5
TVET CERTIFICATE V In
AUTO ELECTRICITY AND ELECTRONICS SYSTEM
CODE
TRLAEE5001 Kigali December, 2018
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TRLAEE5001-TVET CERTIFICATE V
Auto electricity and electronics system
REQF Level 5 CURRICULUM
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© Rwanda Polytechnic, 2018
Copies available from:
Rwanda Polytechnic (RP)
Email: [email protected]
Web: www.rp.ac.rw
P.O. Box: 164 Kigali, Rwanda
Original published version updated:
December, 2018
http://www.rp.ac.rw/
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Copyright
The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP).
Reproduced with permission
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with RP. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of RP. The competent Body does not give warranty nor accept
any liability.
The RP owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the RP copyright must
be included on any reproductions. Learners may copy reasonable portions of the curriculum for
the purpose of study. Any other use of this curriculum must be referred to theRP.
© Rwanda Polytechnic (RP) 2018
Published by
Rwanda Polytechnic (RP)
Internet: http://www.rp.ac.rw
P.O. Box: Kigali, Rwanda
http://www.rp.ac.rw/
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s a n d a c c r o n y m s v i i
A c k n o w l e d g m e n t s i x
1 . G E N E R A L I N T R O D U C T I O N x
2.2 Minimum entry requirements 11
2.6 Information about competencies 14
2 . T R A I N I N G P A C K A G E 1 5
3.1 Course structure 15
3.2 Competencies chart 15
3.3 Flowchart 17
3 . A S S E S S M E N T G U I D E L I N E S 1 8
4.1 Assessment Methodology 18
C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 2 1
LU 1: Participate as part of a team and respect the rules of the training environment 23
LU 2: Explain the occupation and learning process 26
LU 3: Respect the facilitation and apply learning methods 29
LU 4: Develop personal plans based on self-assessment practices 32
C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 3 9
LU 1: Conduct OSH (occupational safety and health) monitoring 41
LU 2: Collect and analyze Occupational health, safety incidents report 46
LU 3: Train all staff on occupational health and safety matters 52
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 6 0
LU 1: Communicate with customers and colleagues from diverse backgrounds 62
LU 2: Address cross-cultural misunderstandings 66
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 7 1
LU 1: Apply human values 73
LU 2: Respect engineering ethics 79
LU 3: Apply safety 83
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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 8 8
LU 1: Identify activities to be accomplished for real business operations 90
LU 2: Create a productive working environment 96
LU 3: Run real business operation 104
LU 4: Monitor and evaluate the business 110
C C M 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 1 5
LU 1: Demonstrate supervisory skills 117
LU 2: Get briefed on industrial attachment program 123
LU 3: Develop one’s competences on the workplace 127
G E N G C 5 0 1 - G E N E R A L C H E M I S T R Y 1 3 2
LU 1: Describe the transition metals 134
LU 2: Perform chemical titration 140
LU 3: Perform electrochemical cell reactions 146
LU 4: Describe polymerization 152
G E N G P 5 0 1 - G E N E R A L P H Y S I C S 1 5 9
LU 1: Sources of Energy in the world 162
LU 2: Motion in orbits 167
LU 3: Mobile phone and radio communication 173
LU 4: Mobile phone and radio communication 179
LU 5: Earthquakes, Tsunami, floods landslides and cyclone 184
LU 6: Earthquakes, Tsunami, floods landslides and cyclone 189
G E N A M 5 0 1 - M A T H E M A T I C S 1 9 7
LU 1:Apply fundamentals of trigonometry 202
LU 2: Apply fundamentals of complex numbers 210
LU 3: Determine and analyze numerical functions 214
U 4:Apply fundamentals of differentiation 220
LU 5: Apply natural logarithmic functions 225
LU 6: Apply exponential functions 231
LU 7: Apply fundamentals of integrals 237
LU 8: Identify measures of dispersion and interpret bivariate data 242
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 2 4 7
LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 250
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LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 257
LU 3 : Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 267
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 277
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 286
C C M I W 5 0 1 - I C T A T W O R K P L A C E 2 9 7
LU 1:Prepare document Layout 299
LU 2: Apply basic computer operations 305
LU 3: Manage data 312
C C M U E 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 3 2 0
LU 1: Communicate orally in social and professional situations with ease 324
LU 2: Read correctly a range of materials 329
