tvet certificate v in production technology

MFMPRT5001-TVET CERTIFICATE V
© Rwanda Polytechnic, 2018
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Rwanda Polytechnic (RP)
Original published version updated:
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© Rwanda Polytechnic (RP) 2018
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 i
A c k n o w l e d g m e n t s i x
1 . G E N E R A L I N T R O D U C T I O N 1
2.2 Minimum entry requirements 2
2.6 Information about competencies 5
2 . T R A I N I N G P A C K A G E 6
3.1 Course structure 6
3.2 Competencies chart 6
3.3 Flowchart 8
3 . A S S E S S M E N T G U I D E L I N E S 9
4.1 Assessment Methodology 9
C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 3
LU 1: Participate as part of a team and respect the rules of the training environment 15
LU 2: Explain the occupation and learning process 18
LU 3: Respect the facilitation and apply learning methods 21
LU 4: Develop personal plans based on self-assessment practices 24
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 1
LU 1: Conduct OSH (occupational safety and health) monitoring 33
LU 2: Collect and analyze Occupational health, safety incidents report 38
LU 3: Train all staff on occupational health and safety matters 44
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 5 1
LU 1: Communicate with customers and colleagues from diverse backgrounds 53
LU 2: Address cross-cultural misunderstandings 57
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 6 1
LU 1: Apply human values 63
LU 2: Respect engineering ethics 69
LU 3: Apply safety 73
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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 7 7
LU 1: Identify activities to be accomplished for real business operations 79
85
LU 3: Run real business operation 93
LU 4: Monitor and evaluate the business 98
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 0 3
LU 1: Demonstrate supervisory skills 105
LU 2: Get briefed on industrial attachment program 111
LU 3: Develop one’s competences on the workplace 115
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 1 9
LU 1: Describe the transition metals 121
LU 2: Perform chemical titration 126
LU 3: Perform electrochemical cell reactions 132
LU 4: Describe polymerization 137
G E N G P 5 0 1 - G E N E R A L P H Y S I C S 1 4 3
LU 1: Sources of Energy in the world 146
LU 2: Motion in orbits 151
LU 3: Mobile phone and radio communication 157
LU 4: Mobile phone and radio communication 163
LU 5: Earthquakes, Tsunami, floods landslides and cyclone 168
LU 6: Earthquakes, Tsunami, floods landslides and cyclone 173
G E N A M 5 0 1 - G E N E R A L M A T H E M A T I C S 1 8 2
LU 1:Apply fundamentals of trigonometry 186
LU 2: Apply fundamentals of complex numbers 194
LU 3: Determine and analyze numerical functions 198
U 4:Apply fundamentals of differentiation 204
LU 5: Apply natural logarithmic functions 209
LU 6: Apply exponential functions 215
LU 7: Apply fundamentals of integrals 221
LU 8: Identify measures of dispersion and interpret bivariate data 226
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 3 1
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LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 234
LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane no
gukoresha ibinyazina binyuranye. 241
LU 3 : Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 250
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 259
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 269
C C M I W 5 0 1 - I C T A T W O R K P L A C E 2 8 0
LU 1:Prepare document Layout 282
LU 2: Apply basic computer operations 287
LU 3: Manage data 294
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 0 2
LU 1: Communicate orally in social and professional situations with ease 306
LU 2: Read correctly a range of materials 311
LU 3: Listen to audio messages with different English accents to get the intended message 315
LU 4: Produce a variety of medium texts on professional and general topics 320
P R T M E 5 0 1 - M A C H I N E E L E M E N T S 3 2 5
LU 1: Identify machine parts 328
LU 2: Analyse machine elements arrangement 335
LU 3: Analyse the stress-strain state of each element underloading 340
LU 4: Assess machine failure elements 345
353
LU 5: Report the machine elements maintained 353
