tvet certificate v in software development...11. perform system analysis and design 12. secure a...

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5

TVET CERTIFICATE V in

SOFTWARE DEVELOPMENT

CODE

ICTSFD5001 Kigali,June 2019

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ICTSFD5001-TVET CERTIFICATE V

Software development

REQF Level 5 CURRICULUM

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© Rwanda Polytechnic, 2019

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O Box 164 Kigali, Rwanda

Original published version updated:

June, 2019

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

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Copyright

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

with permission.

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

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

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

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

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

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

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

represent the views of RP. The competent Body does not give warranty nor accept any liability.

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

for bona fide study or classroom purposes only. 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) 2019

Published by

Rwanda Polytechnic (RP)

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

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 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 1

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 5

3 . 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

3.4 Flowchart 8

4 . 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

4.2 Portfolio 9

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 1 2

LU1: Conduct OSH (occupational safety and health) monitoring 14

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

LU 3: Train all staff on occupational health and safety matters 23

C C M E N 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 2 9

LU 1: Communicate orally in social and professional situations with ease 31

LU 2: Read correctly a range of materials 36

LU 3:Listen to audio messages with different English accents to get the intended message 40

LU 4:Produce a variety of medium texts on professional and general topics 45

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 2

LU 1: Communicate with customers and colleagues from diverse backgrounds 54

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LU 2: Address cross-cultural misunderstandings 58

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 6 3

LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 66

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

no gukoresha ibinyazina binyuranye. 73

LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 82

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

gukoresha ibinyazina binyuranye 92

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

y’Ikinyarwanda. 102

C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 1 3

LU 1: Prepare document Layout 115

LU 2: Apply basic computer operations 120

LU 3: Manage Data 126

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

LU 1:Apply human values 135

LU 2:Respect engineering ethics 140

LU 3:Apply safety 144

C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 4 8

LU 1: Identify Activities To Be Accomplished For Real Business 150

LU 2: Create a productive working environment 157

LU 3: Run real business operation 165

LU 4: Monitor and evaluate the business 171

S F D 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 7 7

LU 1: Apply for internship/employment 179

LU 2:Demonstrate appropriate workplace behavior and attitudes 183

LU 3: Respect worker’s and employer’s rights and responsibilities 188

LU 4: Organize and evaluate one’s internship 194

G E N A M 5 0 1 - A D V A N C E D A N A L Y S I S A N D S T A T I S T I C S 1 9 9

LU 1: Apply fundamentals of integrals 4

LU 2: Identify measures of dispersion and interpret bivariate data 8

S F D D S 5 0 1 - D A T A B A S E S E C U R I T Y 1 3

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LU 1: Describe database security concepts and standards 15

LU 2: Perform system security 20

LU 3: Perform object security 26

LU 4: Conduct database auditing 31

S F D A D 5 0 1 - S Y S T E M S A N A L Y S I S A N D D E S I G N 3 6

LU 1: Describe information systems concepts 38

LU 2: Analyze systems 44

LU 3: Design a new system 50

S F D I P 5 0 1 - S M A L L S C A L E I C T P R O J E C T S 5 5

LU 1: Support project commencement 58

LU 2: Support project plan development 63

LU 3: Support project development 68

LU 4: Support project closure 73

S F D B A 5 0 1 - B A C K E N D A P P L I C A T I O N D E V E L O P M E N T 7 6

LU 1: Introduce Python language 78

LU 2: Apply objects, methods and flow controls 84

LU 3: Create a small application in Python 88

S F D D D 5 0 1 - D A T A B A S E D E V E L O P M E N T 9 4

LU 1: Perform database structure 96

LU 2: Apply DML queries 105

LU 3: Interact with database 120

S F D S S 5 0 1 - D A T A B A S E S E R V E R S E T U P 1 2 5

LU 1: Describe database server concepts and standards 127

LU 2: Analyze database server requirements 132

LU 3: Configure a database server 137

LU 4: Perform testing and documentation of work done 144

Summative Assessment 148

S F D W A 5 0 1 - W E B A P P L I C A T I O N D E V E L O P M E N T 1 5 2

LU 1: Apply PHP Fundamentals 154

LU 2: Implement PHP logic 158

Perform PHP MySQL Database interactions 164

LU 4: Perform PHP MySQL Database interactions 170

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S F D W D 5 0 1 - W E B A P P L I C A T I O N D E P L O Y M E N T 1 7 8

LU 1: Prepare for application deployment 180

LU 3: Deploy application 190


G L O S S A R Y a

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List of abbreviations

API Application Programming Interface

AWS Amazon web services

CBIS Computer-based information system

CDU Curriculum Development Unit

CM Complementary Modules

CRUD Create Retrieve Update Delete

DFD Data flow diagram

GUI Graphical User Interface

HDD Hard disk drive

HTML Hypertext Markup Language

IaaS Infrustructure as a service

ICT Information Communication Technology

ICTSFD ICT/ Software development

IDE Integrated Development Environment

IMAP Internet Message Access Protocol

JSON JavaScript Object Notation

LDS Logical data structure

LU Learning Unit

MVC Model-View-Controller

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MySQL My Structured Query Language

PaaS Platform as a service

PDO PHP Data Objects

PHP Hypertext Preprocessor

PPE Personal Protective Equipment

RAM Random access memory

RP Rwanda Polytechnic

RTQF Rwandan TVET Qualifications Framework

Saas Software as a service

SMTP Simple Mail Transfer Protocol

SQL Structured Query language

SSADM Structured system analysis and design method

TSS Technical Secondary Schools

TVET Technical and Vocational Education and Training

VM Virtual machine

VTC Vocational Training Center

WDA Workforce Development Authority

www World Wide Web

XAMPP Cross-platform Apache MySQL PHP, Perl

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Acknowledgments

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

development of this curriculum:

Coordination

RWAMASIRABO Aimable, CDU- RP

Facilitation

HABUMUGISHA Fulgence- IPRC Kigali/ KONIBE Ltd.

Curriculum Development Team

# Names Function Company/Institution

1. NAKURE Salathiel Database administrator/ TVET trainer

Ecole Technique Saint KIZITO MUSHA

2. NZABARINDA Jean Paul Software developer SOS Technical High School

3. FUNDI Alain Expert, CEO, Web and mobile software engineer

101Exp ltd

4. MBARAGA NKEJUWIMYE

Serge

Founder and senior software developer/ Assistant lecturer in IT & Architecture

Skyline digital / University of Kigali

5. RUGWIRO Marie Ange

Sonia

Software engineer MeshPower ltd

6. BYIGERO Fidele IT engineer, Chief training officer

Algorithm inc.

7. Jean Baptiste

NSENGIYUMVA

Software developer TRES ltd

8. NYIRASAFARI Jemima TVET Trainer SOS Technical High School

9. BYIRINGIRO David Data cleansing and format editor

Mars construction ltd

10. HAKIZIMANA Benjamin IT Consultant GIZ/ ICON Institute

11. NTIRANTA Jean Claude TVET Trainer/ assistant lecturer

Saint Joseph Integrated Technical College

12. SIMBANDUMWE Eric IT Specialist N@tcom services ltd

13. Christiane Voith Int Expert, IT Manager ICON, GIZ

14. MUSAFIRI Ernest Instructor IPRC NGOMA

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15. MUSONI Jean Claude Trainer Nyabihu TVET School

16. UWERA Marceline Socio-linguistics Officer RALC

17. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

18. MATATA Jean Bosco Teacher College Ami des Enfants

19. GASIMBA François Xavier Lecturer UR/College of Education

20. KAMBARI Vincent Teacher GS St Marcel/Kayonza

21. MUREGO Yves Quality Assurance Officer WDA

22. BUCYENSENGE Vincent Instructor IPRC KARONGI

23. GASANA Vedaste Lecturer INES

24. Dominique Xavier

KANYAMIRERA

25. FURAHA INEZA Jean

Raymond

Trainer Lycee de Gisenyi

26. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School

27. NIYODUSENGA Patrick Physics teacher Ecole des Sciences de Nyanza

28. UWINEZA Patrice Science teacher Nyamata TVET School

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupations of an Assistant Application Developer,

Assistant Database Developer, Web Database Administrator, Web

Application Developer. It is designed with an approach that takes into account the training

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

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

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

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

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

learning are developed on the basis of this document.

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

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

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

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

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

the course structure.

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

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

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

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

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

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

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

Section

1

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2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes for a learner to be

competent in a range of routine tasks and

activities that require the application of a

limited range of basic practical skills in a

defined context. Work would be undertaken

in various construction enterprises where

Develop a database, Setup a database

server, deploy a web application, develop a

web application are carried out. Learners

may work with some autonomy or in a team

but usually under non- directive supervision.

At the end of this qualification, qualified

learners will be able to:

1. Describe the occupation and learning process

2. Monitor occupational SHE best practices

3. Maintain professional conversation in upper-intermediate English

4. Gukoresha ikinyarwanda cy’’intyoza 5. Work in a socially diverse

environment 6. Use ICT at workplace 7. Apply professional ethics 8. Organize a business 9. Apply general physics 10. Apply basic algebra and

trigonometrics 11. Perform system analysis and design

12. Secure a database

13. Support small scale ICT projects

14. Develop a backend application

15. Develop a database

16. Setup a database server

17. Deploy a web application

18. Develop a web application

19. Integrate workplace

2.2 Minimum entry requirements

TVET Certificate IV in Software development or other relevant qualifications or through Recognition of Prior Learning.

Title: TVET Certificate V in Software Development

Level: REQF Level 5

Credits: 120

Sector: ICT

Subsector: Software development

Issue

date:

June 2019

Section

2

2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the ICT sector and operate as an assistant

application developer, assistant database developer, database administrator, web application

developerwhereby he/she can develop a database, setup a database server, deploy a web

application, develop a web application. This qualification constitutes a middle level in Software

development. The individuals with this qualification can enter the TVET Diploma in Software

development in order to be equipped with the necessary competencies to function as a software

developer.

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:

Preferred pathways for candidates entering this qualification include: Candidates enter this qualification

after achieving TVET Certificate IV in Software development 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 Software development.

Pathways into the qualification

Pathways from the qualification

Possible jobs related to this qualification

Assistant Application Developer

Assistant Database Developer

Database Administrator Web Application Developer

Communication

Documenting technical work in plain English

Writing and presenting reports

Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

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

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

Working according to the Rwandan Computer Society Code of Ethics regarding security,

legal, moral and ethical issues

Technology

Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

Number of competencies: 18 Core competencies : 11 Complementary competencies : 7 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMMS501 Monitor occupational SHE at workplace 3

2 CCMUE501 Maintain professional conversation in upper-intermediate English 3

3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

4 CCMSE501 Work in a socially diverse environment 3

5 CCMIW501 Use ICT at workplace 3

6 CCMBO501 Organize a business 3

7 CCMPE501 Apply professional ethics 3

Total 21

No Code Core competencies Credit

GEN

ERA

L

1. GENAM501 Apply Basic algebra and trigonometry 8

2. GENGP501 Apply general physics 5

3. SFDDS501 Secure a database 8

4. SFDAD501 Perform system analysis and design 5

5. SFDIP501 Support small scale ICT projects 3

6. SFDBA501 Develop a backend application 6

SPEC

IFIC

7. SFDDD501 Develop a database 12

8. SFDSS501 Setup a database server 6

9. SFDWD501 Deploy a web application 4

10. SFDWA501 Develop a web application 12

11. SFDIA501 Integrate workplace 30

Total 99

3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

symbol (∆) indicates a relationship between a specific competency and a step in the process of

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

description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

Assistant Application developer,Assistant database

developer, Webdatabase administrator, Web application

developer

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

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( 6

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# 1

2

3

4

5

6

7

8

9

10

11

12

13

Duration ( 520Hrs) 30

30

30

30

30

30

30

80

50

80

50

30

60

1 Develop a database 120 ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○

2 Setup a database server 60 ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○

3 Deploy a web application 40 ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○

4 Develop a web application 120 ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○

5 Integrate workplace

300 ▲ ▲ ▲ ●

Figure I: Competencies chart

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

▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

3.4 Flowchart

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

of the competencies. It provides an overall planning of the entire training programme and shows

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

progression of learning. For each module, the flowchart shows the learning that is already in

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

impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the

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

Figure II: Flowchart

Monitoring of occupational SHE at workplace 3

Uppper intermediate workplace English 3 Ikinyarwanda cy' intyoza 3

ICT at workplace 3

Working in socially diverse environment 3 Professional ethics 3

Basic algebra and trigonometry 8 General physics 5

Systems analysis and design 5 Database security 8

Backend application

development6 Small scale ICT projects 3

Database development 12 Database server setup 6

Web application development 12 Web application deployment 4

Business organisation 3Industrial Attachment Program_AIP 30

4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

There are two types of assessment (formative Assessment and summative/integrated

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

Formative Assessment

This is applied on all types of modules (e.g. complementary, general and specific

modules).

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

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

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

competent on that module.

All formative assessment should be declared competent before taking the

summative/integrated assessment.

Sectio

n4

Summative/Integrated Assessment

All summative/integrated assessments should match with the content of the module in

the curriculum.

Summative/integrated assessment is always in practical, giving it as a theoretical type of

assessment is not acceptable.

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

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

task to be carried out in the integrated situation in accordance to the circumstances

inside school, but the integrated situation should stick on the components of a task.

During summative/integrated assessment, assessor panel members should be three (3).

This summative/integrated assessment can be seen in specific modules and the trainee

can be declared competent by the following rules:

o For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators:

Assessment Criteria Passing Line in the

assessment indicators

Quality of process 90%

Quality of product 100%

Relevance 90%

Rest of criteria/any other criteria

(example: Safety)

100%

Note:Theassessor 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.

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

assisted accordingly.

- 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.

- 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.

- 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.

- 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.

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

FBSFT201 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

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

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

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

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

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

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

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

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

health and safety matters.

Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

1. Conduct OSHE ( occupational safety

and health) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors on

OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

Learning unit LU1: Conduct OSH (occupational safety and health) monitoring

1

Learning Outcomes:

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

2. Monitor use of PPEs

3. Monitor compliance of OSHE best practice

10 Hours

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

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees Responsibility of

administration Incident reporting Ventilation and air quality First aid facilities Hazard control in

workplace Equipment and

machinery Emergency response

plans

SHE standards; Responsibility in working

place Hazard identification and

risk Control Making the working area

safe Personnel protective

equipment Health of employees Facilities Reporting of incidents

and accidents

o Brainstorming o Documentary research o Group discussion

˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Internet

Content Learning

activities

Resources

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

Learning Outcome 1.2: Monitor use of PPEs

Emergency preparedness procedures

Performance criterion

Proper checking of application of OSHE policies, procedures and regulations

Types of PPEs to be used according to the trade

Physical verification of PPEs Cleaning and storage of

materials, tools and equipment

o Group discussion o Practical exercise

˗ Checklist

˗ PPEs

˗ Brushes

˗ Store

˗ Shelter

˗ Shelves

˗ Pen





Written

Oral

Performance

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

Checklist Score

Yes No

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

Physical verification of PPEs is done

Cleaning and storage of materials, tools and equipments are checked

Observation

Learning Outcome 1.3: Monitor compliance of OSHE best practice

Content Learning

activities

Resources


Proper monitoring of the use of PPEs

OSHE best practice

regulations

standards

Standards checklist to be evaluated according to the specific trade

o Brainstorming o Group discussion o Group work





Written

Oral

Performance

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

Checklist Score

Yes No

OSHE best practices are checked

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

Observation

Content Learning

activities

Resources


Proper monitoring the compliance of OSHE best practice

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; o Consulting of incident

report documents o Talk to people involved or

witnesses to the event o 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



criterion has been achieved

.


Content Learning

activities

Resources


Proper collection of data regarding OSHE incidents

Written

Oral

Performance

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

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents Social impact

loss of manpower medical expenses



Content Learning

activities

Resources

Economic impact poor production, closer of the company compensation repairs

Physical effects permanent injuries, loss of ability to handle

materials, persistent pain headaches

Psychological effects anxiety, depression





Written

Oral

Performance

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

Checklist Score

Yes No

Identification of root and causes of incident

Identification of impact of incidents

Observation


Proper analysis of OSHE data collected

Learning Outcome 2. 3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

Template of incidents







Written

Oral

Performance

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

Content Learning

activities

Resources


Adequate elaboration of a compiled incident reports

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

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking 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

Content Learning

activities

Resources


Proper recommendation of safest way to do the job

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

3

Learning Outcomes:

1. Provide information and instructions

2. Train all employees and supervisors on OSHE standards/regulations

3. Evaluate trained OSHE programs

10Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of: An occupational health and

safety (OH&S) program A policy statement The program elements

Individual responsibility Joint occupational health

and safety committee Health and safety rules Correct work procedures Employee orientation Training Workplace inspections Reporting and investigating

accidents/incidents Emergency procedures Medical and first aid Health and safety promotion Workplace specific items

Responsibilities of the staff: Responsibilities of workers

Using personal protection and safety equipment as required by the employer.

Following safe work procedures

o Brainstorming o Group work o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures

Content Learning

activities

Resources

Knowing and complying with all regulations.

Reporting any injury or illness immediately

Reporting unsafe acts and unsafe conditions

Participating in joint health and safety committees or as the representative

Responsibilities of supervisor Instructing workers to

follow safe work practices.

Enforcing health and safety regulations.

Correcting unsafe acts and unsafe conditions.

Ensuring that only authorized, adequately trained workers operate equipment.

Reporting and investigating all accidents/incidents.

Inspecting own area and taking remedial action to minimize or eliminate hazards.

Ensuring equipment is properly maintained

Promoting safety awareness in workers

Responsibilities of management Providing a safe and

healthful workplace. Establishing and maintaining

a health and safety program. Ensuring workers are

trained or certified as required.

Reporting accidents/incidents and cases of occupational disease to the appropriate authority

Providing medical and first aid facilities

Ensuring personal protective equipment is available

Providing workers with health and safety information

Supporting supervisors in their health and safety activities

Evaluating health and safety performance of supervisors





Written

Oral

Performance

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

health and safety matters

Checklist Score

Yes No

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

A brief description of A policy statement is provided

A brief description of the program elements is provided

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

Observation


Appropriate provision of information and instructions





Written

Oral

Multiple choice True or false question Matching Sentence completion

Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations

Training on SHE regulations Safety roles of employees Responsibility of administration Incident reporting Ventilation and air quality First aid facilities Hazard control in workplace Equipment and machinery Emergency response plans

Training on SHE standards Responsibility in working place Hazard identification and risk

control Making the working area safe Personnel protective

equipment Health of employees Facilities Reporting of incidents and

accidents Emergency preparedness

Procedures


- Reference

books

- Internet

- Hand-outs

- Stories and

pictures

Content Learning

activities

Resources


Appropriate training to all employees and supervisors on OSHE

standards/regulations

Performance

Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment


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

pictures





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking

Content Learning

activities

Resources


Proper evaluation of trained OSHE programs

Expose (presentation) Task: Evaluating trained OSHE program

Checklist Score

Yes No

Evaluation forms are well developed

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

Training impact assessment is well developed

Observation

Reference:

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

9781472419712, Publication Date: 2015

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

(Author, Editor)

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

Date: 2009

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

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

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

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

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

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

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

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

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

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

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

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

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

Competence

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

CCMEN501 Maintain professional conversation in upper-intermediate English


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

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

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

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

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

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

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

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

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

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

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

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

related texts and Summarise texts.


Oral Basic English Communication Intermediate Workplace English







1. Communicate orally in social and

professional situations with ease

1.1 Acceptable preparation of speeches on different social and professional occasions

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

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

2. Read correctly a range of

materials

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

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

2.3 Effective summary of key ideas in trade-related texts

3. Listen to audio messages with

different English accents to get

the intended message

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

common English accents 3.3 Accurate reporting of information listened to in

different accents

4. Produce a variety of medium

texts on professional and

general topics

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

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

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

type of business document

Learning Unity

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

1

Learning Outcomes:

1. Prepare speeches for different social and professional occasions

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

to question forms

10 Hours

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

Steps for speech preparation Step 1: Research and

Preparation Step 2: Writing Your

Speech Step 3: Practicing Step 4: Putting

Together Visual Aids Step 5: Predicting

the Q&A

Identification of categories of audience Familiar audience Non-familiar

audience Adaptation of the

message to the audience

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

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books

Content Learning

activities

Resources


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

performance criterion has been achieved.


Written evidence

Performance evidence

Writing practice

Task:

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

to the class.

