ✓ cultural practice ✓ organisation, ✓ influence of the

environment and customs

• Target group categorization: ✓ Innovators ✓ Early adopters ✓ Late adopters ✓ Laggards

• Target group selection techniques: sampling :

✓ Random sampling ✓ Systematic sampling ✓ Stratified sampling ✓ Convenience

sampling ✓ Judgement sampling ✓ Quota sampling

o Brainstorming on target population characterization and categorization

o Individual/group research target group selection techniques

o Tutorial on sampling techniques

o Group work on target population characteristics and characterization

- Books - Internet - Farmers


232 | P a g e

✓ Snowball sampling







- Open questions

- Short questions

- Task: Identify the target group

Checklist Score

Yes No

Target population characteristics

✓ knowledge level

✓ cultural practice

✓ organisation,

✓ influence of the environment and

Target group categorization

✓ Innovators

✓ Early adopters

✓ Late adopters

✓ Laggards

Target group selection techniques

✓ Random sampling

✓ Systematic sampling

✓ Stratified sampling

✓ Convenience sampling

✓ Judgement sampling

✓ Quota sampling

✓ Snowball sampling

Observation


Relevant sampling technique based on the target group category and its

population size

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Learning Outcome 2.2: Select the extension techniques and methods

• Extension approaches: ✓ Participatory ✓ Training and visit

• Extension systems: ✓ Technology generation ✓ Technology transfer and ✓ Technology utilization: ✓ Adoption & diffusion of

innovations. Factors affecting the change process.

• Extension methods: ✓ individual contact; ✓ group contact; ✓ mass contact

• Extension techniques: ✓ Visit to the farm and the

household ✓ Training a model farme ✓ Results demonstration ✓ Experimentation ✓ Methods demonstration ✓ Field day for target farmers ✓ Discussion workshop for peasant ✓ Rural radio program ✓ Newspaper and magazine for

agricultural extension ✓ Seminar

o Individual/group research on extension approach and techniques/methods

o Field visit o Demonstration on

experimentation o Group discussion

on extension techniques

o Role play on extension techniques

o Audiovisual

presentation on

extension

techniques

- Internet - Newspapers - Magazine - Audiovisual

equipment - Farmers - Model

experiments





Proper identification of the extension technique and methods suitable to the

target group .

dealt with.


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• Oral evidence

- Open questions

- Short questions

- Task: Select the extension techniques and methods

Checklist Score

Yes No

Extension approaches

✓ Participatory

✓ Training and visit

Extension systems

✓ Technology generation

✓ Technology transfer

✓ Technology utilization

Extension methods

✓ individual contact

✓ group contact

✓ mass contact

Extension techniques

✓ Visit to the farm and the household

✓ Training a model farmer

✓ Results demonstration

✓ Experimentation

✓ Methods demonstration

✓ Field day for target farmers

✓ Discussion workshop for peasant

✓ Rural radio program

✓ Newspaper and magazine for agricultural extension

✓ Seminar

Observation

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Learning Outcome 2.3: Perform the extension campaign

• Preparation of the extension campaign:

✓ Formulation of the objectives of the extension campaign

✓ Organisation of the extension campaign

✓ Selection of the communication channel and methods

• Extension campaign implementation

o Brainstorming on communication chanel and methods

o Individual/group work on formulation of objectives

o Field visit o Tutorial on extension campaign

preparation o Group discussion on extension

campaign preparation o Audiovisual presentation on

extension campaign preparation and implementation

- Extension campaign diagram

- Audiovisual equipment

- Farmers - Writing tools






• Oral evidence


- Open questions

- Short questions

- Multiple choice

- Ticking

- Role play

- Task: Perform the extension campaign


Appropriate selection of the communication channel depending on the social,

economic and the level of understanding of the target group


236 | P a g e

Checklist Score

Yes No

Preparation of the extension campaign

✓ Formulation of the objectives of the extension campaign

✓ Organization of the extension campaign

✓ Selection of the communication channel and methods

Extension campaign implementation

Observation

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LU 3: Monitor and evaluate the innovation implementation

3

Learning Outcomes:

1. Collect data for monitoring and evaluation 2. Analyse data 3. Interpret the evaluation results

20Hours

Learning Outcome 3.1:Collect data for monitoring and evaluation

• Monitoring and evaluation approaches

• Types of evaluation

• Evaluation indicators

• Types and sources of data

• Data collection procedures for evaluation

• Data collection instruments

o Brainstorming on types of evaluation, types and sources of data

o Individual/group work on data collection

o Tutorial on data collection

- Books - Internet - Writing tools





Proper elaboration of relevant monitoring tools in accordance with the

extension technique used and the category of the target group dealing with.


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- Open questions

- Short questions

- Multiple choice

- Ticking

- Task: Collect data for monitoring and evaluation

Checklist Score

Yes No

✓ Monitoring and evaluation approaches

✓ Types of evaluation

✓ Evaluation indicators

✓ Types and sources of data

✓ Data collection procedures for evaluation

✓ Data collection instruments

Observation

Learning Outcome 3.2: Analyse data

• Data entry ✓ By hand ✓ By computer

• Data analysis tools:

✓ checksheet, ✓ histogram, ✓ Percentage ✓ Mean ✓ Mode ✓ Median ✓ Range ✓ Ranking

o Brainstorming on data analysis tools

o Individual/group work on data entry and analysis

o Tutorial on data entry and analysis

- Books - Internet - computer - Software - Writing tools

Resources Learning activities

Content

239 | P a g e

✓ curves ✓ Gantt chart ✓ Variance ✓ Standard deviation

• Data Analysing methods:








- Open questions

- Multiple choice

- Ticking

- Task: Analyse data

Checklist Score

Yes No

✓ Data entry

✓ Data analysis tools

✓ Data Analysing methods

Observation


Proper evaluation of the innovation implemented

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Learning Outcome 3.3: Interpret the evaluation results

• Data interpretation

• Evaluation report writing

o Individual/group work

on data interpretation o Evaluation report writing

- Books - Internet - Writing tools - Extension

records







- Open questions


- Multiple choice

- Ticking

-

- Task: Interpret the evaluation results

Checklist Score

Yes No

✓ Data interpretation

✓ Evaluation report writing

Observation


Adequate analysis of the feedback from the monitoring activity and make

decisions

accordingly


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Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Tools, equipment and materials are well prepared

•

•

Indicator: Sample is well collected and transported

Indicator: Bio chemical properties are assessed

Indicator: Data are interpreted

Observation

Reference books:

1. http://asq.org/learn-about-quality/data-collection-analysis-tools

2. Workforce Development Authorithy, Agricultural extension, Student’s Book Senior 6 Agronomy

3. Karthikeyan C. and al.,2008, Agricultural Extension Management,Atlantic Publishers and

Distribution, 171p.

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A N H A I 5 0 1 - ARTIFICIAL INSEMINATION

ANHAI501 Perform Artificial Insemination


Credits: 7 70

Sector: Agriculture

Sub-sector: Livestock

Issue date: November 2013

Purpose statement

This core module provides the skills, knowledge and attitude for a learner to be competent in a

range of routine tasks and activities that require the application of practical skills in artificial

insemination.

Upon completion of this module the learner will be able to:

- Identify artificial insemination tools and equipment

- Collect and process sperms

- Apply artificial insemination techniques

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Not applicable






1. Identify artificial insemination tools and equipment

1.1. Proper identification of tools and equipment for

sperm collection and processing according to their

use


semen storage and transport according to their

use


artificial insemination as per the techniques and

species

2. Collect and process sperms 2.1. Proper selection of sires(males) suitable for semen

production.

2.2. Proper preparation of semen collection tools and

equipment according to their types

2.3. Proper training of sires (males) for sperm collection

according to the breeds

2.4. Adequate management of sires(males) by feeding,

diseases. control, proper housing as per their breeds.

2.5. Semen collection frequency according to the breeds.

2.6. Effective collection of sperms and semen processing

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according to the techniques and standards

Appropriate maintenance of tools and equipment for

sperm collection and processing in terms of cleaning,

sterilization, disinfection, conservation.

3. Apply artificial insemination techniques

3.1. Appropriate detection of the animal heat by regarding

the external signs

3.2. Proper preparation of the female according to the

breeds

3.3. Adequate preparation of artificial insemination kit in

terms of arrangement.

3.4. Proper preparation of sperms by heating them using an

appropriate flask

3.5. Adequate restraining of the female with respect of the

norms.

3.6. Correct practice of the artificial insemination technique

by right implantation of the semen in the uterus.

3.7. Proper diagnosis of the pregnancy according to the

breeds

3.8. Appropriate maintenance of selected tools and

equipment for artificial insemination in terms of

cleaning, sterilization, disinfection, conservation and

stocking

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LU 1: Identify artificial insemination tools and equipment

1

Learning Outcomes:

1. Identify tools and equipment for sperm collection and processing 2. Identify tools and equipment for semen storage and transport 3. Identify artificial insemination kit components

20 Hours

Learning Outcome1. 1: Identify tools and equipment for sperm collection and processing

• Tools and equipment for

sperm collection:

✓ Bull

✓ Ram and buck

✓ Boar


sperm processing

✓ Semen quality

evaluation

✓ Boar

o Presentation of tools and equipment for sperm collection and processing

o Audiovisual presentation o Individual/group research on

tools and equipment identification

o Field visit

- PPE

- Handler

- Collector

- Dummy bull, dummy

boar,

- Dummy ram and buck

- Estrus sow/doe/ewe

- Thermometer

- Water heater

- Warm soapy water

- Plastic insulated flask

- Stiff brush

- Artificial vagina

- Trailer

- Holding pen

- Squeeze chute/head


246 | P a g e





• Oral evidence



▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Identify tools and equipment for sperm collection and

processing

Checklist Score

Yes No

Indicator: Tools and equipment for sperm collection:

✓ Bull

✓ Ram and buck

✓ Boar

Indicator: Tools and equipment for sperm processing

✓ Semen quality evaluation

✓ Boar

Observation


Proper identification of tools and equipment for sperm collection and processing

247 | P a g e

Learning Outcome 1.2: Identify tools and equipment for semen storage and transport

• Tools and equipment for semen transport

✓ Polystyrene foam insulated shipping container

✓ Large capacity dry shippers


semen storag

✓ Balloon or ice container

✓ Large storage refrigerators

✓ Bulk tanks

o Presentation of tools and equipment for sperm handling ,transportation and storage

o Audiovisual presentation o Individual/group research on

tools and equipment identification

o Field visit

- PPE -Audiovisual equipment -Books -Internet -Artificial insemination centers -Semen collection and processing centre - Liquid Nitrogen - LN vapor - Plastic goblets - Labeled metal

canes/racks - LN refrigerators - Pellets - Self-contained

breathing apparatus - Bland soap - Wooden

boards/pallets - Ventilated box - Record keeping tools - Gold colored

fluorescent light tube - Aluminium container

with vacuum - Breeding kit: sleeve,

sheaths, AI gun, scissors, paper towels,

- Forceps (tweezers) - Balloon or ice

container - Thermos bottle - Polystyrene foam

insulated shipping container

- Large capacity dry shippers

- Large storage refrigerators

- Bulk tanks


248 | P a g e





• Oral evidence



•

▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Identify tools and equipment for semen storage and

transport

Checklist Score

Yes No

Indicator: Tools and equipment for semen transport

✓ Polystyrene foam insulated shipping container

✓ Large capacity dry shippers

Indicator: Tools and equipment for semen storage

✓ Balloon or ice container

✓ Large storage refrigerators

✓ Bulk tanks

Observation


Proper identification of tools and equipment for semen storage and transport

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Learning Outcome 1.3: Identify artificial insemination kit components

• Identify artificial insemination kit components

o Presentation of tools and equipment artificial insemination

o Audiovisual presentation

o Individual/group research on tools and equipment identification

o Field visit on artificial insemination activities

- Crayon, - Heat mount detection pads, - Radiotelemetric systems

(heat watch) - Marking harnesses, - Heat expectancy l - Implant applicatorl sponges - Breeding chute - Frozen semen - Inseminotor’s kit - Thaw container - Lubricant gel - Paper towel and saop - Straw cutter - Forceps - Scissors - Insemination gun - Sheaths - Sheaths protector - Bucket and boot brush - Disinfectant solution - Disposable plastic

insemination tubes (catheter)

- Disposable plastic polybulbs or syringe

- Ampoule scribe - Poster on female

reproductive tract - Speculum





Proper identification of tools and equipment for artificial insemination


250 | P a g e


• Oral evidence



•

▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Identify artificial insemination kit components

Checklist Score

Yes No

Indicator: Artificial insemination kit components

Observation

251 | P a g e

LU 2: Collect and process sperms

2

Learning Outcomes:

1. Manage sire(males) 2. Collect sperms 3. Process sperm and semen

30 Hours

Learning Outcome 2.1:Manage sire(males)

• Selection of sires (males)

• Training of sires (males)

• Management of

sires(males):

✓ Feeding,

✓ Diseases. Control,

✓ Housing,

✓ Sperm collection

frequency

o Demonstration on sires training

o Audiovisual presentation on sires training

o Individual/group research on sires selection and management

o Field visit o Group work on sires

management o Demonstration on sperm

collection

- PPE

- Handler

- Collector

- Dummy bull, dummy boar,

- Dummy ram and buck

- Estrus sow/doe/ewe

- Thermometer

- Water heater

- Warm soapy water

- Plastic insulated flask

- Stiff brush

- Artificial vagina

- Trailer

- Holding pen


252 | P a g e





• Oral evidence



•

▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Manage sire(males)

Checklist Score

Yes No

Indicator: Selection of sires (males)

Indicator: Training of sires (males)

Indicator: Management of sires(males):

✓ Feeding,

✓ Diseases. Control,

✓ Housing,

✓ Sperm collection frequency

Observation


Proper selection of sires suitable for semen production.

253 | P a g e

Learning Outcome 2.2: Collect sperms

• Sexual stimulation techniques

• Sexual preparation techniques

• Collection methods of the semen: ✓ Bull:

- Artificial vagina method - Electro-ejaculator method - Massaging the pelvic

accessory genital organs (ampullae) per rectum

- Recovering semen from the vagina of the cow that has been naturally serviced

✓ Ram and buck: artificial vagina

✓ Boar: Artificial vagina

o Audiovisual

presentation on sperm collection in bull, boar, ram and buck

o Field visit for semen collection observation

o Individual/group research on sperm collection

- PPE -Audiovisual equipment -Books -Internet -Semen collection and processing centre - Liquid Nitrogen - LN vapor - Plastic goblets - Labeled metal

canes/racks - LN refrigerators - Pellets

Self-contained breathing

- apparatus - Bland soap - Wooden

boards/pallets - Ventilated box - Record keeping

tools - Gold colored

fluorescent light tube

- Aluminium container with vacuum

- Breeding kit: sleeve, sheaths, AI gun, scissors, paper towels,

- Forceps (tweezers) - Balloon or ice

container - Thermos bottle - Polystyrene foam

insulated shipping container

- Large capacity dry


254 | P a g e





• Oral evidence



•

▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Collect sperm

Checklist Score

Yes No

Indicator: Sexual stimulation techniques

Indicator: Sexual preparation techniques

Indicator: Collection methods of the semen:

✓ Bull:

- Artificial vagina method

- Electro-ejaculator method

- Massaging the pelvic accessory genital organs (ampullae) per rectum

- Recovering semen from the vagina of the cow that has been naturally serviced

✓ Ram and buck: artificial vagina

✓ Boar: Artificial vagina

Observation


Proper training of sires for sperm collection

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Learning Outcome 2.3: Process sperm and semen

• Semen evaluation: ✓ Appearance and

viability ✓ Motility ✓ Morphology ✓ pH ✓ Sperm concentration

• Semen dilution: ✓ extenders and ✓ extension of the

semen

• Cooling of the semen

• Packaging

• Freezing

• Protecting sperm against damage

o Audiovisual presentation on sperm and semen processing in bull, boar, ram and buck

o Field visit for semen processing observation

o Individual/group research on sperm and semen processing

- PPE -Audiovisual equipment -Books -Internet -Semen collection and processing centre - Liquid Nitrogen - LN vapor - Plastic goblets - Labeled metal

- canes/racks - LN refrigerators - Pellets - Self-contained

breathing apparatus

- Bland soap - Wooden

boards/pallets - Ventilated box - Record keeping

tools - Gold colored

fluorescent light tube

- Aluminium container with vacuum

- Breeding kit: sleeve, sheaths, AI gun, scissors, paper towels,

- Forceps (tweezers)

- Balloon or ice container

- Thermos bottle - Polystyrene

foam insulated shipping container


256 | P a g e

- Large capacity dry shippers

- Large storage refrigerators

- Bulk tanks


257 | P a g e




• Oral evidence


• performanceevidence

•

▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions

▪ Task: Process sperm and semen

Checklist Score

Yes No

Indicator: Semen evaluation:

✓ Appearance and viability

✓ Motility

✓ Morphology

✓ pH

✓ Sperm concentration

Indicator: Semen dilution:

✓ extenders and

✓ extension of the semen

Indicator: Cooling of the semen

Indicator: Packaging

Indicator: Freezing

Indicator: Protecting sperm against damage

Observation


Effective collection of sperms and semen processing according to the techniques

and standards

258 | P a g e

259 | P a g e

LU 3: Apply artificial insemination techniques

3

Learning Outcomes:

1. Detect heat 2. Induce and synchronize heat 3. Practice artificial insemination 4. Make follow-up

20 Hours

Learning Outcome 3.1: Detect heat

• Physical restraining techniques

• Heat cycle for: Cows, doe, ewe, sow

• Heat signs for: Cows, doe, ewe, sow

• Heat detection techniques/methods: ✓ Visual observation ✓ Heat detection with aids

(teaser males, breeding

records)

• Heat detection in cattle

• Heat detection in goats

• Heat detection in sheep

• Heat detection in swine

• Time of insemination

o Farms visits

o Individual/group

research


on heat signs and heat

cycle

o Brainstorming on heat

signs

o Heat expectancy charts/

Dairy herd monitor

presentation

- Dairy herd monitor - Heat expectancy

charts - Farms - Books - Internet - Audiovisual

equipment - Posters - Teasers males - Recording tools -


260 | P a g e





Oral



•

▪ Multiple choice questions ▪ Open questions ▪ Matching questions ▪ Sentence completion ▪ Ticking questions ▪ Task: Detect heat

Checklist Score

Yes No

Indicator: Physical restraining techniques

Indicator: Heat cycle for: Cows, doe, ewe, sow

Indicator: Heat detection techniques/methods:

✓ Visual observation

✓ Heat detection with aids

(teaser males, breeding records)

Indicator: Heat detection in cattle

Indicator: Heat detection in goats

Indicator: Heat detection in sheep


Appropriate detection of the animal heat by regarding the external signs

261 | P a g e

Indicator: Heat detection in swine

Observation

Learning Outcome 3.2: Induce and synchronize heat

• Heat induction and synchronization

• Pregnancy Diagnosis

• Oestrous synchronization methods and techniques

• Oestrous induction methods and

techniques

o Demonstration on heat

induction and

synchronization

techniques

o Practical work on heat

induction,

synchronization and

pregnancy diagnosis

o Audiovisual

presentation on heat

induction,

synchronization and

pregnancy diagnosis

o Field visit on heat

induction,

synchronization and

pregnancy diagnosis

- Farms - Audiovisual

equipment - Artificial

insemination centre

- Seringues - Prostagladin F2

Alpha - Oestradiol - Synchro-Mate B

(SMB) - Melengestrol - Implant

applicator - GnRH - PMSG - HCG - Norgestomet - Controlled

Internal Drug releaisin (CIDR)

- CIDR Applicator (cow,Sheep & Goat Size)

- Intravaginal sponges


http://www.reproductionresources.com/products.php?pid=239&detail=true



262 | P a g e





• Oral evidence



•


▪ Task: Induce and synchronize heat

Checklist Score

Yes No

Indicator: Heat induction and synchronization

Indicator: Pregnancy Diagnosis

Indicator: Oestrous synchronization methods and techniques

Indicator: Oestrous induction methods and techniques

Indicator: Heat induction and synchronization

Indicator: Pregnancy Diagnosis


Proper preparation of the female according to the breeds

263 | P a g e

Observation

Learning Outcome 3.3: Practise artificial insemination

o Artificial insemination methods : ✓ recto vaginal, ✓ speculum, ✓ vagina methods

o Steps of artificial insemination in : ✓ Cow ✓ Sows ✓ Ewe ✓ Doe

• Records keeping: artificial

insemination certificate, store cards

o Demonstration on

artificial insemination

methods/techniques

o Practical work on

artificial insemination

methods/techniques


on artificial

o insemination

methods/techniques

o Field visit on artificial

insemination

methods/techniques

-Dairy herd monitor -Liquid Nitrogen - Semen - biostats - Bland soap - PPE - Record keeping

tools - Sleeve, - sheaths - AI gun - scissors, - paper towels - Forceps

(tweezers) - Thermos bottle - Bucket Lubricants



Adequate preparation of artificial insemination kit in terms of arrangement.