P R T A D 5 0 1 - A S S E M B L Y A N D D R A W I N G D E T A I L S 3 6 1
LU 2:Analyse drawing details specification 369
LU 3: Perform assembly drawing works 375
LU 5: Clean and store tools, materials and Equipment 380
P R T R M 5 0 1 - R E C I P R O C A T I N G M A C H I N E S 3 8 5
LU 1: Apply safety precautions 388
LU 2: Analyse the work to be done 393
LU 3: Select the machine, equipment and tools 399
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LU 4: Setting reciprocating machines 405
LU 5: Perform reciprocating machines operations 410
LU 6: Clean the work place 416
LU 6: Handling the work done 421
Summative Assessment 426
P R T I E 5 0 1 - E L E M E N T A R Y I N D U S T R I A L E L E C T R I C I T Y A P P L I C A T I O N 4 3 0
LU 1: Identify the electrical power source systems 432
LU 2: Apply Industrial electrical protection and control equipment 437
LU 4: Perform basic industrial circuits 445
LU 5: Clean the work place 450
P R T G M 5 0 1 - S U R F A C E G R I N D I N G M A C H I N E O P E R A T I O N S 4 5 7
LU 1: Apply safety precautions for grinding machine 460
LU 2: Analyse the work to be done 466
LU 3: Select machine, equipment and tools 473
LU 4: Set the surface grinding machine 479
LU 5: Operate surface grinding machine 483
Clean work place 488
P R T M M 5 0 1 - M I L L I N G M A C H I N E O P E R A T I O N S 5 0 2
LU 1: Apply safety precautions for milling machine 505
LU 2: Analyse the work 511
LU 3: Identify machine, equipment and tools 518
LU 4: Set the milling machine 525
LU 5: Perform milling operations 531
LU 6: Clean the machine, tools, equipment and workplace 540
LU 6: Handle the work done 548
P R T O G 5 0 1 - O X Y - A C E T Y L E N E G A S W E L D I N G P R O C E S S 5 5 9
LU 1: Apply safety precautions for oxy-acetylene 562
LU 2: Analyse the work 569
LU 3: Identify gas welding equipment and accessories 575
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LU 4: Select equipment and accessories 580
LU 5: Perform gas welding process 587
LU 6: Clean and store tools, materials and Equipment 595
G L O S S A R Y a
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List of abbreviations
AC: Alternative Current BOQ : Bill Of Quantity CAD: Computer Aided Design CCIA : Cross Cutting, Industrial Attachment Program CCM : Cross Cutting Modules CCMCS : Cross Cutting Module, Computer Skills CCMOL : Cross Cutting Module, Occupation and Learning CCMWC : Cross Cutting Module, Quality Customer Services DACUM: Developing A Curriculum DC: Direct Current DC: Direct Current EHV: Extra High Voltage ELCB : Earth Leakage Circuit Breaker HSS: High Speed Steel IAP : Industrial Attachment Program ICT : Information Communication Technology IPRC : Integrated Polytechnic Regional Center ISO: International Standard Organization ITP : Industrial Training Program LPG: Liquid Petroleum Gas LV: Low Voltage MCB : Miniature Circuit Breaker MCCB: Moulded Case Circuit Breaker MMFPT : Mining and Manufacturing, Production Technology MV: Medium Voltage OMP : Orange Machinery Parts OSH: Occupational Safety and Health PM : Preventive Maintenance PPE : Personal Protective Equipment RCCB : Residual current circuit breaker RFTC: Rwanda Federation of Transport Cooperatives (RFTC) RP : Rwanda Polytechnic SHE : Safety Health Environment TVET : Technical and Vocational Education and Training VHV: Very High Voltage VTC : Vocational Training Center
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Acknowledgments
Rwanda Polytechnic wishes to thank the following persons who participated in the development of
this curriculum:
2. Eng. RWUMUKARAGO Alain Instructor IPRC Kigali
3. Eng. MUTSINZI Jean nepomuscene Directing Manager All fixers Ltd
4. Eng. HITIMANA Joel Managing Director Ray & Nolan Ltd
5. NIYIHABA Aphrodis Mechanical and maintenance technician
Machines Outils Ltd.
6. MUGABO Innocent Mechanical& Manufacturing engineer Orange and Machinery parts Ltd
7. NKERABAHIZI Jean Baptiste Trainer IPRC Kigali
8. MANIRAKIZA Jean de Dieu Instructor IPRC Kigali
9. MUSAFIRI Ernest Instructor IPRC NGOMA
10. MUSONI Jean Claude Trainer Nyabihu TVET School
11. UWERA Marceline Socio-linguistics Officer RALC
12. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
13. MATATA Jean Bosco Teacher College Ami des Enfants
14. GASIMBA François Xavier Lecturer UR/College of Education