Checklist Score

Yes No

Indicator: Steps for speech preparation are well applied

Background of the topic is given

Speech script is prepared

Visual Aids are prearranged

Prospective Q&A are hypothesized

Indicator: Categories of audience are well identified Familiar audienceis identified

Non-familiar audience is identified

Message is adapted to the audience

Observation


Acceptable preparation of speeches on different social and professional occasions

Learning Outcome 1.2:Deliver speeches to an audience

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

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

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books





Oral evidence


Presentation

Task

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

Checklist Score

Yes No

Indicator 1:EffectiveSpeech delivery to an audience

Tips for speech delivery are applicable

Dos and Don’ts on speech delivery are applicable

Indicator 2:Message articulation is effective Pronunciation is accurate

Speed is considerable

Content Learning

activities

Resources


Effective delivery of speeches by audible and clear articulation of messages

addressed to an audience using pronunciation, segmental and Suprasegmental

phonology

Tone is formal

Observation

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

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

o Practical exercise o Presentation o Role plays o Group work

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries





Oral evidence


Discussions

Presentations

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

Content Learning

activities

Resources


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

question forms

Checklist Score

Yes No

Indicator: Questions are well formulated

Yes/No questionswell formulated

Wh-questionswell formulated

Choice questions are well stated

Hypothetical questionswell formulated

Embedded questionswell formulated

Leading questionswell formulated

Observation

Learning unit

LU 2: Read correctly a range of materials

2

Learning Outcomes:

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

5 Hours

Learning Outcome 2.1: Read different trade-related texts adequately

Types of texts Expository Narrative Descriptive Directive Argumentative

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

information Explanation of key

terms/words in the text Provision of answers to

reading comprehension questions

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

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


Content Learning

activities

Resources




Written evidence

Oral evidence


Reading practice Presentations Matching Multiple choice

Task:

Using an appropriate reading strategy, read the text provided to

you and answer its comprehension questions

Checklist Score

Yes No

Indicator 1: The type of texts is understood

Expository text is understood

Narrative text is understood

Descriptive text is understood

Directive text is understood

Argumentative text is understood

Indicator 2: Reading techniques are applied

Reading for details is applied

Reading for specific information is applied

Indicator 3: Vocabulary and comprehension Key terms/words are explained

Comprehension questions are answered

Observation

Learning Outcome 2.2:Analyse trade-related texts


Adequate reading of different trade-related texts

Identification and

description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

Writer’s stance

o Practical exercise o Presentation o Role play o Group discussion

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries

Lesson plan

Trainee manual





Written evidence


Reading practice Presentations Multiple choice

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

Checklist Score

Yes No

Indicator: The trade related text is accurately analyzed

Text Structure: characters, events and settings are analyzed

Purpose of the text is understood

Style is identified

Writer’s stance is recognized

Observation

Content Learning

activities

Resources


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

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

Steps to summarize: Maintenance of the

most important ideas

Elimination of the less important details

Paraphrasing in own words

o Practical exercise o Presentation o Group work

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





Written evidence

Oral evidence


Reading practice Writing practice Presentations

Task: Summarize the text given by the trainer

Checklist Score

Yes No

Indicator: Steps to summarize are followed

The most important ideas are maintained

Less important details are eliminated

The content is paraphrased in own words

Observation

Content Learning

activities

Resources


Effective summary of key ideas in trade-related texts

Learning unit

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

3

Learning Outcomes:

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

4 10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

Application of active listening strategies to different accents Listening for General

information Listening for Specific

information

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Responding to different accents Responding through

Interactions Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Audiovisual materials

Scenarios

Stationeries

Projector

Computer

Lesson plan

Trainee manual

Recordings


Content Learning

activities

Resources




Oral evidence


Listening practice Discussions True or false questions

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

Checklist Score

Yes No

Indicator 1: Active listening strategies are applied

Active listening is applied for general information

Active listening is applied for specific information

Indicator 2: Types of listening are correctly applied Informative listening is applied

Discriminative listening is applied

Relationship listening is applied

Appreciative listening is applied

Indicator 3: Exact reactions to different accents are processed Questions are asked for clarification

Satisfaction testimonial is expressed

Observation

Learning Outcome 3.2: Identify differences between common English accents clearly


Appropriate listening and responding to others

Introduction to English accents Defining an English accent Common English accents

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

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

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





Oral evidence


Listening practice Discussions True or false questions Note taking

Task:

Listen to two different recordings played by the trainer and

identify

the differences between the accents of both speakers

Checklist Score

Yes No

Indicator 1: Introduction to English accents is understood English accent is defined

Common English accents are mastered

Indicator 2: American and British English accents are differentiated Vowel Pronunciation is considered

Consonant pronunciation is considered

Content Learning

activities

Resources


Clear identification of differences between common English accents

Rhotic accent is considered

Change of stress is considered

Changes in articulation are considered

Observation

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

Reporting information General information Specific information

o Practical exercise o Presentation o Drilling/ o Modelling

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





Written evidence

Oral evidence


Listening practice

Discussions

Presentations

Task:

Listen and report to the information you hear from each recording

played to you by the trainer

Checklist Score

Yes No

Content Learning

activities

Resources


Accurate reporting of information listened to in different accents

Indicator: Reporting is done according to types of information

Reported considering general information

Reported considering specific information

Observation

Learning unit

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

4

Learning Outcomes:

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

5 Hours

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

Varieties of writing Chronological

writing Analytical writing Descriptive writing Compare and

contrast writing Evaluative writing Summary writing

The Writing processes Exploring and

planning Drafting Building effective

paragraphs Editing

o Brainstorming o Documentary research o Practical exercise o Group work

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


Content Learning

activities

Resources


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




Written evidence

Performance

Writing practice Presentations

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

Checklist Score

Yes No

Indicator 1: Varieties of writing are understood Chronological writing is understood

Analytical writing is understood

Descriptive writing is understood

Compare and contrast writing

Evaluative writing is understood

Summary writing is understood

Indicator 2: The Writing processes is followed

Exploring and planning is considered

Drafting is done

Effective paragraphs are built

Editing is done

Observation

Learning Outcome 4.2: Differentiate business documents effectively

Identification and differentiation of business documents Business plans and

Goals Business proposals Concept notes

Accounting Documents Financial reports

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

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

Content Learning

activities

Resources

Financial statements

Goods received note

Purchase order Goods delivery note Requisition

Customer service documents

Business reports

Annual reports Term reports Quarterly report Activity/Operation

reports Operational

documents Contracts Business letters Memorandum of

Understanding





Written evidence

Oral

Performance

Writing practice Discussions Presentations Multiple choice Matching

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


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

Checklist Score

Yes No

Indicator: Business documents are explored

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

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

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

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

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

Observation

Learning Outcome 4.3: Write business documents perfectly

Steps to write business documents Identifying the

audience Identifying the

document’s purpose

Organizing the writing

Proofreading the business document

Editing the business document

Writing commonly used business documents

o Practical exercise o Documentary research o Presentation o Group work

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


Content Learning

activities

Resources




Written evidence


Writing practice Presentation

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

graduation

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

Application of principles and techniques of business writing

Formatting a business document

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

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

Checklist Score

Yes No

Indicator 1: Steps to write business documents are followed accurately The audience is identified

The document’s purpose is identified

The writing is organized

The business document is proofread

The business document is edited

Indicator 2: Commonly used business documents are correctly written Business plans are elaborated

Accounting documents are prepared

Customer service documents are written

Business reports are drafted

Operational documents are prepared

Etc

Observation

Content Learning

activities

Resources


Appropriate writing of business documents

- Lesson plan





Written evidence


Writing practice Presentation Matching

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

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

Checklist Score

Yes No

Indicator: Content and format are respected Different principles and techniques of business writing are applied

Accurate business document format is used

Observation

Reference books:

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

2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85


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

3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble, 1981), p. 276

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CCMSE501 Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

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

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

communicating with customers and colleagues from diverse backgrounds and accommodating

cultural differences. Furthermore, this module will enable the trainee to be able to identify issues

that may cause conflict or misunderstanding in the workplace because of the cultural differences,

find ways of resolving them and/or referring them to appropriate individuals or bodies.


Not applicable







1. Communicate with customers and colleagues from diverse backgrounds.

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

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

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

2. Address cross-cultural misunderstandings

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

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

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

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




Content Learning

activities

Resources


Adequate Valuing customers and colleagues from different cultural groups and

treating them with respect and sensitivity.


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

Content Learning

activities

Resources




Written

Oral

Performance


Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation


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

verbal communication and overcoming language barriers.

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

organisations when required





Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation

Partnerships for efficient communication interpreter services diplomatic services local cultural

organizations appropriate

government agencies educational institutions Disability advocacy

groups.

o Group discussion o Individual work o Large group discussion

- Reference books - Online materials - Specialised materials

Content Learning

activities

Resources


Proper obtaining assistance from colleagues, reference books or outside

organizations when required.

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




Content Learning

activities

Resources


Proper identification of issues that may cause conflict or misunderstanding in

the workplace.


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

Content Learning

activities

Resources

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





Written

Oral

Performance


Checklist Score

Yes No

Settlement of misunderstandings

Observation


Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.

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





Written

Oral

Performance


Checklist Score

Yes No

Raising issues to the appropriate level at workplace

Observation

Reference books:

Content Learning

activities

Resources


Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.

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.

Competence

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

CCMKN501 IKINYARWANDA K’INTYOZA

Ikiciro: 3 Amasaha ateganijwe

Indengo y'amasaha: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Ukuboza, 2016

Intego nyamukuru

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

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

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

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

Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.

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

Gukoresha neza ibinyazina bitandukanye.

Kwandika neza amazina bwite anyuranye.

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda cy'umunyamwuga

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.

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

.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.

.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye.

.4 Guhindura inkurushusho mo agakino akurikiranya neza ingingo.

.5 Guhimba no kwandika inkurushusho akurikiranya neza ingingo.

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

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

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

amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

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

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

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

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

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

4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.

gukoresha ibinyazina binyuranye.

4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye

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

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

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

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

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

yumva inkurushusho abinyujije mu ngiro zitandukanye.

Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.

Inkurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco

n’amateka; Inshamake

y’inkurushusho; inshoza n’uturango

by’inkurushusho; isomo ry’ingenzi; isesekaza

n’utwatuzo.

o Gusoma inkurushusho bucece. o Gusoma inkurushusho mu

matsinda bashaka: o Ibisobanuro

by’amagambo akomeye; o Ibisubizo by’ibibazo byo

kumva inkurushusho no kumurika ibivuyemo;

o Gusoma inkurushusho uwiga aranguruye ;

o Gusoma inkurushusho bakuranwa ;

o Guhuza ibivugwa mu nkurushusho n’indangagaciro;

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

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

o Gusobanura ingingo z’umuco n’amateka;

˗ Ibitabo by’ubuvanganzo (inkurushusho) ;

˗ Ibinyamakuru bikoresha inkurushusho ;

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

LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi

1

Umusaruro w’inyigisho: 1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva

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

Amasaha 6

Ibyigwa Ibikorwa by’uwiga

activities

Imfashanyigisho

o Gusobanura inshoza n’uturango by’inkurushusho;

o Gutahura isomo ry’ingenzi; o Guhina mu magambo

inkurushusho;

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

Amajwi n’amashusho

Inyandiko

Uwiga akurikiye neza inkurushusho

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Gukurikira neza inkurushusho

Ubwumvane mu matsinda;

Ibyiyumviro by'uteze amatwi atarogoya;

Ikitabwaho 2: Kugaragaza ko yumva neza

Insanganyamatsiko;

Inyunguramagambo;

ingingo z’umuco n’amateka;

Inshamake y’inkurushusho;

inshoza n’uturango by’inkurushusho;

Isomo ry’ingenzi;

Isesekaza n’utwatuzo.

Umwanzuro

Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye

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

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

o Gusoma inkurushusho bucece. o Gusoma inkurushusho mu

matsinda o Gusoma inkurushusho uwiga

aranguruye ; o Gusoma inkurushusho

bakuranwa;






Gihamya Isuzuma


Uwiga asoma neza inkurushusho

Umukoro mu matsinda


Yego Oya

Ikitabwaho: Gusoma neza inkurushusho

o Ubwumvane mu matsinda;

o Ibyiyumviro by'uteze amatwi atarogoya;

o Utwatuzo n'isesekaza.

Umwanzuro


activities

Imfashanyigisho


Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.

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


Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco

n’amateka; Inshamake

y’inkurushusho; inshoza n’uturango

by’inkurushusho; isomo ry’ingenzi;

o Gusoma inkurushusho o Guhuza ibivugwa mu

nkurushusho n’indangagaciro; o Gusanisha ingeso zivugwa mu

nkurushusho n’imyitwarire y’abantu;

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

o Gusobanura ingingo z’umuco n’amateka;

o Gusobanura inshoza n’uturango by’inkurushusho;

o Guhina inkurushusho mu nyandiko ikwiye

o Gutahura isomo ry’ingenzi;






Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku nkurushusho

Umukoro mu matsinda



Yego Oya

Ikitabwaho: Gusoma neza inkurushusho



activities

Imfashanyigisho


Yashubije ibibazo ku nkurushusho mu mvugo iboneye


Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho

Insanganyamatsiko;

Inyunguramagambo;

Ingingo z’umuco n’amateka;

Uturango by’inkurushusho;

Isomo ry’ingenzi;

Inshamake y’inkurushusho.

Umwanzuro

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

ingingo.


Udukino dufatiye ku nkurushusho

o Gusoma inkurushusho o Gusesengura inkurushusho o Guhindura agakino mo

inkurushusho akurikiranya neza ingingo.







activities

Imfashanyigisho


Yahinduye inkurushusho mo agakino akurikiranya neza ingingo

Gihamya Isuzuma


Inyandiko

Umukoro mu matsinda

Inyandiko y'udukino dufatiye ku nkurushusho


Yego Oya

Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho



Ikitabwaho 2: Guhindura neza inkurushusho mo udukino

Isesekaza;

Isano y'inkurushusho n'udukino;

Insanganyamatsiko.

Umwanzuro

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

ihimbankurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco

n’amateka; Uturango

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

o Guhimba inkurushusho. o Kwandika inkurushusho





activities

Imfashanyigisho



Gihamya Isuzuma


Inyandiko

Uwiga ahimba inkurushusho

Umukoro mu matsinda

Inkurushusho


Yego Oya

Ikitabwaho: Guhimba no kwandika neza inkurushusho

Insanganyamatsiko n'isomo ry’ingenzi;

Inyunguramagambo;


Uturango tw’inkurushusho;

Isesekaza n’utwatuzo;

Urukurikirane ruhwitse rw'ingingo.

Umwanzuro


Yahimbye anandika inkurushusho akurikiranya neza ingingo.

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

2

Umusaruro w’inyigisho:

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

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

amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye

Amasaha 6

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

umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

- Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

- Ibimenyetso by’utega amatwi atarogoya;

- Inyunguramagambo; - Insanganyamatsiko

y’umwandiko; - Ingingo z’umuco; - Ingingo z’amateka

(gusasa inzobe, Gacaca, Imimaro,..);

- Ingero zifatika zigaragaza uburyo bwo gukemura

o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

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

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

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

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


activities

Imfashanyigisho

amakimbirane mu muryango.

- Indangagaciro y’ubworoherane;

- Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

o Kumurika mu ruhame ibyavuye mu matsinda.

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.

o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo

guhembera amakimbirane.



Gihamya Isuzuma


Inyandiko

Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo

gukemura amakimbirane

Umukoro mu matsinda



Yego Oya

Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko


Ibyiyumviro by'uteze amatwi atarogoya


Insanganyamatsiko;

Inyunguramagambo;


Isomo ry’ingenzi;


Umwanzuro


Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku

nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

.

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



o Gusoma umwandiko bucece. o Gusoma umwandiko mu

matsinda o Gusoma umwandiko uwiga

aranguruye ; o Gusoma umwandiko

bakuranwa; o Kubahiriza isesekaza

n'utwatuzo





Gihamya Isuzuma


Uwiga asoma neza umwandiko ku nsanganyamatsiko yo

gukemura amakimbirane

Umukoro mu matsinda


Yego Oya

Ikitabwaho: Gusoma neza umwandiko

Ibyiyumviro by’uteze amatwi atarogoya;


Isesekaza;

Utwatuzo.

Umwanzuro


activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

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



- Inyunguramagambo;

- Insanganyamatsiko y’umwandiko;

- Ingingo z’umuco; - Ingingo z’amateka


- Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.


- Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.


o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.


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

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



o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.

o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo

guhembera amakimbirane.





activities

Imfashanyigisho


Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku

nsanganyamatsiko yo gukemura amakimbirane

Umukoro mu matsinda



Yego Oya

Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko



Ikitabwaho 2:Gusubizaneza ibibazo ku

o Nyunguramagambo;

o Nsanganyamatsiko y’umwandiko;

o Ngingo z’umuco ;

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

o Buryo bufatika bwo gukemura amakimbirane mu muryango;

o Ndangagaciro y’ubworoherane.

Umwanzuro

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


Yashubije ibibazo ku mwandiko mu mvugo ikwiye.


- Inyunguramagambo; - Insanganyamatsiko

y’umwandiko; - Ingingo z’umuco ; - Ingingo z’amateka


- Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.


- Ihinamwandiko ku

nsanganyamatsiko yo gukemura amakimbirane;

- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

o Gusoma no gusesengura umwandiko ku nsanganyamatsiko yo gukemura amakimbirane

o Gukora inshamake y’umwandiko.

o Guhimba um wandiko





Gihamya Isuzuma


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo.


Inyandiko

Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko

yo gukemura amakimbirane

Umukoro mu matsinda

Ihinamwandiko n'ihimbamwandiko


Yego Oya

Ikitabwaho: Guhina no guhimba neza umwandiko

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco;

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

Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;

indangagaciro y’ubworoherane.

Umwanzuro

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

amakimbirane mu muryango.


- Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

- Imurikamwandiko

o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.

o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane

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

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





activities

Imfashanyigisho


Gihamya Isuzuma


Inyandiko

Uwiga amurika neza umwandiko ku buryo bwo gukemura amakimbirane mu muryango

Umukoro mu matsinda

Inyandiko y'icyegeranyo ku buryo bwo gukemura

amakimbirane mu muryango


Yego Oya

Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane

Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;

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

Ugukoresha neza umwanya w'ijambo;

Ukurasa ku ngingo.

Umwanzuro

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


- Ibinyazina:

Nyereka

Ngenera

Ngenga

o Gusoma no gusesengura umwandiko

o Gutahura imikoreshereze y’ibinyazina binyuranye.

o Gukorsha neza ibinyazina binyuranye mu mwandiko


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


activities

Imfashanyigisho


Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu

muryango

- Ihangamwandiko ˗ Inkoranyamagambo.



Gihamya Isuzuma


Inyandiko

Uwiga atahura amakosa ku mikoreshereze y'ibinyazina

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina

binyuranye


Yego Oya

Ikitabwaho:Gukoresha neza ibinyazina binyuranye

Ibinyazina bitandukanye: Nyereka, Ngenera na Ngenga

Isesengura ku mikoreshereze y'ibinyazina bitandukanye;

Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.

Umwanzuro


Yakoresheje ibinyazina binyuranye ku buryo bukwiye

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

3


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

2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo 5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Amasaha 6

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

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

Umwandiko ku nsanganyamatsiko ku

isuku n’isukura; Ibimenyetso by’uteze

amatwi atarogoya ufite ijambo.

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco

n’amateka; Isesekaza n’utwatuzo; Indangagaciro zo

kubaha ubuzima; ingero zifatika zihamya

akamaro k’isuku n’isukura;

Ihinamwandiko ku nsanganyamatsiko y’

isuku n’isukura;

Ihangamwandiko ku isuku n’isukura.

o Gutega amatwi umwandiko ku isuku n’isukura.


o Kuvumbura insanganyamatsiko ivugwa

mu mwandiko. o Gukoresha Ikinyarwanda

k'intyoza agaragaza indangagaciro yo kubaha

ubuzima (Kubaha uburenganzira bwa muntu,

kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).

o Gusoma mu matsinda bashaka:

-Ibisobanuro by’amagambo akomeye;

-Ibisubizo by’ibibazo byo kumva umwandiko;

o Kumurika mu ruhame ibyavuye mu matsinda ;


˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;

˗ Ibitabo by’ikibonezamvugo;

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

ry’uburenganzira bwa Muntu,

˗ Itegeko Nshinga rya Repubulika y’u Rwanda;

˗ Amafoto ku bikorwa by’isuku n’isukura.


activities

Imfashanyigisho



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda



Yego Oya




Ikitabwaho 2: Kugaragaza ko yumva neza:

Insanganyamatsiko;

Inyunguramagambo;


Inshamake y’umwandiko;

Inshoza n’uturango by’umwandiko;

Isomo ry’ingenzi;


Umwanzuro

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

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

y’umwandiko. o Kujya impaka ku ngaruka

z’umwanda.


Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku

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

Umwandiko ku nsanganyamatsiko y' isuku n’isukura;


o Kutarogoya usoma nta mpamvu.

o Gusoma mu matsinda o Gusoma aranguruye agaragaza

isesekaza.


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



Gihamya Isuzuma


Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

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


Yego Oya

Ikitabwaho : Gusoma neza umwandiko



Isesekaza;

Utwatuzo.

Umwanzuro


activities

Imfashanyigisho



Umwandiko ku nsanganyamatsiko ku isuku n’isukura;




n’amateka; Isesekaza

n’utwatuzo; Indangagaciro zo

kubaha ubuzima; ingero zifatika

zihamya akamaro k’isuku n’isukura;

Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;





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

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

o Kumurika mu ruhame ibyavuye mu matsinda ;


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

o Gukora inshamake y’umwandiko mu mvugo.

o Kujya impaka ku ngaruka z’umwanda.










activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda



Yego Oya




Ikitabwaho 2:Gusubiza neza ibibazo ku

o Nyunguramagambo;


o Ngingo z’umuco.

Umwanzuro

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





n’amateka; Isesekaza

n’utwatuzo; Indangagaciro zo

kubaha ubuzima; Ingero zifatika

zihamya akamaro k’isuku n’isukura;

Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;





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

o Gusoma mu matsinda bashaka:

o -Ibisobanuro by’amagambo akomeye;

o -Ibisubizo by’ibibazo byo kumva umwandiko;

o -Bamurika mu ruhame ibyavuye mu matsinda ;


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


o Kujya impaka ku ngaruka z’umwanda.










activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

Gihamya Isuzuma


Inyandiko

Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

Ihinamwandinko n'ihangamwandiko


Yego Oya


Inyunguramagambo;


Ingingo z’umuco;

Ingingo z’amateka;

Indangagaciro na kirazira.

Umwanzuro

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


Imurikamwandiko

o Gusoma no gusesengura umwaniko ku isuku n’isukura.

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

o Kujya impaka ku ngaruka z’umwanda

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








activities

Imfashanyigisho



Gihamya Isuzuma


Inyandiko

Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

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


Yego Oya




Ikitabwaho 2:Gusubizaneza ibibazo

o Inyunguramagambo;

o insanganyamatsiko y’umwandiko;

o Isano y'umwandiko n'ibyasomwe ahandi;

o Ingingo z’umuco n'amateka;

o Gukoresha neza umwanya w'ijambo;

o Kurasa ku ntego.

Umwanzuro


Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura



Ibinyazina o Ngenera ngenga o Ndafutura/ndasig

ura o Mpamagazi





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

Mpuzamahanga ry’uburenganzira bwa Muntu,





Gihamya Isuzuma


Inyandiko

Uwiga atahura amakosa ku mikoreshereze y'ibinyazina

bitandukanye

Uwiga akoresha neza ibinyazina bitandukanye

Umukoro mu matsinda



activities

Imfashanyigisho




Yego Oya


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



Umwanzuro

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

4


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

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

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

Amasaha 6

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

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;

ibimenyetso by’uteze

amatwi atarogoya. Isesekaza n‘utwatuzo; Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Indangangakiro na

kirazira; Ingingo z’amateka

n’umuco; Ingero zifatika zihamya

imitunganyirize;

o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.

o Kutarogoya ufite ijambo nta mpamvu. o Kuvumbura insanganyamatsiko

ivugwa mu mwandiko. o Gukoresha Ikinyarwanda k'intyoza

agaragaza indangagaciro yo gukorera mu mucyo.



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

o Gukora ubushakshatsi ku bivugwa mu mwandiko;

˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;



ry’uburenganzira bwa Muntu;



activities

Imfashanyigisho

Ihinamwandiko.

o Gukora inshamake y’umwandiko mu mvugo.

o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.


˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.



Gihamya Isuzuma


Inyandiko

Uwiga ateze amatwi umwandiko ku gufata neza ubutaka

Umukoro mu matsinda



Yego Oya





Ikitabwaho 2: Kugaragaza ko yumva neza:

Insanganyamatsiko;

Inyunguramagambo;


Inshamake ku mwandiko;

Inshoza n’uturango by’umwandiko;

Isomo ry’ingenzi.

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku

mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

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


Ibimenyetso

by’uteze amatwi atarogoya.

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

agaragaza isesekaza. o Gutega amatwi umwandiko

ku gufata neza ubutaka. o Kutarogoya ufite ijambo nta

mpamvu.









Gihamya Isuzuma


Uwiga asoma neza umwandiko ku gufata neza ubutaka

Umukoro mu matsinda


activities

Imfashanyigisho




Yego Oya

Ikitabwaho: Gusoma neza umwandiko



Utwatuzo n'isesekaza.

