mis.rp.ac.rw · iii | P a g e CCMBO501 - BUSINESS ORGANISATION 71 LU 1: Identify activities to be accomplished for real business operations 73 LU 2:Create a productive working environment

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5

TVET CERTIFICATE V in

LAND SURVEYING

CODE

CSTLSV5001 Kigali December, 2018

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CSTLSV5001-TVET CERTIFICATE V

Land Surveying

REQF Level 5 CURRICULUM

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© Rwanda Polytechnic, 2018

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

Original published version updated:

December, 2018

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

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Copyright

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

Reproduced with permission

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

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

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

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

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

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

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

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

any liability.

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

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

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

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

© Rwanda Polytechnic (RP) 2018

Published by

Rwanda Polytechnic (RP)

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

P.O. Box: Kigali, Rwanda

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

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Table of Contents

C o p y r i g h t i

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

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

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

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

2.2 Minimum entry requirements 1

2.6 Information about competencies 4

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

3.1 Course structure 5

3.2Competencies chart 5

3.3 Flowchart 7

4 . A S S E S S M E N T G U I D E L I N E S 8

4.1 Assessment Methodology 8

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

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

LU 2:Explain the occupation and learning process 16

LU 3: Respect the facilitation and apply learning methods 19

LU 4: Develop personal plans based on self-assessment practices 21

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 2 7

LU 1: Conduct OSHE (occupational safety and health equipment) monitoring 29

LU 2:Collect and analyze Occupational health, safety incidents report 33

LU 3: Train all staff on occupational health and safety matters 39

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 4 5

LU 1: Communicate with customers and colleagues from diverse backgrounds 47

LU 2:Address cross-cultural misunderstandings 51

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 5 5

LU 1:Apply human values 57

LU 2:Respect engineering ethics 63

LU 3:Apply safety 67

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C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 7 1

LU 1: Identify activities to be accomplished for real business operations 73

LU 2:Create a productive working environment 79

LU 3:Run real business operation 86

LU 4: Monitor and evaluate the business 92

C C M I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 9 7

LU 1: Demonstrate supervisory skills 99

LU 2:Get briefed on industrial attachment program 105

LU 3: Develop one’s competences on the workplace 109

G E N G C 5 0 1 - G E N E R A L C H E M I S T R Y 1 1 3

LU 1:Describe the transition metals 115

LU 2:Perform chemical titration 120

LU 3:Perform electrochemical cell reactions 126

LU 4: Describe polymerization 131

G E N G P 5 0 1 - G E N E R A L P H Y S I C S 1 3 8

LU 1:Sources of Energy in the world 141

LU 2:Motion in orbits 146

LU 3:Mobile phone and radio communication 151

LU 4:Mobile phone and radio communication 157

LU 5: Earthquakes, Tsunami, floods landslides and cyclone 162

LU 6:Describeoptical fibre in telecommunication systems 168

Learning Outcomes: 168

G E N A M 5 0 1 - M A T H E M A T I C S 1 7 5

LU 1:Apply fundamentals of trigonometry 178

LU 2: Apply fundamentals of complex numbers 186

LU 3:Determine and analyze numerical functions 190

U 4:Apply fundamentals of differentiation 196

LU5:Apply natural logarithmic functions 201

LU 6:Apply exponential functions 207

LU 7:Apply fundamentals of integrals 213

LU 8: Identify measures of dispersion and interpret bivariatedata 217

C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 2 2 2

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LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 225

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

no gukoresha ibinyazina binyuranye. 233

LU 3 :Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 243

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

gukoresha ibinyazina binyuranye 253

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

y’Ikinyarwanda. 263

C C M I W 5 0 1 - I C T A T W O R K P L A C E 2 7 3

LU 1:Prepare document Layout 275

LU 2:Apply basic computer operations 281

LU 3:Manage data 288

C C M U E 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 2 9 6

LU 1:Communicate orally in social and professional situations with ease 298

LU 2:Read correctly a range of materials 303

LU 3:Listen to audio messages with different English accents to get the intended message 307