15. KAMBARI Vincent Teacher GS St Marcel/Kayonza
16. MUREGO Yves Quality Assurance Officer WDA
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17. BUCYENSENGE Vincent Instructor IPRC KARONGI
18. GASANA Vedaste Lecturer INES
19. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
20. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School
21. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza
22. UWINEZA Patrice Sciences trainer Nyamata TVET School
23. UMUGABEKAZI Yvette Chemist ADM-IBTC
24. RUGWIRO Serge Data Manager RING Ltd
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies
required to perform as a Machine Tools 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, 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
1. QUALIFICATION DETAILS
and attitudes for a learner to be competent in
tasks and activities that require the application
of practical skills in a defined context. Work
would be undertaken in various mining and
manufacturing sector/industries where
performed. Learners may work with minimum
supervision.
learners will be able to:
Describe the occupation and learning
process
Maintain professional conversation in
Use ICT at workplace
Operate reciprocating machines
TVET CertificateIV in production technology or other relevant qualifications or through recognition of prior learning.
Title: TVET Certificate IV in Production Technology
Level: REQF Level 5
2.3 Information about pathways
2.4 Job related information
professionalization of production technology; this qualification again offers the opportunity to execute
the works as machine tools techinician while ensuring that safety, security and environmental
regulations are respected.
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
Writing and presenting reports
this qualification include:
production technology or other
relevant qualifications or through
Recognition of Prior Learning
this qualification include:
Candidates exiting this qualification are able to enter TVET Diploma in productiontechnology.
Pathways into the qualification
Pathways from the qualification
Machine tools technician
Safety and security precautions
Machine shop safety rules
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 society Code of Ethics regarding security, legal, moral and
ethical issues
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 19 Core competencies : 7 Complementary competencies : 12 The total number of Credits: 120
2.6 Information about competencies
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 at workplace 30
Total 54
G EN
ER A
4. PRTAD501 Perform assembley and details drawing 6
5. PRTIE501 Apply elementary industrial electricity 6
6. PRTOA501 Perform oxy-Acetylene gas welding 4
SP EC
IF IC
9. PRTGM501 Operate surface grinding machines 6
10. PRTMM501 Perform milling operations 12
Total 66
2. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2 Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol () indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
MACHINE TOOLS TECHNICIAN
SPECIFIC COMPETENCIE
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
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
Apply general chemistry 6 Apply general physics 5
Apply general mathematics 7
perform oxy-acetylene gas welding 4
perform assembley and details drawing 6
describe machine element 8
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.
Section
4
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific
modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared
competent on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Summative/Integrated Assessment
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
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The trainee can be declared competent based on the assessment criteria and its respective
assessment indicators
assessment indicators
(example: Safety)
100%
Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
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- 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
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.
Learning assumed to be in place
Not applicable
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
2.1 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
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.