Umwanzuro

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


Ibimenyetso


Isesekaza

n‘utwatuzo; Inyunguramagamb

o; Insanganyamatsiko



n’umuco; Ingero zifatika

zihamya imitunganyirize y'ubutaka ikwiye;

Ihimbamwandiko.





o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;





o Kumurika mu ruhame ibyavuye mu matsinda;




Mpuzamahanga ry’uburenganzira bwa Muntu;





activities

Imfashanyigisho


Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza

ubutaka

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku gufata neza ubutaka


Yego Oya




Utwatuzo n'isesekaza;


o Nyunguramagambo;


o Ngingo z’umuco;

o Ngingo z’amateka;

o Ndangagaciro na kirazira.

Umwanzuro


Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.

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


Ihinamwandiko;

Ihimbamwandiko

.

o Gusoma no gusesengura umwandiko;



o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.









Gihamya Isuzuma


Inyandiko

Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka

Umukoro mu matsinda

Ihinamwandiko n'ihangamwandiko


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo


Yego Oya


Inyunguramagambo;


Ingingo z’umuco;


Indangagaciro na kirazira.

Umwanzuro

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

y’ubutaka.


Ibimenyetso


Isesekaza

n‘utwatuzo; Inyunguramagamb

o; Insanganyamatsiko



n’umuco; Ingero zifatika

zihamya imitunganyirize;




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







Mpuzamahanga ry’uburenganzira bwa Muntu;




activities

Imfashanyigisho

Ihimbamwandiko.



o Kumurika mu ruhame ibyavuye mu matsinda



Gihamya Isuzuma


Inyandiko

Uwiga ategura, amurika ingero zo gufata neza ubutaka

Umukoro mu matsinda

Inyandiko y'icyegeranyo ku gufata neza ubutaka


Yego Oya





Ikitabwaho 2:Gusubizaneza ibibazo

o Inyunguramagambo;

o Insanganyamatsiko y’umwandiko;

o Isano y'umwandiko n'ibyasomwe ahandi;

o Ingingo z’umuco n'amateka;

o Gukoresha neza umwanya w'ijambo;

o Kurasa ku ntego.

Umwanzuro


Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka


Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka; Ikinyazina: Mbaza Mboneranteko Nyamubaro











Gihamya Isuzuma


activities

Imfashanyigisho




Inyandiko

Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina

binyuranye

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina


Ibinyazina bitandukanye: Mbaza, Mboneranteko na Nyamubaro;



Umwanzuro


Yego Oya

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

5


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

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

Amasaha 6

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

ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;

Ibimenyetso by’uteze amatwi atarogoya.

Inyunguramagambo ku ngeri y’ikinamico;


Udukino ku nsanganyamatsiko ishingiye ku bwumvane;


o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

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

n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa

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

bigana, abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.

o Kujya impaka ku kamaro k' imvugo ziboneye.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;

˗ Ibitabo by’ikibonezamvugo ;

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

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



activities

Imfashanyigisho


Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku icinamico


Yego Oya

Ikitabwaho 1: Gutega amatwi no gukurikira neza ikinamico





Insanganyamatsiko;

Inyunguramagambo;


Inshamake y' ikinamico;

Inshoza n’uturango by’ ikinamico;

Isomo ry’ingenzi.

Umwanzuro


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

zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane

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




o Gutega amatwi ikinamico ku

nsanganyamatsiko yerekeye ubwumvane.


o Gusoma bucece ikinamico. o Gusoma bakuramwa,

baranguruye bigana, abakinankuru







Gihamya Isuzuma


Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye

ubwumvane

Umukoro mu matsinda


activities

Imfashanyigisho


Yasomye neza ikinamico yubahiriza uturango twayo


Yego Oya

Ikitabwaho: Gusoma neza ikinamico



Utwatuzo n'isesekaza.

Umwanzuro

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









o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.


baranguruye bigana, abakinankuru.

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






activities

Imfashanyigisho



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku ikinamico yerekeye

ubwumvane

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku ikinamico yerekeye

ubwumvane


Yego Oya

Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico





o Nyunguramagambo;

o Nsanganyamatsiko y’ ikinamico;

o Ngingo z’umuco;

o Ngingo z’amateka;

o Ndangagaciro na kirazira.

Umwanzuro


Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico

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





















Gihamya Isuzuma


Inyandiko

Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko

y'ubwumvane

Umukoro mu matsinda

Ikinamico yanditswe


activities

Imfashanyigisho


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.


Yego Oya

Ikitabwaho: Guhimba no gukina neza ikinamico

Inyunguramagambo;

Insanganyamatsiko y’ikinamico;

Ingingo z’umuco;


Indangagaciro na kirazira;


Ibyiyumviro by'abakinankuru.

Umwanzuro

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







Inzego z’ururimi: Imvugo

ikocamye Imvugo isanzwe









o Kujya impaka ku mvugo ziboneye.






activities

Imfashanyigisho

Imvugo ihanitse



Gihamya Isuzuma


Inyandiko

Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego

z'ururimi

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego

z'ururimi


Yego Oya

Ikitabwaho 1: Gusoma neza no gukurikira ikinamico



Isesekaza n'utwatuzo;

Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye

Inzego zitandukanye z’ururimi

Imikoreshereze ikwiye y'inzego z'ururimi.

Umwanzuro

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


activities

Imfashanyigisho


Yakoresheje neza inzego z’ururimi


Amazina bwite o y’ahantu afite

indomo o y’abantu arenze

rimwe o y’abantu

n’ahantu o y’amavamahang

a o y’idini yari

asanzweho









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

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







Gihamya Isuzuma


Inyandiko

Uwiga atahura, akosora imyandikire y'amazina bwite

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina

bwite


Yubahirije imyandikire y’amazina bwite


Yego Oya

Ikitabwaho: Kubahiriza imyandikire

o y'amazina bwite y’ahantu afite indomo

o y'amazina bwite y’abantu arenze rimwe

o y'amazina bwite y’abantu n’ahantu

o y'amazina bwite y’amavamahanga

o y'amazina bwite y’idini yari asanzweho

Umwanzuro

Ibitabo n’inyandiko byifashishijwe:

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

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

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

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

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

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

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

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

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

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

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

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

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

Competence

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

CCMIW501 Use ICT at workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

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

the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It

focuses on completing workplace tasks, such as researching and creating documents with text, graphics

and numerical information using commonly used tools such as: Microsoft Office – (Word, Excel and

PowerPoint), Email, and The Internet

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

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

Develop skills necessary to function in this century.


Not applicable







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

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

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

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

removal and Conditional formatting 3.5 Appropriate application of data protection

Learning unit LU 1: Prepare document Layout

1

Learning Outcomes:

1. Set up a grid structure

2. Arrange text zones and non-textual ones

3. Use special effects

10 Hours

Learning Outcome1.1:Set up a grid structure

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

- Use asymmetrical grids to

add interest to your design.

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

- Usage of mixed grids.

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

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




Content Learning

activities

Resources


Proper set up of a grid structure


Written evidence

Oral evidence


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

Checklist Score

Yes No

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

Indicator: Asymmetrical grids is well detected

Indicator:Working with margins are well described

Observation

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

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

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

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

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

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

- Table of contents - Notes like footnotes and end

notes; bibliography

o Practical exercise on editing and arrange a given document

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

Content Learning

activities

Resources





Written evidence

Oral evidence


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

Checklist Score

Yes No

Indicator:Work with Stylesare well identified

Indicator: Size and position of images is well detected

Indicator:Pull quotes and nut graphs is well detected

Indicator:Box outs and sidebars are well identified

Indicator:Page headers are well described

Observation

Learning Outcome 1.3: Use special effects


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

order

- Methods of overlaying text on an image for readability

Position the Text Appropriately

Increase the Contrast Use a Transparent

Overlay Drop Shadow

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

o Practical exercise on adding special effects in a given document

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





Written evidence

Oral evidence


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

Checklist Score

Yes No

Content Learning

activities

Resources


Proper use of special effects

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

Insert text appropriately

Increase the contrast

Use a transparent overlay

Drop shadow

Indicator: Runaround and intrusions is well detected

Observation

Learning unit LU 2: Apply basic computer operations

2

Learning Outcomes:

1. Import, Export, and Convert Data Files

2. Use storage media

3. Apply printer settings

4. Connect computer to the network

10Hours

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

- Variety of different file formats Formats Typical Extension

- Data Import techniques - Data Export techniques - Compress a file - File Conversion

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

Export and Import of files o Appropriate use of storage

media o Appropriate application of

Printer settings o Connect Computer to the

network

˗ Projector ˗ White Board ˗ Computer Lab





Content Learning

activities

Resources


Appropriate Conversion, Export and Import of files

Written evidence

Oral evidence


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

Checklist Score

Yes No

Indicator:Variety of different are well identified - Formats

- Typical Extension

Indicator: Data Import techniquesis well detected

Indicator:Data Export techniquesare well described Indicator: Compress a fileare well identified

Indicator: File Conversionare well described

Observation

Learning Outcome 2.2:Use of storage media

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

- Storage capacity Description of units of data

- Disk formatting Partitioning Erase data

o Brainstorming on storage types

o Practical exercises on disk formatting

˗ Projector ˗ White Board ˗ Computer Lab ˗ Storage

devices


Content Learning

activities

Resources




Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Different types of storageare well identified External removable hard drive

Solid state drive

Network attached storage

USB thumb drive

Cloud storage

Optical drive

Indicator:Storage capacityis well detected

Unit of data

Indicator:Disk formattingare well described

- Partitioning

- Erase data

Observation


Appropriate use of storage media

Learning Outcome 2.3:Apply printer settings

Page setup Print preview Print dialog box

Selecting printer name Printer options Printing one or more

copies Printing in black/white

or color Print page ranges

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

o Printing in landscape, portrait different pages

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

˗ Printer ˗ Projector





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: Page setup are well identified

- Print preview

- Print dialog box

Indicator:Selecting printer name is well detected

Printer options

Printing one or more copies

- Printing in black/white or color

- Printing in black/white or color

Content Learning

activities

Resources


Appropriate application of Printer settings

Observation

Learning Outcome 2.4: Connect computer to the network

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

or PAN Local area network, or

LAN Metropolitan area

network, or MAN Wide area network, or

WAN Wireless Local Area

Network or WLAN

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

or SAN Enterprise private

network, or EPN Virtual private

network, or VPN

Connect to the internet

Fixed internet Mobile internet

o Exercises on connect computer to the internet

o

˗ Computer Lab With Internet

˗ Projector




Content Learning

activities

Resources


Appropriate connect computer to the network


Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Common types of area networks based are well identified

Personal area network, or PAN

Local area network, or LAN

Metropolitan area network

Wide area network, or WAN

Wireless Local Area Network or WLAN

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

Storage area network, or SAN

Enterprise private network, or EPN

Virtual private network, or VPN

Indicator: connect to the internet are well described

Fixed internet

Mobile internet

Observation

Learning unit LU 3: Manage Data

3

Learning Outcomes:

1. Manage data types

2. Apply data validation

3. Apply logical functions

4. Analyze data

5. Apply data protection 10Hours

Learning Outcome 3.1: Manage data types

- Description of data types Data type (Byte, integer,

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

Length Description

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

- Labels to describe pieces of information

- Values (Raw numbers or dates) - Formulas to perform calculations

o Brainstorming on data types

˗ Computer Lab ˗ Projector




Content Learning

activities

Resources


Proper management of data types


Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: Description of data are well identified

Data type

Length

Description

Indicator: Techniques of entering is well detected

data types in cell

default formats

Indicator: Labels to describe are well described

Indicator: Valuesis well detected

Indicator: Formulas to perform are well described

Observation

Learning Outcome 3.2:Apply data validation

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

Search/Find .Replace

Deleting a range of text

The undo command

Spelling and grammar

Synonyms

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

- Computer Lab - Projector


Content Learning

activities

Resources




Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Create validation are well identified

Indicator:Search/Find is well detected

Indicator: Deleting a range of textare well described

Observation

Learning Outcome 3.3:Apply logical functions

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

- Between condition (IF function)

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

˗ Computer lab ˗ Projector


Content Learning

activities

Resources


Proper application of data validation




Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Logical function overview are well identified

AND

OR

NOT

XOR

Indicator:Between condition is well detected

IF function

Observation

Learning Outcome 3.4:Analyse data

- Create different types of charts

- Table style and application of conditional formatting

- Duplication removal

o Perform practical exercises on data analysis

o compile activities reports

˗ Computer lab ˗ Projector


Content Learning

activities

Resources


Adequate application of Logical functions




Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Create different types of chartsare well identified

Line and column charts

Pie

Miniature graphs

Bar

Indicator:Table style is well detected

Application

conditional formatting

Indicator:Duplication removal are well described

Observation

Learning Outcome 3.5:Apply data protection

- Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights

o Compile activities reports ˗ Computer lab ˗ Projector

Content Learning

activities

Resources


Adequate performance of data analysis, duplication removal and Conditional

formatting

Security





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Data protection principlesare well identified

Fair and lawful

Purposes

Adequacy

Accuracy

Retention

Rights

Security

Observation

Reference books:

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


Appropriate application of data protection

Competence

C C M P E 5 0 1 - PROFESSIONAL ETHICS

CCMPE501 Apply professional ethics


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

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

professional conduct at workplace.


Not applicable







3 Apply human values 3.1 Adequate valuation of human right. 3.2 Adequate promotion of integrity 3.3 Convenient valuation of time 3.4 Careful variety of moral issues

4 Respect engineering ethics 4.1 Appropriate application of rules and regulations of the work.

4.2 Adequate application of credible management of the work.

4.3 Adequate team spirit at the work.

5 Apply safety 5.1 Proper risk analysis 5.2 Convenient personal safety precautions 5.3 Adequate respect of hygienic rules

Learning unit

LU 1:Apply human values

1

Learning Outcomes:

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

7 Hours

Learning Outcome1.1: Valuate human right

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

Intellectual Property Right

Confidentiality

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

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

o Demonstration by video/ Picture of Human right issues

Books

World Health Organization Reports

Notebook

Pen

Workshop

Whiteboard/ Black board

Marker pen

Chalks

Projector

Pictures

Computer


Content Learning

activities

Resources


Adequate valuation of human right.




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


Marker pen

Content Learning

activities

Resources

Chalks

Projector

Pictures

Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Tax Compliance

Environmental Protection

Self-reliance

Honesty

Observation

Learning Outcome 1.3: Valuate time


Adequate promotion of integrity

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


Marker pen

Chalks

Projector

Pictures

Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Agenda of Meeting

Personal Agenda

Observation

Content Learning

activities

Resources


Convenient valuation of time

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





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Resource Crunch

Opportunity

Attitude

Observation

Content Learning

activities

Resources


Careful analysis of variety of moral issues

Learning unit

LU 2:Respect engineering ethics

2

Learning Outcomes:

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

15 Hours

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

Different Professional rules and regulations Public Building

regulations Human Settlement

Policies

Labor Code National International

o Brainstorming on Professional rules and regulations and Labor Code

o Group Discussion on Professional rules and regulations and Labor Code

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

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Pictures

Computer





Content Learning

activities

Resources


Appropriate application of rules and regulations of the work.

Written evidence

Oral evidence


Essay

Merging Exercises


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


Marker pen

Chalks

Projector

Computer




Content Learning

activities

Resources


Adequate application of credible management of the work


Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Utilitarian Theory

Duty Ethics

The virtue Theory

Self- realization ethics

Justice (Fairness) theory

Observation

Learning Outcome 2.3: Work with team spirit

Cooperation

Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness

o Brainstorming on cooperation and empathy

o Group Discussion on cooperation and empathy

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer


Content Learning

activities

Resources




Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Understanding Others

Service Orientation

Uplift others

Leveraging diversity

Political awareness

Observation


Adequate team spirit at the work.

Learning unit

LU 3:Apply safety

3

Learning Outcomes:

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

8 Hours

Learning Outcome 3.1: Analyse risk

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

o Brainstorming on analytical Methods for Risk Analysis

o Group Discussion on analytical Methods for Risk Analysis

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer




Content Learning

activities

Resources


Proper risk analysis


Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Scenario Analysis

Failure Mode and Effect Analysis

Fault-tree Analysis

Event-tree Analysis

Human Error

Observation

Learning Outcome 3.2:Apply personal safety precautions

Safety and Risk

Saving Endangered Lives ( Occupational hazards)

Safe Exit

o Brainstorming on Application of personal safety precautions

o Group Discussion on Application of personal safety precautions

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer


Content Learning

activities

Resources


Convenient personal safety precautions




Written

evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Observation

Learning Outcome 3.3:Respect hygienic rules

Maintenance of Hygiene

Importance of PPE

o Brainstorming on Maintenance of Hygiene and Importance of PPE

o Group discussion on Maintenance of Hygiene and Importance of PPE

Books

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer


Content Learning

activities

Resources




Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Maintenance of Hygiene

Observation

Reference books:

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

PUBLISHERS, India

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

COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY

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

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

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


Adequate respect of hygienic rules

Competence

C C M B O 5 0 1 - BUSINESS ORGANISATION

CCMBO501 Organize a business


Credits: 3 30

Sector: ALL

Sub-sector: ALL


Purpose statement

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

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

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

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


Business plan development







1. Identify activities to be accomplished

before real business operations

1.1 Proper verification of business start-up

requirements

1.2 Accurate recruiting of employees in line with task

requirements

1.3 Effective performing purchasing of business

requirements in line with business plan

2. Create a productive working

environment

2.1 Accurate setting business ethical conduct

2.2 Effective assigning of responsibilities in accordance

with organisation structure

2.3 Permanent matching personal characteristics with

business requirements

2.4 Proper maintain good relationship with customers

and suppliers

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

3.2 Accurate optimizing the utilization of available

resources

3.3 Regular employing targeted promotional and

marketing campaigns

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

activities

4.2 Regular organization of employee’s meeting in

accordance with customer’s inquiries and needs

4.3 Regular consultation of business plan

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

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

5 Hours

Learning Outcome1.1: Verify business start-up requirements

Meaning of business requirements

Steps of business requirements estimation

Business location Working place

layout Office equipment Office furniture

Raw materials for initial storage Production

equipment and machinery

Production consumables

Start-up finances Quantity of

financial needs Sources finances Allocation of

finance resources

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

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

Content Learning

activities

Resources





Written evidence Product evidence

Essay& Cases study

True or false question A produced start up plan

Checklist Score

Yes No

Indicator: business start-up requirements are verfied

Meaning of business requirements are explained Steps of business requirements estimation are explained Business location

Working place layout Office equipment Office furniture

Raw materials for initial storage are identified

Production equipment and machinery are identified Production consumables are identified

Start-up finances are identified

Quantity of financial needs are identified Sources finances are identified Allocation of finance resources are identified

Observation


Proper verification of business start-up requirements

Learning Outcome 1.2: Recruit employees in line with task requirements

Meaning of employee recruitment

Functions of employees recruitment Job design and

development Identifying and seeking

candidates Receiving and tracking

applicants Reference and

background checks Testing Interview Evaluation and hiring

Principles of strategic employee recruitment

Factors influencing employees recruitment Internal factors

Budget constraints Expected or trend of

employee separations Production levels Sales increases or

decreases Global expansion plans

External factors

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

suburban, and rural areas

Competition

Recruitment process Staffing plans and

forecasting

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

Content Learning

activities

Resources

Write the job description and job specifications.

Confirm job analysis Have a bidding system to

recruit and review internal candidate qualifications for possible promotions.

Determine the best recruitment strategies for the position.

Implement a recruiting strategy.





Oral evidence

Prodiuct evidence

Observation checklist Number of employees recruited

Checklist Score

Yes No

Identified Recruit employees in line with task requirements are identified

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

Principles of strategic employee recruitment are explained

Factors influencing employees recruitment are explained Internal factors


Accurate recruiting of employees in line with task requirements

External factors

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

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

Observation

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

Meaning of purchasing

Purpose of purchasing

Types of purchasing Centralised purchasing Decentralised

purchasing

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

Purchasing procedures Meaning Steps involved in

purchasing procedures

Documents used in purchasing procedures. Material requisition

form Inquiry Reply Purchase order Advice note Delivery note

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

Content Learning

activities

Resources

Invoice Credit status inquiry Debit note Credit note Receipt Statement of account

Meaning of suppliers

Factors influencing choice of effective suppliers





Written evidence

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

Checklist Score

Yes No

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

Purpose of purchasing are explained

Types of purchasing are explained Centralised purchasing Decentralised purchasing

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

Purchasing procedures are explained Meaning


Effective performing purchasing of business requirements in line with business

plan

Steps involved in purchasing procedures

Documents used in purchasing procedures are explained Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account

Factors influencing choice of effective suppliers are explained

Observation

Learning unit LU 2: Create a productive working environment

2

Learning Outcomes:

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 7Hours

Learning Outcome 2.1: Set business ethical conduct

Define term ethical conduct

Objectives of ethical conduct in a business

Rules and regulations of the business Positive attitude

required to business members

sanctions proposed by the law in business

Types of unethical behavior in a business Mistreating

Employees Financial Misconduct Misrepresentation

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

Ways to address address unethical behaviour at the workplace

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

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

templateIncluding questions that guiding trainee to write a business plan

Content Learning

activities

Resources

Methods of handling unethical conduct in business

Importance of positive ethical conduct in the business





Written evidence

Oral evidence


Problem solving Observation checklist

Checklist Score

Yes No

Indicator: business ethical conduct setted Objectives of ethical conduct in a business are explained

Rules and regulations of the business are identified Positive attitude required to business members sanctions proposed by the law in business

Types of unethical behaviour in a business are identified Mistreating Employees Financial Misconduct

Techniques of encouraging a positive ethical behaviour in business are identified

Rewards Expectations Training Policies


Accurate setting business ethical conduct

Ways to address unethical behaviour at the workplace are identified

Methods of handling unethical conduct in business are identified

Importance of positive ethical conduct in the business are identified

Observation

Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure

Meaning of responsibilities assignment in business

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

requirements Allowing time to the volume of task

Responsibility assignment matrix RAC (Responsible, Accountable,

Consulted and Informed).


˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan

templateIncluding questions that guiding trainee to write a business plan




Content Learning

activities

Resources


Effective assigning of responsibilities in accordance with organisation structure


Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: responsibilities in accordance with organisation structure are assigned

Meaning of responsibilities assignment in business are explained

Attribution of responsibilities are identified Estimation of volume of task Determination of task’s requirements

Allowing time to the volume of task

Responsibility assignment matrix are identified

RAC (Responsible, Accountable, Consulted and Informed)

Observation

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


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

templateIncluding questions that guiding trainee to

Content Learning

activities

Resources

Self assessment in motivating employees practices Defining tool of




Self assessment in financial practices Defining tool of




Self assessment in inventory practices Defining tool of




write a business plan





Permanent matching personal characteristics with business requirements


Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study

True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: Match personal characteristics with business requirements identfied

Self assessment of time management practices are applied Defining tool of assessment Self Assessment Measuring gap between personal characteristics and business

requirements Defining strategies to eliminate gaps

Self assessment in motivating employees practices are applied assessment Self Assessment Measuring gap between personal characteristics and business


Self assessment in financial practices are applied Defining tool of assessment Self Assessment Measuring gap between personal characteristics and business


Self assessment in inventory practices are applied Defining tool of assessment Self Assessment Measuring gap between personal characteristics and business


Observation

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

activities

Resources


Proper maintaining of good relationship with customers and suppliers

Checklist Score

Yes No

Indictor : Maintain good relationship with customers and suppliers are explained Purpose of maintaining a good relationship with customers and suppliers are identified

Methods used to Maintain good relationship are identified

Importance of maintaining good customers and suppliers relationship are identified

Ways to address: Customer complaints Suppliers complaints

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

Observation

Learning unit 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

10Hours

Learning Outcome 3.1: Set of short-term business goals

Defining business goals

Categorization of business goals

Long-term goals Medium goals Short-term goals

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


˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Risk analysis

template




Content Learning

activities

Resources


Proper setting of short-term business goals


Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study

True or false questioning Sentence completion

Observation checklist

Checklist Score

Yes No

Indicator: Set of short-term business goals are explained

Categorization of business goals explained

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

Observation

Learning Outcome 3.2: Optimize the utilization of available resources

Meaning of business resources

Types of business resources Financial resources Assets Human resources Technological resources

Purpose of optimizing the utilisation of available resources

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

o Group discussion

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan

Content Learning

activities

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 Inventory planed

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

o Documentary research o Internet research o Practical exercise on

identifying risk to be covered by a contingency plan

˗ Computer





Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: Optimize the utilization of available resources are explained

Types of business resources are explained Financial resources Assets Human resources Technological resources

Purpose of optimizing the utilisation of available resources are explained

Methods to optimise utilisation of available resources Are identified

Methods used to control utilisation of resources are identified Procedures of using resources Targeted result


Accurate optimizing the utilization of available resources

Anticipated emergencies in planning Inventory planed

Importance of optimizing available resources are described Employees Business owners Business stakeholders

Observation

Learning Outcome 3.3: Employ targeted promotional and marketing campaigns

Product promotion Meaning Aspects of product promotion

Advertising product or brand Generating sales Creating brand loyalty

Elements/tools/piece of promotional mi/plan

Public relations/publicity Advertising Sales promotion Personal selling Direct marketing

Promotional strategies

Get the most out of social media

Generate conversation with swag

Offer incentives with targeted landing pages

Appeal locally and create an event

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

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

defining contingency plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Role play

scenarios ˗ Business plan ˗ Computer

Content Learning

activities

Resources

Boost your brand with education

Establishing promotional mix/plan

Marketing campaign Meaning Aspects of marketing campaign

Components of marketing campaign

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

Marketing campaign strategy

Clear & concise calls-to-action. Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

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





Regular employing targeted promotional and marketing campaigns


Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning

Sentence completion


Checklist Score

Yes No

Indicator: Employ targeted promotional and marketing campaigns are explained Product promotion is explained Aspects of product promotion

Advertising product or brand Generating sales Creating brand loyalty

Elements/tools/piece of promotional plan are identified Public relations/publicity Advertising Sales promotion Personal selling Direct marketing

Promotional strategies are described Get the most out of social media Generate conversation with swag Offer incentives with targeted landing pages Appeal locally and create an event Boost your brand with education

Establishing promotional mix/plan of marketing campaign are identified Components of marketing campaign Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views Leads Customers

Aspects of marketing campaign are identified Clear & concise calls-to-action. Hyper-target to a niche Audience. Create a story that speaks to all Medias. Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.

Observation

Learning unit LU 4: Monitor and evaluate the business

4

Learning Outcomes:

1. Prepare a daily report of business activities

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

inquiries and needs

3. Consult to business plan

8 Hours

Learning Outcome 4.1: Prepare a daily report of business activities

Meaning of business daily report

Purpose of business daily report

Format of daily report of business activities

Importance of business daily report to the business

o Brainstorming on present the business plan

o Demonstration on present the business plan

o Practical exercise on present the business plan

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





Written evidence


Content Learning

activities

Resources


Clear preparation of a daily report of business activities

Checklist Score

Yes No

Indicator: a daily report of business activities is prepared Meaning of business daily report is explained

Purpose of business daily report is explained is explained

Format of daily report of business activities is explained

Importance of business daily report to the business is explained

Observation

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

and needs

Meaning of effective employees’ meeting

Purpose of employee’s meeting

Meaning of customer inquiries and needs

Ways of gathering customer’s inquiries and needs

Steps of effective employee’s meeting

Setting meeting objectives

Preparing meeting requirements

Running employee’s meeting

Ways to make employee meeting more engaging

Facilitate brainstorming session

Stand up Set meeting goals

together

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

activities

Resources

Offer incentives and rewards

Set a clear framework in advance





Written evidence

Oral evidence



Checklist Score

Yes No

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

Meaning of customer inquiries and needs is explained

Ways to make employee meeting more engaging are explained Facilitate brainstorming session Stand up Set meeting goals together Offer incentives and rewards

Set a clear framework in advance

Purpose of employee’s meeting is explained

Ways of gathering customer’s inquiries and needs are explained

Steps of effective employee’s meeting are explained Setting meeting objectives Preparing meeting requirements Running employee’s meeting


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

inquiries and needs

Observation

Learning Outcome 4.3: Consult to business plan

Purpose of business plan for the business

Purpose of consulting business plan during a business operations

Critical part of the business to be considered while running business

Identification of what to be consulted in your business plan

Using business plan as tool

o Brainstorming on importance of presenting business plan.

o Role play on importance of presenting business plan.

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





Oral evidence

Product evidence

Proposed tools: Observation checklist A produced consultation plan

Content Learning

activities

Resources


Regular consultation of business plan

Competence

Checklist Score

Yes No

Indicator: Consult to business plan is explained

Purpose of consulting business plan during a business operations is explained

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

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

Using business plan as tool is explained

Observation

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

S F D I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

SFDIA501 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: July, 2019

Purpose statement

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


All the modules covered at REQF level 3.


Learning units describe the essential outcomes of a competence


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


1. Apply for internship/employment

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

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

2. Demonstrate workplace behavior and attitudes

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

effectively 2.3. Efficient management of personal and work lives

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

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

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

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

workplace e. Appropriate reaction when the labor code is broken

4. Organize and evaluate one’s internship

a. Appropriate securing of the internship agreement with the enterprise

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

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

experience

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

5. Develop one’s competences on the workplace

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

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

5.3. Adequate demonstration of work behaviour and attitudes

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

Resources to find employment in the community and at national level

- Job announcements

- Newspapers

advertisements

- From recruitment

agencies

- Internet websites

Identify contact persons

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

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


Learning unit

LU 1: Apply for internship/employment

1

Learning Outcomes:

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

10 Hours

Content Learning activities Resources


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




Written evidences Perfomance

Essay

Scenarios

Checklist Score

Yes No

Indicator: Resources to find a job are identified Job announcements

From recruitment agencies

Newspaper advertisements

Internet websites

Observation

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

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

o Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter




Proper writing of a basic accurate and neat CV




Written evidence


Questions and answers

Checklist Score

Yes No

Indicator: difference between CV and letter is explained

A letter is more concise

A letter express interest

CV gives detailed information

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview

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

Typical questions asked during an interview

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

- Interview observation tool






Proper demonstration of effective interviewing skills


written

oral

performance

questionnaires and answers

scenarios


Checklist Score

Yes No

Indicator : Main parts of the interview are identified

- The body of the interview

- The opening

- The closing

Indicator: Typical questions asked during an interview are identified

Tell me about yourself.

Describe a difficult work situation or project and how.

How do you handle stress and pressure?




Why do you want this job?

What are your salary expectations?

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

What is your greatest weakness?

What is your greatest strength?

Why should we hire you?

Observation

Learning unit

LU 2:Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

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

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

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

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

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory




Appropriate application of workplace habits and attitudes




Written evidence

Oral evidence

Performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator1: appropriate workplace behaviors and attitudes are identified dress code

time management

respect

honesty

integrity

work as a team member

Indicator2: Appropriate working habits are identified

Cooperation

Initiative

Courtesy

Constructive criticism

Supervision, accuracy

Pace of work

Adaptability

Personal appearance

Punctuality

Attendance

Observation

Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking.

Review your day.

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory





pPerformance

Product

Scenarios Different workplace documents



Adequate implementation of strategies to manage time effectively

Checklist Score

Yes No

Indicator: Effective management of time Plan activities on time

Attend regularly

Promote effective work

Indicator Strategies to better manage time are mentioned

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking.

Review your day.

Observation

Learning Outcome 2.3: Balance work and personal life.

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

Tips to manage personal and work lives

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

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






Efficient management of personal and work lives


Written

Workplace documents

Checklist Score

Yes No

Indicator : Challenging to balance work and personal life are mentioned

Lack of control.

Unrealistic demands.

Unsupportive relationships

Lack of resources.

Unhelpful attitude

High-stress levels.

Indicator : Tips to manage personal and work lives are identified Prioritize your time

Know your peaks and troughs

Have set work hours and stick to them

Find time for your finances

Manage your time, long term

Make your workspace work for you

Observation

Learning unit

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

3

Learning Outcomes:

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

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

5Hours

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

Definition of “right” and “human rights.

Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of Human Rights - Plain language version






Appropriate of universal human rights


written

oral

performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator: Universal declaration is explained

know about your right

be informed touniversal declaration human rights

Observation

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

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

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

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

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

- Articles 47 and 48 of the labour code






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


writtten evidence

oral evidence

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

Checklist Score

Yes No

Indicator :Legal obligations of employers are identified

Duty to pay worker

Plan for work

To have managerial skills

Indicator : Legal obligations of workers are mentioned

Provide information

Control of the workplace

Take reasonable care

Observation

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

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

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

o Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.




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




writtten

oral

Perfornce


Expose

Discussion

Scenarios

Checklist Score

Yes No

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

- Understanding the conditions of your employment.

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

or others

Observation

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

Definition of “responsibility”

Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming and

discussion

- Worksheet on rights and responsibilities at work.




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




writtten evidence

oral evidence

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

Checklist Score

Yes No

Indicator: Definition of responsibility is well understood

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

Indicator: Relationship between rights and responsibilities is indicated.

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

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

- Voting is both a right and a responsibility

Observation

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

Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts





Writtten

oral

Perfornce

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

Checklist Score

Yes No

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

Dismiss the work

Reduction to a lower post

Stoppage of promotion

Suspension without wages

Withholding of increment

Observation



Appropriate reaction when the labour code is broken

Learning unit

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

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

270 Hours

Learning Outcome 4.1:Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement






Appropriate securing of the internship agreement with the enterprise


Writtten

Oral

Perfornce

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

Checklist Score

Yes No

Indicator: Definition of internship is well understood

- A structured work experience related to a student's major and/or

career goal. An experience that should enhance a student's academic,

career, and personal development.

Indicator: Objectives of the internship are mentioned

- Gain valuable work experience

Explore a career path.

Develop and refine skills.

Receive financial compensation

Network with professionals in the field.

Gain confidence

Transition into a job

Indicator :Presentation of internship agreement is indicated

Number your slides and give them a title

Prepare an Agenda or Table of Contents slide.

Tell a story

Prepare a company logo slide for your presentation

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

Observation

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

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook





writtten

oral

Expose


Checklist Score

Yes No

Indicator: presentation of the logbook is identified

IAP list of competencies to be developed

sheet

IAP agreement

IAP report form

IAP interview form

IAP Evaluation form

Indicator: Tips to fill in the logbook are mentioned Take Time to Write Your Log.

Use a Rough Book.

Have One Logbook Per Project

Keep a Summary List

Computer Filing

Be Consistent

Write a Conclusion.



Adequate outlining of findings and experience

Observation

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

Presentation techniques Contents of the internship report

o Group discussion o Role play

- Sample internship report





writtten

oral


present

oral questions and their answers

Checklist Score



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

Yes No

Indicator: contents of the internship report - Declaration

- Approval

- Acknowledgement

- Abbreviations and acronyms

- General introduction

- Presentation of the institution where internship took place

- achievements

- conclusion and recommendation

Indicator 2: Presentation techniques Students-centered approach

make a structure

Observation

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

Internship assessment and self-assessment packages

o Group discussion o Presentation by the trainer







Active participation in the assessment of one’s internship

Competence

writtten

oral

Perfornce

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

Checklist Score

Yes No

Indicator:Internship assessment and self-assessment packages are indicated

Internship data

Educational and professional aspects

Relational and management aspects

Future perspective

Observation

Reference books:

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

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

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

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

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

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

7. https://canadiangis.com

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

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

10. https://www.collinsdictionary.com

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

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

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

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

https://canadiangis.com/

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

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

GENAM501 Apply Advanced analysis and statistics


Credits: 8 80

Sector: All

Sub-sector: All

Issue date: August, 2019

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

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

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

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

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

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

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

and so on.


Not applicable



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



1. Apply fundamentals of integrals

7.1. Proper determination of primitive functions based on definition.

7.2. Proper calculation of definite integrals based on definition.

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

2. Identify measures of dispersion and interpret bivariate data

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

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

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

Learning unit LU 1: Apply fundamentals of integrals

1

Learning Outcomes:

1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals

50 Hours

Learning Outcome 1.1:Calculate the primitive functions

Definition

Properties The derivative of the indefinite

integral The integral of differential of a

function Factor out constant function from

integral sign The indefinite integral of the

algebraic sum of two functions Immediate primitive

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

o Group discussion on primitive function

o Practical exercises o Documentary Research

- Hand-out notes - Reference books - Didactic

materials such as manila paper, …

- Internet


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

Content Learning

activities

Resources


Proper determination of primitive functions based on definition


Written evidence

Short questions Open questions

Checklist Score

Yes No

Indicator:Definition of primitive function is given

Definition of primitive function is well given

Indicator: Properties of primitive functions are correctly applied

The derivative of the indefinite integral

The integral of differential of a function

Factor out constant function from integral sign

The indefinite integral of the algebraic sum of two functions

Indicator:Tecniques of integration are appropriately used

Integrals calculation by Immediate primitive

Integrals calculation by change of variable

Integrals calculation by decomposition

Integrals calculation by parts

Observation

Learning Outcome 1.2:Calculate definite integrals

Definition

Methods of integration Integration of definite integrals by

change of variable Integration of definite integrals by

decomposition Integration of definite integrals by

parts

o Group discussion on definite integral




- Internet

Content Learning

activities

Resources




Written evidence

Multiple choice questions Open questions

Checklist Score

Yes No

Indicator : Definition of definite integral is given

Definition of definite integral is well given

Indicator:Tecnique of integration is appropriately applied

Integration of definite integrals by immediate primitive is perfectly done

Integration of definite integrals by decomposition is perfectly done

Integration of definite integrals by decomposition is perfectly done

Integration of definite integrals by parts is perfectly done

Observation

Learning Outcome 1.3:Apply definite integrals

Calculation of area

Calculation of volume

Calculation of the length of curved surface

o Group discussion on definite integral and its application


- Hand-out notes - Reference books - Didactic materials

such as manila paper, …

- Internet

Content Learning

activities

Resources


Proper calculation of definite integrals based on definition




Written evidence

Short questions Open questions Curve sketching

Checklist Score

Yes No

Indicator: Application of definite integrals is conveniently performed

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

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

Calculation of volume using definite integrals is properly done

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

Observation


Proper application of definite integrals through sketching and calculations

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

2

Learning Outcomes:

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

30 Hours

Learning Outcome 2.1:Identifythe measures of dispersion

Variance

Standard deviation

Coefficient of variation

o Group discussion on measures of dispersion

o Practical exercises standard deviation and coefficient of variation

o Documentary Research



- Internet




Written evidence Short questions Open questions

Content Learning

activities

Resources


Accurate determination of measures of dispersion according to definitions and calculations

Checklist Score

Yes No

Indicator : Definition of a measure of dispersion is well given

Definition of Variance is well given

Definition of Standard deviation is well given

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

Calculation of Variance is accurately done

Calculation of Standard deviation is accurately done

Calculation of Coefficient of variation is accurately done

Observation

Learning Outcome 2.2:Describe the measures of the bivariate data

Correlation

Covariance

Coefficient of correlation

o Group discussion on correlation

o Practical exercises on covariance and coefficient of correlation




- Internet




Written evidence

Short questions Open questions

Content Learning

activities

Resources


Appropriate identification of bivariate data measures based on definitions and

calculations

Checklist Score

Yes No

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

Definition of Correlation is well done

Definition of Covariance is well done

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

Calculation of Covariance is accurately done

Calculation of Coefficient of correlation is accurately done

Observation

Learning Outcome 2.3:Determine the regression line

Definitions Scatter diagram Regression lines

Calculation and plotting of regression lines

o Group discussion on scatter diagram

o Practical exercises on equation of regression line


- Hand-out notes - Reference books - Geometric

instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …

- Internet




Written evidence

Short question Open questions Scatter diagram and plotted regression lines

Content Learning

activities

Resources


Appropriate determination of regression line based on calculations and plotting

Checklist Score

Yes No

Indicator : Definition is given

Scatter diagram is properly defined

Regression line is properly defined

Indicator : Calculation is accurately peformed

Calculation of coefficient of regression line of y on x

Determination of regression line of y on x

Calculation of coefficient of regression line of x on y

Determination of regression line of x on y

Indicator : Graphical presentation is accurate

Presentation of scatter diagram is properly done

Plotting regression line of y on x is appropriately done

Plotting regression line of x on y is appropriately done

Observation

Reference books:

1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.

2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd

edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.

4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.

5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.

6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.

7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.

8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.

9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.

10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.

11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.

12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board

Competence

S F D D S 5 0 1 - DATABASE SECURITY

SFDDS501 Apply database security


Credits: 8 80

Sector: ICT

Sub-sector: Software Development

Issue date:December 2018

Purpose statement

This module describes the skills, knowledge, and attitudes required to describe database security

standards, perform security of database on both system and data level and conduct database auditing.


Develop a database

Setup a database sever







1. Describe database security concepts and standards

1.1 Proper description of the scope of database security 1.2 Correct elaboration of database security models 1.3 Relevant exploration of database security principles

2. Perform system security 2.1 Appropriate definition of system security coverage 2.2 Efficient management of users in accordance with the

system roles and privileges 2.3 Suitable validation user accounts

3. Perform object security 3.1 Convenient implementation of data security policies in line with object privileges and roles

3.2 Correct implementation of data encryption in line with data protection requirements

3.3 Regular backup of data and data restore

4. Conduct database auditing 4.1 Proper description of auditing, types, and records 4.2 Complete inspection of database security standards 4.3 Efficient production of auditing report

LU 1: Describe database security concepts and standards

1

Learning Outcomes:

1. Describe the scope of database security 2. Elaborate database security models 3. Explore database security principles

20 Hours

Learning Outcome1.1: Describe the scope of database security

Introduction to database security Purpose of database

security Importance of database

security Types of database security

Database security policies

Database security framework

o Brainstorm about the database security threats and impact

- Computers - Projector - Internet


The assessor may collect among the following evidences and make judgements on whether the




Proper description of the scope of database security


Written

Multiple choice

True or false question

Matching

Ticking

Checklist Score

Yes No

Indicator:Database security is introduced

Purpose of database security

Importance of database security

Types of database security

Indicator:Database security policies are described

Indicator:Database security frameworks are introduced

Observation

Learning Outcome 1.2: Elaborate database security models

Definition of security models Access control Authentication and

authorization Access philosophies

and management

Description of database access matrix models

Object Subject Access modes Policies Axioms

o Brainstorm on security models

- DBMS setup - Computers - Projector - Internet - Editors - Browsers - Middleware






Written


Multiple choice


Matching

Ticking


Performance quality checklist

Checklist Score

Yes No

Indicator : security models are defined

Access control

Authentication and authorization

Access philosophies and management

Indicator : database access matrix models are described

Object

Subject

Access modes

Policies

Observation


Correct elaboration of database security models

Learning Outcome 1.3:Explore database security principles

Elaborate Database attacks Excessive privileges Privilege abuse Unauthorized

privilege elevation Platform

vulnerabilities SQL injection Weak audit Denial of service Database protocol

vulnerabilities Weak

authentication Exposure of backup

data

Elaborate database control methods

Access Control Inference Policy User Identification

/Authentication Accountability and

auditing Encryption

o Brainstorm on database

attacks and methods to control attacks

-Computer

-Projector

-Internet

-Board

-Marker pen





Performance evidence Observation checklist

Resources


Relevant exploration of database security principles

Learning activities Content

performance quality checklist

Checklist Score

Yes No

Indicator: Database attacks are elaborated

Excessive privileges

Privilege abuse

Unauthorized privilege elevation

Platform vulnerabilities

SQL injection

Weak audit

Denial of service

Database protocol vulnerabilities

Weak authentication

Exposure of backup data

Indicator : Database control methods are elaborated

Access control

Inference policy

User Identification / authentication

Accountability and auditing

Encryption

Observation

LU 2: Perform system security

2

Learning Outcomes:

1. Define system security coverage 2. Manage users according to the system roles and privileges 3. Validate user accounts

10 Hours

Learning Outcome 2.1: Define system security coverage.