LU 3: Listen to audio messages with different English accents to get the intended message 333
LU 4: Produce a variety of medium texts on professional and general topics 338
A E E A C 5 0 1 - R E P A I R I N G V E H I C L E A I R C O N D I T I O N I N G S Y S T E M 3 4 5
LU 1: repairing air conditioning system 347
LU 2: Perform repair of air conditioning system Components 354
LU 3: Test air conditioning systems 362
A E E I P 5 0 1 - R E P A I R I N G I N J E C T I O N P U M P S A N D I N J E C T O R S 3 7 0
LU 1: Describe injection pump and injectors 372
LU 2: Repair injection pumps and injectors 379
LU 3: Test diesel fuel injection system 386
A E E V E 5 0 1 - R E P A I R I N G V E H I C L E E L E C T R I C A L A N D E L E C T R O N I C S T A B I L I T Y
C O N T R O L S Y S T E M S 3 9 3
LU 1: Describe vehicle electrical and electronic stability control system 395
LU 2: Repair vehicle electrical and electronic stability control systems components 401
LU 3: Test vehicle electrical and electronic stability control systems 408
T L C R V 5 0 1 - R E P A I R I N G V E H I C L E I N F O T A I N M E N T S Y S T E M S 4 1 8
LU 1: Describe infotainment system 420
LU 2: Perform repairing of infotainment system 429
LU 3: Test infotainment system 436
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A E E D A 5 0 1 - R E P A I R I N G V E H I C L E D R I V E A S S I S T A N C E S Y S T E M S 4 4 4
LU 1 Describe drive assistance systems 446
LU 2: Perform repairing of drive assistance systems 456
LU 3: Test drive assistance systems 464
Summative Assessment 467
G L O S S A R Y a
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List of abbreviations and accronyms
ABS: Anti-Locks Brake System
ADAS: Advanced Drive Assistance
AIDS: Acquired Immunodeficiency Syndrome
AMD: Automotive Manual Drivetrain
CAN: Control Area Network
CAN: Control Area Network
CCM: Cross-cutting Modules
CCS: Cruise control System
D4D: Direct Injection 4 Cylinder
D4D: Direct Injection 4 Cylinder Common Rail Diesel Engine
DME: Digital Motor Electronics
DME: Digital Motor Electronics
DTC: Diagnosis Trouble Code
ECU: Electronic control Unit
EDC: Electronic Diesel Control
EML: Engine Management Light
EPS: Electronic Power Steering
ETAG: Ecole Technique Automobile de Gisenyi
GPS: Global Positioning System
GS Groupe Scolaire
HEC/IC: hybrid electronic instrument cluster
HIV: Human Immunodeficiency Virus
HT: High Tension
ICT: Information Communication Technology
INES: Institut d'Enseignement Superieur de Ruhengeri
IPO: Input Processing Output
IPRC: Integrated Polytechnic Regional Center
LED: Light Emitting Diode
LU: Learning Unit
OBDI: On Board Diagnosis I
OBDII: On Board Diagnosis Ii
PCM: Power Control Module
PDA: Personal Digital Assistance
PPE: Personal Protective Equipment
RALC: Rwanda Academy of Language and Culture
RKE: Remote Keyless Entry
RP: Rwanda Polytechnic
STI: Sexual Transmission Infection
TCS: Traction Control System
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TV: Television
TVET: Technical and Vocational Education and Training
UR: University of Rwanda
VVT-I: Variable Valve Timing Intelligence
WDA: Workforce Development Authority
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Acknowledgments
Rwanda Polytechnic wishes to thank the following persons who participated in the
development of this curriculum:
Coordination
RWAMASIRABO Aimable
Curriculum Coordinator, RP
Facilitators
NDIKURYAYO Anselme, Facilitator/Rwanda Polytechnic (RP)
Curriculum Development Team
# Names Company/Institution Function
1. MUSAFIRI Ernest Instructor IPRC NGOMA 2. MUSONI Jean Claude Trainer Nyabihu TVET School 3. UWERA Marceline Socio-linguistics Officer RALC 4. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara 5. MATATA Jean Bosco Teacher College Ami des Enfants 6. GASIMBA François Xavier Lecturer UR/College of Education 7. KAMBARI Vincent Teacher GS St Marcel/Kayonza 8. MUREGO Yves Quality Assurance Officer WDA 9. BUCYENSENGE Vincent Instructor IPRC KARONGI 10. GASANA Vedaste Lecturer INES 11. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
12. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School 13. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza 14. UWINEZA Patrice Sciences trainer Nyamata TVET School 15. GATETE callixte Instructor Kavumu TVET School
16. SILASJAY-Z Ngezahayo Mechanician Motor Vehicle Workshop LTD Garage
17. MWISENEZA Albert Mechanician
Motor Vehicle Workshop LTD Garage
18. TUYIZERE felicien Trainer ETAG
19. HABIMANA Rachid Trainer Nyanza TVET School
20. WANI HILLARY Mogga Trainer Nyanza TVET School
21. NDAGIJIMANA Jean D’amour Technician I.M Garage LTD
22. MUKWIYE William Data manager/formatEditor Ring
23. KABASHA David Assistant Lecturer Kigali Integrated College
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies
required to perform as an Auto Electricity and Electronics Senior technician. It