Checklist Score
Yes No
Working as a team
- Trainer manual

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Learning Outcome 1.3: Participate in setting rules and adhere to them
Rules of the classroom
- Trainer manual

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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
Characteristics of the occupation
The impact/importance of the occupation in economic development
Working conditions
o Group discussion o Personal research o Visit of a business in
the neighborhood
- Documents describing the occupation
- Documents describing the sector
Content Learning
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Rationale of the qualification
Pathways (exit level & further learning)
Presentation of the timetable
o Presentation by the teacher
o Research o Visits of the premises
of the school.
- Testimonies of people performing the occupation
- School year calendar
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Types of evidence Portfolio assessment tools

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
trainer

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Checklist Score
Yes No
& integrated situation)
- Assessment manual
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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
Values, skills and interests

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Checklist Score
Yes No
Skills & qualities assessment
o Individual work o Exercise on we are all unique
- individual assessment checklist

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Observation
SMART goals
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

SMART goals
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

Performance criterion
Proper development of plans in order to reach the set goals
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Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
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

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Learning Outcome 4.6: Identify learning strategies

Reference books:
1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.
o -
Adequate identification of learning strategies
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2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.
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C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
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.
Not applicable
1. Conduct OSHE ( occupational safety
and health) monitoring
procedures and regulations
1.3 Proper monitoring the compliance of OSHE best practice
2. Collect and analyze occupational
health, safety incidents report
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
3.2 Appropriate training to all employees and supervisors on
OSHE standards/regulations
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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
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
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
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
Content Learning
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Cleaning and storage of materials, tools and equipments are checked
Observation
OSHE best practice
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Content Learning
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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
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
Steps of data collection; Consulting of incident
report documents Talk to people
involved or witnesses to the event
Site visit
fatal permanent
- Reference books - Internet - Hand-outs - Didactic materials
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Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Categories of incidents are identified
Observation
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual
- Reference books
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physical abilities, organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents Social impact
loss of manpower medical expenses
Economic impact poor production, closer of the
company compensation repairs
handle materials, persistent pain headaches
Psychological effects anxiety, depression
Written
Oral
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Performance
Checklist Score
Yes No
Identification of impact of incidents
Observation
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal permanent injury
Template of incidents
- Reference books - Internet - Hand-outs - Didactic
materials
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Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Checklist Score
Yes No
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
Training of employees
- Reference books - Internet - Hand-outs - Didactic
materials
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Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Checklist Score
Yes No
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
Brief description of:
Responsibilities of workers
Using personal protection
Providing a safe and
Ensuring workers are trained
or certified as required.
performance of supervisors
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking
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Expose (presentation) Task: Providing information and instructions on occupational
health and safety matters
Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Training on SHE regulations
Safety roles of employees
o Brainstorming
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
Observation
standards/regulations
Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Training impact assessment
- Reference books - Internet - Hand-outs - Stories and
pictures
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Checklist Score
Yes No
Learning assessment (Questions and responses, topic of discussion…) is well developed
Training impact assessment is well developed
Observation
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Reference:
1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:
9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.
(Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication
Date: 2009
5. https://www.rospa.com/occupational-safety/advice/training-matters/
6. https://www.3tonline.fi/incident-reporting
7. http://www.safety.uwa.edu.au/topics/plant/inspection
8. http://www.hse.gov.uk/statistics/causdis/index.htm
9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776
https://ecu.on.worldcat.org/oclc/271786642?databaseList=638
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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
REQF Level: 5 Learning hours
Credits: 3 30
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
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.
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
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
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
customers give simple directions give simple instructions answer simple enquiries prepare for, serve and
assist customers
- Reference books - Role play scenario - Online materials
Content Learning
Written
Oral
Performance
Checklist Score
Yes No
Overcoming language barriers
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
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Written
Oral
Checklist Score
Yes No
organizations appropriate
groups.
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
organizations when required.
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
Checklist Score
Yes No
Identification of issues that may causes conflict at workplace
Observation
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
Disclosure
o Role play o Group discussion o Large group discussion o Individual work
- Reference books
Written
Oral
Performance
Checklist Score
Yes No
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
misunderstandings occur.
Written
Oral
Performance
Checklist Score
Yes No
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.
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
CCMPE501 Apply professional ethics
Credits: 3 30
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
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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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
Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)
Intellectual Property Right
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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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Written evidence
Oral evidence
Protection Self reliance Honesty