Definition of system security terms

Elements of system security Integrity control Access controls

Definition of fundamentals of access control

Elements of access controls

Introduction to system database access control

Privileges Creating table spaces Deleting rows

Roles Types of users

o Brainstorm about system

security coverage







Written Evidence

Oral Evidence



Checklist Score

Yes No

Indicator: Elements of system security are identified

Access controls

Integrity controls

Authentication

Indicator:System database access control are introduced

Privileges

Roles

Types of users

Observation


Appropriate definition of system security coverage

Learning Outcome 2.2:Manage users according to the system roles and privileges

Creating users Understanding the

Types of Users Create a user with T-

SQL

Allocation of users privileges Granting privileges to users

using GRANT commands Revoking privileges to users

using REVOKE commands

Viewing privileges

DBA_COL_PRIVS

ALL_COL_PRIVS

USER_COL_PRIVS

ALL_COL_PRIVS_MADE

USER_COL_PRIVS_MADE

ALL_COL_PRIVS_RECD

USER_COL_PRIVS_RECD

DBA_TAB_PRIVS

ALL_TAB_PRIVS

USER_TAB_PRIVS

ALL_TAB_PRIVS_MADE

USER_TAB_PRIVS_MADE

ALL_TAB_PRIVS_RECD

USER_TAB_PRIVS_RECD View of role information

DBA_ROLES

DBA_ROLE_PRIVS USER_ROLE_PRIVS

DBA_SYS_PRIVS USER_SYS_PRIVS

ROLE_ROLE_PRIVS

ROLE_SYS_PRIVS

ROLE_TAB_PRIVS

SESSION_PRIVS

SESSION_ROLES

o Brainstorm about user

profile creation and

privileges










Checklist Score

Yes No

Indicator: Database users are created

Understanding the Types of Users

Create a user with T-SQL

Indicator:users privileges are allocated

Granting privileges to users using GRANT commands

Revoking privileges to users using REVOKE commands

Indicator : Database user privileges are viewed

DBA_COL_PRIVS

ALL_COL_PRIVS

USER_COL_PRIVS ALL_COL_PRIVS_MADE USER_COL_PRIVS_MADE ALL_COL_PRIVS_RECD USER_COL_PRIVS_RECD DBA_TAB_PRIVS ALL_TAB_PRIVS USER_TAB_PRIVS ALL_TAB_PRIVS_MADE USER_TAB_PRIVS_MADE ALL_TAB_PRIVS_RECD

USER_TAB_PRIVS_RECD

Indicator : Database user ROLE INFORMATION are viewed DBA_ROLES

DBA_ROLE_PRIVS


Efficient management of users in accordance with the system roles and

privileges

USER_ROLE_PRIVS

DBA_SYS_PRIVS USER_SYS_PRIVS ROLE_ROLE_PRIVS ROLE_SYS_PRIVS ROLE_TAB_PRIVS SESSION_PRIVS

SESSION_ROLES

Observation

Learning Outcome 2.3: Validate user accounts

Set of database password policy

Description of database Users authentication methods

o Brainstorm about validate user accounts











Suitable validation user accounts

Checklist Score

Yes No

Indicator:Database password policy are implemented

Criteria for a strong password

Indicator: Database users authentication methods are described

Password encryption while connecting

Account Locking

Password history

Password complexity verification

Observation

.

LU 3: Perform object security

3

Learning Outcomes:

1. Implement database security policies in line with object privileges and roles

2. Implement data encryption in line with data protection requirements

3. Restore data and backup 25 Hours

Learning Outcome 3.1: Implement database security policies in line with object privileges and

roles

Introduction to data security policy Table or view Entitlement (actions expressed by

privileges) Instance set (data identified by the

condition)

Elaboration of element of data security

Data security accountability System Data Security Policies Managing Patches Policies that govern network

services

o Trainees will be given practical exercises to retrieve data from a database using a query language and display data on the web page following the requirements.





Convenient implementation of data security policies in line with object privileges and roles







Checklist Score

Yes No

Indicator: Data security policy are introduced

Table or view

Entitlement (actions expressed by privileges)

Instance set (data identified by the condition)

Indicator:Element of data security are described

Data Security Accountability

System Data Security Policies

Managing Patches

Policies that govern network services

Observation

Learning Outcome 3.2: Implement data encryption in line with data protection requirements

Elaboration of Type of Data Encryption.

AES

Triple DES

RSA (Rivest–Shamir–Adleman) Blowfish Twofish

Introduction to Database Encryption The API Method The Plug-In Method The TDE Method

o Trainees will be given practical exercises to fetch and display the existing data using supplied input


Learning activities Resources Content





Performance



Checklist Score

Yes No

Indicator:Data encryption type are introduced

AES

Triple DES

RSA (Rivest–Shamir–Adleman)

Blowfish

Twofish

Indicator: Database Encryption introduced

The API Method

The Plug-In Method

The TDE Method

Observation


Correct implementation of data encryption in line with data protection

requirements

Learning Outcome 3.3: Restore data and Backup

Introduction of data backup and restore

Effective Backup Management

Types of Data Backup and Restore

Perform database backup and Recovery

Disaster recovery plan

Recovery Tools listing

Trainees will be given

practical exercises to

retrieve customized records

from the database using

user-supplied inputs (data

captured from a form)

Trainees will conduct

practical work to clarify the

difference between form

attributes

- Computers

- Projector

- Internet





Written


Matching

Ticking

Short answer question



Regular backup of data and data restore

Checklist Score

Yes No

Indicator:Types of data backup and restore are introduced

Full backups

Incremental backups

Indicator:Database and recovery are performed

Disaster recovery plan

Observation

LU 4: Conduct database auditing

4

Learning Outcomes:

1. Describe auditing, types and records 2. Inspect database security standards 3. Produce auditing report

25 Hours

Learning Outcome 4.1: Describe auditing, types and records

Introduction to database auditing overview

Actions Practices Conduct

Description of Auditing Types Statement Auditing Privilege Auditing Schema Object Auditing Fine-Grained Auditing

Elaboration of Audit Records Database Audit Trail

(DBA_AUDIT_TRAIL) Operating System Audit Trail Syslog Audit Trail Operating System and Syslog

Audit Records Records Always in the

Operating System and Syslog Audit Trail

o Trainees will be given practical exercises to retrieve data from a database using a query language and display data on the web page following the requirements










Checklist Score

Yes No

Indicator: Database auditing is introduced

Actions

Practices

Conduct

Indicator: Auditing Types are described

Statement auditing

Privilege auditing

Schema object auditing

Fine-grained auditing

Indicator: Auditing records described

Database audit trail (DBA_AUDIT_TRAIL)

Operating system audit trail

Syslog audit trail

Operating system and Syslog audit records

Records always in the Operating System and Syslog Audit Trail

Observation


Proper description of auditing, types, and records

Learning Outcome 4.2: Complete inspection of database security standards

Introduction of database security standards Security standard of database

Hardening database security standards Physical database server security Firewalls for database servers Database software Application/web servers/

application code User/client workstations Administrator accounts /

Permissions /passwords

o Trainees will be given practical exercises to fetch and display the existing data using supplied input


Formative Assessment




Performance



Checklist Score

Yes No

Indicator:Database security standards described

Indicator:Hardening Database security standards described

Physical database server security

Firewalls for database servers

Database software



Complete inspection of database security standards

Application / web servers / application code

User / client workstations

Administrator accounts / permissions / passwords

Physical database server security

Observation

Learning Outcome 4.3: Efficient production of auditing report

Introduction of auditing database Types of risk activities include

Mistake Misuse Malicious action

Common Vulnerabilities Found in Database Attacks Phishing SQL injection Data exfiltration Staging server Data redaction Data masking Data encryption

Description of database auditing steps

Trainees will be given practical exercises to retrieve customized records from the database using user-supplied inputs (data captured from a form).

Trainees will conduct practical work to clarify the difference between form attributes.







Efficient production of auditing reports.


Written evidence


Matching

Ticking


Checklist Score

Yes No

Indicator: Auditing Database is introduced

Types of risk activities are specified

Common vulnerabilities found in database attacks

Description of database auditing steps

Observation

References

1. Learn PHP, MYSQL, JavaScript-with jQuery, CSS &HTML5 4th Edition-By Robin Nixon

2. HTML, XHTML, & CSS ALL-IN-ONE for dummies 2nd Edition – By Andy Harris

3. How to Do Everything with PHP and MySQL (McGraw-Hill, 2005, 0-07-146654-1) - by

VikranWasani

4. https://www.formget.com/update-data-in-database-using-php/

5. https://www.tutorialspoint.com/php/php_validation_example.htm

6. https://www.w3schools.com/php/php_mysql_prepared_statements.asp

S F D A D 5 0 1 - SYSTEMS ANALYSIS AND DESIGN

SFDAD501 Perform systems analysis and design


Credits: 5 50

Sector: ICT



Purpose statement

This module describes the skills, knowledge, and attitudes required to perform analysis of existing and

new system and design new system requirements.

By the end of this module the learner will be able to analyze the existing system, analyze the new

system requirements and design a new system.


Not Applicable







1. Describe information systems

concepts

1.1 Proper identification of information systems overview 1.2 Proper identification of system analysis and design

overview 1.3 Proper description of System development life cycle

2. Analyze the system

2.1 Proper introduction to systems analysis and design

methods

2.2 Proper analysis of the current system

2.3 Proper analysis of the new system

3. Design new system 3.1 Proper introduction to system design

3.2 Proper performance of logical design

3.2 Proper performance of physical design

LU 1: Describe information systems concepts

1

Learning Outcomes:

1. Identify information systems 2. Identify system analysis and design 3. Describe system development life cycle

10 Hours

Learning Outcome 1.1: Identify information systems

Context of Information system Data Information Knowledge

Systems categories with examples Natural systems Human made systems

Information systems Components of CBIS Hardware Software Data Procedures People Networks

Systems features and characteristics Objective Standards Environment Feedback Boundaries Interfaces

Functions of environment of IS with examples Input

o Brainstorm about the importance of system

o Group discussions on system categories and examples

Computers

papers

pens

Internet


Process Output Control

Types of IS hierarchy Office automation IS Transaction processing

IS Management IS Decision support

systems Expert systems





Writtenevidence

Oral evidence

Multiple choice


Matching

Ticking

Sentence completion /fill in the blanks

Concept/mind map

Record questions


Proper identification of information systems overview

Checklist Score

Yes No

Indicator: Information system is explained

Information

System

Data

Indicator: Systems categories are identified

Natural systems

Human made systems

Indicator: Systems features and characteristics are identified

Objective

Standards

Environment

Feedback

Boundaries

Interfaces

Indicator: Functions of environment in Information system are identified

Input

Process

Output

Control

Indicator:Types of information system hierarchy are identified

Office Automation IS

Transaction Processing IS

Management IS

Decision support systems

Expert systems

Observation

Learning Outcome 1.2: Identify system analysis and design

System analysis Definition of analysis Definition of system

analysis Difference between existing

and new system System analysis tools

System design Definition of system design Design activities with

examples Design the application

architecture Design the user interfaces Design the system

interfaces Design and integrate the

database Prototype for design details

o Group discussions to compare system analysis and system design

Computers

Projector

Internet

Editors

Papers

Pens





Written evidence

Oral evidence

Multiple choice


Matching

Ticking



Proper identification of system analysis and design overview

Checklist Score

Yes No

Indicator :System analysis is described

Description of analysis

Description of system analysis

System analysis tools

Indicator :System design is described

Design activities

Design the application architecture

Design the user interfaces

Design the system interfaces

Prototype for design details

Observation

Learning Outcome 1.3: Describe system development life cycle

o Individual practical exercise

to elaborate system

development life cycle of a

given system

Computers

Projector

Internet

Papers

Pens

Definition of system development life cycle

Description of system development life cycle models Waterfall model Agile model V-Shaped model Spiral model Prototyping

Selection of system development life cycle model Phases of waterfall model Requirements Design Implementation Verification Maintenance






Writtenevidence

Multiple choice


Matching

Ticking


Concept/mind map

Checklist Score

Yes No

Indicator:System Development Life Cycle models are described

Waterfall model

Agile model

V-Shaped model

Spiral model

Prototyping

Indicator:Waterfall model phases are described

Requirements

Design

implementation

Verification

Maintenance

Observation


Proper description of System Development Life Cycle

LU 2: Analyze systems

2

Learning Outcomes:

1. Introduce systems analysis and design methods 2. Analyze the current system 3. Analyze the new system.

20 Hours

Learning Outcome 2.1:Introduce systems analysis and design methods

Introduction to methods for developing computer based information systems

Description of popular methods for developing CBIS: Structured analysis

method Object oriented analysis

method

Selection of a method for CBIS: Structured system

analysis and design (SSADM)method steps

o Trainees will be given practical

exercises to introduce system

analysis and design

- Computers - Projector - Internet - Papers - Pens






Writtenevidence

Oral evidence

Multiple choice


Matching

Ticking


Concept/mind map

Record questions

Checklist Score

Yes No

Indicator: popular methods for developing CBIS are defined

Structured analysis method

Object oriented analysis method

Indicator: method for CBIS is described

Structured system analysis and design method steps

Observation

Learning Outcome 2.2: Analysis the current system

Introduction to current system analysis

Current system analysis phases:

o Trainees will be given a group work to analyze a given system

o Individual work to analyze a given manual system




Proper introduction to systems analysis and design methods

Feasibility study:

Technical feasibility

Financial feasibility

Organizational feasibility

Ethical feasibility

Investigation of environment of current system :

Collection of requirements using traditional data findings methods

Modeling the current system using different levels of logical DFDs

The problems in existing system

Production of (AS-IS ) current situation report

System process

Stakeholder(people)

Technology





Writtenevidence

Oral evidence

Multiple choice


Matching


Proper analysis of the current system

Ticking


Concept/mind map

Record questions

Checklist Score

Yes No

Indicator: Current system analysis is described

Indicator: Feasibility study is conducted

Technical feasibility

Financial feasibility

Organizational feasibility

Ethical feasibility

Indicator: Investigation of environment is conducted

Collection of requirements using traditional data findings methods

Modeling the current system using different levels of logical DFDs

The problems in existing system

Indicator: Current situation(AS-IS) report is produced

System process

Stakeholder

Technology

Observation

Learning Outcome 2.3: Analysis the new system

Definition of analysis of new system

Model of the new system using:

Physical DFD

Logical Data Model

Conceptual Data Model

Activities of analysis of desired system

o Trainees will be given a group work to analyze a given system based on raised customer requirements

o Individual work to analyze a given system based on customer requirements



Identify the desired business process

Identify the needed business activities

Define required processing requirements

Define the information or data storage requirements for the new system

Define the interfaces with other systems

Environment of the new system

Production of a “TO BE” report





Writtenevidence

Oral evidence

Multiple choice


Matching

Ticking


Concept/mind map

Checklist Score

Yes No Indicator: A new system is defined

Indicator:A new system is modeled

Physical DFD

Logical Data Model


Proper analysis of the new system

Conceptual Data Model

Activities of analysis of desired system

Needed for business process

Needed business activities

Required processing requirements Data storage requirements for the new system Environment of the new system

Indicator: “TO BE” report is produced

Observation

Learning Outcome 3.1: Introducethe system design

Describe new system design

Logical design

Physical design

o Practical exercise - Computers - Projector - Internet - Pens - Paper





Writtenevidence Multiple choice

LU 3: Design a new system

3

Learning Outcomes:

1. Introduce the system design 2. Perform a logical design 3. Perform a physical design

20 Hours



Proper introduction of system design.

performance

True-false questions

Matching

Sequencing

Sentence completion

Problem solving

Performance checklist

Checklist Score

Yes No

Indicator: The new system design is introduced Logical design

Physical design

Observation

Learning Outcome 3.2: Perform a logical design

Performance of requirements catalogue

Performance required system data flow diagrams

Performance of required system logical data structure

Perform data analysis (normalize set of tables and rationalize set of tables

o Trainees will be given practical

exercises to design a system

based on analyzed

requirements

- Computers - Projector - Internet - Pen - Papers







Written evidence



Multiple choice

Problem solving

Essay

Concepts

Checklist Score

Yes No

Indicator: Perform required system DFDs

Indicator: Perform data analysis (normalize set of tables and rationalize set of tables)

Observation


Prpoer Performance of logical design

Learning Outcome 3.3: perform a Physical design of new system

Data design Requirements for data to

be stored in a database Entities Attributes Relationships

Outputs design Reports Displays Logical Data Model

Inputs design Forms Screens Dialogues

Programs design Structure of programs to

collect, transform & output data

o Practical exercises to elaborate a database design for a designed system

- Computers - Projector - Internet - Papers - Pens






Written evidence



Essay

Problem solving

Concept



Perform a physical design

Checklist Score

Yes No

Indicator: Entity relationship diagram designed

Entities

Relationship

Attributes

Observation

References:

1. https://www.wisdomjobs.com/e-university/system-analysis-and-design-tutorial-330/system-

analysis-and-design-overview-17815.html

2. https://www.douglascollege.ca/programs-courses/catalogue/courses/CSIS/CSIS2200

3. https://en.wikipedia.org/wiki/Requirements_analysis

4. https://www.slideshare.net/somipam123456/information-systems-concept-purpose-types

5. https://www.tutorialspoint.com/system_analysis_and_design/system_analysis_and_design_overv

iew.htm

6. https://en.wikibooks.org/wiki/Systems_Analysis_and_Design/Introduction

7. https://en.wikipedia.org/wiki/Structured_systems_analysis_and_design_method#Stage_0_%E2%

80%93_Feasibility_study

8. https://www.grin.com/document/106034

9. https://slideplayer.com/slide/254376/

10. https://cybarlab.com/normalization

Competence

S F D I P 5 0 1 - SMALL SCALE ICT PROJECTS

SFDIP501 Support small scale ICT projects


Credits: 3 30

Sector: ICT



Purpose statement

This module describes the performance outcomes, skills and knowledge required to support the

management of low risk, straightforward information technology (IT) projects within an organization.

This module applies to information and communications technology (ICT) practitioners who need to

support the initiation, implementation and completion of small-scale IT projects. The projects can range

across a wide range of ICT related financial, management and business areas.

The provision of support within these projects is a key component of ICT environments.


System analysis and design







1. Support project commencement 1.1 Proper observation of business opportunity to ensure the project objectives are acquired in accordance with the project set goals

1.2 Proper Identification of stakeholders and gather requirements in accordance with the project specifications

1.3 Appropriate Preparation of a project charter or project proposal in reference with the project sponsor requirements

2. Support project plan

development

2.1 Efficient break down of the requirements to identify tasks and resources needed to complete the project plan according to the project specifications

2.2 Precise schedule of project tasks, including realistic time frames and costs if required in accordance with the project plan and project specifications

2.3 Proper Allocation of task responsibilities to project team members in accordance with the available members capacity

2.4 Proper Agreement on a process with the sponsor to manage risks or unexpected events that may arise and affect project objectives in relation with the project specifications

3. Support project development

and delivery

3.1 Appropriate design of project schema in reference with specifications and requirements

3.2 Proper development of project components according to the agreed process

3.3 Proper Verification of the project deliverable in reference with the project expectations and sign off as complete

4. Support project closure 4.1 Appropriate Preparation of ICT support or maintenance documents, if applicable, in accordance with the project specifications

4.2 Proper Documentation of the lessons learned and close the project as per the project specifications

LU 1: Support project commencement

1

Learning Outcomes:

1. Observe business opportunity to ensure the project objectives are understood in accordance with the project set goals

2. Identify stakeholders and gather requirements in accordance with the project specifications

3. Prepare a project charter or project proposal in reference with the project sponsor requirements 15 Hours

Learning Outcome 1.1:Observe business opportunity to ensure the project objectives are

acquired in accordance with the project set goals

Introduction to business project

ICT business project information

Project decision log

o Dialogues o Role play o Demonstrations o Group work on business project o Group discussion business

project

Videos

Recordings

Reference books

Participants guide create technical documentation

PowerPoint

Project management fundamentals




Proper observation of business opportunity to ensure the project objectives are

acquired in accordance with the project goals




Writtenevidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking

Learning Outcome 1.2: Identify stakeholders and gather requirements in accordance with the project specifications

Identification of project requirements Assumptions and

constraints log project work structure Costing and invoice Risk analysis

Identification of project stakeholders in accordance with the project specifications

o Brainstorm on requirements gathering

o Group discussions on stakeholders involved in the project

Videos

Recordings

Reference books

PowerPoint

Pen

Board

Paper


Checklist Score

Yes No

Indicator: Business project is introduced

Project information


Observation





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Indicator :Project requirements are identified

Assumptions and constraints log

project work structure

Costing and invoice

Risk analysis

Indicator :project stakeholders are identified

Observation


Proper Identification of stakeholders and gather requirements in

accordance with

Learning Outcome 1.3: Prepare a project charter or project proposal in reference with the project sponsor requirements

Preparation project proposal requirements Scope document Gantt chart Costing and invoice Project decision log Risk analysis Project security

o Brainstorm on project

proposal requirements

o Group discussion on project

proposal requiremets

Writing business reports

Internet

Computers

PowerPoint






Written

Oral

Multiple choice


Matching

Sentence completion

Expose (presentation

Checklist Score

Yes No

Indicator:project proposal requirement are prepared

Scope document

Risk analysis

Gantt chart

Costing and invoice


Project security

Observation


Appropriate Preparation of a project charter or project proposal in

reference with the project sponsor requirements tools

LU 2: Support project plan development

2

Learning Outcomes:

1. Break down the requirements to identify tasks and resources needed to complete the project plan according to the project specifications

2. Schedule project tasks, including realistic time frames and costs if required in accordance with the project plan and project specifications

3. Allocate task responsibilities to project team members in accordance with the available member’s capacity.

4. Create an agreement on a process with the sponsor to manage risks or unexpected events that may arise and affect project objectives in relation with the project specifications

10 Hours

Learning Outcome 2.1: Break down the requirements to identify tasks and resources

needed to complete the project plan according to the project specifications.

Work breakdown structure

Scope document

Gantt chart

Costings and invoice

o Dialogues o Role play o Demonstrations o Group work o Classroom discussion o Classroom

Videos

Recordings

Reference books

Participants guide create Technical documentation

PowerPoints

Project management Fundamentals







Written

Oral

Performance

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

Checklist Score

Yes No

Scope document, Work Breakdown Structure, Gantt Chart, Costings and Invoice

Observation

Learning Outcome 2.2: Schedule project tasks, including realistic time frames and costs if

required in accordance with the project plan and project specifications

Highlight project tasks

identification of project specifications Project time frame project cost estimation

o Dialogues o Role play o Demonstrations o Group work o Classroom discussion o Classroom activities and

activity tasks o Project stages o Group research and activities

- Videos - Recordings - Reference books - Participants guide

create technical Documentation

- PowerPoints



Efficient break down of the requirements to identify tasks and resources needed

to complete the project plan according to the project specifications

o Case Studies

- Project Management Fundamentals

- Writing business reports

- Internet research





Written

Oral

Performance

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

Checklist Score Yes No

Indicator: identification of project specifications

Time frame of the project is identified

Project cost identified

Observation


Precise schedule of project tasks, including realistic time frames and costs if

required in accordance with the project plan and project specifications

Learning Outcome 2.3: Allocate tasks responsibilities to projects team members in

accordance with the available members capacity


Work breakdown

structure

o Group discussion on project tasks

and members responsibilities

- Papers - Pens - Projector - Internet - Computer





Written

Performance

Oral

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

and Environmental (OHSE) requirements

Checklist Score

Yes No



Observation



Proper Allocation of task responsibilities to project team members in accordance

with the available member’s capacity

Learning Outcome 2.3: Create an agreement on a process with the sponsor to manage risks or unexpected events that may arise and affect project objectives in relation with

the project specifications

Create an agreement on a process with the sponsor Assumptions and

constraints Risk analysis Security report Business report

o Brainstorm on agreement elements o Group discussion on agreement

process

- Papers - Pens - Computers


assessor may collect among the following evidences and make judgements on whether the performance



Written

Oral

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Instructing SHE standards and regulations

Checklist Score

Yes No

Indicator: Agreement established

Business Report

Observation



Proper Agreement on a process with the sponsor to manage risks or

unexpected events that may arise and affect project objectives in relation

with the project specifications

LU 3: Support project development

3

Learning Outcomes:

1. Design a project schema in reference with specifications and requirements

2. Develop project components according to the agreed process

3. Test an debug the project components to ensure it meets requirements

4. Verify the project deliverable in reference with project expectations and sign off as complete

5 Hours

Learning Outcome 3.1: Design a project schema in reference with specifications and

requirements



Scope document

Costings and invoice

Gantt chart


activity tasks o Project Stages o Group research and activities o Case studies o Internet research

- Videos - Recordings - Reference Books - Participants guide create

Technical documentation - PowerPoint - Project management

Fundamentals - Writing business reports




Appropriate design of project schema in reference with specifications and

requirements




Written

Oral

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Analyze of work practices and processes to identify areas for improvement in relation to SHE issues and hazards

Checklist Score Yes No

Project decision log, work breakdown structure, scope document, costings and invoicing, Gantt chart

Observation

Learning Outcome 3.2:Develop project components according to the agreed process


Project development structure

Project risk analysis

o Dialogues o Role Play o Demonstrations o Group work o Classroom discussion o Classroom activities and

activity tasks o Project stages o Group research and

activities o Case studies o Internet research

Videos Recordings Reference books Participants guide

Create technical Documentation

PowerPoint Project

management fundamentals







Written

Oral

Performance

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

investigating all

Checklist Score

Yes No

Indicator: Project development structure

Indicator: Project risk analysis

Observation


Proper development of project components according to the agreed process

Learning Outcome 3.3: Process proper verification of the project delivereable in reference

with the project expectations and sign off as complete

Checklist of deliverable Project decision log Project log Project proposal /

business case Scope document


Activity tasks o Project stages o Group research and activities o Case studies o Internet research

Videos Recordings Reference books Participants guide

Create technical documentation

PowerPoints Project

management Fundamentals






Written

Oral

Performance

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



Proper Verification of the project deliverables in reference with the project

expectations and sign off as complete

Checklist Score

Yes No

Indicator: Deliverables are checked


Project Log

Project proposal / business case

Scope document

Observation

LU 4: Support project closure

4

Learning Outcomes:

1. Determine appropriate Preparation of ICT support or maintenance documents, if applicable, in accordance with the project specifications.