264 | P a g e




• Oral evidence


• performanceevidence

•


▪ Task: Practise artificial insemination

Checklist Score

Yes No

Indicator: Artificial insemination methods :

✓ recto vaginal,

✓ speculum,

✓ vagina methods

Indicator: Steps of artificial insemination in :

✓ Cow

✓ Sows

✓ Ewe

✓ Doe

Indicator: Records keeping: artificial insemination certificate, store cards

Observation

Learning Outcome 3.4: Make follow-up

o Pregnancy diagnosis methods:


✓ rectal palpation ✓ rectal abdominal

palpation o Pregnancy diagnosis in

✓ Cow ✓ Ewe and doe

o Brainstorming on causes of

infertility

o Individual/group research

on causes of infertility

o Demonstration on

pregnancy diagnosis, new

o Books o Internet o Audiovisual

equipment o Recording tools o Ear tags o Ear tags applicators o Farms o


265 | P a g e

✓ Sow o Causes of infertility ✓ New born identification

and registration

born identification and

registration


on pregnancy diagnosis

o Practical work on

pregnancy diagnosis, new

born identification and

registration

o Field visit on pregnancy

diagnosis, new born

identification and

registration

Formative Assessment3. 4




Oral



•


▪ Task: : Make follow-up

Checklist Score

Yes No

Indicator: Pregnancy diagnosis methods:


✓ rectal palpation

✓ rectal abdominal palpation

Indicator: Pregnancy diagnosis in


Proper preparation of sperms by heating them using an appropriate flask

266 | P a g e

✓ Cow

✓ Ewe and doe

✓ Sow

Indicator: Causes of infertility

✓ New born identification and registration

Observation

Summative Assessment

Integrated situation Resources

The NGO ‘’Farm for the future’’ has started a farming project in Muhanga District, Nyamabuye sector. This farming project deals with dairy cattle, goats and pigs. In order to improve the local breeds both in cattle, pigs and goats this NGO has introduced an artificial insemination project. AS veterinary nurse, the project request your assistance in doing the insemination. TASKS:

• Perform artificial insemination for 1 cow in 30 minutes

• Perform artificial insemination for 1 doe in 30 minutes

• Perform artificial insemination for 1 sow in 30 minutes All tools,materials, equipment and semen are available at the NGO office

- AI certificate

- AI gun,

- Balloon or ice

container

- biostats

- boot brush

- Boots

- Bucket

- Clocks

- Coveralls

- Crush

- -Dairy herd monitor

- Disinfectant solution

- Disposable plastic

insemination tubes

(catheter)

- Disposable plastic

polybulbs or syringe

- Doe

267 | P a g e

- Ear tags

- Ear tags applicators

- Forceps (tweezers)

- Frozen semen

- Gloves

- -Heat expectancy

charts

- Insemination gun

- Inseminator’s kit

- Lubricant gel

- Nitrogen liquid

- -Note book

- Paper towel

- paper towels,

- Pens

- -Register

- Rubbing alcohol

- saop

- scissors,

- Semen

- Sheaths protector

- sheaths,

- sleeve,

- Soap

- Speculum

- Sterile gauze

- Straw cutter

- Thaw container

- Thermometer

- Warm tap water

- Water bath/ Thermos

bottle

- Water heater

268 | P a g e


Checklist Score

Yes No

Indicator: Time of insemination is verified

Indicator: Working area and female are well prepared

Indicator: Materials and tools for artificial insemination are well selected and prepared

Indicator: Semen are well thawed

Indicator: Artificial insemination gun is correctly set up

Indicator: Palpation and cervix fixation are well done

Observation

269 | P a g e

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Semen are placed in the uterine body

Indicator: Artificial insemination certificate is correctly filled

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Right time for insemination is respected

Indicator: Thawing time is respected

Indicator: .Material and equipment for artificial insemination are properly used

Observation

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Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Females are correctly restrained

Indicator: PPE is well worn

Indicator: Liquid nitrogen is well manipulated

Indicator: Environment is well sustained

Observation

Reference books:

1.JERE R. Mitchel, Gordon A. Doak, 2004, The Artificial insemination and embryo transfer of dairy and

beef cattle

2.Bearden H. J., Fuquay J. W., and Williad S. T., Applied Animal Reproduction, Pearson Education,

Pearson Prentice Hall, Upper Saddle River, New Jersey 07458.

3. http://www2.ctahr.hawaii.edu/oc/freepubs/pdf/LM-15.pdf

4. http://www.cals.ncsu.edu/an_sci/extension/animal/news/march97/mar97-4.htm

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A N H A P 5 0 1 - QUALITY CONTROL OF ANIMAL PRODUCTS

ANHAP501 PERFORM QUALITY CONTROL OF ANIMAL PRODUCTS


Credits: 6 60

Sector: Agriculture and Food processing


Issue date: October 2013

Purpose statement

This core module provides the skills, knowledge and attitude for a learner to be competent in a range of routine tasks and activities that require the application of practical skills in a defined context of meat, milk, eggs, honey and fish inspection.

Upon completion of this module, the trainee will be able to:

• Sketch an abattoir

• Perform meat inspection

• Perform fresh milk inspection

• Perform honey quality inspection

• Perform fish quality inspection

• Perform eggs quality

272 | P a g e

Learning assumed to be in place Domestic animal body description Animal physiology






1. Design an abattoir 1.1. Proper site selection according to the type of

abattoir and regulations

1.2. Proper sketching of abattoir according the

standards and regulations

1.3. Appropriate identification of tools and equipment

according to the standards and regulations

2. Perform meat inspection 2.1. Performing appropriate ante-mortem examination

according to their technique

2.2. appropriate application of slaughtering techniques

in according to the types of animal

2.3. Appropriate management of abattoir issues

according to their types and regulations

2.4. Proper application of meat inspection techniques

according to types of animal

2.5. Appropriate decision making and stamping of the

carcass according to the quality of meat.

2.6. Correct record keeping according to appropriate

formats

2.7. Proper certification of meat inspection according to

the quality of meat.

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3.Control the quality of milk 3.1. Proper characterisation of milk according to the

milk properties

3.2. Proper identification of tools and equipment

according to their use

3.3. Proper checking of milk quality considering hygiene,

freshness and compostion.

4. Control the quality of honey 4.1. Proper characterisation of milk according to the

honey properties

4.2. Proper identification of tools and equipment

according to their use

4.3. Proper checking of honey quality considering

hygiene, freshness and compostion.

5. Control the quality of fish 5.1. Proper characterisation of fish as external

morphology

5.2. Thorough checking of fresh fish quality considering

hygiene and freshness

5.3. Thorough checking of conserved and processedfish

quality considering hygiene and healthiness

6. Control the quality of eggs 6.1. Proper Characterisation of eggs considering pyisico-

characteristics

6.1. Proper description of egg considering its parts

6.2. Thorough checking of eggs quality considering hygiene,

freshness, healthiness and parts

274 | P a g e

LU 1: Design an abattoir

1

Learning Outcomes:

1. Select site of the abattoir 2. Sketch an abattoir 3. Select tools and Equipment

10 Hours

Learning Outcome 1.1: Select site of the abattoir

• Legislation

• Selection criteria: ✓ Environment ✓ Geological structures and

features ✓ Site dimensions ✓ Services/basic

infrastructures: - Water supply - Effluent disposal - Power source - Access roads - Isolation from

habitations

o Abattoir visit for checking abattoir site selection requirement

o Field visit for assessing site requirements

o Tutorials o Group research, discussion

and presentation on requirements of abattoir site

o Brainstorming on abattoir components

o Group work on plan sketching

- Abattoir site - Books - Sketching materials - Meteorological data - Audio-visual

equipment - Decameter - Internet - Abattoir schematic

flow diagram - PPE


275 | P a g e





• Oral evidence


▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: select the site for abattoir construction

Checklist Score

Yes No

Legislation

Selection criteria

✓ Environment

✓ Geological structures and features

✓ Site dimensions

✓ Services/basic infrastructures:

✓ Environment

✓ Isolation from habitations

Observation


Proper site selection according to the type of abattoir and regulations

276 | P a g e

Learning Outcome 1.2: Sketch an abattoir

• Abattoir types (industrials, moderns, traditionals)

• Difference between abattoir and slaughterhouses

• Abattoir components

• Plans and specifications of abattoir compartments

• Equipment construction: rail, scale, cooling system, cutter, incinerator,

• General requirements for construction materials

o Abattoir visit for checking abattoir site selection requirement



and presentation on requirements of abattoir site

o Brainstorming on abattoir components

o Group work on plan sketching

- Abattoir site

- Books

- Sketching materials

- Meteorological

data

- Audio-visual

equipment

- Decameter

- Internet

- Abattoir schematic

flow diagram

- PPE







▪ Labeling the sketch ▪ Sketching ▪ Open questions ▪ Task: sketch an abattoir

Checklist Score

Yes No

✓ Abattoir types (industrials, moderns, traditional

✓ Difference between abattoir and slaughterhouses

✓ Abattoir components

✓ Plans and specifications of abattoir compartments ✓ Equipment construction: rail,scale, cooling system, cutter, incinerator,

✓ General requirements for construction materials


Proper sketching of abattoir according the standards and regulations


277 | P a g e

Observation

Learning Outcome 1.3:Select tools and Equipment

• Types of abattoir

• Tools and equipment for an

abattoir

• General requirements

o Abattoirs visit o Group work for

selection tools and equipment of abattoir


- Abattoir - Audiovisual equipment - Internet - Books - PPE





• Oral evidence


• Performance

evidence

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: select the tools and equipment


Appropriate identification of tools and equipment according to the

standards and regulations


278 | P a g e

Checklist Score

Yes No

✓ Types of abattoir

✓ Tools and equipment for an abattoir

✓ General requirements

Observation

279 | P a g e

LU 2: Perform meat inspection

2

Learning Outcomes:

4. Identify companion animal houses/ cages types 5. Select companion animals house/cages site 6. Sketch and construct companion animals’ house/cages

10 Hours

Learning Outcome 2.1: Perform ante mortem inspection

• Objectives of ante mortem inspection

• Clinical examination: ✓ Observation of:

General behaviour of the animals

Nutritional status, Cleanliness, signs of diseases Abnormalities in: respiration, behavior,

gait, posture, structure and conformation

Abnormal discharges or protrusions from body

openings Abnormal color Abnormal odor

• Antemortem findings :

✓ Chills and sweating ✓ Dehydration ✓ Elevated body

temperature

o Demonstration of antemortem inspection

o Group work/research o Abattoir visit

- Animal - Abattoir - PPE - Internet - Books - Clinical examination

materials


280 | P a g e

✓ Increased pulse and respiration

✓ Depression and dullness

✓ Anorexia and obstipation

✓ Diarrhea and vomiting

✓ Urinous or phenolic odour or breath

✓ Shock, convulsions and coma

• Make a decision: normal, conditional, delayed and sanitary slaughtering





• Oral evidence


• Performance

evidence

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: perform ante mortem examination


Performing appropriate ante-mortem examination according to their

technique

281 | P a g e

Checklist Score

Yes No

✓ Objectives of ante mortem inspection

✓ Clinical examination

✓ Antemor tem findings

✓ Make a decision: normal, conditional, delayed and sanitary slaughtering

Observation

Learning Outcome 2.2:Apply slaughtering techniques

• Slaughtering process: ✓ stunning (knocking), ✓ bleeding, ✓ skinning, ✓ evisceration, ✓ Carcass splitting

• Disposal of abattoir inedible offals : ✓ skin and hide ✓ blood, ✓ bones, ✓ horns and hooves, ✓ waste

o Demonstration o Group work/research o Audiovisual presentation o Abattoir visit for observation

slaughtering process

- Abattoir

- Animals

- Books

- Audiovisual

equipment

- Slaughtering

materials and

equipment

- Disposal

material and

equipment





Appropriate application of slaughtering techniques in according to the

types of animal


282 | P a g e


• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: apply slaughtering techniques

Checklist Score

Yes No

Slaughtering process

✓ stunning (knocking),

✓ bleeding,

✓ skinning,

✓ evisceration,

✓ Carcass splitting

Disposal of abattoir inedible of fals

✓ skin and hide

✓ blood,

✓ bones,

✓ horns and hooves,

✓ waste

Observation

Learning Outcome 2.3: Apply meat inspection techniques

• Meat inspection techniques:

viewing, incision,

palpation/pression and

olfaction

• Meat inspection

procedures:

✓ General visual

examination

✓ Systematic examination:

o Demonstration on meat

inspection

o Group work/research


- PPE

- Meat

inspection

tools and

equipment

- Books

- Internet

- Audiovisual

equipment


283 | P a g e

- Visceral organs

- Carcass

- Heads

• Postmortem findings :

✓ Rigor mortis

✓ Putrefaction

✓ Congestion of

subcutaneous blood

vessels and carcass

✓ Enlarged lymph nodes

✓ Evidence of cloudy

swelling of liver, heart

and kidneys

✓ Emaciation

✓ Oedema (dropsy)

✓ Imperfect bleeding

✓ Bruising

✓ Haematoma

✓ Inflammation

✓ Abnormal odors

Abnormal colours/pigmentations

- Animals





• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Apply meat inspection techniques


Proper application of meat inspection techniques according to types of

animal

284 | P a g e

Checklist Score

Yes No

✓ Meat inspection techniques

✓ Meat inspection procedures

✓ Postmortem findings

Observation

Learning Outcome 2.4:Make decision and stamping

• Possible judgements/decisions: ✓ Authorisation for human

consumption ✓ Authorisation for animal

consumption ✓ Conditional

authorisation ✓ Trimming and partial

condemnation/rejection ✓ Total

condemnation/rejection ✓ Consign before further

examinations (collection of laboratory samples)

• Meat grading and Stamping

• Register the case: Registration method and

certificate delivery

o Brainstorming on possible decisions

o Group discussion o Group work/research

- Certificate specimen

- Internet - Books - Slaughterhouse - Register - Stamps and inks - Cold rooms and

refrigerators





Appropriate decision making and stamping of the carcass according to the

quality of meat


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• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Formats and records ▪ Task: make decision and stamping

Checklist Score

Yes No

✓ Possible judgements/decisions

✓ Meat grading and Stamping

✓ Register the case

Observation

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Learning Outcome 3.1: Characterize milk

• Milk properties: ✓ Physical ✓ Chemical ✓ Organoleptics ✓ Biological

• Fresh milk composition (fat content, proteins, water,

lactose, vitamins and minerals)

o Visit of milk collecting centre

o Group work/research o Brainstorming

- PPE - Books - Internet - Milk - Milk collection

centre or dairy farm

LU 3: Control the quality of milk

3

Learning Outcomes:

1. Characterize milk 2. Identify tools and equipment 3. Check fresh milk quality

10Hours


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• Oral evidence


• Performance

evidence

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Characterize milk

Checklist Score

Yes No

Milk properties

✓ Physical

✓ Chemical

✓ Organoleptics

✓ Biological

Fresh milk composition

Observation


Proper characterization of milk according to the milk properties

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Learning Outcome 3.2:Identify tools and equipmentheck

• Hygiene tools and equipment

• Testing tools and equipment

• Storage equipment


o Group work/research o Brainstorming o Demonstration o Audiovisual presentation

- Alcoholmeter, - Butyrometer - Milk - Reagents for milk

testing - CMT test kit - Milk cell test kit - Clot on boiling

test material - Sieves - Strip papers - PH meter - Centrifuge - Lactodensimeter - Dornic acidimeter - Funnel - Tank and cans - Test tube

Bensen beak





• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Identify tools and equipment


Proper identification of tools and equipment according to their use


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Checklist Score

Yes No

✓ Hygiene tools and equipment

✓ Testing tools and equipment

✓ Storage equipment

Observation

Learning Outcome 3.3:Check fresh milk quality

• Milk quality control techniques and specification: ✓ Organoleptics and foreign matters

tests ✓ Milk cell test ✓ CMT test ✓ Alcohol test ✓ Acidity test ✓ Density test

• Clot on boiling test



- Alcoholmeter, - Butyrometer - Milk - Reagents for milk

testing - CMT test kit - Milk cell test kit - Clot on boiling

test material



Proper checking of milk quality considering hygiene, freshness and

compostion.


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• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check fresh milk quality

Checklist Score

Yes No

Milk quality control techniques and specification

✓ Organoleptics and foreign matters tests

✓ Milk cell test

✓ CMT test

✓ Alcohol test

✓ Acidity test

✓ Density test

• Clot on boiling test

Observation

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LU 4: Control the quality of honey

4

Learning Outcomes:

1. Characterize honey 2. Identify tools and equipment 3. Check honey quality

10Hours

Learning Outcome 4.1: Characterize honey

• Honey physical properties: ✓ densities ✓ acidity ✓ organoleptics

properties ✓ viscosity

• Honey chemical composition ✓ carbohydrates ✓ proteins ✓ water ✓ fructose ✓ glucose ✓ lactose ✓ vitamins ✓ minerals

o Visit of honey processing center

o Group work/research o Brainstorming

- Honey - Books - Internet - Honey processing

centre - PPE



Proper characterization of milk according to the honey properties


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• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Characterize honey

Checklist Score

Yes No

Honey physical properties

✓ Densities

✓ acidity

✓ organoleptics properties

✓ viscosity

Honey chemical composition

✓ carbohydrates

✓ proteins

✓ water

✓ fructose

✓ glucose

✓ lactose

✓ vitamins

✓ minerals

Observation

Learning Outcome 4.2:Identify tools and equipment


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• Equipment, tools and utensils for filtration and quality control: residues control

• Function and uses of these different equipment, tools and utensils

o Visit of honey processing centre


- Honey processing centre - Books - Internet - PPE - Honey store - Honey





• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Identify tools and equipment

Checklist Score

Yes No

✓ Equipment, tools and utensils for filtration and quality control: residues control

✓ Function and uses of these different equipment, tools and utensils

Observation

Learning Outcome 4.3 Check honey quality


Proper identification of tools and equipment according to their use

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• Residues control method

• Honey tasting

• pH test

• Hydrometer test

• Specific gravity beads

o Visit of honey processing centre


- Honey processing centre - Books - Internet - PPE - Honey store - Honey





• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check honey quality

Checklist Score

Yes No

✓ Residues control method


Proper checking of honey quality considering hygiene, freshness and

composition.