is designed with an approach that takes into account the training needs, the
work situation, as well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification details including its level in the qualification framework, its
purpose, its rationale and the list of modules it comprises. The third part deals with the training
package. It includes the competencies chart, the sequencing of module learning, the description
of each module and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the credit values, and the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2
1. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills, knowledge
and attitudes for a learner to be competent in
tasks and activities that require the application
of practical skills in a defined context. Work
would be undertaken in variousTransport and
Logistics Sector, Automotive Public/Private
Workshops, Residential and Business
Buildings, Training Schools, Own workshops,
Spare parts shops, Automobile Warehouses,
Schools,Technical servicing Industries/
Companies and all tasks related to
maintenance, reparation of Auto Electricity
and Electronics Systems alone or with others
under supervision.
At the end of this qualification, qualified
learners will be able to:
Apply mathematics
Describe the occupation and learning
process
Monitor occupational SHE at workplace
Maintain professional conversation in
upper-intermediate English
Gukoresha ikinyarwanda cy’intyoza
Work in a socially diverse environment
Use ICT at workplace
Organize a business
Apply professional ethics
Apply general mathematics
Apply general physics
Apply general chemistry
Repair air conditioning system
Repair vehicle electrical and electronics
stability control system
Repair vehicle drive assistance system
Repair vehicle infotainment system
Repair injection pumps and injectors
Integrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in Auto Electricity and Electronics System or other relevant qualifications or through recognition of prior learning.
Title: TVET Certificate V in Auto Electricity and Electronics System
Level: REQF Level 5
Credits: 120
Sector: Transport and Logistics
Sub-sector: Auto Electricity and Electronics
System
Issue date: December, 2018
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the Transport and Logistics Industry with the
professionalization of Auto Electricity and Electronics System; this qualification again offers the
opportunity to execute the works as Electricity and Electronics Supervisor while ensuring that safety,
security and environmental regulations are respected.
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
Documenting technical work in plain English
Writing and presenting reports
Possible jobs related to this qualification
Automobile Air Conditioning Repair Technician
Automobile Comfort and Convenience Repair Technician
Automobile Injection Pump and Injectors Repair Technician
Garage Team Supervisor
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification
after achieving TVET Certificate IV in
Auto Electricity and Electronics System
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 Auto Electricity and Electronics System.
Pathways into the qualification
Pathways from the qualification
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Safety and security precautions
Working collaboratively with project team members
Health and environment
Health reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small IT business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
Technology
Manipulate computer
Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 17 Core competencies : 8 Complementary competencies : 9 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMOL001 Describe the occupation and learning process 3
2 CCMMS501 Monitor occupational SHE at workplace 3
3 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
6 CCMIW501 Use ICT at workplace 3
7 CCMBO501 Organize a business 3
8 CCMPE501 Apply professional ethics 3
9 CCMIA501 Integrate workplace 30
Total 54
No Code Core competencies Credit
GEN
ERA
L 1. GENAM501 Apply general mathematics 7
2. GENGP501 Apply general physics 5
3. GENGC501 Apply general chemistry 6
SPEC
IFIC
4. AEEAC501 Repair air conditioning system 6
5. AEEIP501 Repair injection pumps and injectors 12
6. AEEES501 Repair vehicle electrical and electronic stability control system 10
7. AEEIT501 Repair vehicle infotainment system 10
8. AEEDA501 Repair vehicle drive assistance system 10
Total 66
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2. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies 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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AUTO ELECRTICITY AND ELECTRONIC SUPERVISOR:
AUTOMOBILE AIR CONDITIONING REPAIR TECHNICIAN,
AUTOMOBILE COMFORT AND CONVENIENCE REPAIR
TECHNICIAN, AUTOMOBILE INJECTION PUMP
AND INJECTORS REPAIR TECHNICIAN,
GARAGE TEAM SUPERVISOR.