LU 4:Produce a variety of medium texts on professional and general topics 311

L S V C M 5 0 1 - C A D A S T R A L M E A S U R E M E N T 3 1 7

LU 1:Identify cadastral function 319

LU 2:Apply cadastral data collection 324

LU 3:Perform land demarcation 332

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

LU 1:Identify land management components and function 345

LU 2:Perform GIS software in land registration 350

LU 3:Perform ArcGIS software in land use planning 359

L S V L R 5 0 1 - L A N D R U L E S A N D R E G U L A T I O N S 3 7 2

LU 1:Identify land law 374

LU 2:Assess land management principles 381

LU 3:Interpret land use 387

LU 4:Identify land surveying regulations 394

L S V P C 5 0 1 - D R A W I N G S A N D P L A N S W I T H C O V A D I S S O F T W A R E 3 9 9

LU 1:Apply Covadis Calculs 401

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LU 2:Perform terrain modelling 408

LU 3:Produce Covadis Plans 416

L S V R S 5 0 1 - F U N D A M E N T A L P R I N C I P L E S O F R E M O T E S E N S I N G 4 2 8

LU 1:Identify remote sensing function and components 430

LU 2:Identify Sensor and Platform system in remote sensing 435

LU 3:Perform visual image interpretation 440

LU 4:Apply remote sensing data in mapping 446

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

LU 1:Identify principles of surveying measurement 459

LU 2:Apply methods of surveying adjustment 463

LU 3:Perform Accuracy and Precision of measurements 468

L S V S S 5 0 1 - S E T T I N G O U T O F S T R U C T U R E S 4 7 3

LU 1: Perform setting out of buildings 476

LU 2: Operate embroidery equipment and tools 488

LU 3: Perform Setting out of dam 496

LU 4: Perform setting out of electrical line 505

LU 5: Design hardwood floor 513

G L O S S A R Y 5 2 1

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List of abbreviations

RP: Rwanda Polytechnics

REQF: Rwanda Education Qualification Framework

GIS: Geographical Information System

UPI: Unique Parcel Identifier

M: Meter

Ha: Hectar

ITRF: International Terrestrial Reference Frame

FIG: International Federation of Surveyors

Ltd: Limited

EMR: Electromagnetic Radiation

RADAR: Radio Detection and Ranging

LIDAR: Light Detection and Ranging

SONAR: Solar Navigation and Ranging

RHA: Rwanda Housing Authority

MINAGRI: Ministry of Agriculture

SHE: Safety and Health Equipment

OSHE: Occupational Safety and Health Equipment

PPEs: Personal Protective Equipments

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Acknowledgments

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

development of this curriculum:

Coordination RWAMASIRABO Aimable

Curriculum coordinator, RP

Facilitators Anselme UWIMANA, Facilitator

Curriculum Development Team

# Names Function Institution

1. DUSABIMANA Yves Alexis Trainer ST Joseph Technical College Nyamirambo

2. NIYONZIMA Jean Marie Vianey Assistant Lecturer IPRC-KIGALI

3. UWIZERA Leah Data Manager Digital Link

4. NDAYISABYE Christian Site Engineer Trust Contactors

5. KAREGEYA Emmanuel TVET Trainer Nyanza TVET

6. NSANZAMAHORO Ernest Surveyor New City Construction

7. BARARWEREKANA Robert Assistant Lecturer IPRC Ngoma

8. MUSAFIRI Ernest Instructor IPRC Ngoma

9. NSHIZIRUNGUVictor Clement Land Surveyor Star Construction Ltd

10. MUSONI Jean Claude Trainer Nyabihu TVET School

11. UWERA Marceline Socio-linguistics Officer

RALC

12. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

13. MATATA Jean Bosco Teacher College Ami des Enfants

14. GASIMBA François Xavier Lecturer UR/College of Education

15. KAMBARI Vincent Teacher GS St Marcel/Kayonza

16. MUREGO Yves Quality Assurance Officer

WDA

17. BUCYENSENGE Vincent Instructor IPRC KARONGI

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18. GASANA Vedaste Lecturer INES

19. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi

20. NGEZAHAYO Emmanuel Maths teacher/author

Rusumo High School

21. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza

22. UWINEZA Patrice Sciences trainer Nyamata TVET School

23. UMUGABEKAZI Yvette Chemist ADM-IBTC

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies

required to perform as a Rural Surveyor, Cadastral Surveyor, Construction

Surveyor, and GIS Technician. It is designed with an approach that takes into

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

implement training.

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

part presents the qualification details including its level in the qualification framework, its

purpose, its rationale and the list of modules it comprises. The third part deals with the training

package. It includes the competencies chart, the sequencing of module learning, the description

of each module and the course structure.

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

module, the length of training, the credit values, the context in which the competency is

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

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

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

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills, knowledge

and attitudes for a learner to be competent in

tasks and activities that require the application

of practical skills in a defined context. Work

would be undertaken in various technical

services sector where setting out of structures,

perform cadastral surveying measurements;

apply Arc GIS software in land management,

apply fundamental principles of remote

sensing,describe land rules and

regulations,perform surveying measurement

adjustment,and produce drawings and plans

with covadis software . Learners may work with

minimum supervision.

At the end of this qualification, qualified

learners will be able to:

Apply mathematics

Describe the occupation and learning

process

Monitor occupational SHE at workplace

Maintain professional conversation in

upper-intermediate English

Gukoresha ikinyarwanda cy’intyoza

Work in a socially diverse environment

Use ICT at workplace

Organize a business

Apply professional ethics

Perform setting out of structures

Perform cadastral surveying measurements

Apply Arc GIS software in land management

Apply fondamental principles of remote sensing

Describe land rules and regulations

Perform surveying measurement adjustment

Produce drawings and plans with covadis software

Integrate workplace

2.2 Minimum entry requirements

TVET Certificate IV in Land Surveying or other relevant qualifications or through recognition of prior learning.

Title: TVET Certificate V in Land Surveying

Level: REQF Level 5

Credits: 118

Sector: Construction and Building

services

Sub-sector: Land Surveying

Issue date: December, 2018

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the Construction and Building services industry with

the professionalization of land surveying; this qualification again offers the opportunity to execute the

works as Rural Surveyor, Cadastral Surveyor, Construction Surveyor, GIS Technician while ensuring that

safety, security and environmental regulations are respected.

Possible jobs related to this qualification

Rural Surveyor

Cadastral Surveyor

Construction Surveyor

GIS Technician

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification

after achieving TVET Certificate IV in

Land surveying 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 Land Surveying.

Pathways into the qualification

Pathways from the qualification

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2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Writing and presenting reports

Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small business plan

Planning and organizing

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

communication and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

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

moral and ethical issues

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Technology

Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as a medium of communication in the working environment

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Number of competencies: 18 Core competencies : 9 Complementary competencies : 9 The total number of Credits: 119

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 CCMMS501 Monitor occupational SHE at workplace 3

3 CCMUE501 Maintain professional conversation in upper-intermediate English 3

4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

5 CCMSE501 Work in a socially diverse environment 3

6 CCMIW501 Use ICT at workplace 3

7 CCMBO501 Organize a business 3

8 CCMPE501 Apply professional ethics 3

9 CCMIA501 Integrate workplace 30

Total 54

No Code Core competencies Credit

GEN

ERA

L

1. GENAM501 Apply general Mathematics 7

2. GENGP501 Apply General Physics 5

3. LSVRS501 Apply fundamental principles of remote sensing 7

4. LSVLR501 Describe land rules and regulations 7

SPEC

IFIC

5. LSVSA501 Perform surveying measurement adjustment 8

6. LSVPC501 Produce drawings and plans with covadis software 8

7. LSVSS501 Perform setting out of structures 8

8. LSVCM501 Perform cadastral surveying measurements 7

9. LSVGL501 Apply Arc GIS software in land management 8

Total 65

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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RURAL SURVEYOR,CADASTRAL SURVEYOR,CONSTRUCTION SURVEYOR,GIS TECHNICIAN