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✓ Honey tasting

✓ pH test

✓ Hydrometer test

Observation

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LU 5: Control the quality of fish

5

Learning Outcomes:

1. Characterize fish 2. Check fresh fish quality 3. Check conserved and processed fish

5Hours

Learning Outcome 4.1: Characterize fish

• Fresh Fish external aspects

• Conserved fish: dried,

smoked

• Processed fish: canned

o Visit of fisheries o Group work/research o Brainstorming

- Fisheries - Fish - Books - Internet - Fish store





• Oral evidence


• Performance

evidence

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Characterize fish


Proper characterization of fish as external morphology


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•

Checklist Score

Yes No

✓ Fresh Fish external aspects

✓ Conserved fish: dried, smoked

✓ Processed fish: canned

Observation

Learning Outcome 5.2: Check fresh fish quality

• Inspection techniques of fresh fish: ✓ appearance (eyes

colour, scales, gills, anus),

✓ consistency, ✓ smell

o Visit of fisheries o Group work/research o Brainstorming o Demonstration o Audiovisual presentation

- PPE - Books - Internet - Audiovisual equipment - Fisheries - Fish



Checking of fresh fish quality considering hygiene and freshness


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• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check fresh fish quality

Checklist Score

Yes No

Inspection techniques of fresh fish

✓ appearance (eyes colour, scales, gills, anus),

✓ consistency,

✓ Smell

Observation

Learning Outcome 5.3: Check conserved and processedfish quality

• Inspection techniques of conserved and processed:

✓ Dried/smoked consistency, appearance, smell

✓ Canned: consistency, appearance of the can, label

o Visit of fisheries o Group work/research o Brainstorming o Demonstration o Audiovisual presentation

- PPE - Books - Internet - Audiovisual equipment - Fisheries - Fish


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• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check conserved and processed fish

Checklist Score

Yes No

Inspection techniques of conserved and processed

✓ Dried/smoked consistency, appearance, smell

✓ Canned: consistency, appearance of the can, label

Observation


Thorough checking of conserved and processed fish quality considering

hygiene and healthiness

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U 6: Control the quality of eggs

6

Learning Outcomes:

1. Characterize eggs 2. Describe egg parts 3. Check eggs quality

5Hours

Learning Outcome 4.1: Characterise eggs

• Physical characteristics

✓ Size

✓ Shape

✓ Weight

✓ Colour

✓ Shell consistence

✓ Egg density

✓ Egg integrity

✓ Egg cleanliness,

✓ Egg shell sizes

o Visit of poultry farm and

eggs store


o Brainstorming

- Poultry farm - Books - Internet - Eggs store - Eggs





Proper Characterization of eggs considering pyisico-characteristics


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Oral evidence

Written evidence

Performance evidence

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Characterize eggs

Checklist Score

Yes No

Physical characteristics

✓ Size

✓ Shape

✓ Weight

✓ Colour

✓ Shell consistence

✓ Egg density

✓ Egg integrity

✓ Egg cleanliness,

✓ Egg shell sizes

Observation

Learning Outcome 6.2: Describe eggs parts

• Egg componentS:

✓ Egg shell

✓ Egg yolk

✓ albumen

✓ Air cell

o Visit of poultry farm and

eggs store


o Brainstorming

- Poultry farm - Books - Internet - Eggs store - Eggs


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• Oral evidence


• Performance

evidence

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking

▪ Task: Describe eggs parts

Checklist Score

Yes No

Egg component

✓ Egg Shell

✓ Egg Yolk

✓ albumen

✓ Air cell

Observation

Learning Outcome 6.3: Check eggs quality

• Visual test ✓ Soft or thin shells ✓ Cracked or broken

shells. ✓ Dirty eggs

• Freshness testing techniques ✓ Floating

o Visit of poultry and eggs store o Group work/research o Brainstorming o Demonstration o Audiovisual presentation

- PPE - Eggs store - Eggs - Books - Internet - Audiovisual equipment - Candler - Grader



Proper description of egg considering its parts

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✓ Candling

• Fertile egg versus non fertile egg ✓ Grading

- Salt - Water - bucket





• Oral evidence


• Performance

evidence

•

▪ Multiple choice ▪ Open questions ▪ Matching ▪ Sentence completion ▪ Ticking ▪ Task: Check eggs quality

Checklist Score

Yes No

Visual test

✓ Soft or thin shells

✓ Cracked or broken shells.

✓ Dirty eggs

Freshness testing techniques

✓ Floating

✓ Candling

Fertile egg versus non fertile egg

✓ Grading

Observation


Thorough checking of eggs quality considering hygiene, freshness,

healthiness and parts

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The ministry of health has recommended an inspection tour for meat, milk and fish in Nyamabuye, Shyogwe and Nyarusange sectors for a research in animal products inspection. As veterinary nurse you are charged to do this work. You are requested to: - Perform meat inspection at slaughter house in these sectors in 3 hours, - Perform milk inspection at milk collection centers in these sectors in 3 hours - Perform fish inspection at market in these sectors in 3 hours All material, tools and equipment are assumed to be available.

Tasks:

• Perform meat, milk and fish inspections in NYAMABUYE sector

• Perform meat, milk and fish inspections in SHYOGWE sector

• Perform meat, milk and fish inspections in NYARUSANGE sector

- Meat inspection tools

- Books - Certificate specimen - Register - Stamps and inks - Cold rooms and

refrigerators - Animal - Meat inspection kit - Thermometer - Bull rings - Pen/pencil, pad of

paper and clipboard - Suspect and

Condemned tags - Tagging Pliers - PPE - Meat inspection

equipment - Milk - Sieves, - Strip paper - pH meter - Centrifuge - Lactodensimeter - Dornic acidimeter - Funnel, - Alcoholmeter, - Butyrometer - Milk - Reagents for milk

testing - CMT test kit - Milk cell test kit - Clot on boiling test

material - Fish

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Checklist Score

Yes No

Indicator: Implementation plan of the work place is correctly verified

Indicator: tools, materials and equipment are well selected

Indicator: Outer appearance is correctly checked

Indicator: Systematic examination for meat, fish is properly done

Indicator: Biophysical common tests of milk are properly done

Indicator: Appropriate decision is taken

Observation


Checklist Score

Yes No

Indicator: Meat is properly inspected

Indicator: Milk is properly inspected

Indicator: Fish is properly inspected

Indicator: Appropriate certificates are delivered

Observation

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Checklist Score

Yes No

Indicator: Required incisions are correctly done

Indicator:Material and equipment for milk testing are properly used

Indicator: Grading and scoring are accurately done

Indicator: The insects severity level is decreased

Indicator:certificates are fulfilled accordingly

Observation


Checklist Score

Yes No

Indicator: PPE are well used

Indicator: Working area is well prepared, material , tools and equipment are properly used

Indicator: Environment is sustained

Indicator: Condemned products are properly disposed

Observation

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Reference books:

1. http://www.fao.org/docrep/003/t0756e/T0756E02.htm 2. http://www.dave-cushman.net/bee/honey_testing.html 3. Ministry of Agriculture and Rural Development Animal and Plant Health Regulatory Directorate, 2008,

Construction Guideline 2 (for export abattoirs), Addis Ababa, Ethiopia, 41p.

http://www.fao.org/docrep/003/t0756e/T0756E02.htm

http://www.dave-cushman.net/bee/honey_testing.html

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A N H C A 5 0 1 - COMPANION ANIMALS KEEPING

ANHCA501 Perform companion animals keeping


Credits: 8 80




Purpose statement

This module is provided for the trainees of level five and describes the skills, knowledge and

attitudes required to perform agricultural laboratory data analysis.

Moreover, this module will enable the trainee to prepare the laboratory tools, materials and

equipment, perform sample analysis and interpret laboratory results.

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N/A







1. Identify companion animals

species and breeds

1.1. Proper identification of companion animals

according to animals’ species.

1.2. Proper identification of companion animals breeds

according to the morphology:

size, shape, weight, skin colour, origin,

conformation, ear position, eyes colour

1.3. Proper characterization of companion animals

breeds according to speed of growth, reproduction

mode, feeding behaviour, ecological condition,

adaptability, litter size, prolificacy.

1.4. Appropriate choice of companion animal as per

client preferences.

2. House companion animals 2.1. Proper identification of companion animal

housing/ caging types.

2.2. Proper selection of companion animals house

site according to species

2.3. Appropriate sketching of companion animals’

house in respecting the animal species, breeds

and standards in terms of ventilation,

temperature and humidity, lighting, noisy and

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social interaction of the animal.

2.4. Adequate selection of construction material

and equipment of companion animals houses

according to the animal species and breeds,

financial means and availability of material.

2.5. Appropriate verification of building of the animal

companion house as per standards

3. Keep companion animals 3.1. Appropriate accommodation and bedding of

companion animal according to species

behavioral/ or reproductive needs, safety

conditions, food and water, biological needs,

cleanliness, restraint and behavior.

3.2. Proper feeding and watering of different

categories of companion animals according to

animal species.

3.3. Appropriate companion animals training

according to owner’s needs

3.4. Proper hygiene and aesthetic surgery of

companion animal

3.5. Effective euthanasia of companion animals in

terms of right techniques and product.

3.6. Adequate identification (tattoos or ear tags,

cage cards and micro chips) and record keeping

and interpretation of companion animals

rearing data by using the standard forms

3.7. Manage companion animals reproduction

Proper selection of male and female for

breeding in accordance with morphology, high

feed conversion Ratio, easy to handle, mating

age and its size of litter from healthy parent.

3.8. Adequate rearing of male and female in terms

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of puberty time, mating, mating ratio,

farrowing, interval culling, cause of mating

problems.Proper conduction of mating:

reproduction cycle, Heat induction methods ,

Heat detection , Signs of successful mating

3.9. Adequate management of pregnant and young

companion animals: Pregnancy control

methods, Kindling and mother care, Fostering,

Management of young animals (Climatic

condition monitoring) Weaning Suitable genetic

improvement: Cross breeding and Selection

3.10. Correct reproduction record keeping:

Reproduction diagram, Reproduction cards,

reproduction data collection and interpretation

4. Control specific diseases of

companion animals

4.1. Proper identification of specific disease of

companion animals found in the region.

4.2. Respect of hygiene and biosecurity measures:

companion animal’s hygienic measures,

Sanitization of companion animal’s house,

offensive measures, defensives measures.

4.3. Appropriate establishment of prophylactic plan:

vaccination, deworming

4.4. Proper selection and administration of bio-

chemical prevention products

4.5. Adequate record keeping and interpretation of

zoo-sanitary data

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LU 1: Identify companion animals species and breeds

1

Learning Outcomes:

4. Identify companion animals species 5. Identify companion animals breeds 6. Select companion animals

20 Hours

Learning Outcome 1.1: Identify companion animals species

• Identification of companion

animals species:

✓ Dogs

✓ Cats

✓ Equine species (horses,

donkeys)

o Brainstorming on companion

animals identification

o Group discussion on companion

animals species identification

o Research


- Posters


- Internet

- Books

- Animals

- Pictures





Proper identification of companion animals according to animals’ species.


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• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify companion animals species

Checklist Score

Yes No

Indicators: Identification of companion animals species:

✓ Dogs

✓ Cats

✓ Equine species (horses, donkeys)

Observation

Learning Outcome 1.2: Identify companion animals breeds

• Identification of dogs

breeds:

✓ Sheepdogs and

Cattle Dogs:

o German

Shepherd Dog

o Belgian

Shepherd Dog

o South Russian

Shepherd Dog

✓ Dachshunds: Teckel

✓ Scenthounds and

Related Breeds:

Dalmatian

✓ Companion and Toy

Dogs

o Group discussion on companion

animals breeds

o Individual/group Research


o Field visit for companion animals

breeds identification

o Brainstorming

o Tutorials on breeds identification

- Posters


- Internet

- Books

- Animals

- Pictures


http://en.wikipedia.org/wiki/German_Shepherd_Dog

http://en.wikipedia.org/wiki/German_Shepherd_Dog

http://en.wikipedia.org/wiki/Belgian_Shepherd_Dog

http://en.wikipedia.org/wiki/Belgian_Shepherd_Dog

http://en.wikipedia.org/wiki/South_Russian_Shepherd_Dog

http://en.wikipedia.org/wiki/South_Russian_Shepherd_Dog

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• Identification of cats

breeds

• Identification of Horses

breeds

• Identification of donkeys

breeds:





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify companion animals breeds

Checklist Score

Yes No

Indicators: Identification of dogs breeds

✓ Sheepdogs and Cattle Dogs

✓ Dachshunds: Teckel

✓ Scenthounds and Related Breeds: Dalmatian

✓ Companion and Toy Dogs

Indicators: Identification of cats breeds

Indicators: Identification of Horses breeds

Indicators: Identification of donkeys breeds

Observation


Proper identification of companion animals breeds according to the morphology: size, shape, weight, skin colour, origin, conformation, ear position, eyes

colour

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Learning Outcome 1.3: Select companion animals

• Characterization of

companion animals by

species

• Selection criteria:

o Group discussion on

companion animal

characterization


o Tutorial on companion

animal selection

o Field visit for companion

animal characterization

- Posters


- Internet

- Books

- Animals

- Pictures





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Select companion animals

Checklist Score

Yes No

Indicators: Characterization of companion animals by species

Indicators: Selection criteria


Proper characterization of companion animals breeds according to speed of

growth, reproduction mode, feeding behaviour, ecological condition,

adaptability,

litter size, prolificacy


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Observation

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LU 2: House companion animals

2

Learning Outcomes:

7. Identify companion animal houses/ cages types 8. Select companion animals house/cages site 9. Sketch and construct companion animals’ house/cages

20 Hours

Learning Outcome 2.1: Identify companion animal houses/ cages types

• Houses/cages types for dogs

• Houses/cages types for cats

• Houses types for horses and donkeys

o Audiovisual presentation of

cages/houses types

o Group/individual research

- Posters


- Internet

- Books

- Animals

- Pictures





Proper identification of companion animal housing/ caging types.


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• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify companion animal houses/ cages types

Checklist Score

Yes No

Indicator: Houses/cages types for dogs

Indicator: Houses/cages types for cats

Indicator: Houses types for horses and donkeys

Observation

Learning Outcome 2.2: Select companion animals house/cages site

• Site selection criteria for ✓ Dogs houses/cages ✓ Cats houses/cages ✓ Horses and donkeys houses

o Brainstorming on site

selection criteria

o Field visit


- Kennel

- Internet

- Books


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• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Select companion animals house/cages site

Checklist Score

Yes No

Indicator: Site selection criteria for

✓ Dogs houses/cages

✓ Cats houses/cages

✓ Horses and donkeys houses

Observation


Proper selection of companion animal’s house site

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Learning Outcome 2. 3: Sketch and construct companion animals’ house/cages

• Selection of construction

material and equipment for :

✓ Dogs houses/cages ✓ Cats houses/cages ✓ Horses and donkeys

houses

• Standards of : ✓ Dogs houses/cages ✓ Cats houses/cages ✓ Horses and donkeys

houses

• Sketching ✓ Dogs houses/cages ✓ Cats houses/cages ✓ Horses and donkeys

houses


selection criteria

o Field visit


- Kennel

- Internet

- Books





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Sketch and construct companion animals’ house/cages


Appropriate sketching of companion animals’ house in respecting the animal

species, breeds and standards in terms of ventilation, temperature and

humidity,

lighting, noisy and social interaction of the animal.


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Checklist Score

Yes No

Indicator: Selection of construction material and equipment for :




Indicator: Standards of :




Indicator: Sketching




Observation

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Learning Outcome 3.1: Accommodate companion animal

• Accommodation of dogs,

cats, donkeys and horses

according to behavioral/ or

reproductive needs, safety

conditions, food and water,

biological needs, cleanliness,

restraint and behaviour

• bedding of dogs, cats,

donkeys and horses

according to behavioral/ or

reproductive needs, safety

conditions, food and water,

biological needs, cleanliness,

restraint and behaviour


selection criteria

o Field visit


- Kennel

- Internet

- Books


LU 3: Keep companion animals

3

Learning Outcomes:

1. Accommodate companion animal 2. Feed companion animals 3. Train companion animals 4. Manage companion animals reproduction 5. Provide hygiene and aesthetic surgery

20 Hours


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• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Accommodate companion animal

Checklist Score

Yes No

Indicator: Accommodation of dogs, cats, donkeys and horses

Indicator: bedding of dogs, cats, donkeys and horses

Observation


Appropriate accommodation and bedding of companion animal according to

species behavioral/ or reproductive needs, safety conditions, food and water,

biological needs, cleanliness, restraint and behavior

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Learning Outcome 3.2: Feed companion animals

• Feeding and watering for: ✓ Dogs, ✓ Cats, ✓ Donkeys ✓ Horses

o Group discussion o Brainstorming Individual and

group research o Practical work

- Book

- internet





• Oral evidence



▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Feed companion animals

Checklist Score

Yes No

Indicator: Feeding and watering for:

✓ Dogs,

✓ Cats,

✓ Donkeys

✓ Horses

Observation


Proper feeding and watering of different categories of companion animals

according to animal species


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Learning Outcome 3.3: Train companion animals

• Dogs training purposes:

• Cats training purposes,

• Donkeys and horses:

• Training for: ✓ Dogs: hunting, guarding,

accompanying ✓ Cast: accompanying

• Donkeys and horses: sports,

traction, transport


group research

- Dogs

- Cat

- Donkeys

- horses





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Train companion animals

Checklist Score

Yes No

Indicator: Dogs training purposes:

Indicator: Cats training purposes,


Appropriate companion animals training according to owner’s needs


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Indicator: Donkeys and horses:

Indicator: Training

✓ Dogs: hunting, guarding, accompanying

✓ Cats: accompanying

Indicator: Donkeys and horses: sports, traction, transport

Observation

Learning Outcome 3.4: Manage companion animals reproduction

• Marking techniques

• Selection of parents

• Rearing of parent

• Conduct companion animals reproduction : mating, management of pregnant and young companion animals, genetic improvement, reproduction record keeping

• Reproduction control


group research

- Internet

- Book

- Marking tools

and equipment

- Tags

- Microchips



performance criterion has been achieve


Proper hygiene and aesthetic surgery of companion animal


328 | P a g e


• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Manage companion animals reproduction

Checklist Score

Yes No

Indicator: Marking techniques

Indicator: Selection of parents

Indicator: Rearing of parent

Indicator: Conduct companion animals reproduction

Indicator: Reproduction control

Observation

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LU 4: Control specific diseases of companion animals

4

Learning Outcomes:

1. Identify specific diseases of companion animals 2. Treat specific disease of companion animals 3. Prevent specific disease of companion animals

20 Hours

Learning Outcome 4.1: Identify specific diseases of companion animals

• Specific diseases for dogs and cats: ✓ Rabies,

✓ Canine distemper,

✓ Diabetes mellitus,

✓ Gout,

✓ Otitis

✓ Eczema,

✓ Mange,

✓ Prostate hyperplasia,

✓ Toxoplasmosis,

✓ Leptospirosis,

✓ Anaplasia,

✓ Hepatitis

• Specific diseases for horses and donkeys: ✓ Colic in horse,

✓ Pneumonia,

✓ Bronchitis,

✓ Equine

trypanosomiasis,

o Group discussion on companions diseases

o Brainstorming on companions diseases

o Individual and group research

- Books - Internet


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✓ African Horse Sickness,

✓ Monday sickness,

✓ Arthritis,

✓ Tendinitis

✓ Mal du garrot





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify specific diseases of companion animals

Checklist Score

Yes No

Indicator: Specific diseases for dogs and cats:

✓ Rabies,

✓ Canine distemper,

✓ Diabetes mellitus,

✓ Gout,

✓ Otitis

✓ Eczema,

✓ Mange,

✓ Prostate hyperplasia,

✓ Toxoplasmosis,

✓ Leptospirosis,

✓ Anaplasia,

✓ Hepatitis

Indicator: Specific diseases for horses and donkeys:

✓ Colic in horse,


Proper identification of specific disease of companion animals

331 | P a g e

✓ Pneumonia,

✓ Bronchitis,

✓ Equine trypanosomiasis,

✓ African Horse Sickness,

✓ Monday sickness,

✓ Arthritis,

✓ Tendinitis

✓ Mal du garrot

Observation

Learning Outcome 4.2: Treat specific disease of companion animals

• Selection of appropriate

treatment for :

✓ Dogs and cats

✓ Horses and donkeys

• Medicines Prescription for:

✓ Dogs and cats


• Administration of

prescribed medicine for :

✓ Dogs and cats


• .Follow up patient

o Group discussion o Brainstorming o Individual and group research o

- Book - internet -



Respect of hygiene and biosecurity measures: companion animal’s hygienic

measures, Sanitization of companion animal’s house, offensive measures,

defensives measures


332 | P a g e


performance criterion has been achieve


• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Treat specific disease of companion animals

Checklist Score

Yes No

Indicator: Selection of appropriate treatment for :

✓ Dogs and cats


Indicator: Medicines Prescription for:

✓ Dogs and cats


Indicator: Administration of prescribed medicine for

✓ Dogs and cats


Indicator: Follow up patient

Observation

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Learning Outcome 4.3: Prevent specific disease of companion animals

• Hygiene and biosecurity

measures :

✓ Hygienic measures,

✓ Sanitization of

companion animal’s

house,

✓ Offensive measures,

✓ Defensives measures.