PROCESS GENERAL AND COMPLEMENTARY
COMPETENCIES
SPECIFIC COMPETENCIES Du
rati
on
(7
20
Hrs
)
1. P
rep
are
the
wo
rkp
lace
2. S
elec
t to
ols
, mat
eria
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nd
eq
uip
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t
3. C
on
du
ct s
yste
mat
ic d
iagn
osi
s
4. R
epai
r sy
stem
fau
lts
5. T
est
the
syst
em
6. D
ocu
men
t th
e w
ork
Des
crib
e th
e o
ccu
pat
ion
an
d le
arn
ing
pro
cess
Mo
nit
or
occ
up
atio
nal
SH
E at
wo
rkp
lace
Mai
nta
in p
rofe
ssio
nal
co
nve
rsat
ion
in u
pp
er-i
nte
rmed
iate
En
glis
h
Gu
kore
sha
ikin
yarw
and
a cy
’inty
oza
Wo
rk in
a s
oci
ally
div
erse
en
viro
nm
ent
Use
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at w
ork
pla
ce
Org
aniz
e a
bu
sin
ess
Ap
ply
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fess
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al e
thic
s
Inte
grat
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ork
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Ap
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eral
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hem
atic
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app
ly g
en
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ph
ysic
s
app
ly g
en
eral
ch
emis
try
# 1
2
3
4
5
6
7
8
9
11
12
13
Duration (480 Hrs) 30
30
30
30
30
30
30
30
30
0
70
50
60
1
Repair Vehicle Air Conditioning System
60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●
2
Repair Vehicle Injection Pump and Injectors
120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●
3
Repair Vehicle Stability Control System
100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●
4
Repair Vehicle Infotainment system
100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●
5
Repair Vehicle Drive Assistance System
100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies| Between general and particular competencies ▲:Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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3.3 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Figure 2: Flowchart
Occupation and learning process 3
Monitoring of occupational she at workplace 3
Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3
Working in a socially diverse environment 3 ICT at workplace 3
Business organisation 3
Industrial attachment program (IAP) 30
Apply general mathematics 7Apply general physics 5
professional ethics 3
Repair Vehicle Air Conditioning 7 Repair Vehicle Injection Pumps and Injectors 10
Repair Vehicle Electrical and Electronics Stability Control systems 12 Repair Vehicle Infotainment Systems 10
Repair Vehicle Drive Assistance 12
Apply General Chemistry 6
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3. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the assessor has the role of developing a customized assessment referring to
the task to be carried out in the integrated situation in accordance with the environment
and the context in which they operate, but the integrated situation should stick on the
components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment criteria and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS
CCMOL001 Describe the occupation and learning process
RTQF Level: All Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:September, 2014
Purpose statement
This module is covered first in all qualifications. It allows the learner to get to know the other
participants to the training programme and to understand himself/herself as part of a team.