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
- Whiteboard/ Black board
Written evidence
Oral evidence
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
Written evidence
Oral evidence
Checklist Score
Yes No
Reason of Behaving Unethically
Resource Crunch Opportunity Attitude
o Group Discussion on Reason of Behaving Unethically
- Books - Chocks - Blackboard
Types of evidence
Portfolio assessment tools
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Checklist Score
Yes No
Resource Crunch
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
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
Content Learning
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Written evidence
Oral evidence
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
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Written evidence
Oral evidence
Cooperation
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
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Written evidence
Oral evidence
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LU 3: Apply safety
Learning Outcomes:
1. Analyse 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
Content Learning
Written evidence
Oral evidence
Fault-tree Analysis
Event-tree Analysis
Human Error
Safety and Risk
Safe Exit
o Group Discussion on Application of personal safety precautions
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Written
evidence
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
Content Learning
Written evidence
Oral evidence
1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL
PUBLISHERS, India
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
C C M B O 5 0 1 - BUSINESS ORGANISATION
CCMBO501 Organize a business
Credits: 3 30
Purpose statement
This module covers the skills, knowledge and attitude to organise a business which is linked to
organisational strategic outcomes and facilitates the achievement of service delivery. The module will
allow the learner. Identify activities to be accomplished before real business operations, create a
productive working environment, run real business operations and monitor and evaluate the business.
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Business plan development
1. Identify activities to be accomplished
before real business operations
requirements
requirements
2. Create a productive working
environment
2.2 Effective assigning of responsibilities in accordance
with organisation structure
business requirements
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
marketing campaigns
4. Monitor and evaluate the business 4.1 Clear preparation of a daily report of business
activities
accordance with customer’s inquiries and needs
4.3 Regular consultation of business plan
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LU 1: Identify activities to be accomplished for real business operations
1
Learning Outcomes:
1. Verify business start-up requirements 2. Recruit employees in line with task requirements 3. Perform purchasing of business requirements in line with business
plan
Meaning of business requirements
Business location Working place
equipment and machinery
Start-up finances Quantity of
financial needs Sources finances
o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise
- Flipchart - Marker pen - Internet - Reference books - Case studies - Scenarios - Post note
Content Learning
Allocation of finance resources
Written evidence Product evidence
Checklist Score
Yes No
Business location
Observation
Learning Outcome 1.2: Recruit employees in line with task requirements
Content Learning
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Meaning of employee recruitment
development Identifying and seeking
candidates Receiving and tracking
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
Recruitment process Staffing plans and
forecasting Write the job description
and job specifications. Confirm job analysis Have a bidding system to
recruit and review internal candidate
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
qualifications for possible promotions.
Implement a recruiting strategy.
Oral evidence
Prodiuct evidence
Checklist Score
Yes No
Factors influencing employees recruitment
Observation
Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
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Meaning of purchasing
Purpose of purchasing
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 Credit note Receipt Statement of account
Meaning of suppliers
Factors influencing choice of effective suppliers
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
Effective performing purchasing of business requirements in line with business
plan
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Written evidence
Checklist Score
Yes No
Factors influencing choice of effective suppliers
Observation
LU 2: Create a productive working environment
2
1. Set business ethical conduct 2. Assign responsibilities in accordance with organisation structure 3. Match personal characteristics with business requirements 4. Maintain good relationship with customers and suppliers
7 Hours
Define term ethical conduct
Rules and regulations of the business Positive attitude
required to business members
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
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
templateIncluding questions that guiding trainee to write a business plan
Content Learning
Ways to address address unethical behaviour at the workplace
Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
Written evidence Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Problem solving Observation checklist
Rules and regulations of the business
Types of unethical behavior in a business
Techniques of encouraging a positive ethical behaviour in business
Ways to address unethical behaviour at the workplace
Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
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
Consulted and Informed).
- Flipchart - Marker pen - Pen - Internet - Reference
books - Case studies - Business plan
templateInclud ing questions that guiding trainee to write a business plan
Written evidence
Oral evidence
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Checklist Score
Yes No
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
between personal
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
templateIncluding questions that guiding trainee to write a business plan
Content Learning
characteristics and business requirements
Self assessment in inventory practices Defining tool of
Written evidence
Oral evidence
True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Self assessment in financial practices
Self assessment in inventory practices
Observation
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Learning Outcome 2. 4: Maintain good relationship with customers and suppliers
Meaning of a term relationship in a business
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship with: customers suppliers
Importance of maintaining good customers and suppliers relationship to the business: With customers With suppliers
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship.
Oral evidence
Written evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Content Learning
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Checklist Score
Yes No
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship
Importance of maintaining good customers and suppliers relationship
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship.
Observation
LU 3: Run real business operation
3
Learning Outcomes:
1. Set of short-term business goals 2. Optimize the utilization of available resources 3. Employ targeted promotional and marketing campaigns
4 10 Hours
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
- Flipchart - Marker pen - Pen - Internet - Reference
books - Case studies - Risk analysis
template
Content Learning
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Written evidence
Oral evidence
True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Observation
Meaning of business resources
Purpose of optimizing the utilisation of available resources
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources: Procedures of using resources Targeted result Anticipated emergencies in
planning
o Brainstorming on identifying meaning of key words
o Oral presentation Demonstration of contingency plan samples
o Group discussion o Documentary research o Internet research o Practical exercise on
identifying risk to be covered by a contingency plan
- Flipchart - Markers - Pen - Internet - Reference
books - Case studies - Business plan - Computer
Content Learning
Inventory planed
Written evidence
Oral evidence