2. Create proper Documentation of the lessons learned the project as per the project specifications

20 Hours

Learning Outcome 4.1:Determine appropriate preparation of ICT support / maintenance

documents, if applicable in accordance with project specifications

Security report Business report

o Dialogues o Role Play o Demonstrations o Group work o Classroom discussion o Classroom activities and activity

Tasks o Project stages o Group research and activities o Case Studies o Internet research

- Procedural manuals - Organizational policies and

procedures - Environmental policy






Appropriate Preparation of ICT support or maintenance documents, if applicable, in accordance with the project specifications


Written

Oral

Performance

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

Checklist Score

Yes No

Indicator:Security report is prepared

Indicator:Business Report is prepared

Observation

Learning Outcome 4.2: Create proper Documentation of the lessons learned the project as

per the project specifications

Identification and documentation of lessons learned

o Brainstorming on lessons learned

- Reference books - Internet




Proper Documentation of the lessons learned and close the project as per the project specifications;




Written Multiple choice questions

True-False questions

Matching

Sentence completion

Presentation

Checklist Score

Yes No

Indicator: Lessons learned are identified

Observation

References:

1. Monitoring and Evaluation of ICT in Education Projects by Daniel A. Wagner, Bob Day, Tina

James, Robert B. Kozma, ©2005

2. Double Whammy – How ICT Projects are Fooled by Randomness and Screwed by Political Intent

By Alexander Budzier and Bent Flyvbjerg, 2008

3. Planning an information systems project by Jan Grevendonk, 2002

Competence

S F D B A 5 0 1 - BACKEND APPLICATION DEVELOPMENT

SFDBA501 Develop a back-end application


Credits: 6 60

Sector: ICT



Purpose statement

This module describes the skills, knowledge, and attitudes required to introduce Python language,

objects, and methods, flow controls and develop a web application in Python.


Not applicable







1. Introduce Python language

1.1. Proper introduction of Python concepts 1.2. Adequate description of Python editors, IDEs and

frameworks 1.3. Proper explanation of variables, operators and data

types 1.4. Correct exploration of Python algorithms

2. Apply objects, methods, and flow

controls

2.1. Proper implementation of Python classes and objects 2.2. Accurate implementation of function, flow controls,

loops and files. 2.3. Accurate implementation of dates and calendar

3. Create small application in Python

3.1. Adequate Introduction of Python small application 3.2. Proper manipulation of Excel spreadsheet 3.3. Proper manipulation of JSON Data 3.4. Proper manipulation of Email with JSON Data

LU 1: Introduce Python language

1

Learning Outcomes:

1. Introduce python concepts 2. Describe python editors, IDEs and frameworks 3. Explain variables, operators and data types 4. Explore python algorithms

20 Hours

Learning Outcome1.1: Introduce python concepts

● Description of Python concepts Python Definition Python Characteristics

Introduction ofPython usage Steps for installing

Python and PyCharm

o Brainstorm about the importance of Python

o Practical illustrations of Python usage






Written ▪ Multiple choice

▪ True or false question

▪ Matching

▪ Ticking



Proper introduction of python concepts

Checklist Score

Yes No

Indicator: Python is described

Definition

Properties

Python installation steps

Indicator : Python usage is introduced

Capabilities

Benefits

Observation

Learning Outcome1.2: Describe python editors, IDEs and frameworks

● Description of Python : Python Editors

Sublime text VIM

Python IDEs Wing IDE PyCham

Python Frameworks Django TurboGears

o Brainstorm about Python editors, IDEs, and frameworks

o Practical illustrations of python editors, IDEs, and frameworks







Proper description of python editors, IDEs and frameworks


Written


▪ Multiple choice

▪ True or false question

▪ Matching

▪ Ticking

▪ Observation checklist

▪ Performance quality checklist

Checklist Score

Yes No

Indicator: Python Editors are Described

Sublime text

VIM

Indicator: Python IDEs are described

Wing IDE

PyCham

Indicator:Python Frameworks are described

Django

TurboGears

Observation

Learning Outcome 1.3: Explain variables, operators and data types

Explanation of variables Variable declaration Re-declare a variable Concatenate variables Local &global variables Delete a variable Naming a variable

Explanation of data types Numbers List Dictionary Boolean Tuple Strings

Type of Operators Arithmetic Operations Comparison Operators Assignment operators Logical Operators Membership operators Identity operators Operator precedence

o Brainstorm about variables, Data types and expressions

o Practical exercises of variables, data types and expressions






Performance evidence ▪ Observation checklist

▪ performance quality checklist

Learning activities Resources


Proper use of variables, Operators and Data types

Content

Checklist Score

Yes No

Indicator: Variables are explained

Variable declaration

Re-declare a variable

Concatenate variables

Local &global variables

Delete a variable

Naming a variable

Indicator : Data types are explained

Numbers

List

Dictionary

Boolean

Tuple

Strings

Indicator: Operators are explained

Arithmetic operations

Comparison operators

Assignment operators

Logical operators

Membership operators

Identity operators

Operator precedence


Observation

Learning Outcome 1.4: Explore Python algorithms

Introduction on Python algorithms. ✓ Definition of Python

algorithms ✓ Characteristics of Python

algorithms. ✓ Python algorithm design

o Brainstorm about Python algorithms

o Practical exercises on Python algorithms







Performance ▪ Observation checklist

▪ Expose/presentation

Checklist Score

Yes No

Indicator : Python algorithms are introduced

✓ Definition of Python algorithms

✓ Characteristics of Python algorithms

✓ Python algorithm design

Observation


Effective exploration of Python algorithm

LU 2: Apply objects, methods and flow controls

2

Learning Outcomes:

1. Implement python classes and objects 2. Implement python function, flow controls, loops and files 3. Implement python dates and calendar

15 Hours

Learning Outcome 2.1: Implement Python classes and objects

● Definitions of Python class and objects

Define Python classes and objects

Inheritance in Python

Constructors in Python

o Brainstorm about class, object and flow controls

o Practical exercises of class, object and flow controls

- Computers

- Projector

- Internet






Proper implementation of Python classes and objects


Performance



Checklist Score

Yes No

Indicator: Python classes and objects are described

Define Python classes and objects

Inheritance in Python

Constructors in Python

Observation

Learning Outcome 2.2:Implement python function, flow controls, loops and files

Description functions

Define and call function

Significance of indentation

Function return value

Arguments in function

Definition of Python flow controls

if, else ,elif,nested if & switch case

Description of loops

While loop

For loop

Description of files

Create file

Append data to file

Read file

Write file

Rename file

ZIP File

Copy File

o Brainstorm about operators, function, loops and files

o Practical exercises of operators, function, loops and files

- Computers

- Projector

- Internet


Files Modes








Checklist Score

Yes No

Indicator: Python function are described

Define and call function

Significance of indentation

Function return value

Arguments in function

Indicator: Python flow controls are defined

if ,else , elif,nested if & switch case

Indicator: Loops are described

While Loop

For Loop

Indicator: Files are described

Create file

Append data to file

Read file

Write file

Rename file

ZIP file

Copy file

Files modes

Observation


Accurate implementation of function, flow controls, loops and files.

Learning Outcome 2.3: Implement Python dates and calendar

Exploration of dates Date & date time class Using date.today() Using Strftime () Current date and time Use of Timedelta objects

o Brainstorm about dates, calendar, accessing internet data

o Practical exercises on dates, calendar, accessing internet data






● Performance evidence



Checklist Score

Yes No

Indicator: Dates in Python are explored

Date & Date Time class

Using date.today()

Using Strftime()

Current Date and Time

Use of Timedelta Objects

Observation



Accurate implementation of Dates and Calendar

LU 3: Create a small application in Python

3

Learning Outcomes:

1. Introduce python small application 2. Manipulate Excel spreadsheet 3. Manipulate JSON data 4. Manipulate Email with JSON data

25 Hours

Learning Outcome 3.1: Introduce small Python application

● Execution of Python application basics Description of the automation

process Examples of automation without

GUI

Error Handling in Python Errors and exceptions Error debugging

o Brainstorm about dates, calendar, and accessing internet data







Correct Introduction of python small application





Checklist Score

Yes No

Indicator:python application basics are described

Description of the automation process

Examples of automation without GUI

Indicator: Error in Python are handled

Errors and exceptions

Error debugging

Observation

Learning Outcome 3.2: Manipulate Excel spreadsheets

Manipulation of Excel spreadsheet

Excel documents

Installing the OpenPyxl module

Reading Excel documents

Opening Excel documents with OpenPyXL

Getting sheets from the workbook

Getting cells from the sheets

Converting Between column letters and numbers

Getting rows and columns from the sheets

Workbooks, sheets, cells

o Practical exercise on working with Excel spreadsheet

- Computers

- Projector

- Internet

- Microsoft Excel






Performance



Checklist Score

Yes No

Indicator:Excel spreadsheet in python are manipulated

Excel documents

Installing the openpyxl module

Reading Excel documents

Opening Excel documents with OpenPyXL

Getting sheets from the workbook

Getting cells from the sheets

Converting between column letters and numbers

Getting rows and columns from the sheets

Observation

Learning Outcome 3.3: Manipulate JSON Data

● Manipulation of JSON Data

The JSON Module

Reading JSON with loads()

Writing JSON with dumps()

o Practical exercise on working with JSON data

- Computers

- Projector

- Internet

- Microsoft Excel



Proper manipulation of excel spreadsheet in Python.

Fetch current weather with data API

Convert JSON to CSV and Excel





Written


Matching

Ticking


Checklist Score

Yes No

Indicator: JSON data in python are manipulated

The JSON Module

Reading JSON with loads

Writing JSON with dumps

Fetch current weather with data API

Convert JSON to CSV and excel

Observation


Proper manipulation of JSON Data

Learning Outcome 3.4: Manipulate Email with JSON Data

● Introduction on sending Email with JSON data

SMTP

Sending Email

Connecting to an SMTP server

Sending the SMTP “Hello” message

Starting TLS encryption

Logging in to the SMTP server

Sending an Email

Disconnecting from the SMTP server

IMAP

Retrieving and Deleting Emails with IMAP

Connecting to an IMAP server

Logging in to the IMAP server

Searching for Email

Fetching an Email and set It as read

Getting Email addresses from a raw message

Sending Email from JSON data

Getting the body from a raw message

Deleting Emails

Disconnecting from the IMAP server

o Practical exercise on manipulating Email

- Computers

- Projector

- Internet






Proper manipulation of Email with JSON Data in Python


Written evidence


Matching

Ticking


Checklist Score

Yes No

Indicator: Email with Json data are manipulated

Sending an Email

Searching for Email

Deleting Emails

References:

1. https://www.guru99.com/python-tutorials.html

2. https://automatetheboringstuff.com/

3. https://www.tutorialspoint.com/python/python_algorithm_design.htm

4. https://realpython.com/python-data-types/

https://www.guru99.com/python-tutorials.html

https://www.guru99.com/python-tutorials.html

https://automatetheboringstuff.com/

https://automatetheboringstuff.com/

https://www.tutorialspoint.com/python/python_algorithm_design.htm

https://www.tutorialspoint.com/python/python_algorithm_design.htm

https://realpython.com/python-data-types/

https://realpython.com/python-data-types/

Competence

S F D D D 5 0 1 - DATABASE DEVELOPMENT

SFDDD501 Develop a database


Credits: 12 120

Sector: ICT



Purpose statement

This module covers the skills, knowledge and attitude to maintain a website which facilitates the

requirement as a front-end website developer. The module will allow the learner to resolve website

issues, to respond to the customer requests, to add new features and to execute customer service

support.


System analysis and design







1. Perform database structure 1.1. Proper introduction to SQL

1.2. Effective creation of database

1.3. Accurate creation of tables with attributes

1.4. Proper use of SQL constraints

1.5. Neat refining of Database Design

2. Apply DML queries 2.1. Proper execution of database insert operation

2.2. correct retrieval of row and column data from

tables using SELECT statement

2.3. proper creation of reports of sorted and restricted

data

2.4. Proper use of single row functions to generate and

retrieve customized data

2.5. Appropriate report aggregated data using group

functions

2.6. correct retrieval of data from multiple tables using

joins

2.7. Correct use of subqueries to solve problems

2.8. Correct use of set operators

2.9. Correct use of data manipulation language (DML)

statements to update table data

2.10. Proper execution of database procedures, index

3. Interact with database 3.1. Proper identification of different data file formats

3.2. Proper correlation of data between external format

and database

3.3. Proper execution of Import of data from external

source

3.4. Proper execution of export of data to external source

Learning Outcome1.1: Introduce SQL

SQL introduction:

SQL definition

Description of SQL

sublanguages(DDL, DML,

DCL)

Description of SQL

commands per sublanguage

DDL commands(create,

alter, drop, delete)

DML

commands(insert,select,

update, delete)

DDL commands(grant,

revoke)

o Brainstorm about the importance of system

o Brainstorming about different

SQL statements (DDL,DCL and

DML)

Documentary film

Papers

Computers

Printers

Books

Internet

Pen

Boards

Chalks

YouTube tutorials

LU 1: Perform database structure

1

Learning Outcomes:

1. Introduce SQL 2. Create database 3. Create Tables with attributes 4. Use constraints 5. Refine Database Design

15 Hours






Written



Sentence completion

Checklist Score

Yes No

Indicator: SQL is described

SQL Definition

SQL Sublanguages

SQL Commands per sublanguage

Observation

Learning Outcome1.2: Create a database

● Description of syntax of SQL

commands to :

Create a database

Rename a database

Drop a database

● Execution of:

o Group Discussion about create,

rename, drop commands usage

o Individual exercises on create,

rename, drop table

Papers

Computers

Printers

Books

Internet

Pen



Proper introduction to SQL

Create databasecommand

Rename databasecommand

Drop database command

Boards

Chalks

Youtube

tutorials





Written

Performance

Multiple choice exercises True or false questioning Sentence completion Performance check list

Checklist Score

Yes No

Indicator: Database syntax commands are described

Create database

Rename database

Drop database

Indicator: Database is defined

Create database

Rename database

Drop database

Observation


Proper creation of database

Learning Outcome 1.3: Create tables with attributes

Explanation of variables


Re-declare a variable

Concatenate variables

Local & global variables

Delete a variable

Naming a variable

Explanation of data types

Numbers

List

Dictionary

Boolean

Tuple

Strings

Type of Operators



Assignment operators

Logical operators

Membership operators

Identity operators

Operator precedence

o Brainstorm about variables, data types and expressions

o Practical exercises of variables, data types and expressions

- Computers

- Projector

- Internet






Accurate creation of tables with attributes


Written

Performance


Checklist Score

Yes No

Indicator : MySQL data types are described

Numeric data types

Date and time data types

String data types

Indicator : SQL commands for Tables with attributes definition are described

Create table

Alter table

Drop table

Rename table

Indicator : SQL commands for Tables with attributes definition are executed

Create table

Alter table

Rename table

Drop table

Observation

Learning Outcome 1.4: Use SQL constraints

● Description of SQL constraints:

Primary key constraint

Foreign key constraint

Unique key constraint

Not null constraint

Default constraint

o Group discussion about database constraints usage and advantage

o Individual practical work of add/drop constraints on a given table

Papers

Computers

Printers

Books

Internet

Pen

Boards

Chalks


Check constraint

● Execution of SQL constraints:

Add/drop primary key constraint

Add/drop foreign key constraint

Add/drop unique key constraint

add /drop not null constraint

Add/drop default constraint

Add/drop check constraint

Youtube tutorials





Written

Performance


Checklist Score

Yes No

Indicator : SQL constraints are described




Not null constraint


Proper use of SQL constraints

Default constraint

Check constraint

Indicator : SQL constraints are executed




Not null constraint

Default constraint

Check constraint

Observation

Learning Outcome 1.5: refine database design

Evaluate the database design Input/output

performance CPU time Space management

Refinement options Indexes Collapsing

relationships Introducing

redundancy

Estimating I/Os for transactions

Eliminating unnecessary entities

Eliminating unnecessary relationships One-to-one

relationships Relationships in which

there are only a few pre-established parent occurrences

Adding indexes

o Group discussions on the

database design Refinement

o Practical exercise on database design Refinement

Internet

Computer

Books

Pens

Papers

Markers

Board


Direct retrieval by key Generic access by key Ordered retrieval of

occurrences Retrieval of a small

number of entity occurrences

Physical sequential processing by key

Enforcement of unique constraints





Written

Oral

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

Checklist Score

Yes No

Indicator:Database design is evaluated

Input/output performance

CPU time

Space management

Indicator: Refinement options is done

Indexes

Collapsing relationships


Neat refining of database design.

Introducing redundancy

Indicator :Eliminating of unnecessary relationships is done

One-to-one relationships

Relationships in which there are only a few pre-established parent occurrences

Indicator: Indexes are added

Direct retrieval by key

Generic access by key

Ordered retrieval of occurrences

Retrieval of a small number of entity occurrences

Observation

LU 2: Apply DML queries

2

Learning Outcomes:

1. Execute database insert operation 2. Retrieve row and column data from tables using SELECT statement 3. Create reports of sorted and restricted data 4. Use single row functions to generate and retrieve customized data 5. Report aggregated data using group functions 6. Retrieve data from multiple tables using joins 7. Use subqueries to solve problems 8. Use of set operators 9. Use data manipulation language (DML) statements to update table

data.

10. Execute database procedures, index

90 Hours

Learning Outcome 2.1:Execute database insert operation

● Description of Syntax of SQL

statement of:

INSERT INTO statement

with one row

Insert data in all columns

Insert Data Only in a

specified columns


with multiple rows

INSERT INTO SELECT

statement

● Execution of:


with one row

Insert data in all columns

Insert Data Only in a

specified columns

o Group discussion of

different solutions analysis

o Applying harmless solution

to the current website

o Application of website

standards

Papers

Computers

Printers

Books

Internet

Pen

Boards

Chalks

Youtube tutorials



with multiple rows

INSERT INTO SELECT

statement





Written

Performance


Checklist Score

Yes No

Indicator: Insert operation syntax is described

INSERT INTO statement with one row

INSERT INTO statement with multiple rows

INSERT INTO SELECT statement

Indicator: Insert query is executed

INSERT INTO statement with one row

INSERT INTO statement with multiple rows

INSERT INTO SELECT statement

Observation


Proper execution of database insert operation

Learning Outcome 2.2:Retrieve row and column data from tables using SELECT statement

Execution of SQL Simple SELECT

statement with:

Introducing SQL Select statement

The describe table command

ALIAS

Column alias

Table alias

DISTINCT

SQL TOP PERCENT clause

SQL LIMIT clause

o Trainees will discuss on

capabilities of select

statements

o Trainees will be given

practical exercises on

basics of SELECT

statement

Computer

Book

Internet

Youtube

tutorials

Installed

DBMS (SQL

Server,

MySQL)





Written

Performance




Correct retrieval of row and column data from tables using SELECT

statement

Checklist Score

Yes No

Indicator: Simple Select operation is executed

SELECT with ALIAS

SELECT DISTINCT

SQL TOP PERCENT clause

SQL LIMIT clause

Observation

Learning Outcome 2.3: Create reports of sorted and restricted data

Limit the Rows Retrieved by a Query:

Where clause


LIKE operator

Boolean operators

Sort the Rows Retrieved by a Query

Order by clause



limiting data using “where”

clause


practical exercises on using

comparison operators

together with where clause



“like” operator


practical exercises on sorting

data using “order by” clause

Computer

Book

Internet

Youtube

tutorials

Installed

DBMS (SQL

Server,

MySQL)




Proper creationof reports of sorted and restricted data




Written

Performance


Checklist Score

Yes No


SELECT statement with WHERE clause

WHERE clause with comparison operators

WHERE clause with “like” operator

Sorting data using “order by” in a select statement

Observation

Learning Outcome 2.4: Use single-row functions to generate and retrieve customized data

Using single-row functions:

Using Character Case Conversion

Functions in a select statement

LOWER

UPPER

INITCAP

Using Character Manipulation

Functionsin a select statement

CONCAT

SUBSTR



character functions in a

select statement



numeric functions in a select

statement



Computer

Book

Internet

Youtube

tutorials

Installed

DBMS (SQL

Server,

MySQL)


LENGTH

INSTR

LPAD | RPAD

TRIM

REPLACE

Using Numeric Functions in a select

statement Round

Trunc

Ceil Floor

mod

Using date functions in a select

statement

MONTHS_BETWEEN

ADD_MONTHS

Round

Trunc

Last_day

Next_day

date functions in a select

statement





Written

Performance



Proper use of single row functions to generate and retrieve customized data

Checklist Score

Yes No


Character conversion functions

Character manipulation functions

Numeric functions

Date functions

Observation

Learning Outcome 2.5: Report aggregated data using group functions

Group functions:

Types and syntax

Using AVG

UsingSUM

Using MIN

Using MAX

Using COUNT

Use the DISTINCT keyword within group

functions

NULL values in a group function

Grouping rows:

GROUP BY clause

HAVING clause



group functions



grouping rows

Computer

Book

Internet

Youtube

tutorials

Installed

DBMS (SQL

Server,

MySQL)




Appropriate report aggregated data using group functions




Written

Performance


Checklist Score

Yes No


AVG

SUM

MIN

MAX

COUNT

DISTINCT within group function

NULL within group function

GROUP BY

HAVING

Observation

Learning Outcome 2.6:Retrieve data from multiple tables using joins

Types of JOINS and their syntax

· Natural join

· Join with the USING clause

· Join with the ON clause

· Self-join

· Nonequijoins

· OUTER join:

LEFT OUTER join

RIGHT OUTER join


practical exercises on joins

Computer

Book

Internet

Youtube

tutorials

Installed

DBMS (SQL

Server,

MySQL)


FULL OUTER join





Written

Performance


Checklist Score

Yes No


USING

ON

SELF-JOIN

NONEQUIJOINS

LEFT JOIN

RIGHT JOIN

FULL JOIN

Observation

Learning Outcome 2.7: Use subqueries to solve problems


Correct retrieval of data from multiple tables using joins

Subquery:

· Single-row subqueries:

- Group functions in a subquery

- HAVING clause with

subqueries

· Multiple-row subqueries

- Using ALL or ANY operator


practical activities on

subqueries

Computer

Book

Internet

YouTube

tutorials





Written

Performance


Checklist Score

Yes No

Indicator: Single-row subqueries

Group functions in a subquery

HAVING clause with subqueries

Indicator: Multiple-row subqueries

Using ALL or ANY operator

Observation



Correct use of subqueries to solve problems

Learning Outcome 2.8: Use of set operators

Set operators:

· UNION and UNION ALL operator

· INTERSECT operator

· MINUS operator


practical activities on using

set operators

Computer

Book

Internet

YouTube

tutorials





Written

Performance


Checklist Score

Yes No

Indicator: Set oprators

UNION and UNION ALL operator

INTERSECT operator

MINUS operator

UNION and UNION ALL operator

Observation



Correct use of set operators

Learning Outcome 2.9: Use data manipulation language (DML) statements to update table

data.