• Establishment of

prophylactic plan

• Selection and

administration of bio-

chemical prevention

products

• Record keeping and

interpretation of zoo-

sanitary data

• Euthanasia of companion

animals

o Group discussion o Brainstorming o Individual and group research

- Book - Internet

- Kennel - Cats - Dogs - Register - Wheel borrow - Incinerator - Disinfectants - Sanitizers - Vaccines - Drugs for Euthanasia - PPE - Incinerator





• Oral evidence



▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Prevent specific disease of companion animals


Appropriate establishment of prophylactic plan: vaccination, deworming


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Checklist Score

Yes No

Indicator: Hygiene and biosecurity measures :

✓ Hygienic measures,

✓ Sanitization of companion animal’s house,

✓ Offensive measures,

✓ Defensives measures.

Indicator: Establishment of prophylactic plan

Indicator: Selection and administration of bio-chemical prevention products

Indicator: Record keeping and interpretation of zoo-sanitary data

Indicator: Euthanasia of companion animals

Observation



In Kigali city there is a problem of straying dogs and cats especially Kacyiru sector causing harm like biting children, eating small ruminants throughout the area. Today, the number of animals abandoned and in custody is unknown. As a veterinary nurse you are called by Kacyiru sector authorities to help them in problem handling. Your are asked to perform the following tasks: -To make the census of existing dogs and cats and their respective breeds -to make their identification -to make identification of diseases and their prevention -To advise how to keep and feed them and housing

- Kennel - Cats - Dogs - Register - Certificate of

vaccination - Vaccines - Euthanasia products - Feeds - Identification tools

and equipment - Restraining

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equipment and toools

- Wheel borrow - Incinerator - Disinfectants


Checklist Score

Yes No

Proper census of existing companion plan

Proper Identification of companion animal

Proper Identification and prevention of companion diseases

Appropriate Advises to keep and feed companion animal

Observation


Checklist Score

Yes No

Indicator:The Census report is well done

✓ The existing dogs and cats are correctly identified

✓ Diseases of dogs and cats are well identified

Indicator: The prophylactic plan is well established

✓ Straying dogs and cats are euthanized

✓ Advises to keep and feed companion animal are well provided

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Observation


Checklist Score

Yes No

Indicator: Drugs are well used

Indicator: Materials ,tools and equipment are well used

Indicator: Certificates are well filled and delivered

Observation


Checklist Score

Yes No

Indicator: PPE is well worn

Indicator: Restraining of dogs and cats is well done

✓ Products for euthanasia are handled

Indicator: Dead animals are well disposed

Observation

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Reference books:

DBT Science centre; Sri Guru Tegh Bahadur Khalsa College, University of Delhi First Edition January, 2012

James G. Linn & al. (2012). Feeding the dairy herd. North Central Regional Extension Publication 346.

University of Minnesota Extension.

http://www.extension.umn.edu/distribution/livestocksystems/di0469.html.

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A N H F F 5 0 1 - FISH FARMING

ANHFF501 Perform fish farming


Credits: 10 100




Purpose statement

This core module provides the skills, knowledge and attitude for a learner to be

competent in a range of routine tasks and activities that require the application of

practical skills in a defined context of the fish farming.


− Select fish species

− Construct a fish farming enclosures

− Stock farming enclosures

− Manage fish production

− Control fish diseases and predators

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Not applicable







1. Select fish species 1.1. Proper identification of fish species found in the

region

1.2. Proper description of the characteristics of fish

species regarding speed of growth, reproduction

condition and mode, feeding behaviour, ecological

condition, weigh, origin, conformation adaptability

and prolificity

1.3. Adequate choice of fish species according to the

rearing conditions and market requirements

2. Construct a fish farming enclosures 2.1. Proper identification of fish farming enclosures

types.

2.2. Proper selection of fish farming enclosures site

according to the environmental and social

economic factors.

2.3. Adequate selection of construction material and

equipment of fish farming enclosures according to

the types and available materials

2.4. Proper sketching and construction of fish farming

enclosures according the site conditions,

management and standards of the fish farm.

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3. Stock farming enclosures 3.1. Proper liming and fertilization in accordance with

the pH, size and natural resources of water of the

pond

3.2. Proper selection of parent stock according to stage

of growth, sex and sex ratio.

3.3. Proper conduction of natural reproduction

3.4. Proper conduction of artificial reproduction of fish

3.5. Appropriate hatchery management (Tilapia and

Catfish)

3.6. Adequate handling and transportation of the

fingerlings by imitating as much as possible the

natural environment conditions of fish.

3.7. Proper stocking according to the size of pond,

breeds of fish, quality of water, feeding capacity

and type of production

3.8. Adequate record keeping and interpretation of fish

reproduction

4. Manage fish production 4.1. Proper description of fish farming systems in terms

of input levels.

4.2. Monitoring of dissolved oxygen, water level, pH

and turbidity

4.3. Adequate maintenance of water supply channels,

inlet and outlet

4.4. Proper fish feeding according to the stocking

density, type of production and water quality.

4.5. Appropriate integration of fish farming with

livestock and crops

4.6. Proper rearing of fish in cages, pens, tanks and

hapas

4.7. Adequate fish harvesting according to the types of

fish pond, fish breed and market requirements

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4.8. Adequate fish post-harvesting according to the

types of fish breed and market requirements

4.9. Adequate record keeping and interpretation of fish

rearing

5. Control fish diseases and predators 5.1. Proper identification of predators and specific

diseases of fish

5.2. Accurate respect of hygiene and biosecurity

measures

5.3. Appropriate establishment of prophylactic plan

5.4. Proper selection of bio-chemical prevention

products

5.5. Proper administration of bio-chemical prevention

product

5.6. Adequate record keeping and interpretation of

zoo-sanitary data

342 | P a g e

LU 1: Select fish species

1

Learning Outcomes:

1. Identify fish species 2. Describe fish species 3. Choose fish species for culture

15 Hours

Learning Outcome 1.1: Identify fish species

• Physical appearance of Common fish species

in the region :

✓ Oreochromisniloticus(Isamake)

✓ Cyprinuscarpio ( Common carp:

Inkuyu)

✓ Clariasgariepinus ( African catfish

:Inshonzi)

✓ Limnothrissamiodon (Isambaza)

✓ Protopterusaethiopicus ( Marbled

lungfish or Mamba)

✓ Haplochromissp(indugu)

✓ Lamprichytystanganicanus (Rwanda

rushya)

o Brainstorming on fish species identification

o Group discussion on fish species identification

o Individual research on fish species identification

o Audiovisual presentationon fish species identification

- Posters

- Audiovisual

equipment

- Internet

- Books

- Pictures

- Fish specimen

- Fish farms

- PPE



Proper identification of fish species found in the region


343 | P a g e




• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify fish species

Checklist Score

Yes No

Indicators: Physical appearence of Common fish species in the region

✓ O reochromisniloticus(Isamake)

✓ Cyprinuscarpio ( Common carp: Inkuyu)

✓ Clariasgariepinus ( African catfish :Inshonzi)

✓ Limnothrissamiodon (Isambaza)

✓ Protopterusaethiopicus ( Marbled lungfish or Mamba)

✓ Haplochromissp(indugu)

✓ Lamprichytystanganicanus (Rwanda rushya)

Observation

Learning Outcome1.2: Describe fish species

• Characteristics of fish species

✓ Origin

✓ Size, colour of the

skin, shape and spins

✓ Speed of growth,

✓ Size and age at first

maturity

✓ Reproduction

condition and mode

✓ Feeding behaviour,

o Brainstorming on fish species description

o Group discussion on fish species description

o Research o Audiovisual presentation o Field visit

- Posters

- Audiovisual

equipment

- Internet

- Books

- Pictures

- Fish specimen

- Fish farms

- PPE


344 | P a g e

✓ Ecological condition

✓ Hardiness and

susceptibility to

diseases,

✓ Potential productivity

✓ Adaptability and

prolificity





• Oral evidence


▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Describe fish species

Checklist Score

Yes No

Indicators: Characteristics of fish species

✓ Origin

✓ Size, colour of the skin, shape and spins

✓ Speed of growth,

✓ Size and age at first maturity

✓ Reproduction condition and mode

✓ Feeding behaviour,


Proper description of the characteristics of fish species regarding speed of

growth, reproduction condition and mode, feeding behaviour, ecological

condition, weigh, origin, conformation adaptability and prolificity

345 | P a g e


✓ Hardiness and susceptibility to diseases,

✓ Potential productivity

✓ Adaptability and prolificity

Observation

Learning Outcome 1.3:Choose fish species for culture


✓ Market value

(demand and price)

✓ Growth rate

✓ Food preference and

efficient feed

conversion rate

✓ Ability to reproduce

in captivity

✓ Simple culture of

young fish

✓ Hardiness and

susceptibility to

diseases

✓ Tolerance to high

stocking density and

poor environmental

conditions

o Brainstorming on fish species description

o Group discussion on fish species description

o Research o Audiovisual presentation o Field visit

- Posters

- Audiovisual

equipment

- Internet

- Books

- Pictures

- Fish specimen

- Fish farms

- PPE



346 | P a g e




• Oral evidence


▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions

▪ Task: Choose fish species for culture

Checklist Score

Yes No


✓ Market value (demand and price)

✓ Growth rate

✓ Food preference and efficient feed conversion rate

✓ Ability to reproduce in captivity

✓ Simple culture of young fish

✓ Hardiness and susceptibility to diseases

✓ Tolerance to high stocking density and poor environmental conditions

✓ Market value (demand and price)

Observation


Adequate choice of fish species according to the rearing conditions and market

requirements

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LU 2: Construct fish farming enclosures

2

Learning Outcomes:

1. Identify fish farming types 2. Select fish farming enclosures site 3. Sketch and construct fish pond

25 Hours

Learning Outcome 2.1: Identify fish farming types

• Fish farming types: ✓ Caging system

✓ Ponds

✓ Race ways

✓ Recirculating system

o Brainstorming on fish farming types

o Group discussion o Audiovisual presentation o Visit of fish farms o Individual/group research

- Fish farms


- Books

- Internet

- PPE


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



Proper identification of fish farming enclosures types.


348 | P a g e


• Oral evidence



▪ Task: Identify fish farming types

Checklist Score

Yes No

Indicators: Fish farming types

✓ Caging system

✓ Ponds

✓ Race ways

✓ Re-circulating system

Observation

Learning Outcome 2.2: Select fish farming enclosures site

• Fish farming enclosures: ✓ Fish ponds

✓ Cages

✓ Tanks

✓ Hapas

• Fish ponds site selection criteria: ✓ Topography

✓ Soil types

✓ Quality and quantity

of water

o Demonstration on site slope determination and soil texture testing

o Brainstorming on fish farming enclosures and site selection criteria

o Group discussion on fish farming enclosures site selection criteria

o Audiovisual presentation o Visit of fish farms

- Fish ponds

- Cages

- Tanks

- Hapas

- Fish farms

- Audiovisual

equipment

- Books

- Internet

- PPE


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✓ Human activities

around the site

✓ Proximity to the

market

✓ Infrastructure

✓ Availability of needed

input

✓ Access to technical

advisors

✓ Competition

✓ Legal issues

• Cage site selection criteria: ✓ Water current

✓ Water depth

o Tutorials on site selection criteria

o Individual/group research on fish farming enclosures on fish ponds site selection criteria

- pH meter

- Clinometer

- N frame level

- Carpenter level





• Oral evidence



▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Select fish farming enclosures site

Checklist Score

Yes No

Indicators: Fish farming enclosures

✓ Fish ponds


Proper selection of fish farming enclosures site according to the environmental

and social economic factors.

350 | P a g e

✓ Cages

✓ Tanks

✓ Hapas

Indicators: Fish ponds site selection criteria

✓ Topography

✓ Soil types

✓ Quality and quantity of water

✓ Human activities around the site

✓ Proximity to the market

✓ Infrastructure

✓ Availability of needed input

✓ Access to technical advisors

✓ Competition

✓ Legal issues

Indicators: Cage site selection criteria:

✓ Water current

✓ Water depth

Observation

Learning Outcome 2.3:Sketch and construct fish pond

• The main characteristics of a fish pond

• Classification of fish ponds ✓ Criteria of

classification:

➢ Origin ➢ Water supply ➢ Layout ➢ Use

• Fish pond components

• Sketch of fish pond

• Identification of fish pond construction materials and equipments

• Fish pond construction steps ✓ Prepare the site

o Brainstorming on fish pond components, characterization and classification

o Group discussion on pond classification

o Audiovisual presentation o Visit of fish farms o Tutorials on pond

classification and characterization

o Individual/group research on classification and characterization

o Demonstration on fish pond construction

o Group work on fish pond construction

- Fish farms

- Audiovisual

equipment

- Books

- Internet

- PPE

- Sketching materials

- Hoes

- Pegs

- Ropes

- Decametre

- Shovel

- Machetes

- Carpenter level

- N frame level/


351 | P a g e

✓ Building a clay core

✓ Dig the pond and build

the dikes

✓ Build the inlet and

outlet

✓ Protect the pond dikes

✓ Fence the pond

- Clinometer

- GPS

- Pipes

- Cement

- Stones

- Sands

- Wire mesh

- Hammer

- Trowel

- Wood

- Nails





• Oral evidence


• Performance


▪ Task: Sketch and construct fish pond

Checklist Score

Yes No

Indicators: The main characteristics of a fish pond

Indicators: Classification of fish ponds

✓ Criteria of classification

Indicators: Fish pond components

Indicators: Sketch of fish pond


Proper sketching and construction of fish farming enclosures according the site

conditions, management and standards of the fish farm.

352 | P a g e

Indicators: Identification of fish pond construction materials and equipments

Indicators: Fish pond construction steps

✓ Fish pond components

✓ Sketch of fish pond

✓ Identification of fish pond construction materials and equipments

✓ Fish pond construction steps

✓ Fish pond components

✓ Sketch of fish pond

Observation

353 | P a g e

Learning Outcome 3.1: Prepare fish pond

• Fish pond preparation: ✓ Drainage and drying

✓ Liming

✓ Organic fertilization

✓ Water filling

✓ Inorganic

fertilization

✓ Water quality

assessment:

➢ Dissolved oxygen, ➢ Water level, ➢ pH ➢ Turbidity ➢ Water temperature

o Demonstration on fish pond preparation and water quality assessment

o Group work on fish pond preparation

o Tutorial on water quality assessment

o Field visit o Audiovisual presentation

- PPE

- Fish pond

- Lime

- Organic manure

- DAP fertilizer

- Urea

- NPK fertilizer

- pH meter

- Secchi disk

- Thermometer

- Audiovisual

equipment


LU 3: Stock fish farming enclosures

3

Learning Outcomes:

1. Prepare fish pond 2. Handle and transport the fingerlings 3. Stock fish farming enclosures

15Hours


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• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Prepare fish pond

Checklist Score

Yes No

Indicator:

Observation

Learning Outcome 3.2: Handle and transport the fingerlings

• Guidelines for safe handling of fingerlings

• Transport of fingerlings ✓ Transport

conditions and

techniques

✓ Transport facilities

o Demonstration on safe handling of fingerlings and stocking

o Audiovisual presentation o Field visit

- PPE

- Fish transport facilities

- Polyethylene bags

- Oxygenated Tanks

- Boxes

- Ices

- Water



Proper liming and fertilization in accordance with the pH, size and natural

resources

of water of the pond

355 | P a g e

- Scoop nets

- Fingerlings

- Bucket





• Oral evidence


• Performance


▪ Task: Handle and transport the fingerlings

Checklist Score

Yes No

Indicator:

Observation

Learning Outcome 3.3:Stock fish farming enclosures



Adequate handling and transportation of the fingerlings by imitating as much as

possible the natural environment conditions of fish.

356 | P a g e

• Stocking criteria: ✓ Size of enclosure,

✓ Species of fish,

✓ Quality of water,

✓ Feeding capacity

✓ Type of production

• Fish stocking densities ✓ stocking precautions

and techniques

o Demonstration on safe handling of fingerlings and stocking

o Audiovisual presentation o Field visit

- PPE

- Fish transport

facilities

- Polyethylene bags

- Oxygenated Tanks

- Boxes

- Ices

- Water

- Scoop nets

- Fingerlings

- Bucket





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Stock fish farming enclosures

Checklist Score

Yes No

Indicator:

Observation


Proper stocking according to the size of pond, breeds of fish, quality of water,

feeding capacity and type of production

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LU 4: Stock fish farming enclosures

4

Learning Outcomes:

1. Describe fish farming systems 2. Rear fish 3. Pre-treat harvested fish

30Hours

Learning Outcome 4.1: Describe fish farming systems

• Fish farming systems: ✓ Extensive

✓ Semi-intensive

✓ Intensive

✓ Integrated fish

farming

o Brainstorming on fish farming systems

o Group discussion on fish farming systems

o Field visit o Audiovisual on Integrated fish

farming o Group/individual research on

fish farming systems

- Posters

- Internet

- Books


- Fish farms





Proper description of fish farming systems in terms of input levels.