Also, the trainee will develop a comprehensive and clear vision of the occupation and the
training programme. The module will allow the participant to avoid mistakes of career guidance
and confirm or deny his/her choice from the start. The training and learning methods are
presented to the learner. This approach encourages greater motivation and, subsequently, a
better integration of various learning.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Participate as part of a team and respect the rules of the training environment
1.1 Proper introduction of oneself 1.2 Appropriate integration in team 1.3 Appropriate participation in setting rules and adhere
to them
2. Explain the occupation and learning process
2.1 Proper description of the main/major elements of occupation
2.2 Adequate explanation about the one’s qualification
3. Respect the facilitation and apply learning methods
3.1Proper engagement in active and participatory learning methods
3.1 Adequate description of the assessment procedures
4. Develop personal plans based on self-assessment practices
4.1 Proper identification of values, skills and interests 4.2 Proper assessment of values, skills and interests 4.3 Correct Setting of goals 4.4 Proper development of plans in order to reach the set
goals 4.5 Proper assessment of one’s learning style 4.6 Adequate identification of learning strategies
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LU 1: Participate as part of a team and respect the rules of the training environment
1 Learning Outcomes:
1. Introduce oneself and get to know one another 2. Integrate in team 3. Participate in setting rules and adhere to them
6 Hours
Learning Outcome1.1: Introduce oneself and get to know one another
Introductions
Expectations about the training
Introduction Game Presentation of trainees’
expectations
- Trainer manual
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
Performance criterion
Proper introduction of oneself
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 1.2: Integrate in team
Working as a team
Building trust
Games Group discussions
- Trainer manual
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate integration in team
Resources Learning activities Content
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Learning Outcome 1.3: Participate in setting rules and adhere to them
Rules of the classroom
Group responsibilities
Brainstorming Discussions Assign class tasks
- Trainer manual
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate participation in setting rules and adhere to them
Resources Learning activities Content
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LU 2:Explain the occupation and learning process
2 Learning Outcomes:
1. Describe the main/major elements of occupation 2. Explain about the one’s qualification
12 Hours
Learning Outcome 2.1: Describe the main/major elements of occupation
Characteristics of the occupation
Place of the occupation in the sector
The impact/importance of the occupation in economic development
Working conditions
Group discussion Personal research Visit of a business in the
neighborhood
- Pictures of people in working situation
- Documents describing the occupation
- Documents describing the sector
Formative Assessment 2.1
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
Performance criterion
Proper description of the main/major elements of occupation
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 2.2: Explain about the one’s qualification
Rationale of the qualification
Content of the training programme (modules)
Duration Flowchart
Pathways (exit level & further learning)
Presentation of the timetable
Presentation of the classrooms and workshops
Presentation by the teacher Research Visits of the premises of the
school.
- Overview of the training programme
- Testimonies of people performing the occupation
- School year calendar - Timetable
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Adequate explanation about the one’s qualification
Resources Learning activities Content
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Checklist Score
Yes No
Observation
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LU 3: Respect the facilitation and apply learning methods
3 Learning Outcomes:
1. Engage in active and participatory learning methods 2. Describe the assessment procedures
2 Hours
Learning Outcome 3.1: Engage in active and participatory learning methods
Overview of the active and participatory teaching and learning methods
Experiential learning cycle
Experience sharing. Presentation by the trainer
- Trainer manual
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper engagement in active and participatory learning methods
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 3.2: Describe the assessment procedures
Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio
& integrated situation)
Presentation by the trainer - Assessment manual
Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Performance criterion
Adequate description of the assessment procedures
Resources Learning activities Content
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Observation
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LU 4: Develop personal plans based on self-assessment practices
4 Learning Outcomes:
1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style
10 Hours
Learning Outcome 4.1: Identify values, skills and interests
Values, skills and interests
Relating values, skills and interests to the workplace
-
Formative Assessment 4.1
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
Performance criterion
Proper identification of values, skills and interests
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 4.2: Assess values, skills and interests
Skills & qualities assessment
Acceptance of diversity, self-esteem & confidence
o Individual work o Exercise on we are all unique
- individual assessment checklist
Formative Assessment 4.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Performance criterion
Proper assessment of values, skills and interests
Resources Learning activities Content
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Observation
Learning Outcome 4.3: Set goals
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Correct Setting of goals
Resources Learning activities Content
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Learning Outcome 4.4: Develop plans
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper development of plans in order to reach the set goals
Resources Learning activities Content
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Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
Determining one’s preferred way of learning
Strategies for using one’s learning style in workplace/school
o Paper folding activities o Completing self-assessment
learning style o Scenario based activities
- Trainer manual
Formative Assessment 4.5
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
Checklist Score
Yes No
Observation
Performance criterion
Proper assessment of one’s learning style
Resources Learning activities Content
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Learning Outcome 4.6: Identify learning strategies
Formative Assessment 4.6
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
Checklist Score
Yes No
Observation
Reference books:
1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.