PROCESS GENERAL AND COMPLEMENTARY

COMPETENCIES

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1 Apply ArcGIS in land management

80 ∆ ∆ ∆ ▲ ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ● ●

2

Produce drawings and plans with Covadis Software

80 ∆ ∆ ∆ ▲ ∆ ∆ ∆ ○ ○ ○ ○ ○ ● ○ ○ ● ● ○ ● ●

4

Perform Surveying measurements Adjustment

80 ∆ ∆ ∆ ▲ ▲ ∆ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ● ●

5 Perform setting out of structures

80 ∆ ∆ ∆ ▲ ∆ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ● ●

6 Perform cadastral measurement

70 ∆ ∆ ∆ ▲ ▲ ▲ ∆ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ● ●

Figure 1: Competencies chart

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

▲:Functional link application ●: Functional link application ∆: Functional link existence ο: Functional link existence

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Monitoring of occupational she at workplace 3

3.3 Flowchart

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

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

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

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

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

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

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

Figure 2: Flowchart

Occupation and learning process 3

Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Professional ethcics 3

Business organisation 3

Industrial attachment program (IAP) 30

General Mathematics 7 General Physics 5

Fundamental principles of remote sensing 7 Land rules and regulations 7

Surveying measurement adjustment 8 Drawings and plans with covadis software 8

Setting out of structures 8 Cadastral surveying measurements 7

Arc GIS software in land management 8

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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

Section

4

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summative/integrated assessment

Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

carried out, the assessor has the role of developing a customized assessment referring to

the task to be carried out in the integrated situation in accordance with the environment

and the context in which they operate, but the integrated situation should stick on the

components of a task.

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

which the Trainee was not able to meet during Summative/Integrated Assessment should not

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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

CCMOL001 Describe the occupation and learning process

RTQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:December, 2018

Purpose statement

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

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

Also, the trainee will develop a comprehensive and clear vision of the occupation and the

training programme. The module will allow the participant to avoid mistakes of career guidance

and confirm or deny his/her choice from the start. The training and learning methods are

presented to the learner. This approach encourages greater motivation and, subsequently, a

better integration of various learning.

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Learning assumed to be in place

(Not applicable)

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

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

1.1 Proper introduction of oneself 1.2 Appropriate integration in team 1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and learning process

2.1 Proper description of the main/major elements of occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and apply learning methods

3.1 Proper engagement in active and participatory learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans based on self-assessment practices

4.1 Proper identification of values, skills and interests 4.2 Proper assessment of values, skills and interests 4.3 Correct Setting of goals 4.4 Proper development of plans in order to reach the set

goals 4.5 Proper assessment of one’s learning style 4.6 Adequate identification of learning strategies

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

1 Learning Outcomes:

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

6 Hours

Learning Outcome1.1: Introduce oneself and get to know one another

Introduction

Expectations about the training

o Introduction o Game o Presentation of trainees’

expectations

- Trainer manual

Formative Assessment 1.1

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

criterion has been achieved.