Adding new rows in a table

· INSERT statement

Changing data in a table

· UPDATE statement

Removing rows from a table:

· DELETE statement

· TRUNCATE statement

Database transaction control:

· COMMIT

· ROLLBACK

· SAVEPOINT


practical activities on INSERT

statements



UPDATE statements



DELETE statements



COMMIT statements



ROLLBACK statements



SAVEPOINT statements

Computer

Book

Internet

YouTube

tutorials





Written

Performance




Correct use of data manipulation language (DML) statements to update table data.

Adding new rows in a table

· INSERT statement

Changing data in a table

· UPDATE statement

Removing rows from a table:

· DELETE statement

· TRUNCATE statement

Database transaction control:

· COMMIT

· ROLLBACK

· SAVEPOINT

Checklist Score

Yes No

Indicator: Adding new rows in a table

INSERT statement

Indicator: Changing data in a table

UPDATE statement

Indicator: Removing rows from a table

DELETE statement

TRUNCATE statement

Indicator: Database transaction control

COMMIT

ROLLBACK

SAVEPOINT

Observation

Learning Outcome 2.10: Execute database Stored procedure, index

Description of stored procedure

Definition

Advantages and disadvantages

Syntax

Performing stored

procedure with one parameter

Performing stored procedure with

multiple parameters

Description of SQL index

Definition


Syntax of index

Index execution

o Group discussion about

stored procedures and

index usage, advantage

and disadvantage

o Trainees will have a

practical work on stored

procedures and index

Computer

Book

Internet

YouTube

tutorials





Written

Performance


Checklist Score

Yes No

Indicator: Stored procedure is described

Definition


Syntax

Indicator: Stored procedures is performed



PProper execution of database Stored procedure, index

procedure with one parameter

Performing stored procedure with multiple parameters

Indicator: SQL index is described

Definition


Syntax of index

Indicator: Index is executed Index is executed

Observation

Learning Outcome 3.1: Identify different data file formats

● Identification of different

data formats

.sql

.CSV

.xls

.xlsx

.BAK

o Group discussion on

usage of different file

formats

Computer

Book

Internet

Software compiler

YouTube tutorials




LU 3: Interact with database

3

Learning Outcomes:

1. Identify different data file formats 2. Correlate data between external format and database 3. Execute Import of data from external source 4. Execute Export of data to external source

15 Hours



Identification of different data formats


Written

Performance


Checklist Score

Yes No

Indicator:Different data file formats are described

.SQL file

.CSV file

.xls/xlsx file

BAK file

Observation

Learning Outcome 3.2: Correlate data between external format and database

● Analyzing data types

compatibility

Numeric

Date

String

● Analyzing size of data

o Group discussion of data

types compatibility

Computer

Book

Internet

YouTube

tutorials




Proper data correlation between external format and database




Written

Performance


Checklist Score

Yes No

Indicator:Data types compatibility is analyzed

Numeric

Date

String

Observation

Learning Outcome 3.3:Execute import of data from external source

● Execution of Import of data from

external source.

Import .XLS file

Import .CSV file

Import XLSX

Import .BAK file

o Group discussion of

usage of import of data

from external source

o Individual work on data

importation from

external source

Computer

Book

Internet

Youtube

tutorials




Proper execution of Import of data from external source




Written

Performance


Checklist Score

Yes No

Indicator: Import of data from external source is executed

Import .XLS file

Import .CSV file

Import XLSX

Import .BAK file

Observation

Learning Outcome 3.4: Execute export of data to external source

● Execution of export to external format

Export to .xlsx format Export to .CSV format Export to .PDF format Export to .SQL format




Proper execution of export of data to external source




Written

Performance


Checklist Score

Yes No

IndicatorExport of data to external source is executed

Export to .xlsx format

Export to .CSV format

Export to .PDF format

Export to .SQL format

References:

1. HTML5 Pocket Reference: Quick, Comprehensive, Indispensable (Pocket Reference (O'Reilly))

5th

2. https://en.wikibooks.org/wiki/Communication_Networks/HTTP_Protocol

3. https://www.d.umn.edu/~gshute/softeng/testing.html

4. http://www.evoketechnologies.com/blog/code-review-checklist-perform-effective-code-

reviews/

5. http://www.ics.uci.edu/pub/ietf/http/

6. https://www.udemy.com/the-complete-database-modeling-and-design-beginners-tutorial/

7. https://www.tutorialspoint.com/sql/sql-operators.htm

8. http://beginner-sql-tutorial.com/sql-commands.htm

9. https://www.javatpoint.com/sql-tutorial

10. https://www.1keydata.com/sql/sql.html

11. https://www.geeksforgeeks.org/sql-tutorial/

Competence

S F D S S 5 0 1 - DATABASE SERVER SETUP

SFDSS501 Setup a database server


Credits: 6 60

Sector: ICT



Purpose statement

This module describes the skills, knowledge, and attitudes required to setup a database server, backup

and restore a database, and migrate a database from one database server to another according to user

needs.


Not Applicable







1. Describe database server

concepts and standards

1.1. Proper definition of database server terms 1.2. Adequate description of database server architecture 1.3. Correct identification of database server properties

2. Analyze database server

requirements 2.1. Proper exploration of organizational database

2.2. Correct acquisition of database infrastructures

2.3. Proper selection of database server in line with

customer needs

3. Configure database server 3.1. Correct installation of database server environment

3.2. Appropriate backup and restore of database depending

on business processes

3.3. Adequate management of database resources

3.4. Efficient upgrade and migration of database server in

accordance with business rules

4. Perfom DB server testing 4.1. Proper validation and test of database server

4.2. Accurate documentation of review process

4.3. Effective reporting procedures of the tasks

accomplished in accordance with the installation to be

done

LU 1: Describe database server concepts and standards

1

Learning Outcomes:

1. Define database server terms 2. Describe database server architecture 3. Identify database server properties

15 Hours

Learning Outcome1.1: Define database server terms

Definitions of database servers

Database server Application tiers Types of servers

Database server responsibilities

Client requests handling

Database interactions Client responses

o Brainstorm about database servers o Group discussion about

applications of a database server

- Computers - Projector - Internet - Marker pen - Board






Proper definition of database server terms


Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Sentence completion/Fill in the Blanks Record of questions asked by assessor

Checklist Score

Yes No

Indicator:Database server terms are defined

Database server

Application tiers

Types of servers

Indicator: Database server responsibilities are described

Client requests handling

Database interactions

Client responses

Observation

Learning Outcome1.2:Describedatabase server architecture

Description of types of database server architecture

Two tier/Client-server architecture

Three tier architecture

N-tier architecture

Description of advantages and disadvantages of:

Client server Three tier server

o Trainees will participate in Group discussions to provide various database server architectures

- Computers - Projector - Internet - Board - Marker pen






Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Observation checklist Performance quality checklist Record of questions asked by assessor and responses

Checklist Score

Yes No

Indicator : Database server architecture are described

Two tier/Client-server architecture

Three tier architecture

N-tier architecture

Indicator :Advantages and disadvantages are listed

Client server

Three tier server

Observation


Adequate description of database server architectures

Learning Outcome 1.3:Identify database server properties

Identification of database server properties:

Property grid Memory

requirements processors Server

authentication Connections Database settings

options File stream Database engine

services

o Brainstorm about database

server properties o Practical exercises to change

database properties

- Computers - Projector - Internet - Books - Videos





Written evidence

Oral evidence

Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Concepts/mind map Record of question asked by assessor and responses of trainee


Correct identification of database server properties


Checklist Score

Yes No

Indicator: Database server properties are identified

Property Grid

Memory requirements

Processors

Server authentication

Connections

Database settings options

File stream

Database engine services

Observation

LU 2: Analyze database server requirements

2

Learning Outcomes:

1. Explore organizational database 2. Acquire database infrastructures 3. Select database server in line with customer needs

10 Hours

Learning Outcome 2.1Explore organizational database

Explanation of organization Information management policies: Priorities and

confidentiality Current information

flows Risk assessment Information

accessibility Information

distribution

Exploration of system status Monitoring

procedures Enforcement

strategies Periodic progress

review

o Group discussion on how an organization can keep information private

o Practical exercises on system enforcement







Written evidence

Oral evidence

Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Concepts/mind map Record of question asked by assessor and responses trainee

Checklist Score

Yes No

Indicator:Organization Information management policies are described

Priorities and confidentiality

Current information flows

Risk assessment

Information accessibility

Information distribution

Indicator: System status is explored

Monitoring procedures

Enforcement strategies

Periodic progress review

Observation


Proper exploration of organizational database

Learning Outcome 2.2: Acquire database infrastructures

Specifications of hardware components Servers Storage subsystems Networking devices

Listing software components Procedures Database access

language Query processor Run Time Database

Manager Data Manager

o Brainstorm about database server infrastructure

- Computers - Projector - Internet - Books





Written evidence

Oral evidence

Multiple choice questions

True or false questions

Matching


Concepts/mind map

Record of question asked by assessor and responses trainee



Correct acquisition of database server infrastructure.

Checklist Score

Yes No

Indicator: Hardware components are specified

Servers

Storage subsystems

Networking devices

Indicator: Software components are listed

Procedures

Database access language

Query processor

Run Time Database Manager

Data Manager

Observation

Learning Outcome 2.3: Select database server in line with customer needs

Choose of database server to install: Speed Reliability Market price Data analysis Storage and manipulation

o Brainstorm about qualities of a database server

- Computers - setup - Projector - Internet - Books






Proper selection of database server in line with customer needs.


Written evidence

Oral evidence

Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Concepts/mind map Record of question asked by assessor and responses

trainee

Checklist Score

Yes No

Indicator : Database server qualities are identified

Speed

Reliability

Market price

Data analysis

Storage and manipulation

Observation

LU 3: Configure a database server

3

Learning Outcomes:

1. Install a database server environment 2. Backup and restore a database depending on business

processes 3. Manage a database storage 4. Upgrade and migrate a database server in accordance with

business rules 25 Hours

Learning Outcome 3.1:Install a database server environment

Identification of database servers Local database server Remote database server

Installation of database server Installation wizard Setup support rules Features selections Instance configuration Server configuration Database engine configuration Service analysis configuration Reporting service configuration Complete the installation

o Brainstorm about local and remote database servers

o Trainees will be given practical exercises to install SQL server

- Setup - Computers - Projector - Internet - Books




Proper installation of a database server environment




Written evidence

Oral evidence


Product evidence

Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Concepts/mind map Record of question asked by assessor and responses trainee Observation checklist Witness testimony based on performance checklist Physical end product with assessor’s completed quality checklist

Checklist Score

Yes No

Indicator: Database servers are identified

Local database server

Remote database server

Indicator: Database server is installed

Installation wizard

Setup support rules

Features selections

Instance configuration

Server configuration

Database engine configuration

Service analysis configuration

Reporting service configuration

Complete the installation

Observation

Learning Outcome 3.2: Backup and restore a database depending on business processes

Description of types of backups. Full backup Incremental backup Differential backup Mirror backup

Identification of backup devices and media Magnetic tapes Disk drives CD-ROM Solid state storage

Backup and restore a database Expand databases from object

explorer Right click database instance to

backup Use database backup window Restore a database using .BAK file

o Brainstorm about different types of database backup

o List backup devices and media

o Trainees will be given practical exercises to backup and restore a database

- Computers - Projector - Internet - Storage media - Server

environment - Books





Written evidence

Oral evidence


Product evidence

Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Record of question asked by assessor and responses trainee Observation checklist Witness testimony based on performance checklist Physical end product with assessor’s completed quality checklist



Appropriate backup and restore a database depending business processes

Checklist Score

Yes No

Indicator: Types of backups are described.

Full backup

Incremental backup

Differential backup

Mirror backup

Indicator: Backup devices and media are stated.

Magnetic tapes

Disk drives

CD-ROM

Solid state storage

Indicator: Database backup and restore is performed.

Expand databases from object explorer

Right click database instance to backup

Use database backup window

Restore a database using .BAK file

Observation

Learning Outcome 3.3: Manage a database storage

Identify database storages Table spaces Temporary table space groups Data files Rollback segments Redo log groups Disk groups Archive logs

o Brainstorm about database storages

o Trainees will conduct practical exercises on database storage properties







Written evidence


Multiple choice questions True or false questions Matching Sentence completion /fill in the blanks Observation checklist Witness testimony based on performance checklist

Checklist Score

Yes No

Indicator: Database storages are identified

Table spaces

Temporary table space groups

Data files

Rollback segments

Redo log groups

Disk groups

Archive logs

Observation


Adequate management of database storage

Learning Outcome 3.4: Upgrade and migrate a database server in accordance with business

rules

Application for database upgrade and migration Version and edition upgrades Using data migration assistant Upgrade analysis services Upgrade database engine Upgrade data quality services Upgrade Integration Services Upgrade master data Services Upgrade Power Pivot for

SharePoint Upgrade replicated databases Upgrade and migrate reporting

services Upgrade SQL Server management

tools Upgrade SQL server using the

installation wizard (setup) Upgrade to a different edition of

SQL server (setup)

o Brainstorm about database upgrade and migration

o Trainees will conduct practical exercises on database upgrade and migration







Product evidence

Observation checklist Witness testimony based on performance checklist Physical end product with assessor’s completed quality checklist

Content Learning

activities

Resources


Efficient upgrade and migration of database server in accordance with business

rules

Checklist Score

Yes No

Indicator: Database upgrade and migration is done

Version and Edition Upgrades

Using Data Migration Assistant

Upgrade Analysis Services

Upgrade Database Engine

Upgrade Data Quality Services

Upgrade Integration Services

Upgrade Master Data Services

Upgrade Power Pivot for SharePoint

Upgrade Replicated Databases

Upgrade and Migrate Reporting Services

Observation

LU 4: Perform testing and documentation of work done

4

Learning Outcomes:

1. Validate and test a database server 2. Document the process review 3. Report the procedures of the tasks accomplished in

accordance with the installation to be done

10 Hours

Learning Outcome 4.1:Validate and test database server

Run SQL server features and recovery report SQL Server Installation Centre Installed SQL Server features

discovery report

Application of database server updates Security updates Critical updates

Test database server functionality and configuration correctness Query optimization

o Brainstorm about database server updates

o Trainees will be given practical exercises to locate database server installed features

- Setup - Computers - Projector - Internet - Books - Bench - Rack






Proper validation and test of database server





Checklist Score

Yes No

Indicator: Database server functionality and configuration correctness are tested

Recovery report

SQL Server Installation Centre

Installed SQL Server features discovery report


Security updates

Critical updates


Query optimization

Observation

Learning Outcome 4.2: Document database server installation process review

Development of the guidelines for configuring database server Operational guides Training manuals

Review of database server release notes Hardware and software

requirements Getting started with database

server Updated compiler

Description of database server installation wizard procedures Add features to database server

instance Repair a failed feature

o Brainstorm about guidelines to configure database server

o Trainees will be given practical exercises on technical journal

o Trainees will be given practical exercises on new feature addition and repair a failed feature

- Computers - Projector - Internet - Books - White board - Marker - Pen marker - paper


Write technical journal and recommendation Sections of technical journal Introduction to the problem Material and methods to solve

the problem Results Discussions Acknowledgements to

supporters





written evidence


Multiple choice True or false questions Matching Observation checklist Performance quality checklist

Checklist Score

Yes No

Indicator: Database server release notes is reviewed

Hardware and software requirements

Getting started with database server

Updated compiler

Indicator: Database server installation wizard procedures is described

Add features to database server instance

Repair a failed feature

Indicator: Technical journal is written

Sections of technical journal

Introduction to the problem

Material and methods to solve the problem


Accurate documentation of review process

Results

Discussions

Acknowledgements to supporters

Observation

Learning Outcome 4.3: Report procedures of the tasks accomplished in accordance with the

installation to be done

Review of installed database server and previous versions

Suggestions on database server improvements

Description of database server solutions and benefits

Propositions on database server Database server

alternatives New technologies

o Brainstorm about current Database server and previous versions






Written


Matching

Ticking




Effective reporting procedures of the tasks accomplished in accordance with the

installation to be done.

Checklist Score

Yes No

Indicator: Installed database server and previous versions are compared

Indicator: Database server improvements are suggested

Indicator: Database server solutions and benefits are described

Indicator: Database server propositions are given

Database server alternatives

New technologies

Observation

Summative Assessment

Integrated situation

NPD COTRACO Ltd. is one of country wide Construction Company. The company has a problem of having a centralized database server to manage employees and their payrolls, business project contracts and assets.

As a web application developer, you are hired to setup a SQL server 2016 version 13.0.1601.5 on the following environment:

- Operating System: Windows server 2016 - RAM: 8GB - Processor: 1.4 GHz 64-bit processor - Compatible with x64 instruction set - Supports NX and DEP - Supports CMPXCHG16b, LAHF/SAHF, and PrefetchW - Supports Second Level Address Translation (EPT or NPT)

To help the company to accomplish above management within three hours.

Assesment Criterion 1: Quality of process

Checklist Score

Yes No

Indicator:Tools, equipment and materials are selected

Tools

SQL server setup

Version

Operating system

RAM

Processor

Materials

SQL server deployment DVD

Equipment

Computer

Uninterruptable power supply

Indicator:SQL server is installed

Features and services

Properties

Storage

Security policies

Indicator: Configuration testing is done

Security updates

Critical updates

Query optimization

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Database backup and restore is performed

Backup

Restore

Accessibility

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Database server is installed

Responsiveness

Run

Indicator: Time is respected

Task completed within 3 hours

Observation

References:

1. Oracle-MySQL Essentials by John Russell

2. https://www.sqlmanager.net/download/msstudio/doc/msstudio.pdf

3. https://www.tutorialspoint.com/ms_sql_server/ms_sql_server_tutorial.pdf

https://www.sqlmanager.net/download/msstudio/doc/msstudio.pdf

https://www.tutorialspoint.com/ms_sql_server/ms_sql_server_tutorial.pdf

Competence

S F D W A 5 0 1 - WEB APPLICATION DEVELOPMENT

SFDWA501 Develop a web application


Credits: 12 120

Sector: ICT


Issue date:December2018

Purpose statement

This module describes the skills and knowledge required to scope the design of website. It applies to

individuals working as web designers and web developers, who apply a wide range of knowledge and

skills for basics web development.


Develop a database







1. Apply PHP Fundamentals 1.1. Proper definition of PHP and its basics 1.2. Effective description of syntax, data types,

variables, operators, and arrays 1.3. Proper introduction of comments 1.4. Complete installation and configuration of PHP

server

2. Implement PHP Logic 2.1. Proper use of program flow control 2.2. Effective use of functions 2.3. Effectivei of file processing 2.4. Proper handling of errors and exceptions

3. Perform PHP MySQL Database

interactions

3.1. Proper connection and access of MySQL database 3.2. Proper management of sessions and cookies 3.3. Correct implementation of database CRUD

operations 3.4. Proper management of dynamic forms

4. Use PHP Frameworks 4.1. Proper introduction to frameworks 4.2. Effective implementation of CakePHP framework 4.3. Effective implement Laravel framework

LU 1: Apply PHP Fundamentals

1

Learning Outcomes:

1. Define PHP language and its basics 2. Describe PHP Syntax, Data types, Variables, Operators and Arrays 3. Introduce an overview of comments, Include and Require

20 Hours

Learning Outcome1.1:Define PHP language and its basics

Introduction to PHP as a scripting language What PHP stands for Purpose of PHP PHP files PHP program structure

Difference between scripting and programming languages Server-side processes Interpreter Compiler Inside HTML files

o Group discussions on scripting languages

o Group discussion on PHP basics

o Installation and configuration of PHP Server

- Computer - Internet - Books - Pens - Papers - Markers - Board - Wamp - Xamp






Proper definition of PHP and its basics


Written Oral

Matching True-False questions Record of questions by assessor and responses of trainees

Checklist Score

Yes

No

Indicator: PHP as a scripting language is described

PHP in full words

Purpose of PHP

PHP files

PHP program structure

Indicator: Difference between scripting and programming language are described

Server side processes

Interpreter

Compiler

Inside HTML files

Observation

Learning Outcome 1.2: Describe PHP Syntax, Data types, Variables, Operators and Arrays.