2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.
o -
Performance criterion
Adequate identification of learning strategies
Resources Learning activities Content
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C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring
systems taken as instruments used for measurement and analysis in the area of occupational
safety and health. They are commonly used to inform and guide government policy. Typically,
these systems are used to give an indication of the number of work accidents or occupational
diseases, or they might record information about places of work, or about the activities of the
organizations involved in ensuring good working conditions. Moreover, the module describes
the skills, knowledge and attitudes required to monitor occupational safety, health and security
policies and procedures. Finally, the learner learns how to advice and train all employees on
health and safety matters.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Conduct OSHE ( occupational safety
and health) monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health and safety matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors
on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
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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
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
Personnel protective
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
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Learning Outcome 1.2: Monitor use of PPEs
Types of PPEs to be used
according to the trade
Physical verification of PPEs
Cleaning and storage of
materials, tools and
equipment
o Group discussion
o Practical exercise
Checklist
PPEs
Brushes
Store
Shelter
Shelves
Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Checklist Score
Yes No
List of PPEs to be used according to the trade is checked
Physical verification of PPEs is done
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
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Cleaning and storage of materials, tools and equipments are checked
Observation
Learning Outcome 1.3: Monitor compliance of OSHE best practice
OSHE best practice
regulations
standards
Standards checklist to be
evaluated according to the
specific trade
o Brainstorming o Group discussion o Group work
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
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Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
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LU 2:Collect and analyze Occupational health, safety incidents report
2 Learning Outcomes:
1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; Consulting of incident
report documents Talk to people involved or
witnesses to the event Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
Performance criterion
Proper collection of data regarding OSHE incidents
Resources Learning activities Content
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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: 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
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
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Low motivation
Impact of incidents Social impact
loss of manpower medical expenses
Economic impact poor production, closer of the
company compensation repairs
Physical effects permanent injuries, loss of ability to
handle materials, persistent pain headaches
Psychological effects anxiety, depression
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Checklist Score
Yes No
Performance criterion
Proper analysis of OSHE data collected
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Identification of root and causes of incident
Identification of impact of incidents
Observation
Learning Outcome 2.3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
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Task: Elaborating a compiled incident reports
Checklist Score
Yes No
Types of incident reports are identified
Categories of incidents are identified
Template of incidents is well filled
Observation
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Multiple choice True or false question
Performance criterion
Proper recommendation of safest way to do the job
Resources Learning activities Content
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Oral
Performance
Matching Sentence completion Ticking 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
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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:
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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Responsibilities of workers
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
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health and safety program.
Ensuring workers are trained
or certified as required.
Reporting accidents/incidents
and cases of occupational
disease to the appropriate
authority
Providing medical and first aid
facilities
Ensuring personal protective
equipment is available
Providing workers with health
and safety information
Supporting supervisors in their
health and safety activities
Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health
and safety matters
Performance criterion
Appropriate provision of information and instructions
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Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
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
o Brainstorming
o Group work
o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: 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
Procedures
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
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Evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Checklist Score
Yes No
Evaluation forms are well developed
Learning assessment (Questions and responses, topic of discussion…) is well developed
Training impact assessment is well developed
Observation
Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:
9781472419712, Publication Date: 2015
Performance criterion
Proper evaluation of trained OSHE programs
Resources Learning activities Content
http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776
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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
https://ecu.on.worldcat.org/oclc/271786642?databaseList=638https://www.rospa.com/occupational-safety/advice/training-matters/https://www.3tonline.fi/incident-reportinghttp://www.safety.uwa.edu.au/topics/plant/inspectionhttp://www.hse.gov.uk/statistics/causdis/index.htmhttps://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
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C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSE501Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:October, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully
work in a socially diverse environment. The module will allow the participant to develop ways
of communicating with customers and colleagues from diverse backgrounds and
accommodating cultural differences. Furthermore, this module will enable the trainee to be
able to identify issues that may cause conflict or misunderstanding in the workplace because of
the cultural differences, find ways of resolving them and/or referring them to appropriate
individuals or bodies.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
5. 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 allverbal and non-verbal communication and overcoming language barriers.
1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.
6. Address cross-cultural misunderstandings
2.3 Proper identification of issues that may cause conflict or misunderstanding in the workplace.
2.4 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.