Types of evidence Portfolio assessment tools

Performance criterion

Proper introduction of oneself

Resources Learning activities Content

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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Integrate in team

Working as a team

Building trust

o Games o Group discussions

- Trainer manual





Checklist Score

Yes No

Observation

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


Appropriate integration in team


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Rules of the classroom

Group responsibilities

o Brainstorming o Discussions o Assign class tasks

- Trainer manual





Checklist Score

Yes No

Observation


Appropriate participation in setting rules and adhere to them


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LU 2:Explain the occupation and learning process


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

12 Hours

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

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

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

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector






Proper description of the main/major elements of occupation


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

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

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable





Checklist Score

Yes No


Adequate explanation about the one’s qualification


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Observation

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LU 3: Respect the facilitation and apply learning methods


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

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual






Proper engagement in active and participatory learning methods


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio

& integrated situation)

o Presentation by the trainer - Assessment manual





Checklist Score

Yes No

Observation


Adequate description of the assessment procedures


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LU 4: Develop personal plans based on self-assessment practices


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

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace

o Group discussion - Trainer manual - Books - Pens





Checklist Score


Proper identification of values, skills and interests


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Yes No

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Group discussion o Presentation

- individual assessment checklist





Checklist Score

Yes No

Observation

Learning Outcome 4.3: Set goals


Proper assessment of values, skills and interests


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SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation

Learning Outcome 4.4: Develop plans


Correct Setting of goals


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SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation

Learning Outcome 4.5: Assess one’s learning style


Proper development of plans in order to reach the set goals


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Types of learning styles

Determining one’s preferred way of learning

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

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Checklist Score

Yes No

Observation


Proper assessment of one’s learning style


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Learning Outcome 4.6: Identify learning strategies





Checklist Score

Yes No

Observation

Reference books:

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

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

o -


Adequate identification of learning strategies


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

CCMMS501Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

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

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

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

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

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

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

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

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

health and safety matters.

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Not applicable







1. Conduct OSHE ( occupational safety

and health Equipment) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best

practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors

on OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

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LU 1: Conduct OSHE (occupational safety and health equipment) monitoring


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

10 Hours

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

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees

Responsibility of

administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in

workplace

Equipment and machinery

Emergency response plans

SHE standards;

Responsibility in working

place

Hazard identification and

risk Control

Making the working area

safe

Personnel protective

o Brainstorming

o Documentary research

o Group discussion

- Flipcharts

- Markers

- Flipcharts stand

- Internet


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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

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

procedures


Proper checking of application of OSHE policies, procedures and regulations

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Types of PPEs to be used

according to the trade

Physical verification of PPEs

Cleaning and storage of

materials, tools and

equipment

o Group discussion

o Practical exercise

- Checklist

- PPEs

- Brushes

- Store

- Shelter

- Shelves

- Pen





Written

Oral

Performance

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

Checklist Score

Yes No

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

Physical verification of PPEs is done

Cleaning and storage of materials, tools and equipments are checked

Observation


Proper monitoring of the use of PPEs


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Learning Outcome 1.3: Monitor compliance of OSHE best practice

OSHE best practice

regulations

standards

Standards checklist to be

evaluated according to the

specific trade

o Brainstorming o Group discussion o Group work

- Books - Note books - Pens - White board - Marker pen





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


Proper monitoring the compliance of OSHE best practice


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


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





Proper collection of data regarding OSHE incidents


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Written

Oral

Performance

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

Checklist Score

Yes No

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




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medical expenses Economic impact

poor production, closer of the

company compensation repairs

Physical effects permanent injuries, loss of ability to

handle materials, persistent pain headaches

Psychological effects anxiety, depression





Written

Oral

Performance

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


Proper analysis of OSHE data collected

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Checklist Score

Yes No

Identification of root and causes of incident

Identification of impact of incidents

Observation

Learning Outcome 2.3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

Template of incidents







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports


Adequate elaboration of a compiled incident reports


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Checklist Score

Yes No

Types of incident reports are identified

Categories of incidents are identified

Template of incidents is well filled

Observation

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

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Proper recommendation of safest way to do the job


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Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job

Checklist Score

Yes No

Use of adequate PPEs is recommended

Emergency Preparedness Procedures is recommended

Hazard Identification And Risk Control is recommended

Making The Working Area Safe is recommended

Reporting Of Incidents And Accidents is recommended

Training of employees is recommended

Observation

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


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

standards/regulations 3. Evaluate trained OSHE programs

10 Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of:

An occupational health and safety

(OH&S) program

A policy statement

The program elements

Individual responsibility

Joint occupational health and

safety committee

Health and safety rules

Correct work procedures

Employee orientation

Training

Workplace inspections

Reporting and investigating

accidents/incidents

Emergency procedures

Medical and first aid

Health and safety promotion

Workplace specific items

Responsibilities of the staff:

Responsibilities of workers

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


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Using personal protection

and safety equipment as

required by the employer.