Identification of PHP Syntax

rules

Primitive Data types


Constants

Operators

Expressions

User defined data types

Arrays

o Group discussion about syntax rules

o Practical exercises on arrays

Computer

Internet

Books

Pens

Papers

Markers

Board






Written Oral

Multiple choice True or false question Matching Sentence completion Expose /presentation Record of questions by assessor and responses of trainees

Checklist Score

Yes No Indicator: PHP Syntax rules are identified

Primitive Data types


Constants

Operators

Expressions

Indicator: User defined data types are implemented

Arrays

Observation


Effective description of Syntax, Data types, Variables and Operators, Arrays

Learning Outcome 1.3: Introduce PHP comments

Introduction to PHP comments Purpose of comments Types of comments

Use of PHP comments

o Practical Exercises on comments

o Group discussion on types of comment

Internet

Computer

Books

Pens and papers

Markers

Board





Written

Oral

Multiple choice True or false question Matching Sentence completion Expose /presentation Record questions by assessor and responses of trainees

Checklist Score

Yes No

Indicator: PHP comments described

Purpose of comments

Types of comments

Indicator: PHP comments are implemented

Observation



Proper introduction and overview of Comments, Include and Require

LU 2: Implement PHP logic

2

Learning Outcomes:

1. Use PHP of program flow control 2. Use PHP functions 3. Implement PHP file processing 4. Handle errors and exceptions

30 Hours

Learning Outcome 2.1: Use PHP control structures

Application of program flow control Conditional

statements Iterative statements

o Practical exercises to use all program flow control

Internet

Computer

Books

Pens

Papers

Markers

Board






Proper use of program flow control


Written Oral Performance

Multiple choice questions


Matching

Record of questions asked by assessor and responses of the trainee



Checklist Score

Yes

No

Indicator: Program flow control are implemented

Conditional statements Iterative statements

Observation

Learning Outcome 2.2 : Use PHP Functions

Application of PHP functions Built-in functions User-defined functions String manipulation

functions

o Brainstorm about PHP functions

o Trainees will be given practical exercises on various PHP functions

Internet

Computer

Books

Pens

Papers

Markers

Board




Effective use of PHP Functions




Written Performance

Expose Matching Observation checklist Performance checklist

Learning Outcome 2.3 : Implement PHP File processing

File formats supported by PHP Image formats File functions in PHP Is_file file_exists fopen fwrite fclose fget fgetss copy unlink file_get_contents

o Brainstorm about various image formats

o Practical exercises on file functions

Internet

Computer

Books

Pens

Papers

Markers

Board

Checklist Score

Yes

No

Indicator: PHP Functions are used

Built-in functions User-defined functions String manipulation functions

Observation






Written Performance

Group expose True-false questions Matching Observation checklist Performance checklist

Checklist Score

Yes

No

Indicator: File formats supported by PHP are used

Image formats Indicator: File functions in PHP are applied

file_exists fopen fwrite fclose fget copy fgetss Is_file Unlink File_get_contents unlink are used

Observation


Effective Implementation of File Processing

Learning Outcome 2.4 : Handle errors and exceptions

Description of program error types Syntax errors Logical errors

Run time errors

Introduction to error functions die custom error functions

Application of exception block Try and catch keywords

o Group discussion about program errors and exceptions

o Practical exercises to flow and catch exceptions

Internet

Computer

Books

Pens

Papers

Markers

Board





Written Performance

Matching True-false questions Group expose Observation checklist Performance checklist



Proper handling of Errors and Exceptions

Checklist Score

Yes

No

Indicator: Program error types are described

Syntax errors Logical errors Run time errors

Indicator : Error functions are introduced

Die custom error functions

Indicator : Exception block is applied

Try and catch keywords

Observation

Perform PHP MySQL Database interactions

3

Learning Outcomes:

1. Connect and access MySQL database 2. Implement database CRUD operations 3. Manage sessions and cookies 4. Manage dynamic forms

30 Hours

Learning Outcome 3.1 : Connect and access MySQL Database

Application of connection object and method Connection object Mysqli_connect PDO

Application database access methods Mysqli_select Mysqli_query Mysqli_num_rows Mysqli_fetch_array Mysqli_close

o Practical exercises on database connection and accessibility

MySQL database

Computer

Internet

Editors

Browsers






Proper connectionand access of MySQL database


Written Performance

Multiple choice questions Matching True or false questions Observation checklist Performance checklist

Checklist Score

Yes

No

Indicator: Connection object and methods are applied

Connection object Mysqli_connect PDO

Indicator: Database access methods are applied

Mysqli_select Mysqli_query Mysqli_num_rows Mysqli_fetch_array Mysqli_close

Observation

Learning Outcome 3.2 : Implement database CRUD operations

Manipulation of database table records

Insert record Retrieve records Retrieve one record Update record Delete record Export and import

records

o Practical exercises on SQL queries to manipulate records

- MySQL database - Computer - Internet - Books - Pens - Papers - Markers - Board






Written Performance

Matching Multiple choice True or false question Observation checklist Performance checklist

Checklist Score

Yes

No

Indicator : Database table records are manipulated

Insert record Retrieve records Retrieve one record Update record Delete record Export and import records

Observation

Learning Outcome 3.3: Manage sessions and cookies

3 Introduction and use of cookies 3.1.1 Importance of cookies 3.1.2 Cookies life time 3.1.3 Servlet API

o Practical exercises on cookies programming

o Practical exercises on sessions programming

- Computer - Internet - Books - Pens



Proper implementation of database CRUD operations

3.1.4 Create cookies 3.1.5 Retrieve cookies value 3.1.6 Delete cookies

4 Introduction and use of sessions 4.1.1 Importance of

sessions 4.1.2 Session life time 4.1.3 Create sessions 4.1.4 Destroy session

variables

- Papers - Markers - Board





Written Performance

Multiple choice questions True or false questions Observation checklist Performance checklist

Checklist Score

Yes

No

Indicator : cookies are used

Cookies life time Servlet API Create cookies Retrieve cookies value Delete cookies

Indicator: sessions are managed

Session life time Create sessions


Correct management of sessions and cookies

Destroy session variables

Observation

Learning Outcome 3.4:Manage dynamic Forms

5 Application of HTML form processing methods

Embedded PHP scripts POST method GET method PHP form validation

o Practical exercises on form processes

o Practical exercises on input PHP validation

Computer

Internet

Books

Pens

Papers

Markers

Board





Written Performance

Matching Multiple choice questions True or false question Observation checklist Performance checklist



Proper management of dynamic Forms

Checklist Score

Yes

No

Indicator : HTML forms are processed

Embedded PHP scripts

POST method

GET method

PHP form validation

Observation

LU 4: Perform PHP MySQL Database interactions

4

Learning Outcomes:

1. Introduce Frameworks 2. Implement the CakePHP framework 3. Implement the Laravel framework

40 Hours

Learning Outcome 4.1:Introduce Frameworks

Description of PHP frameworks CakePHP Laravel Symfony Zend Phalcon

o Brainstorm about PHP frameworks

o Group discussion to compare PHP frameworks

- Computer - Internet - Books - Pens - Papers - Markers - Board





Oral

Written

Record asked questions and answers of trainees Expose True-False questions Matching



Analyze project requirements

Checklist Score

Yes

No

Indicator : PHP frameworks are discribed

CakePHP

Laravel

Symfony

Zend

Phalcon

Indicator : PHP frameworks are compared

CakePHP vs Laravel

Laravel vs Symfony

Observation

Learning Outcome 4.2: Implement the CakePHP framework

Installation of CakePHP 3.x

CakePHP API Class components Controller Components

collection EventManager EventListener

Develop a web application using CakePHP framework CakePHP MVC

Architecture

o Brainstorm about CakePHP MVC architecture

o Practical exercise on website creation using CakePHP framework

- CakePHP setup - Papers - Computer - Books - Internet - Pen - Boards - Chalks - Marker


Naming conventions





Performance Product

Observation checklist Performance checklist Physical end product with assessor’s completed quality checklist Report with assessor’s completed quality checklist

Checklist Score

Yes No Indicator : CakePHP 3.x is installed

5.1

Indicator : CakePHP API is described

Class components

Controller

Components collection

EventManager

EventListener

Indicator : a web application is developed using CakePHP framework

CakePHP MVC Architecture

Naming convention

Observation


Publish animations

Learning Outcome 4.3 : Implement the Laravel framework

Installation of Laravel framework

Laravel APIs RESTful APIs

6 Development of web application using Laravel

Root directory Application directory Namespacing Service providers Service containers Contracts Services Database Building a list of links

o Brainstorm about Laravel MVC architecture

o Practical exercise to develop a web application using Laravel framework

- Papers - Computer - Books - Internet - Pen - Boards - Chalks - Marker pen - Flipchart





Performance product

Observation checklist Performance checklist Physical end product with assessor’s completed quality checklist Report with assessor’s completed quality checklist



Effective Implementation of CakePHP framework

Checklist Score

Yes

No

Indicator : Laravel framework is installed

6.1

Indicator: Laravel APIs are described

RESTful APIs

Indicator: a web application is developed using Laravel framework

Root directory Application directory Namespacing Service providers Service containers Contracts Services Database Building a list of links

Observation


Integrated situation

MINADEF is the Ministry of Defense in Rwanda which located at Kimihurura in Gasabo District. They have a market to serve soldiers and policemen where they buy the products they need. This market is called “Army shop”. The company has have a problem of using a file system where the information get lost and it hard to produce daily reports about stock in and stock out operations. “Army shop” has a web front-end developer who developed web pages and database-developer who developed a database to keep the stock information.

They want to hire a web application developer to program PHP server scripts to link the front end to the database. The codes must perform stock in, stock out, report the status of the stock and expired products.

Tools to use:Windows operating system,Text Editor, XAMPP web server. The software is needed within 3 hours.

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator:Tools, equipment and materials are selected

Tools

XAMPP setup

PHP Framework setup

Windows Operating system

RAM

Processor

Materials

PHP

PHP Framework

Editor

Equipment

Computer

Uninterruptable Power Supply

Indicator:CRUD operations are implemented

Insert

Retrieve

Update

Delete

Observation

Assessment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Front end and Database are integrated

Inventory

Export

Import

Observation


Checklist Score

Yes No

Indicator: Reports are generated

Expired products

Stock status by product



Observation

References:

1. PHP Tutorials for Beginners at https://www.guru99.com/php-tutorials.html

2. https://www.w3schools.com/php-tutorials.html

3. Steve Suehring, Tim Converse, and Joyce Park, PHP6 and MySQL6 BIBLE

4. Robin Nixon, Learning PHP, MySQL and JavaScript, 4th Edition

https://www.guru99.com/php-tutorials.html

https://www.w3schools.com/php-tutorials.html

Competence

S F D W D 5 0 1 - WEB APPLICATION DEPLOYMENT

SFDWD501 Deploy a web application


Credits: 4 40

Sector: ICT



Purpose statement

This module describes the skills, knowledge and attitudes to be acquired by the learner to Analyze web

application deployment requirements and therefore deploy a web application.

At the end of this module the learner will be able to describe deployment environment requirements,

identify deployment tools and equipment, and deploy any web application.


Setup a database server







1. Prepare for application deployment 1.1. Proper introduction of web application deployment 1.2. Adequate description of the deployment environment 1.3. Proper identification of deployment tools in accordance

with application requirements

2. Analyze software deployment

requirements

2.1 Right exploration of deployment server in line with application requirements

2.2 Appropriate interpretation of hardware and software requirements

2.3 Proper identification of technology used and network compatibility

3. Deploy application 3.1. Systematic inspection of application deployment model 3.2. Correct allocation of application package 3.3. Precise experimentation and launch application in line

with user needs

LU 1: Prepare for application deployment

1

Learning Outcomes:

1. Introduce web application deployment 2. Describe the deployment environment 3. Identify deployment tools, equipment and materials in

accordance with application requirements

10 Hours

Learning Outcome 1.1: Introduce web application deployment

Description of Deployment Definition Reasons Benefits

Exploration of deployment process / activities

Release Installation De- / Activation Uninstall Update Built-in update Version tracking Adaptation

o Group discussions on activities and steps to go through while deploying a web application


- Tomcat/ apache web

server




Proper introduction of web application deployment concepts




Written

Oral

Essay (extended responses) Sentence completion Expose /presentation

Concept / mind map (organizational chart)

Checklist Score

Yes No

Indicator: Deployment is described

Definition

Reasons

Benefits

Indicator: Processes of deployment are explored

Release

Installation

Activation

Deactivation

Uninstaller

Update

Version tracking

Adaptation

Observation

Learning Outcome 1.2: Explore the deployment environment

Description of 5-tier system architecture Persistence Back-end services Virtualization Application logic Presentation layer

Exploration of virtualization technology Description of

virtualization Properties and benefits

of Virtual machine Hyper-visor technology

o Group discussion about preparation of deployment and virtualization technology

Computer

Internet

Books

Pens

Papers

Markers

Board

Tomcat/ apache

web server





Written

Oral

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



Adequate description of the deployment environment

Learning Outcome 1.3: Identify deployment tools, equipment in accordance with application

requirements

Description of software deployment Tools Jenkins Google cloud

deployment manager CircleCI Octopus deploy AWS Code deploy

Description of hardware deployment equipment Server Computer Operating system Antivirus

o Group discussion on web application deployment tools and equipment

Internet

Computer

Books

Papers

Markers

Board

Tomcat/ apache web

server

Checklist Score

Yes No

Indicator: 5-tier system architecture is described

Persistence

Back-end services

Virtualization

Application logic

Presentation layer

Indicator: Virtualization technology is explored

Description of virtualization

Properties of virtual machine

Benefits of virtual machine

Hyper visor technology

Observation






Written

Oral

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

Checklist Score

Yes No

Indicator: Deployment tools are described

Jenkins

Google cloud deployment manager

CircleCI

Octopus deploy

AWS CodeDeploy

Indicator: Hardware deployment equipment is described

Server

Computers

Operating systems

Antivirus

Observation


Proper identification of deployment tools and equipment in accordance with

application requirements.

U 2: Analyze web application deployment requirements

2

1. Explore web application deployment server in line with application requirements

2. Interpret hardware and software deployment requirements 3. Identify technologies used and network compatibility

10 Hours

Learning Outcome 2.1: Explore web application deployment server in line with application

requirements

Analysis of application requirements Customer

requirements Functional

requirements Non-functional

requirements Performance

requirements Design requirements Delivery requirements Allocation

requirements

Identification of suitable deployment server Backup Services Customer Service Adequate Scalability Guaranteed Up-time Reputation

o Group discussions on the analysis of application requirements

o Group discussions on suitable deployment server

Internet

Computer

Books

Pens

Papers

Markers

Board






Written

Oral

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

Checklist Score

Yes No

Indicator: Application requirements are explained

Customer requirements

Functional requirements

Non-functional requirements

Performance requirements

Design requirements

Derived requirements

Allocated requirements

Indicator: Suitable deployment server is identified

Backup services

Customer service

Adequate scalability

Guaranteed up-time

Reputation

Observation


Right exploration of deployment server in line with application requirements.

Learning Outcome 2.2: Interpret hardware and software deployment requirements.

Identification of hardware deployment requirements Server processor Server RAM Disk storage

Identification of software deployment requirements Operating system Third party software’s

compatibility Firewalls settings

Production of analysis report Server Deployment package

o Group discussion on hardware and software deployment requirements.

o Group discussion on how to document the analysis and interpretation of the web application deployment

Internet

Computer

Books

Pens

Papers

Markers

Board





Written

Oral

Essay (short responses /extended responses) Role play Scenarios - completed checklist Recorded questions

Checklist Score

Yes No

Indicator: Hardware deployment requirements are identified

Server processor

Server RAM



Appropriate interpretation of hardware and software requirements.

Learning Outcome 2.3: Identify technologies used and network compatibility.

Exploration of Network compatibility Protocols Server accessibility Server visibility

Identification of web technology used for web development

PHP Version MySQL version Apache server

o Group discussion on network compatibility

o Group discussion on technologies used for web development

Internet

Computer

Books

Pens

Papers

Markers

Board




Disk storage

Indicator: Software deployment requirements are identified

Operating system

Third party software’s compatibility

Firewalls settings

Indicator: Analysis report is produced

Server

Deployment package

Observation



Proper identification of technology used and network compatibility.


Written

Oral

Multiple choice question Observation checklist Testimony Report Scenarios

Checklist Score

Yes No

Indicator: Network compatibility and protocols are explored

Protocols

Server accessibility

Server visibility

Indicator: Web technology used for web development are identified

PHP Version

MySQL version

Apache server

Observation

LU 3: Deploy application

3

Learning Outcomes:

1. Inspect web application deployment model. 2. Allocate the web application package. 3. Experiment and launch application in line with customer

20 Hours

Learning Outcome 3.1: Inspect web application deployment model

Analysis of web application deployment models Platform as a service

(PaaS) Infrastructure as a

service (IaaS) Software as a service

(SaaS)

o Group discussions on analysis of web application deployment models







Systematic inspection of web application deployment models


Written

Oral

Expose /presentation Concept / mind map (organizational chart)

Checklist Score

Yes No

Indicator: Web application deployment models are analyzed

Platform as a service (PaaS)

Infrastructure as a service (IaaS)

Software as a service (SaaS)

Observation

Learning Outcome 3.2: Allocate the web application package

Allocation of web application deployment package Application files Database file

Application code/logic configuration Client-side code Server-side code

Configuration of database server Server configuration Server validation

o Group discussion on allocation of web application deployment package

o Practical exercise on server configuration, application logic and database validation

Computer

Internet

Deployments tool

Editors

Browsers




Correct allocation of application package.




Written

Oral

Product

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

Checklist Score

Yes No

Indicator: Web application deployment package is allocated

Application files

Database file

Indicator: Application Code/logic configuration

Client-side code

Server-side code

Indicator: Configuration of database server

Server configuration

Server validation

Observation

Learning Outcome 3.3: Experiment and launch application in line with customer needs

Collection process of web application files Index file Resources folder Includes folder Classes Database

Deployment in staging environment Staging server Staging Database Staging application files

o Group discussions on available archiving tools and compression techniques.

o Practical work on deployment of a web application.

Staging Production



Testing phase and validation process Smoke test User acceptance Validity

Deployment in production environment Deployment server Database Application files Final delivery





Written

Performance

Multiple choice True or false question Question and answer Observation checklist

Checklist Score

Yes No

Indicator: Collection process of web application files

Index file

Resources folder

Includes folder

Classes

Database

Indicator:Deployment in staging environment

Staging server

Staging application

Indicator:Testing phase and validation process

Smoke test


Precise experimentation and launch application in line with user needs.

User acceptance

Validity

Indicator:Deployment in production environment

Deployment server

Database

Application files

Final delivery

Observation


Integrated situation Resources

SkyLine Digital Ltd. is a Rwandan tech company which digitizes services

with specialty in web development, mobile applications development

and digital marketing. It is situated in Kacyiru, Kigali Rwanda and has it’s

headquarter at the Telecom House building. Mr. Mbonigaba Eric, a web-

developer at SkyLine Digital Ltd., recently developed the “Gerayo” web

application and reported the final package, a locally running application

to the IT manager of SkyLine Digital.

Due to the client’s demand, customers are having trouble accessing the

platform since the company have purchased and published the domain

name address at www.gerayo.rw, and consequently, the IT manager

was advised to hire a web-master to deploy and distribute the

application so that it becomes publicly accessible to the customers to

start using this application.

As a web-master, you are hired to deploy and distribute “Gerayo” web application on an online server. First, test the application on a local Tomcat server, then deploy it online using Amazon web services on CloudWays platform. The management requires the application to be accessible in maximum three hours. To accomplish this duty you are required to identify the deployment model, analyze and select a suitable server for the deployment, analyze technologies used to develop this application, inspect the application files and distribute the application, after fixing any server or network compatibility issues.

http://www.gerayo.rw/

Assesment Criterion 1: Quality of Process

Indicator: Deployment test is successful

Smoke test

Staging

Production

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Web application is deployed

Accessibility

Usability

Responsive

Observation

Checklist Score

Yes No

Indicator: Server requirements are analyzed

Processor

Memory/RAM

Storage

Indicator: Technologies used for development are identified

PHP Version

MySQL Version

Indicator:Deployment tools are analyzed

Oracle VM Virtual box

Tomcat server

CloudWays

Amazon AWS EC2

Indicator:Deployment package is inspected

Application files

Database files

Third-party libraries


Checklist Score

Yes No

Indicator: Specified tools are respected

Oracle VM Virtualbox

CloudWays Platform

Amazon web services



Observation

References:

1. Web Application Architecture: Principles, protocols and practices, 2nd Edition, Leon Shklar

2. Network virtualization for cloud computing, Article Citation by Baroncelli, Fabio & Martini,

Barbara & Castoldi, Piero. (2010)

3. Azodolmolky, Siamak & Wieder, Philipp & Yahyapour, Ramin. (2013). Cloud Computing

Networking: Challenges and Opportunities for Innovations. IEEE Communications Magazine. 51.

54-62. 10.1109/MCOM.2013.6553678

4. https://aws.amazon.com/what-is-cloud-computing/

5. https://docs.microsoft.com/en-us/iis/publish/using-web-deploy/introduction-to-web-deploy

6. https://www.cloudways.com/blog/host-php-on-aws-cloud/

7. https://hackernoon.com/how-to-select-the-perfect-cloud-deployment-model-for-your-business-

b66f1e768f8f

8. http://sd.rw/

https://aws.amazon.com/what-is-cloud-computing/

https://docs.microsoft.com/en-us/iis/publish/using-web-deploy/introduction-to-web-deploy

https://www.cloudways.com/blog/host-php-on-aws-cloud/

https://hackernoon.com/how-to-select-the-perfect-cloud-deployment-model-for-your-business-b66f1e768f8f

https://hackernoon.com/how-to-select-the-perfect-cloud-deployment-model-for-your-business-b66f1e768f8f

http://sd.rw/

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment. Competency

standards are made up of units of competency,

which are themselves made up of elements of

competency, together with performance

criteria, a range of variables, and an evidence

guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure to

the tasks and series of training allowing one to

perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many cases

competency at a level will involve core modules

plus optional or specialization modules. Core

competencies are normally those central to work

in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a course

in recognition of having achieved particular

knowledge, skills or competencies; successful

completion of an apprenticeship or traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships to

other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving learners

greater choice of when, where and how they

learn. Flexible delivery may involve distance

education, mixed-mode delivery, online

education, self-paced learning, self-directed

learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally common

to several tasks and transferable to many work

situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for people

to participate effectively in the workforce. Key

competencies apply to work generally, rather

than being specific to work in a particular

occupation or industry. The following are key

areas of competency which were developed into

seven key competencies: collecting, analyzing

and organizing information; communicating

ideas and information; planning and organizing

activities; working with others and in teams;

using mathematical ideas and techniques;

solving problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study. In

CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that can

be developed during lesson planning and activity

preparation. The choice of learning activities

must be tailored according to group size,

available material resources and communication

tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed on

its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes which

need to be achieved in order to be deemed

competent. It describes the quality requirements

of the result obtained in labor performance.

Qualification: means the formal name for the

result of a process of assessment and validation,

which is obtained when a competent body

determines that an individual has achieved

learning outcomes to the standards laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization to

ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and use

the principle of “know how” to perform a specific

task and to solve the problem. In the context

of the CBE Framework, skills are defined as

cognitive (involving the use of logical, intuitive

and creative thinking), practical (including

physical skill and use of methods, materials,

devices and instruments) and social skills

(communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a particular

job or occupation. See also element of

competency, performance criteria, range of

variables.

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