2.5 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
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Effective treatment of different groups
Observation
Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Verbal and non-verbal communication: varied cultural
interpretation of non-verbal behaviour and gestures
personal grooming, including dress and hygiene habits
language spoken language written
Overcoming language barriers: meet, greet and farewell
customers give simple directions give simple instructions answer simple enquiries prepare for, serve and
assist customers describe goods and
services
o Brainstorming o Role play o Individual work
- Reference books - Role play scenario - Online materials
Resources Learning activities Content
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Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Consideration of cultural differences through verbal and non-verbal communication
Overcoming language barriers
Observation
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Partnerships for efficient communication interpreter services diplomatic services local cultural
organizations appropriate government
agencies educational institutions
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Resources Learning activities Content
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
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Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Partnerships for efficient communication
Observation
Disability advocacy groups.
Performance criterion
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
Formative Assessment 2.1
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
Resources Learning activities Content
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Demonstration of knowledge about cultural differences
Identification of issues that may causes conflict at workplace
Observation
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
Resources Learning activities Content
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Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Settlement of misunderstandings
Observation
Learning Outcome 2.3: Referring problems and unresolved issues to the appropriate team
leader or supervisor for follow-up
Raising issues informal communication informal meeting Mediation formal communication formal writing formal meetings work ethics
o Role play o Individual task o Group work o Large group discussion
- Reference books - Role play scenario - Online materials - Specialised
materials
Resources Learning activities Content
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
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Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Raising issues to the appropriate level at workplace
Observation
Reference books:
1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.
2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.
3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.
4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
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C C M P E 5 0 1 - PROFESSIONAL ETHICS
CCMPE501Apply professional ethics
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. 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 ofcredible 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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LU 1:Apply human values
1 Learning Outcomes:
1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyse variety of moral issues
7 Hours
Learning Outcome1.1: Valuate human right
Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)
Intellectual Property Right
Confidentiality
o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality
o Group Discussion on Human Right Issues, Intellectual Property Right and Confidentiality
o Demonstration by video/ Picture of Human right issues
- Books - World Health
Organization Reports - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.1
Performance criterion
Adequate valuation of human right.
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Matching exercise Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Privacy
Independence
Security
Right to vote
Medication
Education
Employment
Promotion
Leave( Holydays)
Observation
Learning Outcome 1.2:Promote integrity
Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty
Respect for others
o Brainstorming on Civic Virtues o Group Discussion on Civic Virtues o Role play on Civic Virtues o Sketches on Civic Virtues o Site visit on environmentally
Protected areas
- Books - Environmental reports
( National and International)
- Notebook - Pen - Workshop - Whiteboard/ Black
Resources Learning activities Content
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board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Tax Compliance
Environmental Protection
Self-reliance
Honesty
Observation
Performance criterion
Adequate promotion of integrity
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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
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Agenda of Meeting
Personal Agenda
Performance criterion
Convenient valuation of time
Resources Learning activities Content
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Observation
Learning Outcome 1.4: Analyse variety of moral issues
Reason of Behaving Unethically
Resource Crunch Opportunity Attitude
o Brainstorming on Reason of Behaving Unethically
o Group Discussion on Reason of Behaving Unethically
- Books - Chocks - Blackboard
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Resource Crunch
Opportunity
Performance criterion
Careful analysis of variety of moral issues
Resources Learning activities Content
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Attitude
Observation
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LU 2:Respect engineering ethics
2 Learning Outcomes:
1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit
15 Hours
Learning Outcome 2.1:Apply rules and regulations of the work.
Different Professional rules and regulations Public Building
regulations Human Settlement
Policies
Labor Code National International
o Brainstorming on Professional rules and regulations and Labor Code
o Group Discussion on Professional rules and regulations and Labor Code
o Demonstration by video/ on Professional rules and regulations and Labor Code
- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate application of rules and regulations of the work.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Public Building regulations
Human Settlement Policies
Observation
Learning Outcome 2.2: Apply credible management of the work.
Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory
o Brainstorming on ethical theories about Right Action
o Group Discussion on ethical theories about Right Action
- Books - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.2
Performance criterion
Adequate application of credible management of the work
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Utilitarian Theory
Duty Ethics
The virtue Theory
Self- realization ethics
Justice (Fairness) theory
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