Following safe work

procedures

Knowing and complying with

all regulations.

Reporting any injury or

illness immediately

Reporting unsafe acts and

unsafe conditions

Participating in joint health

and safety committees or as

the representative

Responsibilities of supervisor

Instructing workers to

follow safe work practices.

Enforcing health and safety

regulations.

Correcting unsafe acts and

unsafe conditions.

Ensuring that only

authorized, adequately

trained workers operate

equipment.

Reporting and investigating

all accidents/incidents.

Inspecting own area and

taking remedial action to

minimize or eliminate

hazards.

Ensuring equipment is

properly maintained

Promoting safety

awareness in workers

Responsibilities of management

Providing a safe and healthful

workplace.

Establishing and maintaining a

health and safety program.

Ensuring workers are trained

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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


Appropriate provision of information and instructions

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A brief description of A policy statement is provided

A brief description of the program elements is provided

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

Observation

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


Training on SHE regulations

Safety roles of employees

Responsibility of administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in workplace

Equipment and machinery

Emergency response plans

Training on SHE standards

Responsibility in working place

Hazard identification and risk

control

Making the working area safe

Personnel protective

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

Procedures

o Brainstorming

o Group work

o Discussion

- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


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Written

Oral

Performance

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

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment

o Brainstorming o Group work o Discussion

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

pictures




Appropriate training to all employees and supervisors on OSHE

standards/regulations

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Written

Oral

Performance

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

Checklist Score

Yes No

Evaluation forms are well developed

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

Training impact assessment is well developed

Observation

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

9781472419712, Publication Date: 2015

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

(Author, Editor)

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

Date: 2009

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

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

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

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

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

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


Proper evaluation of trained OSHE programs

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776https://ecu.on.worldcat.org/oclc/271786642?databaseList=638https://www.rospa.com/occupational-safety/advice/training-matters/https://www.3tonline.fi/incident-reportinghttp://www.safety.uwa.edu.au/topics/plant/inspectionhttp://www.hse.gov.uk/statistics/causdis/index.htmhttps://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

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

CCMSE501Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

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

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

of communicating with customers and colleagues from diverse backgrounds and

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

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

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

individuals or bodies.

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Not applicable







5. Communicate with customers and colleagues from diverse backgrounds.

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

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

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

6. Address cross-cultural misunderstandings

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

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

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

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LU 1: Communicate with customers and colleagues from diverse backgrounds


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

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

3. Obtain assistance from colleagues, reference books or outside organisations when required. 12 Hours

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

treat them with respect and sensitivity

Treating different groups effectively forms of address levels of formality or

informality observance of special

religious, feasts or other celebratory days

customs, beliefs and values Product preferences

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

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

materials





Adequate Valuing customers and colleagues from different cultural groups and

treating them with respect and sensitivity.


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Written

Oral

Performance

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

Checklist Score

Yes No

Effective treatment of different groups

Observation

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

verbal communication and overcome language barriers.


Verbal and non-verbal communication: varied cultural

interpretation of non-verbal behaviour and gestures

personal grooming, including dress and hygiene habits

language spoken language written

Overcoming language barriers: meet, greet and farewell

customers give simple directions give simple instructions answer simple enquiries 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


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Written

Oral

Performance


Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation

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

organisations when required


Partnerships for efficient communication interpreter services diplomatic services local cultural organizations appropriate government

agencies educational institutions Disability advocacy groups.

o Group discussion o Individual work o Large group

discussion

- Reference books - Online materials - Specialised materials



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

verbal communication and overcoming language barriers.