358 | P a g e


• Oral evidence


• Performance


▪ Task: Describe fish farming systems

Checklist Score

Yes No

Indicator: Fish farming systems:

✓ Extensive

✓ Semi-intensive

✓ Intensive

✓ Integrated fish farming

Observation

Learning Outcome 4.2: Rear fish

• General conditions for fish rearing

• Fish feed ✓ Natural feeding

✓ Artificial feeding

• Conduct fish reproduction ✓ Types reproduction:

➢ Natural reproduction

Selection of broodfish

Stocking broodfish (sexing and

sex-ratio)

Rearing the broodfish

Feed the fry

Harvest fry

o Demonstration on fish feeding, sexing, artificial reproduction, fry and fish harvesting

o Audiovisual presentation on fish rearing

o Group work on fish feeding and sexing, fish pond maintenance and monitoring

o Fish farms visit

- Fish farms

- Audiovisual

equipment

- Fishes

- Fish feeds

- Hatchery

equipment

- Maintenance

and monitoring

equipment and

tools

- PPE

- Shovel


359 | P a g e

➢ Artificial reproduction

Selection and handling of

brooders

Collecting and injecting the

pituitary extract

Stripping the female and

fertilizing the eggs

Incubating the eggs

Larval rearing:

- Hatchery rearing

- First feeding of larvae

- Predation on the larvae

- Transferring fry to nursery

ponds

✓ Factors contributing to the

growth and survival fry

• Perform integrated fish farming ✓ Fish- livestock integration

✓ Fish -crop integration

✓ Fish farming-industry linkage

• Maintain and monitor fish pond ✓ Checking water supply, water

level and quality

✓ Prevent water leakages

✓ Removing aquatic weeds

✓ Checking pond fertility

✓ Prevent toxic Materials

• Harvest fish ✓ Preparing for the harvest

✓ Harvest techniques:

➢ Using nets

➢ Using drainage

➢ Using traps

• Rearing data collection and interpretation ✓ Feeding

✓ Reproduction

✓ Harvesting

- Hoes

- Machetes

- Baskets

- Nets

- Traps

360 | P a g e





• Oral evidence


• Performance


▪ Task: Rear fish

Checklist Score

Yes No

Indicator: General conditions for fish rearing

Indicator: Fish feed

Indicator: Conduct fish reproduction

Indicator: Perform integrated fish farming

Indicator: Maintain and monitor fish pond

Indicator: Harvest fish

Observation


Proper rearing of fish in cages, pens, tanks and hapas

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Learning Outcome 4.3:Pre-treat harvested fish

• Post harvest preparation: ✓ Evisceration,

✓ Cleaning,

✓ Cutting and filleted

• Fish preservation techniques: ✓ Drying,

✓ Salting,

✓ Smoking,

✓ Cooling and freezing

o Demonstration on post harvest preparation and preservation techniques

o Audiovisual presentation on post harvest preparation and preservation techniques

o Fish shops visit o Group work on fish preparation

and preservation

- Knives

- Fishes

- Buckets

- Fish shops

- Salts

- Fridge

- Smoke

- Stands

- Ices

- Coolboxes





• Oral evidence


• Performance


▪ Task: Pre-treat harvested fish


Adequate fish harvesting according to the types of fish pond, fish breed and

market requirements


362 | P a g e

Checklist Score

Yes No

Indicators: Post harvest preparation

✓ Evisceration,

✓ Cleaning,

✓ Cutting and filleted

Indicators: Fish preservation techniques:

✓ Drying,

✓ Salting,

✓ Smoking,

Observation

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LU 4: Control fish diseases and predators

5

Learning Outcomes:

1. Control fish predators 2. Identify fish diseases 3. Control of fish diseases

15Hours

Learning Outcome 5.1: Control fish predators

• Common fish predators: ✓ Amphibians

✓ Reptiles

✓ Voracious fish

✓ Harmful birds

✓ Harmful invertebrates

✓ Harmful mammals

• Control of fish common predators

o Brainstorming on fish predators identification and control

o Group/individual research o Audiovisual presentation o Group work o Tutorial o Demonstration on control of

fish predators

- Books

- Posters

- Pictures


- Lime

- Internet

- PPE

- Fish farm

- Traps

- Drugs

- Fencing materials





Proper identification of predators and specific diseases of fish


364 | P a g e


• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Control fish predators

Checklist Score

Yes No

Indicator: Common fish predators:

✓ Amphibians

✓ Reptiles

✓ Voracious fish

✓ Harmful birds

✓ Harmful invertebrates

✓ Harmful mammals

Indicator: Control of fish common predators

Observation

Learning Outcome 5.2: Identify fish diseases

• Fish specific diseases ✓ Bacterial diseases

✓ Viral diseases

✓ Fungal diseases

✓ Parasitic diseases

o Brainstorming on fish diseases identification

o Group/individual research o Audiovisual presentation o Group work o Tutorial

- Books

- Internet

- Posters


- Fish specimen

- PPE



365 | P a g e




• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify fish diseases

Checklist Score

Yes No

Indicators: Fish specific diseases

✓ Bacterial diseases

✓ Viral diseases

✓ Fungal diseases

✓ Parasitic diseases

Observation

Learning Outcome 5.3: Control of fish diseases

• Hygiene and biosecurity measures:

✓ General fish

enclosures hygienic

measures

✓ Biosecurity

measures:

✓ Offensive measures

o Brainstorming on fish diseases prevention and treatment

o Group/individual research o Audiovisual presentation o Group work o Tutorial o Demonstration on fish diseases

prevention and treatment

- Books

- Internet

- Posters

- Audiovisual

equipment

- Fish specimen

- PPE



Proper identification of predators and specific diseases of fish

366 | P a g e

✓ Defensives measures

• chemical prevention measures: ✓ Selection of chemical

prevention products

✓ Establishment of

prophylactic plan

✓ Administration

techniques of

chemical prevention

product

✓ sanitary record

keeping:

✓ Technical sheet ✓ Zoo-sanitary cards ✓ Zoo-sanitary data

collection and

interpretation

- Drugs

- Record keeping tools





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Control of fish diseases

Checklist Score

Yes No

Indicators: Hygiene and biosecurity measures

✓ General fish enclosures hygienic measures


Proper selection of bio-chemical prevention products

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✓ Biosecurity measures

Indicators: chemical prevention measures:

✓ Selection of chemical prevention products

✓ Establishment of prophylactic plan

✓ Administration techniques of chemical prevention product

✓ sanitary record keeping

Observation

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Rwasave fish farming station located in Huye district received fund from faculty of agriculture in order to solve the problems of fish shortage in Huye town.

After a deep analysis the station decides to increase the fish production by fry, fingerlings and adult fish rearing.

As an interner student you are called by fish farming station to perform harvesting, transportation, stocking of fry, fingerlings and adult fish in 40 minutes for each task

The new fish enclosures are well constructed and filled water.

The station has all materials, equipments and labour required

Tasks:

✓ Perform harvesting, transportation, stocking of fry ✓ Perform harvesting, transportation, stocking of fingerlings ✓ Perform harvesting and transportation of adult fish

− PPE

− Fish pond

− Lime

− Organic manure

− DAP fertilizer

− Urea

− NPK fertilizer

− pH meter

− Secchi disk

− Thermometer

− Polyethylene bags

− Oxygenated Tanks

− Boxes

− Nets

− Ices

− Water

− Scoop nets

− Bucket

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Assessment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Materials are well selected and prepared

Indicator: Quality of water is well assessed and corrected

Indicator:Steps of harvesting and transport are well respected

Indicator: Steps of stocking are well respected

Observation

Assessment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator:Physical parameters are verified

Indicator: Chemical parameters are verified

Indicator: Biological parameters are verified

Indicator: Low mortality rate is observed

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Observation

Assessment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Normal water parameters are respected

Indicator: Stocking density is respected

Indicator: Transport conditions is respected

Indicator: Relevant diseases are diagnosed

Observation

Assessment Criterion 4: Safety

Checklist Score

Yes No


Indicator:Fish are properly manipulated

Indicator: Working place and materials are well cleaned and rearranged

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Observation

Reference books: 1. ARRIGNON J.C.V,2008, The Tropical Agriculturalist TILAPIA, CTA Macmillan, Malaysia,78p

2. RUTAISIRE J. &al., 2009, Fish farming as a business, Fountain Publishers, Kampala, 209p.

3. WDA,2011, Animal Husbandry-4th year, technical booklet Professional Agricultural

Education/Agronomy option, Kigali, 29p

4. Carballo E. & al., 2008, Small Scale freshwater fish farming, Agrodok 15, Agromisa Foundation

and CTA, Wageningen, 84p

5. Ngugi C.,C.& al., A new guide to fish farming in Kenya, USAID, CRSP,95p.

372 | P a g e

A N H M S 5 0 1 - MAJOR SURGERY

ANHMS501 Perform major surgery


Credits: 12 120

Sector: Agriculture



Purpose statement

This core module describes the skills, knowledge and attitude required by the learner to perform major

surgery

Any veterinary has to do surgery in his professional work. So, this competence is very important for the

Veterinary Nurse training.


Perform head and neck surgery

Perform abdominal surgery

Perform orthopedic surgery

It can be taught in parallel with

373 | P a g e


Not Applicable



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:


1. Perform head and neck surgery

o Proper management of oesophagealchoke in

accordance with pre-operatives, operatives and

post operatives procedures

o Proper performing of third eye lid surgery in

accordance with pre-operatives, operatives and


o Proper performing eye enucleation in accordance

with pre-operatives, and post operatives

procedures

2. Perform abdominal surgery

2.1. Appropriate treatment of hernia in accordance

with pre-operatives, operatives and post

operatives procedures

2.2. Proper performing of laparo-rumenotomy in

accordance with pre-operatives, operatives

and post operatives procedures

2.3. Proper performing of hysterectomy in

accordance with pre-operatives, operatives


2.4. Proper performing of ovariectomy in accordance



2.5. Proper performing of Foetotomy in accordance



2.6. Proper performing of caesarean section in

accordance with pre-operatives,operatives and


3. Perform orthopaedic surgery o Appropriate treatment of sprain according to

pre-operatives, operatives and post operatives

procedures

374 | P a g e

o Appropriate and treatment of dislocation

according to pre-operatives, operatives and


o Appropriate reduction and treatment fracture

according to pre-operatives, operatives and


375 | P a g e

LU 1:Perform head and neck surgery

1

Learning Outcomes:

1. Manage oesophageal choke 2. Perform the surgery of the third eyelid 3. Perform eye enucleation

40 Hours

Learning Outcome1.1:Manage oesophageal choke

• Description of oesophageal choke

• Pre-operatory procedures ✓ Identification and

preparation of materials

✓ Identification and preparation of drugs

✓ Restraining technique

• Operatory procedures ✓ Foreign body removal

technique

• Post operatory care

o Brainstorming on oesophageal

choke causes

o Demonstrations on foreign

body removal technique

o Group work on probang usage

o Group discussion on

oesophageal choke causes

o Practical works


- Animals - PPE - Audiovisual equipments - Trocard and canula - Probang - Pas d’anes - Needles, syringes, - Wash bottles - Antibiotics, - Lubricants - Crush - Ropes - Nose lead



Proper management of oesophageal choke in accordance with pre-

Operatives, operatives and post operatives procedures


376 | P a g e




• Oral evidenve


• Performance

evidence

▪ Open questions

▪ Multiple choice questions

▪ Ticking questions

▪ Short questions

▪ Task: Manage oesophageal choke

Learning Outcome 1.2: Perform the surgery of the third eyelid

• Eyes anatomy

• Indications of third eyelid surgery

• Pre-operatory procedures:

• Identification and preparation of materials

• Identification and preparation of drugs

o -Group discussions on third eyelid Demonstrations on third eye surgery

o Practical works on third eye surgery

o Audio-visual presentation on third eye surgery

o Individual/group research on eye

✓ Animals

✓ PPE

✓ Pictures

✓ Posters

✓ Internet

✓ Books

✓ Audiovisual

Checklist Score

Yes No

Description of oesophageal choke

Pre-operatory procedures

✓ Identification and preparation of materials


✓ Restraining technique

Operatory procedures

✓ Foreign body removal technique

Post operatory care

Observation


377 | P a g e

• Restraining and preparation technique of the patient

• Operatory procedures:

• Anaesthesia

• Incisions

• Haemorrhage control

• Suturing techniques

• Post operative care

anatomy o Tutorial on eye anatomy

equipments

✓ Cotton, gauze, forceps

clips, scissors,

✓ needles, syringes,

surgical

✓ blades, scalpel handle,

suture

✓ materials

✓ Tranquilisers

✓ Local anaesthetics

✓ Wash bottles

✓ Antibiotics, antiseptics

✓ Crush

✓ Ropes

- Nose lead





• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Perform the surgery of the third eyelid


Proper performing of third eye lid surgery in accordance with pre-operatives,

Operatives and post operatives procedures

378 | P a g e

Checklist Score

Yes No

✓ Eyes anatomy

✓ Indications of third eyelid surgery

✓ Pre-operatory procedures:



✓ Restraining and preparation technique of the patient

✓ Operatory procedures:

✓ Anaesthesia

✓ Incisions

✓ Haemorrhage control

✓ Suturing techniques

✓ Post operative care

Observation

Learning Outcome 1.3: Perform eye enucleation

• Indications of eye enucleation

• Pre-surgical procedures:



• Restraining and preparation of the patient

• Operatory procedures: ✓ Anaesthesia ✓ Incisions ✓ Haemorrhage control ✓ Suturing techniques

• Post-operative care

• Group discussions on eye enucleation indications and technique Demonstrations on eye enucleation Practical works on eye enucleation technique

• Audiovisual presentation on eye enucleation

- Crush - Ropes - Nose lead - Animals - PPE - Audiovisual equipments - Cotton, gauze, forceps clips,

scissors, - needles, syringes, surgical - blades, scalpel handle,

suture - materials - Tranquilisers - Local anaesthetics - Wash bottles - Antibiotics, antiseptics


379 | P a g e





• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Perform eye enucleation

Checklist Score

Yes No

Indications of eye enucleation

Pre-surgical procedures:

Identification and preparation of materials

Identification and preparation of drugs

Restraining and preparation of the patient

Operatory procedures:

✓ Anaesthesia

✓ Incisions



Post-operative care

Observation


Proper performing eye enucleation in accordance with pre-operatives,

operatives and post operatives procedures

380 | P a g e

LU 2:Perform abdominal surgery

2

Learning Outcomes:

1. Treat hernia 2. Perform Laparo-rumenotomy 3. Perform hysterectomy 4. Perform ovariectomy 5. Perform foetotomy 6. Perform caesarean section

40Hours

Learning Outcome 2.1: Treat hernia

• Description of hernia

• Pre-surgical procedures:



• Restraining and preparation animals

• Operatory procedures

• Anaesthesia

• Incisions



• Post-operative care

o Group discussions on hernia;

o Demonstrations on hernia reduction;

o Practical works on hernia reduction; Audiovisual presentation on hernia reduction

o Individual/group research on hernia;

o Tutorial on hernia description

- Crush - Rope - Nose lead - Books - internet - Cloth fenestrated drape - Animals - PPE - Audiovisual equipments - Cotton, gauze, - Groove director - forceps, clips, needle

holders, scissors, - needles, syringes,

surgical - blades, scalpel handle,

suture - materials - Tranquilisers - Local anaesthetics - Wash bottles - Antibiotics, antiseptics - Anti-inflammatory drugs


381 | P a g e





• Oral evidenve


• Performance

evidence

• Open questions

• Multiple choice questions

• Ticking questions

• Short question

• Task: Treat hernia

Checklist Score

Yes No

✓ Description of hernia

✓ Pre-surgical procedures:



✓ Restraining and preparation animals

✓ Operatory procedures

✓ Anaesthesia

✓ Incisions



✓ Post-operative care

Observation


Appropriate treatment of hernia in accordance with pre-operatives, operatives


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Learning Outcome 2.2:Perform Laparo-rumenotomy

• Indications of rumenotomy

• Laparo-rumenotomy approaches

• Pre-surgical procedures



• Restraining and preparation of the patient

• Operative procedures

• Anaesthesia

• Incisions




o Group discussions on

laparotomy and

ruminotomy

o Demonstrations on

laparo-rumenotomy

technique;

o Practical works on

laparo-rumenotomy

technique ; Audiovisual

presentation on laparo-

rumenotomy

- Crush - Rope - Nose lead - Animals - PPE - Books - Internet - Cloth fenestrated drape - Audiovisual equipments - Cotton, gauze, forceps, clips, needle holders, scissors, - Needles, syringes, surgical - Blades, scalpel handle, suture - Materials - Groove director - Tranquilisers - Local anaesthetics - Wash bottles - Antibiotics,

antiseptics





Proper performing of laparo-rumenotomy in accordance with pre-operatives and



383 | P a g e


• Oral evidenve


• Performance

evidence

• Open questions



• Short question

• Task: Perform laparo-rumenotomy

Checklist Score

Yes No

Indications of rumenotomy

Laparo-rumenotomy approaches

Pre-surgical procedures



✓ Restraining and preparation of the patient

Operative procedures

✓ Anaesthesia

✓ Incisions



Post operative care

Observation

384 | P a g e

Learning Outcome 2.3:Perform hysterectomy

• Indications of hysterectomy

• Pre-surgical procedures ✓ Identification and

preparation of materials ✓ Identification and

preparation of drugs ✓ Restraining and

preparation animals

• Operative procedures ✓ Anaesthesia ✓ Incisions ✓ Haemorrhage control ✓ Suturing techniques


o Group discussions on hysterectomy

o Demonstrations on hysterectomy technique;

o Practical works on hysterectomy technique ; Audiovisual presentation hysterectomy

✓ Crush ✓ Rope ✓ Nose lead ✓ Books ✓ Internet ✓ Cloth

Fenestrated drape

✓ Groove director ✓ Animals ✓ PPE ✓ Audiovisual

equipment ✓ Cotton, gauze,

forceps, clips, needle holders, scissors,

✓ Needles, syringes, surgical

✓ Blades, scalpel handle, suture

✓ Materials ✓ Tranquilisers ✓ Local

anaesthetics ✓ Groove director ✓ Wash bottles ✓ Antibiotics,

antiseptics





Proper performing of hysterectomy in accordance with pre-operatives,



385 | P a g e


• Oral evidenve


• Performance

evidence

• Open questions



• Short question

• Task: Perform hysterectomy

Checklist Score

Yes No

Indications of hysterectomy






✓ Anaesthesia

✓ Incisions



Post operative care

Observation

Learning Outcome 2.4:Perform ovariectomy

• Description of ovariectomy

• Pre-surgical procedures ✓ Identification and

preparation of materials ✓ Identification and

preparation of drugs ✓ Restraining and

preparation animals

• Operative procedures ✓ Anaesthesia ✓ Incisions ✓ Haemorrhage control ✓ Suturing techniques


o Group discussions on ovariectomy

o Demonstrations on ovariectomy technique;

o Practical works on ovariectomy technique ; Audiovisual presentation ovariectomy


Fenestrated drape


equipments ✓ Cotton, gauze,


386 | P a g e





anaesthetics ✓ Wash bottles ✓ Antibiotics,

antiseptics





• Oral evidenve


• Performance

evidence

• Open questions



• Short questions

• Task: Perform ovariectomy

Checklist Score

Yes No

Description of ovariectomy






✓ Anaesthesia

✓ Incisions


Proper performing of ovariectomy in accordance with pre-operatives,


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Post operative care

Observation

Learning Outcome 2.5:Perform foetotomy

• Description of foetotomy

• Pre-surgical procedures ✓ Selection and

preparation of materials ✓ selection and

preparation of drugs ✓ Retraining and

preparation animals

• Operatory procedures


o Group discussions on foetotomy

o Demonstrations on foetotomy technique;

o Practical works on foetotomy technique ; Audiovisual presentation foetotomy


Fenestrated drape








antiseptics


388 | P a g e





• Oral evidenve


• Performance

evidence

• Open questions



• Short question

• Task: Perform foetotomy

Checklist Score

Yes No

Description of foetotomy


✓ Selection and preparation of materials

✓ selection and preparation of drugs

✓ Retraining and preparation animals

Operatory procedures

Post operative care

Observation

Learning Outcome 2.6:Perform caesarean section

• Description of caesarean section

• Identification and selection of caesarean section approaches

• Pre-operative procedures ✓ Identification and

preparation of materials

o Group discussions on o caesarean section approaches o Demonstrations on caesarean

section technique; o Practical works on caesarean

section technique ; Audiovisual presentation caesarean section


Fenestrated drape



Proper performing of Foetotomy in accordance with pre-operatives,


389 | P a g e



• Operative procedures ✓ Anaesthesia ✓ Incisions ✓ Haemorrhage control ✓ extraction and provide

new born care ✓ Suturing techniques









antiseptics





• Oral evidenve


• Performance

evidence

• Open questions



• Short questions

• Task: Perform caesarean section

Checklist Score

Yes No

Description of caesarean section

Identification and selection of caesarean section approaches

Pre-operative procedures





Proper performing of caesarean section in accordance with pre-operatives,


390 | P a g e


✓ Anaesthesia

✓ Incisions


✓ extraction and provide new born care


Post operative care

Observation

391 | P a g e

LU 3:Perform orthopaedic surgery

3

Learning Outcomes:

1. Treat sprain 2. Treat dislocation 3. Treat fracture

40 Hours

Learning Outcome 3.1: Treat sprain

• Description of sprain

• Treatment of sprain ✓ Manage inflammation ✓ Immobilization (compress or

bandage) ✓ Resting animals

• Follow Up

o Group discussions on sprain

o Demonstrations on sprain

treatment;

o Practical works on sprain

treatment ; Audiovisual

presentation on sprain

- Crush

- Rope

- Nose lead

- Books

- internet

- Animals

- PPE

- Audiovisual

equipments

- Cotton, gauze

- needles,

syringes

- bandage

materials

- Tranquilisers

- Local

anaesthetics

- Drugs


392 | P a g e





• Oral evidenve


• Performance

evidence

• Open questions



• Short questions

• Task: treat sprain

Learning Outcome 3.2:Treat dislocation

• Description of joint

• Description of dislocation

• Pre-operative procedures ✓ Identification and preparation of

materials


dislocation

o Description

o Demonstrations on

dislocation reduction

- Crush

- Rope

- Nose lead

- Books

- Internet

Checklist Score

Yes No

✓ Description of sprain

✓ Treatment of sprain

✓ Manage inflammation

✓ Immobilization (compress or bandage)

✓ Resting animals

✓ Follow Up

Observation



Appropriate treatment of sprain according to pre-operatives, operatives and


393 | P a g e



• Operative procedures ✓ Restoration of joint in normal

position ✓ Immobilisation technique of joint:

Traditional splints, Casts, Bandages

• Post operative procedures ✓ Pain and infection Control ✓ Healing and recovery follow up

o Practical works on

dislocation reduction

technique ; Audiovisual

presentation dislocation

- Animals

- PPE

- Audiovisual

equipments

- Cotton, gauze

- Needles,

syringes

- Bandage

materials

- Tranquilisers

- Local

anaesthetics

- Antibiotics

- Anti

inflammatory

- Animals

- Veterinary

clinics





• Oral evidenve


• Performance

evidence

• Open questions



• Short questions

• Task : treat dislocation


Appropriate and treatment of dislocation according to pre-operatives, operatives


394 | P a g e

Checklist Score

Yes No

✓ Description of joint

✓ Description of dislocation

✓ Pre-operative procedures




✓ Operative procedures

✓ Restoration of joint in normal position

✓ Immobilisation technique of joint

✓ Post operative procedures

✓ Pain and infection Control

✓ Healing and recovery follow up

Observation

Learning Outcome 3.3:Treat fracture

• Description of fractures

• Pre-operative procedures: ✓ Identification and preparation of

materials ✓ Identification and preparation of

drugs ✓ Restraining and preparation

animals

• Operative procedures: ✓ Reduction : restoration of bones

in normal position ✓ Immobilisation technique of

broken bones: Traditional splints, Casts, Bandages

• Post operative procedures: ✓ Pain and infection Control ✓ Healing and recovery follow up


fractures

o Demonstrations fractures

reduction

o Practical works on fractures

reduction technique ;

o Audiovisual presentation on

fractures

- Crush

- Rope

- Nose lead

- Books

- internet

- Animals

- PPE

- Audiovisual

equipments

- Cotton, gauze

- needles,

syringes

- bandage

materials

- Tranquilisers

- Local

anaesthetics

- Antiinflammat

ory drugs


395 | P a g e

antibiotics

- Plasters





• Oral evidenve


• Performance

evidence

• Open questions



• Short questions

Task: Treat fracture

Checklist Score

Yes No

✓ Description of fractures

✓ Pre-operative procedures:




✓ Operative procedures:

✓ Reduction : restoration of bones in normal position

✓ Immobilisation technique of broken bones:

✓ Post operative procedures:

✓ Pain and infection Control

✓ Healing and recovery follow up

Observation


Appropriate reduction and treatment fracture according to pre-operatives,


396 | P a g e



Situation Integration for major surgery A Farmer of cattle and small ruminants around NYABIKENKE TSS during

dry season grazes animals near the pit where the school put non

degradable wastes. After two months, one goat showed the loose of

25% of body weight, bloating and cachexia, while there is no change

about feeding and other management practice, one heifer got

obstruction of oesophagus and one lamb had a fracture of the left

forelimb.Farmer got information from the shepherd that one day the

goathas escaped and ate different pieces of nylon.

As a veterinary Nurse in NYABIKENKE TSS veterinary clinics you are

requested to perform the following tasks:

• Manage oesophageal choke of the heifer in 1 hour

• Perform Laparo-rumenotomy of the goat in 1 h 30 minutes

• Perform the treatment of the fracture of the lamb 1 hour

All the needed resources are available

• Tools, equipment and Materials - PPE - Rope - Cloth fenestrated

drape - Cotton, - gauze, - forceps, - clips, - needle holders - scissors, - needles for injections - suture needles - syringes, - surgical blades, - scalpel handle - suture materials - Groove director - Tranquilisers - Local anaesthetics - Wash bottles - Antibiotics - Antiseptics - Antinflammatory

drugs - Oesophageal tube - Gloves - Adhesives - Plaster cast - Bandages - splints

397 | P a g e



Checklist Score

Yes No

Indicator: Haemorrhage is properly stopped

Indicator: esophageal choke is well managed

Indicator: reduction of fracture is well dressed

Indicator: All foreign bodies are properly removed

Indicator: Animal health status is stable

Observation

Checklist Score

Yes No

Indicator: The workplace is properly prepared

Indicator: Materials and drugs are well selected and prepared

Indicator: Restraining and preparation of the patient is well done

Indicator: Incision and haemorrhage control is well done

Observation

398 | P a g e


Checklist Score

Yes No

Indicator: Appropriate medicines are well used

Indicator: Incision site is well localized

Indicator: Appropriate suture patterns is well done Indicator: time operation is well respected

Observation


Checklist Score

Yes No


Indicator: Working place and materials are well cleaned and rearranged

Indicator: Wastes are well disposed

Observation

399 | P a g e

Reference books:

1 .cal.vet.upenn.edu/projects/saortho/chapter_11/11mast.htm

2. Brinker WO: Types of fractures and their repair. In Archibald J (ed): Canine Surgery, 2nd ed, pp 957-

960. Santa Barbara, American Veterinary Publications, 1974

3 .Denny HR: A Guide to Canine Orthopaedic Surgery. Oxford, Blackwell Scientific Publications, 1980

4. DePalma AF: The Management of Fractures and Dislocations, vol 1 and 2. Philadelphia, WB Saunders,

1959

5. Gartland JJ: Fundamentals of Orthopaedics, Phila- delphia, WB Saunders, 1965

6.JennyJ: Orthopaedic Notes. Unpublished, University of Pennsylvania, 1970

7.Leonard EP: Orthopaedic Surgery of the Dog and Cat, 2nd ed, pp 90-94. Philadelphia, WB Saunders,

1971

8. Salter RB, Harris WR: Injuries involving the epiphy- seal plate. J Bone Joint Surg 45A:587, 1963

9.Whittick WG: Canine Orthopaedics, pp 127-130. Philadelphia, Lea &Febiger

400 | P a g e

A N H P F 5 0 1 - PIG FARMING

ANHPF501 Perform Pig Farming


Credits: 5 50

Sector: Agriculture and food processing

Sub-sector: Animal Health

Issue date: January 2014

Purpose statement

This core module provides the skills, knowledge and attitude for a learner to be competent in a range of routine tasks and activities that require the application of practical skills in a defined context of pig farming and breeds identification:


- Identify pig breed ;

- sketch and equip piggery ;

- Manage pig farming

- Perform pig health and diseases control

401 | P a g e


Not Applicable






1. Identify pig breed o Proper identification of pig breeds found in the

region

o Proper characterization of pig breeds according to

their features.

2. sketch and equip piggery 2.1. Proper selection of piggery site according to pig

welfare

2.2. Appropriate sketching of piggery according to the

standards

2.3. Adequate selection of construction material and

equipment of piggery according to the type and

materials available

3. Manage pig farming o Proper selection of pig breeds according to their

characteristics

o Appropriate application of rearing techniques

according to the standard of the pig farming

o Proper feeding of pigs according their categories

o Proper management of pigs reproduction

o Adequate record keeping and interpretation of

pig reproduction and feeding data

4. Perform pig health and diseases control

o Proper identification of specific disease of pigs

found in the region

o Respect of hygiene and bio security measures

according to their welfare

o Appropriate establishment of prophylactic plan

o Proper selection of bio-chemical prevention

402 | P a g e

products according to product available

o Proper administration of bio-chemical prevention

product

o Adequate record keeping and interpretation of

zoo-sanitary data

403 | P a g e

LU 1:Describe pig breeds

1

Learning Outcomes:

1. Identify pig breed

2. Characterize pig breeds

8 Hours

Learning Outcome: 1.1 Identify pig breed

• Pig breed : ✓ Local breed

✓ Large white

✓ Landrace

✓ Pietrain

✓ Duroc

✓ Hampshire

✓ Tamworth

✓ Wessex saddleback

✓ Saddle back

✓ Combrough

✓ Large black

✓ Middle white

o Group work /research for pig breed identification

o Audiovisual presentation for pig breed identification

o Posters presentation o Pig farm visit o Tutorials

- Book - Pig farm - Audiovisual equipment - Posters - Internet



Proper identification of pig breeds found in the region

.


404 | P a g e




• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Identify pig breed

Checklist Score

Yes No

Indicators: pig types

✓ Local breed

✓ Large white

✓ Landrace

✓ Pietrain

✓ Duroc

✓ Hampshire

✓ Tamworth


✓ Saddle back

✓ Combrough

✓ Large black

✓ Middle white

Observation

405 | P a g e

Learning Outcome: 1.2: Characterize pig breeds

• Pig characterization (weight, skin colour ,origin, conformation, ear position, adaptability, litter size, prolificacy )

• Pig breeds ✓ VegLocal breed

✓ Large white

✓ Landrace

✓ Pietrain

✓ Duroc

✓ Hampshire

✓ Tamworth


✓ Saddle back

✓ Combrough

✓ Large black

✓ Middle white

✓ etables,

✓ Bones

✓ Herbs

✓ Spices,

✓ Flavoring

o Audiovisual presentation on pig breeds

o Posters and pictures presentation o Group work and discussion on

pigs breeds o Group research on breeds

selection o Tutorials/Brainstorming on

selection criteria

- Pig farm - Posters and pictures - Books - Internet - Audiovisual equipment





Proper characterization of pig breeds according to their features.


406 | P a g e


• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Characterize pig breeds

Checklist Score

Yes No

Indicators: Pig characterization (weight, skin colour ,origin, conformation, ear position, adaptability, litter size, prolificacy )

Indicators: Pig breeds

✓ VegLocal breed

✓ Large white

✓ Landrace

✓ Pietrain

✓ Duroc

✓ Hampshire

✓ Tamworth


✓ Saddle back

✓ Combrough

✓ Large black

✓ Middle white

✓ etables,

✓ Bones

✓ Herbs

✓ Spices,

✓ Flavoring

Observation

407 | P a g e

LU 2:Design and equip piggery

2

Learning Outcomes:

1. Select the site of piggery 2. Sketch a piggery 3. Select construction materials and equipment of a piggery

12Hours

Learning Outcome: 2.1: Select the site of piggery

• Selection criteria

✓ Legislation/code and

regulation

✓ Environment


✓ Soil structure

✓ Site dimension

✓ Distance from Other

Farms

• Basic infrastructure and services:

✓ Water supply

✓ Power sources

✓ Accessibility

✓ Market

✓ Feed suppliers or stores

✓ Isolation from habitation

o Pig farm visit for checking piggery site selection requirement



and presentation on requirements of piggery site

o Brainstorming on piggery components

o Group work on ground plan sketching

- Pig farm - Books - Sketching materials - Weather vane - Thermometer - Hygrometer - Meteorological data - Audio-visual equipment - Decameter - Model piggery ground

plan - Internet


408 | P a g e





• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Select the site of piggery

Checklist Score

Yes No


✓ Legislation/code and regulation

✓ Environment


✓ Soil structure

✓ Site dimension

✓ Distance from Other Farms

Indicators: Basic infrastructure and services:

✓ Water supply

✓ Power sources

✓ Accessibility

✓ Market

✓ Feed suppliers or stores

✓ Isolation from habitation

Observation


Proper selection of piggery site according to pig welfare

409 | P a g e

Learning Outcome: 2.2: Sketch a piggery


✓ Breeding piggery

✓ Fattening piggery

✓ Breeding and fattening

• Basic infrastructure and services:

✓ Pregnant sow pens

✓ Farrowing pens

✓ Dry sow/gilt pens

✓ Weaner pens

✓ Fattening pig pens

✓ Boar pens

Run

Weighing yard

Office

Drug store

Store of feeds

Feed preparation

room

Kitchen

Compost pit

• Ground plans of piggery

o Pig farm visit for checking piggery site selection requirement



and presentation on requirements of piggery site

o Brainstorming on piggery components

o Group work on ground plan sketching

- Pig farm - Books - Sketching materials - Weather vane - Thermometer - Hygrometer - Meteorological

data - Audio-visual

equipment - Decameter - Model piggery

ground plan - Internet





• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Sketch a piggery


Appropriate sketching of piggery according to the standards


410 | P a g e

Checklist Score

Yes No


✓ Breeding piggery

✓ Fattening piggery

✓ Breeding and fattening

Indicators: Basic infrastructure and services:

✓ Pregnant sow pens

✓ Farrowing pens

✓ Dry sow/gilt pens

✓ Weaner pens

✓ Fattening pig pens

✓ Boar pens

Indicators: Ground plans of piggery

Observation

Learning Outcome 2.3 Select construction materials and equipment of a piggery


✓ Identification of

construction material

✓ General requirement

of construction

materials

• Selection of piggery tools and

equipment:

✓ Identification of

piggery equipment

✓ General requirement of piggery equipment and tools

o Farm visit for checking construction materials and equipment requirement

o Hardware shops visit for observation of construction materials

o Visit constructing site

- Hardware shops - Building materials - Posters and

pictures - Constructing site


411 | P a g e





• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Select construction materials and equipment of a piggery

Checklist Score

Yes No


✓ Identification of construction material

✓ General requirement of construction materials

Indicators: Selection of piggery tools and equipment:

✓ Identification of piggery equipment

✓ General requirement of piggery equipment and tools

Observation


Adequate selection of construction material and equipment of piggery according

to the type and materials available

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LU 3:Rotate and maintain supplies.

3

Learning Outcomes:

1. Selection of pig breed. 2. Apply pig rearing techniques 3. Perform pig feeding 4. Manage pig reproduction 5. Perform record keeping and interpretation 10Hours

Learning Outcome 3.1: Selection of pig breeds


✓ Productivity of parents

✓ Adaptability(hardness)

✓ Age

✓ Physical appearance

✓ Feed conversion rate

✓ Health status

✓ Resistance against diseases

✓ Productivity

✓ Maturity period

✓ Fecundity

✓ Temperament

• Method of selection

✓ Mass selection

✓ Progeny testing or offspring

testing

✓ Pedigree selection

✓ Collateral relative selection

o Group work and research on breed selection criteria

o Brainstorming on breed selection criteria

o Farm visit for assessing selection criteria

- Books - Pig farm - Internet - Farm records


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• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Selection of pig breed.

Checklist Score

Yes No

Indicators: Selection criteria:

✓ Productivity of parents

✓ Adaptability(hardness)

✓ Age

✓ Physical appearance

✓ Feed conversion rate

✓ Health status

✓ Resistance against diseases

✓ Productivity

✓ Maturity period

✓ Fecundity

✓ Temperament

Indicators: Method of selection

✓ Mass selection

✓ Progeny testing or offspring testing

✓ Pedigree selection

✓ Collateral relative selection

Observation


Proper selection of pig breeds according to their characteristics

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Learning Outcome 3.2: Apply pig rearing techniques

• General condition for pig rearing:

✓ Temperature

✓ Ventilation

✓ Orientation

✓ Light

• Method of selection

✓ Intensive system

✓ Semi intensive system

✓ Extensive system:

Scavenging

Backyard/tethering

• Animal identification techniques:

✓ Tagging

✓ Ear notching

✓ Tattooing

o Group work on pig identification technics

o Group research on rearing systems and condition

o Visits o Brainstorming on rearing

systems o Demonstration of pig

identification technics o Audiovisual presentation on

rearing system or pig identification technics

- Books - Internet - Ear tags - Ear tags

applicator - Ear notcher - Blades - Audiovisual

equipment - Disinfectant





• Oral evidenve


• Performance

▪ Open questions



▪ Short questions


Appropriate application of rearing techniques according to the

standard of the pig farming


415 | P a g e

evidence ▪ Task: Apply pig rearing techniques

Checklist Score

Yes No

Indicators: General condition for pig rearing:

✓ Temperature

✓ Ventilation

✓ Orientation

✓ Light

Indicators: Method of selection

✓ Intensive system

✓ Semi intensive system

✓ Extensive system

Indicators: Animal identification techniques:

✓ Tagging

✓ Ear notching

✓ Tattooing

Observation

Learning Outcome 3.3.Perform pig feeding

• Feed stuffs distribution:

✓ Cereals

✓ Legumes

✓ Tubers

✓ Agro-industrial by-products

✓ Waste from slaughterhouses

✓ Kitchen waste

• Feeding practices for :

✓ Boar, dry sow and gilt

✓ Pregnant sow

o Group work on feed stuff

distribution

o Regular participation of

students on school pig farm

activities

o Group research and

presentation on pig feeding

practice

o Group work on feeding

record collection and

- Feed stuffs

- Farm cards

and records

- Books

- Internet

- Pig farm


416 | P a g e

✓ Lactating sow and litter

✓ Young piglets

✓ Weaners

✓ Grower and finisher pigs

• Watering pig

• Feeding practices for :

✓ Technical sheet

✓ feeding cards

✓ feeding data collection and

interpretation

interpretation





• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Perform pig feeding

Checklist Score

Yes No

Indicators: Feed stuffs distribution:

✓ Cereals

✓ Legumes

✓ Tubers

✓ Agro-industrial by-products

✓ Waste from slaughterhouses

✓ Kitchen waste


Proper feeding of pigs according their categories

417 | P a g e

Indicators: Feeding practices for

✓ Boar, dry sow and gilt

✓ Pregnant sow

✓ Lactating sow and litter

✓ Young piglets

✓ Weaners

✓ Grower and finisher pigs

Indicators: Feeding practices for :

✓ Technical sheet

✓ feeding cards

✓ feeding data collection and interpretation

Observation

Learning Outcome 3.4 Manage pig reproduction

• Selecting boar and sows for breeding:

✓ Number of teats

✓ Long body

✓ Size of litter of which the pig

was a member

✓ Live weight

✓ High feed conversion rate

✓ Easy to handle

✓ Two testicles for boar

✓ Good aplomb

✓ From healthy parents

• Management of boar:

✓ Puberty time

✓ Mating time

✓ Mating ratio

✓ Culling

• Management of sow and gilts:

✓ Puberty time

✓ Mating time

✓ Heat detection

o Group work and discussion

on future parent selection

o Group research and

presentation on

management of different

categories of pig

o Farm visit and

demonstration of

farrowing preparation and

young piglets care

o Demonstration of pig

mating


on pig reproduction

management

- Pig farm

- Books

- Pig

reproduction

diagram

- Pig

reproduction

cards

- Audiovisual

equipment


418 | P a g e

✓ Farrowing

✓ Fostering

✓ Culling

• Methods of services:

✓ Natural mating

✓ Artificial insemination

• Management of young piglet:

✓ Climatic condition monitoring:

✓ Iron supplementation

✓ Weaning

✓ Castration

✓ Canine clipping

✓ Tail docking

• Pig genetic improvement:

✓ Cross breeding

✓ Commercial breeding

✓ Up grading

✓ Backcrossing

✓ Terminal cross system

✓ Selection

• Reproduction record keeping:

✓ Technical reproduction

diagram ( Annual

reproduction chart)

✓ Reproduction cards

✓ Reproduction data collection

and interpretation





Proper management of pig reproduction

419 | P a g e


• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Manage pig reproduction

Checklist Score

Yes No

Indicators: Selecting boar and sows for breeding:

Indicators: Management of boar

Indicators: Management of sow and gilts

Indicators: Methods of services

Indicators: Management of young piglet

Indicators: Pig genetic improvement

Indicators: Reproduction record keeping

Observation

420 | P a g e

Learning Outcome 3.5 Peform record keeping and interpetaion

• Importance of Recording

• Major types of recording:

✓ physical

✓ Breeding

✓ production

✓ feeding

✓ health

✓ Financial

• Interpretation

o Group work on the importance of recording

o Brainstorming on the importance of the different types of recording

o Audiovisual presentation on the different types of recording

- Books - Internet - Ear tags - Ear tags

applicator - Ear notcher - Blades - Audiovisual

equipment - Disinfectant





• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Perform record keeping and interpretation


Adequate record keeping and interpretation of pig reproduction and

feeding data


421 | P a g e

Checklist Score

Yes No

Indicators: Major types of recording:

✓ physical

✓ Breeding

✓ production

✓ feeding

✓ health

✓ Financial

Indicators: Interpretation

Observation

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LU 3: Perform pig health and diseases control

4

Learning Outcomes:

1. Identify specific pig diseases

2. Apply hygiene and biosecurity measures

3. Apply Bio-chemical prevention measures

15Hours

Learning Outcome:4.1Identify specific pig diseases

• Specific infectious diseases of pig

• Specific parasitic diseases of pig

• Specific nutritional deficiencies and metabolic disorders

o Group research on pig diseases

o Posters presentation on pig diseases

o Audiovisual presentation of pig diseases

o Pig farm visit o Ambulatory clinic

- Books - Internet - Audiovisual

equipment - Posters - Pig farms - Clinical materials

and tools





Proper identification of specific disease of pigs found in the region


423 | P a g e


• Oral evidenve


• Performance

evidence

▪ Open questions



▪ Short questions

▪ Task: Identify specific pig diseases

Checklist Score

Yes No

Indicators: Specific infectious diseases of pig

Indicators: Specific parasitic diseases of pig

Indicators: Specific nutritional deficiencies and metabolic disorders

Indicators: Specific nutritional deficiencies and metabolic disorders

Observation

Learning Outcome 4.2: Apply hygiene and biosecurity measures

• General piggery hygienic measures

• Sanitization of piggery

• Biosecurity measures: ✓ Offensive measures ✓ Defensives measures

o Demonstration on hygienic and biosecurity measures application

o Pig farm visit o Group works/research on

piggery hygienic measures application

- PPE - Audiovisual

equipment - Piggery - Cleaning materials

and products - Books - disinfectants


424 | P a g e





• Oral evidenve


• Performance

evidence

•

▪ Open questions



▪ Short questions

▪ Task: Apply hygiene and biosecurity measures

Checklist Score

Yes No

Indicators: General piggery hygienic measures

Indicators: Sanitization of piggery

Indicators: Biosecurity measures:

✓ Offensive measures

✓ Defensives measures

Observation


Respect of hygiene and bio security measures according to their welfare

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Learning Outcome 4.3: Apply Bio-chemical prevention measures

• Selection of Bio-chemical prevention products: ✓ anthelmintics ✓ Acaricids ✓ Antibiotic ✓ Insecticides ✓ Vaccines

• Establishment of prophylactic plan

• Administration technics of bio-chemical prevention product

• Sanitary record keeping: ✓ Technical sheet ✓ Zoo-sanitary cards ✓ Zoo-sanitary data collection and

interpretation

o Demonstration on pig bio-chemical product administration

o Audiovisual presentation o Group work/ research on

bio-chemical application measures

o ambulatory clinics

- PPE - Bio-chemical

product for pig - Audiovisual

equipment - Internet - Books - Veterinary

pharmacy





• Oral evidenve


• Performance

evidence

•

▪ Open questions



▪ Short questions

▪ Task: Apply Bio-chemical prevention measures


Proper selection of bio-chemical prevention products


426 | P a g e

Checklist Score

Yes No

Indicators: Selection of Bio-chemical prevention products:

✓ anthelmintics

✓ Acaricids

✓ Antibiotic

✓ Insecticides

✓ Vaccines

Indicators: Establishment of prophylactic plan

Indicators: Administration technics of bio-chemical prevention product

Indicators: Sanitary record keeping:

✓ Technical sheet

✓ Zoo-sanitary cards

✓ Zoo-sanitary data collection and interpretation

Observation



CODAF is a cooperative, located at Musanze District in Northern Province. This cooperative has a pig farm which is managed in a traditional system. Different categories of pig breeds (Local breed, Large white, Landrace, Pietrain) are reared. In order to extend and modernize his project of pig farming, the cooperative has requested a loan from Rwanda Development Bank (BRD). To maximize profit and get more money from different categories of pigs and pay back quickly the loan, CODAF has adopted:

• Tools : - Thermometer - Hygrometer - Meteorological data - Decameter - Farm records tools - Ear tags - Ear tags applicator - Ear notcher

427 | P a g e

- To keep sows and boar to sell weaners (farrow to wean), - To keep the sows and boars to grow weaners for market (farrow

to finish), - To purchase weaners to grow them for the market (wean to finish

or feeder pigs) For better results, the cooperative will recruit a veterinary assistant in charge of this pig farming project. You are then recruited to do this work: start and operate the project. You are requested to: - Identify breeds in 10 minutes - Select best quality pigs to keep in 1 hours - Establish the feeding plan and feed distribution in 2hour - Establish the prophylactic plan in 2 hours Be aware that:

- The operation is designed as a high investment totally confined swine unit.

- All feed, with the exception of some bagged starter feed is assumed to be produced on farm.

- The operation is assumed to use good lean gain genetics - All tools, material, equipment, products, land, building and

market inventory are assumed to be available.

- Blades - Disinfectant - Feed stuffs( creep feed,

concentrate, kitchen residues, forage, nutrient supplement like iron sources, bagger starters and feed additives)

- Farm cards and records - Pig reproduction diagram - Pig reproduction cards - Clinical tools - Drugs (tincture of iodine,

farrowing inducers,) and vaccines

- Bio-chemical product for pig

- Farrowing facilities - Obstetrical tools (pig

pullers, forceps or nylon cord )

- Piglets hot boxes

• Materials and animals : - Sketching materials - Tractor - Animals (sows, boars,

piglets) - Cleaning materials and

products - Clinical materials (Clip

needle teeth, side-cutter pliers, stub, castration material

- Building materials - Feeds stuffs - high-pressure sprayer - Scale - Room environment

monitoring facilities

• Equipment: - PPE - Weather vane - Grinding and mixing

machine - Building - Water supply facilities - Manure wagon

428 | P a g e

- Mortality disposal facilities

Land and perimeter fence

429 | P a g e


Checklist Score

Yes No

Indicator: Current production system is checked and analysed

Indicator: Breeds to use and good quality pigs to keep are selected

Indicator: Pigs are categorized and kept in respective boxes

Indicator: Feeds preparation and distribution are adapted to production systems

Indicator: Prophylactic plan is established

Observation


Checklist Score

Yes No

Indicator: The boxes are occupied accordingly

Indicator: Relevant pig breeds are selected according to production purpose

Indicator: Pigs are fed accordingly

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Indicator: Reproduction plan is well established

Indicator: Prophylactic plan is well established

Observation


Checklist Score

Yes No

Indicator: Piggery requirements are fulfilled

Indicator: Selection criteria of pigs breeds are considered

Indicator: Appropriate feeding practices are respected

Observation


Checklist Score

Yes No


Indicator: restraining is correctly done

Indicator: Tools, materials and equipment are well handled


431 | P a g e

Observation

Reference books:

• http://www.asci-india.com/nos/Draft%20QP/Piggery%20Farmer%20(Fattening).pdf

• http://www.infonet-biovision.org/AnimalHealth/Record-keeping#simple-table-of-

contents-5

• https://www.wur.nl/upload_mm/d/f/0/4f6122c1-baa8-44df-8b96-

ca2ebd384a0d_2017-097%20Hoste_smart%20farming%20extract.pdf

• MATON A, DAELEMANS J & LAMBRECHT J 1985, Housing of Animals, Elsevier Science

Publishers, Netherlands

https://www.wur.nl/upload_mm/d/f/0/4f6122c1-baa8-44df-8b96-ca2ebd384a0d_2017-097%20Hoste_smart%20farming%20extract.pdf

https://www.wur.nl/upload_mm/d/f/0/4f6122c1-baa8-44df-8b96-ca2ebd384a0d_2017-097%20Hoste_smart%20farming%20extract.pdf

432 | P a g e

A N H P N 5 0 1 - NECROPSY

ANHPN501 Perform Necropsy


Credits: 8 80

Sector: Agriculture



Purpose statement

This module describes the skills and knowledge required to perform Necropsy.

By the end of this module the participant will be able to:

− Identify necropsy equipment and tools

− Perform pre-necropsy evaluation

− Perform necropsy evaluation

433 | P a g e


Not applicable







1. Identify necropsy equipment and

tools

1.1. Proper selection of necropsy and sampling

equipment and tools according to animal species,

age and field environment

1.2. Adequate preparation of the necropsy and

sampling tools and equipment according to the use

1.3. Appropriate use of necropsy and sampling

equipment and tools according to necropsy steps

1.4. Proper Selection of miscellaneous equipment and

tools according to their use

2. Perform pre-necropsy evaluation 2.1. Proper identification of the dead animal according

to owner name, age, animal name and number,

gender, markings, colour, breeds, date of death,

cause of death, brief history and nature of death

2.2. Correct review of clinical history

2.3. Careful examination of the necropsy request form,

organs to be examined with special attention, the

type of necropsy and other special exams.

2.4. Proper preparation and labelling of containers

according to the nature of sample and exams to be

performed

434 | P a g e

3. Perform necropsy evaluation 3.1. Proper identification of postmortem changes by

types

3.2. Appropriate description of lesions by types and

organs

3.3. Appropriate examination of external features of

the dead animal looking to body condition, skin and

hair coat appearance, discharge from body orifices,

eye appearance, ear appearance and mucous

membranes

3.4. Appropriate positioning of the body according to

animal species

3.5. Systematic carcass opening following different

layers and internal organs

3.6. Proper examination of body cavities, viscera, red

muscles, bones, joints and head by inspection,

palpation, and incision

3.7. Proper sample collection according to the nature of

sample and exams to be performed

3.8. Proper submission of sample according to the

nature of sample and exams to be performed

3.9. Correct interpretation of necropsy findings

435 | P a g e

LU 1:Identify necropsy equipment and tools

1

Learning Outcomes:

1. Select Protective equipment 2. select cutting instruments 3. select sampling equipment and tools 4. select miscellaneous equipment and tools

10 Hours

Learning Outcome 1.1: select Protective equipments

• Personal protective

equipments (PPE)

• Environmental protective

equipments (EPE)

o Presentation of power point slide

o Audio-Visual presentation on PPE

o Group work on PPE

o Tutorials on PPE

o Laboratory and Clinic Visits

- PPE: Rubber Gloves,

Rubber Boots or Plastic

Foot Protectors,

Rubber Apron,

Coveralls, Mask (to

cover mouth and nose)

and Eye Goggles or

Face Shield, Glove

Dispensers, Stainless

Steel Gloves, Cadaver

Covers, bonnet

- EPE: Bone Dust

Collector, Storage

Containers and Covers,

Cleaning and

Disinfecting, Body

Bags, Bedding (Dump)

Disposal

- Cantilever Racks, Body


436 | P a g e

Tray Mattresses, Fluid

Collection, incinerator,

Lime





• Oral evidence


• Performance


▪ Task: select Protective equipments

Checklist Score

Yes No

✓ Personal protective equipments (PPE)

✓ Environmental protective equipments (EPE

Observation


Proper selection of necropsy and sampling equipment and tools according to

Animal species, age and field environment

437 | P a g e

Learning Outcome1.2: select cutting instruments

• Material for solid sample

collection

• Material for liquid samples

collection

• Materials for labelling

o Presentation of power point

slide

o Audio-Visual presentation on

sample collection instruments

o Group work on sample

collection instruments

o Tutorials on sample collection

instruments

o Laboratory and Clinic Visits for


- Needles, Syringes,

Swabs, Appropriate

containers (Bottles,

Petri dishes, Test

tubes), Plastic bags,

Pens, indelible

markers, Pencils,

Register





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: select cutting instruments


Adequate preparation of the necropsy and sampling tools and equipment

according to the use


438 | P a g e

Checklist Score

Yes No

Indicator:

✓ Material for solid sample collection

✓ Material for liquid samples collection

✓ Materials for labelling

Observation

Learning Outcome 1.3:select sampling equipments and tools

• Material for solid sample

collection

• Material for liquid samples

collection

• Materials for labelling


slide



o Group work on sample

collection instruments

o Tutorials on sample collection

instruments



- Needles, Syringes,

Swabs, Appropriate

containers (Bottles,

Petri dishes, Test

tubes), Plastic bags,

Pens, indelible

markers, Pencils,

Register





Appropriate use of necropsy and sampling equipment and tools according to

necropsy steps.


439 | P a g e


• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: select sampling equipment and tools

Checklist Score

Yes No

✓ Material for solid sample collection

✓ Material for liquid samples collection

✓ Materials for labelling

Observation

Learning Outcome 1.4:select miscellaneous equipment and tools

• Diluting fixative and other

reagents

• Photographic equipments

• Medical imaging equipments

• Material for body tag

• Cleaning and sterilisation of

sampling equipments


slide


miscellaneous equipment and

tools

o Group work on miscellaneous

equipment and tools

o Tutorials on miscellaneous

equipment and tools


miscellaneous equipment and

tools

- Formalin, Alcohol,

Body Trays, X -Ray

Trays, Transporters,

Cadaver Carriers,

Covered Cadaver

Carriers, Single Body

Tray Carriers, Self

Propelled Lifts,

Powered Propelled

Lifts, Cadaver Lift

Tray, Strainers Roller

Pallets, Cadaver Tray

Lift Bars, Cadaver Lift

Body Straps, Body

Tags, Body rests,

Instrument Trays,


440 | P a g e

Measurement,

Elevating Body Slats,

Scales, Floor Scales, ,

Dissecting Lights,

Podiums

- Downdraft T-Shaped

Workstations, Animal

Science Tables, Large

Animal Transport

Cart, Elevating Animal

Science Table,

Trimming Stations,

Total draft

Workstations,

Portable Grossing

Stations, Fold-Up Wall

Mount Table,

Elevating Animal

Science Table, Small

Necropsy Tables,

Portable Workstation,

Downdraft, Mortuary

Racks, Cadaver,

Cadaver Lifts, digital

camera, Staplers,

Medical Bags, Soap,

Water, Brush





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task:select miscellaneous equipment and tools


Proper Selection of miscellaneous equipment and tools according to their use

441 | P a g e

Checklist Score

Yes No

✓ Diluting fixative and other reagents

✓ Photographic equipments

✓ Medical imaging equipments

✓ Material for body tag

✓ Cleaning and sterilisation of sampling equipments

Observation

442 | P a g e

LU 2:Perform pre-necropsy evaluation

2

Learning Outcomes:

1. Identify dead animal to be necropsied 2. Examine the necropsy request form 3. Label the containers for sample collection

10 Hours

Learning Outcome 2.1:Identify dead animal to be necropsied

• Identification of the dead

animal

• Review clinical history of

the dead animal

o Audiovisual presentation on

dead animal identification

o Practical work

- Dead animal, Clinical

documents accompanying

the dead body, Body tags





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify dead animal to be necropsied


Proper identification of the dead animal according to owner name, age, animal

name and number, gender, markings, colour, breeds, date of death, cause of

death, brief history and nature of death


443 | P a g e

Checklist Score

Yes No

✓ Identification of the dead animal

✓ Review clinical history of the dead animal

✓ Identification of the dead animal

Observation

Learning Outcome 2.2:Examine the necropsy request form

• Special organs or systems to

examine with emphasis

• Special requests

o Brainstorming on request

form examination,

o Practical work

- Request form (card),

DVD, CD





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Examine the necropsy request form


Correct review ofclinical history

Careful examination of the necropsy request form, organs to be examined with

Special attention, the type of necropsy and other special exams.


444 | P a g e

Checklist Score

Yes No

✓ Special organs or systems to examine with emphasis

✓ Special requests

Observation

Learning Outcome 2.3:Label the containers for sample collection

• Containers labelling

• Reagents (fixative) preparation

o Brainstorming on labelling,

o Practical work

- Containers, Formalin,

Water, Alcohol, Picric

acid, Indelible

markers, Pencils,

Pens, Register,





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Label the containers for sample collection


Proper preparation and labelling of containers according to the nature of

sample and exams to be performed


445 | P a g e

Checklist Score

Yes No

✓ Containers labeling

✓ Reagents (fixative) preparation

Observation

446 | P a g e

LU 3:Perform necropsy evaluation

3

Learning Outcomes:

1. Identify post-mortem changes 2. Describe lesions by types and systems 3. Examine the external features 4. Open the carcass of the different animal species 5. Interpret necropsy findings

60 Hours

Learning Outcome 3.1:Identify post-mortem changes

• Post mortem scavenging,

• Rigor mortis

• Algor mortis

• Livor mortis

• Post mortem clotting

• Haemoglobin imbibition

• Bile imbibition

• Pseudomelanosis,

• Postmortem decompostion (Autolysis)

• putrefaction

• Postmortem emphysema (blotting)

• Rib indentation

• Postmortem rupture and organ displacement

• Lens opacity

o Brainstorming on post mortem

changes,

o Audiovisual presentations on

postmortem changes

o Tutorials on postmortem

changes

o Individual searching

o Practical work on dead animals

o Group work

o Veterinary laboratory visit

- PPE

- Dead animals,

- Posters,

- DVD, CD, Projector

(Overhead and/or

PPT), Pictures

- Veterinary laboratory

- Books

- Internet

- Audiovisual

equipment


447 | P a g e





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Identify post-mortem changes

Checklist Score

Yes No

✓ Post mortem scavenging,

✓ Rigor mortis

✓ Algor mortis

✓ Livor mortis

✓ Post mortem clotting

✓ Haemoglobin imbibition

✓ Bile imbibition

✓ Pseudomelanosis,

✓ Postmortem decompostion (Autolysis)

✓ Putrefaction

✓ Postmortem emphysema (blotting)

✓ Rib indentation

✓ Postmortem rupture and organ displacement

✓ Lens opacity

Observation


Proper identification of postmortem changes by types

448 | P a g e

Learning Outcome 3.2:Describe lesions by types and systems

• Growth and Differenciation

defects

• Disruptive defects (injuries)

• Cardiovascular disturbances

(defects)

• Degenerative defects

• Inflammation and repair

o Brainstorming on different

lesions,


different lesions

o Tutorials on different lesions

o Individual searching on different

lesions

o Practical work on dead animals

o Group work/search

o Field visit of abattoirs

- PPE

- Dead animals,

- Posters, DVD, CD,

Projector (Overhead

and/or PPT),

- Pictures

- Abattoirs

- Organs with lesions

- Formaldehyde

- Containers


- Books

- Internet

- Coolboxes





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Describe lesions by types and systems


Appropriate description of lesions by types and organs


449 | P a g e

Checklist Score

Yes No

✓ Growth and Differenciation defects

✓ Disruptive defects (injuries)

✓ Cardiovascular disturbances (defects)