Checklist Score
Yes No
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources:
Importance of optimizing available resources
Observation
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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
Promotional strategies Get the most out of social media
Generate conversation with swag
Boost your brand with education
Establishing promotional mix/plan
Components of marketing campaign
Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views Leads Customers
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
scenarios - Business plan - Computer
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.
Written evidence Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning
Sentence completion Observation checklist
Elements/tools/piece of promotional plan
Aspects of marketing campaign
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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
Content Learning
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Written evidence -
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Format of daily report of business activities
Importance of business daily report to the business
Observation
Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries
and needs
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
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
Content Learning
Running employee’s meeting
Facilitate brainstorming session
together Offer incentives and
in advance
Written evidence
Oral evidence -
Checklist Score
Yes No
Ways to make employee meeting more engaging
Purpose of employee’s meeting
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Observation
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
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
Oral evidence
Product evidence -
Checklist Score
Yes No
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
Observation
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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C C M I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA501 Integrate workplace
Credits: 30 300
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
students/internee in workplace for an industrial attachment program or employment. The
module will allow the learner to demonstrate supervisory skills at the workplace get briefed on
industrial attachment program and develop one’s competences on the workplace.
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All the modules covered
1. Demonstrate supervisory skills 1.1. Proper exploration of industrial attachment policy. 1.2. correct identification of labor contracts 1.3. Proper identification of supervisor’s roles and
responsibilities. 1.4. correct preparation of technical report as
supervisor 1.5. Appropriate filing of work related documents.
2. Get briefed on industrial attachment program
2.1. Proper setting of industrial attachment goals. 2.2. Proper description of IAP documents 2.3. Clear explanation on how IAP assessment is
conducted.
3.1. Expected competencies are fully developed. 3.2. Trainee logbook is completely and well filled. 3.3. Proper description of gained work experience.
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LU 1: Demonstrate supervisory skills
1
Learning Outcomes:
1. Explore industrial attachment policy. 2. Identify labor contracts 3. Identify supervisor’s roles and responsibilities. 4. Prepare a technical report as supervisor 5. File work related documents.
10 Hours
National workplace policies and procedures.
International workplace policies and procedures.
o Group work on national workplace policies and procedures.
o Research on workplace policies and procedures in different countries
o Asking questions o Large group discussion
- Text books - Notebooks - Pens - Chalkboard - Hand out
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Written
Oral
Checklist Score
Yes No
Utility of different embroidery material, equipment and tools
o Collection of materials and tool
o Observation of materials, tools, and equipment
o Group discussion on utility of different embroidery material, equipment and tools
See Learning Outcome 1.1
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Essay (short responses and extended responses
Expose (presentation)
Checklist Score
Yes No
Supervisor’s roles and responsibilities.
Coach Mentor Advocate for
employee
o Small group work o Individual work o Large group discussion o Pair work o Asking questions
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Written evidence
Oral evidence
Essay (short responses and extended responses) Multiple choice True or false question Matching Sentence completion Expose (presentation) Question and answer
Checklist Score
Yes No
Observation
Steps in making technical report
Gather the necessary information about professional activities
Explain the work you have done
Mention any problems you encountered and explain how you solved them
Specify what you hope to accomplish next workday.
o Research on steps in making technical report
o Asking questions o Small group work o Large group discussion
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Written evidence
Product evidence
Checklist Score
Yes No
Learning Outcome 1.5: File work related documents
Different ways to file documents in a filing cabinet Alphabetical Category Date Numerical Combination
Considerations in filing technics
o Individual work o Large group discussion o Asking questions
- Text books - Notebooks - Pens - Chalkboard - Hand out on different
ways to file documents
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Written evidence
Product evidence
Checklist Score
Yes No
Observation
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LU 2: Get briefed on industrial attachment program
2
Learning Outcomes:
1. Set industrial attachment goals 2. Describe IAP documents 3. Explain how IAP assessment is conducted
5 Hours
Goals of industrial attachment
o Group discussion on the IAP goal
o Research on the IAP goals o Asking questions o Individual work on the setting
of own IAP goals
- Text books