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Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation


Proper obtaining assistance from colleagues, reference books or outside

organizations when required.

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LU 2:Address cross-cultural misunderstandings


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

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

3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up. 18 Hours

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

workplace

Cultural differences

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

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

- Reference books - Online materials - Specialised materials



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

workplace.


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Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Demonstration of knowledge about cultural differences

Identification of issues that may causes conflict at workplace

Observation

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

misunderstandings at workplace

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

values being accommodating Different Communication Styles Different Attitudes Toward

Conflict Different Approaches to

Completing Task Different Decision-Making Styles Different Attitudes Toward

Disclosure

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

- Reference books

- Role play scenario

- Online materials

- Specialised materials


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Written

Oral

Performance


Checklist Score

Yes No

Settlement of misunderstandings

Observation

Learning Outcome 2.3: Referring problems and unresolved issues to the appropriate team

leader or supervisor for follow-up

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

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

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

materials



Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.

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Written

Oral

Performance


Checklist Score

Yes No

Raising issues to the appropriate level at workplace

Observation

Reference books:

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

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

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

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


Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.

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C C M P E 5 0 1 - PROFESSIONAL ETHICS

CCMPE501Apply professional ethics


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.

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Not applicable







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

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

2.2. Adequate application ofcredible management of the work.

2.3. Adequate team spirit at the work.

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

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LU 1:Apply human values


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

7 Hours

Learning Outcome1.1: Valuate human right

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

Intellectual Property Right

Confidentiality

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

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

o Demonstration by video/ Picture of Human right issues

- Books - World Health

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



Adequate valuation of human right.


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

performance criterion has been achieved.


Written evidence

Oral evidence

Multiple choice exercises

Essay

Matching exercise Exercises

True or false questioning

Sentence completion

Checklist Score

Yes No

Privacy

Independence

Security

Right to vote

Medication

Education

Employment

Promotion

Leave( Holydays)

Observation

Learning Outcome 1.2:Promote integrity

Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty

Respect for others

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

Protected areas

- Books - Environmental reports

( National and International)

- Notebook - Pen - Workshop - Whiteboard/ Black

board


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- Marker pen - 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


Adequate promotion of integrity

60 | P a g e

Learning Outcome 1.3: Valuate time

Preparation of Agenda Agenda of Meeting Personal Agenda

o Brainstorming on preparation of Agenda

o Group Discussion on preparation of Agenda

o Practical exercise on preparation of Agenda

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





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion


Convenient valuation of time


61 | P a g e

Checklist Score

Yes No

Agenda of Meeting

Personal Agenda

Observation

Learning Outcome 1.4: Analyse variety of moral issues

Reason of Behaving Unethically

Resource Crunch Opportunity Attitude

o Brainstorming on Reason of Behaving Unethically

o Group Discussion on Reason of Behaving Unethically

- Books - Chocks - Blackboard





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score


Careful analysis of variety of moral issues


62 | P a g e

Yes No

Resource Crunch

Opportunity

Attitude

Observation

63 | P a g e

LU 2:Respect engineering ethics


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

15 Hours

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

Different Professional rules and regulations Public Building

regulations Human Settlement

Policies

Labor Code National International

o Brainstorming on Professional rules and regulations and Labor Code

o Group Discussion on Professional rules and regulations and Labor Code

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

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





Appropriate application of rules and regulations of the work.


64 | P a g e


Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Public Building regulations

Human Settlement Policies

Observation

Learning Outcome 2.2Apply credible management of the work.

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

o Brainstorming on ethical theories about Right Action

o Group Discussion on ethical theories about Right Action

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

board - Marker pen - Chalks - Projector - Computer





Adequate application of credible management of the work


65 | P a g e


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 - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer



Adequate team spirit at the work.


66 | P a g e




Written evidence

Oral evi