✓ Degenerative defects

✓ Inflammation and repair

Observation

Learning Outcome 3.3:Examine the external features

• Body condition assessment

• Skin and hair coat

• Body discharges

• Mucous membrane


external examination

o Tutorials on external

examination


o Practical work on external

examination

o Group work/search

- PPE

- Dead animals,

- Posters, DVD, CD,

Projector (Overhead

and/or PPT),

- Pictures

- Necropsy form

- Necropsy request

form

- Pens

- Books

- Note books

- Sampling material

- Camera

- Formaldehyde

- Containers

- Coolboxes



Appropriate examination of external features of the dead animal looking to body

condition, skin and hair coat appearance, discharge from body orifices, eye

appearance, ear appearance and mucous membranes


450 | P a g e




• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Examine the external features

Checklist Score

Yes No

✓ Body condition assessment

✓ Skin and hair coat

✓ Body discharges

✓ Mucous membrane

Observation

Learning Outcome 3.4: Open the carcass of the different animal species

• Recumbency (Positioning)

• Examination of the mucous

membranes

• Incisions

• Skining

• Abdominal cavity openning

• Thoracic cavity opening

• Viscera examination

• Examination of muscles,

joints and bones

• Examination of the head


carcass opening

o PPT presentation on carcass

opening

o Tutorials on carcass opening


o Practical work on carcass opening

o Demonstrations on carcass

opening

- PPE

- Dead animals,

- Posters, DVD, CD,

Projector (Overhead

and/or PPT), Pictures

- Dissection kit

- Antiseptics


- Books

- Internet

- Necropsy form

- Pens

- Note books


451 | P a g e

o Group work - Sampling material

- Camera

- Formaldehyde

- Containers

- Coolboxes





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Open the carcass of the different animal species

Checklist Score

Yes No

✓ Recumbency (Positioning)

✓ Examination of the mucous membranes

✓ Incisions

✓ Skining

✓ Abdominal cavity openning

✓ Thoracic cavity opening

✓ Viscera examination

✓ Examination of muscles, joints and bones

✓ Examination of the head

Observation


Systematic carcass opening following different layers and internal organs

Proper examination of body cavities, viscera, red muscles, bones, joints and

head by inspection, palpation, and incision

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Learning Outcome 3.5:Interpret necropsy findings

• Analyse necropsy findings

• Make diagnosis

• Write necropsy report

o Tutorials on necropsy

interpretation

o Practical work on report writing

- Necropsy

forms/cards

- Register

- Pens

- Note books





• Oral evidence


• Performance

▪ Multiple choice ▪ Short questions ▪ Matching questions ▪ Open questions ▪ Task: Interpret necropsy findings

Checklist Score

Yes No

✓ Analyse necropsy findings

✓ Make diagnosis

✓ Write necropsy report

Observation


Proper sample collection according to the nature of sample and exams to be

performed


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You are a Veterinary Technician in Nyamabuye Sector, Muhanga District. One morning, Centre Saint André Kabgayi is reporting a high mortality in his poultry farm. His farm houses birds of different ages (broilers of 6 weeks of age, future layers and layers). You are requested to determine the cause of death by necropsy and advise them in order to limit the damage. The necropsy is to be done to different dead animals as follow:

✓ Four broilers of 6 weeks of age chosen randomly ✓ Four future layers chosen randomly ✓ Four layers chosen randomly

For each animal, the necropsy is to be done in 45 minutes.

All needed material, tools and equipment are available in your office.

• Tools:

- Dissection kit

- Body tags

• Materials:

- Reagents

- Sampling materials

- Necropsy form

- Necropsy register

- Note book

- Pens

• Equipment:

- PPE

- Sampling equipments

- Camera


Checklist Score

Yes No

Indicator: Materials are properly prepared

Indicator: Clinical history is reviewed carefully

Indicator: External features of the dead body are examined carefully and methodically

454 | P a g e

Indicator: The body is well positioned

Indicator: The carcass is properly opened

Indicator: Organs are examined carefully

Observation


Checklist Score

Yes No

Indicator: Postmortem changes are well identified

Indicator: Lesions are well identified

Indicator: Necropsy form is appropriately filled

Indicator: Necropsy results are well interpreted

Observation

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Checklist Score

Yes No

Indicator: Materials are well used

Indicator: The body is in the appropriate recumbency

Indicator: Appropriate samples are collected

Indicator: Relevant diseases are diagnosed

Observation


Checklist Score

Yes No

Indicator: PPE and EPE are well used

Indicator:Used materials, equipment and workplace are well cleaned and rearranged

Indicator: Hazards stuffs are properly disposed

Observation

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Reference books: 1. Veterinary Pathology: Jones and Hunt; 5th Edition, 1983.

2. Pathologic Basis of Disease: Robbins and Cotran; 2nd Edition, 1979.

3. Pathologic Basis of Disease: Robbins and Cotran, 4th Edition, 1991.

4. Cell Pathology: Cheville; 2nd Edition, 1983.

5. General Veterinary Pathology: Thompson, 1978.

6. Robbins Basic Pathology. Philadelphia: Richard Sheppard; Kumar, Vinay; Abbas, Abul K.; Fausto,

Nelson (2007): Saunders. ISBN 1-4160-2973-7. 8th edition

7. "Primary Biliary Cirrhosis: Fatty Liver, Cirrhosis, and Related Disorders: Merck Manual Home

Edition". http://www.merck.coml, 2008

8. Pathologic Basis of Veterinary Disease: James F. Zachary and M. Donald McGavin, 5th Edition,

2011.

9. Pathologic Basis of Veterinary Disease: James F. Zachary and M. Donald McGavin, 4th Edition,

2007.

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A N H V E 5 0 1 - VETERINARY ETHICS AND JURISPRUDENCE

ANHVE501 Apply veterinary ethics and jurisprudence


Credits: 3 30

Sector: Agriculture


Issue date: November 2013

Purpose statement

This module describes the skills and knowledge required to apply veterinary ethics and

jurisprudence. Upon completion of this module the trainee will be able to:

- Demonstrate professional behaviour

- Manage stakeholders relationship

- Promote animal welfare

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N/A






1. Demonstrate professional behaviour 1.1 Appropriate respect of corporate values regarding the mission, vision and culture of the organization.

1.2 Regular practice of professional ethics values and norms in accordance with code of conduct and the positive image of the profession.

1.3 Respect of responsibility and accountability in terms of his/her duties, obligations, penalties vis-a- vis the stakeholders involved in the working environment

2. Manage stakeholders relationship 2.1 Proper communication with farmers, colleagues, public and private institutions by using the appropriate channel of communication suitable to the target group categories.

2.2 Proper maintenance of good relationship with farmers, colleagues, public and private institutions with respect of professional ethics values and norms.

2.3 Regular keeping of enterprise/farm records, reporting and transmission using the elaborated format.

2.4 Adequate setting of fees and price setting of the items with respect of government laws and regulations and the area situation.

3. Promote animal welfare 3.1 Correct respect of laws and legislation related to the animals keeping in accordance with the national livestock policy.

3.2 Careful handling of animals in terms of transport, slaughtering, restraining, treatment by respecting the laws, regulations and standard for each activity.

3.3 Proper participation in sensitization of farmers and others technicians about the animal welfare laws and legislation as per animals categories.

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LU 1:Demonstrate professional behaviour

1

Learning Outcomes:

1. Apply professional ethics 2. Endorse responsibility and accountability 3. Respect corporate values and norms

10 Hours

Learning Outcome1.1: Apply professionalethics

• Veterinary ethics standards, values and norms:

✓ Integrity ✓ Honesty ✓ Transparency ✓ Accountability ✓ Confidentiality ✓ Objectivity ✓ Respectfulness ✓ Obedience to the law ✓ Loyalty ✓ Commitment

• Professional conduct and self-regulation

• Ethical issues regarding the veterinary profession:

o Brainstorming on ethical values and norms

o Group discussion on ethical values and norms

o Individual/group research on veterinary ethics, standards, values and norms

o Audiovisual presentation on ethical issues regarding the veterinary profession

o Field visit forethical issues regarding the veterinary profession


equipment - Slaughterhouse - Farms - Veterinary clinics


http://en.wikipedia.org/wiki/Transparency_%28behavior%29

http://en.wikipedia.org/wiki/Accountability

http://en.wikipedia.org/wiki/Confidentiality

http://en.wikipedia.org/wiki/Objectivity_%28journalism%29

http://en.wikipedia.org/wiki/Respect

http://en.wikipedia.org/wiki/Legal

http://en.wikipedia.org/wiki/Loyalty

460 | P a g e

✓ Euthanasia ✓ Surgery ✓ Slaughtering and

meat inspection ✓ Animal welfare





• Oralevidence


▪ Open questions ▪ Short questions ▪ multiple chose ▪ matching question

▪ Task: Apply professional ethics

Checklist Score

Yes No

Indicator: Veterinary ethics standards, values and norms

Indicator: Professional conduct and self-regulation

Indicator: Ethical issues regarding the veterinary profession

Observation


Appropriate respect of corporate values regarding the mission, vision and

culture of the organization.

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Learning Outcome 1.2:Endorse responsibility and accountability

• Role and responsibilities of :

o Veterinary professionals in:

✓ Animal welfare and health

✓ Promotion of public health

✓ Conservation of livestock resources

o Paraprofessionals :




o Brainstorming on role and responsibilities of Veterinary professionals and paraprofessionals

o Individual/group research on animal welfare and health,

o promotion of

public health,

conservation

of livestock

resources


equipment - Slaughterhou

se - Farms - Veterinary

clinics





• Oral evidence



▪ Task: Endorse responsibility and accountability


Regular practice of professional ethics values and norms in accordance with code

of conduct and the positive image of the profession.


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Checklist Score

Yes No

Indicator: Role and responsibilities of :


Indicator: Veterinary professionals in:




Indicator: Paraprofessionals :





Observation

Learning Outcome 1.3: Respect corporate values and norms

• Corporate value for a veterinary organisation

• Norms for veterinary organisation

o Brainstorming on corporate value for a veterinary organisation

o Group discussion on corporate value for a veterinary organisation

o Individual/group research on corporate

- Books - Internet - Slaughterhouse - Farms - Veterinary clinics



Respect of responsibility and accountability in terms of his/her duties,

obligations, penalties vis-a- vis the stakeholders involved in the working

environment


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• Oral evidence



▪ Task: Respect corporate values and norms

Checklist Score

Yes No

Indicator: Corporate value for a veterinary organization

Indicator: Norms for veterinary organization

Observation

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LU 2:Manage stakeholders relationship

2

Learning Outcomes:

1. Identify and communicate with stakeholders 2. Interact with Veterinary professionals stakeholders 3. Interact with non professionals stakeholders

10Hours

Learning Outcome 2.1: Identify stakeholders

• Internal stakeholders: ✓ Employees ✓ Manager ✓ Owners

• External stakeholders: ✓ Suppliers ✓ Society ✓ Government ✓ Creditors ✓ Shareholders ✓ customers

o Brainstorming on internal and external stakeholders

o Group discussion oninternal and external stakeholders

- Books - Internet





Proper communication with farmers, colleagues, public and private institutions

by using the appropriate channel of communication suitable to the target group

categories


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• Oral evidence



▪ Task: identify stakeholders

Checklist Score

Yes No

Indicator: Internal stakeholders:

✓ Employees

✓ Manager

✓ Owners

Indicator: External stakeholders:

✓ Suppliers

✓ Society

✓ Government

✓ Creditors

✓ Shareholders

✓ customers

Observation

Learning Outcome 2.2: Interact with Veterinary professionals stakeholders

• Relationship in veterinary profession:

✓ professional to

professional relationship ✓ professional to

paraprofessional relationship

✓ Paraprofessional to paraprofessional relationship

o Brainstorming on relationship in veterinary profession

o Group discussion on relationship in veterinary profession

o Role play on veterinary profession relationship

- Books - Internet


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• Oral evidence


•


▪ Task: Interact with Veterinary professionals stakeholders

Checklist Score

Yes No

Indicator: Relationship in veterinary profession:

✓ professional to professional relationship

✓ professional to paraprofessional relationship

✓ Paraprofessional to paraprofessional relationship

Observation

Learning Outcome 2.3: Interact with non professionals stakeholders

• Relationship with: ✓ Suppliers ✓ Society ✓ Government ✓ Creditors ✓ Shareholders ✓ Customers

• Record keeping, reporting and

o Brainstorming on relationship with non professional stakeholders

o Group discussion on relationship with non professional stakeholders

o Role play on relationship with non professional stakeholders

- Books - Internet



Proper maintenance of good relationship with farmers, colleagues, public and

private institutions with respect of professional ethics values and norms.

467 | P a g e

transmission

• Setting of fees and pricing





• Oral evidence


•


▪ Task: Interact with non professionals stakeholders

Checklist Score

Yes No

Indicator: Relationship with:

✓ Suppliers

✓ Society

✓ Government

✓ Creditors

✓ Shareholders

✓ Customers

Indicator: Record keeping, reporting and transmission

Indicator: Setting of fees and pricing

Observation


Regular keeping of enterprise/farm records, reporting and transmission using

the elaborated format.

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LU 3:Respect laws and regulations in veterinary profession

3

Learning Outcomes:

1. Respect laws and regulations in veterinary profession

2. Apply handling laws and regulations of veterinary profession

3. Sensitize farmers and technicians about the animal welfare

10Hours

Learning Outcome 3.1: Respet laws and regulations in veterinary profession

• Identify veterinary body acts

• Identify laws and regulations on:

✓ animal health ✓ animal welfare ✓ Animal production ✓ Conservation of livestock

resources ✓ Promotion of public

health

o Brainstorming on veterinary body

o Group discussion on veterinary body

o Individual/group research on laws and regulation for veterinary profession

- Books - Internet





Correct respect of laws and legislation related to the animals keeping in accordance with the national livestock policy.


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• Oral evidence



▪ Task: Respect laws and regulations in veterinary profession

Checklist Score

Yes No

Indicator: Setting of fees and pricing

Indicator: Identify laws and regulations on:


✓ animal health

✓ animal welfare

✓ Animal production


Observation

Learning Outcome 3.2: Apply handling laws and regulations of veterinary profession

• Law and regulation on ✓ stray cattle and other

domestic animals ✓ Animal slaughtering,

meat inspection ✓ Transport and trade of

meat ✓ Prevention and fight

against contagious diseases for domestic animals

✓ Organisation and

o Brainstorming on veterinary profession laws and regulation

o Group discussion onveterinary profession laws and regulation


o Cases presentation on laws applications

- Books - Internet - Official gazettes - Audiovisual

equipment


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management of aquaculture and fishing

✓ Form and content of the aquaculture and fishing concession contract

✓ Requirements for issuance of fishing licence and its period of validity

✓ Aquaculture and fishing zones

✓ Importation, marketing and distribution modalities of aquaculture and fisheries products, equipment and materials

✓ Animal transportation ✓ Veterinary pharmacies

✓ Law establishing Rwanda

Council of Veterinary Doctors and determining its mission, organization and functioning





• Oral evidence


•


▪ Task: Apply handling laws and regulations of veterinary profession


Careful handling of animals in terms of transport, slaughtering, restraining,

Treatment by respecting the laws, regulations and standard for each activity

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Checklist Score

Yes No

Indicator: Law and regulation on

✓ stray cattle and other domestic animals

✓ Animal slaughtering, meat inspection

✓ Transport and trade of meat

✓ Prevention and fight against contagious diseases for domestic animals

✓ Organisation and management of aquaculture and fishing

✓ Form and content of the aquaculture and fishing concession contract

✓ Requirements for issuance of fishing licence and its period of validity

✓ Aquaculture and fishing zones

✓ Importation, marketing and distribution modalities of aquaculture and fisheries products, equipment and materials

✓ Animal transportation

✓ Veterinary pharmacies

✓ Law establishing Rwanda Council of Veterinary Doctors and determining its mission, organization and functioning

Observation

Learning Outcome 3.3: Sensitize farmers and technicians about the animal welfare

• Identify threat of animals: ✓ Transportation ✓ Slaughtering ✓ Restraining ✓ Treatment ✓ Hygiene ✓ Feeding ✓ Housing

• Sensitization: ✓ Farmers ✓ Technicians ✓ Slaughters ✓ Transporters ✓ Traders ✓ Authorities

o Brainstorming on veterinary body

o Group discussion on veterinary body


- Books - Internet


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• Oral evidence



▪ Task: Sensitize farmers and technicians about the animal welfare

Checklist Score

Yes No

Indicator: Identify threat of animals

✓ Transportation

✓ Slaughtering

✓ Restraining

✓ Treatment

✓ Hygiene

✓ Feeding

✓ Housing

Indicator: Sensitization

✓ Farmers

✓ Technicians

✓ Slaughters

✓ Transporters

✓ Traders

✓ Authorities

Observation


Proper participation in sensitization of farmers and others technicians about the

animal welfare laws and legislation as per animals categories.

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You are a veterinary Nurse in a vet clinic of EAV Ntendezi. One day three cases come to you: The first one is Simba. “Simba” is a five year old female German Shepherd. She is the much loved pet of Peter and Joyce. After a full examination, you find that “Simba” is seriously unwell and need to have a laparotomy as she appeared to have an enlarged liver and the most probable cause is cancer. The surgery is to remove the affected liver and, if possible, leave sufficient viable liver to enable “Simba’s” survival. But the risks for the surgery is high as for the outcome. The only solution is to euthanize Simba because there is no possibility of survival. This is an enormous shock for Peter and Joyce. Peter agrees while Joyce says no. Joyce wants to take her home and allow her to die at home with her. The second one is a cow severely injured. The cow owner comes to you transporting it on a wheel barrow from the farm .The animal is in extreme distress and the condition is obviously irreversible.

You are requested to manage these three cases of : - Simba in 1 hour

- The injured cow in 30 minutes

- The cow presented for tail docking in 30 minutes

TASKS:

▪ Treat Simba affected by cancer ▪ Treat the injured cow ▪ Cow tail docking

• Tools :

- Writing tools - Thermometer - Stethoscope - Surgical tool

• Materials and

animals :

- Surgical material - Drugs

• Equipment:

- PPE - Surgical table - Fenistrated cloth

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Checklist Score

Yes No

Indicator: Case reception is well done

Indicator: Animal owner complaints are well handled

Indicator:Animal complaints are well evaluated

Indicator:Decision is well taken and communicated to animal owner

Indicator: Decision taken is applied

Observation


Checklist Score

Yes No

Indicator: Animal welfare is well respected

Indicator: Stakeholders are well convinced and managed

Indicator: Professional behavior is appropriate

Indicator: Law and regulation are respected

Observation

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Checklist Score

Yes No

Indicator: Right information is given to stakeholders

Indicator: Material and tools are properly used

Indicator: Decisions are communicated at time and properly

Indicator: Correct attitude is adopted

Observation


Checklist Score

Yes No

Indicator: Working area is well prepared

Indicator: Tools, material and equipment are well used


Observation

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Reference books:

http://www.avma.org/issues/animal_welfare/

http://www.ehow.com

OIE, 2010, The OIE Terrestrial Animal Health Code, available at http://www.oie.int/eng/normes/mcode/ en_sommaire.htm LEGOOD G., 2000, Veterinary ethics, an introduction, Continuum, London and New York,206 p.

AMERICAN VETERINARYMEDICAL ASSOCIATION,2007, the veterinarian’s role in Animal Welfare available at www.avma.org/issues/policy/animal_welfare/default.asp Tanya stephens, 2012 , Veterinary Professional Ethics inApplied Ethics: Strengthening Ethical Practices, Peter Bowden, Tilde University Press, 284pp.

http://www.ehow.com/

http://www.avma.org/issues/policy/animal_welfare/default.asp

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GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

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

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

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

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

TVET CERTIFICATE V in ANIMAL HEALTH · 2020-01-14 · 10. Apply Advanced analysis and statistics...

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